Teacher Education Program

Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 1

Subject: Science Grade Level: 4th Grade

Topic: Introduction to Unit: Animals and their Habitats

1.Goal

The purpose of this lesson is to introduce the thematic unit and to discuss with students what is a habitat?

2. Student Learning Objectives and Standards

Students will be able to identify the four living/non-living resources plants and animals need for survival.
Standard - 3.1.4.A2: Describe the different resources that plants and animals need to live.

Students will be able to define the term ecosystem in order to describe what living things share to survive in their
habitat.
Standard - 3.1.4.A5: Describe common functions living things share to help them function in a specific
environment.

Students will be able to write in their interactive notebooks to follow along and learn about animals and habitats.
Standard - CC.1.4.4.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define four key terms based on the theme of animals and habitats.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and tools

3. Assessment of Student Learning

Pre-assessment The teacher will complete a class KWL on What is a Habitat? The teacher will discuss with
students the video Home Sweet Habitat from Crash Course Kids.

Formative assessment The teacher will ask students What makes a Habitat a Home? The teacher will observe
students partipate in think, pair, share to discuss what living and non-living things animals need to survive? The
teacher will complete the interactive notebook with students.

Summative assessment The teacher will have students complete a Home Sweet Home activity independently.
The teacher will allow students to share ideas.
4. Books, Materials, Resources, Websites, Technology
Websites
Crash course kids [Screen name]. (2015, Aug.4), Home sweet habitat: crash course kids #21.1, Retrieved from
https://www.youtube.com/watch?v=p15IrEuhYmo

Materials
-KWL Chart
-Interactive Notebook
-Home Sweet Home Activity
-Classroom Popsicle Sticks
-Glue Sticks

Technology
-Smartboard
-iPads

5. Vocabulary
-Habitat -Food Web
-Food Chain -Ecosystem

6. Teaching Strategies
-Brainstorming -Guided note taking
-Think, pair, share -Differentiation
-Interactive notebook -Discussion

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

• The teacher will begin the unit by introducing the title called: Animals and their Habitats.
• The teacher will explain that over the next two weeks students will be learning about all different habitats and the
animals that live in them. Along with how the animals are able to survive within their environments through
adaptations.
• The teacher will then pull up the KWL chart onto the Smartboard (Appendix 1), and ask students what is a
habitat? The teacher will pull classroom popsicle sticks in order for students to give answers about what they
know about habitats.
• After the K column is complete, the teacher will move onto the W column and ask students what do you want to
learn about habitats? The teacher will use the popsicle sticks again to call on students.
• Upon completing the chart, the teacher will explain to students we will return back to it at the end of our unit to
fill in what we learned!
• The teacher will then move into the YouTube video from Crash Course Kids: Home Sweet Habitat it will be
played on the Smartboard to the entire class.
o For differentiation, the teacher will put subtitles on the video for student to follow along while listening.
• The teacher will then hold a classroom discussion about the video. The teacher will ask the question:
o Why can’t any animal live everywhere?

Body—Explain, Extend, Make Connections

• The teacher will then ask students what makes a habitat a home?
• The teacher will have students get with their elbow partners to think, pair, share:
o What makes a habitat a home?
o What living and non-living things do animals and plants need to survive?
• The teacher will allow about five minutes of collaboration and then refocus the class back to whole group.
• The teacher will ask students what they came up with to see what they are thinking.
• The teacher will tell students they all have great ideas, so let’s start to explore what an ecosystem is!
• The teacher will ask students to take out their Interactive Science Notebooks along with a glue stick.
• The teacher will pass out the two pages going into the interactive notebook. (Appendix 2 & 3).
• The teacher will have students glue the Habitats page on top and the Food Chains page underneath all on one
page.
• The teacher will then display the pages on the Smartboard and have students take turns reading the sentences.
• As a class they will come up with the correct words to fill onto the lines. The teacher will remind students to think
back to the video.
• After completing the Interactive notebook, the teacher will go back and reread all the information.
• The teacher will then explain students will be completing an activity-based project on what they learned today.

Closure—Evaluate Summarize, Review

• To close out the lesson, the teacher will allow students to explore an animal of their choice. Explaining how today
we learned how plants and animals need different resources to survive in their specific habitat.
• The teacher will call on different groups to walk to the iPad cart for each student to get an iPad.
• The teacher will then explain to students will have to research an animal and find the following:
o Where is its habitat?
o Where does it find water?
o What does it eat?
o What does it have for shelter?
• The teacher will then pass out the activity sheet. (Appendix 4)
• The teacher will read the directions along with the students: Animals need water, food, and shelter to survive.
Choose an animal you are familiar with. Describe how it survives in its habitat.
• The teacher will remind students this is an independent activity and be prepared to share your work.
• Make it as creativity and colorful as possible!
• After giving students enough time to research and complete their activity the teacher will allow a few students to
share what they have found.
 Teacher Education Program
Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 2

Subject: Science Grade Level: 4th Grade

Topic: Different Habitats and Adaptation

1.Goal

The purpose of this lesson is for students to be able to identify each of the six habitats and to understand the term
adaptation.

2. Student Learning Objectives and Standards

Students will be able to identify the difference between physical and behavioral adaptions which are important for
living things survival in their habitats.
Standard - 3.1.4.C2: Describe plant and animal adaptations that are important to survival.

Students will be able to write in their interactive notebooks to follow along and learn about the different habitats and
adaption.
Standard - CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define three key terms based on the theme of animals and habitats.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and tools

Students will be able to sort different animal physical and behavioral adaptions for their survival.
Standard - 3.1.4.A1: Classify plants and animals according to the physical characteristics that they share.

Students will be able to work together to discuss different adaptions in order to sort them correctly.
Standard-CC. 1.5.4.A: Engage effectively in a range of collaborative discussions on grade level topics and texts,
building on each other’s’ ideas and expressing their own clearly.

3. Assessment of Student Learning

Pre-assessment The teacher will review topics from yesterday through a Kahoot game. The teacher will use an
entry slip to assess student knowledge of different habitats and the term adaptation.

Formative assessment The teacher will discuss and question students about the different habitats. Along with
the term adaptation after watching a YouTube video. Also including an interactive notebook activity.

