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Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Allison Taylor Lawrence

Rev. 2013

Lesson # 2

Subject/Grade: Science/Kindergarten
Date and Time of Lesson:
Learning Objective: (must support unit objectives identified in TWS 3)
Students will identify signs of animals living in the schoolyard by using their senses. They will
also be able to distinguish between two habitats (land and sea). They will be able to categorize
animals into one habitat or the other.
Alignment with Standards: (must support unit standards identified in TWS 3)

Identify the source and list standards (local, state, and/or national) that align with the
learning objective.
EEDA Standard(s) K-1.1 Identify observed objects or events by using the senses.
EEDA Standard(s) K-1.2 Use tools (including magnifiers) safely, accurately, and
appropriately when gathering specific data
Developmental Appropriateness or Cross-curricular connections: (should parallel
information in TWS Section 3)

Students have been working with identifying what an animal or human needs to survive.
I will use this knowledge and explain that a habitat is where an animal can find all of
those things. Also, students have gained previous knowledge on how to use magnifying
glasses during independent workstations.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each
objective should be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the

Students will be able to

differentiate between
land and water habitats.
Students will be able to
use their senses to
explore their

Pre: Observation of
students ability to tell
me what animals go into
the water habitat and
which animals go into the
land habitat?
During: Observation of
students ability to use
their senses to explore
the land environment
and magnifying glasses
appropriately. Also
answer Why do we
know there is an animal
close by
Post: Accuracy of
worksheets and ability to
tell me what a habitat is
and to name two
different kinds during

Use of Formative
(TWS section 7)
If students cannot
find any signs of
animals I will give
them clues to where
ones might live.

Lander University Teacher Education Lesson Plan Template

wrap up.

Rev. 2013

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)

I will make sure to ask questions and give cues to get students involved and respond to the
outside activity. I included a lot of pictorial references for my ESOL students.


Worksheets for sorting post activity pre and post

Magnifying glasses
Smart board


Get everyone quiet on the carpet

Sit in the stool by the white board
Raise your hand if you remember what we learned about the last time I taught a
4 needs for survival (say)
Today we are going to talk about where animals are able to get these items. We call it
an animals habitat.
A habitat is where an animal lives. What is a habitat? (Repeat)
We are going to talk about land habitats and water habitats today.
So what would be our fishs habitat?
Water habitat

Everyone sit back down in your square and show me 5
Pull up word document of land and see animals on smart board
Sort between land and water animals worksheet on smart board circle land (green) water (blue)
on smart board
We are going to circle the animals that live on the land habitat green, and the animals that live
in the water habitat blue.
Raise your hand if you know what I should circle.
Stand up
Transition: Shake our willies out
Okay everyone sit back down in your square and show me 5
Have you ever heard of the word safari?
A safari is an adventure to a place outside.
We are going to go on a safari to the playground today
Are you excited?
Are you ready to be scientists?
Remember a scientist has to use all of his senses and tools to explore the world
around him.

Lander University Teacher Education Lesson Plan Template

Rev. 2013
How will we explore our environment today?
Smell, Touch, Sight, Taste, and Hearing (say those they dont) and our handy dandy
magnifying glasses.
What are some things we might hear that will tell us we are near an animal?
Bird nest, birds chirping
What are some things we might see?
-spider web, ant hill
Where do you think we will find an animal outside? (Turn and talk)
Call on one boy and one girl from different groups
Explain activity that will be going on inside to class:
Mrs. Perkey will be working with a group of you all while I am outside on the safari
with another group
Dont worry you will all get to go on the safari
If you are inside with Mrs. Perkey I want you to go to your desks. At your desks you
will see a square piece of paper with a bunch of different animals on it. (Show) and
another piece of paper that says land and water (show.) Your job a scientist is to cut
out the pictures of the animals and glue them in the right habitat (land or water) like
we did on the board. If you finish before I come back raise your hand and Mrs. Perkey
will check your work. You will go to another center where there is a cup filled with
land and water animals. You also have the same habitat sheet labeled (land and
water.) Put the right animals on the right spaces and explore the game board quietly
till it is your turn to go on the safari.
This should all be done quietly.

GET IPAD and Magnifying glasses

Tell the boys to line up at the door to go outside.
Huddle with boys outside say:
When we are outside stay close together, look, learn, but leave the animal alone if
you see one
Pair them up in twos
Hand out 1 Magnifying glass to each person.
Look all around
Look up, what do you see? What kind of animal do you think could live there?
Look down, what do you see? What kind of animal do you think could live there?
If they find something take a snap shot of it with the ipad.

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)

Identify at least two activities you plan to use in this lesson and explain why you are planning
these specific activities.
In your explanation include the following prompts:
How each activity (instructional strategy) supports the lesson objective(s).
How the activities stem from student characteristics, needs, and/or contextual factors
identified in TWS 1.
What technology you will use to implement the activities, how the technology
will be used, and who will use the technology. If you do not plan to use any
form of technology, provide a clear rationale for its omission.
The objective was seen as inquiry based. I was able to teach the students that
scientists use all different tools to explore their environment. Direct Instruction:
compare and contrast, and Questioning. Indirect Instruction: songs, inquiry.
Independent study: computer assisted instruction. Interactive Instruction: peer

Lander University Teacher Education Lesson Plan Template

Rev. 2013
partner learning, think, pair, and share. Instructional Skills: Wait time, Explaining, and
Students need to be active most of the time. I have included transitions and I have an
activity for a child to do once they are finished.
I will use the smart board to demonstrate what animals in the chart are water animals
and what are land animals. I will display that by circling the picture green or blue. I
will also play a song about habitats on the smart board. I will also be using the ipad
to document any of the childrens discoveries.





Activity Analysis





Lander University Teacher Education Lesson Plan Template

Rev. 2013