Lesson Plane

Name of Student Teacher: Maryam Bin Thani H00327121 School: Rak Academy BC
Planning an Inquiry Based Lesson/Activity/Project Name:

Consider your PDP goals when lesson planning. Some points to keep in mind might be:

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal):
 Achieve the learning objectives
 Classroom management
2. Describe what you will do to help achieve your goal (Strategies Used) make a list of questions at
different levels of bloom’s when lesson planning
1. Memorize the definitions food chain (producers, primary consumers, secondary consumers and decomposers)?
(Knowledge)
2. Describe how organisms get energy from eating another organism? (Comprehension)
3. Give an example of completed food chain producers, primary consumers, secondary consumers and
decomposers)? (Application)
4. Analyze the food chain parts (producers, primary consumers, secondary consumers and decomposers)
(Analysis)
5. Develop your knowledge organize creature in order to follow the food chain (Synthesis)
6. Justify what did you learn from today’s lesson by creating a poster (Evaluation)
 3. Describe how you can tell if you’re achieving your goal (Evidence) list of student responses, or
worksheets
 By applying an assessment to check students understanding at the end of the lesson (poster in group
work)
Grade Level: Grade 6 Subject: Science Learning Outcome (ADEC code and words):
Students will be able to identify and analyze each part of the
food chain (producers, primary consumers, secondary
consumers and decomposers).

Title of Lesson: A brief description of my Lesson in my own words:

 Food chain
 Food chain parts (producers, primary consumers,
secondary consumers and decomposers).
 The lesson will be about food chain and how each animal
depends on other creature to survive.
 Food chain shows a line of animals that eat each other
 Food chain is a never-ending cycle that repeats over

The problem that students are trying to solve or investigate The outcome or product of the students’ investigation (i.e.
(in my own words): what will the students be expected to produce at the end of
their investigation)
Identify the difference between each part of the food chain
Create their own food chain by choosing  Food chain shows a line of animals that eat each other
 Sun
 Food chain is a never-ending cycle that repeats over and
 Producer over.
 primary consumer
 secondary consumer
 decomposer

Essential Question: Guided Questions:

 Who needs more explanation?
  Memorize the definitions food chain (producers, primary  Who needs more instructions?
consumers, secondary consumers and decomposers)?
(Knowledge)
 Describe how organisms get energy from eating another
organism? (Comprehension)
 Give an example of completed food chain producers,
primary consumers, secondary consumers and
decomposers)? (Application)
 Analyze the food chain parts (producers, primary
consumers, secondary consumers and decomposers)
(Analysis)
 Develop your knowledge organize creature in order to
follow the food chain (Synthesis)
 Justify what did you learn from today’s lesson by
creating a poster (Evaluation)

Learning Outcomes (including strand and sub strand)

 Section 5
 Standard: Living things in their environment
 Sub-standard: Food chain (producers, primary consumers, secondary consumers and decomposers).
 -The stages that the students will use to investigate the problem:

Stage What it Means/What What are some Process skills Literacy

students do at this stage of What students will Aim of this questions that I will ask that students skills that
any inquiry lesson do at this stage of my section of the students during this will use at this students will
lesson lesson section? (at what level stage (name, use at this
of Bloom’s are these and say how stage (name,
questions?) and where) and say how
and where)
Engagement At this stage teacher will start Students will be asked Students will be Memorize the definitions Questing: Students will
asking students different about their experience able to share food chain (producers, How human share their
questions that related to the and knowledge. opinion and primary consumers, depend on ideas and
previous lesson such as:  How human knowledge secondary consumers and another opinion.
 How human depend depend on decomposers)? creature?
on another creature? another (Knowledge) Students will
How animals
 How animals depend creature? improve
depend on each
on each other?  How animals speaking
other?
depend on and listing
each other? skills.
 What does
food chain
mean?
Exploration At this stage students will Students will be able Students will be Describe how organisms Hypotheses: Listening and
explore their knowledge: to explore new able to explore get energy from eating (if the grass speaking
The teacher will ask specific knowledge when they new information another organism? made her own
questions such as start thinking about Describe what is (Comprehension) food all the Exploring
 What does food chain food chain and how it the difference ecosystem will their new
mean? goes in specific cycle. between survive) adapt knowledge
(producers, they will survive with each
Teacher will bring (meat
primary and stay alive) other’s
burger), and this will be
consumers, Describe how (teacher and
connected to the lesson
secondary could human, students’
(human is an omnivore
consumers and plants and interaction)
because they eat meat and
decomposers). animals depend
plants at the same time)
on each other’s.
The food chain of the human
is (Sun, Grass, Cow, Human,
Decomposers such as; worm).

Explanation At this stage Teacher will Students will get new Students will be Give an example of Analyze Reading in the
present a PowerPoint at this information about the able to observe completed food chain /analyze data: slides and
part to explain the definition definition and the and receive new producers, primary Each creature listing to each
of Food chain and Food chain parts of food chain information consumers, secondary has a specific other
parts (producers, primary (producers, primary about how consumers and role that help the Speaking and
consumers, secondary animals survive share opinions
 consumers, secondary consumers and in specific decomposers)? ecosystem to
consumers and decomposers). decomposers). cycle). (Application) keep going.
At this stage the teacher will
give students two different
activities
 Activity 1 Group
work: Organizing
each part of the food
chain in the correct
order (Cups activity)
Elaboration At this stage teacher will use Students will be able Activity 2 pairs: Analyze the food chain Analyze Speaking and
hands on activity (students to create their own Hands on parts (producers, primary /analyze data: share opinions
will be able to create their cycle (own thinking). activity, creating consumers, secondary Elaboration
own cycle) a food chain consumers and during the
 Activity 2 pairs: cycle that start decomposers) (Analysis) lesson by doing
Hands on activity, with the sun. the cups
Develop your knowledge
creating a food chain activity.
organize creature in order
cycle that start with
to follow the food chain
the sun.
(Synthesis).
Evaluation At this stage students will be Students will be able Students will Justify what did you Conclusion: Writing and
assists by creating a poster in to show their start creating the learn from today’s lesson Justifying what reading
group that contain all of the understanding of the poster by creating a poster did they learn (Poster)
part of food chain (producers, lesson. The teacher will (Evaluation). from the lesson
primary consumers, make sure that by doing the
secondary consumers and they understood poster.
decomposers). the lesson.
Each group will have 5
different environments
(ocean, desert, rainforest,
snowy arctic land and African
savanna).