Kimberly Champion

STEM Lesson

“Home Sweet Habitat”

Purpose The purpose of this activity is to explore animals, including their characteristics,

adaptations and habitats through research and presentation. Students will choose an

animal and thoroughly research its physical and behavioral adaptations, eating patterns,

position in the food chain, biological characteristics and other interesting facts. Each

student will create a diorama showing the animal in its habitat, design a poster

summarizing their research and present their project to the class. This lesson also

fosters STEM (Science, Technology, Engineering and Mathematics) components as

students perform electronic research, represent and interpret measurements, discover

animal characteristics and construct a diorama.

This lesson will address the following misconceptions:

1) Traits are developed by individual organisms to the needs of the individual, instead of

recognizing traits are developed across generations in response to environmental demands

or conditions.

2) Species coexist in ecosystems because of their compatible needs and behaviors and

need to get along, instead of understanding species compete for resources, feed on one

another and live in the same ecosystem because of similar adaptations and environmental

needs.

3) Organisms higher in a food web eat everything that is lower in the food web, instead of

realizing organisms higher in a food chain eat some, but not necessarily all, of the

organisms below them in the food web.

4) Varying the population size of a species may not affect an ecosystem because some

organisms are not important, instead of recognizing all organisms are important within an

ecosystem and that varying a species’ population size may not affect all other species

equally, but it will affect the ecosystem as a whole.

5) Ecosystems are not a functioning whole but simply a collection of organisms, instead of

realizing ecosystems include the organisms, the interactions between organisms and the

interaction between the organisms and their physical environment.

6) Carnivores are big and ferocious and herbivores are small and passive, instead of

understanding that although some carnivores may be big and ferocious and some

herbivores small and passive, there is a great diversity among each group of organisms.

Lesson Goal or Objectives As a result of this lesson, students will become mini-experts on the animal of their

choosing through diligent research. Students will gain experience with the Engineering

Design Process in an authentic way as they design and develop a diorama and corresponding

poster while receiving directives and constraints. They will also expand their

understanding of the relationship between environment and adaptations of an animal and

the significant role of adaptations in the sustainability of a population. Students will

enhance their written and oral presentation skills as they share information with their

classmates.

Lesson STEM Challenge Question/Directive Design and construct the habitat of an animal in which viewers will acquire a genuine

perspective of its natural environment without further explanation. In addition, create a

corresponding poster that provides viewers a true understanding of the animal by offering

fundamental and interesting facts in a succinct manner.

Target Group This lesson was planned for fourth grade students.

Approximate Time Teacher Prep: Thirty minutes to copy student worksheets and review activity and

background information.

Student time is estimated as follows:

Engage: Thirty minutes

Explore: One class period for initial research in media center or computer lab

One class period for integrated math measurement lesson

Explain: Thirty minutes to forty-five minutes

Extend: Two to three class periods to present and explain challenge to students and

perform additional animal project research

One class period to create poster displays

*Students will construct dioramas at home

Evaluate: 5 minute student presentations; three class periods for all presentations

Background Science Information A habitat can be described as ‘the immediate environment in which a living organism (an

animal or plant), exists.’ Animal habitats may include living organisms and nonliving objects

and can vary greatly in size, temperature, rainfall and surrounding landforms across

species. Animals make their homes in a variety of places including deserts, swamps and

wetlands, forests, oceans, mountains, polar regions, coral reefs and grasslands. Amazingly,

many animals still make their home in the area their species first evolved millions of years

ago since they have adapted to specific climates or require a particular diet that exists

only in certain areas. Regardless of where animals make their homes, they live amongst

other animals and interact with one another establishing an ecosystem. Animal habitats

are often affected by human interference, including pollution and deforestation.

Animals slowly change over generations affecting the way they look and behave. These

changes reflect the process of evolution and are a response to a change in the

surroundings and survival strategies of the animal. Animals in an ecosystem compete for

water, food and space. Those animals that develop behavioral and physical adaptations

over time become stronger, reproduce and are more successful in their environment.

Animals have developed adaptations over time in an effort to improve the way they move,

the way in which they obtain and eat their food and ultimately the way they survive in

their climate and their natural environment.

