Kimberly Champion STEM Lesson Home Sweet Habitat...
Transcript of Kimberly Champion STEM Lesson Home Sweet Habitat...
Kimberly Champion
STEM Lesson
“Home Sweet Habitat”
Purpose The purpose of this activity is to explore animals, including their characteristics,
adaptations and habitats through research and presentation. Students will choose an
animal and thoroughly research its physical and behavioral adaptations, eating patterns,
position in the food chain, biological characteristics and other interesting facts. Each
student will create a diorama showing the animal in its habitat, design a poster
summarizing their research and present their project to the class. This lesson also
fosters STEM (Science, Technology, Engineering and Mathematics) components as
students perform electronic research, represent and interpret measurements, discover
animal characteristics and construct a diorama.
This lesson will address the following misconceptions:
1) Traits are developed by individual organisms to the needs of the individual, instead of
recognizing traits are developed across generations in response to environmental demands
or conditions.
2) Species coexist in ecosystems because of their compatible needs and behaviors and
need to get along, instead of understanding species compete for resources, feed on one
another and live in the same ecosystem because of similar adaptations and environmental
needs.
3) Organisms higher in a food web eat everything that is lower in the food web, instead of
realizing organisms higher in a food chain eat some, but not necessarily all, of the
organisms below them in the food web.
4) Varying the population size of a species may not affect an ecosystem because some
organisms are not important, instead of recognizing all organisms are important within an
ecosystem and that varying a species’ population size may not affect all other species
equally, but it will affect the ecosystem as a whole.
5) Ecosystems are not a functioning whole but simply a collection of organisms, instead of
realizing ecosystems include the organisms, the interactions between organisms and the
interaction between the organisms and their physical environment.
6) Carnivores are big and ferocious and herbivores are small and passive, instead of
understanding that although some carnivores may be big and ferocious and some
herbivores small and passive, there is a great diversity among each group of organisms.
Lesson Goal or Objectives As a result of this lesson, students will become mini-experts on the animal of their
choosing through diligent research. Students will gain experience with the Engineering
Design Process in an authentic way as they design and develop a diorama and corresponding
poster while receiving directives and constraints. They will also expand their
understanding of the relationship between environment and adaptations of an animal and
the significant role of adaptations in the sustainability of a population. Students will
enhance their written and oral presentation skills as they share information with their
classmates.
Lesson STEM Challenge Question/Directive Design and construct the habitat of an animal in which viewers will acquire a genuine
perspective of its natural environment without further explanation. In addition, create a
corresponding poster that provides viewers a true understanding of the animal by offering
fundamental and interesting facts in a succinct manner.
Target Group This lesson was planned for fourth grade students.
Approximate Time Teacher Prep: Thirty minutes to copy student worksheets and review activity and
background information.
Student time is estimated as follows:
Engage: Thirty minutes
Explore: One class period for initial research in media center or computer lab
One class period for integrated math measurement lesson
Explain: Thirty minutes to forty-five minutes
Extend: Two to three class periods to present and explain challenge to students and
perform additional animal project research
One class period to create poster displays
*Students will construct dioramas at home
Evaluate: 5 minute student presentations; three class periods for all presentations
Background Science Information A habitat can be described as ‘the immediate environment in which a living organism (an
animal or plant), exists.’ Animal habitats may include living organisms and nonliving objects
and can vary greatly in size, temperature, rainfall and surrounding landforms across
species. Animals make their homes in a variety of places including deserts, swamps and
wetlands, forests, oceans, mountains, polar regions, coral reefs and grasslands. Amazingly,
many animals still make their home in the area their species first evolved millions of years
ago since they have adapted to specific climates or require a particular diet that exists
only in certain areas. Regardless of where animals make their homes, they live amongst
other animals and interact with one another establishing an ecosystem. Animal habitats
are often affected by human interference, including pollution and deforestation.
Animals slowly change over generations affecting the way they look and behave. These
changes reflect the process of evolution and are a response to a change in the
surroundings and survival strategies of the animal. Animals in an ecosystem compete for
water, food and space. Those animals that develop behavioral and physical adaptations
over time become stronger, reproduce and are more successful in their environment.
