Integrated Thematic Unit Plan- Animals Around the World

Name: Biannca Guzman, Madison Rohm, Leah Vanlangevelde, Mary Jane Walker

Unit Title: Animals Around the World

Grade Level: 2nd

Subject Areas: Reading/Language Arts, Science, Math, Social Studies

Learning Goals:
Students will be able listen and discuss new information given about animals through partner and whole
group discussion Students will be able to recognize the reasons why animals are beneficial to humans
and how humans use animals. The students will read and understand animal based addition word
problems.The students will be able to form a written opinion piece and provide supporting details on
their opinions. The students will learn how seeds travel on and through animals. The students will gather
information to answer research questions based on their favorite animal.Students will also be able to
identify different forms of habitats and characteristics that go along with each habitat.The students
should be able to know exactly what animals eat what and how they are ranked on the food chain in
relation to other animals.

Concept Map Overview of Unit:

Assessment
Pre-Assessment Evidence: The teacher will take an interest inventory of the students interest in
certain animal related topics such as habitats or food sources and animal types. A running record or
journal of conversation overheard in the classroom will also be kept to develop lessons that will be
tailored more to the students interests.

Formative Assessment:
Introduction to Animal Unit: The teacher will informally walk around to ensure that all students
are participating in the discussion and that other students are demonstrating listening skills.
Animal Addition Word Problems:The teacher will walk around informally observing the
students as they are thinking and working to solve these new word problems. The students have begun to
meet the objective when they are correctly identifying two of the three parts of the word problem.
Farm Field Site Visit: The students will have an observation sheet that they must fill out as they
go on their walking tour of the farm . Students must include one fact about each animal and how it
benefits humans or the farm.
Written Opinion Piece on Favorite Animal:
Students will formulate a two paragraph paper on their favorite animal and use words such as ‘because’
‘and’ to connect idea and provide supporting details on why they like that animal.
How Animals Affect Their Environment:
The next morning, their morning message will be to write two ways animals help to disperse seeds (poop
and fur). Have them be complete sentences, then draw examples of each thing.
The assessment is their report cards.They will look like the below picture.
Favorite Animal Habitat:
Students will show understanding of the lesson by being able to identify a given habitat and tell 2
characterics that go along with given habitat
Favorite Animal Research: The students will have met the objective when they have completed
the research question worksheet.

Summative Assessment: By the end of the unit students will start making a diorama of the environment
of their favorite animal they have learned about in the unit . The rubric used for this will be based on the
research worksheet they had to fill out about their favorite animal. The student must have everything
listed within #5 of the diorama instructions to complete the summative assessment successfully.
 Literacy- Group Discussion Lesson Plan

Name: Madison Rohm Grade Level: 2nd Date: 4/23/2019 Group Size: Whole class (20-25)

Subject/Lesson Topic: Animals Around the World- Talk about animals they hear about in the text after a
group reading.

Objectives: (TLW:) The students will be able to participate in a five minute discussion with a partner
about one animal from the book and what they learned about the animal and what they thought was
surprising.

Standards/GLEs: LSS.ELA.SL. Comprehension and Collaboration 1. Participate in collaborative

conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups.

Contextual Factors: This lesson was designed for typical developing second graders in a class size of
20.

Teacher Materials/Resources:
Whole group read-aloud book: Usborne World of Animals by Susanna Davidson & Mike Unwin
Dry erase board
Dry erase marker
The Next Step Forward in Guided Reading by Jan Richardson

Student Materials/Resources: None.

Family/Community Connection or Extension: Students will be encouraged to ask their parents about
what they may know about the animals the students read about today and bring back share their answers
to the class the following morning. A field trip to the zoo would also allow students to view a variety of
animals and get basic information before the unit begins so that they have a basic experience with
different animals. This knowledge could help them determine their favorite animal later in the unit.

Pre-Assessment: Informal observations into children's conversations about the animals they see outside
the classroom, what the children are reading, and interest inventories on favorite animals and their
thoughts about nonfiction literature and how it is used.

Lesson Procedure and Activities: Students will be listening to a read-aloud of a book and having a
partner discussion about one of the animals they learned about in the book

Introduction: Introduce that we as a class will become researchers into the natural world. Ask
students to reminisce about a time to a zoo or when they saw a wild animal and ask students if they
have any interesting facts to share about an animal.

