Alissa Bean

Kasey Jacobs

HABITATS

Standards 3-LS4-3 Construct an argument with evidence that in a

- strongly worded
particular habitat some organisms can survive well,
expectations at higher some survive less well, and some cannot survive at all.
level thinking skills;
include an effective and
logical integration of
science content.

Rationale The learner will be able to distinguish the difference

- supports and
between environments in which an organism will be
justifies the integration likely to survive and where it will be less likely to
of science content in the survive.
lesson.

Materials and Power point

Resources Paper
- a complete and Colored Pencils
comprehensive list
indicating where
materials and resources
might be found.

Introduction/ Play matching game to correctly place the animal with

Question their habitat.
- engaging for all Discrepant event- animals from unusual habitats.
students and informs Ask the question, what makes a good habitat?
students of the lesson
outcome/standard to be
accomplished; includes a
discrepant event to
stimulate curiosity and
engage the learners
Procedures 1. Play matching questions
- creative, logically 2. Discrepant events
sequenced directions
that engage all students
-What makes you think that it belongs to that certain
all of the time and habitat?
utilize vocabulary and
instruction in thinking
-What surprised you about your observations
skills consistent with the -What kinds of things did you look for when choosing
standards to be taught; the correct habitat?
model constructivist
approaches to the 3. Create a class list of what makes a good habitat.
content and incorporate -Take into consideration aspects of an animals daily life
investigative, inquiry
based activities for the (food, sleep, shelter, safety, reproductive needs)
learners.   Critical 4. Create habitat for Ka based on given environment
questioning strategies
are incorporated into type.
the instruction to draw 5. Report back if the environment choice you had would
out misconceptions and
encourage deep
be best suitable for the Ka or not.
thinking.

Formative Students will write a letter back to the scientists who

created the Ka describing if their environment would be
Assessment
- valid and reliable
suitable for the Ka to live in or not.
feedback closely aligned Students must include if:
to standards and
instruction and include a
-food needs
clear scoring rubric or -shelter needs
criteria checklists; -safety needs
meaningful real life
context for students -sleeping needs
and aimed at an -reproductive needs
authentic audience;
allow teachers to -biological needs
immediately assess the Were met or not.
learning progress of
the students and
provide feedback to
learners.

Guided Have students look around at animals they see in their

Study/ daily lives and think about why their habitat is helpful
for their survival.
Homework
(optional)
- meaningful and
directly related to the
standards required.
Closure Exit Slip
- requires emotional Write a quick reflection on the number one thing that
reflection, personal
connection or
you think is most important for an animal to be able to
metacognition by the survive in a given habitat.
learners.

Evaluation
- thorough and
comprehensive
reflection identifying
specific strengths and
specific areas that need
improvement.