Rubi – do you need to include the rubric for the time of reflection and evaluation of group???
LESSON PLAN
Name: Fadia Rubi Lancaster
Date: 08 – 25 – 10
Age/Grade Level: 7 / Second grade
Subject: Science
# of Students: 21
# of IEP Students: 2
Major Content: Unifying Concept - Interdependence
Unit Title: Animal Habitat
ACTIONS –
We are learning to think about what animals and plants live in each habitat, and also what kind
of food and shelter each animal get.
Lesson Objectives –
The students will observe and understand the term habitat.
The students will discover that forests, deserts, wetlands and grasslands are unique and separate habitat.
The students will identify animals that live in the four different environments.
Connections –
SC-EP-4.7.1
Students will describe the relationships existing between organisms and their environments.
SC-EP-3.4.4
Students will describe a variety of plant and animal life cycles to understand patterns of the growth,
development, reproduction and death of an organism.
SC-04-4.6.1
Students will analyze patterns and make generalizations about the basic relationships of plants and
animals in an ecosystem (food chain).
In this lesson, students will know and understand the term habitat, discovering what kind of animals and
plants live in the habitat also to know what kind of food and shelter the animals use on the field trip.
Context –
The major focus of this unit is to able to observe, explain and compare the different habitat. The students
will be describing each habitat within interactive group setting. Elementary learners need to become
acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many
types of local organisms. Students begin to investigate the survival needs of different organisms and how
the environment affects optimum conditions for survival. In an interactive hands-on, inquiry based
curriculum, students, if not comfortable at first, will learn to adapt within this environment until
they can adequately contribute and enjoy the learning process. If not, there will be times for
reflection on the lessons and evaluation of the work in group. In this lesson, we will read
observe, explain, and compare the habitats. Students will be asked to “wonder” about the
information presented and ask questions to help them understand.
Resources –
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Pictures
Science books
Science journal
Pencil
McConnell Spring
Procedures –
ENGAGE
1.
2.
3.
4.
5.
Set expectations. (CHAMP)
Students will get ready to go to McConnell Springs. (T-shirts, restroom break, lunches, etc.)
Then the students will gather on the carpet.
Teacher will divide in three groups.
The outcome of this activity will be for students to observe, explore, explain and compare why
each habitat is different?
EXPLORE
6. Students will make and write predictions about the different habitats that they will observe in the
field trip.
7. To make this activity hands-on with inquiry based we will take a field trip to McConnell Springs
where they will explore different kinds of habitats.
8. The students will observe and identify animals, plants and insects that live in each habitat also the
food and shelter.
9. The students can take notes on the field trip.
EXPLAIN
10. To check for comprehension I will be asking questions like these about what they saw in the field
trip. What did you see in a forest? What animals and insects live there? What kind of food they
eat? What kinds of plants live there? What kind of shelter that they use? What did you see in a
rain forest? What did you see in a wetland? Why is the habitat different? The students will
explain the term "habitat" and talk about the many kinds of animals that live in different habitats.
ELABORATE
11. The students will draw a picture in their journal of their favorite habitat also by group they will
build a habitat with animal toys in a box (like the sample).
EVALUATE
12. The teacher will use the following formative assessment call "two minutes paper" this
assessment is simple form to get feedback about their learning at the end of the field trip.
In order to help them answer more quickly I will write the next questions on the
whiteboard:
13. What was the most important thing that you learned today?
14. What did you learn today that you didn't know before class?
15. This assessment can be called one minute paper for my tier1 and I will extend the time
allowed for my tier 3 or my IEP students. Also, I will informally assess the students that
were highly engaged in the field trip and in the classroom discussion.
16. Review the outcome for today’s lesson.
DIFFERENTIATION OF INSTRUCTION
In Class: Students, who complete the activity quickly, will be working on the computer science activity
related to habitat.
I will pull a small group for students who are having difficulty with this activity. I will show them
pictures of the 4 different habitats studied. I will evaluate where the problem is and reteach if necessary.
IMPACT –
Reflection/Analysis of Teaching and Learning –
The students were successful with this lesson, because we started this lesson plan going on a
field trip. I knew the students were successful with the outcome of this lesson because I made an
informal assessment when students were answering questions from the McConnell Springs
employee about the habitats presented. Students became very passionate about habitats and were
willing to share what they were looking and seeing on the field trip. This lesson was hands-on.
I used the 5 E’s in this lesson plan that I learned at the PLC and the DRIVE professional
development.
