DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Rylee Slesk Grade Level 2nd Title: Rainforest 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:

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 living things that are in the rainforest habitat.
Language Walk-Away:

I will read and identify living things that are in the rainforest habitat.

Vocabulary:

Habitat, living things, rainforest 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 observe students as we practice and use the vocabulary words. I will also observe
and assess students as they read and complete their rainforest mural. I will also assess as
students discuss with their groups the different animals and plants in the different
rainforest. I will provide necessary feedback and correct any misconceptions. SIOP 29
Content Walk-Away Evidence (Summative):
I will assess each students rainforest mural. I will assess that they have the correct
animals and plants in the different layers of the rainforest. Also, I will assess that they
have the layers labeled correctly.
Language Walk-Away Evidence (Summative):
I will assess each students rainforest mural. I will also assess students as they discuss
with their group the different animals and plants in the rainforest layers. I will also assess
their understanding of their reading by assessing their mural and if they comprehended
what layers the animals belong to. I will observe and assess as they use the vocabulary
words: habitat, living things, and rainforest animals.

Modifications/Accom
odations (ELL, IEP, GATE,
etc.)

ELL students:
-I will show them
pictures of the
rainforest, so they can
make connections.
-I will also post the
definitions of the
vocabulary words on
the board, so they can
reflect back to them as
needed.
-They will have
pictures on their
information sheet as
well.
-They will also be able
to show their
knowledge by creating
a visual, rather than
just using words.
Students with IEP:
-I will provide a
simplified information
page for my lower
students.
-I will work with
Savannah to help her

read her information

page, and allow Suri to
work with her as well.
-I will also provide
pictures of the
rainforest to help them.
-They will also be able
to show their
knowledge by creating
a visual, rather than
just using words.
Advanced Students:
-I will ask them to
answer probing
questions about their
desert animal: Can
these animals survive
in the desert? Why or
why not?
-They will share their
probing question and
answer with their
group.
-They will have extra
books that they can
research more about
rainforest animals and
include them in their
mural.
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 act
out the vocabulary
word 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 take notice of how
he works with his
group.
-David: I will make sure
to compliment him
when he is doing the
right thing. I will have
him be the leader of his
table.
-I will make sure to
involve all behavioral
students throughout
discussion and ask
them questions to
engage them.

Approx.
Time


10 minutes






























10 minutes

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Establish Rules.
Today we will be learning about the rainforest habitat. I want you to talk with your table, what is a
habitat again? We reviewed this on Monday when we talked about the ocean habitat. SIOP 8 Lets
review what a habitat is, air, water, food, shelter, and space. SIOP 9 It provides everything that
living things need. Lets review what the needs of living things are. Living Things need: water, air,
food, and waste removal. (Define and act out) SIOP 9 Let me show you some pictures of the
rainforest. Rainforests are forests that get very high rainfall. Where we live in St. George, we get
about 8 inches of rain per year. (Show with ruler) Well, can get over 100 inches of rain per year.
SIOP 8 Wow, because of this rain, they have a lot of vegetation, or plants. The weather is hot and
humid, so the animals must learn how to live there. We dont have rainforest too close to us; we dont
have any even in our country. Let me show you where you can find rainforests. (Show Map)
Rainforests are known for having four layers. Today we will learn about those four layers and the
animals that can be found there. There are 3 rainforest animals we need to know, but we will also
read about more. Lets read our vocabulary word about rainforest animals. Rainforest is home to:
poison dart frogs, sloths, and jaguars. (Read and define together) SIOP 9 Lets read our objective for
today, I will read and identify living things that are in the rainforest habitat. SIOP 1,2,3
Formative assessment:
I will observe students to assess their listening. I will observe and assess students as they discuss with
their partner and act out what a habitat and the needs of living things is.
Learning Goal
Success Criteria
Assessment Strategy
Students will have identified
Students will have successfully Students will show their
their objective. They will
reviewed the terms habitat and knowledge of their vocabulary
practice their vocabulary
needs of living things. They
words by discussing, using,
words: habitat and desert
will understand their objective. and acting them. They will
animals. They will learn their
They will define and act out the work with a partner and the
new vocabulary term:
vocabulary term, Rainforest is
class to review these terms.
Rainforest is home to.
home to.
They will begin to learn about
the rainforest through visuals.
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.
We will act out the word habitat, so Anthony can get his wiggles out. I will use visuals/map to help
students make connections.
Focus Lesson (I do it)
We are going to learn about the four layers of the rainforest and the animals that live there. This is an
example of what we will be making. (Show art project) SIOP 4 Lets start by learning about The
Forest Floor. I gave you a paper that tells us about the rainforest floors and we will use this to help us
make our art project. The first one we will learn about is the Forest Floor. I will read to you what it
says about the forest floor, This ground level is called the forest floor. (Continue to read) The forest
floor is the bottom of the forest. Since it is at the bottom, it receives the least amount of light, because
it is shaded by leafs. We will make our forest floor. Let me show you how we will do this. Lets first
put on our forest floor soil. The soil gets its nutrients from dying plants and animals. Now, it says
that tapirs live on the forest floor. Tapirs are large animals. They have a long nose, kind of like an
elephant, SIOP 8, but not as big. It uses its nose to help it get branches and leaves. Also, jaguars and
larger animals live on the forest floor. Jaguars live on the forest floor because they need to be close to
water to drink, and also they like to swim which helps protect them. Also their spots help them blend
into their surroundings. Lets add these to our forest floor. (Model how to put them on our rainforest
mural) SIOP 10,11,12,14

















