Lesson Plan : Where's Walrus and Other Animals

Teacher Name:
 Heather Fortelka
 Grade 1

 Habitats and Report Writing
 Habitats Pond Rainforest Tundra Desert Ocean Prairie Forest Report Non-Fiction
 Colorado Standards Subject : Reading and Writing Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, ... Grade/Level : Grades K-4 Perf. Ind. : knowing and using subject/verb agreement Perf. Ind. : knowing and using correct modifiers Perf. Ind. : knowing and using correct capitalization, punctuation, and abbreviations Perf. Ind. : spelling frequently used words correctly using phonics rules and exceptions Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing Grade/Level : Grades K-4 Perf. Ind. : recognizing an author�s point of view Perf. Ind. : predicting and drawing conclusions about stories Perf. Ind. : using reading, writing, speaking, and listening to define and solve problems Perf. Ind. : responding to written and oral presentations as a reader, listener, and articulate speaker Perf. Ind. : formulating questions about what they read, write, hear, and view Perf. Ind. : using listening skills to understand directions Colorado Social Studies Standards Subject : Geography Standard 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments Key Idea 1.1: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective Grade/Level : Grades K-4 Performance Indicator : reading and interpreting information from photographs, maps, globes, graphs, models, and computer programs, if available
 1. The student will be able to identify and animal and that animal's habitat. 2. The student will learn the animals behaviors in the wild and it's relationship with it's habitat. 3. The student be able to demonstrate knowledge of their selected animals habitat with a pre approved project. 4. The student will learn how to write and present a written report. 5. The student will be able to score a 80 percent or higher on the report rubric based on the report, project and oral presentation.
 Animal Encyclopedia By: Barbara Taylor laptops www.enchantedlearning.com Posters of the major habitats pencils adn paper sidewalk chalk
 This is a lesson on day 10 of the habitat unit. The students have already been introduced to all the major habitats and the animals that live there. On this day read a non-fiction report on any animal from the Animal Encyclopedia.
 As the teacher reads the report ask children to pay careful attention to the details in the reading. Make a web about the animal and important habitat traits. Use examples such as:Nocturnal, Herbivore, lay eggs or babies, endangered etc.
 Each child should pick out their own animal out of the animal encyclopedia. Each child should get in a group based on the habitat of the animal they choose. Each group will go out to the playground and draw the habitat (as a group) in a 4 square square on the black top. Each groups habitat should have plants and animals in it.
 1. The above level group will create their own questionnaire and answer the questions they generated. 2. The at level group will answer teacher generated questionnaire. 3. The approaching level will answer a shorter questionnaire generated by the teacher.
Checking For Understanding:
 1. The teacher will watch the sidewalk chalk art to insure accurate depiction of the habitat. 2. The teacher will grade the webs and look for animal details and facts. 3. The teacher will grade the reports using the rubric.
 Each child will be given time to orally present their projects. They will read their reports, share their project and answer questions.
 The teacher will use the following rubric for evaluation: Habitat Project and Oral Presentation
Teacher Reflections:

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