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Caroline Brown

Dr. Sloan
EDUC 4338
17 February 2016

Topic: Organisms and EnvironmentsWhat I know about Habitats

Grade Level: Fourth Grade


Subject: Science
Objectives:
Behavioral objective(s)/Student Expectations:
o The students use diagrams and models to learn new vocabulary about ecosystems.
o Students should be able to describe the relationships between non-living and
living things.
o Students should be able to explore the needs of different organisms have and how
they meet their needs in their habitat.

TEKS/College Career Readiness Standards


o 4.9 Organisms and Environments. The Student should know and understand that
living organisms within an ecosystem interact with one another and with their
environment. The student should be expected to:
4.9 A: Investigate that most producers need sunlight, water, and carbon
dioxide to make their own food, while consumers are dependent on other
organisms for food.
4.9 B: Describe the flow of energy through food webs, beginning with the
Sun, and predict how changes in the ecosystem affect the food webs such
as a fire in a forest.
Materials
For the students For the teacher

Green agree popsicle sticks What I know about Habitats worksheet


Red disagree popsicle sticks Class habitat poster/ Vocab Chart
4 white posters Markers to write on it
Markers to decorate Vocabulary List/ Definitions
Books on four Habitats
ComputersKidRex search engine
Poster Rubric

Disciplinary Vocabulary/brief definitions: These vocabulary words are part of the overall six
week science unit. In the previous two lessons they are defined and talked about. In this lesson
plan all terms will be reviewed at the beginning during the introduction. They will also be
included on the concept map during the model part of the lesson. My expectation is that the
students will already be familiar with these vocabulary terms but that the lesson will review
and re-enforce understanding of them
Community: how all the plants and animals in an area interact with each other.
Interaction: the effect or influence of two things.
Organism: an individual animal, plant, or single-celled life form
Habitats: The place where a plan or an animal lives.
Ecosystem: the sum of external conditions, or environmental factors.
Procedures/Activities
Introduction/Anticipatory Set/Engagement and Exploration: (< 5 min)

I am first going to give all the students agree and disagree popsicle sticks. Then I am going to
quickly remind the students that they have been learning these past two weeks about different
organisms and their respective environments. I will briefly askWhat are some living and
non-living elements of an ecosystem? What is an ecosystem? And then explain that today we
will be talking about habitats.

Then I will explain that to begin our thinking about habitats I am going to say a list of 10
statements about habitats. For each statement I will give them about thirty seconds to think
about. Then I will ask them to raise their agree or disagree popsicle stick. After everyone has
done so I will pick one to two students to explain why they agree or disagree.

1. A habitat is just the place where you live. (What makes you think that?)
2. People are part of your habitat. (why do you think so?)
3. A habitat has the things that you need to live. ( What if a habitat did not have the things
you need)
4. Your bedroom is your whole habitat. (Where is do you think is part of your habitat)
5. All habitats have water. (Can a habitat thrive without water)
6. Habitats have plants and animals.
7. Habitats have only living organisms.
8. Habitats have only nonliving things.
9. Habitats have living and nonliving things.
10. A habitat must provide shelter. (what qualifies as shelter)

Model:

Once I have introduced the lesson we are then going to develop a short concept map of what a
habitat is. I will transition into this part of the lesson by explain that now I want us to try to
connect what we just learned about habitats to key vocabulary. I will start the students off by
writing habitat in a box on the overhead projector and then ask what bubble should I have
coming off that describe a habitat. I will encourage the students to think of big groups like
living and non-living organisms, resources, and external factors. Then I will have the students
give me smaller ideas within those. For living organisms I will have the students come up with
three living things in a habitat (like animals, plants, and bacteria). Then for non-living I will
have the students come up with elements like rocks, water, minerals. Then for external factors
I will encourage the students to think of other less obvious things that effect a habitat likethe
sun, the temperature, perception levels. Last I will ask the students if how they think each part
of the web interacts.

