Trails of Africa
1st Grade
By: Jessica Galamore
Table of Contents
Introduction
Letter to Parents
Unit Sequence Grid
Teacher Content Knowledge
Integration Planning Web
Lesson Plans
Bibliography
Introduction and Rationale
When this unit is complete, students should understand living organisms have adapted to
their environments to survive and thrive. Students should also have an understanding of some
basic parts of our globe and be able to identify Africa on the globe. They will also develop an
understanding of why some of our world’s animals have become endangered and what we can do
to prevent this from happening. It is important for students to understand how living organisms
have adapted throughout time in order to appreciate how we can change and survive even when
put in tough situations. Students need an appreciation of the animals of our world and what we
can do to preserve their way of life. The children are our future and it is dependent on them to
make sure these creatures have a future as well.
Dear Parents,
This week we will begin our unit on the
Trails of Africa. During this time, your students
will discover how animals in Africa have adapted
to survive in their habitats. They will discover
the animals that live in the grasslands, deserts,
and rainforests of Africa. Your students will
also be able to label Africa on a globe along with
the three major biomes of the continent. We
will end our unit by taking a trip to the
Birmingham Zoo and going on a scavenger hunt
for animals while we are there. Please encourage
your student to share the information they
acquire during the next two weeks. As always,
thank you for your continuous support!
Sincerely,
Mrs. Jessica Galamore
Unit Sequence Grid
Day/Date
Content Topic
Corresponding
Goal(s)
Corresponding
Performance
Objective(s)
Corresponding
AL Course of
Study Standards
& NETS
(technology
benchmarks)
Monday
March 5,
2012
Where Africa
is located on
the globe, an
introduction of
its basic
biomes the
grasslands,
rainforest, and
desert.
TSW understand that
Africa is a continent on
our globe.
TSW complete a
pre-assessment of
the material. TSW
color a map of
Africa that
separates the three
different biomes
of Africa.
Social Studies 6.)
Identify land
masses, bodies of
water, and other
physical features
of Earth on maps
and globes.
Description of
the grasslands
of Africa.
TSW understand the
climate and terrain of
the grasslands of
Africa.
TSW create a
mural of the
grasslands of
Africa.
Social Studies 6.)
Identify land
masses, bodies of
water, and other
physical features
of Earth on maps
and globes.
Description of
the types of
animals that
live in the
grasslands of
Africa.
TSW develop an
understanding of how
animals survive in the
grasslands Africa.
TSW create an
animal that lives in
the grasslands of
Africa with
construction paper
to add to their
grassland mural of
Africa.
Science 4.)
Describe survival
traits of living
things, including
color, shape, size,
texture, and
covering.
Description of
the rainforest
of Africa.
TSW understand the
climate and terrain of
the rainforest of Africa.
TSW create a
mural of the
rainforest of
Africa.
Social Studies 6.)
Identify land
masses, bodies of
water, and other
physical features
of Earth on maps
and globes.
Tuesday
March 6,
2012
Wednesda
y
March 7,
2012
Thursday
March 8,
2012
TSW understand that
there are different
biomes in Africa.
Friday
March 9,
2012
Monday
March 12,
2012
Tuesday
March 13,
2012
Wednesda
y
March 14,
2012
Description of
the types of
animals that
live in the
rainforest of
Africa.
TSW develop an
understanding of how
animals survive in the
rainforest Africa.
TSW create an
animal that lives in
the rainforest of
Africa with
construction paper
to add to their
rainforest mural of
Africa.
Science 4.)
Describe survival
traits of living
things, including
color, shape, size,
texture, and
covering.
Description of
the desert of
Africa.
TSW understand the
climate and terrain of
the deserts of Africa.
TSW create a
mural of the
desserts of Africa.
Social Studies 6.)
Identify land
masses, bodies of
water, and other
physical features
of Earth on maps
and globes.
Description of
the types of
animals that
live in the
deserts of
Africa.
TSW develop an
understanding of how
animals survive in the
deserts Africa.
TSW create an
animal that lives in
the deserts of
Africa with
construction paper
to add to their
desert mural of
Africa.
