Thematic Unit For Weebly

Food Chains
Grade: 3rd
Time: 4 Days; approximately 60 minutes per lesson
Essential Questions:
Day One: (Science)
What is a food chain?
Book:
Food Chains & You by Bobbie Kalman (nonfiction)
Day Two: (Social Studies)
What is Oklahomas climate?
What type of vegetation is found in Oklahoma?
What food chains can be found in Oklahoma?
Book:
Prairie Food Chains by Kelley MacAulay (nonfiction)
Extra Books: Out on the Prairie by Susan Swan (fiction)
3rd Grade Science Textbook by Harcourt, Inc. (nonfiction)
Day Three: (Art & Math)
How can we use the pyramids we made to study Geometry?
What food chains were in the book?
How can we write a poem about food chains using the book?
Book:
The Story Goes On by Aileen Lucia Fisher (fiction)
Extra Books: Prairie Food Chains by Kelley MacAulay (nonfiction)
Out on the Prairie by Susan Swan (fiction)
Day Four: (PE & Music)
How can I describe the tempo and dynamics of a song?
How can I move like a plant or animal to form a food chain?
What plants and animals make up a food chain?
Book:
Whats For Dinner? By Katherine B. Hauth (fiction)
Extra Books: Hey Diddle, Diddle: A Food Chain Tale by Pam Kapchinske (fiction)
Vocabulary Words:
Herbivore, carnivore, omnivore, producer, primary consumer, secondary consumer, scavenger,
decomposer, prey, predator, food chain, food web, photosynthesis, organism, energy, biome,
climate, tempo, dynamics, faces, prism, pyramid, edges, and vertex.
Cherie McClellan
ELED 4323 Language Arts
November 1, 2015
Page 2
Day One: Vocabulary & Food Chain Pyramids

(Science /Reading /Listening /Visually Representing /Speaking)
Grade: 3rd
Time: 60 Minutes
Essential Question: What is a food chain?
Trade Book: Food Chains and You by Bobbie Kalman (nonfiction)
Objectives:
1.
After the read aloud and review of important concepts, the student will participate in the
process of describing the characteristics of the vocabulary words and constructing
2.
vocabulary word definitions to be evaluated by teacher observation.

(Activity 1) (Blooms Levels: Knowledge, Comprehension, & Synthesis)
After the class constructs a definition for each vocabulary word, the student will create a
vocabulary word foldable which includes an illustrated example and write the definition
3.
for each word to be evaluated using a checklist.

(Activity 2) (Blooms Levels: Comprehension & Synthesis)
Given the example modeled by the teacher, groups of three students will work to
categorize plants and animals accurately and to create and illustrate a food pyramid to be
evaluated through informal observation by the teacher and a checklist.
(Activity 3) (Blooms Levels: Comprehension, Application, & Synthesis)
Oklahoma PASS Standards

Science
Life Science: Standard 2, sub-item 3, page 11. Characteristics and Basic Needs of
Organisms and Environments All living things have structures that enable them to
function in unique and specific ways to obtain food, reproduce, and survive.
3. All animals depend on plants. Some animals eat plants for food. Other animals
consume animals that eat plants.
a. The primary source of energy in a food chain is the sun.
b. Animals can be classified by the type of food they eat.
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November 1, 2015
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Language Arts:
Reading/Literature: Standard 2, sub-item 1, page 1. Vocabulary -The student will develop
and expand knowledge of words and word meanings to increase vocabulary.
1. Words in Context Use context clues (the meaning of the text around the word) to
determine the meaning of grade-level appropriate words.
Oral Language/Listening and Speaking: Standard 1, sub-item 1, page 7. Listening -The
student will listen for information and for pleasure.
1. Listen critically for information and incorporate the information into other
activities.
Oral Language/Listening and Speaking: Standard 3, sub-items 1 and 2, page 7. Listening
The student will listen for information and for pleasure.
1. Show respect and consideration for others in verbal and physical communication.
2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example:
students are expected to gather information, organize and analyze it, and generate a
simple written or oral report.
Visual Literacy: Standard 3, page 8. Compose Visual Messages The student will create a
visual message that effectively communicates an idea.
Method:
Anticipatory Set:
The teacher will activate the students prior knowledge by beginning with the question,
What did you eat last night for dinner? The teacher will record the students responses on the
board and categorize them by meats, vegetables, and other categories depending on responses.
The teacher will inform students that you classify animals by what they eat too. The teacher will
introduce the concept that all living things need for to grow and survive and that all living things
are part of a food chain.
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November 1, 2015
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Instructional Input Activities:
Language Arts Skill-Comprehensive Listening:
1.
Read Aloud: Food Chains and You by Bobbie Kalman

