DIXIE

STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate Rylee Slesk Grade Level 2nd Title: Arctic Tundra Habitat
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
21 Students: 12 Girls and 9 boys
ELL Students and WIDA Level:
David: WIDA 4
Suri: WIDA 4
Jose: WIDA 3
Students with IEP:
Anthony-Speech
Austin-Speech
Savannah- SPED and Speech
Madeline-Speech
Advanced Student:
Jaxon-Advanced in all subjects
Behavioral Students:
Anthony has ADD. He REALLY struggles to stay in his seat. He constantly has to be doing something. If
he is at his desk, his hands are playing with things in his desk, he has his legs on his desk, he will crawl
under his desk etc. When he is at the rug, he will roll around and lay down. Simply, he just cannot sit still.
Jaxon feels very entitled, as well as has ADD. He has to always be right and only does what he puts his
mind to. He has a hard time sharing with others or considering the feelings of others. Jaxon also always
feels like he has to be talking. It can be very difficult to keep him quiet. Also, he has a hard time staying in
his seat and concentrating on an assignment. He just really struggles with concentrating.
Brock has an attitude most days. You need to be very careful when talking to him or about him in front
of his classmates. He shuts down really easily if something is taken the wrong way. He shuts down to the
point where he wont listen and will only do what he puts his mind to. Also, he has had problems getting
along with his classmates. Whenever someone claims that he did something to him or her, his attitude, is
that it is never his problem. He also has a very hard time sitting in his seat.
Porter is usually pretty well behaved. He gets really frustrated, to the point that he breaks down, if he
does not have enough time to finish his work. Jaxon and Porter get in arguments often because they are
best friends and seem to at times compete. At times, he does not watch what he says and can be
mouthy.
David has a very hard time staying motivated. He typically likes to wander around the classroom, and
wont complete his work. He is also a behavioral problem, because he will shout out the wrong answer
on purpose and talk back. He can be disrespectful. He also will break down and cry when he has not
gotten his way, or if he gets reminded too often to do something.
Classroom environment:
The classroom is very clean and organized. The desks are grouped into groups of 4-5. This arrangement
makes it easy to reach each student, and to work as a table. There is a SMART board and a whiteboard at
the front of the classroom. The teacher has an Elmo at her desk. There is one horseshoe table at the back
of the classroom used for small group instruction. A rug is at the back of the classroom that is used for
students to gather at. There are computers in the classroom, but they are only used for Success Maker.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to

do?)
State Standard/Objective:
Standard 4 Life Science. Students will gain an understanding of Life Science through the study of
changes in organisms over time and the nature of living things.
Objective 1 Tell how external features affect an animals ability to survive in its environment.
Compare and contrast the characteristics of living things in different habitats.
Content Walk-Away:
I will read, identify, and write the characteristics of living things in the arctic tundra.
Language Walk-Away:
I will read, identify, and write the characteristics of living things in the arctic tundra.
Vocabulary:
Habitat, desert animals, arctic tundra, arctic tundra animals

ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
I will observe and listen to students as they practice and use vocabulary
words. I will assess students as I ask questions such as, What should we
be looking or as we read? What do we write about? I will also listen and
assess students as they discuss with their group what characteristics the
arctic animals have.
Content Walk-Away Evidence (Summative):
I will assess each students arctic tundra animal scene paper. I will assess
the characteristics they have written, and how they help the animals
survive in the tundra.
Language Walk-Away Evidence (Summative):
I will assess each students arctic tundra animal scene paper. I will assess
the characteristics they have written, and how they help the animals
survive in the tundra. I will also assess that they use their vocabulary
words correctly, and assess their writing.

Modifications/Accomoda-
tions (ELL, IEP, GATE, etc.)
ELL students:
-I will highlight important
parts of their Animals of the
Arctic Tundra booklet.
-I will allow them to simplify
their writing, or tell me
important parts if needed.
-I will also post the
definitions of the vocabulary
words on the board, so they
can reflect back to them as
needed.
Students with IEP:
- I will highlight important
parts of their Animals of the
Arctic Tundra booklet.
- I will allow them to
simplify their writing, or tell
me important parts if
needed.
-Savannah will not be able to
read the booklet on her own,
so I will help her when I can,
but I will ask Suri to read it
to her.


