SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

DETAILS
CK
Miss Miller
Science
3
Two 40 minute class periods
Habitats are necessary for an animals survival. Animals
live in a variety of habitats.
What is the definition of a habitat?
What are the two major categories of habitats?
Why are habitats so crucial to an animals survival?
Standard 3.1.3.A2: Describe the basic needs of living
things and their dependence on light, food, air, water,
and shelter.
During a reading of Animal Habitats by Julie K Lundgren
(C), all third grade students (A) will correctly define (B)
habitat and identify the two major categories (D) of
habitats.
While playing the Habitat Game in a small group (C), all
third grade students (A) will correctly categorize (B) at
least three animals (D) into their proper habitats.
Formative Assessment:
Formal Evaluation: Students complete the Habitat
Game Recording Sheet.
Informal Evaluation: Teacher takes note of students
responses during the pre-assessment with Nearpod.
Teacher observes and discusses with students as they
play the Habitat Game. Teacher records observations
on a clipboard. Teacher writes down whether a student
places an animal in the correct or incorrect habitat. If
student places an animal in the incorrect habitat,
teacher discusses this with the student and writes down
their reasoning for placing the animal in that habitat.
The pre-assessment with Nearpod fits into ISTE
standard 6c: Students communicate complex ideas
clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or
simulations. It aligns with this standard since students
are using Nearpod on their iPads to communicate their
answers to the pre-assessment questions. The Nearpod
pre-assessment also aligns with the Learning and
Innovation Skills and Information, Media, and
Technology Skills of the Framework for 21st Century
Learning.
Student Profile:
Name of Student: Thomas

Age: 9
Grade Level: 3
Type of Disability: Cerebral Palsy with Cognitive
Disability
Summary of disability characteristics: Hypotonia
(floppiness) in one arm, lack of coordination and
balance, speech difficulty (dysarthria), scooter bound,
able to use cane to stand for short periods of time,
sways when standing, leg braces (orthotic devices) on
both legs, gait disturbance (walks with a propulsive
gait), unsteadiness when walking, and learning
disability
Academic Profile: Below grade level (in special
education)
Capabilities: Able to operate scooter with hand that is
not impaired, able to support self with cane for a few
minutes, able to walk with cane for a few steps, able to
type on the computer with hand that is not impaired,
and able to write with hand that is not impaired
Limitations: Unable to stand with cane for long periods
of time, trouble talking clearly, difficulty writing legibly,
difficulty participating in some physical activity
(running, catching a ball, and throwing a ball), difficulty
with precise motions and fine motor skills (picking up a
pencil or other small object), and unable to sit down
without using both hands for support

SUPERVISING
TEACHERS

Accommodations:
Student will sit at the scooter compatible desk during
the entire class.
Student will sit in his scooter during the Habitat Song
since he is only able to support himself with his cane
for a few minutes.
Teacher will highlight the directions on the Habitat
Game Recording Sheet.
Student will type answers to the Habitat Game
Recording Sheet on the computer since it is easier for
him to type.
If student has difficulty rolling the dice during the
Habitat Game, he will use the Dice app on the iPad
(https://itunes.apple.com/us/app/dice/id429412843?
mt=8).

SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

Introduction

Explicit
Instructions

Lesson
Procedure

This lesson is an extension of a previous lesson with Standard

3.1.3.A2: Describe the basic needs of living things and their
dependence on light, food, air, water, and shelter. The
previous lesson focused on food, air, and water. Since this
lesson deals with habitats, it makes the standard come full
circle. Not only do habitats contain shelter, they also have the
food and water the animals need.
Activating Prior Knowledge
Teacher reminds students of their discussion about the
basic needs of animals in the previous class.
Hook/Lead-In/Anticipatory Set
Teacher tells students that they are going to be focusing
on one of those basic needs today. They are going to be
learning about habitats. They are going to read a book
and play a fun game called the Habitat Game.
Big Idea Statement
Teacher states Big Idea in kid-friendly terms: Animals
need a habitat to survive. There are many different
habitats where animals live.
Essential Questions Statement
Teacher states Essential Questions in kid-friendly terms:
What is a habitat?
What are the two types of habitats?
Why are habitats so important for animals?
Objective Statement
Teacher states Objectives in kid-friendly terms:
After you read Animal Habitats, you are going to define
habitat and identify the two main types of habitats.
You are going to play the Habitat Game in small groups.
Your goal is to put at least three animals in their correct
habitats.
Transition
Teacher asks students to stand up so they can sing the
Habitat Song.
Key Vocabulary
Habitat: where an animal lives
PreAssessment of Students
Teacher presents the Nearpod presentation on the
screen and gives students the pin (BYCLN) to access it.
Students access Nearpod with their iPads.
On the presentation, teacher asks students to answer
the following questions: What is a habitat? What is your
favorite animal and where does it live?

