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Groups view and create videos on habitats and their organisms in this lesson

Subjects:

Computers & Internet, Language Arts, Science  

Grade:

3  

Title – Habitats through Pictures
By – Rosa Garcia
Primary Subject – Science
Secondary Subjects – Language Arts, Computers & Internet
Grade Level – 3

Texas Essential Knowledge and Skills Standards Addressed:

      112.5. Science, Grade 3.

        (8) Science Concepts. The student knows that living organisms need food, water, light, air, a way to dispose waste, and an environment in which to live. The student is expected to:

          (A) Observe and describe the habitats of organisms within an ecosystem.

    110.5. English Language Arts and Reading, Grade 3.

      (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:

        (C) Ask and answer relevant questions and make contributions in small or large group discussions.

General Goal(s):

  • Students will learn the characteristics of habitats and their organisms.
  • The learner will have sufficient understanding on habitats to be able to create a Photo Story based on facts and characteristics they learned about habitats.

Specific Objectives:

  1. The learner will understand that habitats (Rainforest, Desert, Woodlands, and Aquatic) have different characteristics that help sustain different types of animals.
  2. The learner will be able to identify four different habitats and the organisms that live there.
  3. The learner will enrich their knowledge on habitats by utilizing Photo Story 3 to create a picture video.

Required Materials:

  • Computers
  • Photo Story 3
  • Headset with Microphone
  • Books on habitats
    • Woodland Habitats by Mark Frater and Helen J. Read
    • Water Habitats by Molly Aloian and Bobbie Kalman
    • Desert Habitats by Kelley MacAulay and Bobbie Kalman
    • Rainforest Habitats by Molly Aloian and Bobbie Kalman
  • Habitat Worksheet based on Happenin’ Habitats
  • Internet
  • Scanner
  • Projector
  • Printer
  • Pictures (habitats and organisms)
  • Music (depending on what can correlate to presentation)

Anticipatory Set:

      The teacher will show various videos on habitats using

United Streaming

    . The videos will give students and idea on what habitats are and the types of animals that live there.

Step-By-Step Procedures:

  1. Teacher will show videos on habitats using United Streaming by going to the following website: http://streaming.discoveryeducation.com/
  2. Student will be asked guiding questions that focus on characteristics of habitats.
  3. Students will then get in groups of five and decide what habitat they want to work on.
  4. Teacher will hand out and explain how to use a characteristics worksheet.
  5. Teacher will provide a website to research habitats: http://happeninhabitats.pwnet.org/what_is_habitat/habitat_types.php
  6. Students will fill out worksheet based on their findings using Happenin’ Habitats .
  7. Students will be given access to computers and Internet only after their findings have been approved by the teacher.
  8. Students will begin to search images to accompany their project using stock.xchng vi at: http://www.sxc.hu/
  9. Students will narrate and add music to the pictures.
  10. Teacher will monitor student’s work throughout lesson to make sure students are on track.
  11. Students will finalize media and submit.
  12. After final review, groups will present.

Plan for Independent Practice:

  • Each group member will choose a job. Jobs will consist of:
    • researcher 1 (research of characteristics of habitat)
    • researcher 2 (research type of animals)
    • researcher 3 (research type of plants)
    • photographer (look for images to be used)
    • music coordinator (look for music to be used)
  • Using Photo Story 3, each group member will input their job assignment to compile their story.
  • Students will then show their findings in a class presentation
  • As students work on assignment, groups will have an opportunity to critique their classmates work. Groups get ideas on any possible changes that could be made to improve project through critiques.

Closure:

  • A student led discussion will take place in which students discuss interesting information they learned in the lesson. Students will also have the opportunity to ask their fellow classmates questions pertaining to their presentations.
  • Groups will process their work by asking themselves:
    • What can we do next time to better our activity?
    • What did we do well?

Assessment Based On Objectives:

  • Assessment will be based on their presentation. Teacher will determine if all components necessary to illustrate a specific habitat were there (e.g. organisms that live in a habitat).
  • Teacher will ask relevant questions to check for understanding such as:
    • Where do camels live?
    • Can a puffer fish live in the desert? Why?

Adaptations (For Students with Learning Disabilities):

  • Student will search for four images that can be implemented in the project.
  • Student will also work in groups to receive peer guidance.

Extensions (For Gifted Students):

  • The GT student will create their own habitat.
  • They will demonstrate knowledge on their habitat and its organisms by providing details on; climate, plants, and animals that live in their created habitat.

Possible Connections to Other Subjects:

    After learning to use Photo Story 3, students will have the opportunity to create other projects using math, social studies and reading.

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