BRING THE ADIRONDACKS INTO YOUR CLASSROOM
|Habitats of Adirondack Animals
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|Grade: 3rd Grade
|NYS Content Area Standard:
Math, Science & Technology:
Standard 4: Science
|NYS Interdisciplinary Standard:
English Language Arts:
Standard 1: Language for Information and Understanding
|Adirondack Curriculum Content Area:
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
|Keywords: habitat, mobile, diorama|
|Investigative Question or Issue: How do Adirondack animals adapt to the habitats where they live?|
The teacher will want to make sure that the materials necessary for doing this challenge are available. The teacher will also want to do some preliminary work developing student research and note taking skills.
To create student interest in this project, the teacher might want to show students one series of pictures of habitats from around the world and another series of pictures of animals from around the world - some of which match up with the habitats shown and others that do not. Invite students to speculate on appropriate "matches" of animal - habitat and discuss the reasons for their responses. Out of this speculation should come opportunties to discuss and begin defining the concepts of "habitat" and "adaptation". The teacher might then follow up with pictures of habitats and animals specific to the Adirondacks and follow a similar pattern of questioning and discussion. Once students are "hooked", the teacher can guide them in the selection of an Adirondack animal of interest (otter, moose, bear, chipmunk, etc) to the small group
In groups of 2 organized with the help of your teacher, prepare a presentation for the class in which you teach us about the animal and its habitat that you have chosen to study.
In your presentation, be sure to include accurate information the answers the following Focus Questions:
To help us understand your presentation, create one of the following products: a mobile, a diorama, or another product that your teacher approves. This product should illustrate as much of the information you share in the presentation as possible (see Focus Questions above). Please make sure your product is colorful and neat, that the authors' names are displayed, and that all the words you put on the product are spelled correctly
Each member of your pair should participate in the presentation. When you show us your "product" please tell us how you made it and be ready to answer questions about any aspect of this challenge.
Produced at the 2008 Adirondack Geography Institute & reviewed and edited by the ACP.
The Mobile, Diorama, or other approved product
|Product Quality Checklist
Print This Checklist
|Standard/Criteria:||Points Possible:||Points Awarded:|
Research and preparation is completed on time
The "product" is completed on time and is ready for display as part of the presentation
The "product" illustrates most of the important information shared in the presentation
The "product" illustrates information about the topic accurately
The "product" is colorful and neat
The "product" displays the names of the authors clearly
All text included in the product is spelled correctly
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