Name: Jimmy Stuart
Subject: Science
Grade Level: Fourth Grade
Theme: Habitats
Duration: 2-3 days at 45 minutes each lesson
Goals:
1. The student will be able to tell the differences in habitats
2. The student will be able to determine types of animals that live in a particular habitat.
3. The student will be able to determine types of plants that live in a particular habitat.
Objectives:
1. Students will describe learned knowledge through oral presentations of at least three habitats.
2. Students will identify three plants and three animals and give one reason why certain animals and plants can only live in certain environments.
Materials:
1. Five resource materials on Five different habitats
2. Reference material of animals and plant life that live in those five habitats.
3. Poster board, markers, rulers
3. Internet Access
Procedure:
1. Set the Stage:
Learning about animals and plants can be really fun, but did you ever wonder why polar bears are only in cold places instead of the warm ones? Or maybe why a cactus grows in the desert of all places?
2. Purpose:
For the next couple of days, we are going to talk about habitats. What is a habitat, why is it important, and who or what lives there. We will discuss the things we already know and research things that will help us discover new information.
3. Before the Lesson:
Begin the unit by first showing a nature video about the rainforest. Remind students to watch closely to what makes a habitat and why animals and plants can live in it. After the video, ask students questions about the video and about habitats.
The Activity:
1. The students will now create a poster board of at least three habitats from the reference materials given. Habitats, animals, and plants will be mentioned to describe the environment. Afterwards, each individual student will answer the board questions on paper that is at least two paragraphs long per question.
2. Use Webquest to complete activities provided: Play Amazon Explorer!
4. Groups:
Assign the class into groups of four and go over expectations.
5. Reinforce Understanding:
Allow for questions before groups get started with activities.
6. Assessment:
Teacher will walk around classroom to ensure students (all) actively participate. Work will be checked before students are allowed to be finished.
7. Those who finish early:
Until each group is done, there will be a series of questions on the board that groups will answer if they have completed the assignment ahead of schedule. After each group in finished and have presented their posters, the board questions will be assigned as an in class assignment.
Closure: Students will now present their posters to the class remembering to include the information that was asked for in the objectives. Each student will present some aspect of the group work in some fashion. Afterwards, a class evaluation of the project will be discussed. Some things that were fun, not fun, problems, concerns, and input as to future projects will all be taken into consideration.
References
Sayre, April Pulley.Grassland. New York, New York Twenty-Five Century Books, 1994.