5-E Integrated Subject Unit Plan

Title of Unit: Aquatic and Terrestrial Food Chains 3rd Grade

Unit Planners (names): Richard Morris and Kendall Willhite

School(s) & School Division (if applicable): Warren County

Grade Level: 3rd

Unit learning focus:

Science--Food Chains, Aquatic and Terrestrial Habits Math-Graphing, Probability, Fractions, Comparing Numbers

Unit learning goal(s): below

Science & Math SOL

Science Standards3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key

concepts includea) producer, consumer, decomposer;b) herbivore, carnivore, omnivore; andc) predator and prey.

Math Standards3.1 The student will c)The student will compare whole numbers using symbols (>, <, or =) and words (greater than, less than, or equal to)

3.3 The student willa) name and write fractions represented by a model;b) model fractions and write the fractions’ names; and

3.17 The student willa) collect and organize data, using observations, measurements, surveys, or experiments;b) construct a line plot, a picture graph, or a bar graph to represent the data; andc) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence

analyzing the data.

3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

Essential Question(s):What is the connection or relationship between organisms that live in aquatic or terrestrials habitats?

1. What organisms live in the aquatic and terrestrial habitats?

2. What is the connection between producers, consumers and decomposers in a food chain?

3. What do herbivores, carnivores, and omnivores eat?

4. What is the difference between predator and prey?

Understandings:Students will understand that…

a.) Aquatic animals live in the water and terrestrial animals live on land.

b.) Producers are eaten by consumers. Producers and consumer die and are eaten by decomposers.

c.) Herbivores eat only plants, Carnivores eat only meat and Omnivores eat both plants and animals.

d.) Predators hunt other animals for food and prey is hunted by another animal for food.

Students will know… (KNOW)

Science A food chain shows a food relationship among plants and

animals in a specific area or environment.

Terrestrial organisms are found on land habitats such as deserts, grasslands, and forests. Aquatic organisms are found in water habitats such as ponds, marshes, swamps, rivers, and oceans.

A green plant makes its own food using sunlight, air, and water. Green plants are producers.

A consumer is an animal that eats living organisms (plant or animal).

Certain organisms break down decayed plants and animals into smaller pieces that can be used again by other living organisms. These organisms are decomposers.

A food chain, which shows part of a food web, can have an animal that eats only plants (herbivore). It can have an animal that eats only other animals (carnivore). It can also have an animal that eats both plants and animals (omnivore).

An animal can hunt other animals to get its food (predator).

An animal can be hunted by another animal for food (prey).

Students will be able to… (DO)

Science

differentiate between predators and prey.

distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.

infer that most food chains begin with a green plant.

identify sequences of feeding relationships in a food chain.

explain how a change in one part of a food chain might affect the rest of the food chain.

create and interpret a model of a food chain showing producers and consumers.

Math A fraction is a way of representing part of a whole (as in a

region/area model or a length/measurement model) or part of a group (as in a set model). Fractions are used to name a part of one thing or a part of a collection of things. Models can include pattern blocks, fraction bars, rulers, number line, etc.

The denominator tells how many equal parts are in the whole or set. The numerator tells how many of those parts are being considered.

Provide opportunities to make connections among fraction representations by connecting concrete or pictorial representations with oral language and symbolic representations.

Informal, integrated experiences with fractions at this level will help students develop a foundation for deeper learning at later grades. Understanding the language of fractions (e.g., thirds means “three equal parts of a whole,” represents one of three equal-size parts when a pizza is shared among three students, or three-fourths means “three of four equal

Math Name and write fractions.

Use concrete materials and pictures to model

Name and write fractions represented by drawings or concrete materials.

Represent a given fraction using concrete materials, pictures, and symbols. For example, write the symbol for one-fourth and represent it with concrete materials and/or pictures.

Formulate questions to investigate.

Organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four

Investigations involving data should occur frequently and relate to students’ experiences, interests, and environment.

Formulating questions for investigations is student-generated at this level. For example: What is the cafeteria lunch preferred by students in the class when four lunch menus are offered?

The purpose of a graph is to represent data gathered to answer a question.

Bar graphs are used to compare counts of different categories (categorical data). Using grid paper ensures more accurate graphs. A bar graph uses parallel, horizontal or vertical bars to represent

counts for categories. One bar is used for each category, with the length of the bar representing the count for that category.

There is space before, between, and after the bars.

The axis displaying the scale representing the count for the categories should extend one increment above the greatest recorded piece of data. Third grade students should collect data that are recorded in increments of whole numbers, usually multiples of 1, 2, 5, or 10.

Each axis should be labeled, and the graph should be given a title. Statements representing an analysis and interpretation of the

characteristics of the data in the graph (e.g., similarities and differences, least and greatest, the categories, and total number of responses) should be written.

When data are displayed in an organized manner, the results of the investigations can be described and the posed question answered.

Recognition of appropriate and inappropriate statements begins at this level with graph interpretations.

Probability is the chance of an event occurring.

The probability of an event occurring is the ratio of desired outcomes to the total number of possible outcomes. If all the outcomes of an event are equally likely to occur, the probability of the event =

The probability of an event occurring is represented by a ratio between 0 and 1. An event is “impossible” if it has a probability of 0 (e.g., the probability that the month of April will have 31 days). An event is “certain” if it has a probability of 1 (e.g., the probability that the sun will rise tomorrow morning).

Students should have opportunities to describe in informal terms (i.e., impossible, unlikely, as likely as, equally likely, likely, and certain) the degree of likelihood of an event occurring. Activities should include real-life examples.

For any event, such as flipping a coin, the equally likely things that can happen are called outcomes. For example, there are two equally likely outcomes when flipping a coin: the coin can land heads up, or the coin can land tails up.

categories.

Label each axis on a bar graph and give the bar graph a title. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10.

Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes).

Analyze and interpret information from picture and bar graphs, with up to 30 data points and up to 8 categories, by writing at least one sentence.

Describe the categories of data and the data as a whole.

Identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same.

Select a correct interpretation of a graph from a set of interpretations of the graph, where one is correct and the remaining are incorrect.

Define probability as the chance that an event will happen.

List all possible outcomes for a given situation (e.g., heads and tails are the two possible outcomes of flipping a coin).Identify the degree of likelihood of an outcome occurring using terms such as impossible, unlikely, as likely as, equally likely, likely, and certain.

Unit Outline

Day Math Science1 Students will compare the number of organisms they

discovered in their group and then compare to other groups in the class. (Explore)

Students will use greater than, less than, and equal to symbols for their comparisons. (Explore)

Students groups (by tables) will select a habitat from a cup of dirt or a cup of water. (desert, grassland, forest hidden in dirt on paper or river, pond, ocean on plastic in a cup of water) (Engage)

Students will then Brainstorm about the organisms that live in their chosen habitat. (Engage)

2 Students will use the internet to research their habitat and add to their list from Day 1. (Explore)

3 Students will observe and discuss the terms Aquatic and Terrestrial through PowerPoint Vocabulary Slides 1-2. (Explain)

Students will give an explanation of why they drew from a cup of water or a cup of dirt on day 1. (Explore)

Students will be introduced to Aquatic and Terrestrial Habitats through a PowerPoint Slides created by Denise Carroll 1-10. (Explain)

Students will watch a Study Jams video on Aquatic Ecosystems http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/aquatic-ecosystems.htm (Explain)

Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)

4 Students will use the Organism list they created on Day 1 in Science to make a prediction graph of which animal was a herbivore, carnivore, or omnivore. (Extend)

Students will participate in a presentation from the Shenandoah National Park called “What’s for Lunch?” (Explore)

Students will be introduced to herbivores, carnivores, and omnivores through the visualization of animal skulls, teeth and mouths. (Extend)

5 Students will review the vocabulary herbivore, carnivore, and omnivore from PowerPoint Vocabulary slides 3-5. (Explore)

Students will create their own definitions and illustrations to define the terms producer, consumer and decomposer. (Extend)

Students will watch a clip that introduces producers, consumers, and decomposer. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm (Explain)

Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)

6 Students will be introduced to the terms predator and prey through the use of a game at the following link:

http://www.kgcs.k12.va.us/instruction/SS%20Science%203_PDFs/Are%20You%20a%20Predator%20or%20a%20Prey.pdf (Explore)

Students will review PowerPoint Vocabulary Slides 1-6. (Explain)

7 Lesson Plan #1 Attached Below

Students will watch a Study Jams video on Fractions http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm (Explain)

Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)

Students will divide a piece of paper into thirds. (Extend)

Students will separate out their food chain into the appropriate third on their paper. The paper on one side will be classified as producers, consumers, and decomposers. On the other side the paper will be classified herbivore, carnivore, and omnivore. (Extend)

Students will record the information on their fraction strip and then write out the fraction with a numerator and denominator. (Extend)

Lesson Plan #1 Attached Below Students will create their own food chains with picture

cards provided by the teacher. (Explore) Students engage in interaction and discussion of the

different organisms that make up the food chain. (Extend)

Students will identify whether an organism is a producer, consumer, or decomposer by placing the pictures on giant cutouts of a producer, consumer, or decomposer provided by the teacher.(Evaluate)

8 Lesson Plan #2 Attached Below Students will take the information gathered in the SFA

chart and will create a graph and display their data in a bar graph. (Engage)

Students will watch a Study Jams video on Circle or Pie Graphs http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/circle-graph.htm (Explain)

Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)

Students will also take the data and create a pie graph using the following website: http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=2d16967001614cd3b2736f27ee94b64e(Explore)

Students will analyze this graph to discuss its usefulness. (Engage)

Students will use this new information to print new pie graphs with just producer, consumer, decomposer or predator and prey or herbivore, omnivore, carnivore.http://nces.ed.gov/nceskids/createagraph/default.aspx?

Lesson Plan #2 Attached Below Students will complete a SFA chart using the

organisms they identified from their list on Day1. They will be classifying each organism as producer, consumer, decomposer or herbivore, carnivore, omnivore, or predator or prey. (Extend)

Students will illustrate their own food chain (containing at least five organisms and to include a decomposer) using index cards and their list they generated on Day 1. (Explore)

Students will need to form two food chains from their habitat. (Evaluate)

ID=2d16967001614cd3b2736f27ee94b64e (Explore)

9 Students will take the teacher created lists and identify

the predator and prey organisms. (Engage) Students will identify the fractional parts of the

predator and prey relationship. (Extend) Students will use the compiled list cut into strips and

put in a bag for drawing purposes. They will move through 5 stations. (Extend)

Students will select an organism from the bag and keep tally of predator or prey out of 15 draws from the bag. Data Sheet Probability Day 9 (attached below) (Extend)

Students will then identify the probability of the predator prey relationship out of the following terms impossible, unlikely, equally likely, likely, and certain by filling in their charts at the stations. We have pretyped their lists and have set it up a controlled experiment to predetermine the outcomes to match the probability words. Example station 1 is all prey animals so their outcome will be 15/15 or all of them would be eaten by the predators. (Extend)

Students will watch a Study Jam video on Probability http://studyjams.scholastic.com/studyjams/jams/math/probability/find-probability.htm (Explain)

Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)

Students will watch a Study Jams video on Probability as a Fraction http://studyjams.scholastic.com/studyjams/jams/math/probability/probability-fraction.htm (Explain)

Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)

10 Students will write (journal) about their understanding of probability based on the terms learned yesterday. (impossible, unlikely, as likely as, equally likely, likely, and certain) (Engage)

Students will watch a Bill Nye the Science Guy on Probability----http://youtu.be/Sqq4k50dxbI (Explain)

Students will view a Study Jams video on Changes in Ecosystems http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/changes-ecosystems.htm (Explain)

Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)

Students will think about the following questions and reflect in journal writing and orally on their knowledge and understanding of the concepts learned in this unit. (Evaluate)

