Habitats
by Stacy Kidd and Jodi Witt RationaleStudents need to know the different habitats because it is important to understand why certain animals and plants live in these regions.
Objectives |
Students will display and discuss their knowledge on the components of a habitat. |
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Students will research the habitats during a field trip to the Museum of Natural History. |
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Students will create a display to demonstrate their knowledge of the different habitats. |
Science notebooks, clipboards, pencils, packets for museum, pipe cleaners, boxes, crayons, markers, glue, scissors, colored paper, string, paint and paint brushes.
| September
29, 1999 Dear Guardians of Fifth Grade Students, As part of our unit in science on habitats, we will be taking a field trip to the Museum of Natural History located at the University of Wisconsin Stevens Point Learning Resources Center. The trip will take place on Tuesday, October 19, 1999. We will be leaving McKinley School at 9:45 A.M. and return at 1:00 P.M. Students will be eating lunch at the University Center either outside, weather permitting, or in a conference room. Each child will need to bring a sack lunch including a beverage because no vending machines will be available. During the museum tour, students will be viewing different habitats and the animals within them. They will be participating in a research activity while walking through the museum. We would appreciate any help you may be willing to give as far as chaperones. We need at least two or three adults to provide guidance as we explore other habitats. Chaperones are free and encouraged to join us. The cost of the bus will be $2.00 and the museum is free. We would appreciate the permission slip and the money back by Tuesday, October 12, 1999. Thank you, Ms. Witt and Ms. Kidd - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Please sign and return this portion with the money in an envelope with your child’s name on it by Tuesday October 12, 1999. I give my permission for __________________________ to go to the Museum of Natural History at the University of Wisconsin Stevens Point on Tuesday, October 19, 1999. Parent signature_________________________date_____________ I will be able to chaperone: yes ______ no _______ |
Field trip guidelines for chaperones A. Bus
B. Field Trip
C. Bus Conduct
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I have read the above guidelines and am willing to chaperone. name_____________________________ date__________ |
1. The teacher will begin by asking, "What is a habitat?" Once a list has been generated, he or she will proceed with asking, "What is in their habitat?" Students will suggest ideas such as a refrigerator for food, house for shelter and a well or water pipe for water. These ideas should be written on one half of the board. (10 minutes)
2. The next question would be "What is in an animal’s and plant’s habitat?" These answers would be recorded on the other half of the board. The teacher would pose the question, "Are these factors all found in the same habitat?" The answer would be no. (5 minutes)
3. The teacher would then have them brainstorm on different habitats that the students are familiar with. With these ideas in their minds, the students would be broken into groups of four and given two or three habitats to research through the library or Internet. Each group will record the information that they discover and hand it in. (30 minutes)
4. Each group will share one fact about their habitats. The students will then review the key components in a habitat. The teacher will then explain what the students will find at the museum and will also go over their research that will be completed there. (10 minutes)
AssessmentThe teacher will make sure that all students participate in discussions by asking every student for one piece of input. The teacher will also look at the characteristics of habitats that the students turn in in their groups. In addition, it will be helpful to watch the groups work together and also present.
2. The teacher will explain the packet. Each habitat in the museum will be listed with spaces for observations. The students will be asked to explore the colors, climate, plants and animals of each habitat. This will be accomplished in the groups that were formed earlier and they will be accompanied by their chaperones. (5 minutes)
3. At the end of one hour, the groups will return to the auditorium. The packets will be collected even if they are not completed. Double check for names on them. (I hour)
4. The students will have a brief discussion on what they saw and learned. This would incorporate the major aspects of the habitat such as animals, climate, and plants. (5 minutes)
5. Students will then travel by foot with their chaperones to the University Center to eat lunch. The bus will pick them up in front of the University Center. (30 minutes)
AssessmentThe teacher will collect the packets and review them to see the student’s understanding and effort. The teacher will observe the discussion as well as speak with the chaperones about each group’s performance.
1. The teacher will ask the students what they remember from the museum the day before. Then the teacher will pass back their packets and go over their findings. Students who did not finish will have the opportunity to fill in what they were missing. (10 minutes)
2. The teacher will explain that the students will create a habitat out of any materials they have access to. The classroom will provide pipe cleaners, paper, string and paint. The teacher will provide a rubric with the criteria that should be included. She or he will then ask them to pick a partner, reminding them to choose someone they can work well with. The pairs will pick out of a hat to determine the habitat that they will create. (10 minutes)
3. The pairs will meet and discuss their ideas and what will be needed. Once they have a rough drawing, they will present it to the teacher. The educator will give input about the design and offer guidance as needed. (20 minutes)
4. Once the student’s design has been checked they can begin work. The project will be worked on over the course of three days for thirty to forty-five minutes each day.
5. The class will meet together as a whole to discuss their ideas for habitats. The students will talk about animals, plants, and how they plan to create them as part of their habitat. Each group will be required to share one idea. (10 minutes)
6. Once the projects are finished students will share their displays with the rest of the class. (1 class period or 50 minutes)
AssessmentThe teacher will observe the students as they work in pairs. When the habitats are completed, the teacher will use the rubric to evaluate their projects.
Extension activities1. Students will make thank you cards to the Museum of Natural History. Supplies will be located at a table in the back of the room. These can be made during free time and after their projects are completed. The students must include at least one positive sentence about their experience in the museum.
2. Students will make an index card with the animals, plants and climate that are included on their habitat.
3. Students will create a story, which takes place in their chosen habitat. This could be from the view of an animal or a person exploring in this area.
| Field trip itinerary for the Museum of Natural History
9:00 a.m.: Students arrive at
school and prepare for trip. Morning routine and nametags are given out.
9:10 a.m.: Students review and discuss pre-activity lesson and why we are going on the field trip. They will also be given the directions for the activity at the museum. Students will also be reminded of good bus behavior. (Listed on the chaperone hand out.) 9:25 a.m.: Chaperones arrive and are given a list of students to be in their group as well as a copy of the itinerary. Students will take a bathroom break and gather their lunch, clipboards, pencils, jackets and backpacks. This list of supplies will be written on the board. 9:45 a.m.: Students will board the bus, which is waiting in front of the school. They will sit two to a seat and be counted before the bus leaves. Chaperones are seated throughout the bus to control noise and behavior. 10:15 a.m.: Students will arrive at the university in front of the library. The students will be given another opportunity to use the restroom. During this time they should put everything in their backpack except a pencil and their clipboard. Their backpack will be kept on their backs during the museum tour. Each group will take turns using the restroom with their chaperone supervising. 10:30 a.m.: Meet in auditorium inside the museum. Museum curator will discuss different habitats and what interesting things the students may find. Students will then receive their packets. One group at a time will be let out of the conference room after the rules have been reviewed. 11:45 a.m.: Students will meet back at the conference room. Chaperones should be keeping track of the time. The packets will be turned in and a short discussion will follow. 12:00: Lunch will be eaten outside in the sundial if the weather permits. Otherwise they will proceed into a conference room in the University Center. 12:25 p.m.: Students will be given an opportunity to use the restroom as a group and with a chaperone. 12:35 p.m.: The bus will arrive in front of the University Center and students will board. 12:45 p.m.: The bus will depart after a final student count. 1:00p.m. Bus will arrive back at school. |
Museum of Natural History
Name ________________Directions: For each habitat, fill in the
categories with the appropriate colors, animals, landforms, plants and climate. All of
these can be found by looking at the museum displays.
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