5E Lesson Plan Template

Teacher

Date November 13, 2020

Subject Science, Food Chains, 5th grade

area/course/gra
de level

Materials
 Kahoot link https://create.kahoot.it/share/food-chains/8edf4faa-78d0-4744-8821-
8d64229e0404
 Brainpop Video link
https://www.brainpop.com/science/ecologyandbehavior/foodchains/
 Food Chain Game link
https://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchainga
me.htm
 Poll everywhere for food chain game PollEv.com/haleyballent385 
 Nearpod presentation https://share.nearpod.com/PmMcWYMabX
 Food Chain Project Rubric
 Computer
 ISTE Rubric

Standards
(State and ISTE  State Science Standard: 11. Create a model to illustrate the
Standards for transfer of matter among producers; consumers, including
Students) scavengers and decomposers; and the environment.
 ISTE Standard: 6.a. choose the appropriate platforms
and tools for meeting the desired objectives of their creation or
communication.
 ISTE Standard: 6.d. publish or present content that
customizes the message and medium for their intended
audiences

Objectives
I can create a food chain/ food web and identify each part.

Differentiation  EL and SPED students will be given vocabulary cards with pictures to use
Strategies (How during the activities.
will the lesson
address the  SPED and EL students will be strategically paired with students to assist
various learning them when needed.
styles of the
students and  Powerpoint will have pictures for SPED and EL students.
the needs of
those with

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special needs?)  EL and SPED students will be retaught material in small group if needed.

The 5 Es

E Description
1. The teacher will ask students if they have ever heard of the word “Food
Engagement
Chains” before.
2. The teacher will call on various students to share their ideas with the
class.
3. The teacher will tell students that they will be watching a Brain Pop
video on Food Chains and Food Webs.
4. The teacher will pull up the Brain Pop video and have students watch
the video as a class.
5. Once the video is over, the teacher will tell students that they will be
participating in a kahoot to see what they know about food chains and
the many different parts of it.
6. The teacher will pull up the kahoot so students can login.
7. The students will login in to the kahoot using the code provided by the
teacher and chrome books.
8. The teacher will observe students as they participate in the kahoot.
9. Once the students are finished with kahoot, the teacher will go over all
of the questions with the students.

Engagement -The teacher will formatively assess student answers using the results from the
Assessment kahoot
1. The teacher will tell students that they will be completing an interactive
Exploration
food chain activity. The goal is to successfully create a food chain using
the knowledge they have about food chains and food webs. The activity
will help students if they begin to struggle making the food chain
correctly.
2. The students will begin to complete the food chain activity.
3. As students are participating in this activity, they will be exploring the
different parts of a food chain and the correct order of food chains. The
teacher will be walking around and assessing students’ progress as
they complete the activity.
4. The students will be working with a partner at their table to help them
complete the activity successfully.
5. The students will work on this activity for 20 minutes.
6. After the 20 minutes are up, the teacher will call time and tell students
to stop the activity.
7. The teacher will tell students to discuss with their group about what

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 E Description
they struggled with in the activity.
8. Once students have discussed the topic with their table, the teacher will
tell students that they will be submitting some of the things that they
had trouble with to a poll everywhere.
9. The students will go to the link to the poll everywhere provided by the
teacher to discuss some of the things that they had trouble with during
the activity.

Exploration
-The teacher will walk around as students complete the food chain interactive
Assessment
activity

-The teacher will formatively assess the student responses to the poll
everywhere.

1. The teacher will discuss some of the different struggles the students
Explanation
faced during the food chain activity.
2. Once all of the posts have been discussed, the teacher will access the
Near Pod presentation to show students.
3. The students will access the live lesson provided by the teacher.
4. The teacher will go through the presentation clearing any possible
misconceptions. Students will follow along the live lesson on their
chrome books.
5. At the end of the presentation, the students will answer the open ended
questions about food chains.
6. The teacher will assess student answers to the open ended questions at
the end of the presentation.

Explanation -The teacher will formatively assess students’ answers to the open ended
Assessment question from the nearpod presentation.
1. The teacher will explain to students that they will be assigned a specific
Elaboration
habitat. Students are to research that habitat and create a possible food
chain using Microsoft Word. They will create a food chain by using
pictures, text boxes, shapes, etc. on Microsoft Word. The food chain
must have one producer and at least 3 consumers. Each organism in
the food chain must be labeled as either a consumer or a producer.
There must be a picture of each organism in the food chain.
2. The teacher will show students the example document of a Desert Food
Chain.
3. The teacher will pass out grading rubrics for students to look at while
working.

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 E Description

Student work sample:

Evaluation 1. TTW use the following rubrics to evaluate the students’ projects and
technology proficiency in a summative form.

Food Chain Project Rubric

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 E Description

ISTE Checklist
Name:______________________

1. Student chose an appropriate platform to meet their desired objective. _______

2. Student published and presented content that customizes the message

for their desired audience. _______

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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Note: Content of form approved January 2013.

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