Name: Aimee Dobry

Grade Level: 1
Content Area: Science
Topic: Habitats
Length of Lesson: ~ thirty minute lessons across 5 days

Summary of Lesson:
During this particular lesson, the students will begin by activating their schema on
living things, habitats and where living things live. The students will complete a pre-
lesson assessment on Kahoot! The students will then list animals they are familiar
with from each habitat and they will be recorded on a visual anchor chart. The
students will then break into their Science Clubs to find animals on one side of the
room and take an animal and place it on a habitat mat provided for them (TPT
resource). The students will sort all animals into habitats and take pictures of their
finished habitat and Bump it via Friend Share with BUMP (iPad Application) to the
teacher. The teacher will assess each habitat for accuracy in animals that live in that
habitat. The Students will then recall the lesson and reflect as well as self-assess
themselves on a Voice Thread or Digital Story.

Learner Analysis

General Characteristics:
Class Size: 30 Students
Setting: Rural

Race/Ethnicity:
24 out of 30 students are caucasian.
5 out of 30 students are Hispanic
Less than 2 out of 30 are African American.
Gender:
15 out of 15 students are males
15 out of 15 students are females
Economic Status:
21 out of 30 receive Free/Reduced Lunch.
15 out of 30 are economically disadvantaged.

List populations that may need special attention:

This class has several English Language Learners that will need
accommodations and differentiation in instruction.

Students who come from a lower socioeconomic status may require additional
 accomodations.

10 of 30 students in a rural setting will have speech and language

impairments.

8 out of 30 students will have a specific learning disability.

5 out of 30 students will have other health impairments.

Only about 18 out of 30 students are proficient in ELA at the end of 3rd grade in
a rural school setting.
And less than 12 30 students are proficient in both math and ELS in grades
3-8.

Specific Entry Competencies:

Competency/Skill When
Acquired

Writing:
Tells a story using pictures Pre-K, K

Uses letters or shapes to depict words or ideas K

Writes familiar words K

Copies or writes words to convey messages K

Participates in group dictated stories K

Builds simple words and sentences K

Demonstrates left-to-right progression, and top-to-bottom K

progression

Handles writing tools correctly K

Technological Competencies:
Can use a variety of digital tools i.e. apps, computer based testing, K-1
etc.

Work collaboratively with technology K-1

Use digital resources (Dictionaries, encyclopedias, etc.) K-1

K-1
Familiar with a keyboard and mouse

Learning Traits:

First Graders often think their way of seeing the world is the only way, so
prior knowledge may affect learning.

They can apply content to areas other that the specifically taught content.

Standards and Objectives

Content Standard(s):

NGSS
2-LS4-1 Biological E2-LS4-1 Biological Evolution: Unity and Diversity
Make observations of plants and animals to compare the diversity of life in different
habitats.
ELA

W.2.8 Recall information from experiences or gather information provided sources to

answer a question.

Technology Standard(s):
ISTE 3C. Students curate information from digital resources using a variety of tools
and methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.

Behavioral Objectives:
Objective Standard(s) Addressed

1.Upon completion of this lesson, The K-LS1-1. Use observations to describe

Learners Will Be Able To list 3 habitats patterns of what plants and animals
when shown a picture of a specific (including humans) need to survive.
animal, while getting at least 2 correct .
(i.e. Tundra, Forest, Ocean, Pond, etc.)
2. Upon completion of this lesson, The
Learners Will Be Able To list 3 animals
when shown a picture of a specific
habitat while getting at least 2 correct .
(i.e. Octopus, Frog, Penguin, Bear, etc.)
3.Upon completion of this lesson, The
Learners Will Be Able To list 3 habitats
when shown a picture of a specific
animal, while getting at least 2 correct .
(i.e. Octopus, Frog, Penguin, Bear, etc.)
4. Upon completing this lesson, the
learners will be able to capture (take a
picture) their sorting and do so with at
least 3 animals in their habitat. The
learners will do so while getting 2-3
correct.
5. Upon completing this lesson, the
learners will be able to reflect on the
lesson and list 3 animals that were
sorted while getting 2-3 correct.
Assessment Plan
Objective
Upon completion of this lesson, The
Learners Will Be Able To list 3 habitats
when shown a picture of a specific
animal, while getting at least 2 correct .
(i.e. Octopus, Frog, Penguin, Bear, etc.)
2-LS4-1 Biological E2-LS4-1 Biological
Evolution: Unity and Diversity
Make observations of plants and animals to
compare the diversity of life in different
habitats.
K-LS1-1. Use observations to describe
patterns of what plants and animals
(including humans) need to survive.
K-LS1-1. Use observations to describe
patterns of what plants and animals
(including humans) need to survive.
W.2.8 Recall information from experiences
or gather information provided sources to
answer a question.
ISTE 3C. Students curate information from
digital resources using a variety of tools and
methods to create collections of artifacts
that demonstrate meaningful connections or
conclusions.
How will you summatively assess each
objective?
[provide any rubrics at end or link to
other document]
The learner was able to list 3 habitats
when shown a picture of a specific animal,
while getting at least 2 correct . (i.e.
Octopus, Frog, Penguin, Bear, etc.) for
mastry.
Upon completing this lesson, The
Learners Will Be Able To list 3 animals
when shown a picture of a specific
habitat, while getting at least 2 correct.
(i.e. Forest, Pond, Ocean, etc.)
Upon completion of this lesson, The
learner was able to list 3 animals when
shown a picture of a specific habitat, while
getting at least 2 correct . (i.e. Pond,
Forest, Tundra, Ocean, etc.) for mastery.

Upon completing this lesson, the
learners will be able to capture (take a
picture) their sorting and do so with at
least 3 animals in their habitat. The
learners will do so while getting 2-3
correct.
The students will take one picture of their
finished habitat sort and send to teacher.
(1:1 iPads). The students will be expected
to have no more than 2 ERRORS in their
habitat sort for mastery.

Upon completing this lesson, the
learners will be able to reflect on the
lesson and list 3 animals that were
sorted while getting 2-3 correct.
The students will then be expected to
create a digital story, or voicethread to
record their reflection on the lesson and be
able to list 3 animals that were sorted in
their habitat.

Accommodations/Modifications for Summative Assessment:

1. Learners will be asked to list the 3 animals when shows a visual of 3 different
habitats as well as 3 habitats when shown 3 different animal visuals. This can
be modified to help at-risk students or struggling learners to name any 3
animals and their habitats and not depending on only the 3 examples i
showed them.

2. ELL students will be expected to list 1 animal and one habitat respectively. ELL
students can do so in their native language or write in their native language.

Strategies
How are you/media presenting content to the student?
Description Obj. Technology Justification for technology
Used Does it Replace, Amplify, or
Transform an activity w/o
technology?
Is there evidence of the
technology/strategys
effectiveness?
Has technology been evaluated
for
accuracy/credibility/accessibility?
 Web Amplify to amplify the discussion of
Habitat Sort- Upon Resource animal habitats, the student will work
TPT completion collaboratively and with a colorful
Resource of this resource to sort animals in a hands-on
lesson, The way.
2-LS4-1 Learners Will
Biological Be Able To
E2-LS4-1 list 3 habitats
Biological when shown
Evolution: a picture of a
Unity and specific
Diversity animal, while
Make getting at
observations least 2
of plants and correct . (i.e.
animals to Octopus,
compare the Frog,
diversity of Penguin,
life in Bear, etc.)
different
habitats.

Commotion E-Book- Replace a read aloud with an e-book

in The Upon YouTube and projecting the pages to amplify the
Ocean completing images to have students see the details
this lesson, and each animal on each page.
The
Learners Will
Be Able To
list 3 animals
when shown
a picture of a
specific
habitat, while
getting at
least 2
correct. (i.e.
Forest,
Pond,
Ocean, etc.)

North PBS Kids Replace instruction, or lecturing about

American Upon Online habitats and have children interact with
Forest- PBS completion Resource familiar characters (Wild Kratts) and
Kids of this relate those connections to the content
 being taught about this specific habitat.
lesson, The
Learners Will
Be Able To
list 3 habitats
when shown
a picture of a
specific
animal, while
getting at
least 2
correct . (i.e.
Octopus,
Frog,
Penguin,
Bear, etc.)

