GRADE: 5th ICT GROUP SIZE:29 DURATION:40 minutes

SPECIFIC LESSON: Food Web CURRICULUM AREA: Science

Learning Objective:
The students will be able to create a food web based on characteristics of different organisms.

Common Core Learning Standards:

● NGSS
○ 5-PS3-1 - Use models to describe that energy in animals’ food (used for body
repair, growth, and motion and to maintain body warmth) was once energy from
the sun.
Rationale:
The students have been learning about the Web of Life. We have discussed what
producers, consumers, decomposers are, as well as the flow of energy within a food chain. This
lesson will incorporate their prior knowledge of those organisms and link it to a food web. The
students will create a model of a food web that has living organisms found during the Cretasus
period and figure out the best way that the energy flows throughout the food web.

Materials:
● Chromebooks
○ Google Classroom
○ Google Slides
● Zoom
○ Breakout Rooms

Development/Procedures:
Hook:
● Students will be asked to match the definitions of producer, decomposer, consumer, food
chain and ecosystem. Students will match the definitions on their own slides to the
correct vocabulary word. Once the words are matched to the correct definitions, a video
will be shown to students that will begin teaching this lesson’s objective.

Instructional Strategies:
I do:
● The teacher will have the students think back about the beginning of the unit and recall
vocabulary.
 ● The teacher will show a video introducing dinosaurs and their flow of energy
● The teacher will discuss how scientists figured out what dinosaurs ate (obtained energy)

We do:
● Students will identify carnivores, herbivores and omnivores.
● Students will create the flow of energy for a food chain.
● Students will compare two food chains
● Students will identify that both food chains begin with producers (plants)

You do:
Benchmark:
● The students will show how energy flows by creating a food web using organisms from
the Cretasus period.
○ Identify carnivores, herbivores and omnivores using a specific color to outline.
○ Show at least 2 lines of organisms that interact within the food web

Intensive:
● The students will show how energy flows by creating a food web using organisms from
the Cretasus period.
○ Identify carnivores, herbivores and omnivores using a specific color to outline.
○ Students will show 3 lines of organisms that interact within the food web.

Strategic:
● The students will show how energy flows by creating a food web using organisms from
the Cretasus period.
○ Identify carnivores, herbivores and omnivores using a specific color to outline.
○ Students will show 4 lines of organisms that interact within the food web.

Adaptations:
● The teacher will monitor student work during whole group instruction
● Students will receive food web starters
● Students will be placed in specific groups (breakout rooms) based on individual needs
(IEP, ENL)

Closure:
● We will have a group share their food web and explain what they did and why they set
their food web up in that way.
○ The class will give glows and grows for the students who are sharing
Extension:
● Have groups compare their food webs in a new breakout room.

Homework:
● Articles from ReadWorks about Food Webs

Assessment:
Short-term:
● Teacher will monitor student thinking by circulating around the Zoom Breakout rooms
● Students will complete the food web as a group.
● Students will complete questions based off of the food web.

Long term:
● Students will understand how energy flows throughout an ecosystem. Students will use
this lesson and the five previous to complete a unit assessment.