Summative assessment The teacher will pair students up and they will complete an adaptation animal sort.
4. Books, Materials, Resources, Websites, Technology
Websites
Discovery Education UK [Screen Name]. (2018, Jun.6), Habitats: what is a habitat?, Retrieved from
https://www.youtube.com/watch?v=ZrSWYE37MJs
Habitats. (2019, July 10). Retrieved from https://kids.nationalgeographic.com/explore/nature/habitats/

Resources
-Kahoot

Materials
-Interactive Notebook
-Entry Slip
-Glue Sticks
-Animal adaptation sort
-Crayons
-Classroom Popsicle Sticks
-Scissors

Technology
-Smartboad
-iPads

5. Vocabulary
-Adaption -Behavioral Adaptation
-Physical Adaptation

6. Teaching Strategies
-Discussion -Guided note taking
-Partner work -Differentiation
-Interactive Notebook -Hands-on activity

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

• The teacher will begin the lesson by reviewing what they learned yesterday in a short Kahoot game up on the
smart board. All students will take out their iPads. Words and definitions will include habitat, food chain, food
web, and ecosystem.
• The teacher will the kickoff into today’s lesson. After students participate in the Kahoot the teacher will pass out
the entry slip. (Appendix 5).
• The teacher will give students about two-three minutes to complete it.
• Upon completion, the teacher will have students share what they know. First starting with the habitats, the teacher
will list all the correct habitats up on the Smartboard as the students share.
• Then the teacher will ask students to share their definition of adaption they came up with to their elbow partners.
Then come up with a new definition using both of your ideas.
• The teacher will then allow some pairs to share their definitions leading to a correct class definition of adaption to
use for the next few weeks.

Body—Explain, Extend, Make Connections

• The teacher will then play the YouTube video Habitats: what is a habitat?
• After the video, the teacher will discuss with students the following:
o What kinds of habitats did we see in this video?
o What about the kinds of animals?
o Do you remember adaptations the animals develop due to the environment they live in?
• The teacher will then ask students to take out their Science Interactive Notebooks.
• The teacher will pass out the three pieces of paper and instruct students to glue them in this order: Habitats,
adaptions, and physical adaption/behavior adaptions.
o For differentiation the teacher will write the directions on the board as well as provide students who
cannot print by themselves a tracing copy.
• The teacher will pull up the notebook on the Smartboard as well for guided note taking.
• The teacher will then have students focus on the six different habitats page. (Appendix 6).
• The teacher will have student try and figure out each of the six habitats by only having the first letter and the
number of letters in the word.
• The teacher will go one habitat at a time, they will write the name and draw a picture and color it in the box.
• The teacher follows these steps for each of the habitats. Then move onto the adaptions page when completed.
(Appendix 7).
• The teacher will read the definition for adaptations and the students will try to figure out the examples after
reading the given statements.
• The last interactive notebook page the students will complete is Animal Adaptations. (Appendix 8).
• The teacher will ask students what kind of adaptations can animals have?
• The teacher will explain there are physical and behavioral adaptations. With the teacher giving an example of
each, the students will have to figure out the fill in statements.
o How an animal ________ that helps it to survive.
o What an animal ________ that helps it to survive.
• Once completing all interactive notebooks sheets of the day, the teacher will reread along with the student what
they have learned and wrote today.
• The teacher will then move onto a hands-on activity to close out the day.

Closure—Evaluate Summarize, Review

• The teacher will close out todays lesson with a partner hands-on activity. (Appendix 9).
• The teacher will explain all the directions before breaking up into partners.
• Direction will include: This activity will be an animal adaptation sort. The goal of this activity is for you and
your partner to work together to sort the adaptations into the correct columns either behavioral or physical.
o First, you and your partner will cut out all the adaptations.
o Next, lay them all out on a desk and sort them based on a physical or behavioral adaptation.
o Once you feel confident you will glue down your final answers.
o Lastly, under each adaptation you will write one animal that may have this to survive in their habitat.
• The teacher will then pull classroom popsicle sticks to determine who is partners with who.
• The teacher will have students gather all their materials from the back table and begin their work.
• Once groups begin to finish they may use their iPads and start to explore the following website
https://kids.nationalgeographic.com/explore/nature/habitats/ which is Nat Geo Wild Kids habitats.
• The teacher will collect all students work and wrap up the lesson by reviewing the three key terms learned today
adaptation, behavioral adaptation, and physical adaptation. Along with the six deferent habitats.
• The teacher will then explain the rest of the until we will be traveling to a different habitat each day so bring your
umbrellas tomorrow because we are taking a journey to the rainforest!
 Teacher Education Program
Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 3

Subject: Science Grade Level: 4th Grade

Topic: Rainforest

1.Goal

The purpose of this lesson is for students to be able to explore the rainforest habitat finding what animals live there
and how they survive in that environment.

2. Student Learning Objectives and Standards

Students will be able to identify the plant and animal adaptations from the rainforest.
Standard - 3.1.4.C2: Describe plant and animal adaptations that are important to survival.

Students will be able to identify adaptations that help animals survive in their habitats.
Standard 4.1.4.D: Explain how specific adaptations can help organisms survive in their environment.

Students will be able to write in their interactive notebooks to follow along and learn about the rainforest.
Standard - CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define four key terms based on the theme of the rainforest.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and tools

Students will be able to answer compression questions from the read aloud.
Standard - CC.1.3.4.A: Determine a theme of a text from details in the text; summarize the text.

3. Assessment of Student Learning

Pre-assessment The teacher will review topics from the past two days through a definition word match game.
The teacher will question students what is a rainforest? Has anyone been to one? The teacher will then read the
read aloud book.

Formative assessment The teacher will discuss and question students about the rainforest while exploring Nat
Geo Wild Kids. Along with a virtual field trip to the rainforest on YouTube. The teacher will also include an
interactive notebook activity.

Summative assessment The teacher will have students complete the layers of the rainforest project.
4. Books, Materials, Resources, Websites, Technology
Websites
Virtual Field Trips Net [Screen Name]. (2014, Nov.1), Virtual field trip- Amazon Rainforest, Retrieved from
https://www.youtube.com/watch?v=JEsV5rqbVNQ
Habitats. (2019, July 10). Retrieved from https://kids.nationalgeographic.com/explore/nature/habitats/

Books
Mitchell, S. K., & McLennan, C. (2007). The rainforest grew all around. Mount Pleasant, SC: Sylvan Dell
Publishing.

