Short Cuts to Lessons Day 1 KWL Chart, Interest Inventory,
stories and vocabulary words Day 2 Animal cut outs, guided practice
and Kidspiration Day 3 Global map, US map and science experiment
Day 4 Students examples and music Day 5Habitat Game National
Standards AssessmentAR test # CSOs
Slide 4
Interest Inventory
Slide 5
Slide 6
Collecting Data 1. Make a hypothesis (guess) of which habitat
will have the most animals. There are no wrong answers. 2. Have
students to count to see which habitat has more animals. 3.
Students will write down the name of that habitat on their
individual white board. 4. Go to Kidspiration to do a bar graph. 5.
Have students to place answer on graph 6. Read Penguins 1,2,3 and
Hop on Pop
Slide 7
Kidspiration
Slide 8
Global Locations of Habitats
http://www.worldbiomes.com/biomes_map.htm
http://www.mapsofworld.com/world-maps/ Day 3 Go back to short
cuts
Slide 9
Results From Interest Inventory Animal Penguins Place-
Antarctica Stories: Penguins 1, 2, 3 by Kevin Schafer and Fifty
Below Zero by Robert Munsch http://kanawhalibrary.org/kids_library/
http://kanawhalibrary.org/kids_library/ Science Experiment with
fake snow. sodium polyacrylate
Slide 10
Slide 11
Students examples Story: Fog in the Bog Music by Hap Palmer Day
4 Go back to short cuts
Slide 12
Movie on Habitats Students will watch and listen to the movie,
they will make up lyrics to song by using information from our
research on the Internet. Students will practice song with music,
finished product will be students recording song on Audacity.
Slide 13
Movie and Writing 1. Students will do research in computer lab
in order to find facts about animals and their habitats.
http://animals.nationalgeographic.com/animals/
http://animals.nationalgeographic.com/animals/ 2. Students will
write down lyrics and practice song. 3. Read Get the Egg and Hop on
Pop have students to echo read.
Slide 14
K W L Chart What I WANT to learn about habitats. What I have
LEARNED about habitats. Day 1 I want to know students Prior
knowledge and interest Go back to short cuts
Slide 15
Vocabulary Words From Hush, Little Ones 1. Burrow- a tunnel or
hole that is dug underground by a small animal. 2. Hollow- an
object that is empty on the inside. 3. Cuddle-to get close to
someone or something. 4. Nestled- to rest as if one is in a nest.
5. Silvery- a hint of silver in color. 6. Snuggle-to get
comfortable and warm. 7. Pale-dull, not bright.
Slide 16
the natural environment of an organism; place that is natural
for the life and growth of an organism WHAT IS A HABITAT? WHAT SIZE
IS A HABITAT? WHAT PURPOSE DOES IT SERVE? WHAT HAPPENS WHEN A
HABITAT CHANGES? NAME 3 DIFFERENT TYPES OF HABITATS? NAME 3 ANIMALS
FROM A SPECIFIC HABITAT? NAME 3 THINGS THAT CAN CHANGE A HABITAT?
WHAT IS YOUR FAVORITE ANIMAL AND HABITAT?
http://dictionary.reference.com/browse/habitat Looked up habitat on
the Internet Homework link for unit: students will create a
diorama
Slide 17
Students will cut out animals glue them on guided practice
which looks like next slide. Use American Sign Language of Animals
and tasks. Go back to short cuts
Game 1. Have students in teams. One person is leader, all team
members whispers the answer to the leader. 2. Leader chooses a team
member to go to Interactive White Board to answer question. Team
will answer the question until they get it correct. 3. Then it goes
to the next team. Encourage team members to cheer for each other
even if answer is incorrect. Go back to short cuts
Slide 20
ANIMAL HABITATS Holding a twig in its claws, the beaver gnaws
the bark with its sharp teeth. Beavers are one of the largest
rodents on Earth.
Slide 21
Lets play a game. Animals live everywhere on the earth. They
have areas in which they dwell in the most. Can you help the
animals find their way to their habitat (home). On the next picture
click on the letter and see where it takes you.
Slide 22
IM AN AFRICAN LION CAN YOU HELP ME FIND MY HABITAT (HOME)
Fiercely protective of his pride, or family unit, male lions patrol
a vast territory normally covering about 100 square miles (260
square kilometers). A. Ocean B. Tropical Forest (Rain Forest) C.
Grassland D. Polar Regions
Slide 23
NO! KEEP TRYING! CLICK ON THE TROPICAL FOREST Tropical Forest
(Rain Forest)
Slide 24
NO! GOOD TRY! CLICK ON THE OCEAN TO GO BACK Ocean
Slide 25
YES! WAY TO GO! Grassland
Slide 26
NO! LETS TRY AGAIN! CLICK ON THE POLAR REGION BACK Polar
Regions
Slide 27
These camels are known for their legendary ability to travel up
to 100 desert miles (161 kilometers) without water. IM THE ARABIAN
CAMEL CAN YOU HELP ME FIND MY HABITAT (HOME) A.Desert B. Ocean C.
