Basic Information
Title*
ISL - Rainforest Habitat
Description
Describe the following planning elements using the template provided:
1. Briefly descirbe your students and the way they and any/or environmental factors influence hou you planned
instruction and assess student learning.
Students: Limit your entry to 100 words or
less*
Other Environmental Factors (school,
community, classroom, etc) Limit your entry
to 50 words or less.*
Archer City Elementary has approximately 30 students enrolled in the second grade, with 33.1 % economically
disadvantaged. My classroom consists of 15 students, including 5 girls and 10 boys. Out of the 15 students, one
student is diagnosed with dyslexia, one student is in the process of special education testing, two students are
pulled out for RTI, four students are diagnosed with ADHD and take medication daily, and two students are in the
gifted and talented program. All the students in the class are reading at grade level except the two students with
learning disabilities.
The community is predominately white with a median household income of $29,886. There is very little parent
involvement with the students in my observing class. The school offers various programs to meet the needs of all
their students including special education, speech therapy, ESL, RTI, GT, UIL, computer resources, and tutoring.
The classroom is designed for cooperated learning.
Due to my students and the environment, I plan to meet all my students’ needs and learning styles through
How did these things influence your planning multiple assessments and teaching styles while providing classroom management. I plan to include a variety of
or assessment decisions? Limit your entry to assessments including written, oral and visual representation, and observation to fully assess the learning of all
100 words or less*
students. I will plan lessons integrating multiple intelligences to meet the learning needs, attention needs, and
interests of all my students. I plan to include realia, visual representation, computer resources, and literary
resources to expand my lessons and students’ knowledge. I will follow the IEP for my students and plan modified
assessments and recommended accommodations to ensure rigorous learning.
I collaborated with my mentor teacher through constant communication every day. She aided in providing
How did you collaborate with your mentor
information of students’ backgrounds and needs; oral and written information needed to plan my lessons; and
teacher while preparing for this lesson? Limit access to computers, materials, and manipulatives in the classroom. She provided me with positive feedback
your entry to 50 words or less*
and suggestions after every lesson taught.
2. Describe the learning objectives your unit addressed. Explain how these objectives are aligned with TEKS and identify the level of learning using
Bloom’s Taxonomy.*
*Use Kno for knowledge, Cmp for comprehension , App for application, Ana for analysis, Syn for synthesis, and Evl for evaluation.
Select Add New to add rows to the table below.
Learning Objective
TEKS
Blooms
A. Using previous knowledge and real world examples, the student will be able identify, describe, and compare
environmental factors in the rainforest habitat needed for plant and animal survival.
Science 2nd Grade 2.9 CMP
A, B
B. Using realia and informational text, the student will be able to recall, compare, and relate the dependence of plants on
environment, physical characteristics, and other living organisms for survival.
Science 2nd Grade 2.9 EVA
A, C, 2.10 B
C. Using research and oral presentations, the student will be able to recognize, interpret, and report the dependence of
animals on environment, physical characteristics, and other living organisms for survival.
Science 2nd Grade 2.9 ANA
A, C, 2.10 A
3. List your Unit Assessments, identify mode of assessment, how each assessment is used, how assessments are aligned with unit outcomes, and
describe any special accommodations for students with special needs. *
*Codes for Use: Pre for pre-assessment, Post for post assessment, Form for formative assessment, or Sum for summative assessment.
*Codes for Mode: P&P for paper and pencil, Perf for performance assessment with rubric, O for observation (with rubric), and ALT for all other forms
of assessment.
Select Add New to add rows to the table below.
Use (use codes
as specified
above)
Modes (use codes
Learning
as specified
Objective
above)
Rainforest Habitat Unit PreAssessment
Pre
P&P
A, B, C
Read assessment to class and model instructions.Allow extended
time to complete.
Rainforest Circle Map on
Whiteboard
Pre, Form, Sum
OBV
A
Scaffold and repeat questions for understanding.Allow extended
wait time for answering.
Charting of Plants, Physical
Form
Characteristics, and Provisions on
Whiteboard
OBV
A, B
Provide illustrations.Question to clarify understanding.
Plants in the Rainforest Worksheet Sum
P&P
A, B
Read instructions and worksheet to entire class and individually.
Rainforest Foldable Graphic
Organizer
Sum
ALT
A, B, C
Read and model foldable.Allow extended work time.Reread and
assist individuals as needed.
Animals in the Rainforest
Worksheet
Form
ALT
A, B, C
Explicit instruction and model.Work in small groups.
Rainforest Animal Report and
Presentation
Sum
PERF
A, C
Explicit instructions and expectations.Highlight required information
during research.Allow extended work time.Aid in pronunciation
before and during presentation.
Rainforest Journal
Sum
ALT
A, B, C
Explain, repeat instructions, and write requirements on
whiteboard.Provide visual sources to review.
Rainforest Habitat Unit Post
Assessment
Post
P&P
A, B, C
Provide study guide. Read assessment to entire class and
individually.
Name of Assessment
Accommodations