Before Reading Strategy: (Set a purpose, activate prior knowledge, vocabulary words)
The teacher will tell students that for the next few days we will be learning about food
chains.
The teacher will ask the students what they know about food chains. (List responses
on the board.)
The teacher will review the vocabulary words listed on the board, and instruct
students to pay attention and to listen for the words during the read aloud.
During Reading Strategy: (Identify Vocabulary Words and Identify Whats Important)
The teacher will draw the students attention to vocabulary words during the reading
of the text.
The teacher will focus students attention on the different parts of the food or energy
chain.
Check for Understanding Activities:

After Reading Strategy: Review Important Concepts
Living things need food.
Food contains nutrients that give living things energy.
Living things need energy to grow.
All living things get energy from food, but they do not get their food in the same way.
Guided Practice/Activities:
Language Arts Skills: Reading, Writing, Visually Representing, & Speaking.
Construct Vocabulary Definitions: As a class, the students will explain the characteristics of
the vocabulary words, and then construct definitions for the vocabulary words. Once the
class has agreed upon a definition, the teacher will record the definition on the board.
2.
(Process repeated for each vocabulary word.)

(Blooms: Knowledge/Comprehension/Synthesis)
Vocabulary Illustrated Foldable: Students will create vocabulary foldable (see the picture in
the Appendix) to illustrate and write the definition for each vocabulary word to add to their
3.
science notebook. (Blooms: Comprehension/Synthesis)

Food Chain Pyramid:
The teacher will ask students to identify examples of producers, primary consumers
(herbivores), and secondary consumers (carnivores).
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November 1, 2015
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(Blooms: Comprehension)
The teacher will model how to construct a food or energy pyramid on the board using
the examples. The teacher will ask students for input for each level of the pyramid to
provide guided practice for the next activity.
Independent /Group Practice Activity:
In groups of three, students will work together to construct and illustrate a food or
energy pyramid similar to the one modeled by the teacher using the examples from
the board. While walking around the classroom, the teacher will provide scaffolding
for the students. (Blooms: Application & Synthesis)
Note: A representative from each group will share (Language Arts SkillSpeaking) the groups pyramid with the class.
Accommodations for Diverse Learners:

Struggling Readers & English-Language Learners:
Guided Questioning: Used during reading to enhance students comprehension of
the text and to model metacognition strategies that will encourage students to self
question and make predictions during reading.

Vocabulary Foldable: Drawing a picture of the vocabulary word to go with the
class-constructed definition provides diverse learners with a visual representation
of the word.
Small Groups: Working in small groups during the construction of food or energy
pyramids will provide scaffolding for diverse learners.

Gifted Students:
Gifted students can use the class computer or iPad to research other examples of
animals and plants to use in the construction of a food or energy pyramid.
Evaluation:
Vocabulary Definitions: Students will be evaluated through informal observation by
responses and engagement in class discussions during construction of definitions for
vocabulary words.
Vocabulary Foldable: The students vocabulary foldable will be evaluated using a
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November 1, 2015
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checklist.
Food Chain Pyramid: As the students are working in groups on the food or energy
pyramids, the teacher will walk around the classroom and work with students who are
having difficulty and check for students understanding. Students will be evaluated
through informal observation and a checklist.
Materials
Trade Books:
Food Chains and You by Bobbie Kalman (nonfiction)

Whats For Dinner by Katherine B. Hauth (fiction)
Cardstock for Vocabulary Word Foldable and Food Pyramid Activities

Scissors, crayons, markers, and colored pencils
SmartBoard/Whiteboard
Checklist for Vocabulary Word Foldable
Additional books available for use during activities
Cherie McClellan
November 1, 2015
Page 7
Day Two: Prairie Food Webs

(Social Studies /Listening /Viewing /Reading /Writing /Visually Representing)
Grade: 3rd
Time: 90 Minutes
What is Oklahomas Climate?

