This document outlines a project-based learning activity for 3rd and 4th grade students about animal habitats. The activity will involve students researching different habitat types, creating a diorama of one habitat, and presenting their diorama. Students will learn about key habitat features and how plants and animals depend on each other. They will develop an understanding of different habitats and threats to animals. The project covers science, English, art, and social studies standards and includes activities like visiting the school garden and zoo, comparing habitats, and assessing student understanding through worksheets.
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docxandreecapon
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docxandreecapon
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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http://sandymillin.wordpress.com/iateflwebinar2024
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Reverse Pharmacology.
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6. Creativity :
Students will work creatively in teams and find the solution.
Collaboration :
Students will learn how to collaborate in teams .
Communication :
They will learn how to communicate within teams in attaining their goals .
Leadership:
They will learn to taking initiative, solving problems and learning to be
responsible for outcomes
Critical thinking:
Students will improve problem-solving, reasoning and decision-making skills
21st century skills
7. Habitats
Driving
Questio
n
Describe key features of the different types of habitats
Why are plants and animals dependent on each other?
"How can we create awareness about the importance of habitat conservation?"
Learnin
g Goals
1. Identify the habitats features
2. Learn about how the animals in the habitats interact
3. develop an understanding about deserts, forests, oceans, jungle habitats
4. Develop an understanding of identifying habitats around them
5.Investigate the threats to animals in ahbitat
Project
Summa
ry
In this project students will be able to understand the types of habitats and effects of
living and nonliving factors on a habitat
Major
Product
(s)
Individual Products Team Products
Diorama of habitat Kwl charts ,worksheets ,
Key
Project
Docum
ents
RUBRIC,
8. Resources
Worksheets ,flash cards of animal and plants, worksheet active internet ,
Recycling material
Boxes ,tetra packs,news paper clips or avaialbale meterial
Habitats 3rd Grade | 1.1K plays | Quizizz
"HABITATS" - Free stories online. Create books for kids | StoryJumper
Welcome Home, Bear: A Book of Animal Habitats by Il Sung Na 1.
Creatures of the Desert World by Stacy Taus-Bolstad .
I See a Kookaburra!: Discovering Animal Habitats Around the World by Steve Jenkins and Robin
Page 1.
● What Animals Live in the Desert? by Susan H. Gray .
9. This is a timeline
Week 2
Week 4
Week
3
Week 5 Diorama
presentation
Making inference
Exploration and
comparing
Brainstorming week
Formal assessment
10. Some of the questoions to be addressed during
PBL
What do you find when you
come across a garden?
Compare the need of variety
of living organisms in a
habitat?"
Frog Jump Gorilla Shuffle
11. Questions
Turtle Walk
What are the living and
nonliving things in the
habitat?
Cricket Jump
How living thimgs are
depnedent on non living
things?
13. Mon Tue Wed Thu Fri
Introduction and
KWL chart
Pictures will be
shown
paragraph
writing
Video watch
Make notes with
the help of video
Animals and plants
found in different
habitat
Worksheet will be
done
Habitat corners
will be made with
in the class
Visit to the school
garden
Choose one animal
found in garden draw
and write about it .
visit to zoo for
exploration
Draw animals
found in the
zoo.
Different landform
in the world
Draw the pictures
and why they are
different
Deserts are the
home of many
animals
Water animals'
exploration
Identification of
Living factors
Comprehension
worksheet
Identification of
non-Living factors
Why nonliving
factors are
important
descriptive
writing
Comparing
animals and
plants
Match the
animals with
their habitat
Assessment week
through
worksheets
Marine animals Desert habitat Forest /rain
forest
Start working on
Diorama of
habitat for the
next week.
Schedule
15. Science
• Explores a variety of habitats and identifies ways
in which individuals and groups of organisms interact
with each other and their environment.
● Recognizes that each plant and animal
depends on a specific habitat to meet its
needs.
● Compare the needs of a variety of living
things and identify how the needs of animals
change with the habitat (e.g. some living
organisms live in water and some on land,
some eat plants and some eat other animals).