Activities:
1. The teacher will get the attention of the students and instruct them to move to the read-aloud area
(carpet, table, etc. )
2. The teacher will introduce the lesson and unit about becoming researchers in the animal word
and that she/he will be picking one animal from each part of the book to read about with the class.
 3. Talk about behavior expectations for read alouds. Students will be able to share opinions and
comments at the end of each section and the class will vote on which animal to read about by a
show of quiet hands when the teacher asks.
4. Introduce the book and have the students infer what kind of animals they see before opening it .
Pick 4 students to share what they think.
5. Go through a 3 minute picture walk of the book and point out how the book is organized by
continents. Students can look at the pictures of the animals in each section to pre-determine what
animal they may want to vote on when that portion comes up .
6. Begin the story and for each continent ask the students to silently raise their hand if they prefer to
learn about 2-3 animals chosen by the teacher ahead of time . If time allows then more than one
animal can be read aloud.
7. Tell students that the book will be available in the classroom library for reference and recreational
reading.
8. Pair students up in groups of two or three based and have them turn and discuss one an animal
they liked from the book for 3 minutes. Tell the students they can have the same animal or a
different one but they must listen to their partner carefully and share one comment or fact about
their partners animal that they also saw.
9. While students are discussing the teacher will write each animal that was read about on the
whiteboard leaving space underneath where a tally will be kept .
10. The teacher will grab the students attention again and then go down the list of animals on the
white board and ask which students chose to discuss about that animal and mark one tally next to
that animal.
11. When all of the votes are in have the students break up into groups on the carpet based on the
animals they discussed so that they are with other children who also discussed that animal.
12. For another 3-5 minutes have those groups discuss with each other the animal they chose and
what they all liked about that animal and other facts they would want to know or already know
about it .
13. At the end of the timer the teacher will ask one student from each group to share a fact they
discussed in the group to the class.

Closure: Ask students if they found out anything new in their discussions or the reading. Ask
students if they have a new favorite animal or are they interested in any new animal.

Differentiation: Students who have a hard time choosing an animal will be given a choice from the
teacher of two . Groups that are having students interrupt or unable to share can a talk stick or stuffed
animal to designate a speaker and will be timed at how long they can share before passing the talking
stick. An online read-aloud of the book can also be given to students who struggle to participate in a
group setting or need more time to look at the visuals.

Formative Assessment/Evaluation:An informal assessment will be used to determine if all of the

students are participating. While the students are talking to one another the teacher will walk around
listening to groups after she/he has written the list of animals on the board. If there is suspicion of
students not participating then the teacher can ask for the students input and as another student to
respond.

Math Lesson Plan

Name: Mary Jane Walker Grade Level: Second Grade Date: April Group Size: Whole Class
Subject/Lesson Topic: Animals Around the World - Animal Addition with Word Problems

Objectives: (TLW:) The students will be able to read and understand the different parts of addition word
problems and begin to apply this to help them answer the questions correctly.

Standards/GLEs: CSS2.OA.1- Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number
to represent the problem. 


Contextual Factors: This lesson was designed for typical developing second graders in a classroom of
20.

Teacher Materials/Resources:
● Word Problem Worksheets

Student Materials/Resources:
● Pencil

Technology Integration: After this lesson students who finish early may go to the computers and
practice their knowledge on Zearn.

Family/Community Connection or Extension: A weekly letter will be sent home detailing to guardians
what their child is learning is class and they will be encouraged to discuss this with their child.

Pre-Assessment: After mastering basic understanding of addition in equation forms the children’s
advancement in the math domain will have been considered to decide whether they are ready to begin
learning word problem formats of addition.

Lesson Procedure and Activities:

Introduction: First the teacher will project a few example math addition equations on the board.
The children will be asked to answer these questions because they are familiar, this will activate
their prior knowledge.

Activities: The teacher will then project a word problem onto the board and read it aloud. The
teacher will then ask several framing questions to direct the students thinking.
· “Who can tell me what we are trying to find?”
· “What do we already know?”
· “How will we solve this problem?”
The teacher will model how to solve the word problem with the students input. The teacher will
repeat with another problem, helping to model the solution process. After the students have
gained an idea about this new math format they will be handed a worksheet and asked to work to
solve the problems in pairs.

Closure: When the students have completed the questions the teacher with go through and
model the correct answers allowing students to contribute their ideas.
Differentiation: Early finishers are given the opportunity to work on Zearn, while those who need more
assistance can be pulled into small group at another time for one on one supported help from the teacher.

Formative Assessment/Evaluation: The teacher will walk around informally observing the students as
they are thinking and working to solve these new word problems. The students have begun to meet the
objective when they are correctly identifying two of the three parts of the word problem.
 Word Problem Solving Steps

1. Charlie has geckos in his garden. There are 10 types of gecko’s

active in the day. There are 8 other types that are active in the night.
How many types of geckos are in Charlie’s garden in total?

What are we trying to find?

What do you already know?

Write the equation to solve this problem.

2. One kind of stickleback fish has four spines on its back. Another
kind of stickleback has two. If the two fish swim together, how many
spines are there in all?

What are we trying to find?

What do you already know?

Write the equation to solve this problem.

