LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Kaelin Jernigan
Cub Run Elementary School Lisa Morris
11/2/2017
Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in advance.)

A. TITLE/TYPE OF LESSON:
Animals and their Habitats
- Interactive SMARTboard lesson
(http://exchange.smarttech.com/details.html?id=a253480a-90ab-4d3e-bf9d-
716d3a078b35)
Teaches students the descriptions of different habitats and the animals
that live there
- Model of the different habitats with plates and the students artwork as a
follow up activity to learning about the habitats

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD

- KWL Chart as a class to spark discussion on the topic
- This activity allows you to gage what prior knowledge the students are
coming in with, their misconceptions about the topic, and want they want to
get out of it.
- During practicum week (Oct. 30 Nov. 3) the students will begin discussing
habitats so this lesson will tie into the bigger theme
- This lesson is developmentally appropriate because it allows the students to
learn about habitats from an interactive discussion and then create a visual
representation of the information they just learned

C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION

SCIENCE STANDARDS (NATIONAL STANDARDS)

Unwrapped Concept (nouns) Unwrapped Skill Taxonomy Level (Blooms, SOLO, DOK)
(verbs)

3.1 Scientific reasoning, logic, and the Understand Blooms: Understanding (2)
nature of science by planning and SOLO: Multi-structural
conducting investigations in which DOK: Level 3 Short-term strategic
a) observations are made and are repeated thinking
to ensure accuracy;
b) predictions are formulated using a
variety of sources of information;
c) objects with similar characteristics or
properties are classified into at least two
sets and two subsets;
d) natural events are sequenced
chronologically;
e) length, volume, mass, and temperature
are estimated and measured in metric and
standard English units using proper tools
and techniques;
f) time is measured to the nearest minute
using proper tools and techniques;
g) questions are developed to formulate
hypotheses;
h) data are gathered, charted, graphed, and
analyzed;
i) unexpected or unusual quantitative data
are recognized;
j) inferences are made and conclusions are
drawn;
k) data are communicated;
l) models are designed and built; and
m) current applications are used to
reinforce science concepts.
3.2 Simple machines and their uses. Key Investigate and Blooms: Understanding (2)
concepts include Understand SOLO: Multi-structural
a) purpose and function of simple DOK: Level 3 Short-term strategic
machines; thinking
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound
machines found in the school, home, and
work environments.
3.3 Objects are made of materials that Investigate and Blooms: Understanding (2)
can be described by their physical Understand SOLO: Multi-structural
properties. Key concepts include DOK: Level 3 Short-term strategic
a) objects are made of one or more thinking
materials;
b) physical properties remain the same as
the material is changed in visible size; and
c) visible physical changes are identified.

3.4 Adaptations allow animals to satisfy Investigate and Blooms: Understanding (2)
life needs and respond to the environment Understand SOLO: Relational
a) Behavioral adaptations; and DOK: Level 3 Short-term strategic
b) Physical adaptations. thinking
3.5 Relationships among organisms in Investigate and Blooms: Understanding (2)
aquatic Understand SOLO: Multi-structural
and terrestrial food chains. Key concepts DOK: Level 3 Short-term strategic
include thinking
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
3.6 Ecosystems support a diversity of Investigate and Blooms: Understanding (2)
plants and animals that share limited Understand SOLO: Multi-structural
resources DOK: Level 3 Short-term strategic
a) Aquatic ecosystems; thinking
b) Terrestrial ecosystems;
c) Populations and communities; and
d) The human role in conserving limited
resources.
3.7 Major components of soil, its origin, Investigate and Blooms: Understanding (2)
and its importance to plants and animals Understand SOLO: Multi-structural
including humans. Key concepts include DOK: Level 3 Short-term strategic
a) soil provides the support and nutrients thinking
necessary for plant growth;
b) topsoil is a natural product of subsoil
and bedrock;
c) rock, clay, silt, sand, and humus are
components of soils; and
d) soil is a natural resource and should be
conserved.