Check for Understanding/Explanation:

I will briefly have a student volunteers tell me what are some habitats they can think of? I will
ask them:
What are unique elements to each habitat? Can you say more about that?
What does a habitat provide an organism? How did you arrive at that answer?
How do some organisms adapted to live in their habitat? What makes them do this?

Here students should be able to explain the relationship between each element in a habitat.
Students should also think about if these interactions are negative or positive and what makes
them so. I will look to see that all the students are actively looking at the speakers and
volunteering to answer questions.

Guided Practice/Exploration:

For guided practice I am going to break the students into four groups of four and assign each
group a specific habitatpond, prairie, rainforest, and tundra. I will explain that I want each
group to research their specific habitat and make a small poster displaying important elements
of that habitat. I will give the students a rubric with five questions they need to answer on their
poster and will provide books and computers for them to research information about their
habitat. I will give the students 20 minutes to do so as a group and then once everyone has
made their poster I will have them present them to the class.

Check for Understanding/Explanation:

As the groups are working on their posters I will try to ask the groups these questions:
How do the plants and animals interact in your habitat? Can you think of any
examples? What issues might occur? How do they help each other?
How do humans impact the animals in your habitat? What aspects of your habitat have
been effected? Which have not?
How do humans impact the plants in their habitat? Is that always true?
What are other possible impactors on a habitats? Are they positive or negative?
How are each element in your habitat interconnected? Do they rely on each other?

Independent Practice/Elaboration:

N/A

Re-teaching:
If students are struggling to understand the concepts of a habit I will take our four pictures of
the habitats we studied. I will then put them on document camera and have students point out
different things they see in the picture. We will make a list of all the living, non-living, and
other elements in the habitat. Then I will ask how those living and non-living elements interact
with each other. I will ask: What about this habitat allows for these plants to grow? What about
this habitat allows for these animals to live? Ect.

Closure/Assessment:
Now that we have to talked about all the important parts of a habitat. I want everyone
to think real quickly of the habitat they think they would want to live in the most. I
want you to lay your head on your desk and picture this habitat. I am going to ask you a
few questions to think about for one minute:
o What are the most important elements in that habitat? What about this habitat is
appealing to you? What elements of this habitat are living and non-living?
Which parts of this habitat would be impossible without others?
Now I am going to pass out sticky note to each of you and I want you to write what you
think is the most important part of your habitat you were just thinking about.

Planned Modifications and Differentiation (IEP-informed):


Student Area of IEP Modifications Recommended
(initials Disability Objectives (SPED and 504) Corrective Principles
only) (SPED
students
only)

LR Reading and N/A more time to buddy working


Writing complete assignments with for reading
Language arts and modified number more time to
disability of problem complete
assignments
word walls with
them to help them
with basic spelling

MR Reading and N/A more time to buddy working


Writing complete assignments with for reading
language arts and modified number more time to
disability of problem complete
assignments
word walls with
them to help them
with basic spelling
Resources:
Office of Academic Austin Independent School District Science Curriculum
Discovery Education Website/ Video

Habitat LessonVocabulary
Community: a group of people living in the same place or having a
particular characteristic in common.

Example: "Rhode Island has a community of Japanese


individuals"
Synonyms: group, body, set, circle

Interaction: reciprocal action, effect, or influence.


Example: The two dogs interact with each other while their
owners talk.
Organism: an individual animal, plant, or single-celled life form.

Example: The newly discovered organism is so small the human


eye cannot see it.
Synonyms: living thing, being, creature, animal, plant, life form
Habitats: the natural home or environment of an animal, plant, or other
organism.

Example: "wild chimps in their natural habitat"


Synonyms: natural environment, home, domain,

What your poster needs to include?


1. What are two living elements common to your habitat?
2. What are two non-living elements common to your habitat?
3. Where water is often found in your habitat?
4. How do organism protect themselves in your habitat?
5. How do plants and animals interact in your habitat?

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