Lesson Plan

Lesson Plan Introduction (60 Minutes) Subject: Science

Topic: Living Together – Community (Interactions)

Level: Primary 5/6 (Upper Block)

Lesson Duration: 60 minutes

Pupils’ Profile Pupils are generally of mixed ability, and are visual and kinesthetic learners.

Pre-requisite Skills & Knowledge Pupils should be able to: •

Identify and name common organisms found in the school garden, pond and field.

•

Use digital cameras to take pictures

•

Transfer pictures from cameras to netbooks

Standard Instructional Objectives At the end of the lesson, pupils will be able to: •

Differentiate among the following terms and list specific examples of each of the following: a. b. c. d. e.

•

Organism Population Population size Habitat Community

Show an understanding that: a. Population sizes may increase or decrease due to the reproduction or deaths of the members of the population, or due to the movement into or out of the particular habitat. b. Different habitats support different communities. c. All populations living in a habitat are interdependent on one another for survival.

•

Apply the concepts learnt to create a poster that correctly describes the organisms, populations, habitats and community of a location assigned.

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Essential Learning Points •

An organism is a living thing.

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A population is a group of organisms of the same kind that live together and reproduce in a given place.

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Population size refers to the number of organisms in a population, including all the young and adults.

•

Population sizes may increase when members of the population reproduces or when organisms of the same kind move into the same habitat that has an abundance of food and water.

•

Population sizes may decrease when members of the population die or move out of the particular space to search for food and water.

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A habitat is the place where an organism lives, and provides food, water, air, space and shelter for the organism.

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A community is a group of many populations that live together in a particular place.

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Different habitats support different communities.

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All populations living in a habitat are dependent on one another for survival; they are interdependent.

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1 week before lesson

Resources

1. Introduction of terrariums (Rainforest mini-habitat) - Engage 1.1 Teacher brings in a rainforest minihabitat (terrarium) into class.

Rainforest terrarium

1.2 Introduce the terrarium to pupils and explain that it is a mini-rainforest that resembles the natural rainforest.

1.3 Show pupils the organisms living in the rainforest mini-habitat. (E.g., Spiders, earthworms, ants, beetles, crickets, small flowering plants and ferns.)

1.4 Highlight to pupils that this terrarium will be used for teaching and learning purpose in the next science chapter – Living Together.

1.5 Highlight to pupils that the terrarium will be left in the classroom over the next week.

1.6 Instruct pupils to observe the organisms living in the terrarium and their interaction with one another.

Remind pupils not to disturb the internal environment.

TB (My Pals are Here!)

1.7 Teacher instructs pupils to read pages 21 – 25 of the Textbook before the next week.

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60 minutes lesson (Living Together)

Resources

2. Tuning-In (5 mins) – Engage / Explore 2.1 Teacher brings the mini-rainforest to the front of the classroom, and invites responses from pupils regarding the organisms living in it.

Rainforest terrarium

2.2 Teacher encourages and facilitates class to discuss the following, based on their week-long observation on the terrarium: •

What kind of interaction do you see among the organisms/living things in it?

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Do you notice any change in numbers of the organisms?

•

If yes, why do you think the number of organisms increased/decreased?

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Which organisms are being eaten / not being eaten at all?

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Are there any organisms that reproduced?

2.3 Tell pupils that they are going to learn about how organisms on Earth live and interact with one another, using the terrarium.

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60 minutes lesson (Living Together)

Resources

3. In-class Development (20 mins) - Explanation 3.1 ORGANISM 3.1.1 Teacher then gets pupils to recall what an organism is.

3.1.2 Guide pupils to recognize that all the living things living in the rainforest mini-habitat are organisms

Rainforest terrarium

3.1.3 Using Microsoft PowerPoint, teacher shows pupils pictures of different organisms.

PowerPoint presentation slides (Pictures of living things)

3.1.4 Invite pupils to give examples of different organisms.

Computer 3.2 POPULATION 3.2.1 Prompt pupils to verbalize that organisms usually do not live alone. Instead, they usually live with other organisms of the same kind.

3.2.2 Have pupils think of examples of organisms that they have seen living/appearing with other of its same kind.

(E.g., ants, zebras, lions, butterflies)

3.2.3 Explain to pupils that populations are groups of organisms of the same kind that live together and reproduce in a particular place.

