LESSON PLAN byWhitley Starnes 5E Science Lesson: Food Chain Time:30 minutes Grade Level: 5thgrade Academic Standard: Life Science - 5.3.1 Obsere an d classify common !ndiana organisms as "roducers# consumers# decom"osers# "redator and "rey based on their relationshi"s and interactions $ith otherorganisms in their ecosystem. Unpacked: %no$ledge • • • • • • • • S&ills • • • Common !ndiana organisms 'efine "roducers 'efine consumers 'efine decom"osers 'efine "redator'efine "rey What is an ecosystem( Food chain Obsere Classify Create a food chain Performance Obectives: )ien a "icture of t$o organisms# the students $ill correctly classify each organism as either a "roducer or a consumer. )ien a "icture of t$o organisms# the students $ill correctly classify each organism as either a "redator or a "rey. )ien a half sheet of "a"er# the students $ill create a food chain that includes a "roduce r# a consumer# a "redator# and a "rey. Assessment !Eval"ation#: *o ass ess the first t$o "erformance ob+ecties# the teacher $ill hae the students turn in theirnote-ta&ing $or&sheet that has the students classify four organisms as a "roducer# a consumer# a "redator# or a "rey . ,ote-ta&ing $or&sheet is l ocated at the end of the lesson "lan.*o ass ess the third "erformance ob+ectie# the teacher $ill hae the students turn in their dra$ing of a food chain# $hich is on "age t$o of their no te-ta&ing $or&sheet. *a &ing a loo& at the food chain# the students should hae dra$n four organisms and labeled each organism as a "roducer# a consumer# a "redator# or a "rey. /lso# their food ch ain should follo$ a logical seuence and
Academic Standard:Life Science - 5.3.1 Obsere and classify common !ndiana organisms as "roducers# consumers#
decom"osers# "redator and "rey based on their relationshi"s and interactions $ith other organisms in their ecosystem.
Unpacked:%no$ledge
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S&ills
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Common !ndiana organisms
'efine "roducers
'efine consumers
'efine decom"osers'efine "redator
'efine "rey
What is an ecosystem(
Food chain
Obsere
Classify
Create a food chain
Performance Obectives:)ien a "icture of t$o organisms# the students $ill correctly classify each organism as either a "roducer or a consumer.
)ien a "icture of t$o organisms# the students $ill correctly classify each organism as either a "redator or a "rey.
)ien a half sheet of "a"er# the students $ill create a food chain that includes a "roducer# aconsumer# a "redator# and a "rey.
Assessment !Eval"ation#:
*o assess the first t$o "erformance ob+ecties# the teacher $ill hae the students turn in their note-ta&ing $or&sheet that has the students classify four organisms as a "roducer# a consumer# a "redator# or a "rey. ,ote-ta&ing $or&sheet is located at the end of the lesson "lan.
*o assess the third "erformance ob+ectie# the teacher $ill hae the students turn in their dra$ingof a food chain# $hich is on "age t$o of their note-ta&ing $or&sheet. *a&ing a loo& at the foodchain# the students should hae dra$n four organisms and labeled each organism as a "roducer# a
consumer# a "redator# or a "rey. /lso# their food chain should follo$ a logical seuence and
ma&e sense. For eam"le# leaf off a "lant ,"roducer 2 rabbit ,consumer 2 coyote ,"rey 2 lion,"redator.
*hese t$o formatie assessments $ill hel" the teacher "lan further instruction. /lso# theteacher $ill "roide feedbac& on both assignments and return them to the students# so that they
can use them as a study guide for their cha"ter test.
Advanced Preparation by Teac$er: ote-*a&ing $or&sheet ,40 co"ies ote-*a&ing $or&sheet /ns$er %ey ,1 co"y for teacherCom"uter!nternet
htt"6$$$.bbc.co.u&schools&s4bitesi:escienceliing;thingsfood;chainsread1.shtml<icture cards ,set of 10 each
Cut and "aste "ictures onto flashcards<ictures are located at the end of the lesson "lanLettuce
=abbit
CoyoteLion
>arn ,10 strands that are about 14 inches long
Proced"re:%ntrod"ction&'otivations !En(a(e#:
1. ?egin the lesson by haing the students listen to song @*he Circle of LifeA from the Lion
King moie. !Gardner: '"sical&Nat"ralist# )o to the follo$ing lin&.htt"6$$$.youtube.com$atch(78$S%&%r9:9&
4. /s& the students6 @What is meant by the circle of life(A !)loom: *no+led(e# /cce"t anyres"onses that are a""ro"riate. *his is not the time to e"lain. Listen to their res"onses to
the uestion you "ose.3. Sho$ the "icture cards of the lettuce# rabbit# coyote# and lion to the students.
B. <resent the follo$ing challenge to the students.
@With a "artner# ! $ould li&e for you to organi:e these "icture cards to re"resentthe circle of life.A
Step,by,Step Plan:!E-plore#
5.
