Preview

Animal Habitat Unit Leesson

Good Essays
Open Document
Open Document
1896 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Animal Habitat Unit Leesson
Animal Habitats Unit
Katelin Gortat, Roseline Etienne, Sara Johnson, Gayle Chancey
October 24, 2011
SEI/300
Erika Fiorenza

Animal Habitats Unit Our unit focuses on animals and their habitats. This unit is to introduce students to Life Science. One of the core curriculum standards for Utah second grade is Life Science. According to Utah Department of Education (n.d.), Standard 4 of the Science Curriculum for 2nd grade states "Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things" (Science 2nd Grade). Objective 1 of Standard 4 states that students will be able to tell how animal 's external features affect 's the animal 's ability to survive in its environment (Utah Department of Education, n.d.). Objective 2 of the same Standard states that students will be able to identify the basic needs of living things (plants and animals) in different habitats (Utah Department of Education, n.d.). To introduce the unit to students, the teacher will explain to the class what they will be learning about. The teacher will then read the class some books to introduce them to what animals and habitats are. The following is a list of books that will be used to introduce the unit. * What Do You Do With a Tail Like That?, by Steve Jenkins * Many Kinds of Animals, by Bobbie Kalman * Cold, Colder, Coldest: Animals That Adapt to Cold Weather (Animal Extremes), Michael Dahl Students will listen while the teacher reads the books. Students will ask questions and participate in discuss about animals and habitats after the books have been read. The group will discuss different types of animals and habitats as a group.

Lesson # 1
Written By: Sara Johnson
Grade/Class/Subject: 2nd Grade Science
Unit/Theme: Animal habitat
Standards: Classify types of animals and their habitats.
Content Objective(s): 1. Students will be able to identify types of animals and categorize them


References: Utah Department of Education. (n.d.). Utah Core Curriculum. Retrieved from http://www.uen.org/core/core.do?courseNum=3020
Continue Reading
View Writing Issues

You May Also Find These Documents Helpful

  • Good Essays

    rhetorical analysis of winterson's art vs reality
    • 1130 Words
    • 6 Pages

    rhetorical analysis of winterson's art vs reality

    interviewed, give the audience a first hand account of how the animals are kept, fed, and treated.…

    • 1130 Words
    • 6 Pages
    Good Essays
    Read More
  • Powerful Essays

    Summary Of Close Encounters Of The Amphibious Kind
    • 1305 Words
    • 6 Pages

    Summary Of Close Encounters Of The Amphibious Kind

    During this part of the lesson they write what they know about frogs and frogs’ calls in the K or Know column, included in this column was that frogs are near a pond or a lake. From this discussion they added information to the L-Learning column as well. They next thought about what they had questions about and place them in the w-wondering column. They did this in groups of four to together find out questions they have. Questions that arose were “Do you think frogs are really talking to each other?”…

    • 1305 Words
    • 6 Pages
    Powerful Essays
    Read More
  • Powerful Essays

    3rdgrademathlesson
    • 1185 Words
    • 4 Pages

    3rdgrademathlesson

    -After reviewing area and perimeter, advise the class that we will now be making a class zoo together using what…

    • 1185 Words
    • 4 Pages
    Powerful Essays
    Read More
  • Powerful Essays

    Cda: Nine Learning Experieneces Ages 3-5
    • 2840 Words
    • 12 Pages

    Cda: Nine Learning Experieneces Ages 3-5

    * Engage children in a discussion about animals. Ask questions such as, Who has a pet animal at home? Where does your pet sleep? What sounds does it make? What other animals do you know? What do those animals do? What sounds do they make? What are the differences between pet animals and wild animals?…

    • 2840 Words
    • 12 Pages
    Powerful Essays
    Read More
  • Powerful Essays

    A curriculum evaluation of The Chesapeake Bay, A Problem-Based Unit
    • 1383 Words
    • 5 Pages

    A curriculum evaluation of The Chesapeake Bay, A Problem-Based Unit

    This unit for the Chesapeake Bay was designed specifically for the gifted and high ability learners in middle schools. The diversity of living organisms in the Chesapeake Bay as well as human impact on its ecosystem provides an opportunity for students to identify and evaluate the real-world problems it faces.…

