Presentation of Knowledge and Ideas:butlerdanielle.weebly.com/.../lessonplantemplate_doc.docx ·...
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Food Chains/ Food Webs Part One Topic · Teacher’s Name: Danielle Butler, Cesia Flores, Keyanna Williams · Subject Area: Science Class Information · Grade Level: 3rd Grade · Date: March 24, 2017 · Class Demographics/Description: 8 years old; 12 boys & 8 girls; 3 Asian, 3 Hispanics, 2 Caucasian, 12 African Americans; 1 Spanish ELLs, 1 Mandarin Chinese ELL; 4 IEPs, 3 ADHD and 1 visually impaired student Alignment · This lesson plan is tittled “Food chains/ Food Webs”, this lesson explores the ecosystem and introduces the hierarchy of the food chains. Students will be able to distinguishing the differences between the animals that are prey or predators including the different plants in the ecosystem. Also this lesson plan will focus on the students writing skills. There are a variety of lessons that will allow students to have the opportunity to do either hands on written activities or a chance to be more creative.. Lastly, with this lesson there will be the use of technology that will be developmentally appropriate for students to do on their own. Standards · Common Core: Production and Distribution of Writing: CCSS.ELA-Literacy.W.3.4
Presentation of Knowledge and Ideas:butlerdanielle.weebly.com/.../lessonplantemplate_doc.docx · Web view2018. 8. 28. · : After completing the lesson Animals in the food chains
· Subject Area: Science
· Grade Level: 3rd Grade
· Date: March 24, 2017
· Class Demographics/Description: 8 years old; 12 boys & 8
girls; 3 Asian, 3 Hispanics, 2 Caucasian, 12 African Americans; 1
Spanish ELLs, 1 Mandarin Chinese ELL; 4 IEPs, 3 ADHD and 1 visually
impaired student
Alignment
· This lesson plan is tittled “Food chains/ Food Webs”, this lesson
explores the ecosystem and introduces the hierarchy of the food
chains. Students will be able to distinguishing the differences
between the animals that are prey or predators including the
different plants in the ecosystem. Also this lesson plan will focus
on the students writing skills. There are a variety of lessons that
will allow students to have the opportunity to do either hands on
written activities or a chance to be more creative.. Lastly, with
this lesson there will be the use of technology that will be
developmentally appropriate for students to do on their own.
Standards
Presentation of Knowledge and Ideas:
NAEYC:
Key elements of Standard 4:Standard 4. Using Developmentally
Effective Approaches to Connect with Children
4b: Knowing and understanding effective strategies and tools for
early education
4d: Reflecting on their own practice to promote positive outcomes
for each child
Standard 5. Using Content Knowledge to Build Meaningful
Curriculum
5a: Understanding content knowledge and resources in academic
disciplines
5b: Knowing and using the central concepts, inquiry tools, and
structures of content areas or academic discipline.
Part Two
Learning Objectives
ABCD Format: After completing the lesson Animals in the food
chains/ biome, students will be able to answer questions with 90%
accuracy on the post-test. The post test would be given for the
students to have an opportunity to demonstrate that they have
learned new facts about the topic presented. In this lesson plan
the post test would be students demonstrating their knowledge by
completing the “food chain quiz” attracted to this lesson
plan.
(A) Audience = A third grade science class of eight year
olds.
(B) Behavior = Students that are respectful, and well behaved.
Students will be attentive to the instructions and follow all
directions given. As well as participate in the classroom
activity.
(C) Conditions = After completing the unit, students will finish
the unit understanding the topic, animals in the food chain, and
take the quiz for understanding the topic.
(D) Degree = 90% correct (Instructional Design and Learning Theory,
1998) Students must have 90% correct on the activity. Students will
demonstrate their knowledge by participating in the classroom
activities. Students have a variety of activities that should be
completed, individually and some while working with their
peers.While students complete these activities this will show the
level of comprehension about the topic.
Students will learn about the different animals and their place in
the food chain. Also, students will be able to gain knowledge of
the animals, students will define different organism, classify and
distinguish organism and their place on the food chain, or which
biome it could be found in. In addition students will also be able
to analyze the different organism and where they belong.
Teaching Materials
· The materials are needed to teach this lesson are scissors,
access to computers, list of organism worksheet, assessment
worksheet, vocabulary worksheet, pencil, paper, construction paper,
article and short video clip about food web.
· The technologies that will be used to enhance this lesson will be
computers to be able to show the videos provided for the students.