3. An inchworm took 8 hours to crawl up a tree. It took some more

hours to crawl along a branch to a leaf. In all, it took 12 hours for the
inchworm to reach the leaf?

What are we trying to find?

What do you already know?

Write the equation to solve this problem.

4. Jamison went fishing with his dad. He caught a Muskie. His dad
caught a Muskie that weighed 10 pounds. Together the Muskies
weighted 25 pounds. How much did Jamison’s Muskie weigh?
What are we trying to find?

What do you already know?

Write the equation to solve this problem.

5. A ladybug was sitting on a leaf. It had 4 spots on its back. Another

ladybug was on the ground. It had 5 spots on its back. How many
spots did both ladybugs have together?

What are we trying to find?

What do you already know?

Write the equation to solve this problem.

 Social Studies Lesson Plan

Name: Madison Rohm Grade Level: 2nd Date: 4/22/2019 Group Size: Whole group

Subject/Lesson Topic: Animals of the world/ How people around the world use animals

Objectives: (TLW:) Students will be able to write one of the many uses for each farm animal on their
field trip lab sheet with 100% accuracy.

Standards/GLEs: LSS.SS. 2.2.8 Describe the vegetation, the animal life, and the cultural characteristics
of the people specific to local regions and how they are interdependent

Contextual Factors: This lesson was designed for typical developing second graders in a classroom of
20.

Teacher Materials/Resources:
Permission slips
At Least 2 extra Chaperones
Farm that gives elementary appropriate field trips that have animals .
Preparations for transportation (bus reservations)
Roster
Writing utensils

Student Materials/Resources:
Worksheet
Writing utensils
clipboard
Optional : lunch/water

Technology Integration: If plans are canceled with the field site visit then a virtual tour around a farm or
youtube video may be used. While on the field site visit an ipad can be passed around from group to
group to take pictures.

Family/Community Connection or Extension: Have parents come on the field site visit. Visit local
farms and learn how animals play an important role into maintaining and providing for the people and
other animals on the farm .

Pre-Assessment: Before the field site visit have the students participate in a class discussion about the
animals they anticipate seeing there. What do they think the animals on the farm do ?

Lesson Procedure and Activities:

Introduction: Shortly following the group discussion/pre-assessment ask students while on the bus
or in the class. Why would a farmer own those certain animals ? What do we buy that come from
animals ? Why do we have pets ? What benefits do they think animals can have ? how do they make
us feel?
Activities:
1.While on the bus tell the students what groups they will be in with their chaperones
2.As the bus arrives have the students file off one by one and break into groups
 3.Set behavior expectations and remind chaperones they they are accountable to correct any
misbehaviors as well.
4.Introduce that we will be going around the farm with different staff members and learning about how
a farm functions and the jobs the animals have on the farm.
5. Pass out the animal jobs worksheet and clipboard and tell students they will be filling these out as
they see each animal. Each worksheet will have a picture of the animal and the students must fill out
one role that the animal plays on the farm (ex, Cow=milk, Horses=transportation, sheep=wool)
6. With the tour guides go to each station and make sure that the tour guide tells the specific job or
products that come from the animal, if they fail mention then have a student or yourself ask .
7. When the field site visit is over file all the students on the bus
8. When arrived back to the classroom allow extra time for students to finish worksheet if they have
not already
9. Have a group discussion about what the students saw and what they were taught about each
animal
● What animals did you see ?
● Were there any animals you have not seen before ?
● What were some of the jobs each animal had?
● How did the tour guide say field used to be planted (with big ox and plow)
● What do we get from each animal like a sheep? (wool)
● What does their wool make for us (clothes to keep us warm)
● What about the bugs and birds on the farm? What role did they play such as a bee . (pollinate the
food)

Closure: Explain to the students that animals play an important part in our survival and how we live.
When we take care of the animals like on the farm they provide us with food (meat, eggs, dairy), help us
with our crops (pollination), work (plowing or pulling), transportation (horseback riding) , and so much
more.

Differentiation: Students with behavior needs on the field site will stay with the teachers groups.
Students may also receive help writing by one of the chaperones or possibly using a tablet to type. To
add rigor students can list more than one way an animal is useful to the farm and people

Formative Assessment/Evaluation: A formal observation/lab sheet will be given to students to fill out.
(down below)

Helping Farm Hands

Below, write one way each animal helps on the farm or what it gives the farmers in return for being taken care
of. When you’re done, if you have time you may draw a picture of the animals below or on the back of the paper

Horse________________________________________________
_____________________________________________________

Pig___________________________________________________
_____________________________________________________

Cow__________________________________________________
_____________________________________________________

Bee__________________________________________________
_____________________________________________________

Crow_________________________________________________
_____________________________________________________

Sheep________________________________________________
_____________________________________________________
Bonus. Ox
_____________________________________________________
___________________________________________________
 Writing Lesson Plan

Name: Biannca Guzman Grade Level: 1st Date:4/23/19 Group Size: class as a whole

Subject/Lesson Topic: Animals around the World-Your Favorite Animal (Literature)

Objectives: (TLW:) The Students will be able to write a 2 paragraph opinion paper (9 sentences)
explaining their favorite animal based on knowledge from previous lessons and provide supporting
opinion statements as to why this animal is their favorite.

