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ASSURE Model Instructional Plan

“Animal Habitats “
2nd Grade
Science
Lesson length: 60 minutes

Analyze Learners
Total number of students: 19
Male students: 10
Female students: 9
Students with low learning skills: 5
ESL Students: 0
Hearing Impaired: 0
SPL IEP: 0
Visual/Spatial learners: (approximately ½ of students)
Kinesthetic learners: (approximately ¼ of students)
Verbal/linguistic learners: (one or two students)
Interpersonal learners: (one or two students)
Logical/Mathematical learners: (one student)

State Objectives

Virginia Science SOL 2.5 – The student will investigate and understand that living things are
part of a system. Key concepts include:
a.) living organisms are interdependent with their living and nonliving surroundings;
b.) an animal’s habitat includes adequate food, water, shelter or cover, and space;
c.) habitats change over time due to many influences.

Select Media, Materials, and Methods

Media:
Google Earth web-based geobrowser.
Smartboard and computer with internet access
Smartboard pens
Students Chromebook with internet access
Materials:
Library books about different habitats Crayons
Animal Habitat Note Sheet Pencils
Drawing paper Writing Journals

Methods:
Whole group discussion of what animals need to survive.
Whole group introduction to different animal habitats, identification of survival needs within the
habitats, and categorizing the needs into living and non-living groups.
Whole group instruction of center activities.
Small group centers:
 Research
 Draw and color
 Explore
 Writing center

Utilize Media, Materials, and Methods

Media:
Google Earth web-based geobrowser – Use to explore a desert and ocean habitat through
Voyager section in Google Earth.
Smartboard and computer with internet access – Use to record student responses to group
question about animal habitats and to access Google Earth for introduction of Animal Habitats.
Smartboard pens – Students use to write their responses to the question about what animals need
to survive and circle the different needs they find as they explore the different habitats in Google
Earth as a group.
Students Chromebook with internet access – Used in the explore activity center to access Google
Earth to research the environment their chosen animal lives in.

Materials:
Library books about different habitats – Used by students to research their chosen animal habitat.
Animal Habitat Note Sheet (Gibson, 2018) – Used by student to organize their data ascertained
through research in the categories of food source, water source, shelter, and environment.
Drawing paper – Used by students to draw their animal and their habitat.
Crayons – Used by students to color their drawings of their animal and habitat.
Pencils – Used by students to draw their animal and habitat.
Writing Journals – Used by students for their written responses to questions.

Methods:
Whole group discussion of what animals need to survive – The teacher will use this time to pre-
assess student’s knowledge of the survival needs of animals and introduce the concept of animal
habitats.
Whole group introduction to different animal habitats, identification of survival needs within the
habitats, and categorizing the needs into living and non-living groups – The teacher will use this
time to introduce students to the concept of different habitats like desert, ocean, and forest. The
teacher will explain the interdependence between those habitats and the animals that live in
them, and help students identify living and non-living elements within those habitats.
Whole group instruction of center activities – The teacher will explain the different centers, what
requirements need to be met within each of them, and the location of all supplies and space
needed to complete the center assignment. The teacher will provide the working boundaries of
time (10 min. per center), expectations of behavior while on the internet, and group structure for
rotational purposes.
Small group centers – The students will work independently at the research and writing centers.
Students will need to collaborate with their groupmates during draw and color center while
sharing supplies and during explore center when their groupmates may need assistance.

Require Learner Participation

Whole Group Question and Discussion:


The teacher will begin this time with the questions: “What do animals need to survive?”
followed by “Do all animals need the same thing to survive?” The students will write their
answer on a page on the Smartboard. The students will be actively engaged in the inquiry-based
method because they will be producing the answers to the open-ended questions and actively
writing them on the board. The teacher will introduce vocabulary word habitat as a lead in to
the lesson.

