Student: Shamika Lilavois
Professor Moroney
Course: EDU 521
Date: 08/07/13
Grade: 2nd
Content Area: Science
Topic: All about the Food Chain
Instructional Objective
After reading about the food chain and discussing main topics, students will work in groups of 4
to research information using the internet on 3 different animals. Using a food chain chart, each
group should list the animal, their habitat, what the animal eats and determine if the animal is an
herbivore, carnivore, or omnivore with at least 80% accuracy.
Key concept: Students will be able to demonstrate their understanding of food sources.
Standards and Indicators
Common Core State Standards for Language Arts:
Reading: Literature 2.RL.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Indicator:
This will be evident when the students listen to the reading of Who Eats What? And answer and
discuss as group information about the book.
Writing: 2. W.7
Participate in shared research and writing projects
Indicator:
This will be evident when the students research information to complete the food chain chart.
Speaking and Listening: 2.SL.2
Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
Indicator:
This will be evident when the students discuss with the teacher and one another the makings of a
food chain.
NETS
Standard 2: Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
Indicator:
This will be evident when students work in groups to research 3 different animals.
Standard 3: Research and Information Fluency:
Students apply digital tools to gather, evaluate, and use information.
Indicator:
This will be evident when students gather information about 3 different animals.
Motivation
The teacher will ask students about their favorite foods and where they think their food comes
from.
Materials






Flash Cards
Laptops
Food Chain Chart
SMART Board
Who Eats What? Food Chains and Food Webs
FM system
Strategies
Direct teacher instruction, Group discussion
Adaptations
For the student with a hearing impairment, the teacher will wear a microphone connected to an
FM transmitter to allow the student to hear better throughout the lesson. This FM system will be
utilized during the class discussion, the book read-aloud, and any other time the teacher speaks.
Differentiation of instruction
The teacher realizes that students learn differently; therefore videos are easily accessible in the
eTextbook, as well as fun games.
Developmental procedure (key questions)
1. Students will listen to a reading of Who Eats What? And discuss as a class food chain
sequences. (What do all food chains begin with? What do the bigger fish eat? Why do
food chains exist? Are you apart of the food chain? )
2. Students will be put in groups and given flash cards faced down. After being signaled by
the teacher, each group will use their flashcards to create a correct food chain sequence.
The group who creates a correct food chain in the shortest amount of time wins. (Where
is your place in the food chain?)
3. Students will stay with their assigned group. Each group will be given a laptop and a food
chain chart. The students will work as team to research 3 different animals utilizing the
Patterns in Nature eTextbook, as well as other websites. (What is the name of the animal?
Which habitat does the animal live in? What does the animal eat? Which group is the
animal in?)
Assessment
Students will work in groups of 4 to find information on the internet on 3 different animals.
Using a food chain chart, each group should list the animal, their habitat, what the animal eats
and determine if the animal is an herbivore, carnivore, or omnivore with at least 80% accuracy.
(See attached rubric)
Independent practice
Following the lesson, students will choose one animal their group researched and create a correct
food chain sequence.
Follow-up
Direct Teacher Intervention:
For the group who did not meet the objective of the lesson, under direct intervention with the
teacher, the teacher will assist students in completing the food chain chart, as well as their short
essays.
Academic Enrichment:
For the group who easily achieves the objective, the students will research 2 more animals from
different habitats. Using the food chain chart, each student should list the animal, their habitat,
what the animal eats and determine if the animal is an herbivore, carnivore, or omnivore.
References
English Language Arts Standards. (2012). Retrieved from
www.corecommonstandards.org/ELA-Literacy
Lauber , P. (1994). Who eats what? Food chains and food webs. HarperCollins
Publishers.
Lilavois,S., Mannion, K. & Cates, J. (2013). Patterns in nature. Weebly. Retrieved from
http://patternsinnature1.weebly.com
The food chain lesson. (2005). Retrieved from http://www.instructorweb.com
Food Chain Research Project
Teacher Name: Shamika Lilavois
Student Name:
________________________________________
4
3
2
1
Cooperative
Work
The group worked
well together with all
members
contributing
significant amounts
of quality work.
The group generally
worked well together
with all members
contributing some
quality work.
The group worked
fairly well together
with all members
contributing some
work.
The group often did
not work well
together and the
game appeared to
be the work of only
1-2 students in the
group.
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
Information has little
relates to the main
or nothing to do with
topic. No details
the main topic.
and/or examples are
given.
Labels
At least 90% of the
items are labeled
and located
correctly.
80-89% of the items
are labeled and
located correctly.
79-70% of the items
are labeled and
located correctly.
Less than 70% of the
items are labeled
and located
correctly.
Knowledge
Gained
All students in group
could easily and
correctly state
several facts about
the topic used for the
game without looking
at the game.
All students in the
group could easily
and correctly state 12 facts about the
topic used for the
game without looking
at the game.
Most students in the
group could easily
and correctly state 12 facts about the
topic used for the
game without looking
at the game.
Several students in
the group could NOT
correctly state facts
about the topic used
for the game without
looking at the game.
CATEGORY