Standards/GLEs: LSS.ELA. W.2.1-Write opinion pieces in which they introduce the topic or book they
are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and
provide a concluding statement or section.

Contextual Factors: The students are typical developing first graders in a class of 20. This lesson was
designed for typical developing 1st graders.

Teacher Materials/Resources:
● Concept map for each student
● Printed student fill in sheet for each student

Student Materials/Resources:
● worksheets provided
● blank piece of paper for drawing
● Pencil
● general idea on their favorite animals and why they personally like it

Technology Integration: None

Family/Community Connection or Extension: Students may bring their parents a copy of their
paragraphs and show them their writing skills. They can then have a further discussion on this animal as
well as their parents favorite. This will allow parents to not only have a discussion with their child but also
see where they are at in their writing abilities.

Pre-Assessment: Based on their knowledge from the different animals around the world in their Social
Studies lesson, students will be given a piece of paper in which they are to write down the list of their
favorite animal.

Lesson Procedure and Activities:

Introduction:
- I the teacher will ask students to recall the different animals discussed during their SS lesson (animals
around the world)
- Students will then be asked to share (by raising hand) what their favorite animal is.
- Based on the animal chosen the students will be instructed to informally share with their shoulder
partner why they picked that animal as their favorite.

Activities:
- Students will be provided with a concept map
- in the center of the concept map students should be instructed to write the name of their favorite animal
(dolphin, giraffe, etc.)
- Students are then instructed to fill in the 5 bubbles with characteristics on why they like this animal
- Upon completion inform students they will be handed an already formatted lined paper in which they are
to write 8-9 sentences based on their concept map as to why the like this animal.
- Inform students that they should include reasons on their concept map but must include supporting
sentences.
- this may involve ‘A cheetah is the best animal around the world. It is the best because it runs faster than
all others. A cheetah runs faster because it has fast legs”.
- Instruct students that within their paper they must use ‘because’ ‘and’ ‘or’ words to connect their
thoughts
- Also instruct students to use different opening sentence starters (I like, this is my favorite because,
Cheetahs are the best because, etc.).
- Once the paper is completed allow students to get a blank sheet of printer paper and cut in ½ and draw
and color a picture of their selected animal and put the picture above the paper and hang around the
classroom.

Closure: Once all aspects (concept map, paper, picture) are completed allow 4-5 students come up and
share their paper and pictures

Differentiation: For the students who have a harder time with writing I will make their requirement be 7
sentences rather than 9. This will allow them to still complete the assignment but have to reach a lower
goal. For those who are more experienced in writing I will have their requirement be to write 10 sentence
(5 per paragraph). This change will challenge them as they are to come up with more supporting details
rather than just their opinions.

Formative Assessment/Evaluation: If the students complete the two paragraphs with 9 sentences in
total and have the opinions used in the concept map along with using ‘because’ ‘and’ words and have
each sentence start with different beginning they will have achieved a passing for the assignment.
Name: ______________

My Favorite Animal from Around the World

My Favorite Animal is a ____________.

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________
 __________________________________________

That is why ___________ is my favorite animal!

PK-3 Lesson Plan Format

Name: Leah VanLangevelde

Grade Level: 2nd
Date: April 23, 2019
Group Size: Class

Subject/Lesson Topic: Food Chain

Objectives: (TLW:) Student should be able to rank the different animals based on the food chain and
which one will eat the others or be eaten by the others.

Standards/GLEs: Research to Build and Present Knowledge.

7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).

Contextual Factors: The students are typical developing first graders in a class of 20. This lesson was
designed for typical developing 1st graders.

Teacher Materials/Resources:
- The books for children to read about the different animals and what they eat/the food chain
- At least 120 blank pieces of paper
Student Materials/Resources:
- 5 pieces of blank paper
- Pencil
- Crayons

Technology Integration: https://www.youtube.com/watch?v=oCFU3tLdjRY

Family/Community Connection or Extension:

For this, have the children go home and ask about their five favorite animals, and write down what their
parents say they eat.

Pre-Assessment: In a previous lesson, students picked out their favorite animal. They will need to
remember this animal and the information they know about it.

