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Marie Wood - Habitat Lesson Plan
- 1. Animal Habitats Why should we learn about them and why? INTRODUCTION STANDARD: (K)1.(4-6) Science, Technology, and Society (Nature of Science Unifying Concept B) Ask questions about the world. (N.2.B.2)
- 2. HABITAT WALL FROM WRIGHT ELEMENTARY SCHOOL DAILY REVIEW
- 3. WHAT WILL I LEARN TODAY? I will be able to understand what habitats are I will understand why we need to protect them I will learn how habitats change from the weather I will be able to draw my own habitat today DAILY OBJECTIVE STANDARD: L.2.C.1. Cycles: Students know plants and animals need certain resources for energy and growth. E/S 113 7.K.1.2.b. Purpose
- 4. Habitat Song CONCEPT & SKILL DEVEL. STANDARD: 7.K.5.1 (I/L) Actively listen to a speaker.
- 5. FOOD WATER SHELTER CONCEPT & SKILL DEVEL. STANDARD: CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 7.K.5.2 (I/L) Listen to and participate in conversations.
- 6. Discovery Education Video from Vegas PBS http://app.discoveryeducation.com/sear ch?Ntt=HABITATS%3AHOMES+FOR+LIVING CONCEPT & SKILL DEVEL. STANDARD: 3.K.1.1 (I/L) With assistance, listen for and identify
- 7. CONCEPT & SKILL DEVEL. STANDARD: 7.K.5. Conversations and Group Discussions
- 8. TYPES OF HABITATS CONCEPT & SKILL DEVEL. STANDARD: NV.2.0. Reading Strategies: Students use reading process skills and strategies to build comprehension.
- 9. CONCEPT & SKILL DEVEL. STANDARD: 2.K.2.1.a. Make predictions
- 10. CONCEPT & SKILL DEVEL. STANDARD: 8.K.2.1.c. Observations
- 11. They are found in rain forests and the diet consists mainly of seeds, vegetables, nectar, fruits, pollen, grain and buds. They make loud noises especially when in large flocks sucking on nectar or feeding. Chattering lorry has bristle like papillae on the tip of its tongue, which help them in sucking nectar. Such a specialized tongue has earned them the name of brush- tongued parrots. These birds love playing and bathing in water. They are excellent at mimicry and can are very good talkers. They spend many hours feeding everyday and can travel long distances in search of nectar and to find a suitable nesting site. They don’t lay eggs until they are 2 years old. Since I got Jake as a tiny baby, it wasn’t until he turned 2 that Jake laid an egg. Jake was a girl!! This bird is from North Maluku, Indonesia. The chattering lorry is a threatened-Vulnerable species. This is mainly due to the habitat loss (deforestation and human settlements) and the trapping done for cage-bird trade. This means their homes are being taken away. CONCEPT & SKILL DEVEL. STANDARD: 8.K.2.1.d. Ideas / NV.1.0. Word Analysis: Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key detainls and requesting clarification if something is not understood.
- 12. WHAT HAPPENS WHEN WE KEEP BUILDING ROADS THROUGH HERE? THIS IS FROM THE BORDER OF UTAH AND IDAHO CONCEPT & SKILL DEVEL. STANDARDS: N.2.A.3. Models: Students know observable patterns can be used to predict future events or sort items. E/S 108
- 13. CONCEPT & SKILL DEVEL.
- 14. This was taken Saturday: "Supermoon" shining above Crater Lake and casting its reflection in the water. A Supermoon happens when the moon is at its closest position to the Earth. The moon appears brighter and larger than normal. The other Supermoons of 2014 are, August 10 and September 9th. CONCEPT & SKILL DEVEL.
- 15. When habitats are threatened, so are the animals that live there. For example, coyotes and bears roam across vast distances, so when roads or houses break up their habitat, their ability to survive is threatened and they could die. What would happen to wildlife if we keep building houses roads where animals live? What would happen if we litter in the ocean where sea turtles and fish and seagulls live? CONCEPT & SKILL DEVEL. STANDARD: N.2.A.3. Models: Students know observable patterns can be used to predict future events or sort items. E/S 108
- 16. WHAT MAKES A HABITAT A HOME? Water Air Trees Rain Snow Sand CONCEPT & SKILL DEVEL. STANDARD: 7.K.5. Conversations and Group Discussions
- 17. CONCEPT & SKILL DEVEL.