What type of vegetation is found in Oklahoma?
What food chains can be found in Oklahoma?
Trade Book: Prairie Food Chains by Kelley MacAulay (nonfiction)

Objectives:
1.
After activating the students prior knowledge from the previous days lesson and the readaloud of the book, Prairie Food Chains by Kelley MacAulay, the student will participate in
the process of identifying and providing examples of Oklahomas climate, types of
vegetation, examples of producers, primary consumers (herbivores), and secondary
2.
consumers (carnivores) found on the prairie to be evaluated by teacher observation.

(Activity 1) (Blooms: Knowledge/Comprehension)
Given the examples provided by the teacher, the student will utilize a graphic organizer
construct a food web and create a prairie food web poster similar to the one modeled by the
teachers bulletin board example to be self-evaluated using a rubric. (Blooms:
Synthesis/Evaluation)
(Activities 2-4) (Blooms: Application/Synthesis/Evaluation)

Social Studies
Oklahoma Academic Standards: Grade 3-Geography Literacy Content Standard 3, sub
item 1.e, page 16. Geography Literacy Content Standard 3: The student will examine
Oklahomas geography and how people of Oklahoma interact with their environment.
1.e. Describe the climate and various natural vegetation zones found in Oklahoma
including the Great Plains and the Cross Timbers.
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November 1, 2015
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Language Arts:
Reading/Literature: Standard 2, sub-item 1, page 1. Vocabulary -The student will develop
and expand knowledge of words and word meanings to increase vocabulary.
1. Words in Context Use context clues (the meaning of the text around the word) to
determine the meaning of grade-level appropriate words.
Writing/Grammar/Usage and Mechanics: Standard 1, sub-item 1, page 4. Writing Process
The student will use the writing process to write coherently.
1. Use a variety of prewriting activities such as brainstorming, clustering, illustrating,
using graphic organizers, and webbing.
Writing/Grammar/Usage and Mechanics: Standard 2, sub-items 2, page 5. Modes and
Forms of Writing Communicate through a variety of written forms (modes), for various
purposes, and to a specific audience or purpose.
2. Write simple narrative, descriptive, persuasive, and creative paragraphs.
activities.
Visual Literacy: Standard 2, sub-item 2, page 8. Evaluate Media The student will
evaluate visual and electronic media, such as film, as they compare with print messages.
2. Interpret important events and ideas gathered from maps, charts, graphics video
segments, or technology presentations.
Method:
Anticipatory Set:
The teacher will activate the students prior knowledge by review the vocabulary words
from the previous days science lesson. The teacher will review the food chain created by the
class during the previous days lesson. The teacher will ask students to think of some plants and
animals that are in Oklahoma and list the students responses on the board.
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November 1, 2015
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1.
Read Aloud: Prairie Food Chains by Kelley MacAulay

Before Reading Strategy: (Set a purpose, activate prior knowledge)
The teacher will set a purpose for the reading by reminding students that they have
been learning about the biome and climate of Oklahoma in social studies. The teacher
will remind students of the definition of a biome and climate.
Biome: A large community of plants and animals that occupies a distinct region.
Climate: The weather conditions prevailing in an area in general or over a long
period.
The teacher will tell students that today they will learn about the grassland or prairie
biome and climate.

The teacher will draw the students attention to vocabulary words during the reading
of the text.
The teacher will focus students attention on the specific plants, animals, and climate
of the prairie.

Language Arts Skill: Viewing
(After Reading Strategy): Review Important Concepts using PowerPoint presentation using
pictures of examples. (Appendix: PowerPoint slides)
Prairie Location:
Prairies are wide, flat areas of land where many types of tall grasses grow.
Prairies stretch down the middle of North America, from the southern part of Canada
to the southern part of the United States. (Show picture of map)
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November 1, 2015
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Climate:
Summers are warm, but winters are cold

Prairies usually receive about 10 to 30 inches of rain and snow per year.
Between rainfalls, there are often droughts.
Few trees grow in prairies because trees cannot grow in areas where droughts occur.
Types of Prairies:
Tallgrass prairies, shortgrass prairies, and mixed grass prairies
Types of Prairie Plants or Vegetation
Indian grass, big bluestem grass, purple prairie grass, sage, black-eyed susans, and
purple prairie clover.
Food Webs:
Discuss the difference between food chains and food webs.
Guided Practice/Activities:
Prairie Food Web Modeling:
The teacher will ask students to identify examples of producers, primary consumers
(herbivores), and secondary consumers (carnivores) found on the prairie and list
examples on the board.