Animals have developed adaptations over time in an effort to improve the way they move,
the way in which they obtain and eat their food and ultimately the way they survive in
their climate and their natural environment.
Vocabulary and Concepts: Adaptation
The change in an organism or its parts that fits it better for the conditions of its
environment.
Camouflage
Colors or patterns are often displayed on an animal to help it to blend into its
surroundings. Animals use camouflage to both hide and protect themselves from
approaching predators but also to make sure that they are not spotted by unsuspecting
prey.
Carnivore
A carnivore is an animal that only eats other animals in order to ensure its own survival.
Carnivorous animals have a complex digestive system that has adapted to breaking down
large amounts of meat and, therefore, do not need to feed as often as herbivorous and
omnivorous animals. Lions, crocodiles and sharks are all good example of animals that are
carnivores.
Diet
The kinds of foods the animal eats.
Distinctive Features
Characteristics unique to the animal.
Ecosystem
The term ecosystem is used to describe the working together of different species of
animals within a particular habitat; a good example of this is the basic food chain.
Environment
The term environment is used to describe the conditions surrounding a certain organism as
a whole. This includes everything from the social structure of life contained within that
environment to how all the different organisms in one area interact with each other. There
are numerous different environments throughout the world including desert environments,
jungle environments and mountainous environments. The term environment basically refers
to all living and non-living things in the world or a particular region.
Evolution
Evolution is the process by which different species of animals evolve, generally in
accordance with natural selection and to make life more successful for the species. For
example, certain species of moths have been known to completely change color in just a
few generations because of pollution.
Food Chain
An animal food chain is the sequence of who eats whom within an ecosystem in order for
each animal to obtain nutrition. A food chain starts with the primary energy source, which
is usually the sun and the food chain is then connected by a series of organisms that eat
each other, in turn.
Habitat
The term habitat is used to describe a specific area where a particular animal lives within
an environment. Many animals have adapted to requiring specific conditions which can only
be found in their natural habitat. For example, animals that live in the polar regions have
longer, thicker body fur to keep them warm.
Herbivore
An herbivore is an animal that only eats plant material, algae and bacteria in order to gain
its nutrition. Those animals that are herbivorous have adapted to digest plant material
specifically, such as elephants, donkeys and rabbits.
Home Range
The area that an animal or group of animals live.
Natural Selection
The term natural selection refers to the process where heritable traits make it more
likely for an organism to survive long enough to reproduce and become more common over
successive generations of a population. This can include anything from the exterior
appearance of an organism (for example those that are most easily camouflaged tend to
fair better) to the temperament of an organism (for example, a lion would have more
difficulty in hunting prey if it was irrational and clumsy in behavior instead of being
stealthy and systematic in its actions). Natural selection is a key mechanism of evolution.
Omnivore
An omnivore is an animal that eats both plant material and other animals in order to get
enough food. Animals that are omnivores have complex digestive systems that are able to
process both plant and animal materials. Examples include kangaroos, otters and humans.
Predator
When an animal is referred to as a predator, it means that the animal either hunts or
catches other animals. Predatory animals are generally dominant within their environment
and will generally hunt animals smaller than themselves.
Prey
When an animal is referred to as prey, it means that the animal is either hunted or caught
for food. Animals that are referred to as prey are generally hunted by bigger animals,
although there are a number of exceptions.
Survival
The act or fact of living or continuing longer than another person or thing; a continuation
of life despite difficult conditions.
Temperament
The way the animal thinks, behaves or reacts.
The student activity will incorporate the Engineering Design Process developed by
Engineering is Elementary. This model was designed to simplify the terminology of the
design process so that young students could easily grasp the underlying concepts. ‘It is
important to note that practicing engineers do not adhere to a rigid step-by-step
interpretation of the process. Rather there are as many variations of the model as there
are engineers. The Engineering Design Process is cyclical and can begin at any step, or
move back and forth between steps numerous times. In real life, engineers often work on
just one or two steps and then pass along their work to another team.’
‘Moving through the Engineering Design Process might involve asking the following
questions or making the following decisions:
ASK - What is the problem? What have others done? What are the constraints?
