UNLV Student: Georgette Sheldon PSMT Name: Mrs.

Gina West
Grade Level: 5th grade Lesson Topic: Science- Energy Transfer & Food Chains
Date: April 24th, 2017 Estimated Time: 45-50 minutes

Go with the Energy Flow

1.State Standard(s):

5-PS3-1- Use models to describe that energy in animals food (used for body repair,
growth, motion, and to maintain body warmth) was once energy from the sun.

5-LS2-1- Develop a model to describe the movement of matter among plants, animals,
decomposers, and the environment.
W.5.2.b.- Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.

2.Teaching Model(s):

Direct Instruction
Modeling
Cooperative Learning
Inquiry-Based Learning

3. Objective(s):

Kid-Friendly Learning Target: I can explain the movement of energy in a Food Chain.
SWBAT understand the cycle of matter and energy transfer in ecosystems (food chains).
SWBAT make a model that explains and presents the movement and cycles of matter.

4.Materials and Resources:

Whiteboard
Food Chain Anchor Chart
Student textbook pgs. 496-505.
Interactive Science Notebooks
20 Woodlands Food Chain Cards
20 Marine Food Chain Cards
Paper Arrows
Ball of yarn
Pencils/Pens
Vocab List: energy; matter; food chain/web; producers; consumers; decomposers;
omnivores; carnivore; herbivore; predator; prey; ecosystem
5.Instructional Procedures:
a. Introduction: (5-7 minutes)

TW open the lesson by reviewing the standard and lesson objectives with the students.
TW open the lesson by asking the students what they had for lunch.
TW will review each answer, prompting further thought.
Ex: Okay, so you drank chocolate milk for lunch. That milk came from a cow. Where
did the cow get the nutrition and energy to produce that milk? The cow got their nutrition
and energy from eating plants like grass. Well, where did those plants get their energy to
grow?
TW have the students engage in a turn and talk for a minute or two to identify together
where they believe the source of all energy comes from (Lemov Strategy: Turn & Talk).
TW draw students back and explain that the plants got their energy from the SUN. We
get our energy from plants (like veggies) we eat, and from animals that we eat that get
their energy from plants. Those plants get their energy from the sun. So, the source of all
that energy comes from the sun!
TW explain that this is an example of how energy flows from living thing to living thing
in an ecosystem, and is called a Food Chain.
TW then explain to the students that they will be learning about Food Chains today.

b. Activities or Learning Experiences: (40-45 minutes)

TW direct students to take out their Interactive Science Notebooks, so that they can begin
learning the important key words and vocabulary from the lesson.
TW review the diagrams of the different elements of a Food Chain in the student
textbook.
Teacher will point out each element of the Food Chain Anchor Chart and explain the role
that each living thing in a Food Chain plays, ensuring each vocabulary word is explained
as they go.
TW model on the board how the students are expected to copy down the sample food
chain in their Science Notebooks.
SW copy down the diagrams in their notebooks, labeling and coloring or highlighting key
words and vocab to ensure it stands out.
When students have finished going over the main vocabulary for the lesson, TW have the
students break into small groups of 4-6 students to complete a Food Chain Activity.
SW use the Woodlands/Marine Food Chain Cards and Paper Arrows to show the flow of
energy between each animal/organism.
TW model how the activity should be completed (Lemov Strategy: What to Do).
Ex: Each of the students in the group gets a card, and must determine if they are a
producer, primary consumer/secondary consumer, or decomposer, and label the energy
flow using the paper arrows.
Students will read their assigned card to determine if they are a producer, consumer, or
decomposer, as well as if they are predator or prey.
SW work in their groups to complete the small group activity, while the teacher circulates
around the room monitoring student comprehension and participation.
c. Closure:

TW review the standard and the objective to ensure that the lesson goals were met.
TW check for student understanding by having the students complete a ticket out the
door. TW pass out a half sheet of paper to each student and collect it to be assessed as a
formative grade.
Ticket out the door:
Ex: 1.) Name one living thing in a woodland ecosystem thats role is as a consumer.
2.) Name one living thing is a woodland ecosystem thats role is as a decomposer.
3.) Rate your own behavior and participation from 1-10 during the small group
activity, as well as the whole group extension activity *(1 is lowest, 10 is highest).

d. Extension and Contingency Plans:

Outdoor Food Web Activity: If there is extra time, TW direct the students to line-up and
go outside on the playground to complete a Food Chain/Web Activity.
SW stand in a large circle, and wait while teacher hands each student a Land/Marine
Animals and Organisms Card.
TW then start with the ball of yarn, and explain that she is the SUN. Being the main
source of energy, the students must follow the flow of energy from the sun and to each
animal or organism in the Food Chain.
Ex: Who in the circle could I give my energy to? (Who might eat me?) Who in the circle
could give me energy? (Whom could I eat?)
TW start by tossing the yarn to one student to model how the activity should be played,
and then prompt that student to pass the yarn ball to the next student with the animal or
organism card that would be next in the Food Chain (Lemov Strategy: Model &
Describe).
When the activity is complete, TW direct the students to collect the cards and wind up the
yarn.
SW head back into classroom and finish the lesson review/closure and exit ticket.

