Ecosystem and Matter Cycle Unit

Strand 2: Food Webs

Standards: Objectives: 1
Content Area: Science - Analyze and interpret data to generate evidence that all ecosystems
Standard: 2. Life Science have interacting parts that are required for the survival of organisms
Grade Level Expectation: 1. Plants acquire their material from growth chiefly - Development and communicate an evidence-based scientific
from air and water. explanation regarding how energy moves through food webs
Evidence Outcomes: a. Support an argument that plants get the materials they - Create and evaluate concept maps of food webs
need for growth chiefly from air and water. (5-LS1-1) (Clarification Statement:
- Assess further scientific explanations regarding how organisms
Emphasis is on the idea that plant matter comes mostly from air and water, not
from the soil.) survive in their environment

Content Area: Science

Standard: 2. Life Science
Grade Level Expectation: 2. Matter cycles between air and soil and among
plants, animals and microbes as these organisms live and die.
Evidence Outcomes: a. Develop a model to describe the movement of matter
among plants, animals, decomposers, and the environment. (5-LS2-
1) (Clarification Statement: Emphasis is on the idea that matter that is not food
[air, water, decomposed materials in soil] is changed by plants into matter that is
food. Examples of systems could include organisms, ecosystems, and the Earth.)
(Boundary Statement: Does not include molecular explanations.)
2
ENGAGE: Gallery Walk (Day 1) Assessments: 6 Differentiation: 7 Materials:
3
1. Place the photographs of different organisms around the room.  Pre-assessment- The gallery  Observation  Student Science
2. Students will participate in a gallery walk. Have students walk walk will give insight into sentence frames Journals
around the room and view the photographs. As students walk what connections students  Question sentence  Gallery Walk
around the room and view the photographs they need to take are making and what they frames Photographs
notes on the observations and questions they have about from already know about food  Differentiated
each photograph on the “Photograph Gallery Walk” worksheet. webs and organisms. A pre- concept map
 Photography
assessment for the strand is Gallery Walk
3. After walking around and viewing the photographs, have students outlines for
the concept maps, as this Worksheet
come back and share their observations and questions with their students
table groups and discuss what the photographs have in common. informs about what students  Have students to  Observation
4. As a class, discuss the observations and questions students had already know about food look at only some Sentence Frames
about the photographs. Have students discuss the commonalities webs. photographs in the  Question
 between the photographs and what the students believe they will gallery walk. Sentence Frames
be studying and learning throughout this strand. Purposefully aim  Concept Map
5. As a class, come up with an overarching question that will lead them towards Anchor Chart
student thinking through the strand (Lead students to a question certain
 Differentiated
similar to: How does energy move from one organism to another photographs
Concept Map
organism?)
Outlines
6. As a pre-assessment for this strand, students will create a concept
map4 of what they already know about food webs.
a. Show students the concept map poster and go over how to
create a concept map and the purpose of a concept map.
Concept maps connect ideas to one another in an
organized diagram. Concept maps show the relationship
between the concepts.
b. Students will work on creating a concept map and after
turning in, make a copy of their original concept map.
Throughout the strand students will add onto their concept
map to show their new learning and new understandings.
Have a copy of the original map so that students can
compare their new learning to their prior knowledge so
that they can see their growth. Hand back both of the
concept maps and have students glue them into their
science journals for safe keeping so that they can add on
to the in future lessons. 5

EXPLORE 8: Food Chain Match Up (Day 2) 9 Assessments: Differentiation: Materials:

