PSH Lesson Plan

Am I an Herbivore, Omnivore, Carnivore or Decomposer?

Name: Emilee Truitt
Grade: 4
Content Area/Subject: Consumers and Producers
Duration: 2 Days total of 45 minutes
(5) RATIONALE:
This is the day six of the Ecosystem unit. This lesson will be gathering prior knowledge of what an herbivore, carnivore, omnivore and
a decomposer are. In the next unit, the students will be learning about the food chain and food web. This lesson will provide a support
to how the food chain and food web work. This lesson will help the students learn how to research using an iPad. They will also learn
how to use a new app called Popplet. The use of technology will help further their knowledge of how technology is a tool.
(5) LEARNING OBJECTIVES(S):
Given an iPad, the student will conduct a research on an animal and put together a presentation.
With the research, the student will make a claim to whether the animal an herbivore, omnivore, carnivore or a decomposer
using 2 pieces of evidences.
(6)*ASSESSMENT:
The students will be sending me their Popplet presentation. With the Popplet, I will grade if they answered all four of the questions.
I will be assessing their claim to whether their animal is an herbivore, omnivore, carnivore or decomposer when they give their
presentation. The students should use 2 pieces of evidence to support their claim.
(5) PENNSYLVANIA STANDARDS:
Content Standard:
S4.A.2.1
Apply skills necessary to conduct an experiment or design a solution to solve a problem.
S4.A.2.1.4
State a conclusion that is consistent with the information.
Science Inquiry Standard:
Use data/ evidence to construct explanations and understand that scientists develop explanations based on their evidence and
compare them with their current scientific

Use simple equipment (tools and other technologies) to gather data and understand that this allows scientist to collect more
information than relying only on their senses to gather information.

What the teacher will do

What the students
will do

(5)
INTRODUCTION
(Set Induction,
Anticipatory Set, Launch,
Hook, Warm-up, Bell
Ringer): (How will

you get the students

interested and
motivated? How will
you activate their
prior knowledge
about your topic?)

Before the students come

in the classroom, the
teacher will place their
worksheets on the desk,
stick notes of the group on
a desk and the
corresponding animal.
1. The teacher will gather
the students attention.
Marconi Cheese
2. The teacher will ask the
students to recall what they
remember from the teeth
video.
Yesterday, Miss Porr
showed you a video on
teeth. Can anyone tell me
what it was about?
The teacher will call on
students, but not the first
one to raise their hand.
Possible answers:

Differentiation
(Content, Process,
Product,
Environment)

Materials/Technology
Needed
Time Needed

1. Smartboard
1. The students
will be sitting at
their desks.
Everybody
Freeze

2. The students
will answer the
question about
the video.

1. All stage 1 ESL

students will be
able to participate
in this lesson.
They will be
placed with a
student who will
help them. The
teacher will talk to
the helper student
before the lesson
begins.

2. Sticky notes
(1 sticky note per
groups names on it,
place on one of the
group members desk.
At the same group
members desk, place
the animal that they
will be researching
about)

5 minutes

(5) PROCEDURE:
(How you will teach
the lesson?)

The different teeth that

animals have. If they eat
meat they have sharp
teeth that help them to
catch their prey. If they
have flat teeth they eat
plants and when they
chew their jaw goes in a
circular motion.
1. The teacher will explain
what the students are doing
today.
Some of you may have
notice that there are sticky
notes on your desk. Leave
them there and do not touch
them because you will need
them later. But today, you
and a partner, on the sticky
note, will be conducting a
research. You will be
researching about an animal
that I have assigned to you.
On your desk, you have a
worksheet. Turn it over.
There are questions on the
paper. You and your partner
will answer the questions
using the iPad. Lets review
the questions. Teacher will
review the questions
To answer these questions,
you are only allowed to use

1. The students
will be sitting at
their desk and
listen to the
description and
jobs of the
research.

1. iPad (12)
2. Research question
paper
(12 Mrs. J
11 Mrs. K
11 Mrs. C)
3. Smartboard and
iPad adaptor
4. QR for Weebly
Website
5. Weebly Website

