Lesson Plan Template - ​Presentation Model

Brigham Young University-Hawaii School of Education

Teacher: Grade Level & Content Area:

Kristal Hong Grad 4 & Life and Environmental Sciences

Lesson Title:
Going down the food chain
Questions to ask yourself - BEFORE & DURING

● Before: Do I have all my materials

● Before: How will I engage the students?
● During: Am I being clear?
● During: Am I using differentiation?
● During: Should I re-evaluate my approach for this next instructional sequence?
● After: Should I revisit parts of the lesson next class?
● After: What can I improve on?

Materials:
● Coloring materials
● Writing materials
● White board marker, 7 colors
● White board eraser

Common Core State Standards and/or Content Standards:

Benchmark SC.4.3.1 Explain how simple food chains and food webs can be traced back to plants
Lesson Outcomes:
● Students can compare and contrast producers and consumers by correctly naming 3 of each.
● Students can break down the differences between a food chain and a food web by completing
a worksheet or quiz.

Background​:
● Learners: This lesson is for grade 4 and the subject is Science. It is expected that the students
completed grade 3 and all the benchmarks required to properly complete the course. Which
would include Benchmark SC.3.3.1: Describe how plants depend on animals, also Benchmark
SC.3.4.1: Compare distinct structures of living things that help them to survive. I anticipate
that this background will contribute to the lesson. This class may have English 2​nd​ language
learners and to accommodate to them I will use more pictures as I teach.

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 ● Lesson Justification: Teaching these students food chains and food webs and breaking it down
from consumers all the way to producers is appropriate to teach because it is a benchmark.
This also can open the students mind to how everything in this world has a purpose. In
conclusion it will hopefully help them appreciate things more.

● Methods Justification: The Presentation model works for this lesson because the students do
not have a deep understanding of the content being taught. They do understand energy and
consumption, but this lesson will allow them to see how organisms in the world all work
together. This will provide new information and it will create a big picture to the pieces they
know from previous experiences. This will help them retain the new concept and apply it to
their understanding of the world.

1. Anticipatory Set:

I Say: Who has seen lion king?

I Do: Show an image of the lion king scene
Anticipated response: I have. Or yes but I do not remember it. Or yes I love that movie. Or no I have
not seen it. Or yes, I hate that movie.
I Say: Great, weather you have seen this movie or not you will be able to answer the questions I will
ask. When I ask these questions, I want you to think and answer. All answers are good answers, the
only answer that is bad is one not shared because you were afraid of being wrong. Lets begin, here is
the first question.
I do: Click through the slide questions and ask them aloud one by one, each pausing for a response.
Also, as I ask I point to the topic being discussed and students point to the topic being discussed. First
question clicked then said aloud, “Where does a lion get its energy from?” Then pointed to.
Anticipated response to first question: Meat or specific animals in Africa. Written on the board by
students after answering.
I say: Great answers. Here is the next one.
I do: Second question clicked then said aloud, “Where does that animal get its energy from?” Then
pointed to.
Anticipated response to second question: Name off plants or types of vegetation. Written on the
board by students after answering.
I say: nice job guys, let’s keep it up. Here is the next one.
I do: Third question clicked then said aloud, “Where does that plant get its energy from?” Then
pointed to.
Anticipated response to third question: Sun, water, soil, (unlikely response but also correct)
decomposers. Written on the board by students after answering.
I say: Great job guys. IF answered decomposers say, “You jumped ahead of me, but you can still
answer the next question”. IF decomposer was not answered I would say, “here is a trick question”

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I do: Fourth question clicked then said aloud, “What gets energy from the lion when a lion die?” Then
pointed to.
Anticipated response to fourth question: Grass, plants, or other forms of vegetation. Written on the
board by students after answering.

Differentiation: The differentiation in this anticipatory set is focused on individual answers. Although
it has multiple means of representation: PowerPoint, pictures, reading questions aloud, stated
questions on screen, and writing down answers. Also, Multiple means of expressions would include
answers are said aloud by students and have each student write their answers on the board. There
are a few multiple means of engagement, students are engaged with familiarity of the movie also
they are engaged when they get to write on the board their answers. These multiple means of
representation, engagement, and action are beneficial for this lesson because it causes to use what
the know from their prior knowledge and apply it to a deeper thinking, to create long term memory.
Also, this will help them connect to the lesson as parts of the anticipatory set become more detailed
and clear.

