Language Arts Lesson
I.
Purpose:
The purpose of this lesson is to introduce students to food chains. This is the first day of the food
chain unit, where they will be learning new vocabulary; producer, consumer, decomposer,
predator, and prey. The students will primarily focus on being able to identify producers,
consumers, and decomposers.
VA Science SOL 3.5: Food Chains
The student will investigate and understand relationships among organisms in aquatic and
terrestrial food chains. Key concepts include
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
VA English 3.9
The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
c) Write a clear topic sentence focusing on the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of information and elaboration according to the type of writing.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information
II.
Objective:
 The student will be able to identify a producer, consumer, and decomposer
through a student written narrative with 80% accuracy.
III.
Procedure:
a. Introduction
 Students will remain in their seats.
 “Has anyone ever heard of a food chain before?”(auditory)
 If no one knows what one is; “What do you think a food chain might
be?”(auditory)
b. Development
 Teach students about food chains using a PowerPoint presentation.
 Read off each slide (visual, auditory).
 Have all the students stand up after the PowerPoint is completed.
 Check for initial understanding with a quick review during a brain break;
IV.
o “If you think a flower is a producer, jog in place for 5 seconds.”
(kinesthetic)
o “If you think a squirrel is a consumer, do 5 jumping jacks.”
(kinesthetic)
o “If you think a mushroom is a decomposer, march in place.”
(kinesthetic)
 Have all the students sit back down. Take note of any students who were
hesitant to decide on any of the questions.
 “So now that we have learned more about food chains, I want each of you
to put yourself in a food chain and write about it! I’m going to be handing
out some completed food chains and I want you to write from the point of
view of the producer, consumer, or decomposer. Tell me what you are,
what you eat, what’s going to eat you and what each organism is
(producer, consumer, and decomposer). Be sure to also explain why a
producer is a producer. Make sure your writing is in paragraph form!”
 Write requirements stated in the directions on the board for students to
reference.
 Read them the teacher example attached to the lesson plan.
 Pass out a food chain strip to each student (visual)
 While students are working, walk around to observe the class and give aid
if a student needs it. Take note of students who are struggling.
 Allow students to work for 15 minutes. When they have completed their
work, have them turn it in to the classwork basket.
 For advanced students:
o Give them a second consumer to add to their food chain. Have
them write about the predator-prey relationship.
 For struggling students:
o Pull students who are struggling to the back table.
o Help them to brainstorm and plan out what they want to write.
(auditory, visual)
o Allow them to finish their writing for homework or as their
morning warm-up.
c. Summary
 Review the PowerPoint with wrap-up questions; (auditory)
o What is a producer?
o What is a consumer?
o What is a decomposer?
o What does a food chain represent?
Materials:
a. Food Chain PowerPoint
b. Pencils
c. Notebook paper
d. Food Chain Strips
V.
VI.
Evaluation Part A:
a. Grade writing assignment as a classwork grade (accuracy of 80% or higher):
 Did the student correctly identify the producer, consumer, and
decomposer?
 Did the student correctly explain why the producer is called a producer?
Evaluation Part B:
 Did the students meet the objectives?
 How do you know?
 Did your lesson accommodate/address the needs of all your learners?
 What were the strengths of the lesson?
 What were the weaknesses?
 How would you change the lesson if you could teach it again?