Lesson Plan Guide

Teacher Candidate: Kimberly Callicutt Grade and Topic: 3rd Grade Mentor Teacher: Kris King Date: February 6, 2014 Length of Lesson: An hour and a half School: University of Memphis IDT 3600

UNIT OBJECTIVE:
This lesson plan is part of a Chapter Unit plan on how plant and animals live together.

LESSON OBJECTIVE:
The student will be given a lesson on how living things get their energy and will be able to construct a chart of a food chain with 85% accuracy.

Student Participation The goals of this lesson are for the student to present a clear understanding and distinction between their vocabulary words and to fully comprehend how living things get their energy. Students will then provide a visual representation of their food chain.

STANDARDS:
STATE/DISTRICT, COMMON CORE STANDARDS TN Science - 0307.3 Organize data into appropriate tables, graphs, drawings, or diagrams. ISTE STANDARD(S) 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. A. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

MATERIALS:
Pearson textbook: Science by: Scott Foresman Lyrics to the Food Chain song Plain white paper Markers Scissors Glue Pencils National Geographic magazines Computer Smart Board Microsoft Word Microsoft Clip Art Printer Printing paper

Black ink for printer Internet Access: A. http://www.youtube.com/watch?v=ttpNGJcpJ68 B. http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

BACKGROUND AND RATIONALE: By the end of this lesson the student will be able to: o Distinguish between a producer and a consumer, an herbivore, carnivore, and omnivore, and a prey and predator. o Different sources of energy. o Create a food chain out of supplies provided to them. Academic Language is not addressed in IDT 3600 This lesson is a continuation on how living things interact. We will look back on this lesson as we continue to explore how living things compete, how environment changes, and what a healthy environment is for people to finish out this chapter. PROCEDURES AND TIMELINES:
Introduction Discuss the previous lesson from the day before on how living things interact. Discuss the three ways in how living things might interact. o Helping in groups. o One kind helping another. o Two kinds helping each other. End the introduction of the lesson by discussing possible ways of how living things benefit from living together. Procedures Assigned Reading (20 minutes) Teacher Procedures: After the introduction, I will instruct the students to open their Science textbooks to Chapter 4, lesson 2 on page 106. Student procedures: Students open their Science textbooks to Chapter 4, lesson 2 on page 106. Teacher Procedures: I will then explain what popcorn reading is to the students. Popcorn reading is where I will choose a student of my choice to read the first paragraph in the reading assignment. There are 23 students in the classroom: 9 boys and 14 girls. Popcorn reading will go boy-girl-boy-girl. There are 3 mini sections in the lesson with 5 paragraphs. That means that only 5 students will have a chance to read out loud during todays lesson. For my first popcorn reader I have chosen a girl. She will be reading paragraph 1 under the first mini section Sources of Energy. Throughout the lesson we will be discussing the 7 vocabulary words as we come across them in the reading. When student 1 finishes reading her paragraph we will discuss what a producer is. A producer is a living thing that makes their own food. We will then discuss what some examples of a producer. Student Procedures: Students will begin a quiet discussion on what they consider a producer to be. Some of the answers that students come up with are different species of plants such as trees, sunflowers, daisies, and roses. Teacher Procedures: I will then instruct student 1 to pick the next student who will be reading paragraph 2 under the mini section Sources of Energy. Once student 2 is finished we will discuss what a consumer is. A consumer is a living thing that eats food. Next, as a class we will list what is classified as a consumer. Student Procedures:

