TPA Elementary Lesson Plan Template Teacher Candidate: Grade Level: Date: Subject: Instructional Plan Title: 1. Lesson Overview or Summary: in A Few

TPA Elementary Lesson Plan Template
Teacher Candidate:
Grade Level:
Date:
Subject:
Instructional Plan Title:
1. Lesson overview or
summary: In a few
sentences, summarize this
lesson.
Emma Russell
Grade 3
11/19/2014
Language Arts
Habitat Adventure Day 1
1. This lesson focuses on the specifics of desert, ocean,
grassland, and rainforest habitats. It educates students
on what habitats are and that every habitat is different
and has specific animals and characteristics for the
environment. I will ask the students what habitats are
and then read them the book I Took A Walk by Henry
Cole and then ask them again what habitats are after
reading the book. I will record their answers both before
and after. After having them answer, they will be going
on a Habitat Adventure. The class will split up into 4
groups of 7 or 8 students. In these groups they will be
assigned a habitat that they will read and research on.
They will then create a replica/diorama of their habitat
using materials I have provided for them. They will also
record the specific information about their habitat on
chart paper, such as animals that live there, plant life, and
weather situations and record it all on chart paper. They
will then present the information on the chart paper and
their replica to their classmates. The students will record
the information presented into their notebooks. They will

then be asked to complete an exit slip before leaving
class.
2. Focus
Question/Connection:
What is the big idea that
connects this lesson with
the
other 3-5 lessons in the
learning segment?
2. The main idea of this lesson is for students to

understand the differences between habitats. They will
know the different characteristics of desert, rainforest,
ocean, and grassland habitats. This lesson connects with
the other 4 segments because it is related to zoo animals.
3. Class characteristics:
Describe
the important characteristics
of the students in planning
and teaching to meet the
needs of all students: EL, LD,
and Gifted. For field
experience students only:
Consider students' prior
knowledge, language
development, social and
emotional developments,
family, and interests.
3. The class contains 30 students. Within the 30 students

there are a few gifted, learning disabled, and English
language learning students. I will provide differentiated
instruction and assessment to the students that need
modifications. Gifted students finish their work quickly
and will need higher order thinking activities to
challenge them more. Learning disabled students will
need simplified instruction and activity on the
assignments and extra guidance as needed. English
learners will need synonyms added to assignment
rubrics and instructions. They will also need extra
guidance as needed.

4. Learning Standards:
Identify State Learning
Standards/ Common Core
Standards.
CCSS.ELA.LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly.
Determine the main ideas and supporting details of a text
read aloud or information presented in diverse media
formats, including visually, quantitatively, and orally.
STATE GOAL 4: Listen and speak effectively in a variety
of situations.
B. Speak effectively using language appropriate to the
situation and audience.
4.B.2a Present oral reports to an audience using correct
language and nonverbal expressions for the intended
purpose and message within a suggested organizational
format.
STATE GOAL 4: Listen and speak effectively in a variety
of situations.
4.B.2b Use speaking procedures to participate in group
discussions.

5. Learning Targets: What
should the students know or
be able to do after the
instruction? Use a common
format with a measurable
verb that matches the
cognitive domain of the
standard (see #11 below).
5. Students will:
Recognize what habitats are and the

characteristics of them.
Construct a replica of their assigned habitat.
Teach their classmates about their assigned

habitat.

6. Academic Language:
List the academic
language/ language
demands for the lesson
Key Vocabulary: List
the key content
vocabulary that will be
covered.
7. Assessment Strategies
Attach questions,
worksheets, differentiated
tests, differentiated
rubrics, and answer keys
related to your assessment
strategies.
Formative: measures
process/progress toward
mastery of target(s)
Summative: measures
outcomes/achievement of
target(s)
6.
Academic Language:
Recognize, construct, teach

Key Vocabulary:
Habitat, Grassland, Desert, Ocean, Rainforest
Target-Assessment Alignment Table
Learning Targets
Assessment Strategies
Recognize what Formative: Students will
habitats are
contribute to the discussion at the
and the
beginning of the lesson and
characteristics
collaborate with group members to
of them.
discuss the specifics of a habitat.

Summative: Students will create a
replica/diorama of their habitat and
present on the characteristics of

their habitat. They will be graded
using a rubric and they will also
complete an exit slip at the end of
the lesson.
Construct a
Formative: Students will
replica of their
collaborate effectively with their
assigned
groups and learn about their habitat
habitat.
and build a model of it using a
shoebox and provided materials.

Summative: Students will be

graded when presenting their
replica of their habitat to the class
using a rubric provided by me. They
will also complete an exit slip at the
end of class.

Teach their
Formative: Students will effectively
classmates
present their findings about their
about their
habitat to their classmates using
assigned
chart paper and their replica they
habitat.
made.

Summative: Students will be
graded by a rubric provided by me
being sure they met the
requirements of the assignment.
They will also be completing an exit
slip at the end of class.
8. Introduction: Identify
how you will introduce the
concept, skill or task to gain
students attention and get
them involved.
8. I will have the students gather as a group in a circle on

the carpet. I will ask them to raise their hands and
answer the question What do you know about habitats?
I will record what students say onto the board. I will then
tell them that we are going to read a book, and as I read
them the book I want them to pay attention to everything
the character sees in the book. The book is I Took A
Walk by Henry Cole. The book is about a young boy who
takes a walk through the forest, he explains everything he
sees from animals, to plants, to the weather. It goes over
the details of a regular forest habitat. After finishing the
book I will ask the students to add on the their list of
what they know about habitats. After I feel that
everyone has shared what they have wanted to share and
they have a good understanding of what a habitat is I will

tell them about the activity for the day. I will hand out the
rubrics to each student prior to explaining the
assignment. These rubrics will include the differentiated
copies for the students that require them.
9. Learning
Activities/Teaching
Strategies: Give detailed,
step-by-step instructions on
how you will implement the
instructional plan. Using a
numbered list, describe
exactly what you will do and
what students will do during
the lesson.

Set up your lesson in two
columns using a. through e.
below as prompts.
I Do Students
Do
I Do:
A. I am going to open the
Students Do:
A. The students are going
lesson by asking the
to raise their hands and
students What do you
share their ideas on
know about habitats?
what they know/think
I will ask them to raise
they know about
their hands and share
habitats.
what they know/think
they know. I will
record their answers
on the board.
B. After everyone who
B.
The students will
sit quietly and listen to
wanted to share their
the story paying
ideas has had the
attention to what the
opportunity I will then
main character sees and
read them the story I
talks about throughout
Took A Walk by Henry
the book.
Cole. I will tell the
students to pay close
attention to what the
character sees and
talks about throughout C.
The students will
the story.
C. After the story is
raise their hands and

answer the question
complete I will ask the
What do you know
students again What
about habitats? again.
do you know about
habitats? I will ask the
students to raise their
hands and share, and I
will record their ideas
on the board if they
D.
Students will
have not already been
listen to my introduction
recorded on the board.
of the assignment for the
D. I will discuss with the
day. They will raise their
students that habitats
hands if they have any
are located throughout
questions.
the world and there
are many different
types of habitats.
However, the habitats
that we are going to
focus on are desert,
ocean, rainforest, and
grassland habitats.
These are very
common habitats that
you would find at a
zoo. I will then pass out
the rubrics for the
E.
Students will listen
assignment before I
to the instructions about
begin explaining
their assignment and
anymore. These
read along with the
rubrics will include
rubric I have provided
modified versions for
for them so they know
students who require
what is expected from
them.
their completed
E. I will then begin to
assignment. They will
explain that the
raise their hands if they
students will split up
have any questions and I
into four groups of
will answer them.
seven or eight people.
These groups will be
randomly assigned to
create heterogeneous
groups. In these groups
they will be assigned a
specific habitat, it will
be grassland, desert,
rainforest, or ocean.
They will take their
assigned habitat and
then begin to read
about it and conduct
further research using
the computers if they
need to. I will have the
books About Habitats
written by Catherine
Sill available for each
group for their specific
habitat of
concentration. They
will be looking to find
key characteristics
about their habitat
such as animals that
live there, plants that
live there, what the
weather is like, where
it is located, and
whatever other
information they find
interesting about their
habitat. They will then
record their findings
onto chart paper. I will
provide a format for
the chart paper for the
students to follow.
F.The students will split
They should include at
up into their groups and
least 5 key
begin their assignment
characteristics about
activity with the
their habitat and 5
materials I have
animals that live there.
provided them.
I will explain to them
that they will also be
creating a
replica/diorama of
their habitat. They will
do this by using
shoeboxes and craft
materials I have
provided. This will
include images of
animals they may find
in their habitat and
other materials needed G.
The students will
in order to construct it.
present their habitats to
F. I will then split the
their classmates as a
students up into their
group. They will also be
four groups. I will
recording the
assign each group a
information about the
habitat to focus on and
specific habitats into
give them the
their notebooks.
Catherine Sill book
related to their specific
habitat. I will also
provide them with
their chart paper and
the materials for the
diorama will be in the
center of the room for
them to grab when
they were ready for
H.
After every group
them. I will be sure to
has presented their
walk around the room
habitats the students
throughout this time
will respond to the
period to be sure
question What do you
everyone is on task and
assist where I am
for the last time. They
needed.
will raise their hands
G. Once the students have
and share their ideas.
completed their chart
paper and dioramas I
will rejoin the class as
a whole. I will ask the
students to come up by
groups and begin

teaching their
I. The students will

complete the exit slip
classmates about their
that I pass out to them.
habitat. Each group
will have their chance

to share the key
characteristics of the
habitat and the animals
that live there. The
students who are not
presenting will record
this information in
their notebooks.
H. Once every group has
had a chance to
present their habitats. I
will then ask the
students one more
time What do you
I will continue to
record their ideas onto
the board adding to the
list that we started at
the beginning of the

lesson. I will briefly
overview the specific
habitats that we
focused on.
I. After everyone who
wanted to share their
ideas have shared
them. I will then pass
out an exit slip and ask
the students to
complete it. I will
provide differentiated
exit slips for students
who require them.
J. Once everyone has
completed his or her
exit slip, I will hand out
the lesson overview
sheet of the day.

a. Instructional procedures: A. Instructional Procedures:

List the teaching
approaches you will use to
Students will start class by answering the leading
teach each step (such as
ppt, demonstrate example,
b.
c.
d.
e.
graphics, partner practice,

etc.). Include
Instructional Materials,
Equipment and
Technology.
Multiple means of
engagement: List ways the
students will participate in
the learning.
Methods of differentiation:
List accommodation or
differentiation strategies
for EL, LD, and Gifted.
Remedial activities: List a
review sheet, or
scaffolding worksheet.
Extension activities: What
will students who finish
early do?
question What do you know about habitats? and

I will need a white board/ chalkboard to record
students ideas on.
I will need a copy of the book I Took A Walk by

Henry Cole.
I will need at least 30 copies of the Habitat

Adventure rubric; these copies include any
modified versions for students who require them.
I will need a copy of the desert, rainforest, ocean,

and grassland About Habitat books written by
Catherine Sill.
I will need four computers available.
I will need chart paper available.
I will have craft material available in the center of

the room for students to create their replicas.
I will need 30 copies of the exit slips. These copies

will include modified versions for students who
require them.
I will need 30 copies of the lesson overview

worksheet. These copies will include modified
versions for students who require them.
B. Multiple Means of Engagement:
Students will contribute their ideas to the

introduction question.
Students will collaborate in groups to complete

their chart paper and replica of their habitat.
Students will teach their classmates about their

habitat that they explored in class.
Students will work individually on their exit-slips.
C. Methods of Differentiation:
LD students will receive modified a modified

version of the Habitat Adventure rubric with more
simplified instruction. They will also receive an
exit slip with lower-order thinking questions and
simplified instructions. I will be sure to go around
to the groups who have a LD student in them and
differentiate any instruction needed to help the
student efficiently understand the assignment
he/she is completing.
Gifted student will receive a modified version of

the Habitat Adventure rubric that includes more
complex instruction. They will also receive a exit-
slip that has higher-order thinking questions.
EL students will receive a Habitat Adventure
rubric with more simplified instructions and

synonyms added wherever necessary. They will
receive a more simplified exit-slip that also
includes synonyms where needed and simplified
instructions. I will be sure to walk around to the
groups that have an EL student to be sure he/she
is on task and I will break down any instruction
needed to help the student efficiently understand
the assignment he/she is completing.
10. Closure: Briefly review
the key teaching points in the
lesson. Explain how students
will share what they have
learned in the lesson. Identify
two questions that you can
ask. Preview the next lesson
for your students.
10. After the students have presented their habitats in

their groups I will overview each one briefly. I will
discuss the main characteristics of each habitat (desert,
grassland, ocean, and rainforest) and animals that you
would find in each one. I will also hand out the lesson
overview sheets to each student to keep for future
reference. I will ask the students What do you know
about habitats? and have them add to their list from the
beginning of class. I will also ask the students if there is
anything they would like to remove from their list. They
may have originally came up with ideas that were not
related to habitats and this will give them an opportunity
to eliminate those ideas from the list. I will then tell the
students that tomorrow we will be continuing our zoo

animal unit, and tomorrow we will be focusing on the
diet of animals, specifically the food chain.
D. Remedial Activities:
Students will receive a lesson overview sheet that

goes over the habitats we learned about in class
and the key characteristics and animals that are
found in each one.
E. Extension Activity:
When students have completed their assignments

and finish early they can read their independent
reading book to add to their reading log.

11. Independent Practice:
Describe how students will
extend their experiences with
the content and demonstrate
understanding of the lesson.
11. Students will demonstrate their understanding of the

lesson with their exit slips. The exit slips will measure
their understanding of their habitats as a whole and their
understanding of the lesson in general. They will be able
to briefly reflect upon the lesson in their exit slip
allowing me to receive their point of view and feelings
about the assignment.
12. Student Voice: Identify

how students will reflect
and/or communicate on their
learning or progress toward
meeting the goals (see chart
below).

12. I am going to encourage my students to participate in

sharing their ideas when I ask my introduction question.
I will also be available for questions my students have at
any point in time throughout the lesson. Students will be
working in groups to allow them to collaborate and build
relationships amongst their peers. It will also benefit the
students by being able to work off of one another
strengths and weaknesses. By having the students
present the material on the habitats it will allow them to
feel more involved in their assignment and hopefully
engage them better. After the lesson has come to a
complete, I will provide my email address to my students
in case they have any further questions.

13. Reflection on
Student
Learning:
Reflect on the
lesson,
assessments,
and student
voice to
identify
changes in
instruction.
1) Were the students actively participating when I asked them

What do you think a habitat is?
2) Did the students seem interested in the book I Took A
Walk and did they seem to gain a better understanding of
what a habitat was after reading the book?
3) Did the students seem to be actively participating in their
groups while working on their assignment?
4) Based of the overall grades on the rubric did the students
seem to grasp the main ideas of the lesson?
5) Based on the students exit slips- did the students

understand the lesson and enjoy the activity?
14. Next Steps:
Based on the
above, explain
how you will
adapt/adjust your
next lesson to
ensure students'
learning.

