Kim Davis Lesson Plan: Science Introduction Lesson topic: Animal Habitats Length of Lesson: 50 minutes VA Standards of Learning

ing -4.5: The student will investigate and understand how plants and animals, including humans in an ecosystem interact with one another and with the nonliving components in the ecosystem, Key concepts include: d) habitats and niches Context 2nd lesson in this section of SOL 4.5. Global Themes Students will interpret how the world around them affects living things.. Content Objectives Students will: Identify habitats of living things. Analyze the specific needs of an animal met by their habitat. Assessment Aligned to Objectives Formative Students will explain and classify habitats Students will describe various types of habitats. Students develop a graphic organizer about an animal and its habitat. Summative Students will Identify habitats of living things and analyze the specific needs of an animal met by their habitat.

Materials/Technology and Advanced Preparation Stuffed frog Stuffed turtle graphic organizer sheets, 26 copies 8 index cards, each with a different animal names written on them boxes from library about the 8 animals 26 blank index cards action figures: Teenage Mutant Ninja Turtle and Sponge Bob

Teaching and Learning Sequence TIME TEACHER ACTIONS Introduction/Anticipatory Set 5 minutes Ring the chime to start the science lesson, ending DEAR time. Bring out stuffed animals: Stuffed frog and stuffed turtle. Ask what do these two animals have in common ? (live in same places, eat similar food, hibernate). Explain that these two animals share a habitat. Students put away books and clear desk. Students raise hands and answer questions. STUDENT ACTIONS

Lesson Development

2 minutes

Turn on computer (Prezi presentation), opening slide showing word habitat. Ask if anyone knows what the word means or includes. Have students give examples of different types of habitats. Begin presentation on habitats. After presentation is over, ask students if they can think of a type of habitat. Have them give an example of an animal that lives in that habitat. Ask why does that animal live in that habitat? Explain to class that they are going to work in groups charting out an animal and its habitat. The graphic organizer should have the animal listed in middle and all things provided by the animals environment with it. Each group of 3-4 students will come get an index card from the front of the room with an animals name on it (cards are upside down, blind picking of animal). The

Students raise hands and answer questions.

6 minutes

Students watch presentation. Students give examples of types of habitats and animals in that habitat

2 minutes

Students listen to explanation.

groups can include a picture of their animal and are to list the type of habitat (s) the animal is found in. Groups will work on this in class, using computers and classroom books to help find answers. (Library books have been chosen to help with the animals and brought to class). 5 minutes Turn on overhead and do one chart together as class, using a turtle as the example. After finishing mapping out the turtle as a class, break students into groups and have them begin project. Walk around room, student progress. checking on Students, as a class, help teacher fill out chart on the overhead about a turtle and its habitat. Students are broken into groups. Groups pick an animal card and begin work on their project. Groups present their animals and charts to the class.

15 minutes

10 minutes

Have each group present their animal and its chart.

Closure 5 minutes Tell the students you have 2 final creatures to ask them about. Hand out index cards and let the students know that they will have to write a card on one of the two characters. The index card should have the characters name, its habitat and three facts about the habaits that are important for that character. Pull out the Teenage Mutant Ninja Turtle action figure and Sponge Bob and show them to students. Students will pick one and fill out a card as an exit slip for this lesson. Students choose one of the figures and writes on the index card the name of the figure, its habitat and 3 facts about the habitat important for that character.

After filling out card, students place card in exit box.

Homework (If applicable): none References:

Lesson Organizer Prior Knowledge and NEW Instructional Content

Prior Knowledge: Students will have a basic understanding of animals, their behavior, and where they live. New Content: In order to meet this standard, it is expected that students will distinguish between structural (physical) and behavioral adaptations. investigate and infer the function of basic adaptations. understand that adaptations allow an organism to succeed in a given environment. explain how different organisms use their unique adaptations to meet their needs. describe why certain communities exist in given habitats

Instructional Modifications to ASSIST Students

Main Events of Instruction

Instructional Modifications to CHALLENGE Students

Students work with the teacher as a whole class to identity habitats for animals. Students work in small groups to find and document specific habitats and needs met by that habitat for an animal. Student groups present their finding

Students work with the teacher as a whole class to identity habitats for animals. Students work in small groups to find and document specific habitats and needs met by that habitat for an animal. Student groups present their findings.

Students work with the teacher as a whole class to identity habitats for animals. Students work in small groups to find and document specific habitats and needs met by that habitat for an animal. Student groups present their finding Students could document more than one animal.