Preparation: Cut out the images for each food chain and place in bags  Pre-assessment- As students  BrainPOP Note  Student Science
with station numbers on the bag. Station numbers on the bag will allow work on making their sheet Journals
for students to discuss chains as a class by referring to the number and hypotheses wander around  Differentiated  BrainPOP Food
allow for easier grading. Place bags around the room in stations for the room to see student’s science journal Chains Video
students to rotate around to or place bags in a central location where thinking, students can share pages  Food Chain
students can bring bags back to their table groups to work on and trade out their hypotheses to the  Pre-teach Matching Cards
out bags when they are done. class. vocabulary to  Bags for sets of
 Formative Assessments 11- students. Give cards
1. Hook: Show students the BrainPOP video Food Chains and have As students work in groups, students a copy of
students take notes on important concepts from the video on the listen to students and make  BrainPOP Food
the BrainPOP Food
“BrainPOP Food Chain Note Sheet”. informal formative Chain Note Sheet
Chain not sheet
a. After the video, lead a discussion about the different parts assessments about student with answers for the  Food Chain
of a food chain that was seen in the video and define the understanding. rest of the lesson so Match Up Journal
 vocabulary as a class (food chain, food web, producers,  Summative Assessment- that they can use it Sheet
consumers, decomposers, herbivores, carnivores, Students’ science journals as a reference  Food Chain
omnivores, scavengers, parasite). Not in the video, but with their observations and  Have differentiated Diagram from
should also be discussed is detritivores, vertebrate, and conclusion from the bags available with Science A-Z
invertebrates. experiment will show new fewer organisms to
b. Have students correct or modify the definitions on their learning and understanding. sort
sheets as it is discussed as a class. Students need to have Student concept maps will
correct definitions as this will be a reference for students also show what they have
to have in their journal. learned throughout this
2. Help students set up their science journal with the scientific lesson.
procedure:
a. Essential Question: How are food chains organized?
b. Hypothesis: Food chains are organized by
________________ because _______________.
c. Materials: Food chain cards
d. Procedure: 1) Watch BrainPOP Food Chain video and
take notes 2) Sort food chain images into the correct order
of organisms 3) Take note of the type of organism in the
chain 4) Take notes on the type of consumer in the food
chain 5) Rotate to another station and sort the cards 6)
Repeat until all stations have been sorted
3. In the stations or groups, have students work to organize the
organisms in a food chain in the correct order of consumption.
4. Once the cards are organized in the correct order in the food
chain, students will record the answers in their science journal
and label the types of organisms as producers, consumers, and
decomposers. Challenge students to also label consumer
organisms as carnivores, herbivores, omnivores, and scavengers.
Students should use the vocabulary from the BrainPOP video to
assist them.
5. After students sort, have students raise their hands for their
answers to be checked before they move onto the next station.
6. After students have completed each station, bring students back
together. Have students discuss the decisions they made about the
order of the organisms in the food chains and the labels students
gave to the organisms and the consumers in the food chain. 10
a. Students should have looked at which organisms would
eat other organisms and organize and label them based
 them on this.
7. In student’s science journals have students complete the
conclusion for the experiment by answering the essential question
while discussing the accuracy of their hypothesis.
8. Have students glue the BrainPOP video notes into their science
journal to save the vocabulary words and the definitions.
9. Give students a copy of the Food Chain diagram from Science A-
Z and have them glue it in their science journals as a reference.
10. Have students take out their concept maps that they made at the
beginning of the strand and update it to add information they
have learned.

EXPLORE: Food Web Connections 12 (Adapted from Assessments: Differentiation: Materials:

