Developmental Lesson Plan

Teacher Candidate: Anastasia Kauffman Date: 2/7 Group Size: 21

Allotted Time: 40 minutes Grade Level: 1st Grade
Subject: Animals - Habitats

Common Core/PA Standard(s):

Standard: 4.1.1.A:
Identify and describe the basic needs of living things in a terrestrial habitat
Standard: 4.1.1.F:
Plan and conduct a simple investigation, use simple equipment, describe investigations

Learning Targets/Objectives:

The first grade students will investigate habitats by exploring the five different habitats
through bin activities.

The first grade students will demonstrate their knowledge on the basic need of shelter by
completing a habitat packet.

Assessment Approaches: Evidence:

1. Habitat Packet 1. Rubric/Scale
Assessment Scale:
➢ Each part of the packet describes one of the four habitats. The students are required to
complete each section in order to receive maximum points
0-2 points earned: unsatisfactory
2-3 points earned: proficient
4-5 points earned: advanced
➢ Those who receive an unsatisfactory will be pulled to review the habitats on the
following day
Subject Matter/Content:

Prerequisites:
➢ Recall animals that were learned about in day 1’s classifying animals
➢ Recall the basic needs of living things discussed in day 2’s basic needs & food chain
➢ Have the ability to write
➢ Have the ability to follow directions in small groups
➢ The ability to draw and diagram what they see
➢ Have the ability to explore and investigate visually

Key Vocabulary:
➢ Habitat: a place that animals live

Content/Facts:
 ➢ Habitats provide animals with food, water and shelter.
➢ Each habitat looks different and contains different animals.
➢ There are four types of habitats: Ocean (aquatic), Forest, grasslands , Desert, Arctic
(polar)
➢ The ocean is home to animals such as fish ,shark, starfish, crabs, etc.
➢ The ocean can be in warm and cold climates
➢ The forest is home to animals such as owls, snakes, rabbits, deer, bears, etc.
➢ The forest can have warm and cold climates.
➢ The desert is home to animals such as lions, zebras, coyotes, birds, etc.
➢ The desert is a warm place to live.
➢ The arctic is home to animals such as polar bears, penguins, seal, whales, etc.
➢ The arctic has a cold climate.
➢ Grasslands are home to lions, cheetahs, elephants, etc.
➢ Habitats are essential and part of the basic needs of all living things.

Introduction/Activating/Launch Strategies:
➢ Recall the four basic needs discussed in Day 2
○ “Can I have a volunteer list all four of the basic needs discussed yesterday?”
■ food, water, air and shelter
➢ “Today, we will focus on different types of habitats that our animals can live in. In
these habitats they are able to obtain their basic needs such as food, water and shelter.”