Science 4.)
Describe survival
traits of living
things, including
color, shape, size,
texture, and
covering.
In depth
discovery of an
animal of
Africa of their
choosing.
TSW develop an in
depth understanding of
an animal of Africa.
TSW research an
animal of their
choosing using
pebblego.com and
complete a graphic
organizer.
Science 4.)
Describe survival
traits of living
things, including
color, shape, size,
texture, and
covering. Social
Studies 6.)
Identify land
masses, bodies of
water, and other
physical features
of Earth on maps
and globes.
Technology
Education 7.) Use
digital tools to
access and
retrieve
information.
Friday
March 16,
2012
Naming all the
different
animals they
would see on
an African
safari and
where they
would see
them.
TSW demonstrate their
understanding of what
biomes animals live on
in Africa.
TSW collect all
their murals and
create a book
about their murals.
TSW complete the
sentence: I went
on safari and what
did I see. I saw a
_____ looking at
me.
TSW complete a
post assessment of
how animals
survive and where
Africa is located
on a globe.
Science 4.)
Describe survival
traits of living
things, including
color, shape, size,
texture, and
covering. Social
Studies 6.)
Identify land
masses, bodies of
water, and other
physical features
of Earth on maps
and globes.
I selected the goals and objectives for this unit solely on the objectives listed in the Alabama
Course of Study. The pre-assessment’s role is to compare the student’s knowledge of the material before
to the student’s knowledge after they have been taught the objectives and completed the goals for this
unit. The state standards were the basis of the goals and objectives for the unit. That was the starting point
in which I planned my whole instruction on.
Jessica Galamore
ED 471
February 25, 2012
The Trails of Africa
Africa
Africa is the second largest continent in the world and measures 5,200 miles long. It is
three times as large as the Unites States of America. Africa contains five major river systems.
The big three include the Nile, the Congo, and the Niger. The three major biomes are the
grasslands, rainforest, and deserts. Africa is home to the largest desert in the world, the Sahara
Desert (Donn).
Grasslands
The grasslands of Africa are also called the Savanna. They are mostly full of grasses and a few
trees. Most of the plant life includes fire-resistant shrubs and tall deciduous trees. They have both wet
and dry seasons in the Savanna. There is at least 20 to 35 inches of rainfall annually.
Predators
The major predator of Africa is the lion. Lions live in packs called a pride. They are
called predators because their diet consists of meat. Lions are perfect predators of Africa because
they blend in to their surroundings with their golden color that is very much like the grass that is
found on the savanna. They mainly feed on zebras, gazelle, or other small mammals ("World
biomes: The," 2004) .
Hyenas and cheetahs are the other major predator of Africa. Hyenas live in groups called
clans that can include up to 80 hyenas. They have very powerful jaws that allow them to crush
bones and digest them. Cheetahs are the fastest land mammal in the world. Their speed can reach
up to 70 miles per hour. Like the lion, the hyena and cheetah have a natural camouflage that helps
them to remain hidden in the tall grass of the savanna in order to hunt for food ("Spotted hyenas,"
2012) .
Other Animals of the Grasslands
Many other types of animals can be found in the African grasslands. Some include, the
giraffe, which is the tallest living animal. Zebra, antelope, and wildebeest also graze in the
grasslands of Africa. Warthogs are another common animal to find in the grasslands. They have
two sets of tusks and feed on grass, berries, bark, roots, and the remains of dead animals.
Rainforest
Most of Africa’s rainforests lie near the Congo River on the west side of the continent. Animals
that live there include gorillas, chimpanzees, okapi, and African forest elephants. The climate is very
warm staying around 80 degrees most of the year. The average rainfall is about 70 inches annually. The
plant life includes shrubs, ferns, moss that covers most of the ground and evergreens, oil palms, and many
more trees that make up the canopy.
Deserts
Africa is home to the largest desert in the world, the Sahara Desert. It is home to animals such as
the camel, fennec fox, and many poisonous snakes. The temperature of the Sahara Desert can reach as
high as 130 degrees. It receives less than 5 inches of rainfall each year. There is little plant life that can
survive in the desert (Donn).
