TOPIC DETAILS CK Name Miss Weiner Subject Environment and Ecology Grade Level 3rd Date/Duration October 2 nd 10 minutes long Big Ideas Animals live in different habitats because they each have different characteristics that make one certain habitat easier to adapt to than the others.
How would natural disasters/climate change/pollution affect the way that animals in certain habitats live and grow?
Essential Questions Why would adapting to a habitat in a warm climate be difficult for an animal that was used to a cold climate?
What would the affect of a wildfire have on forest animals?
PA/Common Core/Standards
4.1.3.D: Define habitat and explain how a change in habitat affects an organism 4.4.3.C: Use scientific inquiry to investigate what animals need to live and grow. 4.5.3.C: Identify different types of pollution and their sources. 4.2.3.B: Identify plants and animals found in a wetland.
Objectives
Bloom's Taxonomy
Webb's Depth of Knowledge (DOK) During a group lesson (C), all students (A) will identify (B) different habitats and sort (B) animals that live within them. Students will successfully be able to name at least two animals that live in each habitat by the end of the lesson and why they need to live there. (D) Students will also discuss (B) natural events that happen in nature that can cause an animal to have to adapt to something new in their habitat.
Formative & Summative Assessment Evidence Formative Assessment Exit Slip: Students will work with a partner to find at least one other animal that could survive in each type of habitat discussed in class.
Summative End-of-Unit test: Pick one type of habitat and one animal that lives within it. Explain the characteristics this animal has that make it so easy to survive in this specific type of habitat. Finally, name one event that could change the habitat, making the animal have to adapt to something new.
ISTE Standards for Students
Framework for 21st Century Learning Standard 1d. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. (Identify trends and forecast possibilities) ~Students will use the video on habitats to see what the habitats look like in reality. The video identifies examples of animals that live in this habitat. Students can look to these examples to try to match their own.
Accommodations, Modifications
SUPERVISING TEACHERS SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step Procedures RATIONALE for the Learning Plan In the previous school year, students should have learned about the differences in living things and were able to describe how adaptations are important for their survival (4.1.2.D: Identify differences in living things (color, shape, size, etc.) and describe how adaptations are important for survival). After reviewing this concept, students will now be able to identify events that cause animals to adapt to new conditions in their habitat.
CK Introduction Activating Prior Knowledge What do people live in? A house/apartment/city What do people have in these places to live day-to-day? Food, water, clothing, etc. So where do animals like dolphins or bears live?? In a house?! No Our HOMES are our HABITATS Hook/Lead-In/Anticipatory Set Each animal has their own HABITAT that they live in! Habitat video
Explicit Instructions Big Idea Statement All animals live in different habitats, because they each have a particular habitat in which it is best for them to live and grow. Natural disasters/climate change/pollution can cause a major change in a habitat. Essential Questions Statement Why cant all animals live in the same habitat? What kinds of events can occur in nature that affect animals in habitats like the ocean, forest, desert, and the artic? Objective Statement Today we are going to learn about different habitats by working together to sort through different animals and figure out which habitat they belong in. We will also discover some of the adaptations these animals have made to better their survival skills; and, a few of the things these animals must do when their habitats get damaged. Transition
Grouped in a circle for INTRO march to the posters sitting on the floor and sit criss-cross-applesause in front of them.
Key Vocabulary Habitat- the natural home or environment of an animal Environment- the surroundings or conditions in which a person, animal, or plant lives or operates. Climate change- Drastic changes in temperatures Natural disaster- a natural event such as a flood, earthquake, or hurricane that causes great damage or loss of life. Pollution- the presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects. Adaptation- the action or process of adapting or being adapted. Lesson Procedure Must include adaptations & accommodations for students with special needs Pre-Assessment of Students If you think you know an example of a habitat, put your hands on your head. (Ocean, Forest, Artic, Desert) Call on a student that has his or her hands on their head. If the answer is correct ask if they can use adjectives to describe the habitat) Once each student that has their hands on their head gets a chance to respond, introduce the types of habitats the lesson today will be focusing on. Modeling of the Concept Just like the students, I will have two animals that belong to different habitats. I will place the two animals into the habitat in which I believe they belong. Guiding the Practice After placing the animals where they belong; each student will go back to their seat, and write down why they chose to put their animals in the habitat that they did. For example The dolphins habitat is in the ocean because it doesnt have legs to walk in a forest or desert, and the Artic waters are too cold for it. Providing the Independent Practice Each student will share their answers with the group; if anything needs to be clarified or reviewed (or in this case the animal needs to be moved into the correct habitat) the teacher may step in to help. The teacher will be looking for answers that contain examples of what kinds of characteristics and special adaptations the animal has in order to live in such a habitat. Brown Bear Hibernation, curved claws to catch fish Deer Antlers used to defend itself, eat a lot of food for fat for winter Dolphin Skin is very smooth and can move swift, bodies shaped like torpedoes Jellyfish Stinging cells to protect themselves Snake cold-blooded, nocturnal, Lizard cold-blooded, burrow to escape heat Polar Bear blubber, skin under fur is black to attract heat Penguin tightly packed feathers that overlap to make them waterproof, blubber, paddle-like feat for fast escape from predators
How do animals adapt after disasters? (Changes and affects) Wild fire burns down trees that animals had nested it lowers population- find a new spot that still has trees and try again Global warming causes a climate change and the ice caps polar bears live on are melting. With the distance they have to travel for food, they have begun to eat food that normally they wouldnt. Camels have figured out how to adapt to sandstorms. Transition (Not used until the closure. Turn in your ticket so you can take your seat!) Adaptations/Accommodations for Students with Special Needs
Evaluation of the Learning/Mastery of the Concept Formal Evaluation End-of-Unit test: Pick one type of habitat and one animal that lives within it. Explain the qualities this animal has to have in order to survive in this habitat. Finally, name one event that could change the habitat and cause animals to adapt to something new. (Animals losing a large population of trees that produce fruit, and they have to adapt to eating something else.)
Informal Evaluation Exit Slip: Students will work with a partner to find at least one other animal that could survive in each type of habitat discussed in class.
Closure Summary & Review of the Learning Exit Ticket: Students will work with a partner to find at least one other animal that could survive in one of the types of habitats discussed in class. They must also provide information on the special adaptations these animals have in order to live in such conditions. Students can use any technology available to research their response.
Homework/Assignments Examine habitats on a smaller scale. See what kind of life surrounds the community you live in! (Examples: Beehives, ant hills, bunny borrows etc.)
Reading Materials Technology Equipment Supplies iPad to play video; four habitat backgrounds, eight animals to place, notebook paper to write responses, pencils, exit tickets, and sticky tack.
Teacher Self-reflection Overall, I believe that my lesson went over very well. The major downfall that I had was that I didnt have enough time to complete the entire lesson. I was unable to get to the objective of understanding what natural disasters can do to an animals habitat, and I wasnt able to have the students complete an exit ticket. I feel as though if I would have had half an hour, instead of 10 minutes to complete this lesson; I would have been able to cover each of my
objectives for the students and complete each activity that had been planned for the lesson.
Susanne C. Moser, Lisa Dilling - Creating A Climate For Change - Communicating Climate Change and Facilitating Social Change (2007, Cambridge University Press) PDF