Development/Teaching Approaches
1. Habitats Video
a. https://youtu.be/grocuaaffVo
b. “This video informs us about the five most important habitats that exist in the
world.”
2. Powerpoint
a. “That video was full of information on our five habitats! Is anyone able to
recall the names of any of the habitats he listed?”
b. Allow students to answer
c. “The five habitats discussed in the video and that we will explore today is the
Aquatic or ocean, forest, grasslands, desert, and the arctic or polar. Let’s take a
closer look at the habitats before we dive deeper and investigate each habitat in
our science groups!”
d. Slide 1: Aquatic/ Ocean:
i. “The aquatic or the ocean is home to many plants and animals such as
fish, seahorse, sea turtles, coral reef, sharks, eels, sea snakes and many
more! This is the animal’s habitat. 71% of the world is made up of
oceans! That is a lot of space for animals to live. Do you know what
ocean is the closest to where you live?”
ii. “That’s right! The Atlantic Ocean!”
e. Slide 2: Forest
i. “The forest is filled by many trees and plants. It is filled with many
different animals that call the forest their home or habitat. Some animals
that live here are the black bear, deer, rabbits, snakes, hawks, fox,
 squirrels and more! What other animals can you think of that belong in
the forest?”
ii. “That is right! Birds, raccoons and other animals live in the forest too!”
f. Slide 3” Grassland
i. “The grasslands look like this. They receive a minimal amount of water
so they are prone to a drought. This is when they do not have enough
water and lack rainfall. Grasslands exist in Africa! In Africa, animals
such as zebras, giraffes and gizelle roam freely. In other grasslands,
prairie dogs, birds, coyotes and foxes live.”
g. Slide 4: Desert
i. “ In the dry, dry desert, there is a lack of rain. Deserts can either be hot
places, or cold places. Since there is a lack of rain, there is a limited
amount of water for animals an plants. These animals have adapted to
these areas and therefore are able to survive within them. Some animals
that live within the desert are camels, fox, scorpions, snakes and
tortoises.”
h. Slide 5: Arctic/ Polar
i. “Opposite of the desert and its warm environment, the polar/ arctic
habitat has a very cold climate. These areas are located north which is
called the Arctic and south which is called the Polar. In the polar region,
the continent of Antarctica exists. This area is a habitat or home to
animals such as polar bears, penguins, seals, arctic foxes and so much
more!”
3. Habitat Bin Investigation and Habitat Packet
a. The teacher will explain the next activity
b. “It is important to remember where these animals live and how they get their
basic needs in their habitats. Today, we will explore these areas more as we
explore a habitat in a bin. Each of the bins are designed to look like each of the
habitats we discussed. As we look at these bins, we will be using nothing but
our eyes. These bins will be used again so we should not touch the items that
are inside of them. As you get to a habitat, you will each write the name of the
habitat you are looking at, draw a picture of the habitat and place the name of
an animal within the environment. You will then circle the climate that the
habitat is known for having.”
c. “Who can tell me the steps we are taking and how we should be when we get to
each bin?”
d. Allow the students to restate the expectations at the bins
e. The teacher should explain that the student is only illustrating their bin in order
to share with the class.
f. The teacher will dismiss the students into groups and place the bins with the
groups.
g. The teacher will assist students and allow time for the students to complete the
worksheet.
h. “You all are becoming an expert in one habitat so you can share it with the
class.”
Closure/Summarizing Strategies:
➢ The teacher will allow each group to share what they saw in their habitat.
○ “Now that you are all experts in your habitat that you were assigned, we are
going to share what you learned about them while investigating and filling out
your worksheet”
○ While some students explain what they see, the teacher will allow the other
students to walk around the classroom and share what the bin looks like.
➢ Inform students that tomorrow we will be diving into more information about animals
and how they develop

Accommodations/Differentiation:
➢ Follow all IEPs
➢ Assist students on completing the packet as the circle from bin to bin
Materials/Resources:
➢ Powerpoint
○ https://docs.google.com/presentation/d/1R5j0VYpqSSrG0tprSrb5I5Xt1O-
fzNqvDRjfTnRaRD4/edit?usp=sharing
➢ 5 habitat bins
➢ Habitat Worksheet
○ https://docs.google.com/document/d/1JnE7xKicamY-
e2DXTSNFK2yg1IhSmA_N-c6kztVRACw/edit?usp=sharing

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 This lesson was perfect. The students were so excited when I explained what we would
be doing today. The students were eager to see their habitat that they would be assigned. They
all were super careful and respectful with the bins. They took the time to create the habitat they
had in colorful detail through drawings. They wrote about the animals they saw and the
weather that they would think this habitat would have. The students continue to ask me to do
more activities with the bins! I would definitely do this activity again!

Habitat bins: *All will include plastic animals as well

Grassland

Polar / Arctic

Forest

Ocean/ Aquatic

Desert
Rubric/Scale for Habitat Packet:

Students The student The students The student The student Total point
Name: was able to was able to was able to was able to earned on the
list one of the represent one list at least circle the Habitat
5 habitats on of the five two animals symbol that Worksheet:
the line habitats that were corresponded
provided that through a seen in their with the
corresponds detailed assigned weather that
to the bin sketch. habitat. exists within
they were the habitat
stationed at. they were
(1 point) (1 point) (1point) assigned
(1 point)

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