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1 Lessn Plan Template Title Animal Habitats Authr Linda New Levine Level Prficiency Level: X Beginning X Intermediate X Advanced Grade Level: Grade Three Skills _X Reading _X Writing _X Speaking _X Listening _X Grammar _X Vcabulary Related subskills cmparative adjectives and signal wrds_ Subject area Elementary schl science Cntent Objectives Students will be able t: Describe an animal s habitat in regard t: water surce, temperature, climate, fd surces and members f the animal cmmunity Describe ne animal member f the habitat, its bdy and adaptatins Cmpare tw diverse habitats in regard t: water surce, temperature, climate, fd surces and members f the animal cmmunity Language Objectives Describe r illustrate the key features f an animal s habitat Describe r illustrate ne member f the habitat, its bdy and adaptatins Orally cmpare the differences between tw diverse habitats using a Venn diagram Use cmparative adjectives and signal wrds f cmparisn with a Venn diagram as supprt Learning Strategies Illustrate and label an animal frm ne habitat Illustrate and label ne animal habitat Create a Venn diagram t cmpare the key features f tw diverse habitats Categrize infrmatin by tpic n a chart Linda New Levine Ph.D

2 Vcabulary habitat adaptatin cean tundra water surce desert pnd rainfrest deciduus frest grassland temperature climate key features cntains temperate arid Key Structures is characterized by is drier/wetter than is clder/warmer than btains fd/water frm Learning Standards ESL Standards fr PreK-12 Students, TESOL (1997), Gal 2 Standard 2: Students will use English t btain, prcess, cnstruct and prvide subject matter infrmatin in spken and written frm Retelling infrmatin Cmparing and cntrasting infrmatin Listening t subject matter infrmatin Analyzing infrmatin Massachusetts Curriculum Framewrk fr Science, Grade 3-5 Life Science Standard #6: Students will give examples f hw inherited characteristics may change ver time and hw adaptatins enable rganisms t survive in a given habitat. Massachusetts English Language Prficiency Benchmarks and Outcmes fr English Language Learners, Beginning t Intermediate Learners: S.4.2 Plan, rehearse and rally present infrmatin in a brief reprt using visual cues Early Intermediate t Intermediate: S.4.6 Make infrmal ral presentatins that have a recgnizable rganizatin (sequence, summary, etc.) Intermediate t Transitining: S.4. Plan and revise ral presentatins cnsidering the audience and purpse and infrmatin t be cnveyed. Duratin One week f daily lessns r mre depending n the prficiency levels f the class. Materials and technlgy See the rubrics and graphics at the end f the lessn. Prcedure Preparatin/Activatin f Prir Knwledge 1. The children explre a frest area near the schl t lcate animals and insects in the habitat. They wrk in Buddy pairs and recrd their sightings n a teacher prepared handut respnding t the questins: What did yu see? (recrd and draw) What was the animal ding? (recrd and/r draw) While in the area, the teacher mdels target vcabulary, refers t the habitat and pints t water surces, identifies the temperature (thermmeter), and gathers examples f fd t bring back t the classrm. Linda New Levine Ph.D

3 Back in the classrm, a classrm chart is created (with small cpies fr each student). The teacher leads the grup in cmpleting the chart t define a deciduus frest habitat. Pictures and realia are used t explain each entry. The teacher then mdels sentences frm the chart: The water surce f the habitat is a small pnd and a stream. The fd surces in the habitat include insects, berries, grass and wrms. These sentence structures are written n the bard as key sentence frames s that students will use them t supprt their ral retellings. Students cmplete their small charts and reprt in Buddy pairs abut the habitat. In rder t differentiate fr lwer language prficiencies, ask these students t illustrate the habitat and label the key features with buddy supprt. The water surce f the habitat is The fd surces f the habitat include,, and. The temperature f the habitat is between and degrees. The climate f the habitat is. Animals fund in the habitat include,, and. Habitat Name Deciduus frest Water Surce Pnd Stream rainfall Fd Surces Insects, Mss Grass Wrms Berries Temperature Climate Animals degrees Temperate Rabbits Deer Mles Squirrels Mice snakes 2. The teacher prvides students with frest habitat bks, articles, and animal picture cards (with descriptins). Students have the pprtunity t peruse these items and chse ne animal frm a deciduus frest t describe t the class. Each student finds infrmatin t cmplete a teacher prepared chart. Students may wrk in Buddy pairs if they chse the same animals. Limited prficiency students may draw and label animal parts and prvide ther infrmatin via pictures. Animal Name rabbit Habitat Deciduus frest Mammal, Reptile, r Insect? Fur, Scales r Skin? # f Legs Fd Surce Mammal Fur Fur Grass, plants Guided Practice 1. Intrduce fur different habitats t the students with shrt vides: Ocean, Desert, Rainfrest, and Grasslands. Preview each vide with a review f the deciduus frest chart. Ask students t lk and listen fr infrmatin t fill in a similar chart fr each habitat. Prvide infrmatinal materials n each habitat in the classrm. Linda New Levine Ph.D

