KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ______Demi Ogozalek_____________
Date:___11/5/13___and 11/6/13___
Cooperating Teacher: __________________________
Coop. Initials: ________________
Group Size: _____20____________ Allotted Time: __Day 1: 45 minutes/Day 2: 45 minutes___ Grade Level: _2nd__
Subject or Topic: ___Lesson 1 Habitats_________________Section: _____________________
STANDARD: (PA Common Core):
4.2.2.C: Identify and describe the basic needs of plants and animals in an aquatic
ecosystem.
1.5.2.F: Use grade appropriate conventions of language when writing and editing.
Spell common, frequently used words correctly. Use capital letters correctly.
Punctuate correctly. Use correct grammar and sentence formation.
I.
Performance Objectives (Learning Outcomes)
A. The students will discover and describe the types of environments in a terrestrial and
aquatic habitat by interacting in their jigsaw groups.
B. Students will classify environments and animals in a terrestrial and aquatic habitat by
correctly grouping the images and words in the right habitat group.
C. Students will use appropriate conventions of language by completing entries, peer editing
their habitat journals, and when writing their perspective story.
II.
Instructional Materials
A. Magic School bus episode “Hop Home”
http://movies.netflix.com/WiPlayer?movieid=70262648&trkid=13462100&tctx=-99%2C99%2C53fe0bad-e657-40c9-95d6-d50fab92b5a9-2088735
B.
5 copies of each environment sheet
C. Copies of the “Types of Habitat” Worksheet.
D. Crayons
E. Scissors
F. Copies of the Habitat Journal homework assignment.
III.
Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite Skills
1. Characteristics of a terrestrial habitat (environments and animals included)
2. The correct way to “Turn and talk to a partner”
3. Environment- the surroundings or conditions in which a person, animal, or plant
lives or operates.
B. Key Vocabulary
1. Aquatic Habitat- A body of water where an animal has food, water, and shelter.
C. Big Idea
1. An aquatic habitat is a body of water where animals has to have food, water,
and shelter for an animal to survive.
IV.
Implementation
A. Introduction –
1. Call the students to the smart board by most quiet tables. Have them sit on the
carpet.
2. Tell students to keep in mind the term habitat.
3. Open Netflix and play the Magic School Bus episode “Hop Home”
4. When the episode is over have the students turn and talk to each other of one
important thing about habitats they saw in the movie
a. Ask 3 students for their answers and why the child and their
partner thought that thing was important.
5. Call students back to their seats by the most quiet row.
B. Development –
1. Have the students get out their science notebooks.
2. Tell the students to open their notebooks to the next blank page.
a. Write the word Habitats on the board and their the student’s label
this entry “Habitats”
3. Ask the students what is one thing from the Magic School Bus episode did
every habitat need.
a. Keep asking until the students say food, water, and shelter.
4. Write every habitat needs food, water, and shelter on the board and have the
students copy that into their science notebooks.
a. Tell the students to put their science notebooks away until later.
5. Ask the students to remember back to the episode and recall where Mrs.
Frizzle’s class first looked for Bella the bullfrog
a. Look for the answer (the forest)
6. Ask if students remember what type of habitat a forest is from first grade
a. Look for the answer (land/forest or terrestrial habitat)
7. Tell the students to think about some characteristics from back in first grade
that make up a terrestrial habitat.
8. Then ask where did they find the bull frog?
a. Look for the answer (the quiet water or just water). Explain the
frog lives in an aquatic habitat.
9. Have the students turn their desk into groups and count off in fours. (they have
practiced and did this before)
10. Place the 1s at a group of desks, 2’s at a group of desk, 3’s at a group of
desks, and 4’s at a group of desks.
a. Give the 1’s the paper with the grass lands and forests. Give the
2’s the paper with the desert and rainforest. Give the 3’s the
paper with the river and ocean. Give the 4’s the paper with the
lake and pond.
b. Have the students talk about the picture they have, what they
see what animal and plant life are in the pictures.
i. As the students are discussing their photos go around
and ask all the groups the if they can name the types of
environment on their paper. If they cannot prompt hints
and different animals to help them figure out the
environment. Also ask if it goes in an aquatic habitat or
terrestrial habitat.
ii. After each group has got the environments in the photos
and which habitat the environments belong to call the
students back to their original desks and groups and
explain the environments, animals and which habitat
type they belong to.
iii.
Ask all the one’s which two environments were
in their pictures and which habitat type does it belong to.
Procedure to ask the 2’s, 3’s, and 4’s.