(Blooms: Knowledge/Comprehension)
The teacher will model how to construct a food chain on the bulletin board.
The teacher will model how to construct a food web on the bulletin board using plants
and animals of the prairie. The teacher will ask students for input to provide guided
practice for the next activity.
Independent Practice Activities:

Language Arts Skills: Reading/Writing/Visually Representing
2.
Graphic Organizer: Students will use the information from the board, books, and websites
to develop a graphic organizer of a prairies climate, vegetation, and the primary and
3.
secondary consumers. (Blooms: Application & Evaluation)

Food Web Poster: Students will use the information on the board, books, websites, and the
4.
teachers bulletin board example to create a prairie food web poster.

(Blooms: Application, Synthesis, & Evaluation)
Written Summary: Students will use the food web poster they created to write a summary
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November 1, 2015
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describing one food chain of the web. All three independent activities will be self-evaluated
using a rubric, which will be explained and provided to the students before the assignment.
(Blooms: Comprehension/Synthesis/Evaluation)

Provided Examples: The teacher will provide examples on the board for the
student to refer to during independent practice.

PowerPoint Presentation: Pictures of the plants and animals found on the prairie
will enhance comprehension.

Teacher Help: The teacher will walk around the room and help students during
independent practice.
Gifted Students:
Gifted students can use the class computer or iPad to research other examples to
use to write the report and/or construct the food web using a computer program.
Evaluation:
Prairie Food Web
Students will be evaluated through informal observation by responses and engagement in class
discussions of identifying and providing examples of producers, primary consumers (herbivores),
and secondary consumers (carnivores) found on the prairie and the creation of a prairie food
web. (Blooms: Knowledge/Comprehension)
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November 1, 2015
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Graphic Organizer, Food Web Poster, and Written Summary
Students graphic organizer, food web poster, and written summary will be self-evaluated using a
rubric. (Rubric included) As the students are working independently on their research, posters,
and report, the teacher will walk around the classroom and work with students that are having
difficulty. (Blooms: Application, Synthesis, & Evaluation)
Materials
Trade Books:
Prairie Food Chains by Kelley MacAulay

Food Chains and You by Bobbie Kalman
Harcort Social Studies Textbook, 3rd Grade
Poster board for Food Web Activity

Scissors, crayons, markers, and colored pencils
SmartBoard/Whiteboard
PowerPoint Presentation
Graphic Organizer
Rubric for Graphic Organizer and Poster
Additional books available for use during activities
Cherie McClellan
November 1, 2015
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Day Three: Geometric Shapes & Haiku Poetry

(Art / Math / Reading / Listening / Writing / Visually Representing/ Speaking)
Grade: 3rd
Time: 60 Minutes
How can we use the pyramids we made to study Geometry?

What food chains were in the book?
How can we write a poem about food chains using the book?
Trade Book: The Story Goes On by Aileen Lucia Fisher