Lesson Procedure and Activities:

Introduction: Each student will go around and say what their favorite animal they chose was (from
previous lesson with opinion piece on favorite animal) and state one thing they think their animal eats.
 Activities:
1. Each table will get one book about the food chain of animals and pass it around/read it as a table.
2. This will happen for 5 minutes.
3. Then they will pass that book onto the next table and repeat this until all five books have been
read by all five tables.
4. Now someone will pass out 5 pieces of paper to each child and have them take out a pencil and
crayons.
5. Then explain as papers are getting passed out what is going on this paper.
6. On the top left of the paper, they need to draw a picture of their animal.
7. On the right, next to the picture, write the name of the animal and the grade it deserves. This
means how high they are on the food chain.
8. The first animal they draw, which is the one they described in the introduction activity and the one
they picked as their favorite for Biannca’s lesson.
9. Under the picture they need to write why it got this grade and what animal/plant it eats.
10. Then repeat the same things on that paper for the animal they just said their A animal eats.
11. Do this for five animals, so grade them A to F, A being top of the food chain and F being the
lowest.

Closure: The students will share their report cards with their table. Then the students will get the
chance to walk around and look at their classmates report cards and learn what animals eat.

Differentiation: For the students who are quick readers, they will assist the students at their table who
are not. For the students who finish their report cards early, they can draw on an extra piece of paper a
representation of the five animals/plants they chose. For the slower children on the report cards, they can
do it in their free time, or just try and do their top 3.

Formative Assessment/Evaluation: The assessment is their report cards.They will look like the below
picture.
 PK-3 Lesson Plan Format

Name: Biannca Guzman Grade Level: 2nd Date:4/22/19 Group Size: 20 students-
groups of 2

Subject/Lesson Topic: Science-Habitats of Animals Around the World

Objectives: (TLW:) Students will match animals with their correct habitats and identify 2 animals in a
given habitat and distinguish their difference from other habitats using the given activity sheet.

Standards/GLEs: 2LS4-1- Make Observations of plants and animals and compare the diversity of life in
different habitats

Contextual Factors: The students are typical developing first graders in a class of 20. This lesson was
designed for typical developing 1st graders.

Teacher Materials/Resources
- 22 – habitat question worksheets
- envelopes already sorted based on habitat given
-video prepared for introduction
Student Materials/Resources:
● 1 habitat question worksheet
● 1 envelope per group filled with different animals that live in that habitat
● 1 paper with an overall picture of a habitat per group
● 3-4 pictures of animals and 3-4 characteristics in that habitat (in the designated envelope)

Technology Integration: (video on biomes and what they look like)

https://www.youtube.com/watch?v=hIy0ZlyPPDg

Family/Community Connection or Extension: Encourage children and families to further dicuss

habitats and the different animals in each habitat. If possible ask families to attend a zoo and look at each
animals habitats and way of living.

Pre-Assessment: What data did you use to plan for instruction that meets children’s interests, needs,
and abilities? This may be formal or informal.

Lesson Procedure and Activities: This lesson will be taught using 5E method
Lesson Opening:
1. Students will openly discuss what they learned previously in their science lab about habitats.
Engage:
1. watch video that covers the overall idea on habitats
2. https://www.youtube.com/watch?v=hIy0ZlyPPDg
3. ask what they noticed about the different habitats “What did you guys see in this video?” “what
different kind of habitats can exist?”
4. ask what makes the different habitats unique from one another “how are all of these habitats
different?”
Explore:
1. separate the students into 6 groups (order does not matter)
2. Give each student a worksheet to do during the activity that will act as the assessment
3. give each group a picture representing one of the 6 habitats discussed
4. give each group the envelope that goes with the picture
5. instruct the students that they are to place the images inside the envelope on the picture if they
are sure that the ones in the envelope go with the large picture given
6. a few minutes into the assignment tell the students that some pictures may not belong (but do
not say which ones)
7. once the students have completed this activity move onto the (explain) part of the lesson

Explain: (questions to ask students during the activity)

1. So what habitat do you think you guys have?
2. What makes you sure this is the habitat you think?
3. What other animals would go in this habitat?
4. What other kind of plants do you think would go here?
5. Why are these pieces not included in your picture?
6. Where would these other pieces might go?
7. What kind of weather would be in this habitat?
8. How do you think humans live in this place?
9. What changes would we have to make to live here?
10. How do you think these animals survive here?

Elaborate: (for early completers)

1. Early completers will be told elaborate to others in their group why the other pieces do not belong
in their habitat.
Assessment/Evaluate:
1. The students will be given a paper in which they are to identify the name of their habitat and give
two examples as to what lives in that habitat and what makes this habitat different from the others.

Lesson Closure:
- Once the students complete the activity and the worksheet given the lesson will then be wrapped up by
me asking what they learned about the activity aloud by raising their hand as well as completing an exit
ticket to ensure true understanding of the topic discussed.

