KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Ms. Hammond Date: March 28, 2016

Cooperating Teacher: Ms. Miller

Group Size:

20

Coop. Initials

Allotted Time 1 hour Grade Level

4th

Subject or Topic: Ocean Food Chain Part 1 Section

STANDARD:
Standard - 3.1.4.A2
Describe the different resources that plants and animals need to live.
Standard - 3.1.3.A2
Describe the basic needs of living things and their dependence on light, food, air,
water, and shelter.
I. Performance Objectives (Learning Outcomes):
A. Students Will
1. Design an Ocean Food Chain by creating a Diorama
2. Define Food Chain, Habitat, Prey, Predator, Decomposer,
Consumer, Producer, Omnivore, Herbivore, Carnivore by
recording the terms in their science notebooks.
3. Classify ocean animals into the categories above by organizing
and identify where they fall on the food chain on their
dioramas.

II. Instructional Materials

A. Yarn ( One skein per table)
B. Paints ( Blue, Yellow, Green, Red)
C. Paintbrushes ( 20 Four per table)
D. Shoeboxes ( 5) One per table
E. Plastic sea creatures and plants (Include at least two examples of each - Prey,
Predator, Decomposer, Consumer, Producer, Omnivore, Herbivore, and
Carnivore.
F. Glue ( One bottle per table

G.
H.
I.
J.
K.

Markers
Scissors ( Two pairs per table)
Powerpoint
Food Chain Attachment
Diorama Rubric

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students must be able to collaborate with others ,organize
information and apply their knowledge to a project.
B. Key Vocabulary
1. Food Chain: A food chain shows how each living thing gets
food, and how nutrients and energy are passed from creature to
creature.
2. Habitat: the place where a plant or animal naturally lives or
grows; an ecological community
3. Predator: an animal that kills other animals for food
4. Prey: an animal that is hunted by another for food
5. Decomposer: Decomposers are organisms such as bacteria
and fungi that break down the organic matter in the dead
bodies of plants and animals. As the decomposers feed from
the dead animals, they break down the organic compounds into
simple nutrients.
6. Consumers: Consumers are animals that eat primary
producers; they are also called herbivores (plant-eaters).
7. Producers: Producers (organisms that make their own food
from sunlight and/or chemical energy from deep sea vents) are
the base of every food chain - these organisms are called
autotrophs
8. Omnivores an animal or person that eats food of both plant
and animal origin.
9. Carnivore an animal that feeds on flesh.
10. Herbivore an animal that feeds on plants.
C. Big Idea
Students will be introduced to some of the
organisms in an aquatic ecosystem. The concept
of food chains and the many roles organisms play
as consumers, producers, and decomposers will
be introduced
D. Content
1. A Producer is Decomposers are organisms such as bacteria
and fungi that break down the organic matter in the dead

bodies of plants and animals. As the decomposers feed from

the dead animals, they break down the organic compounds into
simple nutrients.
2. Consumers are animals that eat primary producers; they are
also called herbivores (plant-eaters).
3. Producers (organisms that make their own food from sunlight
and/or chemical energy from deep sea vents) are the base of
every food chain - these organisms are called autotrophs
4. A food web diagram illustrates what eats what in a particular
habitat. Pictures represent the organisms that make up the food
web, and their feeding relationships are typically shown with
arrows. The arrows represent the transfer of energy and always
point from the organism being eaten to the one that is doing the
eating.
5. Every ecosystem has its own food web.
6. This activity focuses on a food web for the marine ecosystem
in the coastal waters of the Galpagos Islands.
7. The ecology of a marine food web is influenced by
environmental factors such as the climate, the salinity of the
water, the ocean currents, and the winds.
8. In most ecosystems, the first level of a food web is composed
entirely of producers organisms such as plants that get
their energy directly from the sun.
9. In some others, there is an outside energy source such as
thermal vents in the deep oceans.
10. Food webs are divided into trophic levels; the organisms in a
particular trophic level are all the same number of steps away
from the primary producers on the lowest, or first, level.
11. The higher levels of a food web, by contrast, are composed of
consumers organisms that get their energy by eating other
organisms.
12. The second level is composed of herbivores, which get their
energy by eating producers;
13. The third level is composed of carnivores, which get their
energy by eating herbivores; and the highest levels are
composed of carnivores that eat other carnivores. Students will
need to understand this concept of energy flow to construct
their marine food web.
14. Decomposers exist at every level of a food web.
15. Decomposers are those organisms that get their energy by
devouring the dead organisms from every food web level.
Whether breaking down dead plants to the inorganic nutrients
that make up the soils, or decomposing dead animals, these
organisms are as important in a food web as all of the others.