Objectives:
1. After listening to the text, the student will identify and give examples of food chains in
the text with 80% accuracy to be evaluated by informal observation. (Activity 1)
2. After listening to the text and completing a math journal activity, the student will use the
pyramid made on day one of the thematic unit and examples of other geometric shapes to
identify and compare the attributes of three-dimensional shapes and develop vocabulary
to describe the attributes with 80% accuracy to be evaluated using a checklist and by
completing a worksheet.
(Activity: 2) (Blooms: Comprehension/Analysis)
3. After listening to the text The Story Goes On and reading the teachers Haiku poem, the
student will write a Haiku poem, construct a tunnel book, and present the Haiku poem to
the class with 80% accuracy to be evaluated with a rubric.
(Activity: 3) (Blooms: Comprehension/Synthesis)
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November 1, 2015
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Visual Art
Oklahoma PASS Standards: Grade 3-Standard 3, sub-items 2, page 271. Visual Art
Expression The student will observe, select, and utilize a variety of ideas and subject
matter in creating original works of visual art.
2. Use a variety of subjects, basic media and techniques in making original art including
drawing, painting, weaving, sculpture, printmaking, and ceramics.
Mathematics (Pyramid Model)
Oklahoma PASS Standards: Grade 3-Standard 3, sub-item 1, page 143 .
Standard 3: Geometry The student will use geometric properties and relationships to
recognize and describe shapes.
1. Identify and compare attributes of two- and three- dimensional shapes and
develop vocabulary to describe the attributes (e.g., count the edges and faces of a
cube, the radius of a half of a circle, lines of symmetry.)
Language Arts:
Reading/Literature: Standard 4, sub-item 2.c, page 2. Comprehension/Critical Literacy
The student will interact with the words and concepts in a text to construct an appropriate
meaning.
2. Inferences and Interpretation
c. Participate in creative response to the text (e.g., art, drama, and oral
presentations.
Writing/Grammar/Usage and Mechanics: Standard 2, sub-item 6, page 5. Modes and
Forms of Writing Communicate through a variety of written forms (modes), for various
purposes, and to a specific audience or person.
6. Write various modes of simple poems
activities.
Oral Language/Listening and Speaking: Standard 2, sub-item 1, page 7. Speaking The
student will express ideas and opinions in group or individual situations.
1. Speak articulately and audibly using appropriate grammar, enunciation, and volume.
Method:
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November 1, 2015
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Anticipatory Set:
The teacher will activate the students prior knowledge by review the vocabulary words
from the previous days science lesson by playing Vocabulary on the Move. The students all have
a different vocabulary word on their sentence strip headband. They must figure out what the
word is by asking their classmates to give them helpful clues or examples. Once they figure out
their word they return to their seat. Each student will tell the class what their vocabulary word is
and give its definition.
1.
Read Aloud: The Story Goes On by Aileen Lucia Fisher

The teacher will set a purpose for the reading by reminding students that they have been
learning about food chains and food webs. The teacher will instruct students to look for the
plants, primary consumers and secondary consumers in the text.
The teacher will draw the students attention to vocabulary words during the reading of the
text by focusing the students attention on the specific plants and animals in the text.

After Reading Strategy: Discuss examples of plants, primary consumers, and secondary
consumers in the text and list them on the board to use during the Haiku Poem activity.
Math Guided Practice/Activities:
Language Arts Skill: Writing
2.
Math Geometry Activity

Math Journal Activity: The teacher and students will construct definitions for faces,
prism, pyramid, edges, and a vertex by looking at the pyramid created on day one of the
thematic unit and other examples of geometric shapes and record definitions and
illustrated examples in their math journal. (Blooms Comprehension)
Independent Practice:
Math Worksheet: Students will complete a worksheet with various shapes and identify the
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November 1, 2015
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number faces, edges, and vertices. Students will state whether the shape is a prism or
pyramid.
(Blooms: Comprehension/Analysis)
Guided Practice
Haiku Poem:
The teacher will write the format of a Haiku poem on the whiteboard and read an
example of a Haiku Poem to the students.

The teacher will select a primary consumer or secondary consumer of a food chain and
model writing a Haiku Poem with the class.
Example:
Rabbits
Nibbles on the grass
May be eaten by a hawk
Hiding in a hole
(5 moras)
(7 moras)
(5 moras)
Independent Practice:
Language Arts Skills: Writing/Visually Representing/Speaking
3.
Haiku Poem
The students will select a primary consumer or secondary consumer of a food chain and
write a Haiku Poem. The teacher will walk around the class providing scaffolding for
students.
(Blooms: Comprehension)
Haiku Poem Tunnel Book The students will make a Haiku Poem Tunnel Book and present
it to the class.
(See example in Appendix).
(Blooms: Synthesis)
Note: Both independent activities will be evaluated using a rubric, which will be
explained and provided to the students before the assignment.


Cherie McClellan
November 1, 2015
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Teacher Help: As the students are working independently on their geometry
worksheet, Haiku poem, and tunnel book, the teacher will walk around the
classroom and work with students that are having difficulty.