Materials
-Interactive Notebook
-Glue Sticks
-Crayons
-Classroom Popsicle Sticks
-Scissors
-Layers of Rainforest sheet

Technology
-Smartboad
-iPads

5. Vocabulary
-Emergent layer -Understory layer
-Canopy layer -Forest floor

6. Teaching Strategies
-Discussion -Guided note taking -Differentiation
-Interactive Notebook -Hands-on activity

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore
• The teacher will begin the lesson by reviewing what they learned in the past few days with a matching definition
game on the smartboard. Words and definitions will include habitat, food chain, food web, ecosystem, adaptation,
physical adaptation, and behavioral adaptation.
• The teacher will the move into today’s lesson by questioning students what is a rainforest? Has anyone been to a
rainforest before?
• The teacher will allow several students to answer and then explain today they will be taking a virtual field trip!
• The teacher will then move into the read aloud called The Rainforest Grew All Around. Have all student walk to
the reading carpet.
• Throughout the reading the teaching will ask the following comprehension questions:
o Page 3: Why do you think it is called the Rainforest?
o Page 7: What other kinds of animals do you think we see in the Rainforest?
o Page 14: What animal do we see on this page? Can anyone thing of a physical adaptation a sloth has?
o Page 22: Name some of the animals mentioned in this book.
• The teacher will then ask students to return to their seats and have nothing out on their desks.

Body—Explain, Extend, Make Connections

• The teacher will then pull up the Nat Geo Wild Kids website on the Smartboard.
• The teacher will explore the Rainforest habitat with students showing the slideshow of pictures and having
students take turns reading some of the paragraphs on the website including:
 o Racing for light
o Famous Rainforests
o For differentiation the teacher will provide printed copies for students to follow along at their desks.
• The teacher will then play the YouTube video Virtual Field Trip- Amazon Rainforest.
• The teacher will ask students to take out a post-it note and write two facts they learned while watching.
• After the video, the teacher will discuss with students the following:
o What did we learn about the Amazon Rainforest?
o What kinds of animals are there?
o Does anyone remember the four layers in the rainforest?
o What about any adaptations that were discussed in the video?
• The teacher will pass out the two pieces of paper and instruct students to glue them in this order: Rainforest and
then Rainforest animals.
o For differentiation the teacher will write the directions on the board as well as provide students who
cannot print by themselves a tracing copy.
• The teacher will pull up the notebook on the Smartboard as well for guided note taking.
• The teacher will then have students focus on the Rainforest page. (Appendix 10).
• The teacher will have student try and figure out the answers box by box based on what they have learned so far
from the videos and book.
• The teacher moves onto the Rainforest animals page when completed. (Appendix 11).
• The teacher will display each of the six animals. Students will have to think, pair, share the animal name and an
adaptation it may have for living in the rainforest. The teacher will use classroom popsicle sticks to choose which
group gives the answer.
o For differentiation the teacher will write a word bank of animals on the board to give students a guide.
• The teacher will then explain there are physical and behavioral adaptations for all animals in the rainforest.
• Once completing all interactive notebooks sheets of the day, the teacher will reread along with the student what
they have learned and wrote today.
• The teacher will then move onto a hands-on activity to close out the day.

Closure—Evaluate Summarize, Review

• The teacher will close out todays lesson with a hands-on activity. (Appendix 12).
• The teacher will explain all the directions before handing out materials.
• Direction will include: This activity will be a layer of the Rainforest flip book. The goal of this activity is for you
to draw a rainforest, label its four layers, and then underneath each flap choose an animal living in that layer and
list an adaptation it has (label it physical or behavioral).
o First, you will draw your rainforest using the example up on the board and color it.
o Next, you will label each of the four layers correctly.
o Then you will cut only the top half of the folded paper along the dotted line.
o Lastly, under flap you will name and draw an animal that lives in that layer, along with an adaptation it
has be sure to label it physical or behavioral.
• The teacher will then pass out all materials to students.
o For differentiation, the teacher will write all necessary steps in order to complete the project on the board.
As well as providing students in need with different animal choices if struggling.
• The teacher will have students take out their iPads as a resource to research their information.
• Students may want to explore the following website https://kids.nationalgeographic.com/explore/nature/habitats/
which is Nat Geo Wild Kids habitats to assist them.
• The teacher will allow students to work quietly while playing rainforest background noise as students work.
• The teacher will collect all students work and wrap up the lesson by reviewing the today’s lesson on the
Rainforest. Including the different animals found and the layers of the rainforest.
• The teacher will then explain that for tomorrow to bring your rubber boots because we are taking a journey to the
wetlands!
 Teacher Education Program
Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 4

Subject: Science Grade Level: 4th Grade

Topic: Wetlands

1.Goal

The purpose of this lesson is for students to be able to explore the wetland habitat finding what animals live there
and how they survive in that environment through adaptations.

2. Student Learning Objectives and Standards

Students will be able to identify the plant and animal adaptations from the wetlands.
Standard - 3.1.4.C2: Describe plant and animal adaptations that are important to survival.

Students will be able to identify adaptations that help animals survive in their habitats.
Standard 4.1.4.D: Explain how specific adaptations can help organisms survive in their environment.

Students will be able to write in their interactive notebooks to follow along and learn about the wetlands.
Standard - CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define four key terms based on the theme of the wetlands.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and tools

3. Assessment of Student Learning

Pre-assessment The teacher will review the Rainforest topic from yesterday by discussing the projects
completed. The teacher will question students about the Wetlands.

Formative assessment The teacher will show a Bill Nye the Science Guy video. Then the teacher will
discuss and question students about the wetlands while exploring Nat Geo Wild Kids. The teacher will also
include an interactive notebook activity.

Summative assessment The teacher will have students complete a waterlily project.

4. Books, Materials, Resources, Websites, Technology

Websites
-Washington Department of Ecology [Screen Name]. (2012, Sep.21), Fabulous Wetlands with Bill Nye The Science
Guy, Retrieved from https://www.youtube.com/watch?v=BeUPbGWg2KU&t=34s
-Studios, R. (n.d.). Seasonal Wetlands. Retrieved from http://www.geography4kids.com/files/water_wetlands.html
-Habitats. (2019, July 10). Retrieved from https://kids.nationalgeographic.com/explore/nature/habitats/

Materials
-Interactive Notebook
-Glue Sticks and scissors
-Crayons
-Markers
-Bin of water

Technology
-Smartboad
-iPads

5. Vocabulary
-Freshwater -Marsh
-Salt water -Swamp

6. Teaching Strategies
-Discussion -Guided note taking -Differentiation
-Interactive Notebook -Hands-on activity -Experiment

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore
• The teacher will begin the lesson by reviewing what they learned yesterday the rainforest. The teacher will reflect
back to the projects the students created and review the four layers of the rainforest and different types of
animals/adaptations at each layer.
• The teacher will then move into today’s lesson by questioning students Has anyone heard of the word wetland?
What is a Wetland? We know it is a habitat!
• The teacher and students will create a word web up on the smartboard with the word Wetland in the center to get
an idea of students know about the habitat.
• The teacher will pull classroom popsicle sticks to allow students to come up to the smartboard and write a word.