16. Decomposers help to replenish the nutrients that are essential

to the producers and help to rid the ecosystem of dead
organisms that would quickly pile up.
IV. Implementation
A. Introduction
1.
2.
3.
4.

Show video
Tell the students that we will be learning about the food chain.
Ask a student to help you pass out the graphic organizers
Ask the students what they know about the food chain.

B. Development
1. Show Food Chain Power Point
https://www.visitsealife.com/SiteImages/Assets/27/26/Foodcha
ins_Grades3-6.pdf
2. Define and discuss the terms producers, consumers, and
consumer types such as herbivores, carnivores, omnivores, and
decomposers and provide common examples of each.
3. Have the students write the definitions in the left side of their
science notebooks and draw and example next to each.
4. A food chain shows the feeding relationship between different
living things in a particular environment or habitat.
5. Often, a plant will begin a food chain because it can make its
own food.
6. Organisms that can make their own food are called producers.
7. Consumers are animals that eat producers or other animals.
8. The animal that eats the producer is called the primary
consumer.
9. The animal that eats the primary consumer is called a
secondary consumer.
10. The animal that eats the secondary consumer is called a third
order consumer and so on to fourth, fifth
11. Show food chain graphic ( Attatchment #1)
12. The food chain is the transfer of energy from one species to
another.
13. All living things needs energy for living beings to grow.
14. Within a food chain, some living things create the energy
(producers) and some use the energy (consumers).
15. Plants are producers of energy, as they make their own food
(using sunlight, soil, and other elements).
16. Animals are consumers, because they have to eat other animals
and plants
17. There are four different types of consumers in the animal
kingdom. A carnivore is an animal that only eats other animals.
An herbivore is an animal that only eats plants. An omnivore is

an animal that eats both plants and animals. A scavenger is an

animal that eats dead animals.
18. The food chain can begin with a plant. The plant is then eaten
by an insect. The insect is eaten by a bird. The bird is eaten by
a large mammal. The mammal dies after being hit by a car. It
decomposes and is broken down and used as food by bacteria
and fungi.
19. There are more than 100,000 different types of decomposer
organisms. These simpler nutrients are returned to the soil and
can be used again by the plants. Then the energy chain begins
all over again.
20. If one level is removed from the food chain, it can have
disastrous results.
21. Humans are at the end of the food chain. They eat both plants
and animals that have consumed other forms of energy.
22. Split the class into five groups of four.
23. At this point have the students pair share and discuss which
animals in the ocean they think might fall into each category
based on the plastic animals at their table.
24. Write Producer, Consumer, Decomposer, Predator Prey ,
Carnivore and Herbivore on the board.
25. After the students have categorized the animals at their table
ask them to share with the class.
26. Write their answers under each category on the board.
27. Tell the students that each table will be making a diorama as a
group.
28. Show this example

29. Ask a student to pass out the shoe boxes as you are explaining
the project ( one shoe box per four students) And two others to
pass out paint, construction paper, glue, and yarn.
30. Pass out the diorama grading rubric as you explain what is
required. ( Attatchment 2)
31. Go through the expectations on the rubric