Gifted Students:
Gifted students can use the class iPad to make an iMovie presentation of their
Haiku Poem.
Evaluation:
Math Geometry Definitions & Worksheet: Student Math Vocabulary Journals will be evaluated
using a checklist. Math Worksheets will be graded. (Blooms: Comprehension/Analysis)
Haiku Poem, Tunnel Book, And Presentation: Students will be evaluated using a rubric. (Rubric
included) (Blooms Comprehension/Synthesis)
Materials
Trade Books:
The Story Goes On by Aileen Lucia Fisher

3rd Grade Science Textbook by Harcourt, Inc.(nonfiction)
Haiku Poem example

Food Chain Pyramid example
Vocabulary Sentence Strips
Block, cube, and triangle for Math lesson
Math worksheet
Writing Paper (Haiku poem)
Construction Paper
Crayons, markers, glue, tape, and stapler
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November 1, 2015
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Day Four:
(Music / P.E. / Visual Art / Listening / Visually Representing / Speaking)
Grade: 3rd
Time: 60 Minutes
Essential Questions: How can I describe the tempo and dynamics of a song?
How can I move like a plant or animal to form a food chain?
What plants and animals make up a food chain?
Trade Book: Whats For Dinner by Katherine B. Hauth
Objectives:
1. After reading Whats for Dinner? and listening to the poem Whats for Lunch?to learn
about the tempo and dynamics of music, the student will be able to describe both the
tempo and dynamics of the poem put to music with 80% accuracy to be evaluated
through informal teacher observation.
(Activity 2) (Blooms: Knowledge/Comprehension)
2. After drawing a slip of paper containing a producer, primary or secondary consumer, the
student will determine how the plant or animal would move and use locomotor skills in a
simple rhythmic pattern to form a real-life food chain with 90% accuracy to be evaluated
through informal teacher observation.
(Activity 3) (Blooms: Application, Analysis, & Synthesis)
3. After creating real-life food chains, the student will create a food chain collage using
vocabulary words and present the collage to the classroom with 80% accuracy to be
evaluated using a checklist.
(Activity 4) (Blooms: Application/Synthesis)
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November 1, 2015
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Physical Education
Oklahoma PASS Standards: Grade 3-Standard 1, sub-items 1 and 3, page 383.
Standard 1: The student demonstrates competency in many movement forms and proficiency in a
few movement forms.
1. Travel in different directions, using a variety of locomotor skills in a combination of
simple rhythmic patters.
Music
Oklahoma PASS Standards: Grade 3-Standard 1, sub-items 1.g and 1.h, page 272.
Standard 1: Language of Music-The student will read, notate, and interpret music.
1. Identify the elements of music.
g. Tempo (fast and slow, faster and slower, gradual and sudden changes in tempo).
h. Dynamics (loud and soft, gradually louder and softer, suddenly louder and
softer.)
Visual Art
Oklahoma PASS Standards: Grade 3-Standard 3, sub-items 2, page 271. Visual Art
Expression The student will observe, select, and utilize a variety of ideas and subject
matter in creating original works of visual art.
2. Use a variety of subjects, basic media and techniques in making original art including
drawing, painting, weaving, sculpture, printmaking, and ceramics.
Language Arts
activities.
Oral Language/Listening and Speaking: Standard 2, sub-item 1, page 7. Speaking The
student will express ideas and opinions in group or individual situations.
1. Speak articulately and audibly using appropriate grammar, enunciation, and volume.
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November 1, 2015
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Method:
Anticipatory Set:
The teacher will begin the lesson by reminding students about the conversation at the beginning
of day one, what they ate for dinner last night. The teacher will remind students that all living
things need food to survive and review the different types of food animals eat.
1.
Read Aloud: Whats for Dinner? by Katherine B. Hauth

The teacher will set a purpose for the reading by reminding students that they have been
learning about food chains and food webs. The teacher will instruct students to look for the
plants, primary consumers and secondary consumers in the text.
The teacher will draw the students attention to vocabulary words during the reading of the
text by focusing the students attention on the specific plants and animals in the text.

After Reading Strategy: Discuss examples of plants, primary consumers, and secondary
consumers in the text and list them on the board to use during independent practice.
(Knowledge & Comprehension)
Instructional Input:
Language Arts Skill: Listening
2.
Music Activity
Whats For Lunch? Poem Put To Music
The teacher will read the poem Whats for Lunch? that is similar to the book Whats
for Dinner?
The students will sing the poem to the tune of The Wheels on the Bus.
The teacher will discuss tempo and dynamics in music.
Tempo: Fast and slow, faster and slower, gradual and sudden changes in tempo.
Dynamics: (loud and soft, gradually louder and softer, suddenly louder and softer.
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November 1, 2015
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Check for Understanding & Independent Practice:
The teacher will split the class in half and have one have listening and the other
singing the poem. The students will listen for the tempo of the song. Is the tempo fast
or slow? Are there gradual or sudden changes in the tempo? (Switch Parts)
The teacher will ask the students to sing the poem again and listen for the dynamics
of the song. Does it gradually get louder and softer or does it stay the same? Does it
go from being very loud to soft or stay the same? (Switch Parts)
3.
Physical Education Activity