Body—Explain, Extend, Make Connections

• The teacher will then play the YouTube video Bill Nye the Science Guy: Fabulous Wetlands.
• The teacher will have students create a 3-2-1 countdown in their Science Notebooks while watching. Students will
write three things they learned, two things you found interesting and one question you have.
• After the video, the teacher will discuss with students their 3-2-1 countdowns making sure topics covered:
o What is a wetland?
o What kinds of animals are there?
o What kind of wetlands are there?
o What about any adaptations that were discussed in the video?
• The teacher will display the Nat Geo Wild Kids: Freshwater website habitat on the smartboard.
• The teacher will explore the Freshwater habitat with students showing the slideshow of pictures and having
students take turns reading some of the paragraphs on the website including:
o What is freshwater?
o More than fish: paying attention to water lilies.
o For differentiation the teacher will provide printed copies for students to follow along at their desks.
• The teacher will also mention that there are not only freshwater wetlands, there are saltwater and swamps.
• The teacher will display the geography for kids’ website and students will use their iPads to read about swamps
and saltwater marshes with their elbow partner.
• The teacher will then pass out the two pieces of paper and instruct students to glue them in this order: Wetlands
and then Wetland animals.
o For differentiation the teacher will write the directions on the board as well as provide students who
cannot print by themselves a tracing copy.
• The teacher will pull up the notebook on the Smartboard as well for guided note taking.
• The teacher will then have students focus on the Wetland page. (Appendix 14).
• The teacher will work together with the students to find the answer for each blank. The teacher will fill in the
answers as found for guided note taking.
• The teacher moves onto the Wetland animals page when completed. (Appendix 13).
• The teacher will display each of the six animals. Students will have to think, pair, share the animal name and an
adaptation it may have for living in the wetland. The teacher will use classroom popsicle sticks to choose which
group gives the answer.
o For differentiation the teacher will write a word bank of animals on the board to give students a guide.
• The teacher will then explain there are physical and behavioral adaptations for all animals living in the wetlands.
• Once completing all interactive notebooks sheets of the day, the teacher will reread along with the student what
they have learned and wrote today.
• The teacher will then move onto a hands-on activity to close out the day.

Closure—Evaluate Summarize, Review

• The teacher will close out todays lesson with a hands-on activity and experiment. (Appendix 15).
• The teacher will explain we learned about different animals and plants in the Wetlands, but for this activity we
are going to focus on a freshwater plant. Can anyone guess what it will be?
• We will be focusing on the waterlily. The waterlily lives in a freshwater wetland and has several adaptations.
• The teacher will explain that the student’s job is to research about waterlilies on their iPads. They will be finding
at least two adaptations water lilies have. These will be recorded on a sticky note.
• The teacher will explain all the directions before handing out materials.
• Direction will include: This activity will allow you to create and design you own water lily. The goal of this
activity is for you to create your water lily, place it in water to see what happens, and be sure to research it
adaptations.
o First, you will research the adaptations of waterlilies and record them on a sticky note.
o Next, you will draw your waterlily on a sheet of white paper and color it with crayon.
o Then you will cut it out and fold all your petals on top of your center circle.
o Lastly, you will bring your waterlilies to the front of the classroom to the teacher and you will get your
sticky note checked. If your adaptations are correct you will have the opportunity to place your water lily
in the bin of the water and see what happens!
• The teacher will then pass out all materials to students.
o For differentiation, the teacher will write all necessary steps in order to complete the project on the board.
As well as providing students in need with different animal choices if struggling.
• The teacher will have students take out their iPads as a resource to research their information.
• Students may want to explore the following website https://kids.nationalgeographic.com/explore/nature/habitats/
which is Nat Geo Wild Kids habitats to assist them.
• The teacher will allow students to work quietly.
• After all students bring their work up to be experimented, they will see that the waterlily petals will unfold when
you place them in water.
• Once all students have a chance, the teacher will collect have students clean up all material and then end the
lesson by reviewing the Wetlands. Including the different animals found and the different types of Wetlands.
• The teacher will then explain that for tomorrow to bring your sunscreen because we are taking a journey to the
desert!
 Teacher Education Program
Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 5

Subject: Science Grade Level: 4th Grade

Topic: Desert

1.Goal

The purpose of this lesson is for students to be able to explore the desert habitat to find what animals live there and
how they survive in that environment through adaptations.

2. Student Learning Objectives and Standards

Students will be able to identify plant and animal adaptations from the desert.
Standard - 3.1.4.C2: Describe plant and animal adaptations that are important to survival.

Students will be able to write in their interactive notebooks to follow along and learn about the wetlands.
Standard - CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define four key terms based on the theme of the desert.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade-level reading and content, choosing flexibly from a range of strategies and tools

Students will be able to locate different deserts on a world map.

Standard - 7.1.4.B: Describe and locate places and regions as defined by physical and human features.

Students will be able to work in small groups to find information on the desert and label a map locating them.
Standard-CC. 1.5.4.A: Engage effectively in a range of collaborative discussions on grade level topics and texts,
building on each other’s’ ideas and expressing their own clearly.

3. Assessment of Student Learning

Pre-assessment The teacher will review the Wetlands topic from yesterday by discussing the different types of
wetlands and what animals/plants live there. The teacher will question students about the Desert.

Formative assessment The teacher will allow students to work in small group to explore the Fun Facts Kids
website. Then the teacher will discuss and question students about the Desert while going over the interactive
notebook activity.

Summative assessment The teacher will have students complete a color-coded map. The teacher will have
students locate different deserts throughout the world.
4. Books, Materials, Resources, Websites, Technology
Websites
Habitats. (2019, July 10). Retrieved from https://kids.nationalgeographic.com/explore/nature/habitats/

Fun Facts for Kids on Animals, Earth, History and more! (2020). Retrieved from
https://www.dkfindout.com/us/earth/deserts/

Materials
-Interactive Notebook
-Glue Sticks
-Crayons
-Markers
-Scissors
-World maps

Technology
-Smartboad
-iPads

5. Vocabulary
-Drought -Sand dune
-Cacti -Oasis

6. Teaching Strategies
-Discussion -Guided note taking -Differentiation
-Interactive Notebook -Hands-on activity -Collaborative Group work

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

• The teacher will begin the lesson by reviewing what they learned yesterday the wetlands. The teacher will ask
students what are the different types of wetlands and the different types of animals/adaptations they have to
survive there as review.
• The teacher will then start today’s lesson by questioning students:
o What is a desert?
o Do you know anything that lives in a desert?
• The teacher and students will create a list of things on the Smartboard as the students say what they know.
• The teacher will then play the deserts 101 video on the Nat Geo Wild Kids Desert page.
• The teacher will go back to the list they made and add anything the students learned after watching.

