WE ARE ALL UNIQUE

Habitat, Sweet, Habitat

SUBJECT:

Science, Language Arts, Art, Social Studies

GRADE LEVEL:

Third

OBJECTIVES:

1. To identify the basic needs of people.


2. To compare the similiarities and differences of the needs of wildlife and people.


3. To define the meaning of habitat and what are the elements it provides for animals to live there.


4. To research the habitat of one animal and how that habitat supplies its basic needs.

RESOURCES/MATERIALS:

• U.S. wall map


• Drawing paper


• Crayons, markers,


• Chart paper


• Integrated word processor(optional)

ACTIVITIES:

1. Brainstorm in small groups the basic needs for people to live and survive. Then compare the lists to see the major needs categories. List the following words: food, water, shelter, and space. Discuss each of these concepts in more detail.


2. Ask the students to draw a picture of where they live, including pictures of where they find food, water, shelter, and space. Also label these parts on the drawing. (Space actually includes all the areas used for survival). Introduce the word "arrangement" which means how all the needs are arranged in a suitable way for the animals to live in that place or habitat.


3. Ask the students to think of an animal and where that animal lives. Make a chart with the words, Animal and Habitat as the heading of the chart. List their ideas on the chart. If some animals are "domesticated" or pets, discuss the difference in "wild" animals and pets. Use sources available to your class to then research selected animals. Write a paragraph describing the habitat and why it is a good place for your animal to live and survive.


4. Share the different animal habitats and discuss why one type of habitat is or is not good for all animals. Recognize that each animal and each habitat is unique. Review what all animals need to survive, and how each animal has different needs under each category of food, shelter, water, and space.

FOLLOW-UP:

Parts of this lesson will be evaluated with a rubric numerical scale from 1-4. The 1 is the lowest and the 4 being the highest score. This will apply specifically to the picture and the paragraph created. Observation grades will be given on class participation and oral presentations. A final test will be given requiring the students to name the four categories of basic needs and describe in their own words the meaning of habitat and arrangement. Work will be saved in a portfolio. Much of this work can be done using a word processor if that is available. This activity will lead to further study of one particular national park and the various habitats,wildlife and plants in that park.