Beacon Lesson Plan Library
Where Have All the Plants and Animals Gone?
Hardee County Schools
Have you ever wanted to add a little excitement to your classroom lesson plans? Here is your chance. Where Have All the Plants and Animals Gone? is a 13 day lesson plan that teaches the students about habitats through the Internet and PowerPoint.
The student knows that there are many different kinds of living things that live in a variety of environments.
-Attached files (rubric and storyboard)
-Barbara Taylor.ANIMAL HIDE AND SEEK, DK Publishing, 1998
-Frand Greenway, LOOK CLOSER:DESERT LIFE, DK Pub Merchandise, 1998
-Lucy Baker, LIFE IN THE OCEANS, Scholastic Trade, 1993
-Barbara Taylor, LOOK CLOSER: RAIN FOREST, DK Publications, 1998
1. The students should have a working knowledge of PowerPoint and the Internet.
2. Make sure students have access to computers. Each computer should have Microsoft PowerPoint on it or some other type of presentation program.
3.Copy attached files.
4. Research ahead of time and capture(or book mark) sites that would have information about various habitats.
1. Read ANIMAL HIDE AND SEEK, Barbara Taylor
2. Discuss the different types of homes that these animals lived in.
3. Explain that these homes are also called habitats.
1. Read LOOK CLOSER: DESERT LIFE, Frank Greenaway
2. Web on chart paper the animals and plants that were found in the desert.
1. Read LIFE IN THE OCEANS, Lucy Baker.
2. Web on chart paper the animals and plants that were found in the ocean.
1. Read LOOK CLOSER: RAIN FOREST, Barbara Taylor
2. Web on chart paper the animals and plants that were found in the rain forest.
1. Review the animals and plants that can be found in various habitats.
2. Web on chart paper the animals and plants that were found in wetlands.
1. Have students decide what habitat they are going to learn about.
2. Each child can share the type of habitat that they are going to find information about.
3.Show the students how to find information on the Internet using Google as the search engine. (www.google.com) You can also capture sites for the students ahead of time so it will be easier for them to find. This will also ensure that the sites will be safe sites for the students to visit.
1. Have students work on the Internet to find (research) the answers to the following questions:
Which habitat are you in?
Who lives there?
What do they eat?
What kinds of plants live there?
2. Remind the students that they will be working on the 4 questions about their habitats and that they will need to share at least 3 new things that they have learned about their habitats.
3. Each student is to place the information on the story board sheet (see attached file).
1. Students will continue working on their habitats information using the story board sheet. The teacher needs to guide the students if they are having problems finding the answers to the questions for their habitats.
1. Students talk to another student for 10 minutes about their habitats and the answers that they found to the unit questions.
2. Divide the students into groups according to habitats so that they can help each other find information about that habitat. There should only be three or four students per group.
3. Remind the students that the PowerPoint presentations must have a title page, answer the four questions, and tell at least three things that they have learned. They can add other information if they choose. Show one that you created as a model and list the criteria on the board for students.
1.The students will start working on answering the unit questions through the PowerPoint presentations. Teacher will need to circulate around the room and assist the students with their PowerPoint projects.
1. The students will continue working on answering the unit questions through their PowerPoint presentations. Teacher will still need to circulate around the room and assist the students with their PowerPoint projects.
Days 12 and 13:
1. Take the time for each student to share the PowerPoint presentation with the class. Have the students use the self-evaluation rubric (see attached file).
Asessment will take place throughout the unit using the following assessment tools:
Student to student support
Note: If students are having problems with creating a PowerPoint Presentation they may present what they have learned about plants and animals in an oral report.
The Goal 3 standard, Informational Managers, will be assessed by the storyboards and PowerPoint presentations that the students complete. Successful completion of these projects will demonstrate that the student is able to obtain information from a variety of sources and utilize the information in a productive and enjoyable manner . The Goal 3 standard, Cooperative Workers, will be assessed by teacher observations during the Internet research and PowerPoint construction. The teacher will be looking for evidence that the student is able to work with others in a productive manner.
1.Hold a night time Tea Party and have the students share their masterpieces with parents, teachers, school board members, etc.
2.If students are having problems with creating their PowerPoints, pair the students in groups of two so they can help each other.
3. Teacher may want to take pictures of the students while they are working on their projects and create her own PowerPoint presentation to show parents during Open House or a parent night.
This site contains information about dolphins.The Dolphin Place
This site contains information about dolphins,manatees,etc.Whale Club
This is a field trip opportunity.Underwater World Adventure
This site contains a list of books that could be used with the unit.Kid Science
This site contains a resource of web sites on the rainforestRainforest Sites
This site contains animal coloring sheets for students.Enchanted Learning
This site describes plants in different habitats.Plants In The Ocean