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Animal Habitats

5E Lesson Plan
Deserae Campbell

Subject area/course/grade level:

Science/Kindergarten/1st grade
Standards : No abreviations please. Type out the full standard.
4 ) Gather evidence to support how plants and animals provide for their needs by altering their
environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to
raise young, humans growing gardens for food and building roads for transportation).
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the
needs of plants and animals native to Alabama.
6) Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats, and digital media appropriate to their goals. Students b) create original
works or responsibly repurpose or remix digital resources into new creations.

Objectives :

Students will apply and display their knowledge of habitats by exploring the types of habitats and working
together to create a model of a habitat of their choosing.
Differentiation Strategies :
This lesson addresses visual, auditory, and kinethestic learners by incorporating songs, videos, hands on projects
and different types of technology that is easy to follow. As formative assessments are given, those that are
struggling to understand the concepts taught will be pulled for a small group recap lesson.

As students enter the room they will use a classroom ipad, chromebook, or their personal device to generate a KWL chart for
what we already know about habitats. Based on previous lessons, students have been exposed to habitats briefly.

Link to padlet question: username: rossl10155@uwa.edu password: J0nahb0y!


Approved January, 2013

. This is what the padlet looks like when students begin.

After they begin their KWL, they will then access the kahoot to engage in a preview of today’s lesson. They may work
individually or with a partner. This kahoot begins with the question “what is a habitat?”. Kahoot is another great way to
engage students through technology. Students can log in and take the teacher generated quiz or view a set of information
created by the teacher. Here students will first answer a question and will then move to a youtube video with a song about
animal habitats.

Link to kahoot: username: rossl10155@uwa.edu password: J0nahb0y1220!


Here are pictures of what kahoot looks like when a student enters.

Formative assessment tools: Students will answer a question on kahoot.

Approved January, 2013

Students will work in groups to explore different types of habitats and animals that live in each. As a group, students will
explore habitats on the internet playing various games and researching their animal/habitat. Students will use the class ipads,
chromebooks, or individual devices to access this webquest. http://zunal.com/webquest.php?w=34273
Here are a couple of pictures of what the students will see when they go through the process section of the webquest.

As students explore animal habitats and the animals they chose, they will take screen shots to use on individual
projects and they will decide on one habitat to use for their group project.

Students will also go on a virtual field trip inside a zoo to see how they make habitats for different animals.
Here is what students will see when they first enter through the link. They can view videos, live cam, crafts, games,

Formative Assessment: Students will add screenshots from their webquest and virtual field trip to seesaw journal.

Teacher will present the following concepts using the attached presentation from nearpod:
- Definition of habitat - the natural home or environment of an animal, plant, or other organism. A habitat
includes all the things that an animal, plant, or organism needs to survive
- Things needed to survive (food, water, oxygen, and shelter)
- Have students turn and talk to their partner about how animals survive in their habitats.
- Bring back to class discussion with cue and have some share what they discussed.
- Expectations for habitat individual project (detailed below)
- Expectations for habitat group project (detailed below)
Link to nearpod: username: rossl10155@uwa.edu Password: J0nahb0y1220!

Formative Assessment:
After presentation, students will organize their individual project information on an E-chart.
Here is the link to the E-Chart graphic organizer found on http://www.eduplace.com/graphicorganizer/

Approved January, 2013

Individual assigment
Students will use ipads or personal devices to create a chatterpix of the habitat they chose. They will choose one animal,
identify the habitat it lives in, and include three interesting facts about the animal. Students will include this information in
their chatterpix.

Click on link for rubric!


Group Project
Student groups will present their habitats to the class. Students will include a Powtoon of “How to Create An Animal Habitat”
to show during their presentation. This is a student sample of a powtoon created to show how to make the habitat. Powtoon
is a free tool that is simple to use.
Students will create their own presentation using Powtoon. This will be a “how to” video and will be presented when they
present their dioramas to the class.

Approved January, 2013

Students will be assessed on both individual understanding and group assignment.
Individual project: Rubric/checklist for content included on chatterpix

Students will use seesaw to complete an activity where they provide feedback for other groups.
username: rossl10155@uwa.edu password: J0nahb0y!
Here is a picture of what the student will see when they enter seesaw.

Group project: Rubric/checklist created on irubric. Students will make group presentations and will be
graded on the content. https://www.rcampus.com/rubricshowc.cfm?code=PXAA7WW&sp=yes
Irubric username: lorinross password: J0nahb0y1220!
Here is what the rubric will look like.

Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013