KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ____Karly Repko and Casey Cavallomagno___________ Date: ____
Cooperating Teacher: _________________________________________________
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Group Size: _____________________ Allotted Time: ______________________
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Subject or Topic: ____________________________________________________
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Coop. Initials:
Grade Level:
Section:

STANDARD: (PA Common Core):

S3.B.2.1.2: Identify and describe plant and animal characteristics that are necessary for survival .
I. Performance Objectives (Learning Outcomes)
A. The students will be able to identify the food chain of organisms by sorting them into specific categories
under producers, consumers, and decomposers.
II. Instructional Materials
A. Who Eats What? Food Chains and Food Webs (Lets- Read-and Find-Out Science, Stage 2)
B. Pictures of the animals.
C. Crayons
D. Producers, Consumers, and Decomposers worksheet
E. Teachers checklist
F. Paper plates
G. Pictures of owl, snake, mouse and grasshopper
H. Mini whiteboards
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite skills
1. Students must be able to work well in a small group setting.
B. Key Vocabulary
1. Food Chain- a series of organisms each dependent on the next as a source of food.
2. Producers- an organism that can produce its own food.
3. Consumers- an organism that feeds on plants or other animals.
4. Decomposers- an organism that breaks down the cells of dead plants and animals into simpler
substances.
C. Big Idea
1. There are many different classifications of organisms. It is important for the students to understand
the difference between producers, consumers and decomposers. It is also important for the
students to understand that producers deals more with plants, consumers deals more with animals,
and decomposers deals more with fungi and bacteria.
IV. Implementation
A. Introduction
2. Read the story Who Eats What? Food Chains and Food Webs (Lets- Read-and Find-Out Science,
Stage 2)
3. Ask the students what they had to eat for dinner last night.
4. The students will write their answers up on the board.
5. Ask what foods came from plants? and what foods did not come from plants?
6. Introduce the idea of producers, consumers, and decomposers.
B. Development
1. The teacher will divide the class into groups of two students.

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The teacher will hand out pictures of different animals to the students.
The students will color each animal according to whether or not they are a producer, consumer, or
decomposer.
The students will color the producers green, the consumers red, and the decomposers yellow.
The teacher will hand out a worksheet with three columns that are labeled producers, consumers,
and decomposers. (see attached)
The students will place their pictures of the animals accordingly.
The teacher will walk around with a checklist. (see attached)
The teacher will make a chart on the board with three columns labeled producers, consumers and
decomposers.
The students will each place an animal on the board under the correct column.
The teacher will go over each animal and ask the students why they put the specific animal in the
column.
The students will be asked to move back to their own seats.
The teacher will pass out five paper plates to each student.
The teacher will hand out a picture of an owl, snake, mouse and grasshopper.
The students will color their pictures and glue them onto each plate.
The students will draw grass on the last plate.
The teacher will collect the activity and hang them up around the classroom.

C. Closure
1. The students will each have a whiteboard.
2. The teacher will hold up a picture of an animal.
3. The students will write producer, consumer, or decomposer on the whiteboard.
D. Accommodations / Differentiation 1. Jimmy is a student with ADHD in a general education classroom. The teacher would give Jimmy a
break from doing his worksheet to walk around and maintain his focus. The teacher will also give
him a checklist to keep him on track during the task. The teacher will walk around the classroom
and stay close by to Jimmy to make sure he is staying on task.
E. Assessment/Evaluation plan
1. Formativea. The teacher will walk around with a checklist while the students are working on the sorting
activity.
2. Summative- None for this lesson

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

1. Remediation

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

1. How well did the students work with their partner?

2. How well did the students sort their animals?

3. What could be changed to make this lesson better as a whole?

Please note:

Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources
http://eduperry.blogspot.com/2012/04/whats-growing-on-in-our-classroom.html
Lauber, Patricia. (1994). Who Eats What? Food Chains and Food Webs (Lets- Read-and Find-Out Science,
Stage 2). New York: HarperCollins.