College of Education Lesson Plan Template Teacher Candidate: Breanna Cook 'chool: &err()ood Date and Time of Lesson:

3-27- !" #:$$ %& 'u*+ect",rade Le-el: 'cience" !th

Description of Lesson: This lesson is a review lesson covering the organisms and environment unit in science. Lesson Title or Essential .uestion that guides the lesson: What have you learned about organisms and their environments? Curriculum 'tandards %ddressed:

'C Curriculum 'tandard/s0: Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. !ife Science"

'C %cademic 1ndicator/s0: #ndicator 4-2.$- %lassify organisms into ma&or groups including plants or animals' flowering or nonflowering plants' and vertebrates (fish' amphibian' reptiles' birds' and mammals) or invertebrates" according to their physical characteristics. #ndicator 4-2.4- *istinguish between the characteristics of an organism that are inherited and those that are ac+uired over time. #ndicator 4-2.,- -.plain how organisms cause changes in their environments. Lesson 2*+ecti-e/s0: Using their organisms and environments study guide, all students will accurately review for their final test on the organisms and their environments unit. %ssessment/s0 of the 2*+ecti-es: Before: I will check students review sheet for completion because they were assigned the review sheet for homework. During: I will make sure all students answer a uestion to provide e ual opportunity for students to speak and for me to listen to everyone and their confidence of organisms and their environments. !fter: "tudents will take their review sheet home to further study for their test tomorrow.

&aterials"3esources: Students will need their pencils and their /rganism and -nvironments Study 0uide and the teacher will need the /rganism and -nvironments Study 0uide answer 1ey.

Prere4uisites /Prior 5no)ledge0: Socially' students will respect their peers while they tal1. They will actively listen while the other person is tal1ing with their eyes on that individual. %ognitively' students will use their 1nowledge from previous lessons to recall information to review characteristics of ecosystems and the animals and plants that live in each ecosystem. This lesson will also review students2 1nowledge of ac+uired versus inherited behaviors and adaptations from the previous wee1. 3hysically' students will sit at their des1s and listen to the teacher and their peers. -motionally' students will have the confidence to answer review +uestions. Procedures $. 4ave students ta1e out their /rganism and -nvironments Study 0uide sheet. a. Wal1 around to chec1 for completion. 2. Starting at one side of the room and ma1ing sure each student answers a +uestion' go through each of the following +uestions to review the organisms and their environments unit. 5. 6se the study guide answer 1ey to ma1e sure students 1now the correct answers to the follow +uestions: a. #hat is the temperature like in a swamp$ b. #hat types of plant life can be found in a swamp$ c. #hat types of animal life can be found in a swamp$ d. #hat are rivers and streams main feature$ e. #hat is the temperature like in rivers and streams$ f. #hat type of plant life can be found in or near rivers and streams$ g. #hat types of animal life can be found in or near rivers and streams$ h. #hat is the temperature like in the rainforest$ i. #hat types of plants can be found in the rainforest$ %. #hat types of animals can be found in the rainforest$ k. #hat feature is specific to the rainforest$ l. #hat is the temperature like in the desert$ m. #hat special feature do plants and animals have who live in the desert$ n. #hat are the types of plants that can be found in the desert$

o. #hat types of animals can be found in the desert$ p. #hat is the temperature like in the tundra$ . &ow are the days and nights different in the tundra$ r. #hat plants can be found in the tundra$ s. #hat animals would likely be found in the tundra$ t. In order to survive in an ecosystem, plants and animals act in distinctive ways called '''''''''. u. !nimals behaviors include how they eat, '''''''' and '''''''''. v. (ive two e)amples of human behaviors that are harmful to an environment. w. (ive two e)amples of human behavior that are beneficial* helpful to environments. ). !n e)ample of an organism ''''''' their environment is animals over gra+ing land and causing erosion. y. #hat are some types of fish$ +. ,o survive in the desert, both plants and animals ''''''''' and '''''''' water. aa. -any desert animals are nocturnal because they avoid '''''''''''''' from other animals that are active during the day. bb. ! creosotes root system is an ''''''''''' to its environment. ,he roots are shallow and spread out so that they can gather surface rainwater very uickly. cc. &ow is learning a behavior an advantage over inheriting a behavior$ i. &ave several students provide answers to this uestion so that students can hear a variety of acceptable responses. 4. #f time permits' students will brea1 into partners to +ui7 each other on things they are still confused on or cannot seem to remember. 8. 9/1ay class' the final test on the organisms and environments unit is tomorrow. Ta1e this study guide home with you and study what you need to in order to ensure that you 1now everything before tomorrow2s test.:

%ssessment:

Students will use this review to prepare them for their final test on the organisms and environments unit' which is tomorrow. #t will also be their responsibility to ta1e their review sheet home to further study for this test.

%ccommodations: Students have had this study sheet for a wee1 and have been adding what they learned after each lesson during the lesson. Some students will have wor1ed hard to prepare for this final test of the unit and others will have not done much studying at all. Therefore' some will be more familiar with the study guide than others and some will be able to answer more of the +uestions than others. # will ma1e sure that every student answers a +uestion' but if they struggle they will be allowed to as1 a person sitting near them to help them figure out the answer. #f there is enough time left for science instruction' # will have students pair with a partner to +ui7 each other for e.tra one on one practice. 3eferences: %roo1s' ;. <ourth grade science teacher at ;errywood -lementary. 9/rganisms and -nvironments Study 0uide 4andout.: