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Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
Plant And Animal Environments
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Plant And Animal Environments

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  • 1. Plant and Animal Environments By Jennifer Brumley
  • 2. 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
    • Changes in the habitats can be beneficial or harmful.
    • Goes along with social studies also
  • 3. Background
    • The different habitats that will be discussed and researched by the students will be: desert, rainforest, tropical reef, temperate forest, artic, and grassland.
    • Animals, plants, temperature, climate, and etc will be covered.
  • 4. Pre- Activity
    • Directions: You will be doing research on a habitat, that will be decided by drawing from a bag. Each group will research the habitat and learn about the animals, plants, weather, climate, rainfall, and etc. Groups can decide on how they want to present their habitat to the class. Examples: poster, brochure, shoebox habitat, a play, or come up with an idea as long as I okay it. Students will be put into groups by drawing an animal and figuring out which habitat it lives in
  • 5. Discussion
    • What do animals and plants need to survive?
    • What if one of those things was taken away or changed, what would happen?
    • What are good changes in the habitat?
    • What are bad changes in the habitat?
    • What allows the animals to survive in that environment or habitat?
    • Can any of the animals live in a different habitat? What and where?
  • 6. Requirements
    • Research animals, plants, climate, etc
    • Do a life cycle of at least 2 animals and include food and predators in your project
    • Include 2 different plants found in that habitat
    • Create a final project and present it to the class
    • Must include climate in project
    • Talk about adaptations in presentation
    • Color a map of where this habitat is located
  • 7. Grading
    • Students will be graded on participation in their groups, contribution to the project, student evaluations, part in the presentation, creativity
    • Students will at the end write a short paper about what they learned about their habitat and then from all the other habitats.
  • 8. Questions
    • How is your animal adapted to live in it’s environment?
    • Could your animal survive as well in another habitat? What habitat, why, or why not?
    • What would happen if the habitat was changed?
    • Compare and contrast your habitat with two other habitats.
  • 9. Extra
    • What else came up from this activity/project?
    • What did the students like and dislike about the activity?
    • How can you tie this in with the other subjects that weren’t mentioned already?
  • 10. Info on Activity
    • Idea came from the Indicator activity online, but then I changed some of it and made it into some of my own.
    • This activity could be done as an intro activity to habitats, or it could be done at the end of the unit.

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