Microteach Lesson Plan

Teacher
Name
Subject
Area
Topic
General
Learner
Outcome(s)
Taken from Alberta
Program of Studies

Specific
Learner
Outcome(s)
Taken from Alberta
Program of Studies

Learning
Objectives
What do you want
your students to
learn?

Assessment
How will you know
your students have
learned?

Materials
What resources will
you need?

Emily Schoen
Science
The food chain

Grad
e
Time

June 9th 2015

2
15 minutes

Describe the general structure and life habits of small

crawling and flying animals; e.g., insects, spiders, worms,
slugs; and apply this knowledge to interpret local species
that have been observed.
Identify each animals role within the food chain. To meet this
expectation, students should be able to identify the animals
as plant eaters, animal eaters or decomposers and identify
other animals that may use them as a food source.
Students will:
Be able to identify the difference between a producer,
herbivore, carnivore, omnivore and decomposer and
know their place in the food chain.
The students will all get a picture of an example of a
member of the food chain. They must put their picture
in the right category.
The students will fill out a worksheet at the end for
assessment.
Whiteboard
Whiteboard markers
Animal pictures
Magnet
Worksheet

Introduction
Body

Date

Question: What do you like to eat for supper? Meat?

Veggies? Do you think animals like to eat all the same
things? Explain: how animals eat different things too.
They need different food for their bodies. (2 min)
Explain: what is a producers (green plant that make
their own food), consumer (living thing that needs to
eat other plants/animals to survive), herbivore (animal
that eat plants), carnivore (animal that eat other
animals), omnivore (animal that eats plants and
animals) and decomposers (breaks down dead plants

Closure

and animals). (5 min)

Question: What category are we?
Activity: each student will get a picture of a plant or
animal. In groups, they will come up to the board and
put the picture under one of the categories (producer,
herbivore, carnivore, omnivore, and decomposer). As a
class, we will see how many pictures are in the right
category. (5 min)
If there is time, we will read the worksheet together.
Circling key words.
Students will work on their worksheet in pairs. They
can color their pictures if they finish early.
We will go over the worksheet together. (all time
remaining)