Habitats for animals
by Kelli Lemon
Grade level: 2
Rationale
Students will learn about habitats. Habitats are where animals and people live. A habitat is a home. It is important for children to learn about habitats and homes because homes are vital for survival. Habitats include things that animals need to survive, like water and a food source. It is important for children to understand this so that they can protect these things. Children should understand that as a world, animals, plants, and the environment work with humans. This relationship is important to understand, as everything that we do to the environment affects humans. Children may not understand all of this right away, but they should realize that the environment does need to be taken care of because it is the home for all the creatures.
Objectives
Students will be able
to list things found in different habitats that animals need to
survive.
Students will be able
to define the word habitat.
Students will be able
to list words that describe different animal’s habitats.
Students will be able
to draw a picture of a habitat, showing the necessary things that
animals need to survive, and explain them in a short story.
Materials
Paper, crayons, pictures of animals homes, pencils, worksheets (1 for museum, and one for short story), clipboards, permission slips, letters to ask for chaperones, lesson plans for chaperones, transportation to museum.
Pre-activity: Habitat is home
Students will be asked to draw a picture of their home. When the drawings are finished, the students will share their drawings with the class. In their descriptions of their homes, they will discuss what they need to live. The pictures will be hung on a bulletin board. The class will then talk about animals and their homes. Pictures of different homes and habitats will be shown to the students. The students will be introduced to the word habitat, which will be compared to the students’ neighborhood. Students will name some things found in habitats that keep animals alive. We will summarize with the idea that everything needs a home along with other things such as water and food to survive.
On-site activity: Habitat worksheet
Procedure:
Anticipatory sets
Before going to the museum, students will review pictures of different habitats. Students will discuss some words that describe the habitats. Students will be asked to explain what they expect to see at the museum.
Teacher role
A worksheet will be needed for the field trip, as well as pencils and clipboards for all students. The teacher also needs to plan ahead with permission slips, finding chaperones, bus service, reservations at the museum, and a lesson plan for chaperones. The teacher will use many modes of instruction. The children will be experiencing the museum at their own pace within groups, so they can discuss, see demonstrations, work hands-on, and outline on their worksheet what they see at the exhibits.
Student role
Students will go through the museum with their group and their chaperone. The chaperone will help start discussions about the exhibits. Students will fill out their worksheets as they go through, so they remember what they saw. Students will explore the museum and hear about the animals and the habitats. The chaperones will pose questions throughout the tour.
Worksheet
Name______________ Directions. Write down the name of the animal you see. Then write a few words that describe the habitat the animal is in. Animal's habitat Name___________ Draw a picture. Then write a story about your habitat. Be sure to explain what is in the habitat. |
Closure
Students will have a chance to discuss the museum, including their favorite part and questions they may have. Students will hand in their worksheets. The teacher will examine them all, and later in class, discuss some of the words used to describe habitats. Students will be asked to think about what things were in these habitats that may help the animals stay alive.
Considerations
The field trip needs to be well organized. The reservation should be made way in advance. Permission slips and chaperones should be planned ahead. Chaperones should each get a lesson plan. Students should be prepared with a pencil and clipboard that the group leaders may want to hold on to until they arrive at the museum.
Field trip schedule
9:00 Begin discussion, including rules for the trip and formation of groups. Make sure permission slips are turned in.
9:15 Bathroom break
9:25 Put coats on
9:30 Load bus
9:45 Arrive at museum
9:50 Brief introduction from student interpreter.
10:00 Break into groups and begin tour.
10:45 Meet in the orientation room to discuss the tour, and answer any questions. Use the bathroom.
11:00 Head back to the school.
Post activity: Picture/short story
After the field trip to the UWSP Museum of Natural History, students will discuss what they saw at the museum, including the animals and the scenes around the animals in the exhibits. Students will then receive a worksheet where they will draw a picture of an animal’s habitat and describe the things in the habitat that the animals need in order to live. The picture and the short story will be hung up on the bulletin board. Students will then have a choice of writing another story with a picture or writing a thank you letter to museum staff.
Assessment
Students can be assessed by their stories and pictures. Students should be able to write a story using the word habitat in the correct context. Students should also list the necessary items in the habitats that help their animal survive. Their pictures should display some of these "necessities". Also, on their worksheet from the museum, their describing words should be accurate.
Extension activity
Students could work in pairs to make a model of a habitat. They may want to include the animal in the model along with things that are necessary for the animal to live. Students can then display their works on a large table.
Reference
Everybody Needs a Home, Project Wild. Page 32.
A sample letter to chaperones
We Need Chaperones!!! Our class is going to the University of Wisconsin Stevens Point Museum. There is a variety of animals displayed at this musuem. Our class is very enthused about this trip. We really need chaperones so that we can split the children into small groups so they can learn as much as possible. Please help us out!!!If you are interested, please fill out the portion below and have your child bring it back to me. Grandparents are welcome too!! Name: Phone: Relation to student and student’s name: When can I reach you: Have you chaperoned before: Thanks for all your help!!! Ms. Lemon |
Schedule and questions for chaperones
| Chaperones:
Here is a layout of the day. Have lots of fun, and if you
have questions let me know. Your group of children will
be assigned to you before we leave. Field trip schedule 9:00 Begin discussion, including rules for the trip, and formation of groups. Make sure permission slips are turned in. 9:15 Bathroom break 9:25 Put coats on 9:30 Load bus 9:45 Arrive at museum 9:50 Brief introduction from museum student interpreter. 10:00 Break into groups and begin tour. 10:45 Meet in the orientation room to discuss the tour, and answer any questions. Use the bathroom. 11:00 Head back to the school. At the museum, please read about the animals to the students. If you don’t know the answer to a question, tell the students that that question would be a good one to ask the student interpreter after the tour. Make sure that students work on their own for the worksheets. They only should write a few words to describe the habitats. Here are some possible questions to ask them to begin discussions (feel free to ask your own question):
Have fun!!! |
Permission Slip
| I
give _________________, my permission to attend the field
trip to the University of Wisconsin Stevens Point Museum
of Natural History, on February 28, 1998. Signature of parent or gardian __________________ Date of signature ___________ |