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Simply called “Lunch Time,” this one is about Carnivores and Omnivores




4, 5  

Title – Lunch Time

By – Jennifer Dalke

Subject – Science

Grade Level – 4-5

**Note – This lesson plan uses some handout(s) that are not available, however, much of the lesson plan can be completed without the handout(s).

Skills Used

Observing; Classifying; Communicating; Inferring; Collecting, Recording,
and Interpreting Data

Key Vocabulary

Energy, Producer, Consumer, Herbivore, Carnivore, Omnivore

Lesson Time

60 minutes

Illinois State Goals

11.A.2a, 11.A.2b, 11.A.2c, 11.A.2e, 12.B.2a, 13.A.2b, 13.A.2c, 13.B.2f

Conceptual Objective

Students will know the differences between producers and consumers;
herbivores, carnivores, and omnivores. They will recognize these in their

Process Objective

Students will locate different organisms in the environment and complete
a chart describing how each gets its energy. Students will also complete a
pencil and paper test evaluating how well they know the vocabulary.


* pencils

* paper

* handlenses

* handouts


1. Read pp. 18 – 19 in the Silver Burdett Ginn Science Discovery Works
textbook as a class. Discuss key vocabulary and have students give
examples of each of these.

2. Discuss how every organism in our environment, including humans,
gets its energy from somewhere.

3. Split the class up into teams of four students, directing them to go out
side to a selected area.

4. Give students handouts and handlenses and have them pick out
organisms in the environment. Fill out charts accordingly.

5. Give students 15 minutes to observe and record every organism
they see.

6. Bring class back inside and allow groups to share anything interesting
they might have seen. Ask students which categories from the key
words that each falls into.

7. Collect charts and hand out vocabulary test.

8. Give students 10 minutes to complete the test, and then collect.


1. Did the recorded data indicate that student was able to identify a
satisfactory number (5) of organisms? Assess on completeness of

2. Was student able to infer where organisms get energy? Assess on
accuracy of answers.

3. Could student define a list of key vocabulary words? Assess the
number correct.


1. Students may have trouble finding organisms. Teacher should check
ahead of time to be sure that the selected area has a good amount of
visible organisms.

2. Students may not have enough time to know the vocabulary. Allow
students to retake the test at a future time, if they fail it the first time.




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