5E Lesson Plan

Teacher(s):
Date:
Subject / grade level: 5th grade Science
Materials: projector and screen, homework rubric + writing assignment for Timmy, food chain/web PPT,
extra reading for Timmy, guide for next concept for Timmy
State Standards:
LS2‐5‐3.
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survi
ve less well, and some cannot survive at all.
Lesson objective(s):
 Students will be able to argue that if a bottom organism is removed from a particular habitat, then the
higher level organisms will not survive.
 Students will be able to construct a food chain and food web for a particular habitat and demonstrate
how each organism has a set of characteristics that helps them survive better in the area.
Differentiation/Accommodation strategies to meet diverse learner needs:
 Timmy is in the Gifted and Talented Program and has shown to be gifted in science. He shows great
understanding of the concepts put in front of him and gets bored if not challenged.
ACCOMODATIONS
 Timmy has already learned the basics of the concept, so to deepen his thinking, while other students
are learning how to build a food chain and a food web, Timmy will do a short 1-2 page research paper
on what will happen if a primary consumer is removed from an ecosystem. In the paper, he will need
to explain the parts of a food chain and web, the differences between the two, and he needs to use
scientific vocabulary.
 Timmy is also ahead in reading compared to his peers and is a visual learner, making reading about a
concept easier to understand than him hearing it. To deepen understanding of concept and support
reading comprehension of scientific papers, he will be given a short passage and corresponding
worksheet that will solidify his understanding. The passage will be at the 6th or 7th grade level to
challenge his thinking.
 If Timmy has shown advanced understanding (4) of the concept, I will give him the resources he
needs to move onto the next concept. He will have access to work in the hallway to have fewer
distractions and I will dedicate time during independent work time to check in on Timmy and answer
any questions he has.
ENGAGEMENT
 Students will be coming in from recess so for the first five minutes, I have the students put their head
down on the desk with the lights off to get them back into classroom mode from recess mode. This
has helped the transition go much smoother and the students are better prepared to learn after a reset.
 After those five minutes, students will get their science notebooks out from their desk.
 “yesterday we were introduced to food webs and food chains…Today, we will create our own using
the sagebrush steppe as our ecosystem. We will do this one together and then for homework, you will
create your own using an ecosystem of your choice.”
EXPLORATION
 Have students talk with neighbor about what organisms they think are found in the sagebrush steppe.
Expected answers: deer, hawks, rabbits, grasses
 Discuss different ecosystems nearby – forests, deserts, grasslands/plains – they can use any of these
for their homework assignment
1
 5E Lesson Plan

EXPLANATION
 as you move up a food chain or web, there is less energy being transferred from one organism to
another (about 10%). So, a hawk at the top who eats rabbits or mice has to eat a lot more to get the
same energy input as a deer who eats grass.
 Expectations of anchor chart – what should an anchor chart have? Names of organisms + their
scientific name
ELABORATION
 Students will be able to use this knowledge to assess the key species in an ecosystem and how they
interact with one another
EVALUATION
 Homework to create food chain/web of an ecosystem will be presented to class to demonstrate
understanding – rubric will be handed out during elaboration.