- 20 cards of dimension 10 cm 15 cm on which the following pictures are pasted
- Pictures of animals, plants and plant products like cow, deer, tiger, lion, fox, giraffe, frog, worm, insect, vulture, eagle, crow, grass, leaves, grains of rice, wheat and maize (cut from old newspapers or magazines)
- A ball of twine
Instruction to the teachers
- Stick the pictures on the cards (one on each). (In case pictures are not available, write the names itself)
- Punch holes on the top of cards so that they can be tagged on to the child’s dress.
- Distribute one card to each child and ask them to pin it to their shirt.
- Then, ask all the students to stand in a circle.
- Through questions, elicit the food of each animal.
- Next, help them form a food chain, linking the food of each animal.
Ask them to identify the starting point of the food chain. Let that child hold the end of the twine and pass the ball of twine to the rest of students in that food chain. Then, cut the twine.
- Repeat the activity with other children to form as many food chains as possible.
- Let the rest of the class observe and interact.
Help them recall the meaning of producers, primary and secondary consumers, introduce these terms and help them to identify the same. Explain the relationship between food chains and food web.
Ask the students to observe the food web and answer questions of the type:
i) Which is the shortest / longest food chain?
ii) Name two animals that are a part of more than one food chain.
iii) Name an animal that eats another animal as well as gets eaten by another.
iv) Why isn’t lion a primary consumer?
v) Why can’t there be more than one producer in one food chain?
Suggestions: This activity can be used to explain the ‘Ecological Balance’ in nature.