- 18. GAME TIME How well can you listen for clues?? GUIDED GROUP PRACTICE CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1a Follow agreed upon rules for discussions
- 19. http://app.discoveryeducation.com/se arch?Ntt=habitat&N=18340&N=429492 4486&N=4294939055 STANDARD: 7.K.1.2 (I/L) With assistance, listen for and identify GUIDED GROUP PRACTICE
- 20. BUNNY HABITAT GUIDED GROUP PRACTICE STANDARD: N.2.A.3. Models: Students know observable patterns can be used to predict future events or sort items. E/S 108
- 21. http://app.discoveryeducation.com/search ?Ntt=habitat&N=18340&N=4294924486&N=4 294939055 GUIDED GROUP PRACTICE STANDARD: NV.8.0. Speaking: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in discussions to offer information, clarify ideas, and support a position.
- 22. GUIDED GROUP PRACTICE STANDARD: 7.K.1.1.c. Understanding directions
- 23. http://app.discoveryeducation.com/search ?Ntt=habitat&N=18340&N=4294924486&N=4 294939055 STANDARD: 4.K.6. Predictions, Inferences, and Conclusions CLOSURE
- 24. STANDARD: KSL1.5 ADD DRAWINGS OR OTHER VISUAL DISPLAYS TO DESCRIPTIONS AS DESIRED TO PROVIDE ADDITIONAL DETAIL N.2.A.1. Using Data: Students know how to make observations and give descriptions using words, numbers, and drawings. E/S 308 LONG TERM REVIEW
- 25. The End
- 26. Videos from Vegas PBS Power Point Drawing paper with lines on it Pencils and crayons MATERIALS PAGE
- 27. STANDARD: (K)1.(4-6) Science, Technology, and Society (Nature of Science Unifying Concept B) Ask questions about the world. (N.2.B.2) STANDARD: L.2.C.1. Cycles: Students know plants and animals need certain resources for energy and growth. E/S 113 7.K.1.2.b. Purpose STANDARD: 7.K.5.1 (I/L) Actively listen to a speaker. STANDARD: CCSS.ELA-LITERACY.SL.K.1 STANDARD: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 7.K.5.2 (I/L) Listen to and participate in conversations. STANDARD: 3.K.1.1 (I/L) With assistance, listen for and identify STANDARD: 7.K.5. Conversations and Group Discussions STANDARD: NV.2.0. Reading Strategies: Students use reading process skills and strategies to build comprehension STANDARD: 2.K.2.1.a. Make predictions STANDARD: 8.K.2.1.c. Observations STANDARD: SL.K.1a Follow agreed upon rules for discussionsDARD: 2.K.2.1.a. Make predictions STANDARDS
- 28. STANDARDS • STANDARD: 8.K.2.1.d. Ideas / NV.1.0. Word Analysis: Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary • STANDARDS: N.2.A.3. Models: Students know observable patterns can be used to predict future events or sort items. E/S 108 • STANDARD: NV.8.0. Speaking: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in discussions to offer information, clarify ideas, and support a position. • STANDARD: 7.K.1.1.c. Understanding directions • STANDARD: 4.K.6. Predictions, Inferences, and Conclusions • STANDARD: SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood
Editor's Notes
- Lesson Component 1. INTRODUCTION (5 min): Teacher will pose a question related to the lesson saying, “Raise a quiet hand if you can tell me what a habitat is.” Students will be able to review and ask questions. Teacher will reinforce the answer: the place where each type of animal finds food, water, and shelter to live is called its habitat.” Teacher will prompt, “Raise your left thumb in the air if you can tell me why should we protect animal habitats?”
- Lesson Component 2. DAILY REVIEW (5 Min): CONCEPTS BRIEFLY REINFORCED: Teacher will ask “Class, do you recognize this picture? Who can tell me what these drawings represent?” Teacher will remind the class, “This picture is on the wall in our hallway. These are all habitats.” Students will be able to give details about what they have already learned about habitats.
- Lesson Component 3. DAILY OBJECTIVE (2 MIN): Teacher will read the daily objective to the students. Students will be able to: understand what a habitat is and why we need to protect habitats. Students will learn this by singing, watching video clips about habitats, and drawing their own pictures of habitats. Teacher will say to class, “ We are going to learn about animal habitats through song, through a video, through drawing, and also through playing a game.”
