DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Rylee Slesk Grade Level 2nd Title: Ocean Habitat
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

21 Students: 12 Girls and 9 boys

ELL Students and WIDA Level:
David: WIDA 4
Suri: WIDA 4
Jose: WIDA 3
Students with IEP:
Anthony-Speech
Austin-Speech
Savannah- SPED and Speech
Madeline-Speech
Advanced Student:
Jaxon-Advanced in all subjects
Behavioral Students:
Anthony has ADD. He REALLY struggles to stay in his seat. He constantly has to be doing something. If he
is at his desk, his hands are playing with things in his desk, he has his legs on his desk, he will crawl under his
desk etc. When he is at the rug, he will roll around and lay down. Simply, he just cannot sit still.
Jaxon feels very entitled, as well as has ADD. He has to always be right and only does what he puts his mind
to. He has a hard time sharing with others or considering the feelings of others. Jaxon also always feels like he
has to be talking. It can be very difficult to keep him quiet. Also, he has a hard time staying in his seat and
concentrating on an assignment. He just really struggles with concentrating.
Brock has an attitude most days. You need to be very careful when talking to him or about him in front of his
classmates. He shuts down really easily if something is taken the wrong way. He shuts down to the point
where he wont listen and will only do what he puts his mind to. Also, he has had problems getting along with
his classmates. Whenever someone claims that he did something to him or her, his attitude, is that it is never his
problem. He also has a very hard time sitting in his seat.
Porter is usually pretty well behaved. He gets really frustrated, to the point that he breaks down, if he does not
have enough time to finish his work. Jaxon and Porter get in arguments often because they are best friends and
seem to at times compete. At times, he does not watch what he says and can be mouthy.
David has a very hard time staying motivated. He typically likes to wander around the classroom, and wont
complete his work. He is also a behavioral problem, because he will shout out the wrong answer on purpose
and talk back. He can be disrespectful. He also will break down and cry when he has not gotten his way, or if
he gets reminded too often to do something.
Classroom environment:
The classroom is very clean and organized. The desks are grouped into groups of 4-5. This arrangement makes
it easy to reach each student, and to work as a table. There is a SMART board and a whiteboard at the front of
the classroom. The teacher has an Elmo at her desk. There is one horseshoe table at the back of the classroom
used for small group instruction. A rug is at the back of the classroom that is used for students to gather at.
There are computers in the classroom, but they are only used for Success Maker.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard: Life Science. Students will gain an understanding of Life Science through the study of changes in organisms
over time and the nature of living things.
Objective 1: Tell how external features affect an animals ability to survive in its environment.
a. Compare and contrast the characteristics of living things in different habitats.

b. Develop, communicate, and justify an explanation as to why a habitat is or is not suitable for a specific organism.
Content Walk-Away:
I will read and identify the characteristics of living things in the ocean
Language Walk-Away:
I will read and identify the characteristics of living things in the ocean
Vocabulary:

Habitat, needs of living things, ocean animals

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
I will assess their understanding of the vocabulary words as they use them. I will
assess their understanding and background knowledge as they discuss questions with
their group. I will assess students as they read the Ocean Animals booklet with me,
and answer questions. I will continue to scaffold as needed.
Content Walk-Away Evidence (Summative):
I will assess each students Ocean Animals booklet. I will assess that they have
successfully discussed with their group 1-What were some of the characteristics of the
animals that lived in the ocean? 2-How are these characteristics different than the
other habitat animals we have learned about? 3-How do these characteristics allow
these animals to live in the ocean?
Language Walk-Away Evidence (Summative):
I will assess each students Ocean Animals booklet. I will assess that they have
successfully discussed with their group 1-What were some of the characteristics of the
animals that lived in the ocean? 2-How are these characteristics different than the
other habitat animals we have learned about? 3-How do these characteristics allow
these animals to live in the ocean? I will also assess as they read about ocean animals
and their characteristics. I will assess that students have used the words: Habitat,
Needs of living things, and Ocean Animals.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL students:
-I will use a story to help
them visualize ocean life.
-I will show pictures of the
ocean animals and habitat.
-I will also post the
definitions of the vocabulary
words on the board, so they
can reflect back to them as
needed.
Students with IEP:
-I will show them visuals as
well and group them
according to their needs.
-Savannah will not be able to
read the story, so I read it to
her before the lesson, and
Suri will help her during the
lesson as well.
Advanced Students:
-I will ask them deeper
questions: Why do you think
they live in the ocean? What
characteristics do they
have? Could a bat live in the
ocean?
Behavioral Students:
-I will check on them
throughout the lesson and
give them positive
reinforcement when they
are well behaved.
-Anthony: I will make sure
to use proximity and use
positive reinforcement
while he is working hard
and following directions.
I will allow him to use his
squishy ball at his desk if
he is getting distracted and
needs to be doing

something. I will also have

him get out of his seat and
practice the vocabulary
words with me.
-Porter: I will make sure to
tell him he has plenty of
time to complete his work,
so he does not get frustrated
about finishing.
-Jaxon: I will make sure to
give him positive
reinforcement when he
works cooperatively and
stays on task. I will also set
a standard that students
must raise their hand
throughout the discussion.
-Brock: I will use positive
reinforcement and choose
my battles with him.
-I will make sure to involve
all behavioral students
throughout the discussion
and ask them questions to
engage them.


