Lesson Plan
Teacher(s):
Robin Nipper
Date:
April 17th, 2023
Subject / Grade Level:
5th grade - Science
Materials: cards with organisms on them and a blank web, pencils, markers,
colored pencils, printer, poster board or paper
(Sample of cards for group activity)
State Standards:
LS.5.3Construct an argument with evidence that in a particular habitat some org-anisms
can survive well, some survive less well, and some cannot survive at all.
Lesson Objective(s):
Student will be able to…
- Understand the various types of ecosystems.
- Determine which organisms are more likely to survive in each ecosystem.
- Identify where each organism sits on the food web
- Understand the difference between herbivores, carnivores, omnivores,
scavenger, producer, and the levels of consumers
Differentiation/Accommodation strategies for diverse learners:
For a child with a gifted and talented exceptionality
- If a child has an easy time with the identification of food webs, children
will receive a list of more difficult ecosystems to try to understand.
- Encourage children with interest in this topic to investigate and do their
own research on the topic.
- Encourage the children to ask each other questions about ecosystems and
food webs
- Provide them with additional reading material about food webs and
ecosystems
Engagement:
During this lesson, children should be asking –
- What does a food web look like?
- Which organisms are the producers in their ecosystem?
- What are the differences between herbivores, carnivores, and omnivores?
- What are primary, secondary, and tertiary consumers?
- Where does (animal name) sit on their ecosystem’s food web?
Exploration:
Group Work: In small groups of 3-5, children will receive a deck or cards with
pictures of organisms on them. Children will be asked to put the deck of cards in
order to create a food web.
Independent work: Students will randomly receive an ecosystem (dessert, tundra,
freshwater, coral reef etc.). Students will create a food web for their ecosystem.
Explanation:
Questions that the teacher can use to help connect the student’s exploration to the
concept:
- What organisms do you think are at the top of their food chain?
- Where do you think humans are on the food web?
- What are some examples of organisms that are at the bottom of their
ecosystem’s food web?
Elaboration:
How students will develop a more sophisticated understand of the concept –
Vocabulary words the children will learn that connect to students’ observations:
- Ecosystem
- Organism
- Primary, secondary, and tertiary consumers
- Herbivore, carnivore, omnivore
- Food web
How this knowledge applies to our daily life
Food webs represented feeding relationships within a community, can be helpful
to determine which organisms need to avoid other organisms
Evaluation:
Vocabulary evaluation: Children will receive a test where they must define each
of the vocabulary words above and connect them to the learning concept.
Project: Children will create 2 filled out food webs on a posted board. Printed or
drawn photos at teacher discretion. Webs will be verbally and physically
presented to the classroom and will need to provide a detailed explanation
