Adirondack Curriculum Project

Adirondack Curriculum Project - www.adkcurriculumproject.org

NYS Content Area Standard

ELA 1. Language for info & understanding

MST 4. Science
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.

Title: Habitats of Adirondack Animals

Grade Level: 3rd

Author: Kathy Janulewicz
Dr. Lydia T. Wright Elem. School
Buffalo Public Schools
Buffalo, New York

Email: kjanule@hotmail.com

Adirondack Curriculum Content Area
_X_ Natural History
___ Human History
___ Culture & the Arts
___ Government & Civics
___ Economy
___ Health, Recreation & Life Skills

Investigative Question or Issue: How do Adirondack animals adapt to the habitats where they live?

Challenge:

Context for this challenge: 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.

The Challenge:
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:

1. What is the proper name of your animal?
2. What does your animal look like (color, size, etc)? What are the most important distinguishing features of the animal by which it could be recognized?
3. Where does your animal live? What does that place look like? (habitat)
4. What does you animal eat? How does it get its food?
5. Is your animal nocturnal? What does your animal typically do after dark? During the day?
8. Is your animal endangered?

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.

Quality Standards:

The Presentation:

Research and preparation is completed on time
The presenters tell us the name of their animal
The presenters tell us what the animal looks like and what distinguishing features it has
The presenters tell us where the animal lives and what that place looks like
The presenters tell us about what the animal eats and how it gets its food
The presenters tell us what the animal typically does at night and during the day
The presenters tell us whether or not their animal is endangered
All information shared in the presentation is accurate
The presenters support their presentation with a mobile, diorama, or some other approved product that is well done
The presenters tell us how they made their product
The presenters answer all questions satisfactorily

The Mobile, Diorama, or other approved product

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

Product Quality
Checklist
Date: ________ Class Period: ________

Product Author(s):

Habitats of Adirondack Animals

Evaluator Name(s)

Observed	Standard/Criteria	Possible Points	Rating
	Research and preparation is completed on time
	The presenters tell us the name of their animal
	The presenters tell us what the animal looks like and what distinguishing features it has
	The presenters tell us where the animal lives and what that place looks like
	The presenters tell us about what the animal eats and how it gets its food
	The presenters tell us what the animal typically does at night and during the day
	The presenters tell us whether or not their animal is endangered
	All information shared in the presentation is accurate
	The presenters support their presentation with a mobile, diorama, or other approved product that is well done
	The presenters tell us how they made their product
	The presenters answer all questions satisfactorily
	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
	TOTALS	100

nyga Produced at the 2008 Adirondack Geography Institute & reviewed and edited by the ACP.
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