Food Webs

Created by:

Fran Glick

Title/Role:

Professional Research Librarian

Organization/School Name:

Baltimore County Public Schools

Location:

Maryland

Grade Level:

Type of Lesson:

Stand-alone lesson

Type of Schedule:

Fixed

Collaboration Continuum:

None

Content Area:

Science

Content Topic:

Parts of a food web and major functions and relationships among the parts.

Standards for the 21st-Century Learner

Skills Indicator(s):

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Dispositions Indicator(s):

2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):

1.3.5 Use information technology responsibly.

Self-Assessment Strategies Indicator(s):

3.4.2 Assess the quality and effectiveness of the learning product.

Scenario:

A school librarian (SL) uses long range planning forms to prepare for an activity with a fourth grade class. The students are nearing the end of a science unit on ecology. The SLMS divides the students into teams of three and escorts them to the green space surrounding the school. Each team is given a digital camera and the direction to photograph producers, consumers, and decomposers in order to incorporate the collected images into a multimedia presentation on food webs. On the following visit to the library the students use the digital images and supportive text to create multimedia projects demonstrating the elements of a food web and the relationship between elements.

Overview:

As a connection to a unit on ecology, fourth grade students are given the opportunity to create multimedia projects in which they use digital images and text to illustrate food webs. The essential question is: How do food webs work?

Final Product:

Multimedia presentation

Library Lesson:

Students will learn how to use a multimedia software application in order to create a presentation on food webs. Students will use library resources as necessary for reference.

Estimated Lesson Time:

45 minutes

Assessment

Product:

Teacher, school librarian, and students use an SL-created rubric to assess the multimedia presentation on some of the following general criteria: content accuracy, organization, visuals and format.

Process:

Students complete exit passes at the end of each session to briefly describe progress as well as problems they may be encountering.

Student self-questioning:

What technology tools will help me organize and make sense of my information?

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

Still image (i.e.paintings, drawings, plans, and maps)

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Software

Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:

http://

Resources instructor will use:

Projector

Laptop

Other

Other instructor resources:

Digital cameras

Instruction/Activities

Direct instruction:

Direct instruction: The SL will provide instruction in the use of digital cameras, transferring images from the camera to the computer, and how to use Kidspiration® to create a multimedia presentation

Modeling and guided practice:

Modeling and guided practice: Students will use digital cameras to collect images that will show parts of a food chain. They will explore and practice using the features of Kidspiration®.

Independent practice:

Independent practice: Students will use digital images and software to create a multimedia presentation and use library resources to create supportive text for the presentation.

Have you taught this lesson before:

Yes