Name Courtney Mayo

Class ELED 3221

Date April 19, 2018

Indirect Instruction Lesson Plan Template

Chain Reactions

_____________________________________________________________________________

Central Focus/Big Idea: Food Chains

Subject of this lesson: Scientists will learn about how a change in the food chain affects an
ecosystem by listening to and/or participating in a reader’s theater.

Grade Level: Grade 5

NC Essential Standard(s): Science as Inquiry

As students’ progress through the grade levels, their strategies for finding solutions to questions
improve as they gain experience conducting simple investigations and working in small groups.
They are capable of asking questions and make predictions that can be tested. Students must be
encouraged to make more careful observations and measure things with increasing accuracy.
During investigations, students must have opportunity to use more advanced tools such as
calculators, computers, graduated cylinders, scales and meter sticks to gather data and extend
their senses. They must keep accurate records and run enough trials to be confident of their
results to test a prediction. They must have experiences that allow them to recognize patterns in
data and use data to create reasonable explanations of results of an experiment or investigation.
They should be encouraged to employ more sophisticated language, drawings, models, charts
and graphs to communicate results and explanations. Students must always use appropriate
safety procedures, including listening skills, when conducting simple investigations.
5.L.2 Understand the interdependence of plants and animals with their ecosystem.
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors).
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.

21st Century Skills:

Critical Thinking and Problem Solving: Students were able to think about all the food chains
that they know about and possibly see in an everyday life. The students were also asked to think
about how the could save possible food chains that were dying off.
Communication: The students participated in Readers Theater as a representation of
information gained. The students were presented with text, charts, and diagrams to further
understanding of the topic.
Collaboration: The students were put into groups to read over the readers theater and discuss
what happened in the reader’s theater.

Academic Language Demand

 Language Function: Students are expected to observe and interpret the food chains in a
grassland ecosystem in the reader’s theater. They will recognize the importance of a
small and seemingly insignificant member of the food chain—the bee.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

 Scientific Vocabulary: food chains, ecosystems, decomposers, producers, primary

consumer, secondary consumer, tertiary consumer, apex predator, keystone species
Instructional Objective: Students will be able to explain what would happen to the ecosystem if
a key species was eliminated from the food chain. They will be able to conduct research and
create their own food chain presentation and answer discussion questions. Students are expected
to earn 16 out of 20 points.

Prior Knowledge (student): Students should know what an ecosystem is and basic knowledge of
what a food chain is. Students should know that food chains involve more than animals, humans
and plants are included as well. Students should be familiar with the following vocabulary:
ecosystems, food chains. decomposers, consumers and predators.

Content Knowledge (teacher): The teacher should know that living things are all connect by
food chains. Food chains show how living things receive their energy. Green plants start off the
food chain because they make their food by using energy from the sun. Secondary consumers eat
the animals that eat the green plants, and so on and so forth. When a significant part of the food
chain is altered, a chain reaction occurs that affects the entire ecosystem. By the students
participating in the reader’s theater, they will learn about the food chains in the grassland
ecosystem. They will see that a creature as small as a bee plays a significant role within the food
chain. Bees are a keystone species. A keystone species is one in which other species in the
ecosystem heavily depend on. The removal of a keystone species would drastically alter an
ecosystem. This is what the students will learn.

Accommodations for special needs (individual and/or small group): I would make sure
students with physical disabilities are close to the front of the classroom, so they can see the
book. I would observe the students more closely when they are working in their groups for the
reader’s theater to make sure they are staying on task. For ELLs, I would try to have scripts for
the reader’s theater in their native language on the back of the script that is in English.

Materials and Technology requirements:

 Character necklaces (9 of them)
 Reader’s theater scripts for the entire class(30 copies)
  Chart Paper (14 pieces)
 Boxes of markers (7 boxes)
 Class set of laptops
 Half sheets of paper (30 sheets)
 Pencils (30 pencils)
 The book, “what if there were no bees?” by Suzanne Slade
 Music stands to hold scripts (9 of them but it is optional)

Total Estimated Time: 1 class period

Source of lesson: Chain Reactions from AIMS Education Foundation

Safety considerations: Best option is to precut the character name cards and attach the yarn to
them before giving them to the students so that students do not have to use scissors. Students will
be reminded of the safety procedures that involves handling a laptop (carrying them with two
hands). I would also remind students to be careful using any equipment in the classroom
including the music stands.
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 E’s. 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. Don’t 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:
For this lesson students will begin with KWL chart (know, want to know and learn). Students
will be divided up into 7 groups. The students work together to determine what they already
know about food chains and what they want to learn about food chains. The teacher will
facilitate the discussion by asking:
-What is a food chain?
-What does it mean to be at the bottom of the food chain?
-What does it mean to be at the top of the food chain?
-What is a keystone species?
Whatever information the students do not know, they will put the questions in the “W” portion of
the chart (want to know).
Explore:
During this time the teacher will pass out the Reader’s Theater scripts to each group. Each group
will be given time to read over the script. When the groups are done they will raise their hand
and let the teacher know that they are ready to conduct research that goes along with this lesson.
One group will present the readers theater to the class before the groups start to research the
topic. Students will be asked to research the following questions?
 What is a food chain?
 What does it mean to be at the bottom of the food chain?
 What does it mean to be at the top of the food chain?
 What is a keystone species?
 How do the animals in a food chain gain energy?
 What happens if an animal was to die off in the food chain?

The will have access to the laptops provided by the school and the book What if There Were No
Bees by Suzanne Slade. Students will use their research to create and present a power point to the
class.

