Showcase Lesson-Characteristics of Habitats The lesson I choose as my showcase lesson was my science lesson Characteristics of Habitats.

This lesson includes a pre, mid and post assessment. All of these assessments were created to aid in the evaluation of student learning of the lesson objectives: When read aloud and given pictures of animals, students are able to match the animal to its habitat while listing reasons as to why it belongs in said habitat 4 out of 5 times with 80% accuracy. All activities in this lesson incorporate habitat, their animals and characteristics. All of these less rely heavy on prompts and class completion instead of individual completion as their IEPs specify. The purpose of the pre-assessment was to test student prior knowledge and understanding of habitats and if they could identify animals to a specific habitat. The pre-assessment, a poem, is read aloud as a class, displayed on board and individual copies, then students are prompted to answer multiple questions individually. After initial answering we share and discuss correct answers, referring back to poem. This pre-assessment then leads into the instructional PowerPoint focusing on the animals and characteristics associated with specific habitats (later used in mid-assessment). The mid-assessment was used to gauge students understanding of PowerPoint, as well as have a chance to actively apply that knowledge. This assessment was informally done with a checklist of students names. Four habitats were located around the room (wetland, forest, desert, and ocean) student then proceeded to draw cards with pictures and names of animals. They were instructed to act like that animal, place animal in correct habitat, and explain why they thought so. The assessment was only assessing accuracy of placement and explanation. I wrote on check list what animals they drew and what habitat they placed that animal, then marked y for yes and n for no for accuracy of placement. The post-assessment was designed to bring all assessment together, by combining the placement of an animal to its habitat and the characteristics of all habitats. The expectation of this final assessment was to have student write a statement identifying the habitat of animal based on picture and word cues, as well as identifying the five characteristics all habitats need for a habitat to sustain animal life. An expectation of written statement was demonstrated by myself to class on SMART board, and then students were to complete second statement by stating orally what the statement would be and agreeing as a class. I would write statement on board and they would use this to assist them in completing their statement correctly. The second half of assessment was the bubble map answering the central question: What do all Habitats need for animals to survive? The students and I filled in one bubble together and then they helped complete the rest of bubble. I asked the class as a whole to supply me a suggestion and class deciding if that was a correct answer. I then filled in the map on SMART board so spelling could be provided. The students were expected to get 5 out of 7 points to show understanding not only of habitats but ability to copy correctly from SMART board.

Lesson Objective(s) Objective 1 When read aloud and given pictures of animals, students are able to match the animal to its habitat while listing reasons as to why it belongs in said habitat 4 out of 5 times with 80% accuracy.

Assessments

Pre-Assessment Mid-Assessment Post-Assessment

Format Of Formative Assessment Pre- Poem worksheet with questions: Students response to questions asked after reading of poem. Questions asked will judge their prior concept of habitats and reading comprehension. Questions displayed on board in the format below. Mid- Checklist: will indicate Accuracy as they Participate in Where Do I live? An Animal Habitat Game. Students will be expected to match pictures of animals to their corresponding habitats using animals and habitats discussed during previous PowerPoint. Post- Where do Animals Live? Worksheet: Accuracy and completion of writing and bubble map to gauge students understanding of habitats and the animals associated with them.

Accommodations Pre-assessment was modified from a fill in the blank worksheet to a multiple choice worksheet. The habitat game was modified so that both pictures and names of animals and habitats where displayed instead of just names. PostAssessment worksheet modified into a shorter assessment with less writing of complete sentences and instead generalized words placed in a graphic organizer. All assessments will be guided by teacher with verbal prompts and demonstration on SMART board. Individual assistance from aids will be provided as deemed necessary by IEP.

Pre-assessment
Habitats By Meish Goldish Home, sweet home! Home, sweet animal home! Birds like to rest In a twiggy nest. A big brown bear Prefers a lair. Bats love to rave About their cave! Monkeys swing free High in a tree! The tiny frog Lives on a log. Chipmunks are found In a hole in the ground. Home in a thicket? A lion would pick it! The crab lives well In an empty shell. A hive will please A family of bees. Is your home the home For dogs or cats? Animals have many habitats!

1. A brown bear prefers a _______________________. A) Lair B) tree C)Shell 2. What would a lion pick for its habitat? __________________________ A)cave B) thicket C)beach 3. A chipmunk lives in a ________________ in the ground. A)Shell B)tree C)hole 4. A _____________________ is a home for bats. A) Shell B) Hive C) Cave

Mid-assessment
Student Student J Animal Place animals correctly? (y/n)

Student L

Student A

Student M

Student AJ

Student JR

Student S

Student JO

Animal options: Animal Alligator Bear Camel Coyote Jelly fish Deer Duck Whale Rabbit Fish Scorpion Squirrel Snake Stingray Turtle crab Habitat wetland forest desert desert ocean forest wetland ocean forest ocean desert forest wetland ocean Ocean/wetland ocean

Post-Assessment
Name:

Where Do Animals Live?

What do all Habitat need for animals to survive?