Food-webs lesson sequence.

Literacy rotation group Orange

This sequence of 4 lessons was designed the Orange reading group, consisting of 10 upper-level reading students. The lessons were completed on
consecutive days from Monday to Thursday during the literacy group rotation.
The lesson sequence was designed to provide opportunity for sequential development of knowledge, and understanding around the topic of Food Webs.
The term focus of non-fiction texts provided an opportunity to integrated animal science into the literacy rotations.
The sequential learning was maximised by working towards an end goal, which was the creating of a Giant Food web.
The first lesson was an introduction to the new text with the teacher during guided reading. The asking of questions to prompt higher thinking and
understanding of the students was an important first lesson. The next lesson provided a chance for students to extend their knowledge of food webs and
comprehension of the text by using the book to provide explanations, definitions and answer questions. In the 3
rd
lesson the students were given the
chance to further explore a range of different food webs at their own pace on the laptops, using the terms they had learnt from the previous lessons as a
guide to their research. In the 4
th
lesson, students applied their research and concepts from the text to a creative team challenge, where they designed a
giant food web to go on display in the classroom. The notes they had taken during their computer research, the definitions on the worksheet, and the
diagrams in the book could all be used as resources to make the food web.
Rational / Goals
Students will gain an appreciation of the use of diagrams in conveying information, and the relationship is has with written text.
Students will use a range of resources including the text Food webs, library books and as well as a range of information resources accessed through the
internet to compile a broader understanding of relationships between animals and their environment.
Students will practice creating their own diagram to display information which they have collected through their research.
Key Ideas
Grade 2 , English overview. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum
(ACARA, 2014)
Curriculum outcomes (Year 2)
English
(ACELA1463) - Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
(ACELA1466) - Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example
timelines
(ACELY1670) - Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context,
language and visual features and print and multimodal text structures
Science
(ACSSU030) - Living things grow, change and have offspring similar to themselves.










Lesson Activity Notes / Resources
1 (25/03/14) Introduction - Guided reading with teacher:
Students take turns reading aloud. New language and concepts are discussed
Ask children What information can you find out from the food web? Why do
we need food-webs, Does it look similar to something you have seen
before?
Assessment Teacher observes reading confidence and takes note of
students understanding of content through informal questioning.
10 X Food Webs text
2 (26/03/14) Comprehension - Independent worksheet
Students increase comprehension of text by using the text to answer
questions on worksheet.
Students give definitions and explanations in their own words.
10 X Food Webs text
10 X Work sheet
3 (27/03/14) Exploration Computer Research
Students use the text, relevant library books and laptops to research food
webs and the eating habits of the animals of their choice
Students write down information they find in literacy book
Laptops
Several animal non-fiction books, to be
collected before lesson
4 (28/03/14) Application Giant Food Wed
Students work together to develop their own food web.
Students each draw a number of producers and consumers on pieces of
coloured paper.
As a group the students arrange the animals on the floor into a food web,
using thin bits of paper to link the animals.
30 pieces of A5 coloured card
Stack of thinly cut coloured paper