    • 1383 Words
    • 5 Pages
    Powerful Essays
    Read More
  • Good Essays

    AP BIO
    • 13599 Words
    • 51 Pages

    AP BIO

    Begin your study of biology this year by reading Chapter 1. It will serve as a reminder about biological concepts that you may have learned in an earlier course and give you an overview of what you will study this year. As you read each chapter, take note of the headings for each section, as these will clue you in to the big idea you should grasp from reading that section. One good strategy is actually to read through the review at the end of the chapter before diving into the material. Type the information in using a color other than black text. Alternately, print it out, handwrite your answers, and then scan in the resulting document as a .pdf or .jpeg to submit to Moodle. 1. In the overview, Figure 1.3 recalls many of the properties of life. Label (by inserting a text box) the seven properties illustrated here, and give a different example of each. Concept 1.1 Themes connect the concepts of biology 2. What are emergent properties Give two examples. What do emergent properties have to do with being alive 3. Life is organized on many scales. Figure 1.4 zooms you in from viewing Earth from space all the way to the level of molecules. As you study this figure, write in a brief definition of each level. biosphere ecosystem community population organism organs/organ systems tissues cells organelles molecules 4. Our study of biology will be organized around recurring themes. Make a list here of the themes that are presented, and give an example (different from that in your text) that illustrates each theme. Watch for these themes throughout your study this entire year. This will help you see the big picture and organize your thinking. (Go to the Summary of Key Concepts at the end of the chapter for a concise look at the themes.) Theme 1 Organisms interact with their environments, exchanging matter and energy. A deer eats a plant and after it processes the food it releases the waste and that waste is used as nutrients for other plants to…

    • 13599 Words
    • 51 Pages
    Good Essays
    Read More
  • Good Essays

    Eed 435 Life Science Integration
    • 1474 Words
    • 6 Pages

    Eed 435 Life Science Integration

    This play will allow students the opportunity to actively engage in learning about animal environments. Students can be assigned various characters including: zookeeper, certain animals, or the chorus. The amount of action and movement can be increased or decreased depending on the room size. The dialogue is simple yet provides a powerful message about animal habitats. This play allows variety to help reiterate the importance of a particular environment for a particular animal species. Repetition will help to solidify the necessity of animals choosing a suitable environment by using…

    • 1474 Words
    • 6 Pages
    Good Essays
    Read More
  • Satisfactory Essays

    Clack, Moo Analysis
    • 150 Words
    • 1 Page

    Clack, Moo Analysis

    This is a silly book that has the farm animals demanding rights from the poor farmer or they will go on strike. Click, Clack, Moo is a terrific coordinating book to many different lessons. Although communication and how we communicate is a fabulous was to start. By discussing with the students how we as humans communicate and comparing to how animals communicate they can relate to the differences. The book also offers the opportunity to hit upon a first grade standard of identifying basic similarities in and differences between two texts on the same topic (LAFS.1.RI.3.9). This book allows the teacher to tie together pets, animals and people for a comprehensive lesson that will increase a student’s vocabulary and background knowledge. Background…

    • 150 Words
    • 1 Page
    Satisfactory Essays
    Read More
  • Powerful Essays

    Animal Kingdom Science Lesson
    • 2135 Words
    • 9 Pages

    Animal Kingdom Science Lesson

    * Students will build on their knowledge by first trying to group animals simply based on a chart of pictures and a name. They will then learn that scientists use different characteristics when grouping animals and then will try to find another way to regroup the chart of living things. * Next they will look at animals grouped as vertebrate or invertebrates and determine why they are grouped that way and write down their definitions of each word. * They are then introduced to the five vertebrate groups and compare and contrast the different characteristics. * The final formative assessment is to revisit the vertebrate list from Activity 2 and classify the vertebrates into the appropriate animal group.Lesson 5 will serve as the student’s summative assessment. This is assessment is worth 100 points. * Partners will create a flowchart that can be used to help someone classify an animal. The flowchart will demonstrate the student’s knowledge of animal groups (mammal, bird, reptile, amphibian and fish), what characteristics the animals in that group have in common and how someone can use that information to classify an animal. * The flowchart must contain all five vertebrate groups, the characteristics of each group and how someone would use that information and follow the flowchart to determine the classification of an animal. * Students will receive 4 points per animal group listed for a maximum of 20 points earned and 5 points for each animal characteristic listed, for a maximum of 30 points. They will receive 25 points for presentation and 25 points for use of key vocabulary words. * Students will be expected to show that they know the characteristics of all five animal classes.…

