KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: _______Christal Horn and Samantha Koenig__________
Cooperating Teacher: __Dr. Krista Verano_________________________________
Group Size: ___20________________ Allotted Time: ________40 minutes_____
Subject or Topic: _________________Pennsylvania Animals_______________

Date: _______3/10/16_________
Coop. Initials: ________________
Grade Level: 2nd_____
Section: Adaptations____

STANDARD: (PA Common Core):

Standard Area - 3.1: Biological Sciences
Organizing Category - 3.1.C: Evolution
Grade Level - 3.1.2.C: GRADE 2
Standard - 3.1.2.C2 Explain that living things can only survive if their
needs are being met.
I. Performance Objectives (Learning Outcomes)
A. The second grade students will learn about how animals adapt by learning about
different types of animals and their adaptations during winter time.
II. Instructional Materials
1. 2 Pictures of grizzly bears (given under resources)
2. 2 Pictures of geese (given under resources)
3. How and Why Animals Prepare for Winter by Elaine Pascoe
4. Animals Workbook (Provided on link given under resources)
5. 20 bear coloring pages (link given under resources) This is given to them at the
end of the day for them to color at home for fun
6. 20 boxes of crayons
7. 20 pictures of animals (some adapting to winter some not)
8. 2-4 dry erase markers
9. Bear badges (link given under resources)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite Skills
1. Basic understanding of winter.
2. Basic understanding of geese and grizzly bears.
B. Key Vocabulary
1. Migration - the movement of a group of animals from one area to another.
2. Hibernation - animals go into a deep sleep to deal with the harshness of
winter. Body slows down
C. Big Idea: Pennsylvania animals adaptations to winter
D. Content
1. Describe the adaptations animals may make to survive the winter.
2. Name animals that adapt in Pennsylvania
IV. Implementation

A. Introduction
1. Okay class I have a question for you! When winter begins do you change
anything about yourselves? Dress differently or act differently? (Listen to
what the children say) I am going to read a book to you called How and Why
Animals Prepare For Winter by Elaine Pascoe.
B. Development
1. Begin by asking them about their winter adaptations
2. Ask if any of the students know the definition. If the students definition is
correct, explain their explanation more thoroughly to the class, if not define it
using the definitions I have written above.
3. Read the book How and Why Animals Prepare for Winter by Elaine Pascoe
4. Tell the students to share one new thing they learned to the person sitting
to the left of them.
5. Then ask the students if they know of any animals that adapt to winter in
Pennsylvania
6. Hand out the Animal Workbook to the students along with the crayons
7. Read the Animal Workbook together
8. Ask them to write what they think hibernation and migration are. They can
write it or draw a picture of each. Their choice.
9. Allow 5 minutes for them to color their workbooks
10. Review together what the book explained about hibernation and migration
11. Show the pictures of grizzly bears and geese to give an example of an animal that hibernates and an animal that migrates.
12. Collect the Animal Workbooks (Have them place their books in a pile on
my desk)
13. Separate the class into two big groups by counting off by one and two
14. Have the two groups get into a line.
15. Write Team 1 and Team 2 on the board.
16. Inform the students that they will be playing a game.
17. A member of each group will come up and when shown the picture of the
animal (20 animal photos under materials) they must go to the board and
write an A for adapts for the winter, H for hibernates, M for migrates, or
an N for no adaptations.
18. They will add their points by adding a tally for every right question
19. If both students gets the picture wrong, they get to have a group discussion with their team to revise their answer and the first team to raise their
hand with the correct answer wins.
20. When the game is complete, tally up the points and declare a winning
team.
21. Inform the winning team that they will each be receiving a sticker from
my sticker collection box.
22. After they are informed of that, have them gather for circle time.
23. During circle time we will discuss why they think it is important for animals to adapt to the winter weather. This will most likely be a mixture of

what we learned in class and their own opinions. Both are fine answers.
24. Once this is complete, I will give each of my students a Expert on
Adaptations Badge
25. They may place their badges in their desks or in their cubbies
26. I will inform them that during science time the following day they will be
learning about animals that are nocturnal.
C. Closure
1. So now that you all are adaptation experts tomorrow we are going to become nocturnal animal experts! I know that that is a big word for you guys
but you all are so smart that I know you can handle it! It is going to be a lot of
fun and you will be able to do a fun activity!
D. Accommodations / Differentiation 1. Accommodation - Peter, a boy with ADHD, will be provided with written
instructions of the lesson in order for him to stay on task and remember the
assignment given in class. He will also be seated next to Tracey, she is a student who remains on task and she will help guide him if he is struggling. If he
is finding it difficult to stay on task with the instructions and Traceys assistance use our private signal which is moving making eye contact with him
and moving your eye brows up and down a few times.
2. Differentiation - If the students seem to not be paying attention when the
Animal Workbook is being read aloud by the instructor have them read the
books independently or with a partner. Preferably with a partner.
E. Assessment/Evaluation plan
1. Formative - I will review their Animal Workbooks to assess their
writing inside. I will assess them while they are playing the game and
during discussions to see who is participating and answering correctly and who is not.
2. Summative - None at this time
V. Reflective Response
A. Were the students able to grasp hibernation and migration?

B. Did my game go as planned with the students/Did they enjoy the game?

C. Were the students able to identify animals with winter adaptations and animals
without winter adaptations?

VI. Resources
http://www.uen.org/Lessonplan/preview.cgi?LPid=5720
http://www.animalfactsencyclopedia.com/images/grizzlybearstanding.jpg
http://www.nps.gov/katm/learn/photosmultimedia/images/bear-in-den-illustration.jpg
https://c401345.ssl.cf1.rackcdn.com/wp-content/uploads/2013/02/migrating-geesemoltz-open-forum-432.jpg
https://upload.wikimedia.org/wikipedia/commons/f/f0/Branta_canadensis_near_Oceanville,_New_Jersey,_USA_-flying-8.jpg
https://img0.etsystatic.com/060/1/6425730/il_214x170.770086638_41rw.jpg
http://ts2.mm.bing.net/TH?id=OIP.M729e2efdce6120daeb2dd7d75e7d2132H0&pid=15.
1