5e lesson plan – food chain

5E LESSON PLAN – FOOD CHAINBy: taryn wood

EED 420

June 15, 2015

Camie walker

INTRODUCTION

In this lesson students are learning about the different parts of a food chain and how energy flows in one. There is also the introduction of a food web. Students construct their own food chains from different ecosystems and see how energy flows through them. As a class activity students create a food web by asking themselves different questions to see which organism goes where. At the end there is a formative and summative assessment to see what students have learned.

WHERE DO I GET MY ENERGY?

Standards: NGSS Standard: 5-LS2-1. Develop a

model to describe the movement of matter among plants, animals, decomposers, and the environment.

Science and Engineering Practice: Developing and using models.

DCI: Interdependent Relationships in Ecosystems.

Crosscutting Concepts: Systems and System Models.

MATERIALS

Grade Level: 5th

Materials: Food chain cards (sets of 3 for all

student groups).

Science journals.

Yarn ball.

Food web cards (1 set for class).

ENGAGE

Opening Questions: What did you eat for breakfast

today?

What does eating breakfast do for our bodies?

Omnivore

Where do plants get their energy

Chain Example

EXPLORE

Making their own food chains given the organisms to do so.

Thoughtful Questions: What is the primary source of

energy in a food chain?

What eats that plant/animal?

Can a smaller animal eat the larger one?

EXPLAIN

BrainPOP video

New Vocabulary: Herbivore

Carnivore

Predator

Producer

Prey

Introduction of Energy arrows.

ELABORATE

Food Web Activity

Key Questions: Who might eat me?

Who might I eat?

New Vocabulary: Food Web

EVALUATE

Formative Assessment: Food chain worksheet

Summative Assessment Written short answer and essay

questions.

ENGINEERING

Bottle Biome Create a bottle biome to see

where the original source of energy comes from.

Add a “bug” to demonstrate next trophic level.

New Environment Create a new environment for

endangered animal.

DIFFERENTIATION

ELL

ADD/ADHD

VISUAL/HEARING IMPAIRED

EL/GIFTED

SAFETY CONSIDERATIONS

There are no chemicals in this lab.

Students should be wary of their surroundings and have plenty of space between them.

Students shall not throw the yarn during the food web activity.

CONCLUSION

By the end of the lesson students should have a good understanding about the energy flow in food chains and food webs. They should also know how to construct their own as well as how important each organism is in each one. This lesson ends with students wondering what happens to the energy after the last organism is listed (this could lead into a lesson about decomposers).

REFERENCES

BrainPOP. (2015). BrainPOP | Food Chains. Retrieved from https://www.brainpop.com/science/ecologyandbehavior/foodchains/

Next Generation Science Standards. (2013). Fifth Grade. Retrieved from http://www.nextgenscience.org/sites/ngss/files/5%20combined%20DCI%20standards%206.13.13.pdf

Overbaugh, R.C. (n.d.). Bloom's Taxonomy. Retrieved from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm