Investigating animals and habitats
by Jim Peterson and Sherri Ronge
Grade level: 4
Subject: Language arts, science, art, math, and social studies
Rationale
Children must understand how animals interact with each other and the roles they play in their habitat. Children must also understand that science is all around us inside and outside the classroom. For some children, this lesson will introduce these concepts; for other children, the lesson will extend their thinking. Excitement, meaningfulness, and basic knowledge of science will increase for all participants!
Objectives
Students will examine how the five
senses help us know the world around us.
Cooperatively, students will write
poetry about animals and habitats.
Students will acquire and synthesize
information about the diversity of science through concrete
experiences in and outside the classroom.
Students will graph favorite animals
and habitats.
Students will investigate the UWSP
Museum of Natural History through reading, art, problem solving,
and experimenting with their senses.
Students will practice appropriate
social skills.
Pre-activity: Sensory poetry
(30 - 40 minutes)
Materials
 | One paper lunch bag per student with an interesting or thoughtful magazine. |
| Picture/image of an animal and its habitat attached to it. |
| One 10 x 13 colored construction paper sheet per student |
| One copy of the attached "sensory strips" per student |
| One pencil, scissors, and glue per student |
Procedure
Pre-activity preparation
| The teacher creates a sample sensory poem to share with students using one picture and five different sensory strips. |
| The teacher places five different sensory strips in each bag. |
Sensory Strips Write a phrase or sentence. This picture reminds me of these smells. _____________________________________________________ _____________________________________________________ _____________________________________________________ - - - - - - - - - - - - - - - - - -cut here - - - - - - - - - - - - - - - - - - - Write a phrase or sentence. This picture reminds me of these sounds. _____________________________________________________ _____________________________________________________ _____________________________________________________ - - - - - - - - - - - - - - - - - -cut here - - - - - - - - - - - - - - - - - - - Write a phrase or sentence. This is what I see in the picture. _____________________________________________________ _____________________________________________________ _____________________________________________________ - - - - - - - - - - - - - - - - - - cut here - - - - - - - - - - - - - - - - - - - Write a phrase or sentence. Who is tasting what in the picture? How does it taste? _____________________________________________________ _____________________________________________________ _____________________________________________________ - - - - - - - - - - - - - - - - - - -cut here - - - - - - - - - - - - - - - - - - Write a phrase or sentence. Who is touching what in the picture? How does it feel? _____________________________________________________ _____________________________________________________ _____________________________________________________ |
Anticipatory set
1. Review our five senses.
| What are they? |
| How do they help us? |
| Which one do you depend upon most? Least? Why? |
2. There is a connection between science, poetry and our everyday lives. What is the connection?
3. Share that in anticipation of our new science unit, Animals and Habitats and our upcoming UWSP Museum of Natural History field trip, we’re first going to share our present knowledge about animals and habitats in a new way.
4. Share the sample sensory poem. Discuss.
Activity
Creating a collaborative sensory poem
| Give specific directions. Consider putting them on an overhead or blackboard because of the many steps. All that students need on their desks are a bag, picture, pencil, and sensory strips. |
| As you place a bag with a picture paper clipped to it on each desk, explain that the students are to remove the five sensory strips in each bag. Emphasize that the first part of the process is collaborative; the second part is individual. |
| Sequence |
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Closure
| Students will take turns reading their poems to the class (encourage the use of Expression in their reading). |
| Students can decide how to display their poems or they can be used to create this new unit’s bulletin board. |
| Informally, as a class or in buzz groups, brainstorm what else the students already know about the animal’s habitats, threats, physical characteristics, predator/prey relations, strengths, etc. Have students make lists on the blackboards around the room. The goal is to generate background knowledge, interest and enthusiasm! |
Assessment
| Individual participation, attitude, and respect of others (social skills). |
| Written and oral presentations. |
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Extension activities
| Use this lesson as a backdrop for discussing more details of our five senses including body systems. |
| Use this lesson as a backdrop for introducing, discussing, and/or experimenting with other poetic forms. |
| Honor the poems with special awards - i.e. Most Humorous, Dramatic, Inventive, etc. |
| Ask students to create a sensory poem about themselves and their lives. |
| Ask students to create a sensory poem about the last unit they studied. |
| Introduce similes and metaphors using the poetry. |
| Set up sensory stations for students to explore each sense in more detail- i.e. Taste Booth - provide sweet, sour, cold, warm, juicy, dry, etc. kinds of finger foods that students have to analyze and describe in a fun, meaningful written form. |
Considerations
The teacher models the activity first and gives explicit instructions with adequate time for student understanding and questions. This lesson can be modified to appeal to most students by altering or extending lesson components. Instruct the students to make their sentences funny or emotional; this appeals to even the most resistant poetry writer! Students with special needs can participate with a few modifications- teacher assistance and/or allowing more time.
