Backward Design Lesson Plan

Last week, I developed a lesson for students using the backward design lesson plan.  Using the backward design process was easier than expected.  In my lesson, students were expected to explain why an ecosystem can support a variety of organisms, and determine the interaction of organisms in an ecosystem.  These goals were met, but there were areas that I would improve upon if I were to teach this lesson again. 

I enjoyed using the backward design process to plan the lesson on food chains.  I was able to focus on the desired outcome and be sure the activities focused on the essential questions.  I kept these questions in the back of my head while I planned the lesson. 

I taught my lesson to a small group of fifth graders.  At the beginning of my lesson, students were introduced to a freshwater ecosystem.  Students listed all the animals living in the ecosystem: fish, snails, plants, algae, turtles, and ducks.  One student thought that crabs would live in this ecosystem, until another student mentioned that crabs lived in salt water.  We discussed the difference between salt and freshwater.  The same student realized that freshwater was the type of water he fished in on the weekends with his father.  Then they all make the connection to the fish tank they used to have in their classroom, so we drew a fish tank on a piece of chart paper and placed the animals in the tank. 

After listed the animals in the ecosystem, students began to discuss how each animal survived.  They understood that each animal needed to eat in order to survive.  We drew arrows from each animal to their food so students were able to see a visual representation of this process.  They realized that plants were the beginning of the chain, so we identified plants as producers because they make their own food through photosynthesis.  One student made the connection of the three P’s:  plants, producer, and photosynthesis.  We discussed the role of each, decomposer, producer, and consumer. 

Using the visual representation of how animals receive their energy, or get their food, students were able to successfully play the food chain game.  They were excited to put what they learned to practice.  It was interesting to see their confusion once they had to identify a food chain with a decomposer.  Most students thought the decomposer was the beginning of the chain, not at the end.  They were amazed to see the animation of how the animals interacted with each other in the food chain.  This was a great way to reinforce what we had already discussed. 

After the activity, the formative assessment was given.  Students had to identify the flow of energy between organisms in a food chain.  They needed to determine where the majority of the plants energy ended.  A few students believed most of the plants energy ended in the grasshopper because this was the first animal who consumed the plant, but a few said most of the energy ended up in the fox because that is the last animal in the food chain.  After everyone was finished, the students discussed their answers and had to explain why the grasshopper received most of the plants energy. 

At the end of the lesson, we returned to the scenario and students were able to answer the question posed by the scientist in the scenario.  They determined that the ecosystem sustained itself because each animal depended on each other for energy to survive.  They also said that if any animal was to be taken out of the ecosystem, then the balance would be off and changes would happen. 

If I were to teach this lesson again, I would have spent a little more time explain the role of a decomposer in a food chain.  We discussed that decomposers fed on dead animals to turn them into nutrients; but since decomposers were not identified in the freshwater ecosystem, students did not get a visual representation of their role until the online activity. 

Using the backward design process to plan my lesson allowed me to focus on what I wanted students to know by the end of the lesson.  I was able to keep my activities tailored to the desired outcome.   The students were able to reach the established goals.  I know this because they were able to successfully finished the online activities.  I used the formative assessment to determine 90% of the students understood the flow of energy from one organism to another.  The lesson was successful, but I feel I could have spent more time on the role of decomposers in a food chain.