The Magic
School Bus A Science Chapter Book #17
Food Chain Frenzy
Lapbook
by
Amy Yee
. Yee Shall KnowYee Shall KnowYee Shall KnowYee Shall Know http:///www.yeeshallknow.com
(1) (3) (2)
Valley fold
Lapbook Basics
Follow the instructions in the following page(s) to complete all the individual pieces that will go into your lap-
book. And then assemble as follows:
Open a file folder and fold in the two sides.
Glue the booklets inside. Close the shutters and decorate the cover.
If more space is needed to complete your project, there are several methods to extend your file folder. You
can fold another folder in the similar fashion and glue the back of section 3 of your first folder to the back of
section 1 of your second folder. You can also lay an additional piece of paper (card stock) just above or below
the middle section (2) of the folder. Use packing tape or other strong tape, secure the paper to the folder creat-
ing a flap that can be opened to display your student’s work. You can also staple the crease between sections
two and three of the first folder to the crease between sections one and two of the second folder using a long
stapler. This method will give you two additional surfaces to add your student’s completed work.
Some students prefer to assemble the lapbook after they have completed all the activities so they can arrange
their booklets, while others prefer to affix each booklet to the lapbook after each activity. Either way will
work.
A note on cutting and folding. In the following templates, please cut on the solid lines. The black dotted
lines are folding lines for mountain folds (when you are done folding, the black dotted lines should be on the
outside of the fold). The yellow dotted lines are for valley folds (when you are done folding, the line is tucked
on the inside of your fold). Do make sure that you use firm pressure to make your creases as sometimes these
creases will help the final booklet to fall into their proper positions.
For some younger students you may wish to have them dictate their answers to you or you may write down the
answers for them to copy.
Lapbooks not only are fun for kids to do and help with their information retention, they also serve as a perma-
nent record of their learning. The students can refer to it when looking for information, or they can use it in
presentations to friends and relatives thus further reinforcing their learning.
I hope your student(s) will enjoy this lapbook and the information learned will remain with them.
Activities
1. What does all living things need?
2. What do we get from the food we eat?
3. What is a food chain?
4. How is the sun the source of energy for all living things?
5. What does chlorophyll do? Where is it found?
6. What things make up carbohydrates? Where can they be found?
7. What is the basic building block of all materials? When these building blocks join together,
what do they form?
8. What does the root word “photo” mean? What does the root word “synthesis” mean?
9. During photosynthesis, what does light energy trapped by the chlorophyll do?
10. What combines to make carbohydrates? What is left over and released into the air?
11. How much glucose and other carbohydrates are created every year through photosynthesis?
12. Name the tree kinds of eaters, what they eat, and list a few examples of each type of eater.
13. What do animals use as their energy source? How do they get it?
14. As you move up the food chain, what happens to the number of animals at every level?
15. What is an ecosystem? Name a small ecosystem. Name a large ecosystem.
16. What is a food web?
17. How do plants and animals use most of their energy?
18. What happens to the amount of available energy as you go up the food chain?
19. How does poisons in the environment affect the food chain?
20. What are plankton made of? Where are they found? What are plankton containing
chlorophyll called? What does the root word “phyto” mean?
21. Describe the circle of life: What do bacteria eat? They break their food down into what?
What do they release in the process? What do the plants absorb? The plants will then make
more of what? How are animals part of the circle of life?
22. What does “decompose” mean? Name a few decomposers. What two things do they help
do so the plants can make more carbohydrates?
23. What do baleen whales eat? How do they eat?
Instructions
1. Living things need. Cut out the shape, fold in half, and answer the question on the inside.
2. Food we eat. Cut out the shape, fold in half, and answer the question on the inside.
3. What is a food chain. Cut out the shape, fold in half, and answer the question on the
inside.
4. Sun the source of energy. Cut out the shape, fold in half, and answer the question on the
inside.
5. Chlorophyll do/found. Cut out the shape, fold in half, and answer the question on the
inside.
6. Make up carbohydrates/found. Cut out the shape, fold in half, and answer the question
on the inside.
7. Basic building block. Cut out the shape, fold in thirds accordion style, and answer each
question.
8. Root words. Cut along all solid lines and fold along the dotted lines to make a connected
matchbook. Write your answer inside each matchbook.
9. Trapped light energy. Cut out the shape, fold in half, and answer the question on the
inside.
10. Combine to make carbohydrates/left over. Cut out the shape and fold along the dotted
lines. Open each flap and write your answer on the inside.
11. How much each year. Cut out the shape, fold in half, and answer the question on the
inside.
12. Types of eaters. Cut out the cover and the tabbed pages. On each page, write the type of
eater on the tab and a brief description about the type of eater.
13. Energy. Cut out the shape, fold in thirds accordion style, and answer each question.
14. Up the food chain. Cut out the shape, fold in half, and answer what happens to the number
of animals as you move up the food chain.
15. Ecosystem. Cut along all solid lines and fold along all dotted lines. Open the booklet and
answer the question under each flap.
16. Food web. Cut out the shape, fold in half, and write a description of a food web on the
inside.
17. Energy use. Cut out the shape, fold in half, and answer how do plants and animals use
most of their energy.
18. Available energy. Cut out the shape, fold in half, and answer the question on the inside.
19. Poison. Cut out the shape, fold in half, and answer the question on the inside.
20. Plankton. Cut out the square and fold along all dotted lines. Answer each question under
the flap.
21. Circle of life. Cut out the two shapes and write your answers under each question. Punch
holes through the middle and assemble the spinner using a paper fastener.
22. Decompose. Cut out the shape and fold along all dotted lines. Answer each question under
the flap.
23. Baleen whales. Cut out the shape, fold in half, and answer the questions on the inside.
How is the sun the source of
energy
for all living things?
What things make up carbohydrates? Where can they
be found?
Basic Building Block
What is the basic building
block of all materials?
When these building blocks join
together, what do they form?
photo synthesis
What is left over
and released
into the air?
What combines
to make
carbohydrates?
What do animals use as
their energy source?
How do they get it?
Name an example of a small ecosystem
What
is
an
ecosystem?
Name an example of a large ecosystem
What happens to the amount of available
energy as you move up the food chain?
How does poisons in the
environment affect the food chain?
What are plankton m
ade of?
What are plankton
containing chlorophyll
called?
Wha
t doe
s
the ro
ot
Wor
d
“phy
to”
mea
n?
Whe
re
Are
They
fo
und?
Cut out both shapes
and write your
answers under the
questions. Then
put a paper fastener
through the middle.
What do bacteria eat?
Bacteria break food
down into w
hat?
What do they release in
the process?
What do the plants
absorb?
The
pla
nts
will
mak
e
more
of
wha
t?
How
are
ani
mal
s pa
rt
of the
cir
cle
of
life
?
Name a few
Name a few
Name a few
Name a few
dec
omposer
s.
dec
omposer
s.
dec
omposer
s.
dec
omposer
s.
What d
oes
What d
oes
What d
oes
What d
oes
“decom
pose”
“decom
pose”
“decom
pose”
“decom
pose”
mea
n?
mea
n?
mea
n?
mea
n?
What two things do decomposers help do so What two things do decomposers help do so What two things do decomposers help do so What two things do decomposers help do so the plants can make more carbohydrates?the plants can make more carbohydrates?the plants can make more carbohydrates?the plants can make more carbohydrates?
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