Advanced Students:
-I will ask more probing
questions, Why do you
think animals could or could
not live in the arctic tundra?
How could animals live
there?
Behavioral Students:
-I will check on them
throughout the lesson and
give them positive
reinforcement when they
are well behaved.
-Anthony: I will make sure
to use proximity and use
positive reinforcement
while he is working hard
and following directions.
I will allow him to use his
squishy ball at his desk if
he is getting distracted and
needs to be doing
something. He will be
allowed to stand up when
working while working.
Also, I will have him help me
teach the actions to our
vocabulary word, habitat.
-Porter: I will make sure to
tell him he has plenty of
time to complete his work,
so he does not get frustrated
about finishing.
-Jaxon: I will make sure to
give him positive
reinforcement when he
works cooperatively and
stays on task. I will also set
a standard that students
must raise their hand
throughout the discussion.
-Brock: I will use positive
reinforcement and check on
him during group work.
-I will make sure to involve
all behavioral students
throughout the discussion
and ask them questions to
engage them.



Approx. ACTIVE LEARNING PLAN
Time

Activate/Building Background Knowledge

Class, we have been learning about different habitats. Lets review what a habitat is. Habitat
means the need for air, water, food, and shelter and space. (Post definition on the

board/Mirror Words & Gestures) SIOP 9 What habitat have we learned about so far? Yes, we
have learned about the desert habitat. What do we remember about the desert habitat? SIOP
10-15
minutes 8,18 Yes, a desert habitat is very dry with little rainfall. What animals do we remember that
live in the desert? Desert Animals: snake, lizard, roadrunners, and scorpion. SIOP 8, 27 Great
job. Well, today we will be learning about the arctic tundra habitat. Arctic Tundra is a

treeless habitat with cold and windy weather. Lets read our definition together (read

together), now teach the definition to your partner. SIOP 9 Let me show you some pictures of
the arctic tundra, so you can start to picture what it is like. SIOP 4 The arctic tundra is the

coldest habitat! I wonder if it is too cold for animals to live there? What do you think? What
animals would live there, if you think they can? SIOP 15 Lets read our objective for today, I

will read, identify and write the characteristics of living things in the tundra. Now, turn and

tell your partner what we will be learning today. SIOP 1,2,3

Formative assessment:

I will observe students to assess their listening. I will observe students and listen as they act
out the vocabulary words and teach their partner. I will listen as students tell their partner
what they will be learning today.

Learning Goal

Success Criteria

Students will have identified

their objective. They will
learn and practice their
vocabulary words: Habitat,
Desert Animals, Arctic
Tundra.

Students will understand the

vocabulary words as they
practice them. They will
discuss with their partner
the objective.

Assessment Strategy
Students will show their
knowledge of their
vocabulary words by
discussing and using them.
They will also discuss the
objective.

Students should begin to

start thinking about the
arctic tundra environment as
I show pictures.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I will post the objective and definitions for our vocabulary words on the board, so they can see
them. I will show pictures, so they can picture what the arctic tundra is like. SIOP 4, 12 I will
ask my more advanced students (Jaxon and Brock) more probing questions , Why do you
think animals could or could not live in the arctic tundra? How could animals live there?
SIOP 15

Focus Lesson (I do it)

So today, we will be learning about the animals that live in the arctic tundra and the
characteristics that they have. One of our vocabulary terms is, Arctic Tundra Animals: arctic

fox, caribou, and walruses. (Read and define together) SIOP 9 You each have a copy of the
book, Animals of the Arctic Tundra. We will read this book, and as we do, we will learn about

the characteristics that these animals have. On your desk, you also have pictures of the
different arctic animals we will read about. As we read about these animals, we will glue them
10
minutes on our arctic habitat paper. We will also write the characteristics these animals have, so they
can live in the arctic tundra. SIOP 14 Let me show you how we will do this. Lets read pages

1-2 of our book. (Read to the class) Okay, on this page it is talking about the arctic fox. So, I
will glue the arctic fox picture on my arctic tundra paper. The book told us, the arctic tundra

has a long tail to keep him warm, and four furry feet to help him walk on the cold tundra
ground. I am going to write about these characteristics underneath my fox, but I will shorten

it to just enough words that will help me remember. I will write, long tail and four furry feet

keep them warm. As I continue to read, I will be thinking about what characteristics help
these animals live in the arctic tundra. SIOP 3,4,6,10,11

Formative Assessment:

I will assess students comprehension as I scaffold by asking question such as, What should we

be looking or as we read? What do we write about?

Learning Goal

Success Criteria

Assessment Strategy

Students will understand and

practice the vocabulary
word, arctic animals. They
will also listen as I scaffold
how to read and identify the
characteristics of the arctic
fox in the arctic tundra.

Students will successfully

identify the vocabulary word
Arctic Tundra Animals.
They will understand the
characteristics of the arctic
fox, as I scaffold.

Students will follow along as

I scaffold how to complete
the first part of their Arctic
Tundra Paper and then they
will have time to do so.