Magic YouTube Replace instruction, or lecturing about

School Bus- Upon Video habitats and have children interact with
Pond Habitat completing friendly characters and relate those
this lesson, connections to the content being taught
The about this specific habitat.
Learners Will
Be Able To
list 3 animals
when shown
a picture of a
specific
habitat, while
getting at
least 2
correct. (i.e.
Forest,
Pond,
Ocean, etc.)

Polar/Tundra Live Feed Replace instruction, or lecturing about

Live Cam- Upon Camera habitats and have children interact with a
Virtual Trip completion virtual field trip and relate those
of this Online connections to the content being taught
lesson, The Resource about this specific habitat. Students
Learners Will could be invited to wear winter coats and
Be Able To facilitate discussion about insulation and
list 3 habitats how that keeps living things warm where
when shown it is very cold.
 a picture of a
specific
animal, while
getting at
least 2
correct . (i.e.
Octopus,
Frog,
Penguin,
Bear, etc.)

Accommodation/Modifications:

Animal Sort: Additional visual clues will be provided for ELL students. In addition to
the Habitat Cards from Teachers Pay Teachers, I will also provide ELL students with
pictures of each habitat with animals in them to relate to when they are sorting
animals.

How are you checking for understanding (i.e., formative assessment)? Mention
specific technologies.
1. Kahoot! To gauge student prior knowledge on living things and habitats.
Game Pin: 747899
This will be done before the lesson to engage students in the lesson and gauge
prior knowledge students might have.

With a 1:1 iPad ratio, each student will join the game on their device to answer 3
simple questions about habitats.

2. As students complete the Explore of sorting animals into habitats on the

floor, in a hands-on way, I will monitor and formatively assess student collaboration
and accuracy of sorting animals. (TPT RESOURCE)

How are students engaging with the content?

Description Obj. Technology Justification for technology
 Used Does it Replace, Amplify, or
Transform an activity w/o
technology?
Is there evidence of the
technology/strategys
effectiveness?
Has technology been evaluated
for
accuracy/credibility/accessibility?

Kahoot! iPad Replace- This use of technology will

Upon Kahoot! replace a verbal discussion about
completing habitats to gauge prior knowledge that
this lesson, students may have before beginning the
The Learners lesson.
Will Be Able
To list 3
animals when
shown a
picture of a
specific
habitat, while
getting at
least 2
correct. (i.e.
Forest, Pond,
Ocean, etc.)
and will be
able to list 3
habitats when
shown a
picture of a
specific
animal, while
getting at
least 2 correct
. (i.e.
Octopus,
Frog,
Penguin,
Bear, etc.)

iPad App The students iPad App Amplify To have students take
Bump will take one ownership in their learning and work,
Share with picture of their they will share their animals sorts with
Friends finished me on their ipads.
habitat sort
and send to
teacher. (1:1
iPads). The
students will
be expected
to have no
more than 2
ERRORS in
their habitat
sort for
mastery.

iPad The students iPads Replace a formative assessment by

Camera will take one having students submit the sort by
picture of their picture to me adds a sense of pride and
finished ownership in the groups work.
habitat sort
and send to
teacher. (1:1
iPads). The
students will
be expected
to have no
more than 2
ERRORS in
their habitat
sort for
mastery.

How are you checking for understanding (i.e., formative assessment)? Mention
specific technologies.
Kahoot!
Teachers Pay Teachers
Adobe Spark
VoiceThread

How are students demonstrating their knowledge of the content?

Description Obj. Technology Justification for technology
Used Does it Replace, Amplify, or
 Transform an activity w/o
technology?
Is there evidence of the
technology/strategys
effectiveness?
Has technology been evaluated for
accuracy/credibility/accessibility?

Adobe Upon iPad App Transform a post-lesson review, recall, or

Spark: completing assessment would be boring if we just
Digital Story this lesson, talked about what happened and what we
the learners learned. Through Adobe Spark, students
will be able can be given an assessment task to name
to reflect on 3 animals and their habitats and 3 habitats
the lesson for 3 specific animals when given a visual
and list 3 to aid in their recall. This is an interactive
animals that and intuitive way to assess the successes
were sorted of the lesson.
while
getting 2-3
correct.

