| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Science |
| What topic | FOOD CHAIN |
| What length (min) | 30 |
| What age group | Year or Grade 6 |
| Class size | 20 |
| What curriculum | BRITISH COLUMBIA |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Science
Food Chain
Grade 6
30 minutes
20
British Columbia Curriculum
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 min | Briefly discuss what a food chain is. Ask students for examples. |
| 2 | Components of Food Chain | 10 min | Explain the roles of producers, consumers, and decomposers. Use visuals to illustrate each component. |
| 3 | Class Activity | 10 min | In groups, students will create a simple food chain diagram on chart paper using local organisms. Provide images and handouts for reference. |
| 4 | Discussion | 3 min | Groups share their diagrams with classmates. Teacher facilitates a discussion on similarities and differences. |
| 5 | Recap and Homework | 2 min | Summarize key concepts. Assign students to write a short paragraph describing a local food chain and include at least one producer, consumer, and decomposer. Homework will be reviewed in the next class without presentations. |
Write a short paragraph describing a local food chain, including at least one producer, one consumer, and one decomposer.
"Good morning, everyone! Today, we are going to explore a really exciting topic in science — the food chain! Can anyone tell me what they think a food chain is? You can raise your hand to share your ideas."
Pause to allow students to respond and engage with their answers.
"Great thoughts! A food chain shows how energy and nutrients flow from one organism to another in an ecosystem. It's like a chain of life! Let’s dive into it and learn about the different parts of a food chain. Are you ready?"
"Now, let's break down the food chain into its main components. There are three key roles we need to know: producers, consumers, and decomposers."
Grab a marker and draw a simple diagram on the whiteboard as you explain.
"First, we have producers. These are organisms, usually plants, that can create their own food through photosynthesis. Can anyone name a local plant that is a producer?"
Wait for responses and write down a few examples from the students.
"Exactly! Next, we have consumers. These can be herbivores, which eat plants, or carnivores, which eat other animals. Can anyone give me an example of a local consumer?"
Encourage participation and list some examples on the board.
"Lastly, we have decomposers. These are very important because they break down dead organisms and recycle nutrients back into the soil. Can anyone think of a decomposer that we might find around here?"
Let students respond and jot down answers.
"Wonderful! Now that we’ve looked at producers, consumers, and decomposers, let's create our own food chain diagrams."
"Now it’s time for a fun group activity! I’ll divide you into groups of four. Each group will receive chart paper and some colored markers. Your task is to create a simple food chain diagram using local organisms."
Distribute the materials and provide images of the local organisms as references.
"You can reference the handouts I’ve given you for examples. Make sure to include at least one producer, one consumer, and one decomposer in your food chain. You have 10 minutes to work together. Let’s get started!"
Walk around the class to offer help if needed and observe each group's collaboration.
"Alright, everyone! Time’s up! Let’s come back together and share what you’ve created. I’d like each group to briefly explain their food chain diagram to the class."
Call on each group to present, encouraging them to describe their components. After each presentation, facilitate a discussion.
"Can we see any similarities between the diagrams? And what differences do you notice? This cross-talk is important as it helps us learn from each other."
"Fantastic job today, everyone! Let’s recap what we’ve learned. Who can remind us of the three main components of a food chain? That’s right — producers, consumers, and decomposers!"
"As for your homework, you will write a short paragraph describing a local food chain that includes at least one producer, one consumer, and one decomposer. Remember, we will review your paragraphs in the next class, but there won’t be any presentations. So, just focus on writing your thoughts."
"Thank you for your hard work today, and I look forward to reading your homework! See you next class!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to the food chain - Discussion of what a food chain is - Concept: flow of energy and nutrients |
| 2 | {Image: Diagram of a food chain} | - Components of a food chain: - Producers: organisms that create their own food - Consumers: herbivores and carnivores - Decomposers: recycle nutrients back into the soil |
| 3 | {Image: Groups working on art} | - Class activity: create a food chain diagram - Group work in teams of four - Include at least one producer, one consumer, and one decomposer |
| 4 | {Image: Students presenting their work} | - Group presentations of food chain diagrams - Encourage discussion on similarities and differences |
| 5 | {Image: A notebook with writing} | - Recap of the lesson: - Three main components: producers, consumers, decomposers - Homework: write a paragraph about a local food chain |