Tropical Forest D. Polar Region
Slide 28
YES! WOW! YOU DID IT Desert
Slide 29
NO! GOOD TRY! CLICK ON THE OCEAN TO GO BACK Ocean
Slide 30
NO! KEEP TRYING! CLICK ON THE TROPICAL FOREST Tropical Forest
(Rain Forest)
Slide 31
NO! LETS TRY AGAIN! CLICK ON THE POLAR REGION Polar
Regions
Slide 32
IM A PENGUIN CAN YOU HELP ME FIND MY HABITAT (HOME) This Adlie
penguin waddles through an Antarctic colony. Its black tail gives
it a tuxedo-like appearance. A. Temperate Forest B. Tundra C. Polar
Region D. Freshwater
Slide 33
NO! NICE TRY CLICK ON THE TEMPERATE FOREST TO GO BACK Temperate
Forest
Slide 34
NO! NICE TRY! CLICK ON THE TUNDRA TO GO BACK Tundra
Slide 35
YES! WELL DONE! Polar Regions
Slide 36
NO! GOOD TRY! CLICK ON THE FRESHWATER TO GO BACK
Freshwater
Slide 37
IM A BLACK BEAR CAN YOU HELP ME FIND MY HABITAT (HOME) Mother
black bears are notoriously protective of their cubs, who stay with
their mothers for about two years. A.Desert B.Temperate Forest
C.Freshwater D.Polar Regions
Slide 38
NO! GOOD TRY! CLICK ON THE DESSERT TO GO BACK Desert
Slide 39
YES! WONDERFUL! Temperate Forest
Slide 40
NO! GOOD TRY! CLICK ON THE FRESHWATER TO GO BACK
Freshwater
Slide 41
NO! LETS TRY AGAIN! CLICK ON THE POLAR REGION Polar
Regions
Slide 42
IM A BOX JELLYFISH CAN YOU HELP ME FIND MY HABITAT (HOME) The
box jellyfish's venom is among the most deadly in the world,
containing toxins that attack the heart, nervous system, and skin
cells. A.Tropical Forest B.Tundra C.Grassland D.Ocean
Slide 43
NO! KEEP TRYING! CLICK ON THE TROPICAL FOREST Tropical Forest
(Rain Forest)
Slide 44
NO! NICE TRY! CLICK ON THE TUNDRA TO GO BACK Tundra
Slide 45
NO! PLEASE TRY AGAIN! CLICK ON THE GRASSLAND TO GO BACK
Grassland
Slide 46
YES! YOU DID IT! Ocean
Slide 47
IM AN AMAZON HORNED FROG CAN YOU HELP ME FIND MY HABITAT (HOME)
Indiscriminate eaters, Amazon horned frogs can grow to about the
size of a small plate. A.Freshwater B.Tundra C.Tropical Forest
D.Temperate Forest
Slide 48
NO! GOOD TRY! CLICK ON THE FRESHWATER TO GO BACK
Freshwater
Slide 49
NO! NICE TRY! CLICK ON THE TUNDRA TO GO BACK Tundra
Slide 50
YES! FANTASTIC! Tropical Forest (Rain Forest)
Slide 51
NO! NICE TRY! CLICK ON THE TEMPERATE FOREST TO GO BACK
Temperate Forest
Slide 52
IM A CARIBOU CAN YOU HELP ME FIND MY HABITAT (HOME) Caribou
migrate north each summer in one of the greatest wildlife
spectacles on Earth. Feeding mostly on grasses and plants in the
summer, caribou eat lichen and mushrooms during winter A.Desert
B.Ocean C.Tundra D.Grassland
Slide 53
NO! GOOD TRY! CLICK ON THE DESSERT TO GO BACK Desert
Slide 54
NO! GOOD TRY! CLICK ON THE OCEAN TO GO BACK Ocean
Slide 55
YES! SUPER JOB! Tundra
Slide 56
NO! PLEASE TRY AGAIN! CLICK ON THE GRASSLAND TO GO BACK
Grassland
Slide 57
IM A COMMON LOON CAN YOU HELP ME FIND MY HABITAT (HOME) A baby
common loon hitches a ride on its mothers back. Hatchlings are able
to fly about 11 weeks after hatching. A.Grassland B.Tundra C.Polar
Regions D.Freshwater
Slide 58
NO! PLEASE TRY AGAIN! CLICK ON THE GRASSLAND TO GO BACK
Grassland
Slide 59
NO! NICE TRY! CLICK ON THE TUNDRA TO GO BACK Tundra
Slide 60
NO! LETS TRY AGAIN! CLICK ON THE POLAR BEARS Polar Regions
Slide 61
YES! GREAT JOB! Freshwater
Slide 62
Dutiful mothers, female polar bears usually give birth to twin
cubs, which stay with her for more than two years until they can
hunt and survive on their own. How do living organisms affect each
other? Why are habitats important? Why would an animal become
endangered?
