1. Topic-
Roles within food chains and webs: scavengers, decomposers, producers, consumers.
2. Content-
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.
3. Goals: Aims/Outcomes-
Students will learn about the differences between the different organisms. They will create a food chain for a specific ecosystem.
4. Objectives-
1.Students will be able to identify consumers, producers, decomposers, and scavengers.
2. Students will be able to describe the relationship between these organisms.
5. Materials and Aids-
Promethean Board, flipchart, food chain video, food chain exit card, poster paper
6. Procedures/Methods-

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.

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.

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.

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.

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.

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.

G. Closure-

Discuss the importance of the food chain with students. Review the vocabulary learned in the lesson.
7. Evaluation-
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.

This Lesson Plan is available at (www.teacherjet.com)