15 minutes

one website.
This website has all the
answers that you need to
answer the research
questions. The website is
http://misstru42.weebly.com
This website is something I
created. I put all of the
information on the website
for you. To access this
website, I created a QR
code on your worksheet. Go
ahead and turn over your
worksheet. This QR code is
on the piece of paper. I have
been told that you have used
QR codes before. Just a
refresher you will use the
iPad app QRafter. Put the
camera over the QR code
and press the tab go to
URL. You will than click on
the tab List of Animals. You
will then need to scroll
down the page and find
your animal. After you have
finished filling out the
questions you and your
partner will be putting
together a mini presentation
using a popplet. This is a
new app that I had
discovered. I need you to

listen very careful because

it is a new app to you.
I will show you have to
create a Popplet.
Model using the
Smartboard After
Modeling write the
directions on the board.
Directions
1. Open up the Popplet app.
2. Double tap the screen. A
box will appear on the
screen.
3. There are buttons on the
bottom of the box. The first
one is for changing the
color of the box. The
second one is a t for text.
You must tap the T in order
to type. The third button is
to draw. The last button is
to add a picture.
4. If you would like to add
more boxes off of that box
you tap the side of the box
and four options will
appear. You can pick which
direction you want it go.
5. When you are all finish,
you must send your Popplet
to this email ___________

 I will be walking around

to help you with any
problems you may be
having.
When you create the
Popplet you may add
pictures, but only if you are
done putting all the
information on Popplet. The
pictures are also located on
the website. You may also
draw pictures to help
describe your animal.
2. The teacher will dismiss
table by table to find their
partner and grab an iPad.
The teacher will instruct the
student where and how they
work in the classroom
together.

2. The students
with sticky notes
will go find their
partner. Together
they will get an
iPad and find a
spot to work.

3. The teacher will be

walking around to answer
any questions about Popplet
while students are working.
As the students are working,
the teacher will work
around and see the progress
of the groups. The teacher
will then assign the

3. The students
will than answer
the questions
using the iPad
and the Weebly
website.
4. After the
students finish

(5) CLOSURE:
(Discipline specific
Can be summarizing,
wrapping up or tying
together parts of the
lesson for today.)

appropriate group number.

1-12

answering the
questions, they
will put together
a Popplet to
present.

1. The teacher will hand out

the chart to the students.

1. The students
will record
which animals
are herbivores,
omnivores,
carnivores and
decomposers on
a chart provided
by the teacher.

2. The teacher will then

explain what the students
will be doing next.
Together, you and your
partner will be presenting
your findings. When you
present, you have to make
sure that tell them what
animal you researched
about, where does the
animal live, what kind of
food does it eat, Is your
animal a herbivore,
omnivore, carnivore or
decomposer and why and
last you will tell the class 1
to 2 fun facts about the

2. The students
will present their
research findings
to their
classmates using
Popplet.

15 minutes

animal you researched.

The teacher will model
how you speak in front of
the entire group
While a group are
presenting, you will be
recording on the chart if the
animal that they are
presenting is an herbivore,
omnivore, carnivore or a
decomposer.
Teacher will than call on a
pair to go first.
3. After all the students
have presented, the teacher
will instruct the students to
put the chart in their science
folder. They will need it for
tomorrow.

3. The students
will place the
chart in their
science fold to
keep.

(5 & 6 ELL) (7) ACCOMMODATIONS/MODIFICATIONS: The accommodations I made for the English Language learners were
putting them with higher performing students and providing them with translation.
All Stage 1 ESL students will be able to participate in this is lesson. They will be paired up with a top student. I will talk to that
student before the lesson that they are helping them with the lesson, not doing the lesson. I will be checking on these students to make
sure they are doing work and if they have any questions.

(5)LESSON EXTENSION:
If a group has finished early I have videos about the animal for them to watch and can add to their presentation.

(Course Specific) PRE-ASSESSMENT:

The day before Miss P will show the video about the teeth. They will have a class discussion about herbivores, carnivores, omnivores
and decomposers.
(5) CONNECTIONS BEYOND THE LESSON
If they students have questions about any other animals, they can take the research-guided questions and research with their family.
The website will be available for all students outside of school. The parents are also able to see students examples.
(5) CITATION:

(The number in parenthesis

semester this component is
*Assessment as a course is
PreK-4 program.

Herbivores Omnivore Carnivores Decomposer

s

indicates the
formally taught.)
only part of the

QR CO
Research Questions
Group Names:
Date:
Animal Research Questions
What kind of habitat does your animal live in?
____________________________________________________________________________________________________________
__________________________________________________________________
__________________________________________________________
What kind of food does the animal eat?
____________________________________________________________________________________________________________
__________________________________________________________________
How does your animal protect themselves from predators?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

____________________________________________________________________________________________________________
________________________
Based on the research you have gathered and you have learned in class, is your animal an herbivore,
carnivore, omnivore or decomposer? Why?
Claim:_____________________________________________________________________________________________________
____________________________________________________________________Why:___________________________________
____________________________________________________________________________________________________________
___________________________
List three to five interesting facts about the animal.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________

Name:
Date: