In this lesson, students will explore different habitats and observe the diversity of plants and animals within each one.

1. Running head: Life Science Lesson 1
Life Science Lesson
Emily Branch
American College of Education

2. LIFE SCIENCE LESSON 2
In this lesson, students will explore different habitats and observe the diversity of plants and
animals within each one. Every day, humans impact Earth in both positive and negative ways. It is
important for students to learn about life sciences and how delicate our planet is. After exploring
different habitats, students will apply their knowledge and create their own unique habitat with new
plants and animals. They will explain how their habitat helps sustain life for the plants and animals
they included.
LESSON PLAN TEMPLATE
Grade Level: 2nd Title of Lesson/Unit
Habitats and Diversity
Time Requirements:
Multiple Days
Directions: Add items to each section using bullet points. Use the ‘ruler’ function of Word to adjust the formatting. Each component should be as
complete as possible.
Desired Outcomes
(Goals & Objectives)
Direct Assessments
(Connection to Goals & Objectives)
2-LS4-1.Make observations ofplants and animals to compare the
diversity of life in different habitats.
Make observations (firsthand or from media) to collect data which
can be used to make comparisons.
LS4.D: Biodiversity and Humans
There are many different kinds of living things in any area, and
they exist in differentplaces on land and in water.
W.2.7 Participate in shared research and writing projects (e.g.,
read a number of books on a single topic to produce a report;
record science observations).
W.2.8 Recall information from experiences or gather information
from provided sources to answer a question.
- Frayer model vocabulary organizer
- Venn diagram comparing habitats
- Science journal entries
- Popplet
- Student-created habitats
Key Questions
(Directly related to Outcomes)
Resources
(Ways to find responses to Key Questions)
- How are habitats like each other? How are they different?
- Why is it importantfor our world to have diverse habitats?
- How do observations and data collection help us make
comparisons?
- How does a habitats characteristics help the plants and animals
living in it?
- Observing habitats (classrooms/centers,online research)
- Nature’s Patchwork Quilt by Mary Miche
Learning Activities
 Large Group [LG] ~ Building background [bb]  Small Group [SG] ~ Discovery Learning [dl]  Centers [CS] ~ Technology [t]  Individual [I] ~ Choice Board [cb]
 Large Group [LG] ~ Direct Instruction [di]  Small Group [SG] ~ Creative Problem Solving [cps]  Centers [CS] ~ Listening [l]  Individual [I] ~ Research Project [rp]
 Large Group [LG] ~ Pre-reading [pr]  Small Group [SG] ~ Creating Connections [cc]  Centers [CS] ~ Art & Music [am]  Individual [I] ~ Portfolio [p]
 Large Group [LG] ~ Discussion [dq]  Small Group [SG] ~ Workshop [wp]  Centers [CS] ~ Writing [w]  Individual [I] ~ Presentation [ppt]
Objective ~ Know Delivery Approach~How Focus Activity ~ Do Support
This column directly relates to
the Desired Outcomes.
The list above provides a range of
optional approaches and a way to
designate them.
This column addresses what students will be doing to engage in learning. Be
specific enough for a teacher to follow the steps to deliver instruction.
This column contains supplies, materials,
and other items needed to deliver
instruction.

