Name:

Khadija Mohammed Al Teneiji

Grade Level: Year 2 Rowling
Day: Monday 5th March 2018

CCSS Standards: To understand animals and humans.

Main Lesson Aims (Concepts, Procedures, & Processes):

The aim of this lesson is to make students map habitats and identify what’s in it. In
addition, students will acquire how to classify objects that are living, dead and never been
alive since this lesson is consecutive and follows their previous lesson. Therefore,
students will learn how to compare and differentiate between each other’s work. To
elaborate, this lesson will require them to share and compare their work with other
students in order to find out the similarities and differences.
Materials:
teacher books
NA
student book(s)
Books
worksheets/ papers
Local Habitat map sheets and Local Habitat Living, Dead or never alive.
teacher materials
White board to write down classroom behavior rules.
student materials/
manipulatives
Mini white boards, markers and pencils.
technology
Projector and computer (present the Local habitats presentation)
other
NA
Key vocabulary with definitions (and pictures if appropriate):
Word

Glossary definition
Image

Habitats

A habitat is a place where animals and plants live, where they can find everything they
need to stay alive.
 Urban Habitat

Urban habitats are areas with lots of buildings for people to live and work in.

Coastal Habitat

Coastal habitats are places where the land meets the sea.

Woodland habitats are areas with lots of trees

Woodland Habitat that grow close together.

Pond HabitatStudents’Pond habitat

Prior is a body of fresh water. Some
Knowledge:
ponds are man-made and appear in parks and
gardens.
Students have learnt previously about the differences between living, dead and never
alive things and they can identify and differentiate between them. Also, they are capable
of answering questions about living and non-living things with providing examples. In
this lesson, students will learn about the different habitats around the world as well as the
habitats found in Abu Dhabi. Adding to that, student will link and apply their knowledge
of living, dead and never alive things into the habitats that they will learn about.
Possible Problems and Misconceptions:

Negative behavior could occur throughout the lesson by drawing on the mini white
boards that students will use when listing the living, dead and never alive things that they
will see (pictures). Therefore, lower leveled students might find some difficulties with
recalling the four different habitats in Abu Dhabi. Also, some students might forget the
differences between living, dead and never alive things. Finally, some students might not
be polite when they compare their work between each other at the end of the lesson.

Solutions:

Behavior rules will be clearly announced at the beginning of the lesson in order to avoid
any negative behavior from occurring. Also, teacher will inform them that the student
who will not follow the rules will not participate within the activity. The teacher will
work with the lower leveled students so as to guide, support and scaffold them to ensure
that they are on the right track. Thus, at the beginning of the lesson the teacher will
review and activate students prior knowledge of living, dead and never alive things. This
is to make them relate and apply their previous knowledge within the concept that they
will learn about. Finally, the teacher will inform the students that we are polite to each
other and we need to be nice when we are comparing our work together.
Lesson Schedule
Targeted teacher language: Throughout this lesson, teacher will use the following
words: Living and non-living things, life process, dead, never alive, habitats, urban
habitat, coastal habitat, woodland habitat, pond habitat, dessert habitat and mangrove
habitat.

Student language: Throughout this lesson, students will use the following words: Living
and non-living things, life process, dead, never alive, habitats, urban habitat, coastal
habitat, woodland habitat, pond habitat, dessert habitat and mangrove habitat.
Engage (warm up, review prior knowledge):

At the beginning of the lesson teacher will:

Clearly announce the classroom rules to the students and inform them what is expected
from them (raise their hands if they need support, listen carefully to the teacher/ follow
instructions and work collaboratively). Secondly, announce the goal and the aim of the
lesson to the students in order to give them an idea about what they will be learning and
doing throughout the lesson (map local habitats and identify what’s in it- living, dead or
never alive things.). After that, activate students prior knowledge by asking them ‘Year
two, who can remind me about the differences between living, dead, and never alive
things?’. Afterwards, engage the students by showing them your house and tell them
‘Year two, who do you think lives in this house?’ Apply the think pair share strategy by
making them turn to the person next to them and discuss their thoughts. Next, introduce
the habitat by telling them ‘Year two, I will ask you questions and all of you will answer
me by yes or no. Do we all have a house? Do we all eat healthy food to keep us alive? Do
you think our houses keep us safe and sheltered?). Then, inform them ‘What about
animals and plants do you think they have a house to keep them safe and an environment
that provides them with food to keep them healthy and alive?’(This will give them an
idea about habitats and their different types).

(Reward the students who behave well and participate within the classroom by giving
them house points and making them high five their teacher).

Time:

5 minutes
Core (introduce and practice new concepts & procedures):

At the middle of the lesson teacher will:

Present the power point to the students in which, firstly she will discuss and explain to
them the meaning of habitats and their impact and importance in our life. Then, introduce
the habitats around the world (Urban, woodland, pond and coastal) and ask them
questions that are going to expand and fulfill their understandings and get them involved
within the lesson. For example, ‘Do you think lions and bears can live in urban habitats?,
What about dogs, cats and birds?, Can you think of animals or creatures that live by the
ocean?. After that, link students knowledge of living, dead and never alive things by
showing them a coastal habitat picture and make them identify the animals or creatures
they find. Hence, the teacher will only choose students who are sitting properly and
raising their hands. Afterwards, introduce the habitats found in Abu Dhabi by asking
them ‘Year two, what about the habitats in Abu Dhabi? Do we have deserts? Do we have
coastal areas? Do we have urban areas? And do we have mangroves? . In such way, the
teacher ensures that students are engaged and focused within the lesson. Then, inform the
students that they will see pictures of local habits in Abu Dhabi and they need to identify
the living, dead or never alive things or animals by listing it down on their mini white
boards. To elaborate, students will be working in pairs in order to identify the answers.
Hence, the teacher will inform the students that once they have listed out their answers
they need to raise up their boards and wait for their teacher to feedback them. Therefore,
before assigning students with their task, the teacher will check students understanding
by applying think pair share strategy and ask them questions such as ‘Year two, urban
habitats are areas full of big trees (true or false)?, dessert habitat is a place that is full of
buildings (true or false). Subsequently, assign the students with the task they need to
complete. In which, emerging students will draw a map of a local habitat along with any
animals, plants or trees they find within the habitat that they choose (emerging students
will work under their teachers guidance). Whereas, developing and mastering students
will draw a map of a local habitat along with any animals, plants or trees they find within
the habitat that they choose. Also, they will list what kind of habitat they chose and they
will draw/ label any animals they find in that habitat. Finally, students who finish early
will be given an extension to complete. In which students will be given another
worksheet that requires them to search for a book and list down living, dead and never
alive things.

(Reward the students who are working collaboratively and finished their work by giving
them stickers).
(Transition: Teacher will transition the students in to the last part of the lesson (plenary)
by clapping her hands).

40 minutes
Close (wrap up, discussion, brief review activity or assessment):

At the end of the lesson teacher will:

Ask the students if they have enjoyed the lesson and what part they enjoyed the most.
Next, make them recall what they have learnt about during the lesson and ask them if
they are confident with the topic or not. Then, inform them that they will be sharing the
maps that they have created along with the student next to them. Tell them that they need
to find the differences and similarities between their work. Finally, remind them that they
are polite and nice to each other in order to avoid any negative behavior from occurring.

10 minutes