ED688 Student Teaching Simplified Lesson Design Template

Name Allison Miller Date 04/11/19

Topic/Name of Lesson
Ecosystems: Food Webs

Alaska Content Standard: (One standard for the lesson)

[5] SC3.1 diagramming how matter and energy are transferred within and between living and nonliving things

[5] SC3.2 organizing a simple food chain of familiar plants and animals that traces the source of the energy
back to sunlight
Materials: Include all materials including types of technology used:
Science Textbooks and accompanying student work packets; printed photographs of producers, primary, and secondary
consumers; yellow arrows cut out of paper, paper clips connected by yarn to clip food web parts together

Objectives/Learning Targets (Acquisition) Assessments/Acceptable Evidence Of Learning

Knowledge and Skills: Sources of Evidence:
Students will know how matter and energy are • Student-created food chains and interconnected webs
transferred between living things, traced back to • Accompanying science curriculum packet, including
sunlight, and that while matter is recycled, energy is diagrams and reflective responses
not.
Students will be able to organize plants and animals into
food chains and interconnected webs.

Lesson
Overview/Introduction/Main Hook
Teacher will review key points with students learned from the book and the “Crazy Professor” choral readings:
Matter moves through ecosystems with the foods organisms eat. How is matter recycled? What about energy? As energy
moves through ecosystems, is it recycled? What happens to energy as it moves up the food pyramid?
Today we are going to create food webs that include some organisms we have in Alaska. What are some of the
ecosystems that we can find in Alaska?

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Process: Product(s): Specific Strategies
Teacher will guide students through constructing one simple food Teacher will ask for input
web together: owl as third-stage consumer. Teacher will model Student pair food throughout the process of
constructing the model food
how students will connect organisms together as they receive webs web, employing the gradual
energy from the sun, clipping the producer to the sun and release of responsibility.
inserting a yellow arrow in the direction of energy transfer. Small group food
Students will partner up with someone not in their grade level webs Because the number of
and will be given an Alaska ecosystem to design a food web for. students in individual grade
Some examples have been provided that students can cut out and Class food web levels is not equal, one pair
will need to be two fifth
use to begin their webs. Students should be encouraged to add graders.
other organisms to their webs with drawings and labels. Students Science packet pages
will present their food webs to the class, explaining how energy 8 & 10 Teacher should circulate
moves in their web. among the working students,
Once students have completed the food webs for their ecosystem, addressing misconceptions
and providing assistance.
they will join their web with another pair of students’ web,
joining the same organisms together. Then all four food webs will
be joined together to make one large food web joined by the sun.
After the class food web is constructed, students will be asked to
give examples of how matter moves through the web. How is the
transfer of matter different from the transfer of energy?
Students will draw a diagram of the class food web by writing the
names of the organisms and how they are connected with yellow
arrows to indicated how energy moves and black arrows to show
how matter is transferred, page 9 of their packet.
Students will create a second diagram showing a food web of
their choice that specifically includes producers, first, second, and
third stage consumers. They will also describe it using key
words: air, consumer, decomposer, producer, soil, and water.
Closure: Teacher will revisit the difference in the way energy moves through an ecosystem with how matter moves.

Examples of questions for prior to the lesson:

• What is the objective of the lesson? How will you know if the students have met the
objective?
• What provisions are you making for faster and slower learners?
• How do you integrate local knowledge and cultural content?
• How do you use (or not use) technology wisely?
• How does this lesson fit into the overall curriculum?
• Have you changed the lesson plan at all?

Examples of questions for reflection after the lesson:

• How did the lesson go?
• Did the students meet the objective? How do you know?
• Were there any unexpected events? How effectively did you respond?
• Comment on one student who did particularly well and one who did not meet your
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 expectations. Why did this happen? What can you do to follow up with the student who
did not do well?
• Are there any changes you would make in this lesson if you could do it again? Why?