Approx.
Time




10
minutes

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Today we will be learning about the ocean habitat and the animals you will find there. We have been talking
about habitats; I want you to think about our vocabulary word habitat. Lets review our actions that will help
us remember our vocabulary word, habitat. SIOP 8 Habitat: the need for shelter and space. (Post, read,
and act out definition) SIOP 9 Great Job! Now, I want you to think about the needs of living things. We have
been talking about how living things need four main things. Talk with your table about what those four needs
are. SIOP 8, 17,18,27 (Call on a table to share what they talked about) Good, lets all review our vocabulary
term living things. (Read posted definition together) living things need: water, air, food, and waste
removal. Today, we are going to talk about the living things/animals that we will find in the ocean habitat. I
want you to think about a time you have been to the ocean, or you have watched a movie or read a book about
the ocean. Do you remember what animals lived in the ocean? If so, what did they look like? SIOP 7 I want
you to discuss these questions with your table. SIOP 16,17,18 Lets share what we talked about with our
table. (Discuss the questions: What animals live in the ocean? What did they look like?) SIOP 6 Well, today
we learn about the different animals that live in the ocean habitat. And as we learn about them, I want you to
be thinking about how these animals are different than the animals that live in the desert habitat. SIOP 8
Lets read our objective for today, I will read it first, and then you will read it with me. Objective: I will read
and identify the characteristics of living things in the ocean. Now turn and tell your partner what we will be
learning about today. SIOP 1, 2,3
Formative assessment:
I will observe students to assess their listening. I will observe and listen to students as they discuss the
vocabulary words habitat and living things with their table. I will also assess what students already know
about ocean animals to guide my instruction.
Learning Goal
Success Criteria
Assessment Strategy
Students will have identified their Students will have successfully
Students will show their
objective. They will review and
discussed with their group the
knowledge of their vocabulary
practice their vocabulary words:
meanings of habitat and the
words by discussing and using
habitat and the needs of living
needs of living things. They will
them. They will also discuss
things. Activate their background also discuss with their group their what they know about the ocean













10
minutes























10
minutes

practice their vocabulary words:

habitat and the needs of living
things. Activate their background
knowledge concerning the ocean
and ocean animals.

meanings of habitat and the

needs of living things. They will
also discuss with their group their
knowledge about the ocean and
ocean animals.

words by discussing and using

them. They will also discuss
what they know about the ocean
and ocean animals.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I will post the objective and definitions for our vocabulary words on the board, so they can see them. Students
will be grouped with high, middle, and low level learners.
Focus Lesson (I do it)
Okay, today we will learn about the ocean habitat and the animals that live there. Let me show you some
pictures of the ocean habitat. SIOP 4 As you look at the pictures, notice what animals you see living in the
ocean habitat. (Show pictures) Talk with your table about the different animals you saw in the pictures?
What did the ocean habitat look like? SIOP 16, 17 (Listen to groups discuss) The ocean habitat is very large.
There are different parts to the ocean, and in each part there are different animals that live there. (Show
pictures) SIOP 4 A really cool fact about the ocean habitat is that it contains the greatest diversity of life on
Earth. That means that in any part of the world, the ocean is where you would find the greatest variety of
living things. SIOP 10, 11 One of our vocabulary terms are ocean is home to: sharks, dolphins, crab, and
fish. Lets read our vocabulary word together. (post vocabulary word and read it together) SIOP 9 I am
going to read a story to you that will help us see and learn about the different animals we will find in the ocean
habitat. Read the story, Look Who Lives in the Ocean. As I read I will ask, What animals do you see living
in the ocean? Why do you think they live in the ocean? What characteristics do they have? Could a bat live in
the ocean? What about a roadrunner? SIOP 4,6,12,15
Formative Assessment:
I will listen and assess as students discuss with their groups the different animals they saw in the ocean
habitat. As I read, I will monitor students comprehension by asking questions: What animals do you see
living in the ocean? Why do you think they live in the ocean? What characteristics do they have? Could a bat
live in the ocean? What about a roadrunner? SIOP 15
Learning Goal
Success Criteria
Assessment Strategy
Students will understand what
Students will be able to identify
Students will learn about ocean
animals they could find in the
ocean animals and why they live
animals and their characteristics
ocean and what characteristics
in the ocean.
through looking at pictures,
they have.
listening to a story, and through
discussion.
Modification/accommodations:
I will use pictures and a story with words and pictures to help my students visualize. Also I will ask my
higher-level learners more in depth questions: Why do these animals live in the ocean? Could a bat or a
roadrunner live in the ocean? Why or why not? SIOP 15
Guided Instruction (We do it)
Now that we know of some animals that live in the ocean, we will complete our own Ocean Animals booklet.
(Pass out Ocean Animals booklet) SIOP 20,21,22 Before we work on our booklet, I would like us to read it
together. It will tell us how these animals can live in the ocean and the different characteristics that these
animals have. Lets read our booklet together. (Read booklet as a class) On page 3, what are some of the
characteristics of ocean animals? (Call on a table to share them) Yes, some animals in the ocean do not have
a backbone, and some have a soft body and no skeleton or shell. Also, it tells us that fish breath with gills, that
is a special characteristic that fish in the ocean have. SIOP 11 Do animals in the desert have gills? How the
characteristics of the animals in the ocean are different than in the desert? SIOP 13,15 (Continue to read the
booklet as a class) SIOP 21,22
Formative Assessment:
I will listen as students read the Ocean Animals booklet with me. Also, I will assess them as they answer the
questions: what are some of the characteristics of ocean animals? Do animals in the desert have gills? How
the characteristics of the animals in the ocean are different than in the desert?














