Documenti di Didattica
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Author:KelseyOlson
Datecreated:03/31/20156:49PMEDTDatemodified:03/31/20157:57PMEDT
VITALINFORMATION
TotalNumberofStudents
23total(13Malesand10Females)
Area(s)StudentsLiveIn
Suburban
Free/ReducedLunch
.09%
EthnicityofStudents
AfricanAmerican/Black:3
Asian:3
White:15
Hispanic/Latino:2
EnglishLanguageLearners
TwostudentsareEnglishlearners.OnestudentisfluentEnglishproficient.
StudentswithSpecialNeeds
Onestudenthasaspecificlearningdisabilityandonestudenthasaspeechandlanguageimpairment.
Subject(s)
Science
TopicorUnitofStudy
LifeSciencesFlowofEnergyandMatter.
Grade/Level
Grade4
Comments
KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions
ThisisthefourthactivityoftheLifeScienceunit.Thisactivitycoversthesecondlessonofthechapter3,whichfocuseson
howmatterflowsinecosystems.Thebigquestionofthechapteris:Howdolivingthingsinteractinanecosystem?
Thislessonwillfocusonfoodchainsandfoodwebsaswellashowenergyandmatterarepassedfromoneorganismto
another.Thebigideasofthislessonisthatlivingthingscompetewitheachotherforresourcesinanecosystemandthat
decomposersrecycledeadmatterfromplantsandanimals.
LearningOutcome(s)
Studentswillunderstandthatlivingthingscompetewitheachotherforresourcesinanecosystemandthatdecomposers
recycledeadmatterfromplantsandanimals.
Summary
Standards
StudentswillcompleteashortassessmentcoveringtheinformationfromLesson1.Wewillthencreateafoodwebusingpictures
ontheboardtoillustratethatafoodwebisasystemofoverlappingfoodchains.Studentswillcopydowntheinformationfornotes
inordertopracticenotetaking.WewillthenreadLesson3asaclassanddiscusstheinformationasweread.Studentswillthen
makeanhypothesisandbeginanexperimentusingbananasandyeastinordertoshowtheaffectofdecomposers.
CACaliforniaK12AcademicContentStandards
Subject:Science
Grade:GradeFour
Area:LifeSciences
SubStrand2:Allorganismsneedenergyandmattertoliveandgrow.Asabasisforunderstandingthisconcept:
Standarda:Studentsknowplantsaretheprimarysourceofmatterandenergyenteringmostfoodchains.
Standardb:Studentsknowproducersandconsumers(herbivores,carnivores,omnivores,anddecomposers)are
relatedinfoodchainsandfoodwebsandmaycompetewitheachotherforresourcesinanecosystem.
Standardc:Studentsknowdecomposers,includingmanyfungi,insects,andmicroorganisms,recyclematter
fromdeadplantsandanimals.
SubStrand3:Livingorganismsdependononeanotherandontheirenvironmentforsurvival.Asabasisfor
understandingthisconcept:
Standarda:Studentsknowecosystemscanbecharacterizedbytheirlivingandnonlivingcomponents.
Standardb:Studentsknowthatinanyparticularenvironment,somekindsofplantsandanimalssurvivewell,
somesurvivelesswell,andsomecannotsurviveatall.
Standardc:Studentsknowmanyplantsdependonanimalsforpollinationandseeddispersal,andanimals
dependonplantsforfoodandshelter.
Area:InvestigationandExperimentation
SubStrand6:Scientificprogressismadebyaskingmeaningfulquestionsandconductingcarefulinvestigations.As
abasisforunderstandingthisconceptandaddressingthecontentintheotherthreestrands,studentsshoulddevelop
theirownquestionsandperforminvestigations.Studentswill:
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Standardc:Formulateandjustifypredictionsbasedoncauseandeffectrelationships.
USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:
ContentArea:InformationalTextK5
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
1.Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawing
inferencesfromthetext.
Standard:
2.Determinethemainideaofatextandexplainhowitissupportedbykeydetailssummarizethetext.
Standard:
3.Explainevents,procedures,ideas,orconceptsinahistorical,scientific,ortechnicaltext,includingwhat
happenedandwhy,basedonspecificinformationinthetext
Domain:CraftandStructure
Standard:
4.Determinethemeaningofgeneralacademicanddomainspecificwordsorphrasesinatextrelevanttoa
grade4topicorsubjectarea.
Comments
ASSESSMENTS
Assessment/Rubrics
Studentsabilitytofillintheassessmentformforlesson1usingthewordbankwillactasaformativeassessmentin
ordertotellmeifanythingfromlesson1needstoberetaughtmoreexplicitly.
Teacherobservationofthestudents'participationduringthewholeclassactivitieswillbethemainformofassessment
forthislesson.
Comments
MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)
1.
2.
3.
4.
5.
6.
7.
8.