On-site activity
Materials
Teacher
| Chaperone information - name tags, individual lists of the students in their groups, museum map with their group’s starting point highlighted, schedule, a list of thought-provoking questions (and answers) for students as they tour the museum. |
| Student medical information. |
| First aid kit. |
| Money for museum donation and food for chaperones and students. |
| One index card per student (a few extra just in case). |
| Pencils (one per student, plus a few extra). |
| Scavenger hunt sheet (one per student). |
| Envelopes to collect papers, postcards, and pencils. |
| Daily schedule and lesson. |
| Book: A House is a House For Me (for an optional activity). |
| Cell phone and Polaroid camera (personal preference). |
Students
| Clipboard (optional). |
| Weather gear if necessary. |
| Great attitudes and behavior. |
Procedure
Pre-trip Preparation
| Personal visit to UWSP Museum. |
| District approval. |
| UWSP reservation. |
| Parent-student information notes - date, times, costs, learning goals and behavior expectations. |
| Parent-student permission slips. |
| Chaperone request letters - date, times, no cost, expectations, lesson information. |
| Follow-up notes to chaperones - within 48-72 hours of field trip. |
| Bus transportation - reservation, confirmation, schedule. |
| Materials for student thank you notes - chaperones, curator, bus driver, school district. |
| Arrange chaperones and student groups. |
| Prepare name tags for all participants. |
| Plan bus loading, behavior, unloading procedures. |
| Plan schedule of events - Museum and McDonalds logistics. |
| Notify McDonald's manager of approximate arrival time. |
Anticipatory set
| Firmly, efficiently, and warmly review behavior expectations for the day. |
| Introduce the chaperones to the students. Thank them for participating. (Lead clapping.) Remind students that they are to stay with their group. |
Activity
| On an overhead make a chart with columns labeled; "animal", "habitat", and "threat". "While I give our chaperones some information, I would like you to think silently of your favorite animal, habitat, and what you think is our biggest environmental threat. We will record this information in a moment." |
| Record the students’ choices for each category on the chart. (This information will be used in the post-field trip activity). |
| Tell students that we will study this data when we return! "Be prepared to share why these are your favorite animals and habitats and why these are our biggest environmental threats. The museum may help you come up with the answers!" |
Museum activity: Scavenger hunt
| Upon arriving at the museum, have students stand or sit quietly in their assigned groups. Do a head count. Point out bathrooms and announce that after this activity, we have a bathroom break. |
| Explain that they are going on a scavenger hunt. This is not a race. It is more important to find the answers! |
| "Your chaperone will show you where to begin in the museum. We will meet right back here in one hour. Good hunting!" |
| Dismiss one group at a time while passing out scavenger hunt sheets and pencils. |
Closure
| After the students have used the water fountain, bathrooms, and returned their scavenger hunt sheets, ask them to sit around you. Do a head count. Briefly discuss the following questions? |
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| "Before we leave the museum, I have one more activity for you. This one will take only 15 minutes or so. Again with your chaperone, tour the museum. This time you will take your pencil and an index card. (Pass out index cards.) On your index card make three columns labeled: main character (animal), setting, conflict. There may be other characters as well but these three things need completed. In the next few days, we will create short stories using this information. Once you have completed your card, return here; we will line up for lunch! No one will be left so there is no need to hurry. Make sure that the animal, setting, and conflict are interesting as you will be "living" with them for a couple of weeks!" Dismiss groups one at a time. As students return, make sure their names are on the cards, collect the cards and pencils, and ask them to line up. Do another head count. |
| If time permits and the student's attitudes seem right, read A House is a House for Me. |