14. Based on how the students work in random assigned groups, I
can try to assign students into groups of the same learning style or
level to see if their engagement increases or decreases. I could also
assign some additional readings for students to receive more
information about habitats. We could explore more habitats than
just the four that we focused on.
15. Additional
Requirements
a. Acknowledge
ments: Give
credit to the
person who
created the
idea for the
plan,
including
yourself, i. e,
"Instructional
Plan adapted
from _____;
and/or
Instructional
Plan Created
by _____.

b. References:
List in APA
format
references for
both learning
strategies and
content.
15.
a. Acknowledgments:
Instructional Plan adapted from Discovery Education and
modifications made by Emma Russell.

b. References:

Animal Habitats of the World -Lesson Plan for Grades 3-5. (n.d.).
Retrieved November 20, 2014, from
http://school.discoveryeducation.com/lessonplans/progra
ms/habitats/

Bloom's Taxonomy Verbs. (n.d.). Clemson University. Retrieved
Novemer 19, 2014, from
http://www.clemson.edu/assessment/assessmentpractice
s/referencematerials/documents/

Chart Paper Format
Name of Habitat

Main Characteristics:

Animals:

Books and websites used where we found our information:

Group Members:

Habitat Adventure Rubric

(General Education)
Name: ________________________ Date: __________________ Total Score: ______/ 20
Group
Participation
Replica/Diorama
Main
Characteristics
Animals
Presentation
Group members
collaborated
effectively
throughout class
time. There was a
lot of strong
communication
occurring and
students remained
on task throughout
the whole
assignment.
The replica
included strong
visual
characteristics of
the habitat. It
included several
animals that would
be found in the
habitat. It is very
creative and put
together very
neatly.
The chart paper
included at least 5
key characteristics
about their
assigned habitat.
The chart paper
included at least 5
animals that would
be found in their
assigned habitat.
Students presented
strongly with their
groups. They spoke
effectively with a
good volume for the
class to hear. They
covered all the key
characteristics and
animals on their
chart paper. All
members in the
group participated
in presenting the
material.
Group members
collaborated well
throughout the
class time. There
was a good amount
of communication
occurring and
students remained
on task throughout
most of the
assignment.
Group members
could have
collaborated better.
They were lacking
in communication
occurring. The
students fell off
track a number of
times but were
able to get back on
track with
redirection.
The replica
included decent
visual
characteristics of
the habitat. It was
lacking in animals
that would be
found in the
habitat. It was not
very creative and
could have been
out together better.
The chart paper
included 2 key
characteristics
about their
assigned habitat.
The chart paper
included 2 animals
that would be
found in their
habitat.
Students lacked in
their group
presentation. Some
parts were difficult
to understand.
They only covered
a couple key
characteristics and
animals on their
chart paper. Only a
few people in the
group participated.
Group members
did not
communicate
throughout the
assignments.
Students fell off
track and had a lot
of difficulty being
redirected.
The replica
included good
visual
characteristics of
the habitat. It
included a few
animals that would
be found in the
habitat. It creative
and neat.
The chart paper
included 3-4 key
characteristics
about their
assigned habitat.
The chart paper
included 3-4
animals that would
be found in their
habitat.
Students presented
well with their
groups. For the
most part, they
spoke with good
volume. They
covered the
majority of the key
characteristics and
animals on their
chart paper. Most of
the group members
participated in
presenting.
The replica did not

include visual
characteristics of
the habitat. They
had no animals
that would be
found in the
habitat. It was not
creative and was
unorganized.
The chart paper
included 1 key
characteristic
about their
assigned habitat.
The chart paper
included 1 animal
that would be
found in their
habitat.
Students did not
present material
effectively. The
entire presentation
was difficult to
understand. They
did not cover key
characteristics and
animals on their
chart paper. Only
one or two people
spoke throughout
the presentation.

(Learning Disabled)
Group
Participation
Replica/Diorama
Main
Characteristics
Animals
Presentation
Group members
worked together
throughout class time
very well. There was
a lot of strong
communication
occurring and
students stayed
focused on the
assignment
throughout the class.
The replica included
strong visual
characteristics of
what would be seen
in the habitat. It
included several
animals that would
be found in the
habitat. It is very
creative and put
together very neatly.
Group members
worked together well
throughout the class
time. There was a
good amount of
communication
occurring and
students stayed
focused throughout
most of the
assignment.
good visual
characteristics of
what would be seen
in the habitat. It
included a few
animals that would
be found in the
habitat. It was
creative and neat.
Group members did

not communicate
throughout the
assignment. Students
did not stay on track
and had a lot of
difficulty being
redirected to
complete the
assignment.
The chart paper

included at least 5
key characteristics
about their assigned
habitat. (For example
plants that are found
there, locations of
these habitats,
weather in these
habitats, etc.)
The chart paper
included at least 5
animals that would
be found in their
assigned habitat.
Students presented
strongly with their
groups. They spoke
very well with good
volume for the class
to hear. They
covered all the key
characteristics,
details, and animals
on their chart paper.
All members in the
group participated in
presenting the
material.
The chart paper

included 3-4 key
their assigned
there, locations of
these habitats,
weather in these
habitats, etc.)
The chart paper
included 3-4 animals
that would be found
in their habitat.
Group members
could have worked
together better. They
were lacking in
communication
occurring. The
students fell off track
a number of times
but were able to get
back on track with
redirection.
decent visual
characteristics of
what would be seen
in the habitat. The
group could have
included more
animals that would
be found in the
habitat. It was not
very creative and
could have been put
together better.
The chart paper
included 2 key
their assigned
there, locations of
these habitats,
weather in these
habitats, etc.)
The chart paper
included 2 animals
that would be found
in their habitat.
Students lacked in
their group
presentation. Some
parts were difficult to
understand. They
only covered a
couple key
characteristics and
animals on their
chart paper. Only a
few people in the
group participated.
Students did not

present material
effectively. The
entire presentation
was difficult to
understand. They did
not cover key
characteristics and
animals on their
chart paper. Only
one or two people
spoke throughout the
presentation.
Students presented
well with their
groups. For the most
part, they spoke with
good volume. They
covered the majority
of the key
characteristics and
animals on their
the group members
participated in
presenting.
The replica did not

include visual
characteristics of
what would be found
in the habitat. They
had no animals that
would be found in
the habitat. It was not
creative and was
unorganized.
The chart paper

included 1 key
characteristic about
their assigned
there, locations of
these habitats,
weather in these
habitats, etc.)
The chart paper
included 1 animal
that would be found
in their habitat.

(English Learners)
Group
Participation
Replica/Diorama
Main
Characteristics
Animals
Presentation
Group members
collaborated (worked
together) effectively
throughout class
time. There was a lot
of strong
communication
(talking) happening
and students did not
get distracted or
unfocused on the
assignment.
The replica (model)
included strong
visual characteristics
of the habitat (plants,
lakes, river, trees,
hot/cold). It included
several animals that
would be found in
the habitat. It is very
creative and put
together very neatly.
Group members
together) well
throughout the class
time. There was a
good amount of
communication
(talking) happening
and students
remained on task
throughout most of
the assignment.
good visual
characteristics
(plants, lakes, river,
trees, hot/cold). of
the habitat. It
included a few
animals that would
be found in the
and neat.
Group members did

not communicate
(talk) throughout the
assignments.
Students got
distracted and had a
lot of difficulty being
redirected to
complete
assignment.
The chart paper

included at least 5
key characteristics
(plant life, weather,
location, etc.) about
their assigned
habitat.
The chart paper
included at least 5
animals that would
be found in their
assigned habitat.
Students presented
strongly with their
groups. They spoke
very well/good with
a good volume for
the class to hear.
They covered all the
key characteristics
and animals on their
chart paper. All
members in the
group participated
(talked) in presenting
the material.
The chart paper

included 3-4 key
characteristics (plant
life, weather,
their assigned
habitat.
The chart paper
included 3-4 animals
that would be found
in their habitat.
Group members
could have
together) better.
They were lacking in
communication
happening. The
students got
distracted a few
times but were able
focus with teacher
redirection.
decent visual
characteristics
the habitat. It was
lacking in animals
that would be found
in the habitat. It was
not very creative and
could have been out
together better.
The chart paper
included 2 key
characteristics (plant
life, weather,
their assigned
habitat.
The chart paper
included 2 animals
that would be found
in their habitat.
Students presented
well with their
groups. For the most
part, they spoke with
good volume. They
covered the majority
of the key
characteristics and
animals on their
the group members
participated (talked)
in presenting.
Students lacked in
their group
presentation. Some
parts were difficult to
understand. They
only covered a
couple key
characteristics and
animals on their
chart paper. Only a
few people in the
group participated
(talked).
Students did not

present material very
well/good. The
whole presentation
was difficult/hard to
understand. They did
not cover key
characteristics and
animals on their
chart paper. Only
one or two people
spoke/talked
throughout the
presentation.
The replica did not

include visual
characteristics
the habitat. They had
no animals that
would be found in
the habitat. It was not
creative and was
unorganized.
The chart paper
included 1 key
characteristic (plant
life, weather,
their assigned
habitat.
The chart paper
included 1 animal
that would be found
in their habitat.

(Gifted)
Group
Participation
Replica/Diorama
Main
Characteristics
Animals
Presentation
Group members
collaborated
effectively
throughout class
time. There was a
lot of strong
communication
occurring and
students remained
on task throughout
the whole
assignment.
The replica
included strong
visual
characteristics of
the habitat. It
included several
animals that would
be found in the
habitat. It is very
creative and put
together very
neatly.
The chart paper
included at least 5
key characteristics
about their
assigned habitat.
The chart paper
included at least 5
animals that would
be found in their
assigned habitat.
Students presented
strongly with their
groups. They spoke
effectively with a
good volume for the
class to hear. They
covered all the key
characteristics and
animals on their
chart paper. All
members in the
group participated
in presenting the
material.
Group members
collaborated well
throughout the
class time. There
was a good amount
of communication
occurring and
students remained
on task throughout
most of the
assignment.
Group members
could have
collaborated better.
They were lacking
in communication
occurring. The
students fell off
track a number of
times but were
able to get back on
track with
redirection.
The replica
included decent
visual
characteristics of
the habitat. It was
lacking in animals
that would be
found in the
habitat. It was not
very creative and
could have been
out together better.
The chart paper
included 2 key
characteristics
about their
assigned habitat.
The chart paper
included 2 animals
that would be
found in their
habitat.
Students lacked in
their group
presentation. Some
parts were difficult
to understand.
They only covered
a couple key
characteristics and
animals on their
chart paper. Only a
few people in the
group participated.
Group members
did not
communicate
throughout the
assignments.
Students fell off
track and had a lot
of difficulty being
redirected.
The replica
included good
visual
characteristics of
the habitat. It
included a few
animals that would
be found in the
and neat.
The chart paper
included 3-4 key
characteristics
about their
assigned habitat.
The chart paper
included 3-4
animals that would
be found in their
habitat.
Students presented
well with their
groups. For the
most part, they
spoke with good
volume. They
covered the
majority of the key
characteristics and
animals on their
the group members
participated in
presenting.
The replica did not

include visual
characteristics of
the habitat. They
had no animals
that would be
found in the
habitat. It was not
creative and was
unorganized.
The chart paper
included 1 key
characteristic
about their
assigned habitat.
The chart paper
included 1 animal
that would be
found in their
habitat.
Students did not
present material
effectively. The
entire presentation
was difficult to
understand. They
did not cover key
characteristics and
animals on their
chart paper. Only
one or two people
spoke throughout
the presentation.
Habitat Adventure Rubric Grading Scale

18-20 Points + +
16-17 Points +
14-15 Points
12-13 Points
11 Points and below
Habitat Adventure Exit Slip

(General Education)

Name: _____________________

Date: ________________

1. What are 2 main characteristics of the grassland habitat? What are 2 animals
that live in this habitat?

2. What are 2 main characteristics of the ocean habitat? What are 2 animals that
live in this habitat?
3. What are 2 main characteristics of the rainforest habitat? What are 2 animals
that live in this habitat?
4. What are 2 main characteristics of the desert habitat? What are 2 animals that
live in this habitat?
5. Did you enjoy working in groups for this activity?
6. Do you feel you have a have a better understanding of what habitats are?
7. If we were to do this activity again, what would you want to change about it?

(Learning Disabled)

Name: _____________________

Date: ________________

1. What is one main characteristics of the grassland habitat? What is one animal
that lives in this habitat?

2. What is one main characteristics of the rainforest habitat? What is one animal
that lives in this habitat?
3. What is one main characteristics of the desert habitat? What is one animal that
lives in this habitat?

4. What is one main characteristics of the ocean habitat? What is one animal that
lives in this habitat?





(English Learners)

Name: _____________________

Date: ________________

1. What are 2 things you would see in a grassland habitat (plants, river, sand,
hot/cold? What are 2 animals that live in this habitat?
2. What are 2 things you would see in a ocean habitat (plants, river, sand,
3. What are 2 things you would see in a rainforest habitat (plants, river, sand,

4. What are 2 things you would see in a desert habitat (plants, river, sand,



7. If we were to do this activity/lesson assignment like this again, what would you
want to change about it?

(Gifted)

Name: _____________________

Date: ________________

1. What is the most interesting characteristic of the grassland habitat? Why? What
are 3 animals that live in this habitat?
2. What is the most interesting characteristic of the ocean habitat? Why? What are
3 animals that live in this habitat?
3. What is the most interesting characteristic of the rainforest habitat? Why? What
4. What is the most interesting characteristic of the desert habitat? Why? What



Habitat Adventure Review Sheet

Desert
Characteristics:
Deserts receive
less than 10
inches of rain per
year.
The cactus is a
plant commonly
found in the
desert.
Deserts are very
hot and dry
during the day
then become cold
at night.
There is a lot of
sand.
The land on the
desert is very
flat.

Animals:
Camel
Zebra
Cheetah
Elephant
Kangaroo

Grassland
Characteristics:
Grasslands are
covered in grass
and have very
few trees.
Grasslands cover
25% of earths
land.
Grasslands
experience hot
summers and
cold winters.
Grasslands have
very good soil
that allows
plants/grass to
grow.
The land is very
flat.

Animals:
Bison
Prairie Dogs
Wolves
Badgers
Foxes
Ocean
Characteristics:
70% of Earths
surface is made
up of the ocean.
There are many
ocean animals
and plants that
have not been
discovered yet.
The ocean
provides humans
with water
supply and food
supply.
The oceans are
made up of salt
water.
The habitat
changes based on
the depth of the
water.

Animals:
Whales
Sharks
Dolphin
Sea Turtle
Sea lion
Rainforest
Characteristics:
Bamboo is a
common plant
found in the
rainforest.
There are a lot of
trees and plants,
it is very green.
The rainforest is
a very moist and
wet area.
The rainforest is
a warm/hot
temperature all
year.
Rainforests only
cover 6% of
earths surface.

