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Lesson Author |
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First and Last Name: |
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Tarleton Unified |
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School Name: |
Tarleton/ESC Master Cohort |
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Lesson Overview |
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Lesson Plan Title: |
Ecosystems, Habitats and Survival |
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Lesson Summary: |
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Analyzing the habitats of animals and people, how they are
developed and maintained, and what factors affect shelter selection. |
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Subject Area(s): Click box(es) of the subject(s) that your Lesson targets |
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Drama Foreign
Language Home
Economics Language
Arts Math |
Music Physical
Education Science Social
Studies Technology Other: |
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Grade Level: Click box(es) of the grade level(s) that your Lesson targets |
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PreK-K 1 2 3 4 5 6 |
7 8 9 10 11 12 |
ESL Gifted and
Talented Special
Education Other: Other: |
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Targeted State Frameworks/Content Standards (TEKS): |
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3.3B; 3.8A,B,D; 3.9A; 3.11A 4.3B; 4.5A; 4.8A,B; 4.11C 5.3B; 5.5B; 5.9A,B,C; |
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Student Objectives/Learning Outcomes: |
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Students will:
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Approximate Time Needed: |
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Five
– Eight 50 minute class periods (due
to presentations and enrichment activity) |
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Prerequisite Skills: |
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Some background knowledge of habitats, reading/writing
abilities, computer skills to surf internet, ability to use digital camera |
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Materials and Resources Required For Unit |
Technology – Hardware: (Click boxes of all equipment needed) |
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Camera Computer(s)
Digital
Camera DVD Player Internet Connection |
Printer Projection
System Scanner Television VCR |
Video
Camera Video
Conferencing Equip. Other: |
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Technology – Software: (Click boxes
of all software needed.) |
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Database/Spreadsheet Desktop
Publishing E-mail
Software Encyclopedia
on CD-ROM |
Image
Editing Internet
Web Browser Multimedia |
Web Page
Development Word
Processing |
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Printed Materials: |
Textbooks, reference materials on animals and animal pictures, pictures
of different ecosystems, etc. |
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Supplies: |
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Internet Resources: |
Concepts in Nature: Where
Animals Live http://www5.unitedstreaming.com/index.cfm
What’s Your Habitat? http://www.nwf.org/schoolyardhabitats/pdfs/whatsyourhabitat2.pdf
Environmental Exchange Box
Activity http://www.plt.org/cms/pages/35_178_4.html
Sites to search for habitat
information: Animal Habitats: http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3792
Habitats/Biomes http://www.enchantedlearning.com/biomes/
Animal Habitats http://t3.preservice.org/T0110505/
Habitats http://www.dnr.state.wi.us/org/caer/ce/eek/nature/habitat/
Thorntown Zoo: Habitat Links http://www.bsw.primetap.com/Zoo.html
Yahooligan search Ranger Rick: Homework Help http://www.nwf.org/kidZone/kzPage.cfm?siteID=3&departmentId=107&articleId=185
Desert Animals http://www.desertusa.com/animal.html
Animals A-Z http://www.oaklandzoo.org/atoz/atoz.html |
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Others: |
Optional: Field trip to zoo or
outdoors to show different animal habitats. |
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Procedures: (click on link or see attached papers) |
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Engage: Show examples of real estate classified ads.
Have the students make comments of what information they see/read in the ad.
What does this information tell us? Explain that a home is part of a human’s
habitat. (Note: It’s
the entire neighborhood where an animal gets the food, water, air and shelter
with space it needs to survive and raise young.) Use the website, What’s
Your Habitat?, for procedural steps and background information. Ask the
students, “What do all humans need to survive?” Generate a list on the board.
(Accept all answers) Sort the list into the basic needs for survival. Have the students illustrate their home
leaving enough space around the home to add to the environment. As you follow steps #3 through #5 to show
where they get their resources to survive. (Make sure students have a visual
representation for each one of the basic needs for survival.) Details: It’s a
good idea to identify key details that students are expected to know in depth
and then to plan your unit so that students are exposed to these details
multiple times (at least three). The key details in this unit of study are
the basic needs for survival in a habitat. Exploration: Review the word “habitat,” and the elements
necessary in that habitat for a plant
to survive. Ask the question, “Which
of these do animals also require?”
