5-E Integrated Subject Unit Plan
Title of Unit: Aquatic and Terrestrial Food Chains 3rd Grade
Unit Planners (names): Richard Morris and Kendall Willhite
School(s) & School Division (if applicable): Warren County
Grade Level: 3rd
Unit learning focus:


Science--Food Chains, Aquatic and Terrestrial Habits
Math-Graphing, Probability, Fractions, Comparing Numbers
Unit learning goal(s): below
Science & Math SOL
Science Standards
3.5
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key
concepts include
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
3.1
The student will
c)The student will compare whole numbers using symbols (>, <, or =) and words (greater than, less than, or equal to)
3.3
The student will
a) name and write fractions represented by a model;
b) model fractions and write the fractions’ names; and
3.17
The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence
analyzing the data.
3.18
The student will investigate and describe the concept of probability as chance and list possible results of a given
situation.
Math Standards
Essential Question(s):
What is the connection or relationship between
organisms that live in aquatic or terrestrials
habitats?
1. What organisms live in the aquatic and
terrestrial habitats?
2. What is the connection between producers,
consumers and decomposers in a food chain?
3. What do herbivores, carnivores, and
omnivores eat?
4. What is the difference between predator and
prey?
Understandings:
Students will understand that…
a.) Aquatic animals live in the water and terrestrial
animals live on land.
b.) Producers are eaten by consumers. Producers
and consumer die and are eaten by
decomposers.
c.) Herbivores eat only plants, Carnivores eat only
meat and Omnivores eat both plants and
animals.
d.) Predators hunt other animals for food and prey is
hunted by another animal for food.
Students will know… (KNOW)
Students will be able to… (DO)
Science


A food chain shows a food relationship among plants and
animals in a specific area or environment.
Terrestrial organisms are found on land habitats such as
deserts, grasslands, and forests. Aquatic organisms are
found in water habitats such as ponds, marshes, swamps,
rivers, and oceans.

A green plant makes its own food using sunlight, air, and
water. Green plants are producers.

A consumer is an animal that eats living organisms (plant
or animal).

Certain organisms break down decayed plants and
animals into smaller pieces that can be used again by
other living organisms. These organisms are
decomposers.

A food chain, which shows part of a food web, can have
an animal that eats only plants (herbivore). It can have an
animal that eats only other animals (carnivore). It can also
have an animal that eats both plants and animals
(omnivore).

An animal can hunt other animals to get its food
(predator).

An animal can be hunted by another animal for food
(prey).
Science

differentiate between predators and prey.

distinguish among producers, consumers, herbivores,
omnivores, carnivores, and decomposers.

infer that most food chains begin with a green plant.

identify sequences of feeding relationships in a food
chain.

explain how a change in one part of a food chain might
affect the rest of the food chain.

create and interpret a model of a food chain showing
producers and consumers.
Math

A fraction is a way of representing part of a whole (as in a
region/area model or a length/measurement model) or part
of a group (as in a set model). Fractions are used to name a
part of one thing or a part of a collection of things. Models
can include pattern blocks, fraction bars, rulers, number
line, etc.

The denominator tells how many equal parts are in the
whole or set. The numerator tells how many of those parts
are being considered.

Provide opportunities to make connections among fraction
representations by connecting concrete or pictorial
representations with oral language and symbolic
representations.

Informal, integrated experiences with fractions at this level
will help students develop a foundation for deeper learning
at later grades. Understanding the language of fractions
1
(e.g., thirds means “three equal parts of a whole,”
3
represents one of three equal-size parts when a pizza is
shared among three students, or three-fourths means “three
of four equal
Math

Name and write fractions.

Use concrete materials and pictures to model

Name and write fractions represented by drawings or
concrete materials.

Represent a given fraction using concrete materials,
pictures, and symbols. For example, write the symbol for
one-fourth and represent it with concrete materials and/or
pictures.

Formulate questions to investigate.

Organize data and construct a bar graph on grid paper
representing 16 or fewer data points for no more than four
categories.

Investigations involving data should occur frequently and
relate to students’ experiences, interests, and environment.

Formulating questions for investigations is studentgenerated at this level. For example: What is the cafeteria
lunch preferred by students in the class when four lunch
menus are offered?

The purpose of a graph is to represent data gathered to
answer a question.

Bar graphs are used to compare counts of different
categories (categorical data). Using grid paper ensures
more accurate graphs.






