Habitat – The type of environment in which an organism or group normally lives or occurs

Forest – A dense growth of trees, plants, and underbrush covering a large area

Desert – A dry, often sandy region that has little rainfall, extreme temperatures, and sparse vegetation

Grassland – Land where mainly grass or grasslike vegetation grows, such as a prairie or a meadow

Ocean – the whole body of salt water that covers nearly three fourths of the surface of the earth

Rainforest – a tropical woodland with an annual rainfall of at least 100 inches (254 centimeters) and marked by lofty broad-leaved evergreen trees forming a continuous canopy

Pond - an area of water that is surrounded by land and that is smaller than a lake

Students will be able to:

1. Learn and understand the term habitat.

2. Discover that forests, deserts, grasslands, oceans, rainforests, and ponds are unique and separate habitats.

3. Research and present information about one specific habitat.

4. Identify the climate, plants, and animals found in a specific habitat.

4-5 days (45 minutes per day)

student checklist, student rubric, habitat books, computers, pencils, shoeboxes, a variety of art supplies, access to the internet, Kid Pix or comparable software, animal habitat journal

W: Define the word habitat, discuss the different types of habitats, describe the project that students will complete to teach their classmates about a certain habitat, and provide the checklist and rubric that will be used to guide and assess the students’ work.

H: Have students become the “teachers” or “experts” in the classroom as they take on the task of choosing a specific habitat to research and present to the class.

E: Provide brief introductions to each type of habitat to expose students and help them choose their habitat. Provide both books and websites for research.

R: Use the checklist as an opportunity to check in with groups as they work through the project and encourage students to revise and reflect after each step in the process.
E: Have students become “teachers” or “experts” and teach their classmates about a specific habitat. Provide a checklist and rubric to guide students.:
T: Provide different ways for students to gather and present information about their habitat. Students who are not able to write can provide oral responses that will be scribed by the teacher.

O: Begin with direct instruction about the word “habitat” followed by a brief introduction to several types of habitats. Move students to the independent piece of the lesson as they research and present their habitat. Students will be given the opportunity to work in both large and small group settings.

Day 1

Show the word “habitat” to the students. Today we are going to begin our discussion on habitats.  Turn and Talk with a person sitting near you about what you know about habitats. Allow students to discuss with a partner their ideas about the word habitat.  Observe student conversations to better understand their familiarity with habitats. After the students have had time to talk with their partner, have a few students share some of their ideas about habitats.

Use the students’ ideas to guide your discussion on habitats.  Build on their ideas and include the definition of a habitat as the type of environment in which an animal or group normally lives.

We are going to look at pictures of several different types of habitats. As you see each picture, Turn and Talk with your partner about what type of habitat you think it is.  Talk about what type of animals and plants you may see in that habitat as well as what the weather might be like in that habitat.  Be ready to share your ideas with the class.  Show pictures of the following habitats: forest, desert, grassland, ocean, rainforest, pond.  After each picture, allow the students to Turn and Talk with a partner.  Have several students share their ideas with the class. Repeat with each of the habitat pictures.

Today we learned that a habitat is where an animal or group of animals normally lives.  You looked at pictures of several different types of habitats and discussed what animals and plants you might find in each habitat.  Now that you know a little more about habitats, you will be choosing one habitat to research.  Your mission will to become an expert on that habitat and teach the rest of your classmates about the habitat. Tomorrow you will be given a small group to work with and you will choose your habitat.

Day 2

Yesterday we talked about habitats? Turn and Talk with your partner about what you know about habitats.  Think about the different types of habitats that we looked at yesterday. Be ready to share with the class when you are done. Give students the opportunity to talk with a partner about what they learned yesterday.  Have several students share their ideas.

Today you will work with a small group. Your mission is to choose a habitat and become an ‘”expert.” At the end of your research, you will be responsible for teaching your classmates about the habitat that your group chose. You will use the checklist that I provide to guide your research and learning.  We will go over the checklist together before you get started.  You must see the teacher after each step on the checklist is completed. We will talk about your progress and I can answer any questions you have before you move on to the next step. Distribute the checklist and discuss all of the steps involved in the project. I have also created a rubric so you know exactly what I will be looking for when I assess your work.  Go over the rubric with the students so they know exactly what is expected.

I will now assign you to your group.  Your first step is to decide together what habitat you will research.  Once you have made the decision, make sure you check in with the teacher before beginning your research. You will gather your information by looking through the books in our classroom library about habitats or by visiting the websites that I have provided for you. Put students into groups of 2 or 3 based on ability level.  Used mixed ability grouping so that each group has at least one “reader” that can help read the research for the “non readers.” Allow students to begin working on their research projects.

Day 3

Today you will continue researching your habitat.  Many of you will be ready to begin working on your presentation today.  We are going to take some time to review the choices for your presentation. Review the choices for presentations as outlined on the checklist already given to the students.  All students must begin by taking their research and creating a short report. Students are required to write an introduction sentence, four facts about their habitats, and a closing sentence. The students will then choose to create a diorama or use technology to finish their presentation. Many supplies will be available in the room and students can bring in items from home as needed if they choose to create a diorama. Students who choose to use technology will use Kidspix software to create a picture of their habitat and record their report. Remember that your mission is to become an expert and teach your classmates about the habitat you researched.  If you choose the diorama, you will read your report to the class.  If you choose to use Kidspix, you will play your recorded report while showing your picture.  Your classmates are counting on you to teach them all about habitats! Allow students to continue working on their research and projects.

Days 4 and 5

Give students as much time as needed to complete the project.  It may take several days to complete.  Remind students that they need to check in with the teacher after they complete each step on the checklist.

When all groups have finished, allow time for the “experts” to teach their classmates all about habitats. Today the “experts” will be teaching you about different habitats.  Your job is to be a good audience.  At the end of each presentation you will be required to write in your Animal Habitat journal about what you learned from the “experts.” Students will need to record information in their Animal Habitat journal at the end of each presentation. Student who are unable to write can provide oral responses.

Teacher observation throughout the lesson will act as formative assessment. Check for understanding by observing student interactions and discussions during their partner work. Students will be given a checklist to help guide them through their work.  They will be required to check in with the teacher after each step is completed.  This will allow the teacher to monitor students’ work and make adjustments and accommodations as needed.

The students will also be provided with a rubric that will be used to assess their final project. Students will be assessed on their understanding of each of the habitats through the use of the Animal Habitat journal.

Habitat Research Project checklist.docx

animalhabitatrubric.docx