BRING THE ADIRONDACKS INTO YOUR CLASSROOM


ADIRONDACK CHALLENGES

Adirondack Habitats
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Grade: 3rd Grade Author: Sarah Bencze
Tupper Lake Central School
NYS Content Area Standard:
Math, Science & Technology:
Standard 4: Science
NYS Interdisciplinary Standard:
Adirondack Curriculum Content Area:
Natural History
Performance Indicators:

The Living Environment, Elementary; Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicators: 1.1 -Animals need air, water and food in order to live and thrive. Plants require air, water, and food in order to live and thrive

NATIONAL STANDARDS

  • Science: Earth & Space Sciences; Life Sciences
  • Life Skills: Working with Others
Keywords: Adirondack animals, habitat
The Challenge:
Investigative Question or Issue: How do different Adirondack habitats provide the components necessary for plants and animals to live and thrive?
The Challenge:

Using the materials available, plan and create a model of one of these habitats: wetland, mountain, forest, river and give a brief presentation.

Distribute Student Handout.

Quality Standards:

Model Habitat

  • Model clearly shows the four features of the chosen habitat: food, shelter, water and space
  • Plants and animals that live in the habitat are observable and clearly labeled using correct spelling
  • The plants and animals that live in the habitat are created using materials from the planning page
  • All plants and animals are labeled correctly

Presentation

  • You identify your habitat
  • You describe the features necessary for plant and animal survival
  • You describe the types of animals and plants that live in the habitat
  • You explain how you created your habitat.
  • All members or the group respond appropriately when asked questions about their model habitat
Product Quality Checklist
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Standard/Criteria: Points Possible: Points Awarded:

 Model Habitat

  • Model clearly shows the four features of the chosen habitat: food, shelter, water and space
  • Plants and animals that live in the habitat are observable and clearly labeled using correct spelling
  • The plants and animals that live in the habitat are created using materials from the planning page
  • All plants and animals are labeled correctly
  • The habitat has a sign identifying the name of the habitat and the names of all group members
  • The model habitat is completed on time

Presentation

  • You identify the name of your habitat correctly
  • You describe the features of the habitat that are necesssary for plants and animals to survive
  • You describe the types of plants and animals that live in the habitat
  • You explain how you created the habitat
  • All members of the group responded appropriately to questions about the model and the habitat it represents

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