1. Grade 4 : Food Chain and Food Web
By : Nicole M., Cindy O, & Maribel F.
Blueberries

2. Standards NCTM Math Skills
Process Standards: Communication, Representation and Connections
Content Standards: Data Analysis and Probability
SCIENCE Skills
Process Standards: Acquisitive, Communicative, Organizational and Creative
Science Inquiry Skills: Classification, Communication, Comparing and Contrasting
ISTE NETs Standards
List Standards: Technology Operations and Concepts, Creativity and Innovation, Communication and Collaboration.
Bloom’s Taxonomy: Remembering & Understanding (the game & story). Applying Analyzing, Evaluating and Creating (what you learned in game and story to create own food chain).
Gardner’s Multiple Intelligence(s): Logical-Mathematical (bar graph & table) Visual, Spatial and Kinesthetic (game & anchor charts).

3. Prior knowledge – Graphic Organizer
To get a sense of what students know, want to know, and what they learned, or want to learn on the topic of food chains and food webs, a K-W-L chart will be used.

4. Lesson 1 – Food chains & Food webs Time : 45 mins ( 2 class periods ) Book – What’s for Dinner
Procedures:
Introduce what is energy with the food chain game.
Ask the question: “Was it easier to pass the energy from across the classroom with less people when you were holding hands or with more people?
Explain this is how a food web works, all energy comes from the sun  to plants animal’s give energy to other animal’s  humans. Few plants= few animals & few animals & plants makes it harder for humans to get the energy they need to survive.
Introduce the terms: Producer, Primary Consumer, Secondary Consumer, Tertiary Consumer, Decomposer, Prey, Predator, Food Chains and Food Web (show anchor charts).
Ask the following questions and list answers on the board:
Which students represented consumers? B) Which students represented producers? C) Which students represented decomposers?
Students will complete the food web worksheet to show their understanding on the terms. (Behavioral Obj. #1)
Students will choose one animal from the book and create a food chain for that animal (food chain anchor chart will be provided) (Behavioral Obj. #2).
Students will create a table on a spreadsheet on the food chain items of the 3 species (dragonfly, buzzard and fox) using the information in the illustration provided (Behavioral Obj. #3).
Students will convert the information from their tables into a bar graph (Behavioral Obj. #4).
Students will post their food chains, table and bar graph on Prezi, a computer program and post it on the class wiki (wiki projects). For instructions on how to embed their Prezi onto the Wiki, they will watch the screen cast video provided. Students will comment on at least two of their classmates work.

5. Spreed Sheet Illustration Provided Food Chain Bar graph
Student Performance based Product #3 . Food Chain Table – hand written version
Column1
Column2
Column3
Dragon Fly
Buzzard
Fox
(1) Ladybird
(1) Snake
(1) Rabbit
(2) Greenfly
(2) Mouse
(3) Berries
(3) Tit mouse
(3) Titmouse
(4) Berries
(5) Plankton
Total: 3
Total: 4
Total: 5
Dragonfly
Buzzard
Fox
Total
Ladybird 1
Greenfly
Berries 3
Snake
Mouse 2
Tit Mouse
Rabbit
Plankton 4 5 12

6. Pictures for Lesson 1 Book – What’s for Dinner? Energy game
Food Chain terms and definition – Anchor chart
Food Chain Blank Template
Energy Producer Primary Consumer Secondary Consumer Tertiary Consumer
  
Student Performance Based Product #2

7. Lesson 2 : Carnivores, Omnivores &
Lesson 2 : Carnivores, Omnivores & Herbivores Time: 45 minutes (2 class periods)
Procedures:
1. 5 min video on food chains and food webshttps:// / Computer game
2. Introduce the terms: omnivores, carnivores, and herbivores.
3. Students will read What’s For Dinner, Quirky Poems from the Animal World by Katherine B Hauth.
4. Students will choose three different animals mentioned in the book to create a food chain for each one (Behavioral Obj. 1).
5. Students will create a table on a spreadsheet showing the total of carnivores, omnivores, and herbivores in the three different food chains (Behavioral Obj. 2).
6. Students will convert the spreadsheet information into a pie chart, to show the relationship of three different food chains from the book (Behavioral Obj. 3).
7. Students will post their food chain table and pie chart web on Prezi, a computer program and post it on the class wiki (wiki projects).
8. Students will comment on at least two of your classmates work.

8. Pictures for Lesson 2 6 3 Food Chain Table Carnivores Omnivores
Herbivores 3

9. Web 2.0 Resource & Importance of Museum Trips
Upload class work and home works on the class wiki
Used for teacher & student feedback
Used for assessment
Sony Wonder Lab
Recall details on what they saw
Enhance critical thinking
Build historical empathy
Benefit from hands-on activities
Beneficial for …
ELL’s
Visual learners
Advanced learners
Struggling learners
Kinesthetic learners

10. Food Chain Game (smartboard use)
Students will drag the parts of the food chain to their correct place.
If you drag something incorrectly, it won’t stay there
When the chain is complete, students will be able to see the food chain come to life and in action
Let’s play !!!
corner/games/foodchaingame.htm

11. Conclusion Thank you Dr. O’Connor !
From taking CBSE 3203 – Education & Science/ Math/Technology with Dr. O’Connor-Petruso we learned …
How to combine Science/Math/ Technology into one lesson.
How to use Wikis and learned how effective they are when sharing information and commenting/helping with each others work.
We also learned to work together as a group to get our tasks done.
The importance of museum trips and how beneficial they are to students.
The importance of integrating Blooms Taxonomy and Gardner's Multiple Intelligence in lesson planning.
The importance of Integrating free soft ware programs in classroom learning.
Thank you Dr. O’Connor !