1. Topic-
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| Roles within food chains and webs: scavengers, decomposers, producers,
consumers. |
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2. Content-
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Students will learn about the different organisms in a food chain
and how they interact with one another.
Key vocabulary-food chains, Scavengers, decomposers, producers, consumers,
ecosystems, interdependent.
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3. Goals: Aims/Outcomes-
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Students will learn about the differences between the different
organisms. They will create a food chain for a specific ecosystem.
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4. Objectives-
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1.Students will be able to identify consumers, producers, decomposers,
and scavengers.
2. Students will be able to describe the relationship between these
organisms. |
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5. Materials and Aids-
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| Promethean Board, flipchart, food chain video, food chain exit card,
poster paper |
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6. Procedures/Methods-
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A. Introduction-
| Teacher will ask students to imagine about what life would be like
if we were not at the top of the food chain. Have students share their
thoughts. Review the basic facts they know about the food chain from
previous grades. |
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B. Development-
| View the instructional video on food chains. Introduce the term
interdependency and share examples of interdependency of organisms
along the chain. Teacher will model creating a food chain for ocean
life. |
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C. Practice-
| On the flip chard post the following vocabulary words: composer,
decomposer, scavenger, and producer. Ask students to think pair share
with a partner to define each term. Have groups share their ideas.
Then reveal the definitions. Groups will rotate to the board and sort
pictures of animals into one of the given categories (consumer/producer/decomposer).
Teacher will discuss with groups how they decide to classify each
organism. |
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D. Independent Practice-
Students will work to create posters showing a sample food chain
for a given ecosystem. EX: desert- sun- cactus- lizard- snake-hawk.
They will need to label each organism using the previously learned
vocabulary.
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E. Accommodations (Differentiated Instruction)-
| Sentence frames will be used to help students describe how to categorize
the organisms. Vocabulary words and definitions will be posted after
shared with class. Students having difficulty creating food chain
posters will be supplied with pictures to sort onto a poster. Students
needing to be challenged will be asked to find examples and non examples
of each category and describe how they decided why they are or are
not examples. |
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F. Checking for understanding-
| Teacher will rotate throughout the lesson to see how students are
creating and labeling their food chains. As students work teacher
will collect informal data. Students will then complete an exit card.
It will require students to identify what category a saguaro cactus
falls under and justify their thinking. |
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G. Closure-
| Discuss the importance of the food chain with students. Review the
vocabulary learned in the lesson. |
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7. Evaluation-
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| This lesson builds up to creating a self sustaining ecosystem. Students
will have to use their knowledge of how organisms interact to design
and build a terrarium. The summative assessment will require students
to create a diagram of a self sustaining ecosystem, and essay describing
the relationship between all the organisms they include in their ecosystem. |
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