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Subject or Topic:
Date: 11/13/15
Coop. Initials
Allotted Time
Grade Level
Ladybug Habitats
Section
STANDARD:
BIO.B.4.2: Describe interactions & relationships in an ecosystem
I. Performance Objectives (Learning Outcomes):
Students will be able to confirm the various habitats that ladybugs can thrive in by
creating a habitat poster.
II. Instructional Materials
Guided notes handout
Crayons
Markers
Posters
Closure quiz
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1) Fine Motor Skills
2) Knowledge of maps
a. Continents (will be labeled on the handout but still good
knowledge for them to know)
3) Know what a forest, meadow, weed patch, garden are
B. Key Vocabulary
1) Habitat- the natural home or environment of an animal, plant, or
other organism
2) Continent-one of several very large land masses on earth
3) Forest-a large area covered chiefly with tress and undergrowth
4) Meadow-a piece of grassland, especially one used for hay
10) Once students are finished the guided notes the teacher will pass out
a poster to each table and they will have to create the perfect
habitat for their ladybugs.
11) Students will pick a continent they want their ladybug to live in and
the type of habitat.
12) The students will illustrate their habitat and continent with the
ladybug on it on their poster.
13) The students will present their posters to the class.
C. Closure
1) The teacher will give the students and exit slip where they have to
write whether ladybugs like warm or cold weather. They will draw
ladybugs on a map where they can be found, and they will circle the
different types of habitats that ladybugs live in (essentially the
guided notes as a quiz.) (see attached)
D. Accommodations/Differentiation
1) To accommodate Meredith, a 2nd grade girl ADHD, I will have the
class work in small cooperative learning groups to support issues
such as attention, note taking, and clarification
2) Guided notes and detailed instructions will be provided to all
students (see attached)
E. Assessment/Evaluation Plan
1. Formative- The teacher will collect students posters at the end of class to
document if they created an appropriate habitat for their ladybug. The teacher
will also collect students guided notes and place them in the students science
notebooks.
2. Summative
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1) Did students have trouble with the continent part of the handout even
though it was labeled?
2) Were students able to recognize that ladybugs live all over, in may
different habitats, and in warm climates?
3) How well could students project their knowledge of where ladybugs
live through their poster?
VI. Resources (in APA format)