STEMscopes) (Day 3)  Pre-assessment- As students  Differentiated  Student Science
1. Hook: Get students engaged by getting students to think about the work on making their science journal Journals
difference between food chains and food webs. Begin by asking hypotheses wander around pages  Organism Cards
students to think of the animals that would eat grass in the plains the room to see student’s  Pre-teach from
or another environment near the students (thinking about their thinking, students can share vocabulary to STEMscopes
neighborhoods and the animals that can be found near them at the out their hypotheses to the students
reservoir). Students should suggest multiple animals like rabbits, class.  Before beginning
 Ball of Yarn
deer, prairie dogs, or bison. Then ask students what animals hunt  Formative Assessments- As the activity,  Scissors
rabbits. Students should suggest animals like foxes, coyote, students create the class food brainstorm with  Anchor Chart
hawks, or snakes. As a class discuss how the variety of animals web, listen to students’ students who will Paper
that eat the same producer or consumer is an example of a food responses and conversations need additional  Food Chain
web, whereas a food chain is just one path in a food web. and check for understanding. support what Connections
2. Help students set up their science journal with the scientific  Summative Assessment- organisms would Journal Pages
procedure: Students’ science journals come before and
a. Essential Question: Where do organisms get their energy
 Forest Food Web
with their observations and after their organism
from Science A-Z
from? conclusion from the in the food web to
b. Hypothesis: Organisms get their energy from experiment will show new prepare them.  Ocean Food Web
________________ because _______________. learning and understanding.  Can have students from Science A-Z
c. Materials: Organism cards, ball of yarn, scissors Student concept maps will take a picture of the
d. Procedure: 1) pass out organisms cards 2) Create a class also show what they have food web with their
food web with yarn and the organism cards learned throughout this iPad and add labels
3. Have students sit in a circle in an open area. lesson. on Google Slides or
4. Pass out the organism cards to each student (it might help to keep keynote rather than
the web from getting to tangled to pass out the cards so that the writing it out
producers are closer to the sun, then the herbivores, omnivores, themselves.
 carnivores, and then decomposers).
5. Before beginning the activity, have students look at their
organism cards and think about how their organism would get
energy, what type of organism they have, and where in a food
chain the organism might be.
6. On a displayed anchor chart write “Sun” on the top and as the
yarn gets passed around the circle of students record the
organisms to show the food web the students created in the
classroom. Make sure to show arrows pointing to the direction
the energy flows.
7. To begin the web activity, give the end of yarn to the student
holding the sun.
8. Ask the rest of the class to raise their hands if they get their
energy directly from the sun. Have the student holding the Sun
card choose a student with their hand up to share their card and
gently toss the ball of yarn to.
a. Ask the students: What type of organism gets energy
directly from the sun? Students should answer producers
9. Next, ask students who get their energy from plants to raise their
hands. Have the student with yarn keep choose one student with
their hand up to share their card. Then have the student with the
ball of yarn hold onto the string while tossing the ball of yarn to
the student raising their hand.
a. Ask the students: What do we call organisms who get
their energy from producers? Students should answer
consumers.
b. Then ask students: What type of consumer gets energy
from plants? Students should answer herbivores.
10. Have students raise their hands if they get their energy from
eating another animal. The student with the ball of yarn will pick
a student with their hand up to share their card and then toss the
ball of yarn to while holding onto the end of the yarn.
a. Ask the students: What type of consumer eats other
animals? Students should answer carnivore.
b. Then ask students: What type of consumer eats both
plants and animals? Students should answer omnivore.
c. Ask students: What about bacteria and mushrooms?
Where do they get their energy from? Students should
answer that bacteria and mushrooms are decomposers and
 get their energy from consuming dead plants and animals.
d. Ask students: What are earthworms? Students should
answer that earthworms are detritivores, which is an
invertebrate organism and a type of decomposer that also
breaks down dead plants and animals to be consumed by a
decomposer.
11. Have the student with the ball of yarn keep hold of the string and
pass the ball of yarn to a decomposer or detritivore. If the ball of
yarn goes to a detritivore, have students finish by passing the ball
of yarn to a decomposer, as detritivores can be further broken
down by a decomposer.
12. Once the ball of yarn reaches a decomposer cut the yarn and have
the decomposer hold onto the end of the yarn.
13. Repeat the process, starting with the Sun again until the ball of
yarn makes it to a decomposer. Complete the activity until all of
the organisms have been included into the food web.
a. It is okay for students to end up holding multiple strings,
just make sure that they hang onto all of their strings until
the end of the activity.
b. Make sure that as students move through the remaining
cards, students are making reasonable connections, for
example it is probably not reasonable that a hawk would
eat a bear.
14. Once the activity is complete, have students copy the anchor
chart students helped you build into their science journals.
15. Individually, in groups, or as a class, have students organize the
organisms on the food web into the categories: original source of
energy, organisms that get energy from the sun, producers,
consumers (herbivores, carnivores, omnivores), and decomposers
and detritivores. Students can label them on the food web in their
science journal.
16. In their science journals, have students make independent
observations about the food web. Then as a class discuss their
observations.
a. Ask the students what information the food web displays.
With students discuss how the organization of the food
web displays important information. Ask the students
what important information they could learn from the
food web. (Students should discuss that food webs show
 types of organisms, process of consumption, the flow and
transfer of energy) 13
17. As a class discuss with students and have them record into their
science journal in their observations:
a. What the arrows in the food web show
b. Tracing all the energy back to the first organism, what is
the first organism and where do they get their energy
from?
18. Have students complete their conclusion by answering the
essential question and discuss whether their hypothesis was
correct or incorrect.
19. Give students a copy of the Forest Food Web and Ocean Food
Web from Science A-Z and have them glue it in their science
journals. Go over the diagrams with the students and discuss the
types of organisms present in the food webs.
20. Have students take out their concept maps that they made at the
beginning of the strand and update it to add information they
have learned.