Vocabulary and Concepts: Adaptation

The change in an organism or its parts that fits it better for the conditions of its

environment.

Camouflage

Colors or patterns are often displayed on an animal to help it to blend into its

surroundings. Animals use camouflage to both hide and protect themselves from

approaching predators but also to make sure that they are not spotted by unsuspecting

prey.

Carnivore

A carnivore is an animal that only eats other animals in order to ensure its own survival.

Carnivorous animals have a complex digestive system that has adapted to breaking down

large amounts of meat and, therefore, do not need to feed as often as herbivorous and

omnivorous animals. Lions, crocodiles and sharks are all good example of animals that are

carnivores.

Diet

The kinds of foods the animal eats.

Distinctive Features

Characteristics unique to the animal.

Ecosystem

The term ecosystem is used to describe the working together of different species of

animals within a particular habitat; a good example of this is the basic food chain.

Environment

The term environment is used to describe the conditions surrounding a certain organism as

a whole. This includes everything from the social structure of life contained within that

environment to how all the different organisms in one area interact with each other. There

are numerous different environments throughout the world including desert environments,

jungle environments and mountainous environments. The term environment basically refers

to all living and non-living things in the world or a particular region.

Evolution

Evolution is the process by which different species of animals evolve, generally in

accordance with natural selection and to make life more successful for the species. For

example, certain species of moths have been known to completely change color in just a

few generations because of pollution.

Food Chain

An animal food chain is the sequence of who eats whom within an ecosystem in order for

each animal to obtain nutrition. A food chain starts with the primary energy source, which

is usually the sun and the food chain is then connected by a series of organisms that eat

each other, in turn.

Habitat

The term habitat is used to describe a specific area where a particular animal lives within

an environment. Many animals have adapted to requiring specific conditions which can only

be found in their natural habitat. For example, animals that live in the polar regions have

longer, thicker body fur to keep them warm.

Herbivore

An herbivore is an animal that only eats plant material, algae and bacteria in order to gain

its nutrition. Those animals that are herbivorous have adapted to digest plant material

specifically, such as elephants, donkeys and rabbits.

Home Range

The area that an animal or group of animals live.

Natural Selection

The term natural selection refers to the process where heritable traits make it more

likely for an organism to survive long enough to reproduce and become more common over

successive generations of a population. This can include anything from the exterior

appearance of an organism (for example those that are most easily camouflaged tend to

fair better) to the temperament of an organism (for example, a lion would have more

difficulty in hunting prey if it was irrational and clumsy in behavior instead of being

stealthy and systematic in its actions). Natural selection is a key mechanism of evolution.

Omnivore

An omnivore is an animal that eats both plant material and other animals in order to get

enough food. Animals that are omnivores have complex digestive systems that are able to

process both plant and animal materials. Examples include kangaroos, otters and humans.

Predator

When an animal is referred to as a predator, it means that the animal either hunts or

catches other animals. Predatory animals are generally dominant within their environment

and will generally hunt animals smaller than themselves.

Prey

When an animal is referred to as prey, it means that the animal is either hunted or caught

for food. Animals that are referred to as prey are generally hunted by bigger animals,

although there are a number of exceptions.

Survival

The act or fact of living or continuing longer than another person or thing; a continuation

of life despite difficult conditions.

Temperament

The way the animal thinks, behaves or reacts.

The student activity will incorporate the Engineering Design Process developed by

Engineering is Elementary. This model was designed to simplify the terminology of the

design process so that young students could easily grasp the underlying concepts. ‘It is

important to note that practicing engineers do not adhere to a rigid step-by-step

interpretation of the process. Rather there are as many variations of the model as there

are engineers. The Engineering Design Process is cyclical and can begin at any step, or

move back and forth between steps numerous times. In real life, engineers often work on

just one or two steps and then pass along their work to another team.’

‘Moving through the Engineering Design Process might involve asking the following

questions or making the following decisions:

ASK - What is the problem? What have others done? What are the constraints?

IMAGINE - What are some solutions? Brainstorm ideas. Choose the best one.

PLAN - Draw a diagram. Make lists of materials you will need.

CREATE - Follow your plan and create it. Test it out!

IMPROVE - Talk about what works, what doesn't, and what could work better. Modify

your designs to make it better. Test it out!

The Engineering Design Process. Engineering is Elementary. (n.d.). Developed by the

Museum of Science, Boston. Retrieved March 30, 2013, from

http://www.eie.org/content/engineering-design-process

Reference - A-Z Animals - Animal Facts, Information, Pictures, Videos, Resources and

Links. (n.d.). Retrieved March 30, 2013, from

http://a-z-animals.com/reference/

Discipline-based Content Expectations Science Content Expectations: L.EV.04.22: Identify how variations in physical characteristics of individual organisms give

them an advantage for survival and reproduction.

L.OL.04.16: Determine that animals require air, water, and a source of energy and building

material for growth and repair.

Mathematics Common Core: Measurement and Data (4.MD) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units within one system of units including km, m, cm;

kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express

measurements in a larger unit in terms of a smaller unit. Record measurement equivalents

in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the

length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the

number pairs (1, 12), (2, 24), (3, 36).

2. Use the four operations to solve word problems involving distances, intervals of time,

liquid volumes, masses of objects, and money, including problems involving simple fractions

or decimals, and problems that require expressing measurements given in a larger unit in

terms of a smaller unit. Represent measurement quantities using diagrams such as number

line diagrams that feature a measurement scale.

Technology Standards: Grades 3-5 Research and Information Fluency (3-5.RI) 1. Identify search strategies for locating information with support from teachers or

school library media specialists.

2. Use digital tools to find, organize, analyze, synthesize, and evaluate information.

4. Understand that using information from a single Internet source might result in the

reporting of erroneous facts and that multiple sources should always be researched.

Engineering Standards: Engineering Design 1D2: Designing, testing, and building a system, component, or process to meet desired

needs within realistic constraints.

1P1: Learn that the engineering design process includes defining a problem, brainstorming,

researching and generating ideas, identifying criteria and specifying constraints, exploring

possibilities, selecting an approach, developing a design proposal, making a model or

prototype, testing and evaluating the design using specifications, refining the design,

creating or making it, and communicating processes and results.

Materials Needed Engage -Pebblego.com subscription or similar animal information website

-Variety of pictures of animals in their natural habitats demonstrating the basic

requirements for sustaining life (i.e. eating, drinking water, having space, etc.)

-Now and Later worksheet (for each student)

Explore -Arrange access to the computer lab or media center computers for student research

-Brightly colored yarn, paper, measuring tools (rulers, tape measures, meter sticks),

markers, tape, scissors (for each group)

-Animal Measurement worksheet (for each student)

Extend -Poster board for each student (supplied by school)

-Shoebox for each student (supplied by student or donations)

-Variety of ‘craft’ materials to create animal habitat diorama (supplied by student)

-Engineering by Design booklet or worksheet (for each student)

-Map template for home range on poster display (for each student)

-Graphic organizer for animal research project (for each student)

-Model of diorama and corresponding poster as an example for students

-Project rubric (for each student)

Safety Considerations When utilizing the computers, students will be reminded to be responsible with the

equipment and to practice internet safety by only accessing approved websites. As

students construct their dioramas at home, they will be reminded to use caution and

request adult supervision when using special or sharp tools and materials.

References Lesson idea adapted from ‘Zoo Exhibit Project’ by Rachel Card, Catherine Christensen and

Dana Wilson, East China School District, Fourth Grade.

Common Misconceptions about Biomes and Ecosystems - Tundra: Life in the Polar Extremes

- Beyond Penguins and Polar Bears. (n.d.). Beyond Penguins and Polar Bears. Retrieved

March 29, 2013, from

http://beyondpenguins.ehe.osu.edu/issue/tundra-life-in-the-polar-extremes/common-

misconceptions-about-biomes-and-ecosystems#misconceptions

Reference - A-Z Animals - Animal Facts, Information, Pictures, Videos, Resources and

Links. (n.d.). Retrieved March 30, 2013, from

http://a-z-animals.com/reference/

The Engineering Design Process. Engineering is Elementary. (n.d.). Developed by the

Museum of Science, Boston. Retrieved March 30, 2013, from

http://www.eie.org/content/engineering-design-process

STEM Lesson Pre-Assessment (and Engage) Teacher will visit www.pebblego.com and select a few animals that live in different

environments to share with the class. The website offers short video clips of animals in

their natural habitats, audio clips of the animal and informational facts about the animal.

