UNLV Student: Eric Cordas PSMT Name: Cook

Lesson Plan Title: Animal Habitats LP Topic: Science

Date: 1 DEC 17 Estimated Time: 90 minutes
Grade Level: 4th School Site: Beckley

1. State Standard:

4.L.1 Understand the effects of environmental changes, adaptations and behaviors that
enable animals (including humans) to survive in changing habitats.

Teaching Model: Direct Instruction. Hands on Demonstration. Modeling. Team

Work. Individual Work.

3. Objective: I can identify common animal adaptations and relate the adaptations to a
function in the environment.

4. Materials and Technology Resources:

Science notebook

pencils

white art paper

markers

crayons

construction paper

5. Instructional Procedures:

a. Motivation/Engagement:

Teacher asks students what they remember adaptations plants

made to survive in the desert.
Teacher discusses with students how they think animals adapt to
the desert

b. Developmental Activities or Learning Experiences:

 The teacher will pass out the group sets of animal pictures, and
allow the students fifteen minutes of time to complete the
assigned task. While the students are performing the assigned
task the teacher is monitoring and yet not involved with the
group discussions. (Teacher interaction might inhibit the
discovery learning process.)

After the fifteen minutes are completed, the teacher will record
the groups responses on chart paper. The teacher will be
asking the following questions:

How did the students group the pictures?

Why did their group choose to group the pictures the way they
did?
What were common traits within each group?

Once all groups have shared the teacher will lead a whole group
discussion.

What were common characteristics of all groups? Why do you

think they were classified the same way?
What are characteristics that are different in each group? Why
do you think that they were classified different?
What are some common traits of each group?
How do the groups differ? How are they the same?
What are common traits within each group? Why do you think
this is?
Why do you think the animals have the characteristics they do?
Why is the polar bear white and not purple? Why do you think
the polar bear has a fur coat?

After the class discussion the teacher introduces the concept of

animal adaptations. (For example, students should understand
that a polar bear has a white fur coat to protect it from the cold
and help it blend into the environment.)
 The teacher will introduce the activity by using a finished
product about a habitat. The teacher will explain the process
using the model as a guide. Pass out one paper to each
student. Break the students into groups of three or four (only if
necessary). Assign each group an environment.
Tell the students they will be creating a poem from their
information. If they need to they can research further or use all
the information already researched.
This type of a poem is called a diamante. It is in the shape of
a diamond. The poem is made using certain types of words.
The structure for the diamante poem is:

Noun

Adjective adjective

Participle participle participle

Noun noun noun noun

Participle participle participle

Adjective adjective

Noun

At this point in the lesson, remind the students that the words
they choose need to be the correct part of speech. Give
students examples of each part of speech and remind the
students that teacher will be checking their poetry and the parts
of speech they chose.
Now within the groups students will make up one poem per
person based upon the environment . The teacher should
monitor groups repeatedly and help as needed.
Students will then design a mural for the environment
assigned to them. Each student will cut out their poems and
glue them onto their newly created murals.

c. Closure:

Teacher has students clean classroom

Students discuss habitats and animal adaptations
 Selected students read their poems.
Teacher answers any questions students have.

d. Extension: Students create poems for the city, ocean or river habitat.

6. Accomodations, Modifications and Differentiations for Diverse Learners:

a. Accomodations: If any student has trouble understanding what needs to be

done next, the teacher will ask guided questions to help the student determine what
needs to be done next.

b. Modifications: For students who are late during this period of instruction,
teacher will work with those students to give them an abbreviated lesson and then have
them work with a team in progress. Teacher will help model with the student what is
expected in the science journal.

c. Differentiations: If students have difficulty understanding the discussion

questions, they can be allowed to answer one question.

7. Assessments and Evaluations of Learning:

a. Formative: Habitat charts.

b. Summative: Diamante poem.

8. Homework Assignment: None.