Running Head: FLIPPED LESSON PLAN

Food Chain Vocabulary Lesson Plan

Meghan Stover
Computers Across Curriculum
Thomas College
FLIPPED LESSON PLAN

Food Chain Vocabulary

60 Minute Lesson Plan.

Purpose: The purpose of this lesson is to inform students on the food chain vocabulary, which
would lead into a bigger topic of discussion later on in the unit. This lesson will be over the
course of one class period, where we will further discuss what was talked about in the flipped
lesson from the night before. The purpose of giving the flipped lesson is so that they’ll have an
idea of what the discussion is on the next day. The students will put their brains to work while
learning about topics that would typically be learned in the classroom. Students get the chance to
have a head start so they won’t be completely lost the next day of class. Say I give the class the
assignment to watch the flipped lesson on Monday night. We will be spending Tuesday on
exploring the definitions and the meanings in relation to the food chain. This is also when I plan
on showing the video that I played a clip of in the flipped lesson. The most important part of this
lesson is to inform the students on the definitions and terms they will be using in the future unit.
This is just the start to the days lesson.

To continue after learning terms, they will be able to create their own ways to remember the
terms by putting their creative skills to the test. This book will serve as the summative
assessment for the lesson of the day, but as a formative assessment for the unit as a whole. The
point of making their own definition book is so the students can remember the terms in their own
way. I will expect the books to be creative, meaningful and relevant to our topic. In class while
we are first going deeper into the definitions and terms, students will have the chance to ask
questions, clarify any confusion and gain a clear understanding of the topic.

Why: I have decided to do this lesson because the food chain is a natural occurrence in life,
which every living organism is a part of in one way or another. Us as humans are natural
predators of foods, and animals are natural prey for us. I find it important for students to
understand the process of gathering food for not us humans, but also for other living organisms,
such as animals and plants.

Appropriate Timing: Learning about the food chain is a good entrance into a science lesson.
Students have been involved with science lessons throughout their short educational career so
far, but studying the food chain will help them become more involved with authentic lessons. I
say authentic because I find the food chain to be more relevant to a student more than another
science lesson which could involve topics such as minerals or gravity. This lesson will allow
students to become aware of the process in which they receive their food. Next Generation
Science Standard 3-LS3-2 states “use evidence to support the explanation that traits can
be influenced by the environment”. In this case, the students will be able to use their creative
books to support the traits of the food chain in the environment.

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Prior/ Post Lesson: Prior to the star of our lesson for the day, students will have watched the
flipped lesson the night before class. I have hopes that the flipped lesson will provide a sense of
understanding to what the next day of class includes. They will come into class with the general
idea of food chain vocabulary and be ready to proceed into our lesson for the day. After this
lesson, students will be able to apply their knowledge of the food chain into future lessons. We
will also continue on with the unit to learn more about the process and other details of the food
chain. The definition books can be used throughout the unit or school year.

What the rest of the plan for the day is, briefly;

8:00-8:30           Morning Meeting Time

8:35-9:35         Science- Food Chain Vocab/ Flocabulary Video
9:40-10:05        Recess/ Snack time
10:10-11:10       ELA- Food Chain Book Creation
11:15-12:15      Lunch
12:20-1:20        Specials (P.E., Music, Spanish, Art, and Science)
1:25-2:00          Math- Animal Multiplications
2:05             Pack Up and Dismissal

NGSS Standards:

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the
environment. 

5-LS2-1. Develop a model to describe the movement of matter among plants, animals,

decomposers, and the environment.

Objectives:

SWBAT: Define the 6 Food Chain vocabulary terms provided.

SWBAT: Illustrate their own meaning of Food Chain vocabulary.
SWBAT: Collect information to create a list of vocabulary terms in their own words.
SWBAT: Design their own book of Food Chain vocabulary.

Materials:

