Author:
Brooke
Subject:
Science, Biology
Material Type:
Activity/Lab
Level:
Lower Elementary
Tags:
  • Animals
  • Habitats
  • Lesson Plan
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    Animal Habitats Lesson (Pages)

    Animal Habitats Lesson (Pages)

    Overview

    This lesson will help students explain animal habitats. Students will use the drawing tool in Pages to complete two pictures of animal habitats.

    Image-By me, Brooke Lee

    Summary

    This is a student-led exploration of animal habitats involving partner collaboration, student-choice, and technology use.

    • Time frame- 20-30 minutes
    • This lesson can be done in the classroom with iPads or virtually with an iPad

     

    Image-By me, Brooke Lee

    Background for Teachers

     

    • To teach this lesson, you will need an understanding of animal habitats.
    • The following resource can help you teach this topic https://kids.nationalgeographic.com/nature/habitats
    • Each student needs access to an iPad or at least one iPad per two students.
    • Students will use Pages during the lesson's activities.

     

    Step 1 - Goals and Outcomes

    Step 1 Goals and Outcomes

    Learning Intentions:

    • Students will be able to identify the differences among animal habitats such as desert, grassland, and rainforest. *(Standard 2.2.1)
    • Students will be able to explain why a certain habitat would be the best place for certain animals. *(Standard 2.2.1)

    *UTAH CORE SECOND GRADE SCIENCE Standard 2.2.1
    Obtain, evaluate, and communicate information about patterns of living things (plants and animals, including humans) in different habitats. Emphasize the diversity of living things in land and water habitats. Examples of patterns in habitats could include descriptions of temperature or precipitation and the types of plants and animals found in land habitats. (LS2.C, LS4.C, LS4.D)

    Success Criteria:

    • Students will "convince" an animal to move to the habitat they are advertising in their green screen video.

     

    Step 2 - Planning Instruction

    Step 2 Planning Instruction

    Student Background Knowledge

    • Science- Prior to this lesson, students will need to have an understanding that there are different animal habitats and that animals need certain things to help them survive. (I have generally prepped them through non-fiction read-alouds about habitats)
    • Technology- Prior to this lesson, students will need to have a working knowledge of Pages.

    Strategies for Diverse Learners

    For much of this lesson, students are working in pairs and can share different responsibilites. This lesson includes different learning styles to appeal to diverse learners- artistic drawing, visual learning while watching zoo cams, speaking and recording audio, and creating a video presentation.

    Step 3 - Instruction

    Step 3 Instruction

    ABK- As students enter the classroom or return to their desks after a transition, have them open "Doodle Journal" in the Pages app on their iPad. This is the Activating Background Knowledge and Formative Assessment portion of the lesson. Students must add a drawing to the image of a giraffe and then to the image of a polar bear. They are asked to draw the habitats of those two animals. Allow about 15 minutes for this activity. As students work on this, the teacher can walk around and observe. If needed, the teacher can review past books or resources about habitats.

     

    Summative Assessment Habitat Drawing- Allow partnerships 20 minutes to create their Habitat on Pages Following the rubric, include all parts of their favorite animals habitat. When completed, allow all partnerships to present their drawings to the class and then fill out the Habitat Rubric to self assess while you as the instructor also fill out the rubric.

     

    Step 4 - Assessments

    Step 4 Assessments

    Formative Assessment- Doodle Journal at the beginning of lesson. Students will open Pages on their iPad, open today's Doodle Journal (linked below), and draw the missing habitats for the animals pictured. As students work, instructor walks around the room observing the drawings to assess student's current level of understanding.

     

    Summative Assessment-  I use a rubric to grade their Habitats. Students self-assess using the same rubric. The rubric is attached.