Lesson Plan 9:
More Review of Habitats
Teacher: Ms. Mrs. Mr. Dr.
Chris Hadley
Date:
___May 24___________
(Circle one above)
Grade: First
Subject:
Music, PE, Science, Math, Soc. Science,
Time: 3 hrs._____
(minutes, hours, days, weeks)
1.
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
Book “Swing, Slither, or Swim” by Patricia Stockland, labels for habitats, list of animals, pictures of all animals on
list A-6), large chart, salt, water, bluing, household ammonia, tablespoon, food coloring, movie “Finding Nemo.”
2.
Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
A. Know and apply concepts that explain how living things function, adapt and change.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).
B. Know and apply concepts that describe how living things interact with each other and with their environment.
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to
investigate questions, conduct experiments and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.1a Describe an observed event
11.A.1f Compare observations of individual and group results.
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and
interpret uncertainty using concepts of probability.
A. Organize, describe and make predictions from existing data.
10.A.1a Organize and display data using pictures, tallies, tables, charts or bar graphs.
B. Formulate questions, design data collection methods, gather and analyze data and communicate findings.
10.B.1b Collect, organize and describe data using pictures, tallies, tables, charts or bar graphs.
STATE GOAL 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States.
B. Analyze and explain characteristics and interactions of the Earth’s physical systems.
17.B.1b Describe physical components of ecosystems.
3.
Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate)
SWBT identify various animals and the habitat in which they live (LO).
SWBT demonstrate how various animals move (LO).
SWBT apply information gathered in chart to answer questions (HO).
4.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Read the book “Swing, Slither, or Swim” by Patricia Stockland.
5.
Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.)
GeneralLessonPlan-1p.doc
The teacher will….
Label areas of the room with different habitats keeping up
corners for desert, tundra, coral reef, and rainforest prior to
student entrance.
Read the book “Swing, Slither, or Swim” to the students
and discuss animal movement
Show each student a picture of an animal, one at a time,
and ask the student to 1) identify the animal 2) tell me
which basic habitat the animal lives in 3) place the animal
on the chart under the correct habitat and 4) ask the
student to move across the room as that animal to their
habitat.
Ask students to move back to their desks to complete math
worksheet.
Ask students to move to coral reef corner, a few at a time,
to add to the bottom of the bowl (not directly on base
material) two tablespoons each of salt, water, and bluing.
Then add a few drops of food coloring to each piece of
base material. A crystal formation should appear by this
third day. If not, the teacher should add two tablespoons of
household ammonia to aid growth. Explain to students that
just as the water, bluing, and dissolved salt combined to
form crystals, coral polyps use dissolved calcium carbonate
to create the stony cup that protects their soft bodies and
creates reefs.
Pass back out student experiment observation forms and
have them draw a picture of final observation. Write about
any changes that they observed.
Put on the movie “Finding Nemo” and discuss what they
observed when the movie is over.
6.
The student will…
Not be in the classroom.
Listen to book and participate in discussion.
Name the animal and the habitat of the given animal, place
it in the correct column of the chart on the board and move
across the room as that animal to the habitat that the
animal lives.
Complete math worksheets.
Add additional materials to experiment and listen and
participate in discussion.
Complete experiment observation forms.
Watch the movie and discuss when it is over.
Closure (set of key questions for comprehension or processing):
Discuss how animal movement and habitat go hand-in-hand. Ask the students would a monkey move around
well in a desert or a fish in a rainforest, etc? Students will then watch “Finding Nemo” and discuss the movie and
the habitat.
7.
Assessment:
Students’ ability to identify various animals and the habitat in which they live will be assessed by the teacher
observing and listening to student answers.
Students’ ability to demonstrate how various animals move will be assessed by the teacher observing movement
of students to various habitats while pretending to be that animal.
Students’ ability to apply information gathered in chart to answer questions will be assessed by the teacher
reviewing worksheets completed by students.
8.
Accommodations for Individual Needs:
Student A: None. Directions are given in small steps and assessments are done verbally.
Student B: None. Activities are hands on hopefully keeping him focused. Give him one of the more challenging
animals to assess. Maybe one we did not discuss.
Student C: Be sure to give her an animal that she can show how it moves. Maybe a bird so she can flap her
arms. Have another student help her if need be.
9.
Homework/Announcements:
None
10.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
GeneralLessonPlan-1p.doc