Science Lesson Plan

School of Education
Sara Feigenbaum and Megan Rosko
The College of New Jersey

Title: Were All In This Together

Topic of the Lesson and Grade Level:
Food Chain, Second Grade
Essential Questions:
1-What is a food chain?
2-What happens if an animal is missing from the food chain?
Standards:
Content:
5.3 Life Science
5.3.2.A.1 Group living and nonliving things according to the characteristics that they share.
5.3.2.B.1 Describe the requirements for the care of plants and animals related to meeting their
energy needs
5.3.2.B.2 Compare how different animals obtain food and water.
5.3.2.C. 1 Describe the ways in which organist interact with each other and their habitats in order
to meet basic needs.
5.3.2.C.2 Identify the characteristics of a habitat that enable the habitats to support the growth of
many different plants and animals.
5.3.2.C.3 Communication ways that humans protect habitats and/or improve conditions for the
growth of plants and animals that live there , or ways that humans might harm habitats.
NGSS
LS4.D Biodiversity and humans: There are many different kinds of living thing in any area, and
they exist in different places on land and in water.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different
habitats.
CCSS-LA:
W 2.8 Recall information from experiences or gather information from provided sources to
answer a question.

Learning Objectives

Assessments

SWBAT to explain how The class will participate in a virtual game to complete
animals in certain habitats multiple food chains to learn how plants and animals depend
depend on plants and
on one another in several habitats.
other animals for food.
SWBAT identify that food
The students will complete their own food chain. Each
chains start with energy
student will get a different habitat, demonstrating that a food
from the sun.
chain starts with the sun and placing the animals in the
correct order to complete the food chain.

Materials:
Consumer Song worksheet
Food Chain definition sheet
Food Chain game online: https://www.brainpop.com/games/foodchaingame/
Food chain animal cards and labels
Pencils, Scissors, crayons
Food Chain diagram sheet
The Sun sheet
6.) Lesson Beginning:
The teachers will have a student hand out a lyrics sheet to each of his/her classmates. The song
that the class will sing together will be a song about consumers, producers, carnivores,
herbivores and omnivores. This will review the topic that was taught the week before to review
the old material before beginning the new material. The teachers will sing the song first and then
the class will join the teachers and sing the song two times together.
7.) Prior Knowledge:
After the song is done, we will ask the students to identify the three animals on the worksheet as
a herbivore, carnivore or omnivore. This will be a review from the prior lesson and a good
introduction for the food chain.

8.) Instructional Plan:

Timetable & Transitions:
0:5:00

 The teachers will begin the lesson by having a student hand out song lyrics to a song about
consumers. The song will review herbivores, carnivores and omnivores, which was the
information the students learned in the prior science lesson.
Then, the teachers will ask the students to identify which animals on the song lyrics page are
herbivores, carnivores or omnivores.
0:5:00-0:20:00
After the song, the teachers will teach the class the definition of food chain by projecting the
definition onto the board for the whole class to see.
The teachers are going to show the students a virtual food chain game on the board. The students
and the teachers will work on it together as a class. The game is going to consist of creating
multiple food chains.
0:20:00-0:35:00
The teachers will hand out a worksheet to each student that has a diagram for a food chain. Each
student is going to receive a group of different animal cards, which consists of pond, grasslands,
rainforest, desert, arctic, or ocean animals.
The students will individually complete their food chain using whichever animal cards they get
to represent different habitats.
0:35:00-0:40:00
The teachers will then collect the assignment and give the students feedback at the next class.
Differentiation:
During the lesson, the teachers will work closely with the students who are having trouble with
the concept of the food chain. The teachers made six different habitats for the independent
activity so that the students can have different animals depending on their ability level. The
teachers are also using visuals, such as the game, verbal activities like the song and worksheets
so that the students can have a variety of activities for all different levels of learning.
Questions:
1. Does anyone remember what herbivores, carnivores and omnivores are?
2. Which animal is a herbivore, carnivore or omnivore?
3. What is a food chain?
4. What happens if an animal is missing from the food chain?
5. Where does the sun belong in the food chain?
Classroom Management:
The teachers will circulate the room during independent work. The students will be given
positive points on class dojo to reward positive behavior. The teachers will instruct
students how they want them to complete the activity and play the game, so they know
the expectations. Have students silently raise their hands when they want to answer a

question and only call on the students who are following directions. Warn students once
for any inappropriate behavior and if it continues, have a conversation with the student at
the end of the lesson about how that student can change his/her behavior.
Transitions:
Using the whole brain approach, the teachers will say, class class and the students will
answer, yes, yes when moving from one activity to the next. This will get their
attention and the teachers will be able to explain the next activity. The teachers will also
say, mirror and the students will answer, mirror when the teachers want them to
repeat after them to reinforce certain concepts.
9.) Closure:
The students are going to fill in a food chain worksheet using various habitats. They will
be instructed to place the animals and plants in order using the correct food chain. Each
student will receive a different food chain to put together. When the students are finished,
the teachers will collect their work. The teachers will grade the assignments and give the
students feedback at the next class. If the teacher allows, we can hang up the students
food chains around the classroom.

