5E Lesson Plan Ideas

Teacher: N. Willis
Date: April 3, 2019
______________________________________________________________________________________________
Subject area/course/grade level (2 points):
Science (Grade 1)
Digital Literacy and Computer Science (Grade 1)
Title: Animal Habitats/Basic Needs
Materials: Picture cards, KWL Charts, Vocabulary Charts, Writing Handouts, Acoustic Poems Draft, Shoe
Box/Plastic Tub
Standards (State and ISTE Standards for Students) (2 points):
ALCOS: Interactions, Energy, and Dynamics
5. Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of
plants and animals native to Alabama.

AL Computer Science Standards:

R5) Locate and curate information from digital sources to answer research questions

Objectives (2 points):
The students will:
1) Investigate a variety of familiar and unfamiliar habitats and describe how animals maintain their lives and
survive.
2) All animals live in habitats that provide their basic needs.

The students will be able to:

1) Choose and type or speak key words and phrases into a search engine to gain results on specific information
pertaining to a topic with given support and guidance from an adult.
2) Find information about a specific topic or answer a specific question using a digital resource such as a
webpage, ebook (Reading A-Z), and/or video with support and guidance from an adult.
3) Record their learning and thinking into a digital device using video, text, and/or pictures and drawings with
given support and guidance from an adult.
Differentiation Strategies (2 points): Peer tutors, extended teacher, one-on-one assistance, picture cues

ENGAGEMENT (18 points):

The teacher will introduce the topic ‘Ocean Animals’ to students, the teacher will project picture cards of various land
and sea animals to the class.

The teacher will perform a quick pre-assessment using Kahoot. The assessment will ask students to identify habitats
of animals shown in pictures. The teacher will help students identify some features of animals (such as body parts –
flippers, fins, shells, legs, etc.) that may help them determine if animals live on land or in the ocean. The pictures will
include a camel, children, a dolphin, and an elephant. The teacher will engage students in a discussion to list
similarities and differences of the animals (looks, needs, habitats, etc.).

Pre-Assessment - https://play.kahoot.it/#/k/76288e55-1b51-4354-bfef-2d560822609e

Approved January, 2013

The teacher will then, project pictures of sea stars, ducks, dolphins, seahorses, sea turtles, octupuses, crabs, swordfish,
etc.). The teacher would share that some sea/ocean animals can also live on land and that they will learn about ocean
animals in this lesson.

The teacher will engage the students in a read aloud titled Way Down Deep in the Deep Blue Sea by Jan Peck.
https://www.youtube.com/watch?v=jU2fNeMKIuo

The teacher will have students share something interesting about each ocean animal based on their reading. (i.e.,
seahorses look like real horses, crabs have shells, turtles can swim, etc.)

The teacher will allow each student to choose an ocean animal they would like to research.

After choosing an animal, the students will begin working on a KWL graphic organizer. They will list two things they
already KNOW about their animal and two things they WANT to know about their animals. This may include where
the animal lives and survival needs.

Assessment: Land/Sea Animals pre-assessment

EXPLORATION (18 points):
In the exploration phase: The teacher will allow students to research their chosen ocean animal. The teacher will
introduce students to National Geographic Kids resources and Reading A-Z. These sites provide games, videos, and
reading material for various animals, their habitats, and needs. Students will be able to use the information to access
books, articles, and pictures for their KWL chart and project.

Students will be instructed to jot notes or sketch pictures about their reading to record their new learnings about the
animal on the various websites using their KWL chart..
https://www.readinga-z.com/
https://kids.nationalgeographic.com/

After completing the KWL chart, students will discuss their learning with a tablemate.

Assessment: KWL chart completed

Approved January, 2013

EXPLANATION (18 points):
In this phase, the teacher will discuss the 5 components of a habitat: food, shelter, air, water, and space with students.
The students will complete a vocabulary chart for the words (pictured below).

Components of Habitats

Food Shelter Air Water Space

Meaning: Meaning: Meaning: Meaning: Meaning:

_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
Sentence: Sentence: Sentence: Sentence: Sentence:
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
Picture: Picture: Picture: Picture: Picture:

Assessment: Vocabulary Chart

ELABORATION (18 points):
Students will use www.lucidpress.com to create a brochure about their animal’s habitat. Brochures must include
information from KWL chart, interesting facts, and pictures. The teacher will model and assist students with
completing the task.

Assessment: Brochure
EVALUATION (18 points):
Students will demonstrate their understanding that animals have basic needs and that they are met through their
habitats by creating an acrostic poem about their animal and its home using the letters of the word HABITAT and a
diorama of the habitat.

Students will create a habitat for their ocean animal using a shoebox or plastic tub. Students could use glue, crayons,
markers, construction paper, scissors, paint, and more. I have included a few pictures as an example.

Approved January, 2013

Students can evaluate their work by utilizing the rubric below.

(Post Assessment Kahoot) - https://play.kahoot.it/#/k/76288e55-1b51-4354-bfef-2d560822609e

Rubric:
Student Name: __________ Date: _____________________________
Ocean Animal Brochure Rubric

Name MUST BE INCLUDED

Name of Animal ___________/ 20

KWL Chart (Handwritten) ___________/ 20

K, W, L Components (Brochure) ___________/ 20

Pictures ___________/ 20

Interesting Fact ___________/ 20

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013