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Abstract
In this lesson students reseach in pairs, the necessary
components specific to a given animal. These components must take
into consideration, the space, food, and shelter for each animal.
The students will use a wide variety of tools, modeled by the
teacher as necessary, to research these topics.Students will
construct models of these habitat and report to the class as a
whole.Some concerns surround exactly what is needed for animals to
survive in man made habitats in some zoo and aquaria. In summation
students will present project and assemble for display creating a
mock zoo or aquaria. Students can visit local zoos and aquaria to
see how staff members address issues such as space, food, and
shelter. This lesson allows for a wide variety of assesment for
teachers and students.
Invitation/fundamental Understandings 1.
For an organism to survive within a habitat, an animal neeeds a
balance of food, water, shelter, and available space. Changes with
these elements will influence the ability of the species to
survive.
2. there are a variety of human and non-human
interventions that affect the balance of food, water, shelter, and
space within a habitat.
Standards
National Standards Science Standard 7
Understands how species depend on one another in the environment for
survival. Benchmark: Knows that changes in the environment can have
different effects on different organisms (e.g. some organims move
in, others move out: some organisms survive and reproduce, others
die)
Objectives:
Students will identify the components of habitat that are
essential for most aquatic animals to survive.
Workforce Competencies: Standard Title:
INFORMATION MANAGERS (3.1) Students locate, comprehend, interpret,
evaluate, maintain, and apply information, concepts, and ideas found
in literature, the arts, symbols, recordings, video and other
graphic displays, and computer files in order to perform tasks
and/or for enjoyment. Standard Title: INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and
apply information, concepts, and ideas found in literature, the
arts, symbols, recordings, video and other graphic displays, and
computer files in order to perform tasks and/or for enjoyment.
Standard Title: INFORMATION MANAGERS (3.1) Students locate,
comprehend, interpret, evaluate, maintain, and apply information,
concepts, and ideas found in literature, the arts, symbols,
recordings, video and other graphic displays, and computer files in
order to perform tasks and/or for enjoyment. Standard Title:
INFORMATION MANAGERS (3.1) Students locate, comprehend, interpret,
evaluate, maintain, and apply information, concepts, and ideas found
in literature, the arts, symbols, recordings, video and other
graphic displays, and computer files in order to perform tasks
and/or for enjoyment. Standard Title: INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and
apply information, concepts, and ideas found in literature, the
arts, symbols, recordings, video and other graphic displays, and
computer files in order to perform tasks and/or for enjoyment.
Standard Title: INFORMATION MANAGERS (3.1) Students locate,
comprehend, interpret, evaluate, maintain, and apply information,
concepts, and ideas found in literature, the arts, symbols,
recordings, video and other graphic displays, and computer files in
order to perform tasks and/or for enjoyment. Standard Title:
INFORMATION MANAGERS (3.1) Students locate, comprehend, interpret,
evaluate, maintain, and apply information, concepts, and ideas found
in literature, the arts, symbols, recordings, video and other
graphic displays, and computer files in order to perform tasks
and/or for enjoyment. Standard Title: INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and
apply information, concepts, and ideas found in literature, the
arts, symbols, recordings, video and other graphic displays, and
computer files in order to perform tasks and/or for enjoyment.
Lesson/Unit of Practice
Pre-requisite Skills
Standard Title: INFORMATION MANAGERS (3.1) Students locate,
comprehend, interpret, evaluate, maintain, and apply information,
concepts, and ideas found in literature, the arts, symbols,
recordings, video and other graphic displays, and computer files in
order to perform tasks and/or for enjoyment. Standard Title:
INFORMATION MANAGERS (3.1) Students locate, comprehend, interpret,
evaluate, maintain, and apply information, concepts, and ideas found
in literature, the arts, symbols, recordings, video and other
graphic displays, and computer files in order to perform tasks
and/or for enjoyment. Standard Title: INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and
apply information, concepts, and ideas found in literature, the
arts, symbols, recordings, video and other graphic displays, and
computer files in order to perform tasks and/or for enjoyment.
