Teacher:
School:
Essential
Question(s)
Grade/Subject:
K/ Science
Week of:
What is the relationship between animals and what they eat, and how does that determine where they live?
What features help plants and animals survive in different environments?
NGSS
Plants and animals can change their environment. (K- ESS2-2)
Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for
everything they do. (K-ESS3-1)
Lesson
Objective
Opening/
Do Now
Description of Each
Instructional Component
I can
Create a simple
human food
chain by
drawing and
presenting
using a task
specific rubric.
Circle Time
(5 min)
BrainPop
Foodchain
1.Mini- Lesson (I Do)Teacher introduces
“Ecosystem Transfer of
Energy” by use of a Power
point. (Slides 18-31) *26
http://www.trenton.k12.nj.
us/files/_7PBtU_/e0952b3
a9da18aa63745a49013852
ec4/Unit_4__Plant__Animal_Environm
ents___Presentation_Slides.pdf
SWBAT
Use a model to
represent the
relationship
between the
needs of different
plants and
animals (including
humans) and the
places they live.
K-ES3-1
https://jr.brain
pop.com/scienc
e/animals/food
chain/
Have students
draw an animal
and something
that it eats
Youtube Video
Food Chain
https://www.yo
utube.com/watc
h?v=ttpNGJcpJ6
8
Have students
draw an animal
and something
that it eats
The teacher will read over
slides, thinking aloud,
“What is a food chain? How
do living things receive
energy? Introducing key
words, food chain,
ecosystems, energy,
predators
Teacher will read and
introduce passage “Animals
Eat Earthworms”
http://www.readworks.org
Formative
Assessments:
Checks for
Understanding
1. PowerPoint
Questions (Slide
29,30,31)
2. Animals Eat
Earthworms
Question Sheet
3.Food Chain
Differentiation/
Modifications
Closing/
Reflection/
Assessment
Special Education
and or ELL*Pacing(provide
ample time for lab
task)
*Simple Language
*Create Vocabulary
cards with vocab
terms and pictures
*Teacher can create
a large font anchor
chart for the
foodchains
including pictures
and key terms
*Anchor chart for
tools used during
lab
*Deliver minilesson in small
groups
*Group students
with partners to
complete lab
*Modify
assessment
Presentation of
Human Food
Chain
Materials/
Resources
Used
Computer
Youtube
BrainPop
Plants and
Animal
Environments
PowerPoint
Human Food
Chain Activity
Sheet
Animals Eat
Earthworms
Reading
Passage
/passages/animals-eatearthworms
2. We Do- See Formative
Assessment 1
3.Human Food Chain (You
Do)
Activity Sheet 5- Students
will draw a simple food
chain for humans using the
activity sheet and share
with class
*Activity Sheets
http://www.trenton.k12.n
j.us/files/_7PBtf_/5e5f948
fe81a6c8e3745a49013852
ec4/Unit_4__Plant__Animal_Environm
ents__Optional_Activities.pdf
questions from lab.
*Create a semantic
map of foodchains
(eat-predators-etc)
*Model lab task
*Allow oral
responses to lab
assessment or
drawn responses
Visual- use printed
pictures to create
food chain
Bodily Kinestheticanimal vs predator
act out
Musical- Listen to
Youtube food
chains
InterpersonalGroup students
together with a
partner to create a
food chain
encouraging
students to discuss
their observations
through prompted
questions and turn
and talk
discussions.
IntrapersonalAllow student to
create food chain
independently with
moderate
prompting and
discussion.
Linguistic-Allowed
students watch a
video stating food
chain orders
Logical- Have
students give logic
behind different
food chains before
creating their own