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Amber Novack

TPACK Template

Subject Science

Grade Level 3rd Grade

Learning Objective Living Systems


3.5 The student will investigate and understand
relationships among organisms in aquatic and terrestrial food
chains. Key concepts include
a) producer, consumer, decomposer;
Content

b) herbivore, carnivore, omnivore; and


c) predator and prey.

Activity The objective of this lesson is to show the relationship of


organisms in aquatic and terrestrial food chains. Students will
also have good understanding, once the lesson is complete, of
what producers, consumers, decomposers, herbivores,
carnivores, and omnivores are. The students will also
understand the relationship between predatory and prey. To
begin with, the teacher will introduce the students to
organisms in aquatic and terrestrial food chains by reviewing
the SMART Notebook lesson provided in the link below. The
lesson will begin with the teacher showing the students the
various living and nonliving organisms in an ecosystem on the
SMART Notebook lesson. Various living and nonliving
organisms on the lesson include fish, sun, snowflake, butterfly,
strawberry, etc. The students will draw a line from the picture
of the living or nonliving organism and put it under the column
labeled “living” or “nonliving” on the SMART Notebook lesson.
Once the students are finished, the teacher will discuss which
answers are correct or incorrect, if any. The teacher will
continue the lesson by providing what producers, consumers,
and decomposers are in the ecosystem and what roles they
play. The teacher will continue further by showing the students
on the SMART Notebook lesson what the three kinds of
consumers are: herbivores, carnivores, and omnivores. The
teacher will then ask the students to draw various pictures of
herbivores, carnivores, and omnivores. The students will share
their drawings with the class. The teacher will read a short
story on predator and prey followed by a lesson on the food
chain. The teacher will show the example of a food chain on
Pedagogy

the SMART Notebook lesson and then ask students to come up


with their own food chain. The teacher will put students in
groups of four and ask the students to compose a food chain in
their group. Starting with the sun, the students will have to
agree on what comes next and so forth. Once the students
write down on their paper what producers, consumers,
herbivores, or carnivores are in their food chain, the students
will then draw their food chain using paper and colored
pencils. The students will label all of the parts of their food
chain. Next, the teacher will review a food web on the SMART
Notebook lesson by showing them the food web provided. The
teacher will show a food web on the SmartBoard and ask
students to draw lines from one producer, consumer,
carnivore, herbivore, or omnivore to the other. The teacher
will call on students one at a time. The teacher will then ask
the students various questions on the food web. An example
question would be, “What would happen if there were no
more dragonflies at the pond? Which animals would decrease
at the pond?” or “What would happen if there was a drought
and all of the pond water dried up? What animal would be
affected first?” The teacher will ask the students to raise their
hands when they know the answers and then the teacher will
call on different students to provide the answers and then
providing feedback when necessary.

Technology http://exchange.smarttech.com/details.html?id=89f4793f-
Techno

e02a-43a5-9341-6348e026c323
logy

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