STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record,
review, and reflect on your teaching later in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Introduction What is a What is an What is a Habitat Wrap
Activity to Habitats. Desert Ocean Habitat? Rainforest up and
What is an Habitat? Habitat? Trioramas.
Arctic
Habitat?
Standards and LS.1 I know LS.1 I know LS.1 I know LS.1 I know LS.1 I know
Objectives that living that living that living and that living and that living and
What do students and non- and non- non-living non-living non-living
need to know and living things living things things are things are things are
be able to do for are different. are different. different. different. different.
each day of the LS.2 I know LS.2 I know LS.2 I know LS.2 I know LS.2 I know
unit? that traits that traits that traits help that traits help that traits help
help living help living living things living things living things
things things survive. survive. survive.
survive. survive. W.K.6 With W.K.6 With Econ.11 I
W.K.6 With W.K.6 With guidance and guidance and know my
guidance and guidance support from support from choices about
support from and support adults, explore adults, what I want,
adults, from adults, a variety of explore a impact others.
explore a explore a digital tools to variety of W.K.7
variety of variety of produce and digital tools to Participate in
digital tools digital tools publish produce and shared
to produce to produce writing, publish research and
and publish and publish including in writing, writing
writing, writing, collaboration including in projects.
including in including in with peers. collaboration W.K.8 With
collaboration collaboration SL.K.5 Add with peers. guidance and
with peers. with peers. drawings or SL.K.5 Add support from
SL.K.5 Add SL.K.5 Add other visual drawings or adults, recall
drawings or drawings or displays to other visual information
other visual other visual descriptions as displays to from
displays to displays to desired to descriptions experiences or
descriptions descriptions provide as desired to gather
as desired to as desired to additional provide inform
provide provide detail. additional ation from
additional additional SL.K.3 Ask detail. provided
detail. detail. and answer SL.K.3 Ask sources to
SL.K.3 Ask SL.K.3 Ask questions in and answer answer a
and answer and answer order to seek questions in question.
questions in questions in help, get order to seek W.K.6 With
order to seek order to seek information, or help, get guidance and
help, get help, get clarify information, support from
information, information, something that or clarify adults, explore
or clarify or clarify something a variety of
 something something is not that is not digital tools to
that is not that is not understood. understood. produce and
understood. understood. SL.K.4 SL.K.4 publish
SL.K.4 SL.K.4 Describe Describe writing,
Describe Describe familiar familiar including in
familiar familiar people, places, people, collaboration
people, people, things, and places, things, with peers.
places, places, events and, and events SL.K.6 Speak
things, and things, and with prompting and, with audibly and
events and, events and, and support, prompting express
with with provide and support, thoughts,
prompting prompting additional provide feelings, and
and support, and support, detail. additional ideas clearly.
provide provide detail. SL.K.5 Add
additional additional drawings or
detail. detail. other visual
displays to
descriptions as
desired to
provide
additional
detail.
SL.K.3 Ask
and answer
questions in
order to seek
help, get
information, or
clarify
something that
is not
understood.
SL.K.4
Describe
familiar
people, places,
things, and
events and,
with
prompting and
support,
provide
additional
detail.

Academic Habitat, Habitat, Habitat, wild, Habitat, wild, Habitat, wild,

Language and arctic, wild, wild, ocean, desert, cactus, rainforest, rainforest,
Vocabulary blubber Midnight needle, maple beak arctic, ocean,
What academic Zone, leaf desert
language will you Twilight
emphasize and Zone,
teach each day Sunlight
during this unit? Zone
Summary of Monday: Tuesday: Wednesday Thursday: Friday:
Instruction and
Activities for the
Arctic Ocean : Rainforest Trioramas
Lesson Pre- Today they Desert Today they Habitat
How will the assessment: will learn Today they will learn Book:
instruction and about ocean will learn about desert Make the
activities flow? Give out habitats. habitats. habitat book
about desert
Consider how the animal trait pages 4-6.
habitats.
students will pre- Students Students will
efficiently assessment will be Students be Creating
transition from and give introduced will be introduced to Trioramas:
one to the next. instructions to the ocean introduced to the rainforest Students will
to match by reading, the desert by by reading, receive thick
animals to ‘Ocean reading, ‘Rain Forest white paper
their Animal ‘Desert Animal and should
habitats and Adaptations Animal Adaptations’ write their
animals to ’ and ‘Look Adaptations’ and ‘Look & name on the
their traits. & Find Out and ‘Look & Find Out back. They
Ocean Find Out Rain Forest will be
Habitat Animals’. Animals’. If
Desert instructed to
Book: If there is Animals’. If there is time, color the
Make the time, the the other
there is time, background
habitat book other books the other books on the of their
pages 1- on the rainforest
books on the chosen
3. Read ocean may desert may be may be read habitat on the
Mole and be read as as well.
