EXPLICIT INSTRUCTION LESSON PLAN FORMAT

Name: Meghan Krekeler Lesson Title: Food Webs st Grade: 1 Date of lesson: 10-31-13 Content Area: Science School: Ivy Tech Duration: 45-60 min Type of Lesson: Introductory/ Practice (CHOOSE ONE) Objective(s): Students will be able to: 1. Construct a food chain and explain how energy flows through the chain. 2. Explain how all living things depend directly or indirectly on green plants for food 3. Use pictures and arrows to create a food web that includes the sun, green plants, herbivores, omnivores, and carnivores.

Assessment Tool(s): informal observation- During the activity I will ask the students questions and observes participation. In the End, there will be a quiz over the subject. Assessment Criteria: Students should be able to: 1. Identify carnivores, omnivores, herbivores, the sun and green plants. 2. Be able to create a food chain and food web. 3. Identify the difference between a food chain and food web. 4. Identify what would happen if a part of the chain died.

Academic Standards: SCI.1.3.5 2010 Observe and describe ways in which animals and plants depend on one another for survival.
SCI.1.3.3 2010 Observe and explain that plants and animals have basic needs for growth and survival: plants need to take in water and need light, and animals need to take in water and food and have a way to dispose of waste

Differentiation/Adaptations: (How will my instruction be different for students who are not yet ready for this level of skill; How will my instruction be different for students whose skills are beyond this lesson?) SCI.1.3.5 2010 Observe and describe ways in which animals and plants depend on one another for survival. o Could Use popcorn to demonstrate hand-off of energy. o Help them use scissor and identify the animals SCI.1.3.5 2010 Observe and describe ways in which animals and plants depend on one another for survival. o Could have student print off real-life pictures of the animals and describe in more depth about the animal. o Separate into groups and have them play the food chain game. URL: http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm Background Knowledge/Prerequisite Skills: Should Know that The Sun is the source of energy and living things need energy from food. Multiple Intelligences/Learning Styles & Blooms Levels: Visual- Spatial: Think in terms of physical space like architects and sailors. These people like to draw, do puzzles, and look at maps. Tools they use can be models, graphs, photographs, televisions and others. Kinesthetic: These people are more body aware and use it effectively life dancers. They like hands on projects with movement.

Interpersonal: Like to work in groups with others. These students learn through interactions, group activities and discussions Materials: The Magic School Bus Gets Eaten (movie or book) 12 baggies of popcorn Pictures of a sun, 12 plants, 6 plant-eaters, and 3 meat-eaters Yarn Tape Markers, Colored pencils or Crayons PowerPoint Containing information about Food Webs with pictures Technologies Implemented: Can watch the Magic School Bus Also for adaptation could ask students to look up animals on the web that would be printed and used. Food Chain Game Onlinehttp://www.sheppardsoftware.com/content/animals/kidscor ner/games/foodchaingame.htm

Modifications (meet IEP for individual students) Make sure they understand the subject with some one-on-one time. Provide assistance. Adaptation would be made depending on circumstances. Anticipatory Set: (GRAB their attention & Jumpstart their brains to connect with schema)

Watch The Magic School Bus Gets Eaten (or Read the book) (Possibly give students a snack such as popcorn to represent them acting as links in a food chain) Procedures (model; instruct; samples; guided & independent practice; monitor progress, etc.): Instruct students on information about the food web, use power point with some visual displays. Pass out Printed Pictures to Children and coloring utensils Have children color Pictures Cut the pictures out and tape them to their shirts or attach them to a piece of yarn and put them around student neck. Place the students in a large circle and have the Sun stand in the middle with a ball of yarn Ask students to identify the animal they represent and also if it is an herbivore, omnivore, carnivore, green plant or the sun. Could ask questions such as: Will the carnivores bear their teeth/ growl? Omnivores stomp their feet? Herbivores clap their hands? Green plants take a bow? Have the student toss the ball to a green plant that would use the energy from the sun as energy to grow. Have that student hold on to the yarn and then they will toss the ball of yarn to a plant-eater. Who will then hold on to the yarn and toss the ball to a meat-eater. After a meat-eater has the ball, cut the yarn and start the ball of yarn back in the middle at the sun. Explain how the first chain is not a web but a food chain which is a section of a food web. Then continue to create your food web with the yarn. During this activity ask questions about taking away parts of the food web and how it will affect the other parts. Closure (restate objective & connect across curriculum/real life application): Ask: Who is holding the most yarn? Why? Ask other questions requiring students to observe the food chain. Instruct: Explain how popcorn is corn which is a green plant that uses the sunlights energy to grow.

Ask questions such as: What is popcorn before it is popped? (corn) What is corn? ( A green plant) Where do green plants get their energy? ( the sun)

UDL Chart:

Works Cited
National Museum of Natural History. (2012). Weaving the Web. Retrieved from smithsonianeducation.org: http://forces.si.edu/ltop/pdfs/2-5-WeavingTheWeb.pdf