1. Topic-
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| How Environment Can Change A Habitat |
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2. Content-
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| S3.B.3.2 - Describe changes in natural or human-made systems and
the possible effects of those changes on the environment. |
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3. Goals: Aims/Outcomes-
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1. Create a diagram (picture) of a habitat versus a changed habitat
(natural or human-made).
2. Describe what happened to cause the change.
3. Describe how that change affected the living animals in that habitat. |
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4. Objectives-
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1. Analyze how a change can effect a habitat.
2. Design a picture showing the differences between the unchanged
and changed habitat.
3. Discuss through writing these changes and their effects on living
animals within the habitats. |
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5. Materials and Aids-
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| Paper, colored pencils, crayons, pencil, eraser. |
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6. Procedures/Methods-
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A. Introduction-
| The teacher will begin the lesson with sand in a container. This
will represent a beach-like habitat. The teacher will place two plastic
turtles within the sand saying, "these two turtles have lived here
all of their life". Lastly, they will add a sufficient amount of water
to the container pushing the sand around and flooding the container.
(Hopefully the plastic turtles can swim!). After flooding the habitat,
the teacher will explain how natural disasters like a tsunami or flood
can change the areas around us. This change not only effected the
area in which it hit, but also the animal within that area as well. |
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B. Development-
Students will then begin a discussion with the teacher on different
habitats. The teacher should ensure that the students mention beach,
desert, forest, mountains, plains, and tundra. These will be placed
on a board in the second list. The third discussion/ list will include
natural disasters, including flood, tornado, tsunami, hurricane, lightening
storm, melting ice, earthquakes, forest fire, mud slide, volcanoes,
and avalanche. In the first list, students will discuss what human-made
changes can occur, including road construction, cutting down trees,
drilling, building houses/apartments/companies, pollution, and hunting.
From here, one student at a time will come up to the board to draw
a line from one man-made change or natural disaster to a habitat that
it could occur in. Once a list is compiled, students will choose a
habitat and a corresponding change (man-made or natural). |
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C. Practice-
Once students have chosen their habitat and change (man-made or
natural), they will be given a piece of paper, coloring utensils,
and a pencil. It will be their job to create a side-by-side picture
demonstration of a habitat unchanged next to its changed counterpart.
Afterwards, the students will write a paragraph what changes they
believe would happen to the habitat and a second paragraph on how
the changes would effect wild life and living animals. |
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D. Independent Practice-
1. Students will be measured on their ability to connect a change
with an appropriate habitat.
2. Students will also receive a grade depending on the creativeness
of their pictures and the content in their two paragraphs. |
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E. Accommodations (Differentiated Instruction)-
1. Students with issues in literacy will not be required to write
the full paragraph for both the changes and effects on living animals.
2. ELL students unable to write will simply describe their drawings. |
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F. Checking for understanding-
| Once students have completed their pictures and paragraphs, they
will take turns describing their pictures to the class and reading
their two paragraphs. |
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G. Closure-
| Teacher will refer back to the sand opening to remind students of
why they began this picture project. The teacher will also take some
time to review the three lists the class made. The teacher will review
habitats and natural disasters that were not drawn by classmates to
hypothesize what could happen in those instances. |
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7. Evaluation-
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| The last evaluation with take place within the unit test on the
habitats and their living animals. |
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8. Teacher Reflection-
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| The teacher will use the pictures and writing samples to review
how well the students grasped the concept and understood the lesson. |
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