Language Arts Skills: Visually Representing & Speaking
Real Life Food Chain:
The teacher will have strips of paper with various plants, primary consumers, and
secondary consumers from the text. The students will draw a slip of paper and
make an illustration hat representing the item.

The students will think about the animal they represent and move using a variety
of locomotor skills in a simple rhythmic pattern to form a real-life food chain. The
teacher will ask the students to think about how their plant or animal might move
if it was put to music. (e.g., Plants would sway in the breeze, rabbits would hop,
and hawks would glide.)

Once the students form a food chain, they will describe their chain to the rest of
the class. The teacher will write the students food chains on the board for students
to refer to during independent practice. This process can be repeated many times
with different plants and animals.
(Blooms: Application, Analysis, & Synthesis)
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November 1, 2015
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Independent Practice Activities:
Language Arts Skill: Visually Representing/Speaking
4.
Food Chain Collage:

Students will think about the real-life food chains they created during the P.E. portion of the
lesson and apply what they learned to create a food chain collage using poster board,
construction paper, crayons, and markers, and describe their food chain collage to the class
using vocabulary words.
(Blooms: Application/Synthesis)



Teacher Help: As the students are working independently on their food chain
collage, the teacher will walk around the classroom and work with students that
are having difficulty.
Evaluation:
Music Activity: Students will be evaluated through informal observation by responses and
engagement in class discussions regarding the tempo and dynamics of the poem put to music.
Real-Life Food Chain: Students will be evaluated through informal observation by their ability to
construct accurate food chains and their active engagement in the activity.
Food Chain Collage: Students will be evaluated using a checklist.
Materials
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November 1, 2015
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Trade Book: Whats For Dinner by Katherine B. Hauth
Poem:
Whats For Lunch? by
Extra Books: Prairie Food Chains by Kelley MacAulay (nonfiction)
SmartBoard
Strips of paper with various producers, primary and secondary consumers.
Posterboard
Construction paper
Crayons, markers, and glue
Cherie McClellan
November 1, 2015
Page 24
Annotated Bibliography
Bateman, Donna (2012) Out on the Prairie. Watertown, MA: Charlesbridge Publishing
(Fiction)
The book is a beautiful narrative of the plants and animals of the grasslands. The reader will
learn about the producers and consumers that live in the grasslands and their part of the cycle of
life. I chose the book for students to use as an additional resource to use for the thematic unit
assignments. The grade level of the book is preschool to third grade and an excellent book for
students reading below grade level.
Fisher, Aileen (2005) The Story Goes On. Brookfield, CT: Roaring Brook Press
(Fiction)
The book is a beautifully illustrated and engaging poetic narrative of the cycle of life. The book
is written to remind the reader that producers and consumers are all important parts of the food
chain. I chose the book to use for the third day of the thematic unit. The book will be available
for students to use with any assignments in the thematic unit as a resource tool.
Hauth, Katherine B. (2011) Whats for Dinner? Watertown, MA: Charlesbridge Publishing, Inc.
(Fiction)
The book is a collection of twenty-nine poems on how animals hunt for food and the food chain.
The book has clever and funny illustrations that capture a young readers attention while
introducing the various parts of food chains and webs. I chose this book to use to introduce the
last day of the thematic unit. The book will be available for students to use with any assignments
in the thematic unit as a resource tool.
Kalman, Bobbie (2004) Food Chains & You. New York, NY: Crabtree Publishing Company
(Nonfiction)
The book introduces the concepts of energy from the sun and food chains through beautiful
illustrations and grade-appropriate text. The reader learns about producers, herbivores,
carnivores, and why food is important to all living things. The text touches on how pesticides can
hurt the animals in the food web and how the reader can help solve the problem. I chose the book
to introduce the main concept of the thematic unit. The book will be available for students to use
with any assignments in the thematic unit as a resource tool.
Cherie McClellan
November 1, 2015
Page 25
Kapchinske, Pam (2011) Hey Diddle, Diddle: A Food Chain Tale. Mount Pleasant, SC: Sylvan
Dell Publishing
(Fiction)
The book tells the story of the cycle of life, the food web, and the plants and animals that make
up the food chains. The story will have students singing along with the text while enjoying the
vivid illustrations. The book will be available for students to use with any assignments in the
thematic unit as a resource tool. The grade level of the book is preschool to second grade and an
excellent book for students reading below grade level.
MacAulay, Kelley (2005) Prairie Food Chains. New York, NY: Crabtree Publishing Company
(Nonfiction)
The book gives an excellent description of a prairie and covers the types of prairies and the
location of the prairies in North America. The book covers the prairies climate, plants, and
animals as well as the various food chains found on the prairie. I chose the book to use for the
Social Studies lessons in the thematic unit because of the beautiful illustrations and the many
examples for the students. The book can be used as a reference tool for the graphic organizer,
food web poster, and written summary assignments.
Hartcourt, Inc. (2000) 3rd Grade Science Textbook. Orlando, FL: Harcourt, Inc. (Nonfiction)
The book is the Oklahoma Science Textbook for third grade. I chose to include the textbook as
an additional resource for students to use in completing their assignments. The textbook includes
vocabulary definitions as well as examples of food chains and pyramids.
Pollock, Steve (1993) Ecology. New York, NY: Dorling Kindersley Publishing, Inc. (Nonfiction)
The book provides beautifully illustrated examples of producers, the transfer of energy, food
webs, and many other examples of ecology in the ocean, grasslands, and arid lands. I chose the
book for students to use as an additional resource to use in completing their assignments. The
grade level of the book is 3rd to 6th grade, so it is an excellent resource for students reading at or
above grade level.