Body—Explain, Extend, Make Connections

• The teacher will break students into small groups of three-four students.
• The teacher will explain that today they will be finding the interactive notebook information on their own today.
• The students will be in small groups and will use their iPads to explore the following website:
https://www.dkfindout.com/us/earth/deserts/
• The teacher will remind students to work together and once on the website there are nine different circles to
explore and learn about be sure to check each one out!
o For differentiation the teacher will provide students with a guided note sheet on how to explore the
website and what information to record.
• The teacher will list the different things to explore on the smartboard:
o What is a desert? •Where are deserts found?
o Hot Deserts •Cold deserts
o Coastal deserts •What is a sand dune?
o What is an oasis? •Desert landforms
o Desert storms
• The teacher will allow students to work together for about 15 minutes to complete their work and then gather the
class back to whole group.
• The teacher will pull up the interactive notebook on the Smartboard to go over with students.
• The teacher will then have students focus on the Desert page first. (Appendix 16).
• The teacher will have the students share their answers for each blank. The teacher will fill in the correct answers
as they share for students to self-correct their work.
• The teacher will then move onto the Desert animals page when completed. (Appendix 17).
• The teacher will display each of the six animals. The teacher will use classroom popsicle sticks to choose students
to come up to the smartboard and fill in the correct answers.
• The teacher will then explain there are physical and behavioral adaptations for all animals living in the deserts too.
• Once completing all interactive notebooks sheets of the day, the teacher will reread along with the student what
they have learned and wrote today.
• The teacher will then pull up the quiz on deserts back on the website the students explored.
• The teacher will pass out small white boards to each student and dry erase markers.
• The teacher will read each question along with the answer choices and students will write their letter choice
answer on the white board.
• The teacher will say boards up and the students will raise their boards for the teacher to assess and then show the
answer on the smartboard.
• Once all ten questions are answered the teacher will have students pass their white boards and markers up to be
put away.
• The teacher will then move onto a hands-on group activity to close out the day.

Closure—Evaluate Summarize, Review

• The teacher will close out todays lesson with a hands-on activity group activity. (Appendix 18).
• The teacher will explain we learned all about the desert today and for this activity we will be practicing our
geography skills.
• We will be creating a world map and coloring/labeling 12 different major deserts in our world.
• The teacher will list the desert names on the smartboard:
o Great Basin Desert •Chihuahua Desert
o Atacama Desert •Sahara Desert
o Patagonia Desert •Namib Desert
o Arabian Desert •Kalahari Desert
o Thar Desert •Gobi Desert
o Great Sandy Desert •Antarctica
• The teacher will explain that the student’s job is to research where these deserts are located with your small
groups from earlier and create one large group map.
• The teacher will explain all the directions before handing out materials.
• Direction will include: This activity will allow you to create a world map of deserts. The goal of this activity is
for you and your group to create your map, color it and label it, and on the back list four animals that live in the
desert along with an adaptation they have.
o First, you will research the deserts locations and label them on the map.
o Next, you will color the desert land yellow and the rest of the continent green.
o Then you turn your map over to the back and draw four animals from the desert.
o Lastly, you will name an adaptation that the animal developed from living in the desert.
• The teacher will then pass out all materials to students.
o For differentiation, the teacher will write all necessary steps in order to complete the project on the board.
As well as providing students in need with different animal choices if struggling.
• The teacher will have students take out their iPads as a resource to research their information.
• Students may want to explore the following websites
https://kids.nationalgeographic.com/explore/nature/habitats/ and https://www.dkfindout.com/us/earth/deserts/
• The teacher will allow students to return back to their small groups from earlier and begin to work quietly.
• After all students finish their projects the students will share their work.
• The teacher will then display these projects on the bulletin board.
• The teacher will then explain that for tomorrow to bring your swimsuits because we are taking a journey to the
marine habitat!
 Teacher Education Program
Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 6

Subject: Science Grade Level: 4th Grade

Topic: Marine Habitat

1.Goal

The purpose of this lesson is for students to be able to explore the marine habitat to find what animals live there and
how they survive in the environment through adaptations.

2. Student Learning Objectives and Standards

Students will be able to identify plant and animal adaptations from the ocean.
Standard - 3.1.4.C2: Describe plant and animal adaptations that are important to survival.

Students will be able to write in their interactive notebooks to follow along and learn about the marine habitat.
Standard - CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define four key terms based on the theme of the ocean.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade-level reading and content, choosing flexibly from a range of strategies and tools

Students will be able to use correct conventions of standard English when writing their project paragraphs.
Standard - CC.1.4.4.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.

Students will be able to work in small groups to create a class ocean.

Standard-CC. 1.5.4.A: Engage effectively in a range of collaborative discussions on grade level topics and texts,
building on each other’s’ ideas and expressing their own clearly.

3. Assessment of Student Learning

Pre-assessment The teacher will review the desert habitat from yesterday by discussing what animals/plants
live there and their adaptations. The teacher will question students about the marine habitat and present a video
about the habitat.

Formative assessment The teacher will demonstrate three layers of the ocean using water, oil, and food
coloring. Then the teacher will discuss and question students about the marine habitat while going over the
interactive notebook activity.
 Summative assessment The teacher will have students create an ocean animal to place in our class ocean. The
teacher will have students write one-two paragraphs about where in the ocean the animal lives and adaptations it
has.