Day 2 of the lesson
11. Review the two types of habitats we have learned so far
a. Ask the students to turn and talk to a partner to see if they both
can come up with the two habitat types we discussed last time
i. Look for the answer (Aquatic and Terrestrial)
b. Ask the students to turn and talk to their partner again and see if
they can come up with the environments in each type of habitat.
i. Look for forest, desert, grassland, and rainforest for
terrestrial and ocean, lake, pond, river for Aquatic.
ii. Ask the students if they can name any animals that live
in each type of habitat
1. Take four volunteer answers.
c.
Have the students turn back into their groups of four they were in
for science yesterday.
12. Have the students work on the formative assessment attached to the lesson.
a. Tell the students they will be cutting out the pictures and placing
them in the correct column of terrestrial or aquatic. Have the
students cut out the words for each environment (forest, ocean,
lake, desert) and paste it next or under the correct picture.
b. When students are finished they can color the pictures.
c.
While the students are working together walk around and
monitor their progress and answer any questions.
13. When all the students are finished cutting and pasting, (they can finish coloring
later) put your teacher made example on the overhead projector and go over
which environment goes in which column by asking for student’s answers and
why they put it there. Make sure the student’s words match up with the
environments.
C. Closure –
1. Put the students in pairs within their groups and have the students each take a
turn explaining which environments goes in what column and why. (One
student does terrestrial and one does aquatic)
2. After all the students are done sharing their thoughts. Review about aquatic
habitat (what is needed in a habitat and what is included to make it an aquatic
habitat). Ask the students to name animals that live in aquatic habitats.
3. Explain to the students next science lesson we will take an in-depth look into
the habitats Pennsylvania has. Say “On your way home from school today take
a look around and see if you can figure out which type of environments and
habitats Pennsylvania has
4. Tell the students to pass up their “Types of Habitats” worksheet.
5. Tell the student once the teacher checks over their worksheets we can add
them to their science notebooks.
6. Explain the “Habitat Journal” assignment to the students and pass out the
description.
a) Tell the students each night the students need to write
one or two sentences in the journal about habitats
around their home.
b) Explain to the students after the habitat unit the journals
will be collected and the teacher will read and grade
them.
c) Give an example of a entry.
D. Accommodations / Differentiation –
1. Roger has a physical disability and is in a wheelchair.
2. Have Roger sits closer to the screen on the corner.
3. Have Roger’s group numbers be called to his desk.
4. Always have bigger aisle for easier access.
5. Teach in a variety of methods to reach many different types of learners.
6. Roger’s partner for the pair and share will stand up to get to his level to discuss
ideas with him.
E. Assessment/Evaluation plan
1. Formative- The formative assessment in this lesson is the (Types of Habitats)
activity where the students group the environments and words in the correct
habitat.
2. Summative- There is no summative assessment in this lesson
V.
Reflective Response
A. Report of Students’ Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to meet
acceptable level of achievement)
Remedation Plan
B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.)
VI.
1.
How can this lesson be improved?
2.
By grouping the students together for the “Types of Habitats” assignment will it create
disruptive behavior and cause students to be off task?
3.
Will the students remember the vocabulary word terrestrial habitat from last year and if
not, will I cue and prompt them well enough to recall it from their memory?
Resources

Magic School Bus Video
http://movies.netflix.com/WiPlayer?movieid=70262648&trkid=13462100&tctx=-99%2C99%2C53fe0bad-e657-40c9-95d6-d50fab92b5a9-2088735
TERRESTRAL
AQUATIC
Directions: Cut out the photos and place them in the correct type of habitat.
OCEAN
FOREST
LAKE
Pond
Desert
Plain
Homework
November 5th- November 19th
Make a “Habitat Journal.” The journal will be used to record
observations of habitats around your home. Explore you
yard and the area around your home. Write in your journal
every day, telling what you discover about habitats. Please
write neatly and in complete sentences. You may draw
pictures or take photographs to illustrate your discoveries.
I have written some sample journal entries on the back. You
need to write about what you see. (You must do one page
each school day. You need to observe habitats over time.)
Things to think about and consider for your journal:
 What habitats can you find?
 What kinds of living animals are in your yard?
 What food do the animals eat?
 Are there any living animals that you cannot see? How do
you know?
Sample Journal Entries
Monday, April 4, 2011
Today I went for a walk. I heard some birds singing. I looked in the tree and
saw a nest. I wonder what kinds of birds they are. I cannot see any eggs in
the nest.
Tuesday, April 5, 2011
I looked under the rock by my sidewalk. I found 8 roly polies! I wonder what
they eat. Do they always come back to the same rock?
Wednesday, April 6, 2011
I saw a big nest in a tree. I don’t think it was a bird’s nest. The nest was
made with leaves and straw. I saw a squirrel nearby. Could the squirrel live
there?
Thursday, April 7, 2011
I saw an ant hill today. There were many ants crawling by. It is starting to
rain. The ant hill in shrinking! Will the ants build it up again tomorrow?