Animals:
Sloth
Monkeys
Toucan
Parrot
Boa
Constrictor
TPA Elementary Lesson Plan Template

Teacher Candidate:
Grade Level:
Date:
Subject:
Instructional Plan Title:
1. Lesson overview or
summary: In a few
sentences, summarize this
lesson.
Emma Russell
3rd Grade
11/12/14
Language Arts
Animal Food Web Day 2
1. The students are going to be building a food web in class
by forming a circle and using string. We will read the book
How Many Ways Can You Catch A Fly by Steve Jenkins.
We will discuss the different ways that animals ate the same
animal and hunted it in different ways. Before the food web
activity we will be defining the words prey, predator, food
web, extinct, biodiversity, and ecosystem. Each student will
have an index card on a specific animal or one that says
plant. There will be multiple students with the plant index
card. One student will begin by holding the end of the string
bundle and reading their index card aloud. On the index
card it will include information on the specific animals food
source and the information on what animals/plants eat off
of the animal. If the animals index card is a carnivore (it
eats another animal) they will not have information on that
animals he/she eats. This is because after one food chain
the student will hand the bundle of string back to the sun.
Once they read their index card aloud they will pass the
bundle of string one of their prey or an organism that

their animal eats or to the sun. They will continue to do this
until the string connects all students. This will form a food
web so students have a visual of the connections that are
made from animals eating and diet habits. They will then be
writing a journal entry about the activity based on the
questions I have prompted for them.
2. Focus
Question/Connection:
What is the big idea that
connects this lesson with
the
other 3-5 lessons in the
learning segment?
2. Students are learning about zoo animals throughout the
3. Class characteristics:
Describe
the important characteristics of
the students in planning and
teaching to meet the needs of
all students: EL, LD, and Gifted.
For field experience students
only:
Consider students' prior
knowledge, language
development, social and
emotional developments,
family, and interests.
3. The class contains 30 students. Within the 30 students
week. This lesson focuses on animals diet. Students will be

focusing on the animal food chain; they will understand that
animals and plants live off of one another for food.
there are a few gifted, learning disabled, and English

language learning students. I will provide differentiated
instruction and assessment to the students that need
modifications. Gifted students finish their work quickly and
will need higher order thinking activities to challenge them
more. Learning disabled students will need simplified
instruction and activity on the assignments and extra
guidance as needed. English learners will need synonyms
added to assignment rubrics and instructions. They will also
need extra guidance as needed.

4. Learning Standards:
Identify State Learning
Standards/ Common Core
Standards.
4.
CCSS.ELA.LITERACY.RI.3.4
Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to grade 3
topic or subject area.
CCSS.ELA.LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly.
State Goal 3: Write to communicate for a variety of
purposes.
A. Use correct grammar, spelling, punctuation,
capitalization, and structure.
3.A.2 Write paragraphs that include a variety of sentence
types; appropriate use of the eight parts of speech; and
accurate spelling, capitalization, and punctuation.
State Goal 4: Listen and speak effectively in a variety of

situations.
A. Listen effectively in formal and informal situations.
4.A.2b Ask and respond to questions related to oral
presentations and messages in small group settings.
STATE GOAL 4: Listen and speak effectively in a variety of
situations.
4.B.2b Use speaking procedures to participate in group
5. Learning Targets: What
5.
should the students know or be
able to do after the instruction?
Use a common format with a

measurable verb that matches
the cognitive domain of the
standard (see #11 below).
Students will recognize that animals and plants use

one another as food sources.
Students will formulate a food web of 30 animals.
Students will review the lesson and summarize their
knowledge of food chains and food webs, along with
other key vocabulary.
6. Academic Language: List 6. Academic Language:

the academic language/
language demands for
Connect, summarize
the lesson
Key Vocabulary: List the
Food web, food chain, predator, prey, herbivore,
key content vocabulary
that will be covered.
omnivore, carnivore
7. Assessment Strategies
Attach questions,
worksheets, differentiated
tests, differentiated rubrics,
and answer keys related to
your assessment strategies.
Formative: measures
process/progress toward
mastery of target(s)
Summative: measures
outcomes/achievement of
target(s)
Target-Assessment Alignment Table

Learning Targets
Assessment Strategies
Students will
Formative: Students will be
recognize that
participating in the food web activity.
animals and plants
As they pass the string to their prey
use one another as
they are learning that animals feed
food sources.
off other animals/plants. After the

activity they will participate in
answering a number of questions
continuing the activity.
Summative: Students will be writing a
journal entry. I will grade this entry
using a rubric.
Students will
Formative: Students will be actively
formulate a food
participating in the food web activity.
web of 30 animals
Summative: Students will reflect on

the food web after the activity. We
will be recording what students
thoughts were about the activity on
the board.
Students will
Formative: Students will be reflecting
review the lesson
aloud after the food web activity.
and summarize
Summative: Students will be writing a
their knowledge of
journal entry that reviews the lesson
food chains and
and demonstrates their
food webs, along
understanding of food chains/webs.
with other key
Students will be graded from a rubric.
vocabulary.
8. Introduction: Identify how
you will introduce the concept,
skill or task to gain students
attention and get them
involved.
8. I will begin by quickly reviewing what we had done in

class the day before, which was the habitat adventure. I will
quickly go over the habitats we learned about and explain
that the Zoo creates replicas of these habitats for the
animals to live in. I will then tell the students that today we
are going to focus on animal diets. In class we are going to
build a food web. I will ask students if they know what the
words predator, prey, food chain, food web, carnivore,
omnivore, and herbivore are. I will record the students
ideas onto the board. I will then begin to read the story
How Many Ways Can You Catch A Fly to the students.
Before beginning reading, I will tell the students to pay
attention to all the different ways animals eat the same
animals or plant. This book is going to build their knowledge
on what animals eat what and how they eat it. Once we
have finished reading the book I will begin to introduce the
assignment for the day.
9. Learning Activities/Teaching In planning your lesson, think about:
Strategies: Give detailed, step-
by-step instructions on how you transition statements you make throughout your lesson
will implement the instructional
plan. Using a numbered list,
and write them down
describe exactly what you will
do and what students will do
write down the questions you want to ask
during the lesson.

I Do:
Students Do:
Set up your lesson in two
columns using a. through e.
I will briefly review
Students will listen to the
below as prompts.
I Do Students
what we did in class
overview of yesterdays
Do
the previous day. I will
lesson and pay attention
talk about habitats and
to the introduction of
how they relate to the
todays lesson. If they
zoo. I will then
have any questions they
introduce the topic for
will raise their hands.
today. I will explain to
the students that we
are focusing on animal
diets/what animals eat.
I will begin by asking

students if they know
Students will think about

the words predator and
what the words
prey. If they know what
predator, prey,
they mean or think they
carnivore, omnivore,
know what they mean
and herbivore mean. I
they will raise their hands
will ask the students to
and share their ideas.
raise their hands if they
know the answer. I will
record their ideas onto
the board.
I will then begin to read The students will listen to

the story How Many
the story and pay
Ways Can You Catch A
attention to the animals
Fly by Steve Jenkins.
and focus on who is the
This book goes over
prey and who is the
how animals catch and
predator.
eat the same prey and
how those animals are
predators to the animal
they are eating.
I will then begin to

review what we read in
The students will raise

their hands and answer if
the book. I will flip to
they know if the animal
specific pages and ask
was a predator or prey.
the students Who is
the prey on this page?
and Who is the
predator on this page?
After I feel the students The students will listen to

have a good
the instructions of the
understanding of what
activity. If they have any
predators and preys
questions they will raise
are I will tell them that
their hand and I will
we will be doing a food
answer them. Once the
web activity. I will
instructions are complete
explain to them that I
the students will stand in
have made index cards
a circle on the carpet. The
that are assigned a
person with the sun will
specific animal or
begin by reading his/her
plant; one person will
index card aloud. They
be the sun in the
will then pass the bundle
center of the circle. I
of string to a plant, then
will explain that the
the plant to his/her
sun represents the
animal for energy, then
energy from the sun,
the animal to another
and they will begin by
animal. Then the bundle
passing the ball of yarn
will go back to the sun
to someone who could
after a food chain has
use the energy (a green
been completed. The
plant). On the rest of
students will continue this
these index cards there
until every student has
is a description of the
read his/her index card
animal/plant and
aloud. This process will
information on the
build a web with the
specific animals food
string as the pass it
source (prey) and the
around. They will
information on what
examine the web
animals/plants eat off
throughout the activity.
of the animal
The first time we examine
(predators). The note
the web would be when
cards will also
we have completed 1
determine if the animal
food chain. This will give
is an omnivore,
students an idea of what
herbivore, or carnivore
a food chain is, that
based on what they
involves few
eat. I will explain that
animals/plants.
they will come stand in
a circle in the center of
the classroom. The
student who has the
sun index card will start
with a bundle of string
in his/her hand and
they will read their
index card out loud.
They will then pass the
bundle of string to a
green plant for energy.
The green plant will
then read his/her index
card out loud and
determine what animal
he/she could pass the
string to, to provide
him/her with energy
(food). The students
will continue to do this
until everyone has read
their index card aloud
and the web is
complete. Some
students may overlap
and receive the string
more than once. I will
stop them frequently
throughout the activity
to examine the web.
The first time I stop
them will be when the
yarn reaches a
carnivore for the first
time. This will be an
example of one food
chain. I will explain to
the students that a
food chain follows the
pattern when a plant
receives energy from
the sun, passes it to an
animal that eats plants,
then to animals that
eat other animals. I will
then write/draw the
food chain we just
created on the board.
Showing students the
pattern of a food chain.
Once one food chain is
complete the bundle of
yarn is returned to the
sun. They will then
start the pattern again
this time the sun
passes the yarn to a
different plant. This
original food chain is
still connected; they
will continue this
process until every
index card/student is
connected to the yarn.
I will stop them again
after the second food
chain has been
completed. After the
second time I will ask
the students to
determine the end of a

food chain themselves.
Once the web is
Students will raise their
complete I will have
hands and share what
students remain
they think the answers
connected. I will then
are.
ask the students a
series of questions to
build their knowledge
on food chains and
food webs. I will have
the questions printed
on a transparent sheet
and record the answers
as we go over them.
These questions will be
as follows:
1) Have we made food
chains? (Answer: Yes, a
lot.)
2) What do our food chains
look like together?
(Answer: A food web)
3) What is the difference
between a food chain
and a food web?
(Answer: A food web is
made up of a lot of food
chains.)
4) Who is holding the most
pieces of yarn? Why?
(Answer: The sun. All
food chains start with
the sun.)
5) Who else is holding a lot

of yarn? (Green plants.)
6) What would happen if
all the green plants
died? (Nothing else in
the food web would
survive.)
The next step will be an

activity for the
The students will begin

dropping out of the web.
students to see what
By having the students
would happen if
drop out one by one, they
someone in the food
will come to realize that
web were to drop out
animals and plants are a
(die). I will ask the
very important source to
students what would
one another for survival.
happen if the clover
died? Then, I will tell
the student who has

that index card to drop
the string.
Next I will assign the
students writing
prompt to answer in
their journals. I will
hand out the prompt
along with the rubric
for the assignment.
These prompts and
rubrics will be modified
for students that
require them. The
students will answer
this prompt in
paragraph form.
Once students have
completed their journal
assignments I will then
pass out a lesson
overview sheet that
includes key vocabulary

Students will take out
their journals and they
will begin to write their
prompt response in their
journals.

Students will keep their
lesson overview sheet in a
safe place to use later on
in the week.
and main ideas from

todays lesson. These
copies will include
modified versions for
students who require
them.

a. Instructional procedures:
a. Instructional Procedures:
List the teaching
approaches you will use to
Students will start class by answering questions
teach each step (such as
ppt, demonstrate example,
about what the definitions of predator, prey,
graphics, partner practice,
etc.). Include Instructional
carnivore, omnivore, and herbivore are.
Materials, Equipment and
Technology.
I will need a copy of they book How Many Ways
b. Multiple means of
engagement: List ways the
Can You Catch A Fly by Steve Jenkins.
students will participate in
the learning.
I will need 30 copies of the journal rubrics and
c. Methods of differentiation:
List accommodation or
prompts. These copies will include modified versions
differentiation strategies for
EL, LD, and Gifted.
for students who require them.
d. Remedial activities: List a
review sheet, or scaffolding
I will need 30 copies of the lesson review sheet.
worksheet.
e. Extension activities: What
These copies will include modified versions for
will students who finish
early do?
students who require them.
I will need a large bundle of yarn.
I will need 30 index cards with different

animals/plants on them including information about
what they eat and what eats them.
I will need a transparency with the activity questions

along with a dry erase marker. I will also need an
overhead.
b. Multiple means of engagement:
Students will contribute their thoughts towards the

introduction definition.
Students will participate as a class in the food

chain/food web activity.
Students will answer activity questions.
Students will individually write a journal entry about

what the difference between food chains and food
webs are providing an example along with key
vocabulary. There will be modified journal prompts
for students who require them.
c. Methods of differentiation:
LD students will receive a modified version of the

journal prompt and rubric that includes more
simplified instruction and lower-order thinking.
When students are individually writing, I will go
around and assist these students and provide them
with additional instruction as needed.
Gifted students will receive a modified version of the

journal prompt and rubric that includes higher-order
thinking.
EL students will receive a modified version of the

journal prompt and rubric that includes simplified
English and synonyms where needed. They will also
receive a lesson overview sheet that includes
synonyms and more simplified English.
d. Remedial activities:
Students will receive a lesson overview sheet that

lists the main ideas of the lesson and defines the key
vocabulary of the lesson.
e. Extension activities:
If students finish early they can read silently on their

independent reading and add it to their reading logs.

10. Closure: Briefly review the
key teaching points in the
lesson. Explain how students
will share what they have
learned in the lesson. Identify
two questions that you can ask.
Preview the next lesson for
your students.
10. The students will share what they have learned by

answering the activity questions. At the end of the lesson I
will go over the questions that we answered through the
activity. I will also go over the key vocabulary once more
asking for student participation to define the terms.

11. Independent Practice:
Describe how students will
extend their experiences with
the content and demonstrate
understanding of the lesson.
11. Students will be writing a journal response based on the

activity that we completed in class. This journal will require
them to use vocab words and main ideas from the lesson by
responding to the journal prompt.

12. Student Voice: Identify

12. I am going to encourage my students to participate in
how students will reflect and/or
communicate on their learning sharing their ideas of what they believe the vocab words are
or progress toward meeting the
goals (see chart below).
before starting the lesson. I will also encourage the students

to participate in answering the activity questions when we
are building the web. They will be working as a class to build
the animal food chains and food web. This will allow the
students to work with one another and build peer
relationships. After the lesson is complete, I will offer my
email address to my students. I will tell them that is they
have any further questions they may email me at anytime
and I will respond.