Endangered Species
Endangered species are those animals that are in danger of extinction or dying out. African
animals that are endangered include the African elephant, rhinoceros, and gorilla. They are hunted for
their pelts, horns, or tusks. Some are in danger of extinction because of human growth in the area. Laws
are now in place to protect these animals and it is a criminal offense to kill these animals ("African
elephants," 2012).
Integration Planning Web
Math-TSW use
different shapes,
including the circle,
triangle, square, and
rectangle, to create
an African animal.
P.E.- TSW learn
about how important
soccer is to the
African community.
English/Language
Arts- TSW read
books on African
animals.
Trails of
Africa
Music- TSW discover
African music and
tradions of music in
Africa.
Art- TSW learn about
African art and
pottery.
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 5, 2012
School: Meadow View Elementary School
Goals: TSW understand that Africa is a continent on our globe. TSW understand that there are
different biomes in Africa.
National Standards: People, places, and environments
State/Local Standards: Social Studies 6.) Identify land masses, bodies of water, and other
physical features of Earth on maps and globes.
Prerequisite Skills/Concepts: TSW need to be able to recognize the colors yellow, green, and
brown.
Objectives (action verb – Bloom’s)
TSW discover the three major biomes of
Africa.
Assessment
TSW color a map of Africa that separates
the three different biomes of Africa.
Procedures (will vary depending upon
discipline, course, and/or content area)
Engage:
TTW show point out Africa on the globe.
Materials & Resources
TTW create a KWL chart and ask the
students what they know about the
continent of Africa.
Chart Paper
Marker
Globe
TTW record the student’s responses in the
“K” portion of the chart.
Purpose: TTW say, “For the next two
weeks, we will discover the continent of
Africa and the animals that live there.”
Explore:
TTW ask the students what they would like
to know about Africa.
TTW record the student’s responses in the
“W” portion of the chart.
TTW pass out the word bank handouts and
have the students glue it into their science
notebooks.
Map of Africa
TTW read “Africa” by Allan Fowler.
Fowler, A. (2002). Africa. Childrens Pr.
TTW explain that there are three major
habitats of Africa that include grasslands,
rainforests, and deserts.
TTW instruct the students to write the word
habitat in their word bank.
TTW define a habitat as a particular type of
place where an animal lives.
TTW pass out a map of Africa and instruct
the students to color the desert portion
yellow, the grassland potions brown, and
the rainforests portion green.
Map of Africa handout
Crayons
TTW color the key to correspond with the
instructions above.
Explain:
TTW define grassland as an environment
where grasses are the main form of plant
life and show the students photos of the
African savanna.
TTW instruct the students to add grassland
to their word bank.
TTW define desert as a dry region with
little to no vegetation and show the
students photos of the Sahara desert.
TTW instruct the students to add desert to
their word bank.
TTW define rainforest as a land that is
covered with trees and shrubs and revives a
large amount of rainfall and show the
students a photo of the African rainforest.
TTW instruct the students to add rainforest
to their word bank.
TTW explain that tomorrow they will
discover more about these habitats and the
ELMO
PowerPoint
animals that live there.
Evaluation:
TTW check the student work for
understanding.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Struggling students will use an example of the map handout to complete their work.
Gifted students will be allowed to visit the pebblego.com and research more about the biomes
discussed.
Extensions (additional activity to reinforce lesson objective(s))
TSW create murals of the three biomes discussed using construction paper and glue.
Rubric for handout
Did the student correctly label the
grassland?
Did the student correctly label the desert?
Did the student correctly label the
rainforest?
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 6, 2012
School: Meadow View Elementary School
Goals: National Standards: People, places, and environments
State/Local Standards: Social Studies 6.) Identify land masses, bodies of water, and other
physical features of Earth on maps and globes.
Prerequisite Skills/Concepts: TSW need to know how to cut and paste.
Objectives (action verb – Bloom’s)
TSW understand the climate and terrain of
the grasslands of Africa.
Assessment
TSW create a mural of the grasslands of
Africa.
