Name: Silent Way

Date: 23/5/23 Grade: 5th Grade

Unit/Standard: Learning Objective: Materials Needed:

Unit on Animals and their By the end of the lesson, students
will be able to:
Habitats
Identify and name different animal
habitats (forest, ocean, desert,
arctic).
 Large picture cards of animals and their habitats:
These can be printed or drawn on large cards or
posters. Examples a picture of a forest, ocean, desert,
and arctic habitat, each with representative animals
present.

Recognize and name various

animals (lion, dolphin, snake, polar  Miniature animal figurines: These can be small plastic
bear). or toy animal figurines representing various animals.
Examples include a lion, dolphin, snake, and polar
Describe the relationship between
animals and their habitats by
bear figurine.
correctly matching animals to their
corresponding habitats.

 Word bank: This can be a list of animal and habitat

names provided to students. Example: Animals: lion,
dolphin, snake, polar bear Habitats: forest, ocean,
desert, arctic

 Word cards: These are small cards with words

written on them. Examples include word cards with
the names of animals (lion, giraffe, zebra, polar bear)
and habitat labels (forest, ocean, desert, arctic)

Introduction/Warm-Up: ° Arrange the large picture cards of different animal habitats (forest, ocean, desert, arctic) on the board or in
a visible area of the classroom.

Begin by asking the students to observe the pictures quietly and think about what animals might live in each habitat.

 invite students to share their thoughts or observations with a partner

 Engage students in a brief discussion by asking questions such as:

o "What did you notice about the forest habitat? How is it different from the ocean habitat?"

o "Why do you think certain animals live in specific habitats?"

o "Can you think of any other animals that live in the desert or the arctic?"

 Use the discussion to introduce and review the vocabulary words: forest, ocean, desert, arctic, animals, emphasizing their importance in
understanding animal habitats.
Explicit Instruction:

 Begin by pointing to the word "forest" written on the board or displayed using a word card. Say the word aloud and have the
students repeat it after you, focusing on pronunciation.

 Using gestures and visual aids, provide a clear definition of the word "forest" by describing it as an area with many trees.

Show pictures or drawings of trees to reinforce the concept.

 Point to the picture card of the forest habitat and say, "This is a forest. It has many trees." Repeat the phrase a few times,
encouraging students to say it along with you.

 Repit the process with the other habitats.

 Review all the vocabulary words and their definitions, asking students questions like, "What is a forest? What is an ocean?" to
check for comprehension.

 Provide any additional explanations or clarifications as needed before moving on to the supported practice activities.

Example: "Before we move on to the next activity, let's review the vocabulary words we learned. Can anyone give me an example of
an animal that lives in the forest?"

Individual Practice:

 Distribute a worksheet with the following exercises:

a) Matching Exercise: Provide a table with two columns. In one column, list the habitat names (forest,
ocean, desert, arctic), and in the other column, provide a set of animal names (lion, dolphin, snake, polar bear).
Instruct students to draw a line to match each animal to its corresponding habitat.

Example: Forest Lion - Ocean Dolphin - Desert Snake - Arctic Polar bear

b) Fill in the Blanks: Provide sentences with missing words related to the habitats and animals. Students
should fill in the blanks with the correct vocabulary words from a word bank.

Example: "The _____ lives in the ocean." (word bank: dolphin, forest, desert, arctic)

 Sentence Writing: Ask students to write three sentences, each describing an animal and its habitat.
Encourage them to use the vocabulary words and demonstrate their understanding of the concepts.

Example sentences: "The lion lives in the forest and likes to hide among the tall trees."

 After students have finished, review the answers as a class, providing feedback and clarification where
necessary. Encourage students to explain their choices and engage in discussions about the habitats and
animals.

Differentiation:
 Provide sentence frames or prompts for the sentence writing exercise to help students structure their responses. For
example, provide a sentence frame like "The ______ lives in the ______."

 Offer visual aids, such as labelled pictures or word cards, to assist in matching the animals to their habitats. Provide picture

cues next to each animal name on the worksheet, such as a small illustration of a lion next to the word "lion."
  Offer one-on-one or small group support during independent practice, providing extra guidance and clarification as
needed.

Assessment:
During the explicit instruction stage, ask questions to gauge students' understanding. For example:

o "Can you give me an example of an animal that lives in the forest?"

o "How would you describe the habitat of a polar bear?"

o "What are some characteristics of animals that live in the desert?"

 Written assessment with various question types:

Multiple-choice: "Which of the following animals is most likely to live in a rainforest? A) Polar bear B) Dolphin C) Monkey D)
Penguin"

Fill in the blanks: "The ___________ lives in the desert."

Short answer: "Describe the characteristics of the habitat of a dolphin."

 Conduct an oral assessment where students individually or in pairs describe a specific animal and its habitat using the
vocabulary words. Assess their ability to communicate effectively and accurately use the vocabulary in context.