13. Reflection on
Student Learning:
Reflect on the
lesson,
assessments,
and student
voice to
identify
13.
1) Were the students actively participating in trying to define the vocab
words prior to starting the lesson?
2) Do the students seem engaged and understanding when building the
changes in
instruction.
food web?
3) Did the students actively participate in answering the activity questions?
4) Based on the student journals, did the students build a good
understanding of the key vocabulary and understanding of food chains and
food webs?
14. Next Steps:

Based on the
above, explain
how you will
adapt/adjust your
next lesson to
ensure students'
learning.
14. Based on how the students work as a class to build the food web, I can
15. Additional
Requirements
a. Acknowledge
ments: Give
credit to the
person who
created the
idea for the
plan, including
yourself, i. e,
"Instructional
Plan adapted
from _____;
and/or
Instructional
Plan Created
by _____.

b. References:
List in APA
format
references for
both learning
15. Acknowledgements:
try a different activity. We can cut and paste different food chains of
animals and the slowly build up to cut and paste a food web. I could also
assign some readings for the students to build more background
knowledge on animal diets in general.
Instructional plan adapted from AG in the Classrooms Weaving the Web

and modifications made by Emma Russell.
References:
Bloom's Taxonomy Verbs. (n.d.). Clemson University. Retrieved
Novemer 19, 2014, from
http://www.clemson.edu/assessment/assessmentpractices/re
ferencematerials/documents/

Weaving The Web. (n.d.). Retrieved November 22, 2014, from
http://forces.si.edu/main/pdf/2-5-WeavingTheWeb.pdf
strategies and
content.
The Sun
I provide all plants with

energy source.
Plants
I live off of water and

the suns energy. Worms
like to eat me.
Mouse
Worm
I like to eat worms.

I live off of plants.
Mice like to eat me.
Plants
Squirrel

the suns energy.
Squirrels like to eat me.
I live off of plants and

nuts. Fox like to eat
me.
Fox
Plants
I like to eat squirrels.

the suns energy. Beetles
like to eat me.
Beetle
Sparrow
I love to eat all kinds of

beetles.
I live off of plants.
Sparrows like to eat
me.
Plants
I live off of water

and the suns energy.
Deer like to eat me.
Deer
I like to eat plants and

fruit.
Plants
Bear
I like to eat deer.

the suns energy.
Chipmunks like to eat me.
Chipmunk
Hawk
I live off eating

plants and nuts.
Hawks like to eat me.
I like to eat chipmunks.
Plants
I live off of water

Frogs like to eat me.
Frog
I like to eat plants like

algae. Raccoons like to
eat me.
Plants
Raccoon
I like to eat frogs.

the suns energy.
Grasshoppers like to eat
me.
Grasshopper
Duck
I like to eat a
variety of plants.
Ducks like to eat me.
I like to eat grasshoppers.
Plants
Bison
I live off of water

Bison like to eat me.
I like to eat grass. Wolves

like to eat me.
Wolf
Plants
I like to eat buffalo.
I live off of the suns

energy and water. Prairie
dogs like to eat me.
Prairie Dog
Coyote
I love to eat grass.

Coyotes like to eat
me.
I like to eat prairie dogs.
Chick
Plants
I live off of the suns

energy and water.
Snake
I like to eat small

animals, like Chicks.
I like to eat corn seeds.

Snakes like to eat me.
Transparency Sheet
Food Web Activity Questions
1) Have we made food chains?
2) What do all of our food chains look like together?
3) What is the difference between a food chain and a food web?
4) Who is holding the most pieces of yarn? Why?
5) Who else is part of a lot of food chains?
6) What would happen if all the plants died?
Transparency Sheet
Food Web Activity Questions Completed
1) Have we made food chains?

Yes, a lot of them.
2) What do all of our food chains look like together?
It looks like a food web.

3) What is the difference between a food chain and a food web?

A food web is made up of a lot of food chains.
4) Who is holding the most pieces of yarn? Why?
The sun. All food chains start with the sun.

5) Who else is part of a lot of food chains?
There are a lot of different kinds of green plants.

6) What would happen if all the plants died?
Nothing else in the food web would be able to survive.
Food Web Journal Entry Prompt and Rubric

(General Education)

Journal Prompt:
In a two-paragraph response I want you to answer the following questions using complete
sentences. You will be graded on you punctuation and grammar use.
First Paragraph:
What is the difference between a food web and a food chain? Can you give an example of two
food chains? In these examples please identify who is the predator and who is the prey. Also,
please explain if this animal is an herbivore, omnivore, or carnivore and what it means. Please
underline the vocab words you have used in the paragraph.
Second Paragraph:
What would happen if the sun were to no longer shine? What would happen to food chains?
Please explain the importance of the sun and what would happen to all animals and plants if
the sun were to no longer exist. Trace the steps using a food chain.

The student
reasons
consistently and
with thorough
understanding.
The student uses
complex ideas.
The student
communicates
clearly and
shows strong
understanding of
key vocabulary
terms.
The student
reasons
consistently and
with general
understanding.
The student
reasons
consistently
and with
limited
understanding.
The student
reasons
inconsistently and
with limited
understanding.
The student
communicates
somewhat
clearly and has
limited
understanding
of key
vocabulary
terms.
The student
The student
Organization The student
organizes
h
is/her
organizes
h
is/her
organizes
of Ideas
journal in a
journal in a
his/her journal
strongly logical
appropriately
in a decently
way.
logical way.
logical way.
The student
The student
The student
Spelling,
writes his/her
writes his/her
writes his/her
grammar,
journal with few journal with
punctuation, journal with
practically
n
o
minor errors.
several minor
and style
errors.
errors.
The student
communicates
unclearly and has
limited
understanding of
key vocabulary
terms.

Reasoning
(Makes
sense)
Vocabulary
Total: _____/ 20 Points
The student
communicates
clearly with
general
understanding of
key vocabulary
terms.
The student is
incomplete in
his/her
organization of
their journal.
The student
writes his/her
journal with
several major
errors.
Food Web Journal Entry and Rubric

(Gifted Students)
Journal Prompt:
In a three-paragraph response I want you to answer the following questions using complete
First Paragraph:
What is the difference between a food web and a food chain? Can you give an example of three
food chains? In these examples please identify who is the predator and who is the prey. Also,
underline the vocab words you have used in the paragraph. Also please explain who is the
lowest on the food chain and who is the highest on the food chain?
Second Paragraph:
What would happen if the sun were to no longer shine? What would happen to food chains?
the sun were to no longer exist. Trace the steps using a food chain.
Third Paragraph:
Please try to provide an example of a food chain from each habitat we learned about in class
yesterday (grassland, ocean, desert, and rainforest). Explain why you think these are food
chains.

Reasoning
(Makes
sense)
Vocabulary
The student
reasons
consistently and
with thorough
understanding.
The student uses
complex ideas.
The student
communicates
clearly and
shows strong
understanding of
key vocabulary
terms.
The student
reasons
consistently and
with general
understanding.
The student
reasons
consistently and
with limited
understanding.
The student
reasons
inconsistently
and with limited
understanding.
The student
communicates
clearly with
general
understanding of
key vocabulary
terms.
The student
communicates
somewhat
clearly and has
limited
understanding of
key vocabulary
terms.
The student
The student
organizes
h
is/her
organizes
h
is/her
organizes his/her
of Ideas
journal in a
journal in a
journal in a
strongly logical
appropriately
decently logical
way.
logical way.
way.
The student
The student
The student
Spelling,
writes his/her
writes his/her
writes his/her
grammar,
practically
n
o
minor errors.
several minor
and style
errors.
errors.


The student
communicates
unclearly and
has limited
understanding of
key vocabulary
terms.
The student is
incomplete in
his/her
organization of
their journal.
The student
writes his/her
journal with
several major
errors.

(English Learners)

Journal Prompt:
In a two-paragraph response (4-5 sentences for each paragraph) I want you to answer the
following questions using complete sentences (correct/right grammar, punctuation, and
vocabulary (word choice)).
First Paragraph:
What is the difference between a food web and a food chain? Can you give an example of two
food chains? In these examples please explain/tell me who is the predator and who is the prey.
Also, please explain if this animal is an herbivore, omnivore, or carnivore and what it means.
Please underline the vocab words you have used in the paragraph.
Second Paragraph:
What would happen if the sun were to stop shining? What would happen to food chains?
the sun were to no longer be alive/die. Explain what would happen using the steps/process
using a food chain.

Reasoning
(Makes
sense)
The student
reasons/makes
sense
throughout the
entire journal
and with strong
understanding.
The student uses
complex/difficult
ideas.
Vocabulary The student
writes
clearly/very
good and shows
strong/very
good
understanding of
key vocabulary
terms.
organizes/
of Ideas
arranges his/her
journal in a
strongly logical/
understandable
way.
Spelling,
grammar,
punctuation,
and style
The student
writes his/her
journal with no
errors.

The student
reasons/makes
sense
throughout the
entire journal
and with
general/basic
understanding.
The student
reasons/makes
sense throughout
the entire journal
and with
limited/little
understanding.
The student
does not
reason/make
sense
throughout the
entire journal
and has
limited/little
understanding.
The student
writes clearly
with
general/basic
understanding
of key
vocabulary
terms.
The student
writes
somewhat/slightly
clearly and has
limited/little
understanding of
key vocabulary
terms.
The student
writes unclearly
and has
limited/little
understanding
of key
vocabulary
terms.
The student
organizes/
arranges his/her
journal in an
appropriately
logical/
understandable
way.
The student
writes his/her
journal with not
a lot of
minor/small
errors.
The student
organizes/
arranges his/her
journal in a
decently (ok)
logical/
understandable
way.
The student
writes his/her
journal with a lot
of minor/small
error.
The student is
incomplete/not
good in his/her
organization of
their journal.
The student
writes his/her
journal with a
lot of major/big
errors.

(Learning Disabled)

Journal Prompt:
In a two-paragraph response I want you to answer the following questions using complete
Questions:
What is the difference between a food web and a food chain? Can you give an example of one
food chain? In these examples please identify who is the predator and who is the prey. Also,
underline the vocab words you have used in the paragraph.

Reasoning
(Makes
sense)
Vocabulary
The student
reasons
consistently and
with thorough
understanding.
The student uses
complex ideas.
The student
communicates
clearly and
shows strong
understanding of
key vocabulary
terms.
The student
reasons
consistently and
with general
understanding.
The student
reasons
consistently and
with limited
understanding.
The student
reasons
inconsistently
and with limited
understanding.
The student
communicates
somewhat
clearly and has
limited
understanding of
key vocabulary
terms.
The student
The student
organizes his/her organizes his/her organizes his/her
of Ideas
journal in a
journal in a
journal in a
strongly logical
appropriately
decently logical
way.
logical way.
way.
The student
The student
The student
Spelling,
writes his/her
writes his/her
writes his/her
grammar,
practically no
minor errors.
several minor
and style
errors.
errors.

The student
communicates
clearly with
general
understanding of
key vocabulary
terms.
The student
communicates
unclearly and
has limited
understanding of
key vocabulary
terms.
The student is
incomplete in
his/her
organization of
their journal.
The student
writes his/her
journal with
several major
errors.
Food Web Lesson Review

Key Vocabulary

Predator- Animals that hunt other
animals, the one that is eating the other
for energy.

Prey- An animal/plant that is eaten to
provide another animal with energy.
Herbivore- an animal that eats only
plants.
Omnivore- an animal that eats both
plants and animals
Carnivore- an animal that eats only
animals
Food Chain- transfer of energy in
sequence, for example, from green
plants, to animals that eat plants, to
animals that eat other animals.
Food Web- a network of food chains
that are interconnected within a
particular community.

Examples

Food Chains:
Sun Grass Deer Bear
Sun Corn Chick Snake
Sun Grass Bison Wolf

Predators:
Sun Grass Deer Bear
The bear is a predator to the
deer.
The snake is a predator to the
chick.
The wolf is a predator to the
bison.

Preys:
Sun Grass Deer Bear
The deer is a prey for the bear.
The chick is prey for the snake.
The bison is prey for the wolf.

edTPA Elementary Lesson Plan Template

Teacher Candidate: Emma Russell
Grade Level: Grade 3
Date: 11/23/14
Subject: Language Arts
Instructional Plan Title: Adaptation Creation Day 3
Learning Standards: Which State Learning Goal (with Standard and Benchmark), Common Core
Standards, and relevant content area standards match each learning target?
State Goal 1: Read with understanding and fluency.

