Mollie Eichenberg

Teaching Date: 11/29/2018

Indiana Wesleyan University
Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
The students do not often do science in the classroom. The students do sometimes use Moby Max to explore science
concepts. I have noticed when I observe them that the content they are learning has to do with habitats. My teacher also
asked me to use her curriculum which has to do with habitats. I chose to create a scenario where students were helping a
zookeeper so that they would have a real-life connection and would have an inquiry-based experiences. I also knew that
the end product of creating an exhibit for an animal would require them to not just know about habitats but to also apply
that information. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
Students will understand that different plants and animals have different needs.
Students will hypothesize, collect and record data, analyze the data, and revisit their hypothesis.
B. Objective(s)— After researching, students will draw a picture or create a list of the necessary components
needed in an animal’s habitat including food and shelter.
C. Standard(s):
2-LS4-1 (NGSS) – Make observations of plants and animals to compare the diversity of life in different habitats.
SEPS.6 – Constructing explanations (for science) and designing solutions (for engineering)
SEPS.8 – Obtaining, evaluating, and communicating information
(CAEP K-6 3.c)
II. Management Plan –
Materials: iPads, white board, one recording sheet per student, letter for anticipatory set, habitat cards (from Mrs.
Hendey’s science kit), pictures of the animals
Space: Students will move to the carpet for the mini-lesson and will return to their seats for the remainder of the activity.
Behavior Management: Students will be asked to sign if they are misbehaving. Students who are behaving well will get to
earn an animal eraser. Students will be expected to remain in their seats and will be allowed to converse with the
individuals at their tables. They will be expected to raise their hand if they have a question.
III. Anticipatory Set (3 minutes)
• I will begin by saying, “I have a letter for you.” Then I will read the attached letter to my students. Next, I will ask,
“Has anyone been to the zoo before?” I will ask one or two students to share their experiences at the zoo with
the class.
IV. Purpose (2 min): "Today we are going to be learning about the different habitats that animals have. This is important
because animals are an important part of our earth and we can learn what they need to survive.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners--
Because students are working on iPads using websites with information they may be above their reading level, they
will be allowed to ask someone at their table for help with words that they get stuck on. My ELL student will work
with her buddy if she gets stuck on words and will research the same animal as her buddy. I will also check in with
her directly after explaining the instructions to see if she has questions, as well as frequently throughout the lesson.
Because many students are living in poverty and may not have been to a zoo before, I will ask some students who
have been to the zoo to share about what the zoo is and what their experiences are so that those who have not been
will still have some background knowledge. (CAEP K-6 1.b)

VI. Lesson Presentation (Input/Output) (33 min for mini-lesson and research time)
 Mini-Lesson (8 min)
 I will ask students, “What do animals need to live? I am looking for four things that all animals, including
humans, need to live.” I will call on students. I expect students to tell me air, food, shelter, and water as many of
them have seen this before. I will list these items on the board.
 “Different animals have different types of food and shelter because they live in different habitats. Sometimes
habitats are also called ecosystems or biomes. Today we are going to talk about seven different habitats. I am
going to tell you the names of them and I want you to raise your hand if you have a guess of what that habitat is
like.” I will list the habitat on the board and say it aloud and see if a student can tell me something about it. For
example, if I say ocean, and a student says it has animals that live in the water, I will have them come up and
select the card with the picture that matches that habitat and show it to the class. When someone chooses the

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 correct picture, I will put that picture under the name. Then I will tell students an animal that lives in that
habitat. I will repeat this process until all habitats have been matched with a picture and an animal.
 The list of animals that I will use for each habitat is as follows: woodland – bear, tundra – polar bear, tropical
rainforest – chimpanzee, grassland – elephant, ocean – shark, desert – gila monster, wetland - alligator

 “You are going to choose one of these habitats, along with its animal, to study. You will get on your iPads and go
to the site that I have listed on the board. You will then look for the squares that match the habitat and animal
you choose. Your job is to go to the websites and get all of the information you need so that you can tell
Zookeeper Zoe how to make good exhibits for her animals. My question is ‘What does your animal’s exhibit
need?” Think about the type of food the animal will need and the type of shelter. What will the temperature need
to be? How much water will the animals need and what will they need it for? What kind of cage will it need? I am
sure you will come up with even more things the animal will need. You are going to use this recording sheet to
help you.” I will go over the worksheet with students and show them how to use the Symbaloo
(https://www.symbaloo.com/mix/habitats54). I will have students repeat the directions back to me and ask for
questions. Then I will tell students they have twenty-five minutes to complete the worksheet. I will set a timer
on the board, so they can keep track of how much time they have left.
 Students will go back to their seats and work on the worksheet.

VII. Check for understanding.

 I will allow students to ask questions before working on the assignment by themselves
 I will also go around to students and ask them questions to check for understanding. I will ask the following
questions:
o What have you learned about the habitat you are researching?
o What does your animal have that helps it to live in this environment? Does it have fur? Does it have any
special abilities?
o What does your animal need to live at the zoo?
o What other animals do you think might live in this habitat and would need a similar zoo exhibit?
o Why are you designing your zoo exhibit the way you are?

VIII. Review learning outcomes / Closure (5 min)

After students have completed their worksheets, I will give them each one minute to share with someone
else. Then I will call on a few students who I feel have done an exceptional job to share with the whole class.
After a student shares, I will ask, “What is valuable to this animal?” and have students share out.

PLAN FOR ASSESSMENT

I will collect students’ recording sheets and use them as a formative assessment. If I were to teach more lessons, I would
eventually have a summative assessment where students would have to write about why animals need different types of
environments to live in. I would also have them write about the things that all animals need.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were my students able to use the technology efficiently?
8. Were the students able to locate information that was needed to answer the questions?
9. Were students able to make reasonable hypotheses?
10. Did students create a produce that incorporated their knowledge of habitats?

Revision Date: August 21, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards

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Dear Mrs. Hendey’s Class,

I am wanting to expand my zoo by adding more animals so people that come and visit

can see them. The problem is, I do not know what kind of space they will need. I know Miss

Eichenberg has taught you a couple of lessons about finding value. I was wondering if you could

help me discover what animals find valuable. What do animals need to survive? Will they need

to be in a hot environment or a cold environment? Will they need plants near them? Will they

need a pond or a pool? I want the animals to all be comfortable and want the exhibits to be as

close to the animals’ natural habitats as possible. I was wondering if you could help me. I hope

you can help me figure out what my animals will need to stay healthy. Ask Miss Eichenberg if

you have any questions and I cannot wait to see what ideas you come up with.

Sincerely,

Zookeeper Zoe

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Name _________________________________

Habitat ________________________________

Animal ________________________________

Before you research, predict what you think your animal will need in its habitat.

Record the information you find from the websites.

Food Habitat Other

Draw a picture of the habitat or write a list of the things your animal would need. (You can use

the back if you need to.)

How close was your prediction to what the animal actually needs?