Also, the computers or audio players would be materials need to
present the information such as the activities that students would
need to do. For example, students have the opportunity to watch a
video or listen to an article. Because of the demographics of the
classroom there will be a variety of activities that students will
be able to do.
· Websites:
· Wordle (http://www.wordle.net/create)
· Hardware/software titles would be the Microsoft to make the
worksheets and rubrics for students.
· Assistive technologies:
The demographics of the classroom includes a few ELL’s so, for
these students we will make sure that the activity they will
participate in doing is developmentally appropriate. We want to
make sure the students are learning and taking new information of
the topic presented to them. On the other hand, we also have one
visually impaired student that we will provide audio recordings of
the same information that the other students are working on. The
only different to help this one student would be that he/ she would
hear the information.
Anticipatory Set
· The “Hook” of the lesson that will gets the students interested
in the content will be the following video. The video is a catchy
song that will grab students attention.
Part Three
Procedures
The teacher will first start a discussion to obtain prior
knowledge. Some starter questions may be:
· Tell me what you know about prey vs. predator.
· What are some characteristics of each?
· What is a producer? Consumer? Decomposer?
· What is the sun’s role in the food chain?
· What is a human’s role?
After 5-10 minutes of discussion the teacher would then play:
https://youtu.be/ylNqv0E_Ge8
This video will help to fill in those gaps and get the students
more interested in the lesson.
Once the video is complete hand out a “Key facts/Vocab Sheet” which
is provided. This will allow them to have a sheet with answers to
any further questions they may have in order to complete the
activities.
The students will then all be given a list of organisms, to create
a food web. They will use arrows to show the energy flow within the
ecosystem. After this activity is when they will be given their
formative assessment. This is explained below. After they complete
this activity, please follow the link to gonoodle.com and play the
“cha cha slide”
https://app.gonoodle.com/channels/youtube/cha-cha-slide?source=channel
Students should have a good understanding of the food web by now,
so they will be able to choose two more activities to complete from
the sheet that was provided. There are several options for all
types of learners.
Once the activities are completed, each student will receive a quiz
(attached) in order to assess their knowledge. Also they will be
instructed to complete a Wordle. The link is: http://www.wordle.net
They will each need to create a word cloud with at least 15 words
based on the animal they are given. (use the same index cards) This
can be a cloud of whatever words describe the organism they have:
environment, characteristics, etc. Each student will print their
wordle and turn it in when they are finished.
Part Four
Assessment Plans
· What assessments will you use to evaluate and document whether or
not the students met the stated objective?
A formative assessment will be given after completion of the first
activity and before we commence a wiggle break. The teacher will
provide an index card to each student with an organism from the
environment (animal, plant, etc.). Then each student will list a
fact about the organism, whether that be their place on the food
chain, or which biome it could be found in. Once they have finished
the index cards will be mixed up so that each student had one of
their classmates’. We will then discuss as a class whether or not
we agree with the written fact. This will be anonymous.
A summative assessment will be given to the students after all of
the activities have been completed. (Quiz worksheet attached at the
end.) They will also create a Wordle for an organism with a minimum
of 15 words. This will allow them to show what they have learned
about biomes, characteristics of organisms, what they eat, if they
are predator or prey, etc. This component will allow them to use
their creativity and allow the teacher to assess their knowledge
appropriately.
Part Five
UDL Implementation
· Reference the UDL Educator’s Checklist for this section
· Provide specific examples, of the components in this lesson plan,
which exemplify the following:
· Multiple Means of Representation:
In our hook, there is a video that gives the students a visual
setup of how the food chain works and it's in song form so it gives
auditory learners a great advantage as well. Following the video,
their first activities consists of receiving a list of the
organisms and the vocabulary mentioned in the video this is where
the use of visual dictionaries and glossaries are
implemented.
· Multiple Means of Engagement: The students will optimize
individual choice and autonomy through the multiple options of
activities that they can pick from. One of the activities require
collaboration with another peer in order to complete a picture book
which fosters collaboration and community. Before turning in their
activities the students will perform a self-assessment to make sure
they have completed everything.
· Multiple Means of Action and Expression: The students will
receive a grid of various activities that can chose to complete
apart of the lesson. This gives the students a chance to pick from
various activities to which they seem they can best utilize their
knowledge.
Part Six
Closure
To bring this lesson to an appropriate conclusion, we would allow
student to have more than enough time to work on the activities
that were provided. Since this lesson does have a lot of parts to
it, we will allow time to complete the assignments so the students
do not feel rushed or pressured.
