its a ppt on pbl habitats

1. A home for
everyone
Project based learning
Grade:3 &4

2. Prepared by
Sara ijaz
Ayesha ijaz

3. Table of Contents
Introduction and
driving question
01
Key standard
covered
03
activity calendar
02
Habitat diorama
04

4. Introduction
01

6. Creativity :
Students will work creatively in teams and find the solution.
Collaboration :
Students will learn how to collaborate in teams .
Communication :
They will learn how to communicate within teams in attaining their goals .
Leadership:
They will learn to taking initiative, solving problems and learning to be
responsible for outcomes
Critical thinking:
Students will improve problem-solving, reasoning and decision-making skills
21st century skills

7. Habitats
Driving
Questio
n
Describe key features of the different types of habitats
Why are plants and animals dependent on each other?
"How can we create awareness about the importance of habitat conservation?"
Learnin
g Goals
1. Identify the habitats features
2. Learn about how the animals in the habitats interact
3. develop an understanding about deserts, forests, oceans, jungle habitats
4. Develop an understanding of identifying habitats around them
5.Investigate the threats to animals in ahbitat
Project
Summa
ry
In this project students will be able to understand the types of habitats and effects of
living and nonliving factors on a habitat
Major
Product
(s)
Individual Products Team Products
Diorama of habitat Kwl charts ,worksheets ,
Key
Project
Docum
ents
RUBRIC,

8. Resources
Worksheets ,flash cards of animal and plants, worksheet active internet ,
Recycling material
Boxes ,tetra packs,news paper clips or avaialbale meterial
 Habitats 3rd Grade | 1.1K plays | Quizizz
 "HABITATS" - Free stories online. Create books for kids | StoryJumper
 Welcome Home, Bear: A Book of Animal Habitats by Il Sung Na 1.
 Creatures of the Desert World by Stacy Taus-Bolstad .
 I See a Kookaburra!: Discovering Animal Habitats Around the World by Steve Jenkins and Robin
Page 1.
● What Animals Live in the Desert? by Susan H. Gray .

9. This is a timeline
Week 2
Week 4
Week
3
Week 5 Diorama
presentation
Making inference
Exploration and
comparing
Brainstorming week
Formal assessment

10. Some of the questoions to be addressed during
PBL
What do you find when you
come across a garden?
Compare the need of variety
of living organisms in a
habitat?"
Frog Jump Gorilla Shuffle

11. Questions
Turtle Walk
What are the living and
nonliving things in the
habitat?
Cricket Jump
How living thimgs are
depnedent on non living
things?

12. Activity calaneder
02

13. Mon Tue Wed Thu Fri
Introduction and
KWL chart
Pictures will be
shown
paragraph
writing
Video watch
Make notes with
the help of video
Animals and plants
found in different
habitat
Worksheet will be
done
Habitat corners
will be made with
in the class
Visit to the school
garden
Choose one animal
found in garden draw
and write about it .
visit to zoo for
exploration
Draw animals
found in the
zoo.
Different landform
in the world
Draw the pictures
and why they are
different
Deserts are the
home of many
animals
Water animals'
exploration
Identification of
Living factors
Comprehension
worksheet
Identification of
non-Living factors
Why nonliving
factors are
important
descriptive
writing
Comparing
animals and
plants
Match the
animals with
their habitat
Assessment week
through
worksheets
Marine animals Desert habitat Forest /rain
forest
Start working on
Diorama of
habitat for the
next week.
Schedule

14. Standard covered
This PBL includes science ,English .art
and social studies.
03

15. Science
• Explores a variety of habitats and identifies ways
in which individuals and groups of organisms interact
with each other and their environment.
● Recognizes that each plant and animal
depends on a specific habitat to meet its
needs.
● Compare the needs of a variety of living
things and identify how the needs of animals
change with the habitat (e.g. some living
organisms live in water and some on land,
some eat plants and some eat other animals).

