TAP IMPACT Plan

STATEMENT OF PURPOSE AND RATI ONALE

In order to help future generations better understand how organisms relate to their
environments and how we as humnas must be able to adapt to our environment beginning
teaching the basics of ecosystems in primary grades is essential. First grade students must
have foundational knowledge of ecosystems in order to build on that knowledge as they
progress into higher grades and more complex levels of understanding. Ecosystems have
a direct correlation between the earth and the sustainability of human life. For students to
grasp the importance of natural resources and the vitality of their environment,
ecosystems must be part of their science curriculum at a very early stage. Students must
be able to make connections between life cycles, the earth and the environment they live
in. Studying ecosystems and their functions develops the basic understanding for these
topics.

UNI T ESSENTI AL QUESTI ON(S)

What do plants and animals need to survive and where are these found?
How do plants and animals meet their needs in their environment?
How do humans protect and improve their environment?

I CAN STATEMENT(S)

Explain what plants need including air, water, light, space, food, and
shelter.
Explain what animals need including air, water, space, food, and shelter.
Tell how plants and animals get what they need from their environment.
Give examples of how plants and animals meet their needs in NC and in
other places.
Describe different ways that humans protect their environment.


DESIRED LEARNING OUTCOME(S)

Recognize that plants need air, water, light, space, food, and shelter.
Recognize that animals need air, water, space, food, and shelter.
Recognize that plants and animals find what they need in their
environment.
Give examples of how plants and animals meet their need in NC and in
other places.
Summarize ways that humans protect their environment.




ASSESSMENT FORMATIVE AND SUMMATIVE

Assessment is vital in the progress monitoring process. Formative assessment is a key
tool that teachers may utilize in order to monitor a students understanding of a topic on a
daily basis. There can be many types of formative assessment between student work
samples to teachers notes. Formative assessment is ongoing and shows growth from
lesson to lesson. Formative assessment lasts throughout the unit plan and is a tool for
teachers to use for planning and differentiating instruction. Summative assessment is a
tool that is used to determine the total knowledge and understanding a student has of the
topic. Summative assessment is the final assessment piece in a unit. It gauges the sum of
a students understanding and can be graded based on a rubric.


Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 1
UNIT TOPIC: Ecosystems/Habitats & Organisms
Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will recognize that animals need air, water, light, space, food and shelter.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
Common Core/NC Essential Standard(s):
1.L.1 Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
Clarifying Objective:
Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.
Materials and resources needed:
Graphic Organizer (Pre-assessment)
Poster Paper
Markers
Pencils
Animal Photos
Plant Photos
Promethean Board
Erasers
Crayons
White paper
Lined Paper
Science Journals
Teaching strategies:

Introductory strategy:
Have students begin the lesson by sitting in a circle on the carpet for whole group
instruction. The teacher will then hold up a photo of a plant and ask students to
brainstorm what they think this plant needs to survive making sure that no
students call out or respond verbally. Be sure to stress the importance of thinking
in their head. Then hold up a photo of an animal and ask the students to
brainstorm what the animal might need to survive. Then prompt the students to go
back to their seats to complete their graphic organizers (pre-assessment piece).
Give explicit instructions on how to fill out the graphic organizer and model this
for the students not giving them any information.
Instructions:
Students you have a paper in front of you with two bubbles. One that says
plant and one that says animal. I want for you to draw lines to make
connections about what you brainstormed. Think of the things that you know are
necessary for the plant and animal to survive and write those things down when
you make your connections to the bubbles.
This portion of the lesson will last for 20 minutes.
Main instructional strategies
At this time pick up all students pre-assessment graphic organizers and have
students get into their predetermined small work groups (based on their
workshop groups by colors). Each group will be given a poster paper to write on
in addition to a marker (the color will correlate directly to the color of their
group). Each group must choose a writer, let the students know if they cannot
decide on a writer then you will choose for the group. Then the teacher will tell
each group whether they are a plant or animal group (there will be 4 groups of
five so two of each) and the writers will then be instructed to write either plant or
animal at the top of their papers. Then ask the students to brainstorm together as a
group what they think their living organism would need to survive and instruct
them to make a list of those things below their initial writing. Have students in the
group go around in a circle to share out ideas. Be sure to let students know that
they must work together as a team and that their answers are all very important to
their groups work. Give students 10-15 minutes to complete this portion of the
lesson.
Concluding strategies
Ask students to stop their writing after the 10-15 minute period and collect at the
markers. At this point the teacher will also collect all of the posters from each
group and then on a sticky note have students individually write what they think
out of all the ideas on their posters is the most important thing for both plants and
animals to have to survive. This will serve as a formative assessment piece and
will give the teacher a better understanding of what students know and do not
know in addition to the pre-assessment organizers. Once the students have
completed their sticky note with their names on them they are to place them inside
of their science journals for the teacher to check later.
This portion of the lesson will take ten minutes.
Assessment (utilize a blend of traditional and performance assessments):
The pre-assessment graphic organizer is a tool that will be used to guide the teachers
instruction but also to gauge student learning and growth once the summative assessment
piece is given at the end of the unit.
The sticky notes in the science journals serve as a formative assessment piece for the
teacher to see whether the students understand the basic needs of survival for living
things.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be allowed to work in the group setting as long as she stays on
task. If not she will be prompted to work on her own in order to help her focus. Her work
will also be scribed for the pre-assessment graphic organizer.
Student B: The teacher will ensure that the group work be done quietly and that the noise
level in the classroom be kept to a minimum while the students are working. She will also
ask the student to give her the two most important things he qualifies as essential to
survival instead of just one (causing him to engage in higher order thinking).
Student C: The teacher will ensure that this student is given extra time to work on their
graphic organizer if necessary in addition to helping spell any words that may be too
difficult for him as he may come up with a much deeper answer to the prompts than
grade level students.




















Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 2
UNIT TOPIC: Ecosystems/Habitats & Organisms
Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will recognize that animals need air, water, light, space, food and shelter.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
Common Core/NC Essential Standard(s):
1.L.1 Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
Clarifying Objective:
Recognize living versus nonliving things.
Know the characteristics of living organisms as well as nonliving.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.
Materials and resources needed:
Graphic Organizer (Pre-assessment)
Poster Paper
Markers
Pencils
Promethean Board
Document Camera
Erasers
Crayons
White paper
Lined Paper
Science Journals
Teaching strategies:

Introductory strategy:
In order to tie in the first lesson the teacher will reintroduce the topic to students
by bringing out both photos used in the last lesson. She will then give students the
proper names of each and explain the ecosystems where they come from and what
they need to survive. She will then explain to students that they rely on their
specific ecosystem for survival and that if they were to try to live in another
ecosystem they may not live. She will stress the importance of natural resources
and how they affect each organism both plant and animal. The teacher will then
introduce the idea of organisms within environments being living and nonliving.
This portion of the lesson will take 15 minutes.
Main instructional strategy:
The teacher will continue to discuss in the whole group the difference between
living and nonliving things by giving examples of each to students. Example:

Living Nonliving
Ladybug Paper
The teacher will then review the things necessary for organisms to live that were
discussed in the prior lesson. Once the teacher has finished her discussion with
students giving time for questions and answers she will send students back to their
tables to begin their work. This portion of the lesson will be when the students
work independently to make a T-Chart on their white paper to come up with a list
of living organisms and nonliving. The students will be given an example of how
to create their T-Chart using the Promethean board and document camera. The
teacher will then allow students to create their charts and write out their ideas.
This portion of the lesson will take 25 minutes.
Concluding strategies
Once the teacher has told the students to find a stopping place in their work and
direct them back to the carpet with their work. She will then give students the
chance to share living and nonliving things they came up with and will make a
master poster of these things to hang up in the classroom for the remainder of the
unit. The teacher will then take up the students papers and transition into the next
portion of the schedule for the day.
Assessment (utilize a blend of traditional and performance assessments):
The teacher will use the T-Charts as a formative assessment tool to gauge students
understanding of the concept taught during the lesson. This will be utilized to direct and
drive instruction in the following lessons.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be allowed to explain their work one on one instead of in front
of the class. She will be able to sit in a chair outside of the group instead of on the carpet
in the whole group session in order to help her focus and not be distracted by others. Her
work will also be scribed for the T-Chart.
Student B: The teacher will ensure that the T-Chart creating be done quietly and that the
noise level in the classroom be kept to a minimum while the students are working. She
will also ask the student to give her at least four examples on each side of the chart to
challenge them.
Student C: The teacher will ensure that this student is given extra time to work on their T-
Chart if necessary in addition to helping spell any words that may be too difficult for him
as he may come up with a much deeper answer to the prompts than grade level students.








Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 3
UNIT TOPIC: Ecosystems

Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will recognize that animals need air, water, light, space, food and shelter.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
Common Core/NC Essential Standard(s):
1.L.1. Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
1. L. 2. Give examples of how the needs of different plants and animals can be met by
their environments in North Carolina or different places throughout the world.
Clarifying Objective:
Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.

Materials and resources needed:
Markers
Pencils
Promethean Board
Erasers
Crayons
White paper
Lined Paper
Teaching strategies:

Introductory strategy:
Review the previous lessons by having students quickly turn and talk with their
partners at their tables about what organisms need to survive and also have them
give each other a few examples of living and nonliving things. Monitor the
discussions and walk around the room to interject ideas into conversations and
encourage students who are having appropriate conversations while redirecting
those who get off topic.
This portion of the lesson will take 5 minutes.
Main instructional strategy:
Gather students to the carpet for whole group instruction time in order to read the
story ______. This story highlights a polar bears traveling letter to different
animals living in different habitats around the world. He writes the letter because
in his new home he is lonely and does not have anything to fill his house (ie.
Furniture, random gadgets etc.) In the story the animals all send things from their
environments back to the polar bear to keep in his home (an igloo). The polar bear
realizes that some things from other environments will be difficult to take care of
because they do not belong in his environment. Once the story has been read the
teacher will utilize an opportunity for integration by prompting the students with
reading comprehension and retell questions as a whole group.
This portion of the lesson will take 35 minutes.
Concluding strategies
At the close of this time the teacher will instruct students to turn knee to knee with
their carpet partners. The teacher will instruct students to choose one of the
animals from the story and describe their habitat to their partners. She will be
taking notes on the students (clipboard in hand) as she walks around and monitors
the discussions between partners.
This portion of the lesson will take 5 minutes.
Assessment (utilize a blend of traditional and performance assessments):
The teacher will use the notes taken while monitoring the discussions as a formative
assessment tool.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be able to sit in a chair outside of the group instead of on the
carpet in the whole group session in order to help her focus and not be distracted by
others. She will be able to discuss either with a partner or the teacher.
Student B: The teacher will ensure that the partner discussions be done relatively quietly
(whisper) and that interruptions be kept to a minimum while the students are listening to
the story.
Student C: The teacher will ensure that this student is given the option of sitting at their
seat during the whole group reading portion of the lesson to cut down on distractions
associated with sitting on the carpet with nineteen other students.
















Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 4
UNIT TOPIC: Ecosystems

Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will recognize that animals need air, water, light, space, food and shelter.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
What makes up an animals habitat/environment?
Why do some animals survive in certain environments while others could not?
Common Core/NC Essential Standard(s):
1.L.1. Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
1. L. 2. Give examples of how the needs of different plants and animals can be met by
their environments in North Carolina or different places throughout the world.
Clarifying Objective:
Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.
Materials and resources needed:
Markers
Pencils
Promethean Board
Erasers
Crayons
White paper
Lined Paper
NC STC Organisms/Habitat Kits:
Moss
Soil
Rocks
Gathered leaves (will be done prior to lesson)
Plastic Terrarium boxes with tops
Paper plates
Paper towels
Magnifying Glasses (20)
Teaching strategies:

