Zoo Animals Unit Plan
Social Studies/Visual Arts Lesson
Olivia Sanders-Herndon
November 15, 2012
Context: This lesson is designed for eighteen diverse third graders. In Mrs. Hugo’s classroom,
there are twelve boys and eight girls. Three of these students have an active IEP. In this class
four students speak another language as a primary language but three speak English fluently. One
of the students are served by the ESOL services. The languages spoken in Mrs. Hugo's
classroom are English, Spanish, French, and Mandarin (Chinese). There are Asian children,
African American children, Hispanic children and Caucasian children in this third grade
classroom. This makes it a diverse classroom. Aside from cultural and language differences, the
children in Mrs. Hugo's classroom vary greatly in their academic abilities. There are children
with an IEP in intellectual disability, hearing impairment, and giftedness. The accommodations
for this lesson plan will include making a model instead of a poster board that includes textured
pieces.
Desired ResultsLesson Background: In this lesson, students will explore a culture different from their
own. They will create a model or a poster board about the home of an animal they chose. Each
child will pick one animal and research information concerning the region in which the animal
originated from. The child will give a small presentation to the class about where their animal is
from using note cards for speaking points and the pictures on the board as props.
Curriculum Standards:
*Standard 7.1.3B: Identify and locate places and regions as defined by physical and human
features.
*Standard 7.2.3A: Identify the physical characteristics of places and regions.
Objectives:

Students will be able to identify types of regions and countries

Students will identify different communities of people

Students will be able to use their research information to chart weather behavior for
their location.
Preceding this lesson, students will watch an in class video of Madagascar in order to
observe different animals in their natural habitats and get an in depth look of how they are
affected when taken away from their homes or have it changed. During this lesson, students will
answer a packet of questions about regional information and culture specific to the area. They
will then decide which animal they would like to base their poster on. Students will create a
poster or model of the habitat showing the type of region, a map for location, the animal home,
people of the region, agricultural products, and any exports that influence the country’s
economy. After this activity, students will be knowledgeable about other cultures. This lesson is
related to what is being done in other classes because it allows students to use pictures to teach
what they learned to others. This lesson also enhances the student’s public speaking ability and
boosts self-confidence by allowing the student to be the major source of knowledge.
Evidence: Students will be able to give a mini presentation about another area of the world they
are interested in.
Learning PlanMaterials:
 Madagascar Dvd
 Poster board
 Markers
 Internet
 Computer printer
 Magazines
 Library
 Scissors
 other
ProceduresIntroduction/Engagement: Okay, class. Today, we are going to watch the movie
Madagascar. First, I would like to review some of our social studies vocabulary. What are the
different types of regions? What is a habitat? I want you to close your eyes and imagine your
habitat. Think of your room, your bed, and all your belongings. How would you feel if someone
took you from your home and moved you somewhere else? How do you think animals feel? Well,
we are going to watch a fictional movie that shows us just what animals might be thinking and
how much their homes mean to them! Show students the cover of the dvd. Discuss and allow
students the opportunity to make predictions about what they will see in the video. What might
the animals try to do to get home? Encourage the students to look closely at each animal’s
behavioral characteristics order to predict the region the animal is from. After the movie, look up
where the animals were all from to see if the predictions were correct.
Explicit Instruction with Modeling/Exploration: Make an animal report with the whole
class about the animals from the movie. Discuss with students what they think of each animal’s
habitat. Have the students begin thinking about which animals they want to use for their
poster/model. Have a few images of animals and their habitats showing on the smart board.
Students, this is what I want you to do as you create your posters. Use images to illustrate your
points. Help the students pick pictures and format their layout.
Guided Practice: The students will write their reports first. They will show the teacher
their pictures for approval. The teacher will approve each section from the report.
Independent Practice/Application/Explanation: Once students have completed their
reports; have them read it to their neighbors for a peer review.
Closure: As a closing activity, students will present their project to the class. The layout
is completely up to them as long as it makes sense. Alright, class. This is the third entry in your
field journal. Over the next few weeks you will be adding other entries based on your
“observations” so don’t be afraid to be creative and if you need to ask questions I’m here to
help. Have fun with this! Provide the students with about thirty minutes in the computer lab to
work silently on Tuesday and Thursday for two weeks. Have the students work on this for
homework and at the end of the second week let them begin presentations.
Reflection (differentiation): For students who have difficulty hearing or speaking, I will allow
them the opportunity to use an assistive technology device to ensure that they have an equal
opportunity to communicate. They also can sign and let an interpreter translate for them.
Works Cited
Academic Standards for Geography Pre-K - 3 REVISED – June 14, 2011. Retrieved November
15, 2012.
http://static.pdesas.org/content/documents/Academic_Standards_for_Mathematics_%28E
lementary%29.pdf