1. What would happen if an animal’s habitat were destroyed?2. What is the relationship between predator and prey?

11 Students will review with slides 25-41 in Denise Carroll's Habitats for Plants and Animals. (Explain)

Students will choose an organism from their list from Day 1. (Extend)

Students will research their organism and create a PowerPoint slide including pictures and where their animal fits into the habitat. (Extend)

Students will then combine the organisms from their habitats into a group into a food chain. (Extend)

12 Students will present their food chain and habitat slide

show to the class. (Evaluate)

13 Students will review all materials from this unit through games, vocabulary, and other activities. (Evaluate)

Students will play a bingo game with vocabulary words. (Evaluate)

Students will use solpass.org as a study resource. (Evaluate)

Students will use the following site as a study resource of food chains: http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm (Evaluate)

14 Students will complete an evaluation for the unit.

(Evaluate)

Students will complete a Post-Habitat Survey. (Evaluate)

Type of Integration: Content Specific

Level or Extent of Integration: Science Focus

Systems concept(s) incorporated into the unit:

Humans can have a positive or negative effect on an ecosystem.

5-E Integrated Subject Lesson Plan

Title of Lesson: Exploring Food Chains

Lesson Planners (names): Richard Morris and Kendall Willhite

School(s) & School Division (if applicable): Warren County

Grade Level: 3rd

Lesson specific Science & Math SOL (or other standards covered). Describe desired gains in Knowledge/Skills/Behaviors for each, where applicable). These are your specific Learning Objectives for the lesson.

SOL 3.5-The student will investigate and understand the relationships among organisms in aquatic and terrestrial food chains. Key concepts include: a) Producer, consumer, decomposer;b) Herbivore, carnivore, omnivore;c) Predator and prey

SOL3.3-The student will a) name and write fractions represented by a model;

b) model fractions and write the fractions’ names

Standards (list)

Knowledge (Know) Skills (Do) Values (Be)

Math A fraction is a way of representing part of a whole (as in a region/area model or a length/measurement model) or part of a group (as in a set model). Fractions are used to name a part of one thing or a part of a collection of things. Models can include pattern blocks, fraction bars, rulers, number line, etc.

The denominator tells how many equal parts are in the whole or set. The numerator tells how many of those parts are being considered.

Provide opportunities to make connections among fraction representations by connecting concrete or pictorial representations with oral language and symbolic representations.

Name and write fractions.

Use concrete materials and pictures to model

After learning about fractions students will be able to create fractions using data they are given.

Science A food chain shows a food relationship among plants and animals in a specific area or environment.

distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.

infer that most food chains begin with a green plant.

identify sequences of feeding relationships in a food chain.

explain how a change in one

After completing this lesson plan on building a food chain, students will be able to form a food chain and will know how they are constructed.

part of a food chain might affect the rest of the food chain.

create and interpret a model of a food chain showing producers and consumers.

Level or Extent of Integration for this lesson: Science Focused

Instructional time: 30 minutes

Materials needed: Science Materials needed: Pictures of things found in a food chain (optional), Glue (optional), Markers, Stopwatch, Science journals or notebook paper, Pencils

Math Materials needed: Strips of paper, index cards from the food chains in Science

Web resources used (if any; Give urls): None

Advance preparation needed:Before teaching this lesson, make the cards for the activity. You will need to print pictures of examples of producers, consumers, and decomposers and glue them to the index cards. If you cannot do that, you can use a marker to write the name of a producer, consumer, or decomposer on the card. Make enough cards so that every student gets one. You will have to make several different food chains depending on the size of your class.

Formative assessment(s): How will students demonstrate that they have achieved the lesson objective(s)? How will you judge whether your teaching strategy is effective? This assessment should be embedded throughout the lesson as well as at the end of the lesson.

o Students would have completed a pretest on the skills cover in the unit.o Students would have an exit ticket at the end of each day.o Science Formative Assessment--During the lesson students will use individual white

boards to show understanding by ordering items from the teacher into a food chain. o Science Formative Assessment--Students will draw their food chain on a piece of paper.

