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Learning Experience/Unit

Food Chain by St. Lawrence-Lewis BOCES


Assessment

I will use a rubric to assess the students' kidspiration created food web. See attached rubric.

Learning Context/ Introduction

As part of our self-contained special education K-4 science curriculum, we will be studying food chains. The focus of this lesson will be on local food chains. Using Kidspiration, the students create a graphic organizer to illustrate a local food chain.

Duration

Five 45-minute class periods

Essential Question

Where do animals obtain energy in the environment around them?

Instructional/Environment Modifications

  • Kidspiration
  • Preferential seating
  • Use of aide assistance
  • Hearing impaired phonic ear system used
  • Procedure

    Day One

    Present the students with the following:

    • You eat and drink to get energy.
    • How does energy get into your food and beverages? It is like this: sun >cow (milk) >you. (See attached poster )You can demonstrate this on the white board for all the students to see if you do not want to use the poster. Use several examples of this including both food and beverages. (peas, milk, orange juice, corn) The energy is all in a chain. A food chain!
    • The teacher will add the definition of food chain - the flow of energy through a community to their science vocabulary word wall cards.
    • Have the students think about an example of a food chain that they might observe growing outside in a garden. The students will be called on to share their ideas.
    • The students will then work with a partner to draw and label the food chain that they came up with. Students will be grouped by having older students helping the younger students, while the aides circulate to assist.

    Day Two

    Present the students with the following:

    • Animals get energy the same way that humans get energy. We eat plants and animals just like animals. Using a pre-printed graphic organizer, and preprinted animal pictures from Kidspiration, the students will choose the animals to represent each part of a food chain that they will research and illustrate in their Kidspiration project. .

    Day Three and Four

    • The students will put their pre-written graphic organizer into a Kidspiration program in the computer lab.
    • The students will research and illustrate their Kidspiration projects. The parts of the food chain will be labeled with vocabulary appropriately used.
    • They will print their final projects and hand them in after they present them on day five.
    Day Five

    • The students will present their food chains.

      Reflections and Feedback

      Verbal presentations could also be evaluated with a different rubric for language skills and oral presentation skills.

      Student Work

      Students will complete kidspiration created food chain webs. See attached work samples.
      Sample 1
      Sample 2
      Sample 3

      Related Resource

      Pre-printed Kidspiration pictures, pre-printed Kidspiration web diagram, and word wall cards .

    • Food Web Pictures (Kidspiration file)
    • Web Template (Kidspiration file)
    • Word Wall Cards (Kidspiration file)

    • Word Wall Cards (JPEG)
      Food Web Template (JPEG)
      Food Web Pictures (JPEG)
    • Poster (Inspiration file)
    • Poster (Word version)
    • Prior Knowledge

      • Ecosystem - all living and nonliving things in an environment and how they interact
      • Habitat - a place where an animal or plant lives
      • Producer - a living thing that uses the sun to make sugar
      • Consumer - a living thing that gets energy by eating plants and other animals, anything that eats
      • Herbivore - a consumer that eats plants also called a plant eater
      • Carnivore - a consumer that eats other consumers also called a meat eater
      • Omnivore - a consumer that eats both plants and other consumers also called a plant and meat eaters
      • Scavenger - an animal that eats dead animals
      • Decomposer - a consumer that puts materials from dead plants and animals back into the soil, air, and water


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