Title The Magic School Bus Gets EatenAuthor Joanna ColeIllustrator Bruce DegenPublisher Scholastic Inc.Year 1996Genre StorySummary: The Magic School Bus is eaten by a tuna and becomes part of the food chain.

Lesson Title: “You Ate What?”By Marie Cline

Description: Learners explore food chains and the interdependence of plants and animals for survival by completing an anticipation guide, dichotomous key, and food chain sequencing organizer.

Grade Level: 3rd

Essential Questions: What impact do changes in a food chain have on a food web?

Learner Objective: Food ChainsStrand 4: Changes in Ecosystems and Interactions of Organisms with their Environments

2. Matter and energy flow through an ecosystemA. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use Scope and Sequence – Food Chains

b. Classify populations of organisms as producers or consumers by the role they serve in the ecosystem DOK 2

c. Sequence the flow of energy through a food chain beginning with the Sun b – 1, c – 1 DOK 2

Scott Foreman 3rd grade textbook: Science: See Learning in a Whole New Light.

Featured Picture Books:

Time NeededDay 1: Engage with pre-assessment and a read aloud of The Magic School Bus Gets Eaten by Joanna Cole along with the Food Chain Anticipation GuideDay 2: Explore/Explain using the Food Chain sequential organizer and by reading Who Eats What? By Patricia LauberDay 3: Elaborate by reading Scott Foresman 3rd grade text pages 106-107 and by completing the You Ate What ? dichotomous keyDay 4: Evaluate by using the Kestrel and GPSDay 5: Evaluate using post-assessment and food chain poster

Vocabulary (with definitions):Producer Living things that make their own foodConsumer Living things that eat foodHerbivore Living things that eat only plantsCarnivore Living things that hunt other animals for foodOmnivore Living things that eat plants and other animals for foodPrey Any animal that is hunted by others for foodPredator A consumer that hunts other animals for food

DOK 2, DOK 3, DOK 4

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Title Who Eats What?Author Patricia LauberIllustrator Holly KellerPublisher HarperCollinsYear 1995Genre StorySummary Explains the concept of a food chain and how plants, animals, and humans are

Materials needed: Scott Foresman 3rd grade text pages106-107 “The Magic School Bus Gets Eaten” by Joanna Cole “Let’s Learn About Food Chains” anticipation guide “What Eats What: Food Chains and Food Webs” by Patricia Lauber Food Chain pre-assessment/post assessment “Food Chain” sequential organizer “You Ate What?” dichotomous key Kestrel and GPS Food Chain review geocaching worksheet data sheet for Kestrel and GPS poster board makers or colored pencils for poster post-its pencil crayon glue stick scissors

Lesson narrative: Energy passes to living things within food chains. Food chains are groups of producers and consumers that interact in a special way. A living thing that makes its own food is a producer. Producers get their energy from the sunlight to make food. Many living things cannot make their own food. They get their energy by eating producers. (Scott Foresman 3rd grade text pg 106-7)

Engage: Students will take a quick pre-assessment to see what they already know about food chains.After the pre-assessment show students the cover of The Magic School Bus Gets Eaten. Ask students to make predictions about the book based on the cover and the title (you can list their predictions on the board or have students write their prediction on a post-it). Next, pass out the “Lets Learn about Food Chains” anticipation guide. Allow students about 5 minutes to complete the worksheet. When they are finished have them join you at your read aloud area. Begin reading the book (To conserve time, I begin reading on page 6). Create a signal for your students so they can alert you to parts in the book that they recognize as answers to their anticipation guide. After reading the book, have students return to their seats and (using a crayon) have them correct any wrong answers they might have had on their worksheet before the story was read. Next, allow students time to discuss question #6 with a classmate. Did their question get answered? Where else might they look for information to answer their question?

Explore/Explain: Using knowledge the students have gained so far, have them complete the “Food Chain” sequence worksheet. Each student will receive a worksheet. Using scissors and glue, instruct students to cut out the pictures at the bottom of the page. They will glue the picture into the boxes based on their sequence in the food chain. Direct the students to label each picture using the words from the word bank. Allow 5-10 minutes. When they are finished have them join you at your read aloud area. Begin reading What Eats What: Food Chains and Food Webs.” Create a signal for your students so they can alert you to parts in the book that they connect with. After the reading have students go review their organizers. Ask them

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to look at their answer to question #2. Is their answer correct or do they need to make some changes? Allow time for students to make corrections if needed.

Elaborate: Have students read pages 106-107 in the Scott Foresman 3rd grade science text. Discuss highlighted words and ask students if they can connect any of them to the activities they have done. After reading, have students complete the You Ate What? dichotomous key.

Evaluate: At the beginning of this lesson, students will be given a pre-assessment as a way of discovering what they already know about food chains.

Students will review key concepts and vocabulary through geocaching and weather gauge activities. They will work in partners to answer questions from this lesson and to complete the GPS/Kestrel worksheet.

Post Assessment will be identical to the pre-assessment. The students will also design and label a poster of a food chain.

