Food Chain

How are animals and plants dependent on one another? How is energy transformed and transferred?
Level: 3rd Grade
By:Norma Anguiano
Thematic Unit Planning Matrix

Content or Essential Centers Technology Integration Assessment and/or Student Work TEKS and Technology Standards:
Subject Area Questions (Activities) Rubric Scale or product Identify the relevant TEKS and ISTE
- How are you going Standard for Teachers and Students
to evaluate your
student’s work
ELAR Why is every After reading Students will create a Students' work will be -Presentation of TEKS: 3.1.A
link of the food “Who Eats basic food chain using assessed using a rubric. Mindmap and (1) Developing and sustaining
chain What?” by mind mapping tool. digital story foundational language skills: listening,
important? Patricia Lauber -Mindmapping the food book. speaking, discussion,
Students will create a chain should follow the and thinking--oral language. The
Students will small story similar to correct order from student develops oral language
have a class “Who Eats What?” to producer all around to through listening,
discussion on the represent the food chain decomposer. speaking, and discussion. The student
book. using the digital story is expected to:
book tool. -Digital Story books (A) listen actively, ask relevant
should be no longer questions to clarify information, and
. than 10 pages. The book make pertinent
should Include at least comments
one producer, ISTE Standard for Teachers: 2.2.c
consumer and predator. Model for colleagues the
- identification, exploration, evaluation,
curation and adoption of new digital
resources and tools for learning.
ISTE Standard for Students: 1.6.d
 Students publish or present content
that customizes the message and
medium for their intended audiences.
Science How does After the -Students will create a -Multimedia posters -Students will TEKS:3.9.B
energy flow presentation of multimedia poster of the should include 1 video, publish the (9) Organisms and environments. The
through the Food Chains. importance of the food 1 image, 2 written multimedia student knows and can describe
food chain? Class will engage chain. supporting points poster on the patterns, cycles, systems, and
in a discussion class website. relationships within the environments.
predicting the -Students will create a -Word Clouds should The student is expected to: (B) identify
effect of the word cloud with only have food chain and describe the flow of energy in a
removal of a main important vocabulary related vocabulary food chain and predict how changes in
element from the words pertaining the food words. a food chain affect the ecosystem such
food chain chain topic. as removal of frogs from a pond or
source. bees from a field
ISTE Standard for Teachers: 2.6.a
Foster a culture where students take
ownership of their learning goals and
outcomes in both independent and
group settings
ISTE Standard for Students: 1.6.b
Students create original works or
responsibly repurpose or remix digital
resources into new creations
Math How do we After a small -Students will create a 5
-Powerpoint - Students will TEKS:(1) Mathematical process
place producers presentation on slide powerpoint presentation should exhibit their 3d standards. The student uses
and consumers producers and presentation introducinginclude the correct pyramid models mathematical processes to acquire and
on the energy consumers. The the reasoning behind order of producers, in the school demonstrate mathematical
pyramid? students will be their energy pyramid primary consumers, cafeteria understanding. The student is
introduced to the model. secondary consumers, . expected to:
dimensions of a tertiary consumers, and (C)select tools, including real objects,
pyramid. -Students will create a decomposers. It should manipulatives, paper and pencil, and
Students will timeline to demonstrate also include the pyramid technology as appropriate, and
research Pyramid the steps they will take to model that will be used. techniques, including mental math,
models. create the energy estimation, and number sense as
pyramid model. appropriate, to solve problems
-Timeline should include ISTE Standard for Teachers: 2.4.a
-Students will create an all steps from beginning Dedicate planning time to collaborate
energy pyramid 3d to end ,of the creation with colleagues to create authentic
model, with materials of of the 3d pyramid learning experiences that leverage
their choice. model. technology.
ISTE Standard for Students: 1.7.b
-The 3d pyramid model Students use collaborative
should be a technologies to work with others,
representation of what including peers, experts or community
the student had members, to examine issues and
presented prior. problems from multiple viewpoints.