LESSON PLAN for CONTENT METHODS SEMESTER

Name: Cortney Wilganowski

Section: 2

Subject: Science and Social Studies

Grade Level: 2nd

Title of Lesson: What is hibernation?

Association for Childhood Education International (ACEI) Elementary Education Standards
Please check the appropriate strand.
MATH
_____ Number and Operations and Algebra

SCIENCE
___x__ Physical

SOCIAL STUDIES
_____ Integrated study of history

_____ Measurement and Geometry

___x__ Life

___x__ Geography

_____ Data Analysis and Probability

_____ Earth/Space

_____ Social Sciences

LESSON PLAN TEMPLATE

Establishing the Lesson Framework
Texas Essential Knowledge & Skills: 2.9 (B) identify factors in the environment, including temperature and precipitation,
that affect growth and behavior such as migration, hibernation, and dormancy of living things.
2.7 (A) describe how weather patterns and seasonal patterns affect activities and settlement patterns.
Objective(s): The student will identify the bears hibernation schedule and determine the importance of hibernation with
animals.
The student will describe the difference in weather patterns and how animals activities are affected.
English Language Proficiency Standards (ELPS): (ii) struggle to identify and distinguish individual words and

phrases during social and instructional interactions that have not been intentionally modified for ELLs; and
ELPS Objective: The student will be paired with another student to help pronounce words.
Rationale for teaching this lesson: The reason for teaching this lesson is for the students to understand how animals live
and adjust throughout the year. They will be able to see how different weather patterns affect the lives of different
animals.
Evaluation Strategies
Pre- Assessment: (The pre-assessment should be done at least one week prior to teaching the actual lesson. Data
received from a pre-assessment will assist you with planning your lesson. The pre-assessment can be a checklist, rubric,
test/quiz type questions, etc. Pre-assessment allows the teacher and student to discover what is already known in a
specific topic or subject. It is critical to recognize prior knowledge so students can engage in questioning, formulating,
thinking and theorizing in order to construct new knowledge appropriate to their level)

My pre-assessment will be to have the students sit down on the

carpet and discuss different types of animals. While the
students are all sitting and discussing the animals I will have
them start to talk about their habitats and life styles. The
students will banter about the different animals and compare
and contrast how and where they live. I will see if any student
brings up the topic of hibernation. If it is not brought up, then I
will introduce the topic to the students and see if they have
ever heard of it. The students will begin to give what they
believe hibernation is and how everything goes about in their
everyday lives. The students will work together to come up with
a description of hibernation and I will be able to see how much
needs to be explained about hibernation and habitats.
Formative Assessment(s): (Should try to use a variety of formative assessments throughout the lesson. List all types of
formative assessments you will use during this lesson. Ex. Smartboard game, practice problems, review question game,
etc.)

The students will be required to design their own habitat. They will
use a piece of construction paper and be allowed to use all
different types of materials such as glue, paper, markers, pipe
cleaners and anything in the supply closet. They will need to
include food, sleeping arrangements and a water supply in their
habitat. All of the necessary requirements in order to survive in
their composed habitats. The students will also as a class come up
with a venn diagram comparing different types of habitats of
animals. They will compare and contrast how different animals
survive in different places.
Summative/Post Assessment: (Measures how much students know. Include Rubric(s), checklists, assessment instruments,
etc.)
Exceeds
Expectations
5 points

Meets
Expectations
3-4 points

Student has
created a habitat
with all
necessities to
survive

Does not meet

expectations
2-0 Points

Student has
used creativity
in their habitat

Student
participated in
classroom
discussions

Designing Supportive Learning Environments

TEACHER USE
Bear stays up Book, Whitebord,
markers

Materials
Resources
Technology
(justify why needed or not
needed)

Classroom Arrangement

STUDENT USE
Markers, construction paper, glue, pipe
cleaners, pencils, tape, cotton balls, and
scissors.

Power point
Elmo to display the book.

SETTING
The students will be on the floor on the carpet all together for the book reading and then
they will go to their desks which will be paired up in groups to work on the assignment.

Materials Management

The materials will all be laid out in the front of the classroom so it will be easier for the
students to access them all. The students will be allowed to use any of the materials listed
above and can use them to make anything in their habitat.

Student Grouping

The students will be grouped in their assigned desks. They will not be with a bunch of
friends that will keep them off task. The students will be placed in groups that allow the
students to work their best and not cause a fuss in the classroom.

Technology Needs

The only thing technological in this lesson will be the elmo in which all students will be
sitting on the floor in spots that will allow them to see every page of the book.

