SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC Habitats CK
Name Raven Hrtyanski
Subject Science
Grade Level 3rd
Date/Duration 3 classes
Big Ideas Habitats are made up of both living and nonliving things.
Essential Questions 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?

PA/Common 3.1.3.A2- Describe the basic needs of living thing and their
Core/Standards 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.
Objective In groups (C) all 3rd grade students (A) will research and present
(B) a assigned habitat to teach the class to the class through
Bloom's Taxonomy putting a creative presentation with 90% accuracy (D).

Webb's Depth of
Knowledge (DOK)
Formative & At the end of the 1st class an exit slip will be taken to make sure
Summative that the groups are on the right track with their research
Assessment information.
Evidence At the end the students will be graded on the information in their
presentation.
I will have to monitor Dylans group to make sure that he is
contributing as much as the rest of his peers since it is a group
project and everyone will get the same grade. To help Dylan out I
will have to prepare him with some extra background knowledge
so that he can participate in the group planning of the project. I
will also have to make sure I am meeting with this group a bit
more than others to help avoid any tantrums as well as avoid
peers picking on Dylan.
ISTE Standards for Empowered Learner-Students leverage technology to take an
Students active role in choosing, achieving and demonstrating competency
in their learning goals, informed by the learning sciences.
Framework for 21st
Century Learning
Accommodations, In red text throughout the document
Modifications
SUPERVISING
TEACHERS
SIGNATURE
 Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the CK
Learning Plan
Introduction 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 on YouTube
Explicit Big Idea Statement
Instructions 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.
I will have to make sure I select a group that Dylan tends to work
well with to avoid tantrums and outbursts.
Transition
Groups will get up and move into the groups that have been
assigned.
Key Vocabulary
Habitat
Climate
Living vs. nonliving
Characteristics
The vocabulary could become difficult for Dylan since his
academics are at a Kindergarten grade level. I would have to create
a list with possibly some similar as well as extra words to help
Dylan understand what we are talking about.
Lesson Procedure 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 create a
presentation.
Dylan does not always work well with others. He is at a
kindergarten grade level in all academics so becomes easily
 frustrated and will throw tantrums. This may cause his group to
pick on him.
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.
Reading Materials Computers to do the research
Technology About Habitats book series
Equipment Textbook
Supplies
Evaluation of the Formal Evaluation
Learning/Mastery Presentation to class
of the Concept Informal Evaluation
Exit ticket
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