Assessment

Integration with (Diagnostic, Resources/

Learning Experiences
Subject Unit of Inquiry Formative Formative
Time/Duration
(if possible) or Homework
Summative)
Tuning in Habitat narrative story- discuss some vocabulary, habitats Habitat
and terms heard in the narrative Narrative
https://docs.google.co
Finding out Brain Pop- food chains and web m/a/panam.ed.cr/docu
Re-read story- pay attention to animals and their food ment/d/1-0-
SiYFkjxf2IUJEe6IooxO8g
chains and webs 6TQZvFNhiqFF8zJ0vU/edi
t?usp=sharing
Sorting out Half the class and will act out their parts in the food web & Yarn
Science
the other half will helps guide the parts in the food web Pictures of roles
(Library) Formative-
(9:05-9:45 am) Going further What would happen if ____ occurred in the story (weather, exit ticket
https://docs.google.co
m/a/panam.ed.cr/pres
Ilse extinction etc.) entation/d/1w8nN7CKoE
iv_OhNWbjH8FaDo497q8
Drawing 8qTBJGCRnK712c/edit?u
What stuck with you exit ticket sp=sharing
conclusions
Brain Pop
Reflection https://youtu.be/33pC31
rw9b
Sticky Note

Objective By the end of the lesson, students will construct their own food web based on a
narrative
Learning Target- I can create a food web
Standards Central Idea for IB unit- Organisms and people have an important role in other
people's life and history.
FLC
Requirements Assessment
Action Steps Transitioning from lunch/recess (NO DUTY)
Written on the Board:
Agenda- Food Chain & Food Webs
Learning Target
Necesito- nothing
 Hook- read aloud habitat narrative story while having it projected on the
screen/whiteboard
Talk about some of the vocabulary and habitats heard in the story. Have students
circle vocabulary words they see. Have students say a vocabulary word aloud and
have them define it. Mention 2 terms not specifically said but the narrative talked
about- food chains and webs
Show Brain Pop video that introduces food chains and food webs
Talk about the video. What did each term mean.
Narrative mentioned different food chains throughout. Read the narrative again and
have students list out the animals they hear and what they ate (write on the board)
Re-create narratives food web using yarn and pictures (to tell who is who)
10 parts- popsicle stick out animal and plant parts. 6 students will help tie and guide
the food web along
Read the story aloud slowly (6 students can help narrate too!), pausing when
something is mentioned that relates to the food web (ex. the cow was eating grass.
Physically use twine to create the narratives food web (start with grass- For every
animal that eats grass cut a piece of twine off and give it to the student/grass to hold.
When a consumer needs to be connected to another consumer students can tie the 2
strings together or hold with one hand
When the food web is complete- talk about what things could affect the web
(weather, animals become extinct, die etc). Cut certain parts of the food web to show
how a chain reaction occurs (relate back to dominos/butterfly effect lesson)
Questions What are some vocabulary words you recall hearing in the story?
What if the story said that ________ ( a flood happened, the ____ became extinct etc)
Closer Every student gets a sticky note and writes down at least 1 thing that stuck with them
after the lesson
On a piece of paper that has numbers 1-17 on it, they will stick it on their class
number as a completion of the lesson
When completed- get ready for technology