Teachers:

Sami Cheatham
Standard:

Subject:
Science

Grade:
3rd

PO 3. Explain the interrelationships among plants and animals in different environments:

producers plants

consumers animals

decomposers fungi, insects, bacteria

Objective (Explicit):
Studnents will be able to understand the differences between producers, consumers
and decomposers.
Sub-objectives, SWBAT (knowledge, skill, purpose):
Food web
Ecosystems
Food chain
Key vocabulary:
Materials:
Food web
Notecard
Ecosystem
Pencil
Decomposer
Science Notebook
Producer
Consumer
Engage: Teacher will start out by asking students what a consumer, producer and
decomposer is.
Teacher Will:
Start by asking the students if they
know what a decomposer is.
Okay class. I want everyone to write
down in their notebooks what they think
a decomposer, producer and a
consumer is.
Give the students time to write down
their anwsers.
I want you to turn to your partner and
discuss what you came up with.
Give the students 2 minutes to talk with
peers

Students Will:
Listening to teacher quietly and
waiting for directions
Students will talk with their peers to
compare anwsers
Students will write down an animal
that goes along with their card

Once everyone is finished, call on a

couple students to share out what they
came up with.

Explore: Students will play a game that helps them learn what a consumer, producer and
decpmposer are.
Teacher Will:
Students Will:
Teacher will choose an ecosystem, such
Listen for instructions
as the ocean.
Students will write down an
Teacher will then give each student a
organism on their card
notecard that says either producer,
Students will wait for further
consumer or decomposer
instructions
Teacher will explain, So now that
Students will participate in the game
everyone has a card, I want you to write
down an animal or organism that lives
in the ocean that you think fits under the
category of your card.
Teacher will give students 5 minutes to
write down an organism
Teacher will walk around and anwser
any questions the students have
Teacher will have the students get in a
circle and hold up their card so
everyone can see it
Teacher will give a ball of yarn to a
student
The student will look around at their
peers cards and toss the yarn to a
student who has the card of something
that the first students organism would
get energy from or give energy to.
This process will go on until every
student has gone
At the end of the activity, studnets will
be able to see the food web
Differentiation Strategy
I will give students who struggle a little more the definition of their word and have
them come up with an organism to write down on their notecard
Explain:
Teacher will have a discussion with the students explaining that they made a food web and
give the definitions to the words that they learned.

Teacher Will:

So now that we have completed

this activity, what did you learn
about ecosystems and food
webs?
Teacher will call on a few
students to start a class
discussion
Teacher will explain that, We
learned some new vocabulary
words today. So everyone take
out their science notebooks so
we can write down these
definitions.
"The first word we learned is
called a producer. A producer is
an organism that can produce
their own food. An example of this
could be a plant. To produce their
food, they use energy from the
sun, arbon dioxide and water.
The second word is called a
consumer. This is an organism
that cannot make their own food,
so they need to consume plants
or other animals. An example of a
consumer would be an animal.
The last word is called a
decomposer. Decomposers eat
decaying matter such as dead
plants and animals. An example
of a decomposer would be
bacteria or fungi.

Students Will:
Studnets will participate in the class
discussion
Students will write down definitions
in their notebooks

Elaborate:
Students will make a foldable that has the definitions of a consumer, prodcuer and
decomposer along with a picture of each term.
Teacher Will:
Now that we have learned the
definitions, we are going to make a
foldable that has the definitions and a
picture of each term we learned today.
When I say go, everyone will come get a

Students Will:
Listen quietly for directions
Complete their foldable when told to
do so

piece of construction paper and fold it

three times.
On each flap, you will write the term,
its definition and then draw a picture of
an example of teach term.
Teacher will walk around the room and
monitor students progress

Differentiation Strategy

For students that need a little extra help, the teacher will only make them write down
two of the definitions and have them draw two pictures.
Evaluate:
Teacher will have the students write a few sentences about what they learned from the
lesson along with giving a new example of what a producer, consumer and decomposer is.
Teacher Will:
To finish up from today, I want
everyone to write in a couple
sentences something new you
learned from today. Then, I
would like you to explain
another example that you have
not already used of a producer,
consumer and decomposer.

Students Will:
Get out a piece of paper
Students will write down their
sentences and turn it in to the
teacher when they are done