Whole Group Introduction Habitats:


To introduce the concept of habitats and what animals need as part of their habitat, the teacher
will play the youtube video “What is a Habitat?” by Turtlediary (2016). After the video, the
teacher will highlight vocabulary words: habitat, living, non-living while writing the
definitions of each of those words. The teacher will have the students revisit their list to see if
there are any changes that need to be made.
The teacher will demonstrate how to access on the Smartboard the Voyager section of Google
Earth to explore ocean habitats and Grand Canyon National Park. For each habitat viewed, the
teacher will have the students identify and circle different features of the habitat (highlighting
possible food sources, shelters, water sources and environment features). Once students have
identified and circled the different features, the teacher will ask them to categorize them as living
or non-living. For each habitat, the teacher will ask the students questions about what would
happen if an element was removed or scarce as they relate to each environment.
The student will be engaged in an interesting, brief video that introduces animal habitats. They
will also be actively engaged by exploring real habitats and where they are located on the globe
through Google Earth. They will be physically engaged by having them come to the board to
identify and circle the survival needs in each of the habitats explored through Google Earth.
Whole Group Instruction of Center Activities:
The teacher will explain that each student will choose their own animal for an Animal Habitat
report they will be working on throughout this unit (Gibson, 2018).
For the research center, the teacher will show the students where the library books on habitats are
located. Then the teacher will explain that the students will need to choose books that relate to
the habitat of the animal they have chosen. The teacher will show the students where the Animal
Habitat note sheet is and explain that as they research in books and on Google Earth, they should
record what they learn in the appropriate square labeled with one of the four necessities of
survival (Gibson, 2018). The teacher will advise the students to be thorough because this
information will be used later for their report.
For the draw and color center, the teacher will show the students where the paper, pencils, and
crayons are located for the drawing station. The teacher will explain that their drawing should
include the environment (living and non-living things), food source, water source, and shelter for
their chosen animal.
For the explore center, the teacher will explain that the student is to go to the nature tab in the
Voyager section of Google Earth and find at least one article that relates to the habitat of their
animal. The student will be reminded to add information to their Animal Habitat note sheet to be
used in their report (Gibson, 2018). The teacher will advise the students to be thorough because
this information will be used later for their report.
For the writing center, the teacher will have the student write the response to the questions
“What things are in my animal’s environment that it needs to survive? What would happen to
my animal if it did not have enough of those things?” in their writing journal.
The students will be passively engaged during the teacher’s instruction for each center in order to
understand what is necessary to complete the assigned work at each center. The students will
also be engaged as the teacher identifies location of supplies and space for each center.

Small Group Center Activities:

The students will work in their assigned groups on each center activity. Each center rotation will
last 10 minutes.

 Research – students will review library books (pre-selected from the library) that relate to
their chosen animal. Then they will complete the Animal Habitat note sheet (Gibson,
2018).
 Draw and color – students will draw their chosen animal. They must include in their
picture a food source, water source, shelter, and what the environment looks like
(including living and non-living things).
 Explore – using the Voyager section of Google Earth, the students will explore at least
one article that relates to the habitat of their animal. Add any additional observations or
information to their Animal Habitat note sheet (Gibson, 2018).
 Writing center – students will answer the questions on the Habitat Question Sheet on
their word document will choose their question “What things are in my animal’s
environment that it needs to survive? What would happen to my animal if it did not have
enough of those things?”
Evaluate & Revise

Student Performance:
The primary focus of evaluation will be the students Animal Habitat note sheet. The student will
need to demonstrate that adequate research was conducted by a combination of number of notes
recorded and scope of information recorded. The student will also be evaluated on their
understanding of the basic for animals to survive and the impact of change on their survival in
their writing journal responses. The student will be evaluated on their ability to demonstrate an
adequate understanding of the needs of their chosen animal and its environment by their
illustrations from the drawing center.

Instructor Performance:
The teacher can evaluate if the instruction was appropriate and understood through several
avenues. During the initial question of needs of survival, the teacher can identify the level of
instruction needed based on the knowledge demonstrated by the students. During the
introduction of the content while exploring Google Earth, the teacher can assess the effectiveness
of the instruction based on the student’s ability to identify and circle the different needs within
the given habitat. The teacher can evaluate the effectiveness of the instruction based on the
written responses and the drawings of the habitats. The assignments afford the teacher the
opportunity to assess during instruction and adjust it as necessary, as well as a collective
evaluation at days end to steer following instruction for the remainder of the unit

Media Performance:
The media used will be evaluated based on ease of access by students and the students ability to
demonstrate that they were able to extract useful information for the purpose of their reports.
References

Gibson, J. (2018, February 16). Lesson Plan: Animal Habitats. Education.com. Retrieved from

https://www.education.com/lesson-plan/animal-habitats/

Turtlediary. (2016, June 21). What is a Habitat? [video file]. Retrieved from

https://www.youtube.com/watch?v=CxrlEajA398