You are on page 1of 4

Teacher Education Lesson Plan Template Teacher Candidate: Mary Beth Driver Lesson: 10/4/12 10 AM School: Mathews Elementary

School Level : Science 5th Date and Time of Subject/Grade

Description of Lesson: We will continue to look at ecosystems. The students will learn the differences between carnivores, herbivores, and omnivores. We will also be talking about predator/prey relationships along with producers, consumers and decomposers. Lesson Title: EcosystemsPredator v prey/ carnivores, herbivores, omnivores Curriculum Standards Addressed: SC Curriculum Standard(s): 5-2: Students will demonstrate an understanding of relationships among abiotic and biotic factors within terrestrial and aquatic ecosystems (Life Science) SC Academic Indicator(s): 5-2.4: indentify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predator and prey, and parasites and hosts. Instructional Objective(s) Criteria: Assessment(s) of the Objectives: What should students know or be able to do Before the lesson, students by the end of the lesson? Objectives should will be asked what they think be observable and measurable each vocabulary word means. Antecedent: When given pictures of different During the lesson, students consumers within the environment, students talk with one another about will classify them as carnivore, herbivore, or different types of consumers. omnivore. They will help me chart Behavior: Students will indentify the roles of differences between organisms as they interact and depend on carnivores, herbivores, and one another through food chains and food omnivores. I will also ask for webs in an ecosystem, considering some predator/prey producers and consumers (herbivores, relationships. carnivores, and omnivores), decomposers After the lesson, students will (microorganisms, termites, worms, and write down their vocabulary fungi), predator and prey, and parasites and again and write as much as hosts they can about each word. I Content: science expect four out of five Degree: I expect three out of five students to students to be able to define be able to classify and know the difference each term correctly for this between carnivores, herbivores, and posttest.

omnivores and know some predator/prey relationships. List 5-2.4

Materials/Resources: We will be using the Smart Board a good bit during this lesson. We will also be using PowerPoint. The class must have their science journals and pencils. They will be writing in their journal throughout the lesson. Prerequisites (Prior Knowledge): Cognitive: students already have some information on ecosystems. They are able to distinguish between terrestrial and aquatic ecosystems. Social: students know how to work together in small group and talk within their group about differing ideas that they have. Physical: Students are able to sit through a listen and speak when spoken to. Also, all students are able to stand up and walk to the Smart Board. References: Mary Beths Mind and www.Flocabulary.com. The school has an agreement with Flocabulary. They use flocabulary for teaching their vocabulary lessons. Procedures: 1) have all students get out their science notebooks and put everything else away. Alright class, please get out your science journal and put everything else on your desk away. Dont worry if you did not finish your math, we will come back to it later. 2) Introduce the lesson by having the students get out a piece of paper and write down the vocabulary words. On the Smart Board, I have a list of important terms that we will be discussing today. I would like you all to write them down in your science journal. Please skip three lines between each word. We will be defining them as we move through our lesson. Instruct them to write down anything they know about the vocabulary words. Do any of these words look familiar? If so, write down some ideas you have about them. Give them about three minutes to write down some ideas and then ask them what they think. Last year, they saw the words carnivore, herbivore, and omnivore. Hopefully, they will make the connection. Aldin, are there any words up here that you think you have seen before? Or have you heard them in other places? Let them explain! Call on three more students after Aldin and spend about fifteen minutes just talking and letting them talk about what they know. Dont let them get off topic. If they do, steer them back. That was a really cool story, but lets get back to the dinosaur you were talking about. Was it a carnivore or an herbivore? After letting the students make prior connections, show different pictures of foods and ask a few students what their favorite foods are. Alright, on the Smart Board, you are going to see a couple different foods. These are my favorite foods! I love a good steak or even some pizza. Do yall like any of these? Why is food so important to our bodies? Take about three minutes and let them talk about their favorite foods. Make sure they answer the last part of the question.. Why is food important to our bodies? After they give some good ideas, talk about how food gives us energy to make it through the day. Then ask the students to describe what some animals eat and how they have to get their food. Do animals have to interact

with other animals in order to get their food? Well, food gives us energy to make it through our long days! When you dont eat for a long time, dont you feel tired? I know I do. How do animals get their food? Turn and talk to your partner about different animals and how they get their food. Write down your ideas in your science notebook. As the students are brainstorming with their partners, start the PowerPoint. Read the PowerPoint and take questions as needed. After the carnivore, herbivore slide, I will draw a Venn diagram on the smart board. As a class, compare carnivores and herbivores. Ive heard some good conversations taking place. We are going to move on with this PowerPoint. Write down anything you think may be important. Dont forget about your vocabulary words! You will see all of those words in the PowerPoint. After talking about Carnivores and Herbivores, stop the PowerPoint and draw a Venn diagram on the Smart Board. Compare the two types. We have used Venn Diagrams before in our reading lessons. I need you all to help me compare and contrast carnivores and herbivores. Raise your hand, and give me some ideas! Fill in the diagram with the ideas they share. Finish the PowerPoint off with discussing predator/prey with the class. Now that you know what a predator/prey relationship is, can someone give me an example? My example would be a bear and a fish. Bear like to get in the river to catch fish, their prey. Take about five minutes talking about that topic and then bring out the rap (flocabulary.com). Instruct students to write down a couple words from the rap and define them based off of what they learned earlier. I know yall like to sing, so I found a rap all about ecosystems. We are going to listen to it the first time and then the second time I want yall to sing with me because yall know I do not need to sing by myself. You will see some words in the rap that we have gone over today. Keep those words in mind and use context clues to define them again if you need to. After the rap is finished, instruct students to write down the vocabulary again and define the words to the best to their ability. They can draw pictures or whatever they need to do to get their point across. Okay, I need you all to get out a piece of loose leaf paper. Write down the vocabulary again and define it to the best of your ability. If you feel like you want to draw a picture to get your point across to me, go for it! Do whatever you need to do to show me that you understand these words. There should be about ten or fifteen minutes left in the lesson. Take the students outside and see if they can spot any producers or consumers. Alright everyone, since we have some more time, I want to go outside and look for some producers, consumers, decomposers and maybe some predator/prey relationships. Stay alert! You never know what you might see. Walk outside to the playground near the buses. I chose this playground because there are normally some mushrooms on the ground by the teachers parking lot. Also, since there are some wooded areas, there is a chance to see a bird looking for prey in the trees. Ask the students about what they see and how they would classify what they see. Listen to their responses and give appropriate feedback. Accommodations: In this lesson, I believe all of the learning styles are accommodated for. The class will be writing down notes about interactions in the ecosystems. They also will be able to see the PowerPoint on the Smart Board. Then they will be giving me different ideas and communicating with

their peers about different things discussed in the lesson. My two ESOL students should be fine; I do have two Spanish/English dictionaries just in case they dont know what a word is. I am lucky enough to know some Spanish so that I can maybe give them the Spanish word for an animal we are discussing. For Ashby, my Aspergers student, I will always stand near him to be sure that he is on task the entire time.