KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher: Victoria Castner
Group Size: 20

Date: Day 2
Allotted Time: 50 minutes

Grade Level: 2

Subject or Topic: Biomes: A Closer Look at the Conditions

STANDARD: (PA Common Core):
4.1.2.D: Identify differences in living things (color, shape, size, ect.) and describe how
adaptations are important for survival.
I.

Performance Objectives (Learning Outcomes

The 2nd grade students will investigate the conditions to live in temperate forest by
creating an animal that can survive in this biome.
II.

Instructional Materials
A. Smartboard
B. Powerpoint
C. Art Supplies for each table
D. 20 pieces of construction paper
E. 20 handouts with directions and questions

III.

Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new
content)
A. Prerequisite Skills:
1. The students know that we live in the temperate forest biome.
2. The students know what the food chain is.
B. Key Vocabulary:
1. Seasons: changing of the atmosphere. The temperate forest has spring,
summer, fall and winter.
2. Climate: The outdoor conditions of an area.
3. Migration: When an animal moves south to survive the winter months.
4. Hibernation: When an animal is in a sleeplike state with a slower
heartbeat during an extended period of time.
C. Big Idea:
1. The temperate forest biome has changing seasons and changing
temperatures. Animals and plants must adapt to these conditions to
survive in this biome.
D. New Content:

1.
2.
3.
4.
5.

The temperate forest consists of four distinct seasons.

It is located mostly in the northern hemisphere.
The average temperature is 50 degrees F.
There are 30-60 inches of rainfall per year.
During the winter, some animals migrate to warmer places. Other
animals hibernate through the winter. Some collect and store seeds and
nuts.

IV. Implementation
A. Introduction
1. The teacher will ask students to gather at the carpet.
2. The teacher will say, Yesterday we learned that the world is broken into
biomes. We also went outside and investigated our environment to see if
today we can determine which biome is ours by using our observations.
Who can recall some of their observations from yesterday?
3. The students will share ideas and the teacher will record them on the
smartboard.
4. The teacher will hook the students by playing the following youtube
video: https://www.youtube.com/watch?v=rtjj_viM2to
5. The teacher will say today we are going to learn about the conditions of
the temperate forest that animals have to survive in. Then you will be
creating your own animal that can live in this type of environment!
B. Development
1. The teacher will pull up the powerpoint on The Temperate Forest Biome
Facts (see attached on website)
2. The teacher will lead a group discussion throughout the powerpoint.
3. The teacher will hand out the directions and explain them. (see attached).
She will tell the students they are to create their own animal. They must
explain what it will eat during each season, if it will hibernate, and where
it falls on the food chain (who is above and below it, we studied this in a
prior unit).
4. The students will begin creating their animal. They must name and color it
as well.
5. When they are finished, the teacher will have the students each share their
animals with the class.
6. The teacher will collect the animals to be assessed.
C. Closure
1. The teacher will have each student share with the class to close the lesson.
2. The teacher will collect the animals to be assessed.
3. The teacher will explain that tomorrow, we are going to study about some
of the plants in the temperate forest, and learn about how seeds are spread.
D. Accommodations / Differentiation

1. Students will be discussing in small groups and whole group through out
the lesson.
2. The students will be creating something new hands on.
3. To accommodate a student with Autism, the teacher will make that child a
checklist/schedule for the lesson. It will read:
a. Class talk
b. Powerpoint
c. Listen to directions
d. Create your own animal
e. Share with the class
f. Clean up
g. Class talk
E. Assessment/Evaluation plan
1. Formativea. The teacher will collect the animals. Students will be graded out of 4
points. 1 for naming the animal, 1 for having a survival plan during winter,
1 for having a place in the food chain.
2. Summativea. There is no summative evaluation for this lesson.
b. At the end of the unit, students will complete a unit test.
3. Performance Assessment:
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on
students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
1. Report of Student Performance:

2. Remediation Plan:

B. Personal Reflection (Questions written before lesson is taught.)(Reflective

answers to questions recorded after lesson is taught.)
1. Was I able to keep the class under control?

2. Was I able to answer any questions the students had to give them a
further explanation if needed?
VI. Resources
TemperateBroadleafForestAnimals.(n.d.).RetrievedOctober24,2015.

Name_______________________________
Date_________________________

Directions: Create an animal that can live in the temperate forest

biome! Your animal must have a name and be colored. The temperate
forest has changing seasons. Please explain your animals plan for
survival in the winter. Also please explain what comes above and below
your animal on the food chain. Please draw and color your animal on a
separate paper.

What is your animals name?

What is your animals plan for the winter?

What is right above your animal on the food chain?

What is below your animal on the food chain?