Slide 63
ENDANGERED SPECIES Endangered species are creatures that are
being killed because of problems within their habitat or humans are
killing them.
Slide 64
Possibly the inspiration for mariners' tales of mermaids,
Dugongs are closely related to elephants. What are reasons why this
animal could be endangered?
Slide 65
Possibly the inspiration for mariners' tales of mermaids,
Dugongs are closely related to elephants. Dugongs
Slide 66
Sharp claws on all their fingers help nocturnal Aye-Ayes cling
to their treetop homes. What could be a reason why this animal is
on the endangered species list?
Slide 67
Sharp claws on all their fingers help nocturnal Aye-Ayes cling
to their treetop homes. Aye-Ayes
Slide 68
Atlantic puffins spend most of their lives at sea, but return
to land to form breeding colonies during spring and summer.
Slide 69
Atlantic puffins
Slide 70
Puffer fish are poor swimmers, but can quickly ingest huge
amounts of water to turn themselves into a virtually inedible ball
several times their normal size.
Slide 71
Puffer fish
Slide 72
Language Arts Social Studies Math Science Art Technology Music
American Sign Language Find out which part of the activities were
their favorite. The following subjects were covered:
Slide 73
Student Objectives Describe and tell about the different
habitats. Place animals into the correct habitat. Place different
beginning and ending parts to words using the short o sound.
Understand that animals live in habitats in different parts of the
world. Tell about cause and effect on wild animals. To demonstrate
the ability to think and act as scientists by engaging in active
inquiries and investigations, while incorporating hands-on
activities.
Slide 74
the natural environment of an organism; place that is natural
for the life and growth of an organism QUESTIONS WHAT IS A HABITAT?
WHAT SIZE IS A HABITAT? WHAT PURPOSE DOES IT SERVE? UNIT NAME 3
DIFFERENT TYPES OF HABITATS? NAME 3 ANIMALS FROM A SPECIFIC
HABITAT? NAME 3 THINGS THAT CAN CHANGE A HABITAT? HOW? WHAT IS YOUR
FAVORITE ANIMAL AND HABITAT? WHY? CONTENT WHAT HAPPENS WHEN A
HABITAT CHANGES? HOW DO LIVING ORGANISMS AFFECT EACH OTHER?
ESSENTIAL
Slide 75
K W L Chart What I WANT to learn about habitats. What I have
LEARNED about habitats. I want to know what they have learned.
Slide 76
Standard Lesson Plan Day 1 60 minutes Introduction unit on
Habitats Homework link will have students and parents creating a
diorama KWL chart on Interactive White Board to understand what
students prior knowledge of habitats (Large Group) Take a interest
inventory to see what students are interested in learning
(individual desk) Use Internet
http://dictionary.reference.com/browse/habitat to get definition of
habitat (Large Group)
http://dictionary.reference.com/browse/habitat Introduce vocabulary
words (Large Group) Read Hush, Little Ones by John Butler
(individual desk) Read Where Does a Pig Live? by Millie Phillips
(individual desk) Discussion on realism and fantasy, compare and
contrast stories Animal crackers for snack time (individual
desk)
Slide 77
Day 2 60 minutes Have students to make hypothesis about which
habitat will have the most animals. Have students color animals and
habitat guided practices sheets Have students to cut out and glue
animals unto their guided practice. Have students to count to see
which habitat has the more animals. Students will write down the
habitat with the most animals on their individual white board. Go
to Kidspiration to do a bar graph Students will place answers on
bar graph Read Penguins 1,2,3 and Hop on Pop use ASL American Sign
Language with story books Use Internet to look up American Sign
Language words http://www.lifeprint.com/ which also has lessons
http://www.lifeprint.com/
Slide 78
Day 3 90 Minutes Will do research on Internet of world map and
compare it to US map on hyperlink on slide. Will place US map in
the correct position on world map. (Large Group) Tell results of
interest inventory (Large Group) Stories will coincide with the
results of the interest inventory Students will listen to Emperors
Egg (Large Group) Go to computer lab and read the story Fifty Below
Zero http://kanawhalibrary.org/kids_library/ Internet by
TumbleBooks http://kanawhalibrary.org/kids_library/ Students will
take an AR test on the story online
https://hosted147.renlearn.com/701688/StudentPlace.aspx
https://hosted147.renlearn.com/701688/StudentPlace.aspx Students
can go to http://kids.nationalgeographic.com/kids/ to explore the
different activities, after they have taken the AR
testhttp://kids.nationalgeographic.com/kids/ Go back to classroom
Students will my hypothesis of what will happen to sodium
polyacrylate when it is mixed with water (individual) Put students
into small groups to whisper one of the items sodium polyacrylate
is used in. Whisper in one person ear in each group and have them
to tell another student. It is found in diapers. Show the example
of the penguin as it expands. This is the process known as osmosis.