C. Comprehend a broad range of reading materials.
1.C.2a Use information to form and refine questions and predictions.
State Goal 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization, and structure.
3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of
speech; and accurate spelling, capitalization, and punctuation.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse
media formats, including visually, quantitatively, and orally.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Learning Targets: What should the students know or be able to do after the instruction? Use a common
format with a measurable verb that matches the cognitive domain of the standard.
1. Students will identify key vocabulary words and main ideas about adaptations.
a) Students will be watching the introduction video and popcorn reading the Designs for
Survival, I will verbally ask the students to pay attention to key words throughout and to
define the words. They will also be asked to use key vocabulary words on their paragraph
response for the journal entry. I will grade this using a rubric.
2. Students will apply their knowledge of adaptations to construct their own ideas of animal
adaptations.
a) Students will be creating their own animal using craft materials on a poster board,
they will the write a paragraph response explaining the adaptations that the animal
has/uses and what kid of adaptation it is (ex. physical or behavioral).
Materials:
Computer and Projector to show introduction video
30 copies of the introduction reading and worksheets (include modified versions for EL, LD, and
Gifted students)
30 How Will You Survive Rubrics and Instructions (include modified versions for EL, LD, and
Gifted)
30 poster boards
Craft materials (markers, magazines, scissors, glue, etc.)
30 lesson review sheets
Lesson Introduction: How will you introduce the concept, skill or task to gain students attention and
motivate them?
I am going to introduce students to the lesson by briefly overviewing what we learned in class
yesterday, which was animal diet and food chains. I am then going to explain that today we are learning
about animal adaptations. I will ask the student to raise their hands and share their thoughts on what they
think animal adaptations are. I will then show the students a YouTube video, Animal Adaptations
There Is No One Like Me (http://www.youtube.com/watch?v=S6iiuFj5hzo) which is a song created to
overview the definition of adaptations and different adaptations of animals. I will begin the video from
the start and stop the video at 3:22. This will introduce students to different ideas of animal adaptations.
After the video is complete I will ask the students again what they think animal adaptations are, and if
they could provide an example from the video we just watched. I will then pass out a reading and a
worksheet to the students. We will complete the reading as a class. We will split the reading up using
popcorn reading. After the reading I will ask if the students have any questions. I will then ask the
students to complete the worksheet individually. Once everyone has completed the worksheet, (after
about 5 minutes) I will rejoin the class and we will go over the answers as a class. I will ask for students
to volunteer their answers.
Instructional procedures: What teaching approaches will you use to teach each step?
1. I will open the lesson by briefly reviewing what we learned about in class the day before,
which were animal diets and food chains. I will then begin to explain to the students that
we will be learning about animal adaptations in class today.
2. I am going show the students a YouTube video that explains the different adaptations and
specific adaptations through a catchy song. Before starting the video I will ask the
students Do you know what animal adaptations are? I will then ask anyone who has
their had raised to share their ideas. Once everyone has shared I will start the video. I am
going to tell the students to pay close attention to the video content.
3. Next I will ask the students again What are animal adaptations? and Can you provide
an example of one from the video? I will ask the students who raise their hands to share
their ideas.
4. The next step will be handing out the reading sheets and worksheets. I will have modified
copies of the readings and worksheets for students who require them. I will have the
students read aloud using popcorn reading. One student will start and when he/she feels
like switching they will call a classmates name and that classmate will read next. The
students will continue doing this until the article is complete.
5. After the reading, I will go over the main points and key vocabulary words. I will ask for
student participation to define the words and main ideas from the reading.
6. After we have defined the main ideas and key vocabulary I will ask the students to
complete the worksheet individually. This worksheet provides a few animals and they
will need to match the adaptations of the animals based on description boxes.
7. Once everyone has completed their worksheets (about 5 minutes) we will rejoin as a
group. We will go over the answers as a class. I will ask for students to volunteer their
answers as we go over the questions.
8. Next I will introduce the assignment for today. I will pass out the assignment rubrics and
instructions before explaining. I will tell the students that they will be creating their own
animal. They will do this using a poster board, clippings from animal magazines, or
drawing their own adaptations. They will also be writing a paragraph response that
describes the animal they have created and what its adaptations are. They will glue this
response onto their poster board.
9. I will let the students begin their assignments, and I will walk around the classroom
assisting students where it is needed most.
Differentiated Instruction:
How will you adapt your teaching for Gifted?
For gifted students, I will create a poster assignment and a worksheet that requires a
portion of higher-order thinking.
How will you adapt your teaching for an EL?
For EL students I will provide a reading that has synonyms in it to allow them to better
understand. I will also provide a worksheet with synonyms and more simplified English.
For the poster assignment I will include instructions and a rubric that are written with
more simplified English and synonyms where necessary. I will also be sure to make my
way around to EL students while they are working on their posters to be sure that they
understand the assignment clearly and answer any questions that they have.
How will you adapt your teaching for LD (memory-processing disorder)?
For LD students I will provide a worksheet that is more simplified. Also, I will create a
more simplified version of the poster assignment. I will be sure to go around to students
who are LD while they are working on their posters to be sure they understand the
assignment and to answer any questions that they may have.
Closure: How will students share what they have learned in the lesson?
Students are going to share what they have learned in the lesson by completing the poster
assignment. They will be creating their own animal using magazine clippings, a poster board, and markers
that will include different types of adaptations. They will also be writing a paragraph response explain
why they chose the adaptations they have created, and what it will do for the animal or protect the animal
from. In this journal they will include key vocabulary from the lesson as well. I will be assessing them
using the rubric I have provided for them.
Differentiated Assessment: How you will measure learning of each target for General Education, or EL,
LD, and Gifted?
1. Students will identify key vocabulary words and main ideas about adaptations.
a) Students will be popcorn watching the introduction video and reading the Designs for
Survival, I will verbally ask the students to pay attention to key words throughout and to
define the words. They will also be asked to use key vocabulary words on their paragraph
response for their poster. I will grade this using a rubric. There will be a higher-order
thinking paragraph question for gifted students. There will be paragraph instruction with
more simplified tasks for learning disabled students. There will be paragraph instruction
that is written with more simplified English and synonyms for English-learning students.
2. Students will apply their knowledge of adaptations to construct their own ideas of animal
adaptations.
a) Students will be creating their own animal using craft materials on a poster
board, they will the write a paragraph response explaining the adaptations that
the animal has/uses and what kid of adaptation it is (ex. physical or behavioral).
There will be a poster assignment with higher-order thinking extensions for
gifted students. There will be a poster assignment with more simplified tasks for
learning disabled students. There will be a poster assignment written with more
basic English and synonyms for English-learning students.
Adaptations Designs for Survival Reading (General Ed)

From shoreline tidepools to its deep dark bottom, the Hudson River is a wild place.
Here one can discover many kinds of plants and animals, each with its own
adaptations for life in and along the river.
Adaptations help organisms do the things they must do to survive in their
environments. Living things have to take in food and avoid being eaten. They need
to survive summers heat and winters cold. They must sense what is going on
around them.
Hard shells, warm fur, and sharp thorns are

examples of how an organisms form or body can
adapt it for survival. These are called physical
adaptations. A catfish has whiskers with taste
buds. With this physical adaptation, the fish
finds food that it cant see in the darkness at
the Hudsons bottom.
Color is another physical adaptation that can help creatures

survive. The colors and patterns of this owls feathers resemble
the colors and patterns of tree bark. This makes the bird hard
to see as it sits against tree trunks. Color and pattern that
blends into the background is called camouflage.
Can bright color be a useful adaptation? Cant birds easily

spot monarch butterflies and make a meal of them? A bird
might try this once, but it wont do it again. Monarchs
taste bad. Their bright color is a warning of that fact. This
adaptation helps to protect monarchs from being eaten.
Behavior also helps animals survive. Monarch butterflies migrate south before
winter, when the cold would be deadly and there are no flowers to provide food.
American shad swim in schools for protection. The many fish darting here and
there confuse predators by making it hard to focus on just one shad. Migration and
schooling are examples of behavioral adaptations.
American shad
Adaptations Designs for Survival Questions (General Ed)

1. Define adaptation.
2. Give two examples of animal adaptations from the article. Explain how each
helps the animal survive.
3. Is each of the following a physical or behavioral adaptation? (All of these

organisms live in the Hudson Valley.)
(a) a map turtles shell.
(b) beavers building dams.
prickly pear cactus spines.
(d) a black bears deep winter sleep.
Adaptations Designs for Survival Reading (EL)

From shoreline (beach) tidepools to its deep dark bottom, the Hudson River is a
wild place. Here one can discover (find) a lot of different plants and animals, each
with its own adaptations for life in and along the river.
Adaptations help organisms (living things) do the things they must do to survive in
their environments (homes). Living things have to take in food and avoid being
eaten. They need to survive summers heat and
winters cold. They must sense (know/find out)
what is going on around them.
Hard shells, warm fur, and sharp thorns are

examples of how an organisms form or body can
adapt it for survival. These are called physical
adaptations. A catfish has whiskers with taste
buds. With this physical adaptation, the fish
finds food that it cant see in the darkness at the Hudsons
bottom.
Color is another physical adaptation that can help creatures

survive. The colors and patterns of this owls feathers resemble
(look like) the colors and patterns of tree bark. This makes the
bird hard to see as it sits against tree trunks. Color and pattern
that blends into the background is
called camouflage.
Can bright color be a useful adaptation? Cant birds easily spot monarch butterflies
and eat them? A bird might try this once, but it wont do it again. Monarchs taste
bad. Their bright color is a warning of that fact. This adaptation helps to protect
monarchs from being eaten.
Behavior also helps animals survive. Monarch butterflies migrate (move) south
before winter, when the cold would be deadly and there are no flowers to provide
food. A lot of fish swim in schools for protection. The many fish swimming here and
there confuse predators by making it hard to focus on just one fish. Migration and
schooling are examples of behavioral adaptations.
American shad
Adaptations Designs for Survival Questions (EL)

1. What is an adaptation?
2. Give two examples of animal adaptations from the reading. Explain how each
helps the animal survive (live).
3.
Circle the correct type of adaptation, physical or behavioral for each of the
following animals.
Physical
Behavioral
Physical
Behavioral
Physical
Behavioral
Physical
Behavioral
Adaptations Designs for Survival Questions (LD)

1. What is an adaptation?
2. Give one example of animal adaptations from the article. Explain how it helps
the animal survive.
3.
Circle the correct type of adaptation, physical or behavioral for each of the
following animals.
Physical
Behavioral
Physical
Behavioral
Physical
Behavioral
Physical
Behavioral
Adaptations Designs for Survival Questions (Gifted)

1. Define adaptation.
2. Give three examples of animal adaptations from the article. Explain what
type of adaptation it is. Explain how each helps the animal survive.
3. Is each of the following a physical or behavioral adaptation? (All of these

organisms live in the Hudson Valley.)
(c) prickly pear cactus spines.
My Animal Adaptation Creation

(General)
Name: ________________
Date: ____________
My animal creation includes parts from other animals including

_________________________________________________________
_________________________________________________________
_________________________________. My animal creation uses
its ______________ this is a ________________ adaptation used
to survive by _____________________________________________
_________________________________________________________
__________. The most unique feature of my animal creation is
its________________________________________ because
_______________________________________________________
_________________________________________________________
________________________________________________________.
My Animal Adaptation Creation Rubric

(General)
Name: _________________

Poster
Vocabulary
Organization
of Ideas
Spelling,
grammar,
punctuation,
and style
Date: _____________
The poster includes

all information
required. Student
has constructed
very creative and
unique animal
including at least
four different
adaptations.
The student writes
clearly and shows
strong
understanding of
key vocabulary
terms.
The student
organizes his/her
poster and
paragraph in a
strongly logical way.
Writes about four
different
adaptations and
explains which type
of adaptation it is.
The student writes
their journal with
practically no errors.
The poster includes

most of the
information
required. Student
has constructed a
creative and unique
animal including at
least three different
adaptations.
The student writes
clearly with general
understanding of
key vocabulary
terms.
The poster includes

a decent amount of
information
required. Student
has constructed a
good animal
including at least
two different
adaptations.
The student writes
somewhat clearly
and has limited
understanding of
key vocabulary
terms.
The student
The student
organizes his/her
organizes his/her
poster and
poster and
paragraph in a
paragraph in a
appropriately logical decently logical
way. Writes about
way. Writes about
three different
two different
adaptations and
adaptations and
explains which type explains which type
The student writes
The student writes
their journal with
their journal with
few minor errors.
several minor
errors.
The posted includes

very little
information
required. Student
did not construct a
creative or unique
animal and
included only one
adaptation.
The student writes
unclearly and has
limited
understanding of
key vocabulary
terms.
The student is
incomplete in
this/her
organization of their
poster and
paragraph. Writes
about one
adaptation but fails
to explain what type
The student writes
their journal with
several major
errors.
Total: _____/20
Grading Scale:
18-20 Points + +
16-17 Points +
14-15 Points
12-13 Points
11 Points and below

(Gifted)
Name: ________________
Date: ____________
My animal creation includes parts from other animals including

_________________________________________________________
_________________________________________________________
_________________________________. My animal creation uses
its ______________ this is a _____________ adaptation to survive
by ______________________________________________________
_________________________________________________. It also
uses its ____________ this is a ____________ adaptation used to
survive by ______________________________________________
________________________________________________________.
The two most unique features of my animal creation is
its_____________________ and _______________________
because ________________________________________________
_________________________________________________________
________________________________________________________.

(Gifted)
Name: _________________

Poster
Vocabulary
Organization
of Ideas
Spelling,
grammar,
punctuation,
and style
Date: _____________
The poster includes

all information
required. Student
has constructed
very creative and
unique animal
including at least six
different
adaptations.
The student writes
clearly and shows
strong
understanding of
key vocabulary
terms.
The student
organizes his/her
poster and
paragraph in a
Writes about four
different
adaptations and
explains which type
The student writes
their journal with
The poster includes

most of the
information
required. Student
has constructed a
creative and unique
animal including at
four-five different
adaptations.
The student writes
understanding of
key vocabulary
terms.
The poster includes

a decent amount of
information
required. Student
has constructed a
good animal
including two-three
different
adaptations.
The student writes
somewhat clearly
and has limited
understanding of
key vocabulary
terms.
The student
The student
organizes his/her
organizes his/her
poster and
poster and
paragraph in an
paragraph in a
way. Writes about
way. Writes about
three different
two different
adaptations and
adaptations and
The student writes
The student writes
their journal with
their journal with
few minor errors.
several minor
errors.
The posted includes

very little
information
required. Student
did not construct a
creative or unique
animal and
included only one
adaptation.
The student writes
unclearly and has
limited
understanding of
key vocabulary
terms.
The student is
incomplete in
this/her
poster and
paragraph. Writes
about one
The student writes
their journal with
several major
errors.
Total: _____/20
Grading Scale
18-20 Points + +
16-17 Points +
14-15 Points
12-13 Points
11 Points and below

(Learning Disabled)
Name: ________________
Date: ____________
My animal creation includes parts from other animals such as the

______________ from a(n) _____________________, the ___
___________ from a ____________________, and the __________
______ from a _________________. My animal creation uses its
______________ to survive by ____________________________
_________________________________________________________
_______________________. My animal creation is unique because
______________________________________________________
_________________________________________________________
__________________________________________________.

(Learning Disabled)
Name: _________________

Poster
Vocabulary
Organization
of Ideas
Spelling,
grammar,
punctuation,
and style
Date: _____________
The poster includes

all information
required. Student
has constructed
very creative and
unique animal
including three-four
different
adaptations.
The student writes
clearly and shows
strong
understanding of
key vocabulary
terms.
The student
organizes his/her
poster and
paragraph in a
Writes about four
different
adaptations and
explains which type
The student writes
their journal with
The poster includes

most of the
information
required. Student
has constructed a
creative and unique
animal including
two-three different
adaptations.
The student writes
understanding of
key vocabulary
terms.
The poster includes

a decent amount of
information
required. Student
has constructed a
good animal
including at least
one-two different
adaptations.
The student writes
somewhat clearly
and has limited
understanding of
key vocabulary
terms.
The student
The student
organizes his/her
organizes his/her
poster and
poster and
paragraph in a
paragraph in a
way. Writes about
way. Writes about
three different
two different
adaptations and
adaptations and
The student writes
The student writes
their journal with
their journal with
few minor errors.
several minor
errors.
1
The posted includes
very little
information
required. Student
did not construct a
creative or unique
animal including
zero-one
adaptation.
The student writes
unclearly and has
limited
understanding of
key vocabulary
terms.
The student is
incomplete in
this/her
poster and
paragraph. Writes
about one
The student writes
their journal with
several major
errors.
Total: _____/20
18-20 Points + +
16-17 Points +
14-15 Points
12-13 Points
11 Points and below

(English Learner)
Name: ________________
Date: ____________
My animal creation includes parts from other animals such as

(write about the parts of animals that you cut out from the
magazines)_______________________________________________
_________________________________________________________
___________________________________________. My animal
creation uses its (type of adaptation ex. fur, teeth, speed)
______________ this is a (behavioral or physical) ____________
________________ adaptation used to survive by _____________
_____________________________________________________
______________________________________________. The most
unique (interesting) feature of my animal creation is
its________________________________________ because _____
_______________________________________________________
_________________________________________________________
________________________________________________________.