Standard Title: INFORMATION MANAGERS (3.1) Students locate,
comprehend, interpret, evaluate, maintain, and apply information,
concepts, and ideas found in literature, the arts, symbols,
recordings, video and other graphic displays, and computer files in
order to perform tasks and/or for enjoyment. Standard Title:
INFORMATION MANAGERS (3.1) Students locate, comprehend, interpret,
evaluate, maintain, and apply information, concepts, and ideas found
in literature, the arts, symbols, recordings, video and other
graphic displays, and computer files in order to perform tasks
and/or for enjoyment. Standard Title: INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and
apply information, concepts, and ideas found in literature, the
arts, symbols, recordings, video and other graphic displays, and
computer files in order to perform tasks and/or for enjoyment.
Standard Title: INFORMATION MANAGERS (3.1) Students locate,
comprehend, interpret, evaluate, maintain, and apply information,
concepts, and ideas found in literature, the arts, symbols,
recordings, video and other graphic displays, and computer files in
order to perform tasks and/or for enjoyment. Standard Title:
INFORMATION MANAGERS (3.1) Students locate, comprehend, interpret,
evaluate, maintain, and apply information, concepts, and ideas found
in literature, the arts, symbols, recordings, video and other
graphic displays, and computer files in order to perform tasks
and/or for enjoyment.
Tools and Materials
3x5 cards; art supplies; writing materials; papier maché;
modeling clay; gallon jars; string; cardboard; cardboard boxes (to
use as frames
for models)
Interactions/Teacher Information
Teacher will facilitate students in review of habitat and
essential elements in environment.
Teacher will facilitate
discussion of man made habitats in zoos and aquaria
Students
will pair up and complete projects making habitats for given
animals.
Situations/Setting/Time Two or more 45
minute periods as needed for research
Students will need to go to
school based, classroom, or local research area.
Assessment
List the components of suitable habitat that are necessary for
most aquatic animals to survive. Pick an aquatic mammal, fish,
amphibian or
other aquatic animal. Describe the biological
characteristics of the animal and the kind of habitat requirements
it has in order to survive.
Compare similarities and differences
between this aquatic animal and another aquatic animal. What things,
if any, do they both need in
order to survive? What things, if
any, must be different in their habitats in order for each kind of
animal to survive?
Tasks/Student Activity 1.Review
essential elements need in habitat
2.Teacher will discuss
given background knowledge and state purpose
3.The major
purpose of this activity is for students to recognize and appreciate
the complex life requirements of aquatic wildlife by focusing
on
the artificial habitat conditions of zoos and aquaria.
4.Prepare cards (3x5) with the name of one of the following
animals written on each card: trout, shark, goldfish, sturgeon, sea
otter,
large-mouth bass, water strider, beaver, diving beetle,
killer whale, penguin, sea turtle, alligator, siamese fighting fish,
frog, oyster
(expand the choices as seems appropriate). Place
cards into the container.
5.Divide the class into groups of
two. Have each pair of students draw a card from the
container.
Teacher will demonstrate and model internet, and
other resources as needed
6.Ask each group to be responsible
for designing an artificial habitat in which their animal could
successfully live. Inform them that
each team will be expected to
conduct library research or consult reference materials or resource
people to determine the life
requirements of each creature. In
addition, they must investigate and establish the characteristics of
the natural habitat of the
animals.
7.When the research is
complete, each team of students is to design and build a model or
small replica of a zoo exhibit or aquarium
habitat which would be
suitable for their animal's survival and comfort in captivity.
Establish a scale for the exhibits (for example,
one inch = five
feet for the large animals; actual size for the insects).
8.Once
the models are complete, ask each team to report to the rest of the
class. Each report should include a description of the
basic
biological needs of each animal as well as a description of the
characteristics of its natural habitat. The students should
point
out how their models are designed to meet the needs of the
animal.
9.Ask the students to summarize the components of
habitat that seemed to be necessary for the survival of the aquatic
animals they
studied. (Food, water, shelter and space in a
suitable arrangement would be the minimum necessary components.)
The Project
Activities and Procedure(s):
Once all the reports are finished, have the students arrange
their models in a plan for a zoo or an aquarium.
Enrichment/Alternate Activity:
1.Visit an aquarium and arrange for a staff person to explain how
the aquarium staff addresses the same basic requirements for animals
that the students did - that is, the components of habitat. 2.Create
a balanced aquarium for the classroom. 3.Discuss the reasons for and
against keeping aquatic wildlife in captivity in zoos and aquaria.
Evaluation
Acknowledgements:
Project Wildlife
Additional Resources
Main
URL:
Related Resources
Related Units
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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