FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name: Amber May _____________________________________________Lesson Number: 2
Subject Area: Science ________________________________________ Grade Level: 1st ___________
Date: April 9th, 2015________________________ Start time: 8:00_________ End time: 8:30
________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
Today we will be learning about different habitats in our lesson today. We will be discussing
which animal goes with which habitat and why that animal lives in that habitat.
Related Standard:
1.

1.3.2 Observe organisms closely over a period of time in different habitats such as
terrariums, aquariums, lawns and trees. Draw and write about observations.

2.

1.3.3 Observe and explain that plants and animals have basic needs for growth
and survival: plants need to take in water and need light, and animals need to take
in water and food and have a way to dispose of waste.

3.

1.3.4 Describe how animals habitats, including plants, meet their needs for food,
water, shelter and an environment in which they can live.

4.

1.3.5 Observe and describe ways in which animals and plants depend on one
another for survival.

Background:
Students will use prior knowledge.
Main Objective of Instruction:
In order to develop skills in recognizing the different habitats, the students will be able to
categorize which animals belong with which habitat. In order to do this the students will be given
an animal place the animal in the corresponding habitat. Students will also be able to explain the
characteristics that animals have that have helped them adapt to that habitat. Given the
information needed to complete these tasks (PowerPoint). The students will be able to do this in
the time allotted for science.
Language Objective:
The students will classify the animals that belong in each habitat.
Teacher Materials/Resources:

Computer, projector, Cards with different animal pictures, decorations for different
habitats, have fold-down booklets for students homework, flashcards for ENL learners, Paper,
animal books, markers, crayons, library books .
URL : https://www.youtube.com/watch?v=H_CSlLIuVZs
Student Materials:
Pencil, and booklet that will be provided by the teacher.

Anticipatory Set (Introductory Approach):

As students enter the classroom they will notice that each corner of he classroom has
been decorated in the way of four different habitats, Arctic, Forest, Ocean, and Desert. The
corners will be decorated with small pictures of that habitat. After all the students have found
their seats I will begin playing a video off of YouTube that is a video with music about animals and
their habitats. This helps kids that have a musical way of learning. This also just helps catch the
students attention and gives them a direction of the way class is going to go for the day. (3:00)
(Musical/ Rhythmic)
Instructional Procedures (Whole Group):
Pre Class: ENL learners when they get in the classroom they already know to go get the
vocab cards and begin practicing the vocab words while other students read their choice book as
they wait for class to start.
1. After the students have finished watching the video I will switch it over to show the
PowerPoint I have prepared. On this PowerPoint, the first slide will be full of pictures of
apartments, houses, trailers, along with other human habitats, like urban, city, and
country. As I go through each slide I will explain to the students how these are what we
call our own habitats, it is where we live. From there I will tell them that animals have
different habitats like the forest, the arctic, the ocean, or the desert, and many others.
(10:00) (Listening) (Reading)
2. The PowerPoint has pictures of animals, either each slide represents as animal talking
about a characteristic that they have that makes it easier for them to live in that
habitat, for example, a polar bear had thick skin/ fur that will allow them to keep warm
in just a cold climate. (5:00)
Slide one: Today we are going to be learning about animals and their habitats
along with what characteristic some animals have to live in their habitat.
Slide two: These are the pictures of the types of habitats many of us live in. We
live in houses, trailers, apartments, and other forms of shelter. If we take a
broader look at the shelter we move into area like these
Slide Three: Can anyone tell me what these areas are called? Right, rural, urban,
and city. These are larger parts of the habitat we live in.
Slide Four: Can someone read whats on the board? Right, animals live in
different habitats than us, but still have homes.
Slide Five: Many animals live in areas like these. We have the forest, Desert,
Artic, and the Ocean. Please raise your hand if you can tell me some animals
that live in each of these habitats.
Tell if the student is right and wrong and if they are wrong explain to them why
and give them an example of a right answer.
Slide six: A squirrel would live in the forest; they are able to climb trees, which
helps them in the forest.

Slide Seven: A fish lives in the ocean. It has gills so it is able to live under water
for so long.
Slide Eight: This snake would live in the desert. It is use to warm climates
allowing it to live there.
Slide Nine: Polar bears live in Artic Habitats. They have thick fur so the cold
doesnt bother them as much.
Slide Ten: Remind students that in each habitat there is food, water, shelter, and
other animals.
Slide Eleven: Move to activity.

3. Next I will hand every student a picture of different animal, from there I will explain the
activity in which we will be doing. Tell the students that what they have just learned will
be put to the test. Each student will receive a picture and from there each student will
be dismissed to go to the habitat (corner) in which his or her animal belongs. (Corners)
For example, if you were given a polar bear, you would go in the Arctic corner and has
thick fur of the cold. (2:00)
4. Instruct the students to go ahead and make their move to the correct corners/habitats.
(Kin. And naturalist) When the students have made their final decision, we will than
have the students pair and share (pair and share) and make sure that each member of
the group agrees that the animals in their corner belongs there and that they each
have a characteristic that helps make that animals adapt there. (3:00)
5. Go through each student and ask them to name either animal, why they belong to that
habitat, and finally their special characteristic. This will allow all other students to see
examples of other animals in all habitats. (verbal and Intrapersonal) (4:00) (Speaking)
6. Have students return to their seats, explain their next activity, which is a flip down
booklet. There will be for folds; each fold will have Desert, Forest, Ocean, and Artic. On
the top half of the fold will have a list of animals that belong in that habitat. On the
lower part of that fold will be a picture drawn and colored by the students that displays
what that habitat looks like. They students will show me their finished booklet and I will
evaluate if he student under stands different habitats. These will be able to be hung
around the room after the students have completed them. (Visual) (Writing) (15:00)
7. Finally, explain to the students that the only way out of class is to show them a picture
of an animal and they much tell me what habitat that animal belongs too. (3:00)
Provisions for Individual and/or Group Differences:
ENL student:
When it comes to a student that does not know English very well this lesson
shouldnt be too difficult. I will make sure that the student is looking directly at me when I am
talking and to make sure to speak a little slower than normal. I will ask all students to shake their
head yes periodically if they are following along. For this student I will go over the words for
these habitat names in Spanish so they will follow along and make sure they see multiple
pictures and understand what Spanish word goes with which habitat for the corners of the room.
Also when I give students time to work on their homework I will ask the ENL students to step to
the side and practice their Four Corner Vocabulary flashcards. This way student is working on
their words.
Arctic - Atrico
Ocean - ocano
Desert - El Desierto
Forest - bosque
Habitat - habitat
Animals - Animales
IEP:

My IEP student has a little trouble staying focused when just sitting around and listening.
During the lecture part of the class I will make sure to change my voice tone and keep thing
interesting. Also the activities of corners will also help keep him motivated. When the students
have gone to their corners, I will first go to my IEP learner and have him state what he needs to
state and then have him come to the middle where I am located and have him call on students in
the corners. This way it gives him a special privilege along with helping him stay focused.
Closure:
For our closure I will be explaining how they are going to be able to exit the classroom.
The students will be able to know what animals go in what habitat and that each animals has
shelter there. They also have will know that animals have special adaptations that help them live
in these habitats.

Evaluation of Learning:
I will know that students have a full understanding the lesson by quizzing them on the way
out. Each student will be given an animal and asked what habitat it belongs in and what are
some characteristics that it has that has adapted to the habitat. I have used mostly all multiple
intelligences meaning that I have helped all types of learners. I will also know if students
understand because during the corners activity I will have a class list and will be marking if
students got their habitat and animal correct. (Verbal)
Independent Practice:
The independent practice is the fold down booklet that the students will complete
tomorrow or class. I will check these tomorrow and make sure all students have a grasp on
habitats and also what animals go with what habitat.
Remedial: If you notice that a student or group of students are having a hard time
understanding habitats which you will be able to notice when you do the corner activities you will
sit down with those students to help them with the habitat. You want to make sure that each
student understands the habitats.
Enrichment: If the students finish early and have shown me their booklet I will allow them
to go look at animals books that have been pulled from the library.