3. LIFE SCIENCE LESSON 3
Make observations
about different habitats
seen in book.
LG- Building Background TTW read Nature’s Patchwork Quilt by Mary Miche.
Throughout the book, stop and allow students time to
discuss their observations with a partner. Then, TSW share
w ith the class w hat they notice about the book.
- Nature’s Patchw orkQuilt by
Mary Miche
Identify and understand
key vocabulary words
related to standard
LG- Direct Instruction TT&SW discuss tw ovocabularyterms: diversity and habitat.
Each student w illcomplete a frayer modelvocab graphic
organizer w orksheet. TSWinclude the vocabulary w ord, the
definition, a picture, an example, and a nonexample. These
w illbe glued into their science journals.
Students can use the link below to look up definitions
https://kids.britannica.com/kids/browse/dictionary
- Frayer model vocab
w orksheet (2 per student)
- science journals
- access to link:
https://kids.britannica.com/kids
/brow se/dictionary
Identify diversity in
different habitats.
Record observations
about differencesin
habitats.
LG- Discovery Learning
OR SM- Discovery
Learning
This part of the lesson w as derived fromJeriFaber’s Habitat
Hunt lesson.
There are different waysto complete this activity. Teachers
can either set up different habitats in 4 separate rooms or
create habitats in four sections of one classroom.
TSW spend time observing each habitat. They w illuse the
checklists to take notes and identify specific plants and
animals found in each habitat. After completing the
observations, students willshare their notes w ith a partner.
They w illthink-pair-share with a partner and compare tw o
different habitats. In their science journals, they w illrecord
one similarity and one difference between two habitats of
their choice.
- 4 habitats decorated w ith
plants and animals found in
each one
- w oodland habitat observation
checklist (one per student)
- rainforest habitat observation
checklist (one per student)
- coralreef and habitat
observation checklist (one per
student)
- desert habitat observation
checklist (one per student)
- science journals
Identify diversity in
different habitats.
Collaborate w ith
classmates and record
observations about
differencesin habitats
using Popplet.
SG- Workshop Students w illcontinue research on diversity of habitats.
They w illuse multiple online resources to locate information.
When researching, students willrecord characteristics,
plants, and animals related to each habitat. They w ill
organize this information using Popplet.
Students w illw orkin groups of four. Each student w illbe
assigned a habitat. Each group w illcreate one Popplet.
Using Popplet (an online, collaborative concept mapping
tool), students w illrecord their finding for their designated
habitat. Then, they w illdiscuss their observations and note
similarities and differences among the habitats, using a
venn diagram.
- Brainpop Jr.
-
https://www.exploringnature.or
g/db/animals
- Popplet
- Venn diagram w orksheet
Create a new habitat
for Earth w ith diverse
life.
Provide reasonings for
including certain plant
and animal life and how
the habitat sustains
both.
I- Project
I- Presentation
Students w illcreate their ow n unique habitat. They w ill
choose betw een creating a pow erpoint, a poster, or a shoe
box model. Each habitat w illneed to include three plants
and three animals. Students w illalso create a w ritten
explanation about how their habitat helps sustain the life of
each plant and animal they chose. The plants and animals
can be something the students create on their ow n. They
w illpresent their habitat to the class.
- Materials for creating habitats
Summary:
(Key ideas to
remember)
Diversity makes up the unique and specialw orld we live in today. Without it, Earth w ould be a boring place. Habitats support
the needs of different plants and animals.
Connections:
(Transition for next
lesson)
Next, w e willlearn about how certain animals helped establish plant diversity by pollination.
In conclusion, students will understand that there are differences between habitats and the
plants and animals located in each one. Earth is an extremely diverse planet, as are all of us.
Students will also learn how each habitat supports life for certain plants and animals. For example.
Ocean habitats are places where fish and water plants thrive. Those things cannot survive in a
desert habitat. Students will apply that knowledge when creating their own unique habitat.

4. LIFE SCIENCE LESSON 4
Vocabulary instruction is beneficial for all students, not just English language learners so I wanted to
include an effective strategy to use to teach words directly related to the standards. “It is important to
explicitly teach vocabulary using effective strategies that will engage students in learning new words”
(Sibold, 2011, p 26). Students should have a firm understanding of the words diversity and habitat
due to the use of the Frayer model. Students will learn collaboration skills when working together to
create an online Popplet concept map. Sharing their research and instilling a sense of teamwork are
skills students will continue to work on.

5. LIFE SCIENCE LESSON 5
References
Sibold, C. (2011). Building English Language Learners’ Academic Vocabulary: Strategies and Tips.
Multicultural Education, 18(2), 24–28. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ951842&s
ite=eds-live&scope=site&authtype=sso&custid=ns083389