![LIFE SCIENCE LESSON 2
In this lesson, students will explore different habitats and observe the diversity of plants and
animals within each one. Every day, humans impact Earth in both positive and negative ways. It is
important for students to learn about life sciences and how delicate our planet is. After exploring
different habitats, students will apply their knowledge and create their own unique habitat with new
plants and animals. They will explain how their habitat helps sustain life for the plants and animals
they included.
LESSON PLAN TEMPLATE
Grade Level: 2nd Title of Lesson/Unit
Habitats and Diversity
Time Requirements:
Multiple Days
Directions: Add items to each section using bullet points. Use the ‘ruler’ function of Word to adjust the formatting. Each component should be as
complete as possible.
Desired Outcomes
(Goals & Objectives)
Direct Assessments
(Connection to Goals & Objectives)
2-LS4-1.Make observations ofplants and animals to compare the
diversity of life in different habitats.
Make observations (firsthand or from media) to collect data which
can be used to make comparisons.
LS4.D: Biodiversity and Humans
There are many different kinds of living things in any area, and
they exist in differentplaces on land and in water.
W.2.7 Participate in shared research and writing projects (e.g.,
read a number of books on a single topic to produce a report;
record science observations).
W.2.8 Recall information from experiences or gather information
from provided sources to answer a question.
- Frayer model vocabulary organizer
- Venn diagram comparing habitats
- Science journal entries
- Popplet
- Student-created habitats
Key Questions
(Directly related to Outcomes)
Resources
(Ways to find responses to Key Questions)
- How are habitats like each other? How are they different?
- Why is it importantfor our world to have diverse habitats?
- How do observations and data collection help us make
comparisons?
- How does a habitats characteristics help the plants and animals
living in it?
- Observing habitats (classrooms/centers,online research)
- Nature’s Patchwork Quilt by Mary Miche
Learning Activities
Large Group [LG] ~ Building background [bb] Small Group [SG] ~ Discovery Learning [dl] Centers [CS] ~ Technology [t] Individual [I] ~ Choice Board [cb]
Large Group [LG] ~ Direct Instruction [di] Small Group [SG] ~ Creative Problem Solving [cps] Centers [CS] ~ Listening [l] Individual [I] ~ Research Project [rp]
Large Group [LG] ~ Pre-reading [pr] Small Group [SG] ~ Creating Connections [cc] Centers [CS] ~ Art & Music [am] Individual [I] ~ Portfolio [p]
Large Group [LG] ~ Discussion [dq] Small Group [SG] ~ Workshop [wp] Centers [CS] ~ Writing [w] Individual [I] ~ Presentation [ppt]
Objective ~ Know Delivery Approach~How Focus Activity ~ Do Support
This column directly relates to
the Desired Outcomes.
The list above provides a range of
optional approaches and a way to
designate them.
This column addresses what students will be doing to engage in learning. Be
specific enough for a teacher to follow the steps to deliver instruction.
This column contains supplies, materials,
and other items needed to deliver
instruction.](https://image.slidesharecdn.com/lifesciencelesson-190719173527/85/Life-science-lesson-2-320.jpg)
Life science lesson
- 1. Running head: Life Science Lesson 1 Life Science Lesson Emily Branch American College of Education
- 2. LIFE SCIENCE LESSON 2 In this lesson, students will explore different habitats and observe the diversity of plants and animals within each one. Every day, humans impact Earth in both positive and negative ways. It is important for students to learn about life sciences and how delicate our planet is. After exploring different habitats, students will apply their knowledge and create their own unique habitat with new plants and animals. They will explain how their habitat helps sustain life for the plants and animals they included. LESSON PLAN TEMPLATE Grade Level: 2nd Title of Lesson/Unit Habitats and Diversity Time Requirements: Multiple Days Directions: Add items to each section using bullet points. Use the ‘ruler’ function of Word to adjust the formatting. Each component should be as complete as possible. Desired Outcomes (Goals & Objectives) Direct Assessments (Connection to Goals & Objectives) 2-LS4-1.Make observations ofplants and animals to compare the diversity of life in different habitats. Make observations (firsthand or from media) to collect data which can be used to make comparisons. LS4.D: Biodiversity and Humans There are many different kinds of living things in any area, and they exist in differentplaces on land and in water. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. - Frayer model vocabulary organizer - Venn diagram comparing habitats - Science journal entries - Popplet - Student-created habitats Key Questions (Directly related to Outcomes) Resources (Ways to find responses to Key Questions) - How are habitats like each other? How are they different? - Why is it importantfor our world to have diverse habitats? - How do observations and data collection help us make comparisons? - How does a habitats characteristics help the plants and animals living in it? - Observing habitats (classrooms/centers,online research) - Nature’s Patchwork Quilt by Mary Miche Learning Activities Large Group [LG] ~ Building background [bb] Small Group [SG] ~ Discovery Learning [dl] Centers [CS] ~ Technology [t] Individual [I] ~ Choice Board [cb] Large Group [LG] ~ Direct Instruction [di] Small Group [SG] ~ Creative Problem Solving [cps] Centers [CS] ~ Listening [l] Individual [I] ~ Research Project [rp] Large Group [LG] ~ Pre-reading [pr] Small Group [SG] ~ Creating Connections [cc] Centers [CS] ~ Art & Music [am] Individual [I] ~ Portfolio [p] Large Group [LG] ~ Discussion [dq] Small Group [SG] ~ Workshop [wp] Centers [CS] ~ Writing [w] Individual [I] ~ Presentation [ppt] Objective ~ Know Delivery Approach~How Focus Activity ~ Do Support This column directly relates to the Desired Outcomes. The list above provides a range of optional approaches and a way to designate them. This column addresses what students will be doing to engage in learning. Be specific enough for a teacher to follow the steps to deliver instruction. This column contains supplies, materials, and other items needed to deliver instruction.
