Scribd
Upload
54 views

Students Will Describe Ways of Plants and Animals Depend On Each Other

This lesson plan teaches 4th grade students about producers and consumers in an ecosystem. The students will observe how plants provide energy for animals and how sugar affects yeast. To engage students, the teacher will show pictures and review what producers and consumers are. In groups, students will then do an experiment with yeast, water, and sugar to explore decomposition. Key vocabulary will be explained, like herbivores, carnivores, and omnivores. Later, students will create a chart organizing producers and consumers and research a local ecosystem.

Uploaded by

api-297538327
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
54 views

Students Will Describe Ways of Plants and Animals Depend On Each Other

This lesson plan teaches 4th grade students about producers and consumers in an ecosystem. The students will observe how plants provide energy for animals and how sugar affects yeast. To engage students, the teacher will show pictures and review what producers and consumers are. In groups, students will then do an experiment with yeast, water, and sugar to explore decomposition. Key vocabulary will be explained, like herbivores, carnivores, and omnivores. Later, students will create a chart organizing producers and consumers and research a local ecosystem.

Uploaded by

api-297538327
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

NGSS Lesson Planning Template

How do living
things get energy.
(Producers and
consumers).
Lesson #

Grade/ Grade Band:

Grade 4B

what are the


ecosystem
Topic:

Brief Lesson Description:

Students will describe ways of plants and animals depend on each other.

Performance Expectation(s):

Students will explain that animals get the plants and animals they eat, and describe
the possible consequences of the removal of one component in a balanced
ecosystem.
Specific Learning Outcomes:

Student will observe how the animal get the energy from the plant.
Students will observe how sugar affect yeast.
Narrative / Background Information
Prior Student Knowledge:

Using this link www.pearsonuccessnet.com to ask them question about what did they
see, and what they have from their background.
Science & Engineering
Practices:

Disciplinary Core ideas :

Choose the important words

Crosscutting Concepts:

Asking questions about the of the lesson and explain


I will covered the two
picture that I will show it to more, and through the lesson words which I explain it to
I ask them questions.
them at start of the class.
them for last
class( producers&
Introduce and explain the Provide a key words for
consumers)
understanding or investigate
key words needed for the
more of complex ideas, try to
lesson
For this lesson I will review
make brain storm for some
those two
questions.
Look at their ideas of their
words(producers,
background for our lesson
consumers)
will be about what.
Also I will review the kinds
of consumers.
And explain the new word
(decomposer) by using
activities.

Possible Preconceptions/Misconceptions:

Student confused between who gives and takes the energy.


Confusing between the meaning for three new words which is herbivores, carnivores, and omnivores.
Understanding the new word of the unit (decomposer). And how will did the experiment in good steps.

LESSON PLAN 5-E Model


ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:

Using PowerPoint to show them picture about the living things at the start, and
asking them questions to reviewing the two words producers and consumers.
Using PowerPoint to show them picture of some organisms to know the definition for
the key words.
Consumers (herbivores, carnivores, and omnivores).

EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

Vocabulary smart cards, text books, pictures cards


Dry yeast (1/2 plastic spoonful), clear plastic cup(10 oz)
Warm water, sugar (1 plastic spoonful), plastic spoon, p 148).

EXPLAIN: Concepts Explained and Vocabulary Defined:


Vocabulary:

- use the picture and the caption as a discussion starter about the lesson topic.
Envision it: Have a student draw a chipmunk gets the energy from and gives the
energy to. Page (148-149)
Use vocabulary smart cards to introduce lesson vocabulary. Pages (185,188).
Sharing the Learning objective with the students.

ELABORATE: Applications and Extensions:

.
Make a chart on the board or flip- chart paper with the headings producers and consumers to help the
categorize information from the lesson under the headings.
Work with the students to write a list of the types of producers and consumers included in the lesson.

EVALUATE:
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):

Have students research a specific ecosystem in your area such as s forest, desert, or grassland
ecosystem.

Elaborate Further / Reflect: Enrichment:

Ask the students what the new information that they learn it today is.
Give them worksheet to do it as a homework.

Reflection:

Students are so excited for this lesson about the living things, and non-living things.
Because they do an experiment in the science lap, so they will bring their coat, and goggles
to do the experiment. I let my MST to send a message to the mothers students to bring their
materials with them. I start to review about that animals get the plants and animals they eat,
and describe the possible consequences of the removal of one component in a balanced
ecosystem. Using PowerPoint to show them picture about the living things at the start, and
asking them questions to reviewing the two words producers and consumers. And to show
them picture of some organisms to know the definition for the key words of consumers
(herbivores, carnivores, and omnivores). That will help the students to get a good opening to
the lesson. Then we went to the science lap to do the experiment, because the class too small
to do it. Each group has the materials. I explain how will do the experiment. Then they will
start to do it with the help of me, and of my teacher.

You might also like