1. Karen Lucas
Take Home Test
One Week of Plans
Standard: 5.4.4: Explain that in any particular environment, some kinds of plants and animals
survive well, some do not survive as well, and some cannot survive at all.
Activity: To activate prior knowledge divide the class into small groups 1and give each group a
picture of an animal and as a group discuss what type of environment the animal lives in. Give
each group an additional card with a description of an environment that is opposite of where
the animal lives and have students infer23 together how it might affect the animal. Next, have
the students use markers, crayons, colored pencils, and paper to draw pictures 45of each animal
in each environment. If the students finish early have the group use the computers to research
further on their animal’s habitat. The students may also go to the Science Center located in the
classroom and make observations6 of our class pet’s habitat, and infer what may happen if our
pet was in a different habitat.
Objective: AISWBAT: The students will be able to discuss what might happen to their animal if
they lived in an alternative environment.
Interpersonal (Gardener M. I.)
Communicating-Basic Science Process Skills
Inferring- Basic Science Process Skills
Integration of Art.
Observing-Basic Science Process Skills
Activity: Give each student a cut out of three animals. Have each student 7then research8 using
the computers and encyclopedias in the classroom about what type of environment their
animal lives in (Have each group of students research one animal at a time, one group would be
at the computers, another at the encyclopedia’s, then the groups would alternate going up to
the board). Next have the students place their picture on the board under the types of
environments listed (one student at a time). The student will be classifying 9the types of
environments as Rainforest, Desert, Arctic, and Oceanic. Make a web on the smart board 10of
the types of environments and other animals that may live in those types of environments.
Once the students have all correctly classified each animal under its corresponding habitat as a
class discuss for what reason why the animal lives in the habitat.
Objective: AISWBAT: The students will be able to classify their animal with the correct
Assessment11: Each student will be assessed by a rubric based on the activity and correctness of
their animal placement.
Intrapersonal (Gardner M.I.)
Linguistic (Gardner M.I.)
Basic Science Process Skills
Activity: Start off with reading the book Uno’s Garden, Grame Base.12 A book about the
character Uno going into the forest one day and all the animals that he encounters. This book
also has mathematical problems and solutions 13in it. Next, using the projector and CD player
play the song Habitat, by Bill Oliver. Have the students read along with the song and sing along
to the lyrics. If the students finish before the allotted time, take the students to the School
courtyard and have the students make observations of the types of plants located there, ask
the students to predict15 what might happen to the different types of plants in the fall/winter
months compared to the spring/summer months.
Objective: AISWBAT: The students will be able to sing along with the Habitat song by Bill Oliver,
and discuss their observations and predictions of what happens to the plants in the school
courtyard when the seasons change.
Logical Mathematical (Gardner M.I.)
Integration of Mathematics
Musical (Gardner M.I.)
Observing/Predicting: Basic Science Process Skills
Activity: Today the class will be taking a Field Trip to the local Zoo and Aquatic Center. At the
zoo each student will pick out an animal to research and observe in their habitat16. The students
will also have the opportunity to interview a zoo/aquatic worker about their animal they
choose where they can ask the following questions plus any other questions they might have.
Questions: On average how much does (insert animal here)’s eat each day17? Does the habitat
they in at the zoo go along with their natural habitat? What would happen to (animal) if they
were moved to an alternate habitat?
When the students report back to school they will then use their writing time to write a short
report on their animal they picked at the zoo and the interview questions.18
Assessment: The students will be assessed on their reports.
Naturalistic (Gardner M.I.)
Measurement: Basic Science Process Skills
Activity: Today the students will be taking a test19 over animals and habitats. Before the test
the students will be playing a charades type game 20with animals and the other students will
have to guess what kind of animal they are and, if they are in their correct habitat.
Bodily Kinesthetic (Gardner M.I.)