Lesson Plan

Teacher Candidate: Kieshanna Stewart Date: Dec. 3, 2017

Grade and Topic: 2nd Grade, Science Length of Lesson: 45 Minutes for a week

Mentor Teacher: Kieshanna Stewart School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The learner will grow in this lesson by learning where animals and plants live and how they survive in the
environment.

LESSON OBJECTIVE:
Given a matching chart showing plants and animals on one side, and the plants and animals habitat on the other
side, the student will learn how to match them with 100% accuracy.
Given an interactive activity, the student will match the correct animal with its habitat with 100% accuracy.
Student is expected to know where animals and plants live in the environment by the end of the week.
The goal is to have students understand the animal and plant life naturally.

STANDARDS ADDRESSED:
State Standard: GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals.
State Standard: 90207.2.3 Construct a flow chart that demonstrates how plants, animals, and the
environment interact to provide basic life requirements.
Standard 3: Students apply digital tools to gather, evaluate, and use information.
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks.
MATERIALS:
Word Microsoft
Scholastic
http://studyjams.scholastic.com/studyjams/jams/science/plants/kingdoms-of-life.htm
CSERC
http://www.cserc.org/sierra-fun/games/match-habitat/
Science Education Center
https://ssec.si.edu/habitats
Scholastic
https://www.scholastic.com/magicschoolbus/games/habitat/index.htm

BACKGROUND and RATIONALE:

Students will learn about animal and plant life in its habitats.
Academic language will be addressed in methods course and is not addressed in IDT 3600.
Its a continuation of animal and plant life. They previously learned how animals and plants depend on each other.
The habitat life connects with independent of the animals and plants.
By learning this lesson will help them later learn how animals eat some plants or other animals to
survive.
The lesson and technology used will be modified to meet the needs of diverse learners.
PROCEDURES AND TIMELINE:
Introduction:
I will begin by asking questions to the students about what they know about plants.
I will do the same with the animals.
This lesson will be simple for the week.
Procedures:
Prior to the computer (Day 1)
Teacher Procedure:
1. After introduction, the teacher will show a Scholastic video about animal and plant
life. http://studyjams.scholastic.com/studyjams/jams/science/plants/kingdoms-of-life.htm
2. The teacher will then have students answer question at the end of the video on the
same website.
At the computer (Day 2)
Teacher Procedure:
1. The teacher will show students an interactive activity on the computer.
2. Science Education Center: https://ssec.si.edu/habitats
Student Procedure:
1. Students will partner up with a group of 3.
2. The student will play the animal/plant interactive activity.
3. Students will discuss with each other about the interactive activity.
4. Teacher will assist if needed.
At the computer (Day 3)
Teacher Procedure:
1. The teacher will show a different animal/plant interactive activity on the computer.
2. Scholastic: https://www.scholastic.com/magicschoolbus/games/habitat/index.htm
Student Procedure:
1. Students will partner up with a group of 3
2. The student will play a different type of animal/plant interactive activity from day 2.
3. Students will discuss with each other about the interactive activity.
4. Teacher will assist if needed.
At the computer (Day 4)
Teacher Procedure:
1. The teacher will show a different animal/plant interactive activity on the computer.
2. CSERC: http://www.cserc.org/sierra-fun/games/match-habitat/
Student Procedures:
1. Students will partner up into a group of 3.
2. The student will play a different type of animal/ plant interactive activity from day 2
and 3.
3. Students will discuss with each other about the interactive activity.
4. Teacher will assist if needed.

Closure (Day 5):

Teacher Procedures:
1. The teacher will explain to the students on how to make animal/ plant habitat matching
worksheet.
2. Teacher will collect all the worksheets once students have exchange with another student, and
then grade them.
Student Procedures:
1. The student will open-up word Microsoft.
2. The student will go to the insert tab at the top left.
3. The student will click on table and make 2 rows and 5 columns (2x5).
 4. The student will choose 5 animals or plants to go on one side of the columns.
5. On the other side of columns, the student will place 5 habitats that the appropriate animal or
plant lives at.
6. When done, the student will print off work sheet and switch with another student in the
classroom.
7. The students will turn it in to the teacher for a grade.

ASSESSMENT EVIDENCE:

Criteria 1 2 3 4

Graphic images Very few or none of Only a few of the Almost all the All the chosen
represent each the chosen chosen graphics chosen graphics graphics very
habitat correctly. graphics represent clearly or clearly represent clearly represent
the habitat. somewhat clearly the habitat. the habitat.
represent the
habitat.

Accuracy of the graphic The rationale for The rationale for The rationale for The rationale for all
matching. very few or none of some of the almost all the of the chosen
the chosen chosen graphics chosen graphics graphics very
graphics demonstrates a clearly clearly
demonstrates an fairly appropriate demonstrates why demonstrates why
appropriate representation of the image is an the images were an
representation of the match. appropriate appropriate
the match. representation of representation of
the match. the match.

Tables The table only has The table only has The table only has The table has the 5
2 or less columns. 3 columns. 4 columns. columns.

MODIFICATIONS:
A modification for a student who did not master the objective is to arrange tutoring for them afterschool.
A modification for a student who did not master the objective is to arrange a little extra practice for homework.
A modification for a student who is ready for enrichment activities is to provide more interactive activities for
them for future assignments.
 Matching the Habitats

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