KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Alyssa Coughlin

Cooperating Teacher:
Group Size:

20

Subject or Topic:

Date:
Coop. Initials

Allotted Time

45 minutes

Grade Level 2nd grade

Rainforest Animal Investigation Section

STANDARD:
Standard - 4.1.2.D Identify differences in living things (color, shape, size, etc.) and
describe how adaptations are important for survival.
Standard - CC.1.2.2.B Ask and answer questions such as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.

I. Performance Objectives (Learning Outcomes):

A. The second grade students will be able to identify characteristics of rainforest
animals by researching a specific animal and filling out an information log
based off of what they have researched.
B. The second grade students will be able to demonstrate their knowledge of
their animal by giving an active presentation in front of the class and
identifying which rainforest layer their animal belongs to.
II. Instructional Materials
A. Rainforest animal pictures with the names of the animals on the back placed
on the student tables
B. Access to YouTube for the rainforest music at the beginning of class
C. Rainforest Association Letter
D. Rainforest Animal Expert Information Log worksheet
E. Student iPads
F. Rainforest layer diagram
G. Tape
H. Exit slip index cards

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Writing fluency skills
2. Reading comprehension skills
3. Knowledge of the layers of the rainforest
4. Knowledge of how to work an iPod
B. Key Vocabulary
1. Deforestation: the decline to natural plants and trees due to humans
coming into the rainforest an sabotaging it
2. Endangered: when animals are in trouble of dying off
C. Big Idea
1. Why do animals need the rainforest to survive?
D. Content
1. Layers of the rainforest
2. Characteristics of rainforest animals
IV. Implementation
A. Introduction
1. Before students come into class, the teacher will randomly place
pictures on the students tables.
a. Dragon fly
b. Capuchin monkey
c. Jaguar
d. Howler monkey
e. Iguana
f. Hummingbird
g. Great horned owl
h. Sloth
i. Red eyed tree frog
2. The teacher will also play music from the rainforest as the students
come into the classroom
a. https://www.youtube.com/watch?v=67QtXZsA2ME
3. Students will come into the classroom and be directed to sit at their
desks/ tables.
4. At their tables, the students will look at the pictures of the animals.
a. These pictures will have the name of the specific animal on the
back of it.
B. Development
1. Once all the students are sitting at their tables, the teacher will turn
down the rainforest music so the students can hear.
2. The teacher will welcome the class to the rainforest and tell the
students that she received a letter from the Rainforest Association
and they need the students help.

3. The teacher will read the letter to the students explaining that the
rainforest is in trouble and they need experts to help them save the
rainforest animals (see attached).
4. After the teacher reads the letter, the students will be instructed to
get into groups.
5. Then the students will be instructed to take a look at the photos in
front of them and to each pick an animal out of the photos.
6. Once they pick their animal, the teacher will collect the rest of the
rainforest animals and put them away.
7. The teacher will then hand out a Rainforest Animal Expert
Information Log to all of the partner groups (see attached).
a. The teacher will explain the worksheet in more detail and
answer any questions the students might have.
8. Once the worksheets are distributed, the students are expected to
look up the information of their specific animal and write it down on
their Rainforest Animal Expert Information Log as a collaborative
activity.
9. The teacher will provide the students with 1 iPad per partner group
to research their animal on the web.
10. The teacher will put the rainforest music back on as the students
researched their animal.
11. Student pairs will work on filling out this sheet to the best of their
ability.
a. The teacher will make sure to go around to all groups as they
work to keep them on task and working diligently.
b. The teacher will give the students the majority of the time to
work on filling out the worksheet with their partners.
12. Once time is up, all students will be directed back to their tables.
13. Once all students are seated, the teacher will discuss the presentation
aspect of the activity.
a. The students will be told that they are expected to come up
with their partner and give a short presentation in front of the
class about the discoveries they have found regarding their
rainforest animal on a poster board format.
b. After presenting their poster board, the students will be told to
take the picture of their animal, and place it on the correct layer
of the rainforest diagram at the front of the room (diagram
hand made by the teacher and stuck up on the chalkboard with
tape- hung up before class began).
14. After the directions are given, the teacher will ask if there are any
questions.
15. The teacher will ask for any volunteers to go first, and if not, the
partners will be selected randomly.
16. The partners would each take a turns coming up to the front of the
room and placing their animal on the correct layer of the rainforest

and then explaining some of the things they discovered about their
animal.
a. They will also each explain what they believe is special about
their animal and why it needs the rainforest to survive.
17. Once all partner pairs have had the chance to present their animal to
the class, all students will be directed to sit back at their desks.
C. Closure
1. At their desks, the students will be directed to fill out an exit slip
before they are allowed to leave the classroom. The question for the
exit slip is: What is one fun fact that you learned about your animal
or someone elses animal today?
2. Once the students have completed and handed in their exit slips, they
are allowed to leave.
D. Accommodations/Differentiation
1. Sam, who has a learning disability, would benefit from the teacher
paying closer attention to her progress during the independent
practice activity and giving her guidance if she needs it.
2. To differentiate instruction for struggling students, the teacher could
tell the students that they are able to phone a friend if they are not
sure where their animal fits on the rainforest layer diagram. Students
can also work with other to collaboratively complete their
information logs.
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will assess the students understanding of the
material through their completed information log, presentation
of their animal (including the poster), correct placement of the
animal on the layer of the rainforest and exit slip.
2. Summative: N/A

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. Are there things that were beneficial in this lesson?

2. Are there things that could be changed in this lesson to make it more
effective?

VI. Resources (in APA format)

A. YouTube clip: https://www.youtube.com/watch?v=67QtXZsA2ME