In addition, the teacher will display several pictures of various animals, including humans,

in their habitat eating or obtaining food. Teacher will inquire of the students what they

noticed as differences and similarities amongst the animals and their surroundings.

Students will be encouraged to write their responses in their science journals before

sharing their ideas with the class. Engage the students in a discussion about the videos

and pictures, along with the many terms and concepts the students have been learning

throughout the Life Science unit. As students point out physical characteristics of the

animals, encourage the students to identify these as adaptations when appropriate. In

addition, promote the connection to terminology that has been discussed in previous unit

lessons as students offer their responses, such as survival, predator and ecosystem. Allow

the students to select a couple more animals to explore as a class on www.pebblego.com

and continue the discussion.

Teacher will hand out a brief ‘Now and Later’ (attached) to quickly assess the students’

general understanding of the concepts related to animals, habitats and adaptations.

Teacher will review responses and modify the lesson as necessary. Teacher may have to

reiterate some concepts that students struggle with and simply mention others in which

the students demonstrate a solid understanding.

Description of Student Learning Activities Explore: Tell the students that they will soon become mini-experts on an animal of their

choice. Ask the students to think of two or three animals they may want to research and

write their ideas in their science journals. Explain to the students that they will be

visiting the media center and visiting several websites that will provide information on

animals. The students are able to change their mind on their selected animal during their

initial research opportunity. Students will have access to www.pebblego.com,

http://animaldiversity.ummz.umich.edu/site/accounts/classification/echinodermata.html,

www.a-z-animals.com, and www.arkive.org while visiting the media center. Students will

also be able to utilize www.google.com if necessary and with the assistance and supervision

of the teacher or media specialist.

By the end of the period, students will need to have decided which animal they will be

researching and record in their science journal the average adult length (i.e. tip of nose to

tip of tail) or height (for animals such as flamingos, kangaroos, penguins, etc.) and weight

of their animal for an integrated math activity they will participate in the next day.

The next day, ask the students to refer to their science journals and find the adult

average length or height and weight they recorded the previous day. Students will be

divided into groups of five or six. Students that recorded length of their animals will be in

groups and students that recorded height will be in different groups. Each group will be

provided a ball of brightly colored yarn, measuring tools (rulers, meter sticks and tape

measures), scissors, markers, tape and paper. Students will take their group supplies and

science journals outside (or gymnasium if weather is not permitting).

Working together within the group, the students will use their measurement tools to

determine the length/height of the animals each student selected. Yarn will be cut to

represent the height or length of each animal and compared with other animals in the

group. Each yarn piece will start at the same point and be stretched lengthwise to

provide a visual of the differences in height or length. A piece of paper will be labeled

with the animal name and measurement (i.e. Polar Bear - 8.5 feet) and taped to the end of

the yarn for other groups to view. Students will have an opportunity to visit each group to

examine the measurements and record the data in their science journals.

Each student in the group will record the animal name and measurement of their own

animal and of each group member on the provided ‘Animal Measurement’ worksheet

(attached). The weight of each animal will also be recorded on the worksheet. Students

will once again work together to find an equivalent unit of measurement for each animal’s

height/length and weight using their math textbooks and conversion charts. For example,

pounds will be converted to tons or ounces, feet will be converted to inches or meters will

be converted to centimeters.

Explain: The students have selected their animal and will begin to learn specific facts

through research. Through discussion and inquiry, help the students identify the

fundamental details about the animal and its way of life to make their learning most

meaningful. Revisit relevant vocabulary that has been presented throughout the unit and

define new concepts.

-Where type of environment does your animal make its home (habitat)? Does it live in the

jungle, ocean or mountains?

-What is the home range of your animal (Australia, Africa, Atlantic Ocean)?

-Starting with the sun, where does your animal fit into a simple food chain?

