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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC DETAILS CK
Name Miss Weiner
Subject Environment and Ecology
Grade Level 3rd
Date/Duration October 2
nd
10 minutes long
Big Ideas Animals live in different habitats because they each have different
characteristics that make one certain habitat easier to adapt to than the
others.

How would natural disasters/climate change/pollution affect the way
that animals in certain habitats live and grow?

Essential Questions Why would adapting to a habitat in a warm climate be difficult for an
animal that was used to a cold climate?

What would the affect of a wildfire have on forest animals?


PA/Common
Core/Standards

4.1.3.D: Define habitat and explain how a change in habitat affects an
organism
4.4.3.C: Use scientific inquiry to investigate what animals need to live and
grow.
4.5.3.C: Identify different types of pollution and their sources.
4.2.3.B: Identify plants and animals found in a wetland.



Objectives

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
During a group lesson (C), all students (A) will identify (B) different
habitats and sort (B) animals that live within them. Students will
successfully be able to name at least two animals that live in each habitat
by the end of the lesson and why they need to live there. (D) Students
will also discuss (B) natural events that happen in nature that can cause
an animal to have to adapt to something new in their habitat.

Formative &
Summative
Assessment
Evidence
Formative Assessment
Exit Slip: Students will work with a partner to find at least one other
animal that could survive in each type of habitat discussed in class.

Summative End-of-Unit test: Pick one type of habitat and one animal
that lives within it. Explain the characteristics this animal has that make
it so easy to survive in this specific type of habitat. Finally, name one
event that could change the habitat, making the animal have to adapt to
something new.


ISTE Standards for
Students

Framework for 21st
Century Learning
Standard 1d. Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using
technology. (Identify trends and forecast possibilities)
~Students will use the video on habitats to see what the habitats look
like in reality. The video identifies examples of animals that live in this
habitat. Students can look to these examples to try to match their own.


Accommodations,
Modifications




SUPERVISING
TEACHERS
SIGNATURE






Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan
In the previous school year, students should have learned about the
differences in living things and were able to describe how adaptations are
important for their survival (4.1.2.D: Identify differences in living
things (color, shape, size, etc.) and describe how adaptations are
important for survival). After reviewing this concept, students will now
be able to identify events that cause animals to adapt to new conditions in
their habitat.

CK
Introduction Activating Prior Knowledge
What do people live in? A house/apartment/city
What do people have in these places to live day-to-day? Food,
water, clothing, etc.
So where do animals like dolphins or bears live?? In a house?! No
Our HOMES are our HABITATS
Hook/Lead-In/Anticipatory Set
Each animal has their own HABITAT that they live in!
Habitat video

Explicit
Instructions
Big Idea Statement
All animals live in different habitats, because they each have a
particular habitat in which it is best for them to live and grow.
Natural disasters/climate change/pollution can cause a major
change in a habitat.
Essential Questions Statement
Why cant all animals live in the same habitat?
What kinds of events can occur in nature that affect animals in
habitats like the ocean, forest, desert, and the artic?
Objective Statement
Today we are going to learn about different habitats by working
together to sort through different animals and figure out which
habitat they belong in. We will also discover some of the
adaptations these animals have made to better their survival skills;
and, a few of the things these animals must do when their habitats
get damaged.
Transition

Grouped in a circle for INTRO march to the posters sitting on the
floor and sit criss-cross-applesause in front of them.

Key Vocabulary
Habitat- the natural home or environment of an animal
Environment- the surroundings or conditions in which a person,
animal, or plant lives or operates.
Climate change- Drastic changes in temperatures
Natural disaster- a natural event such as a flood, earthquake, or
hurricane that causes great damage or loss of life.
Pollution- the presence in or introduction into the environment of
a substance or thing that has harmful or poisonous effects.
Adaptation- the action or process of adapting or being adapted.
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Pre-Assessment of Students
If you think you know an example of a habitat, put your hands on
your head. (Ocean, Forest, Artic, Desert)
Call on a student that has his or her hands on their head.
If the answer is correct ask if they can use adjectives to describe
the habitat)
Once each student that has their hands on their head gets a chance
to respond, introduce the types of habitats the lesson today will be
focusing on.
Modeling of the Concept
Just like the students, I will have two animals that belong to
different habitats. I will place the two animals into the habitat in
which I believe they belong.
Guiding the Practice
After placing the animals where they belong; each student will go
back to their seat, and write down why they chose to put their
animals in the habitat that they did. For example
The dolphins habitat is in the ocean because it doesnt have legs
to walk in a forest or desert, and the Artic waters are too cold for it.
Providing the Independent Practice
Each student will share their answers with the group; if anything
needs to be clarified or reviewed (or in this case the animal needs
to be moved into the correct habitat) the teacher may step in to
help. The teacher will be looking for answers that contain examples
of what kinds of characteristics and special adaptations the animal
has in order to live in such a habitat.
Brown Bear Hibernation, curved claws to catch fish
Deer Antlers used to defend itself, eat a lot of food for fat for winter
Dolphin Skin is very smooth and can move swift, bodies shaped like
torpedoes
Jellyfish Stinging cells to protect themselves
Snake cold-blooded, nocturnal,
Lizard cold-blooded, burrow to escape heat
Polar Bear blubber, skin under fur is black to attract heat
Penguin tightly packed feathers that overlap to make them waterproof,
blubber, paddle-like feat for fast escape from predators



How do animals adapt after disasters? (Changes and affects)
Wild fire burns down trees that animals had nested it lowers
population- find a new spot that still has trees and try again
Global warming causes a climate change and the ice caps polar
bears live on are melting. With the distance they have to travel for
food, they have begun to eat food that normally they wouldnt.
Camels have figured out how to adapt to sandstorms.
Transition
(Not used until the closure. Turn in your ticket so you can take
your seat!)
Adaptations/Accommodations for Students with Special Needs

Evaluation of the
Learning/Mastery
of the Concept
Formal Evaluation
End-of-Unit test: Pick one type of habitat and one animal that lives within
it. Explain the qualities this animal has to have in order to survive in this
habitat. Finally, name one event that could change the habitat and cause
animals to adapt to something new. (Animals losing a large population of
trees that produce fruit, and they have to adapt to eating something else.)

Informal Evaluation
Exit Slip: Students will work with a partner to find at least one other
animal that could survive in each type of habitat discussed in class.



Closure Summary & Review of the Learning
Exit Ticket: Students will work with a partner to find at least one
other animal that could survive in one of the types of habitats
discussed in class. They must also provide information on the
special adaptations these animals have in order to live in such
conditions. Students can use any technology available to research
their response.


Homework/Assignments
Examine habitats on a smaller scale. See what kind of life
surrounds the community you live in! (Examples: Beehives, ant
hills, bunny borrows etc.)

Reading Materials
Technology
Equipment
Supplies
iPad to play video; four habitat backgrounds, eight animals to
place, notebook paper to write responses, pencils, exit tickets,
and sticky tack.



Teacher
Self-reflection
Overall, I believe that my lesson went over very well. The major
downfall that I had was that I didnt have enough time to complete
the entire lesson. I was unable to get to the objective of
understanding what natural disasters can do to an animals habitat,
and I wasnt able to have the students complete an exit ticket. I feel
as though if I would have had half an hour, instead of 10 minutes to
complete this lesson; I would have been able to cover each of my

objectives for the students and complete each activity that had
been planned for the lesson.