WEEK/

LESSON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

W2:L1
Consumers,
Producers
and
Decomposer
s
Intro to food
chains

ACCSS
U112
Interacti
ons
between
organis
ms can
be
describe
d in
terms of
food
chains
and food
webs;
human
activity
can
affect
these
interacti
ons

Science
as a
Human
Endeav
our

SPECIFIC
LESSON
OBJECTIVE

ASSESSMEN
T
(what &
how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Diagnostic
assessment: Pretest identification of
consumers,
producers and
decomposers.

Intro: Pretest: Fill in the worksheet individually to identify the animals as

a Consumer ( C ), Producer ( P ) or Decomposer ( D ). Teacher will go
through each and the reason behind each. Refer to relevant page in
students textbook.
Body:
What is a food chain? Teacher to ask if any students know what a food
chain might be.
Food chain arrangement: In pairs, students will receive an envelope of
the sun, arrows and organisms. Students to have a go at arranging the
food chain into its correct order.
TPS: What do the arrows signify?
Create a food chain: In the same pair, students will then create their
own food chain of six organisms, using Piktochart online.
Teacher will instruct students to use Brittanica Imagequest for image
sourcing.
Conclusion:
Glossary words: producers, primary consumers, secondary consumers,
predators, prey, scavengers, decomposers.

KEY
QUESTIONS

RESOURC

Science
Inquiry
Skills

Identify a consumer,
producer and
decomposer from a
photograph.
2. Arrange a food chain
into correct order
using Piktochart
3. Sources from
Brittanica
Imagequest

Envelopes with
pictures to rear

Pearson textbo
iPads
TPS: What do the
arrows signify?

Piktochart url
Brittanica
Imagequest

W2:L2

ACCSS
U112

1.

Food Chains
continued

WEEK/
LESSON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeav
our

Science
Inquiry
Skills

Arrange elements
of the
photosynthesis
word equation into
correct order.

SPECIFIC
LESSON
OBJECTIVE

Diagnostic
assessment: KWL
on photosynthesis.

ASSESSMENT
(what & how)

Intro: Pictionary in groups of three. One student to draw a sunflower to

their group members. Students to guess what the learning topic will be
about.
Body: KWL: Students to write the K and W aspect of KWL down in
notebooks on photosynthesis. One student volunteer to share a K and
one to share an L.
Sticky notes: Elements of the photosynthesis equation on sticky notes
on the board. One student volunteer will unscramble and rearrange the
equation. If it is wrong, teacher will ask for one more volunteer to make
an attempt.
Video: Students watch the photosynthesis video.
In pairs, students to draw a stick figure diagram of photosynthesis on
their whiteboard.
Organism sort into food chain pyramid in pairs
Conclusion: Three key facts from three different students about
photosynthesis.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

What is the energy

used for
photosynthesis
called?
What are the end
products of
photosynthesis?

https://www.y
e.com/watch?
v=3pD68uxRL

No ict tool requ

Whiteboards a
markers

Pearson textbo

KEY
QUESTIONS

RESOURC

W2:L3

ACCSS
U112

1.

Food webs
2.

Identify at least two

potential food
chains from a
variety of
organisms.
Create a food web
using Xmind

Diagnostic
assessment: Pre test
from Quizlet food
chains

Intro:
Pre test: Play Scatter Food chains test
Body: Teacher will write seven words up on one side of the board:
Sun, Grass, Insect, Rat, Fox, Hawk, Decomposer. With students help,
teacher will write two possible food chains. Teacher will write the first.
Teacher will then ask student to TPS and write down a fourth with their
shoulder-to-shoulder partner.
Teacher will then explain that we can join a number of food chains
together to make one large food web.

Why would we join

together food
chains to make
one big food web?

Food webs
continued

1.

State a difference
between a food
chain and a food
web.

Diagnostic
assessment: Pre test
differences between
food webs and food
chains

Intro:
Pre test: differences between food webs and food chains.
Body:
Using the same worksheet from the last class, teacher will ask each
student going around the room for the answers to What I eat and
What eats me columns. Students can fill out blanks if necessary.
Teacher will then assign each student an organism (including sun and
human) to each student.
Individually, each student will design an A4 poster with their organism
name, what they eat below it and then what eats them.
Teacher will hand out hole puncher and string to tie poster around the
neck.
With teachers guidance, string and scissors, the students will form
food chains and a food web, by passing string to one another down
the chain. Teacher then to give scenarios (see key questions) and
students react or give answers accordingly.
Teacher will ask the seagrass marrow to drop the string and sit down,
students will discuss the effect on the web.
App: Students will log onto app and use under teachers instruction.
Conclusion: How and why would we apply food webs to real life?
Kahoots quiz

iPads

Shark Bay Wh
on the menu?
worksheet.

Conclusion: Remind students to finish the worksheet as homework if

necessary, in order to complete the activity in the next lesson.
Remind students to bring a mobile device (iTunes app compatible)
tomorrow to use in class.
ACCSS
U112

Xmind url

Pearson textbo

Students will be directed to Xmind on the iPad to create a food web/

W2:L4

https://quizlet.c
0945481/foodchains-flash-ca

What is the impact

of overfishing of
salmon on this
food web?

iPads

Food webs ap
What organisms
would be affected
by the destruction
of seagrass
meadow?
Why do we need
to understand food
webs?

Pearson textbo

https://itunes.a
om/au/app/foo
web/id5658392
mt=8
Kahoot quiz