3.8 Basic patterns and cycles occurring in Investigate and Blooms: Understanding (2)
nature. Key concepts include Understand SOLO: Multi-structural
a) patterns of natural events such as day DOK: Level 3 Short-term strategic
and night, seasonal changes, simple thinking
phases
of the moon, and tides;
b) animal life cycles; and
c) plant life cycles.
3.9 The water cycle and its relationship to Investigate and Blooms: Understanding (2)
life Understand SOLO: Multi-structural
on Earth. Key concepts include DOK: Level 3 Short-term strategic
a) there are many sources of water on thinking
Earth;
b) the energy from the sun drives the
water cycle;
c) the water cycle involves several
processes;
d) water is essential for living things; and
e) water on Earth is limited and needs to
be conserved.
3.10 That natural events and human Investigate and Blooms: Understanding (2)
influences Understand SOLO: Multi-structural
 can affect the survival of species. Key DOK: Level 3 Short-term strategic
concepts include thinking
a) the interdependency of plants and
animals;
b) the effects of human activity on the
quality of air, water, and habitat;
c) the effects of fire, flood, disease, and
erosion on organisms; and
d) conservation and resource renewal.
3.11 Different sources of energy. Key Investigate and Blooms: Understanding (2)
concepts Understand SOLO: Multi-structural
include DOK: Level 3 Short-term strategic
a) energy from the sun; thinking
b) sources of renewable energy; and
c) sources of nonrenewable energy.

D. LEARNING INTENTIONS and SUCCESS CRITERIA

Understand Know
I understand that food chains are I know the four habitats are the
interconnected and based on the arctic, the desert, the savanna, and the
habitats that different animals live in. rainforest.
I knowexamples of at least two
animals that live in each of the
habitats.
Do
I can name the four habitats.
I canname different animals in
each habitat.
I can explain characteristics of
each habitat.

I know the artic is cold, windy, and

snowy.

I know the desert is hot and arid.

I know the savanna is dry, open,

and a grassland.

I know the rainforest is warm, wet,

and tropical.

E. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
- Objective section must match your do section
- Can copy and paste from do section
- Assessment what is it that theyre going to do to meet the objective
- What are you going to look for? (Evidence)
Assessment- checklist for each individual student **** have to assess
everyone
Group discussion about the lifecycle of a butterfly (students were able
to label the phases)
Worksheet would be the assessment and their answers would be the
evidence
 Objective: students will be able to construct a food chain
Assessment: construct food chain out of paper and label the
parts
Evidence: the students labeled and built it correctly
Need to have an assessment for every objective
Is the lesson going to get you to your objectives for every single child

Learning Intention and Success

Criteria (Objective)
Big idea what you want your
kids to get out of it by the end of
the lesson
The students should understand
that there are different types of
habitats and animals that live
within each habitat.
Opportunities to Respond
(Assessment)
Activity that you are doing
how youre measuring it
The students will first participate
in a whole group discussion in
filling out a KWL chart.
The students will actively listen
and engage in a presentation on
the different types of habitats, the
characteristics that make up these
habitats, and the animals that live
within these habitats.
The students will create a model
of the four different habitats.
The students will take a short quiz
on the habitats, characteristics and
animals within the habitat.
As a class we will complete the
L section of the KWL chart.
Evidence (Data Collected)
What are you looking for?
Data, info. Answer Key
The students will be able to tell
me what they know about habitats
and what they want to know the
lesson will be tailored to what the
students have misconceptions
about or dont have previous
knowledge about.
The students will be actively
listening and taking notes on the
different habitats, characteristics
and animals that live within these
habitats.
The students will need to
remember what the four habitats
are and their characteristics in
order to draw them. They will
also need to remember which
animals are apart of each habitat to
place that animal there.
I will be able to measure what
they have learned from the results
on the quiz and see if there needs
to be future instruction on any of
the topics based on those results.
I will be able to see what
information the students got out of
the lesson and see if there are still
any misconceptions.

F. MATERIALS NEEDED
- Smart board (already in the classroom)
- Paper plates (Kaelin)
- Colored Pencils/Crayons (students)
- Print outs of animals (Kaelin)
- Stapler (Kaelin)
-
G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS
 I believe that the students will be actively engaged in the model building. They will enjoy getting to
do a hands-on activity rather than just having the teacher give them a page to color. The students may
have misconceptions about what habitats are and what animals live in these habitats. They may also
not fully understand what a habitat is before the lesson. I think the students may have difficulty
choosing which animal they believe goes into a certain habitat. I will teach the lesson as I intended
and then gage my students to see where they are with their understanding by asking them questions
and observing their model making. If I see a common theme of misconceptions I will go back with
these students and revisit what they didnt understand. I think it is also important to differentiate my
teaching strategies in order to reach a bigger audience of my students.

H. PROCEDURE

Procedures and management

Step-by step procedures including questions and Students
Activity
main points visualize what you are going to say Describe what the students
Element
to the students. It might be helpful to script out will be doing as a result of
& Time (in
what you are going to say, although during the your instructions
minutes)
lesson you do not need to use this language
verbatim.
The students will raise their
Start with a K-W-L chart with the students in hands when asked what they
whole group instruction. Have the students gather know about habitats and what
on the rug and introduce the topic of habitats. they want to learn about them.
First ask the students what they know about When they are not answering a
Engage
habitats and record their responses on the chart. question they will be sitting
Introduction
After recording all of their responses ask the quietly and listening to their
(15-20 mins) peers. The students will each
students what they want to learn about habitats.
Then explain to the students after we are done get a post-it note to either
learning about habitats, we will come back to the write what they know or want
to learn so that every student
chart and fill in the learn column.
is involved.
The students will be actively
engaged during the activity
because I will be asking them
SmartBoard lesson on habitats. First I will go questions such as What
back over the know portion of the KWL chart to characteristics do you see in
refresh the students on what they said they knew this habitat? or Why do you
about habitats. I will then introduce the students to think this animal lives in this
Event 1
the idea that there are four different types of habitat? The students will
(15 mins) raise their hands with answers
habitats and different animals live in these
habitats. We will begin going through the slides to my questions and if they
and learning about the different habitats and the have questions of their own.
animals that live in them. The students will also be
taking notes of the different
habitats and animals that live
in them.
Transition N/A N/A
We will continue with the SmartBoard lesson to The students will be engaging
the question section. I will reduce the number of in conversation with a partner
Event 2 about what they believe the
questions to 2-3 questions per habitat and have the answers are to the questions
(10 mins)
students discuss the answer with a partner. Once I on the board. They will also
have given them a few minutes to think of the have to use their memory and
 answer we will come back as a whole group and notes to think of what the
discuss the answer. answer is.
The students will listen to the
Explain the next activity (model of habitats) to the instructions on the next
Transition
students. I will also pass out the materials to the activity. They will also get
(2-3 mins) out their colored pencils and
students that they will need.
crayons.
The students will make a model of the four types
of habitats. They will have their choice of animal The students will color and
Event 3
that goes into each habitat. The students will color create their own habitat
(40 mins) models.
and create their habitats out of paper plates and
colored pencils/crayons.
The students will put away all of their materials
and put away the models in designated place in the
The students will put all
Transition classroom. I will assess the models by making
materials away and clean up
(2 mins) sure that the correct animals are in the right any remaining materials.
habitats. I will also assess that the habitats are
represented correctly.
The students will volunteer
Conclusion: As a class we will go over the learn portion of their knowledge that they have
(KWL Chart: 5 the KWL chart. At a later date the students will learned from this lesson for
mins take a short quiz on the habitats and what animals the learn part of the KWL
Quiz: 15 mins) live in them. chart. The students will also
take the quiz on their own.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
- The SmartBoard PowerPoint doesnt work: I will need to discuss with my
students what the different types of habitats are and the animals that live
within them. I will write them down on the board as a talk about them, so the
students are able to have a visual.
- The students dont have enough time to finish the activity: I will try to give as
much time as I can for the students to finish their model. If they are unable to
finish the students will be able to finish it when they have free time
throughout the day. The students will also have the opportunity to take the
model home and finish it there if they wish to do so.
- The students dont understand how to create the model: I will go speak to the
students who dont understand individually and ask them what part they dont
understand. I will differentiate what I am tell them based on their personal
confusion until they understand the task.