Sara Black
Meghan Freeman
Food Chains: Technology Lesson
I.
Purpose:
The purpose of this lesson is to review food chains on day 5 of the unit. Students will be using an
online game to identify producers, consumers, and decomposers. They will also be
demonstrating knowledge on sequencing a food chain model.
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.
Technology SOL 3.2- Identify and use available technologies to complete specific tasks.
A. Identify the specific uses for various types of technology and digital resources.
• Identify the differences among local, network, and Internet resources and tools.
• Create, edit, and format a document with text and graphics.
• Create and present a multimedia presentation.
• Create and populate a spreadsheet with data.
• Capture and edit a digital image.
• Demonstrate the ability to choose appropriate resources when completing assignments in
various content areas.
B. Use content-specific tools, software, and simulations to complete projects.
• Use tools in various content areas as directed by the teacher.
II. Objectives:
 The student will be able to identify producers, consumers and decomposers in the
“Producer, Consumer, Decomposer” online game activity with 90% accuracy.
 The student will be able to correctly sequence food chains in the order of producer,
consumer, and decomposer in the “Food Chain Game” online game with 90% accuracy.
III. Procedure:
 Introduction:
o Introduce the lesson by explaining to students that they will be reviewing the key
concepts learned about food chains.
 Key terms: producer, consumer, decomposer, predator, prey
 Key concepts: sequencing food chains, directional flow of energy
o The teacher will review key terms, with examples, with the students using a
PowerPoint presentation. (auditory, visual)
 Development:
o Give directions for the online games:
o “The first game you will be playing is the “Producer, Consumer, Decomposer
Game”. You will be shown a picture and you will need to identify whether it is a
producer, consumer, or decomposer.”(visual)


http://www.sheppardsoftware.com/content/animals/kidscorner/games/prod
ucersconsumersgame.swf
 Students will have approximately 10 minutes to complete the game.
o “The second game you will be playing is the “Food Chain Game”. You will have
to put the organisms in the correct order in the food chain.” (visual)
 http://www.sheppardsoftware.com/content/animals/kidscorner/games/food
chaingame.htm
 Students will have approximately 10 minutes to complete the game.
o Students will be instructed to go to the classroom blog to find the links to the
games, and begin playing.
o While students are working, the teacher will walk around the room to observe and
ensure students are using the technology properly. The teacher will also provide
aid to students who need it.
o For advanced students Click on the “bigger food chains” link and read further about larger food
chains. Draw and label one example of a larger food chain on a sheet of
paper.
o For struggling students
 Give them a labeled food chain strip to use as a reference. (visual)
Summary:
o The teacher will have a question-and-answer discussion to conclude the lesson.
The teacher will ask students to give examples of a producer, consumer, and
decomposer. (Auditory)
 “Can anyone give me an example of what a producer is?”
 “Can anyone give me an example of what a consumer is?”
 “Can anyone give me an example of what a decomposer is?”
 “In what order would I put the following animals; antelope, grass, lion?
IV. Materials:
a.
Food Chain Review PowerPoint
b.
Computers
c.
Producer, Consumer, Decomposer
Game:http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumers
game.swf
d.
Food Chain Game:
http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
V. Evaluation Part A:
a.
Students will be evaluated through observation of the discussion. The teacher will take
note of students who give incorrect answers on a note card.
b.
Students will be asked to record their scores on the games on a piece of paper. This will
be handed in for participation credit. They must score at least a 90%.
VI. Evaluation Part B:
 Did the students meet the objectives
 How do you know?
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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?