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[ ARKANSAS ARTS ACADEMY ]The same lesson, fitted to every student.
Upload a page you already teach from. Each student gets it back with the support they need, and it still looks like the original.
- Intro reworded at a 3rd-grade level
- Word bank
- Answer choices on question 1
- Question 2 in steps
- Sentence starter and hint on question 3
Every living thing in a pond needs energy to grow and move. In this lab you will trace that energy from one organism to the next, then count the organisms in a sample of pond water.
Figure 1. A pond food chain. Each arrow shows where the energy goes.
| Organism | Role | Count |
|---|---|---|
| Algae clumps | Producer | 240 |
| Tadpoles | Consumer | 36 |
| Sunfish | Consumer | 6 |
| Herons | Consumer | 1 |
Table 1. One sample of pond water
- Which organism in Figure 1 makes its own food?
- Look at Table 1. What happens to the count as you move up the food chain?
- Where does the energy in a heron’s food first come from? Make a claim and support it with evidence from Figure 1 and Table 1.
Living things need energy to grow and move. In this lab you will follow the energy in a pond. Then you will count the living things in some pond water.
Figure 1. A pond food chain. Each arrow shows where the energy goes.
Word bank: producer: a living thing that makes its own food · consumer: a living thing that eats other living things
| Organism | Role | Count |
|---|---|---|
| Algae clumps | Producer | 240 |
| Tadpoles | Consumer | 36 |
| Sunfish | Consumer | 6 |
| Herons | Consumer | 1 |
Table 1. One sample of pond water
- Which organism in Figure 1 makes its own food?
Circle one: Algae · Tadpole · Sunfish · Heron
- Look at Table 1. What happens to the count as you move up the food chain?
a. Count for algae clumps: Count for herons:
b. As you move up the food chain, the count gets . - Where does the energy in a heron’s food first come from? Make a claim and support it with evidence from Figure 1 and Table 1.
The energy first comes from . I know this because .
Hint: Follow the arrows in Figure 1 back to the start.
- Same standard
- Same questions
- Same answer key
Maintain curricular fidelity
Students stay on the page your curriculum sets. Their copy looks like the original, so a scaffolded sheet does not stand out on the desk.
Build classroom cohesion
Every copy asks the same question at the same depth, so the whole class works through one lesson together. Only the support around it changes.
Meet every student’s needs
Save IEP, 504, and language supports to a student once. After that it is one click on any resource, without compromising the curriculum.