4. Books, Materials, Resources, Websites, Technology

Websites
Habitats. (2019, July 10). Retrieved from https://kids.nationalgeographic.com/explore/nature/habitats/

Discovery Education UK [Screen Name]. (2018, Jun.6), Habitats: Ocean, Retrieved from
https://www.youtube.com/watch?v=VBJyLfOyNsM

Materials
-Interactive Notebook
-Glue Sticks
-Crayons
-Markers
-Scissors
-Water bottle
-Blue food coloring
-Oil
-Three shades of blue bulletin board paper
-Construction paper

Technology
-Smartboad
-iPads

5. Vocabulary
-Sunlit Zone -Midnight Zone
-Twilight Zone -Marine

6. Teaching Strategies
-Discussion -Guided note taking -Differentiation
-Interactive Notebook -Hands-on activity -Collaborative Group work

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

• The teacher will begin the lesson by reviewing what they learned yesterday which was the desert. The teacher will
ask students what some of the different types of animals/adaptations desert animals develop to help them survive.
This review will be through a class discussion.
• The teacher will then start today’s lesson by questioning students:
o Can anyone define the word Marine?
o What are some animals that live in the Marine habitat?
• The teacher and students will create a word web on the smart board based on the word Marine.
• The teacher will then play the Habitats: Ocean video on YouTube.
• The teacher will have students write one fact they learn on a post it notes to add things to the word web after
watching the video.
• The teacher will go back to the word web they made and add anything the students learned after watching.
Body—Explain, Extend, Make Connections
• The teacher will then demonstrate the first three different layers of the ocean they will be learning.
• The teacher will be in front of the whole class doing an experiment.
• The teacher will ask for volunteers to complete different steps.
• The teacher will first display all the supplies: an empty water bottle, oil, water, blue food coloring, and a funnel.
• The teacher will then have a volunteer come up and pour water into the funnel to the second line of the water
bottle.
• The teacher will then have a different student come up and fill oil to the top line of the water bottle.
• Followed by another student placing six drops of food coloring into the water bottle.
• Lastly the teacher will have a different student come up and place the cap on the bottle and shake it.
• The teacher will explain as the water and oil separate from one another they will form three layers in the bottle.
• The teacher will create a three-layer chart up on the board with facts in each layer.
• The top layer is the Sunlit Layer you can see how it is pretty see through. Facts can include:
o Ranges from the surface to 656 feet deep
o Has plenty of light and heat
o Most oceanic life and human activities occur in this layer
o Along with coral reefs because light is just for photosynthesis.
• The middle layer is the Twilight Zone is more dark and blue. Facts can include:
o Ranges from 656 feet to 3,281 feet deep
o Home to the strangest sea animals like swordfish
• The third layer is the Midnight Zone is the darkest with the least amount of light. Facts can include:
o Ranges from 3,281 feet to 12,124 feet deep
o This zone is dark, but visible light may be observed from sea creatures
o Many animals that live here are either black or red thanks to low sunlight penetration
o Some species like the sperm whale spends time searching for food
------------------------------------------------------------------------------------------------------------------------------------
• The teacher will then explore the Nat Geo Wild Ocean Habitat website with students.
• Students will take turns reading paragraphs including.
o Watery Habitats
o Earth Underwater
o Ocean life
o For differentiation, the teacher will provide students with print outs of the paragraphs on the website.
• After reading, the teacher will pass out the interactive notebook sheets of the day and display them on the
Smartboard to go over with students.
• The teacher will instruct students to glue the Marine habitat first and then the Ocean Animals underneath in their
interactive science notebooks.
• The teacher will then have students focus on the Marine habitat page first. (Appendix 19).
• The teacher will guide students to think back to the readings to help them fill in the blanks.
• The teacher will then move onto the Ocean animals page when completed. (Appendix 20).
• The teacher will display each of the six animals. The teacher will use classroom popsicle sticks to choose students
to come up to the smartboard and fill in the correct answers.
• The teacher will then explain there are physical and behavioral adaptations for all animals living in the ocean too.
• Once completing all interactive notebooks sheets of the day, the teacher will reread along with the student what
they have learned and wrote today.
• The teacher will then move the create an ocean habitat project and writing assignment to close out the day.

Closure—Evaluate Summarize, Review

• The teacher will close out todays lesson with creating a class ocean habitat (Appendix 22) and writing
assignment (Appendix 21).
• The teacher will explain we learned all about the ocean today and for this activity we will create our own class
ocean.
• The teacher will explain that the student’s job is to pick an ocean animal or plant that lives in the first three layers
of the ocean. Then they will create it out of construction paper to display on the wall. Followed by writing a
reason why they chose that and what layer/adaptations it has.
• The teacher will explain all the directions before handing out materials.
• Direction will include: This activity will allow you to create a class ocean.
o First, you will choose an ocean animal or plant from choices on the smartboard. (Only one-two people
can have the same in the class)
o Next, you create that animal or plant out of construction paper a little smaller than your desk.
o Then you will bring up your creation to the teacher and you will place it in the correct zone of the ocean
to be displayed.
o Lastly, you will pick up a writing paper and read the directions and begin writing.
• The teacher will then pass out all materials to students.
o For differentiation, the teacher will write all necessary steps in order to complete the project on the board.
As well as providing students in need with different animal choices if struggling.
• While the students are working the teacher will create the ocean background on the back-bulletin board using
three different shades of blue. Followed by labeling each of the three layers.
• After all students finish their projects the class will take a picture in front of the ocean!
• The teacher will then explain that for tomorrow to bring your binoculars because we are taking a journey to the
grassland habitat!
 Teacher Education Program
Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 7

Subject: Science Grade Level: 4th Grade

Topic: Grassland Habitat

1.Goal

The purpose of this lesson is for students to be able to explore the grassland habitat to find what animals live there
and how they survive in the environment through adaptations.

2. Student Learning Objectives and Standards

Students will be able to identify plant and animal adaptations from the grasslands.
Standard - 3.1.4.C2: Describe plant and animal adaptations that are important to survival.

Students will be able to write in their interactive notebooks to follow along and learn about the grassland habitat.
Standard - CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define four key terms based on the theme of the grasslands.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade-level reading and content, choosing flexibly from a range of strategies and tools

Students will be able to write a creative writing piece on a grassland animals and illustrate it.
Standard - CC.1.4.4.C: Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.

3. Assessment of Student Learning

Pre-assessment The teacher will review the marine habitat from by discussing the class ocean displayed in the
classroom. The teacher will question students about the grasslands habitat and present a video about the habitat.

Formative assessment The teacher will allow students to investigate Nat Geo Wilk Kids to complete
interactive notebook activity, Then the teacher will discuss and question students the grasslands habitat while
going over the interactive notebook activity. The teacher will then allow students to take a virtual field trip.

Summative assessment The teacher will have students complete a creative writing assignment along with a
matching illustration. The teacher will then allow students to share their work.