- Lesson Component 4. CONCEPT & SKILL DEVELOPMENT (3 minutes): Instructional Strategy #1: Group Teacher will introduce the initial concept of a habitat through song. Students will sing along with the video.
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (3 MIN): Teacher will instruct “Talk to your shoulder partner about 2 types of food a habitat provides. Students will discuss for 1 minute, teacher will do a formative assessment by asking, “Tell me what your partner told you that a habitat provides.”
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (1 MIN): Student will learn about different types of habitats by watching a video clip
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (1 MIN): Student will learn about the jungle habitat through conversation and group discussion. Teacher will discuss with the class the Bengal tiger’s habitat. Teacher will say, “Animals live in habitats. This is a Bengal tiger. Class, where do you think this tiger lives? The Bengal tiger’s habitat is in Asia They live in dense forests and mangrove swamps and jungles throughout India and Bangladesh. Today, due to habitat loss caused by their forest being torn down by humans and poachers that kill them. Even though this is the 2nd biggest tiger in the world, there are only 2,000 left in the world.”
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (2 MIN): Teacher will instruct on the types of habitats, “These are the types of habitats we are going to learn about. The words may seem big, but let’s read them together.” The students will be able to sound out the words together.
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (1 MIN): Teacher will question the class, “What type of habitat do you think this is?” Students will This is a picture of a pond in CA . It is called Tracy Wildlife Park. What types of animals might live here?” Students will make predictions about what types of animals live there.
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (2 MIN): Additional Instructional Strategy: Form a relationship with the class. Teacher will discuss the habitat of the rainforest. Students will learn that parrots are from the rainforest. Teacher will say, “Class, this is a parrot from the rainforest. This habitat is a cage that was in my home. I would like you to meet my friend Jake. Jake passed away a few years ago. Jake was a really neat pet.” Teacher will instruct the class on why we should be careful about tearing the forest down.
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (3 MIN): Teacher will read the slide to the class to educate further on the subject of the parrot from the rainforest habitat. Student will be able to make predictions about what happens when the rainforest is taken down and too many animals are captured Teacher will make a formative assessment and say to class, “Why should we be more careful about how much rainforest we tear down? Why should we NOT capture very many of these birds?” Students will be able to answer based on the information previously shared. Teacher will share a personal story to form a connection with the class. Teacher will say, “Let me tell you about what happened when someone knocked on the door. Jake used to say, “Who is it?” When the phone rang, she said, “Hello” (remember Jake is a girl) “
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (3 MIN): Students will be able to make a prediction through discussion with a partner. Teacher will say to the class, “I want you to talk to a face partner or a shoulder partner about why you think we should not build too many roads? What will happen to the animal habitats?”
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (3 MIN): Teacher will teach the class about the habitat of the desert. Teacher will tell the class, “This is Rainbow Bridge, one of the 7 wonders of the world. And this photo comes to us from Miss Jennifer! That is her son, Devon, sitting on the rock. She calls him DJ for short. Students will be able to identify a desert habitat and an animal associated with it by viewing pictures. What are these animals called?” Teacher will make a formative assessment to see if the students answer, “tortoise” or “turtle”.
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (1 MIN): Student will be able to learn about a special habitat created by a volcano through group discussion. Teacher will discuss, “Class, this was taken this week in Oregon. If you ever go to Oregon, go see Crater Lake. It was formed by the collapse of the volcano Mount Mazama. There is lots of fun stuff to do there and lots of special huts for bird watching. There is an island in the middle called Wizard Island. The weather is very cold, but even with snow on the ground, there are times when you can wear shorts.”
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (1 MIN): Students will be able to make a prediction about what will happen to wildlife if their habitats are threatened.
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (2 MIN): Additional Instructional Strategy: Teacher will make a positive connection with the class, introducing them to her dog, Mikey. Teacher will warn the group, “What do you think is missing from our list?” It is something animals and humans cannot survive without.” Students will be able to read the list on their own and deduce what is missing. Teacher will make a formative assessment to see if any of the students answer, “food.”
- Lesson Component 4: CONCEPT & SKILL DEVELOPMENT (1 MIN): Student will be able to review that every living thing has a habitat through group participation. Teacher will reinforce the idea that every living thing has its own habitat by having everyone read the slide together. Teacher will say, “Let’s read this together class.”
