Wichita falls ISD
5th Grade Science
Unit Planner
Unit 9: Ecosystem Interactions
Lesson 2: Food Webs
Time Frame: 2-3 days
Objectives:
The student can describe how the flow of energy derived from the Sun, used by producers
to create their own food, is transferred through a food chain and food web to consumers
and decomposers.
• Students will learn that all energy is transferred through food chains and food webs
and is derived from the Sun.
• Students will be able to describe how producers use the Sun’s energy to create their
own food through photosynthesis.
• Students will show how consumers and decomposers get their energy from producers
or other consumers.
• Students will learn that the different parts of a food web are producers, consumers
and decomposers.
TEKS
Readiness:
5.9B
Supporting:
NONE
Scientific Process Skills:
5.1A , 5.2G, 5.3BC, 5.4A
ELPS:
1C, 5B, 5G
Performance Indicators:
By the end of the unit the student will be able to…
• (Unit 9 final performance indicator activity includes lessons 1-4): Students will construct a diorama depicting an
endangered or threatened species showing coloring and special adaptations, habitat, living and non-living parts
of the environment, food, predators and why the species is endangered .These projects will be presented to the
class and then displayed for the school.
Student will be able to answer these key questions at the end of the unit:
o
o
o
From what source do all food chains and webs get their energy?
What are the different parts of a food web?
How does the energy flow from one organism to the next in a food chain or web?
Lesson Information
Activities – found in Resource File and STEMSCOPES
Engage:
• Introduce using Demonstration Presentation, STEMscopes and SRC 4th
Grade kit “Save Our Earthworms” to set up a worm bin.
• Science Rock “Food Chains and Webs” song from STEMscopes (lyrics)
Explore:
• Food Chains and Food Webs ppt:
http://www.slideshare.net/coachpointer/food-chains-and-relationships
Take notes in Interactive Notebook.
• Show this video for a complete description of Food Chains and Food
Webs:
Wichita Falls ISD (2013-2014)
5Sc Unit 9, L2
Vocabulary
• Producer
• Consumer
• Decomposer
• Energy
• Sun
• Food chain
• Food Web
• Predator
• Nocturnal
Process Skills TEKS must be incorporated into
instruction as appropriate throughout the school year.
1
revised 1/24/14
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/f
ood-chains.htm
• Also, this video: http://www.youtube.com/watch?v=3Bn7wdCP2v4
• Food Web Game in Teacher Guide and Set-Up video in STEMscopes,
along with
o Life Explore Game Cards
o Student Guide
o Student Journal
Explain:
• Use Picture Vocabulary ppt from STEMscopes and add to Interactive
Notebook
• Review with Student Vocabulary Cards from STEMscopes
• Play Interactive Vocabulary Game from STEMscopes
• Continue working on Performance Indicator research and diorama
completion of endangered species.
Elaborate:
• Have students create their own PowerPoint or Video Clip showing Food
Chains and Food Webs.
• Read for Comprehension Reading Science A, B, C from STEMscopes
• Complete lab from Next Step Inquiry on Mealworms, STEMscopes
• Concept Builder for GT STEMSCOPES
Evaluate:
• Interactive Review Game STEMscopes
• Standards Based Assessment from STEMscopes
• Unit 9 Assessment: Ecosystem Interactions
Additional Information
Materials/Resources
• Terrarium container or Plastic Tub with hole
punched lid for worm bin (materials also in
SRC Save Our Earthworms Kit)
• Pt. size plastic bags per student
• 60 cm of string per student
• Stopwatch
• 75 pompoms or 1” diameter paper circles
(25 each of green, brown and black)
Wichita Falls ISD (2013-2014)
5Sc Unit 9, L2
Notes from Council
Other places you can look:
• Dinah Zike- Big Book of Science
Life Science foldable section
• Use 4th Grade “Fabulous Foliage” kit from SRC for further
lessons on photosynthesis and plants.
• SM Willingham Activities-Elementary, Adventures in
Science-Mini Labs
• www websites listed in S drive
• RTI Intervention CLOZE-ing on Science and
Concept Attainment Quiz
• Connecting to Unifying Concepts through Physical
Science: Life Science
• Project WILD Activity Guide from SRC
• Project Learning Tree Activity Guide from SRC
• Use Harcourt Science textbook for review and
homework: Pp B4-B11, B28-B59
Process Skills TEKS must be incorporated into
instruction as appropriate throughout the school year.
2
revised 1/24/14
Misconceptions/Underdeveloped Concepts
•
•
•
Students may think energy only flows from the top of the food chain down, with those at the top having the most
energy and increasing in number at the expense of those below.
Students may think dead is the same as non-living.
Students may think that plants do not use the food they make.
Parent Resources
•
•
•
www.harcourtschool.com
Talk about the care and needs of your pets at home.
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm
Wichita Falls ISD (2013-2014)
5Sc Unit 9, L2
Process Skills TEKS must be incorporated into
instruction as appropriate throughout the school year.
3
revised 1/24/14