Explanation:
The teacher will facilitate a class discussion that discusses the readers theater and the book by
Suzanne Slade. The students will talk about the discussion questions that they were asked to
answer during the Explore phase of this lesson. The teacher would then ask if the students could
give an example of a food chain off the top of their head.

Elaborate:
Students will create a poster that has a food chain that has the following components:
 Keystone species
  Producer
 Primary Consumer
 Secondary Consumer
 Tertiary Consumer
 Apex predator
 Decomposers

Evaluate:
The groups will be assessed based on their performance during the explore and elaboration phase
of the lesson. The students will turn in the power point and the posters.
Formative: The teacher will observe students by walking around to each group and
listening to their discussion. Students will be graded on the poster and the power point.
They are worth 20 points total (10 points each).

Group 1
PowerPoint

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Questions Student answers all Student is at ease with Student is able to Student cannot
questions with answers to most answer only simple answer questions
explanations and questions, but fails to questions, no about the subject.
elaborations elaborate explanations present.

Poster

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Required Student includes all Student includes most Student is able to Student did not
Elements elements with elements, but fails to answer simple include any
explanations and elaborate elements, no elements about the
elaborations explanations present. subject.
 Overall

Category 2 1

Group use Students were on Students were not on

of Class task and took task did not take
time advantage of the advantage of the
time allotted in class time allotted in class
to complete the to complete the
assignment assignment

Total: 20

Group 2
PowerPoint

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation would be more clear.

Questions Student answers all Student is at ease with Student is able to Student cannot
questions with answers to most answer only simple answer questions
explanations and questions, but fails to questions, no about the subject.
elaborations elaborate explanations present.

Poster

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Required Student includes all Student includes most Student is able to Student did not
Elements elements with elements, but fails to answer simple include any
explanations and elaborate elements, no elements about the
elaborations explanations present. subject.

Overall
Category 2 1

Group use Students were on Students were not on

of Class task and took task did not take
time advantage of the advantage of the
time allotted in class time allotted in class
to complete the to complete the
assignment assignment

Total: 17

Group 3
PowerPoint

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Questions Student answers all Student is at ease with Student is able to Student cannot
questions with answers to most answer only simple answer questions
explanations and questions, but fails to questions, no about the subject.
elaborations elaborate explanations present.

Poster

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation would be more clear.

Required Student includes all Student includes most Student is able to Student did not
Elements elements with elements, but fails to answer simple include any
explanations and elaborate elements, no elements about the
elaborations explanations present. subject.

Overall

Category 2 1
Group use Students were on Students were not on
of Class task and took task did not take
time advantage of the advantage of the
time allotted in class time allotted in class
to complete the to complete the
assignment assignment

Total: 16

Group 4
PowerPoint

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Questions Student answers all Student is at ease with Student is able to Student cannot
questions with answers to most answer only simple answer questions
explanations and questions, but fails to questions, no about the subject.
elaborations elaborate explanations present.

Poster

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Required Student includes all Student includes most Student is able to Student did not
Elements elements with elements, but fails to answer simple include any
explanations and elaborate elements, no elements about the
elaborations explanations present. subject.

Overall

Category 2 1
Group use Students were on Students were not on
of Class task and took task did not take
time advantage of the advantage of the
time allotted in class time allotted in class
to complete the to complete the
assignment assignment

Total: 15

Group 5
PowerPoint

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Questions Student answers all Student is at ease with Student is able to Student cannot
questions with answers to most answer only simple answer questions
explanations and questions, but fails to questions, no about the subject.
elaborations elaborate explanations present.

Poster

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Required Student includes all Student includes most Student is able to Student did not
Elements elements with elements, but fails to answer simple include any
explanations and elaborate elements, no elements about the
elaborations explanations present. subject.

Overall

Category 2 1
Group use Students were on Students were not on
of Class task and took task did not take
time advantage of the advantage of the
time allotted in class time allotted in class
to complete the to complete the
assignment assignment

Total: 20

Group 6
PowerPoint

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Questions Student answers all Student is at ease with Student is able to Student cannot
questions with answers to most answer only simple answer questions
explanations and questions, but fails to questions, no about the subject.
elaborations elaborate explanations present.

Poster

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Required Student includes all Student includes most Student is able to Student did not
Elements elements with elements, but fails to answer simple include any
explanations and elaborate elements, no elements about the
elaborations explanations present. subject.

Overall

Category 2 1
Group use Students were on Students were not on
of Class task and took task did not take
time advantage of the advantage of the
time allotted in class time allotted in class
to complete the to complete the
assignment assignment

Total: 16

Group 7
PowerPoint

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation could be more clear.

Questions Student answers all Student is at ease with Student is able to Student cannot
questions with answers to most answer only simple answer questions
explanations and questions, but fails to questions, no about the subject.
elaborations elaborate explanations present.

Poster

Category 4 3 2 1

Graphics Appropriate graphics Graphics illustrate Student does not No graphics present.
clearly present evidence which explain graphics, nor
information which supports topic, are they appropriate
supports the topic and the appropriate graphics. for the topic
student accurately Larger, smaller or
presents graphics during simplified graphics
the presentation would be more clear.

Required Student includes all Student includes most Student is able to Student did not
Elements elements with elements, but fails to answer simple include any
explanations and elaborate elements, no elements about the
elaborations explanations present. subject.

Overall

Category 2 1
 Group use Students were on Students were not on
of Class task and took task did not take
time advantage of the advantage of the
time allotted in class time allotted in class
to complete the to complete the
assignment assignment

Total: 15
Reflection on lesson: Check Website.

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________