Next Generation Science Standards:
This lesson addresses 2-LS4-1: making observations of plants and animals to compare the diversity of life in different habitats. This lesson is imperative because students learn that a habitat can change in many ways such as fires, floods, and droughts. They also learn that animals can become extinct or endangered because of changes.
Science and Engineering Practices:
SP 8 addresses obtaining, evaluating, and communicating information in K–2 which builds on prior knowledge, using text, and analyzing text. Students communicate what they learn to others about the information that they obtained from the lesson and additional research. This lesson helps students to write about changes that can occur in a habitat. Also, they draw pictures to describe their changes.
Students have prior knowledge of habitats, and they understand that plants and animals live in a particular habitat depending on its needs such as sunlight, water, food, and space. Habitats provide animals with shelter and a place to live. The students have learned about Tennessee habitats, different land habitats ( desert, rain forest, forest, and tundra). and water habitats (pond, river, streams, and lakes).
While the students are at their desks, they observe the Habitats Change PowerPoint. I show the students a PowerPoint to assist my visual learners.
After the PowerPoint, I discuss the following vocabulary terms: drought, endangered, fossil, extinct, dinosaur, prehistoric. They spell out each word while clapping. This help students to work on spelling recognition and recalling vocabulary terms.
Students are posed these questions: how does a fire or flood change a habitat?; why should we protect endangered species?; and why would it be difficult for animals to find what they need if a habitat changes? These questions are asked to check for students understanding and help students to analyze the content from the PowerPoint.
While students are at their desks, they are provided the Habitat Changes Comic Strip Template. I ask the students to select a habitat that describes a change and draw and write about the change (i.e. flood, drought, or fire). Then, I model to the students how to complete a comic strip. The comic strip helps students to frame their text and the pictures. Students can easily grasp content and conceptualize learning.
Students are informed that the habitat changes should be put in order. It is important that the students show the changes in order. Students are informed that they should draw pictures to show the changes, and write two sentences that describe their pictures. I want students to write so they can communicate how changes occur in their illustrations.
Students are asked to share their comic strip with their elbow buddy. I have students share their comic strip with their elbow buddy so they can communicate what they learn to their peers, Changing Habitat-video.
I take up the comic strips and I evaluate the students work. I am checking to see that students communicate how a habitat can change.