Introductory strategy:
Gather students to the carpet for whole group instruction time in order to
introduce students to the STC Organisms/Habitat kits. The teacher will explain to
students that over the next two lessons they will be observing, documenting and
creating their own terrariums. In addition to this the teacher will then explain to
students that they are doing this in order to create homes for their own real living
organisms (that will be a surprise for the specific lesson targeted to millipedes).
The teacher will show students each component of the terrariums and habitats,
(plastic terrarium boxes w/lids, moss, rocks, soil, and leaves). She will then
transition students back to their tables to begin their terrarium foldable
exploration sheet.
This portion of the lesson will take 20 minutes.
Main instructional strategy:
This portion of the lesson will be done individually at the students tables. The
teacher will place a plate with a piece of moss, rocks, soil and leaves separated
into sections for students to make observations with. There will be four plates,
one for each table. Students will also be given individual magnifying glasses to
use in observations. The teacher will give each student a piece of paper. She will
use the document camera and Promethean board in order to explain how students
are to fold their papers into four sections to record their observations. The teacher
will then, step by step instruct students on what to write in each of the four spaces
(1. Rocks, 2. Soil, 3. Trees, and 4. Moss). Students will then be instructed to use
their crayons to draw pictures of each of the four items in their corresponding
box. On the back of the paper they are to use their words to describe each of the
elements of their habitats. The teacher will walk around and monitor as students
work on recording their observations.
This portion of the lesson will take 15 minutes.
Concluding strategies
At the close of this time the teacher will instruct students to turn to their table
partners and discuss their pictures, descriptions and observations with one another
of the parts of their terrariums.
This portion of the lesson will take 5 minutes.
Assessment (utilize a blend of traditional and performance assessments):
The teacher will use the students foldable exploration/observation papers as a formative
assessment tool. She will also use her observations of the turn and talk conversations as a
means of gathering information of the students understanding of the elements of living
and nonliving things in their habitats.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be able to sit in a chair outside of the group instead of on the
carpet in the whole group session in order to help her focus and not be distracted by
others. She will also have the option to sit at her own table to do the observations away
from the other students.
Student B: The teacher will ensure that student observation time be done quietly and that
the noise level in the classroom be kept to a minimum while the students are working.
Student C: The teacher will ensure that this student has completes both portions of the
front and back of the foldable thoroughly and be give them a chance to really expand on
their observations with extra work time.

Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 5
UNIT TOPIC: Ecosystems/Habitats/Organisms
Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will recognize that animals need air, water, light, space, food and shelter.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
How do humans protect and improve their environment?
Common Core/NC Essential Standard(s):
1.L.1. Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
1. L. 2. Summarize the needs of living organisms for energy and growth.

Clarifying Objective:
Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Understand how an organisms habitat effects their livelihood.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.
Materials and resources needed:
Markers
Pencils
Animal Photos
Promethean Board
Document Camera
Erasers
Crayons
White paper
Lined Paper
NC STC Organisms/Habitat Kits:
Moss
Small Coniferous trees
Soil
Rocks
Gathered leaves (will be done prior to lesson)
Plastic Terrarium boxes with tops
Paper plates
Paper towels
Magnifying Glasses (20)
Teaching strategies:

Introductory strategy:
Start off the lesson by having students meet as a whole group on the carpet.
Students sit in a circle on the carpet and the teacher will join them in the circle.
The teacher will introduce the lesson by reviewing the definition of habitats with
the students. She will then begin to explain their next project that will last into the
next two lessons. Each of the four tables will receive a plastic terrarium box, dried
leaves, rocks, soil, moss and a small coniferous tree. Each student will be
assigned a specific element from the list above to add to the terrarium. The
teacher will then direct and instruct students in creating their terrariums.
First Step: Placing rocks along the entire bottom of the terrarium as the base.
Second: Placing a small layer of soil across the top of the rocks. Third: Place a
layer of dried leaves across the top of the layer of soil. Fourth: Place a large thick
layer of soil across the layer of leaves. Fifth: Place the moss in a corner of the
terrarium and press it into the soil gently. Sixth: Gently dig a small hole into the
last layer of soil and place the small tree sapling into the soil. Press the soil back
around the sapling.

Once the teacher has created her own terrarium and guided students with those
instructions she will direct students to go back to their tables to create their
terrariums.
This portion of the lesson will last 15 minutes.

Main instructional strategy:
The teacher will then ask the student in charge of each step to preform their job in
creating their tables terrarium. The teacher will walk around, monitor and assist
students in creating the terrariums. The students will have 25 minutes to create
their terrariums.
This portion of the lesson will take 25 minutes.


Concluding strategies:
Once completed students will get a sheet of clean paper and will be instructed to
draw a diagram of the terrarium on their table, labeling all the elements and parts
of the habitat they have created. The teacher will give examples of labeling on the
board and will give a general idea of an example of what she expects from their
diagram drawings.
This portion of the lesson will take 10 minutes.
Assessment (utilize a blend of traditional and performance assessments):
The teacher will use the notes taken while monitoring the discussions as a formative
assessment tool in order to know where each student stands in their understanding of the
material. She will also use the student terrarium diagrams as a formative assessment tool.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be able to sit in a chair outside of the group instead of on the
carpet in the whole group session in order to help her focus and not be distracted by
others. She will have the option to have her labeling done for her on her diagram.
Student B: The teacher will ensure that individuals work quietly and that the noise level
in the classroom be kept to a minimum while the students are working.
Student C: The teacher will ensure that this student has extra time to work on the diagram
creating portion of the lesson.







Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 6
UNIT TOPIC: Ecosystems/Habitats/Organisms
Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will recognize that animals need air, water, light, space, food and shelter.
Students will be able to identify multiple types of habitats.
Students will understand organisms rely on their specific habitats for survival.
Students will have knowledge and understanding of millipedes and their habitats.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
How do organisms survive in their habitats?
What elements make up an organisms habitat?
Common Core/NC Essential Standard(s):
1.L.1. Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
1. L. 2. Summarize the needs of living organisms for energy and growth.

Clarifying Objective:
Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.
Materials and resources needed:
Markers
Pencils
Promethean Board
Erasers
Crayons
White paper
Lined Paper
NC STC Organisms/Habitat Kits:
Moss
Small Coniferous trees
Soil
Rocks
Gathered leaves (will be done prior to lesson)
Plastic Terrarium boxes with tops
Paper plates
Paper towels
Magnifying Glasses (20)
Teaching strategies:

Introductory strategy:
The teacher will begin the lesson by instructing students to take out their diagrams
from the previous class giving students the first five minutes to tie up any loose
ends in their work before they move on to the introduction of the millipedes.
This portion of the lesson will take 5 minutes.
Main instructional strategy:
The teacher will then instruct students to meet in a whole group on the carpet. She
will introduce the students to the organisms that will be living in the habitats they
created in the previous lesson; millipedes. The teacher will explain to students
that millipedes live in a forest-like habitat much like the ones they created in their
terrariums. She will then give students details on millipedes, their essential needs
(just as discussed in the very first lesson), what they eat and what they need to
survive in their environments. Once she has done this she will bring out a
millipede and allow students to observe it crawling in her hand. Then the teacher
will begin by passing out the folded white paper. The teacher will give a brief
description of the millipede and its needs for survival. She will walk around with
the millipede and allow students to observe it again. She will then place a plate on
each table and place a millipede onto the plate. She will explain to students that
their millipedes are not to be touched but observed and that if the millipede crawls
off of the plate to late the teacher know and she will move it back. At this time the
students are to use their foldable to draw a picture of the millipede on one side
and use their words to describe it on the other side just as the students did in
previous lesson. The students will use their supplies to draw and describe the
millipede. Once the teacher has given students time to complete their work she
will table by table place the millipede into its new habitat for students to watch
and observe.
This portion of the lesson will take 30 minutes.
Concluding strategies
The teacher will then instruct students to go back to their seats and write in their
journals to describe what they observed.
This portion of the lesson will take 5 minutes.
Assessment (utilize a blend of traditional and performance assessments):
The teacher will use the notes taken while monitoring the discussions as a formative
assessment tool (millipede foldable) in order to know where each student stands in their
understanding of the material.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be able to sit in a chair outside of the group instead of on the
carpet in the whole group session in order to help her focus and not be distracted by
others. Her work will also be scribed for millipede foldable observation sheet.
Student B: The teacher will ensure that individuals work quietly and that the noise level
in the classroom be kept to a minimum while the students are working.
Student C: The teacher will ensure that this student has extra time to work on the writing
element of the lesson.





















Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 7
UNIT TOPIC: Ecosystems/Habitats/Organisms
Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will be able to name multiple types of habitats.
Students will have knowledge of what a guppy needs to survive in its habitat.
Students will be able to identify multiple types of habitats.
Students will understand organisms rely on their specific habitats for survival.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
What types of habitats exist in the world we live in?
How can we protect an organisms habitat?
Common Core/NC Essential Standard(s):
1.L.1. Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
1. L. 2. Summarize the needs of living organisms for energy and growth.