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7 minutes

Formative Assessment:
I will listen and assess students as they begin to understand what lives on the forest floor.
Learning Goal
Success Criteria
Assessment Strategy
Students will learn about the
Students will have learned
Students will learn about the
first layer of the rainforest,
about the living things on the
forest floor as I scaffold the
forest floor, and a few animals
forest floor, because they will
first part of their art project
that live there.
read about and finish the
and describe the animals that
forest floor section of their
live there.
mural.
Modification/accommodations:
I will provide an already completed art project visual for students to follow. I will provide a simplified
information sheet for my IEP students and Jose. The information sheet about the layers of the
rainforest also has pictures on it. SIOP 5
Guided Instruction (We do it)
Next, we will learn about the understory of the rainforest. Lets read about the understory. The
understory is found between the canopy and the forest floor(continue to read) Okay, I want you to
talk with your table, what kind of plants live in the understory? (Give time for students to discuss
with their table) SIOP 12, 13,16,18,21,22 Okay, lets discuss what you talked about with your table.
(call on a table to share) Yes, there are bushes and small trees that live in the understory. Lets add
our bushes to our rainforest mural. (Add bushes to rainforest mural) Continue to read about
animals. Now, talk with your table, what animals live in the understory? (Give time for students to
discuss and walk around and assess) SIOP 16 (call on a table to share) Yes, we learned that bats, and
frogs live in this layer. The poisonous dart frog lives in the understory of the rainforest. These frogs
are very small (Show their size with a ruler) SIOP 12 They are very bright colors, these colors are a
warning to others that they are poisonous. They use their long sticky tongue to catch insects to eat.
There are also other animals that live in this layer, but we will focus on these ones. (Add animals to
rainforest mural) SIOP 20
Formative Assessment:
As students discuss with their table the plants and animals that live in the understory I will walk
around and listen and assess their learning. I will correct any misconceptions. Also, I will assess as
they share their knowledge with the class.
Learning Goal
Students will understand the
animals and plants that live in
the understory of the
rainforest.

Success Criteria
Students will successfully
complete the understory part
of the rainforest mural by
adding the plants and animals
that live there.

Assessment Strategy
Students will show their
knowledge through discussing
with their table and class.
Also, they will show their
knowledge through creating
the understory part of their
rainforest mural.

Modification/accommodations:
I will allow Anthony, Jaxon, and Brock to stand if needed. I will spend more time with my IEP
students to listen and help them find any information they need on their information sheet. Also, I
will help those that need help gluing and cutting anything. SIOP 29
Collaborative/Cooperative (You do it together)
Okay now we are going to learn about The Canopy layer in the rainforest. I want you to read with
your group about The Canopy layer in the rainforest. When you are done reading, I would like you
to talk about the plants that live in the Canopy layer. Also, talk about how these plants are different
than the plants in the understory layer. SIOP 15 Okay lets come back together, what kind of plants
did you read about? Yes, the canopy layer is like a big green umbrella that is formed by tops of trees.
Lets make our canopy layer. (Make the canopy layer) Now I want you to work with your group to























5 minutes












5-7 minutes

decide which of your animals you should put on your canopy layer of the rainforest. Also, discuss how
they are different than the animals in the understory layer. SIOP 15 (call on a table t0 share) A sloth
has long claws that help them hang onto branches, so they can eat leafs. These long claws do make it
hard to walk on the ground though. Also, our monkey has a long tail that helps them move through
the plants. Give time for students to complete the canopy part of the mural.) SIOP 6,22
Formative Assessment:
I will observe students and assess their mural as I walk around and work with students. I will have
Savannah and Suri work together to read. SIOP 29
Learning Goal
Students will learn about the
animals and what kind of
plants live in the canopy layer
of the rainforest.

Success Criteria
Students will have successfully
read and completed the canopy
layer of their mural. They will
add the plants and animals
that live in the canopy layer on
their mural.

Assessment Strategy
IEP and lower-level students
will have a simplified
information page to help them.
They will work as a group and I
will observe and listen.

Modification/accommodations:
Students will be in a group with advanced, on, and lower-level students. SIOP 17 Savannah will work
with Suri, since she will have a hard time reading. I will allow Anthony and Jaxon to stand as they
work if they need to. Also, Jaxon and Brock will be asked to share their probing question, Can these
same animals survive in the desert? Why or why not? with their group. SIOP 15
Independent (You do it alone)
Okay, lets make our tall trees that are a part of the emergent layer. (Model how to complete this
part). Okay, now I would like you to read about the Emergent Layer. When you are done reading, I
would like you, decide which animals, insects belong to the emergent layer of the rainforest. (Allow
time for students to work independently). (Provide extra books about the rainforest animals that
advanced students can use to research more about these animals.) I will allow them to add any
animals to their mural that they research about on their own. SIOP 5
Summative Assessment:
I will asses each students Rainforest Mural. I will assess that they have the correct plants and
animals in the correct layer of the rainforest. SIOP 30
Modification/accommodations:
I will provide a simplified information sheet for my IEP and lower-level students, as well as Jose. I
will ask Brock and Jaxon to add any other animals to their mural that they research about on their
own. SIOP 5, 6
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Okay boys and girls, today we learned about the layers of the rainforest and the animals that live
there. Lets review what a habitat is. Lets practice by doing our actions. habitat is, air, water, food,
shelter, and space. It provides everything that living things need. Lets review what the needs of
living things are. SIOP 27 What are the needs of living things? Yes, they are water, air, food, and
waste removal. SIOP 27 Okay everyone we learned about a lot of different animals that live in the
rainforest, but lets read the ones we need to remember. Rainforest Animals is home to: poison
dart frogs, sloths, and jaguars. Everyone, did a great job with your mural. Talk with your table about
what the four different layers of the rainforest are. We learned about the animals that live in the
forest floor, understory, canopy, and emergent layer. Lets read our objective one last time, I will
read and identify living things that are in the rainforest habitat. SIOP 23, 24, 28,30



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?
-Rainforest PowerPoint
-Rainforest animals, plants, and layers
-Rainforest objective and vocabulary

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?
Students met the objective as they created their rainforest mural. I thought this lesson was effective as I integrated
science and art. My students really enjoy art, so it is effective to integrate it with core subjects. I will continue to do this
as much as I can. I can improve by giving students more opportunities to discuss with their classmates.