Detailed Lesson Plan On Food Chain

Detailed Lesson Plan on Food Chain
I. Learning Objectives
At the end of the lesson the students are expected to:
1. demonstrate the process of food chain
2. determine the links in a food chain
3. construct a food chain
II. Subject Matter
1. Topic
“Food Chain”
2. Skills
 demonstrating a food chain
 determining a food chain
 constructing a food chain
3. References
Book (science book in grade 5)
Internet
(http://schools.bcsd.com/fremont/4th_Sci_Life_food_chains.htm)
4. Instructional Materials
 Cartolina
 Pentel pen
 Coloring materials
5. Cooperate in Community services
III. Learning Procedure

1. preparatory activities
a. Pray (the teacher will call on the student to pray)
b. review
 recapitulation of the topic discussed last meeting
c. checking of assignment
2. developmental activities
a. motivation song
Watermelon, watermelon (shape watermelon with hands)
Papaya, papaya (shape papaya with hands)
Slice up the banana (chop hand down one arm)
Slice up the banana (chop hand down other arm)
Fruit salad, fruit salad (hands on hips, rotate hips)
b. Presentation
Food Chain
Do you like to play games? If you do, you will need energy. Every time you run or jump, you are
using up energy in your body. How do you get the energy to play? You get energy from the food
you eat. Similarly, all living things get energy from their food so that they can move and grow.
As food passes through the body, some of it is digested. This process of digestion releases
energy.
 A food chain shows how each living thing gets its food. Some animals eat plants and
some animals eat other animals. For example, a simple food chain links the trees &
shrubs, the giraffes (that eat trees & shrubs), and the lions (that eat the giraffes). Each
link in this chain is food for the next link. A food chain always starts with plant life and
ends with an animal.
Now, what do you call the plants?

1. Plants are called producers because they are able to use light energy from the Sun to
produce food (sugar) from carbon dioxide and water. The process by which plants make
food is called photosynthesis.
How about animals? Well,
2. Animals cannot make their own food so they must eat plants and/or other animals. They
are called consumers. There are three groups of consumers.
a. Animals that eat ONLY PLANTS are called herbivores (or primary consumers).
b. Animals that eat OTHER ANIMALS are called carnivores.
c. carnivores that eat herbivores are called secondary consumers
d. carnivores that eat other carnivores are called tertiary consumers
3. Animals and people who eat BOTH animals and plants are called omnivores.
4. Then there are decomposers (bacteria and fungi) which feed on decaying matter.
These decomposers speed up the decaying process that releases mineral salts back
into the food chain for absorption by plants as nutrients.
 The further along the food chain you go, the less food (and hence energy) remains
available.
The energy pyramid shows many shrubs & grass providing food
and energy to zebras. Note that as we go up, there are fewer
zebras than shrubs & grass and even fewer lions than zebras ... as
we go further along a food chain, there are fewer and fewer
consumers. In other words, a large mass of living things at the
base is required to support a few at the top ... many herbivores are
needed to support a few carnivores.
 Most food chains have no more than four or five links.

-There cannot be too many links in a single food chain because the animals at the end of
the chain would not get enough food (and hence energy) to stay alive.
 A change in the size of one population in a food chain will affect other populations.
-his interdependence of the populations within a food chain helps to maintain the
balance of plant and animal populations within a community. For example, when there
are too many zebras; there will be insufficient shrubs and grass for all of them to eat.
Many zebras will starve and die. Fewer zebras means more time for the shrubs and
grass to grow to maturity and multiply. Fewer zebras also mean less food is available for
the lions to eat and some lions will starve to death. When there are fewer lions, the
zebra population will increase.
 Food chain shows how its living thing gets its food. It shows who is eating who. The
arrow means is eaten by.
Example:
Grass ----> Grasshopper ----> Toad ----> Snake ----> Hawk
 Food chain always starts with a green plant…. (All plants are producers)…which is eaten
by an animal. (All the animals in a food chain are consumers)..
 Food chain follows just one path of energy as animals find food.
3. Generalization
Food chains follow a single path as animals eat each other, thus food chain require all
living things need food to give them energy to grow and move.
4. Group activity
The students will be grouped into four groups. Each group shall construct their own
food chain and apply how important food chain in our life. Present it in the class ( five minutes).
IV. Evaluation
Answer the following: write TRUE if the Statement is True and FALSE if it is False.
TRUE1. A food chain always start with a plants and ends with an animals.
FALSE 2. Animals that eat other animals are called herbivores.
TRUE 3. Humans are considered as omnivores.
FALSE4. A frog is eaten by a plant is an example of a food chain.
TRUE 5.plants in a food chain is called producers.
V. Assignment
In a 1/8 piece of card board; each of the student shall make a poster about a
food chain. To be pass next week.
Prepared by:
FRENDLYN M. GENERALE

Detailed Lesson Plan On Food Chain

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Detailed Lesson Plan on Food Chain

III. Learning Procedure

Now, what do you call the plants?

 Most food chains have no more than four or five links.

Grass ----> Grasshopper ----> Toad ----> Snake ----> Hawk

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