Você está na página 1de 4

Gwen Johnston

edTPA Indirect Instruction Lesson Plan Template Understanding Food Chains _____________________________________________________________________________ Central Focus/Big Idea: Food Chains Subject of this lesson: What happens when one organism dies out of a food chain. Grade Level: 5th grade NC Essential Standard(s): 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers. 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their eco system. Next Generation Science Standard(s): 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 21 Century Skills: Creativity and Innovation- Students provide concrete examples of science as a way of thinking that involves both systematic and creative processes that anyone can apply as they ask questions, solve problems, invent things, and develop ideas about the world around them. Critical Thinking and Problem Solving- students construct their own scientific understanding and develop their scientific process skills by asking scientific questions, designing and conducting investigations, constructing explanations from their observations, and discussing their explanations with others. Academic Language Demand Language Function: In the table below highlight the three most important language functions for your lesson. Explain why you chose these. Analyze Interpret

st

Plan and conduct an investigation to describe and classify different kinds o

Argue Predict

Categorize Question

Compare/contrast Describe Retell Summarize

Explain

Predict: Students will have to predict what will happen if one organism is taken out of the food chian. Explain: Students will have to explain what is going on in the food chain and why x would happen if x happenes. Students will also have to classify what each organism is. Retell: Students will have to retell what has happened in the food chain. Where the food chain starts, goes, and ends. Scientific Vocabulary: producers (primary producer), consumers(primary consumer, secondary consumer, tertiary consumer), decomposers, predator

Gwen Johnston
Instructional Objective: Students will be able to tell the specific food chain we are working with (sun->grass->grasshopper->mouse->fox->decomposer). Students will need to successfully be able to retell the food chain and what way the energy is flowing. They will also need to successfully classify each organism. Students will also need to master what happens if one organism is taken out of the food chain. The should be able to infer what will happen, and what results in that happening. Students will have to draw out the food chain and where the energy is flowing. To make mastery students will be able to draw out and label the food chain used in class. Partial mastery will draw 4 out of the 6 correct. 5 and below will need to review and reteach.

Prior Knowledge (student): Students will know what producers consumers and decomposers are. They will also have a small understanding of the energy flow. Content Knowledge (teacher): The teacher should have an understanding that if one organism is taken out of the food chain the other organisms in the food chain either die out or migrate to another area that has food. Accommodations for special needs (individual and/or small group): Students will participate in a skit to show what happens. The students will be lead by the teacher on what is happening. Students that need help will also be able to meet at the back table for guidance and questions. Materials and Technology requirements: The teacher will need.
20 Grasshopper masks 1 Mouse mask 2 Fox masks 1 Decomposer mask 1 Sun mask Strands of grass for two areas in the classroom.

Students will need


Writing utensil Notebook paper,

Total Estimated Time: 1 class periods. Source of lesson: Sherry Johnston 2nd grade teacher Safety considerations: Pre-make the masks, so elastic doesnt pop on students.

Gwen Johnston Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: Give each of the students a mask. Ask- Gently put the mask on your forehead and wait for further instruction. What are the different masks you see around the room? What do you think we are about to make with all of these organisms? Explore: Tell the students to go around and try and make their own food chains by the organisms given. Most students should notice there are not enough consumers and too many grasshoppers. There should be a commotion to try and get the secondary consumer (mouse), the tertiary consumer (fox) and the decomposer (bacteria). Explanation: Today we are going to do one big class example of a food chain and we are actually going to be the organisms in it. We are going to reenact what happens in a food chain. We are going to go through each organism and tell what comes next. Ask- What will be our first thing we need in order for a food chain to happen? Where does the energy from the sun go to? What is grass in our food chain? What eats the grass, and gets energy from grass? What eats the grasshopper and gains energy from the grasshopper? What eats the mouse and gains energy from the mouse? What happens to the fox? As the students are telling you what comes next pick students on their best behavior to act everything out. So here is one food chain. But we are going to see what happens if one organism dies out, or goes extinct. Elaborate: The teacher will announce that the mouse has died out there are no more mice in our food chain. What happens if the mice dont continue to eat the grasshoppers? The grasshoppers will multiply and eat all of the grass (students that have on the grasshopper mask will come and grab grass off of the floor. When there is no grass left you tell them who dies. When they die they have to return to their seats. Some students will move to the back of the room to the other grass that has been set out but only the ones who notice it). What about the foxes? If there are no mice for the foxes to eat what will happen to them? Evaluate: Formative Assessment: The students will be given a piece of loose leaf paper. The students will be asked to recreate the food chain from today. They will be asked to label the organisms. They will also need to show the flow of energy. Lastly the students will have to write what happens to the organisms if one organism is taken out of the food chain. Summative Assessment: A quiz will be given at the end of the week after other lessons. To be complete after the lesson is taught as appropriate

Gwen Johnston Assessment Results of all objectives/skills: Reflection on lesson: CT signature/confirmation: _________________________________ Date: ________________

Você também pode gostar