VoiceThread Upon iPad app Transform a post-lesson review, recall, or

completing assessment would be boring if we just
this lesson, talked about what happened and what we
the learners learned. Through Adobe Spark, students
will be able can be given an assessment task to name
to reflect on 3 animals and their habitats and 3 habitats
the lesson for 3 specific animals when given a visual
and list 3 to aid in their recall. This is an interactive
animals that and intuitive way to assess the successes
were sorted of the lesson.
while
getting 2-3
correct.

Accommodations/Modifications:
VoiceThread/ Digital Story: The ELL students will only talk about 1 animal in the
habitat and how they put that animal into its habitat. I will expect all other students to
talk about 3 animals in their respective habitats.

ELL students can also speak in their native language about their habitat sort on the
voicethread, or provide a visual image, i.e. a drawing of their habitat with 3 animals
included in the picture.

Timeline

Day 1:
Engage Kahoot! Pre-assessment (5 minutes)
List Animals know in each habitat (5-7 minutes)

Explain Watch video North American Forest- PBS Kids add to list . (20 mins)
Day 2: Watch Video Magic School Bus- Pond Habitat add to list from day 1. (20
mins)
Day 3: Watch Video Polar/Tundra Live Cam- Virtual Trip add to list from day 1. (20
mins)

Explore Day 4: Animal Sort (15-20 minutes)

Have students send their habitat picture via Friend Share (iPad) (10
minutes)

Elaborate Day 5: VoiceThread/ Digital Story (30 minutes)

Evaluate Day 6: Assess student on Habitats using Animal Sort cards from TPT
resource. (~90 minutes spread out throughout the day)

Resources
Things to include:
Links to any resources you are using

1. Kahoot! https://kahoot.it/#/ Pin: 747899

2. TPT Animal Sort: https://www.teacherspayteachers.com/Product/The-Great-
Animal-Sort-564775
3. Polar/Tundra Live Cam- Virtual Trip
4. North American Forest- PBS Kids
5. Magic School Bus- Pond Habitat
6. Rubric for VoiceThread/Digital Story (Below A)
7. Rubric for habitat sorts (Below B)
8. Habitat Assessment Rubric (Below C)
 Attachment A
Rubric for Animal Habitat Sort

2 1 0

After completing the After completing the animal sort, After completing the
animal sort, students students used the TPT resource to animal sort, students
used the TPT resource sort animals into their habitats with used the TPT resource
to sort animals into 1-2 errors. to sort animals into
their habitats with 0 their habitats with 3+
errors. errors.

Students bumped 1 Student did not send 1

habitat to teacher To teacher using a
using an iPad app- iPad
BUMP. ____________________ app - BUMP.

Attachment B

Rubric for VoiceThread/Digital Story

2 1 0
Upon completing this Upon completing this Upon completing this
lesson, the learners will be lesson, the learners will be lesson, the learners will be
able to reflect on the able to reflect on the able to reflect on the
lesson and list 3 animals lesson and list 3 animals lesson and list 3 animals
that were sorted while that were sorted while that were sorted while
getting 2-3 correct. getting 1-2 correct. getting 0 correct.

2 1
Upon completion of this
lesson, the learner was
able to list 3 habitats when
shown a picture of a
specific animal, while
getting at least 2 correct .
(i.e. Octopus, Frog,
Penguin, Bear, etc.)
Upon completion of this
lesson, The learner was
able to list 3 animals when
shown a picture of a
specific habitat, while
getting at least 2 correct .
(i.e. Pond, Forest, Tundra,
Ocean, etc.)
Attachment C
Rubric for Habitat Assessment
Upon completion of this
lesson, The learner was
able to list 1-2 habitats
when shown a picture of a
specific animal, while
getting at least 2 correct .
(i.e. Octopus, Frog,
Penguin, Bear, etc.)
Upon completion of this
lesson, The learner was
able to list 1-2 animals
when shown a picture of a
specific habitat, while
getting at least 2 correct .
(i.e. Pond, Forest, Tundra,
Ocean, etc.)
0
Upon completion of this
lesson, The Learner was
able to list 0 habitats when
shown a picture of a
specific animal, while
getting at least 2 correct .
(i.e. Octopus, Frog,
Penguin, Bear, etc.)
Upon completion of this
lesson, The learner was
able to list 0 animals when
shown a picture of a
specific habitat, while
getting at least 2 correct .
(i.e. Pond, Forest, Tundra,
Ocean, etc.)