(English Learner)
Name: _________________

Poster
Vocabulary
Organization
of Ideas
Spelling,
grammar,
punctuation,
and style
Date: _____________
The poster includes

all information
required. Student
has created a very
creative and
interesting animal
that has at least
four different
adaptations from
different animals.
The poster includes

most of the
information
required. Student
has constructed a
creative and unique
animal including at
least three different
adaptations.
The poster includes

a decent amount of
information
required. Student
has constructed a
good animal
including at least
two different
adaptations.
The posted includes

very little
information
required. Student
did not construct a
creative or unique
animal and included
only one
adaptation.
The student writes

clearly and shows
strong
understanding of
key vocabulary
terms.
The student
organizes their
poster and
paragraph in a
strongly logical
way.
The student writes
their journal with
practically no
errors.
The student writes

clearly with
general
understanding of
key vocabulary
terms.
The student
organizes their
poster and
paragraph in a
appropriately
logical way.
The student writes
their journal with
few minor errors.
The student writes

somewhat clearly
and has limited
understanding of
key vocabulary
terms.
The student
organizes their
poster and
paragraph in a
decently logical
way.
The student writes
their journal with
several minor
errors.
The student writes

unclearly and has
limited
understanding of
key vocabulary
terms.
The student is
incomplete in
their organization
of their poster and
paragraph.
The student writes
their journal with
several major
errors.
Total: _____/20
18-20 Points + +
16-17 Points +
14-15 Points
12-13 Points
11 Points and below
Animal Adaptation Review Sheet
Key Vocabulary
Examples

Adaptation- a change in a plant or animal that
Physical Adaptations:
makes it better able to live in a particular
A turtles shell
place or situation.
Webbed feet
Physical Adaptation- A physical adaptation
Sharp claws
involves some part of an animal's body, such

as the size or shape of the teeth, the animal's
body covering, or the way the animal moves.
Behavioral Adaptations:
Behavioral Adaptation- A behavioral
Migrating
adaptation includes activities that help an

animal survive. Behavior adaptations can be
learned or instinctive. (a behavior an animal is
born with).
Hibernating
Playing dead

Date: 11/24/14
Instructional Plan Title: Endangered Animals
State Goal 5: Use the language arts to acquire, assess and communicate information.
A. Locate, organize, and use information from various sources to answer questions, solve problems, and
communicate ideas.
5.A.2b Organize and integrate information from a variety of sources (e.g. books, intervewis, library reference
materials, web-sites, CD/ROMs).
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.
CCSS.ELA.LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
answers.
CCSS.ELA.LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
answers.
1) Students will identify key information about endangered animals and how humans can help.
a) Students will be completing a read-along worksheet that I will collect along with a
sketch and fact worksheet based on endangered animals. Students will be participating in
the web activity and sharing their ideas how humans can help based on their reading. I
will also be assessing the students using an exit-slip to measure their understanding at the
end of the day.
2) Compare different endangered animals to determine the reasons why they are endangered.
a) Students will be reading about different endangered animals and completing a fact and
sketch worksheet that will allow them to compare the animals. I will also be looking for
students to participate in the web activity and share their ideas based on the reading. They
will also be completing an exit slip at the end of class that will allow me to assess their
understanding of these different animals.
Materials:
1 copy of Almost Gone by Steve Jenkins
30 copies of the read-a-long worksheets
6 endangered animal information packets with a couple copies of each (different animals)
30 copies of the endangered animal sketch and fact worksheets
1 chalk board/white board
motivate them?
I am going to introduce the lesson by writing the term Endangered Animal on the board. I am
then going to ask the class if they know what an endangered animal is and if they could provide an
example. I will record their ideas onto the board as they respond. Once everyone who wanted to share has
responded I will share my definition of an endangered species. I will then begin to read the students a
story. I will be passing out a read-a-long worksheet to the students before I begin. The story I am
reading is Almost Gone by Steve Jenkins. This story goes over 21 endangered animals, the habitat the
animal lives in, and the reason for why the animal is endangered. The worksheet the students will fill out
while I am reading is a worksheet that asks them to identify 3-5 endangered species and their habitats and
why they are endangered. Once the story is complete I will go over the book and some of the animals that
are endangered focusing on why they are endangered. I will then begin to introduce the activity for the
day.
1. I will be asking students to participate in the introduction activity and complete the read-a-long
sheet as I read the story Almost Gone by Steve Jenkins.
2. I will go over the main ideas from the story and better define the term endangered species for
the students.
3. I will explain to the students that today in class they will be completing a research activity. I have
set the room up for a group project. The groups will be assigned to create heterogeneous groups. I
will have informational packets completed for 6 different endangered species (I will have copies
available for English Learning students with synonyms and more basic English words.) These
packets will be distributed at different table groups throughout the one (one specific species per
table group). I will explain to the students that they will be rotating in groups and completing the
endangered animal sketch and fact worksheet.
4. I will be rotating around the classroom being sure each group is on task and understanding the
assignment. I will be giving extra attention to learning disabled students and English learning
students.
5. After all the groups have rotated to all the table groups. I will then debrief with the students and
go over the specific animals they researched today in class.
6. I will then begin a web on the board, this web will be How Can Humans Help? and I will ask
the students to come up with ideas on how they can help these endangered animals. They will be
making these ideas based off of the reading they have completed and the introduction book that
we have read. Students will record these ideas into their notebooks.
7. Once we have completed the web, I will ask the students to complete an exit slip. I will use this
exit slip to assess their understanding of what they learned throughout the day in class.
Gifted students will receive a read-a-long worksheet that includes higher-order thinking
activities. They will also receive an animal sketch and fact worksheet that requires
higher-order thinking activities as well. The exit slip they receive will include questions
of higher-order thinking.
For English-learner students I will provide a reading research packet for each animal that
includes simplified English and synonyms where necessary. I will also provide EL
students with a read-a-long worksheet that is written with more simplified English. I will
also provide these students with a sketch and fact worksheet with more simplified
English. The exit slip they receive will be written with simplified English and synonyms
where necessary. I will be sure to walk around the classroom and assist these students to
provide them with further instruction and be sure they are on task.
For learning-disabled students I will provide a read-a-long worksheet that includes lowerorder thinking and is more simplified. I will also provide these students with a sketch and
fact worksheet that is more simplified. The exit slip I will provide them with will be
made with questions of lower-order thinking. I will also be going around to these students
while they are working on the worksheet to be sure they are on task and understanding of
the assignment.
After the students have completed their research we will be joining as a class and creating
a web based on How Humans Can Help. Students will generate ideas on how they can help
endangered species based on their research and the introduction book that we have read. I will
then ask the students to complete an exit based on the days lesson to measure their understanding
of endangered animals.
Differentiated Assessment: How you will measure learning of each target for General Education, or
EL, LD, and Gifted?
1) Students will identify key information about endangered animals and how humans can help.
a) Students will be completing a read-along worksheet that I will collect along with a
sketch and fact worksheet based on endangered animals. I will be grading these
worksheets based on their completion. Gifted students will receive worksheets with
higher-order thinking questions. Learning disabled students will be receiving worksheets
with lower-order thinking. English learning students will be receiving worksheets with
more simplified English and synonyms where needed. Students will be participating in
the web activity and sharing their ideas how humans can help based on their reading. I
will take note of the participation of the students while the web activity was going on. I
will also be assessing the students using an exit-slip to measure their understanding at the
end of the day. Gifted students will receive an exit slip with higher order thinking
questions. Learning disabled students will receive an exit slip with lower-order thinking
questions. English learning students will receive an exit slip with more simplified English
and synonyms where needed.
2) Compare different endangered animals to determine the reasons why they are endangered.
a) Students will be reading about different endangered animals and completing a fact and
sketch worksheet that will allow them to compare the animals. Gifted students will
receive worksheets with higher-order thinking questions. Learning disabled students will
be receiving worksheets with lower-order thinking. English learning students will be
receiving worksheets with more simplified English and synonyms where needed. I will
also be looking for students to participate in the web activity and share their ideas based
on the reading. They will also be completing an exit slip at the end of class that will allow
me to assess their understanding of these different animals. Gifted students will receive
an exit slip with higher order thinking questions. Learning disabled students will receive
an exit slip with lower-order thinking questions. English learning students will receive an
exit slip with more simplified English and synonyms where needed.
Read-A-Long Worksheet
(General Education)
Name: ____________________
Date:___________
Instructions: Please listen carefully to animals that are described in Almost Gone by Steve
Jenkins while your teacher reads it a loud. Please record information on at least four
endangered animals, follow the format below.

1.)
a.) What is one of the endangered species that Steve Jenkins focused on?

b.) Why is this animal endangered?

c.) Is there any way humans can help this animal?

2.)



3.)


(Gifted Students)
Name: ____________________
Date:___________
Instructions: Please listen carefully to animals that are described in Almost Gone by Steve Jenkins
while your teacher reads it a loud. Please record information on at least four endangered animals, follow
the format below.

1.)
a.) What is one of the most interesting endangered species Steve Jenkins focused on? Why do
you find it interesting?

b.) What is one of the main causes that made this animal endangered? How could this have
been prevented?

c.) How could you help this animal survive?

2.)

been prevented?


3.)

been prevented?

(Learning Disabled)
Name: ____________________
Date:___________

1.)
a.) What is the name of one endangered species that Steve Jenkins focused on?

b.) Why is this animal endangered? Is it due to something humans have done or
something the environment has done?

c.) Is there anything that could be done to help this animal survive?

2.)
a.) What is the name of one endangered species that Steve Jenkins focused on?

b.) Why is this animal endangered? Is it due to something humans have done or
something the environment has done?

c.) Is there anything that could be done to help this animal survive?

(General Education)
Name: ____________________
Date:___________

1.)

a.)
What is one of the endangered species that Steve Jenkins talked about and your teacher
read about?

b.)
What happened that made this animal endangered?
c.)
Is there any way humans can help this animal?
a.)
read about?

2.)

b.)

c.)

3.)
a.)

b.)

c.)
read about?
Endangered Animal Sketch and Fact Worksheet
(General Education)
Name: ____________________
Date:___________
In the boxes below, please sketch the animal that is identified in the endangered animal
section. Then write two interesting facts about the animal in the fact box. These facts can be
about how the animal became endangered, the lifespan of the animal, if these animals can be
saved, or any other fact that you find interesting through your reading research.
Endangered Animal
Gorilla
Tiger
Blue
Whale
African
Elephant
Sketch
Facts

Endangered Animal Sketch Facts
Panda
Chimpanzee


(Gifted Students)
Name: ____________________
Date:___________
In the boxes below, please sketch the animal in his/her habitat that is identified in the
endangered animal section. Then write three interesting facts about the animal in the fact box.
These facts can be about how the animal became endangered, the lifespan of the animal, if
these animals can be saved, or any other fact that you find interesting through your reading
research.

Endangered Animal
Gorilla
Tiger
Blue
Whale
African
Elephant
Sketch in Habitat

Facts
Endangered Animal Sketch in Habitat Facts
Panda
Chimpanzee


(Learning Disabled)
Name: ____________________
Date:___________
In the boxes below, please draw the animal that is identified in the endangered animal section
into the sketch box. Then write one interesting fact about the animal in the fact box. This fact
can be about how the animal became endangered, the lifespan of the animal, if these animals
can be saved, or any other fact that you find interesting through your reading research.
Endangered Animal
Gorilla
Tiger
Blue
Whale
African
Elephant
Sketch
Fact

Endangered Animal Sketch
Panda
Chimpanzee

Facts

(General Education)
Name: ____________________
Date:___________
In the boxes below, please draw the animal as best as you can in the first blank box. Then write
two facts about the animal in the fact box (the next blank box) . These facts can be about how
the animal became endangered, the lifespan of the animal, if these animals can be saved, or
any other fact that you find interesting through your reading research.
Endangered Animal
Gorilla
Tiger
Blue
Whale
African
Elephant
Draw the Animal

Facts

Endangered Animal Sketch
Panda
Chimpanzee

Facts
Chimpanzee
(General Education)
Overview:
Like us, chimps are very friendly animals, they take care of their babies for years and can
live to be over 50 years old. In their habitats in the forests of central Africa, chimpanzees spend
most of their days in the tree tops. When they do come down to earth, chimps usually travel on
all four legs, even though they can walk on
their legs like humans for as long as a mile.
They use sticks to fish termites out of piles
and leaves as cups to drink water.
Why They Matter
Humans are pushing chimpanzees

toward extinction (no longer being alive). Chimps have already disappeared completely from
four countries and are in danger everywhere else they live.

Threats
Chimpanzees catch a lot of
diseases. For example a disease called

Ebola has killed tens of thousands of
chimpanzees. Hunting and stealing is
another big threat to chimpanzees.
Meat has always been a primary food
source in Central and West Africa, but in recent years hunting and stealing has become popular
to satisfy the appetites of wealthy city residents. Baby chimpanzees are frequently taken alive
and sold in cities as pets.

What is WWF Doing?
WWF establishes, strengthens, and manages protected areas in
Central and West Africa. In Democratic Republic of Congo, the Central
African Republic, Gabon, Cameroon and other countries, we:
protect chimpanzees through making it illegal to hunt or steal

Chimpanzees
help governments establish and manage national parks and

homes where Chimpanzees live
watch the chimpanzee population to make sure it does not become too low
encourage sustainable use of forest resources in park buffer zones
build trans-boundary collaboration to develop partnerships between neighboring

countries
We also develop chimpanzee-focused tourism and work to stop illegal hunting and stealing.
WWF continues to look for ways to lower the want for chimpanzee as meat.
Information from: https://www.worldwildlife.org/species/chimpanzee
Chimpanzee
(English Learner)
Overview:
Like us, chimps are very friendly animals, they take care of their babies for years and can
live to be over 50 years old. In their habitats (homes) in the forests of central Africa,
chimpanzees spend most of their days at the top of the trees. When they come down to the
ground, chimpanzees usually travel
(walk) on all four legs, even though
they can walk on their two legs like
humans for as long as a mile. They use
sticks to fish termites (bugs) out of
piles and leaves as cups to drink water.
Why They Matter
Humans are pushing

chimpanzees toward extinction (no
longer being alive). Chimps have already
disappeared (gone missing) completely
from four countries and are in danger
everywhere else they live.

Threats (Dangers)
Chimpanzees catch a lot of diseases (become sick). For example a disease (sickness)
called Ebola has a lot of Chimpanzees. Hunting and stealing is another big threat (danger) to
chimpanzees. Meat has always been a popular food in Central and West Africa, but in recent
(the past few) years hunting and stealing has become popular to satisfy the appetites of rich
city residents (make them happy and fill their hunger). Baby chimpanzees are frequently taken
alive and sold in cities as pets.

What is WWF Doing?
WWF establishes, strengthens, and manages protected areas in Central and West Africa. In
Democratic Republic of Congo, the Central African Republic, Gabon, Cameroon and other
countries, we:
protect chimpanzees through making it illegal to hunt or steal
Chimpanzees
help governments establish and manage national parks and
homes where Chimpanzees live
watch the chimpanzee population to make sure it does not become

too low
encourage sustainable use of forest resources in park buffer zones
build trans-boundary collaboration to develop partnerships between

neighboring countries
We also have chimpanzee-focused tourism and work to stop illegal

hunting or stealing. WWF continues to look for ways to lower the want for chimpanzee as meat.
Information from: https://www.worldwildlife.org/species/chimpanzee

Panda
(General Education)
Overview
Despite their high importance and lack of natural predators, pandas are endangered. Severe
threats from humans have left fewer than 1,600 pandas in the wild, according to a 2004
survey. A population measure of the wild panda population is taken every 10 years.

Pandas are the rarest members of the bear family. They live mainly in bamboo forests
high in the mountains of western China, where they
eat almost only on bamboo. They must eat from 26 to
84 pounds of it every day, a difficult job for which they
use their enlarged wrist bones that function as
moveable thumbs.
A newborn panda is about the size of a stick of butter,

but can grow to up to 330 pounds as an adult. These bears are excellent tree climbers even
though they are bulky.
Why They Matter

Pandas play an important role in the bamboo forests where they roam by spreading
seeds and spreading growth of plants. In the Yangtze Basin where pandas live, the forests are
home to a stunning collection of wildlife such as dwarf blue sheep, multicolored pheasants and
other endangered species, including the golden monkey, takin and crested ibis.

The pandas habitat is at the geographic and
economic heart of China, home to millions of people. By

making this area more manageable, we are also helping to
increase the quality of life of local populations. Pandas
bring huge economic benefits to local communities
through tourism.
Threats

Hunting remains a very large threat. Hunting or stealing the animals for their fur has
declined due to strict laws and greater public awareness of the pandas protected status. But
hunters seeking other animals in panda habitats continue to kill pandas accidentally.
Chinas Yangtze Basin region, which holds the pandas primary habitat, is the geographic and
economic heart of this booming country. Roads
and railroads are increasingly breaking down
the forest, which separates panda populations
and prevents baby pandas from being born.
Forest destruction also reduces pandas access to the bamboo they need to survive. The
Chinese government has established more than 50 panda reserves, but only around 61% of the
countrys panda population is protected by these reserves.
What is WWF Doing?

WWF was the first international conservation organization
to work in China at the Chinese government's invitation. WWFs
main role in China is to help and influence conservation decisions
through information collection, demonstration of conservation
approaches, communications and capacity building.
Information from: https://www.worldwildlife.org/species/giant-panda
Panda
(English Learner)
About Pandas
Despite (other than) their high importance and lack of natural predators, pandas are
endangered. Severe (dangerous) threats from humans have left fewer than 1,600 pandas in the
wild, according to a 2004 survey (study/measurement). A population measure of the wild
panda population (amount of pandas in the world) is taken every 10 years.

Pandas are the rarest (hardest to find)
members of the bear family. They live mainly in
bamboo forests high in the mountains of western
China, where they eat almost only on bamboo (a
plant). They must eat from 26 to 84 pounds of it every
day, a difficult (hard) job for which they use their
enlarged (big) wrist bones that function (work) as moveable thumbs.
A newborn panda is about the size of a stick of butter, but can grow to up to 330 pounds as an
adult. These bears are excellent (very good) tree climbers even though they are bulky (very big).
Why Pandas are Important

Pandas play an important role in the bamboo forests where they roam (walk around) by
spreading seeds and spreading growth of plants. In the Yangtze Basin where pandas live, the
forests are home to a stunning (awesome) collection of wildlife such as dwarf blue sheep,
multicolored pheasants and other endangered species,
including the golden monkey, takin and crested ibis.

The pandas habitat is in the middle of China where
a lot of people live. By making this area more manageable

(more able to live in), we are also helping to increase the
quality of life of local populations. Pandas bring huge economic benefits (money) to local
communities through tourism (people coming to see them).
Threats (Dangers)

Hunting remains a very large threat (danger). Hunting or stealing the animals for their
fur has lowered due to a lot of laws and awareness (knowledge) of the pandas protected status
(position). But hunters seeking other animals in
panda habitats continue to kill pandas
accidentally.
Chinas Yangtze Basin region, which
holds the pandas primary (main) habitat, is the middle of this country. Roads and railroads are
increasingly breaking down the forest, which separates panda populations and prevents baby
pandas from being born.
Forest destruction (damage) also makes it harder for pandas to find bamboo, which is
the plant they need to survive. The Chinese government has
established more than 50 places for pandas to be safe, but only
around 61% of the countrys panda population is protected by these
places.
What is WWF Doing?

WWF was the first international conservation organization
to work in China at the Chinese government's invitation. WWFs
main role in China is to help and influence conservation decisions through information
collection, demonstration of conservation approaches, communications and capacity building.
Information from: https://www.worldwildlife.org/species/giant-panda

Tiger
(General Education)
Overview
Wild tiger numbers are at an all-time low. We have lost 97% of wild tigers in just over a
century (100 years). Tigers may be one of the most respected animals, but they are also close to
extinction. As few as 3,200 tigers exist in the wild today.
The largest of all the Asian big cats, tigers rely mainly on sight and sound rather than
smell. They typically hunt alone and track prey. A
tiger can consume up to 88 pounds of meat at
one time. On average, tigers give birth to 2-3
cubs every 2-2.5 years.
Tigers generally gain independence at two

years of age and fully grown at 3-4 years for females and at 4-5 years for males. Tigers have
been known to reach the age of 26 years in the wild.
Tigers are mostly independent animals, apart from associations between mother and
offspring. Individual tigers have a large

territory and the size is determined
mostly by the availability of prey. Across
their range, tigers face a lot of pressure
from hunting, killings and habitat loss.
They are forced to compete for space
with growing human populations.
Why They Matter

This big cat is admired and feared in equal parts, by
people around the world. If forests are emptied of every last
tiger, all that will remain are distant legends and zoo
sightings.
Threats
Tigers have lost 93% of their historic homes. Their habitat has been destroyed human
activities, including the clearing of forests for agriculture and timber trade and development
activities such as the building of new roads. Fewer tigers can survive in small, scattered islands
of habitat. Small islands of habitat also make tigers more easily hunted.
What is WWF Doing?

WWF is working on protecting and connecting tiger habitats. They are
also trying to monitor where tigers are living and making sure they have
enough food. The last thing the WWF is doing is trying to eliminate tiger
hunting and trading.

Information From: https://www.worldwildlife.org/species/tiger

Tiger
(English Learner)
About Tigers
Wild tiger numbers are at an all-time low. We have lost 97% of wild tigers in just over a
century (100 years). Tigers may be one of the most respected animals, but they are also close to
extinction (no longer being alive). Only 3,200 tigers live in the wild today.
The largest of all the Asian big cats, tigers find their
food using sight and sound rather than smell. They
typically (usually) hunt alone and track (find) prey (food). A
tiger can consume (eat) up to 88 pounds of meat at one
time. On average, tigers give birth to 2-3 cubs (babies)
every 2-2.5 years.
Tigers generally gain independence (live on their own) at two years of age and are fully
grown at 3-4 years for females and at 4-5 years for males. Tigers can live to be 26 years old in
the wild.
Tigers are mostly independent (live alone) animals, apart from associations
(relationship) between mother and offspring. Individual tigers have a large territory (part of
land) and the size is determined mostly by the availability of food. Across their range, tigers
face a lot of pressure from hunting, killings and
habitat loss. They are forced to compete (fight) for
space with growing human populations (amount of
humans living in their habitats).
Why Tigers are Important

This big cat is admired and feared in equal parts, by people around the world. If tigers
no longer live in the forests, all that will still be around are stories of tigers and tigers in the zoo.
Threats (Dangers)
Tigers have lost 93% of their homes. Their habitat has been destroyed by human
activities, including the clearing
(destroying/taking down) of forests for
agriculture (farming) and wood trade (selling of
wood) and development (growing) activities such
as the building of new roads. Less tigers can
survive in small islands of habitat. Small islands of
habitat also make tigers more easily hunted.
What is WWF Doing?

WWF is working on protecting and connecting tiger habitats.
They are also trying to monitor (watch) where tigers are living and
making sure they have enough food. The last thing the WWF is
doing is trying to eliminate (get rid of/ end) tiger hunting and
trading (selling).

Information From: https://www.worldwildlife.org/species/tiger

African Elephant
(General Education)

Overview
The African elephant is the largest animal walking the Earth. Their herds walk through
37 countries in Africa. They are easily recognized by their trunk that is used for communication
and handling objects. And their large ears allow them to release excess heat. Upper incisor
teeth develop into tusks in African elephants and
grow throughout their lifetime.
Why They Matter

The presence of African elephants helps to keep
good habitats for many other species. In central
African forests, up to 30 percent of tree species
may require elephants to help with spreading and development. They play an essential role in
shaping their habitat because of the enormous impact they have on factors ranging from fresh
water to forest cover.
Threats
Numbering three to five million in the last
century, African elephant populations were severely
reduced to its current levels because of hunting. In
the 1980s, an estimated 100,000 elephants were killed each year and up to 80% of herds were
lost in some regions. In recent years, growing demand for ivory, particularly from Asia, has led
to a surge in hunting and stealing. Populations of elephantsespecially in southern and eastern
Africathat once showed promising signs of recovery could be at risk due to the recent surge
in hunting and stealing for the illegal ivory trade.

What is WWF Doing?
WWF is protecting and managing the habitats of African Elephants.
They are increasing laws on the protection of these elephants. They are also
educating people who live around African Elephants about proper ways to
mitigate these animals without causing them any harm or pain.

Information From: https://www.worldwildlife.org/species/african-

elephant
African Elephant
(English Learner)

About African Elephants
The African elephant is the largest (biggest) on Earth. Their herds (groups of elephants)
live in 37 countries in Africa. They are easily recognized by their trunk that is used for
communication (talking to other elephants) and holding objects. And their large (big) ears allow
them to release (let out) excess (extra) heat. Upper incisor teeth (chewing teeth) develop into
tusks in African elephants and grow throughout
their lifetime (their entire life/all of their life).
Why African Elephants are Important

African elephants help to keep good
habitats for many other species (animals). In
central African forests, up to 30 percent of tree species may require (need) elephants to help
with spreading and development (building). They play an essential (important) role in shaping
(creating) their habitat because of the enormous (very big) impact (power) they have on factors
ranging from fresh water to forest cover.
Threats (Dangers)
Numbering three to five million in the last
century, African elephant populations (number of
elephants in specific areas) were severely (badly)
reduced to its current levels because of hunting. In
the 1980s, an estimated 100,000 elephants were killed each year and up to 80% of herds (packs
of elephants) were lost in some regions (areas of Africa). In recent years, growing demand
(need) for ivory, particularly from Asia, has led to a surge in hunting and stealing. Populations of
elephantsespecially in southern and eastern Africathat once showed promising (good) signs
of recovery could be at risk due to the recent surge (increase) in hunting and
stealing for the illegal ivory trade.
What is WWF Doing?

WWF is protecting and managing (organizing) the habitats of African
Elephants. They are increasing (creating more) laws on the protection of
these elephants. They are also educating people who live around African
Elephants about proper (right) ways to mitigate these animals without
causing them any harm or pain.
Information From: https://www.worldwildlife.org/species/african-

elephant
Blue Whales
(General Education)
Overview
The blue whale is the largest animal on the planet, weighing as much as 200 tons (about
the weight of 33 elephants). The blue whale has a heart the size of a Volkswagen Beetle (car).
Its stomach can hold one ton of krill and it needs to eat about four tons of krill each day. They
are the loudest animals on Earth and are even louder than a jet engine. Their low frequency
whistle can be heard for hundreds of miles and is probably used to attract other blue whales.
Why They Matter
Whales are at the top of the food chain and have
an important role in the overall health of the marine
environment. During the 20th century, the blue whale
was an important whaling target and even after it was
protected and commercial whaling stopped in 1966, exploitation efforts by the former Soviet
Union persisted.
Threats
Like other large whales, blue whales are threatened by environmental change including
habitat loss and toxics. Blue whales can also be
harmed by ship strikes and by becoming
tangled in fishing gear. Although commercial
whaling no longer represents a threat, climate
change and its impact on krill (shrimp-like
crustaceans), blue whales' major prey, makes
this cetacean particularly defenseless.
What is WWF doing?

Southern Chiles Gulf of Corcovado is an important feeding area for blue whales.
However it is also home to the countrys biggest salmon farms and utilized by industrial
fisheries. They create multiple threats to whales, from marine debris to by
catch to vessel strikes. WWF is using satellite tags to see what specific
routes are used by the whales and which areas are used the most often.
This information will help inform decisions about protected areas, to
prevent interactions between whales and salmon farms or wild-caught
fisheries.
Information From: https://www.worldwildlife.org/species/blue-

whale

Blue Whales
(English Learner)
About Blue Whales

The blue whale is the largest (biggest) animal on the planet, weighing as much as 200
tons (about the weight of 33 elephants). The blue whale has a heart the size of small car. Its
stomach can hold one ton of krill ( a lot!) and it needs to eat about four tons of krill each day.
They are the loudest animals on Earth and are even louder than a jet engine (engine on a
plane). Their low whistle can be heard for hundreds of
miles and is probably used to attract (call) other blue
whales.
Why Blue Whales are Important
Whales are at the top of the food chain and have
an important role in the overall health of the marine
environment (other fishes and animals in the ocean). During the 20th century, the blue whale
was an important whaling target and even after it was protected (kept safe) and commercial
whaling (whale hunting) stopped in 1966, incorrect (not right) efforts by the former Soviet
Union persisted (continued).
Threats (Dangers)
Like other large whales, blue whales are
threatened (in danger) by environmental
change including habitat loss and toxics
(dangerous chemicals and stuff in the water).
Blue whales can also be harmed (hurt) by ship strikes (bombing) and by becoming tangled
(stuck) in fishing gear. Although commercial whaling (whale hunting) is no longer a threat,
climate (weather) change and its impact (effect) on krill (shrimp-like crustaceans), blue whales'
major (most popular) prey, makes this cetacean particularly defenseless (unable to protect
itself).
What is WWF doing?

Southern Chiles Gulf of Corcovado is an important feeding area for
blue whales. However it is also home to the countrys biggest salmon farms
and utilized (used) by industrial fisheries. They create multiple threats
(dangers) to whales, from marine debris (garbage to vessel strikes (water
bombing). WWF is using satellite tags to see what specific routes (ways that
whales travel) are used by the whales and which areas are used the most often. This
information will help inform (educate) decisions about protected areas, to prevent interactions
(crossing) between whales and salmon farms or wild-caught fisheries.
Information From: https://www.worldwildlife.org/species/blue-whale
Gorilla
(General Education)
Overview
Gorillas display many human-like behaviors and emotions, such as laughter and sadness.
They even make their own tools to help them survive in the forest. In fact, gorillas share 98.3%
of their genetic code with humans, making them our closest cousins after chimpanzees and
bonobos. The largest of the great apes, gorillas are stocky animals with broad chests and
shoulders, large, human-like hands and small eyes set into hairless faces.
Why They Matter

In Central Africa, humans depend on the
same environment as gorillas for their food, water,
medicine and other forest products. Protecting
forests that house gorillas also conserves the forests
for the humans that live there. The Congo Basin is
home to the second largest tropical rainforest on Earth, which serves as the green heart of
Africa. Moisture generated by this forest falls as rain in the United States, meaning that the
impact of the loss of this forest will be felt globally.
Threats
Like humans, gorillas reproduce slowly,
giving birth to only one baby at a time and
then raising that infant for several years
before giving birth again. This slow
reproduction rate makes gorillas especially
vulnerable to any population declines.
Habitat destruction is a problem across their central African range. Gorillas are also still killed
for the meat trade. That trade has helped spread the Ebola virus, which is deadly to both
gorillas and humans. Efforts to protect gorillas are often troubled by weak law enforcement and
civil unrest in many places where gorillas live.
Scientists in 2003 estimated that a third of the wild
gorilla population had been killed by the Ebola
virus, and the species remain at risk. Additionally,
because gorillas share so many traits with humans,
they are susceptible to other human diseases.
Populations of gorillas that are in frequent contact with humans are particularly defenseless to
deadly respiratory infections.
What is WWF Doing?

