Teacher: Samantha Martinez
Grade Level: 1st Grade
Title of Lesson Plan: Introduction to Habitats
Standards:
New Generation Science Standard: K-ESS3-1 Earth and Human Activity: Use a model to
represent the relationship between the needs of different plants and animals (including
humans) and the places they live. Performance Expectation Grade: K-2 K
Arizona Science Standard: Concept 3: Organisms and Environments
o Understand the relationships among various organisms and their environment.
o PO 1. Identify some plants and animals that exist in the local environment.
o PO 2. Compare the habitats (e.g., desert, forest, prairie, water, underground) in
which plants and animals live.
o PO 3. Describe how plants and animals within a habitat are dependent on each
other.
Reading Standard:
o 1.RI.5 Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
Objective:
Students will be able to identify habitats and the characteristics of them.
Subobjective:
Students will be able to identify the habitat that they live in.
Vocabulary:
Continent- continent is any continuous land mass on earth (Africa, Antarctica, Asia,
Australia, Europe, North America, and South America).
Habitat- place in nature where plants, animals, and people grow and live.
Physical Adaptations- that help plant or animal better live in an environment.
Predator- animal that hunts another animal for food.
Weather- daily conditions over a particular area that includes temperature, precipitation,
cloud cover, and air pressure.
Lesson Summary:
This lesson is expected to be 30-35 minutes long on an in-depth introduction to habitats.
Students will be introduced to Habitats through the Habitat Song provided. “Where Plants and
Animals Live,” by Bobbie Nyden is a guided reading for students, nonfiction providing
definitions and real photographs. Students will follow along as teacher reads aloud the text. After
this, the class as a whole will create a poster that outlines different habitats and their
characteristics.
Evidence of Mastery:
The board on habitats will be completed as a whole group with participation from the class as a
whole.
Prerequisite Knowledge:
Students should have prior knowledge on animals and weather conditions of habitats. This
knowledge should be activated through teacher prompted questions.
Materials:
“Where Plants and Animals Live,” by Bobbie Nyden
Posterboard
Markers/crayons
Computer for the video
Teaching Procedures:
1. Teacher begin lesson by asking students what they know about: the oceans, wetlands,
forests, deserts and artic. Teacher should have students raise their hand to answer. Can
prompt with questions: What kind of animals live there? Is it cold or hot there? What
kind of plants can you find there? (Approximately 3 minutes)
2. Teacher plays the habitat song and prompts students to pay attention and try to learn the
song. (Song is 3:30 minutes)
3. Repeat the song but encourage to try and sing all together (3:30)
4. “Where Plants and Animals Live,” by Bobbie Nyden is a guided reading for students,
nonfiction providing definitions and real photographs. This book defines what an
ecosystem is and what makes up an ecosystem.
5. As a whole group with the teacher guiding, student and teacher will follow along to the
text. “Popcorn Reading,” will have every student get the chance to read a paragraph from
the story and make sure that students are paying attention (10 minutes)
6. After the reading, teacher will present the poster board that will be included about
habitats
7. As a whole with teacher guidance, have students help create a poster board on habitats
and their characteristics.
Ways of Thinking:
Systems thinking, learning how the habitat affects the animals and planets that live there and
how it is interconnected in a web of relationships.
Resource:
https://funinfirst.com/habitats/ “Habitats,” by Jodi Southard.
