Food Chains and Food Webs
Subject / grade level: Food Chains and Food Webs– 4th Grade
Materials:
Food Chain: Before, During, and After Thinking Guide, Internet access for BrainPOP and Sheppard Software, Hey Diddle Diddle: A Food Chain Tale, Poster paper and chart paper.
Common Core State Standards:
CCSS.ELA-Literacy.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
NJ State Science Standard:
5.3.4.E.2 Evaluate similar populations in an ecosystem with regard to their ability to thrive and grow.
Lesson objective(s):
Students will be able to classify organisms as producers, consumers, and decomposers and explain their roles in energy flow. Students will be able to explain the importance of producers, consumers, and decomposers in an ecosystem, and identify the consequences of their absence in energy flow and will be able to create their own food chains and food webs.
Differentiation strategies to meet diverse learner needs:
Students that may need extra help grasping the concept may use a manipulative chart of food chains in order to help them through the activities.
ENGAGEMENT
· I will start the lesson by engaging students by reading a book aloud. I will read Hey Diddle Diddle: A Food Chain Tale by Pam Kapchinske.
· Following the book I will explain to students that today we will be learning about food chains and the roles of each animal within one.
· After reading the book students should be asking themselves: What is a food chain? What is a producer? What is a consumer? What kind of different ecosystems are there? What is the difference between a food chain and a food web? What is a primary consumer? What is a herbivore? What are secondary consumers and what do they eat? What is an omnivore and an example on an omnivore? What is a decomposer? What does it mean to be a predator? Prey?
· After reading the book I will then pass out the Before, During, and After thinking guide (at end of lesson plan w/ answers). Students will then complete only the section that says “before reading” on the handout.
EXPLORATION
· I will then move into a BrainPOP video on food chains and food webs. Students will then finish the “after reading” and “challenge” sections of their handout and hand it in.
· After the video and finishing their worksheets, students will complete the BrainPOP activity with a partner and email me their results. http://www.brainpop.com//science/ecologyandbehavior/foodchains/activity/
· Students will then go to the website sheppardsoftware.com and complete the food chain game individually. (http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm)
EXPLANATION
· After doing the activity, the students will come gather on the carpet. Here is where we will have a discussion about the activity and I will be able to listen to student’s explanations. In addition, I will create a chart paper poster with my students help that lists key terms for this lesson such as: herbivore, omnivore, consumer, producer, decomposer, primary consumer, primary decomposer, food chain, food wed.
· I will ask students:
· What is the difference between a food chain and a food web?
· Out of these three organisms (grass, rabbit, hawk) who is a producer? Who is a consumer? Who is a primary consumer?
ELABORATION
· To elaborate and extend on this lesson, I will have students work in groups of three or four. The group will be given a large piece of poster paper. As a group, the students will research different ecosystems and choose one that they would like to create a food web for. They will have 2 days to work on the poster. At the end, students will share their posters with the class. Their posters will be hung in the classroom when finished.
· Students will be able to answer the questions: What is the difference between a food chain and food web? What is a producer/ consumer/ primary producer/ primary consumer/ decomposer? What is a predator? What does it mean to be prey?
EVALUATION
· Students will demonstrate their understanding of food chains and food webs through the BrainPOP handout, activity and through the group poster project.
Materials:
Food Chain: Before, During, and After Thinking Guide, Internet access for BrainPOP and Sheppard Software, Hey Diddle Diddle: A Food Chain Tale, Poster paper and chart paper.
Common Core State Standards:
CCSS.ELA-Literacy.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
NJ State Science Standard:
5.3.4.E.2 Evaluate similar populations in an ecosystem with regard to their ability to thrive and grow.
Lesson objective(s):
Students will be able to classify organisms as producers, consumers, and decomposers and explain their roles in energy flow. Students will be able to explain the importance of producers, consumers, and decomposers in an ecosystem, and identify the consequences of their absence in energy flow and will be able to create their own food chains and food webs.
Differentiation strategies to meet diverse learner needs:
Students that may need extra help grasping the concept may use a manipulative chart of food chains in order to help them through the activities.
ENGAGEMENT
· I will start the lesson by engaging students by reading a book aloud. I will read Hey Diddle Diddle: A Food Chain Tale by Pam Kapchinske.
· Following the book I will explain to students that today we will be learning about food chains and the roles of each animal within one.
· After reading the book students should be asking themselves: What is a food chain? What is a producer? What is a consumer? What kind of different ecosystems are there? What is the difference between a food chain and a food web? What is a primary consumer? What is a herbivore? What are secondary consumers and what do they eat? What is an omnivore and an example on an omnivore? What is a decomposer? What does it mean to be a predator? Prey?
· After reading the book I will then pass out the Before, During, and After thinking guide (at end of lesson plan w/ answers). Students will then complete only the section that says “before reading” on the handout.
EXPLORATION
· I will then move into a BrainPOP video on food chains and food webs. Students will then finish the “after reading” and “challenge” sections of their handout and hand it in.
· After the video and finishing their worksheets, students will complete the BrainPOP activity with a partner and email me their results. http://www.brainpop.com//science/ecologyandbehavior/foodchains/activity/
· Students will then go to the website sheppardsoftware.com and complete the food chain game individually. (http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm)
EXPLANATION
· After doing the activity, the students will come gather on the carpet. Here is where we will have a discussion about the activity and I will be able to listen to student’s explanations. In addition, I will create a chart paper poster with my students help that lists key terms for this lesson such as: herbivore, omnivore, consumer, producer, decomposer, primary consumer, primary decomposer, food chain, food wed.
· I will ask students:
· What is the difference between a food chain and a food web?
· Out of these three organisms (grass, rabbit, hawk) who is a producer? Who is a consumer? Who is a primary consumer?
ELABORATION
· To elaborate and extend on this lesson, I will have students work in groups of three or four. The group will be given a large piece of poster paper. As a group, the students will research different ecosystems and choose one that they would like to create a food web for. They will have 2 days to work on the poster. At the end, students will share their posters with the class. Their posters will be hung in the classroom when finished.
· Students will be able to answer the questions: What is the difference between a food chain and food web? What is a producer/ consumer/ primary producer/ primary consumer/ decomposer? What is a predator? What does it mean to be prey?
EVALUATION
· Students will demonstrate their understanding of food chains and food webs through the BrainPOP handout, activity and through the group poster project.
food_chain_and_web_technology_lesson_plan.docx | |
File Size: | 219 kb |
File Type: | docx |