Students will write a short paragraph to describe the relationships among each organism in the food chain. (use vocabulary that you have learned in the unit)

o Math Formative Assessment—Students will need to write the fraction for each set of data. (attached below)

o Math Formative Assessment—Students will watch a Study Jams video on Fractions. http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm

o This assessment will be used to determine if the student understands the concept being taught.

o If the student doesn’t show understanding of the concepts, they will be pulled to work on remediation at another time of the day.

Lesson Description (step-by-step teaching procedure):

Science InstructionIntroduction-Activate Prior Knowledge

Talk to students about what they eat. Ask students if they know where it comes from. Talk about what an animal in the wild might eat.

Teach

Read about food chains from your science textbook or from What are Food Chains and Webs? Talk about what a producer, consumer, and a decomposer are. Briefly explain that all food chains start with a producer. Then, a consumer eats the producer. Once the consumer dies, it is broken down by a decomposer. Give them a few examples. A flower grows, and a rabbit comes to eat it. Then, a wolf eats the rabbit. The wolf dies, and bacteria and fungus break down his body into nutrients for the soil.

Have students use white boards to do a quick formative assessment. The teacher will put a list of animals on the board. Students will need to quick draw pictures or copy the words in order to create a food chain. Students will listen for direction words “boards ready” and “boards up” to show their answers. The teacher will observe all the students white boards quickly to check for understanding of the skills. Repeat a couple of times to check for understanding.

Procedure

Explain to the students that you are about to play a game. Tell students that you will pass out a card to them face down. When you say go, students will flip over their cards. Then, using their cards, they will try to make food chains. Tell students that you will be timing them. Tell them how many food chains they will be making using the cards. Explain to students that you will stop timing when all the food chains have been formed.

Pass out the cards and see how quickly students can form the food chains. When they have finished, have them tell the class what was on their cards and identify if it is a producer, consumer, or decomposer. Play again to see if they can beat their time. Make sure everyone gets a different card for the second round.

Math Instruction:The teacher will begin by having students watch a Study Jams video on Fractions http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm Throughout the day students will have the opportunity to complete the formative assessment on Study Jams. The student will show their teacher their score at the end of the assessment. The teacher will record the data to support instruction.

The teacher will give students models and pictures as a review of fractions. The teacher will handout white boards for student to use to show their understanding of fractions.

Students will use the cards from the food chain to complete the following activity.

After the review, students will be given a strip of paper they will fold the strip of paper into thirds.

On one side of the paper students will label each section with the following labels producers, consumers, decomposers. On the other side of the paper students will label each section with the following labels herbivores, carnivores, and omnivores.

In each of the labeled sections, students will write a fraction based on their classifications on each side of the paper.

Differentiation Strategies to meet diverse learner needs:

SCIENCE-The reading material that I would choose for this lesson would be leveled for the different reading groups in my classroom.Students that struggle with the format of a food chain may be given a model to follow for their food chain they are creating. Students may struggle with the concepts of food chains, these students could complete their food chains with the teacher as he or she models the activity.For the formative assessments or other reading resources, I would read the assessment aloud for students needing the accommodation.

MATH-Some students may not have knowledge of fractions and the activity could be model for the students in a teacher-directed activity.Students can refer to their vocabulary notebook if they need help remembering the meaning of producer, consumer, decomposer, herbivore, carnivore, or omnivore. For the formative assessments or other reading resources, I would read the assessment aloud for students needing the accommodation.

Attach Worksheets &/or Hand-outs, if applicable for this lesson

Exit Ticket-- Math-Formative Assessment—Day 7 Fractions (attached below) Food Chain Picture Cards (attached below) (Should be printed, cutout, and glued to index cards)

Exit Ticket Name________________________________________

Math-Formative Assessment—Day 7 Fractions

Directions: Write the correct fraction for each set of data.

Set 1Producers Consumers DecomposersDecomposer Producers ConsumersProducers Producers ConsumersDecomposers Producers Producers

What is the fraction of producers?

Set 2Decomposer Producers ConsumersProducers Consumers DecomposersDecomposers Producers ConsumersConsumers Decomposers Consumers

What is the fraction of consumers?