Procedures (will vary depending upon
discipline, course, and/or content area)
Engage:
TTW show the pictures of the African
grasslands on the ELMO.
Materials & Resources
ELMO
PowerPoint
Purpose: TTW explain that they will
discover the plant life that lives in the
grasslands of Africa and the climate of the
region.
Explore:
TTW review the definition of the grassland
and the location of the grasslands in Africa
on the student’s maps.
Science notebooks
TTW explain that they will create their
own murals of the grasslands.
TTW model how they could use the
construction paper to create a mural of the
grasslands.
TTW call groups to come and get white
paper and construction paper.
TTW explain that they must draw their
murals with a pencil then color or use the
construction paper for structures.
Construction paper
White paper
Scissors
Glue
Crayons
Pencils
TTW walk around the students and observe
as they create their murals.
Explain:
TTW call on a few students to share their
murals.
TTW answer any questions the students
still may have.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Gifted students will be allowed to further research the grassland region using the informational
texts in the class library.
Extensions (additional activity to reinforce lesson objective(s))
Struggling students will use an example of the map handout to complete their work.
Gifted students will be allowed to visit the pebblego.com and research more about the biomes
discussed.
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 7, 2012
School: Meadow View Elementary School
Goals: TSW appreciate how animals have adapted to their surroundings.
National Standards: Life Science
State/Local Standards: 4.) Describe survival traits of living things, including color, shape, size,
texture, and covering.
Prerequisite Skills/Concepts: TSW know how to cut and glue.
Objectives (action verb – Bloom’s)
Assessment
TSW develop an understanding of how
TSW create an animal that lives in the
animals survive in the grasslands of Africa. rainforest of Africa with construction paper
to add to their grassland mural of Africa.
Procedures (will vary depending upon
discipline, course, and/or content area)
Engage:
TTW review the grassland habitat by
showing the pictures again and asking the
students if they know what types of
animals can be found there.
Materials & Resources
PowerPoint
ELMO
Purpose: TTW explain that they will
discover the animals that live in the
grasslands and how they have adapted to
their surroundings.
Explore:
TTW have the students take out their
science notebooks and add the word
predator and grazer to their word bank.
Science notebooks
Pencils
TTW define a predator as an animal that
hunts for other animals called prey.
TTW define grazer as an animal that feeds
mainly on grass.
TTW Wild animals.
TTW inform the students that the three
main predators in the grasslands are the
Fecher, S. (1998). Wild animals. Chicago,
IL: Two-Can Publishing.
lions, cheetahs, and hyenas.
TTW explain that predators blend in to
their surroundings by their coloring and by
staying low to the ground. This allows
them to sneak up on their prey.
TTW inform the students that the grazers
include the zebras, antelope, and
wildebeest.
TTW explain that animals like the antelope
have adapted by becoming fast runners that
allow them to change direction quickly to
escape predators.
TTW instruct the students that they will
create their own version of either a predator
or a prey by drawing it and explaining why
it is a good animal to live in the grasslands.
TSW complete the sentence: My grassland
animal is called a ___________ and it
survives by __________.
TTW will ask the students to name some
adaptations that an animal of the grasslands
and record their responses on the
whiteboard.
Whiteboard
Marker
Pencils
Crayons
White paper
TTW instruct the students to start working
and observe the students while they work.
Explain:
TTW call on students to share their work
with the class and what adaptations they
made to their animals.
TTW answer any questions the students
may have.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Strugglers will be allowed to use an animal that already lives in the grasslands and explain how
they have adapted.
Extensions (additional activity to reinforce lesson objective(s))
Students will add an animal to their grassland murals using construction paper, glue, scissors,
and crayons.
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 8, 2012
School: Meadow View Elementary School
Goals: National Standards: People, places, and environments
State/Local Standards: Social Studies 6.) Identify land masses, bodies of water, and other
physical features of Earth on maps and globes.
Prerequisite Skills/Concepts: TSW need to know how to cut and paste.
Objectives (action verb – Bloom’s)
TSW understand the climate and terrain of
the rainforests of Africa.