Science Lesson Plan

School of Education
Sara Feigenbaum and Megan Rosko
The College of New Jersey

Title: The Circle of Life

Topic of the Lesson and Grade Level:
Food Web, Second Grade
Essential Questions:
1-What is a food web?
2-What happens if you remove something from the food web?
3-What can cause a food web to change?
Standards:
Content:
5.3 Life Science
5.3.2.A.1 Group living and nonliving things according to the characteristics that they share.

5.3.2.B.1 Describe the requirements for the care of plants and animals related to meeting their
energy needs
5.3.2.B.2 Compare how different animals obtain food and water.
5.3.2.C. 1 Describe the ways in which organist interact with each other and their habitats in order
to meet basic needs.
5.3.2.C.2 Identify the characteristics of a habitat that enable the habitats to support the growth of
many different plants and animals.
5.3.2.C.3 Communication ways that humans protect habitats and/or improve conditions for the
growth of plants and animals that live there, or ways that humans might harm habitats.
NGSS
LS4.D Biodiversity and humans: There are many different kinds of living thing in any area, and
they exist in different places on land and in water.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different
habitats.
CCSS-LA:
W 2.8 Recall information from experiences or gather information from provided sources to
answer a question.
Learning Objectives
SWBAT explain that there
is an interdependency of
plants and animals that can
be shown in a food web.

Assessments
The students will see on the worksheet how all animals and
plants depend on one another. They will also interact with
one another and create a classroom food web. Following
that, they will have the opportunity to practice creating
individual food webs at their desk with their animal sort
cards.

SWBAT explain what Students will see during the group lesson what happens
happens if one piece of the when we remove one or more pieces of the food web. The
food web goes missing.
yarn will fall to the ground demonstrating a fall in the chain
as well as other animals may go hungry, or cause over
population.

Materials:
Video Clip -- https://www.brainpop.com/science/ecologyandbehavior/foodchains/
Ball of yarn
Animal sort cards
Food web chart worksheet
Pieces of paper or pieces of yarn
Pencil

 Index card
Sun picture
6.) Lesson Beginning:
The teachers will start the lesson off with a three-minute video. It will serve as a review going
over producers, consumers, and decomposers as well as carnivores, herbivores, omnivores, and
food chains. It will also provide an introduction to the food web.
7.) Prior Knowledge:
After the video is done, the teachers will ask students what they learned from the video. The
teachers and students will spend about two to three minutes discussing the video as well as what
they remember from last week's lesson on the food chain.
8.) Instructional Plan:
Timetable & Transitions:
0:5:00
The teachers will begin by showing a three minute video on the food chain and food web.
Once the video is complete, the teachers will ask what students learned from the video? Also,
what do they remember from last weeks lesson?

0:5:00-0:20:00
After discussing the video, the teachers will introduce the term food web.
The teachers will spend time explaining what a food web is.
The paper passer will hand out a food web worksheet to each student and as a class we will
review the different food chains that make up a food web.
The teachers will gather students on the carpet. Certain students will be assigned the main role of
the sun, the plant, a herbivore and a carnivore. The other students will be playing the role of
other animals. They will use a ball of yarn and demonstrate how to make a food web.

0:20:00-0:35:00
The students will go back to their desks and they will complete their own food webs using the
animal sort cards.
The teachers will walk around and assist students if they are having an issues. The teachers will
also be assessing how well the students grasped the concept.
0:35:00-0:40:00
The students will receive an exit card and will answer the question, What is one thing you
learned about animals, plants, the food chain or food web?
Differentiation:
During the lesson, the teachers will work closely with the students who are having trouble with
the concept of the food web. Each student is going to get a different animal to represent in the

food web. The teachers are using visuals, interactive activities and worksheets so that the
students can have a variety of activities for all different levels of learning.
Questions:
1. What did you learn from the video?
2. What is a food web?
3. What happens if you remove something from the food web?
4. What can cause a food web to change?
5. What do the web lines mean?
6. What should start off a food chain and food web?
7. What is one thing you learned about animals, plants, the food chain or food web?

Classroom Management:
The teachers will circulate the room during the students independent activity.. The
students will be given positive points on class dojo to reward positive behavior. The
teachers will instruct students how they want them to complete the activity, so they know
the expectations. The teachers will explain if they can not follow directions or fool
around, they will not be able to participate any longer in the class food web and will be
sent back to their desk. Have students silently raise their hands when they want to answer
a question and only call on the students who are following directions. Warn students once
for any inappropriate behavior and if it continues, have a conversation with the student at
the end of the lesson about how that student can change his/her behavior.
Transitions:
Using the whole brain approach, the teachers will say, class class and the students will
answer, yes, yes when moving from one activity to the next. This will get their
attention and the teachers will be able to explain the next activity. The teachers will also
say, mirror and the students will answer mirror when the teachers want them to
repeat after them to reinforce certain concepts.
9.) Closure:
The students will complete their exit cards answering the questions, What is one thing
you learned about animals, plants, the food chain or food web? That will serve as an
assessment not only to this lesson but to the whole mini unit.