Taking Care of Animals In Our Community

Name: Stephanie Panosian

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal Students will be able to build a shelter for animals out of a variety of materials.
B. Objective Given a variety of natural and man-made objects, groups of students will
be able to construct a shelter for an animal by using at least 2 of each natural and
man-made materials.
D. Standards
IAS-1.4.3 Construct a simple shelter for an animal with natural and
human-made materials.

Management: time, materials, space, behavior

Time: The lesson will last approximately 40-45 minutes. See specific times
next to each section.
Materials: cardboard, paper, tape, rope, sticks, leaves, grass, etc- enough for
each group. PowerPoint of different types of shelters for anticipatory set and
definitions for input.
Space: Students will sit on the carpet for the anticipatory set and input, and
then will be assigned to different groups spread around the room. They will
come back to the carpet to present the lessons.
Behavior: I will tell students to move their clips up or down on the behavior
chart, depending on corresponding behavior. If students are not listening very
well, I will say, 1,2,3, eyes on me. I will also praise those who are being a
good example.

II. Anticipatory Set (5 mins)

I will show pictures of different shelters animals live in.
I will ask students what they think these shelters are made of.
III. Purpose:
Today we are going to learn about different ways we can build a shelter for an animal.
INSTRUCTION (Direct)
IV. Lesson Presentation (10 mins)
(Input/Output)

DYNAMIC SOCIAL STUDIES LESSON

INPUT:
o I will demonstrate to the students things that they could use to build a shelter
(rope, tape, leaves, grass sticks, cardboard, etc.)
o We will talk about various sizes of shelters, what different animals might need.
o A bunny may need a small box with grass, while a beaver would use dirt and
sticks to make a hut.
o Also, have a slide with definitions of natural and man-made on the board, rite
them in 2 columns on the board, and discuss how students must have 2 of each
object in their shelter.

OUTPUT: (15 mins)

o I will divide students into groups of 4-5, and give a bag of both man-made and
natural objects.
o The students will have to think of a specific animal they would like to build a
shelter for.
o Then, the students will construct a shelter with at least 2 each of the man-made
and natural objects.
o Students will have 15 minutes to come up with a quality shelter.

V. Closure:
Students will present their shelters to the rest of the class.
They will include what animal it is for, what materials they used, and why they think this
was the best way to go about it.
VI. Independent Practice/Extending the Learning
When you are out and at home this week, be looking for some different animal shelters. If
you bring me a drawing or picture of one, I will let you choose out f the prize box at the
end of the week.
VII. Assessment
Formative: I will walk around and observe students who are making the shelters, as well
as ask students questions during the input part of the lesson.
Summative: This will occur during closure when students are presenting their shelters. I
will have a checklist determining whether students have used at least 2 of each man-made
and natural materials, as well as if it would be fit for that type of animal.
VIII. Adaptations:
Special Needs Students- I will group these students with more advanced students as well
as give them a simpler task during the group, such as handing materials to the builder.
Remediation Having a mixed group of abilities will allow for the more advanced
students to help the ones that need more assistance.
Enrichment In the same way, having a mixed ability group constructing the shelters will
allow for those students to take charge and direct the construction process.

DYNAMIC SOCIAL STUDIES LESSON

ESL I will teach the vocabulary words of both Natural and man-made on the board
and keep them posted with examples while the students are constructing. The rest will be
building, so these students will be able to understand.

IX. Technology Inclusion

I will use the Smart Board to write the definitions of natural and man-made as well
as show pictures of different shelters in my anticipatory set.
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did students understand the difference between natural and man-made objects?
8. Did students realize how to make a shelter that would meet the animals needs?