Set 3

Predator Prey PredatorPrey Predator PredatorPredator Predator PreyPrey Predator PredatorPrey Prey Predator

What is the fraction of Predator?

What is the fraction of Prey?

Exit Ticket Name________________________________________

Math-Formative Assessment—Day 7 Fractions

Directions: Write the correct fraction for each set of data.

Set 1Producers Consumers DecomposersDecomposer Producers ConsumersProducers Producers ConsumersDecomposers Producers Producers

What is the fraction of producers?

Set 2Decomposer Producers ConsumersProducers Consumers DecomposersDecomposers Producers ConsumersConsumers Decomposers Consumers

What is the fraction of consumers?

Set 3

Predator Prey PredatorPrey Predator PredatorPredator Predator PreyPrey Predator PredatorPrey Prey Predator

What is the fraction of Predator?

What is the fraction of Prey?

Grassland

Desert

Meadow

Pond

Bacteria

Forest

Ocean Plankton

5-E Integrated Subject Lesson Plan

Title of Lesson: Project Food Chain

Lesson Planners (names): Richard Morris and Kendall Willhite

School(s) & School Division (if applicable): Warren County

Grade Level: 3rd

Lesson specific Science & Math SOL (or other standards covered). Describe desired gains in Knowledge/Skills/Behaviors for each, where applicable). These are your specific Learning Objectives for the lesson.

SOL 3.5-The student will investigate and understand the relationships among organisms in aquatic and terrestrial food chains. Key concepts include: d) Producer, consumer, decomposer;e) Herbivore, carnivore, omnivore;f) Predator and prey

Standards (list)

Knowledge (Know) Skills (Do) Values (Be)

Math The purpose of a graph is to represent data gathered to answer a question.

Bar graphs are used to compare counts of different categories (categorical data). Using grid paper ensures more accurate graphs. A bar graph uses parallel,

horizontal or vertical bars to represent counts for categories. One bar is used for each category, with the length of the bar representing the count for that category.

There is space before, between, and after the bars.

Organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four categories.

Label each axis on a bar graph and give the bar graph a title. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10.

Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes).

When given a list of data students will be able to graph the data in order to create and organize a visual used to compare and contrast results.

Science A food chain shows a food relationship among plants and animals in a specific area or environment.

A consumer is an animal that eats living organisms (plant or animal).

Certain organisms break down decayed plants and animals into smaller pieces that can be used again by other living organisms. These organisms are

differentiate between predators and prey.

distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.

infer that most food chains begin with a green plant.

After learning about classifications of organisms students will understand the natural order of organisms in a food chain.

Identify the impact one organism plays in a given system and the way in which human impact can change an entire food chain or

decomposers.

A food chain, which shows part of a food web, can have an animal that eats only plants (herbivore). It can have an animal that eats only other animals (carnivore). It can also have an animal that eats both plants and animals (omnivore).

system.

Level or Extent of Integration for this lesson: Science Focus

Instructional time: 30 minutes

Materials needed:

Science Materials Needed: SFA Chart-Organism from the _____ Habitat Sheet (attached below), Groups Organism List (from day 1), index cards, and science notebook

Math Materials Needed: paper or graph paper, SFA results, and computers

Web resources used (if any; Give urls):

Creating Graphs: http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=2d16967001614cd3b2736f27ee94b64e

Advance preparation needed:

Formative assessment(s): How will students demonstrate that they have achieved the lesson objective(s)? How will you judge whether your teaching strategy is effective? This assessment should be embedded throughout the lesson as well as at the end of the lesson.

o Students would have completed a pretest on the skills cover in the unit.o Students would have an exit ticket at the end of each day.o Science Formative Assessment-- The teacher will determine whether or not students are

retaining information on food chains by the ability of the students to describe the role of an organism as well as those around it within the food system (producer, consumer, decomposer, predator, prey, herbivore, omnivore, or carnivore).

o Science Formative Assessment-- Individualized student data can be found by observing as they participate in the activity in small groups as well as their engagement of writing in their journal at the end of the lesson.

