Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:

Subject:

Grade level(s):

Date:

K-2 Mod/Sev 4/28/2016

Special Ed.
Standard: Science/Earth 1.2a students know different plants and animals inhabit different kinds of
environments and have internal features that help them thrive in different kinds of places
Kathy Morris

Earth Science

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Different animals inhabit different environments. Fact
II. LEARNING OUTCOME (Objective):
Given a story read aloud and images of animal habitats and animals, students will understand that different
animals live in different environments/ habitats by completing a worksheet with 80% accuracy
DOK Level: 1 because students will show that they understand that different animals live in different
places through their answers and the completion of a worksheet.
Language Demands
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Preceding lesson: Teach about different classes of animals such as reptiles, mammals, birds, etc and their
defining characteristics.
Following lesson: Teach a more in depth lesson about the different ecosystems in the ocean, such as Coral
reefs, and Shallow and Deep Sea Bottom Environments.
IV. INSTRUCTION
1. ENGAGEMENT (Motivational Activity):
Teacher will introduce images of four environments. She will explain that different types of animals
live in different environments and ask each student what his or her favorite wild animal is.
2. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
1. Read Book Animals Everywhere by Lillian Pluta
T: Teacher will read the book pointing out key aspects of the environments focused on, such as the
Artic has year round snow, the desert is covered by sand, etc.
T: Teacher will point out the animals found in the environments in the book, such as zebras on the
savanna, manatees in the ocean, etc.
S: Students will answer questions posed by the teacher about the information and images in the
book.
2. Talk about the desert environment
T: Puts image of the desert on the board and point out significant features of the environment, such
as the desert has very little vegetation, extreme temperatures, etc.
T: Show images of and talk about 4 animals common to that environment: camels, lizards, snakes,
and coyotes.
S: Students will answer questions about the environment and be asked to
name the animals shown.

3. Talk about the artic environment

T: Puts image of the artic on the board and points out significant features of the environment, such
as there is snow year round, it is cold, there are ice burgs, etc.
T: Show images of and talk about 4 animals that are common to that environment: polar bears,
reindeer, walruses, and penguins.
S: Students will answer questions about the environment and be asked to name the animals shown.
4. Talk about the ocean environment
T: Puts image of the ocean on the board and points out significant features of the environment such
as the water, coral reef, seaweed.
T: Show images of and talk about 4 animals that are common to that environment: jellyfish,
dolphins, sea horses, sea turtles.
S: Students will answer questions about the environment and be asked to
name the animals shown.
5. Talk about the savanna environment
T: Puts image of the savanna on the board and points out significant features of the environment
such as tall golden grasses, watering holes, tall trees, etc.
T: Show images of and talk about 4 animals that are common to that environment: lions, zebras,
giraffes, elephants.
S: Students will answer questions about the environment and be asked to
name the animals shown.
6. Talk about individual animals and place them in the proper environment.
T: Show images of all 4 environments at once briefly recapping key information about each.
T: Show images of the covered animals and briefly recap information about each.
S: Students will tell the teacher which environment each animal lives in.
3. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will complete a worksheet matching 8 different animals to their environments
4. MATERIALS & RESOURCES:
Pictures of the four environments, pictures of 16 animals, book Animals Everywhere by
Lillian Pluta, pencils, scissors, glue sticks, and environment/animal worksheets.
V. Assessment strategies (methods for obtaining evidence of learning):
Formative: after each step throughout the lesson, I will ask the students questions about the information
presented to check for understanding and attention. I will also walk around as the students complete their
worksheets to see their answers.
Summative: The worksheet completed by the students will be collected to see if they were able to apply
their understanding.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Accommodations: Students who work more slowly will only be required to place
one animal per habitat into the worksheet instead of the two animals.
Modifications: During the formative assessment, students, who are non-verbal, will

show their understanding, of where different animals live, by placing a picture of an

animal into the correct habitat.
VII. HOMEWORK (if appropriate): None4e