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SIOP Lesson Plan Template 1

Key: SW = Students will | TW = Teachers will | SWBAT = Students will be able to | HOTS = Higher Order Thinking Skills

SIOP Lesson Title: Animal Habitats

Grade: 2

Content Standard(s):
SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in
habitats that meet its basic needs.
LAFS.K12.SL.1.1: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others ideas and expressing their own clearly and
persuasively.
Key Vocabulary:
Content: Subject Specific and Technical Terms:
- Habitats
- Desert
- Tide Pool/Ocean
- Jungle
- Savanna
- Forest
- Pond

Supplementary Materials:
-

I See a Kookaburra! By: Steve Jenkins


Construction Paper
Crayons
Animal Magazines
Virtual Venn Diagram
PowerPoint

General Academic: Cross-Curricular Terms/Process &


Function:
- Compare and contrast
- Venn diagram
Word Parts: Roots and Affixes:
- -ing

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SIOP Lesson Plan Template 1


-

-ful
-less
-ly

HOTS:
-

Allow the students to research different habitats on


the internet at home to bring back information to
share with the class.
Find out more about what habitats need for animals
to survive there through research.

Explicit Connections to Prior Knowledge and Experiences/Building Background:


-

Ask the students, prior to reading, if they have ever read any other books by Steve Jenkins. Ask them what some
similarities and differences are between the books read and the book we are about to read.
Ask students, What is a habitat? and what kind of habitats do we have in the area that we live in.

2013 Pearson Education, Inc.

SIOP Lesson Plan Template 1


Explicit Connections to Past Learning:
-

I will connect this lesson to past learning by reviewing with the students the different types of ecosystems and how the
weather can affect these habitats. We will make a graphic organizer on the board to list animals that live in the different
types of habitats and what they need to survive.

Content Objective(s):

Meaningful Activities: Sequence

SWBAT:
- After reading the book, I See a
Kookaburra!, like Steve Jenkins
does in many of his books,
students will compare and
contrast two habitats with
100% participation.

- Call students up to the reading carpet and


have them sit down on the floor. Read the
book, I See a Kookaburra! By: Steve
Jenkins, to the students.

After participating in the


compare and contrast, students
will be able to identify three
different types of animals that
they learned live in a specific
habitat.

Language Objective(s):

Review/Assessment:
-

Observation
Venn Diagram (Compare &
Contrast)
Creation of a habitat

- While reading the book, pause at each


habitat so the students can find the
animals hidden in each habitat.
- Once we are done reading the book play
this PowerPoint for the students,
http://www.slideshare.net/Lybrah/habitatspowerpoint for a quick review to refresh the
students minds on what they know about
habitats.
- I will explain the students that Steve

2013 Pearson Education, Inc.

SIOP Lesson Plan Template 1


SWBAT:
- After reading the book, I See a
Kookaburra!, like Steve Jenkins
does in many of his books,
students will actively participate
in a class compare and contrast
of two habitats with 100%
participation.
-

After participating in the


compare and contrast, students
will create their own habitats
inspired by Steve Jenkins book,
with at least three things they
might find in the habitat they
choose and at least three
animals that live in that habitat.

Jenkins often compares and contrasts


animals in his books so today we are going
to be like Steve Jenkins and compare and
contrast two habitats on a Venn diagram and
after we are going to do an activity.
- We will complete the Venn diagram
comparing two of the habitats from the
book. I will pick two habitats at random On
the Smart Board we will go to
http://www.classtools.net/education-gamesphp/venn_intro , to fill out the interactive
Venn diagram together and I will call on
students to help me fill it out.
- After the Venn diagram, inform the
students that they will be creating their own
habitats with animals, like Steve Jenkins did
in his book.
- Pass out thinking maps to students and
group each student with their shoulder
partner. By working with a partner, ELLs will
be able to bounce ideas off of another
person and see various points of view.
-With their partner, have students
brainstorm on their thinking maps about
which habitat they want to create and what
kinds of animals they want to live in their
habitats. Each student will be creating their
own habitat and needs to fill out their own
thinking map. Brainstorming with a partner

2013 Pearson Education, Inc.

SIOP Lesson Plan Template 1


is just a good way for the students to get
ideas flowing. While brainstorming, ELLs can
share about their native homeland and the
type of habitats that were in that area.
- Once the students have decided what
habitat they will be creating, I will tell the
students about the criteria that each of their
habitats has to have. They must include, at
least three things you might find in the
habitat, (shelter, water, plants, scenery,
anything other than the animals that you
might find in the habitat) and at least three
animals. I will also be passing out a checklist
for the students to help them make sure
they are including everything they need in
their habitat (This is a UDL for my ELL
students and ESE students).
- Next, I will have my student helpers pass
out paper to everyone. Students will use
their crayons to draw their habitat, and they
can either draw their animals or they can
use the animal magazines I brought in to cut
out pictures of the animals that live in their
habitat to glue on their paper. Assistive
materials, such as different scissors, will be
available for the students who may need
assistance with the cutting.

2013 Pearson Education, Inc.

SIOP Lesson Plan Template 1


Wrap-Up: This must include the review of the content and language objectives, followed by teacher choice of final
wrap-up to the lesson.
- Once the students are done with their habitats or time is up, each student will come to the front of the room and present their
habitats to the class, explaining what is in their habitat and why they included what they did in their habitat. Volunteers will go
first, then other students will be prompted before they go so that they can think about what they will share with their peers.
- We will hang our habitats up on the wall and talk about habitats that we have here in Florida.
(Developed by Melissa Castillo & Nicole Teyechea. Used with permission.)
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English
Learners: The SIOP Model.)

2013 Pearson Education, Inc.