Where Animals Meet Their Needs

Name: Kayla Davis Time Allotted: 51 minutes Grade Level: 2nd Grade Subject: Science Materials Required: KWL Chart Projector Pictures of animals (penguin, chimpanzee, dolphin) in their natural habitats What Do You Observe? Worksheet Animal Needs Chart Where Animals Meet Their Needs Activity sheet Animal Cut-Outs (penguin, chimpanzee, and dolphin) Colored Pencils Glue Sticks Dry Erase Markers Magazines (*optional - for differentiation) Book Basket with books about animals and/or habitats Hewitt, Sally. (2006). Animal Homes. Chicago, IL. Two-Can Publishing. Wilkes, Angela. (2006). Under the sea. Chicago, IL: Two-Can Publishing. Wilkes, Angela. (2006). Rain forest animals. Chicago, IL:Two-Can Publishing. Michigan Content Expectations S.IA.02.13 - Communicate and present findings of observations. Objectives: The learner will communicate findings of observation by participating in the drawing activity, Where Animals Meet Their Needs at the end of the lesson and receiving at least a 5 on the assessment rubric (Application) The learner will present findings of observations by contributing a minimum of one observation to the Animal Needs Chart during the guided practice portion of the lesson (Comprehension)

Student-Friendly Objectives:
We will communicate findings of observations about animals and their habitat. We will present what we observed about each habitat.

Assessment: Formal Formative - At the beginning of the lesson, the teacher will conduct a KWL chart to gage what the students already know about penguins, chimpanzees, and dolphins. Clearly explain how this chart will be used to meet the objectives. Ask the students if they know/remember what each letter stands for and allow time for students to answer.Through this activity, the teacher will also discover what the students would like to know. The teacher will wrap up the lesson by discovering what the students have learned through the use of this chart. Formal Formative - The students will be assessed as to whether they were able to present findings of observations by participating in an activity entitled Animal Needs Chart Sort. In this activity, the students will observe three pictures of three different animals in their natural habitats (penguin, chimpanzee, and dolphin). As the students are viewing these pictures, they will participate in Pair Share about the elements in the picture they observe. The class will then come together to share their individual findings. There will be a chart entitled Animal Needs with three different categories (food, habitat, and environment). Based on the pictures and prior knowledge, the students will present their observations to the class about what each animal eats (food), where it lives (habitat), and what the habitat looks like (environment). To meet the minimum level of proficiency, the student must contribute at least one observation to the Animal Needs Chart. If the student does not meet this requirement, the teacher will ask the student to look back at one of the pictures, and using prompting questions, aid the student in his/her observations. Formal Formative - As the students are viewing the pictures of each animal provided by the teacher, the students will record their observations on the What Do You Observe? worksheet. This will allow the students to remember their ideas and observations as well as have a guide to revisit if needed. The teacher will use this worksheet to assess whether the student was able to conduct quality observations during this stage in the lesson by walking around as the student performs this task to ensure quality observations are taking place. The student is allowed to discuss his/her observations with a partner in a Pair Share format. Formal Summative - Students will communicate their findings of observation at the end of the lesson by independently participating in Where Animals Meet Their Needs. This is an activity in which the student will pick one of the three animals discussed in the lesson (penguin, chimpanzee, or dolphin), brainstorm its needs in the planning box provided, glue the picture of that animal on his/her paper and draw the animals natural habitat around that animal. The students will need to label the needs within the picture he/she draws (i.e. water, air, bugs, fish, trees, etc.) This will be assessed according to the Where Animals Meet Their Needs Rubric. The student must receive a 5 on the assessment rubric. The teacher will collect the assignment to guide further instruction. Instructional Procedure: 1. Anticipatory Set: (10 minutes)

 Ask students to share what their favorite animal is and why. This will get the students excited and eager to learn about animals and their needs. Remind students about what a habitat is. A habitat is a natural home for animals. Ask prompting questions to conduct a KWL chart. Clearly explain how this chart will be used to meet the objectives. Ask the students if they know/remember what each letter stands for and allow time for students to answer. The teacher will fill out the chart with statements, facts, questions, and wonderings from the students. Only the K and W portion will be filled out at this point in the lesson. Discuss the importance of observation with the students and remind the students of the previous lesson on using our observations. Tell the students that they will be observing different pictures today that will help them become better observers of the world. It is important to learn how to do this so they can become more aware of their surroundings, which can help them meet their needs. Remind students that they are expected to be good listeners by both listening and looking at the speaker, following directions, keeping hands, feet, and objects to themselves, being kind and using good manners, and to always try their best! Once students have agreed to follow the classroom rules, ask for a volunteer to pass out the worksheet What Do You Observe? to his/her classmates. 2. State Purpose and Objective of Lesson: (1 minute) Today, I want each of you to understand that, just like us, animals have basic needs. We are going to observe how penguins, chimpanzees, and dolphins use their habitat to meet their needs. The teacher will ask a volunteer to read the daily objectives. Just like people have communities they live in, animals have habitats. It is important to know that animals meet their needs in the places where they live, just like our needs our met by the places we live! Instructional Input/Direct Instruction: (10 minutes) Now that students are aware of what the lesson is going to be about and what they are expected to learn, have students turn their attention to the projector screen. At this point, display the first picture of an animal in its natural habitat. Have the students write 2-3 observations for each of the animals. The teacher will model what the students should be asking themselves while looking/observing the pictures. The teacher will do this by asking open-ended questions such as: What do I notice? What is the first thing that jumps out to me? How does this animal get its food? What does the animal eat? What does the environment look like? What kind of habitat does it look like this animal lives in? What are some of the needs this animal might have? Etc. As the teacher models appropriate questions, the student will ask themselves similar questions and record observations on the worksheet What Do You Observe? Students should individually record a minimum of 2-3 observations per animal (penguin, chimpanzee, and dolphin). The student may discuss ideas about observations with a