EXPLAIN: Food Web Video and Vocabulary 14 (Day 3) Assessments: Differentiation: Materials:
1. Hook: Ask students how they remember information in class and  Formative Assessment- As  Differentiated two  Student Science
what they can do to keep track of new information so that they students watch the movie columns note taking Journals
can reference it later. Discuss with students that taking notes is a make observation of what sheets  Discovery
great way to help learn new information, remember new they are taking notes of that  Give students a key Education Food
information, and have a reference source to refer back to later they find important. As with vocabulary Chains Video
when studying or answering questions. students work with their words and their (10:19)
a. Show students the note taking anchor chart and go over peers to match the definitions for the  Note Taking
how to take notes. vocabulary words, make game Anchor Chart
b. Teach students about how to take two column notes as a observations of students’  Students can use  Differentiated
note taking strategy. This note taking strategy helps conversations and their science journal Note Taking
organize new information in a logical manner. Teach understanding. as they play a Sheets
students that the main topics discussed in the text go in  Summative Assessment- matching game as a  Vocabulary Cards
the left-hand column of the note sheet and important Students notes from the reference source  3-2-1 Exit Ticket
details and information about the topic goes on the movie will inform about the
righthand side of the note taking sheet. science content they found
c. Also talk to students about paraphrasing- restating important and their
information from a text into their own words understanding of taking
2. Show students the video Food Chains from Discovery Education notes. The exit ticket will be
 and take two column notes in their science journals. a way to check their
3. Have students complete the 3-2-1 exit ticket to check their understanding after the
understanding. lesson.
4. Have students use the word wall vocabulary cards and definitions
to play a matching game with the vocabulary with partners or
small groups to practice their understanding of the concepts.
5. Have students take out their concept maps that they made at the
beginning of the strand and update it to add information they
have learned or reviewed during these activities.