4 Students may wrk individually, with a Buddy r with the teacher t cmplete the habitat charts. Prvide ral language mdeling and student practice in retelling the key features f the habitat fr the ELLs in the class. Mdel target vcabulary and structures and prvide charts with these language elements s that students may use them as well. 2. Select ne animal frm ne habitat (e.g. a harp seal), shw pictures f the animal and read a shrt descriptin f it. Refer t the animal habitat chart and indicate that students can help t cmplete the new chart n the harp seal. Ask students t turn t a Buddy t tell: Is a harp seal a mammal r a reptile? What habitat des the harp seal live in? Des the harp seal have fur, scales r skin? Hw many legs des the harp seal have? What is the fd surce fr the harp seal? After each questin, enter the infrmatin n the chart, mdeling the full sentence utterance: A harp seal is a mammal. A harp seal has fur. Etc. Give students anther pprtunity t use the chart t tell their buddy abut the harp seal. Rtate arund the classrm listening t the ral reprting. Encurage students t use cmplete sentences by prviding sentence frames fr thse wh have lwer language prficiency. 3. Ask students t tell yu what they knw abut the harp seal and write the sentences in paragraph frm n chart paper. Read the cmpleted paragraph with the class. Prvide instructin in reading elements that are included in the paragraph such as wrd recall, phnics, prefixes, suffixes, etc as needed by individual students. Prficient students can summarize the charted infrmatin in their learning jurnals. Others can cpy the reading paragraph written by the teacher and ther students can draw a picture f a harp seal and label it with the key features frm the chart. 4. Ask pinpint questins t cmpare harp seal adaptatins t an animal frm the deciduus frest. Fr example: What is the surce f water fr the harp seal? Fr the rabbit? What is the surce f fd fr the harp seal? Fr the rabbit? Are the temperatures/climate the same fr the harp seal and the rabbit? Hw are they different? Hw des the harp seal mve in its habitat? Hw des the rabbit mve? Culd the harp seal live in the frest? Culd the rabbit live in the cean? Encurage students t tell a buddy abut animal adaptatins in the animals they have researched. Cllect these frm the class n a class chart labeled: Animal Adaptatins 5. Mdel the language f cmparisn with the tw animals and prvide sentence frames t enable students t retell these cmparisns in buddy pairs: The harp seal eats fish, hwever, the rabbit eats grass. The harp seal can swim while the rabbit hps. Linda New Levine Ph.D