4. Books, Materials, Resources, Websites, Technology

Websites
Habitats. (2019, July 10). Retrieved from https://kids.nationalgeographic.com/explore/nature/habitats/
Moo Moo Math and Science [Screen Name]. (2018, Dec.20), Grasslands, Retrieved from
https://www.youtube.com/watch?v=q_ThdlV9dH4

Lion Country Safari [Screen Name]. (2020, Mar.31), Savannas virtual field trip, Retrieved from
https://www.youtube.com/watch?v=J45A_UFh-SY

Materials
-Interactive Notebook
-Glue Sticks
-Crayons
-Markers
-Creative writing sheet

Technology
-Smartboad
-iPads

5. Vocabulary
-Prairie -Steppe
-Savanna -Temperate

6. Teaching Strategies
-Discussion -Guided note taking -Differentiation
-Interactive Notebook -Hands-on activity -Collaborative Group work

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

• The teacher will begin the lesson by reviewing what they learned yesterday which was the marine habitat. The
teacher will have students focus their attention to their class ocean. The teacher will questions students about the
layers and types of animals/plants creating a discussion.
• The teacher will then begin today’s lesson by questioning students:
o What is a grassland?
o Do we know where they are located?
o What about kinds of animals/plants that live there?
• The teacher and students will have a discussion based off the questions above.
• The teacher will then introduce grasslands with a YouTube video Grasslands.

Body—Explain, Extend, Make Connections

• The teacher will get students with their elbow partners to complete their interactive notebook today.
• The teacher will explain that today they will be finding the interactive notebook information with their elbow
partners. This will be great practice for tomorrow because you be exploring the polar habitat on your own!
• The students will be in small groups and will use their iPads to explore the following website:
https://kids.nationalgeographic.com/explore/nature/habitats/grasslands/
• The teacher will remind students to work together and once on the website they will be exploring the grassland
habitat.
o For differentiation the teacher will provide students with a guided directions.
• The teacher will list the different things to explore on the website:
o Between the forest and the desert
 o Fire!
o Oh, give me a home…
• The teacher will allow students to work together for about 15 minutes to complete their work and then gather the
class back to whole group.
• The teacher will pull up the interactive notebook on the Smartboard to go over with students.
• The teacher will then have students focus on the Grassland habitat page first. (Appendix 23).
• The teacher will have the students share their answers for each blank. The teacher will fill in the correct answers
as they share for students to self-correct their work.
• The teacher will then move onto the grassland animals/plants page when completed. (Appendix 24).
• The teacher will display the correct answers on the board to save time for the virtual field trip!
• The teacher will then explain there are physical and behavioral adaptations for all animals living in the grasslands.
• Once completing all interactive notebooks sheets of the day, the teacher will reread along with the student what
they have learned and wrote today.
• The teacher will ask students if they have any questions before moving on.
• The teacher will then display the virtual field trip of the Savanna up on the smartboard.
• The teacher will remind students to pay attention and create a 3-2-1- countdown.
o 3 things that were interesting
o 2 things you learned
o 1 question you have
o For differentiation, the teacher can provide students with a physical copy with directions on handout.
• The teacher will then move onto the creative writing piece to close out the day.

Closure—Evaluate Summarize, Review

• The teacher will close out todays lesson with a creative writing piece. (Appendix 25)
• The teacher will explain we learned all about the grasslands today and for this activity you will get to become an
animal of your choice.
• The teacher will explain the direction for the writing piece.
• Direction will include:
o First, you will choose a grassland animal you would like to be for the day.
o Next, you will write about in one paragraph where you live in the world, the name of your grassland,
what you eat, adaptations you have, and in a second paragraph the life in the day of that animal..
o Then you will create an illustrations of that animal on a sheet of white computer paper and color it.
o Lastly, you will have the chance to share your writing and illustration.
• The teacher will then pass out the writing sheet and computer paper.
o For differentiation, the teacher will allow students to type their paper if need be.
• After giving students enough time to write, the teacher will allow a few students to share their work.
• The teacher will then explain that for tomorrow to bring your winter coats and science brains because we are
taking a journey to the polar habitat.
 Teacher Education Program
Lesson Plan

Teacher Education Candidate: Kristie Najdek Date: Day 8

Subject: Science Grade Level: 4th Grade

Topic: Polar habitat (Inquiry Based)

1.Goal

The purpose of this lesson is for students to be able to explore the polar habitat using inquiry-based earning and
learn the importance of adaptation and how it enables the survival of animals/plants in the polar habitat.

2. Student Learning Objectives and Standards

Students will be able to identify why plant and animal adaptations are important for survival in the polar habitat.
Standard - 3.1.4.C2: Describe plant and animal adaptations that are important to survival.

Students will be able to write their own facts about the polar habitat after exploring and experimenting.
Standard - CC.1.4.4. A: Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.

Students will be able to define three key terms based on the theme of the polar habitat.
Standard - CC.1.3.4.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade-level reading and content, choosing flexibly from a range of strategies and tools

Students will be able to cooperate in both large and small group activities.
Standard - CC.1.5.3.A: Participate in collaborative conversations with peers and adults in small and larger groups.

3. Assessment of Student Learning

Pre-assessment The teacher will review all the habitats from this past week through a Kahoot game. The
teacher will have students discuss about the polar habitat and why it is important for animals to adapt.

Formative assessment The teacher will allow the students to explore animal adaptations of the polar bear
through learning centers. The teacher will have students write down their questions and create their own group
poster on the polar habitat.

Summative assessment The teacher will have students go back to the KWL chart from the beginning of the
unit. Then students will complete a mini project. The teacher will be having students create their own “new”
animals.

4. Books, Materials, Resources, Websites, Technology

Websites
Habitats. (2019, July 10). Retrieved from https://kids.nationalgeographic.com/explore/nature/habitats/
Resources
Kahoot

Materials
-2 large plastic tubs -ice cubes
-salt -water source
-food coloring -measuring cup
-2 large bowls -shortening, Styrofoam, apple sauce, fur, gloves)
-Masking tape -2 one-gallon Ziplock bags
-mini marshmallows -toothpicks

Technology
-Smartboad
-iPads

5. Vocabulary
-Arctic -Glaciers
-Blubber

6. Teaching Strategies
-Discussion -Inquiry-based learning -Differentiation
-Interactive Notebook -Hands-on activity -Experimentation
-Learning centers

7. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

• The teacher will begin the lesson by reviewing all the habitats learned as of now through a Kahoot game.
• The teacher will have students take out their iPads and type in the Kahoot code and play the game.
• After the Kahoot, the teacher will then begin today’s lesson by explaining how over these past two weeks we
learned all about habitats, adaptations, and animals/plants. Today we have one last habitat to discuss which is the
polar habitat.
• The teacher will explain how today the routine will be much different because the students will be controlling the
learning today! So, get excited! You will get to guide yourself through an amazing cold adventure in the polar
habitat.
• The teacher will have students discuss about the polar habitat and why they think it is important for animals to
adapt with their elbow partner and come up with two questions.
• The teacher will have students share their work.
• The teacher will create a chart on the board to display their questions. Students will take turn sharing their
answers.
• The teacher will explain now it is your job to investigate and try to find the answers to these questions.