o Science Summative Assessment-- The activity as well as the writing in their journals will be checked for accuracy. These activities will be graded based on the student’s ability to understand, partially understand, or not understand the material.

o In reviewing these exercises, the teacher can get a better idea of the strengths and weaknesses of each student as related to the objectives of the lesson. If results are poor as a class, it may be necessary to review the lesson in another way to make sure that the objectives are met. If there is more of an individual basis, then individual remediation activities would be a better option.

o Math Formative Assessment—Students will be able to create a graph using graph paper using a list of data given by the teacher. (Exit ticket below)

o Math Formative Assessment--- Students will watch a Study Jams video on Circle or Pie Graphs http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/circle-graph.htm Students will test their knowledge by completing a formative assessment on Study Jams.

Lesson Description (step-by-step teaching procedure):

Science

Introduction-Activate Prior Knowledge

As a class, have students raise their hands and talk about different foods that they eat. These answers may consist of foods such as salad (lettuce), and chicken.

Where does this food come from? Is the food source a producer, consumer, or a decomposer?

Teach

After discussing everyday meals, the student will get into their groups. They will need their compiled lists from Day 1. The teacher will distribute index cards to each group for the activity that will come later in the lesson plan. The teacher will review the following concepts:

o A producer is something that produces food for other living organisms (an example is that of a flower)

o A consumer is an organism that thrives off of a producer. (an example: A rabbit eats a flower).

o A decomposer is an organism that helps to break down an organism so the nutrients can be used in the soil

o Herbivore- organism that eats only plantso Carnivore- organism that eats meat onlyo Omnivore-organism that eats both plants and meato Predator- organism that eats another living thingo Prey- organism that is eaten by the predator

Procedure

After reviewing the above terms with the students, the teacher will handout the SFA chart on Organism Classifications. Students will use the organisms they compiled on Day 1 to complete the SFA chart. The students will write the organisms name in the chart and then identify the animal as a producer, consumer, decomposer, herbivore, carnivore, omnivore, predator, or prey.

Students will create two food chains from their habitat (compiled list) in small groups by naming and illustrating each organism on an index card. After the small group has completed their food chains, each member needs to write down the food chain in his or her journal as well as describe which picture best shows a producer, consumer, and a decomposer.

Students will elect one person from their small groups to share their findings from their food chain. In these examples, the student will share with peers how they arrived on their food chain as well as determined what was the producer, consumer, and decomposer as well as the predator/prey, and could determine whether the organisms were herbivores, omnivores, or carnivores.

Math

The teacher will have the student take out their SFA chart from Science class and handout paper or graph paper for the students to use for graphing.Students will use the data to create a bar graph that displays the data from their list of organisms they compiled on Day 1.

As an extension activity students will also transfer their data into a different type of graph. Students will be introduced to a Circle or Pie Graph by watching the following Study Jams video: http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/circle-graph.htmStudents will test their knowledge by completing a formative assessment on Study Jams. Throughout the day students will have the opportunity to complete the formative assessment on Study Jams. The student will show their teacher their score at the end of the assessment. The teacher will record the data to support instruction.After being introduced to a pie chart, students will use the link below to enter their data and create a pie or circle graph. http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=2d16967001614cd3b2736f27ee94b64e

Differentiation Strategies to meet diverse learner needs:

SCIENCE

For struggling students, I would group them into heterogeneous groups at the beginning of the unit.Students can refer to their vocabulary notebooks if they need help identifying concepts throughout the unit.For the formative assessments or other reading resources, I would read the assessment aloud for students needing the accommodation.

MATH

Provide modeling for enter data into the computer website for compiling graphs.Provide graph paper for students that have trouble with straight lines and organization for creating the bar graph. For the formative assessments or other reading resources, I would read the assessment aloud for students needing the accommodation.