read as well. 2 triangles
the Baby well. They They will They will that do not
Bird. **Thi will then then watch
then watch on have the X on
s needs to watch on on YouTube,
YouTube, them. The
be taught YouTube, ‘Explore the
desert videos bottom
Monday ocean Rainforest!’
by SciShows triangle will
morning videos by by SciShows
on the Animal be their
before SciShows on the
Playlist. Talk ground of
starting on the Animal
about the their project.
habitats!** Animal Playlist. Talk
different traits
Playlist. that desert about the Choosing
Habitat Talk about animals and different Habitat:
Introduction the traits that
plants have. Students will
: different rainforest be able to
Introduction traits that Experiment: animals and choose any of
to habitats ocean plants have. the 4 habitats
with small animals and Students will discussed this
discussion plants have. complete Experiment: week (desert,
of desert, experiment This
for habitat. arctic, rain
arctic, experiment
ocean, and Experiment They will get will be about forest,
rain forest. : to look at how different bird ocean). They
Expl a cactus holds beaks. They are going to
ain that they Students water in vs will get to draw and
will be will how a maple experience color the
learning complete leaf holds what it is background
about these experiment water in. like to have for the
different for habitat. Students at a toucan habitat on the
habitats all They will this point will (eats fruit, top two
week. get to look guess which insects, bird triangles that
Today they at the they think eggs, small do not have
will learn different will hold birds, and an X on
about layers of water longer. lizards), them. They
rainforests. the ocean. The teacher hummingbir will color the
They will The three will wet 2 d (eats bottom
then watch layers paper towels. flower nectar triangle as
habitat include the One towel and insects), their ground
videos on Midnight they will lay woodpecker as well.
YouTube, ‘I Zone, flat, just like a (eats insects, Example: in
Got a Twilight maple leaf larvae, the rainforest
Habitat’, Zone, and would lay. spiders, fruit, they could
‘Animal the The other and nuts), draw thick
Habitats’, Sunlight they will twist and a jabiru trees, vines,
or Jack Zone. The into a stork (eats lots of
Hartman teacher will cylinder like a snails, frogs, greenery and
‘Habitat’. have cactus barb is. snakes, muddy
different After an hour clams, and creeks. They
substances or two, the fish). may look at
Arctic: that sit on class will They will be books in the
top of one observe the using a classroom
Students another in a leaves. The tweezers for about these
will be glass jar. maple leaf the habitats for
introduced They will paper towel woodpecker, ideas on what
to the arctic be colored
will be dry an to draw.
by reading, blue with
because it eyedropper
‘Arctic food does not hold for the Choosing
Animal coloring. water well. hummingbir Animal:
Adaptations The teacher
The cactus d, wooden Students will
’ and ‘Look will show
needle will skewer for then be able
& Find Out the jar
still be wet the stork, to choose an
Arctic around to because it and clothes animal from
Animals’. If all students
wraps up the pins for the their habitat
there is so that they water and is toucan. They and draw and
time, the can see that therefore able will practice color their
other books as you go
to hold water trying to animal. This
on the arctic deeper into
pick up tiny will be done
may be read the ocean
as well. the water for a long pieces of on a separate
They will gets darker time. rice, dry paper so that
then watch in certain beans, and they will be
on zones. Poster: worms. They able to fold
YouTube, Students will will be the bottom
arctic Poster: be work on a paying below the
videos by Students poster attention to animal down
SciShows will be together. how difficult so that it can
on the work on a They will get it is to use sit up in its
Animal poster a small piece some tools habitat.
Playlist. together. of paper and compared to Example: for
Talk about They will be told to others. the rainforest
the different get a small draw animals you could
traits that piece of or scenery for Poster: draw a
arctic paper and the habitat Students will jaguar,
animals and be told to that they just be work on a chameleon,
plants have. draw went over poster sloth, or
animals or with their together. monkey.
Experiment: scenery for teacher. When They will get Make sure
the habitat they finish a small piece the students
Students that they their picture, of paper and draw their
will watch just went they will be be told to animal and
SCIshows over with able to go draw leave space
video on their over to their animals or on their paper
blubber teacher. poster and scenery for below before
experiment. When they glue their part the habitat they cut so
Teacher finish their onto the that they just that they will
explains picture, classroom went over be able to
that they are they will be poster. with their stick it up in
going to able to go teacher. its habitat.
learn about over to
When they
how their poster finish their Writing
blubber and glue picture, they Segment:
helps their part will be able Students will
animals onto the to go over to write…
survive. classroom their poster This is a
They will poster. and glue rainforest
get to put
their part habitat.
one hand in
onto the It is hot and
a cooler full
classroom wet.
office water
poster. Chameleons
and their
live here.
other hand
will be in a
Give students
plastic bag
these prompts
lined with
and they can
Crisco.
Students fill it in. Help
will have to give some
tell which description
hand feels words on
warmer. board.
Then the
teacher will Presentation
explain that Students will
Crisco acts one at a time
like an get to present
animals their
blubber Trioramas to
keeping the class.
your other
hand warm. Post
If you did Assessment:
not have Students will
this be given their
blubber, same pre-
your other assessment to
hand helps match
you imagine animals to
how cold their habitats
you would and animals
feel in that to their traits.
arctic water. The teacher
will be able
Poster: to see if they
have learned
Students
more.
will be
work on a
poster
together.
They will
get a small
piece of
paper and
be told to
draw
animals or
scenery for
the habitat
that they
just went
over with
their
 teacher.
When they
finish their
picture,
they will be
able to go
over to their
poster and
glue their
part onto
the
classroom
poster.

Differentiation Students may Certain Certain Certain Students that

What are the need help students will students will students will need help and
adaptations or reading the need more need more need more cannot write
modifications to booklet for motivation motivation to motivation to well may have
the the habitat to stay on stay on task. stay on task. half of the
instruction/activiti book. task. This This child will This child sentence
es as determined Teachers will child will be be told that if will be told written out for
by the student be able to told that if they can that if they them. They
factors or read this to they can participate in can will just be
individual learning them participate in listening to the participate in adding the
needs? individually. listening to story, video, listening to parts about
They may the story, and experiment the story, what animal
also need video, and then they will video, and they choose,
help staying experiment be allowed to experiment the type of
on task, so then they play in the then they will climate it is,
the teacher will be sensory table. be allowed to and what their
will make allowed to They may also play in the habitat is.
sure to keep play in the need help sensory table. Some students
up with them sensory staying on task, They may may need to
and may table. so the teacher also need help trace the
need to work They may will make sure staying on teachers
beside them also need to keep up with task, so the handwriting.
to keep them help staying them and may teacher will
focused. on task, so need to work make sure to
the teacher beside them to keep up with
will make keep them them and may
sure to keep focused. need to work
up with them beside them
and may to keep them
need to work focused.
beside them
to keep them
focused.
Required Smartboard, Smartboard, Smartboard, Smartboard, Smartboard,
Materials, large poster large poster large poster large poster large poster
Handouts, Text, paper, pre- paper, paper, coloring paper, paper, coloring
Slides, and assessment, coloring utensils, scrap coloring utensils, white
Technology coloring utensils, construction utensils, scrap printer paper,
utensils, scrap paper of construction scissors,
scrap construction various colors, paper of Trioramas
construction paper of white printer various (precut)
paper of various paper, scissors, colors, white
various colors, white paper towels, printer paper,
colors, white printer water, tray scissors,
printer paper, paper, marshmallow
scissors, scissors, s, tweezers,
Crisco, ice glass jar, eyedropper,
cooler, blue dye, wooden
gloves, paper oils that sit skewers,
towels on top of clothes pins,
one another small pieces
of dry rice,
small toy
bugs and
lizards, water
cups
Instructional and Engagement Engagement Engagement Engagement Engagement
Engagement strategies strategies strategies strategies strategies
Strategies include include include moving include include
What strategies moving from moving from from one thing moving from moving from
are you going to one thing to one thing to to another one thing to one thing to
use with your another another quickly. They another another
students to keep quickly. quickly. will be brought quickly. They quickly. They
them engaged They will be They will be up to sit on the will be will be
throughout the brought up to brought up carpet and brought up to brought up to
unit of study? sit on the to sit on the watch an sit on the sit on the
carpet and carpet and introduction carpet and carpet and
watch an watch an video into the watch an listen to the
introduction introduction habitat of the introduction teacher explain
video into video into day. Then they video into the their
the habitat of the habitat of will get to habitat of the Trioramas to
the day. Here the day. listen to a few day. Then them. After
they will also Then they books about they will get this, they will
be will get to the habitat. to listen to a get a ‘brain
introduced to listen to a Immediately few books break’ (this
habitats for few books following this, about the includes
the first time. about the they will get to habitat. videos to sing
Then they habitat. be up to help Immediately and dance to
will get to Immediately and complete following or a
listen to a following the experiment. this, they will mindfulness
few books this, they After this, they get to be up to activity).
