Food Chain

Lesson 1

Content Objective:

Students will build background knowledge about the food chain after watching a video and listening to a book about it.

 

Language Objectives:

Ss will respond orally to questions after watching a video clip about food chain.
(Listening & Speaking)

Ss will complete a graphic organizer to illustrate an example of the food chain.

(Visual literacy)

 
Materials
Pictures cards: horse, giraffe, elephant, zebra, rabbit, cow/ eagle, lion, bear, leopard, tiger/ dog, turkey, pig
Venn diagram
Discovery Channel:: What is Food Chain?
Non-fiction book, “The Food Chain,”  (from readinga-z.com)
Graphic Organizer, Animal pictures (plant, grasshopper, frog, fish, bear) 
scissors, glue, marker and color pencils

Warm-up

ü Ss will look at the pictures of animals on a pocket chart and classify the name of animals to each category: Plant Eater (herbivore), Meat Eater (carnivore), and both (omnivore).
   Use Venn Diagram to talk about ‘meat eater’ vs ‘plant eater’

Guided Practice

ü Use realia to show Ss that a chain is made of links.

ü Introduce term “food chain” by watching a video clip (discovery channel: What is Food Chain?).

ü T distributes copies of book The Food Chain.
   Ss will read through and discuss pictures and ideas on each page.

Independent Practice

ü Ss will be given a graphic organizer and animal pictures.

   Ss will color and glue the pictures on a graphic organizer of the food chain sequence.

ü  Ss will orally explain their food chains to the teacher.

 

 

 

Lesson 2

Content Objective:

Students will build background knowledge about the food chain after watching a video and listening to a book about it.
 
Language Objectives:
Ss will write sentences to recall the sequence of events from a non-fiction book. (Writing)

Materials:

Blank sentence strips, sentence frame

Guided Practice

ü  Students will be given five blank sentence strips.

ü  Ss will write sentences to show the relationship between a producer and a consumer.
ü  Ss will be guided to write five sentences in sequential order.
   The first sentence will be given and Ss will copy or write: The plant grows.
ü  The sentence frame will be provided: The_________ eats the __________.
 

Independent Practice

ü  Ss will write four more sentences to describe the picture of the food chain shown in their graphic organizers.
ü Ss will read each sentence to sequence all sentence strips in sequential order.

 

ü  If time allows, Ss will play food chain games online.

http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

Food Chain Graphic Organizer Food Chain Pics

Four Seasons

Content Objective:

Students will demonstrate their knowledge of seasons and seasonal activities.

Language Objective:

Students will draw their favorite activity in each season and write sentences to describe the pictures.

Materials:

ü  Website – Discovery Education

ü  Pocket chart

ü  Avenue Picture Cards (B1: winter, B2: Spring, B3: Summer, B4: Fall, B5: sledding, B6: ice-skating, B7: planting, B8: jumping, B9: riding a bite, B10: swimming, B11: raking, B12: playing soccer)

ü  Paper plates

 

Warm-up

ü  Introduce the names of the seasons and types of weather from Discovery Education, and have students answer questions.

Guided Practice

ü  Display the picture cards of the 4 seasons in order.

ü  Students will match proper pictures of clothes and activities to each season.

 

(from Hampton-Brown Avenues series)







 

Independent Practice

ü  Give students paper plates divided into four sections.

ü  Ss will write the names of the seasons in each section and draw their favorite activity in each section.

ü  Ss will write a sentence to describe each picture.

ü  If time allows, Ss will write a sentence about their favorite season.

  

(I modified this student friendly Writing Rubric which I got from one of my co-workers.

Having Ss check their writing by using it helps them remember what mistakes they have made.)