Teacher Education Lesson Plan: Science Lesson 2

Teacher Candidate: Dominique Wooders Date and Time of Lesson: October 3, 2012; 11:30 am School: Mathews Elementary Subject/Grade Level : Science/ 5th grade

Description of Lesson: During the lesson I we explore how parts of an ecosystem interact. Students will discuss producers, consumers, the different types of consumers, predators and prey, parasites and host, and food chains and food webs. Lesson Title: How do Organisms Interact? Curriculum Standards Addressed:
SC Curriculum Standard(s): 5-2: Students will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic SC Academic Indicator(s): 5-2.4: identify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts

Cross Curricular Connections: Art, for the construction of the food chains Instructional Objective(s) Criteria:
TSWBAT: identify producers and consumers. They will also be able to categorize the different types of consumers; herbivore, carnivore, omnivore, and decomposer. TSWBAT: decipher between food chains and food webs and be able to create one of each.

Assessment(s) of the Objectives:

During the power point students will have two check points: the first will have students explain the difference between producers and consumers. The second check point will be a fill in the blank of the types of consumers The final assessment will be an activity that has students creates food chains with pictures of producers and consumers.

Materials/Resources: Pencils Paper Smart board Construction paper Scissors Pictures of plants and animals String/ yarn

Prerequisites (Prior Knowledge): 3-2.5: students summarizes the organization of simple food chains (including the roles of producers, consumers, and decomposers)

References: NONE. Procedures: 1) Students will be presented with a power point slide that displays different kinds of foods. a. They will be asked to name a few types of their favorite foods b. I will then explain that we need food to survive and that it gives us energy. The next slide will display the first topic; Producers 2) Students will be presented with the question what is a producer? a. Producers are able to make their own food; Plants 3) We will then discuss what happens when producers are eaten. a. When a producer is eaten the energy from the producer moves to the living thing that eats it b. What does it mean? I will give the students a chance to explain what they think and why. 4) The next thing that will be introduced is Consumers a. The way I will lead into this is ask students what they think the living thing is called that eats the producer. b. Then the slide will then be displayed that explains what a consumer is Living things that cant make their own food Consumers get energy from eating other living things 5) I will then ask the class for examples of consumers 6) Check Point: this is when I will check to make sure students have an understanding of Producers and Consumers 7) The next slide will introduce the 4 types of consumers; herbivore, carnivore, omnivore, decomposer. a. The following slides will break down what each type of a consumer does Herbivore: plant eaters Carnivore: meat eaters Omnivore: Eats both Decomposer: eats waste and dead things b. Each slide will have a definition and picture example 8) Check point: three fill in the blank sentences; I will call on students to answer the questions Plant eaters are called ________________ Animal (meat) eaters are called ______________ _______________ eats both plants and animals? b. Students will then be introduced to predators and Prey 9) I will display a picture of a mountain lion and a deer; I will then ask which one is the predator and why a. They will then get the definition of predator and prey. The definition will help connect the pictures to the definitions 10) The next thing I will discuss is food chains a. I will show a picture of a food chain and ask the class What is this? A food chain b. A Food Chain shows a single path that energy and nutrients can take through and ecosystem

11) I will then have a few student come to the front of the room a. They will be given a copy of either a plant or an animal Backs turned to class b. Then another student will put them in order of a food chain. c. The students will turn around and display the food chain The class will state whether the chain is in correct order They will also have to identify which is the producer and which are the consumer(s) 12) Then I will put up an animated slide showing a food web. a. It will start a s a food chain, then show how it is turned into a food web 13) Activity a. Students will be given construction paper, pictures of plants and animals, scissors, and glue b. They will pick which plants and animals they want to use in their food chain c. They will glue pictures to the construction paper and cut out d. Punch holes into the left and right side of the construction paper e. They will then use the sting to tie the pictures together, by threading it through the holes f. This will help them get a hands on idea of a food chain and its components

Accommodations: This class does not have any students with learning disabilities. We do, however,
have two ESOL students, but they are both pretty fluent in English. If by chance, a student has a hard time understanding producers, consumers, the different types of consumers, predators and

prey, parasites and host, and food chains and food webs, they will be provided with one on one attention. This will be done during the hands on activity, so that it will put a visual along with the
material and hopefully activate their understanding.