SRI SANKARA GLOBAL ACADEMY, PAMMAL
Lesson plan: Science Syllabus Section:
Subject: Science
Topic: B. The flow of energy and toxic substances Grade:5
Date:27/1/25 – Duration(mints): 280 mints Teacher: Sharmi
31/1/25
Class:8 Number Present: Number absent:
On Grade: Above Grade Below Grade:
Learning objectives: Describe to understand the concepts of food chains and food webs,
recognize the relationships between different organisms in an ecosystem,
and be able to create their own food web using examples from a specific
ecosystem.
Explain how energy moves from one organism to another.
Illustrate how multiple food chains can connect to form a food web.
Develop a model to describe the cycling of matter and flow of energy
among living and non-living parts of an ecosystem.
Lesson objectives: Ask learners, "What do you think happens to a plant when an animal eats
it?"
Discuss their responses and introduce the terms "food chain" and "food
web."
Food Chain: A sequence that shows how energy and nutrients flow from
one organism to another.
Food Web: A complex network of interconnected food chains in an
ecosystem.
Describe how energy flows through an ecosystem
Explain how toxic substances can accumulate in an ecosystem and affect
living organisms
Vocabulary: Producer, energy, consumers, primary, secondary, tertiary, hawk, habitat, food
web, food chain, grasshopper, grasshopper, survival, feeding, relationship, living
things, energy flow, energy sources, environment, transfer, toxic,
bioaccumulation, mercury, chemicals, farms, factories, plankton, tuna,
contaminated, vultures, pesticide, environmental meteorologist, weather pattern,
remote sensing, temperature,
Plan Activities Resources
Look at these living things. Which are
Beginning producers and which are consumers? Marshall Cavendish 2nd
Find out if each consumer is a herbivore, edition stage 5 SB
carnivore or omnivore. Classify them in a
table.
From what you have found, make as many
food chains as many food chains as you can.
How do you think you can link the food
chains together?
Begin by asking students what they know
about food chains and food webs. Write their
responses on the board
Food chain
Introduce key terms: producers, consumers Marshall
(primary, secondary, tertiary), and Cavendish 2nd
decomposers. edition stage 5 SB
Explain that today’s lesson will focus on and AB
understanding how energy flows through Collins
food chains and food webs. international
Use the projector or smartboard to show a primary science
simple food chain diagram: SB and AB.
- Example: Grass (producer) → Grasshopper Oxford
(primary consumer) → Frog (secondary consumer) international
→ Snake (tertiary consumer) → Decomposer (like primary science
fungi or bacteria). SB and AB.
Discuss each component of the food chain Cambridge
Middle and its role in the ecosystem. primary science
Distribute the Food Chain handout and have SB and AB.
students create their own food chain using
different organisms.
Encourage students to label each part of their
food chain (e.g., producer, primary consumer,
etc.).
Food Web
Explain that a food web is a more complex
network of food chains that shows how
different organisms are interconnected.
Show an example of a food web diagram and
discuss how it represents multiple food
chains.
Have students work in pairs to create a food
web using the organisms they listed in their
food chain activity. They can draw arrows to
show how energy flows from one organism to
another.
Remind them to include producers,
consumers, and decomposers in their food
web.
Use a diagram to illustrate the flow of energy
in an ecosystem:
- Energy from the sun → plants (producers) →
herbivores (primary consumers) → carnivores
(secondary consumers) → decomposers
Emphasize that energy is lost at each step
in the food chain
Distribute the Energy Flow Diagram handout
and have students fill it out.
Discuss how ecosystems rely on this
continuous flow of energy to function.
Ask students what they know about
ecosystems and food webs. Discuss key
terms like producers, consumers, and
decomposers.
Explain that today's lesson will focus on how
energy and substances move through an
ecosystem.
Explain that not all substances that move
through an ecosystem are harmless. Some
can be toxic.
Use the example of DDT (pesticide) to show
how toxic substances can bioaccumulate up
the food chain:
DDT enters the ecosystem in small amounts
It is absorbed by plants and small animals
Larger animals eat the contaminated prey,
accumulating more DDT
Top predators have the highest levels of
DDT, which can be harmful or fatal
Have students draw a simple food web and
trace the path of a hypothetical toxic
substance through it.
Discuss the impacts of toxic substances on
ecosystem health and biodiversity.
End Review the key points about food chains and food Marshall Cavendish 2nd
webs. Ask students to share their food chains and edition Stage 5 SB and
webs with the class. AB.
- Discuss the importance of each role (producers,
consumers, decomposers) in maintaining a balanced
ecosystem.
- Assign a short homework assignment: Write a
paragraph explaining how changes in one part of a
food chain (like the extinction of a species) can affect
the entire ecosystem.
Review the key points about energy flow and toxic
substance accumulation.
- Encourage students to think of real-world examples
they've learned about or witnessed.
- Assign a short homework assignment to reinforce
the concepts covered.
Additional Information
Differentiation Assessment H&S: ICT
Collins international
primary science WB.
Oxford international
primary science WB.
Cambridge Go.
Twinkl
Support hub
Reflection and evaluation
Reflection:
Were the lesson objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and
why?
Summary Evaluation
What two things went really well? (Consider both teaching and learning.)
What two things would have improved the lesson? (Consider both teaching and learning.)
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Remedial Measures Taken
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Expected Date of Completion: 24/1/2025
Actual Date of Completion:
Reason for deviation if any:
Teacher: SHARMI NT Subject In-charge: Coordinator:
Professional Develop In-charge: Principal:
