Fill me up Food Chain

Category Criterion

Name of Course/Class: Science

Grade Level: 3rd grade

Technology/Resources/Materials:
1 per student: 1 per class:

Background Food chain graphic organizer LCD projector/ laptop

(4 parts) Vocab graphic organizer yarn
Colored pencils
Pencil
Read works article
Tablet/chrome books
Accommodations Modifications

-Periodic breaks -Provide students with limited English language with the vocabulary
-larger printed font article words in their home language.
- Picture responses only for journal entries.

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 Weblink to your curriculum: https://tinyurl.com/mey4toy

Objective:

Orient Given 5 MC questions via socrative, learners will Construct a food chain and explain how energy flows through the chain with
80% accuracy.
the
learner:
Essential Question:
(4 sections) Are plants always at the bottom of the food chain?

Standards:

Student Learning Science Standards NJCCCS for Technology

3-LS2 Ecosystems: Interactions, Energy, and Dynamics 8.1.2.A.4: Demonstrate developmentally appropriate navigation skills in
Students who demonstrate understanding can: virtual environments (i.e. games, museums).
3-LS2-1. Construct an argument that some animals form groups
that help members survive.
Interdisciplinary Standards

Common Core
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts,
and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-Literacy.L.4.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered
when discussing animal preservation).

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 Anticipatory Set/Hook/Daily Review: Time to complete: 5 min

Students will be introduced to the underlying question are plants always at the bottom of the food chain. The teacher will hand out vocabulary graphic organizer sheet as
well as a picture of an animal/plant to use later. Students will engage in an access of prior knowledge. Students will have access to vocabulary that will help them
understand and complete the topic. These words include food web; producers; consumers; omnivores; carnivore; herbivore. They would write down what they already
know from the list of vocabulary words. Students can draw pictures or write words. Next students will watch the Food Chains movie on brain pop jr.
https://jr.brainpop.com/science/animals/foodchain/

Input/Modeling or Present Information: Time to complete: 2 min

Teacher will review graphic organizer and review vocabulary terms associated with the lesson. Students will use the graphic organizer to display their knowledge of
consumers, producers, omnivores, carnivore, herbivore and food chain.
Instructional
Design: Check for Understanding/Provide Learner Guidance: Time to complete: 3 min

The teacher will ask students on their picture cards a plant/animal that they obtained in the anticipatory set, if their animal/plant was a herbivore, omnivore or carnivore.
Students would hold up their pictures according to their card.
(8 events)
Guided Practice with coaching /Elicit Performance: Time to complete: 5 min

The students will then create their own food web. They will stand in a large circle. The student with the sun picture should be in a very clear spot in the circle. The students
should look around and ask themselves: Who in this circle could I give my energy to? (Who might eat me?) Who in the circle could give me energy? (Who might I eat?) I
would explain to the students that the ball of yarn represents the energy in the environment. I would ask the student who represents the sun to hold the end of the yarn
tightly and toss the ball to someone who can use that energy. When that student catches the yarn, they should pass the yarn to someone else who could use the energy
(45 minutes)
Independent Practice/Provide informative feedback: Time to complete: 15 min

Students will complete their 2nd graphic organizer after reading read works article on the food chain. The students fill in three of the food chains they observed while
"weaving" the web. Next students can play the game associated with the food chain via brain pop jr.

Closure: Time to complete: 5 min

The lesson will close with a share of student graphic organizers and addressing the essential question Are plants always at the bottom of the food chain?

Formal Assessment: Time to complete: 7 min

Given 5 MC questions via socrative, learners will Construct a food chain and explain how energy flows through the chain with 80% accuracy.

Enhance/Transfer: Time to complete: 3 min

What are the effects of even one small organism dying out in an ecosystem?

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 Student Feedback: Did you enjoy the yarn activity utilizing the animals/plants cards?

Recommendation:

Teacher Feedback: Did the students have the right amount of time to complete independent work as well as exploring using the items provided for them?