Assessment
TSW create a mural of the rainforests of
Africa.
Content Outline (if applicable)
Procedures (will vary depending upon
discipline, course, and/or content area)
Engage:
TTW show the pictures of the African
rainforests on the ELMO.
Materials & Resources
ELMO
PowerPoint
Purpose: TTW explain that they will
discover the plant life that lives in the
rainforests of Africa and the climate of the
region.
Explore:
TTW review the definition of the
rainforests and the location of the
rainforests in Africa on the student’s maps.
Science notebooks
TTW explain that they will create their
own murals of the rainforests.
TTW model how they could use the
construction paper to create a mural of the
rainforests.
TTW call groups to come and get white
paper and construction paper.
TTW explain that they must draw their
murals with a pencil then color or use the
construction paper for structures.
Construction paper
White paper
Scissors
Glue
Crayons
Pencils
TTW walk around the students and observe
as they create their murals.
Explain:
TTW call on a few students to share their
murals.
TTW answer any questions the students
still may have.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Gifted students will be allowed to further research the rainforest region using the informational
texts in the class library.
Extensions (additional activity to reinforce lesson objective(s))
Struggling students will use an example of the map handout to complete their work.
Gifted students will be allowed to visit the pebblego.com and research more about the biomes
discussed.
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 9, 2012
School: Meadow View Elementary School
Goals: TSW appreciate how animals have adapted to their surroundings.
National Standards: Life Science
State/Local Standards: 4.) Describe survival traits of living things, including color, shape, size,
texture, and covering.
Prerequisite Skills/Concepts: TSW know how to cut and glue.
Objectives (action verb – Bloom’s)
Assessment
TSW develop an understanding of how
TSW create an animal that lives in the
animals survive in the deserts of Africa
deserts of Africa with construction paper to
add to their desert mural of Africa.
Procedures (will vary depending upon
Materials & Resources
discipline, course, and/or content area)
Engage:
TTW review the desert habitat by showing PowerPoint
the pictures again and asking the students if ELMO
they know what types of animals can be
found there.
Purpose: TTW explain that they will
discover the animals that live in the desert
and how they have adapted to their
surroundings.
Explore:
TTW explain that animals that live in the
desert have to adapt to surviving on just a
little water and extreme temperatures.
Science notebooks
Pencils
TTW read Camels.
Sirota, L. (2010). Camels. Mankato, MI:
TTW point out how the camels have
adapted to the environment of the desert.
TTW inform the students that many
reptiles and insects can be found in the
desert as well and explain how they
adapted to the environment my mostly
coming out at night and dig holes to stay
cool in the day.
Capstone Press.
TTW instruct the students that they will
create their own version an animal that
could survive in the desert and how it has
adapted to their environment.
TSW complete the sentence: My desert
animal is called a ___________ and it
survives by __________.
TTW will ask the students to name some
adaptations that an animal of the desert and
record their responses on the whiteboard.
Whiteboard
Marker
TTW instruct the students to start working
and observe the students while they work.
Pencils
Crayons
White paper
Explain:
TTW call on students to share their work
with the class and what adaptations they
made to their animals.
TTW answer any questions the students
may have.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Strugglers will be allowed to use an animal that already lives in the desert and explain how they
have adapted.
Extensions (additional activity to reinforce lesson objective(s))
Students will add an animal to their desert murals using construction paper, glue, scissors, and
crayons.
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 12, 2012
School: Meadow View Elementary School
Goals: National Standards: People, places, and environments
State/Local Standards: Social Studies 6.) Identify land masses, bodies of water, and other
physical features of Earth on maps and globes.
Prerequisite Skills/Concepts: TSW need to know how to cut and paste.
Objectives (action verb – Bloom’s)
TSW understand the climate and terrain of
the deserts of Africa.
Assessment
TSW create a mural of the deserts of
Africa.
Procedures (will vary depending upon
discipline, course, and/or content area)
Engage:
TTW show the pictures of the African
deserts on the ELMO.
Materials & Resources
ELMO
PowerPoint
Purpose: TTW explain that they will
discover the plant life that lives in the
deserts of Africa and the climate of the
region.