3.2.4 Using Microsoft PowerPoint, teacher shows pupils pictures of different populations.

3.2.5 Invite pupils to give examples of different populations.

3.2.6 Highlight to pupils that all young and adults are considered to be part of a population, and contributes to the population size.

(E.g., Bring a mimosa seedling and adult mimosa plants to explain both are part of the mimosa plant

PowerPoint presentation slides (Pictures showing groups of the same organisms) Computer Mimosa seedling and adult mimosa

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population)

plant

3.2.7 Pose pupils the following question: 

What may cause the population size of lions living together to increase/decrease?

3.2.8 Lead pupils to understand that population size may increase due to:  

Reproduction Organisms of the same kind moving into a particular place due to an abundance of food and water there

3.2.9 Similarly, population size may decrease due to:  

Deaths Organisms of the same kind moving out of a particular place to search of food and water

3.3 HABITAT 3.3.1 Teacher gets pupils to talk about the place that the beetle in the terrarium is living in.

Mini-Rainforest terrarium

3.3.2 Highlight to pupils that they are actually describing the habitat. Habitat refers to the place where an organism lives.

3.3.3 Using Microsoft PowerPoint, teacher shows pupils pictures of different habitats.

(E.g., giant rainforest, desert, mangrove swamp, field, pond, rotting log)

3.3.4 Explain to pupils that each habitat has its own characteristics that allow certain organisms to survive.

PowerPoint presentation slides (Pictures of different habitats) Computer

(E.g., Polar bears cannot survive in the desert / goldfish cannot survive in the mangrove swamp)

3.4 COMMUNITY 3.4.1 For each habitat, invite pupils to describe some

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of the populations that live there.

(E.g., Desert – cactus/camel/scorpion population)

3.4.2 Guide pupils to see that in each habitat, populations do not live alone, but share the environment with other populations.

3.4.3 This forms a community, where all populations of different organisms live together in the same habitat.

3.4.4 Using Microsoft PowerPoint, teacher shows pupils pictures of different communities.

(E.g., Pond, field, single plant, garden, seashore and rotting log)

3.4.5 Teacher then emphasizes the difference between a habitat and a community.

PowerPoint presentation slides (Pictures of different communities) Computer

(Habitat – a place where an organism lives) (Community - a group of different populations living together in a same habitat)

OPTIONAL (If time allows) 3.4.6 Teacher brings in the concept of interdependency among all populations that live together in a community.

3.4.7 With reference to the mini-rainforest terrarium, pose the following questions to pupils:  

Rainforest terrarium

Do you think any of the organisms in the terrarium depends on another organism for survival?

If yes, why?

(Beetles depend on the small flowering plant/ferns for food, spiders depend on small insects like beetles/ants for food)

3.4.8 Using Microsoft PowerPoint, teacher explains to pupils that in a community, all populations are dependent on one another.

(E.g., sunflowers depend on bees to pollinate their flowers; birds depend on trees for shelter etc.)

PowerPoint presentation slides (Pictures of one organisms feeding/living on another organism)

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Computer 60 minutes lesson (Living Together)

Resources

4. Outdoor Activity (25 mins) – Exploration / Elaboration 4.1 Teacher briefs the class on the task: •

To observe and take pictures of different communities available in the school compound.

(E.g., Pond, Field, Single Plant, Garden, Rotting Log community)

•

Using the photographs taken, create a poster that describes the habitat, organisms, populations, and any other relevant information about the habitat.

•

To observe safety and discipline rules.

4.2 Teacher divides class of 40 pupils into groups of 5 and distributes one digital camera to each group.

8 digital cameras

4.3 With the help of AED(s), teacher brings groups of pupils to different school areas, including school field, garden and pond.

4.4 Teacher brings pupils back to classroom, and distributes 1 netbook and 1 memory card reader to each group.

8 netbooks, 8 memory card readers, 1 class printer

Highlight to pupils that they may print the pictures using the class printer.

4.5 Distribute vanguard sheets/mounting boards and markers/colouring materials to each group.

4.6 Instruct pupils to start creating their posters.

Coloured Vanguard Sheets / Mounting Boards Markers Crayons Colour pencils

4.7 Teacher walks around the class to facilitate pupils’ learning.

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60 minutes lesson (Living Together)

Resources

5. Consolidation (10 mins) - Evaluation 5.1 Teacher instructs and helps pupils to pin their posters up by the sides of the classroom.