Name________________

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Food Chain Pre-Assessment

C. The energy source that begins all food chains is not listed above. Identify the energy source that begins ALL food chains._______________________________* obtained by Center eCurriculum 3rd grade page

Name: ____________________

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Let’s Learn About

“Food Chains”

Before Reading After ReadingTrue or False True or

False

_____ 1. Seaweed is eaten by small sea creatures. ____ _____ 2. Sea Urchins are sea creatures that eat plants.____

_____ 3. Bigger creatures eat smaller creatures. ____

_____ 4. Humans are at the top of the food chain. ____

_____ 5. Food chains are only found in the ocean. ____

6. What is one question you have about food chains?________________________________________________________________________________________________________________________________________________________________________________*activity sheet adapted from Picture-Perfect Science Lessons

Name: ____________________

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Food Chain Organizer1. Directions: Cut out the pictures below. Glue them in sequential order according to their place in a food chain. Label each picture using words from the word bank.

carnivore, herbivore, producer, carnivore, energy

2. Explain why you sequenced your pictures in the order you did.____________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________

-----------------------Cut here------------------------------------Cut here----------------------------------Cut here----------------------

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Name: ___________________________

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You Ate What?Dichotomous Key

Starting with one of the living things on the next page, use the key below to identify its role in the food chain. Write the name of the living thing on your answer sheet. Remember to go back to #1 on the key each time you start with a new animal.

1. Living thing is an animal………………………………………………..go to 2 Living thing is not an animal…………………………….…………….go to 4

2. Animal has only flat teeth………………………………….……..Herbivore Animal does not have only flat teeth……………………………….go to 3

3. Animal has only pointed teeth………………………………….Carnivore Animal has pointed and flat teeth……………….……….……Omnivore

4. A living thing that makes its own food……………………….Producer A living thing that does not make its own food……..…………go to 5 5. A living thing that eats other living things for food..…..Consumer Object provides all energy for an ecosystem..……..……………Sun

*activity sheet adapted from Picture Perfect Science Lessons

Name ___________________________________

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Food Chain Geocaching and Kestrel weather gauge activity

WaypointNumber & Name

Latitude Longitude Temperature°F °C

WindChill

Humidity Heat Index

Dewpoint Current windspeed

Average wind speed

1.

2.

3.

4.

5.

6.

7.

8.

9.

*geocaching tracking sheet adapted from Dr. Mary Haskins

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Name________________________________

Food Chain Geocaching Review

1. A(n)___eats only animals.a. carnivore c. competitionb. omnivore d. prey

2. A(n)___eats only plants.a. predators c. producerb. herbivore d. carnivore

3. A(n)___is a consumer that hunts another for food.a. carnivore c. predatorb. decomposer d. omnivore

4. A(n)___is a living thing that must eat food to get energy.

a. consumer c. preyb. producer d. predator

5. A(n)___makes its own food.a. decomposer c. producerb. carnivore d. consumer

6. ______happens between living things that have a need for the same resources.

a. decay c. competitionb. production d. disease

7. A(n)___eats both plants and animal.a. omnivore c. carnivoreb. producer d. predator

8. ______happens when a(n)____breaks down a living thing that has died.

a. decay and consumer c. decay and decomposerb. disease and decomposer d. disease and predator

9. ______is an animal that is hunted by others.a. prey c. predatorb. consumer d. producer

*adapted from Scott Foresman 3rd grade text (p. 132)

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Name ___________________

Food Chain Post-Assessment

C. The energy source that begins all food chains is not listed above. Identify the energy source that begins ALL food chains._______________________________*obtained from Center eCurriculum 3rd grade Science webpage

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Misconceptions: One misconception that both picture books state is that green plants are at the beginning of every food chain. It is important for students to understand that all food chains begin with the sun. It is also important for students to understand that plants exist in a variety of colors, not just green. I plan to discuss misconceptions with my students as they arise throughout the text lesson.

Safety: During this unit students will be using scissors. Basic scissor handling skills should be reviewed.

Reading comprehensive strategies: Throughout this lesson, students will be asked to listen for the main idea, make text connections, sequence, and make inferences using graphic organizers, read alouds, and discussions.

General suggestions for students and teachers: To learn more students and teachers can visit-

Journey North h ttp://www.learner.org/jnorth/tm/WhereWorld.html Students will develop a better understanding of latitude and longitude and how it relates to geocaching and GPS systems

Ecokids http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm students can create their own food chain.

Geography4kids http://www.geography4kids.com/files/land_foodchain.htmlStudents can research and deepen their knowledge of food chains and how they can impact food webs.

Bibliography: Ansberry, Karen Rohrich., and Emily Morgan. Picture Perfect Science

Lessons: Using Children's Books to Guide Inquiry ; Grades 3-6. Arlington, VA: NSTAPress, 2005. Print

Cooney, Timothy. Scott Foresman Science. See Learning in a Whole New Light. Glenview, IL: Pearson/Scott Foresman, 2006. Print

Lauber, Patricia. What Eats What: Food Chains and Food Webs? HarperCollins, 1995. Print.

Relf, Patricia, Joanna Cole, and Carolyn Bracken. Scholastic's The Magic School Bus Gets Eaten: a Book about Food Chains. New York, NY: Scholastic, 1996. Print.

*Many of the activity sheets in this lesson were inspired by Picture Perfect Science Lessons: Using Children's Books to Guide Inquiry; Grades 3-6** The geocaching activity sheet was duplicated from a handout by Dr. Mary Haskins; Rockhurst University, Kansas City, MO.

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