WWF is doing their best to bring tourism to the habitats of
Gorillas. By doing this it will provide income and opportunities for

gorillas. They are also monitoring populations as best as they can. They
are studying the distribution of Gorillas and tracking where Gorillas are
living. They are monitoring the growth of disease, such as Ebola, among
Gorillas to try and stop the spread. They are also doing their best to
preserve the habitat as best as they can. They are trying to eliminate
human made destructions and designate areas for Gorillas to live.

Information From: https://www.worldwildlife.org/species/gorilla

Gorilla
(General Education)
About Gorillas
Gorillas display (have) many (a lot of) human-like behaviors and emotions, such as
laughter and sadness. They even make their own tools to help them survive (live) in the forest.
In fact, gorillas share 98.3% of their genetic code with humans, making them our closest cousins
after chimpanzees and bonobos. The largest of the great apes, gorillas are stocky (short)
animals with broad (big and strong) chests and shoulders, large (big), human-like hands and
small eyes set into hairless faces.
Why Gorillas are Important

In Central Africa, humans depend on the
same environment as gorillas for their food, water,
medicine and other forest products. Protecting
forests that house gorillas also conserves (protects)
the forests for the humans that live there. The Congo Basin is home to the second largest
tropical rainforest on Earth. Moisture (wetness) generated (created) by this forest falls as rain in
the United States, meaning that the impact of the loss of this forest will be felt globally (across
the world).
Threats (Dangers)
Like humans, gorillas reproduce
slowly, giving birth to only one baby at a
time and then raising that infant for several
years before giving birth again. This slow
reproduction rate makes gorillas especially
vulnerable to any population declines.
Habitat destruction (breaking) is a problem across their central African range. Gorillas
are also still killed for the meat trade (meat as food). That trade has helped spread the Ebola
virus, which is deadly to both gorillas and humans.
Efforts to protect gorillas are often troubled by
weak law enforcement and civil problems in many
places where gorillas live.
Scientists in 2003 estimated that the Ebola
virus had killed a third of the wild gorilla
population, and the species remain at risk (in danger). Additionally, because gorillas share so
many traits with humans, they are susceptible (more likely to get) other human diseases.
Populations of gorillas that are in frequent (a lot of) contact with humans are particularly
defenseless to deadly respiratory infections.
What is WWF Doing?

WWF is doing their best to bring tourism to the habitats of
Gorillas. By doing this it will provide income and opportunities for

gorillas. They are also monitoring populations as best as they can. They
are studying the distribution of Gorillas and tracking where Gorillas are
living. They are monitoring the growth of disease, such as Ebola, among
Gorillas to try and stop the spread. They are also doing their best to preserve the habitat as
best as they can. They are trying to eliminate human made destructions and designate areas for
Gorillas to live.

Information From: https://www.worldwildlife.org/species/gorilla

Endangered Animal Exit-Slip

(General Education)
1. What is an endangered species?
2. What are two reasons why some animals are endangered?

Provide the animal and the reason.
3. Did you enjoy this activity? If we were to do an activity like

this again what would you like changed?

(Gifted Student)
1. What is an endangered species? Please provide an example of
a mammal and an aquatic animal that are endangered.
2. What is the reason for the mammal being endangered? What

is the reason for the aquatic animal being endangered?


(Learning Disabled)
1. Please define the term endangered species.
2. What is one reason why an animal is endangered? Provide

the animal and the reason.


(General Education)
Please answer the questions below using complete sentences.
1. What is an endangered species?
2. What are two reasons why some animals are endangered?

What caused (made) these animals endangered? Provide the
animal name and one reason for it being endangered.


Date: 11/25/14
Instructional Plan Title: Animal Research Booklet
Conduct short research projects that build knowledge about a topic.
State Goal 5: Use the language arts to acquire, assess, and communicate information.
C. Apply acquired information, concepts, and ideas to communicate in a variety of formats.
5.C.2a. Create a variety of print and nonprint documents to communicate acquired information for
specific audiences and purposes.
1) Students will organize their understanding of animals into one research booklet to demonstrate
their knowledge.
a) Students will be completing a research booklet combining all of their knowledge they
learned throughout the week into one project. They will be assessed using a checklist that
I have provided for them. I will be monitoring the student work throughout class.
2) Students will identify animal habitats, diet, adaptation, and if the animal is endangered or not
based of research he/she conducts.
a) Students will be completing a research booklet that incorporates all of these topics in
one. They will be assessed using a checklist that I have provided for them. They will be
using their worksheets and activities from earlier in the week to help them complete this
assignment. I will be monitoring their work throughout class.
Materials:
30 Blank Research Booklet (including modified versions for students who require them)
Chalk board/white board
30 Checklists
motivate them?
I will introduce the lesson by telling the students we will be creating a research booklet based on
the four topics we learned about earlier in the week. I will be using the chalk board/white board and
writing out the four topics onto the board. I am then going to ask the students to take out their lesson
review sheets and other materials from their folder from earlier this week. I am then going to ask the
students to share what they know about animal habitats, diets, adaptations, and endangered animals. I am
then going to record what they have to say under the section that they talk about. Once I feel the class has
a good understanding of the topics we learned about this week I will then begin to introduce the research
booklet.
1. I will open the class discussion by overviewing the four topics we learned about throughout the
week. I will record every ones ideas on the topics onto the board under the specified section.
Once the students have all had the opportunity to share what they I have wanted to share I will
then begin to introduce the research booklet.
2. I will explain to the students that today they will complete a research booklet in class. They will
be choosing a specific animal to complete their booklet on. It can be any animal that we focused
on throughout the week. They will do this by completing the packet I have provided for them. I
will have modified versions available for the students who need them.
3. I will explain to the students that they will be completing these booklets individually. They will
be able to use the worksheets we have filled out throughout the week, their review sheets, and the
5 computers in the room if necessary to complete their research. I will inform the students that I
will be walking around the classroom to be sure everyone is on task. If anyone has any questions
throughout the activity I will be available at all times. If the students need extra time to finish
their research booklets they will be allowed to take them home over the weekend to finish them
up.
4. I will explain to the students that I will be grading them using a checklist. I will go over the
checklist as a class to be sure all students are aware of what is expected of them.
Gifted students will receive a research booklet that involves areas of higher-order
thinking.

English Learner students will receive a research booklet that is written with more
simplified English. The booklet will also have synonyms where necessary. I will also be
walking around to be sure these students understand the assignment clearly and are on
task. I will answer any further questions they have about the assignment.
Learning Disabled students will receive a research booklet that requires lower-order
thinking. I will also be walking around to be sure these students understand the
assignment and are on task. I will answer any further questions that these students may
have about the assignment.
I will close the lesson by asking the students how their research booklets are coming along. I will
ask if the students need more time to finish these assignments, if students raise their hands and say that
they do I will allow them to take these booklets home so they can finish them over the weekend. I will
also give my students my email address to email me with any further questions they have about the unit or
the research booklet. I will then briefly recap the week, I will explain the topics we learned about
throughout the week and some specifics of each. I will ask the students if they have any further questions,
if they do I will answer them. If not, I will dismiss the students to their next class of the day.
Differentiated Assessment: How you will measure learning of each target for General Education, or
EL, LD, and Gifted?
1) Students will organize their understanding of animals into one research booklet to demonstrate
their knowledge.
a) Students will be completing a research booklet combining all of their knowledge they
learned throughout the week into one project. They will be assessed using a checklist that
I have provided for them. I will be monitoring the student work throughout class. Gifted
students will receive a booklet with higher-order thinking requirements. English learning
students will receive a with more simplified English and synonyms where necessary.
Learning disabled students will receive a booklet with lower-order thinking requirements.
2) Students will identify animal habitats, diet, adaptation, and if the animal is endangered or not
based of research he/she conducts.
a) Students will be completing a research booklet that incorporates all of these topics in
one. They will be assessed using a checklist that I have provided for them. They will
be using their worksheets and activities from earlier in the week to help them
complete this assignment. I will be monitoring their work throughout class. Gifted
students will receive a booklet with higher-order thinking requirements. English
learning students will receive a booklet written with more simplified English and
synonyms where necessary. Learning disabled students will receive a booklet with
lower-order thinking requirements.
My Animal Research Booklet (Gen Ed)

By: ______________________
My Animal is:
__________________________
My Animals Habitat:
Fill in the blanks with information about your animals habitat.

1. __________________ lives in the ___________________.

2. Its home is made out of ___________________________.

3. Some things you might see in this animals habitat are
____________ , _____________ , and _______________.

4. Draw a picture of your animals habitat:
My Animals Food Chain
My Animals Adaptations

Draw and label the adaptations of your animal in the

box below.
Describe how these adaptations help your animal survive:

_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Is your animal an endangered species? ________.

Please explain what an endangered species is ________
_______________________________________________.
Some interesting facts about my animal:
Fact #1:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #2:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #3:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
My Animal Research Booklet (Gifted)

By: ______________________
My Animal is:
__________________________
My Animals Habitat:

1. __________________ lives in the ___________________.
The temperature in this habitat is ___________________.

2. Its home is made out of ___________________________.

3. Some plants or characteristics you might see in this
animals habitat are_____________ , and ______________.

4. Some other animals you might see in this animals habitat
are ___________, and _____________.


Identify the predator and the prey in this food chain.

Draw and label the adaptations of your animal in the

box below.

_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.

_______________________________________________.
Give two examples of endangered species ____________
________________________________________________.
Fact #1:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #2:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #3:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #4:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
My Animal Research Booklet (EL)

Name: ______________________
My Animal is:
__________________________
My Animals Habitat:
Answer the following questions.
1. What habitat does your animal live in?

2. What is your animals home made out of?

3. What are some other things you would see in this animals
habitat such as plants or other animals?


Please write your animals food chain in the boxes below.

Draw the adaptations of your animal below. For each

adaptation please label/write what it is.
Describe how these adaptations help your animal survive,

how do these adaptations protect you animal/keep your
animal safe?:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.

_______________________________________________.
What are some interesting/fun facts about your animal?

Please write them on the lines below.
Fact #1:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #2:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #3:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
My Animal Research Booklet (LD)

By: ______________________
My Animal is:
__________________________
My Animals Habitat:
1. What habitat does your animal live in? Grassland, desert,
rainforest, or ocean?

2. What is your animals home made out of? A lot of trees,
sand, water?

3. What are some other things you would see in this animals
habitat such as plants or other animals?

What is the food chain of your animal? Start with the sun, then a
plant, then an animal that eats plants, then an animal that eats
other animals.

Draw the adaptations of your animal in the box below.

Please label what the adaptations are.

_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.

_______________________________________________.

Fact #1:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Fact #2:
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________.
Research Booklet Grading Checklist

Name: ________________
Date: ____________
Cover Page
Habitat Page
Diet Page
Adaptation
Page
Fact Page
Student included his/her

name on the front of the
packet. Student included
his/her animals name on
the front of the packet.
Student drew a
recognizable picture of
their animal on the front
of their packet.
Student filled out all of the
blank sections on the
page. Student
demonstrated strong
habitats are and provided
strong ideas of what
would be in his/her
animals habitat. Student
drew a recognizable
picture of his/her habitat.
Student completed a
strong food chain that
demonstrated his/her
understanding of food
chains and of his/her
animals food chain.
Student drew a picture
that clearly demonstrated
his/her understanding of
adaptations and
adaptations specific to
his/her animal. Student
provided strong
information on how these
adaptations would help
the animal survive.
Student provided strong
information on if his/her
animal was an
endangered species and
was able to define what
an endangered species is.
Student provided very
interesting facts about
his/her animal.
Student included his/her

name of the front of their
packet. Student included
his/her animals name on
the front of their packet.
Student drew an
unrecognizable picture of
their animal.
Student did not write their

name on the front of
his/her packet. Student
did not write his/her
animals name on the front
of his/her packet. Student
drew an unrecognizable
picture of their animal.
Student filled out most

page. Student
demonstrated appropriate
habitats are and provided
decent ideas of what
would be found in his/her
drew a decent picture of
his/her habitat.
Student completed a food
chain that demonstrated
appropriate
animals food chain.
Student drew a picture
somewhat demonstrated
his/her understanding of
adaptations and
provided appropriate
adaptations would help
the animal survive.
Student provided
appropriate information
on if his/her animal was
an endangered species
and was somewhat able to
define what an
endangered species is.
Student provided
somewhat interesting
facts about his/her animal.
Student failed to fill out

page. Student did not
demonstrate
habitats are and did not
provide ideas of what
would be found in his/her
drew an unrecognizable
picture of the habitat.
Student completed a food
chain that failed to
demonstrate
animals food chain.
Student failed to draw a
picture that demonstrated
understanding of
adaptations and
failed to provide
adaptations will help the
animal survive.
Student failed to provide
information on if his/her
animal was an
endangered species and
was not able to define
what an endangered
species is. Student did not
provide interesting facts
about his/her animal.
Grading Scale:
- Exceeds
- Meets
- Needs Improvement

TPA Elementary Lesson Plan Template Teacher Candidate: Grade Level: Date: Subject: Instructional Plan Title: 1. Lesson Overview or Summary: in A Few

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TPA Elementary Lesson Plan Template Teacher Candidate: Grade Level: Date: Subject: Instructional Plan Title: 1. Lesson Overview or Summary: in A Few

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TPA Elementary Lesson Plan Template

the information presented into their notebooks. They will

2. The main idea of this lesson is for students to

3. The class contains 30 students. Within the 30 students

Recognize what habitats are and the

Construct a replica of their assigned habitat.

Teach their classmates about their assigned

contribute to the discussion at the

beginning of the lesson and

collaborate with group members to

discuss the specifics of a habitat.

present on the characteristics of

Formative: Students will

collaborate effectively with their

groups and learn about their habitat

and build a model of it using a

shoebox and provided materials.

Summative: Students will be

Formative: Students will effectively

present their findings about their

habitat to their classmates using

chart paper and their replica they

8. I will have the students gather as a group in a circle on

they have a good understanding of what a habitat is I will

lesson by asking the

to raise their hands and

students What do you

share their ideas on

know about habitats?

what they know/think

I will ask them to raise

they know about

their hands and share

what they know/think

they know. I will

record their answers

The students will

sit quietly and listen to

wanted to share their

the story paying

ideas has had the

attention to what the

opportunity I will then

main character sees and

read them the story I

talks about throughout

Took A Walk by Henry

Cole. I will tell the

students to pay close

attention to what the

character sees and

talks about throughout C.

The students will

raise their hands and

complete I will ask the

What do you know

students again What

about habitats? again.

do you know about

habitats? I will ask the

students to raise their

hands and share, and I