Assessment: I assess the students prior knowledge and understanding about food webs and food
chains by listening and watching them respond to related questions. If they respond in the direction
desired, then it is assumed they generally understand consumers as well as producers. If students did
not go into the correct direction with their answers, it is assumed they do not fully understand what
organisms consume and where other organisms produce energy from. By knowing the students
understanding I can focus on students who are weaker in their current understanding of producers
and consumers. I can intentionally assist them in the lesson.

2. State your objectives/outcomes:

I say: You guys did great thinking it through. As you can see we are going to be talking about food
webs and food chains as well as the things inside a food chain and food web, producers and
consumers.
I do: I bring out a pre-made sign with the outcomes on it. Put it on white board on the side closest to
the door.
I Say: The objectives for today are. Read it with me.
I do: Point to each word as they read aloud “I will be able to compare and contrast producers and
consumers by correctly naming 3 of each” And “ I will be able to break down the differences between
a food chain and a food web by completing a worksheet or quiz.”

INSTRUCTIONAL SEQUENCE

3. Advance Organizer

Say: You guys already know so much. Now this lesson is going to tie somethings you know to some
new things that you do not fully understand yet. You guys know what eats or gets energy from what.
To organize that we will put it into a food chain or a food web. Also, we will not only recognize
consumers, or the “eaters”, but we will also recognize the producers “makers”.

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Say: What do you think when you hear consumers? If you were listening I gave you a hint.
Anticipated response: Eaters, IF science let them sit and think for 10 seconds.
Say: Yes, organisms or that eat. What does that make us?
Anticipated response: Consumers
Do: Click to slide
Say: Great C is for crunch, like when you bite down on something it’s like crunch. What do you think
producers are?
Anticipated Response: Plants, or other forms of vegetation.
Do: Click to slide
Say: Exactly, P for producers P for plants. Now look at the pictures of a Food chain and a Food web.
Do: Click to slide
Say: Now take what we have learned and what we know and lets organize it.
Do: Click to next slide.
4. Presentation of the Content
Topic 1 Producers, decomposers, and consumers

Say: What are consumers again?

Anticipated response: Any animal or organism that eats or consumes.
Say: Correct. Any organism that eats or consumes. Consumers, crunch what?
Anticipated response: other consumers or producers
Say: correct, they eat other consumers or producers. When they crunch on their producer or
consumer what happens?
Anticipated response: Consumer gets fuel or energy
Say: Yup, consumer gets food or energy. They then use up all that food and energy until they need to
consume more. They keep doing this until their body no longer can consume any longer, they cannot
break down their “crunch” any more. They sometimes get sick or old. What happens to them then
and it happens to all living things?
Anticipated response: they die or decompose
Say: Yes, they die or decompose. When they decompose they then feed the soil. Which then feeds
the?
Anticipated Response: Producers
Say: Alright so Producers are what again?
Anticipated response: Plants
Say: Correct because P is for Plants. Why do you think they are producers?
Anticipated response: They produce, they take energy from the sun and water and produce it into
physical energy a consumer can use.
Say: Correct. A producer takes the energy from the sun and water and soil and produces physical
energy so that the consumer will take that energy and use it like we said before then it goes all over
again.

5. Checking for Understanding / Extending Student Thinking

Say: Now what we are going to do is create a list of producers and consumers. You and your partner
to your right will work on this list together. I want 3 producers and 3 consumers. If you are alone,
group with the person next to you.

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Anticipated response: They group up and discuss and write down three of each
Say: Now each group send up one person each and write it on the board under where it should be.
Each person writes a producer and a consumer.
Do: click to next slide
Anticipated response: students write their answers on the board.
Say: NOT CORRECT, correct if needed correction. IF correct then, great job guys now we are going to
take what we learned and organize it into food web and food chain.

Topic 2: Food web and Food chain.

Say: Look at this Food Chain. What is number 1, point.
Anticipated response: Producers or plants
Say: Yes, P for producers and P for plants. Everyone say that for me.
Anticipated Response: P for producers and P for plants
Say: What is number 2
Anticipated response: Primary consumers
Say: Yes. Who noticed a new word? Raise your hand.
Anticipated response: Raise of hand and possible verbally saying primary
Do: Point to primary
Say: Yes, Primary. Primary means what? Raise your hand if you have an idea what primary means.
Anticipated response: Raise hand. Correct possible response: first or main or original or significant
importance
Say: Yes (say what was missed, if any). Primary means in this case first to consume or eat. Now what is
number 3?
Anticipated response: Secondary Consumers.
Do: Point to secondary consumers.
Say: What was the new word here?
Anticipated response: Secondary.
Say: Can someone tell me the definition of secondary?
Anticipated response: Next or second
Say: Yes, that is correct. For the next one it is 0 or 4. Anyone want to guess why it is a 0 or a 4?
Anticipated Response: Because it is next. Because the animal or consumer dies and it becomes
nutrients for the producer.
Say: Correct. When a consumer dies, what happens? We decompose or start to get old and break
down, right? Nod your head if you agree.
Anticipated response: Head nod.
Say: Does any one have any questions about the food chain?
Anticipated questions: What is decompose?
Say: IF ASKED. Decompose is like when your fruit or meat at home starts to smell and get mushy.
When this happens, it means it is breaking down. When it breaks down what do you do?
Anticipated response: Throw it away.
Say: You throw it away, and then it goes to a dumpster and eventually returns to the soil. Does that
help?
Anticipated response: Head nod or verbal yes or silence
Say: Now let’s look at food chains
Do: Click to next slide and walk behind class
Say: Everyone point to a consumer and keep your hand up
Anticipated response: point to multiple consumers

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Do: Tap on individuals shoulders to signify who I am talking to
Say: (name of student who was tapped on the shoulder) tell the class what you are pointing at.
Anticipated response: Says animal. OR student says a plant.
---------------IF PLANT IS STATED CONTINUE, IF ANIMAL WAS STATED SKIP THIS SECTION---------------------
Say: IF animal, great. IF plant, P is for?
Anticipated response: Plant or producers
Say: Try again. C is for?
Anticipated response: Crunch or Consumer
Say: Now that you are reminded, name a consumer up there.
Anticipated response: Names a consumer.
---------------------------------------------------------------------------------------------------------------------------------------
Say: Correct. If you need to adjust your hand to a consumer, do so now.
Anticipated response: Moves hand or does not move hand because it is correct.
Do: Taps another student on the shoulder
Say: Tell me the consumer you are pointing at?
Anticipated response: Says animal. OR student says a plant.
Say: IF animal, correct. If Plant, no that is not correct. Do you want to try again? C is for?
---------------IF PLANT IS STATED CONTINUE, IF ANIMAL WAS STATED SKIP THIS SECTION---------------------
Anticipated response: Crunch and consumer
Say: So what makes a crunch when they eat? Point to any of them and tell the class the one you
choose
Anticipated response: Animal chosen and said aloud
---------------------------------------------------------------------------------------------------------------------------------------
Say: Great job guys, you can put your hands down
Do: Walk to the front of class
Say: As you can see a food web has more what consumers and producers. Although there is
something missing in this picture. Once you see it tell your partner or group you had earlier what it is.
Anticipated response: The tell their partner
Say: Okay some one from this group tell me what is missing?
Anticipated response: Death or decomposer
Say: correct. This food web does not talk about decomposing, but some food webs do. When you look
at this food web what do you think of? Like what does it look like?
Anticipated answer: A spider Web

Differentiation: Having students discuss with a neighbor creates opportunity to learn more and get a
deeper understanding. This is a way of multiple means of expression and engagement. By having
them work on things together I am able to get an idea of how the class is doing with understanding
the topic. Group work also allows students to confirm what they have learned with each other which
helps gain confidence and to also teach each other which also helps in long term memory. Also by
having a slide up that is similar to previous pictures the students are able to put the missing parts
together to create a strong overall understanding. As I walk around or ask students to share they are
able to get answer to any questions they have and when they point at what they see it engages them
physically.

Assessment: Asking groups to respond, write on the board, and verbally say what they are thinking I
am able to assess their understanding through their responsiveness and their actual responses. Also
as I walk around I can hear their discussions and hear where they are in their understanding. If they

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are not alert, discussing, or do not act upon instructions it can be assumed they do not understand
something in the direction or they lack motivation. By having the students take a quiz as well it causes
them to take the instruction more seriously because, quiz tends to cause minor stress and alertness.
If students answer correctly I can assume they understand the content, if the do not answer correctly
I can assume they do not understand the content.

6. Summative Assessment:

Say: Now everyone takes out a that same piece of paper we used earlier and with that same group
you had before I want you to answer these quiz questions. Tell each other why you think it is the
answer. Then when you are done discussing write it down on that piece of paper, just one answer.
Do: Walk around and listen to what students are saying and discussing. Interact as necessary to
engage with students and make sure they are on task.
AFTER 5 minutes
Say: Okay now each group share there answer we will go left to right.
Anticipated response: 1. Plant or Producer and their reason why.
2. Decomposer and it comes first or last. Giving their reason why, because it dies, and it feeds the
producer. 3. Primary consumer. And give reason why, because it is first, and it eats. 4. Plant or
producer. 5. Food Chain because it does not look like a web and it is simpler. 6. 1 producer, 2
consumers
Do: Click to next slide
Say: Great job guys now just a few more questions. GO back to your groups and answers the
questions together. Again, only one answer.
Anticipated response: they discuss and write answers on same paper
Do: Walk around for 2 minutes and listen, correct if there are misunderstandings
Say: Alright great job now lets go over the answers. Again where we left off then go back in reverse to
finish the answers.
Anticipated response:7. Food Web
Say: Pause, why is it a food web?
Anticipated response: it looks like a web it is more complex or complicated
Say: correct, okay last one.
Anticipated response: 8. 10 consumers and 3 producers

7. Closure:

Say: As we come to close with our lesson today I want you all to take a piece of paper and as your
ticket out I want you to write me your answer to this question: If you could choose to be one thing for
the rest of your life, a producer or a consumer what would it be? And why?

Do: Hand out pre-cut papers.

Say: Once you are done you may leave. Have a great rest of your day and remember everything is
connected in some shape or form.

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Differentiation: Each student engages and expresses by writing down their thoughts to the stated
questions. The question will be printed out on their papers as well as stated verbally by the teacher.
This is beneficial because it causes students to think deeply and to engage in order to leave. Also
stating the question out loud and telling them it is their ticket out, causes them to be alert and
respond from both senses sight and hearing.

Assessment: I asses the students understanding of the lesson by reading their responses. A response
that is relevant and valid to the lesson and the question will cause me to assume that the student
understands the lesson. If a student does not respond in a relevant or valid manner it can also be
assumed that the student did not understand the lesson fully or they did not understand the
questions. If a student responds in a manner that is not relevant or valid it will lead me to follow up
with the students and try to help them understand what was missed in the lesson.

Lesson Adaptations:
For students with visual difficulties I use slides with bigger font. For students that are 2​nd​ language
learners I use pictures through out the lesson as visual aids in understanding. As I teach I also give
time for these learners to think. I also speak at a slower pace and define words as I teach new
concepts. When they receive new information or see a new slide I will read their body language and
expression to assess their readiness.

Reflective Questions: ​write​ ​bullet points of appropriate and meaningful questions you ask yourself
Before, During, and After instruction. These questions should be noted in your lesson plan and then
referred to in your written reflection.

● Before: Do I have all my materials

● Before: How will I engage the students?
● During: Am I being clear?
● During: Am I using differentiation?
● During: Should I re-evaluate my approach for this next instructional sequence?
● After: Should I revisit parts of the lesson next class?
● After: What can I improve on?