Body—Explain, Extend, Make Connections

• The teacher will explain everyone will have the chance to participate in learning center.
• The teacher will explain that there are three centers and two of each of them and everyone will have the chance to
partipate in each one.
• The teacher will break students into group of four students in order to there be four students at each group and
then assign them to each a stating center.
• Before the teacher has students break into groups, the teacher will explain the directions.
 o There are three different centers: Melting glaciers (Appendix 26), blubber (Appendix 27), and building a
den (Appendix 28)
o There are all the materials needed at your station along with a direction sheet to read before starting.
o Your job is to investigate each center and experiment with given materials to come to a conclusion to
find your answers to your questions.
o You will have about 15 minutes at each station and when you hear to the two-minute bell, finish up what
you’re doing and clean up materials for the next group.
o You will rotate clockwise until you reach all three stations
o Remember to have fun and use those science brains!
o I will be walking around to answer questions and participate in small group discussion.
• The teacher will then allow students to break into their centers and set the timer for 13 minutes.
• While students are working the teacher will be walking around asking inquiry-based questions to promote
students thinking.
• Once the timer goes off the teacher will have students begin cleaning up and set the timer for another two minutes.
• The teacher will then have students rotate and set another 13-minute timer.
• The teacher will repeat these steps until students reach each center.
• After all centers have been completed the teacher will have students come back to whole group and discuss their
conclusions.
• After the discussion the teacher will explain students will create a group poster with the member, they did the
learning center with.
• The teacher will give students about 10 minutes to complete and they will have the opportunity to teach their
poster to another group about the polar habitat. Students may use their iPads and Nat Geo Wild Kids as a resource.
• Once groups complete the posters students will share their work with another group.

Closure—Evaluate Summarize, Review

• The teacher will close out todays lesson with the KWL chart form the beginning of the unit (Appendix 1) and a
mini project.
• The teacher will have students take turns sharing what they learned about habitats.
• The teacher will use classroom popsicle sticks to choose students.
• The teacher will then explain the direction for the writing piece.
• Direction will include:
o First students will be creating their own new animal.
o They will have to use their creativity to come up with a name, where it lives, and an illustration of the
animal.
o Students will write a one-two paragraph paper describing the animal along with adaptations and where it
lives.
o Then the students will create an illustration to go along with their paper.
• The teacher will have students brainstorm and begin writing until time runs out and have the students take it
home and finish it for homework to be shared tomorrow in class.
• The teacher will wrap up the unit by summarizing what was learned and inform students that within the
following week they will start to compare and contrast different habitats!
Reflection questions:

1. What do you like best about your unit? Why? What do you feel students would like
best about the unit? Why?

I think my students will really enjoy my unit. What I like best about my unit is it has a
sense of routine for each day, but not to make it boring rather make it structured. Students
will dive into all different interactive notebook activities each day along with a ton of
collaboration. This will allow students to record all the information they learn.
Collaboration is incorporated through think, pair, share and small groups, students will
have the opportunity to work with one another to explore information. I feel my students
will like the collaboration and ending each day with a fun activity/mini project. Students
will have the chance to close out each day with something different. It can be a creative
writing assignment, a group project, an individual project, or an experiment. I also
incorporated tons of technology like exploring websites and taking virtual field trips
which I’m sure the students will love as well!

2. What was most challenging in the creation of this science unit? Be specific and
provide examples with explanation why you feel this way.

I felt the most challenging part of this science unit is incorporating inquiry-based learning
in every lesson plan. I really love the idea about it, but with the classroom management I
am in favor of being organized and providing a lot of guidance I struggled. I did try my
best through discussion for my students to ask questions and guide where the instruction
will lead. I did make my last day of the unit fully inquiry based where students got to
question the topic of the polar habitat. Then explore the adaptations of the polar bear
physically though a learning center, and then create their own interactive notebook pages
to present their learning. I even added a mini project where students get to show their
creativity of creating their own animal. Another challenge I had in the beginning was
planning! I had no idea how I could fit so much information into eight days, but then I
realized this unit can be just an introduction to each habitat and then you can go into so
much more depth with each one for another two weeks. Once everything was all laid out
on the calendar it was smooth sailing.

3. Provide information about what previous knowledge and/or environmental supports

you feel would be necessary if you were to implement this unit. Provide information
about where you would project this unit to continue or develop into after the 2-3-
week time period - what would happen after the last lesson?

To implement this unit, I feel prior knowledge is necessary or at least a background

knowledge. In previous grade levels students will learn about all different animals and
different environments, so they can take that information they learned and apply it to
habitats. Environmental supports I feel are necessary is group or paired seating with the desk
arrangements. Along with a lot of floor space and worktables for students to spread out in the
classroom when completing group work. Lastly, I believe an organized and labeled
classroom is necessary whether that is materials having access to students or labeled in
organization bins. I plan for this unit to be an introduction to students or even a review if
students may have learned some of it in third grade. Then after the right days I would
continue the unit more depth. Things like comparing two of the habitats and finding their
similarities and differences. Learning more about the specific habitat can even take place.
There is so much information for this topic you can branch it out however you think will
benefit your students. If it was in my classroom, I would do a whole comparing and
contrasting unit of different habitats because this can lead to creativity.

Differentiation

Throughout this whole unit I provided differentiation for all my students and students that
may have an IEP and need accommodations to their daily learning. Differentiation that I
included:
• The teacher will put subtitles on the video for student to follow along while listening.
• The teacher will write the directions on the board as well as provide students who cannot print by
themselves a tracing copy.
• The teacher will provide printed copies for students to follow along at their desks.
• The teacher will write a word bank of animals on the board to give students a guide.
• The teacher will write all necessary steps in order to complete the project on the board. As well as
providing students in need with different animal choices if struggling.
• The teacher will provide students with a guided note sheet on how to explore the website and what
information to record.
• The teacher will allow students to type their paper if need be.

Not only did I provide different types of differentiation, I also included diversity within my
lesson. Every day I tried to provide different types of pre assessments like creating word
webs, chart, KWL charts, and discussions. As well as for my formative assessment I included
things like virtual field trips, YouTube video, and read alouds. Lastly in my summative
assessment there was a different project every day. There were creative writing assignments,
learning centers, projects like creating an ocean, geography, and art projects.