CK

Reading
Materials
Technology
Equipment

After discussing their answers with the class, the teacher

reminds the students that a habitat is where an animal
lives. Teacher also tells students that there are many
different kinds of habitats and they are going to learn
about them today.
Teacher passes out the Habitat Game Recording Sheets.
Teacher reads the book Animal Habitats by Julie K.
Lundgren out loud to the students.
Modeling of the Concept
Teacher reads the directions for the first section of the
Habitat Game Recording Sheet.
Teacher models how to complete the first section and
the class completes this section together.
Teacher introduces the Habitat Game and shows
students how to play. Teacher rolls dice and moves that
number of spaces. When teacher lands on a Choose an
Animal space, teacher picks an animal from the
container of animals. Teacher places animal on the
proper Habitat Sheet.
Teacher reads the directions for the second section of
the Habitat Game Recording Sheet.
Teacher shows students how to record their information
on the Habitat Game Recording Sheet.
Guiding the Practice
Teacher walks around the room as students are playing
the Habitat Game.
Teacher makes sure students are placing the animals in
the proper habitats and filling out their Habitat Game
Recording Sheets correctly.
If teacher sees a student placing an animal in the
incorrect habitat, teacher asks the student: Why did you
choose to place the animal in that habitat? Tell me your
thought process. Teacher works with the student to help
them put the animal in the correct habitat.
Providing the Independent Practice
Students will play the Habitat Game in their small
groups. Students will place three animals in their proper
habitats and record their answers on their Habitat Game
Recording Sheets.
Transition
The students will make their favorite animal noise as
they walk back to their seats after the teacher reads
Animal Habitats.
After all players take a turn playing the Habitat Game,
they choose an animal and act it out.
Animal Habitats by Julie K. Lundgren
Habitat Song:
http://www.songsforteaching.com/jeffschroeder/habitat.h
tm

Supplies

Nearpod: https://app.nearpod.com/home (click Join and

enter pin: BYCLN)
Dice App:
https://itunes.apple.com/us/app/dice/id429412843?mt=8
Habitat Game
Habitat Game Directions
Four Habitat Sheets
Game pieces
Dice
Container of animals
Habitat Game Recording Sheets
Evaluation of
Formal Evaluation
the
Teacher grades the Habitat Game Recording Sheets.
Learning/Master Informal Evaluation
y of the
Teacher reads over the students responses from the
Concept
pre-assessment Nearpod presentation.
Teacher compares the students responses from the preassessment activity with their answers for the Habitat
Game Recording Sheets to see how much they have
improved.
While observing students playing the Habitat Game,
teacher records on a clipboard whether or not the
students are placing the animals in the proper habitats.
Closure
Summary & Review of the Learning
Teacher reads the objective in kid-friendly terms and
asks the students to repeat.
Teacher asks students how they met the objective. This
results in a class discussion.
Teacher asks students what difficulties they encountered
during the class period.
Teacher asks other students for suggestions on how they
could have solved these problems.
Teacher asks for suggestions of how the activity could be
improved.
Homework/Assignments
None
Teacher
I will know that students have learned the definition of
Self-reflection
habitat when they answer the fill in the blank questions
on their Habitat Game Recording Sheets.
I will know that students can place three animals in the
correct habitats if they correctly complete the chart on
their Habitat Game Recording Sheets.
If the students have trouble grasping this concept and
are unable to put three animals in the correct habitats,
we will review habitats again using this website:
http://wwf.panda.org/about_our_earth/ecoregions/about/
habitat_types/habitats/. The website has information
about all of the habitats. We will also play this online

Habitat game as a class. The game is from the

Smithsonian website (https://ssec.si.edu/habitats). It
focuses on four different habitats: desert, coral, jungle,
and marsh. The goal of the game is to drag the animals
into their proper habitats. If an animal is placed in the
incorrect habitat, the game explains why the animal
does not belong there.