A bar graph uses parallel, horizontal or vertical bars to represent
counts for categories. One bar is used for each category, with the
length of the bar representing the count for that category.

Label each axis on a bar graph and give the bar graph a
title. Limit increments on the numerical axis to whole
numbers representing multiples of 1, 2, 5, or 10.

Read the information presented on a simple bar or picture
graph (e.g., the title, the categories, the description of the
two axes).

Analyze and interpret information from picture and bar
graphs, with up to 30 data points and up to 8 categories,
by writing at least one sentence.

Describe the categories of data and the data as a whole.

Identify parts of the data that have special characteristics,
including categories with the greatest, the least, or the
same.

Select a correct interpretation of a graph from a set of
interpretations of the graph, where one is correct and the
remaining are incorrect.

Define probability as the chance that an event will
happen.

List all possible outcomes for a given situation (e.g.,
heads and tails are the two possible outcomes of flipping
a coin).
Identify the degree of likelihood of an outcome occurring
using terms such as impossible, unlikely, as likely as,
equally likely, likely, and certain.
There is space before, between, and after the bars.
The axis displaying the scale representing the count for the
categories should extend one increment above the greatest recorded
piece of data. Third grade students should collect data that are
recorded in increments of whole numbers, usually multiples of 1, 2,
5, or 10.
Each axis should be labeled, and the graph should be given a title.
Statements representing an analysis and interpretation of the
characteristics of the data in the graph (e.g., similarities and
differences, least and greatest, the categories, and total number of
responses) should be written.
When data are displayed in an organized manner, the
results of the investigations can be described and the posed
question answered.

Recognition of appropriate and inappropriate
statements begins at this level with graph
interpretations.

Probability is the chance of an event occurring.

The probability of an event occurring is the ratio of desired
outcomes to the total number of possible outcomes. If all
the outcomes of an event are equally likely to occur, the
probability of the event =
number of favorable outcomes
total number of possible outcomes

The probability of an event occurring is represented by a
ratio between 0 and 1. An event is “impossible” if it has a
probability of 0 (e.g., the probability that the month of
April will have 31 days). An event is “certain” if it has a
probability of 1 (e.g., the probability that the sun will rise
tomorrow morning).

Students should have opportunities to describe in informal
terms (i.e., impossible, unlikely, as likely as, equally likely,
likely, and certain) the degree of likelihood of an event
occurring. Activities should include real-life examples.

For any event, such as flipping a coin, the equally likely
things that can happen are called outcomes. For example,
there are two equally likely outcomes when flipping a coin:
the coin can land heads up, or the coin can land tails up.
Unit Outline
Day
1
Math

Students will compare the number of organisms they
discovered in their group and then compare to other
groups in the class. (Explore)

Students will use greater than, less than, and equal to
symbols for their comparisons. (Explore)
Science

Students groups (by tables) will select a habitat from
a cup of dirt or a cup of water. (desert, grassland,
forest hidden in dirt on paper or river, pond, ocean on
plastic in a cup of water) (Engage)

Students will then Brainstorm about the organisms
that live in their chosen habitat. (Engage)
2

Students will use the internet to research their habitat
and add to their list from Day 1. (Explore)
3

Students will observe and discuss the terms Aquatic
and Terrestrial through PowerPoint Vocabulary
Slides 1-2. (Explain)

Students will give an explanation of why they drew
from a cup of water or a cup of dirt on day 1.
(Explore)
4

Students will use the Organism list they created on
Day 1 in Science to make a prediction graph of which
animal was a herbivore, carnivore, or omnivore.
(Extend)
5

Students will be introduced to Aquatic and Terrestrial
Habitats through a PowerPoint Slides created by
Denise Carroll 1-10. (Explain)

Students will watch a Study Jams video on Aquatic
Ecosystems
http://studyjams.scholastic.com/studyjams/jams/scien
ce/ecosystems/aquatic-ecosystems.htm (Explain)

Students will test their knowledge by completing a
formative assessment on Study Jams. (Evaluate)

Students will participate in a presentation from the
Shenandoah National Park called “What’s for
Lunch?” (Explore)

Students will be introduced to herbivores, carnivores,
and omnivores through the visualization of animal
skulls, teeth and mouths. (Extend)

Students will review the vocabulary herbivore,
carnivore, and omnivore from PowerPoint
Vocabulary slides 3-5. (Explore)

Students will create their own definitions and
illustrations to define the terms producer, consumer
and decomposer. (Extend)

