UNLV Student: Megan Kauth PSMT Name: Ms.

Anderson

Lesson Plan Title: Habitat Scientist- Partner Lesson Plan Topic: Science
Reading

Date: 10/11/2023 Estimated Time: 30 mins

Grade Level: 2nd grade School Site: Tyrone Thompson ES

1. State Standard(s):

 RL.2.2 Recount the key details of a text read aloud or independently, paying attention to the
sequence of events, cause-and-effect relationships, character development, and setting.
 RI.2.2 Identify the main topic of a multiparagraph text as well as the main idea of each
paragraph; explain how the main ideas support the main topic.
 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different
habitats.
Lemov Strategy

Clear:

 Make sure that your instructions for the lesson are clear and easy to understand.

 Provide students with a model of what you expect them to do. For example, you could model
partner reading with a student or with another teacher.

 Check for understanding by asking students questions or having them complete a short task.

Warm/Strict

 Make sure I have a strict but warm voice when I am asking my students to do their work and
what I expect from them.

Call and Respond

 Asking questions and having the student(s) response.

FASE Reading

Bloom’s taxonomy

Remember:
  What is a habitat?

 What are some different types of habitats?

 What are some of the animals that live in each habitat?

Understand:

 Can you explain why it is important for animals to have habitats?

 Can you describe the different ways that animals adapt to their habitats?

Apply:

 If you were to create a new habitat, what kind of animals would you put in it? Why?

 What are some ways that we can help animals that are endangered because of habitat loss?

Analyze:

 Compare and contrast two different habitats.

 Identify the factors that make a habitat suitable for a particular animal.

Evaluate:

 Which habitat do you think is the most important? Why?

2. Teaching Model(s):

- Indirect Teaching

 Provide students with a variety of habitats to explore and learn about.

 Have students work together to create a Habitat Chart.

 Have students conduct research on a specific habitat and present their findings to the class.

- Direct Teaching
 Provide students with a graphic organizer to help them track the different habitats and
animals that they read about in the book.
 Lead a class discussion on the importance of habitats and why it is important to protect
them.

3. Objective(s):

 Students will be able to identify and describe the different habitats that animals live in.

 Students will be able to practice their reading fluency and comprehension skills by reading with a
partner.

 Students will be able to work cooperatively to complete tasks.

Students will need,

 Copies of Habitat Scientist for each pair of students

 Habitat Chart (extended to the next day)

 Whiteboard or chart paper (extended to the next day)

 Markers (Extended to the next day)

5. Instructional Procedures:

 Begin by asking students what they know about habitats. What is a habitat? What are some different
types of habitats? What kinds of animals live in each habitat?

 Explain to students that they will be reading Habitat Scientist with a partner to learn more about different
habitats and the animals that live in them.

Partner Reading:

Pair students up and give each pair a copy of Habitat Scientist.

 Choose partners of similar reading abilities.

 Encourage partners to take turns reading aloud.

 Encourage partners to discuss the book as they read.

 Ask partners questions about the book to check for comprehension.

 Provide partners with support and guidance as needed.

Have students read the book together, taking turns reading aloud.

Encourage students to discuss the book as they read. What are they learning about habitats? What
animals are they reading about?

Habitat Chart:

After students have finished reading the book, have them work together to complete a Habitat Chart. The
chart should have two columns: Habitat and Animals.

Students should list the different habitats that they read about in the Habitat column. In the Animals
column, they should list the animals that they read about that live in each habitat.

c. Closure:

 What did you learn about habitats in today's lesson?

 What are some of the different types of habitats that you learned about?
  What are some of the animals that live in each habitat?

 Why is it important to protect habitats?

 Have students stand in a circle.

 Have students create a poster or diorama of a habitat of their choice.

 Take students on a field trip to a local habitat to learn more about the animals that live there.

 Have students research a specific habitat and write a report about it.

7. Assessment and Evaluation of Learning:

a. Formative:

 Partner Reading Observation: Observe students as they read Habitat Scientist with their
partners. Pay attention to their reading fluency, comprehension, and ability to work
cooperatively.

b. Summative:

 Quiz: Give students a short quiz to assess their understanding of the different habitats and the
animals that live in them.

8. Reflection:

a. Strengths:

Strengths of my lesson is that the students did well with transitioning to partner reading. I also
feel I did well at explaining what we will be doing in our lesson and what are the expectations after
reading the book together. When we were done with reading the “Habitat Scientist” the students came
back to the floor quickly and I didn’t have to correct them.

b. Concerns:

A concern I would say I had with this lesson is that even after the students read the story. Some
students didn’t even know what was going on because they either couldn’t read or just sat there
because they didn’t want to work.
c. Insights:

Insight about the lesson is that it was a great lesson, and I was able to add to it the following day.
The students liked reading with a partner but when they found out I was picking their partner they were
bummed because they couldn’t play around then. When we come to the floor you can see who did the
reading and who didn’t. They were able to tell me what a habitat was and what animals might live in that
habitat. They were able to tell more about what they learned with the story and leaned about different
habitats and how seeds get moved around.