Differentiation: For the groups that contain lower students their envelopes will not have as many
pictures that they need to put in their habitat and ones that don’t belong. Through this they will not have
as many images to sort causing less stress. For higher students their envelopes will contain a larger
amount of images the need to put in the habitat and ones that do not belong. Along with some images
that look like they could be in 2 habitats but really are not. Through this student will need to think more
about where to sort each image and have a higher number, working their brain a little more.

Formative Assessment/Evaluation:
1. The students will be given a paper in which they are to identify the name of their habitat and give
two examples as to what lives in that habitat and what makes this habitat different from the others.
 PK-3 Lesson Plan Format

Name: Leah VanLangevelde

Grade Level: 2nd
Date: April 23, 2019
Group Size: Class

Subject/Lesson Topic: How Animals Affect the Environment; Specifically Plants

Objectives: (TLW:) Students should be able to identify how and what affect animals have when moving
seeds.

Standards/GLEs: Interdependent Relationships in Ecosystems

Plants may depend on animals for pollination or to move their seeds around. (LE.LS2A.b)

Contextual Factors: The students are typical developing first graders in a class of 20. This lesson was
designed for typical developing 1st graders.

Teacher Materials/Resources:
- Camera to take pictures of them

Student Materials/Resources:
- An old pair of fuzzy socks they don't mind getting dirty
- Pencil
- Writing journal

Technology Integration: https://www.youtube.com/watch?v=X1Muoz3x3fo

Family/Community Connection or Extension:

The students will go outside before this lesson and see if they can spot any seeds, and ask their parents
the possible ways the seeds got there, then report their answers in class.

Pre-Assessment: The students should have already learned about plants and that factors such as
animals help move the seeds and create new plants.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or science;
For Science lessons you may substitute the 5 Es in this section only)

Engage: We will start with the video to get their brains activated. Then hear what their parents told
them about how they think the seed in their backyard got there. Ask them three things: What
affects how seeds move?, how do animals affect this?, and what is one way animals move a seed?
 Explore:
1. Have each child take out their socks and put them on, taking off their shoes and having just the
socks on.
2. Explain the point of this: it is to try and get seeds to stick to our fuzzy socks.
3. Have them go outside and try to get seeds to stick to their socks.
4. Ask them why they think the seeds are sticking.
5. Ask them if any have fallen off?

Explain: Each student will go back inside and answer these three questions:
1. Did any seeds stick to your sock?
2. Did ayn fall off after they stuck?
3. What do you think the sock represents?
Elaborate: Have them discuss other ways they think seeds can be dispersed having to do with animals.

Closure: Go over the meaning of that in whole group. Explain that it was supposed to be like the
animals fur, the fuzzy socks, and that is one way seeds travel. Explain they can also travel when animals
eat the fruit and poop it out.

Differentiation: There isn't much differentiation in this lesson. If a child knows the answer to the
questions, have them assist someone who doesn't. If a child doesn't have socks, have extras just in case
so no one feels left out.

Formative Assessment/Evaluation: The next morning, their morning message will be to write two ways
animals help to disperse seeds (poop and fur). Have them be complete sentences, then draw examples
of each thing.
 Literacy Lesson Plan

Name: Mary Jane Walker Grade Level: 2nd Date: April Group Size: Individual

Subject/Lesson Topic: Animals Around the World- Favorite Animal Research

Objectives: (TLW:) The student will complete a set of questions by researching the habitat and life of
their favorite animal.

Standards/GLEs: LSS.ELA.W.2.8 - With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.

Contextual Factors: This lesson was designed for typical developing first graders, in a classroom size of
20.

Teacher Materials/Resources:
· Research Questions Worksheet

Student Materials/Resources:
· Pencil
· Laptop

Technology Integration: The students will use their laptops to research and answer scripted questions
that will be useful to them when completing the summative assessment.

Family/Community Connection or Extension: A letter will be sent home informing guardians of the
research the students have done and encourage them to have the student share this research and help
to begin the creation of a diorama using their research.

Pre-Assessment: The students recently wrote opinion pieces on their favorite animals, this allows them
to research their favorite animal further.

Lesson Procedure and Activities:

Introduction: Ask students to think back to what they have been learning about animals around
the world, and to think about the animal they recently have chosen as their favorite.
 Activities: The worksheet will be passed out and the students will be asked to read the
questions and answer them in accordance with their favorite animal.

Closure: the teacher will hand out an instruction paper and inform students that “Over the
weekend, you will take the research you have done today and with a list of instructions create a
diorama for your favorite animal.”

Differentiation: For students who will have difficulty I can provide a list of 5 research websites where
they can find their answers on.

Formative Assessment/Evaluation: The students will have met the objective when they have completed
the research question worksheet.
 Favorite Animal Research

My favorite animal is ___________________________________.

