Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Trikia Spaulding Lesson # 3 Subject/Grade: 6th-8th grade Date and Time of Lesson: 10/31/13, 1p.m. Learning Objective: Students will be able to identify the characteristics all habitats must have to sustain a living animal and place certain animals into their correct habitat. Alignment with Standards: SC-ALT Science extended standards 3-2.3: recall the characteristics of an organisms habitat that allow the organism to survive there. SC-ALT Science extended standards 4-2.2: Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts, and the Polar Regions) influence the variety of organisms in each. Developmental Appropriateness or Cross-curricular connections: Students are able to identify living and non-living things and the essentials of living things. This lesson is to take this prior knowledge and explore how and why these essential things are important to the life of animals and how an animals habitat brings all these essential things together. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Assessment for Objective 1 Pre- Students response to questions asked after reading of poem and Power Point review. Mid- Accuracy and Participation in Where Do I live? An Animal Habitat Game. Post- Accuracy and completion of writing and bubble map. Use of Formative Assessment (TWS section 7) The data collected through pre, mid, and post assessment will be used to assess student progress and adapt instructional design so that optimum learning is available to all students.

Objective 1 When read aloud and given pictures of animals, students are able to match the animal to its habitat 5 out of 7 times with 80% accuracy.

Accommodations: Student will have pictures of animals and habitats along with text for students that are struggling readers. Some students will have one-on-one assistance as depicted by their IEP. Materials: Habitat Power Point Habitat Poem Handout Four Habitats (Ocean, Forest, Desert, Wetland) Index card with animals Promethean Board Habitat writing and bubble map assessment Procedures: 1) Students will be introduced to the topic through Habitats by Meish Goldish. Students will read along and answer questions: What habitat would you find a monkey in if it likes to live in trees?

Lander University Teacher Education Lesson Plan Template

Rev. 2013

2)

3)

4) 5) 6)

Where would a cat and a dog live? Would they live the same place a monkey would live? Why? Students will be presented PowerPoint about different habitats (Ocean, Wetland, Desert, and Forrest). Students will be prompted with questions: What is a Habitat? What does a Habitat need for an animal to survive? What is a habitat that you know? What animal could you find in a ocean? Wetland? Desert? Forest? Matching game Where Do I live? An Animal Habitat Game. i. 4 corners labeled ocean, wetland, desert, and forest ii. Students choose card with picture of animal iii. Students go to habitat they think animal belongs acting like animal iv. Students gives reasoning citing visual cues from pictures of animals, pictures of habitats and information presented in PowerPoint. Students will complete a short assessment covering habitats and the essential elements of habitats. Wrap up lesson with reinstating essentials of habitats and answering any questions. Activity Analysis:

1)Where Do I live? An Animal Habitat Game. This activity is an active matching game. There will be 4 different habitat pictures placed in four separate locations in classroom (ocean, wetland, forest, and desert). Students will then, one at a time draw an animal from stack of cards with pictures of various animals. There job is then to match their animal with the appropriate habitat, acting like the animal on their card, and giving reasons why they think that animal goes in that habitat. This activity fits these students needs and characteristics because it allows students to use pictures to show their understanding of content instead of writing and reading, which is a weakness of many of the students. This also provides an energetic activity in a part of the day that students are usually tuned out. References: http://www.education.com/activity/article/Animal_Habitat_Game/ http://education.nationalgeographic.com/education/activity/habitat-needs/?ar_a=1 http://idahoptv.org/dialogue4kids/season10/habitat/facts.cfm