This document outlines a lesson plan about habitats around the world. The lesson has three main parts: 1) A warmup activity reviewing characteristics of ecosystems like rainforests, deserts, oceans, and tundras. 2) An activity where students analyze animal characteristics needed to survive in different ecosystems. 3) Students create an imaginary animal adapted to a particular habitat and present its characteristics. The goal is for students to understand relationships between animal traits and habitats.

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SCIENCES 3RD GRADE
PRIVATE school – CILE 2
Lesson 4/6
UNIT: HABITATS IN THE WORLD 60’
LEARNING OUTCOMES
- Content and Linguistic:
Students should be able to classify each ecosystem, rain forest, desert,
ocean, and tundra, and compare the four based on similarities and
differences.
Students will show their understanding of characteristics and basic
needs of organisms.
- Linguistic
o Students should be able to understand and perform instructions
in the target language
o Students should be able to interact with the class using gestures
or pictures when necessary.
- Content-related:
o Students should be able to identify specific vocabulary about the
habitats and certain animals.
CONTENT:
 Name of the habitats
 Animals vocabulary
 Present tense (Ex: The camel live, ..)
 Verbs to explain characteristics (Ex: To be, to need)
 Understand how animals´ characteristics are related to the habitat
where they live.
COGNITION: LOTS
 Recalling vocabulary form the previous lesson.
 Recognizing and comparing the different ecosystem.

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 Understanding the different animal characteristics (chart) and
reasoning why they are important).
 HOTS
 Differentiating one ecosystem from another, and the animals that
the can live there.
 Creating an animal for a specific ecosystem.
 Explaining their animals (presentation).
 Evaluating the other students’ creations.
* COMMUNICATION:
 Language of learning
 Vocabulary related with the habitats.
 Key structures – Verbs to explain characteristics.
 Understand of instructions and commands (let´s read
together,…)
 Understand of key vocabulary used in the characteristics.
 Language for learning
 Produce instructions.
 Present simple structures to talk about the habitats (It is, it lives,
…) in the warm up, also for the activity 2 to present their
animals.
 Use of connectors to provide reasons in the activity one. It is
important because….
 Language through learning
 Recycle previous knowledge of animals ´vocabulary.
 Vocabulary related with animal characteristics (parts of the body,
colours,…)
 New vocabulary emerging from the students creations.
CULTURE:
 Be aware of the different habitats that exist around the world.
PROCEDURE:
 Warming-up activity: Ask students, “Who can tell me the name of any
ecosystems in the world?”. Students take turns explaining
characteristics about the different ecosystems focusing in the ones we
have studied (power point attached). For each ecosystem review English

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vocabulary about the animals and ask the students were they think
they could live. (10 ´)
 Main activities:
Activity 1: Studying the characteristic to survive in a habitat. (20´)
o Give each student a copy of the chart we will be filling out
(attached) and putting up a copy on the over head projector for
the entire class to see.
o Explain that we are going to analyze different animal
characteristics that are necessary to live in the different habitats.
Students will go over each characteristic of different, and mark it
according to the ecosystem that it applies and following a colour
code. Some characteristics may apply for more than one habitat.
After completing the chart as a class, we will have a discussion
about the chart and why do they think those characteristics are
important for each ecosystem. Students will have to reason why
do they think those characteristics are important for each
ecosystem.
Activity 2: Creating an imaginary animal in its habitat. (30´)
Students will design their own imaginary animal. Students will
decide which habitat their animal will live in, and they have to
explain why. Students will use their imagination and brainstorm
different ideas for their imaginary animals. Then students will have
to create their imaginary animal and answer to this question.
-What is your animal?
-What is its habitat?
-Where does it find water?
-What does it eat?
-What does it use for shelter?
-What characteristics help it survive in this habitat?
o Students will present their own imaginary animals and comment
about their classmates´ creations, evaluating whether they think
the animals have important characteristics to survive in each
ecosystem.

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INSTRUMENTS FOR ASSESSMENT AND EVALUATION CRITERIA:
 Observation: Students’ participation and engagement during the lesson.
 Take notes of students use of new vocabulary.
 Final task: Presentation of their imaginary animal in a specific
ecosystem. (RUBRIC)
RESOURCES:
Power point
Chart with animal characteristics and copies.
Computer and projector.
SCAFFOLDING:
Do you remember any of the ecosystems we studied last day?
Let´s look at the pictures
Can you tell me what you see in the pictures?
Is it cold in the tundra?
Let´s read together all the characteristics
Do monkeys live in the ocean?
Do monkeys need gills?
Is it important to have think fat if you live in a tundra?
Well done!
Good job, that is a good idea!
NOTES:
- Difficulties during the class:
- Specific needs:
- Things to improve:
- To continue the next day: If there is not enough time we will continue the
next day with presentations.