This lesson plan aims to teach students about the habitat needs of various animals found within Alberta. Students will research an animal randomly assigned to them and create a poster presenting where the animal lives, what it eats, what kind of shelter it uses, and the space it requires. Students will present their posters to their classmates and fill out checklists while viewing other projects. The goal is for students to understand that different animals need different habitats to meet their basic needs and to communicate their research findings to others.
This lesson plan aims to teach students about the habitat needs of various animals found within Alberta. Students will research an animal randomly assigned to them and create a poster presenting where the animal lives, what it eats, what kind of shelter it uses, and the space it requires. Students will present their posters to their classmates and fill out checklists while viewing other projects. The goal is for students to understand that different animals need different habitats to meet their basic needs and to communicate their research findings to others.
This lesson plan aims to teach students about the habitat needs of various animals found within Alberta. Students will research an animal randomly assigned to them and create a poster presenting where the animal lives, what it eats, what kind of shelter it uses, and the space it requires. Students will present their posters to their classmates and fill out checklists while viewing other projects. The goal is for students to understand that different animals need different habitats to meet their basic needs and to communicate their research findings to others.
This lesson plan aims to teach students about the habitat needs of various animals found within Alberta. Students will research an animal randomly assigned to them and create a poster presenting where the animal lives, what it eats, what kind of shelter it uses, and the space it requires. Students will present their posters to their classmates and fill out checklists while viewing other projects. The goal is for students to understand that different animals need different habitats to meet their basic needs and to communicate their research findings to others.
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Lesson
Title/Foc us
Where are certain animals
found within Alberta, and why?
Cour se
Science - Grade 3 English - Grade 3
LESSON OUTCOMES Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and space Choose appropriate forms of oral, print and other media texts for communicating and sharing ideas with others
LEARNING OBJECTIVES 1. By the end of the lesson, students will demonstrate an awareness of the habitat needs of various animals through visual, oral and demonstrative formats. (Understanding) 2. By the end of the lesson, students will be able to produce visual and written representations of their specific research [Poster Presentation or Write-up]. (Understanding) 3. By the end of the lesson, students will be able to identify important/relevant attributes of effective research. (Understanding)
MATERIALS AND EQUIPMENT
Flash Cards with animal names on them Ipads with pre-approved websites based on wildlife Resources from the library based on wildlife (Nature Encyclopedia. What is Hibernation? What is migration? Underground habitats. Animal Homes. Backyard Habitats. A Grassland habitat. Life in a Grassland. Forest Food Chains. A Forest Habitat. Why am I Rare? Gone Wild. The Food Chain. Predator! Predator. Nature All Year Long. My First Nature Treasury. The Nature Book. The Jumbo Book of Nature Science. Alberta: A Natural History.) Resources from LearnAlberta for online information: trueflix bookflix Poster paper Previous poster for an example Markers Tape Checklist (Pre-made)
PREPARATION AND LOGISTICAL CONSIDERATIONS
Make Ipad cart available to students who want technology based research Make resources available to students who want book based research Have flash cards ready to hand out Depending on the how well the teacher knows the class, we will either decide the groups ahead of time or leave it to chance. Pre-decision would be to avoid unfair assessment. Have an example of a previous poster Guiding questions on the board (Prompt questions)
PROCEDURE
Introduction Introduce the overarching question: What is the purpose of the Parks in Alberta? This is done through a brief skit, pretending to be a Parks Ranger. Introducing ideas about: What kinds of animals are found in Alberta Parks? Ideas about the relationship between predators and prey, and what that categorization means. What kinds of habitats are evident in Alberta? Forest, prairie, mountains, caves, lakes & rivers, rural & urban. What kinds of animals do we see within Lethbridge? Are there animals that can be found in both urban settings and natural settings? What animals live exclusively in the wild? Body Animal 1. Have students stand up and find the corresponding animal that is presented on the flashcard they have been given Research 2. Ask students to determine whether they are predator or prey 3. Ask partners to take either an Ipad or Resource book (whichever they prefer) and begin researching the animal that was presented on their card a. Does your animal exist in a city, outside of the city, or both? b. What does your animal eat? c. Does your animal make a shelter? If so, what kind of shelter? d. How much space does your animal need to live? Developmen1. a. t of Mini Project b.
c.
Oral Presentatio ns
2. 3. 1. 2. a.
3.
Describe the assignment to the class
Students will create a poster about their animal shown on their card that answers the questions posed above. Show an example from a previous students poster - make sure to describe that the project needs a visual element and a written portion on the poster. Discuss the rubric for the assignment. Tell students that their will be an oral presentation when they are finished in which half of the students will walk around and view the other halfs presentations and vice versa. Have the poster paper and markers ready up at the front. Allow students time in order to complete the projects. Once the projects have been completed, ask the students to hang their posters around the classroom (use the tape provided by the teacher) Gather students together and hand out the checklist Describe the purpose of the checklist - complete the checklist while viewing your classmates works. Put an X or a check mark after finding the appropriate animal and name the animal on your checklist Divide the partner groups in half and have one half of the groups stand by their project
Time
10 min
Time
30 min
30 min
35 min
a. Describe the purpose of the project is to inform your
classmates on what you have researched. For 15 minutes, allow the other half of the students to view their classmates projects. b. Remind the students who are viewing that they are to fill out their checklists while going to different projects. 4. Have students begin their presentations, once the 15 minutes is up, switch the presenters and the viewers for 15 minutes. (Walk around the classroom and observe each students presentations) Closure
Closure Have students return to their seats once the presentations are complete. Use prompt questions to engage students in discussion Which of these animals can be found within Lethbridge? Which ones do you think are found outside of Lethbridge? Which animals are found in both? Do you think Parks are like homes for animals that can't live with humans? Are Parks designed to keep humans out, or to keep animals in? How can we ensure that other animals can acquire the resources they need to be comfortable? Allow students to finish filling in any blanks in their checklist throughout the discussion Have the students hand in their checklists
Time
10 min
Assessment Exit Slip (Checklist) Formative Assessment (Learning Objective #1) Observation and Discussion (Through presentations and closure discussions) Formative Assessment (Learning Objectives #1- 3) Grammar on presentations - Formative Assessment (Learning Objective #2) Clarity of content (Learning Objectives #1-3) Posters - Summative Assessment (based on rubric)