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partner in pair share throughout this activity. 4. Modeling: Included in the Instructional Input when teacher models how to ask appropriate observation questions. Guided Practice: (10 minutes) After completing the What Do You Observe? worksheet, the students will present their ideas for the Animal Needs Chart that is clearly labeled in the front of the class. Explain what the chart is and how it will be used to meet the daily objectives. The teacher will record the students observations on the chart, without offering his/her own ideas. The chart is strictly based on student observations. Class will discuss what was observed based on the information from the previously created chart. If the students did not collectively discover 3 or more of the animals needs, the teacher will prompt the students using open-ended questions such as: What does it look the penguins do to keep warm? What can you notice about the animals food (anything that looks familiar to you)? What does it look like the chimpanzee might use a stick for? Where do you think the chimp might sleep? What do you notice in the dolphin pictures (other dolphins)? Independent Practice: (15 minutes) Students will complete Where Animals Meet Their Needs activity sheet on an animal of their choice. Once the student has picked his/her animal (penguin, chimpanzee, or dolphin), the student will brainstorm that animals needs based on the observations and discussion in class and write those needs (minimum of 2 needs) in the provided planning box on the worksheet. On the same sheet of paper, the student will glue his/her animal to the page and draw that animals habitat around the animal. The student should draw the things his/her animal needs and should be able to communicate his/her ideas using his/her picture. To receive full credit, the student will include a minimum of 2 needs both in the planning box, and in the drawing. The student will draw the appropriate habitat for that animal. The students will share their drawing with a partner.

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Differentiated Consideration Finish quickly or struggle to complete assessments. Students that finish quickly may either choose a book to look at independently about animals and/or habitats out of the book basket, or share their picture with a friend that is also finished. Students that struggle to complete the assessment will be able to complete it at a later time or for homework that night to be turned in the next morning. Need different modes of learning or learn through a different multiple intelligence than what was delivered.

 Spatial: If the student was reluctant to draw the habitat, there would be magazines available for him/her to cut out pictures and paste on to his/her activity sheet. The student would still be required to label their animals needs within the picture he/she created. Interpersonal: Students are able to talk with others and/or write down findings of observations. Linguistic: Students are able to share their pictures with one another and discuss the different elements they included in the habitat and why. Logical-Mathematical: Students can include animals needs in the habitat that were not discussed through reasoning and questioning what would make sense. The student must explain why he/she included a need if it is a need that was not discussed in class. 8. Closure: (5 minutes) Restate the lessons objectives and explain how each was met during the lesson. Students summarize what they have learned in relation to objectives. Each student will offer at least one thing he/she learned throughout the lesson and the teacher will record this on the L section of the KWL. The student may use his/her What Do You Observe? sheet for guidance. The teacher will wrap up the lesson by challenging and encouraging the students to observe animals they see as they are outside.

References: Bryant, Napoleon A. (Ed.). (2002). Harcourt science teachers edition: life science units a and b. Orlando, FL: Harcourt, Inc. Col, Jeananda. (2010). All about chimpanzees. Retrieved from http:// www.enchantedlearning.com/subjects/apes/chimp/ Delcotto, A., & King, S. (n.d.). Science mini-unit on habitats. Retrieved from http:// pan.intrasun.tcnj.edu/501-S03/Delcotto/Science%20Mini-unit%20(Habitats).htm Hewitt, Sally. (2006). Animal Homes. Chicago, IL. Two-Can Publishing. SeaWorld Parks & Entertainment. (2013). Penguins. Retrieved from http:// www.seaworld.org /animal-infor/info-books/penguin/diet.htm Scholastic. (2013). All about dolphins. Retrieved http://teacher.scholastic.com/dolphin/ about4.htm Ward, Paul. (2001). How penguins survive cold conditions: science of the cold. Retrieved from http://www.coolantarctica.com/Antarctica%20fact%20file/science/ cold_penguins.htm Wilkes, Angela. (2006). Under the sea. Chicago, IL: Two-Can Publishing. Wilkes, Angela. (2006). Rain forest animals. Chicago, IL:Two-Can Publishing.

Where Animals Meet Their Needs Rubric

3 The student drew
Accuracy

2 Most parts of the correct habitat with the habitat are his/her animal based right for the on their observations. animal.
-Dolphin - water, other dolphins -Chimpanzee - trees, leaves, other chimpanzees -Penguin - snow, ice, water -Dolphin - water -Chimpanzee - trees -Penguin - ice and/ or water

1 The habitat
does not belong to that animal.

3 The student listed at 2 Only listed 1

least 2 needs of the animal in the planning box based on prior observation. The student drew at least 2 needs in the picture. need in the planning box. Only 1 need was drawn and labeled in the picture.

1 The
planning box was left empty. The student did not show any of the animals needs in his/her drawing. Total:

Completeness

/6

Effort

The student uses: -color -at least 2 labels in picture