5E  Lesson  Plan  Template  

Teacher    

Date   June  17,  2020  

Subject   Technology,  Animals  and  Habitats/Social  Studies/2nd  Grade  

area/course/grade  
level  

Materials   Teacher  computer,  student  chromebook,  research  template,  teacher  

example,  animal  pictures,  habitat  books  (listed),  video  
•   A  True  Book  –  Ecosystems:  Oceans  by  Peter  Benoit  
•   Savannas  and  Grasslands  by  Donna  Latham  
•   Pond  Water  Zoo  by  H.  Peter  Loewer  
•   Hello,  World!  Artic  Animals  by  Jill  McDonald  
•   Welcome  to  the  Neighborwood  by  Shawn  Sheehy  
•   Why  Oh  Why  are  Deserts  Dry?  By  Tish  Rabe  

Standards  (State   •   AL  COS  (ELA  26)  With  guidance  and  support  from  adults,  use  a  variety  
and  ISTE   of  digital  tools  to  produce  and  publish  writing,  including  in  collaboration  
Standards  for   with  peers.  [W.2.6]  
Students)   •   AL  COS  (ELA  27)  Participate  in  shared  research  and  writing  projects.  
[W.2.7]  
•   AL  COS  (Science  7)  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).  
•   ISTE  3a:  Students  plan  and  employ  effective  research  strategies  to  
locate  information  and  other  resources  for  their  intellectual  or  creative  
pursuits.    
•   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.  

Objectives   •   Students  will  research  animals  and  their  habitats.    

•   Students  will  create  a  Google  Slides  presentation.    
•   Students  will  describe  different  living  things,  and  different  places  that  
they  live.    
•   Students  will  compare  and  contrast  different  animal  habitats.      

Differentiation   This  lesson  will  include  the  following  accommodations:    

Strategies  (How  
•   Allow  extra  time  if  needed.    
will  the  lesson  

Page  1  of  6  

 
  

address  the   •   Give  directions  orally  as  well  as  written.    

various  learning   •   Use  peer  tutors  and  small  groups,  as  well  as  student-­teacher  
styles  of  the   conferences  
students  and  the   •   Give  immediate  feedback  throughout  activities  
needs  of  those   •   Model  completing  the  research  template  and  Google  Slides  presentation  
with  special  
needs?)  

The  5  Es  

E   Description  

Engagement   1.   The  teacher  will  ask  the  students,  “Do  all  animals  live  in  the  same  place?”  
2.   After  students  respond  [no],  the  teacher  will  ask,  “Can  you  name  some  
places  where  animals  live?”  [Some  animals  live  in  the  ocean.  I  have  found  
worms  in  the  ground  under  rocks.  Polar  Bears  live  where  it  is  really  cold.]  
3.   The  teacher  will  explain  that  there  are  many  different  kinds  of  living  things  
and  that  they  exist  in  different  places,  both  on  land  and  in  water.    
4.   The  teacher  will  tell  students  that  they  will  be  watching  a  video  that  describes  
different  habitats,  or  homes,  and  some  types  of  animals  that  live  in  each.    
5.   The  students  will  watch  the  video:  

 
Link:  https://youtu.be/Xj1ASC-­TlsI  
6.   The  teacher  will  ask  the  students  to  discuss  the  types  of  animals  and  
habitats  that  they  saw,  and  will  allow  students  to  share  for  a  few  minutes.  

Page  2  of  6  

 
  

E   Description  

Engagement   The  teacher  will  observe  students  during  group  discussion    

Assessment   to  evaluate  students’  understanding  of  animal  habitats.    

Exploration   1.   The  teacher  will  tell  students  that  they  will  be  researching  on  their  
chromebooks  to  learn  more  about  different  habits  and  the  animals  that  live  in  
them.    
2.   The  teacher  will  explain  that  students  will  be  using  books  and  the  internet  to  
learn  more  about  these  animals  and  habitats,  and  they  will  later  create  a  
presentation  to  teach  the  class  about  the  different  home  that  animals  have.    
3.   Using  the  projector  screen,  the  teacher  will  model  using  kiddle.co  to  research  
the  desert  using  the  template  below.  The  teacher  will  provide  students  with  
the  template  to  ensure  that  they  are  finding  the  information  needed  for  the  
presentations.  The  teacher  will  explain  that  it  often  requires  the  use  of  
different  sources  to  find  all  of  the  desired  information,  so  students  may  use  
the  internet  or  the  books  provided.    

 
kiddle.co  (Safe  visual  search  engine  for  kids)  
 

 
4.   The  teacher  will  divide  students  into  small  groups.  The  teacher  will  give  each  
students  the  template  and  allow  each  student  to  launch  kiddle.co  on  their  
chromebooks.    
5.   One  student  from  each  group  will  draw  randomly  to  choose  the  habitat  that  
their  group  will  research  (Oceans,  Savannas  and  Grasslands,  Ponds,  the  

Page  3  of  6  

 
  

E   Description  

Artic,  and  Rainforests).  Once  students  know  what  habitat  they  will  be  
researching,  they  will  begin  completing  the  research  template.    
6.   The  teacher  will  allow  students  time  to  complete  their  research.    