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8ae students get $ith their science "artners. !Gardner: %nterpersonal#
<ass out the "icture cards along $ith a string of yarn.
/llo$ students to obsere their "icture cards and string of yarn.
=emind the students of the challenge# $hich is to organi:e the "icture cards to re"resentthe circle of life. !Gardner: )odily&*inest$etic#
/s students are finding $ays to meet this challenge# go around and hae the studentsshare $hy they organi:ed their "icture cards a "articular $ay.
10. Once you hae met $ith all the students# and they all hae some $ay of organi:ing their "icture cards to re"resent the circle of life# hae them come bac& together as a class.
11. 8ae students share $ith the class $hat they did to organi:e their "icture cards to
re"resent the circle of life.
!E-plain#14. G"lain to the students that $hen they $ere organi:ing their "icture cards to re"resent thecircle of life# they $ere also ma&ing a food chain.
./0 'irect studentsH attention to the oerhead screen and go to the follo$ing lin&. !Gardner:
*his $ebsite has a slide sho$ that tal&s about the food chain# "roducers I consumers as$ell as "rey I "redators.
1B. )o through each of the slides ,total of B on the $ebsite and discuss each slide $ith the
students.15. /fter going through all B slides on the $ebsite# as& the follo$ing uestions.
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Why are green "lants called "roducers( !)loom: 2ompre$ension#o /6 *hey ma&e their o$n food.
Why are animals considered consumers( !)loom: 2ompre$ension#
o /6 *hey get their food from "lants or other animals.
What is a "redator( !)loom: *no+led(e#
o /6 /n animal that eats other animals.
What is a "rey( !)loom: *no+led(e#
o /6 *he animal @a consumerA that is being eaten.
1. <ass out the ote-*a&ing $or&sheet and guide students in filling in the blan&s on "age 1and "age 4. Sto" after the fill in the blan& on <age 4.
Note to Teac$er: On "age 1# the students $ill need to classify the lettuce as
either a "roducer or consumer. *hen# classify the rabbit as either the "roducer or consumer. For the coyote and the lion# the students $ill need to classify one as the "redator and the other as the "rey. >ou $ill be doing this as a class# so be sure to haestudents e"lainsu""ort their reasoning. !)loom: Analysis#
2los"re !E-tend#:1D. 'irect studentsH attention to the bottom of "age 4 of the ote-*a&ing $or&sheet and
e"lain to the students that they $ill be dra$ing their o$n food chain. !)loom:
Application#
1E. =emind students of the food chain ,circle of life they made at the beginning and e"lainthat in their food chain they need to include B organisms total. /lso# they need to hae 1
"roducer# 1 consumer# 1 "rey# and 1 "redator. *hese should be labeled on their foodchain.
1. When students are finished $ith their food chain# hae them turn in their ote-*a&ing
$or&sheet to the green tray at the front of the classroom.
Adaptations&Enric$ment:St"dent +it$ a disability in readin(&lan("a(e arts
While readingdiscussing the slide sho$ about food chains be sure to "oint and read. /lso# read
aloud each statement on the ote-*a&ing $or&sheet# so that the student can follo$ along $ith hisor her "ointer.
St"dent +it$ Gifts and Talents in 2reativityJodify the ote-*a&ing $or&sheet# so that instead of dra$ing a food chain# he or she $ill dra$
a food $eb# $hich has multi"le food chains.
St"dent +it$ a 1is"al %mpairment8ae the student sit u" at the front throughout the $hole lesson# so that he or she can see theoerhead as $ell as the "icture cards you sho$ the students at the beginning of the lesson. /lso#
enlarge the ote-ta&ing $or&sheet.
St"dent +it$ a 3earin( %mpairment8ae the student sit u" at the front throughout the $hole lesson. /lso# $hen tal&ing to the $holegrou"# s"ea& in a teacher oice# and ma&e sure your bac& is not turned a$ay from him or her
$hen you are s"ea&ing. !n addition# $hen "laying @*he Circle of LifeA song# ma&e sure the
olume is set at an a""ro"riate olume for him or her to hear.
Self,4eflection:
• Were my students able to organi:e the "icture cards to re"resent the circle of life(
• Were my students able to classify "roducers# consumers# "redators# and "rey(
• 'id they understand ho$ to ma&e a food chain(
• Were my students engaged(
• Was my assessment effectie(
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What "arts of the lesson $ent $ell(
What "arts of the lesson did not go as $ell(
8o$ $ill ! im"roe my lesson for the net time ! teach(
4eferences:>outube 2 Lion %ing @*he Circle of LifeA song
htt"6$$$.youtube.com$atch(78$S%&%r9:9&
Food Chains Slideshtt"6$$$.bbc.co.u&schools&s4bitesi:escienceliing;thingsfood;chainsread1.shtmlCycle of Life 16 Food Chain