In each group allow students to do the experiment individually and
then pass it to another student. In journal students will write
down what they think will happen when the water and chemical meet
Student will write in journals facts about what happened, did it
change color, temperature, size, smell and feels before and after
water is added.
Slide 79
Day 4 60 Minutes Read the story A Frog in a Bog (large group)
Listen to Hap Palmer song DOG walkin the dog (desk) Have students
to draw pictures from the story or the song Students will watch and
listen to Habitat movie Students will research on the Internet
(small groups)http://animals.nationalgeographic.com/ animals/ to
make up the lyrics to the second part of the
songhttp://animals.nationalgeographic.com/ animals/ Students will
practice singing the song on Audacity students can help in the
recording process (large group)
Slide 80
Day 590 Minutes Students will practice singing the song until
they are ready to record it onto Audacity (large group) We will
need the help of parent volunteer with this lesson Teacher will
take the best song and embed it into the movie with Windows Movie
Maker (small group) Students will go into small teams and will play
the habitat game One student will be the leader and all students
will whisper their answers to the leader The leader will choose a
student to go to the Interactive White Board to give the answer.
Before answer is given read and give information about the animal
found on the bottom of slide Have students to cheer for each other
Ask students which activity was their favorite (large group) Ask
questions that was asked at the beginning of the lesson Fill out
answers on KWL chart on Interactive White Board End unit with a
Show-n-Tell with the habitat diorama
Slide 81
K W L Chart Rubric Accelerated Reader tests Guided Practice
Sheets Kid watching Diorama Go back to short cuts
Slide 82
Numbers for AR test Go back to short cuts
Slide 83
National Standards Science Effective teachers of science
understand how students learn and develop scientific knowledge.
Preservice teachers use various methods including scientific
inquiry to develop this knowledge. Technology 2. Communication and
Collaboration Students use digital media and environments to
communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of
others. Students: a. interact, collaborate, and publish with peers,
experts, or others employing a variety of digital environments and
media. b. communicate information and ideas effectively to multiple
audiences using a variety of media and formats. c. develop cultural
understanding and global awareness by engaging with learners of
other cultures. d. contribute to project teams to produce original
works or solve problems. Go back to short cuts
Slide 84
West Virginia Content Standards and Objectives. RLA.O.1.1.01
develop a rhythm and rhyme of words (e.g., nursery rhymes, songs,
poems, tongue twisters). RLA.O.1.3.01 listen, recite and respond to
familiar stories, poems, nursery rhymes, songs and stories with
repeated patterns (e.g., retell in sequence, relate information to
own life, describe character setting plot, engage in creative and
dramatic play, imagine beyond the story). RLA.O.1.1.02 blend and
segment the phonemes of most one-syllable words. RLA.O.1.2.04
compose written works using appropriate parts of the writing
process (e.g., initial attention to planning, drafting, rereading
for meaning, some self correction and class/individual publishing).
SC.O.1.2.05 depict movement of living things in air, water and on
land. (e.g., birds flying, fish swimming, or worms burrowing in
soil). SC.O.1.1.01 ask questions about themselves and their world.
M.O.1.5.1 identify a real life situation to gather data over time;
make a hypothesis as to the outcome; design and implement a method
to collect, organize, and analyze the results to make a conclusion;
evaluate the validity of the hypothesis based upon collected data;
design a mode of presentation using a pictograph and a bar graph
(with and without technology). SS.O.WV.1.2 propose solutions and
investigate opportunities for public volunteerism concerning a
local problem. SS.O.WV.04.01 locate West Virginia and bordering
states on a United States map.
Slide 85
MU.O.GMK-2.4.01 relate music to other disciplines, e.g.,
childrens literature, math, science, visual art, etc.
21C.O.3-4.1.TT1 Student uses keyboard, mouse and other common input
and output devices (including adaptive devices when necessary)
efficiently and effectively; student handles diskettes, CD/DVDs,
USB drives, microphones, and headphones with care; student opens
files independently, saves documents, and sends documents to the
printer. 21C.O.PK-2.2.TT4 Student identifies how technology could
be used to solve problems in our everyday world. ASL.O LI.1.02
recognize simple words, numbers and phrases in authentic language
samples ASL.O.LI.1.05 follow short, simple directions, commands and
instructions. ASL.O.LI.1.03 identify people, ideas, objects and
emotions. VA.O.1.6.01 recognize how a story is told through dance,
music, theatre, and visual art. West Virginia Content Standards and
Objectives. Go back to short cuts
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