4164 Cambridge International Certificate in Teaching and Learning
Unit 3 Lesson Plan
Lesson title/topic Unit 7: Microorganisms in the Date 21-December-2023 Location Vaels International School,
environment Injambakkam, Chennai
Subtopic Unit 7.4 Microorganisms in FOOD WEBS
Learner group Grade 6 (10-11 years) Duration 40 minutes Group 24
size
Lesson Aims Learners will be able to define and construct a food web as a diagram that describes how energy, in the form of food,
is transferred from producers to consumers to decomposers.
Learning objectives 1. Define food chain as a flow diagram describing feeding relationships between organisms.
2. Differentiate between producers and consumers stating examples.
3. Construct food chains, using arrows pointing the correct way, to indicate energy transfer.
Differential Learning At the end of the lesson: 1. All learners will be able to construct a food chain comprising of a producer, consumer and
outcomes decomposer.
2. Most will be able to include secondary and tertiary consumers while constructing a food chain
3. Some will be able to describe how predators become a prey stating examples.
Key Words Predator, prey, producer, consumer, primary, secondary, tertiary, herbivore, carnivore
4164 Unit 3 Lesson Plan for assessment 2018 - 2023 v4
4164 Cambridge International Certificate in Teaching and Learning
Time in Topic content and teacher Learner activity Formative assessment Learning materials and
activity resources
minutes
10 Warmer Activity: 3-2-1 bridge Brainstorm examples of 3 examples of herbivores, Flash cards of producers,
(check prior knowledge of herbivores, carnivores, consumers, and
2 examples of predators,
classification of organisms based predators, prey decomposers
on feeding habits) 1 example of predator – prey relationship
7 Introductory video on food Observe and identify Oral questioning on definition of food Youtube video
chain: Examples of simple food several organisms that can chain. State examples of different food
https://youtube.com/
chains to show feeding be used interchangeably in chains that can be constructed using the
watch?v=FFloV2J-
relationships different feeding levels organisms shown in the video
eKI&feature=shared
10 Explanation of food chain: Think and answer: Green Use red or green placards to answer Tiered questioning
Describe the flow of energy from and red placards are questions related to energy flow in food (Blooms Taxonomy),
producers to consumers to provided to learners to chain
Cross-curricular links:
decomposers with arrows pointing answer questions related to
HOTS: 1. Is there an universal source of conversion of energy
the right way indicating energy food chains and organisms.
energy. If yes, can we as human beings (Physics -energy
transfer
1. Differentiate between directly trap the universal source of transformation)
producers and energy
Blackboard,
consumers.
2. Can predators become prey? If
2. Differentiate between Red and green placards
yes, then state examples of the
primary, secondary
same
and tertiary
consumers.
10 Reinforcement: Exit slips are Mind Mapping: Learners Construct food chain Exit Slip
provided to learners to check their construct food chains using
Consisting of at least 1 producer, 2
understanding of food chains. the list of organisms provided
consumers and decomposers.
and arrows pointing the
correct way to depict energy
flow.
4164 Unit 3 Lesson Plan for assessment 2018 - 2023 v4
4164 Cambridge International Certificate in Teaching and Learning
Time in Topic content and teacher Learner activity Formative assessment Learning materials and
activity resources
minutes
3 Plenary: Definition of food chains Summarize food chains Quiz Home assignment:
Construct a food chain
with 2 consumers using
arrows correctly
Reflect and identify aspects of the lesson you think helped make it inclusive.
Lesson Evaluation: Reflect and briefly identify what you think went well and what you would like to improve in future practice.
4164 Unit 3 Lesson Plan for assessment 2018 - 2023 v4