5 Bth a harp seal and a rabbit are mammals. 6. Prvide animal cards frm the fur targeted Als, prvide bks and ther infrmatinal material. Grup students in buddy pairs t cmplete a chart n ne f the fur Ensure that all 4 habitats are well represented in the classrm. Differentiate the tasks s that sme students may cmplete a chart while thers illustrate and label an animal frm a habitat with the key features frm the chart. 7. After students have cmpleted their charts r drawings, prvide them with an pprtunity t retell the infrmatin abut their habitats t anther student with a different habitat. Prvide students with the Oral Presentatin Rubric and mdel the aspects f an ral presentatin that will receive fur pints. 8. Draw a large Venn diagram n chart paper and prvide students with small cpies. Distribute the Venn Diagram Rubric. Demnstrate hw t rally cmpare tw habitats n the diagram. Mdel the charting f similar infrmatin n the left side with similar infrmatin n the right side. Use the deciduus frest chart as a guide t the key features t include in the diagrams. Mdel the language f cmparisn and cntrast when rally retelling the infrmatin frm the Venn. Require a specific number f infrmatinal elements fr each habitat. 9. Students wrk with a buddy t cmplete Venn diagrams cmparing tw different 10. Students practice in buddy pairs retelling the infrmatin abut the habitats in preparatin fr reprting t the whle class. 11. Students reprt n the habitats in buddy pairs using their Venn diagrams (r illustratins) as supprt. Independent Practice 1. Assign literate students the task f writing a cmparative reprt n the tw habitats they have described n their Venn diagrams. Distribute the grade level writing rubric during the editing phase f the writing prcess s that students can be aware f thse elements required fr the best effrt. 2. Fr students new t literacy, prvide further reading practice f the charted reading selectin f an animal (see #3 abve). 3. Prvide an utline fr limited prficiency students t use t create an essay abut an animal. Mre prficient students may use a series f questins t create their essay. Assessment 1. Use the Presentatin Rubric t assess ral presentatins. 2. Use the Venn Diagram Rubric t assess Venn diagrams. 3. Assess final essays accrding t grade level writing rubric. Linda New Levine Ph.D

6 Cmparing Habitats n a Venn Diagram Categry Infrmatin The diagram includes five differences and fur similarities fr the tw The infrmatin refers t the key features f the habitat. The diagram includes fur differences and fur similarities fr the tw Sme f the infrmatin refers t the key features f the habitat. The diagram includes tw/three differences and fur similarities fr the tw The infrmatin des nt always refer t the key features f the The diagram includes ne r n differences and fur similarities fr the tw The infrmatin des nt refer t the key features f the habitat. Organizatin Writing Scring The diagram is prperly labeled and facts/differences are balanced. Writing is accmplished in cmplete sentences with apprpriate punctuatin. Handwriting is legible. Students must achieve a scre f 9 r higher t pass the benchmark. The diagram is prperly labeled but facts/differences are nt well balanced. Writing is accmplished in cmplete sentences with apprpriate punctuatin fr the mst part. Handwriting is legible. habitat. The diagram is nt prperly labeled and facts/differences are nt well balanced. Writing is nt well frmed in cmplete sentences. Punctuatin is nn-standard. Handwriting is nt always legible. The diagram is nt labeled and facts/differences are missing and nt balanced. Cmplete sentences are missing as is apprpriate punctuatin. Handwriting is nt legible. Linda New Levine Ph.D

7 Oral Presentatin Rubric Categry Cntent Identifies five similarities and differences between the Identifies fur similarities and differences between the Identifies fewer then fur similarities and differences between the Des nt identify similarities and differences between the Clarity f Speech Cllabratin with a Buddy Scring Speaks clearly and distinctly at an apprpriate vlume. Prnunces all wrds crrectly. There are n hesitatins in speech. Bth partners have rehearsed the presentatin and have equal speaking time. Partners supprt each ther by listening well and displaying the Venn diagram t the class. Students must achieve a scre f 9 r higher t pass the benchmark. Speaks clearly and distinctly at an apprpriate vlume fr mst f the presentatin. Prnunces mst wrds crrectly. There are few hesitatins in speech. Partners culd have rehearsed the presentatin t bring better rganizatin int the speech. Partners generally have equal speaking time. Partners mstly supprt each ther either by listening well r displaying the Venn diagram t the class. Cannt speak clearly and distinctly fr the mst part. Speech vlume is lw. Prnunces sme wrds incrrectly. There are hesitatins in speech. There is little evidence f rehearsal f the presentatin. One partner speaks mre than the ther. Partners are nt attentive t each ther during the presentatin. Cannt speak well enugh t be understd because f clarity, vlume f misprnunciatins. There are many hesitatins. Partners have nt rehearsed the presentatin and d nt share equal speaking time. Partners d nt supprt each ther by listening well r displaying the Venn diagram t the class. Linda New Levine Ph.D

8 HABITAT #1 HABVITAT #2 BOTH Linda New Levine Ph.D

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