TCNJ Lesson Plan Format Subject: Science Grade Level: 3rd Grade A.

PLANNING Lesson Topic and Main Concepts (Big Idea): Students will further develop their understanding about the concept of the food chain by examining the roles of the predator and prey. Students will develop a definition for each term and participate in a game that demonstrates the dynamics of the food chain. Background Information a.) Analysis of Students Prior Knowledge including misconceptions: Students are familiar with the terms predator and prey because they have been studying animals. They know that some animals are herbivores while others are carnivores. The teacher will address any misconceptions during the opening activity of the lesson. b.) Teacher Content Knowledge: The teacher must understand that there are top and bottom animals that comprise the food chain. The top animals are predators and usually carnivores. The bottom animals are prey and usually herbivores. Additionally, the teacher must know that producers can make their own food while consumers cannot. Ultimately, the food chain is broken down into predators and prey as well as producers and consumers. Essential Question: What is the structure of the food chain and why is it structured that way? References: None New Jersey Core Curriculum Standards (NJCCCS): 5.3.2.C.1 Organisms interact and are interdependent in various ways; for example, they provide food and shelter to one another. Objectives Students will be able to define and identify differences between consumers and producers as well as predators and prey. (Creating and Understanding) Students will be able to identify the position of animals on the food chain. (Analyzing) Assessment The teacher will monitor and observe students during the opening discussion and activity. The teacher will collect the student work at the conclusion of the lesson and evaluate their responses.

Materials (Kind & Quantity) - 5 Pieces of Paper that represent the 5 different animals for the whole class instruction - 1 index card for each pair - Small Dixie Cups for each pair - Large bag of skittles (or any similar candy) B. PROCEDURE 1. Motivational Beginning & Activating Students Prior Knowledge: a. The teacher will ask students to raise their hands and share one item he/she ate for dinner last night. The teacher will list these items on the board while circling the foods that represent consumers. Next, the teacher will ask the class to share their thoughts on why certain food items were circled and others were not. This can be discussed in a think-pair-share model. b. The teacher will explain that the circled items represent things that are eaten by the other items that are not circled. Next, the teacher will draw a food chain on the board with humans at the top. The teacher will order the items listed by the class in the proper order on the food chain while explaining that humans are at the top because we eat everything below us. The bottom items are the lowest because they can be eaten by everything above them. The teacher can also ask the students questions that lead them toward this conclusion during this time. c. Show students the five index cards labeled eagle, snake, rabbit, cricket, and grass. Ask students to help put these in order. Introduce the terms prey and predator and form these definitions as a class. 2. Logistics/Classroom Management: - Timing: 15 minute opening activity, 20 minute activity, 10 minute closure - Management: Thumbs up/down, time check - Grouping: Students will partner with their shoulder buddy (the person they sit next to at their tables) for the activity - Transitions: Dismissal by animal -Student Roles: None 3. Lesson Steps a. Distribute one index card to each pair that states eagle, snake, rabbit, cricket, or grass. Also distribute one Dixie cup with 5 Skittles in each to every pair. Remember to tell the students they will eat Skittles at the end of the lesson so they wont eat them during the lesson. b. Students will walk around the room with their index cards and cups of Skittles. The student who is lower on the food chain must give a Skittle to a student who is higher on the food chain. Working in pairs will allow the students to discuss with each other any

questions they may have during this process. c. Ask students to return to the carpet. The students with the most skittles will stand in the front of the room and tell the class the animal they were assigned. The teacher will lead a discussion to reflect on the activity. 4. Questions 1. Why did this happen? (End of Lesson) Understand 2. Why is it a positive thing to be a consumer? Analyze 3. Why is it a negative thing to be a producer? Analyze 4. What causes the food chain to be ordered this way? Apply 5. What are the benefits to being an eagle? Analyze 5. Curriculum Integration N/A 6. Closure Create your own food chain using three different animals. This will be collected to assess the students understanding of the food chain concept. The teacher will also prompt the students with questions that ask what we learned about food chains today. 7. Follow Up/Next Steps The students will continue to study concepts of the food chain as well as further their understanding of prey and predator. They will continue by doing more abstract activities.