Created by
Katherine Lee
LESSON
Grade: 1st
Number of Students: 22
Unit/Theme: Habitat/ Tropical Rainforest
Where in the unit does this lesson occur?
Beginning of the unit
Middle of the unit
End of the unit
DAILY LESSON PLAN TEMPLATE
Date developed
4/4/14
Preliminary Information
Date of Lesson: April 9, 2014
Course/Subject: SS
Period/Time: 30 min
Estimated Duration:
Structure(s) or grouping for the lesson (underline any that apply):
Whole class
Small group
One-to-one
Other (specify)
1. What are your goals for student learning, and why are they appropriate for these students at this time?
Big Idea or Concept Being Taught
The students for the past week have been learning about the other six habitats around the word that have different
climates and adaptations that they need to survive. During this lesson, the students will learn about the tropical rainforest
habitat. Throughout this lesson, students will learn about animal, and plants that live in this habitat and how they adapt to
the climate and other things in the environment to survive, such as food, and shelter.
Rationale/Context
(Why this lesson at this time for this group of learners; how does it connect to previous or succeeding lessons?)
The students are learning about seven habitats around the world. This lesson about the tropical rainforest habitat
connects to previous lessons in the sense that it is one of the seven that the students are learning about. During these
lessons the students are learning to differentiate between animals, plants, climates and the adaptations need to survive in
these habitats.
Prior Knowledge and Conceptions
(What knowledge, skills, and/or academic language must students already know to be successful with this lesson?)
Prior Knowledge
The students should have learned about the other four habitats which are the artic tundra, temperate deciduous forest,
savanna, and desert and how the humans, animals, and plants adapt to their habitat.
Prior Skills
Students should be able to differentiate which animals, climates, and plants belong in which habitat.
Students should be able to recall what adaptations are need to be met depending on the animals and/or plants.
Prior Academic Language
Shelter, prey, predator, adaptation, burrow, dam, exposed, tundra, savanna, temperate, deciduous, desert, dry, humid,
camouflage, carnivore, herbivore, omnivore, nocturnal, scavenger, hibernate, dormant, destroy,
Student Learning Goal(s)/Objective(s):
(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)
Students will be able to
Explain how the animals and plants have adapted to the habitat they currently live in.
Classify the animals based on what they eat.
Differentiate between the habitats.
Identify characteristics of the tropical rainforest habitat.
Identify the location of saltwater habitats on a map when given a key.
Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this Common lesson.)
1.5c Symbols are used to represent physical features and man-made structures on maps and globes.
1.6a People and communities depend on physical environments for natural resources.
1.6b Roads, dams, bridges, farms and dwelling are all examples of how people modify the physical environment to be
needs and wants.
1.6c People interact with their physical environment in ways that may have a positive or negative effect.
1.9a Scarcity means that people’s wants exceed their limited resources.
1.9b Families and communities must make choices due to unlimited needs and wants, and scarce resources; these choices
involve costs.
1.10a Goods are consumable, tangible products; services are actions performed by a person or a group of people with a
certain skill.
Academic Language Demands
(Identify academic language, particular words/phrases that are essential to understanding the content of this lesson.
What specific Language Function such as analyze, compare, interpret, retell, predict, evaluate or summarize is most
essential for students to learn the lesson or literacy strategy?)
Omnivore, carnivore, herbivore, adapting, shelter, canopy, colonies, dense, humid, patterns, tropical, rainforest, climate
2. How will you know and document the extent to which students make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or how will you assess
the extent to which they have met your goal[s]?)
The first way I would assess them is by reviewing what the students can recall about the other four habitats by
asking them questions such as, what the climate is like, what covers the ground, and what animals give there. Next I
would assess the students on vocabulary that they have already been exposed to such as, adapting, carnivore,
omnivore, and herbivore by asking questions. A question I might ask is what type of animal eats plants and follows
it up with an animal that lives in this habitat. Another way I would assess the students is by asking them to tell me a
difference between the habitats. Their response might be that the tundra is cold and the desert is dry and warm. .
Lastly, I would assess the students based on the worksheet that we did together in class.
Expectations for Student Learning
(What are your expectations for performance? Specifically, describe expectations for each of the following types of
performance: exceeds expectations, meets expectations, and below expectations performance.)
Exceeds expectations:
Students are able to do the following without support and prompting:
Students are able to answer all of the questions I asked orally.
Students are able to classify the animals based on what they eat.
Students are able to differentiate between habitats.
Students are able to differentiate between all the habitats based on their climates.
Meets expectations:
Students are able to do the following with some support and prompting:
Students are able to answer most of the questions I asked orally.
Students are able to classify animals based on what they eat.
Students are able to differentiate between habitats.
Students are able to differentiate between most of the habitats based on their climates.
Below expectations:
Students are unable to do the following even with support and prompting:
Students are unable to answer all of the questions I asked orally.
Students are unable to classify the animals based on what they eat.
Students are unable to differentiate between habitats.
Students are unable to differentiate between all the habitats based on their climates.
Student Feedback (How will you provide students with feedback?)
The students will receive verbal feedback as they are completing tasks during the lesson. If they do what they are asked
they will earn stickers.
3. How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to
engage students?)
I would start by reviewing by asking questions about the other four habitats we have learned about which are savanna,
desert, temperate deciduous forest, and artic tundra. I would ask questions such as what is the climate like in (insert
habitat), and how is it different from this habitat. I would also review the vocab for this lesson. Then I would tell the
student that we would be learning about the tropical rainforest habitat today.
Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you
promote question generation/discussion; how will you address the academic language demands? Detail your plan.
Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson.)
 PowerPoint
o Location in the world
o Characteristics
 Examples
 Climate
o Animals
 Examples
 Adaptations
 Food/shelter
o Plants
 Examples
 Adaptation
 Uses/shelter
o People
 Waste water
 Uses
 Conserve water
 Worksheet
o Explain it
o Do it as a class
Closure
(How will you bring closure to the lesson?)
I will bring this lesson to a close by having the students review what we have learned by asking questions, answering
questions and whatever else they want to tell me.
Differentiation/Extension
(How will you provide successful access to the key concepts by all of the students at their ability levels?)
Supporting students with special needs (implementing accommodations/modifications/IEPs/504 Plans)
Students will be given a word bank with the words.
Students will be given pictures to help remember what each habitat is like.
Students will be given examples, prompts and clues to help them answer questions.
Students will have the sentences on the worksheet read to them.
Challenging above average students:
Have the students read it by themselves and answer it independently.
Ask the students questions that expand their thinking.
Extension:
Have students pick an animal from this habitat at write fact about that animal in that habitat.
What Ifs
(Be proactive: Consider what might not go as planned with the lesson; what will you do about it?)
What if students
If students were not being cooperative or talking I would let them know as a whole and then acknowledge those who are
doing what they should be doing. If students have their hand raised, I would simply tell them that they would get a chance
at the end to share or ask their question.
What if students cannot
I would modify the lesson and reteach the parts of the lesson that the students were unable to understand.
Resources and Materials
PowerPoint, worksheet, Unit 5 teacher guide, smart board, laptop,