LESSON PLAN
Name: Fadia Rubi Lancaster
Date: 08 – 25 – 10
Age/Grade Level: 7 / Second grade
Subject: Science
# of Students: 21
# of IEP Students: 0
Major Content: Biological Science
Unit Title: Animal Habitat
ACTIONS –
Students have previously attended to McConnell Springs to observe and explore each habitat. They have
been taking notes of what they observed.
Lesson Objectives –
Essential Questions:
Do you know what animals and plants live in each habitat?
What kind of food and shelter have the animals had in each habitat?
Connections –
SC-EP-4.7.1
Students will describe the relationships existing between organisms and their environments.
SC-EP-3.4.4
Students will describe a variety of plant and animal life cycles to understand patterns of the growth,
development, reproduction and death of an organism.
SC-04-4.6.1
Students will analyze patterns and make generalizations about the basic relationships of plants and
animals in an ecosystem (food chain).
In this lesson, students will build a habitat with toy animals, applying what they observed and explored at
the field trip.
Context –
The major focus of this unit is to able to observe, explain and compare the different habitat. The students
will be describing each habitat within interactive group setting. Elementary learners need to become
acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many
types of local organisms. Students begin to investigate the survival needs of different organisms and how
the environment affects optimum conditions for survival. In an interactive hands-on, inquiry based
curriculum, students, if not comfortable at first, will learn to adapt within this environment until
they can adequately contribute and enjoy the learning process. If not, there will be times for
reflection on the lessons and evaluation of the work in group. In this lesson, we will read
observe, explain, and compare the habitats. Students will be asked to “wonder” about the
information presented and ask questions to help them understand.
Resources –













Animals Around Us video
Book
Crayons
White construction paper, 1 sheet per student
Magazines, nature calendars and other print resources with photographs of desert, forest,
wetlands, and prairie environments.
Pictures
Computers
Smart board
Science books
Marker
Science journal
Pencil
Toys animals
Procedures –
ENGAGE
01. Set expectations. (CHAMP)
02. Students will gather on the carpet.
03. Then we will be talking about different natural environments with the class.
What is a forest/rain forest? What does it look like? What is a desert/ artic? What does it look
like? How is a forest different from a desert?
04. To engage my students I will show them a slideshow
http://www.youtube.com/watch?v=Op1Q8EJGPFQ&feature=related
05. After watching the slideshow, the students will start to discuss forest, rainforest, wetlands, deserts
and arctic until they demonstrate a clear understanding of the basic characteristics of these
environments and can identify some animals that live in each habitat.
EXPLORE
06. Students will classify the toy animals by habitat separating and sharing with other groups. They
can use their notes made in the field trip.
07. To make this activity hands-on with inquiry based we will started to build the habitat in a box
using construction paper.
08. The students will paste and glue each animal, plants and insects that live in each habitat also the
food and shelter.
09. The students can use their notes made on the field trip.
EXPLAIN
10. To check for comprehension I will be asking questions like these about what do you paste that
animals in this habitat? What kind of animals lives in the forest? What animals and insects live
there? What kind of food they eat? What kinds of plants live there? What kind of shelter that they
use? What did you see in a rain forest? What did you see in a wetland? How is the habitat
different? The students will explain the term "habitat" and talk about the many kinds of animals
that live in different habitats.
ELABORATE
11. The students will build a habitat with animal toys in a box (like the sample).
EVALUATE
12. The teacher will use the following three-point rubric to evaluate students’ work during this
lesson.
Three points: Students were highly engaged in class discussions; were able to
demonstrate a clear understanding of the term "habitat" and give correct examples of
different habitats.
Two points: Students participated in class discussions; were able to demonstrate a basic
understanding of the term "habitat" and give mostly correct examples of different
habitats.
One point: Students participated minimally in class discussions; were unable to
demonstrate a basic understanding of the term "habitat" and could not give examples of
different habitats.
13. Review the outcome for today’s lesson.
DIFFERENTIATION OF INSTRUCTION
In Class: The group who completes the activity quickly will be working on the habitat activity.
I will be working one on one or with small groups for students who are having difficulty with this
activity. We will be watching a video about habitat of Magic School Bus. I will evaluate where the
problem is and reteach if necessary.
IMPACT –
Reflection/Analysis of Teaching and Learning –
The students were successful with this lesson, because we used our notes made on the field trip.
Students became very passionate about habitats; they were very excited to build their own habitat
using animal toys and were willing to share their habitat. This lesson plan was hands-on.
I used the 5 E’s in this lesson plan that I learned at the PLC and the DRIVE professional
development. Also after finishing this activity, each group will present their habitat explaining
about it.