Exploration   The  teacher  will  perform  a  formative  assessment  by  pulling  each  of  the    
Assessment   small  groups  to  discuss  their  learning.  If  the  students  had  difficulty  in    
completing  any  part  of  the  research  template,  the  teacher  will  identify    
the  weaknesses  and  assist  as  needed.    

Explanation   1.   The  teacher  will  discuss  the  following  terminology  with  students:  
•   Habitat:  the  natural  home  or  environment  of  an  animal  or  plant  
•   Environment:  the  surroundings  in  which  a  person,  animal,  or  plant  lives  
•   Climate:  the  usual  weather  conditions  in  an  area  
2.   The  teacher  will  explain  that  there  are  many  animals  that  come  from  a  variety  
of  different  habitats,  and  that  each  of  these  animals  have  adapted  to  their  
surroundings  to  survive.    
3.   The  teacher  will  ask  the  students  if  a  shark  could  live  in  a  pond.  [no]  
4.   The  teacher  will  ask  the  students  if  a  lion  could  live  in  the  Artic.  [no]  
5.   The  teacher  and  students  will  discuss  animals  that  could  live  in  each  of  the  
following  habitats:  oceans,  savannas  and  grasslands,  ponds,  the  Artic,  
rainforests,  and  deserts.    
6.   The  teacher  will  ask  students  if  any  animals  could  possibly  live  in  more  than  
one  habitat,  such  as  frogs  living  in  both  ponds  and  the  rainforest.    
7.   The  teacher  will  show  images  of  different  animals,  while  calling  on  students  
to  identify  the  habitat  that  they  might  belong  in.    

Explanation   The  teacher  will  observe  students  during  group  discussion  to    
Assessment   evaluate  their  understanding  of  animals  and  their  habitats.  

Elaboration   1.   The  teacher  will  explain  that  students  will  be  creating  a  Google  Slides  
presentation  to  showcase  the  information  they  have  gathered  about  animals  
and  their  different  habitats.    
2.   The  teacher  will  model  opening  Google  Slides  as  one  student  from  each  
group  (chosen  by  the  teacher)  does  the  same  on  their  chromebook.    
3.   The  teacher  will  demonstrate  how  to  add  slides,  change  texts,  and  insert  
images  onto  slides.  The  teacher  will  use  the  sample  product  as  an  example.  

Page  4  of  6  

 
  

E   Description  

 
Link:  https://docs.google.com/presentation/d/1Vvh-­
YnD5Q8OOGDUo69qIzMsPhX5YmboQHqiQBG21gqs/edit?usp=sharing  
4.   The  teacher  will  allow  students  to  ask  any  questions  if  needed  before  
beginning.    
5.   The  teacher  will  give  groups  time  to  complete  their  Google  Slides  
presentation,  while  walking  around  to  assist  and  question  as  needed.    

Elaboration   The  teacher  will  perform  formative  assessments  as  students  create  their  
Assessment   presentations,  by  observing  and  asking  questions.  After  completing  
presentations,  the  teacher  will  assess  each  student  on  their  participation  and  
understanding  using  a  rubric  (found  in  the  Evaluation  phase).    

Evaluation    

Group  Habitat  Research  Assignment  

Directions  and  Grading  Criteria  
Your  group  will  create  a  Google  Slides  presentation  describing  
your  Animal  Habitat.  For  each  section  or  page,  you  must  
include  a  heading  and  two  facts.  One  image  or  photo  must  be  
included  somewhere  in  the  presentation.    
Habitats:  Appearance  
16  points  
-­   2  facts  minimum  
Habitats:  Weather  
16  points  
-­   2  facts  minimum  
Habitats:  Animals  
16  points  
-­   2  animals  minimum  
Habitats:  Plants  
16  points  
-­   2  plants  minimum  
Additional  Facts  
15  points  
-­   3  facts  minimum  
Group  Participation   5  points  
Spelling,  Grammar,  Punctuation  
10  points  
(no  more  than  3  errors)  
1  Image  Inserted  into  Presentation   6  points  
 
Total   100  points  

Page  5  of  6  

 
  

E   Description  

Evaluation   The  teacher  will  use  the  rubric  above  to  perform  a  summative    
Assessment   assessment  during  the  Evaluation  phase  of  the  lesson.    

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.  

Note:  Content  of  form  approved  January  2013.  

Page  6  of  6