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SCHOOL OF EDUCATION

LESSON PLAN TEMPLATE

Name: Hamida Dafallah Topic: Habitat


Lesson No: 1

Subject: Reading School: Hillside Primary Duration: 50mins

Date: 14/6/2017 Year level: Prep

Learning Intention
Students will be able to
Identify different habitats and the animals that live in them

Introduction
Students will learn that habitats provide shelter food and is important for survival, through
discussion we will tap into their prior learning, we will discuss most common habitats;
grasslands, jungles/rainforests, marine, desert, wetlands and polar regions, and what animals
might live in those habitats. Students will be able to identify habitats as being important as a
source of shelter and food for animals.

Victorian Curriculum F-10


1. Understand that texts can take many forms, and that imaginative and informative
texts have different purposes (VCELA141)

2. Understand concepts about print and screen, including how books, film and simple
digital texts work, and know some features of print, including
directionality (VCELA142)

3. Recognise that texts are made up of words and groups of words that make
meaning (VCELA144)

4. Identify some differences between imaginative and informative texts (VCELY154)

Success Criteria / Learning outcomes:

1. Students will be able to identify the different habitats and the animals that live in
them.

Assessment:

1. Formative assessment by observing students responses during discussion.


Procedure:

Time for Teacher activities: Learner activities:


each
step
Engagement:
5-10mins
Students to be engaged through
Begin by asking students what is a habitat?
responses.
Why is it important?
Can they give me an example of a habitat?

Procedural steps:

10- I will read using the big book on the Students will engage in
15mins interactive board Sunshine Online level 2 completing the activity which
Which Habitat? habitat, which will allow them to
choose which habitat an animal
may be found living.
5-15mins
As a whole class with students sitting in a
circle Students will grab some toy animals, I
will allocate areas in the circle as habitats. I
will ask students to place their animal in that
area if they think it belongs there. If a
student is not sure as a group we will discuss .
where we think it might go.

5-10mins
Reflection;
Students to discuss what they learnt about
habitats and animals
Teachers resources:
Text: Sunshine Online Level 2, 12-15, Which Habitat?
Go through the Interactive Big Book with the students

Catering for inclusion:


Assist as needed, through conferencing and observing student abilities and applying
strategies to assist with their learning.
Supervising teachers comments:

These lessons were thoughtfully planned, e ngaging and inc lusive of various
students needs.
The Big Book was at an appropriate level and direc t que stioning enabled the
students to build on their prior knowledge.
The students were engaged and eage rly shared the ir pe rceptions and le arning.

Student Reflection.

This lesson went very well, I was happy with the use of the interactive board and how I
transitioned from that to working with students on the floor to determine where to group
animals in their habitat. Other options would have been to group the students into habitats
and have them produce anchor charts describing the habitat and listing animals that may
live in their habitat.
The students had a good understanding that habitat is important for an animals survival, we
discussed food, adaptation for survival.
The next step is to get them to write about a habitat and an animal that lives there.