C108 PA
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School
Western Governors University *
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Course
C108
Subject
Information Systems
Date
May 15, 2024
Type
Pages
7
Uploaded by ElderFlower14307 on coursehero.com
KImberly Paige Johnson
3/12/2022
C108
Student ID: #001196190
Part 1: Lesson Plan
General Information
Lesson Title:
Food Web Project
Subject(s):
Food Chains and Food Web- Science
Grade/Level/Setting:
●
24 total students (14 girls, 10 boys)
●
20 students are at grade-level readers
●
1 student deemed “gifted”
●
1 student who is an English Language Learner, beginning level
●
2 students with mild to moderate disabilities
●
Students’ desks are arranged in 6 groups of four
●
Classroom is decorated with general classroom decor and includes a regular whiteboard
as well as a SmartBoard. Classroom also includes a bag and tag word wall with necessary
vocabulary
○
Specific to this lesson, students’ previous work on identifying producers,
consumers, and decomposers as well as examples of food chains and food webs
are displayed within the classroom for students to reference.
Prerequisite Skills/Prior Knowledge:
Students will use their knowledge on how producers, consumers, and decomposers affect the
flow of energy in a food chain and food web. These concepts are taught earlier in the unit.
Standards and Objectives
State/National Academic Standard(s):
S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow
of energy within an ecosystem.
●
Develop a model to describe the roles of producers, consumers, and decomposers in a
community.
(Clarification statement: Students are not expected to identify the different
types of consumers – herbivores, carnivores, omnivores and scavengers.)
●
Develop simple models to illustrate the flow of energy through a food web/food chain
beginning with sunlight and including producers, consumers, and decomposers.
●
Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification
statement: Include living and non-living factors in the scenario.)
●
Use printed and digital data to develop a model illustrating and describing changes to the
flow of energy in an ecosystem when plants or animals become scarce, extinct or
overabundant.
https://www.georgiastandards.org/georgia-standards/documents/science-fourth-grade-georgia-sta
ndards.pdf
Learning Objective(s):
Hands-On: Students will be able to create a model illustrating and describing the changes to the
flow of energy in an ecosystem when a specified plant or animal goes extinct.
Summative: Given a blank worksheet with an example of a food web, the student will answer
questions regarding the flow of energy in the food web with 80% accuracy.
Materials
Technology
Instructional Materials:
●
Students models describing producers, consumers, and
decomposers
●
Students models of the flow of energy in a food
chain/food web
●
project supply such as paper, markers, color pencils, and
crayons.
●
Science Journals
●
Chromebooks
●
Pre-approved websites
for completing
research
Language Demands
.
Language Function:
Students will model and describe their predicted repercussions of a plant or animal going extinct
in an ecosystem.
Vocabulary:
predict, model, describe, Food chain, food web, producer, consumer, decomposer, organism, apex
predator, scarce, extinct, overabundant, ecosystem, flow of energy, plants, animals
Discourse and/or Syntax:
Students will be expected to keep a record of their research findings in their science journals to
use as they complete their projects.
Planned Language Supports:
Teacher will model academic language by introducing each vocabulary word using a bag and tag
word wall and using vocabulary correctly when discussing the research students gather.
Instructional Strategies and Learning Tasks
Activity Description/Teacher
Student Actions
Engage:
●
Teacher will hand out
student science journals.
Teacher will ask the students
what they know about
producers, consumers, and
decomposers and how they
affect the flow of energy in
an ecosystem.
●
Teacher will have “Food
Chain/Food Web” virtual
game pulled up on
SmartBoard. Teacher will
complete the first few, then
have students come up to the
board to take a turn putting
the correct animal in the
correct spot on the food
chain or food web.
●
Link to Game:
https://www.sheppardsoftwar
e.com/science/animals/game
s/food-chain/
●
Students will participate in
discussion, giving feedback to the
teacher on their level of prior
knowledge
●
Students will participate in the
game
Explore
:
●
Teacher will then pose the
question “What do you
hypothesize would happen if
one animal in an ecosystem
went extinct?”
●
Teacher breaks-up students
into groups to explore the
answer to the question.
●
Students will draw their own
food web containing 6
different plants or animals
(each student getting an
opportunity to draw one),
then pick a plant or animal in
their food web to go extinct,
and research what the
repercussions would be.
●
Teacher encourages students
to use academic language
and the vocabulary words
they have learned.
●
Students will write the question and
their hypothesis in their science
journal.
●
Students will then collect their
needed drawing materials and break
up into their groups.
●
Students will be provided with the
websites they may use to research
the question.
●
At this point, the students will
begin to work in their groups.
Students will do research and track
that research in their science
journals as they are making their
food webs.
●
Approved websites include:
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