The students begin a short discussion on what they think a consumer is. The students will come up with different examples of consumers such as rabbits, foxes, coyotes, and birds. Teacher Procedures: I will be informing student 2 it is now his turn on who is to be the next popcorn reader. Student 3 will be reading the first paragraph under the second mini section Kinds of Consumers. As student 3 reads her paragraph we will stumble across the vocabulary words herbivore, carnivore, and omnivore. An herbivore is a living thing that eats only plants. A carnivore is a living thing that eats only meat. An omnivore is a living thing that eats both plants and other animals for food. We will then identify certain types of animals for each term. Student Procedures: The students give me multiple examples of animals under each category. Some of the students responses are deer, squirrels, cow, and horses for herbivores. More students come up with the conclusion that carnivores are coyotes, hawks, snakes, frogs, and owls. The rest of the students suggest examples for omnivores such as bears, bats, pigs, and humans. Teacher Procedures: I inform student 3 to choose a boy to read the next paragraph in the assigned reading which is the first paragraph under the third mini section Food Chains. We read that food chains are groups of producers and consumers that interact in a special way. I politely ask student 4 to pick the final child to read the ending paragraph in the lesson. As student 5 is reading we make note of the two terms we come across: prey and predator. Prey is any animal that is hunted by others for food. A predator is a consumer that hunts other animals for food. I ask my students to give me examples of prey and predator examples. Student Procedures: The students give me examples of prey and predator duos such as sharks and smaller fish, humans and deer, wolves and rabbits. YouTube Video (10 minutes) Teacher Procedures: I will instruct my children to clear their desks and put away their materials. I will then pass a handout with the lyrics of the Food Chain Song typed out. I will then pull up the YouTube video on my computer and play it on the Smart Board for all the children to see. We will read over the lyrics out loud together without the song first. Then we will play the video and sing along to the song 2 or 3 times. Computer Game/Group Project/Microsoft Word Table (45 minutes) Teacher Procedures: I will split up my classroom into 3 groups of 6 and one group of 5. I will then destruct the students to each go to their stations. At station 1 I will talk to the first group of 5 children. The students will be gathered around the computer. I will explain how they are going to play a computer game called The Food Chain game. I will play one sample round for them to show them how to play. Student Procedures: The students will be focused on playing the game correctly and figuring out the correct order for a food chain. Their main goal will be to advance to the farthest level they can before their 5 minutes is up. Teacher Procedures: At station 2 I will be speaking to the group of 6 children. Spread out around them they will each have a pair of scissors and a multitude of National Geographic magazines. I will explain to the children that they will be looking for pictures to cut out for their food chain they are going to create at one of the other stations. Student Procedures: Students will be discussing with each other what kind of animals they should be cutting out for their project. They will be sharing ideas and helping each other. Teacher Procedures: At station 3 I will be discussing to the group of 6 children how I want their Food Chains to look like at the end. They will have a basket of pictures that I have already cut out from some of the National Geographic magazine,

markers, plain white paper, pencils, and glue. I will have the Food Chain I created hanging on the white board so they are able to see a sample of what I expect from them. Student Procedures: The students will be working on creating their groups food chain project. Making sure they put everyones name on the back of the project and they have all created it. Teacher Procedures: At station 4 I will have the group of 6 children around the other computer we have in the classroom. We will have Microsoft word already set up for them. Since my children are fortunate enough to be taking a computer class they will know how to create a table on Microsoft Word. I will be explaining to them how I expect them to make me a table chart showing the differences between an herbivore, omnivore, and carnivore. I will then instruct the children to print out their document once they have finished. Student Procedure: Students will be making a table together in their groups that focuses on the definitions of an herbivore, carnivore, and omnivore. They will be able to use their books for this assignment to look up any definitions that they need. Along with definitions they will be using Microsoft clip-art for providing a picture in each category that goes along with their vocabulary term. Once they have created their tables they will then print out their document. Closure (10 minutes)

Teacher Procedures: I will be collecting the 4 group projects of our Food Chain and displaying them across the White Board. I will then discuss each group project in detail. After I have collected the group projects and put them in my desk to be graded later I will tell the students to clear their desks and take out their Microsoft table graphs they have printed out. Student Procedures: Group by group we will be going around the room discussing their different table graphs and what pictures they chosen to use to illustrate the 3 different categories.

ASSESSMENT EVIDENCE: Preamble Rubric

Food Chain

1 Shows little to no understanding of the concept and how a food chain works.

Presentation of Group Project:

Showed that there was no effort put into this project. Sloppily made up.

2-3 Shows an understanding of the concept and how a food chain works. Shows that the students at least tried in their group project. The project is reasonably clear to read and the project flowed semi-well.

4-5 Shows knowledge and clarity of what a food chain is and was demonstrated clearly in the project. The presentation of the project was remarkably done. Very colorful with great detail. Showed that the students put great effort into their project. The work is well presented and easy to read. Participated equally and fully in the group project. Took the

The students have:

Showed little to no interest in project. Did not participate in

Showed that they have tried to master the idea of the project. Was able

making the project.

to put some thought into the project.

allotted time given to them and worked dutifully.

MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.