Attach Worksheets &/or Hand-outs, if applicable for this lesson

SFA Chart-- Organism Classification__________Habitat (attached below)

Exit Ticket-- Math-Formative Assessment—Day 8 Graphing (attached below)

(SFA) Chart

Group Names: ______________________________________________________________

Organism Classification in ______________________________________ Habitat

Animal List

Prod

ucer

Con

sum

er

Dec

ompo

ser

Her

bivo

re

Car

nivo

re

Om

nivo

re

Pred

ator

Prey

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Totals Per Column

Exit Ticket Name________________________________________

Math-Formative Assessment—Day 8 Graphing

Directions: Read and complete the following problems. Use the data collected to create a bar graph to show your results.

A student is walking in the forest and observes several different types of organisms. She sees the following organism on her walk; 3 mushrooms, 2 ferns, 4 mice, 3 deer, 4 tulips, 3 pine trees, 1 bear, 3 raccoons, and 3 daisies.

How many of the following did she see in the forest?

Producer’s _________

Consumer’s __________

Decomposers __________

Exit Ticket Name________________________________________

Math-Formative Assessment—Day 8 Graphing

Directions: Read and complete the following problems. Use the data collected to create a bar graph to show your results.

A student is walking in the forest and observes several different types of organisms. She sees the following organism on her walk; 3 mushrooms, 2 ferns, 4 mice, 3 deer, 4 tulips, 3 pine trees, 1 bear, 3 raccoons, and 3 daisies.

How many of the following did she see in the forest?

Producer’s _________

Consumer’s __________

Decomposers __________

Additional Resources

Probability Data Sheet Day 9

Group Names: ____________________________________________

Your experiments will be done in 5 stations. Keep careful tally marks of your 15 choices for each station. At the end you will label your

graphs with the following probability terms: certain, likely, impossible, unlikely, and equally likely.

Animals acting as

predator/prey-Probability

Tally representation

Probability word

Fraction representation

Station 1

Station 2

Station 3

Station 4

Station 5

YoutubeTerrestrial

Terrestrial Ecosystem group 1 5:21Bill Nye-Biodiversity 23Bill Nye-Fish 23Bill Nye-Ocean Life 23Bill Nye-Deserts 23Bill Nye-Forests 23Bill Nye-Rivers and Streams 23Billy Nye-Wetlands 23My Biome Song 4:02Biomes of the World 2:07

Aquatic

Ocean Aquatic Ecosystem 4:40Amazing Water World of Marine Mammals 23Life in a Pond 3The Hidden Life in Pond Water 4View Underwater of Dave's Pond 6:30Rebuilding Rivers and Waterways 5:30McKenzie River Habitat 3:30The Marine Food Chain 3:03The Food Chain 4:50

Food Web-Chain

Food Chain/Webs for kids 5:11Bill Nye- Food Web 23321 Contact Eat or Be Eaten 14:04Food Web 3:11Food Chain Song 1:40Food Chain and Food System 5:58How Energy Works 3:23

Omnivore, Carnivore, Herbivore

You're an Omnivore Song 3:27Chimichanga Song-Omni, Carn, Herb 4:30Car, Herb, Omni Teeth 3:5930 Biggest Carnivores 9:56

Producer, Consumer, Decomposer

Decomposers in Ecosystems 6:44Producer Song 5:08Decomposer Song 3:21P, C, D Mometrix 2:41P, C, D Deer herbivore 6:59Episode 4 Decomposers 3:19Decomposers Final 2:17How Living Things Produce Energy 10:21What's Eating You Pro, Con, Dec 1:43Producers, Consumers, Decomposers 4:16Episode 4 Decomposers 3:18Dead Elephant Attracts-Scavengers 3:32

Predator and Prey

Hide or Seek-Predator Prey 28:35P/P in an Ecosystem 2:30P/P relationships sci video 4:22Planet Earth Extreme Part 1 10:58Praying Mantis (stop at 2:58 or mating) 3:34Nature's Perfect Predator- several 3-6:00

Books

The Magic School Bus Hops Home: A Book About Animal Habitats By Patricia Relf, Nancy StevensonBaby Animals in Forest Habitats (Habitats of Baby Animals) By Bobbie KalmanAnimal Habitats (My Science Library, Levels 1-2)ByJulie K. LundgrenWhere Is My Home?By Tali Carmi (Author)