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Sadie Guthrie-Kretsch

Field 1 Professor Reilly


Lesson Plan
Title
Subject Area(s)
Grade Level
Summary of the Lesson

Standards: (as applicable)


International Standards
National Standards
Professional Organization
Standards
PA Academic Standards
PA Core Standards

Essential Questions

Identifying food chains and


food webs.
Biology/Ecology
Grade 10
This lesson will focus on
defining food webs and food
chains in order to compare and
contrast the two. It will also
focus on the impact humans
have on food webs.
Standard CC.3.5.9-10.E - Analyze the
structure of the relationships among
concepts in a text, including
relationships among key terms
Standard - 4.1.10. - Research practices
that impact biodiversity in
specific ecosystems.

Analyze the relationship


between habitat changes to plant
and animal population fluctuations.

What is a food chain?


What is a food web?
What is the difference
between a food web and
food chain?
What is a primary producer?
What is a primary

consumer?
What is a secondary
consumer?
What is the difference
between the different levels
of consumers?
Where do you think humans
are generally found in a food
web?
What is a keystone species?
What are some examples of
things humans might do to
affect food webs?
Given a specific human
action, list some of the
consequences in terms of
food webs.
Why should we care about
the way we influence food
webs?

Objectives

Students will be able to


differentiate between food
chains and food webs.
Students will be able to
classify organisms based on
trophic levels.
Students will be able to
explain how humans impact
food webs.

Vocabulary:

Food chain
Food web

Producer
Consumer
Primary consumer
Secondary consumer

Estimated Time
Materials Required

50 minutes
Computer, PowerPoint, visual
print out of food web, visual
print out of food chain, and
trophic levels, cut-outs for
game, 5 question exit ticket
(use as homework if time runs
out)

Procedure
Each professor may choose
to align this section to
his/her content areas.

BEFORE:
Start PowerPoint
Access prior knowledge
by asking students what
they know about food
chains and food webs.
Hand out visual aid for
food chain only

This section will include


anticipated areas of
differentiated instruction.

DURING:
Present key vocabulary
while allowing students to
give their own definition.
Provide textbook
definition of key terms.
Ask student to give an
example of the following
vocab terms producer,
consumer, primary
consumer, secondary
consumer.

Pass out visual aids at


relevant times.
AFTER:
Play food web game.
Hand out cut outs of
different animals
randomly assigning
students to a different
animal representing a
different trophic level.
Pass out exit ticket if time,
if not make it homework.
o Collect exit ticket
and place check
mark by each
question that is write
and minus sign by
each wrong answer.
Assessments will be contained
in game that is played as well
as exit ticket.

Student Resources

Provided at the end

Accommodations

Adaptations and
accommodations
Align assessment to
instructional objectives.

Assessment

Exit Ticket
1. Draw three independent food chains that all have one
producer, one primary consumer, one secondary
consumer, labeling each.
2. Now draw those three food chains as one big food web
labeling what each animals trophic level is.
3.

Choose one animal in your food web, and identify two


consequences of that animal disappearing from the
food web. Also, identify one human action that would
drive the disappearance of that animal.