Animals+&+Habitat


 * Amy Leslie

Goldfish and Guppies

Lesson 1 http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=KSrJH4OePUjnh95BF9S&LID=kczgf7eyc4cpz2ck

Lesson 2 http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=KSrJH4OePUjnh95BF9S&LID=kczgf7eyc4cpz2ck

Lesson 3 http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=KSrJH4OePUjnh95BF9S&LID=kczgf7eyc4cpz2ck**

http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=KSrJH4OePUjnh95BF9S&LID=kczgf7eyc4cpz2ck**
 * Lesson 4

http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=KSrJH4OePUjnh95BF9S&LID=kczgf7eyc4cpz2ck
 * Lesson 5

Lauren Foreman

Insects

Lesson 1 - Bodies: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=ktccffzkz0c4cmza

Lesson 2 - Bodies (Clay Models): http://lesson.taskstream.com/lessonbuilder/v.asp?LID=ugz7ewcyhqzozwhp

Lesson 3 - Metamorphosis: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=pfzthqzczlhkfmzu

Lesson 4 - Monarch Butterflies: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=arcqc3cjfsc0hhfp

Honeybees: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=p7ebzyctc7e1h2cp

** **Grade 2 - Butterfly Life Cycle - Elizabeth Jeyes** http://lesson.taskstream.com/lessonbuilder/v.asp?LID=a_z0hycqz3c4cmzp

Habitats Around the World Grade 5 Kaitlin Anselmo

2. Students will learn about the environments(habitats) in which different animals in the world live. 3. Students will learn how animals around the world survive in different environments. ||
 * Subject(s): || Science ||
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 * Science Concept: || Habitats around the World ||
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 * Driving Question: || Why do animals live where they do and how do they adapt to their surroundings? ||
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 * Grade/Level: || 5 ||
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 * Learning Outcomes: || 1. The students will learn about how animals in the world live.
 * Summary: || My lesson will begin with a hook to engage the students in the topic we are about to discuss. For my hook, I will be reading a story about a habitat. The story will hopefully gain my students' interest in learning about different habitats and the animals that live in those environments. ||


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 * Assessment/Rubrics: || In order to assess the students understanding of the lesson we will be completing a graphic organizer on habitats. The organizer will be split into sections covering topics such as temperature, plant life, animal life, food sources, human population, average daylight hours, average hours of darkness, and how plants, animals and other living things in their habitat are dependent upon each other for life . ||

2. For this lesson I will need 10 poster boards (5 for each class) 3. Markers to draw on and decorate the posters, construction paper for cutouts, and scissors 4. //I See a Kookaburra// book 5. 5 Books on each habitat: (5) Desert, (5) Rainforest, (5) Grasslands, (5) Polar Ice, (5) Temperate Forest 6. National Geographic For Kids on each animal they will be exploring 7. "Habitats Around the World" paper booklets for each child with a picture of an animal on the back of each pamphlet. || 
 * Science Materials: || 1. Graphic Organizers for the students to fill out before they begin working on their posters.
 * Learning Context: || The unit I will begin to teach is Wildlife. I am a pre-student teacher at Highland Park Elementary school in 5th grade. As part of the 5th grade requirement, students attend Shaver's Creek Outdoor School for one week in May. In preparation for this outdoor school, the students will be spending the remainder of the school year studying wildlife animals, and their interactions with the environment. I will be focusing on habitats and how animals adapt to the habitats they live. ||
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 * Differentiated Instruction: || In order to differentiate the instruction, I will be completing a read aloud in the beginning of my lesson for those students who are not as proficient in reading. During the group research, I will bring in 5 different texts for each of the environments/habitats we will be exploring, and I will make sure that there are texts with descriptive pictures, as well as others with descriptive words to ensure that all students will learn from this activity about their respective habitat/environment. ||
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 * Collaboration: || Students will work collaboratively. Students will work in groups of 4. ||
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 * Time Allotment: || 5 class periods. 40 Min. per class. ||

1. I will introduce my students to the topic of habitats around the world by completing a read-aloud. Because my students are in 5th grade, they are not used to read-alouds in the classroom, and so this will get them excited and ready to learn. 2. We will be reading a story called //I See a Kookaburra.// After we finish the story, we will discuss the story. I will ask students what a habitat is? 3. I will take a few answers and then reiterate that a habitat is a place where an organism lives. A habitat provides 4 essential things. I will ask the students if they know what those things are? I will call on students for the answers, "food, water, shelter, and space." 4. We will then talk about how some animals can only live in specific habitats, such as the panda bear, that can only live in China and Nepal because of the food they eat, and the climate they need to survive, and others, such as the squirrel, which I will mention that many of them drew as their favorite animal, can live and adapt to multiple different habitats. 5. I will then ask the students if they can think of different habitats and environments around the world. I will wait and see what habitats the students think of before I explain what our activity will be. I will make a list of the different habitats the students think of on the board, and then I will explain our project of the week. 6. I will tell the students that we are going to be studying different environments and habitats around the world. I will break the students into 5 groups of 4 or 5 by having them count off by 5s. When the students have all been assigned a number, I will have the students move into their groups for the explanation of the assignment. 7. I will explain to the students that each group is going to be given a different habitat. There are books on the table for the students to use as they conduct research on their different environments. They will have to complete the graphic organizer for the environment first, and discuss this with their group. Then each group will create a poster explaining their different environments. The posters will be detailed and neat so that they can be explained to the group at a later date. || 1. During the exploration period, the students will be filling in a graphic organizer on their assigned habitat/environment. Students will look for temperature, plant life, animal life, food sources, human population, average daylight hours, average hours of darkness, and how plants, animals and other living things in their habitat are dependent upon each other for life. 2. Then they will work on their group posters. The students will decorate, and make a visual of their environment with pictures and facts about their environment based on their research and findings. In order to assess student understanding, each group will present their environment to the class. The rest of the class will take notes on what the students have found in their "Habitats Around the World" paper booklet that I pass out to them. (Note that on the back of the paper booklet will be a picture of a wildlife animal) They will just jot down a few ideas as well as a mini picture of what the habitat looks like. Each group will do a brief (5 min) presentation for the class. After the presentations, I will ask the students to flip over their booklets. On the back of each booklet will be a picture of a wildlife animal. I will tell the students that each student has a picture of an animal on the back of their "Habitats Around the World" pamphlet. That animal is the final part of our unit. I will tell the students that in the front of the room are mini magazines about their animal. Each student should come up and find their animal as I call their group. After students have found their animal, students will have time to find out more about their animal and write a "Where do I live" about their animal. Students will describe their animal and what type of habitat and environment that animal adapts to best. The following day, as the conclusion of our unit, I will read aloud what the students have written about their animal, and as a class we will guess which habitat that animal lives in. ||
 * ENGAGE: || **30 minutes**
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 * EXPLORE: || **Two 40 minute periods**
 * This exploration will take about two days, to complete.** ||
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 * EXPLAIN: || Two 40 minute periods**