5th Grade Science Food Webs Ashley Beach I. Standard: a. L.EV.06.

51 - Classify organisms (producers, consumers, and decomposers) based on their source of energy for growth and development. II. Objective: a. I can explain how energy transfer works in a food web. b. I can explain what a producer, consumer and decomposer is. c. I can create a food web. III. Anticipatory Set: a. Begin by telling students that they will start learning more about food chains, webs and energy transfer. i. Ask students what they think energy means or is. ii. Guide students into the direction that humans gain energy from the foods we eat, and that all animals receive it from the foods they eat. Then begin the discussion of how plants 'eat' to get energy. IV. Input: a. Task Analysis: i. Discuss why sunlight is important for plants 1. How does it provide the plants with energy 2. Define 'Photosynthesis'

ii. Create a food chain "Sunlight > Grass > Mice > Snakes > Foxes" 1. Ask students why sunlight is in the food chain 2. Plants need sunlight to create energy or food 3. Begin a discussion on producers and consumers a. Ask students if there are two consumers in this food chain i. Explain primary consumer and secondary consumer and the differences between them ii. Remind students secondary has the word 'second' in it, and comes '2nd' b. Discuss decomposers and the role they play with energy as well, but tell students they are not going to focus as much here. iii. Ask students how a food web might vary from a food chain iv. Discuss with students that they will be creating a human food web. 1. Pass out one organism card to each student and have them locate their other group members. 2. Ask students to find a place around the classroom that is a little away from the other groups 3. Discuss with students where they might need to start the food web a. The answer should be sunlight 4. Ask students where to go next

a. Grass 5. Repeat until the students are uncertain a. They may be able to create the entire food web, if so, discuss it with students b. If students struggle, guide them in the right direction by discussing whether grass can only go to one organism or multiple c. Ask students if an organism can get energy from more than one source, as well. v. Have students observe the various connections in the food web. vi. Have students return to their seats and create the food web with: sunlight, grass, mice, snakes, foxes, skunks, and insects. 1. Have students write how the energy moves throughout this food web. 2. Have students turn in this page to the teacher as an exit slip b. Thinking Levels: i. Knowledge - Stating what a food chain and web are. Describe what energy is. Describe what a population is. ii. Comprehension - Explaining how energy transfers work. Explaining the parts of a food web iii. Application - Creating food webs with the entire class iv. Analysis - Describing what happened with the populations every year.

v. Synthesis - Creating a food web. c. Learning Styles: i. Verbal/Linguistic - Discussing and writing down definitions of energy ii. Kinesthetic - Students moving around to create the food web iii. Visual - Students drawing the food web iv. Interpersonal - Students turning and talking v. Intrapersonal - Students having to think about food webs and chains d. Accommodations: i. Remediation: 1. Have students attempt to create a food chain in small groups 2. Have students verbally explain energy instead of writing it down ii. Extensions: 1. Have students attempt to create a food web on their own e. Differentiated Instruction & Strategies: i. Students will be doing a variety of activities to understand the concepts of food webs and chains. 1. Drawing a food web 2. Creating a human food web 3. Discussion of food webs f. Method: i. Whole group discussion ii. Small group discussion

iii. Turn and Talks g. Materials: i. Promethean, computer, projector ii. Yarn iii. Scissors iv. Food web cards V. Modeling: a. Modeling for students how to create the food web b. Modeling for students how to create the food chain c. Modeling for students how to appropriately create the human food web. VI. Checking for Understanding: a. Asking students why sunlight would be a part of the food chain b. Asking students to explain how a food chain differs from a food web c. Asking students to discuss why energy is important d. Asking students to explain what energy is VII. Guided Practice: a. Students will create a food chains in their small groups using the terms producer, primary consumer, secondary consumer and decomposer. i. Students will then discuss what kinds of animals MIGHT go in each part of the food chain, and how these differ from food webs. VIII. Independent Practice: a. None for this lesson

IX.

Closure: a. Have students draw a food web and explain how energy moves from organism to organism

X.

Assessment: a. Reviewing the food webs that students have created.