1. Teachers Saima Usman Subject Social Studies
Unit
Habitat
Date 5th-9th Feb’24Jan (Term 2)
Class III Week 5 Duration 80 mins
Attainment Targets ● Recognise the term Habitat.
● Recognize the types of habitat for living things ( polar,desert,forest,aquatic)
Learning Outcomes ● Students will create a PowerPoint presentation demonstrating the connection between living organisms and
their suitable habitats. The presentation will highlight how different habitats meet the basic needs of various
animals and plants, relying on comprehensive research and information compilation, within the given time
frame.
Content and teacher activity Student activity Time Learning
materials and
resources
Formative
assessment
How are you explaining and demonstrating the topic? What are the students
doing to help them
understand the topic?
resources Assess learning as
it is happening?
Engage: Engagement: Begin the lesson by asking students to share
What is a living thing?What do living things need to survive or What
are the 7 characteristics of a living thing? What do you think a habitat
is? Ask students where they eat, drink, sleep etc. I’ll note all responses
on the w.board.
1. Students will watch the video on habitats and In this video, you
will learn about the different habitats that animals live in. Stds
will learn about the different animals found in these habitats and
some adaptations animals have made in order to survive in their
habitat. (will illustrate their favorite one.)
2. I’ll ask students to share their ideas about the video by asking
the following questions:
a. What are habitats? What do these habitats need for these
animals to survive?
b. How does the environment affect living organisms?
c. How do organisms’ traits help them survive in different
environments?
Students will have
discussion and give the
answers
Whole class discussion
10mins
20mins
Habitats for
Kids - Learn
about Polar,
Desert, Forest,
Grassland and
Aquatic
Habitats.
Observation
By listening to
their suggestions
and ideas.
2. I’ll tell stds that ‘A habitat has 5 components:
food, shelter, air, water, space.
Explore: Activity 1: Group Work: I’ll provide stds with resources.
In groups of 4/5 , they will make ppt on canva. Complete instructions
will be shared with the stds both on the white board and a soft copy.
I’ll make a new email id and password on google chrome and upload
all the required resources on it.
The password of this email will be shared on that particular day for the
following GROUP ACTIVITY.
Each group will be labelled as, Group 1, Group 2, Group 3, Group
5.
Group 1: Arctic Habitat
Group 2: Desert Habitat
Group 3: Ocean Habitat
Group 4: Tropical Habitat
Each group will be provided soft copies of all the above resource sheets
on habitats
Instructions of making Ppt:
Stds will make slides according to their assigned habitat while
writing information from the FACT SHEET.
Focus will be on the following questions:
Stds will be told to cover the following points in their presentation:
Name of the habitat, What is a desert/arctic/forest/aquatic habitat
Name a few plants and animals living there. Why do these animals fit
for this particular habitat?
★ 5 slides
★ 1st slides the topic name along with the images
★ 2nd, 3rd & 4th slides about the particular habitat
★ 5th Group name and the members’ name.
Explain and Elaborate:
Group Presentation:
Each group will present its work. Each member of the group will be
encouraged to present the work.
Evaluate: Wrap-up:
1. Closing Thoughts:
2. Unfortunately, many living things are endangered because of
habitat loss.
3. Explain why this is the case.
Homework: Stds will do the given questions on their copies. What is a
habit? Write 5 main components of a habitat.
Activity:
stds will work on
canva to make ppt.
5mins
(instructions
)
20mins
20mins
5mins
4 laptops
4 fact sheets
soft copy.
Later, all the
resources will
be shared on
GC
group
work/presentation
3. Teachers Saima Usman Subject Social Studies
Unit
Habitat
Date 5th-9th Feb’24Jan (Term 2)
Class III Week 5 Duration 40 mins
Attainment Targets ● Name plants and animals that live in each of these different habitats
Learning Outcomes
By the end of the lesson students would have:
● Students will conclude the identification and listing of plants and animals in each habitat within the
designated timeframe, ensuring the timely completion of the written task.
Content and teacher activity Student activity Time Learning
materials
and
resources
Formative
assessment
How are you explaining and demonstrating the topic? What are the students
doing to help them
understand the topic?
resources Assess learning
as it is
happening?
Engage: Discussion: To start today's lesson, let's revisit what we've
learned about living things and their habitats
Next I’ll ask stds to share the 5 basic components of a habitat. What
are the 7 characteristics of a living thing?
Explain and Elaborate: Individual Written Task: Stds will complete
the written task in their copies.
● Name all the water habitats that some animals can live in.
● Which of the following animals live in water or in aquatic
habitat?
● dog, fish, camel, lion, turtle, butterfly, sea horse, eagle
Evaluate: Class Sharing and Reflection: I’ll be constantly taking
answers from almost each std while taking rounds. A few stds will be
asked to share their answers.
Wrap-up Discussion: The teacher will guide a brief class discussion to
summarize the key concepts learned in the lesson. Students will be
asked to share one new thing they learned about living things and
habitat
Students will have
discussion and give the
answers
They will have discussion
through questions and
answers.
They will give the answer
10mins
25 mins
5mins
Observation
By listening to
their
suggestions and
ideas. By
looking at their
work in the
notebooks
share their
understanding
verbally
4. H.W: With the help of the uploaded sheets on GC stds will complete
the questions shared on GC. Required resources are shared
Teachers Saima Usman Subject Social Studies
Unit
Habitat
Date 5th-9th Feb’24Jan (Term 2)
Class III Week 5 Duration 40 mins
Attainment Targets ● Identify the ways in which human activities affect natural habitat.
Learning Outcomes
By the end of the lesson students would have:
● Students will conclude the identification and listing of plants and animals in each habitat within the
designated timeframe, ensuring the timely completion of the written task.
Content and teacher activity Student activity Time Learning
materials and
resources
Formative
assessment
How are you explaining and demonstrating the topic? What are the students
doing to help them
understand the topic?
resources Assess learning
as it is
happening?
Engage: Discussion: To start today's lesson, let's revisit what we've
learned about living things and their habitats
I’ll show them a video on endangered species and Habitat destruction
Explain and Elaborate: Individual Written Task: Stds will complete
the written task in their copies.
● Explain what you mean by the term endangered species?
● What are the factors that cause the destruction of habitats?
How can we stop this destruction? Give any one suggestion.
Evaluate: Class Sharing and Reflection: I’ll be constantly taking
answers from almost each std while taking rounds. A few stds will be
asked to share their answers.
Students will have
discussion and give the
answers
10mins
25 mins
Habitat
Destruction:
Human Impacts
on Biodiversity |
Science | TutWay
Observation
By listening to
their
suggestions and
ideas. By
looking at their
work in the
enotebooks
5. Wrap-up Discussion: The teacher will guide a brief class discussion to
summarize the key concepts learned in the lesson. Students will be
asked to share one new thing they learned about living things and
habitat
H.W: Read the given passage shared on GC and write the answers of
the given questions in the copy. All resources are attached with the LP.
They will have
discussion through
questions and answers.
They will give the
answer
5mins share their
understanding
verbally