15
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10
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5
minutes

Learning Goal
Students will learn about the
characteristics of ocean animals.

Success Criteria
Students will have successfully
read about the characteristics of
ocean animals. They will
internalize these characteristics
as we discuss and compare the
characteristics with those found
in the desert.

Assessment Strategy
We will learn about these
characteristics through reading
and discussing.

Modification/accommodations:
I will have pre-taught how to read the words adapted, backbone, and skeleton to Madeline, Savannah, and
Austin. SIOP 5
Independent (You do it alone)
Okay, now that we have read the Ocean Animals booklet, I would like you to finish it on your own. (I will
show the students my booklet and scaffold how to complete it, especially pg 8.) SIOP 14
As soon as students are completed with their booklet, I will have them touch their nose and I will quickly look
over it to see if they completed it correctly.
Formative Assessment:
I will observe students as they work independently and do a quick check on their booklet.
Learning Goal
Success Criteria
Assessment Strategy
Students will continue to learn
Students will successfully
Students will learn about ocean
about ocean animals.
complete their Ocean Animals
animals and their characteristics
booklet.
by completing their own Ocean
Animals booklet.
Modification/accommodations:
I will spend more time with my IEP students to check their understanding. I will allow Anthony and Jaxon, if
needed, to take a few breaks as they are working.
Collaborative/Cooperative (You do it together)
Now that you have completed your Ocean Animals booklet, I would like you to share your booklet with your
table. As you do, please discuss and answer the following questions. 1-What were some of the characteristics
of the animals that lived in the ocean? 2-How are these characteristics different than the other habitat animals
we have learned about? 3-How do these characteristics allow these animals to live in the ocean? SIOP 7,15
(Allow time for students to discuss with their group) SIOP 16,17,18 (I will walk around, listen, and question
students) Okay, lets talk about this. (Review questions as a whole group) Some of the characteristics of
animals that live in the ocean are: no backbones, soft bodies without a skeleton or shell, gills that help them
breath, scales, and fins that help them swim. These characteristics are different than other habitat animals,
because they allow these animals to live in the ocean. Desert animals dont have these characteristics, and
they would not survive in the ocean. These characteristics allow them to live in the ocean, because they give
them a way to survive and help them reach the needs of living things. SIOP 14
Summative Assessment:
I will asses students Ocean Animals booklet to assess their understanding. SIOP 30
Modification/accommodations:
I will work with lower-level students as well as reading the Ocean Animals booklet with them prior to the
lesson. I will have my higher-level students (Jaxon and Brock) answer the 3 questions listed above. I will also
engage my behavior students to help keep them attentive.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
(Come back to seats)
Okay boys and girls, today we learned about the ocean habitat and the animals we can find there. Lets review
what a habitat is by doing our actions/definition. Habitat: the need for shelter and space. We have been
learning about the needs of living things. Lets read what they are together, ) living things need: water, air,
food, and waste removal. (Read definition together). SIOP 27 Whisper tell me one of the ocean animals we
learned about today. SIOP 18 Ocean is home to: sharks, dolphins, crab, and fish. Discuss with your table,
what are some of the characteristics of ocean animals? How are they different than other animals in different

habitats? (Discuss as a class as well) SIOP 28 Alright, you guys did a great job reaching our objective today.
Lets review our objective together, Objective: I will read and identify the characteristics of living things in
the ocean. Great job today class. SIOP 23, 24, 25,26















SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
-Post number sentence & picture example on board
-Have regrouping poem ready
-4-step poster
-Enriched activity & Extra activity

1 hour

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
Overall, I felt like this lesson went well. It was a good change to have students interact and talk about the ocean habitat. I
feel like they were able to connect with the ocean, since many students are familiar with ocean animals. I will strive to use
more technology throughout my lessons.