    • 2135 Words
    • 9 Pages
    Powerful Essays
    Read More
  • Better Essays

    Setting Up and Maintaining a Saltwater Aquarium
    • 2172 Words
    • 9 Pages

    Setting Up and Maintaining a Saltwater Aquarium

    Cited: Gutjahr, Axel. Setting up an Aquarium. Trans. U. Erich Friese. Hauppauge, NY: Barrons Educational Series, 2008. Print.…

    • 2172 Words
    • 9 Pages
    Better Essays
    Read More
  • Good Essays

    Child development
    • 595 Words
    • 3 Pages

    Child development

    This book is able to teach colours and shapes. Every page contains different basic colours and basic shapes, such as yellow, red, green, blue, and rectangles, squares. They can recognize different animals which children are interested in. They learn about how animals look like, what makes them unique, their main characteristic, for example: the elephant is big, the giraffe is tall, the lion is fierce, etc.…

    • 595 Words
    • 3 Pages
    Good Essays
    Read More
  • Powerful Essays

    Animal-Assisted Activities
    • 1286 Words
    • 6 Pages

    Animal-Assisted Activities

    The first session consisted of an introductory lesson. The person directing the lesson was not the teacher, it was a facilitator brought in by the researchers. This person did not have any background in animal care. They did this to ensure that if this study was repeated, it could be done by a teacher or a parent. It was a 15 minute lesson that taught the children how to care for the guinea pig. During the following lessons, they were able to hold and feed the guinea pig. The animals would be placed in a towel and then put into the children’s arms or on their laps. When they fed the guinea pigs, the students would prepare fruits and vegetables for the animal and then they would be able to hand feed it. The materials for this part were grass or hay, fruits or vegetables, a cutting board, and a plastic knife. Some other things that happened during the lessons were flood time. This was a time for the guinea pig to roam freely on the floor on a blanket or a towel. The children would sit in a circle and the animals would be in the center of them. Some lessons also consisted of visual art. This is a time in which the children were able to draw or take pictures of the animals. Health monitoring was another part of a few of their lessons. They learned how to weigh and measure the animals. Participants also learned how to record the animals’ physical and behavioral characteristics. They had a…

    • 1286 Words
    • 6 Pages
    Powerful Essays
    Read More
  • Best Essays

    Dinosaur Observation
    • 2072 Words
    • 9 Pages

    Dinosaur Observation

    Objectives: Students will create a dinosaur book based on information they found.; Students will create a poem or song based on dinosaur facts.; Students will create a time line based on the three periods in which dinosaurs lived.; Students will create a dinosaur based on their knowledge of dinosaurs.; To work cooperatively in a group and research important information about assigned…

    • 2072 Words
    • 9 Pages
    Best Essays
    Read More
  • Good Essays

    Animal Misconceptions
    • 675 Words
    • 3 Pages

    Animal Misconceptions

    In relation to the initial intention of the interviews, the student responses collected in this research wholly reinforce the idea that a child’s previously grasped perceptions about animal classification can be somewhat flawed and should be subject to further instruction in order to successfully clarify common errors. The interesting aspect about these findings and misconceptions, however, is the origin from which they were developed. Some of the observed misconceptions came from the child’s own personal fabrications about classifying animals and other organisms. For example, no teacher or textbook has ever intentionally instructed that mammals are classified as such because of their ability to swim; yet, Student A was insistent that humans…

    • 675 Words
    • 3 Pages
    Good Essays
    Read More
  • Good Essays

    The Infulence of an Educational program
    • 718 Words
    • 3 Pages

    The Infulence of an Educational program

    Lindemann – Matthies, P., (2002). The Influence of an Educational Program on Children’s Perception of Biodiversity. The Journal of Environmental Education, 33, 22-31.…

    • 718 Words
    • 3 Pages
    Good Essays
    Read More

Related Topics