Lesson Plan Format Explanation
Lesson
Plan Title:
The Roles of Organisms
Grade
Level:
4th grade
Subject:
ISTE Nets
Standard
for
Students:
Rationale
Statement:
Lesson
Objectives:
GPS / QCC
Standards:
Science
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.
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
It is important to teach this lesson to students because they are
learning about the different roles that organisms play in the
environment. This benefits students because it teaches them how
important the roles that organisms are to our environment
Students will be able to comprehend the roles of producers,
consumers, and decomposers in a community.
S4L1. Students will describe the roles of organisms and the flow of energy
within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
13. Topic: Research
Standard: use basic research techniques with teacher guidance.
Prerequisit
e skills
Technology
Connection
:
For students to be successful at this lesson they should have basic
research skills, know how to use a camera, and what an organism is
The computers are the to help student develop their research
skills and to find out what producers, consumers, and
decomposers are
The TV is there to even more help students what producers,
consumers, and decomposers are
The overhead is just to show and cconfirm students findings
Materials
needed:
(include
technology
needs)
Related
URLs:
Teacher
Preparation
:




Computer/computers
TV
Overhead projector
Worksheet for students (they will need to write and draw what
think producers, consumers, and decomposers are, write and
draw actually what they are)
 Crayons/markers
You tube video: http://www.youtube.com/watch?v=ezXimG1bwtg
Website 1:
http://www.sheppardsoftware.com/content/animals/kidscorner/food
chain/producersconsumers.htm
Website 2:
http://www.geography4kids.com/files/land_foodchain.html
 Overhead
 Blank overhead transparencies
 You tube video to show students
 Put students into groups
 Access to the internet on computers
 Make worksheet for student to fill out
Amount of
time for the
entire
lesson
The lesson will approximately take 50 minutes
(approxima
tely):



Lesson
Procedures
:




Explain directions to students (tell students how they will
research what producers, consumers, and decomposers are.
Then when they are done they will have to draw a picture for
each.) 3mins
Pass out materials to students (worksheet, crayons/markers)
1min
Students will make educated guesses about what they think
producers, consumers, and decomposers and draw what they
think are.
Students will be called to go to the computers and complete
their research using two websites I found to find what
producers, consumers, and decomposers are (10mins per
student)
While students are waiting to go on the computers and do
their research on the computers they will finish writing their
educated guesses and drawings
Then students write what each one is from their research on
their worksheet (10min)
Next students will draw a picture of a producer, consumer,
and decomposer actually is (10min)


Assessmen
t:
Accommod
ations /
Modificatio
ns /
Problem
Solving /
etc.
Technology
Manageme
nt:
Once everyone is done I will collect their worksheets and we
will discuss their finding as a class(10min)
 As we discuss the student findings I will right them on the
over for the students to see
 To finish up the lesson I will show students a video about
producers, consumers, and decomposers (4min)
I will know if students meet the objectives by the answers they
put on their worksheets

To let the students know that they meet the objectives I will
right comments like great job, very creative picture, good
definition.

When a student meets an objective I will put MO which stands for
meets objective in my record/grade book
For students that are lower I will have the meanings and they will
have to say which one it is on their worksheet.
For students who are lower they can just draw what they think
producers, consumer, and decomposers
For students who are higher or finish early can write a sentence
explaining why their picture is a producer, consumer, and
decomposer.

To make sure students get an equal amount of time with the
technology I will set a timer and once the timer goes off it is time
for the next group of students to go on the computer and
complete their research.

Students will not have any access to the tv plus I will also
tell them that they are not allowed to play around with the
televisions. the overhead projector will be out of the
students way and when I need it for my lesson I will pull it
out and use it.