The lesson is titled, Food Chain/ Food Web. In our lesson the main
points that we want the students to learn is the difference between
the animals and role they take. As educators we want to make sure
students understand the difference of the animals that are
predators or animals that are prey, as well as producers or
consumers. With this lesson we give the students a lot of
flexibility to do work alone or in groups. Giving the students
flexible work is a good thing because we want our students to learn
in their pace. Because we have all types of learners, we want to
make sure they have different options in the classwork. This allows
students to do their own work. When students get the assessed it
will be much easier for them to apply the new information
learned.
Name: _______________________
Date: ________________________
FOOD CHAIN QUIZ
In the food relationship where the lion eats the wildebeest, and
the wildebeest eats plants ...
A. The lion is the prey and the wildebeest is the predator
B. The lion is the predator and the wildebeest is the prey
C. The lion is the primary consumer and the wildebeest is the
secondary consumer
D. The lion is the secondary consumer and the wildebeest is the
primary consumer
A and C only
A and D only
B and C only
B and D only
If there is a shortage of wildebeest in the area, what are some
things the lions might do?
A. move to another area to hunt for food
B. eat the bark and roots of trees
C. hunt for other animals
C only
Animals that feed on both plants and animals are called …
carnivores
herbivores
detritivores
omnivores
There are more herbivores than carnivores in a food chain
because
A. much energy is lost in the transfer of energy from herbivores to
carnivores
B. a larger number of herbivores is needed to support a smaller
number of carnivores
C. this is the way for the food chain to stay in equilibrium
A only
B and C only
A and B only
All of the above
Over a period of time, the number of wildebeest drops. Which of the
following statements could explain the drop in the wildebeest
population?
A. A drought occurred
B. An increase in the lion population
C. The death rate of the wildebeest was lower than the birth
rate
D. An increase in the number of predators
A and B only
B and C only
A, B and C only
A, B and D only
When a population of animal 'X' was introduced into the community,
the number of lions increased while the number of wildebeest
decreased. Animal 'X' could be a … (circle the best choice)
herbivore e.g., zebra
carnivore that is a predator of wildebeest and lions
carnivore that is a predator of wildebeest but a prey of the
lions
Rubric for Food Chains/ Food Webs
Criteria
Part 4-
Activity Sheet
Create (Everyone Completes)
Given a list of organisms, create a food web. Use arrows to show
the energy flow within the ecosystem.
Write/Draw
Collaborate with a partner to create a picture book for a younger
student teaching them about a particular habitat and the
interdependence of the organisms within it.
Draw
Ask your teacher for the name of a biome and draw a food web that
would be found in that biome.
Create
Write a rap, song, or poem from an animal’s point of view within
their food web. If they are a predator, describe how they feel as
an example.
Read/Write
Use vocabulary words to create a crossword puzzle for your
classmates to complete.
Read / Summarize
Read an article or watch a short video clip about food webs. Write
a 1 paragraph summary when completed.
Compare/Contrast
Choose similar organisms such as an arctic hare and a rabbit and
compare and contrast their roles in their given habitats.
First activity: List of organisms for the food web.
Carnivores:
Key Facts/Vocabulary Sheet
Food Chain: A food chain shows how each living thing gets food, and
how nutrients and energy are passed from creature to creature. Food
chains begin with plant-life, and end with animal-life. Some
animals eat plants, some animals eat other animals.
Carnivore: A carnivore is an animal that gets food from killing and
eating other animals.
Herbivore: A herbivore is an animal that gets its energy from
eating plants, and only plants.
Omnivore: An omnivore is a kind of animal that eats either other
animals or plants. (Humans)
Plants: They provide all the energy for the ecosystem, because they
can get energy directly from sunlight. They use a process called
photosynthesis to use energy from the sun to grow and reproduce.
They also must get nutrients from the soil.
Biome: a community that has certain plants and animals that have
adapted to its climate.
Types of Biomes
Desert
Aquatic
Forest
Tundra
Grassland
Ecosystem: includes all of the living things (plants, animals and
organisms) in a given area, interacting with each other, and also
with their non-living environments (weather, earth, sun, soil,
climate, atmosphere).
Producer: Plants are called producers. This is because they produce
their own food!
Consumer: Animals are called consumers. This is because they cannot
make their own food, so they need to consume (eat) plants and/or
animals.