LESSON 3

TEACHER’S NAME: Ms. T. Grant

SUBJECT: Integrated Science

DATE: October 4, 2024

GRADE: 8A1

DURATION: 1 hour and 60 minutes

TOPIC: Food Chain

ATTAINMENT TARGET:

At the end of the lesson, students should be able:

 Describe the components of a food chain

 Describe what are producers and consumer, herbivores, omnivore and carnivores

 Describe the different trophic levels

ICT ATTAINMENT TARGETS:

 Wifi

BENCHMARKS:

Students should:

 Demonstrate concern for safety of self and others.

 Recognize the importance of knowing about the Food Chain

Cognitive

During the lesson, students will:

1. Describe the components of a food chain with 100% accuracy.

2. Identify producers and consumers in a food chain with 100% accuracy.

3. Explain the flow of energy in a food chain with 100% accuracy.

At the end of the lesson, students should be able to:

1. Summarize what they have learnt with 90% accuracy.

Psychomotor

During the exploration activity, students should be able to:

1. Create a Food chain with one plant and four animals using the 5 blank cards provided.

2. Label the trophic level for each animal in the food chain.

For the evaluation activity, students will:

3. Draw a food chain model in their notebooks with the correct labels.

Affective

After the engagement activity, students should be able to:

1. Demonstrate an interest in the topic by giving undivided attention to the teacher.

During the class discussion, students should be able to:

2. Express curiosity and enthusiasm for learning about the Food Chain.
 3. Query misconceptions by asking the teacher question.

4. Display appreciation for the topic by responding teachers’ questions.

KEY SKILLS

Communication, Collaboration, Applying Knowledge, Critical Thinking Skills, Cooperative

Learning

KEY VOCABULARY

Food chain, Producer, Consumer, Primary Consumer, Secondary Consumer, Tertiary Consumer,

Quaternary/Final-order Consumer, Herbivore, Carnivore, Omnivore, Decomposers, Trophic

Level

MATERIALS/RESOURCES

Whiteboard markers, Computer, Computer

DIFFERENTIATION STRATEGIES TO MEET DIVERSE LEARNER NEEDS

 Class discussion: Conducting a class discussion encourages active participation from

students. Active engagement between students and teachers can benefit diverse learners

by providing them with opportunities to contribute and share their perspective. This

caters to oral and auditory learners.

 Manipulatives: This will be used to engage students in a hands-on approach to the

concepts and it will be used to allow students to explore the concepts. Additionally, it

will aid kinesthetic learners’ interest in the lesson.

 Targeting different senses within lessons: This strategy involves using numerous

materials to help students grasp the concept better. Using pictures and relevant physical
 objects while teaching will appeal to those who are tactile, auditory, and kinesthetic

learners.

CONTENT

What is a Food Chain?

A Food Chain shows how energy moves from plants to animals. It is the order of events in an

ecosystem, where one living organism eats another organism, and later that organism is eaten by

another larger organism.

The Food chain consists of different feeding levels called Trophic levels. A Food chain has

Producers, Consumers and Decomposers.

Producers – These are plants that produce food for all the food chain.

Consumers – These are animals that eat plants or other animals in a food chain.

Herbivores – These are animals that eat only plants. Example: Deer

Carnivores – These are animals that eat other animals. Lion

Omnivore – These are animals that eat both plants and animals. Example: Human, Bear

Primary Consumer – These are the first animals in the food chain. They eat plants or the
producers.

Secondary Consumers – These are the second animals in the food chain. They eat animals.
Tertiary Consumers – These are the third animals in the food chain. They eat animals. They
can be Carnivores or Omnivores.

Quaternary/Final-order Consumers – These animals are at the top of the food chain that eat
other animals. They can be Carnivores or Omnivores. No other animals feed on these animals
except decomposers.

Decomposers – These organisms eat dead animals.

PRIOR LEARNING

Check to ensure students can:

Students who demonstrate an understanding of the concept can:

 Explain what a Food chain is

 Describe the components of a Food chain

 Draw and label a food chain with a plant and 4 animals

ASSESSMENT CRITERIA

Students will be assessed based on their abilities to:

 Identify, remember, and grasp the meaning of the concept being taught.

 Demonstrate an understanding of a food chain.

 Describe the components of a food chain

 Draw an example of a Food chain using a plant and 4 animals

PROCEDURES/ACTIVITIES

ENGAGEMENT

The students will play a game called, “Food Chain Drawing Relay.” The class will be

divided into teams of 4 members. Each team will be tasked with creating a food chain, but only
one student can draw at a time. The students will pass the marker to the next teammate after

drawing one organism and its connection to the next organism in the chain. The team to

complete the food chain correctly wins. This task will encourage students to actively participate

in creating and understanding food chains while using their creativity and teamwork skills.

EXPLORATION

For this assignment, students will continue working in their groups. Each group will be

given five blank cards as well as a marker/pen. Students will be shown an example of a food

chain, and they will be instructed to construct another food chain by writing the plant or animal

on the cards and correctly arrange them. That is, animals and plants will be on different cards.

The teacher will walk around and evaluate the food chain students have created.

EXPLANATION

Three groups will be allowed to present their food chain on the board by writing it down.

The components of the food chain will be explained to the students. Each component or trophic

level will be discussed in class. The different trophic levels will be identified and discussed using

one of the food chains created by the students. Students will be asked questions, and if there are

any misconceptions, time will be taken to clear them up.

ELABORATION

Students will be exposed to a scenario in which a change in the food chain occurs, such

as an animal dying within the food chain. Students will be asked to predict what will happen next

in the food chain. This exercise is carried out to encourage students to engage in critical thinking

throughout the discussion. The predicted response is that certain species' populations will grow

while others will starve.

Students will be given a graded assignment, Due Friday October 11, 2024

Instruction: Create a small poster showing a Food Chain with a plant and 4 animals.

Label each trophic level correctly just like the example given in class. Total: 14 marks

2 marks for labelled picture of plant

8 marks each for labelled picture of 4 animals

5 marks Creativity

3 marks for an Accurate Food chain

2 marks for Effort

2 marks for accuracy and 2 marks for creativity

EXTENDED LEARNING

Students will be instructed to research about Food Web

LINKS TO OTHER SUBJECTS

Biology and Agricultural Science