- 3. LIFE SCIENCE LESSON 3 Make observations about different habitats seen in book. LG- Building Background TTW read Nature’s Patchwork Quilt by Mary Miche. Throughout the book, stop and allow students time to discuss their observations with a partner. Then, TSW share w ith the class w hat they notice about the book. - Nature’s Patchw orkQuilt by Mary Miche Identify and understand key vocabulary words related to standard LG- Direct Instruction TT&SW discuss tw ovocabularyterms: diversity and habitat. Each student w illcomplete a frayer modelvocab graphic organizer w orksheet. TSWinclude the vocabulary w ord, the definition, a picture, an example, and a nonexample. These w illbe glued into their science journals. Students can use the link below to look up definitions https://kids.britannica.com/kids/browse/dictionary - Frayer model vocab w orksheet (2 per student) - science journals - access to link: https://kids.britannica.com/kids /brow se/dictionary Identify diversity in different habitats. Record observations about differencesin habitats. LG- Discovery Learning OR SM- Discovery Learning This part of the lesson w as derived fromJeriFaber’s Habitat Hunt lesson. There are different waysto complete this activity. Teachers can either set up different habitats in 4 separate rooms or create habitats in four sections of one classroom. TSW spend time observing each habitat. They w illuse the checklists to take notes and identify specific plants and animals found in each habitat. After completing the observations, students willshare their notes w ith a partner. They w illthink-pair-share with a partner and compare tw o different habitats. In their science journals, they w illrecord one similarity and one difference between two habitats of their choice. - 4 habitats decorated w ith plants and animals found in each one - w oodland habitat observation checklist (one per student) - rainforest habitat observation checklist (one per student) - coralreef and habitat observation checklist (one per student) - desert habitat observation checklist (one per student) - science journals Identify diversity in different habitats. Collaborate w ith classmates and record observations about differencesin habitats using Popplet. SG- Workshop Students w illcontinue research on diversity of habitats. They w illuse multiple online resources to locate information. When researching, students willrecord characteristics, plants, and animals related to each habitat. They w ill organize this information using Popplet. Students w illw orkin groups of four. Each student w illbe assigned a habitat. Each group w illcreate one Popplet. Using Popplet (an online, collaborative concept mapping tool), students w illrecord their finding for their designated habitat. Then, they w illdiscuss their observations and note similarities and differences among the habitats, using a venn diagram. - Brainpop Jr. - https://www.exploringnature.or g/db/animals - Popplet - Venn diagram w orksheet Create a new habitat for Earth w ith diverse life. Provide reasonings for including certain plant and animal life and how the habitat sustains both. I- Project I- Presentation Students w illcreate their ow n unique habitat. They w ill choose betw een creating a pow erpoint, a poster, or a shoe box model. Each habitat w illneed to include three plants and three animals. Students w illalso create a w ritten explanation about how their habitat helps sustain the life of each plant and animal they chose. The plants and animals can be something the students create on their ow n. They w illpresent their habitat to the class. - Materials for creating habitats Summary: (Key ideas to remember) Diversity makes up the unique and specialw orld we live in today. Without it, Earth w ould be a boring place. Habitats support the needs of different plants and animals. Connections: (Transition for next lesson) Next, w e willlearn about how certain animals helped establish plant diversity by pollination. In conclusion, students will understand that there are differences between habitats and the plants and animals located in each one. Earth is an extremely diverse planet, as are all of us. Students will also learn how each habitat supports life for certain plants and animals. For example. Ocean habitats are places where fish and water plants thrive. Those things cannot survive in a desert habitat. Students will apply that knowledge when creating their own unique habitat.
- 4. LIFE SCIENCE LESSON 4 Vocabulary instruction is beneficial for all students, not just English language learners so I wanted to include an effective strategy to use to teach words directly related to the standards. “It is important to explicitly teach vocabulary using effective strategies that will engage students in learning new words” (Sibold, 2011, p 26). Students should have a firm understanding of the words diversity and habitat due to the use of the Frayer model. Students will learn collaboration skills when working together to create an online Popplet concept map. Sharing their research and instilling a sense of teamwork are skills students will continue to work on.
- 5. LIFE SCIENCE LESSON 5 References Sibold, C. (2011). Building English Language Learners’ Academic Vocabulary: Strategies and Tips. Multicultural Education, 18(2), 24–28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ951842&s ite=eds-live&scope=site&authtype=sso&custid=ns083389