For the following questions, research and answer according to your favorite animal.

1. Where is this animal from?

_____________________________________________________

_____________________________________________________

_________________________________________

2. This animal looks like…

_____________________________________________________

_____________________________________________________

_________________________________________

3. This animal eats...

_____________________________________________________

_____________________________________________________

_________________________________________
4. What would eat this animal, if anything?

_____________________________________________________

_____________________________________________________

_________________________________________

5. Do people interact with this animal? How?

_____________________________________________________

_____________________________________________________

_________________________________________

6. List three fun facts about this animal.

_____________________________________________________

_____________________________________________________

_________________________________________
Communication with Parents/Guardians:
Parents will receive a newsletter home the week before the unit starts. It will explain how the unit
came to be apart of the class discussion and how it will be implemented in the curriculum . The letter will
also state the plans for a class trip and the need for chaperones and the benefits of being a chaperone to
furthering the importance the connection between family and school and seeing what ones child is
learning. This first letter will also include that at the end of the unit there will be a project that the students
will be starting in class but will have to finish at home and can be worked on together as a family. Pictures
will also be sent from the field site and other activities in the class through any texting or web app the
parents and teachers have or in the newsletter the following week.
Community and Parent Involvement: Parents will be encouraged to visit and participate often in this
unit as chaperones and with helping the students in their end-of-unit- project. Parents would also receive
a resource guide to places around the city or state that they can take their child to observe more animals
than just at home. Some experts that can be used include zoologists or animal handlers that can come in
with some exotic animals for the students to observe and pet while the expert conducts a short
presentation or lecture. A veterinarian can also come in and talk about the different structures of animals
and how that benefits them in the wild and how a vet would take care of an exotic or domestic animal.
Field site visits could include trips to the zoo and a farm to see a variety of animals and how they are
used by humans.

Integration of Technology:
Animal Addition Word Problems: After this lesson students who finish early may go to the
computers and practice their knowledge on Zearn.
Favorite Animal Research Lesson: The students will use their laptops to research and answer
scripted questions that will be useful to them when completing the summative assessment.
Field site visit (social studies): Students can take pictures of the farm animals to use later in
their diorama or to share with parents.
Animal Science Lesson about Seed Dispersal:
https://www.youtube.com/watch?v=X1Muoz3x3fo
https://www.youtube.com/watch?v=oCFU3tLdjRY
Animal Literature Lesson about the Food Chain:
https://www.youtube.com/watch?v=oCFU3tLdjRY
https://www.youtube.com/watch?v=hIy0ZlyPPDg (video on biomes and what they look like)

Student Materials and Resources:

● The book Dolphins! (Step into Reading) by Sharon Bokoske is an example of a nonfiction book
that the teacher will share with students, the students would then be allowed to go into their
library to find a book of the same nature about their own favorite animal.
 ● Usborne World of Animals by Susanna Davidson & Mike Unwin is a nonfiction book that the
teacher will use in a read aloud with the students to introduce the unit on animals . The students
will also use it as a reference book for their projects or for independent reading .
● Laptops with access to reliable research on animals
● Writing Materials
● Clipboards
● Worksheets
● An old pair of fuzzy socks they don't mind getting dirty
● Writing journal
● 5 pieces of blank paper
● Crayons
● worksheets provided
● blank piece of paper for drawing
● general idea on their favorite animals and why they personally
like it
● 1 envelope per group filled with different animals that live in that habitat
● 1 paper with an overall picture of a habitat per group
● 3-4 pictures of animals and 3-4 characteristics in that habitat (in the designated envelope)

Teacher Resources:

● The books for children to read about the different animals and what they eat/the food chain
● At least 120 blank pieces of paper
● Camera to take pictures of them
Favorite Animal Paper:
● Concept map for each student
● Printed student fill in sheet for each student
Introduction Read Aloud Lesson:
● Usborne World of Animals by Susanna Davidson & Mike Unwin
● The Next Step Forward In Guided Reading by Jan Richardson (Using read-alouds to encourage
oral retelling skills and listening skills)
Math Lesson:
● Word Problem Worksheet
Favorite Animal Research Lesson:
● Research Questions Worksheet
● Dirama Instructions Worksheet
Social Studies Field Site Lesson:
● Helping hands worksheet
● https://www.paws.org/kids/learn/
● https://kids.nationalgeographic.com/animals/
● https://cmfarmsllc.com/field-trips/
Ecosystem Science Lesson:
● 22 – habitat question worksheets
● envelopes already sorted based on habitat given
● video prepared for introduction
Leah VanLangevelde

Reflection

This was the first time I have ever had to make an entire unit, and my first thought is that

I was quite happy I didn’t have to do it all alone. To work with a group made it so much better,

faster, and effective because we could all use our different ideas. Even with a group, it took a bit

of time. It is much harder than I thought to complete a whole unit, there is so much that goes

into a whole entire unit. My biggest issue was that I ran out of standards for animals for both

science and literature because both were being used so I could not use them again. I had to get

quite creative as well in trying to tie in my lesson plans with others because they all had to flow

with each other. That was one of the most difficult things to do overall because there are so

many topics. Overall, it taught me a lot about how much work goes into these units and helped

me to appreciate how much work teachers really do.