IMAGINE - What are some solutions? Brainstorm ideas. Choose the best one.
PLAN - Draw a diagram. Make lists of materials you will need.
CREATE - Follow your plan and create it. Test it out!
IMPROVE - Talk about what works, what doesn't, and what could work better. Modify
your designs to make it better. Test it out!
The Engineering Design Process. Engineering is Elementary. (n.d.). Developed by the
Museum of Science, Boston. Retrieved March 30, 2013, from
http://www.eie.org/content/engineering-design-process
Reference - A-Z Animals - Animal Facts, Information, Pictures, Videos, Resources and
Links. (n.d.). Retrieved March 30, 2013, from
http://a-z-animals.com/reference/
Discipline-based Content Expectations Science Content Expectations: L.EV.04.22: Identify how variations in physical characteristics of individual organisms give
them an advantage for survival and reproduction.
L.OL.04.16: Determine that animals require air, water, and a source of energy and building
material for growth and repair.
Mathematics Common Core: Measurement and Data (4.MD) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units within one system of units including km, m, cm;
kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement equivalents
in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the
length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the
number pairs (1, 12), (2, 24), (3, 36).
2. Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple fractions
or decimals, and problems that require expressing measurements given in a larger unit in
terms of a smaller unit. Represent measurement quantities using diagrams such as number
line diagrams that feature a measurement scale.
Technology Standards: Grades 3-5 Research and Information Fluency (3-5.RI) 1. Identify search strategies for locating information with support from teachers or
school library media specialists.
2. Use digital tools to find, organize, analyze, synthesize, and evaluate information.
4. Understand that using information from a single Internet source might result in the
reporting of erroneous facts and that multiple sources should always be researched.
Engineering Standards: Engineering Design 1D2: Designing, testing, and building a system, component, or process to meet desired
needs within realistic constraints.
1P1: Learn that the engineering design process includes defining a problem, brainstorming,
researching and generating ideas, identifying criteria and specifying constraints, exploring
possibilities, selecting an approach, developing a design proposal, making a model or
prototype, testing and evaluating the design using specifications, refining the design,
creating or making it, and communicating processes and results.
Materials Needed Engage -Pebblego.com subscription or similar animal information website
-Variety of pictures of animals in their natural habitats demonstrating the basic
requirements for sustaining life (i.e. eating, drinking water, having space, etc.)
-Now and Later worksheet (for each student)
Explore -Arrange access to the computer lab or media center computers for student research
-Brightly colored yarn, paper, measuring tools (rulers, tape measures, meter sticks),
markers, tape, scissors (for each group)
-Animal Measurement worksheet (for each student)
Extend -Poster board for each student (supplied by school)
-Shoebox for each student (supplied by student or donations)
-Variety of ‘craft’ materials to create animal habitat diorama (supplied by student)
-Engineering by Design booklet or worksheet (for each student)
-Map template for home range on poster display (for each student)
-Graphic organizer for animal research project (for each student)
-Model of diorama and corresponding poster as an example for students
-Project rubric (for each student)
Safety Considerations When utilizing the computers, students will be reminded to be responsible with the
equipment and to practice internet safety by only accessing approved websites. As
students construct their dioramas at home, they will be reminded to use caution and
request adult supervision when using special or sharp tools and materials.
References Lesson idea adapted from ‘Zoo Exhibit Project’ by Rachel Card, Catherine Christensen and
Dana Wilson, East China School District, Fourth Grade.
Common Misconceptions about Biomes and Ecosystems - Tundra: Life in the Polar Extremes
- Beyond Penguins and Polar Bears. (n.d.). Beyond Penguins and Polar Bears. Retrieved
March 29, 2013, from
http://beyondpenguins.ehe.osu.edu/issue/tundra-life-in-the-polar-extremes/common-
misconceptions-about-biomes-and-ecosystems#misconceptions
Reference - A-Z Animals - Animal Facts, Information, Pictures, Videos, Resources and
Links. (n.d.). Retrieved March 30, 2013, from
http://a-z-animals.com/reference/
The Engineering Design Process. Engineering is Elementary. (n.d.). Developed by the
Museum of Science, Boston. Retrieved March 30, 2013, from
http://www.eie.org/content/engineering-design-process
STEM Lesson Pre-Assessment (and Engage) Teacher will visit www.pebblego.com and select a few animals that live in different
environments to share with the class. The website offers short video clips of animals in
their natural habitats, audio clips of the animal and informational facts about the animal.