Clarifying Objective:
Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.
Materials and resources needed:
Markers
Pencils
Promethean Board
Computer
Internet Access:
https://www.youtube.com/watch?v=kL-9TB4qAho
Erasers
Crayons
White paper
NC STC Aquatic Habitats Kit:
Plastic Box Habitat
Water
Water De-chlorinator
Rocks
Elodea
Guppies
Fish food
Elodea


Teaching strategies:

Introductory strategy:
The teacher will begin the lesson by placing a pre-made aquatic habitat on each
table. She will explain that these will be used for observations and will then direct
students attention to the board for a quick video on aquatic habitats (the link can
be found in the resources portion of the lesson).
This portion of the lesson will take 5 minutes.
Main instructional strategy:
The teacher will then explain the elements of the aquatic environments on their
tables. She will first introduce the rocks (same found in the bottom of the
terrariums) as the bottom layer of the aquarium. She will then explain to students
the importance of using water de-chlorinator so that students will understand how
certain types of water and sediments found in water can harm the guppies because
it is not part of their natural environment. She will then talk about elodea being a
water plant that helps to provide extra oxygen to the organisms. Lastly she will
introduce the students to the guppies that will be living in their aquatic habitats.
She will explain and show students what their food looks like and why they need
to live in their particular habitat and why. She will then give students a piece of
white paper to begin creating a diagram (similar to the one created in lesson 5).
This portion of the lesson will take 20 minutes.
Concluding strategies
Students will draw and label their new habitats on their white paper. Once they
have completed this they will turn their papers into the teacher and read quietly
until the time is up.
This portion of the lesson will take 15 minutes.
Assessment (utilize a blend of traditional and performance assessments):
The teacher will use the diagrams as formative assessment tools to gauge the students
understanding of the lesson.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be able to sit in a chair outside of the group instead of on the
carpet in the whole group session in order to help her focus and not be distracted by
others. She will have the option of labeling her own diagram.
Student B: The teacher will ensure that individuals work quietly and that the noise level
in the classroom be kept to a minimum while the students are working.
Student C: The teacher will ensure that this student has extra time to work on the
diagram.






Salem Lesson Plan Format
GRADE/CLASS: First Grade
Day 8
UNIT TOPIC: Ecosystems/Habitats/Organisms
Desired learning outcome(s):
Students will recognize that plants need air, water, light, space, food, and shelter.
Students will understand why organisms have to live in a specific type of habitat.
Students will know that all organisms depend on specific environments to survive.
Students will know what types of animals/organisms belong in which environments.
Essential question(s) from learning objective(s):
What do plants and animals need to survive and where are these found?
What kind of environment do certain animals live in and why?
Common Core/NC Essential Standard(s):
1.L.1. Understand characteristics of various environments and behaviors of humans that
enable plants and animals to survive.
1. L. 2. Summarize the needs of living organisms for energy and growth.

Clarifying Objective:
Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Learner prior knowledge/learner background experiences:
Students will know that animals and plants depend on natural resources for survival.
Students will understand that plants and animals live in many different types of
ecosystems.
Students will know that in order to grow animals and plants both need food and water.
Students will understand that changes to the earth affect living organisms (plants and
animals).
Students will know that the earth is a source of natural resources for plants and animals.
Students will understand that the earth and different environments sustain life.
Materials and resources needed:
Markers
Pencils
Erasers
Crayons
White paper
Lined Paper
Science Journals
Teaching strategies:

Introductory strategy:
The teacher will begin by instructing students to meet on the carpet for a whole
group discussion. The teacher will again review the different types of ecosystems
found around the world and will highlight animals that live in those places. She
will then ask students to go back to their tables to prepare for the summative
assessment portion of the unit.
This portion of the lesson will take 5 minutes.
Main instructional strategy:
The teacher will then give the class their assignment. On a piece of white paper
the students are to choose an animal and identify their habitat along with drawing
a picture of the habitat, in detail, that includes elements they need for survival.
Students must be able to verbally explain their reasoning for their drawing to the
teacher. The teacher will write scribe the students dictation on the back of the
paper.
This portion of the lesson will take 30 minutes.
Concluding strategies
Once the group work is complete the teacher will ask the students to bring their
posters to the front of the room. Each student will briefly name their animal and
explain its habitat and the essential elements they included in their picture.
This portion of the lesson will take 15 minutes.
Assessment (utilize a blend of traditional and performance assessments):
The teacher will use the summative assessment piece along with its rubric to measure the
students understanding of the material taught throughout the unit.
EC Accommodations/modifications to strategies or assessments:
Student A: Student A will be able to sit in a chair outside of the group instead of on the
carpet in the whole group session in order to help her focus and not be distracted by
others. Her work will also be scribed on the back of her paper.
Student B: The teacher will ensure that individuals work quietly and that the noise level
in the classroom be kept to a minimum while the students are working.
Student C: The teacher will ensure that this student has extra time to work on the
assessment portion of the lesson.