Beruflich Dokumente
Kultur Dokumente
Materials:
Strips of construction paper
Pencils
Predator Prey handout
Food Web handout
Vocabulary Check handout
Food Web anchor chart
7. Prior Knowledge: Students know that some source of energy is needed for organisms
to stay alive and grow. The students also understand that energy is transferred to living
things through the food they eat. Students are familiar with the terms environment and
ecosystem, and have also classified animals into categories (mammal, reptile, amphibian,
etc.)
8. Lesson Beginning: Review with students the necessary components living things need
in order to survive. Discuss the nonliving parts of an ecosystem that are relied on by the
living organisms. Next, inform students that they will be discussing how living things get
their food, and how energy is transferred from each living thing in an ecosystem.
9. Instructional Plan:
o First ask students to think about how living things acquire energy or food in their
environment. Next, call on a student to think of a living thing that relies on the sun for
energy. Draw the organism on the whiteboard, i.e. grass. Then ask another student to
share an animal that eats the grass, i.e. insect or small mammal. Continue doing so
until a food chain is drawn on the board. Stop and explain to students that energy
from the Sun moves from producers to consumers in a sequence called a food chain.
Then identify the living things that make their own food, and introduce the term
producers. Do the same for the living organisms in the food chain that must find their
own food, and identify them as the consumers. Once the terms producer and
consumer have been introduced, continue adding organisms to the food chain until a
food web is formed. Explain to the students that a food web is made up of more than
one food chain. Next, ask students if they can name an animal that hunts for food, i.e.
fox. Tell students that a fox is a predator, because it hunts for its food. Then ask the
students to identify what the fox eats, and explain that what is hunted by the fox is its
prey. The next part of the lesson will involve organizing the students into groups of
three. Each group will get four strips of paper. The activity will require the groups to
label each strip of paper with a nonliving energy source, i.e the Sun, a producer, and a
consumer. The students will be asked to make their own food chain, and be able to
explain and identify the movement of energy from organism to organism.
o Differentiation: Students that need more assistance will be paired with more abled
students. Resources will be available for early finishers: Predator Prey, and Food
Web handout.
o Questions: How are a food chain and food web related? In what ways are two
consumers related? (i.e both consume grass, or other animals). What would happen if
producers were not a part of the food chain?
o Classroom Management: Students will work in groups to complete the activity.
Groups will be made in advance; students who are easily distracted will work with
students who are consistently focused. Turn-A-Card behavioral system will be used to
keep students on task.
o Transitions: I will inform students that they have a total of 5 minutes to think of the
organisms they will use in their food chain. Once five minutes is up, the students will
have to stop working and wait for the stapler to come around to link their chains.
9. Closure: A review of the learned vocabulary terms will conclude the lesson.
Math Lesson
1. Title: Time Review Centers, Grade 2
2. Essential Question: How do we use the hands on the clock to tell time?
3. Standards:
2.MD.C.7
A. Objectives
B. Assessments
4. A.
8. Instructional Plan: Teacher will explain and model the following three centers:
9. Closure: A discussion of the centers will conclude the activity. The teacher will answer
any questions that the children may have after completing the rotations, and clarify any
unclear topics. (5 minutes)