1. Topic-
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"A House is a House for Me"
The environment, habitats, shelter, places and regions. |
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2. Content-
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Biological Sciences: Organisms and Cells
3.1.3A Common Characteristics of Life
Ecology
4.1.3 The Environment
4.1.3.D, 4.1.3.E Biodiversity
Geography
7.2.3A, 7.2.3B Physical characteristics of places and regions
Speaking and Literacy
1.1.3.C Vocabulary Development
1.4.3.B Types of Writing
Speaking and Listening
1.6.3,1.6.3.A, 1.6.3.B
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3. Goals: Aims/Outcomes-
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1. Students will be able to define and list habitats for specific people and animals.
2. Students will be able to describe and explain the physical characteristics of places
in an oral presentation.
3. Students will be able to read and understand the concept of the story "A House is
a House for Me". |
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4. Objectives-
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1. Students will be able to illustrate how plants and animals go
through predictable life cycles that include birth, growth,development,
reproduction, and death.
2. Students will be able to differentiate between the living and nonliving
components in an environment.
3. Students will be able to identify organisms that are dependent on one another in
a given ecosystem. Define habitat and explain how a change in habitat
affects an organism.
4. Students will be able to identify the physical
characteristics of places
and regions.
5. TSWBAB identify the basic
physical processes that
affect the physical
characteristics of places
and regions. |
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5. Materials and Aids-
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-Smart Board
-Computers
-Books
-"A House is a House for Me" by Mary Ann Hoberman
-Scrap Paper
-Pencils
-Cardboard Boxes
-Scraps[cut paper, cotton balls, tissue paper, resources around the
room]
-Glue
-Scissors
-Markers |
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6. Procedures/Methods-
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A. Introduction-
1.I will begin the class by reading a short story by Mary Ann Hoberman
called "A House is a House for Me". While reading the story, I will
stop and ask questions as to what the houses look like, where do the
students think they are located, are they places that are warm or
cold, would they want to live in a house like the one on the page?
2. After the story is finished, the students will volunteer in a whole
group discussion about some of the houses that they saw in the book.
I will write down on the board the houses that are mentioned and the
descriptions that go with the houses.
3. After the students are finished with the discussion, the teacher
will ask the students to line up by the board next to the house which
they would want to live in if they were a character in the story [these
lines will form the groups that they will work in during guided practice]. |
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B. Development-
1. I will then use the Smart Board and go over the definitions of
habitat, hibernation, environment, place, climate, and adaptation.
The students will take out their notebooks and write down the definitions.
3. After presenting the students with the definitions, I will ask
the students if they can give me an example of pertaining to a specific
definition [climate=cold in the winter, hot in the summer]. |
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C. Practice-
1.The groups will be assigned a specific type of house according
to the lines which they formed earlier[shell for hermit crab, tree
for a bird, den for a bear, woods for the trees, etc.].
2. The students will be given time to do research on the computers
or through books at the library to find details regarding the "house".
The students are asked to research the specific region, the environment,
the habitat, the climate, etc.
3. The groups will be observed [formative assessment using checklist]
as they research to make sure there is equal participation among group
members and to ensure students are researching the correct information. |
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D. Independent Practice-
1. The students/groups will have thirty minutes to research the
designated "home" and generate valid information to include in their
presentation.
2. The students will use this information and research to create a
presentation on their "house".
3. The presentation will include the students building their own "house"
using resources that are within the classroom [scraps, cardboard boxes,
cotton balls, paper, stickers, crayons, markers, etc.]. The students
will be given forty-five minutes to assemble their "house" before
they present it to the classroom.
4. The students will have fifteen minutes to gather the information
and brainstorm the type of presentation that they will be presenting
to the class. |
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E. Accommodations (Differentiated Instruction)-
1. Students may be provided with a handout of the definitions that
the class went over in the beginning of the lesson.
2. Students may have the opportunity to present the group presentation
as a story, role play, or a skit.
3. The groups may choose a "house" that was not presented in the story
to generate more critical thinking. |
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F. Checking for understanding-
1. Formative Assessment: Checklist through Observation during group
work.
2. Summative Assessment: Rubric for group presentation
3. Independent Practice: Worksheets for homework to measure students
comprehension of the concepts. |
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G. Closure-
1. The students will give feedback after each groups' presentations.
I will ask questions regarding information that was gathered for the
presentation.
2. I will ask if there are any questions about what was discussed
in today's class. |
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7. Evaluation-
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1. The students will be evaluated on their overall participation
and engagement in today's lesson [through the formative and summative
assessment].
2.The students will be given a worksheet for homework. The worksheet
consists of fill in the blanks, matching, and short questions. It
will be collected the next day to evaluate student understanding. |
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8. Teacher Reflection-
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What additional assistance, support, and/or resources would have
further enhanced this lesson?
How do I know students learned what was intended?
Were the students productively engaged? How do I know?
Would I do anything differently if I had the opportunity to teach
this lesson again? If so, what and why? |
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