GENERAL INFORMATION
Lesson Title: Food Chains
Subject: Life Science
Grade Level: 4
Instructional Setting:
This is a 4th grade class, composed of 16 students, 7 males, 9 females. 3 students are ELL, 1 is gifted in Math and Science, and 2 students have been diagnosed with ADHD. The classroom is composed of 4 tables and stools; students are permitted to stand or sit.
STANDARDS, GOALS AND OBJECTIVES
Common Core or State Standard:
SC.4.L.17.4: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. (Access Points)
Lesson objective(s):
• After reading Butternut Hollow Pond and discussing relationships among organisms, students will complete the Butternut Hollow Pond quiz, scoring …show more content…
• Students will now add to the L column of their OWL charts.
Day 2
• Students will take out their Science notebooks. Instruct students to take notes during the following discussion.
• Display a simple food chain on the board: seed mouse owl
• Explain to students that when one animal eats another animal or plant, they become part of a food chain. A food chain is the path that energy takes as one living thing eats another. The arrows represent the direction of flow; in this case, the energy flows from the seed to the mouse to the owl. The Sun is the source of all the energy in a food chain. Plants use the Sun's energy to make food. Animals eat plants to get some of that energy. Some animals eat those animals to get some of that energy, and so on.
• Explain to students that there are some simple food chains in nature, but usually two or more food chains link to form a food web. A food web is made of many food chains put together. Write another simple food chain below the first. Ask students ho you could link the two chains to make a food web. Example:
Seed Mouse …show more content…
o Where did the animals the owl ate get their energy? o Why is the Sun an important part of your food web?
ELABORATION –
Day 3
• Teacher will display the cover of the book Butternut Hollow Pond on the document reader, view of a pond scene. Calling on random students, the students will make observations of what is going on in the scene: a hawk is flying close to the ground with its talons open; a woodchuck is running from the hawk. "What can we infer from this pond scene?" (the book might be about food chains and webs.)
• Teacher will model the visualizing strategy: close eyes, share what you might see, feel, smell, and hear if you were at the pond. Encourage students to close their eyes and visualize the scene.
• Before reading the book, tell students that you will be stopping periodically to have students visualize, make predictions and inferences. Also, ask students to listen for different organisms as we read aloud. o What are some of the plants in the food web? o What are some of the animals in the food web?
• Students will now do a word sort activity - this will help students apply concepts they learned about food webs from the owl pellet inquiry to a new
Lesson Title: Food Chains
Subject: Life Science
Grade Level: 4
Instructional Setting:
This is a 4th grade class, composed of 16 students, 7 males, 9 females. 3 students are ELL, 1 is gifted in Math and Science, and 2 students have been diagnosed with ADHD. The classroom is composed of 4 tables and stools; students are permitted to stand or sit.
STANDARDS, GOALS AND OBJECTIVES
Common Core or State Standard:
SC.4.L.17.4: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. (Access Points)
Lesson objective(s):
• After reading Butternut Hollow Pond and discussing relationships among organisms, students will complete the Butternut Hollow Pond quiz, scoring …show more content…
• Students will now add to the L column of their OWL charts.
Day 2
• Students will take out their Science notebooks. Instruct students to take notes during the following discussion.
• Display a simple food chain on the board: seed mouse owl
• Explain to students that when one animal eats another animal or plant, they become part of a food chain. A food chain is the path that energy takes as one living thing eats another. The arrows represent the direction of flow; in this case, the energy flows from the seed to the mouse to the owl. The Sun is the source of all the energy in a food chain. Plants use the Sun's energy to make food. Animals eat plants to get some of that energy. Some animals eat those animals to get some of that energy, and so on.
• Explain to students that there are some simple food chains in nature, but usually two or more food chains link to form a food web. A food web is made of many food chains put together. Write another simple food chain below the first. Ask students ho you could link the two chains to make a food web. Example:
Seed Mouse …show more content…
o Where did the animals the owl ate get their energy? o Why is the Sun an important part of your food web?
ELABORATION –
Day 3
• Teacher will display the cover of the book Butternut Hollow Pond on the document reader, view of a pond scene. Calling on random students, the students will make observations of what is going on in the scene: a hawk is flying close to the ground with its talons open; a woodchuck is running from the hawk. "What can we infer from this pond scene?" (the book might be about food chains and webs.)
• Teacher will model the visualizing strategy: close eyes, share what you might see, feel, smell, and hear if you were at the pond. Encourage students to close their eyes and visualize the scene.
• Before reading the book, tell students that you will be stopping periodically to have students visualize, make predictions and inferences. Also, ask students to listen for different organisms as we read aloud. o What are some of the plants in the food web? o What are some of the animals in the food web?
• Students will now do a word sort activity - this will help students apply concepts they learned about food webs from the owl pellet inquiry to a new