Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: Whitney Alexander 2nd Grade, Science.
Dr. Julie Forbess

Date: January 28, 2014 Length of Lesson: 45 min. for 2 days _ ___________ _____ School: University of Memphis____

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: This lesson plan is part of a unit plan on interdependence. This lesson is helps students investigate the habitats of different kinds of local plants and animals. LESSON OBJECTIVE: 1. Given a list of plants and animals, TLW select graphic images that represent the specific plant or animals habitat with a score of two out of three on the rubric.
2. Given the selected images, TLW briefly describe why they chose that specific graphic image with a score of two out of three on the rubric. 3. Given a computer or word processing software, TLW create a chart that accurately matches plants or animals to their specific habitat with a score of two out of three on the rubric.

Student Participation The goal of this lesson is for students to learn what habitats specific plants and animal dwell in. STANDARDS ADDRESSED:
State/ District,Common Core Standards:

TN Science - GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals.

ISTE Standards: 4. Critical Thinking, Problem Solving, and Decision Making

b. Plan and manage activities to develop a solution or complete a project

MATERIALS: 1. Computer 2. Microsoft Word 3. List of plants and animals

Technology Integration:

Microsoft Word will be used to create a chart, add images of certain types of habitats, and type out a rationale for why the student chose the specific habitat pictures that they chose to correspond with each plant of animal listed. After completing this assignment, students will save their work and upload it to a shared drop-box within their classroom.

BACKGROUND and RATIONALE: TLW will demonstrate that they clearly understand which habitats specific plants and animals lives in. Academic language is not addressed in IDT 3600. This lesson is a continuation of TN Science Standard GLE 0207.2.1 We will refer back to this lesson as we continue to discuss living things and their habitats. PROCEDURES AND TIMELINE: Introduction: 1. Begin by discussing what a habitat is and give the students examples of specific types of habitats. 2. Provide information as to why habitats are important to plants, animals, and the world in general. 3. Give the students a few moments to think about this topic and then ask them to raise their hands and provide examples of a habitat. 4. Follow this with a brief discussion and let the students know that deciding exactly which habitat an organism lives in may be a bit difficult. 5. However for the next two days, students will be using images and their thinking skills to make pairing organisms to their habitats a bit simpler.

Procedures:

Prior to the computer (15 Minutes): Teacher Procedures 1. After the introduction, distribute the list of plants and animals to the students and ask them to briefly describe a possible image that would represent a habitat for a specific plant of animal of the teachers choosing and ask them to type in a key word to find an image. Student Procedures: 1. Students think about each plant or animal on the list and which habitat they think that each one would live in. 2. Students also think about key words that they will use to locate images for each habitat.

At the computer (45 Minutes): Teacher Procedures: 1. Have Students open Microsoft Word.

2. Teach students how to navigate Microsoft word in order to create a chart and locate the clip art section. 3. Monitor and assist students as needed.

Student Procedures: 1. Open Microsoft Word. 2. Create a new document. 3. Add the following title: Plants and Animals and their Habitats. 4. Below the title, insert a three-column 10-row table. 5. Add the following column names: Plant/ Animal; Habitat Picture; Reason for Choosing Picture. 6. Copy each plant or animal from list into the first column for every row. 7. Use key words to locate an image for the first plant or animal. 8. Use pull-down menu to copy the image. 9. Go to picture cell in the word document. 10. Paste the Picture to the second column. 11. In the third column, write a brief reason as to why you chose this picture. 12. Save your work. 13. Repeat items 6-12 for the remaining plant or animals in the remaining rows. 14. When all work is finished, correct any grammatical or spelling errors. 15. Upload to shared dropbox. 16. Print a copy.

After the Computer (30 Minutes): Teacher Procedures: 1. Assign a plant or animal from the list to each student in the class. 2. Explain to students that they will share their given plant or animal, habitat they chose, and their reason with the class. Student Procedures: 1. Share assigned plant or animal, habitat, and their reasoning with the class.

Closure: After every student shares their assigned topic with the class, the teacher explains once more why habitats are important, collects printed copies, and asks if anyone has any questions.

ASSESSMENT EVIDENCE:
Criteria Graphic images represent the habitat of each plant or animal listed. 1 Very few of the graphic images accurately represent the habitat of the given plant or animal. 2 Some but not all of the graphic images accurately represent the habitat of the given plant or animal. 3 All of the graphic images accurately represent the habitat of the given plant or animal.

Rationale for using the chosen graphic image to represent the habitat for each given plant or animal.

The rationale gives poor reason for choosing the specific graphic image.

The rationale gives decent reason for choosing the specific graphic image.

The rationale gives a perfect reason for choosing the specific graphic image.

MODIFICATIONS:
I understand that some modifications would have to be made for students that did not understand the lesson or the concept of it, but modifications are not covered in this course.

Student Sample: Plant/ Animal Picture of Habitat Reason for Choosing Picture

Crocodile

I chose this picture because crocodiles live in murky waters with lots of trees, rocks, and bushes in the water so that they can hide and surprise their prey.

Bird

I chose this picture because birds gather sticks and trash in order to create their habitats. They live in nests.

I chose this picture because a cactus needs a dry environment to survive. Cactus

Seaweed

I chose this picture because seaweed grows in a wet environment. Usually at the bottom of the ocean.

Panda

I chose this picture because panda bears eat bamboo, so they live in a habitat where a lot of bamboo grows.