4th Grade Lesson Plan

By Kristyn Jordon

Standard

SCI.4.3.2 2010

Observe, compare and record the physical characteristics of living plants or animals from widely different environments. Describe how each plant or animal is adapted to its environment.

Activity 1 : Animal Habitats

Objective

The students should develop an understanding of an animal’s habitat based on their research they found.

EngageWhat the teacher does What the Student does

• Share with the students various

clips of animals in different habitats: Ocean, desert, and

forests, etc.

• Students will view the clips.

Supplies needed

ExploreWhat the teacher does What the student does

• Reserve to the library and the library computers.

• Divide class into groups of three using the “deck of cards”

• Assign groups to either to explore the library for books or to a computer in the library.

• Have each group select an index card-contains a specific –to determine the group’s research topic

• Monitor and guide students as they conduct their research-ask questions of groups to determine if they are on track or need help

• Check to ensure students are recording both information and sources

• Provide groups with instruction sheet explaining what information is required in their research and other necessary information

• Form groups of three as teacher uses the “deck of cards” to determine group members

• Draw index card to determine the group’s research topic

• Divide research among group members and use computers to locate information

• Record all information discovered along with sources.

Supplies needed

Books from library

Deck of cards with students names

Internet access

Index cards with topics

ExplainWhat the teacher does What the student does

• Construct a list of materials/equipment required by students as they begin to construct their projects

• Monitor and guide students

• Decide as a group how they want to present their research findings to the class-PowerPoint, video, posters, mobiles, etc.

• Inform teacher as to what hardware/software they will need to share research with classmates

• Construct their project

Elaborate

What the teacher does What the student does

• Schedule class time and equipment needed for groups to share their research findings

• Present research findings to classmates

Supplies needed

Art supplies for poster boardPower-point or video

Evaluate

What the teacher does What the student does

• Provide a wall area for groups to “Post” pictures of their animal choice from their habitat they got assigned.

• Lead a class discussion, using the posted information-

• Use a checklist chart to ensure all students take part in the discussion and activity (could also use cards that contain student names to draw a name to determine which student would share information)

• Take part in the class discussion to compare and contrast various identified characteristics

Supplies needed

Student Names   

Topics

Contribution to Discussion

Project Contribution

Overall presentation

         

         

         

         

         

         

Deck of cards with students nameTeacher Check List

Activity 2: Food Chains

Objective

All students will be able to identify the roles of organisms in a food chain.

EngageWhat the teacher does What the student does

Ask the students what they had for breakfast this morning. For eachitem, ask where it came from and what did it eat.For example:• Eggs from a chicken that eat corn• Bread from a plant• Milk from a cow that eats grass• Cereal from a plant Explain that these ideas of who eats whom are examples of food chains.

The students will answer the question.

ExploreWhat the teacher does What the student does

• Distribute the desert food chain cards to each student. Ask students to work as partners to place the cards in such a way that they indicate “who eats whom.”

• Ask several partners to share their chains. Where have they placed the sun? Where are the plants? Where are the animals?

• Conduct a discussion as to why the food chain starts with the sun’s energy, which enables plants to change that energy into nutrients, which are then passed to the other animals.

• Ask partners to review how they arranged their food chain and make sure that it reflects this flow of energy. Explain that scientists use arrows to show this flow of energy. Ask students to glue their food chain on construction paper and add arrows to represent the flow of energy. Check student work and give appropriate feedback if necessary for them to correct their food chain.

• Students will get together with a partner of their choice and will be given desert food chain cards.

• The students will place the cards in order of who eats whom.

• Partners called upon will explain their food chain.

• The students will, do a class discussion of the chain from the sun to the plant to the animals.

• Partners will review their food chain and make sure the flow is correct.

ExploreWhat the teacher does What the student does• Explain that scientists use specific vocabulary

to describe the biotic components of food chains. Introduce the word “producer” and “consumer.” In a think-pair-share, ask students to discuss what they know about these words.

• Ask several partners to share their ideas. Build on their answers (e.g., producers make things; consumers use things) to make sure that a producer is described as an organism that changes the sun’s energy into nutrients and that a consumer is an organism that gets its energy by eating another organism.

• Ask students if they know how nutrients are returned to the soil. Conduct a discussion of their ideas, clarifying that organisms like worms, bacteria and fungi break down nutrients in living and dead matter and return them to the soil. These organisms are called decomposers. Ask students to work in partners to identify and label the producers, consumers and decomposers in their food chain.

• Explain that consumers can be several types of organisms. Write the following words on the board: “herbivore”, “carnivore” and “omnivore.”

• The students will then glue their food chain in the science notebooks. Then add arrows to show flow of the food chain.

• The students will share their ideas of who consumers and producers are.

• Students will explain “if they know” about organisms like worms, bacteria and fungi break down organisms and un-organisms.

• Then the partners will also label with a pencil the herbivores, carnivores and omnivores.

ExploreWhat the teacher does What the student does

• Ask if any students know what these words mean. Build on their explanations, making sure they understand that animals that eat plants are called herbivores, animals that eat other animals are called carnivores, and animals that eat both plant and animals are called omnivores.

• Ask students to work in partners to identify and label herbivores, carnivores and omnivores (if present) in their food chain.

• Divide the class into 4 groups; one is tundra, ocean, prairie, and chaparral

• Students will set aside science notebooks to use if they need assistance with the next food chain.

Supplies needed

Science NotebookGlue, Scissors, and pencil

ExplainWhat the teacher does What the student does

• Distribute the appropriate food chain packet to each group so that each group has a set. Distribute a strip of construction paper to each group and a glue bottle to each table.

• Instruct each group to use their cards to construct a food chain.

• Walk around to each group to make sure each chain is being formed accordingly.

• When you are sure that the groups have them in the appropriate order, ask the groups to glue their cards on the construction paper. Then they should draw arrows to demonstrate how the producers and consumers are connected by transferring energy.

• Have the groups identify and label the producer, types of consumers (herbivore, carnivore, omnivore) and the decomposer on their food chain.

• Students will get together in their groups and will be given either tundra or chaparral food chain packets.

• One student from each group will go collect supplies they need for their project.

• The students will place the cards in order of who eats whom.

• Partners will review their food chain and make sure the flow is correct.

• The students will then to take glue, strip of construction paper and pencil. Then glue their food chain on the construction paper and add arrows to show flow of the food chain.

• The students will identify and label the producer, types of consumers (herbivore, carnivore, omnivore) and the decomposer on their food chain.

Explain

What the teacher does What the student does

• Ask each group to share their food chain.

• Each group will share their food chains.

• Each student will conduct a peer evaluation.

Supplies needed

Construction paper, glue, scissors

Pencil

Elaborate

What the teacher does What the student does

• Ask the class to compare and contrast the food chains. Ask the class what is similar in each of the chains? What is different? Listen for conversations that explain that all food chains have specific components: they include producers, consumers and decomposers. The differences include the types of plants and animals and other organisms that make up the food chain (e.g., bear in the tundra and puma in the chaparral).

• Students will compare and contrast the food chains.

Evaluate

What the teacher does What the student does

Ask students to complete the following prompts in their science notebooka. What are the components of a food chain?b. What is the role of the consumer in a food chain?c. What would happen in a food chain if the producers weren’t there?d. Based on what you know about food chains, what questions do you have aboutyour own food chain?

• Students will write in their science notebooks by answering the following questions.

Supplies needed

Science notebook Pencil

Sourceshttp://sbsciencematters.com/lesson-units/4th-grade/4life-ecosystems/

https://learningconnection.doe.in.gov/Standards/About.aspx?art=11