ScienceStudyNotebooks
CaliforniaScienceUnitBtextbooks
Picturesofanimalsforfoodweb
Whiteboardandmarkers
Fourteenplasticbagswithabananasliceineachbag
Amarkertolabeleachbag(7:control,7:yeast,andeachbagshouldhaveatablenumberonit)
Sevenplasticbagsfilledwithateaspoonofyeast
ScienceJournals
Comments
IMPLEMENTATION
SequenceofActivities
1:302:20(50Min)
Introduction(15Minutes)
1. Studentswillbeginsciencebytakingashortassessmentwithawordbankonthematerialtheylearnedinlesson
1(Howdoesenergyflow?).
2. Oncethestudentshavecompletedtheassessment,picturesofthesun,plants,insects,rabbit,squirrel,deer
mouse,spottedowl,deer,andmountainlionwillbepostedontheboard.Studentswillbeaskedtothinkabout
howthesethingsarerelated,rememberingthedrawingstheyhavedoneinpreviouslessontohelpguidethem.
3. Asaclass,wewillconnecttheanimalpicturesonthewhiteboardusingdifferentcoloredmarkerstosignifythe
transferofenergy.
4. StudentswillfillintheLesson2studyguidefromtheirsciencestudynotebooktorecordtheconnectionsbetween
thelivingthings.
5. Studentswillbeinformedthatthisisafoodweb.Afoodwebisasystemofoverlappingfoodchains.Inafood
chainenergyandmattercanflowthroughmanydifferentbranches.
6. Askthestudentstothinkpairshareaboutwhatwouldhappenifthenumberofmountainlionsdramatically
dropped.Makesurethatstudentsunderstandthatalllivingthingsareconnectedinsomeway.Achangeinone
partofafoodwebcanaffectallparts.(Ifextratimetoday,askstudentstowritehowtheytheythinkadrought
affectslocalfoodwebs.)
WhatareDecomposers(20minutes)
1. Askstudentstopullouttheirsciencebooksandopentopage102.
2. Tellstudentsthatnowwewillfocusonaspecialtypeoforganisminfoodwebsdecomposers.Askstudentsto
sharewithapartneronethingthattheyhaveseendecompose(pumpkin,bread,tree).
3. HavestudentvolunteerstaketurnsreadingaparagraphatatimeofLesson3(Whataredecomposers?).Stopto
checkforunderstandingthroughoutthereading.
4. Makeadjustmenttofoodwebontheboard,byconnectingthewormstotheconsumers,explainingthat
decomposersrecyclethenutrientsinanecosystem.
Experiment(15minutes)
Page 2 of 3
1. Tellstudentsthattodaywearegoingtostartanexperimentinordertoobservedecomposingourselves.Each
groupwillbegiventwobagswithabananasliceineach.Onebagwillbelabeled"control"andwearenotgoing
todoanythingtothisbag.Thecontrolgroupiswhatwewillcomparetheexperimentedbagtoinordertobetter
seewhatchangesoccurasaresultofaddingadecomposer.Eachgroupwilladdyeasttothebaglabeled
yeast.Yeastisasinglecelledfungus.
2. Askthestudentswhatpartofthefoodwebfungiareapartof(decomposers).
3. Askstudentswhattheythinkwillhappentothetwobananaslices:theonewiththeyeastandtheonewithout
theyeast?Havestudentswritedowntheirhypothesisatthetopofanewpageintheirsciencejournals.
4. Passouttwobagswithabananasliceineachtoeachtablegroup(eachnumberedpertablegroupandone
labeledcontrolandonelabeledyeast).
5. Havethestudentsrecordobservationsintheirjournals
6. Passoutateaspoonofyeasttoeachgroupandtellthemtoaddittothebaglabeledyeastthenrecordany
additionalobservations.
7. Collectthebagsfromeachtablegroupandhavestudentsgetouttheirassignmentnotebooksandcopydownthe
dayshomework.
GroupingStrategies
Individualforassessment
Wholegroupforformingthefoodwebandreadingthesciencechapter
ThinkPairShareaboutwhatwouldhappenifthenumberofmountainlionsdecreased
Tablegroupsfortheexperiment
DifferentiatedInstruction
Ascheduleofthelessonwillbepostedonthewhiteboardtogivestudentsasenseofwheretheactivityisgoing,
whichwillbeparticularlyhelpfultothespecialeducationstudents.
ThepicturestoshowthedifferentaspectsofafoodwebshouldhelpvisualandEnglishlanguagelearnersbetter
understandthemeaningofthetermfoodweb.
StoppingtopointoutaspectsofanonfictiontextandcheckingforstudentunderstandingwillhelpEnglishlearnersand
specialeducationstudentsbetterunderstandhowtogaininformationfromthetextandwhatisbeingread.
Comments
REFLECTIONS
PriortoLesson
Iwillknowthatthestudentlearningoutcomesweremetifstudentsareabletoparticipateduringthefoodweb
formationactivityandduringthereadingdiscussion.Ianticipatethatfittingeverythingintoonedaywillbeachallenge.
Theexperimentaspectofthelessonmayneedtowaitforthenextdayinordertomakesurestudentsunderstand
everythingbeingcovered.
PostLesson
Comments
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