LESSON PLAN OUTLINE

JMU Elementary Education Program

 Taylor Kellenberger
 Susan Fox, Fulks Run Elementary School
 Date Presented: March 11, 2019
 Date submitted to the practicum teacher: March 4, 2019

A. TITLE/TYPE OF LESSON

Habitats and Ecosystems Review and Model

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests, and/or
learning preferences? Why is this an appropriate activity for these students at this time? How
does this lesson fit in the curriculum sequence? How does this lesson fit with what you know
about child development?

My CT previously taught them about animal habitats before I started my practicum. She
thought that doing a review would be a good idea because they are getting back into science
lessons. My CT discussed with me that the students are interested in lessons that involve
animals so I figured including an activity that allows them to draw different animals would be
something that interests them.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific
generalizations the students should specific data the students will gain thinking behaviors students will be
begin to develop? (These are through this lesson? (These able to do through this lesson?
typically difficult to assess in one “knows” must be assessed in your (These will also be assessed in
lesson.) lesson.) your lesson.)
There are different ecosystems Types of water-related Describe water-related ecosystems
that provide resources for different ecosystems, such as oceans, and examples of animals that live
plants and animals to survive. ponds, swamps, marshes. in each.
Types of dry-land ecosystems such Describe land-related ecosystems
as deserts, rain forests, forests. and animals that live in each.
The difference between a Identify and label the different
population and a community ecosystems they drew and the
The difference between a habitat animals they placed in there. They
and ecosystem will also describe their model to
classmates .

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember – every objective must be assessed for every student!
 Students will create a display that shows different types of ecosystems and animals that live in
each. Seeing that students can properly place different animals in the correct ecosystems will
show that students have achieved the objectives. During our review prior to the assignment I
can see how much students remember from learning about habitats and ecosystems and
review anything they seem to have forgotten about.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if

Virginia Science Standards of Learning Standard 3.6

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?

Blank Paper
Scissors
Colored pencils
Pencils
Markers
Tape
Glue
(All of these objects are in the classroom already)

G. PROCEDURE
 I will start of by saying “I know you guys learned about habitats a few weeks ago but
we are going to do a review.”
 I will ask, “Who remembers what the different types of ecosystems are?”
 When students mention aquatic-ecosystems, I will ask if anyone can name the
different oceans.
 I will call on students and create a list on the white board.
 I will ask, “Who can give me a definition of populations and a definition of
communities?”
 I will also ask what the definition of ecosystems and habitats are.
 Once I see that they have a strong understanding on the topic I can say, “Okay now we
are going to do an activity. They can get into groups of 2 or 3 and grab one piece of
blank paper.
 I will have them fold the piece of paper to create a large triangle and have them cut off
the excess. Then they will fold the triangle again into a smaller triangle. They will then
open the piece of paper to see 4 triangles.
 They will then cut along one of the lines to the center. Then fold it into a 3-
dimensional triangle by folding the cut section under. I will show them the model and
show them how it will look. I will instruct them to unfold them and instruct them to
color 3 different backgrounds of different habitats. With the bottom of the triangle being
 the bottom of the ecosystem. There will be one blank triangle and that is one of the
triangles that is next to the cut slit.
 After they color the background on a separate piece of paper they can draw and cut out
animals that live in each of the ecosystem. They should draw at least one animal per
ecosystem but are welcome to add more if they would like.
 They can use their iPads and the lists on the board to help them generate ideas.
 Once they are done with their animals they can glue them to the corresponding
ecosystem.
 I will have them label what each ecosystem triangle is and label the animal in them.
 Once they are finished they can assemble their display and tape the flap of the blank
triangle to create their model.
 Students will then describe their models to their classmates and walk around and view
others.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with
varied learning styles and abilities, English language proficiency, health, physical ability, etc.
How will you extend and enrich the learning of students who finish early? How will you
support the learning of children struggling with your objectives?

I plan to meet the needs of all students by working with them separately if they need extra
help and do a more in depth review. By doing a whole-class review before I can help learners
who are more auditory. For those who are more visual learners they can research on their
iPads to get some ideas.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?

The students could act out and misbehave and not stay on task. If this happened I would
discuss with my CT the best options for how the discipline the students acting out and
distracting other students.