In addition, the teacher will display several pictures of various animals, including humans,
in their habitat eating or obtaining food. Teacher will inquire of the students what they
noticed as differences and similarities amongst the animals and their surroundings.
Students will be encouraged to write their responses in their science journals before
sharing their ideas with the class. Engage the students in a discussion about the videos
and pictures, along with the many terms and concepts the students have been learning
throughout the Life Science unit. As students point out physical characteristics of the
animals, encourage the students to identify these as adaptations when appropriate. In
addition, promote the connection to terminology that has been discussed in previous unit
lessons as students offer their responses, such as survival, predator and ecosystem. Allow
the students to select a couple more animals to explore as a class on www.pebblego.com
and continue the discussion.
Teacher will hand out a brief ‘Now and Later’ (attached) to quickly assess the students’
general understanding of the concepts related to animals, habitats and adaptations.
Teacher will review responses and modify the lesson as necessary. Teacher may have to
reiterate some concepts that students struggle with and simply mention others in which
the students demonstrate a solid understanding.
Description of Student Learning Activities Explore: Tell the students that they will soon become mini-experts on an animal of their
choice. Ask the students to think of two or three animals they may want to research and
write their ideas in their science journals. Explain to the students that they will be
visiting the media center and visiting several websites that will provide information on
animals. The students are able to change their mind on their selected animal during their
initial research opportunity. Students will have access to www.pebblego.com,
http://animaldiversity.ummz.umich.edu/site/accounts/classification/echinodermata.html,
www.a-z-animals.com, and www.arkive.org while visiting the media center. Students will
also be able to utilize www.google.com if necessary and with the assistance and supervision
of the teacher or media specialist.
By the end of the period, students will need to have decided which animal they will be
researching and record in their science journal the average adult length (i.e. tip of nose to
tip of tail) or height (for animals such as flamingos, kangaroos, penguins, etc.) and weight
of their animal for an integrated math activity they will participate in the next day.
The next day, ask the students to refer to their science journals and find the adult
average length or height and weight they recorded the previous day. Students will be
divided into groups of five or six. Students that recorded length of their animals will be in
groups and students that recorded height will be in different groups. Each group will be
provided a ball of brightly colored yarn, measuring tools (rulers, meter sticks and tape
measures), scissors, markers, tape and paper. Students will take their group supplies and
science journals outside (or gymnasium if weather is not permitting).
Working together within the group, the students will use their measurement tools to
determine the length/height of the animals each student selected. Yarn will be cut to
represent the height or length of each animal and compared with other animals in the
group. Each yarn piece will start at the same point and be stretched lengthwise to
provide a visual of the differences in height or length. A piece of paper will be labeled
with the animal name and measurement (i.e. Polar Bear - 8.5 feet) and taped to the end of
the yarn for other groups to view. Students will have an opportunity to visit each group to
examine the measurements and record the data in their science journals.
Each student in the group will record the animal name and measurement of their own
animal and of each group member on the provided ‘Animal Measurement’ worksheet
(attached). The weight of each animal will also be recorded on the worksheet. Students
will once again work together to find an equivalent unit of measurement for each animal’s
height/length and weight using their math textbooks and conversion charts. For example,
pounds will be converted to tons or ounces, feet will be converted to inches or meters will
be converted to centimeters.
Explain: The students have selected their animal and will begin to learn specific facts
through research. Through discussion and inquiry, help the students identify the
fundamental details about the animal and its way of life to make their learning most
meaningful. Revisit relevant vocabulary that has been presented throughout the unit and
define new concepts.
-Where type of environment does your animal make its home (habitat)? Does it live in the
jungle, ocean or mountains?
-What is the home range of your animal (Australia, Africa, Atlantic Ocean)?
-Starting with the sun, where does your animal fit into a simple food chain?
-Is your animal a carnivore, herbivore or omnivore?
-Is your animal a predator or prey animal?
-What does your animal absolutely need to survive?
-Animals have physical or behavioral adaptations that help them survive in their natural
habitat. What are examples of your animal’s physical or behavioral adaptations?
-Consider other bodily characteristics of your animal, such as type of body covering (fur,
feathers), breathing system (lungs, gills), heating system (cold-blooded or warm-blooded)
and type of reproduction (lay eggs or young are born alive).
Extend: Scenario: Pine River Zoological Center has recruited our class to design and construct
animal habitats to be on display in their building this summer. They would like to help their
many visitors learn as much as they can about a variety of animals during their visit.
Challenge: Design and construct the habitat of an animal in which viewers will acquire a
genuine perspective of its natural environment without further explanation. In addition,
create a corresponding poster that provides viewers a true understanding of the animal by
offering fundamental and interesting facts in a succinct manner.
Constraints:
- Information must be gathered from at least three reliable, scientific resources. Two
resources must be electronic resources (remind students of the websites used during the
initial research opportunity in the media center).
-Diorama cannot be larger than two feet wide and two feet tall.
-Diorama, at minimum, must include the animal, its habitat and environment and its food
source (i.e. plants and/or prey). Any appropriate adaptations may also be included. In
addition, the shoe/boot box must be completely covered with paper or some other
material.
-Posters, at minimum, must include:
the common name of the animal and the genus, species
two pictures of the animal (no hand drawn pictures)
world map showing home range of animal (map template provided by teacher)
three adaptations (2 physical and 1 behavioral) that help the animal survive
identification of animal as herbivore, carnivore or omnivore
representative food chain with at least four links, including the sun (a predator can
be added)
fact sheet outlining the animal’s body covering, body temperature, reproduction
type (egg/live birth) and breathing system
five additional interesting facts about the animal
bibliography of resources attached to the back of the poster with student name
Introduce the Engineering by Design Process to students. Explain that the process is
used, in a variety of forms, by all engineers and designers to create solutions to problems.
Emphasize that this model only offers a guide and can be used in any order, in whole or
part, to accomplish a task. Discuss the ASK, IMAGINE, PLAN, CREATE and IMPROVE
prompts of the Engineering by Design Process and provide the students the Design Process
booklet or worksheet to assist in their project development (constructing an animal
habitat and creating a poster display). Students must complete the worksheet as they
move through their project development and turn it in to the teacher for review with
finished project.
Provide the students with a graphic organizer to assist them with fact gathering
(attached). Display an example of a diorama and corresponding poster (examples attached)
and supply a copy of the project rubric to the students.
Students will perform further research in the media center during two subsequent class
periods. An additional class period will be dedicated to poster design and completion.
Animal habitat dioramas will be completed at home using materials of the students’ choice.
Allow at least two weeks following the last research day to complete dioramas.
Real-World Connections Understanding the components of the engineering design process is critical for young
students to effectively problem solve. Developing these skills early on will be
advantageous to students. Exposing students to the engineering design process not only
emphasizes the fundamental concepts, but may also inspire students to pursue projects of
their own. Student experiences may be enhanced by inviting a local engineer (i.e. parent,
community member) to class to engage students about a topic, process or product. The
engineer may discuss the development procedure, blunders, duration, team member
involvement and necessary materials and equipment.
A Family Engineering Night may also be organized to allow students to work alongside their
family members to further develop their math and engineering skills. Interactive mini-
projects could be launched during the evening in a competitive or non-competitive
atmosphere between families. The ideas of limited resources and specific constraints
could be addressed during the activities.
Post-Assessment (Evaluate) Students will deliver an oral presentation (approximately five minutes) to their classmates.
Each student will explain their animal habitat diorama, their animal fact poster and any
other interesting information they acquired during their research.
Student diorama, display poster, oral presentation and completed engineering design
process booklet will be graded using a rubric (attached).
The ‘Now and Later’ will be redistributed to students for completion, discussed in class
and turned in for informal review by teacher. The teacher should identify and address any
remaining misconceptions through class discussion.