Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Teache
Lesson Miss. Shostak
Science Lesson #11 r:
Title/Focus March 22
Date:

GENERAL LEARNING OUTCOMES

5-10 Describe the living and non-living components of a wetland ecosystem and the interactions within and among them.
SPECIFIC LEARNER OUTCOMES
7. Draw diagrams of food chains and food webs, and interpret such diagrams

LEARNING OBJECTIVES
1. Students will understand what a food web is
2. Students will be able to create their own food webs
ASSESSMENTS
Observations: Student discussion and questioning
Student Activity
KeyQuestions: Whatisafoodweb?
Howdoweuseafoodweb?
Products/Performances: StudentMadeFoodWebs
LEARNINGRESOURCESCONSULTED MATERIALSANDEQUIPMENT
AlbertaProgramofStudies TeacherResources:
DucksLimitedTeacherResource Ball
IndicatorCards
Paper
DecomposerLab
StudentResources
Pencil
DecomposerLabWorksheet
PROCEDURE
Introduction Time
AttentionGrabber Wehavebeenlearningaboutwetlands!
TransitiontoBody Whatisaproducer,decomposer,consumer?
Whatisafoodchain?
Howdoweuseafoodchain?
Whocreatestheenergy? 3 mins
Howdoesenergyflowthroughthefoodchain?Whogetstheleastamount
ofenergy?
Whathappenswhenoneanimalisremovedfromthefoodchain?
Body Time
LearningActivity#1 Labs:
Theclasswillbedividedintotheirdecompositionpartnerships.
Theywillbeaskedtowritewhattheyobserveontheirdecomposition
labs. 5 mins
Theywillthenpairupwithanothergroup(ofthedifferentlab)tothen
comparetheirlabstoseewhatisdecomposingfaster
STRESSWEARENOTOPENINGTHEZIPLOCKS
Assessments/ Arestudentsengagedandparticipating?Dostudentsaccuratelyobservetheir
Differentiation labs?Dostudentsunderstanddecomposition?
LearningActivity#2 LivingFoodWebs: 25 mins
Sowelearnedaboutfoodchainsnowwewilllearnaboutfoodweb
Foodwebsaremanyfoodchainsthatareconnected.Organismsdont
justeachonethingandgeteatenbyonething.

Adapted from a template created by Dr. K. Roscoe 1


AssessmentDifferentiation
LearningActivity#3
Assessments/
Differentiation
Assessment of
Learning:
Transition:
How does this individual
lesson scaffold learning
opportunities for
students?
What assumptions does
this lesson make about
what students already
know?
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template ED3501GHI Curriculum Overview Lesson
Everythingisinterdependent
Whatwouldbetheultimatesourceofenergy?Canwetakeafew
guesses?
Sotheultimateenergysourceisthesun!Whousesthesuntocreate
food?
Foodwebsarenotalinearstepbysteplikeafoodchainbut
connectionstoeverythinginanecosystem
Sowearegoingtobesimulatingourownlivingfoodwebinour
classroom
Canwemovethedeskstothesidesoeveryonecansitinacircleonthe
floor.
Everyonewillbegivenacardwithalivingorganismonit.Usinga
ballwewillpasstheballtosomeonethateithereatsyouoriseatenby
us
Example:Ifyouhavegrass,passittotheSunoraRabbit
Wecantpasstheballtothesamepersontwiceinarow.
Afterpassingtheballaroundthewebdiscusswithstudentswhatthey
noticed.Howwasitdifferentthenafoodchain?Whowasthemost
importantorganism?Howwereweallconnected?Whatwoulditlook
likeifwewereusingyarn?
Askstudentstoreturntotheirdesks.
DrawaFoodWebonthewhiteboardofwhatwasdonebeforeto
showstudentshowfoodwebsstartdeveloping.
Arestudentsengagedandparticipating?Dostudentsunderstandwhatafood
websis?Dostudentsknowhowtouseafoodweb?
Introductiontocreatingourownfoodweb:
Youwillbedrawingyourownfoodweb
Showexemplar.
Yourfoodwebmustinclude:
o Onlyorganismsthatarefoundinawetland
o MUSTbeginwiththeSun 8 mins
o 25organismsinyourweb.Includingtheirnameandtheirjob.
o Varietyofproducers,consumers,anddecomposers
Handoutblankpiecesofpaperforstudentstostarttheirwork
Theywillgetonemoreclassperiodtoworkontheirfoodwebon
Thursday
Arestudentsengagedandparticipating?Dostudentsunderstandwhatafood
websis?Dostudentsknowhowtouseafoodweb?
Summative:FoodWebswillbehandedinforsummativeassessment
Cliffhanger/Closure Time
CLOSURE:
Discuss why would we protect the wetlands? How are food
chains different than food webs?
Are students engaged and participating?
Formative: Class Discussion
Summative: Food Webs when Completed
Ask students to clean up and get their agendas out and ready!
Rationale
We have been learning about wetlands for 3 weeks we previously on food
chains. Food chains help the development of creating food webs. Students
have been learning about wetland organisms so students have the skills
and knowledge create their own food webs. Next classes we will discuss
what harms the wetland!
2
 Lesson Plan Template ED3501GHI Curriculum Overview Lesson
In what ways is this
lesson connected to the
next lesson?

Adapted from a template created by Dr. K. Roscoe 3