Explore:
TTW review the definition of the deserts
and the location of the deserts in Africa on
the student’s maps.
Science notebooks
TTW explain that they will create their
own murals of the deserts.
TTW model how they could use the
construction paper to create a mural of the
deserts.
TTW call groups to come and get white
paper and construction paper.
TTW explain that they must draw their
murals with a pencil then color or use the
construction paper for structures.
TTW walk around the students and observe
Construction paper
White paper
Scissors
Glue
Crayons
Pencils
as they create their murals.
Explain:
TTW call on a few students to share their
murals.
TTW answer any questions the students
still may have.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Gifted students will be allowed to further research the desert region using the informational texts
in the class library.
Extensions (additional activity to reinforce lesson objective(s))
Struggling students will use an example of the map handout to complete their work.
Gifted students will be allowed to visit the pebblego.com and research more about the biomes
discussed.
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 13, 2012
School: Meadow View Elementary School
Goals: TSW appreciate how animals have adapted to their surroundings.
National Standards: Life Science
State/Local Standards: 4.) Describe survival traits of living things, including color, shape, size,
texture, and covering.
Prerequisite Skills/Concepts: TSW know how to cut and glue.
Objectives (action verb – Bloom’s)
Assessment
TSW develop an understanding of how
TSW create an animal that lives in the
animals survive in the rainforests of Africa rainforest of Africa with construction paper
to add to their rainforest mural of Africa.
Procedures (will vary depending upon
discipline, course, and/or content area)
Engage:
TTW review the rainforest habitat by
showing the pictures again and asking the
students if they know what types of
animals can be found there.
Materials & Resources
PowerPoint
ELMO
Purpose: TTW explain that they will
discover the animals that live in the
rainforest and how they have adapted to
their surroundings.
Explore:
TTW explain that animals that live in the
rainforest have adapted by having a natural
camouflage to blend in to their
surroundings to hide from predators.
TTW read Animals of the rainforest.
TTW ask the students what kinds of
animals the book said could be found in the
rainforest and how they have adapted to
their surroundings.
TTW instruct the students that they will
create their own version an animal that
could survive in the rainforest and how it
has adapted to their environment.
Science notebooks
Pencils
Mattern, J. (2006). Animals of the tropical
rain forest. New York, NY: Rosen
Publishing Group, Inc.
TSW complete the sentence: My rainforest
animal is called a ___________ and it
survives by __________.
TTW will ask the students to name some
adaptations that an animal of the rainforest
and record their responses on the
whiteboard.
TTW instruct the students to start working
and observe the students while they work.
Whiteboard
Marker
Explain:
TTW call on students to share their work
with the class and what adaptations they
made to their animals.
Pencils
Crayons
White paper
TTW answer any questions the students
may have.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Strugglers will be allowed to use an animal that already lives in the rainforest and explain how
they have adapted.
Extensions (additional activity to reinforce lesson objective(s))
Students will add an animal to their rainforest murals using construction paper, glue, scissors,
and crayons.
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Technology/Science/ Social Studies 1st Grade Group size: 20
Date lesson taught: March 14, 2012
School: Meadow View Elementary School
Goals: TSW discover an African animal.
National Standards: Science: Life Science; Social Studies: People, places and environments.
State/Local Standards: Science 4.) Describe survival traits of living things, including color,
shape, size, texture, and covering. Social Studies 6.) Identify land masses, bodies of water, and
other physical features of Earth on maps and globes.
Technology Education 7.) Use digital tools to access and retrieve information.
Prerequisite Skills/Concepts: TSW need to have basic computer skills such as using a mouse.
Objectives (action verb – Bloom’s)
Assessment
TSW develop an in depth understanding of TSW research an animal of their choosing
an animal of Africa.
using pebblego.com and complete a
graphic organizer.
Procedures (will vary depending upon
discipline, course, and/or content area)
Purpose: TTW explain that they are going
to explore the three biomes of Africa and
complete an animal sort after they have
researched the biomes.
TTW direct all the students to the eco
systems page on pebblego.com.