Safety Concerns

This activity is fairly safe for the most part besides the scissors in which the children will
need to be precautious about using them and remember their safety rules.

Student Needs/Adaptations
STUDENT
Student A

CONTEXTUAL FACTOR
ADHD

Student B

Dyslexia

Student C

ELL

STUDENT NEED/ADAPTATION
The student will need to be kept on task a little more
than the other student. The teacher will need to make
sure that their desk is close to mine and not
surrounded by students who get off task easily.
This student will have trouble reading the book and
following along so they will need to be up close
when the book is being read and needs to pay
attention while it is being read. I might even have to
read the book one more time to the student so they
can have a better understanding of the book.
This student may not understand every word that is
being said to them. The student might have more
questions about the topic and I will need to work
with them and make sure they are understanding the
topic. They will be placed at a table with the more
fast pace learners so they can help this classmate out.

Content Knowledge

What content do you (the teacher) need to know in order to teach this lesson?
What other connections do you need to know?
How will you make the content clear and meaningful to the students?
-The teacher will need to know all the information and definitions that go with hibernation and habitats.
The teacher will also need to know the different habitats of different animals. I need to know how all
animals react in the different habitats and make sure I know all the different species in case a student needs
to know about that habitat for their project. I will make it meaningful by allowing the students to create
something on their own and not feel as if they have to follow a product that is given as an example. The
students will be able to express their inner feelings along the way.

What are some student content responses to be anticipated?

What possible errors or misconceptions could the students make?
How can you correct these errors and misconceptions?
-Some students will ask about animals that they have heard of, but do not actually exist. They will want to
use all the animals that are in movies and games and I will have to explain to them that they are not all real.
The students can believe that the habitats do not need food or water or shelter to survive, because they did
not in the movie and I will have to clarify that those concepts need to be in there.
What are some student behaviors to be anticipated?
How can you be prepared?
-Some students will possibly get out of hand and be out of control. The students might become restless after
reading the book and need a brain break in order to get their heads back in the game. The students might
get bored at the same time as well and might need to get something more exciting to engage them again. I
will need to have separate activities that will keep them engaged and interested in the topic. I will also have
to think about keeping different students separated from others so people will not distracted because of
them.

Instructional Strategies
The instructional model(s) utilized in this lesson is (are):
_____ Inquiry

___x__ Direct Instruction

____x_ Cooperative Learning

_____Discovery Learning

_____ Simulations

_____ Other /specify_________________

INTRODUCTION/FOCUS (Short 5 minutes or so)

The teacher will

The teacher will get the students engaged by singing a class song to get all the
students engaged and around the circle on the ground.

The student will

The student will come to the ground and work together to become quiet so I can
explain to them about hibernation and the difference in habitats.

Type of formative
Assessment
Approximate time

The teacher will

The student will

Type of formative
assessments

Approximate time

The students will discuss what they know about habitats and hibernation so I will be
able to see how much information they know about the topic in which we are about
to endure.
5-7 minutes
INSTRUCTIONAL PROCEDURE/METHOD/ACTIVITIES
Be sure to include ESL Strategies
Begin reading the book to the classroom and have the students become interested
and engaged in the topic. The teacher will ask the students to fill out the venn
diagram that is on the board to show the difference between certain habitats. I will
then dismiss the students to go back to their desks to create their habitats.
The students will sit on the ground on the carpet and listen to the book that I am
reading. The students will begin to brainstorm different types of habitats and how
different animals live. They will give different ideas for the venn diagram and help
me fill it out. They will ask any questions they have regarding habitats or
hibernations. They will then go to their desks and create their own habitats will
instruction from the teacher.
I will be observing the students faces and reactions to the book. I will see if the
students are listening to me and observing the pictures and grasping the concepts. I
will then be observing their knowledge while they are giving ideas for the venn
diagram. All the students will need to contribute ideas in order for me to get a good
understanding of where they are in the class. I will also be observing how they are
doing in the process of creating their habitat. While walking around the classroom I
will be able to see if they are grasping the information necessary to create a good
habitat.
30 minutes
CLOSURE (short reviews objectives, involves students in reviewing)

The teacher will

The student will

Have the students raise their hands and make comments regarding the topic of
habitats and hibernation. The students will be stating the information they learned
and that will be placed on the board for all the students to look at and review in case
they are lost and want to refer back.
The students will give the information that they had learned today while they
created their habitats.

Type of formative
assessment

I will assess the students based off of how well they know the information and the
different things they give for the board at the end of the lesson.

Approximate time

6 minutes.