- Lesson Component 5. GUIDED GROUP PRACTICE (6-7 MINUTES) Teacher will use a game to make a formative assessment of whether the class understood the lesson on habitats. Instructional Strategy: Group The teacher will say, “Class, we are going to play a game now to see how much we learned. Students will be able to test their knowledge by working collaboratively to answer questions. Each table will earn table points for correct answers. Remember, only answer if I call on you, ok? IF YOU SHOUT OUT THE ANSWER, YOUR WHOLE TABLE LOSES A POINT.” (Instructions are given before the game.)
- Lesson Component 5: GUIDED GROUP PRACTICE (2 MIN): Guided Instructional Strategy #3: Show a video. Students will be able to further their understanding through watching a video and then answering questions. Teacher will show a video and prompt the class, “OK class watch this for clues for the next game question.”
- Lesson Component 5: GUIDED GROUP PRACTICE (3 MIN): Student will be able to answer questions by guessing / predicting what they think the answer is. Teacher will tell the class, “What habitat do you think this is? This is a kind of a hard one class.” Teacher will reassure the class, “Remember, it is OK to guess. This rabbit's habitat is my friend Pam’s bean garden in Missouri, The bunny was hiding from her daughter Christa.” Teacher will remind the group of the rules saying, “OK, IT’S QUESTION TIME. REMEMBER THE RULES THIS IS GOING TO BE A 2 POINTER: Question 1. What happens to animal habitats when it rains too much? Question 2. What if the habitat doesn’t get enough rain?” Students will be able to infer that when there is too much rain, the habitat will be washed away and if there isn’t enough rain, that the animals in their habitats may die.
- Lesson Component 5: GUIDED GROUP PRACTICE (1 MIN): Student will be able to further their knowledge by watching a video clip and then answer the question. Teacher will gently remind the class, “Pay close attention while you watch this quick video clip so you can win some more points.”
- Lesson Component 5: GUIDED GROUP PRACTICE (2 MIN): Student will be able to further their knowledge through watching a video clip and then answering the question. Teacher will discuss the Arctic Ocean and remind the class of the rules of the game, “This is the Arctic Ocean. Remember the rules of our game. if you answer without being called on, you lose a turn. Ok, here’s the question: What animals live here? Also, it is OK to guess. I WILL GIVE YOU 2 POINTS FOR EACH ANSWER CORRECT. EACH TABLE MAY DISCUSS TOGETHER WHAT THEIR ANSWER WILL BE. (Teacher will allow at least 10 seconds for students to come to a team decision.) If the students cannot decide, or make an incorrect choice, the teacher will say, “Is there someone that can help?” Note to self: The animals that can live here are: Snowy owl, polar bears, fish, seals, and the arctic fox.
- Lesson Component 7: CLOSURE (2 MIN): Student will be able to answer questions by working with their table partner. Teacher will make another formative assessment during the closure and will say, “This video sums it all up. We have to share our habitat with animals and plants.” The teacher will challenge the students saying, “THIS IS THE TRIPLE BONUS ROUND. IF YOU GET ALL THE ANSWER RIGHT, YOUR TABLE GETS 3 POINTS. FOR THIS QUESTION YOU MAY WHISPER TO YOUR SHOULDER PARTNER AT YOUR TABLE. YOU NEED TO RAISE YOUR HAND TO ANSWER. THE QUESTION IS: What do animals get from their habitats?” ANSWER: food, water, shelter.
- Lesson Component 6: HOMEWORK (5 MIN): Instructional Strategy #3: Individual. Student will be able to reinforce their knowledge through an assigned homework activity. Teacher will give homework instruction. Teacher will allow students to begin in class and then finish at home. Teacher will ask, “Who would like to draw their very own habitat? Each of you are going to draw a habitat. Include at least 1 animal and write one sentence describing your habitat. For example, if you are drawing the Arctic, you could write MY POLAR BEAR EATS FISH. HIS HABITAT IS VERY COLD. If you don’t finish, you can take it home to finish at home. Talk to your shoulder partner about your habitat while you draw and if you need help, raise your hand.” ADDITIONAL STANDARD: 5.K.2.1 (I/L) With assistance, draw or communicate ideas in written form.
- Standards to follow on the next 2 slides
- Video submitted to Chuck Sinicki on July 16, 2014.