about the will get to be will get a help and Then they will
habitat. up to help ‘brain break’ complete the split to work
Immediately and (this includes experiment. on their
following complete the videos to sing After this, projects. The
this, they experiment. and dance to or they will get a teacher will
will get to be After this, a mindfulness ‘brain break’ help model
up to help they will get activity). Then (this includes step by step
and complete a ‘brain they will videos to sing for what they
the break’ (this complete their and dance to are to do next
experiment. includes posters and go or a since they
After this, videos to back to their mindfulness forget easily.
they will get sing and seats. activity). After students
a ‘brain dance to or a Many students Then they start to finish,
break’ (this mindfulness need additional will complete teacher ill
includes activity). help when their posters bring them up
videos to Then they sitting and and go back to the from of
sing and will listening for so to their seats. the carpet and
dance to or a complete long so we Many have them
mindfulness their posters have a rocking students need present their
activity). and go back chair, a additional project to the
Then they to their weighted help when class. Those
will seats. blanket and sitting and that have
complete Many vest, a yellow listening for already
their posters students ball to sit on, a so long so we presented will
and go back need stool to sit on, have a sit and listen to
to their seats. additional and a red rocking chair, their peers.
Many help when squishy half a weighted Many students
students need sitting and ball to sit on. blanket and need
additional listening for This will often vest, a yellow additional help
help when so long so provide those ball to sit on, when sitting
sitting and we have a students who a stool to sit and listening
listening for rocking need it enough on, and a red for so long so
so long so chair, a extra help to squishy half we have a
we have a weighted get them ball to sit on. rocking chair,
rocking blanket and through one This will a weighted
chair, a vest, a thing to often provide blanket and
weighted yellow ball another. those students vest, a yellow
blanket and to sit on, a who need it ball to sit on, a
vest, a stool to sit enough extra stool to sit on,
yellow ball on, and a red help to get and a red
to sit on, a squishy half them through squishy half
stool to sit ball to sit on. one thing to ball to sit on.
on, and a red This will another. This will often
squishy half often provide those
ball to sit on. provide students who
This will those need it enough
often provide students who extra help to
those need it get them
students who enough extra through one
need it help to get thing to
enough extra them another.
help to get through one
them through thing to
one thing to another.
another.
Formative Paying Paying Paying Paying Paying
Assessments attention as attention as attention as to attention as to attention as to
How are you to how they to how they how they how they how they
going to measure create their create their create their create their create their
the learning of posters and posters and posters and posters and Trioramas. If
your students participate in participate in participate in participate in they were
throughout the the the the experiment. the listening, they
lesson? experiment. experiment. If they were experiment. If will know
If they were If they were listening, they they were what types of
listening, listening, will know what listening, they animals live in
they will they will types of will know the habitat of
know what know what animals live in what types of the day as well
types of types of the habitat of animals live as where they
animals live animals live the day as well in the habitat might live in
in the habitat in the habitat as where they of the day as their habitat.
of the day as of the day as might live in well as where Teacher will
well as well as their habitat. they might pay attention
where they where they Teacher will live in their to what
might live in might live in pay attention to habitat. animals they
their habitat. their habitat. what they glue Teacher will choose as well
Teacher will Teacher will onto the class pay attention as the habitat
pay attention pay attention poster and to what they they choose
to what they to what they where. glue onto the and make sure
glue onto the glue onto the class poster they
class poster class poster and where. understand
and where. and where. what animals
live where.
Summative, Post- This is the same as their pre-assessment. They will be completing a worksheet
Assessment matching animals to their habitats as well as animals to traits that they need to
What post- survive. They will again set up offices so that they cannot look off of one
assessment will another’s papers during this assessment.
measure the
learning progress?
Note: This can be
the same as the
pre-assessment or
a modified version
of it.