Review the resources for humans, plants and animals: food, water, air, and shelter with space it
needs to survive and raise young. Have class discuss some examples of these
in different habitats. Some questions to ask could be: What type of food would a frog find in his
habitat? Where would a bird get water? Where would a bear raise its babies?
What might happen if a plant did not have much soil? Students create a graphic
organizer that shows the 4 resources in a habitat that animals need to
survive. (air, food, water, shelter/space) On the inside of the graphic
organizer they illustrate the plant or animal. Graphic
Organizers engage students in the creation of Nonlinguistic Representation that actually
stimulates and increases activity in the brain. Have students, in pairs, complete a Venn Diagram comparing a human habitat to an
animal’s habitat. (blank Venn Diagram) Venn
Diagram – We can use this process to deepen students’
understanding of the knowledge they are learning to identify similarities and
differences in characteristics of living things. Explanation: Students
watch United Streaming video, Concepts in Nature: Where
Animals Live, and answer specific
questions highlighted during video. (Teacher
copy of specific questions.)(Specific questions make the students focus more on
information presented.) After the video the different groups share the
questions they answered during the video. Students use “combination notes” note-taking technique
during video to record information about habitats. (Teacher pauses during video
after each section for students to compose notes.) blank combination notes paper Combination
notes: Uses both
the informal outline and pictures or graphic representations. This type of
note taking method has the students review information three times---writing,
drawing, and summarizing. Teacher explains what goals/learning outcomes are expected
for the habitat unit.
Students write personal goals of what they want
to learn about habitats in their Science journal. (Student uses the teacher’s objectives as a guide and
makes his/her own learning goals.) Examples: To understand how a deer lives in the forest. To
explain the tiger habitat and where they find shelter, food, and water.) Student
goals: Give direction to students but allow them some
flexibility to further define their own interests within a topic.) Five vocabulary words (habitat, resource, environment,
reproduce, survive) are modeled using the 5-step process for teaching
vocabulary. The 5-step
instructional sequence gives students multiple exposures to vocabulary terms
in multiple ways. Elaboration: As a
class identify different habitats/ecosystems. Create a list on the board.
Show the cluster-web
graphic organizer. Explain
that the students are going to work in Cooperative groups of 4 to research a specific habitat. The students will
divide the research and report back their part at designated times. Cooperative learning uses
five elements (positive interdependence, face-to-face promotive interaction,
individual and group accountability, interpersonal and small group skills,
and group processing to decrease tension and make group work more
constructive. Everyone contributes to the whole. The students will use the blank cluster-web
graphic organizer to record information collected related to their specific* habitat. The Webbing gives
students a visual representation of the relationships between and among ideas
or elements. They will then use this information to create a classified ad
for a specific animal in that habitat. Share 2 examples of classified ads for
animals. (Underground Castle, Prime Grassland )Students
create classified animal habitat ad working in groups of 4. Students use rubric to assess. Rubrics let
students know up front what they need to know or be able to do. *specific habitat –
You can either have names of animals on slips of paper and each group selects
one. Or if necessary, after every group has created their habitat classified
ad, display a list of all the animals chosen for participants to see. The
group then guesses which animal goes with which ad. Discuss how some ads
might fit more than one animal and how some animals might adapt to fit into a
habitat that is not their ideal home. After animals and habitats are correctly matched, have
each group present more detailed information about their habitat explaining
how the resources are provided for the animal. Evaluation:
Presentation of Habitat Classified Ads with peer feedback. Peer feedback is for
students to clarify for each other what was correct or incorrect in an
assessment. After presentation each student writes a reflection in
his/her Science journal concerning:
Self-assessment helps
students gauge their own progress. It also helps students to connect what
they are doing in the classroom to their learning goals, and to their grades. Extension:
Project
Learning Tree Environmental Exchange Box class activity. |
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Student Assessment: |
Student learning
will be assessed in the following ways: ·
Observation of students in large and small
groups. ·
Venn diagram documentation - to
attain mastery, students must produce diagrams that illustrate similarities
and differences with at least 80% accuracy.
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Correct completion of foldable graphic organizer -
The correct completion will be assessed by noting the proper elements
matching the type of animal. ·
Science journal documentation of
personal goals and notes taking during research. These are reflective of what
is being researched. ·
Completion of habitat research on graphic
organizer - information relates to topic being studied and is accurate. ·
Habitat Classified Ad rubric ·
Group presentation of habitat -
defined in rubric. ·
Reflection in journal correctly
addresses topic of study |