Lesson Plan Guide

Teacher Candidate: Cheterra Rogers Date: April 21, 2019

Grade and Topic: 4th grade Science Length of Lesson:

Mentor Teacher: Dr. Cornelius School: University of

Memphis Lambuth

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● What happens if a producer, consumer, or decomposer is removed from the environment?

LESSON OBJECTIVE:
● After various activities, given a worksheet on the food chain, the student will identify the cause and
effect members of the food chain have on the environment.

STANDARDS ADDRESSED:
● 4.LS2.4 Develop and use models to determine the effects of introducing a species to, or removing a
species from, an ecosystem and how either one can damage the balance of an ecosystem.

MATERIALS:
● Computer
● Comic Website
● PowerPoint
● Food Chain Worksheet
●
BACKGROUND and RATIONALE:
● The cause and effect of producers, consumers, and decomposers within food chains.
● This lesson continues the study of ecosystems.
● Subsequent lessons will involve food webs, in which the students need to master food chains before
continuing.

PROCEDURES AND TIMELINE:

● Introduction: Open class by asking students, “What do we need to survive?” Students will respond,
“Food and water.”
● Where does food come from?
Plants and animals.
What do you think would happen if the animals or plants disappeared? Would we have enough food for
everyone?
No.
Would we survive?
No.
 Everything works together. Grass needs sunlight to grow, cows eat grass, and we eat cows. Today, you
will learn about something called a food chain!
● Procedures: The students will be in groups of 3, and each student will receive a piece of paper with the
type of producer, consumer, and decomposer they are for the assignment. The students should line up in
the proper order of their live food chain! After each group presents their food chain, they will create a
comic strip as the producer, consumer, or decomposer they were, and tell how their life was. (20
minutes)
● After the comic is created, the teacher will decide a circumstance for each group. Ex: The grass is dying,
the cows have no food, what happens to the cows and the humans? Why? The students will use the
computer to do research on their assigned part of the food chain, and will create a PowerPoint
presentation on the effect that occurred from their assigned circumstance. (30 minutes)
● The students will present their presentations. (20 minutes)
● Students will then complete the assigned worksheet. and document in their journal what they learned,
any questions they have, and their favorite part of the lesson. (10 minutes)
● Closure: When the students have completed their worksheet, they will document in their journal what
they learned, any questions they have, and their favorite part of the lesson. (15 minutes)

ASSESSMENT EVIDENCE:
● Provide the formative and /or summative assessments that are part of this lesson.
● Make sure there is a clear link between the Goals and Objectives and the Assessments.

MODIFICATIONS:
● List specific modifications for students who did not master the objectives.
● List specific modifications for students who are ready for enrichment activities.

WORKSHEET:
Food chain Worksheet

Comic:
Cow Comic