NGSS Lesson Planning Template

How do living
things get energy.
(Producers and
consumers).
Lesson #

Grade/ Grade Band:

Grade 4B

what are the

ecosystem
Topic:

Brief Lesson Description:

Students will describe ways of plants and animals depend on each other. Predict,
sequence or compare the life stages of organisms (plants and animal) put the
image of life stages of an organism in order, let them predict the next stage in
sequence, and compare between two organisms.
Performance Expectation(s):

Students will explain that animals get the plants and animals they eat, and describe
the possible consequences of the removal of one component in a balanced
ecosystem.
Specific Learning Outcomes:

Student will observe how the animal get the energy from the plant from the video.

Narrative / Background Information

Prior Student Knowledge:

Using video www.pearsonuccessnet.com to ask them question about what did they
see, and what they have from their background.
Science & Engineering
Practices:

Disciplinary Core ideas :

Choose the important words

Crosscutting Concepts:

Asking questions about the of the lesson and explain

I will covered the two
picture that I will show it to more, and through the lesson words which I explain it to
I ask them questions.
them at start of the class.
them for last
class( producers&
Introduce and explain the Provide a key words for
consumers)
understanding or investigate
key words needed for the
more of complex ideas, try to
lesson
For this lesson I will review
make brain storm for some
those two
questions.
Look at their ideas of their
words(producers,
background for our lesson
consumers)
will be about what.
Also I will review the kinds
of consumers.
And explain the new word
(decomposer) by using
activities.

Possible Preconceptions/Misconceptions:

Student confused between who gives and takes the energy.

Confusing between the meaning for three new words which is herbivores, carnivores, and omnivores.
Understanding the new word of the unit (decomposer).

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:

Using PowerPoint to show them picture about the living things at the start, and
asking them questions to reviewing the two words producers and consumers.
Using PowerPoint to show them picture of some organisms to know the definition for
the key words.
Consumers (herbivores, carnivores, and omnivores), and (What is the living things).
Give each group one white board to draw three kinds of consumers (herbivores, carnivores, and
omnivores),

Then I will check the answers with them in order.

EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

Vocabulary smart cards, text books, pictures cards

Giving each group one box include words of kinds of consumers (herbivore,
carnivore, omnivore), and they will divide it in the table on the paper.

Show the students the table on the PowerPoint, and ask each student of groups
To discuss about the correct answer together.
Questions:
First group, give me the animals of herbivore group?
Then the animals of carnivore group?
The last one, what about the animals of omnivore group?

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary:

First of all, I will show them examples of energy flow for each word of producers, consumers, and the
kinds of consumers which are (herbivores, carnivores, and omnivores.) as reviewing to the students.
Reviewing the Questions will be:
-

Who is the producer?

Who is the consumers?
And giving them the definition of each words on the PowerPoint, before I show them the meaning, I will
show them picture and from the picture they will give me the simple definition.
And ask them if the animal easts plants, what do we call it?
What about the animal who eats meat, what do we call it?
At the last, if an animal eats both of plant, and meats, what do we call it?
Then I will give them activity to classify the kinds of producers and consumers on the plate of plastic
In order.
And moving around them to check if they did their work together or not.
After they finish I will ask each group (what do you have, can you tell the energy flow that you did in
order?
ELABORATE: Applications and Extensions:

. showing them video to know the new words which is

(Decomposer) to adding the more information for them.
Bring some materials like dead leaves, worms (not real), and new plants.
So from those materials they can link the information and learn by doing. And I will walk around and each
will tell me the operation for the decomposer things.
EVALUATE:
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):

Students will be reading a graph, Then they will look at the diagram to get the answer.
The question is what was the size of the population in two years 8, and 9?
From the diagram can find the answer?

Elaborate Further / Reflect: Enrichment:

Ask the students what the new information that they learn it today is.
Give them small cards to draw energy flow as a homework.

Reflection:
This lesson will complete the last lesson about the living things and non-living things,
but they students will be focus on the producers, consumers, and decomposer. First of all,
using PowerPoint to show them picture about the living things at the start, and asking them
questions to reviewing the two words producers and consumers. Also to show the picture of
some organisms to know the definition for the key words. Consumers (herbivores,
carnivores, and omnivores), and (What is the living things). Give each group one white board
to draw three kinds of consumers (herbivores, carnivores, and omnivores). From this activity
students can discuss with each other about their work, and also if they have any questions
they can tell me to help them and explain it more. Behind that I use this activity is Bring
some materials like dead leaves, worms (not real), and new plants.so from those materials
they can link the information and learn by doing. And I will walk around and each will tell
me the operation for the decomposer things.