TTW instruct the students how to use the
sound button listen to the information as
they follow along.
TTW instruct the students how to use the
arrows to move to the next page and then
watch the video clip at the end of the
slides.
TTW then direct the students to choose
either the desert, grassland, or rainforest
page.
TTW instruct the students to move to all
the three biomes and read the information
listed.
Materials & Resources
TTW instruct the students that when they
complete reading the information they will
sort the animals on the handout and decide
if they belong in the desert, rainforest, or
grassland column.
Handout
Scissors
Glue
TTW review the animal sort after the
students finish and answer any questions
the students have.
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Struggling students will receive more in depth instruction on how to navigate the website.
Gifted students will choose one animal to report where they can be found, what they eat, and
how they survive.
Extensions (additional activity to reinforce lesson objective(s))
Students will research an animal of their choosing and report where they can be found, what they
eat, and how they survive.
Rubric
Did the student correctly identify the grassland
animals?
Did the student correctly identify the desert
animals?
Did the student correctly identify the rainforest
animas?
Where does the animal belong?
Grassland
Desert
Rainforest
University of Montevallo Elementary Education Lesson Plan Format
Name: Jessica Galamore
Subject/Grade level: Science/ Social Studies 1st Grade
Group size: 20
Date lesson taught: March 16, 2012
School: Meadow View Elementary School
Goals
National Standards: Science: Life Science; Social Studies: People, places and environments.
State/Local Standards: Science 4.) Describe survival traits of living things, including color,
shape, size, texture, and covering. Social Studies 6.) Identify land masses, bodies of water, and
other physical features of Earth on maps and globes.
Prerequisite Skills/Concepts
Objectives (action verb – Bloom’s)
Assessment
TSW demonstrate their understanding of
TSW collect all their murals and create a
what biomes animals live on in Africa.
book about their murals.
TSW complete the sentence: I went on
safari and what did I see. I saw a _____
looking at me.
TSW complete a post assessment of how
animals survive and where Africa is located
on a globe.
Procedures (will vary depending upon
discipline, course, and/or content area)
Engage:
TTW ask the students to review the three
biomes they have researched for the past
two weeks.
Materials & Resources
Purpose: TTW explain that they are going
to create a book with all their murals and
animals they have made.
Explore:
TTW write the following sentence on the
White board
white board: I went on safari and what did I Marker
see? I saw _______________ looking at
me.
TTW explain that they will complete the
sentence with the animals that they created
for their murals.
TTW explain that for each mural they
should complete a sentence.
TTW call students back to the small group
table to complete post-assessments.
Explain:
TTW call on students to share their books
with the class..
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special
needs, enrichment for gifted students)
Strugglers will be given a sentence template that they will only have to fill in the sentence
instead of copy the sentence.
Extensions (additional activity to reinforce lesson objective(s))
Early finishers will review information in the texts read over the course of the unit.
Rubric for complete student booklet
Check plus
Did the student
correctly illustrate the
grasslands and the
animals that live
there?
Did the student
correctly illustrate the
desert and the animals
that live there?
Did the student
correctly illustrate the
rainforest and the
animals that live
there?
Did the students use
the correct
punctuation and
capitalization in their
sentences?
Check
Check minus
Bibliography
Gillespie, B. (1999). Africa. Westminster, CA: Teacher Created Materials, Inc.
Annotated Websites
African elephants. (2012). Retrieved from
http://kids.nationalgeographic.com/kids/animals/creaturefeature/african-elephant/
This site contains information on how African elephants survive in the grasslands of Africa by
being the largest land mammal. They also feed on mostly grass and branches. It will be a valuable
resource for my unit in informing students on the endangerment of this species.
Donn. (n.d.). African geography. Retrieved from http://africa.mrdonn.org/geography.html
This site contains information of the terrain of Africa and where it can be found on our globe.
It also describes the river systems that can be found in the area. It will be valuable in
informing the students of the terrain of Africa and the climate.
