CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
Student Teacher: Kassidy Rixstine
Grade Level: Kindergarten
Date: May 9, 2014
State Standard: L.A. 0.1.6 Respond to text verbally, in writing, or artistically Subject: Literacy/Science
Name of Lesson: LessonPlan3
Period / Time: 60 minutes
I. Goal:
Students will put their knowledge of habitats, animals in them
and the food they eat into a ‘make-believe habitat’.
Required Adaptations/Modifications:
II. Objectives:
TSWBAT Create a make-believe habitat.
TSWBAT Orally explain the habitat and its features.
Required Adaptations/Modifications:
III: Faith / Values Integration:
God made us all to be creative and imaginative creatures! We
can use our creativity and our wonderful minds to make new
things and to use what God have given us!
Required Adaptations/Modifications:
IV. Integrated Technology:
Required Adaptations/Modifications:
V. Materials:
Big Book- “Where Do the Animals Live?”
Anchor Chart
Habitat Needs Chart
Box full of materials
20 pieces of plain white paper
Required Adaptations/Modifications:
VI: Procedure:
Required Adaptations/Modifications:
A. Set / Hook: (10 min) Play the habitat movie that was a part
of the technology station on day 2. (see attached,
lessonplan2, habitatmovie) Have students sit quietly on the
floor to watch the movie as it is projected onto the screen.
-When the movie is over take some time to discuss what was in the
movie and go over the vocabulary words, and comprehension.
“What can you tell me about habitats?”
“Where can you find habitats?”
“What is your favorite kind of habitat and why?”
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
“Do you think that a penguin could live in the jungle?
“Why not?”
-Get students engaged in remembering habitats, before you introduce
the performance task.
B. Transition: Put away the ipad and turn off the projector to
explain the make believe habitat project.
C. Main Lesson: (50 min) Make believe habitat
 “Remember yesterday I said to think of your very own
animal and a habitat that you could make for it? Well
today we are going to create those!”
-Instructions for the make believe habitat
Students are going to create their own habitat using a variety of
different materials (cotton balls, crayons, grass, leaves, cut paper
etc.) The goal is to have students put in their make believe
habitat the three things we have talked about that go into a
habitat; an animal, food, and specify the climate of the habitat.
The students will be give the freedom to make either a makebelieve animal and habitat, or create a habitat we have been
talking about. Whichever one the student chooses to do, they
should be able to describe why they’re animal lives there, what
the climate is, and what food it eats.
 “I brought with me today, a box full of materials. These
materials are going to be what you make your habitat
out of! There are three things I want to see in your
habitat
1. 1 animal or more that lives there (write that on the
board) 2. The food that you animal or animals eat
(write that on the board) 3. What the weather is like
in your habitat (write that on the board)
 “You can create a make-believe habitat with an
imaginary animal, or you can create one that we have
been talking about” (show an example done by the
teacher) I want you to think about what your animals
need to live in the habitat you create.”
-Give examples about what animals need. For example
mentioning how a polar bear has lots of warm fur so they can live
in the cold weather.
 “For example, if your habitat rains a lot, make sure your
animals have water proof skin so they don’t get wet!”
-Have students look at the anchor chart, the habitat needs chart
and the board when they get stuck on what their make-believe
habitat needs.
-After instruction and passing out of materials allow for creative
work time on habitats for the majority of the time period.
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
Circulate the room as students work to help as needed, and to
ask questions and facilitate to make sure they have all the
habitat elements.(40 min)
-As students finish their habitats, walk around and have them tell
you about what they made. Act as a scribe to write out what the
students explain about their habitats and write it on the lines
below the make believe habitat. If the student is able to write on
the lines themselves about what they made, then allow them to
do that. If the students don’t mention the three things a habitat
needs have them finish these three prompts as they write: My
habitat is a ____. The Animal that lives here is____ and it eats
____ and the weather is _____.
 “Once you have finished your habitat, raise your hand
and Mrs. Royuk and I will come around to write about
what you have drawn. Remember to include all of the
things we have been talking about that go with a
habitat. Tell me what those were again? Look at our
Jungle, Arctic and Ocean charts to help you.” (point to
habitat needs charts)
o Animal, food, weather
D. Transition: “You have all learned so much about animal
habitats, and what animals need to live in their habitats! I loved
listening to what you made in your own habitats, and I’m going to put
them on the bulletin board outside the classroom so that the school
and parents can see what wonderful animals and habitats you have
created! Before we do that though, I have a few questions.”
E. Conclusion: Look at all of the habitats, allow time for
them to share orally with the class, or talk about them briefly.
Talk about how God made all of the animals, the homes, the food
and everything that we need. Talk about how you can look
outside and see a habitat, and all of the things it needs, and all
that God has made.
-The transition leads to the concluding assessment and
evaluation of my teaching from the children.
-See attached lessonplan3,assessmentquestions
-See attached, rubric
VII. Assessment:
Required Adaptations/Modifications:
The students make-believe habitats will be assessed for
completion, and to see that they understood the three
elements that a habitat needs.
VIII. Assignment:
The assignment is the make-believe habitat.
Required Adaptations/Modifications:
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
IX. Self-Evaluation:
Did students have enough time to complete their habitats?
Were all of the students involved?
Did they learn what I set out to teach and show it through the
project?
Did I stick to the plan and timeline( Did I rush anything?)
X. Coop’s Comments: