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Science Lesson
Level: 4th

Jenni Berhold

Date: 3/20/16


1.Content Objective(s)/State Standards:

Objective 2

Describe the common plants and animals found in Utah environments and how these organisms have adapted t
environment in which they live.
a. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.
Behavioral Objectives:
SWBAT work cooperatively with their group sort the animals and plants.
SWBAT create a group poplet (organizer) to show how they sorted the plants and
animals into the three categories: forests, wetlands, and deserts.
SWBAT pay attention during instructional time.
2.Instructional Focus:
The instructional focus will be on Utahs environments, and the plants and
animals found within the environments. This lesson will be an extension to
previous lessons, and is meant to build on their knowledge of Utahs
3. Interesting Texts/Materials for Instruction
What text(s)/materials are you using for your lesson?
iPads with app, poplet
smartboard with sorting program ready
Laminated cards with plants and animals, including descriptions, so students can sort them
according to their adaptations.
4.Student Engagement: What engagement principle(s) are you choosing for this lesson?
________choice, __x_______collaboration, ____x____building concepts, ________relevancereal
world interaction
I will engage students in this lesson by:
Having students get into groups and sort the plant and animal cards provided.
They will work together to sort the cards into the three environments. After they
have sorted, students will create a poplet to show how they sorted their cards.
Once the students have finished sorting, we will come together and sort the
plants and animals as a class on the smartboard.

5. Student Activity/Differentiation. What will your students be doing to meet the

purpose of your lesson? (listening, reading, searching, writing, strategy instruction, group
work, etc.)
What my students are actually DOING: Before, During, and After.
Before the lesson:
- Students will be thinking about their BGK on adaptation and Utah environment.
During the lesson:
- Students will pay attention during instructional time. Students will be reminded of
previous lessons regarding Utahs environments.
After the lesson (during the activity):
- Students will be working together in groups to sort their plant and animal cards into
three environment sections. Students will read the cards to find the animals
adaptations, and use that information to sort appropriately.
- Students will work together to create an organizer to show how they sorted their
- We will come together as a class to sort together, to see if the students were correct
in their findings.
How will you differentiateyour instruction for struggling/gifted learners?
Struggling learners: Putting them in a group where they will receive help from higher level
students. I could also give them less cards to work with.
Gifted learners: I could have them write a short paragraph stating the different adaptations
they found while sorting, and pick an adaptation to focus on. They would write why that
adaptation is appropriate for the environment the animal or plant resides in.
6. Writing/Communicating/Assessment: How will you know students have met the
purpose of the lesson? What will students do to record their understanding?
I will be able to check for students understanding using their poplets they created on their
iPads. I will also be walking around and doing informative assessments. As the students
come up to the board, I will be able to assess their knowledge as they sort on the
7. Reflection: What were the strengths and or areas of refinement of this lesson.Given
what you taught in this lesson, what are you teaching next?