6.Accommodations and Modifications:

ELLs/IEP students will receive extra support from the teacher during the activities.
ELLs/IEP students will be seated near teacher, and teacher will give clear printed and
verbal instruction, and will implement visual aids/manipulatives when available.
ELLs/IEP students can have extra time to finish their tasks if necessary.

Modifications:
Students who need extra support to understand can be paired with a student who has a
strong grasp of the concept.

Differentiation:
The use of visual aids (Anchor Charts, Diagrams, Flow Charts)
Modeling
 Hands-on/Project-based activities
Clear verbal and written instruction

7.Assessment and Evaluation of Learning:

Formative:

TW review the students interactive notebooks during the interactive note-taking to

assess student comprehension.
SW be monitored during the Food Chain activity by prompting/asking questions to each
student as they engage.
SW complete an exit ticket after the lesson to assess basic student understanding of the
concepts.
TW assess homework to check for student understanding.

Summative: N/A Students will be assessed during a unit test at the end of the unit.

8. Homework Assignment:

SW complete a vocabulary assignment where they find definitions using their notes and
textbooks, and use their background knowledge from the lesson to write a definition,
sample sentence, and draw a picture to represent the vocabulary word.
The homework will be used as a reference for future lessons, and will be kept in their
Interactive Science Notebooks.

9. Lemov & Kagan Strategies:

Lemov Technique: Turn & Talk

Lemov Technique: Board=Paper (Model & Describe)
Lemov Technique: Exit Ticket

10. Reflection:

Strengths:
The strength of my lesson was that it was sequential, making it easy to instruct step-by-step
for the students. This was important because the concepts and vocabulary words were new for
the students, so they needed explicit, step-by-step instructions. Another positive point of my
lesson was that it was very engaging and enriching for the students. The students had multiple
opportunities to learn the content, and also had the chance to engage in different formats, which
was helpful for students of different comprehension levels and learning styles. The students
enjoyed the lesson, which made them more engaged. I encouraged the students to remain on task,
and used the extension activity as a motivating reward. I explained to to the students that in order
to get the opportunity to go outside and complete the extension, they would have to maintain
good behavior, as well as stay on task, or there would not be time or opportunity for them to do
the activity. Overall, the students stayed on task, and we did luckily have the chance to complete
the extension activity. I felt that scaffolding the lesson was beneficial as the students first learned
by direct instruction and modeling what a Food Chain looks like, and then had the chance to
work in small groups, before working as a whole class on a more challenging and intricate
activity.

Concerns:
My main concern was that the students would get lost or confused because the concept had
many different vocabulary words associated with it. However, while there was a lot of content to
go over, the students responded well to the new vocabulary, and I worked off of their
background knowledge of different root words, so that they could make more meaningful
connections to the vocabulary. For example, one of the vocabulary words was producer, and
the root word is produce which means to make. So, the students inferred that a producer is a
living thing that produces or makes energy or food for other living things. Another concern I
had was that the students would get out of hand during the small group and whole group activity.
However, even though the students voice levels raised at times, their behavior overall did not
get out of hand. They spoke louder out of excitement, but did not misbehave. I prompted them to
not raise their voices too much, but also encouraged the engagement as I think that a classroom
should encourage peer-collaboration, discussion, and problem-solving which was all occurring
during the students small group activity. I welcomed the discussion, as I observed the students
discussing important topics, and sharing valuable insight.

Insight:
Some valuable insight I gained while teaching this lesson was that it is important to be
extremely clear about your expectations of procedures when implementing an activity like the
outdoor Food Chain I conducted. Students need structure and rules so that they know exactly
what to do in the situation, and know what behavior is expected of them. My mentor reminded
me to be explicit with my directions of the activity before I even executed my lesson, so I was
prepared and ready to provide clear directions for my students. Had I not provided those
directions though, my students would have gotten out of control and it would have been much
more challenging to keep them focused and on task. I felt that this experience showed me that
you can do fun activities with your students, that can take place even outside of the classroom. It
all just depends on how you execute your instruction and explain your expectations for your
students. If you provide the structure, your students will respond to it, and you most definitely
can set your expectations high, because students are up for the challenge. They are capable of
great things when they put their minds to it!