Modification/accommodations:
I will have the important parts of the Arctic Tundra booklet highlighted for Savannah,
Madeline, Bronson, Austin, and Jose. SIOP 5, 20
Guided Instruction (We do it)

Now, lets read the next part of our book together. Remember, as we read, be thinking about
the characteristics of the animals that live in arctic tundra. (Read pages 3-4) Okay, what

animal did we read about? Yes, we read about the white, snowy owl. What characteristic did

we read about that helps it live in the arctic tundra? Yes, it said it has bright, yellow eyes that
help it hunt at night. What other characteristics do you think the snowy owl might have that
5-7
helps him? Yes, it has thick feathers that help keep it warm. Okay, lets glue our snowy, white
minutes owl unto our Arctic Tundra paper. Discuss with your table, what characteristics allow this owl
to live in the arctic tundra? What should we write on our paper? SIOP 16,18 (I will call on

table to share what they discussed.) Okay, lets write, bright yellow eyes help them hunt.

(Allow students time to write)

Learning Goal

Students will understand the

characteristics of the owl
that lives in the arctic tundra.
They will write the
characteristics on their
paper.

Success Criteria
Students will have
successfully read about the
characteristics of a snowy,
white owl and wrote it on
their arctic tundra paper.

Assessment Strategy
We will work as a class to
read about the arctic owl and
the characteristics of the owl.
Students will also discuss
with their group what
characteristics help this owl.

Modification/accommodations:

I will ask more probing questions to Jaxon and Brock, What other characteristics do you think
the snowy owl might have that helps him? Why couldnt a lizard or snake that lives in the
desert live in the arctic tundra? SIOP 15

Collaborative/Cooperative (You do it together)

Now I want you to read pages 5-6 with your group. As you do, be thinking, what
characteristics help these animals live in the arctic tundra? After you read about them, glue

them unto your arctic tundra paper. Discuss with your group the characteristics that these
animals have and write the characteristics on your paper just like we did with the arctic fox
5-7
minutes and owl. SIOP 16, 17,20,21,22

Formative Assessment:

I will observe, listen, and assess students as they work with their group. I will be listening for
students to be talking about the characteristics these animals have to help them survive the
arctic tundra.

Learning Goal

Success Criteria

Assessment Strategy

Students will read and write

about the characteristics of
seals and caribou with their
group.

Students will have

successfully read about seals
and caribou. They will have
written the characteristics
on their paper.

Students will be grouped at

their table according to their
needs and work together to
read and write about the
characteristics of seals and
caribou.

Modification/accommodations:
Students will be grouped at a table with advanced, on-level, and low-level students. I will
spend more time collaborating with my IEP and low-level students. SIOP 17 I will allow
Anthony and Jaxon to stand as they work on it if they need to.
Independent (You do it alone)
After you have finished reading and writing with your group, I would like you to read pages 7-

8 on your own. After you have read, you will write the characteristics of a walrus that help
them survive the arctic tundra. SIOP 22 (Extra papers for those who finish early)

5
minutes Summative Assessment:

I will assess students arctic tundra animal scene paper. Students should have clearly
identified and written the characteristics of the arctic tundra animals. SIOP 30
Modification/accommodations:

I will allow my IEP and ELL students to use simpler/fewer words to describe the
characteristics. I will also spend more one-on-one time to help them. I would like my
advanced students to write on the back why desert animals could or could not survive in the
arctic tundra. I will allow my behavioral students to stand while they work on their project.
SIOP 5

Closure/Review of walk-aways, vocabulary, and essential questions

Today, we learned about the animals of the arctic tundra and the characteristics that help
them survive the arctic tundra. Lets review, what is habitat again? (Act out definition)

Habitat means the need for air, water, food, and shelter and space. (Post definition on the
board/Mirror Words & Gestures) SIOP 27. Lets read what the Arctic Tundra habitat is again,
5
Arctic Tundra is a treeless habitat with cold and windy weather. SIOP 27 Now I want you to
minutes
discuss with your group, what are some of the animals that live in the arctic tundra? (Ask
groups to share their thoughts) Lets read them all together, Arctic Tundra Animals: arctic

fox, caribou, and walruses. (Read and define together) SIOP 27 Okay, what were the

characteristics of the arctic fox, caribou, and walruses? (Have all students whisper the
characteristics of these animals) SIOP 28 (Provide feedback and assess understanding as they

answer) SIOP 29 Lets review our objective together, I will read, identify and write the
characteristics of living things in the tundra

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-
Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-
Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES

What do I need to remember to do? What materials do I need to have ready? What is the approximate time
needed for this lesson?
-Arctic Tundra Booklet
-Arctic Tundra animals and paper
-Vocabulary words and objective

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can
I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective?
What goals can I set to improve my practice and student learning?
I felt like this lesson went well. It was effective to integrate art and science. Next time I teach this lesson I
think it would be more effective to have the students write the characteristics on a separate paper than
the art paper, because it ended up being kind of distracting.