The Ecology of Dog Food What’s in it and where did it come ...

[Pages:2]The Ecology of Dog Food ? What's in it and where did it come from?

Subject: Middle School Science

Topic Theme: Energy flow ? From beginning to the dog bowl!

Grade Levels: 6-8

Objectives:

1. Students shall be able to locate nutrition labels.

2. Students shall critically analyze typical ingredients found in many dog foods compared to the nutrients a dog

naturally needs.

3. Students shall construct a food web and use it to then complete an energy pyramid.

4. Students shall know and be able to compare and contrast the different types of organisms present in

ecosystems.

5. Students shall know and model how energy flows through an ecosystem.

National Science Teachers Association (NSTA) practices addressed:

Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Middle School Specific: Construct a scientific explanation based on evidence for the role of photosynthesis in the

cycling of matter and flow of energy into and out of organisms. MS-LS1-6 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and

populations of organisms in an ecosystem. MS-LS2-1

Materials:

Access to internet-enabled devices (computer lab, laptop carts, personal phones, etc.) Copies of dry dog food nutrition labels (at least 2 labels) that include the ingredients list. You can also find

nutritional information online. Considering using the following websites: o Blue Buffalo o Purina o Royal Canin o Nature's Recipe o Hill's

Assessment: Student completion of questions following research and observation.

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Learning Activities and Strategies:

1. The student sheet can be used as the initial instructional delivery tool, or it could follow teacher-given instruction and be used as not only a case study, but also a review of energy within ecosystems. **If used as the former, ample reference material should be provided by the teacher. This may include textbooks or internet-enabled devices such as phones, tablets, or computers.

2. Given student characteristics, teacher should provide the appropriate amount of scaffolding, especially when students are constructing their own food webs and using that information to complete the energy pyramid. Healthy student debate should be fostered and encouraged.

Digging deeper

Analyze which dry dog food brands contain the "best" ingredients for the "best" price. Make sure you define "best" and again, foster and encourage healthy student debate.

References

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