17. Social studies:
Environmental Conservation and Plant Habitats:
● Introduce the concept of environmental
conservation and its importance for plant
habitats. Students can explore the different
types of plant habitats, such as forests,
wetlands, or grasslands, and learn about the
plants and animals that inhabit them.
● They can investigate the threats to these
habitats, such as deforestation or habitat
destruction, and discuss the importance of
conserving them for biodiversity and
ecological balance.
● Students can learn about environmental
initiatives and the role of individuals and
communities in protecting plant habitats.
18. Urban habitats
Most kids are familiar with
squirrels and crows, the animals
that make their homes right in
our backyards. With this word
search, match up game, fun
facts, your child will learn more
about urban animal habitats.
19. English:
Habitat Diorama and Descriptive Writing:
● Ask students to create a habitat diorama
depicting a specific habitat. They can include
plants, animals, and other features that are
representative of the habitat.
20. Word flash card:
Use the cards to spark a conversation with your group or in your reading and writing area.
They may also be used to identify your thematic bins. (Open word flashcards-Habitats) Print.
tree, soil, hut, igloo, burrow, house, anthill, beehive, pond, doghouse, cage, ocean
2.Sequential story-Habitats
(Open sequential story-Habitats) Print and laminate the various cards. Children must place
them in the correct order.
3.Picture clue story-The desert
(Open picture clue story-The desert) Print. Sit in a circle with your group.
Begin reading the story. Every time you reach a picture clue,
pause and point to it.
Children must guess the missing word to complete the sentence.
4.Write a For Sale ad for a habitat.
clever writing exercise asks kids to “sell” their favourite animal habitat. It’s good
practice with both habitat characteristics and persuasive writing.
22. The assessments will be done in two parts.
Skills assessment
End-product assessment Skill assessment rubric
Parts of this should be used to evaluate students’ skills as they are using them
throughout the problem-solving activity.
23.
24.
25. Informally assess students’ comprehension during class discussions. Monitor how well
students comprehend the read-aloud texts and what they are learning about habitats
based on their responses for the K-W-L chart.
Assess how well students are able to follow instructions and work cooperatively during the
hands-on experiment. Are students able to connect what they see in the experiment to the
story?
Assess the murals by checking to see if students included changes that occur in every
habitat.
Collect and assess the Sequencing Graphic Organizers and the Cause and Effect Graphic
Organizer. Check for students’ comprehension of the story. In addition, check the Cause-
and-Effect Graphic Organizer for how well students were able to make connections
between habitats. Extra points should be given for any responses that were not discussed
in class.
26.
27. Design Challenge:
Creating Animal Habitats
• child will choose an animal to research, learn about the animal’s habitat,
• replicate the animal's habitat using household items.
• They can choose to create a miniature replica, or a kid-sized habitat.
• child will develop their researching and creativity skills, while also having fun thinking
from the perspective of an animal in the wild!
What You Need:
Access to a computer or encyclopedia to conduct research
Pen and paper for notetaking
A designated space for your child to create an animal habitat
28. What You Do:
1. Explain to students they are going to create a miniature or kid-sized version of that animal’s habitat in their school and
imagine what it’s like to be inside of it.
2. Students will work in groups and they will select any animalsfrom any habitat . Maybe they’d like to investigate their favorite
animal, or an animal that they don’t know much about.
3. After they decides the animal they want to research, ask them to clearly plan what they want to learn.
4. Give a computer or electronic device to conduct their research with, or give them an encyclopedia.
5. After they will finished researching about the animal and its habitat, guide them to a designated location where they can
recreate their animal's habitat using Clearly define which household materials they are allowed to use, and which are off-limits.
6. repeat the instructions, and ask them if they have any questions. Then, allow them to start building.
7. Once they will finished building their habitat, ask them to explain it to you in detail. While explaining, ask them questions that
encourage them to reflect on their research. For example, ask them:
o What parts of your habitat are similar to the habitat of the real-life animal?
o How is your habitat different from that of the real animal?
o What does it feel like to be inside of the animal’s habitat?