Students will watch a clip that introduces producers,
consumers, and decomposer.
http://studyjams.scholastic.com/studyjams/jams/scien
ce/ecosystems/food-chains.htm (Explain)
6

Students will test their knowledge by completing a
formative assessment on Study Jams. (Evaluate)

Students will be introduced to the terms predator and
prey through the use of a game at the following link:
http://www.kgcs.k12.va.us/instruction/SS%20Scienc
e%203_PDFs/Are%20You%20a%20Predator%20or
%20a%20Prey.pdf (Explore)

7
Lesson Plan #1 Attached Below

Students will watch a Study Jams video on Fractions
http://studyjams.scholastic.com/studyjams/jams/math/
fractions/fractions.htm (Explain)
Lesson Plan #1 Attached Below

Students will create their own food chains with
picture cards provided by the teacher. (Explore)

Students engage in interaction and discussion of the
different organisms that make up the food chain.
(Extend)

Students will test their knowledge by completing a
formative assessment on Study Jams. (Evaluate)

Students will divide a piece of paper into thirds.

(Extend)

Students will review PowerPoint Vocabulary Slides
1-6. (Explain)
Students will identify whether an organism is a
producer, consumer, or decomposer by placing the
pictures on giant cutouts of a producer, consumer, or
decomposer provided by the teacher.
(Evaluate)
Students will separate out their food chain into the
appropriate third on their paper. The paper on one
side will be classified as producers, consumers, and
decomposers. On the other side the paper will be
classified herbivore, carnivore, and omnivore.
(Extend)

8
Students will record the information on their fraction
strip and then write out the fraction with a numerator
and denominator. (Extend)
Lesson Plan #2 Attached Below
Lesson Plan #2 Attached Below

Students will take the information gathered in the
SFA chart and will create a graph and display their
data in a bar graph. (Engage)


Students will watch a Study Jams video on Circle or
Pie Graphs
http://studyjams.scholastic.com/studyjams/jams/math/
data-analysis/circle-graph.htm (Explain)
Students will complete a SFA chart using the
organisms they identified from their list on Day1.
They will be classifying each organism as producer,
consumer, decomposer or herbivore, carnivore,
omnivore, or predator or prey. (Extend)

Students will illustrate their own food chain
(containing at least five organisms and to include a
decomposer) using index cards and their list they
generated on Day 1. (Explore)

Students will need to form two food chains from their
habitat. (Evaluate)

Students will test their knowledge by completing a
formative assessment on Study Jams. (Evaluate)

Students will also take the data and create a pie graph
using the following website:
http://nces.ed.gov/nceskids/createagraph/default.aspx
?ID=2d16967001614cd3b2736f27ee94b64e
(Explore)

Students will analyze this graph to discuss its
usefulness.

(Engage)
Students will use this new information to print new
pie graphs with just producer, consumer, decomposer
or predator and prey or herbivore, omnivore,
carnivore.http://nces.ed.gov/nceskids/createagraph/de
fault.aspx?ID=2d16967001614cd3b2736f27ee94b64e
(Explore)
9

Students will take the teacher created lists and
identify the predator and prey organisms. (Engage)



10

Students will identify the fractional parts of the
predator and prey relationship. (Extend)
Students will watch a Study Jam video on Probability
http://studyjams.scholastic.com/studyjams/jams/math
/probability/find-probability.htm (Explain)

Students will use the compiled list cut into strips and
put in a bag for drawing purposes. They will move
through 5 stations. (Extend)
Students will test their knowledge by completing a
formative assessment on Study Jams. (Evaluate)

Students will select an organism from the bag and
keep tally of predator or prey out of 15 draws from
the bag. Data Sheet Probability Day 9 (attached
below) (Extend)
Students will watch a Study Jams video on
Probability as a Fraction
http://studyjams.scholastic.com/studyjams/jams/math
/probability/probability-fraction.htm (Explain)

Students will test their knowledge by completing a
formative assessment on Study Jams. (Evaluate)

Students will then identify the probability of the
predator prey relationship out of the following terms
impossible, unlikely, equally likely, likely, and
certain by filling in their charts at the stations. We
have pretyped their lists and have set it up a
controlled experiment to predetermine the outcomes
to match the probability words. Example station 1 is
all prey animals so their outcome will be 15/15 or all
of them would be eaten by the predators. (Extend)

Students will write (journal) about their
understanding of probability based on the terms
learned yesterday. (impossible, unlikely, as likely as,
equally likely, likely, and certain) (Engage)

Students will view a Study Jams video on Changes in
Ecosystems
http://studyjams.scholastic.com/studyjams/jams/scien
ce/ecosystems/changes-ecosystems.htm (Explain)

Students will watch a Bill Nye the Science Guy on
Probability----http://youtu.be/Sqq4k50dxbI

Students will test their knowledge by completing a
formative assessment on Study Jams. (Evaluate)

Students will think about the following questions and
reflect in journal writing and orally on their
knowledge and understanding of the concepts learned
in this unit. (Evaluate)
(Explain)
1. What would happen if an animal’s habitat
were destroyed?
2. What is the relationship between predator and
prey?
11

Students will review with slides 25-41 in Denise
Carroll's Habitats for Plants and Animals.
(Explain)

Students will choose an organism from their list from
Day 1. (Extend)

Students will research their organism and create a
PowerPoint slide including pictures and where their
animal fits into the habitat. (Extend)

Students will then combine the organisms from their
habitats into a group into a food chain. (Extend)
12

Students will present their food chain and habitat
slide show to the class. (Evaluate)
13

Students will review all materials from this unit
through games, vocabulary, and other activities.
(Evaluate)

Students will play a bingo game with vocabulary
words. (Evaluate)

Students will use solpass.org as a study resource.
(Evaluate)
14

Students will use the following site as a study
resource of food chains:
http://www.sheppardsoftware.com/content/animals/ki
dscorner/games/foodchaingame.htm (Evaluate)

Students will complete an evaluation for the unit.
(Evaluate)

Students will complete a Post-Habitat Survey.
(Evaluate)
Type of Integration: Content Specific
Level or Extent of Integration: Science Focus
Systems concept(s) incorporated into the unit:
Humans can have a positive or negative effect on an ecosystem.
5-E Integrated Subject Lesson Plan
Title of Lesson: Exploring Food Chains
Lesson Planners (names): Richard Morris and Kendall Willhite
School(s) & School Division (if applicable): Warren County
Grade Level: 3rd
Lesson specific Science & Math SOL (or other standards covered). Describe desired gains in
Knowledge/Skills/Behaviors for each, where applicable). These are your specific Learning
Objectives for the lesson.
SOL 3.5-The student will investigate and understand the relationships among organisms in
aquatic and terrestrial food chains. Key concepts include:
a) Producer, consumer, decomposer;
b) Herbivore, carnivore, omnivore;
c) Predator and prey
SOL3.3-The student will
a) name and write fractions represented by a model;
b) model fractions and write the fractions’ names
Standards
(list)
Math
Science
Knowledge (Know)

A fraction is a way of
representing part of a whole (as
in a region/area model or a
length/measurement model) or
part of a group (as in a set
model). Fractions are used to
name a part of one thing or a part
of a collection of things. Models
can include pattern blocks,
fraction bars, rulers, number line,
etc.

The denominator tells how many
equal parts are in the whole or
set. The numerator tells how
many of those parts are being
considered.

Provide opportunities to make
connections among fraction
representations by connecting
concrete or pictorial
representations with oral
language and symbolic
representations.

A food chain shows a food
relationship among plants and
animals in a specific area or
Skills (Do)
Values (Be)

Name and write fractions.


Use concrete materials and
pictures to model

distinguish among
producers, consumers,
herbivores, omnivores,

After learning
about fractions
students will be
able to create
fractions using
data they are
given.
After completing this
lesson plan on building a
food chain, students will be
environment.
carnivores, and
decomposers.

infer that most food chains
begin with a green plant.

identify sequences of
feeding relationships in a
food chain.

explain how a change in one
part of a food chain might
affect the rest of the food
chain.

