KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Rebecca Prettyman

Date:

Cooperating Teacher:

Coop. Initials

Group Size:

Allotted Time

Subject or Topic:

Review Day

30 minutes

Grade Level 2nd Grade_

Section

STANDARD:

S.K-2.B.2.1: Understand that all living things are a part of an ecosystem.

I. Performance Objectives (Learning Outcomes):

A. The students will be able to:
1. Reconstruct a wetland habitat with a shoe box diagram
2. Recall information by taking part in review game.
II. Instructional Materials
A. Whiteboards
B. Whiteboard markers
C. PowerPoint Game
D. Rubrics
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of additional
content)
A. Prerequisite skills
1. Background knowledge on the different habitats that were covered during
the week.
2. Understanding of ecosystems
B. Key Vocabulary
1. Wetland: An area of land (such as a marsh or swamp) that is covered with
shallow water.
2. Ecosystem: All the living and nonliving things in a certain area.
3. Swamps: Spongy land, often having a growth of certain types of trees and
other vegetation.

4.
5.
6.
7.
8.

Pond: A body of water surrounded by land.

Marsh: A low, wetland, grasses and reeds grow in marshes.
Vegetation: All the plants of plan life of a place.
Cambium: Soft tissue that grows under the bark
Everglades: a swampy grassland especially in southern Florida usually
containing saw grass and at least seasonally covered by slowly moving
water

C. .Big Idea
1. Have a complete understanding on what a wetland habitat is.
D. Content
1. A review of all the habitats
1. Wetland
2. Swamp
3. Marsh
4. Pond
IV. Implementation
A. Introduction
1. The students will have a short re review game to go over the information
that they had learned through the week.
2. The teams will be picked by table groups.
3. The students will have one person be the writer and they all will get to help
with the answer.
4. The questions will be on a PowerPoint and also being read by the teacher.
(see attached)
5. The teacher will ask the questions giving about 5 minutes to answer.
6. There about 10 different questions to answer. (see attached)
7. After the game the students will be allowed to use the rest of the time to
create their shoe box diagram.
B. Development
1. The teacher will review the rubric with the students before they work on
their project.
2. The students will be handed a copy if the rubric to take home with them.
(see attached)
3. The students will have full access to all the craft supplies in the classroom to
work on their project.
4. They may also start the writing part of the project if they prefer to so do.
5. The teacher is to be walking around the classroom observing the students
and helping when needed
C. Closure
1. Have the students clean up their stations and go back to their desk

2. The teacher will give them the due date, which wills a week from the day of
review.
D. Accommodations/Differentiation
1. For Landon; a 2nd grade student with dyslexia, be reading the questions and
he will not be the writer for his group. I will also make sure that I go over
rubric with his again to reinforce the main ideas.
2. All the students will get a copy of the rubric.
E. Assessment/Evaluation Plan
1. Formative
2. Summative
1. The students will be making a shoe box diagram of one of the habitats that
they learned about.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on student
performance written after lesson is taught, includes remediation for students who fail
to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective answers to
question recorded after lesson is taught)
VI. Resources (in APA format)