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Maryn Wallen

Indiana Wesleyan University

Elementary Education Lesson Plan
2007 ACEI Standards

I. Goals/Objectives/Standard(s)
A. Goal(s)—
1. By the end of the lesson students will be able to understand how animals are affected by the
environment they live in.
2. At the end of the lesson, students will be able to explain why certain animals can live in
specific environments.
B. Objective(s)—
1. Students will investigate a specific animal, assigned to them, and look up information about
it that is affected.
2. Students will explore the seven continents and discover what animals can live in what
C. Standard(s): Professional Society/State/District
4.LS.1 Observe, analyze, and interpret how offspring are very much, but not exactly, like
their parents or one another. Describe how these differences in physical characteristics
among individuals in a population may be advantageous for survival and reproduction.

II. Materials: Recording Sheet, IPad, Power point

Time: 60 minutes total
Anticipatory Set: 5 minutes
Mini – Lesson: 10 minutes
Discovery & Exploration: 30 minutes
Check for Understanding: 5 minutes
Closure: 7-10 minutes
Space: During Anticipatory Set students will remain at their seats. During the mini-lesson
students will remain at their seats. During exploration and discovery time students will be
moving around the room from continent to continent (table to table).
Behavior: I will be facilitating students to move from one continent to another. They will
quickly find their animal and information and then be on their way to discovering more about
the continent. I will reinforce the clip chart that my teacher has instilled for the classroom. I
will be walking around making sure students are on task.
III. Anticipatory Set: Can you discuss with a partner a few things that you have in common with a
parent or sibling in your household appearance wise or characteristic wise. Is there someone
you can relate a lot to that you are related to? If not, is there a friend that you are similar to?
Explain that to your partner.
IV. Purpose: Today you will be comparing, investigating, and discovering the characteristics of a
specific animal and how they are affected by the environment surrounding them. You will
learn that many animals are affected by the temperature, climate, and access to resources.


V. Adaptation to Diverse Students—I am adapting the lesson by having a visual of a power

point. Students with disabilities need routine and a power point with pictures helps them to
understand and stay engaged more. I will also have a Recording Sheet printed out for
everyone’s use to keep track of what they have been doing and where they need to go next.
This is like a map for them to follow when discovering information about their animal.
Students will be searching on their IPad, to include technology, about their animal. The seven
stations set up as continents will keep them moving from one continent to another. I will
assign them where to start so they will not be at the continent and figure out right away where
they can live. I am creating this lesson in the most adaptive way for all students. I will have a
print out of the power point as well for those who might want one to follow along. Students
will have a lot of freedom exploring so I will keep my eyes peeled for any necessary

VI. Lesson Presentation (Input/Output)

Vocabulary Terms:

Adaptation: physical and behavior, a specialized characteristic or tool that an animal has that
enable them to survive in its habitat or environment

Habitat: the natural home or environment of an animal, plant, or other organism

Hibernation: animals spend the winter in a dormant state

Example: Bear

Migration: to move from one region to another with the change in season
Example: Geese

Camouflage: an act or device that is used to conceal an animal or mislead an enemy

Example: Chameleon

Instinct: behavior that an animal is born with, natural, that is characteristic of that species
Example: Eye Color, Skin color

Trait: a distinguishing quality or characteristic, typically one belonging to a person, place, or

Example: A slow turtle

The Big Question: What affects an animal?

Step 1: Students will make a hypothesis. Then I will instruct them to search facts all about their

“Now that we have reviewed the above terms you will now explore an animal of your own. I
have assigned each of you to a unique animal and your job is going to be exploring everything
about this animal. But first you will make a hypothesis about where you think your animal could
survive. I will give you a list of the seven continents and you have to guess where and why you
think your animal would survive there. BUT you may look up ONLY a picture of your animal.
You may NOT look up any facts about it right now.”
“For example if my animal was a giraffe I would say. I think a Giraffe would live in … I think
this because they like …” Think about the different traits that affect an animal and where they
could live. Our Big Question is what affects animals. As you go through your discovery time
thin about this.

Step 2: Students will research their animal.

“Now you may look up all of the facts you want about your animal on your IPad. Write down as
many as you can in 5 minutes GO.” (on a recording sheet)

Step 3: Then when they are done they will go around to the 7 stations (continents) and listen to
the videos and read the information to see if their animal could survive in that environment.

“Now that you have had 5 minutes to research your animal, you are now going to go around station to
station. There will be a number above the table/station go around in a circle to each continent and learn as
much as you can about the continent. Watch the videos and figure out if your animal could survive?
Record what you find on your recording sheet. At each continent check off yes or no to whether or not
you could survive on your sheet to help you keep track of where you’ve been and where your animal can

VII. Check for understanding.

Discussion with a Partner about Investigation and Discovery: Today we talked about different
characteristics and traits that affect our animal. I want you to turn to a partner and discuss these facts with
them about your animal.
“What did you think about your animal before you knew any information?” (Use some terms we talked
about today)
“What things affected your animal from living in certain areas? Where could they live and Why?”
“Share with them a few facts or things you learned about your animal. Then compare and contrast your
animal with theirs.

“When you are finished you may look at the board for further practice and directions.”

VII. Review learning outcomes / Closure

Walk around while students are doing these assessments and keep track of who is understanding what.
Also since the students have access to an IXL account I am also able to see what they are doing on the
teacher’s computer. This is not a timed assessment, but this form of assessment allows me to see the
questions they are missing.
If students are confused I will have them look at their review sheet of what the terms mean. (this will also
help me to clarify and do some review right before moving on to the next topic or building to the
following topic)


Formative Assessment: When students are discussing with their partner about what they learned today
and discovered. I will be listening to their conversations and when they compare and contrast their animal
with another. I will be walking around to hear what they have been learning.

Summative Assessment: I will have them do three different IXL activities (I personally did them to see
what they would be answering). I felt that the questions were short to keep their attention. I want a quick
assessment of what they are understanding about adaptations and traits (I will most likely give this as a
pre-test in a paper format and then give it as a post test on here).


1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. What strategies worked for students and what strategies could have been better or changed?
8. How can you help your students in future lessons to become engaged more?

Recording Sheet
Name: __________________
Big Question: What affects an animal?

I think _________________ will survive in (Circle one) Antartica, Australia,

(Name of Animal)
Africa, Europe, North America, South America, or Asia because ______________

Research your Animal: ______________________

(Name of your Animal)
What is their hair color? What is their eye color?

What is their skin color? What are some of their traits?

Where do they migrate to (if they do)? What are their adaptations?

Where do they hibernate? Where is there habitat? What is it?

Circle One –
Was your hypothesis Correct? Yes or No

Where will your animal survive? Yes or No

What area will your animal survive in?