create and interpret a model
of a food chain showing
producers and consumers.
able to form a food chain
and will know how they
are constructed.
Level or Extent of Integration for this lesson: Science Focused
Instructional time: 30 minutes
Materials needed:
Science Materials needed: Pictures of things found in a food chain (optional), Glue
(optional),
Markers, Stopwatch, Science journals or notebook paper, Pencils
Math Materials needed: Strips of paper, index cards from the food chains in Science
Web resources used (if any; Give urls): None
Advance preparation needed:
Before teaching this lesson, make the cards for the activity. You will need to print pictures of
examples of producers, consumers, and decomposers and glue them to the index cards. If you
cannot do that, you can use a marker to write the name of a producer, consumer, or decomposer
on the card. Make enough cards so that every student gets one. You will have to make several
different food chains depending on the size of your class.
Formative assessment(s): How will students demonstrate that they have achieved the lesson
objective(s)? How will you judge whether your teaching strategy is effective? This assessment
should be embedded throughout the lesson as well as at the end of the lesson.
o Students would have completed a pretest on the skills cover in the unit.
o Students would have an exit ticket at the end of each day.
o Science Formative Assessment--During the lesson students will use individual white
boards to show understanding by ordering items from the teacher into a food chain.
o Science Formative Assessment--Students will draw their food chain on a piece of paper.
Students will write a short paragraph to describe the relationships among each organism in
the food chain. (use vocabulary that you have learned in the unit)
o Math Formative Assessment—Students will need to write the fraction for each set of
data. (attached below)
o Math Formative Assessment—Students will watch a Study Jams video on Fractions.
http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm
o This assessment will be used to determine if the student understands the concept being
taught.
o If the student doesn’t show understanding of the concepts, they will be pulled to work on
remediation at another time of the day.
Lesson Description (step-by-step teaching procedure):
Science Instruction
Introduction-Activate Prior Knowledge
Talk to students about what they eat. Ask students if they know where it comes from. Talk
about what an animal in the wild might eat.
Teach
Read about food chains from your science textbook or from What are Food Chains and
Webs? Talk about what a producer, consumer, and a decomposer are. Briefly explain that all food
chains start with a producer. Then, a consumer eats the producer. Once the consumer dies, it is
broken down by a decomposer. Give them a few examples. A flower grows, and a rabbit comes to
eat it. Then, a wolf eats the rabbit. The wolf dies, and bacteria and fungus break down his body
into nutrients for the soil.
Have students use white boards to do a quick formative assessment. The teacher will put a list of
animals on the board. Students will need to quick draw pictures or copy the words in order to
create a food chain. Students will listen for direction words “boards ready” and “boards up” to
show their answers. The teacher will observe all the students white boards quickly to check for
understanding of the skills. Repeat a couple of times to check for understanding.
Procedure
Explain to the students that you are about to play a game. Tell students that you will pass out a
card to them face down. When you say go, students will flip over their cards. Then, using their
cards, they will try to make food chains. Tell students that you will be timing them. Tell them how
many food chains they will be making using the cards. Explain to students that you will stop timing
when all the food chains have been formed.
Pass out the cards and see how quickly students can form the food chains. When they have
finished, have them tell the class what was on their cards and identify if it is a producer, consumer,
or decomposer. Play again to see if they can beat their time. Make sure everyone gets a different
card for the second round.
Math Instruction:
The teacher will begin by having students watch a Study Jams video on Fractions
http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm
Throughout the day students will have the opportunity to complete the formative assessment on
Study Jams. The student will show their teacher their score at the end of the assessment. The
teacher will record the data to support instruction.
The teacher will give students models and pictures as a review of fractions. The teacher will
handout white boards for student to use to show their understanding of fractions.
Students will use the cards from the food chain to complete the following activity.
After the review, students will be given a strip of paper they will fold the strip of paper into thirds.
On one side of the paper students will label each section with the following labels producers,
consumers, decomposers. On the other side of the paper students will label each section with the
following labels herbivores, carnivores, and omnivores.
In each of the labeled sections, students will write a fraction based on their classifications on each
side of the paper.
Differentiation Strategies to meet diverse learner needs:
SCIENCEThe reading material that I would choose for this lesson would be leveled for the different reading
groups in my classroom.
Students that struggle with the format of a food chain may be given a model to follow for their food
chain they are creating.
Students may struggle with the concepts of food chains, these students could complete their food
chains with the teacher as he or she models the activity.
For the formative assessments or other reading resources, I would read the assessment aloud for
students needing the accommodation.
MATHSome students may not have knowledge of fractions and the activity could be model for the
students in a teacher-directed activity.
Students can refer to their vocabulary notebook if they need help remembering the meaning of
producer, consumer, decomposer, herbivore, carnivore, or omnivore.
For the formative assessments or other reading resources, I would read the assessment aloud for
students needing the accommodation.
Attach Worksheets &/or Hand-outs, if applicable for this lesson
Exit Ticket-- Math-Formative Assessment—Day 7 Fractions (attached below)
Food Chain Picture Cards (attached below)
(Should be printed, cutout, and glued to index cards)
Exit Ticket
Name________________________________________
Math-Formative Assessment—Day 7 Fractions
Directions: Write the correct fraction for each set of data.
Set 1
Set 2
Set 3
Producers
Decomposer
Producers
Decomposers
Decomposer
Producers
Decomposers
Consumers
Predator
Prey
Predator
Prey
Prey
Consumers Decomposers
Producers
Consumers
Producers
Consumers
Producers
Producers
Producers
Consumers
Consumers Decomposers
Producers
Consumers
Decomposers Consumers
Prey
Predator
Predator
Predator
Predator
Prey
Predator
Predator
Prey
Predator
Exit Ticket
What is the fraction of producers?
What is the fraction of consumers?
What is the fraction of
Predator?
What is the fraction of
Prey?
Name________________________________________
Math-Formative Assessment—Day 7 Fractions
Directions: Write the correct fraction for each set of data.
Set 1
Set 2
Set 3
Producers
Decomposer
Producers
Decomposers
Decomposer
Producers
Decomposers
Consumers
Predator
Prey
Predator
Prey
Prey
Consumers Decomposers
Producers
Consumers
Producers
Consumers
Producers
Producers
Producers
Consumers
Consumers Decomposers
Producers
Consumers
Decomposers Consumers
Prey
Predator
Predator
Predator
Predator
Prey
Predator
Predator
Prey
Predator
Grassland
What is the fraction of producers?
What is the fraction of consumers?
What is the fraction of
Predator?
What is the fraction of
Prey?
Desert
Meadow
Pond
Bacteria
Forest
Ocean
Plankton
5-E Integrated Subject Lesson Plan
Title of Lesson: Project Food Chain
Lesson Planners (names): Richard Morris and Kendall Willhite
School(s) & School Division (if applicable): Warren County
Grade Level: 3rd
Lesson specific Science & Math SOL (or other standards covered). Describe desired gains in
Knowledge/Skills/Behaviors for each, where applicable). These are your specific Learning
Objectives for the lesson.
SOL 3.5-The student will investigate and understand the relationships among organisms in
aquatic and terrestrial food chains. Key concepts include:
d) Producer, consumer, decomposer;
e) Herbivore, carnivore, omnivore;
f) Predator and prey
Standards
(list)
Math
Knowledge (Know)

