KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Morgan Murray

Cooperating Teacher:
Group Size:

25

Subject or Topic:

Date: 11/13/15
Coop. Initials

Allotted Time

Grade Level

Ladybug Habitats

Section

STANDARD:
BIO.B.4.2: Describe interactions & relationships in an ecosystem
I. Performance Objectives (Learning Outcomes):
Students will be able to confirm the various habitats that ladybugs can thrive in by
creating a habitat poster.
II. Instructional Materials
Guided notes handout
Crayons
Markers
Posters
Closure quiz
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1) Fine Motor Skills
2) Knowledge of maps
a. Continents (will be labeled on the handout but still good
knowledge for them to know)
3) Know what a forest, meadow, weed patch, garden are
B. Key Vocabulary
1) Habitat- the natural home or environment of an animal, plant, or
other organism
2) Continent-one of several very large land masses on earth
3) Forest-a large area covered chiefly with tress and undergrowth
4) Meadow-a piece of grassland, especially one used for hay

5) Garden-a piece of ground often ear a house used for growing

flowers, fruit, or vegetables
6) Weed Patch- patch of weeds
C. Big Idea
1) What type of habitat do ladybugs live in
D. Additional content
IV. Implementation
A. Introduction
1) To introduce this lesson the teacher will ask the students to all think
of a time where they saw a ladybug.
2) The students will discuss with their groups their previous encounters
with ladybugs.
3) A few students will the share their stories with the class.
B. Development
1) The teacher will then ask the students to think of similarities that
each ladybug story that was shared has in common (hopefully
students will respond ad say that all the stories had an outside setting
and it was warm outside)
2) The teacher will then write ay similarities students come up with on
the board.
3) With these similarities (warmth and outside) written on the board the
teacher will pull up two pictures on the board. One picture will be of
a snowy forest in the winter and the other picture will be of a green
forest in the springtime.
4) The students will then all have a cut out of a ladybug and will have
to place their ladybug either in the winter forest or the spring forest
to represent where they think that ladybugs would be most happy
living.
5) The teacher will then tell the students that those who put the
ladybugs I the springtime forest are correct (hopefully all students
will have put their ladybugs on the springtime forest)
6) The teacher will the pass out a guided notes sheet for students to fill
out as they talk about where ladybugs live (see attached)
7) The students will fill out the guided note sheet while the teacher tells
the students that ladybugs live in warm weather.
8) Students will draw a ladybug in each continent that ladybugs live in
(there is a map on their guided note sheet). The continents are North
American, South America, Central America, Africa, Europe, Asia.
9) Then the teacher will show students pictures of the different types of
habitats that ladybugs live in: forests, meadows, weed patches,
gardens (these pictures are also on the guided notes).

10) Once students are finished the guided notes the teacher will pass out
a poster to each table and they will have to create the perfect
habitat for their ladybugs.
11) Students will pick a continent they want their ladybug to live in and
the type of habitat.
12) The students will illustrate their habitat and continent with the
ladybug on it on their poster.
13) The students will present their posters to the class.
C. Closure
1) The teacher will give the students and exit slip where they have to
write whether ladybugs like warm or cold weather. They will draw
ladybugs on a map where they can be found, and they will circle the
different types of habitats that ladybugs live in (essentially the
guided notes as a quiz.) (see attached)
D. Accommodations/Differentiation
1) To accommodate Meredith, a 2nd grade girl ADHD, I will have the
class work in small cooperative learning groups to support issues
such as attention, note taking, and clarification
2) Guided notes and detailed instructions will be provided to all
students (see attached)
E. Assessment/Evaluation Plan
1. Formative- The teacher will collect students posters at the end of class to
document if they created an appropriate habitat for their ladybug. The teacher
will also collect students guided notes and place them in the students science
notebooks.
2. Summative

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)

1) Did students have trouble with the continent part of the handout even
though it was labeled?
2) Were students able to recognize that ladybugs live all over, in may
different habitats, and in warm climates?
3) How well could students project their knowledge of where ladybugs
live through their poster?
VI. Resources (in APA format)