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5E Lesson Plan

Teacher: ______________________Anna Kate Brown___________________________________


Date: ________________11/24/17_________________________________________________________
Subject area/course/grade level: (5 points) Science/2 rd grade
Materials: (5 points) __Computer(chromebook), Promethium board_______________________________________
Standards: (5 points)__ ALSDE second grade science standards of Ecosystems: interactions, energy, and dynamics by Obtain
information from literature and other media to illustrate that there are many different kinds of living things and that they exist in
different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

Objectives: (5 points) Students will learn about animal aahbitats and adaptation by playing simulation games and creating and
designing their own animal habitats.
Differentiation Strategies: (5 points) The teacher will put students who need extra support in froups with students who can help
them.

ENGAGEMENT (25 points):

https://ssec.si.edu/habitats

Students will use the Smithsonium Science Education Center interactive website to play an
interactive matching game where young students drag-and-drop a familiar animal to their habitat.
It is bright, colorful, and clean, intuitive to use with audio hints that encourage students as they
play the game.This works well on computers and Chromebooks.

Students will play the interactive game


http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_animal_habitats/play/

This is a fun ice breaker activity that will get the students excited about studying habitats.
Students must read clues about the different types of aliens and match them to their home planet
habitat just like plants and animals.

EXPLORATION (25 points):


Students will explore animal habitats by working together in pairs or small groups to build an animal habitat using
https://switchzoo.com/games/habitat.swf

After reading brief instructions (including the definition of habitat), students select the animal,
the habitat, the vegetation, and the precipitation level. Then, the site calculates how compatible
their choices are to the animal's survival.

Approved January, 2013


Students will explore animal camouflage by using the interactive website to find hidden animals
and identify how they blend in to their surrounding using camouflage.

http://www.sheppardsoftware.com/content/animals/hidden%20animals/Hidden%20Animals.htm

EXPLANATION (25 points):


https://share.nearpod.com/vsph/17u0a3WBlI

ELABORATION (25 points):


Next students will collaborate to design a habitat for the endangered black footed ferret using
http://www.arkive.org/education/games/design-a-habitat

They watch a quick slideshow on the animal and then build a new home somewhere in the world
intended to prevent the animal's extinction. The game is thorough (including background and
specific facts), requires basic reading, and expects students to apply what they learned while
researching in the quest to find the ferret a new home. Students will present their designs and
vote on the best habitat to help the black footed ferrets survival.

Students will work individually using the animal adaptation simulation game
http://fwp.mt.gov/export/sites/FwpPublic/education/ecosystem/plains/adaptations/game.swf
Students will choose different scenarios and adaptations to identify an animal that would survive the environment. Students
will share which adaptations were successful and which were not.

EVALUATION (25 points):


https://play.kahoot.it/#/k/1b36c4ce-abcc-43c9-b373-e2884d5395a5

http://www.RCampus.com/rubricshowc.cfm?code=WX979XA&sp=true&nocache=1511671869651

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013