Assessment
| Individual participation, attitude, and respect of others (social skills). |
| Completion of scavenger hunt sheet (accuracy and completeness). |
| Completion of index card-story notes. |
Extension activities
| Encourage students to visit another museum, forest, pond, lake, etc., and make observations using their senses. They can write a report, do an art project, or make an oral presentation on their experiences. Photographs are welcome too! |
| Encourage students to bring in items from past museums they have visited to share with the rest of the class. |
| Write another sensory poem about their favorite habitat or animal in the museum. |
| Make dioramas of an animal and its habitat during two seasons of the year. |
Considerations
This lesson can be modified for most students with special needs. Include more teacher assistance and additional time. For ESL students, perhaps instruct them to write down unfamiliar vocabulary words. This list can be used for the whole class during the unit study.
Post-activity: Graphing
(20 - 30 minutes)
Materials
| Overhead of graph of pre-field trip data. |
| Blank overhead chart with same labeled columns; "animal", "habitat", and "threat" . |
| Book: A House is a House For Me (if not used on field trip). |
Procedure
| Chart the students’ choices for each category. |
| Compare the morning data with the afternoon data. Brainstorm in small groups why there are changes. Why did some information remain the same? List all possible answers on the blackboard. [Concrete experiences can be more meaningful than just reading a text and seeing pictures.] |
| Have students create a graph (bar, pie, line or pictograph), individually or in groups, comparing the data from before and after the field trip. |
Closure
| Have students share their graphs with the class and discuss why there are differences. What made us change our minds about these three questions? |
| Read House is a House for Me aloud to the students. |
Assessment
| Individual participation, attitude, and respect of others (social skills). |
| Graphs |
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Extension activities
For the time between the return to school and end of the day, because children will be reacting to the whole field trip experience differently, divide the students into several groups that involve a range of activities from quiet to energetic!
| Project #1: On behalf of the class, write thank you notes to each of our chaperones, Mr. Marks, the museum curator, Mr. Smith, our bus driver, and to Mrs. Jones, our principal. It will be your responsibility to get signatures in an orderly fashion from your classmates and me. It will also be your responsibility to address envelopes and have them ready for me to mail. Artwork is welcome too! Peer-edit these before they are finalized. |
| Project #2: Mapping activity. Research and locate the following eight habitat types displayed in the museum: Tropical rain forest, forests, desert, lake, grassland and wetland, tundra, northern forest, and alpine snow glade. Be prepared to present this information to students using globes or classroom maps. How will your fellow students remember what you teach them? |
| Project #3: Research and find out what animals and habitats are prevalent in Wisconsin. What animals are endangered or threatened in our state? What makes an animal listed as threatened or endangered? What habitats are found in Wisconsin? Where are they located? Why? Be prepared to share this information with your fellow students. |
| Project #4: Continue to create our animals and habitats bulletin board. Search our current daily newspapers for appropriate articles. Perhaps write some facts and fiction cards based on the information we learned today. Post the field trip photos in an interesting way with appropriate captions. |
| Other projects: |
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Considerations
Be flexible and tuned in to the students’ energy level and interests. Do they need a short recess? Do they need to switch gears with SSR? Consider your own needs too? Thank the students for their wonderful behavior and participation! Build on these activities during the next few weeks. The post-activity must be appropriate for the energy level, interest, and needs of the students after a possibly long morning.