The purpose of a graph is
to represent data gathered
to answer a question.

Bar graphs are used to
compare counts of
different categories
(categorical data). Using
grid paper ensures more
accurate graphs.


Science

A bar graph uses parallel,
horizontal or vertical bars to
represent counts for
categories. One bar is used
for each category, with the
length of the bar
representing the count for
that category.
Skills (Do)

Organize data and
construct a bar graph on
grid paper representing 16
or fewer data points for no
more than four categories.

Label each axis on a bar
graph and give the bar
graph a title. Limit
increments on the
numerical axis to whole
numbers representing
multiples of 1, 2, 5, or 10.

Read the information
presented on a simple bar
or picture graph (e.g., the
title, the categories, the
description of the two
axes).

differentiate between
predators and prey.

distinguish among
producers, consumers,
herbivores, omnivores,
carnivores, and
decomposers.

infer that most food
chains begin with a green
plant.
There is space before,
between, and after the bars.
A food chain shows a
food relationship among
plants and animals in a
specific area or
environment.

A consumer is an animal
that eats living organisms
(plant or animal).

Certain organisms break
down decayed plants and
animals into smaller
pieces that can be used
again by other living
organisms. These
organisms are
Values (Be)

When given a list of
data students will be
able to graph the
data in order to
create and organize
a visual used to
compare and
contrast results.

After learning about
classifications of
organisms students
will understand the
natural order of
organisms in a food
chain.
Identify the impact
one organism plays
in a given system
and the way in
which human impact
can change an
entire food chain or

decomposers.

system.
A food chain, which
shows part of a food web,
can have an animal that
eats only plants
(herbivore). It can have an
animal that eats only
other animals (carnivore).
It can also have an animal
that eats both plants and
animals (omnivore).
Level or Extent of Integration for this lesson: Science Focus
Instructional time: 30 minutes
Materials needed:
Science Materials Needed: SFA Chart-Organism from the _____ Habitat Sheet (attached
below), Groups Organism List (from day 1), index cards, and science notebook
Math Materials Needed: paper or graph paper, SFA results, and computers
Web resources used (if any; Give urls):
Creating Graphs:
http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=2d16967001614cd3b2736f27ee94b64e
Advance preparation needed:
Formative assessment(s): How will students demonstrate that they have achieved the lesson
objective(s)? How will you judge whether your teaching strategy is effective? This assessment
should be embedded throughout the lesson as well as at the end of the lesson.
o Students would have completed a pretest on the skills cover in the unit.
o Students would have an exit ticket at the end of each day.
o Science Formative Assessment-- The teacher will determine whether or not students are
retaining information on food chains by the ability of the students to describe the role of an
organism as well as those around it within the food system (producer, consumer,
decomposer, predator, prey, herbivore, omnivore, or carnivore).
o Science Formative Assessment-- Individualized student data can be found by observing
as they participate in the activity in small groups as well as their engagement of writing in
their journal at the end of the lesson.
o Science Summative Assessment-- The activity as well as the writing in their journals will
be checked for accuracy. These activities will be graded based on the student’s ability to
understand, partially understand, or not understand the material.
o In reviewing these exercises, the teacher can get a better idea of the strengths and
weaknesses of each student as related to the objectives of the lesson. If results are poor as
a class, it may be necessary to review the lesson in another way to make sure that the
objectives are met. If there is more of an individual basis, then individual remediation
activities would be a better option.
o Math Formative Assessment—Students will be able to create a graph using graph paper
using a list of data given by the teacher. (Exit ticket below)
o Math Formative Assessment--- Students will watch a Study Jams video on Circle or Pie
Graphs http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/circle-graph.htm
Students will test their knowledge by completing a formative assessment on Study Jams.
Lesson Description (step-by-step teaching procedure):
Science
Introduction-Activate Prior Knowledge
As a class, have students raise their hands and talk about different foods that they eat. These
answers may consist of foods such as salad (lettuce), and chicken.


Where does this food come from?
Is the food source a producer, consumer, or a decomposer?
Teach
After discussing everyday meals, the student will get into their groups. They will need their
compiled lists from Day 1. The teacher will distribute index cards to each group for the activity
that will come later in the lesson plan.
The teacher will review the following concepts:
o A producer is something that produces food for other living organisms (an example is
that of a flower)
o A consumer is an organism that thrives off of a producer. (an example: A rabbit eats a
flower).
o A decomposer is an organism that helps to break down an organism so the nutrients
can be used in the soil
o Herbivore- organism that eats only plants
o Carnivore- organism that eats meat only
o Omnivore-organism that eats both plants and meat
o Predator- organism that eats another living thing
o Prey- organism that is eaten by the predator
Procedure
After reviewing the above terms with the students, the teacher will handout the SFA chart on
Organism Classifications. Students will use the organisms they compiled on Day 1 to complete
the SFA chart. The students will write the organisms name in the chart and then identify the
animal as a producer, consumer, decomposer, herbivore, carnivore, omnivore, predator, or prey.
Students will create two food chains from their habitat (compiled list) in small groups by naming
and illustrating each organism on an index card. After the small group has completed their food
chains, each member needs to write down the food chain in his or her journal as well as describe
which picture best shows a producer, consumer, and a decomposer.
Students will elect one person from their small groups to share their findings from their food chain.
In these examples, the student will share with peers how they arrived on their food chain as well
as determined what was the producer, consumer, and decomposer as well as the predator/prey,
and could determine whether the organisms were herbivores, omnivores, or carnivores.
Math
The teacher will have the student take out their SFA chart from Science class and handout paper
or graph paper for the students to use for graphing.
Students will use the data to create a bar graph that displays the data from their list of organisms
they compiled on Day 1.
As an extension activity students will also transfer their data into a different type of graph.
Students will be introduced to a Circle or Pie Graph by watching the following Study Jams video:
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/circle-graph.htm
Students will test their knowledge by completing a formative assessment on Study Jams.
Throughout the day students will have the opportunity to complete the formative assessment on
Study Jams. The student will show their teacher their score at the end of the assessment. The
teacher will record the data to support instruction.
After being introduced to a pie chart, students will use the link below to enter their data and create
a pie or circle graph.
http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=2d16967001614cd3b2736f27ee94b64e
Differentiation Strategies to meet diverse learner needs:
SCIENCE
For struggling students, I would group them into heterogeneous groups at the beginning of the
unit.
Students can refer to their vocabulary notebooks if they need help identifying concepts throughout
the unit.
For the formative assessments or other reading resources, I would read the assessment aloud for
students needing the accommodation.
MATH
Provide modeling for enter data into the computer website for compiling graphs.
Provide graph paper for students that have trouble with straight lines and organization for creating
the bar graph.
For the formative assessments or other reading resources, I would read the assessment aloud for
students needing the accommodation.
Attach Worksheets &/or Hand-outs, if applicable for this lesson
SFA Chart-- Organism Classification__________Habitat (attached below)
Exit Ticket-- Math-Formative Assessment—Day 8 Graphing (attached below)
(SFA) Chart
Group Names: ______________________________________________________________
Prey
Predator
Omnivore
Carnivore
Herbivore
Decomposer
Consumer
Animal List
Producer
Organism Classification in ______________________________________ Habitat
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Totals Per Column
Exit Ticket
Name________________________________________
Math-Formative Assessment—Day 8 Graphing
Directions: Read and complete the following problems. Use the data collected to create a bar
graph to show your results.
A student is walking in the forest and observes several different types of organisms. She sees the
following organism on her walk; 3 mushrooms, 2 ferns, 4 mice, 3 deer, 4 tulips, 3 pine trees, 1
bear, 3 raccoons, and 3 daisies.
How many of the following did she see in the forest?
Producer’s _________
Consumer’s __________
Decomposers __________
Exit Ticket
Name________________________________________
Math-Formative Assessment—Day 8 Graphing
Directions: Read and complete the following problems. Use the data collected to create a bar
graph to show your results.
A student is walking in the forest and observes several different types of organisms. She sees the
following organism on her walk; 3 mushrooms, 2 ferns, 4 mice, 3 deer, 4 tulips, 3 pine trees, 1
bear, 3 raccoons, and 3 daisies.
How many of the following did she see in the forest?
Producer’s _________
Consumer’s __________
Decomposers __________
Additional
Resources
Probability Data Sheet Day 9
Group Names: ____________________________________________
Your experiments will be done in 5 stations. Keep careful tally marks
of your 15 choices for each station. At the end you will label your
graphs with the following probability terms: certain, likely, impossible,
unlikely, and equally likely.
Animals acting
as
predator/preyProbability
Tally
representation
Probability
word
Station 1
Station 2
Station 3
Station 4
Station 5
Youtube
Terrestrial
Terrestrial Ecosystem group 1
5:21
Fraction
representation
Bill Nye-Biodiversity
Bill Nye-Fish
Bill Nye-Ocean Life
Bill Nye-Deserts
Bill Nye-Forests
Bill Nye-Rivers and Streams
Billy Nye-Wetlands
My Biome Song
Biomes of the World
23
23
23
23
23
23
23
4:02
2:07
Aquatic
Ocean Aquatic Ecosystem
Amazing Water World of Marine Mammals
Life in a Pond
The Hidden Life in Pond Water
View Underwater of Dave's Pond
Rebuilding Rivers and Waterways
McKenzie River Habitat
The Marine Food Chain
The Food Chain
4:40
23
3
4
6:30
5:30
3:30
3:03
4:50
Food Web-Chain
Food Chain/Webs for kids
Bill Nye- Food Web
321 Contact Eat or Be Eaten
Food Web
Food Chain Song
Food Chain and Food System
How Energy Works
5:11
23
14:04
3:11
1:40
5:58
3:23
Omnivore, Carnivore, Herbivore
You're an Omnivore Song
Chimichanga Song-Omni, Carn, Herb
3:27
4:30
Car, Herb, Omni Teeth
30 Biggest Carnivores
3:59
9:56
Producer, Consumer, Decomposer
Decomposers in Ecosystems
Producer Song
Decomposer Song
P, C, D Mometrix
P, C, D Deer herbivore
Episode 4 Decomposers
Decomposers Final
How Living Things Produce Energy
What's Eating You Pro, Con, Dec
Producers, Consumers, Decomposers
Episode 4 Decomposers
Dead Elephant Attracts-Scavengers
6:44
5:08
3:21
2:41
6:59
3:19
2:17
10:21
1:43
4:16
3:18
3:32
Predator and Prey
Hide or Seek-Predator Prey
P/P in an Ecosystem
P/P relationships sci video
Planet Earth Extreme Part 1
Praying Mantis (stop at 2:58 or mating)
Nature's Perfect Predator- several
28:35
2:30
4:22
10:58
3:34
3-6:00
Books
The Magic School Bus Hops Home: A Book About Animal Habitats
By Patricia Relf, Nancy Stevenson
Baby Animals in Forest Habitats (Habitats of Baby Animals)
By Bobbie Kalman
Animal Habitats (My Science Library, Levels 1-2)
ByJulie K. Lundgren
Where Is My Home?
By Tali Carmi (Author)