Lesson Plan

Education 250: Educational Psychology

Name: Whitney Whyde, Esther Mead, Emily Meyers, Jessica Yeoman

Title: Habitats

Grade: First

Concept/Topic: Habitats

Total Time Needed: 30 minutes for given lesson (in class)

30 minutes for stations afterwards (explained in class presentation)

Desired Results/Learning Outcome/Essential Question/Objective:

By the end of the lesson the student will be able to identify two animals of the arctic, desert, forest and
ocean habitats, with 90% accuracy, this can include animals, plants, or characteristics.

Indiana State Standard:

1.LS.3 Make observations of plants and animals to compare the diversity of life in different habitats.

Assessment Plan:
QR code Questions and Scanner

Prior Knowledge/Connections:
1. Experience Corners

Task Analysis:
2. Need to know what a camel, lizard, fox, deer, penguin, polar bear, whale and fish is.
3. Need to be able to color and draw simple pictures with references given.
4. Need to be able to differentiate between cold, warm, and hot.
5. Need to be able to copy words from the board.
6. Need to be know what a

Lesson Introduction/Hook (anticipatory set):

1. Reading I Can statements as a class.
 Heart of the Lesson/Learning Plan

Lesson Development:
Lesson Introduction/Hook (anticipatory set)
2. Direct students attention to the I CAN display board.
3. Read each of the behavior statements aloud (already on board), having students repeat.
4. Tell students that the following statements will be what we CAN do during the next activity.
5. Place the cards one by one on the board next to the behavior cards. As you place each card on the
board, read it aloud and have the students repeat.
6. Praise students.
Prior Knowledge/Connections
7. Pull up the PowerPoint with scenery pictures on each slide.
8. Have students stand and push in their chairs.
9. With a picture of a desert displayed on the screen, tell the group: if you have ever been to a
desert go to the left side of the room, if they have not, go to the right side of the room.
10. Ask students who have been to a desert if they can give you an example of one thing in nature
that they saw there. Call on one student to give example. (If no students have been to the desert,
ask if anyone can name one thing in nature that they think that they would find in a desert)
11. If student was correct, praise student. If not correct, ask them to try again and praise.
12. Repeat this steps 3 and 4 with arctic, ocean, and forest.
13. Have the students to return to their seats.
Guided Practice
14. Ask students to get out a pencil
15. While students are getting, pencils pass out one Habitat booklet to each student.
16. Give students 30 seconds to look through book and situate their materials.
17. Pull up the following videos and watch with students
https://www.youtube.com/watch?v=5oWpHvFUrKM
https://www.youtube.com/watch?v=6oSUkCaGV18
https://www.youtube.com/watch?v=xIni-OaOm5o
https://www.youtube.com/watch?v=7ydgv2g_zqw
18. Put the habitats PowerPoint back up on the board.
19. Read the front of the book with students.
20. Ask students to flip to the first page of their booklet, demonstrate on yours.
21. Make sure that the page they are looking at in their booklet correlates to the pictures on the
screen. If it does not, switch through the PowerPoint slides until they match.
22. Talk with the students about the habitat that is listed and that is displayed on the board. Ask if
they think that it would be hot, cold, or warm there.
23. Read through the list of terms on the board. (This should be written before the lesson begins, the
list should contain he following: pine tree, penguin, whale, fox, camel, fish, polar bear, deer,
lizard, ice burg, cactus, seaweed)
24. Ask the students which of the terms on the board do they think belongs with the habitat displayed
on the screen and the page in their books.
25. Have them write down the terms that the class decides (with guidance and corrections if
necessary) correlate with that particular habitat.
26. Cross off the used terms from the board.
27. Have students flip to the next page in their book.
28. Repeat steps 20-26 for each page and habitat.
29. Ask students to put pencil and habitat book on the corner of their desk.
30. Ask students to place their hands in their laps so they are not tempted to touch the materials on
their desks.
Assessment Plan
31. Pass out one QR code card to each student.