Demographics:
| Ashley Herald |
Science |
Animal Habitats |
| October 4, 2001 |
Grade 2 |
30 minutes |
Objectives:
The broad goal of this lesson is to give the children an overview of the things they will study for the next five days. They will be given an equal background knowledge through participation in the lesson.
1.The student will be able to define what an animal habitat is and list examples.
Connections:
By learning the different habitats they are meeting several state, local, and national standards. This will help them meet Goal 2 of KY Core Content by teaching them about different animals and the environments they live in. These are things a person could encounter throughout a lifetime in any area.
The students will also meet Core Content for Assessment SC E 3.1.1 by learning how to classify animals into the correct habitat.
Context:
This lesson will introduce the unit on Animals and their habitats. It will be a broad overview of the four habitats that will be addressed. Some of the animals the children may already know will be mentioned and placed into the correct habitat to help the children see what all of this means.
Resources:
The Chimpanzee by Margaret Lane
Splash! A Book about Whales and Dolphins by Melvin and Gilda Berger
I Wonder What a Rainforest Is by Annabelle Donati
Quack! Quack! Quack! by Ian Whybrow
Procedures:
| 1. |
The definition of a habitat will be given. "Where an animals lives is it's habitat." |
| 2. |
The four habitats the children will be working with with be broadly introduced. They are Tundra, Lakes and Rivers, Forests, and Coast/Ocean. An example of the animals in each habitat will be given and explained. |
| 3. |
With the used of several children's books pictures of animals in their habitat will be shown to spark the children's books pictures prior knowledge. This will be an interactive period where I will encourage the children to raise their hand and give the name of an animal and the habitat they live in. |
| 4. |
The last things the children will be asked to do is to write down the definition of a habitat and to list one habitat we discussed and one animal that lives in the habitat they chose to list. When they are finished they are to turn their papers in to me. |
Assessment:
The paper must included on habitat and on correctly identified animals that lives in that habitat.
| Ashley Herald |
Science |
Animals and their Habitats - The Tundra |
| October 8, 2001 |
Grade 2 |
45 minutes to 1 hour |
Objectives:
The broad goal of this lesson is to give the children a more detailed understanding of the Tundra habitat and what lives in it.
1. The students will be able to identify the characteristics of a Tundra and list examples of animals that live in this habitat.
Connections:
By learning about the Tundra the children will meet SC E 3.1.2 and SC E 3.3.2.
SC E 3.1.2 - Organisms have basic needs. For, examples, animals need air, water, food: plants need air, water nutrients, and light. Organisms can survive only in environments in which their needs are met.
They meet this goal by learning about the animals that find their needs met living in the Tundra.
SC E 3.3.2 - The worlds has many different environments. Distinct environments support the lives of different types of organisms. When the environments changes, some plants and animals survive and reproduce, and others die or move to new locations.
They meet this goal by finding out that some of the animals it the Tundra may or may not have their needs met in this environment year around.
Context:
This lesson is about this habitat that is called the Tundra. It is to give the children there first habitat lesson in detail, after the introduction lesson. It will begin the flow of the unit into full motion.
Resources:
Clips of Tundra animals.
Chart paper.
Marker
Procedures:
| 1. |
A fact list about the Tundra will be the way the concept will be introduced. |
| 2. |
Then examples of animals that live there will be introduced and explained one by one. |
| 3. |
Then as a class the children will help me make a chart of animals in the Tundra, and characteristics that make them need to live in the Tundra. |
| 4. |
To tie up the lesson each child will be put into groups and will be given a packet of pictures of animals that would and would not live in the Tundra. They will be asked to sort the pictures into two groups: Tundra animals and Non-Tundra animals. |
Assessment:
The students assessment will be given based on the groups final sorted piles. It will be an immediate hands on assessment that will be made and corrected orally during the end of the lesson by the teacher.
Activity:
Blubber Mitten Activity
To find out what it is like to have a layer of blubber to keep warm, try this easy Blubber Mitten experiment. You'll need:
Crisco (or other fat)
2 zippable sandwich bags (not the easy zip kind - use the "yellow and blue make green" kind)
A bowl of ice water and ice cubes
Fill open of the zipper bags about 1/3 full of shortening, then turn the remaining zipper bag inside out. Place it carefully inside the bag with the shortening so that you are able to zip the one bag to the other. This creates a "blubber mitten" for you to put your hand in.
Place your bare hand in the bowl of cold water and see how cold it is!
Next, place your hand in the "blubber mitten" and now place your mittened hand in the ice water. How cold does the water seem with the "blubber mitten" on? Do you think a nice layer of blubber would be great protection against the cold? Walrus, whales, and seals also have wonderful layers of blubber which help to keep them warm.
| Ashley Herald |
Math |
Fact Families with Unifix Cubes |
| November 3, 2001 |
Grade 2 |
20 Minutes |
Objectives:
1. The students will be able to create a fact family with the use of Unifix cubes.
Connections:
Goal 2 Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
2-7 Students understand number concepts and use numbers appropriately and accurately.
Context:
The lesson is for a more visual learner. This will give a textile example of a fact family. They can take the fact family they create with the cubes and make the fact family correctly on paper.
Resources:
Writing Utensil
Paper
Unifix Cubes
Procedures:
| 1. |
The concept of fact families will be reviewed and re-explained to the children. |
| 2. |
The Unifix cubes will be brought out and introduced to the children. |
| 3. |
An Unifix example will be demonstrated for the children on how to make a fact family using two different colors of cubes. |
| 4. |
The children will be given some Unifix cubes to play around with on their own for a minute. |
| 5. |
As a class several problems will be given for them to create the fact family that goes with it. |
Assessment:
It will be a visual assessment for the fact families the children are creating using the cubes.
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