Mary Jane Walker

April 23, 2019

Integrated Thematic Unit Plan Reflection

This project was an immense amount of planning however, I really enjoyed the

challenges of trying to collaborate with my peers to create a unit that is a holistic theme. It was

challenging at times to try to create lessons that would cover both the various standards we

each sought to teach as well as be a continuation of the overall thematic unit. I am really

interested in using this within my own classroom. I am however, very nervous to create this on

my own as it really is a collaborative process. This opportunity has given me the chance to gain

both an overall appreciation for the process of planning and creating as well as to help prepare

me for my future within this profession.

Madison Rohm

April 23, 2019

Integrated Thematic Unit Plan Reflection

The thematic unit plan was by far one of the most influential projects I have ever done. It clearly

represents what teachers do on a daily and weekly basis by making lessons that flow together

in one underlying theme . I believe that this skill is one of the most useful tools that a teacher

can have because it uses crossing curriculums to make information and learning more fun and

flow easier for children to understand. Although it was a fun and insightful project it also was

very stressful in piecing together a good story of lesson while integrating appropriate standards

and objectives. We had to change our objectives and standard continuously in order for the

lessons to flow better and it often would even cause changes in the lessons themselves. Lastly,

The most challenging part of this project was not being around the team like teachers get to

daily. It would have been easier without the Spring Break to come together and collaborate in

person on our ideas and views on the project like teachers have planning periods and team

meetings. This made me see the value in teamwork and working together as a team to

complete a large project .

Biannca Guzman

April 23, 2019

 Thematic Unit Reflection

I really enjoyed making this thematic unit as i was able to not only form lessons but base

them off of others ideas. Through working with others it gave me better practice for when i am in

a school and must work with other teachers. I also loved that i was able to bounce ideas off of

my peers to create a wonderful lesson that hits several standards. When looking for standards I

became challenged in that once I found a standard I liked I would need to alter some aspects in

my lesson. This however helped me due to it making me think harder on how to create lessons

that are meaningful to my students learning. Another aspect I enjoyed with this project was

creating a text set. I loved this because it gave us materials to use that were not just computer

based but rather challenged the students to read and practice these skills. Overall I believe this

project helped me in several different areas of teaching that I would not have learned had it not

been for this assignment.

Summative Assessment Directions/Rubric

Favorite Animal Diorama

DIRECTIONS
Objective: To help students learn about animals, their habitats, and adaptations they need to

survive.

Project: Each student will create a diorama (a scenic representation in which sculpted figures

and lifelike details are displayed) showing their selected species of animal in a three-

dimensional representation of its habitat. To create the diorama project, a shoe box or other

small box may be used as the space for the animal’s home or territory. Students may use a

plastic or vinyl toy for their animal, or mold one from clay. Materials such as magazines (for

photos), silk or plastic plants, Popsicle sticks, toothpicks, glue, construction paper, and other

craft items may be used. Creativity is encouraged!

Diorama: “a life-size, three-dimensional scene from nature”

HOW TO MAKE A DIORAMA

1. Find a box at least as big as a shoe box - a slightly larger box works even better. Cover

the outside of the box with construction paper.

2. Collect your materials - animal figures, palm trees or sugar cubes to build an igloo, for

an interior scene.

3. Decide on a background - you can paint or draw your own or use wallpaper or

wrapping paper (or anything else you can find). Remember, though, that the background

images should be consistent with the habitat your animal would live in. Decorate the

Walls: Most every diorama has three walls or views, a ceiling or sky and a floor, ground

or base. You need to decorate these inside walls first. There are lots of ways to do this.

You can paint them or color them with markers, crayons or paint. You can measure

them, cut construction or other paper to fit on them, and glue that on. Or you can go to

your computer and design something to look more realistic.

4. Build your diorama working from the back to the front - start with the background

(don't forget the sky/ceiling and ground/floor). Then place large objects such as trees.
 The smallest objects should go farthest forward. Use glue or putty to secure the objects.

Objects such as birds, clouds, balloons, and airplanes can be hung from the top using

black thread. Tape or tie the thread to the object and to the box.

5. It must include- your selected animal, the correct habitat for your animal, at

least one predator and one prey of the animal, a title and three fun facts about

your animal you will glue to the back.