• That Funky Food Chain

Grades: 2-6


Running Time: 30 minutes


About: That Funky Food Chain is a once-in-a-lifetime chance for the students to become the consumers, producers, and decomposers that make life on earth possible. They'll show how plants get energy from the sun, plant-eaters from the plants, meat-eaters from the plant-eaters, and decomposers from the well, decaying remains of them all, right? In this groovy story, the meat-eaters (second-level consumers AKA carnivores) decide they're sick of their violent reputation, and decide to stop eating meat! How will that affect the others? Full of disco tunes that'll make everyone want to get up and boogie.


Topics covered: All energy comes from the sun, which allows plants/producers to create their own energy/sugar. Energy gets progressively passed through the food chain by first-level consumers/herbivores, followed by second-level consumers/carnivores. Finally, decomposers (insects, bacteria, and fungi) recycle the nutrients from the remains of those animals and their waste into the soil, beginning the process again.


Kit includes: PDF Script, Performance & Accompaniment Music



This musical correlates with national/state standards in both a core content area, such as Language Arts, Math, Social Studies, or Science, as well as a Performing Arts area, such as Music or Theater. The songs of the play can also be used as a fun, informative teaching tool, without staging an actual production.


In addition to state Social Studies / History standards, this play addresses Common Core standards, such as using evidence to support statements and inferences, and relating ideas to a theme.


CCSS

CCRA.L.6

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCSS

CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS

CCRA.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS

CCRA.SL.6

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

CCSS

CCRA.R.10

Read and comprehend complex literary and informational texts independently and proficiently.

CCSS

CCRA.R.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS

L.5.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

CCSS

L.5.5b

Recognize and explain the meaning of common idioms, adages, and proverbs.

CCSS

L.4.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

CCSS

L.4.5c

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

CCSS

L.4.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS

L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

CCSS

L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS

SL.5.6

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

CCSS

SL.4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS

SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

CCSS

RF.5.4c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS

RF.5.4b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

CCSS

RF.5.4a

Read grade-level text with purpose and understanding.

CCSS

RF.5.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS

RF.4.4c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS

RF.4.4b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

CCSS

RF.4.4a

Read grade-level text with purpose and understanding.

CCSS

RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS

RF.4.3a

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Casting
Cast List:
  • Producers
  • Herbivores
  • Carnivores
  • Decomposers
  • Note: Not all roles must be filled. Some roles require quick, simple costume change(i.e. taking off a hat and coat) for the actor to play another role in a different scene. The teacher may combine or separate other roles as well.

    That Funky Food Chain

    • $25.00



    Tags: CoreDramatics