-Is your animal a carnivore, herbivore or omnivore?

-Is your animal a predator or prey animal?

-What does your animal absolutely need to survive?

-Animals have physical or behavioral adaptations that help them survive in their natural

habitat. What are examples of your animal’s physical or behavioral adaptations?

-Consider other bodily characteristics of your animal, such as type of body covering (fur,

feathers), breathing system (lungs, gills), heating system (cold-blooded or warm-blooded)

and type of reproduction (lay eggs or young are born alive).

Extend: Scenario: Pine River Zoological Center has recruited our class to design and construct

animal habitats to be on display in their building this summer. They would like to help their

many visitors learn as much as they can about a variety of animals during their visit.

Challenge: Design and construct the habitat of an animal in which viewers will acquire a

genuine perspective of its natural environment without further explanation. In addition,

create a corresponding poster that provides viewers a true understanding of the animal by

offering fundamental and interesting facts in a succinct manner.

Constraints:

- Information must be gathered from at least three reliable, scientific resources. Two

resources must be electronic resources (remind students of the websites used during the

initial research opportunity in the media center).

-Diorama cannot be larger than two feet wide and two feet tall.

-Diorama, at minimum, must include the animal, its habitat and environment and its food

source (i.e. plants and/or prey). Any appropriate adaptations may also be included. In

addition, the shoe/boot box must be completely covered with paper or some other

material.

-Posters, at minimum, must include:

the common name of the animal and the genus, species

two pictures of the animal (no hand drawn pictures)

world map showing home range of animal (map template provided by teacher)

three adaptations (2 physical and 1 behavioral) that help the animal survive

identification of animal as herbivore, carnivore or omnivore

representative food chain with at least four links, including the sun (a predator can

be added)

fact sheet outlining the animal’s body covering, body temperature, reproduction

type (egg/live birth) and breathing system

five additional interesting facts about the animal

bibliography of resources attached to the back of the poster with student name

Introduce the Engineering by Design Process to students. Explain that the process is

used, in a variety of forms, by all engineers and designers to create solutions to problems.

Emphasize that this model only offers a guide and can be used in any order, in whole or

part, to accomplish a task. Discuss the ASK, IMAGINE, PLAN, CREATE and IMPROVE

prompts of the Engineering by Design Process and provide the students the Design Process

booklet or worksheet to assist in their project development (constructing an animal

habitat and creating a poster display). Students must complete the worksheet as they

move through their project development and turn it in to the teacher for review with

finished project.

Provide the students with a graphic organizer to assist them with fact gathering

(attached). Display an example of a diorama and corresponding poster (examples attached)

and supply a copy of the project rubric to the students.

Students will perform further research in the media center during two subsequent class

periods. An additional class period will be dedicated to poster design and completion.

Animal habitat dioramas will be completed at home using materials of the students’ choice.

Allow at least two weeks following the last research day to complete dioramas.

Real-World Connections Understanding the components of the engineering design process is critical for young

students to effectively problem solve. Developing these skills early on will be

advantageous to students. Exposing students to the engineering design process not only

emphasizes the fundamental concepts, but may also inspire students to pursue projects of

their own. Student experiences may be enhanced by inviting a local engineer (i.e. parent,

community member) to class to engage students about a topic, process or product. The

engineer may discuss the development procedure, blunders, duration, team member

involvement and necessary materials and equipment.

A Family Engineering Night may also be organized to allow students to work alongside their

family members to further develop their math and engineering skills. Interactive mini-

projects could be launched during the evening in a competitive or non-competitive

atmosphere between families. The ideas of limited resources and specific constraints

could be addressed during the activities.

Post-Assessment (Evaluate) Students will deliver an oral presentation (approximately five minutes) to their classmates.

Each student will explain their animal habitat diorama, their animal fact poster and any

other interesting information they acquired during their research.

Student diorama, display poster, oral presentation and completed engineering design

process booklet will be graded using a rubric (attached).

The ‘Now and Later’ will be redistributed to students for completion, discussed in class

and turned in for informal review by teacher. The teacher should identify and address any

remaining misconceptions through class discussion.

Examples

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