Masking Tape, Pins

5.2 Teacher arranges for a gallery walk for pupils to view the posters done by peers.

5.3 Teacher consolidates lesson by giving selecting 1 or 2 posters to discuss with the class.

(E.g., Praise areas done well / Correct misconceptions)

5.4 Teacher assigns homework.

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Lesson Plan Introduction (30 Minutes) Subject: Science

Topic: Food Chains and Food Webs (Interaction)

Level: Primary 5/6 (Upper Block)

Lesson Duration: 30 minutes

Pupils’ Profile Pupils are generally of mixed ability, and are visual and kinesthetic learners.

Pre-requisite Skills & Knowledge Pupils should be able to: •

Show an understanding that a food chain shows the food relationship between different organisms.

•

Show an understanding that a food web is made up by several interconnected food chains.

•

Construct food chains and food webs.

•

Describe the role of a producer – producers uses Sun’s light energy to produce food through photosynthesis.

•

Show an understanding that a consumer cannot produce its own food and gets its food from producers.

•

Identify different types of consumers (plant eaters, animals eaters and plant-and-animal eaters)

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Show an understanding that a predator hunts and feeds on other animals.

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Show an understanding that a prey is hunted and eaten by other animals.

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Show an understanding that decomposers obtain food by breaking down dead matter and animal salts into mineral salts, water and carbon dioxide.

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Standard Instructional Objectives At the end of the lesson, pupils will be able to: •

Identify the roles of various organisms in a food chain and food web as: a. Producers / consumers / decomposers and b. Predators and/or preys

Essential Learning Points •

An organism can play the following roles in a food chain and food web: a. Producers / consumers / decomposers b. Predators and/or preys

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30 minutes lesson (Roles of organisms in food chains/webs)

Resources

1. Tuning-In (5 mins) - Engage 1.1 Teacher instructs pupils to refer to the poster that they had created previously.

Posters created in previous lesson

1.2 Teacher distributes A4-sized coloured paper to each pupil and instructs pupils to draw one possible food chain using the organisms found in their poster.

A-4 size Coloured Paper

1.3 Think-pair-share: Get pupils to share their food chains with their partner and discuss if there are any disagreements.

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30 minutes lesson (Roles of organisms in food chains/webs)

Resources

2. Development (20 mins) 2.1 PRODUCERS / CONSUMERS / DECOMPOSERS 2.1.1 Have pupils recall what each of the following are: •

Producers

•

Consumers

•

Decomposers

TB Page 148 (My Pals are Here!)

(Organisms that are able to use Sun’s energy to produce their own food)

(Unable to produce their own food)

(Breaks down dead matter and animal salts to obtain food)

2.1.2 Distribute coloured post-its to pupils.

Coloured Post-its

2.1.3 Instruct pupils to use the post-its to label their organisms of their food chain according to whether they are producers / consumers / decomposers.

2.1.4 Teacher reminds pupils that a food chain always begins with a producer, as they are able to produce their own food.

2.1.5 Teacher then explains to pupils that all other organisms that do not produce their own food are consumers.

2.1.6 Teacher invites pupils to share their food chains and labels with the class.

Teacher corrects any misconceptions.

2.2 PREDATORS / PREYS 2.2.1 Have pupils recall what each of the following are: TB Page 148 13

•

Predators

•

Preys

(My Pals are Here!)

(Animals that hunt and feed on other animals.)

(Animals that are being hunted and eaten by other animals.)

2.2.2 Distribute coloured post-its to pupils.

Coloured Post-its

2.2.3 Instruct pupils to use the post-its to label their organisms of their food chain according to whether they are predators / preys.

2.2.4 Teacher reminds pupils that an animal can be both a predator and a prey in a food chain.

(E.g., Carrot  Rabbit  Snake  Eagle.

Explain how the snake is a predator of the rabbit, and a prey of the eagle.)

2.2.5 Teacher then explains that we describe only consumers as predators / preys, not producers.

2.2.6 Teacher invites pupils to share their food chains and labels with the class.

2.2.7 Teacher corrects any misconceptions.

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30 minutes lesson (Roles of organisms in food chains/webs)

Resources

3. Closure (5 mins) 3.1 Teacher consolidates pupils’ learning by reiterating that: •

Most animals play both the roles of a predator and prey in a food chain/web.

•

Food chains always begin with a producer.

3.2 Teacher instructs pupils to submit their food chains and labels for checking, after which will be pinned up with their posters.

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