Day Three
Habitats and Systems
Objective: Students will identify components of animal habitats and their connections between living and nonliving things needed for survival.
Materials:
1. 3 pieces of colored paper per student
2. Colored pencils
3. Cactus Hotel by Brenda Z. Guiberson
4. Books with biome information such as "Explore the Biomes Series"
5. Computer/internet access
Events of Instruction:
1. Read Cactus Hotel by Brenda Z. Guiberson. Discuss the components of habitat of the animals in the book as well as the habitat of the cactus.
2. Distribute paper and colored pencils while discussing foldable activity.
3. Have students make a layered-look book and choose an animal they find in a biome book or on a website.
Top layer has name of animal and picture underneath
Second layer has "Food" and information underneath
Third layer has "Shelter" and information
Fourth layer has "Water" and information
Fifth layer has "Space" and information
4. Have students each chose animal and complete activity using resources such as books or computer.
5. After activity, have volunteers share their animal and habitat components
Assessment: collect foldable and check as assessment
Modifiactions: Provide an animal for a struggling student.
Resources:
foldable
Exploring Biomes Series
Objective: Students will identify components of animal habitats and their connections between living and nonliving things needed for survival.
Materials:
1. 3 pieces of colored paper per student
2. Colored pencils
3. Cactus Hotel by Brenda Z. Guiberson
4. Books with biome information such as "Explore the Biomes Series"
5. Computer/internet access
Events of Instruction:
1. Read Cactus Hotel by Brenda Z. Guiberson. Discuss the components of habitat of the animals in the book as well as the habitat of the cactus.
2. Distribute paper and colored pencils while discussing foldable activity.
3. Have students make a layered-look book and choose an animal they find in a biome book or on a website.
Top layer has name of animal and picture underneath
Second layer has "Food" and information underneath
Third layer has "Shelter" and information
Fourth layer has "Water" and information
Fifth layer has "Space" and information
4. Have students each chose animal and complete activity using resources such as books or computer.
5. After activity, have volunteers share their animal and habitat components
Assessment: collect foldable and check as assessment
Modifiactions: Provide an animal for a struggling student.
Resources:
foldable
Exploring Biomes Series