Habitat Mural Day 2 Lesson Plan

Name: Benjamin Rathkamp

Grade Level: K
Content Area: Science/Language Arts
Date for Implementation: 5/30/14
Lesson Title: Habitat Mural
Small Group/Whole Class

Standards
CC Language Arts W.K.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.

CA Science Content standard LS.2.b Students know how to observe and describe
similarities and differences in appearance and behavior of plants and animals (e.g. seed bearing
plants, birds, fish, insects)

Content Objective/Learning Outcome
Students will describe a habitat and animals that live in that habitat. Students will also complete
a sentence and picture that describes an animal and where it lives.

Language Objective/Language Learning Outcome
Students will discuss the vocabulary word habitat, its definition and describe different habitats.

Assessment

Formative Assessment Tasks
Throughout the lesson, I will ask formative assessment questions and make observations.
Questions:
1. What does habitat mean?
2. What is the difference between a habitat and a home?
3. What makes a ______ habitat different from a ______ habitat?
4. What do these animals have that makes them successful in this habitat?
5. What do you think would happen if we took an animal from this habitat and put it this
habitat?
6. How can we work responsibly with a partner?
7. What can we do to be helpful with our partner?
8. When we are reading and chanting, how do we make sure we are respectful?




Summative Assessment Tasks
Students will place their animal in the correct habitat on the Habitat Mural and hand in their
animal home worksheet with a completed sentence about the animal and a picture showing the
animal in their habitat.

Materials Needed
Pencils, markers, animal pictures, tape, habitat mural, habitat worksheet, Walking Through the
Jungle book, turn cup.

Differentiation:
Students will be placed in heterogeneous pairs. Pair-shares will be provided to help students
formalize their thinking and use language to compose their thoughts. Students will have the
option of completing a worksheet with a sentence frame on it or a worksheet that does not
include the sentence frame.
Sentence Frame:
A _________ lives in the _______.
The habitat for the _______ is the _______.

Word Bank: habitat, desert, grasslands, forest, ocean, jungle.

Instructional Sequence:

Introduction
First we will look at the new animals on our mural that were added by the other class. We will
chant the chant for these new animals that we learned in the book Walking Through the Jungle.
I will make sure to set some behavior guidelines before proceeding as this exercise could easily
get a little over-excited.

Next, we will have a discussion about habitats. We will review what we learned about habitats
on day one then work to advance the concept. I will ask the students formative assessment
questions 4-6. The students will engage in some partner talks to discuss some of these
questions and we will discuss as a group. I will also remind the students that they will be
sharing with the group and I will pick a name at random from the turn cup, so they should make
sure to think of something to add to the discussion.
After we read, I will explain to the students their task.
Step by step instructions:
1. With their partner, they will think about what animals from our bubble chart live
in the ______.
2. Each pair will pick an animal.
3. Each student will fill out their sentence portion of their worksheet with that
animal in its habitat.
4. Students will draw and color their animal in their habitat.
5. Students will attach their picture to the mural in the correct location.

Things to make sure students know:
- Sentences must be written correctly, and the animal must me drawn in its habitat,
before the picture of the animal will be placed on the mural.
- Students have the option of filing in a sentence frame or copying a sentence frame.

Before I ask the students to take a moment with their partner and pick an animal together, I will
engage them in a quick discussion about picking an animal with their partner that they both
agree on. I will talk about compromises and ask them ways that they might come to a
compromise with their partner while working together.


Body
I will ask pairs of students who are ready to come up to the bubble chart and select their animal.
I will then instruct them to take their animal to a desk and complete their worksheet and raise
their hands when they are done.
If their worksheet is done correctly (sentence written correctly, animal drawn in their habitat), the
pair will be asked to post their animal on the mural.

Closure
After all of the pairs have posted their animals on the mural, I will ask them to reconvene on the
rug and we will look at our completed portion of the mural and discuss the habitat we have
examined and the animals that live there. We will then sing the song from the book again with
the animals we have added to our mural.