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Food Chains

Day One: Vocabulary & Food Chain Pyramids

vocabulary word definitions to be evaluated by teacher observation.

for each word to be evaluated using a checklist.

Oklahoma PASS Standards

Read Aloud: Food Chains and You by Bobbie Kalman

Check for Understanding Activities:

(Process repeated for each vocabulary word.)

science notebook. (Blooms: Comprehension/Synthesis)

Independent /Group Practice Activity:

Accommodations for Diverse Learners:

question and make predictions during reading.

pyramids will provide scaffolding for diverse learners.

Food Chains and You by Bobbie Kalman (nonfiction)

Cardstock for Vocabulary Word Foldable and Food Pyramid Activities

Day Two: Prairie Food Webs

What is Oklahomas Climate?

Trade Book: Prairie Food Chains by Kelley MacAulay (nonfiction)

consumers (carnivores) found on the prairie to be evaluated by teacher observation.

Oklahoma PASS Standards

Read Aloud: Prairie Food Chains by Kelley MacAulay

biome and climate.

Check for Understanding Activities:

Summers are warm, but winters are cold

Tallgrass prairies, shortgrass prairies, and mixed grass prairies

Types of Prairie Plants or Vegetation

Discuss the difference between food chains and food webs.

examples on the board.

Independent Practice Activities:

secondary consumers. (Blooms: Application & Evaluation)

teachers bulletin board example to create a prairie food web poster.

question and make predictions during reading.

student to refer to during independent practice.

will enhance comprehension.

Prairie Food Chains by Kelley MacAulay

Poster board for Food Web Activity

Day Three: Geometric Shapes & Haiku Poetry

How can we use the pyramids we made to study Geometry?

Trade Book: The Story Goes On by Aileen Lucia Fisher

Read Aloud: The Story Goes On by Aileen Lucia Fisher

Check for Understanding Activities:

Math Geometry Activity

example of a Haiku Poem to the students.

Accommodations for Diverse Learners:

question and make predictions during reading.

student to refer to during independent practice.

classroom and work with students that are having difficulty.

The Story Goes On by Aileen Lucia Fisher

Haiku Poem example

Read Aloud: Whats for Dinner? by Katherine B. Hauth

Check for Understanding Activities:

Physical Education Activity

make an illustration hat representing the item.

and hawks would glide.)

Food Chain Collage:

Accommodations for Diverse Learners:

question and make predictions during reading.

student to refer to during independent practice.

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