Day: Friday Date: November 19, 2021

Subject: Social Studies

STUDENT TEACHER LESSON PLAN FORMAT

Common Core Standard(s):

NH Curriculum Frameworks:
SS:GE:4:3.4: Recognize the components and distribution of ecosystems, e.g., the location
of certain plants and animals or the food chain. (Themes: C: People, Places and
Environment).

Objective(s): At the end of this lesson my students will be able to…

 Locate where different marine animals live in the world on a map.
 Be able to describe the geographic location where different marine animals live.

Resources/Materials List:
 https://www.youtube.com/watch?v=8adtdg0N2-g
 World and Ocean Map
 Marine Animal Stickers
 Where do Different Marine Animals Live? PowerPoint Slideshow

Procedure:
Focus:
 Get to know the natural habitat of marine animals and map the geographic
location where these marine animals live.
 Create a map of the world and use marine animal stickers to mark.
Review:
 Watch the YouTube videos and review the PowerPoint slide show.
 Read the three books: Explore Earths Five Oceans, where are the Galapagos
Islands?, and where is the Great Barrier Reef?.
Modeling:
 Display the map on the board and point out major locations where marine
animals can live (The five oceans).
 Also show where the two books are describing. This is just additional material to
teach students but is not part of the objectives specifically. Just for general ideas.
Guiding Questions:
 Where would you find _______ (marine animal)?
 What type of characteristics of their environment do they like? (Cold water, lots of
food, etc.)
 What types of animals would you find in this ocean? (Give specific ocean)
Guided Practice:
 Review the map with students.
 Do a couple of examples of mapping animal stickers on the student’s personal
maps.
 Explain that animals may live in more than one location.
Independent Practice:
 Students will complete maps on their own and turn them in completed.

Plans for differentiation:

 Students who are having difficulty may work with a partner if needed. Small
groups if low performers are really struggling. They can try to identify less
animals’ locations of living.
 For high performers, give them some extra practice and work to do once they are
done the assignments. Maybe have these students help work with low performers.