SCIENCE LESSON PLAN

TEACHER: Neerja Yadav- Dulalchan

DATE: 22/01/16

CLASS: Form 3
TIME: 10 minutes
PERIODS: 1
UNIT: Living organisms in the environment
TOPIC: Food Chains
REFERENCES (exclude class text, include page numbers).
CXC Biology Chinnery and Glasgow
CSEC Biology Atwaroo Ali
PRE-REQUISITES

Knowledge: - 1. Students should know:

1. Distinguish between biotic and abiotic factors.
2. An ecosystem is a self-sustaining system where the biotic and abiotic factors interact.
3. A habitat is the place where an organism lives.
Skill:- students should know how to:
1. Work and communicate effectively in groups.

MATERIALS & RESOURCES

For Teacher

For each group / student

MMP, Laptop, PPP

Textbook
Whiteboard / Markers

Pictures of organisms with arrows,

textbook, work sheet

CONCEPT OR PRINCIPLE
Organisms need energy to survive. This energy is attained when animals eat other animals and
plants or when plants make their own food using the energy from the sun. The linear pathway
through which energy flows in an ecosystem can be represented by a food chain, from which the
relative positions of the producer and consumers can be seen.
SPECIFIC OBJECTIVES
At the end of the lesson, students should be able to:

Classification
Applying

(1) Construct a food chain using different

organisms.
(2) Identify the organisms in a food chain as
producer, primary consumer, secondary
consumer, tertiary consumer and
quaternary consumer.
(3) Define the terms trophic level, herbivore,
carnivore and omnivore.

Remembering
Remembering

PROCESS SKILLS
During this lesson, students will be engaged in:
Identifying / formulating a problem
Designing and Planning an experimental procedure
Setting-up and executing experimental work

Observing and measuring

Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments

Applying scientific ideas and methods to solve qualitative and quantitative problems
2

Decision-making based on examination of evidence and arguments

Extracting from available information data relevant to a particular situation

ACTIVITIES
Strategies used: Cooperative learning.
Introduction:
Teacher puts students into groups and gives them four pictures of organisms, three arrows and the sun.
Teacher asks students, What do all the organisms in front of you need to survive?
Students should reply energy or food. Energy is gained from food.
Teacher then asks where they get this food from.
Students should reply that they get this food from other plants and animals.
Teacher then asks students to look at the pictures of organisms and arrange them in an order that they
think shows which organism is eating which organism.
Teacher lets students know that the direction of the arrow in a food chain is very important.
When the arrow is pointing to an organism, that organism is doing the eating.
Teacher tells students that they have made or constructed a model or diagram showing how food energy
flows or passes from one organism to the next. This is a food chain.
Teacher tells students that today they are going to learn about the different terms that can be used to
describe the organisms in a food chain.
Development:
Teacher asks students to cover the grass and look at the food chain.
Teacher asks students what would happen to the grasshopper and all other organisms. Can the
grasshopper make use of the energy from the sun?
Students say that only plants can make use of sunlight to make food so that it can be passed along the
food chain.
Students are then given slips of paper with the words producer, primary consumer, secondary consumer
and tertiary consumer.
Teacher asks students to place these different slips next to the organism they think it refers to.
Teacher asks different students why they placed the slips where they did.
Students explain that the producer is the plant and that the primary consumer feeds on the producer, the
secondary consumer feeds on the primary consumer and that the tertiary feeds on the secondary
consumer.
Teacher explains what each term means.
Teacher explains that the particular feeding level of the organisms in the food chain is called a trophic
level.
Students then label the organisms in the diagram with the appropriate trophic levels.
Teacher then tells students that the organisms in the food chain can also be described depending on the
foods they eat.
Teacher asks students to notice what types of foods each organism is eating in the diagram.
3

Teacher gives students labels with herbivore and carnivore written on them and then asks them to place
them on the diagram.
Students explain why they placed these labels where they did.

Consolidation:
Work sheet on food chains.
Recap of the main points.
TEACHERS REFLECTION
See Microteaching Journal

TUTORS COMMENTS