Indiana Wesleyan University

Elementary Education Lesson Plan Template

Science
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)-Students will be able to classify various things given criteria.
B. Objective(s)-Students will be able to classify animals as predators or prey and fit
them into a food chain.
C. Standard(s)
State: 5.3.1 Observe and classify common Indiana organisms as producers,
consumers, decomposers, predator and prey based on their relationships and
interactions with other organisms in their ecosystem.
NSES Process Standards: Standard A: Teachers of science plan an inquirybased program for their students
Standard D: Teachers of science design and manage learning environments
that provide students with the time, space, and resources needed for learning
science.
II.
Materials Anticipatory set: 5-10 minutes
Lesson Presentation: 5 minutes
Discovery: 10 minutes
Closure/wrap up: 10 minutes
Students will be grouped in two ways. First, they will be with their tables at
their assigned seats. Next, in a jigsaw format, I will pull students from each
group to form new groups. The groups will be (I will provide supplemental
materials in case of student absence):
o Lion: JaShawn , Whitney, Braley, Haydn, Molleigh
o Elephant: Hezekiah, Jesse, Brianna, Karyssa, Seth
o Monkey: Delainey, Wyatt, Kaleb, McKenzie, Cruz
o Tiger: Arriyanna, Peter, Konnor, Jackson, Abbygail
o Bear: Braylen, Bailey, Xander, Anthony (this group will require
supplemental material on Killer Whales and possibly Shrimp)
III.
Anticipatory Set
Before we start talking about any content, I will mention that if we can remain
attentive, on task, and maintain good behavior throughout the lesson, they
will all be able to earn two jolly ranchers.
I will refer to the poster that I constructed about behavior expectations
(above)
I will explain that if students earn five points by the end of our time, they will
earn their reward. I will not take points away.
Write the words predator vs. prey on the board.
Does anyone have any idea what these words mean? Students should have an
idea. I expect them to know that predators are the hunters and the prey is the
hunted.
I will have popsicle sticks with animals written on them in a cup that students
will pull from.
First, I will pull a stick out and Ill have Mrs. Worrell choose one as well.
Students will help me decide which one of us is the predator and which one of
us is the prey.
We will continue this activity a couple of times with students.
Can you think of animals that would be predator and prey? Call on a couple
students to hear their ideas.

IV.

Purpose: must be stated to the students

The purpose of learning about predators and prey is so that you gain an
understanding of food chains within ecosystems.

PLAN FOR INSTRUCTION

V.
There are many different needs in this class, and I will assure that they are all met
by allowing them to work with classmates during discovery time. During jigsaw
time, I will try to send these students with a partner if possible (on attached
grouping list). During the discovery time, I will monitor student learning and guide
groups as necessary.
VI.

VII.

Lesson Presentation (Input/Output)

What characteristics make an animal predator or prey? Talk at your table and
create a hypothesis.
Students will talk amongst themselves about what makes an animal predator
or prey. They should be discussing things like strength, teeth, and size.
Bring students together and have them share their thoughts. Synthesize their
thoughts into a single hypothesis.
Now that youve discussed it, what do you think? What makes animals
predators or prey?
Students will raise their hands and share their thoughts.
As a class, we will come up with a hypothesis and I will write it on the board in
a sentence.
o The hypothesis we come to should be something like this: An animals
size, speed, and strength determine whether it is prey or predator.
What we are going to do now is analyze different marine animals and decide if
they are prey or predator. Assign a different marine animal per table.
Using your laptops or iPads, I want you to research the animal Ive assigned
you. Based on the research; decide if the animal is predator, prey, or both.
Work with the people at your tables to come to a conclusion.
Table 1: Killer whales
Table 2: Great White Sharks
Table 3: Seals
Table 4: Salmon
Table 5: Shrimp
After the tables thoroughly research their animals (7-8 min), they will come
together in a reciprocal teaching (group lists attached) group, and share their
findings. They will record these findings on their scientific method papers.
So now, you are going to be the expert of your animal and discuss with the
group I have put you in. Make sure you share if your animal is predator or
prey!
o Lion group up in the front table
o Elephant group back at my table
o Monkey group will meet at the middle table
o Tiger group will meet in the back (right) of the room
o Bear group will be at the table closest to mine
At the end, we will discuss which animals are predators or prey.
Check for understanding.
I will monitor while students are performing research. Based upon their
responses, I will be able to gage their understanding of the concept. I will also
collect their papers at the end to check for understanding. I will touch on
concepts that students did not understand at the beginning of the next lesson (if I
was able to teach it).

VIII.

Review learning outcomes/Closure

So, what animals can we classify as predators? What about prey? Did you
notice that many of the animals are both predator AND prey? This is because
the animals that are classified as predators and those that are classified as
prey depend on the other animals around them. So, if a Great White Shark
was swimming and a Killer Whale came by, who would be the predator? Most
students will still say the shark. Actually, the Killer whale is the predator. This
is because it is both bigger and stronger than the Great White.
Now that you know this, lets test our hypothesis. Point back to the hypothesis
on the board. Is this hypothesis correct? Give students a minute to think.
Yes! Our hypothesis was correct. So now that our hypothesis has been proven,
go ahead and make your hypothesis your conclusion at the bottom of your
page.
Now, on the back of your papers, I want you to tell me two things you learned
during this lesson. I also want you to tell me whether or not you enjoyed the
lesson and why. Be honest!
When youre finished, hand it to me and you may sit quietly in your seats until
Mrs. Worrell gives you further instruction.

PLAN FOR ASSESSMENT

Students will be completing a graphic organizer during their discovery and jigsaw times. I
will collect these sheets and look them over to see if students misunderstood anything. I
would then (theoretically) reteach if necessary. I have grouped students in dynamic groups
that will support their understanding of content. Since the expectations are set high, each
student is expected to master their animal, they will more likely gain a high level of
understanding. I will also have students write out on a scrap piece of paper 2 things they
learned and if they enjoyed the lesson or not.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were the strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Was the class managed effectively?
8. Were students responsive?
9. Did students enjoy themselves?