32. Allow the students to work on their dioramas for the remainder
of the class.
C. Closure
1. Ask the students to clean up their area and put their dioramas at
the back of the room.
2. Do a quick review of the terms discussed that day
3. Tell the students that we will be discussing food webs the next
day.
4. Ask if any group would like to share their diorama.
5. Ask the students if they think that humans could affect the
ocean food chain and if so , in good or bad ways?
6. Have a few students share.
7. Dismiss the class.
D. Accommodations/Differentiation
1. This lesson could be modified easily for our student with
Autism. Dillon could choose to work on his own or in a group
for the diorama project.
2. Dillion could type the information onto a word document using
an Ipad if the writing became too stressful.
3. Dillion could choose to share his diorama or not to share.
E. Assessment/Evaluation Plan
1. Formative
a. Students will be graded on their dioramas with the rubric.
2. Summative
a. No summative assessment for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
VI. Resources (in APA format)
Powerpoint

All Animals Have To Carry Out Seven Life Processes., and These Are:. Food ChainsLife
Processes (n.d.): n. pag. Web.
Information on Food Chains
"Marine Food Chains and Biodiversity." National Geographic Education. N.p., 29 June 2011.
Web. 28 Mar. 2016.
Video
"PBS KIDS." Wild Kratts: Up the Ocean Food Chain! . VIDEO. N.p., n.d. Web. 28 Mar. 2016.

Informative and intriguing, this science book teaches children to think about the complex and
interdependent web of life on Earth. Every link in a food chain is important because each
living thing depends on others for survival, no matter how big or how small. Lively drawings
from Holly Keller illustrate the clear, simple text by Patricia Lauber.
This is a Stage 2 Let's-Read-and-Find-Out, which means the book explores more
challenging concepts for children in the primary grades. Let's-Read-And-Find-Out is the
winner of the American Association for the Advancement of Science/Subaru Science Books
& Films Prize for Outstanding Science Series.
Supports the Common Core Learning Standards and Next Generation Science Standards

Food Chain Diorama Grading Rubric

CATEGORY

Construction -

The appearance of
the diorama is neat
and polished with
no distracting
elements.

The appearance of
the diorama is neat
and polished with
few distracting
elements.

The appearance of
the diorama is
somewhat poor
and there are some
distracting
elements.

The appearance of
the diorama is
poor with many
distracting
element.

Two animals and

two plants are
present in the
diorama in the
appropriate area of
the ocean.

Two animals and

two plants are
present in the area
but not in the most
appropriate area of
the ocean.

One animal and

one plant are
present in the
diorama and not in
the most
appropriate area of
the ocean.

Animals and
Plants are not
present anywhere
in the diorama.

The animals,
plants, and
environment are
detailed and
resemble the
actual ocean
environment.

The animals,
plants, and
environment are
detailed and
somewhat
resemble the
actual ocean
environment.

The animals,
plants, and
environment are
not very detailed
and do not
resemble the
actual ocean
environment.

The animals,
plants, and
environments are
not detailed and do
not resemble the
actual ocean
environment.

Written
description is
attached to the
back of the
diorama and
includes the name
of the ocean,
animals and plants
that live in it, and
description of

Written
description is
attached to the
back of the
diorama but is
missing one of the
aspects required in
#4.

Written
description is
attached to the
back of the
diorama but is
missing two of the
aspects required in
#4.

Written
description is
attached to the
back of the
diorama but three
aspects required in
#4.

Animal & Plant

Presentation

Details
Provided

Written
description

what is going on
in your diorama.

Labeling

Each part of the

food chain is
represented and
labeled.
Consumer,
Producer,
Decomposer
Predator
Prey
Carnivore
Herbivore

Most parts of the

food chain are
represented and
labeled.
Consumer,
Producer,
Decomposer
Predator
Prey
Carnivore
Herbivore

Some parts of the

food chain are
represented and
labeled.
Consumer,
Producer,
Decomposer
Predator
Prey
Carnivore
Herbivore

No parts of the
food chain are
represented and
labeled.
Consumer,
Producer,
Decomposer
Predator
Prey
Carnivore
Herbivore