Name: Brianna Van Bibber Grade: 2nd

Topic/Central Focus: Course for which the unit is created:

Living and Nonliving organisms and their Instruction & Assessment in the Elementary
habitats. Levels

Cumulative list of Standard(s) to be met in the Unit: (specific standards/ benchmarks

will be listed in each lesson)

- SC.2.7.2.A Plan and conduct an investigation to determine if plants need sunlight and
water to grow.

- SC.2.3.1.A Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.

- SC.2.7.2.C Make observations of plants and animals to compare the diversity of life in
different habitats

KUDos

What will students know? What will students understand? What will students do?

- Living - Students will understand - Students will conduct an

- Nonliving the different parts of a
- Nutrient plant and their purposes
- Leaves
- Students will understand
- Stem
what plans need to live.
- Trunk
- Students will understand
the difference between
living and nonliving
materials.
investigation to
determine if plants need
sunlight and water to
grow.
- Students will classify
different parts of a
plant.
- Students will make
observations of plants
and animals to compare
the diversity of life in
different habitats.
Lesson Plan

Name: Brianna Van Bibber Grade Level: 2nd

Topic/Central Focus: Subject: Science

Plants & Animals in Different Habitats
Time Frame: 30min

Standard(s) to be met in the lesson:

- SC.2.7.2.C Make observations of plants and animals to compare the diversity of life in
different habitats

Learning Objectives Assessment Tool(s) and Procedures

TSWBAT make connections between plants and Students will fill out a graphic organizer that
animals to compare the diversity of life in displays the diversity of different animals and
plants in their habitats.
different habitats.

Research-Based Best Practice used in lesson and why it is appropriate/useful:

Cooperative Interactions, Elizabeth Cohen’s research shows that cooperative learning can
help students gain a higher understanding of the content they are learning.

Tiered instruction (Tomlinson)– various readiness needs will be addressed in the writing task
and the levels of higher thinking

Student Engagement used throughout the lesson:

- Students will have graphic organizers to fill out.
- Students will have the opportunity to do cooperative learning.

Academic Language used throughout the lesson:

Students will use vocabulary words such as…
- Habitat
- Nutrients
- Living

Materials: Technology:
- Graphic Organizers - N/A
- Writing Utensils (pencils, pens,
markers…)
Fatih/Values Integration:
The teacher can talk about how the students have a great God that makes habitats that
support the life of different organisms as well as providing a variety of home and elements to
help support life.

Assets (Knowledge of Students: personal, cultural, community):

Students will recognize many of the plants and animals and be able to use their own prior
knowledge to fill out the graphic organizers.

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

- Students will be given the option to work with a peer or by themselves on the graphic
organizers.
- Students will be given tiered graphic organizers based on their readiness to complete
different levels of critical thinking.

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students

- Students will be asked to discuss with a table partner about the things they need to
live. The teacher will aid in conversation by asking questions while they discuss.
(examples: do you need a home, what do you eat, etc) (1min)

B) Communicate the purpose of the lesson to students (objective/assessment)

- The teacher will tell the students that animals also have needs that are met by the
habitats they live in and the students are going to compare the habitats of different
animals and plants in their habitats. (1min)

C) Instructional Sequence:

- Students will be given a graphic organizer that they will use to compare the habitats of
different animals and plants. The students will be organized into 3 groups based on
readiness to handle different levels of critical thinking. The students will have the
choice to work with a partner or by themselves. (20min)

- Group A will receive a graphic organizer that has scaffolding asking them
questions about the different habitats that the different organisms live in. After
Answering the questions, the students will be asked to compare their findings
to decide if there are certain elements that all animals or plants need to live.

- Group B will receive a graphic organizer that will ask them to examine the
 given photos and decide, based on what they know about the animals and
plants and what they see in the photos, what do the different organisms need
to live. The students will then be asked to compare their findings to decide if
there are certain elements that all animals or plants need to live.

- Group C will receive a graphic organizer that will ask them to make
connections between different plants and animals and their habitats based on
their own observations by drawing lines between the different pictures and
labeling them.

D) Closure:

- As a class, we will come together and discuss our findings based on the pictures that
all the students had. The students will make connections and be able to compare all
their findings to their peers. (5-8 min)

Analyzing Teaching (Reflection):

Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.

Clearly state each change you would Explain why and how you would change it.
make.
Tiered Assignments:
Name: ____________________________ Organizer A
Directions: Observe pictures in the first column and make observations about what you see.
What do the habitats that the plants and animals look like? Based on your observations, what
do the plants or animals need to live?

Cactus in a Desert Habitat: Corn in a Midwest Habitat:

Observations:
Observations:
What do you think the temperature is?
What do you think the temperature is?

Is there a good amount of precipitation or

Is there a good amount of precipitation or
water sources?
water sources?

What type of soil is the corn in?

What type of soil is the cactus in?

What do you think the corn uses for

What do you think the cactus uses for
nutrients?
nutrients?

Directions: How are the desert and midwest habitats different?

Polar Bears in an Arctic Habitat: Coyote in a Prairie Habitat:

Observations: Observations:
What do you think the temperature is? What do you think the temperature is?

Is there a lot of water to drink? Is there a lot of water to drink?

What do you think this animal eats? What do you think this animal eats?

What do you think this animal uses for What do you think this animal uses for
shelter? shelter?

Directions: How are the arctic and prairie habitats different?

Organizer B
Name: ____________________________
Directions: Observe pictures in the first column and make observations about what you see.
What do the habitats that the plants and animals look like? (Examples: does it rain a lot, is there
a lot of plant life, is it warm, is it cold) Based on your observations, what do the plants or animals
need to live? (Examples of needs: what do they eat, do they need water, do they need homes)

Cactus in a Desert Habitat: Observations: Compare the Plants in Both

Habitats:

Corn in a Midwest Habitat: Observations:

 Observations: Compare the Animals in
Polar Bears in an Arctic Both Habitats:
Habitat:

Coyote in a Prairie Habitat: Observations:

Name ____________________________ Organizer C
Directions: Draw a web with arrows and labels describing and connecting the needs and
habitats of the different animals in the pictures below. One connection has already been made
for you. Feel free to use different colored writing utensils to help organize your web.

—------------------Both Eat Meat---------------->

Directions: Draw a web with arrows and labels describing and connecting the needs and
habitats of the different plants in the pictures below. One connection has already been made for
you. Feel free to use different colored writing utensils to help organize your web.

—-----Both Need Sun—------->