1. Hook: Tell the students that you are thinking about an object Assessments: Differentiation: Materials:
(Examples: basketball, apple, or dog) and you want them to guess  Pre-Assessment- DRA’s,  Three levels of the  Fungus Among
what you are thinking about. Ask the students to take a few iReady assessment, and books for students Us by Reading A-
minutes and come up with a plan on how they will be able to reading diagnostic at different readings Z
guess the object. The students should come up with asking you assessments levels  Food Chains and
questions to narrow it down. Have students begin asking your  Formative Assessment- As  Make sure to point Food Webs by
questions to narrow done with object. Students questions should students work independently, out the sentence Science A-Z at
begin broader and then narrow down with more information. If individually conference with frame beginnings Differentiated
students are struggling to do this, stop them and talk about the students to check for on the anchor chart Levels:
type of questions they are asking and how they could ask understanding. Give students that students can o Low Level
different questions to learn more. Keep going until the students positive and corrective use to ask questions Text
guess your object. feedback. Use the Student and determine what o Middle Level
a. Afterwards ask students how they were able to guess your Data sheet to take notes on type of question is Text
object. They should talk about that asking questions helps student learning, progress, being asked. o High Level
them find out more information. and next steps. Text
b. Talk about the questions that students asked, broad or  Summative Assessment- Use
narrow and more specific and how they each helped.  Asking Questions
student graphic organizers to Anchor Chart
c. Let this lead the students to today’s lesson, which is assess understanding of
asking questions while reading. Ask students to think  Asking Questions
asking questions and finding Graphic
about how asking questions while reading could help answers. Use the question at
them. Organizer
the bottom of the graphic  Student Data
2. Display the Asking Questions anchor chart and discuss why organizer to assess student
authors ask questions as they read, referring to the earlier activity. Sheet
understanding of the
Tell students that readers ask questions before, during, and after importance of asking
they read in order to clarify their reading, the find out more questions as students read.
information, or to think deeper about the text.
3. Instruct students that there are thin questions and thick questions.
Relate this to the type of questions students asked in the opening
activity. Thin questions have answers that are easier to find while
 thick questions’ answers are not as obvious and need to be
searched for.
4. Instruct students that they also need to try to find the answers to
the questions that they asked, as finding the answers will help
them get a better or deeper understanding of the text. Talk to
students about the different ways that readers find answers.
Students may find answers further in the text as they keep
reading, by rereading the text, using nonfiction text features to
find more information, inferring the answers, or researching to
find more information that may not be in the text.
5. Using the text Fungus Among Us by Reading A-Z, model how to
ask questions.
a. Begin by glancing through the book, looking at the
pictures, looking at the cover, and looking at the table of
contents. Brainstorm some thin questions to ask and thick
questions to ask before reading. Use the Asking Questions
graphic organizer to write down questions.
b. Next, begin reading the text and model how to ask think
and thick questions during reading. Show students that
they may write the answers to the questions under the
question as they discover the answers. Write down
questions and answers on the graphic organizer. Instruct
students to leave some room below each question they jot
down so that they have room to write down the answer.
c. After reading the text, model to students how to ask thin
and thick questions after reading to clarify the text they
read and ask any wonderings they have left.
6. Have students read the book Food Chains and Food Webs from
Science A-Z independently while asking questions and filling out
the first three sections of the Asking Questions graphic organizer,
but not yet filling out the last question.
7. While students work independently, conference with students and
ask them questions and give feedback based on their
understanding of the text and strategy of asking questions.
a. What questions have you asked?
b. How do these questions helped you understand the text?
c. Have you found the answers to your questions or stopped
to think about the possible answers to what you have
asked?
 8. As students read their text and ask questions, have students take
time to pause and try to find the answers to their questions.
Remind students that finding the answers to their questions is an
important part of asking questions as they read. Pause the class to
remind them if needed.
9. Once students finish asking their questions and finding answers,
bring the class together.
a. Discuss with students the type of questions they found as
they read.
b. Ask students which questions were most useful to their
understanding of the text, thin or thick questions.
c. Ask students what was easy about asking questions and
what was difficult.
d. Ask students how they found the answers to their
questions.
e. Discuss with students how asking questions and finding
answers helped their comprehension of the text?
10. After the class discussion, have students fill out the question at
the bottom of their graphic organizer: Why is it important to ask
questions as you read? Have students turn in their note sheet.

Extension: Have students complete the discussion questions and reading

quiz provided by Science A-Z for each book level.
4. Throughout working on this writing piece, instruct students on Assessments: Differentiation: Materials:
incorporating writing strategies through daily lessons.  Pre-Assessment- Use  Supply students with  Diary of a Worm
a. Drafting previous writing assignments a planning sheet to by Doreen Cronin
b. Introduction (Hook, characters, setting) and writing diagnostics to organize their  Diary of a ____
c. Dialogue determine students’ writing and break the Narrative Writing
d. Character development knowledge in writing. These assignment into Planning
e. Transition words should guide daily writing smaller chunks. Worksheet
f. Paragraph organization lessons and individual  Provide daily lessons  Daily Writing
g. Descriptions and word choice conferences with students. that provide support Lesson Anchor
h. Ending (Sum up the story, clever conclusion) Use previous assessments to students, and offer Charts or Graphic
i. Editing and revising from science lessons to differentiated Organizers
j. Publishing determine student support for each  Student Data
5. As students work on each step of the writing process, conference understanding on science lesson through Sheet
with students and give them feedback on their work in reference concepts. guided writing.
to writing strategies and science content. Use the “Student Data”  Formative Assessment-  Create a modeled
sheet to record notes about student understanding, progress, and
 next steps. Conference with students as writing piece with
6. Once students finish the drafting part of the writing process with they work on their writing the students to
incorporating writing strategies from the daily lessons in to their and give positive feedback display writing
writing, have students edit and revise their work. and constructive feedback strategies and how to
7. Finally, have students publish their writing and share with each about the writing and incorporate science
other in small groups or as a whole class in an author’s chair integration of the science concepts.
setting. content into the writing.  Help students by
 Summative Assessment- creating an outline of
Use students’ published their food web to
writing to assess help students
understanding of writing understand how to
strategies and science incorporate the
concepts incorporated into science content into
their writing. the writing.
 Give students a list
of science content
vocabulary words
they are required to
include in their
writing.
EVALUATE: Carousel Brainstorm and Claim-Evidence- Assessments: Differentiation: Materials:
Reasoning 15 (Day 4)  Formative Assessment- As  Claim-evidence-  Carousel
1. Hook: To review ideas from this strand students will participate students work with groups in reasoning sentence Brainstorm
in a Carousel Brainstorm in small groups of 4-5 students. the Carousel Brainstorm, frames. Posters
a. Students will rotate with their groups around the room to listen to their conversations  Model how to  Colored
the posters displaying concepts, and in their small group and offer feedback or create a Claim- Markers
students will add ideas onto the posters based on what prompts as necessary. Check Evidence-  Claim-
they have learned and now know about the concepts. Give the responses added and the Reasoning Evidence-
each group a different colored marker to use so that it is colors used to make sure that response. Reasoning
known which group has added what. each group is adding ideas to  In guided groups, Anchor Chart
b. Give students time at each station and then call out when the posters. As students work brainstorm ideas or  Claim-
it is time to switch so that there is only one group of on the Strong & Clearer evidence that Evidence-
students at each station at a time. activity, check for student supports the claim Reasoning
c. As students rotate around the room, they should read other understanding and give students are Sentence Stems
ideas that other groups have already added onto the poster student feedback as making.  Food Web
before adding new ideas. necessary.  Model the Stronger Claim-
d. Once students have rotated to all the stations have  Summative Assessment- and Clearer activity Evidence-
students take time to go back around the room and read Students will turn in their for students who Reasoning
 what has been added to the posters. final response as a need more Worksheet
2. Have students then go back to their seats and add onto their summative assessment for instruction on the  Food Web
concept maps based on the ideas that students have learned the strand. activity again Strong &
throughout this strand and reviewed with their groups. Students Clearer
should use the posters to help them add everything they can to Worksheets
their concept maps.  Claim-Evidence
a. Review the concept map poster and go over how to create -Reasoning
a concept map and the purpose of a concept map. Concept Rubric
maps connect ideas to one another in an organized
diagram. Concept maps show the relationship between the
concepts.
b. Inform students that this will be the final time they will
add onto their concept maps so they need to make sure
that they add on everything they can now.
3. Students will then complete a Claim-Evidence-Reasoning for the
strand.
a. Go over how to create a Claim-Evidence-Reasoning
statement to answer a question using the “Claim-
Evidence-Reasoning” anchor chart and remind students
that they have a copy glued in their science journal that
they can use as a reference from the previous strand.
b. Handout the “Food Web Claim-Evidence-Reasoning”
worksheet to students and go over directions. Show
students the rubric so that students are aware of the
expectations.
c. Give students time to silently and independently answer
the overarching question from the strand using the claim-
evidence-reasoning outline. Students should use their
science journal to help them.
d. Once students have finished their response, have students
line up in two rows facing each other with their response
and a copy of the “Food Web Stronger & Clearer”
worksheet.
4. Students will take part in the Stronger and Clearer activity:
a. With the peer across from them, students will share their
responses with their partner and listen to their partners
response.
b. As students listen to each other they will take notes about
ideas and vocabulary that they would like to borrow from
 their partners in order to make their own response
stronger and clearer.
c. Once students have finished with their first partner, one
line of students move to the left and the student on the end
goes to the front of the line. Now students are paired up
with a different student across from them. Students will
repeat the activity with their new partner.
d. Students will do this until they have met with three
different partners.
5. Students use the ideas borrowed from their peers to revise and
edit their initial statement into a final response to turn in.

