SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

Habitats
Raven Hrtyanski
Science
3rd
3 classes
Habitats are made up of both living and nonliving
things.
What animals living in this habitat?
What are some adaptations animals use to survive
here?
What are some plants that are in this habitat?
What is the climate like?

3.1.3.A2- Describe the basic needs of living thing and

their dependence on light, food, air, water, and shelter.
3.1.3.A1- Describe characteristics of living things that
help to identify and classify them
3.1.4.A5- Describe common functions living things
share to help them function in a specific environment.
In groups (C) all 3rd grade students (A) will research and
present (B) a assigned habitat to teach the class to the
class through putting a creative presentation with 90%
accuracy (D).
Creating

At the end of the 1st class an exit slip will be taken to

make sure that the groups are on the right track with
their research information.
At the end the students will be graded on the
information in their presentation
Empowered Learner-Students leverage technology to
take an active role in choosing, achieving and
demonstrating competency in their learning goals,
informed by the learning sciences.
Student can have group help him when doing any of
the craft part if the group decides to do a poster or
anything else craft like
Another student can help take notes
Two of them can work together to do the research on
one laptop
Student can use voice command to search the web on
the IPad and can use voice to text to help him type.

CK

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
We will recall what makes up a habitat. (Plants, animals,
nonliving objects, climate, etc.)
Hook/Lead-In/Anticipatory Set
Show Home Sweet Habitat

Big Idea Statement

Habitats are made up of both living and nonliving things.
Essential Questions Statement
What animals live here?
What plants/trees would be found here?
What is the weather typically like here?
What other nonliving objects may be found here?
What are some common animal characteristics? Why
may this be?
Objective Statement
In groups students will work in small groups to research
a habitat and present it to the class.
Transition
Groups will get up and move into the groups that have
been assigned.
Key Vocabulary
Habitat
Climate
Living vs. nonliving
Characteristics
PreAssessment of Students
Asking what they think are in habitats
Modeling of the Concept
An example of projects in the past will be shown (on a
habitat non of the groups have)
Guiding the Practice
A sheet will be provided to guide the students through
their research asking what animals, plants, and other
nonliving objects are found here.
Providing the Independent Practice
Students will work in their groups to do the research and
creat a presentation.

Transition
Groups will get up and move into the groups that have
been assigned and student can sit where they want in
the classroom to work on this.
Computers to do the research
About Habitats book series
Textbook

Reading
Materials
Technology
Equipment
Supplies
Evaluation of
Formal Evaluation
the
Presentation to class
Learning/Master Informal Evaluation
y of the
Exit ticket
Concept
Closure
Summary & Review of the Learning
Ask what the students have learned.
Talk about why some of the animals need certain plant
in the habitat or why they have certain characteristics to
live in that habitat.
Homework/Assignments
none
Teacher
N/A
Self-reflection