Donn. (n.d.). Sahara desert: The sea of sand. Retrieved from
http://africa.mrdonn.org/saharadesert.html
This website contains information on the Sahara desert and the animals that can be found
there. It describes the climate that the animals endure. It will be useful in informing the
students of the climate of the Sahara desert.
Spotted hyenas. (2012). Retrieved from
http://kids.nationalgeographic.com/kids/animals/creaturefeature/spotted-hyenas/
This site contains information on how the spotted hyenas survive in the grasslands of
Africa by being one of the major predators of the region. They are also scavengers that
feed on the remains of decaying animals.
World biomes: The savanna. (2004). Retrieved from
http://kids.nceas.ucsb.edu/biomes/savanna.html
This site contains information on the terrain, the animals, and the climate of the savanna
of Africa. It explains how the animals have adapted to their habitat to survive in this
environment.
Children’s Literature
Dunphy, M. (1999). Here is the african savanna. New York , NY: Hyperion Books for Children.
This book is about the life that lives on the savanna of Africa. It names all the animals that
live there and how they help each other on the savanna. I think the information is accurate
compared to the other literature I have read about the African savanna and has valuable
information that I can share with my students. I believe it will be an easy read for my
students while they are in their centers as well.
Fecher, S. (1998). Wild animals. Chicago, IL: Two-Can Publishing.
This book is an encyclopedia of a variety of animals that can be found in the grasslands of
Africa. It gives detailed information of the animals and how they live including their food
source, their young, and how they have adapted to the grasslands. It is an easy read for my
students to read independently and has some review games at the end of the book. It will be a
good resource for my unit on Africa because it has accurate information of how animals of
the grasslands have adapted to their surroundings.
Fowler, A. (2001). Africa. Children's Press.
Africa is an informational text that first explains where Africa is located on the globe and
then goes into the three biomes of the continent. It gives brief information on what animals
can be found in the biomes. It then ends by informing the reader where the people of Africa
live. It will be an easy read for my students even when they are in the independent reading
area.
Goldish, M. (2007). Giraffe: The world's tallest mammal. New York, NY: Bearport Publishing
Company, Inc.
This book is an informational text on giraffes and how they survive in the grasslands of
Africa. It explains how they care for their young and protect other animals on the
savanna. I believe it will be an easy read for my students and be a beneficial resource for
my unit.
Hall, K. (2007). African elephant: The world's biggest land mammal. New York, NY: Bearport
Publishing Company, Inc.
This book is similar to the book on giraffes listed above in the way it is specifically
geared towards one animal, the African elephant. It explains where they can be found and
how they survive in the grasslands of Africa. I will use it to do a focus on one animal, the
African elephant.
Ipcizade, C. (2008). Zebras. Mankato, MI: Capstone Press.
This book is an informational text on zebras. It gives a brief description of how zebras
survive on the grasslands. I believe it will be an easy read for my students and will provide
useful information for the types of animals that live in the grasslands of Africa.
Mattern, J. (2006). Animals of the tropical rain forest. New York, NY: Rosen Publishing Group,
Inc.
This book gives a description of what makes up the rainforest from the canopy to the
understory. It then describes what animals can be found there and how they have adapted
to their surroundings. It will be a valuable resource in informing my students on what
animals can be found in the rainforest and how they live in there.
O'Hare, T. (2005). Animals of the rain forest. Rourke Publishing LLC.
This book gives a description of what makes up the rainforest and where in the world they
can be found. It then describes what animals can be found there and how they have adapted
to their surroundings. It will be a valuable resource in informing my students on what
animals can be found in the rainforest and how they live in there.
Sirota, L. (2010). Camels. Mankato, MI: Capstone Press.
This book is an informational text on camels. It gives a brief description of how camels
survive in the deserts of Africa. I believe it will be an easy read for my students and will
provide useful information for the types of animals that live in the camels of Africa.
Thompson, G. (2006). Serengeti journey: On safari in africa. Washington, D.C.: National
Geographic Society.
This book is about the life that lives on the savanna of Africa, also called the Serengeti. It
names all the animals that live there and how they help each other on the savanna. I think
the information is accurate compared to the other literature I have read about the African
savanna and has valuable information that I can share with my students.