Extension Activities:
 Science A-Z’s Paper Food Chains and Food Webs activity
 Human Plant Consumers:
o Since humans are also consumers of plants, fruit and vegetables, they will research the nutrients in the plants that they eat. Have students
research different types of vegetables to see which one is the healthiest to eat. Students can compare a variety of vegetables like carrots,
spinach, potatoes, lettuce, cauliflower, etc. This can also be a chance to discuss how to research and find safe and reliable sources. Students
can research the daily requirements of vegetables that children their age should be eating. You can invite the cafeteria nutritionist or another
professional into the classroom to discuss the kinds of vegetables students should be eating. Students can even bring in their favorite
vegetable recipes to share with the class.
 Food Web Folder Games:
o Have students come up with a game to make with food webs. Students can use a file folder as the game board. Have students choose a
habitat and its food web to use during their game. Instruct students to create a game that displays their knowledge and tests other students’
who play the game on their understanding on food webs and how energy is transferred from one organism to another. Students can create
cards with questions to answer to help communicate knowledge in their game.
1
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press., Purposefully
planning objectives that will guide curriculum and instruction, EDF 781: Perspectives on Curriculum
2
Rodriguez, S., Allen, K., Harron, J., & Qadri, S. A. (2019). Making and the 5E learning cycle. The Science
Teacher, 86(5), 48. doi:10.2505/4/tst18_086_05_48, Using research to support teaching decisions, EDF 610:
Teacher Research; Using the images as a form of art to engage learners, EDF 781: Perspectives on Curriculum
3
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-
Bass., Greene believed that using the arts in education the engage learners and helping students become more
knowledge about the world around them, EDF 781: Perspectives on Curriculum
4
Using concept maps to help students with concept attainment by connecting prior knowledge with new
knowledge, EDF 640: Psychological Foundations of Education
5
Marzetta, K., Mason, H., & Wee, B. (2018). ‘Sometimes they are fun and sometimes they are not’: Concept
mapping with English language acquisition (ELA) and Gifted/Talented (GT) elementary students learning science
and sustainability. Education Sciences, 8(1), 13. doi:10.3390/educsci8010013, Using research to support
curricular choices, EDF 662: Foundations of Curriculum Development and Instruction
6
A variety of assessment types (pre-assessments, formative assessments, and summative assessments) check
student learning and inform instruction, EDF 664: Current Issues in Instruction and Assessment Practices
7
Adaptations of materials makes the lessons and instruction accessible to all leaders, EDSE: Effective
instruction in Special Education
8
Ireland, J., Watters, J. J., Lunn Brownlee, J., & Lupton, M. (2014). Approaches to inquiry teaching: Elementary
teacher's perspectives. International Journal of Science Education, 36(10), 1733-1750.
doi:10.1080/09500693.2013.877618, Using research to support curricular choices, EDF 662: Foundations of
Curriculum Development and Instruction
9
Dewey, J. (1938). Experience and education (2015 ed.). New York, NY: Free Press., Creating quality
experiences to teach students, EDF 662: Foundations of Curriculum Development & Instruction
10
Grotzer, T. A., & Basca, B. B. (2003). How does grasping the underlying causal structures of ecosystems
impact students' understanding? Journal of Biological Education, 38(1), 16-29.
doi:10.1080/00219266.2003.9655891, Using research to support curricular choices, EDF 662: Foundations of
Curriculum Development and Instruction
11
Morrison, J. A. (2013). Exploring exemplary elementary teachers' conceptions and implementation of inquiry
science. Journal of Science Teacher Education: Inquiry-Based Science Teaching, 24(3), 573-588.
doi:10.1007/s10972-012-9302-3, Using research to support curricular choices, EDF 662: Foundations of
Curriculum Development and Instruction
12
Hokayem, H., & Gotwals, A. W. (2016). Early elementary students’ understanding of complex ecosystems: A
learning progression approach. Journal of Research in Science Teaching, 53(10), 1524-1545.
doi:10.1002/tea.21336, Using research to support curricular choices, EDF 662: Foundations of Curriculum
Development and Instruction
13
Preston, C. (2018). Food webs: Implications for instruction. The American Biology Teacher, 80(5), 331-338.
doi:10.1525/abt.2018.80.5.331, Using research to support curricular choices, EDF 662: Foundations of
Curriculum Development and Instruction
14
Jackson, J. K., & Ash, G. (2012). Science achievement for all: Improving science performance and closing
achievement gaps. Journal of Science Teacher Education, 23(7), 723-744. doi:10.1007/s10972-011-9238-z,
Using research to support curricular choices, EDF 662: Foundations of Curriculum Development and Instruction
15
Glen, N. J., & Dotger, S. (2013). Writing like a scientist: Exploring elementary teachers' understandings and
practices of writing in science. Journal of Science Teacher Education, 24(6), 957-976. doi:10.1007/s10972-013-
9348-x, Using research to support curricular choices- using the scientific method to show students how scientists
write, EDF 662: Foundations of Curriculum Development and Instruction