How does an animal’s relationship to its habitat affect its
survival?
1.16
Students use computers and other kinds of technology to collect,
organize, and communicate information and ideas.
·
Use a variety of technologies in
various ways.
·
Express information and ideas using
technology.
2.3
Students identify and analyze systems and the ways their components work
together or affect each other.
·
Recognize things that work
together.
·
Analyze how the properties of the
components of a system affect their function within the system.
2.5
Students understand that under certain conditions nature tends to remain
the same or move toward a balance.
·
Investigate and describe steady
state systems and components of a system that work together to achieve
constancy.
·
Investigate factors which may
disrupt constancy and describe their effects in a steady state system.
5.1
Students use critical thinking skills such as analyzing, prioritizing,
categorizing, evaluating, and comparing to solve a variety of problems in
real-life situations.
·
Examine cause-and-effect relationships.
1.
What is a habitat?
2.
What does an animal need in its habitat to survive?
3.
Why do only certain animals live in certain habitats?
4.
What is an animal’s relationship to its habitat? (Food chain, life cycle,
community, balance of nature)
5.
What happens to an animal when its habitat changes?
At the end of our study of animals
and their habitats, each student will create a PowerPoint slide which reflects
his/her understanding of an animal’s relationship to its habitat.
Each class will have six groups, each
group representing a different habitat. Every
child in each group will create a slide about an animal from his/her assigned
habitat. Each slide will include
the following:
·
animal
·
characteristics of the animal
which make it well suited to its habitat
·
basic needs for the animal to
survive in the habitat
·
text or audio explanation of
animal’s relationship to its habitat
·
prediction of what would happen
if the habitat were changed
All the group slides will be combined by the teacher into a
PowerPoint presentation.
·
Food chain/Food web
·
Types/characteristics of
habitats
·
Basic needs for survival (food,
water, and shelter)
·
Balance of nature
·
Obtain and use resources for
research
·
Collect, organize, and display
data
·
Use basic writing skills
·
Use science skills: observe,
identify variables, predict
·
Understand cause and effect
·
Reference materials
·
Picture books
·
Internet access
·
Software
·
Field trip
·
Graphics/pictures
Ongoing
Activities:
*
Habitat Bulletin Board – World Habitats
Color-coded posters of the six habitats
World map, color coded to match posters
Animal-of-the-Day to be added to posters
*
Take home books/book list for parents
*
Reserve book section in library
*
Possible portfolio piece – transactive
*
Field trip – Frankfort
·
What Is A Habitat?
·
Characteristics of Desert, Rain Forest, Mountain, Tundra,
Ocean, and Grasslands
Activities:
1. Animal-of-the-Day – each
child will have a map of the habitats and as the Animal-of-the-Day is studied,
will place an animal sticker in the correct habitat
2. Habitat-of-the-Day – books,
video, websites,
pictures/posters
3. Who Am I? – guess an animal
by clues
4. Matching/Memory Game
Week
Two
·
Basic Survival Needs
·
Food Chains
Activities:
1.
Animal-of-the-Day
2.
Food chain canopy (See Julie’s website list – possible art/science activity)
3.
Food, shelter, water game (Possible gym activity)
4.
Velcro food chain board
5.
Fish food chain activity (See Doris’s website list.)
6.
Website/computer activities
·
Animal Research
·
Balance of Nature
Activities:
1.
Animal-of-the-Day
2. Shareware game – Survival
simulation game
3.
Big Systems (MECC)
4.
Model/practice if-then statements
5.
Deer game (Possible PE activity)
6.
Project Wild
·
Culminating Project
1.
Learning PowerPoint
2.
Creating projects
3.
Possible portfolio piece – transactive writing
Animal Homes
http://www.mattwolf.com/zoolobby.htm
Virtual Zoo
http://www.pbs.org/zoboo/
Zoboomofoo