Harrelson, Ecosystems UnitScience: Grade 5, Ages 10-12

Time Two 60 minute class periods

Lesson DescriptionIn this lesson, the learners will identify components of food chains and food webs through the use of graphics, a video, and the creation of food chains and webs.

State Curriculum Standards5.L.2: Understand the interdependence of plants and animals with their ecosystem.

5.TT.1: Use technology tools and skills to reinforce and extend classroom concepts and activities

SL.5.1: Engage effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly

Instructional Objectives Define the terms food chain and food web Identify components of food chains and food webs Identify the similarities and differences in food chains and food webs Create simple food chains and food webs

Instructional Procedures for Day 1Lesson IntroductionThe lesson will begin by asking students what they remember about the biotic components that we previously discussed. We will again discuss the flow of energy in the biotic components of ecosystems. I will show the students the food chain graphic from the unit website. After discussing the flow of energy shown in the graphic, we will view the food web graphic. We will then discuss similarities and differences in food chains and food webs.

Techniques and activities Students will then be shown the Study Jams video on food webs (which incorporates information on food chains as well). During the video, they will be given time to create personal definitions through writing, listing, and drawing in their science notebooks. I

Food Chains and Webs 3

will pause the video as needed to allow time for them to create their definitions.

Next, students will work individually to create simple food chains on their netbooks. This will be done using Microsoft Word (preinstalled on netbooks) and clipart. Students will be required to include at least three labeled (e.g. producer or consumer) pictures on their food chains. Any consumers will also need to be labeled as herbivores or carnivores. After creating their food chains, they will need to email the completed chain to me, which they have done with previous assignments.

Lesson Closure Following the lesson, I will select a few students to share their completed food chains on the SMART board. The students will also need to add additional information to the L section of the KWL charts that were previously created in their science notebooks.

Instructional Procedures for Day 2Lesson IntroductionThe lesson will begin by asking students to share what they remember about food chains and food webs. I will explain to students that today we will be creating our own food webs using Microsoft Word. Students will be allowed to work individually or in pairs to create these food webs.

Techniques and activities Students will use Microsoft Word to create their food webs. I will explain that they need to have a minimum of ten text items on their food webs. Producers should be identified through the use of green colored text and consumers should be identified through the use of red colored text. After completing the food webs, students will need to save them and email them to me.

Lesson Closure At the end of the lesson, the students will have the option of sharing their food webs on the Smart board. They will also need to add additional information to the L section of the KWL charts that were created in their science notebooks.

Adaptations for special learnersI will read information from the graphics displayed on the SMART board to assist those students that struggle in reading. Students will be allowed to create personal definitions through writing, listing, and/ or drawing as needed. I will also provide extra assistance to any students who struggle with the food chain and food web activities as needed. In addition, I will leave the food chain and food web graphics from the unit website on the SMART board during the activities to assist students in completing their own assignments with the stipulation that they may not simply copy the examples.

Supplemental ActivitiesAny students who are struggling with the material will be provided with printed copies of the graphics to keep in their science notebooks for review. Any student who has trouble identifying labels for the created food chain can use their notes from their science notebooks or netbooks to look up information as needed. Students will also be allowed to look up information as needed when creating their food webs.

Assessment/EvaluationStudents will be informally assessed on the data in their science notebooks. They should have personal definitions for each of the key words discussed during the lesson, as well as additions

to the L section of the previously created KWL chart. They will also be assessed on the creation of the food chains and food webs. Food chains are required to have a minimum of three labeled pictures, including whether the specified item is a producer or consumer, as well as identification as an herbivore or carnivore if the item is a consumer. The food webs will be required to have at least ten text items with producers identified using green colored text and consumers identified using red colored text.

Learner ProductsStudents will create definitions of keywords in their notebooks with drawings to help them remember the meanings of those keywords. They will add to the L portion of their KWL charts. Each student should have emailed a completed food chain with at least three labeled images identifying the image as a producer, consumer, or decomposer, and in the case of consumers, either herbivores or carnivores. Each student or pair will also need to email a completed food web to me with the required items.

* Note for learners: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration.