Lesson Planning

Waynesburg University
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Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

4.6.4.A Understand that living things are dependent on nonliving things in the environment for survival.

Lesson Objective(s)
(Stated in observable and measurable terms)

Students will create a Prezi Presentation to depict a food web, including the sun, at least two producers, at least three primary consumes,
and at least two secondary consumers, as well as all appropriate connections.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

Students will, in pairs, create and present a Prezi presentation that fulfills the lesson objective.

Materials:
In classroom: Projector.
In computer lab: One computer per student pair.

Inclusion Techniques for Students with Special Needs:

Assistance finding pictures and placing them on page.

Enrichment Techniques:

Early finishers will use time to add additional producers and consumers to their web.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
Working in pairs, assistance finding pictures, opportunities for expanded web.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Review definitions of producer, consumer, primary consumer, secondary consumer, and decomposer.

State that today we will be talking about food webs, connecting producers and consumers in more complicated ways. Reiterate from
previous lesson that not every creature eats the same things all the time.

Introduce with narrated PowerPoint (see Week 5).

Note that our goal will be to create a food web using Prezi, and show sample (see Week 5). Explain that this will be a project done in
pairs, and that students may want to start thinking about what ecosystem they want to make their food chain in (pond, underwater,
arctic, desert, forest, backyard, etc)

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

First, have students use an on-desktop or bookmarked link to http://www.sxc.hu/, Stock.xchng, a free stock photo site. On a clean
sheet of paper, student pairs will draw a rough sketch of what living things they will use in their chain and ensure that Stock.xchng has
images for them to use. They will need to briefly show a web outline to the teacher before saving photos. Webs should make sense
within the ecosystem they describe, as should the connections. (If necessary, students can perform some research to determine
 animals to use and their diets. The Missouri Botanical Gardens biom site will be made available for use at
http://www.mbgnet.net/index.html)

After teacher approval, students will search for their images, pick one for each animal, and save each in their class folder with the name
of the sun/producer/consumer as the file name.

After all pictures have been collected, students will open the on-desktop or bookmarked link to http://prezi.com/ (Prezi), where they will
log in and open a fresh page. Students will be limited to 30 minutes to work. They must have their pictures and arrows in place within
that time.
The poster should include the following:
Name
Sun, at least two producers, at least three primary consumes, and at least two secondary consumers, minimum 8 pictures.
Labels for each of these elements (name, no terminology needed).
Each element should be connected by arrows to show how energy transfers.
Paths and frames can be used, but are not required.
Roughly five minutes before the end of the lesson, all students will be prompted to save their Prezi so that the teacher may bring it up
the following day in the classroom.

Guided Practice/Independent Practice/Assessment Activities

Development of Prezi.

Students will present their Prezi to the class the following day, offering a narration of what each parts connections are, and if an animal
is a carnivore, an herbivore, or an omnivore.

Rubric will assess the extent to which students have accurately used terminology in their presentation, accurately produced a viable
food web, used pictures that reflect the living thing they discuss, and select living things that accurately exist within their established
ecosystem.

Closure:
Presentations.

Is there a better time to show a food web than a food chain? Better time for food chain than web?

Prep for tomorrow question: Does it matter how many of a single living thing are in an ecosystem?