16. A Picture Always
Reinforces the
Concept
Images reveal large amounts of
data.

17. Social studies:
Environmental Conservation and Plant Habitats:
● Introduce the concept of environmental
conservation and its importance for plant
habitats. Students can explore the different
types of plant habitats, such as forests,
wetlands, or grasslands, and learn about the
plants and animals that inhabit them.
● They can investigate the threats to these
habitats, such as deforestation or habitat
destruction, and discuss the importance of
conserving them for biodiversity and
ecological balance.
● Students can learn about environmental
initiatives and the role of individuals and
communities in protecting plant habitats.

18. Urban habitats
Most kids are familiar with
squirrels and crows, the animals
that make their homes right in
our backyards. With this word
search, match up game, fun
facts, your child will learn more
about urban animal habitats.

19. English:
Habitat Diorama and Descriptive Writing:
● Ask students to create a habitat diorama
depicting a specific habitat. They can include
plants, animals, and other features that are
representative of the habitat.

20. Word flash card:
Use the cards to spark a conversation with your group or in your reading and writing area.
They may also be used to identify your thematic bins. (Open word flashcards-Habitats) Print.
tree, soil, hut, igloo, burrow, house, anthill, beehive, pond, doghouse, cage, ocean
2.Sequential story-Habitats
(Open sequential story-Habitats) Print and laminate the various cards. Children must place
them in the correct order.
3.Picture clue story-The desert
(Open picture clue story-The desert) Print. Sit in a circle with your group.
Begin reading the story. Every time you reach a picture clue,
pause and point to it.
Children must guess the missing word to complete the sentence.
4.Write a For Sale ad for a habitat.
clever writing exercise asks kids to “sell” their favourite animal habitat. It’s good
practice with both habitat characteristics and persuasive writing.

21. Assessment
04

22. The assessments will be done in two parts.
 Skills assessment
 End-product assessment Skill assessment rubric
Parts of this should be used to evaluate students’ skills as they are using them
throughout the problem-solving activity.

25.  Informally assess students’ comprehension during class discussions. Monitor how well
students comprehend the read-aloud texts and what they are learning about habitats
based on their responses for the K-W-L chart.
 Assess how well students are able to follow instructions and work cooperatively during the
hands-on experiment. Are students able to connect what they see in the experiment to the
story?
 Assess the murals by checking to see if students included changes that occur in every
habitat.
 Collect and assess the Sequencing Graphic Organizers and the Cause and Effect Graphic
Organizer. Check for students’ comprehension of the story. In addition, check the Cause-
and-Effect Graphic Organizer for how well students were able to make connections
between habitats. Extra points should be given for any responses that were not discussed
in class.

27. Design Challenge:
Creating Animal Habitats
• child will choose an animal to research, learn about the animal’s habitat,
• replicate the animal's habitat using household items.
• They can choose to create a miniature replica, or a kid-sized habitat.
• child will develop their researching and creativity skills, while also having fun thinking
from the perspective of an animal in the wild!
What You Need:
 Access to a computer or encyclopedia to conduct research
 Pen and paper for notetaking
 A designated space for your child to create an animal habitat

28. What You Do:
1. Explain to students they are going to create a miniature or kid-sized version of that animal’s habitat in their school and
imagine what it’s like to be inside of it.
2. Students will work in groups and they will select any animalsfrom any habitat . Maybe they’d like to investigate their favorite
animal, or an animal that they don’t know much about.
3. After they decides the animal they want to research, ask them to clearly plan what they want to learn.
4. Give a computer or electronic device to conduct their research with, or give them an encyclopedia.
5. After they will finished researching about the animal and its habitat, guide them to a designated location where they can
recreate their animal's habitat using Clearly define which household materials they are allowed to use, and which are off-limits.
6. repeat the instructions, and ask them if they have any questions. Then, allow them to start building.
7. Once they will finished building their habitat, ask them to explain it to you in detail. While explaining, ask them questions that
encourage them to reflect on their research. For example, ask them:
o What parts of your habitat are similar to the habitat of the real-life animal?
o How is your habitat different from that of the real animal?
o What does it feel like to be inside of the animal’s habitat?

30. Thanks