References
A House is a House for Me; Mary Ann Hoberman, Viking Press, New York, NY, 1978.
Handouts and slips
| Name
_______________________ A Sneaky, Slimy, Sensational Scavenger Hunt
*Extra Challenges:
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Field Trip Chaperone Application Mrs. Ronge's and Mr. Peterson's Fourth Grade classes Cook Elementary School, Science City, Wisconsin Where: We will be leaving from Cook Elementary School to visit the Museum of Natural History at the University of Wisconsin - Stevens Point. When: Tuesday, November 17, 1998. The bus will leave at 9:00 a.m. and return to school at approximately 2:00 p.m. Chaperones should plan to be at the school by 8:45. Who: We have openings for up to 4 chaperones (due to limited seating on the bus). Parents, guardians or grandparents are encouraged to apply for these limited positions. Why: This field trip will help students understand the roles that animals play in their habitats. Students will also be learning about different biomes and the plants and animals which live in different regions of the world. What: Chaperones will each be assigned a small group of children to guide through the museum. Chaperones will be expected to provide a positive example to the students, by following the same rules as the students do. In addition, we have a few expectations that apply specifically to chaperones:
Chaperones will be selected on a first-come basis, so please fill out your application and return it to school as soon as possible to ensure your seat on the bus. Cut here ------------------------------------------------------------------------Cut Here Return this portion Name_________________________________________ Child's Name___________________________________ Relationship ____________________ I will be available to attend the trip to the UWSP Museum of Natural History on Tuesday, November 17, 1998 as a chaperone. I agree to the follow the rules and expectations noted above. Signature _________________________________________ Date________________ |
Field Trip Chaperone Information Fourth grade classes of Mrs. Ronge and Mr. Peterson Cook Elementary School Dear Mr./Mrs. _______________________, Thank you for volunteering to chaperone our classes' field trip to the University of Wisconsin, Stevens Point Museum of Natural History on Tuesday, November 17, 1998. We are looking forward to having you join us for the day. The following is information to help you prepare for the day: The students will be expected to be on their best behavior. Prior to the field trip, we will review the following expectations with the class.
Reliability:
What we expect of you: The primary activity for the trip will be a museum scavenger hunt that the students will be completing. To avoid crowding, the students will begin their scavenger hunt at different places throughout the museum. Your role in this activity will be to help the students find their starting point in the museum and to keep them moving at a reasonable pace through the museum. If you start to notice other groups catching up to you, encourage your group to move a little faster. If your group seems to be catching up to the group ahead, remind the students that this is not a race and that accuracy and completeness is more important than speed. If you have any disciplinary situations, which you feel uncomfortable dealing with, please refer them to Mr. Peterson or Mrs. Ronge. Once again, thank you for taking time out of your schedule to accompany us on this field trip. |
Permission Slip to Attend Field Trip Fourth grade classes of Mrs. Ronge and Mr. Peterson Cook Elementary School Dear Parents, Our class will be visiting the UWSP Museum of Natural History on Tuesday, November 1998. We will be eating lunch at McDonald's in Stevens Point. Students will each need to bring $2.25 to pay for their Happy Meal�. Please send the money, with the permission slip below, to school with your child no later than Friday, November 13, 1998. Please keep the top portion of this letter for your reference. If you have any questions or concerns, please contact either Mr. Peterson or Mrs. Ronge at the school, phone 715-555-COOK. Thank you, Mrs. Ronge and Mr. Peterson
Schedule for the day
-----------------------------------------Cut here----------------------------------------- Permission slip - Return by November 13, 1998 My child __________________________________ has permission to attend the field trip the University of Wisconsin, Stevens Point Museum of Natural History on Tuesday, November 17, 1998, with the fourth grade classes of Cook Elementary School. Enclosed is $2.25 for lunch at McDonald's in Stevens Point. _________________________________ Signature of parent/guardian _______Date |