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 Vocabulary Flash Cards
 Electronic Device for playing of video
 Paper
 Markers/ Crayons/ Colored Pencils
 Book Making Materials
Anticipatory set: At the beginning of the science portion of the day, I will reintroduce the
vocabulary that was on the flipped lesson from the night before, and gather the student’s
thoughts on them. From there, I will play the rest of the video that I showed on the flipped
lesson. This will serve as the actual anticipatory set for the lesson that day.
Teaching Strategy/Procedure/Activity:
Time Student is doing
60 Minutes- In 10 Minutes: Students will be
class lesson seated in their place of choice
after flipped down in our circle. They will be
lesson. listening to the teacher explain
and ask questions about the
previous nights flipped lesson.
They will already know how to
act while the teacher is talking
and going over instructions.
5 Minutes: Transitioning into
finishing the video they watched
a part of during the flipped
lesson. Again, they should know
appropriate behavior in these
situations.
25 Minutes: They will still be
seated in our circle while we
transition from the video to
learning more about the terms.
They will answer the questions or
responses on what they thought of
the video, what they found
interesting and what they
remember the most. They will
listen and repeat the 6 terms
which are on the large cards
which are being show to them.
They have the chance to ask any
questions for a more specific
definition and examples. They
will continue to sit and listen for
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Teacher is doing
10 Minutes: Having students
settle in after making the
transition into our science portion
of the day. I will start explaining
what is going to happen during
science today. I will explain the
vocabulary terms, how we will
learn them and what is going to
happen after that.
5 Minutes: I will make sure they
are listening, let them know this
video is important to be paying
attention to. They will need to
reference in later on into our
lesson for the day.
25 Minutes: Transition into the
review of the vocabulary terms. I
will ask them what they thought
about the video, what they found
interesting and what they
remember the most.
This is where the large index
cards are going to come into play
with definitions to help the learn.
Show them the flash cards one at
a time, explain the definition.
Have them repeat to you the
meanings of the 6 terms, so we
know they are still focused. I will
let them ask questions and explain
anything that may be confusing. I
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the next 5 minutes as the learn
what about what they are going to
use these terms for.
15 Minutes: This is when they
will head back to their seats to
brain storm definitions for each of
the 6 terms we had gone over.
They will be able to respectfully
and quietly collaborate on terms
with each in partners if they wish.
5 Minutes: They will quickly
give out some examples of what
they came up with for definitions.
They will pack up their things
from science and get ready for
snack/ recess times.
25 Minute Snack/ Recess
60 Minutes- 10 Minutes: Regroup after snack
ELA portion of and recess. They will gather
our flipped materials they may need to create
lesson. their books so they will be on the
table ready for use.
30 Minutes: They will write out
and draw their terms and
definitions. They can use colorful
paper, plain white paper, markers,
or colored pencil. Most media
will be acceptable for them to use
at this point. They will be quietly,
but not necessarily silently,
focusing on their pages. They can
collaborate and communicate on
their individual projects with one
another if they please. They will
know that I am here to help if
need be.
15 Minutes: Students will start to
put their books all together. Any
glue can be used by them and I
will be there for help with any
challenges with putting it together
or any staples. Their final project
should include all 6 food chain
vocabulary terms, a picture with
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will have the last 5 minutes be an
explanation of what those terms
are going to be used for during the
ELA portion of the day.
15 Minutes: Have them transition
back to their seats. I will let them
know it is time to brain storm (on
paper) so ideas for their terms. I
will let them know that if they are
quite and respectful, they will be
able to collaborate with one
another on their terms.
5 Minutes: Have them give some
quick examples of what they
came up with. Let them know it’s
snack/ recess time.
25 Minute Snack/ Recces
10 Minutes: Let them unwind for
a minute as they regroup and
gather any materials they may
need for their books which are
being created.
30 Minutes: Have students focus
on creating the pages in their
books. Have them make pages of
terms with definitions and
drawings that match their writing.
Let them know what kinds of
media they can use in this project.
Such as, colorful paper, plain
paper, colored pencils, markers.
Be around to help them with any
definition trouble they may have
during the process and I will let
them know I have no problem
being of assistance.
15 Minutes: Make sure they are
all set to put their books together.
Let them know that I am here for
any creations issues or stapling of
pages. Let them know that all
expectations of term, pictures and
creative should be met by the time
they are finished with putting the
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each one, all in a colorful and book all together.

creative personal book.
5 Minutes: Students will be
cleaning up their supplies they
used while making the books.
They will hand them in and then
continue to get ready for the next
part of the day. The books will be
used more in future lessons in this
unit.
5 Minutes: I will have them clean
up their supplies from creating
their books, while encouraging
them that they all did a great job.
Collect the books to be graded
and used in the future for this
unit. Have them get ready for the
next part of the day.

Closure: At the end of the class, I will encourage students that they all did a great job with
creating their books and making the definitions. They will hand in their books to be graded, and
we will use them again in the future for this unit.

Assessment: Formative Assessment; The book they are creating with the terms, pictures and
definitions is considered their formative assessment. They will hand this in, and will be used
again in the unit of learning the food chain.

Homework/follow-up assignment:

No homework or follow- up assignments.

Accommodations/adaptations:

IEPS in your class: For the flipped lesson, I will have captions created on the video that may
help them understand better with what is being learned and help them better understand. I expect
to leave extra time in the unit for them to complete their books if need be, or create an alternate
way for the project to be done. This could include creating an electronic version or even a power
point.

Student with dyslexia: The audio from the flipped lesson is going to help students who may
have dyslexia and that may be preventing them from reading the captions or slides. I will be able
to give them feedback about their terms and definitions to insure they are doing what they should
be in the correct way. They should be able to excel in the illustration portion of this lesson, and
can focuses mainly on that if need be.

Student with mild autism: I am expecting to help those with mild autism as much as I can,
without turning my back on the other students. I can accommodate with their learning styles by
simply adjusting the way we go about the final product. These students with autism can take a
break or work in their area of comfort where they can focus the best and block out any
distractions that may come about.

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Student with ADHD and anxiety: There should always be an area of comfort for students in the
classroom. This is where they should go to work if students with ADHD or anxiety are in the
room. Those with anxiety can work with me one-on-one during the work shop or make
accommodations to have extra time to work by their selves if it comes to that point. It is
important to keep students with ADHD away from distractions and focused on the task at hand.
The student(s) will be provided a seat cushion or resistance bands on the legs of chairs to help
focus.

Attachments/Appendices:

 Appendix A for flipped lesson outline

Plan B: If this lesson isn’t working out for one reason or another, I plan to keep the theme of the
food chain but modify the difficulty or easiness. To make this project more difficult I will add
more vocabulary terms which is directly related to the food chain. On top of that, I will add the
choice of creating a different kind of media such as a poster or power point. In the unlikely event
that this too difficult, I will minimize the vocabulary list and/ or have them focus the majority of
their time and effort on the images of the project. If the students finish too quickly with this
project, I will ask them what else they can add to make it better than it was before. If there is no
other way to improve their projects, we will watch another Flocabulary video or have an
anticipatory mini lesson to prepare us for the next day.

Appendix A

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