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Lesson Planning

Waynesburg University
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

4.6.4.A Understand that living things are dependent on nonliving things in the environment for survival.

Lesson Objective(s)
(Stated in observable and measurable terms)

Students will create a PhotoStory whose frames accurately depict the order of a food chain, including the sun, a producer, a primary
consumer, and at least one secondary consumer.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

Student pairs will create and present a PhotoStory movie that fulfills the lesson objective.

In classroom: Food Chains intro movie, projector.
In computer lab: PhotoStory, one computer per student pair.

Inclusion Techniques for Students with Special Needs:

Heterogeneous pairing, assistance finding pictures.

Enrichment Techniques:

Students may create multiple PhotoStory movies if time is available. Encourage students to use different ecosystems (pond, underwater,
arctic, desert, forest, etc…)

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
Working in pairs, assistance finding pictures, opportunities for second movie, alternate ecosystems.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
♦ Review definitions of producer, consumer, primary consumer, secondary consumer, and decomposer.
♦ State that today we will be talking about food chains, ways to put producers and consumers in order. Emphasize that, like a real chain,
every living thing is connected to another.
♦ Introduce YouTube video, Food Chains song (see Weebly site for embedded video). Before showing, note that calories are a way that
we can measure energy, that students should listen for the terms we talked about the previous day.

♦ Note that our goal will be to create a food chain video using PhotoStory, and show sample. Explain that this will be a project done in
pairs, and that students may want to start thinking about what ecosystem they want to make their food chain in (pond, underwater,
arctic, desert, forest, backyard, etc…)

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

♦ First, have students use an on-desktop or bookmarked link to http://www.sxc.hu/, Stock.xchng, a free stock photo site. On a clean
sheet of paper, student pairs will draw a rough sketch of what living things they will use in their chain and ensure that Stock.xchng has
images for them to use. They will need to briefly show this outline of their food chain to the teacher before saving photos. Chains
should make sense within the ecosystem they describe, as should the order.

♦ After teacher approval, students will search for their sun/producer/consumer images, pick one for each animal, and save each in their
class folder with the name of the sun/producer/consumer as the file name.
♦ After all pictures have been collected, students will open PhotoStory and import them into the program. They will ensure that their
images are in the right order. Students will not add effects, but they may add created music.
♦ Students should export their movie to the class folder with the file name “FC [ecosystem] [student names].wmv”

♦ When finished, students may repeat these steps (from outline sketching to exporting) for a different ecosystem.

Guided Practice/Independent Practice/Assessment Activities

♦ Pair creation of food chain plans and PhotoStories.

♦ Students will present their PhotoStories to the class the following day, offering a narration of what each part does, and if it is the sun, a
producer, a primary consumer, or a secondary consumer. If the student has produced several, they may pick their best one to share.
♦ Rubric will assess the extent to which students have accurately used terminology in their presentation, accurately produced a viable
food chain, used pictures that reflect the living thing they discuss, and select living things that accurately exist within their established

♦ Orally review vocabulary terms (sun, producer, primary consumer, secondary consumer, decomposer, food chain), and give students
consideration question: Do animals always eat the same food all the time? Is a straight line the best way to show this, or is there a
better way?