What do Living Things Need? K. Shima, Grade 2 Students will create postcards from their given habitat “written” by their animal on its habitat vacation. Students will learn what certain animals need to survive in their habitats, and what they will need if they were to take a vacation to a different habitat. They will write postcards from the habitat in which their animal is on vacation. NGSS targets: PE Make observations of animals to compare the diversity of life in different habitats. 2LS4-1 [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats] [Assessment Boundary: Assessment does not include specitic animal and plant names in specitic habitats.) CCC: Cause and Effect © Events have causes that generate observable patterns. (2-LS2-1) Student Learning Objectives (Follow the ABC's we talked about in class. Ifit helps consider this the Student “Performance” Objectives) 1. Students will examine several images of animals and identify what they need to survive in a specific habitat 2. Students will analyse what an animal might need in a non-native habitat, then pack up a virtual suitcase to demonstrate what that animal might need to survive a vacation to the new habitat. Engage {This is the hook. De not introduce vocabulary here. Get them excited) Say: “How many of you have been on vacation?” “Students raise hands and share individually.” Say: “What did you need to pack for your vacation to__?” “Tell kids that I have planned a trip to__., and then show them my bag or suitcase filled s. | will have the kids help me pack my bag with the right things needed for my trip (Which | with the wrong types of clothing/necessi provide).Explore (Describe the activity the students will do to explore the subject. Will they create their own question or will you give them a question to answer. How will you guide them?) - Students will work in pairs and be given a picture of an animal. Each student will need to find their partner who has the same animal that they do. They will need to figure out what that animal needs to go on its vacation to another habitat. ted on the back of th vacation. animal photo will be the habitat where it is going on - Students will be given a page with pictures of numerous items with the words listed on them, and they will be working with their elbow partner. They will then cut them out and glue onto their paper suitcases. ** What does your animal need to put into its suitcase for its trip?” [ie., for a horse to go on vacation to a dolphin’s habitat, he will need a swimsuit, sunscreen, goggles, etc. :)] - Students will be given pseudo postcards that they will draw their animal on with its packing necessities, and write on behalf of their animal. Their animal is to be writing a letter t home. Explain (The first explanations should come from the students. Then guide and clarify as they go.) Ask each group to share with the class their drawings of where their animal vacationed, what their animal packed for it, and why.Evaluate (Formative assessments check for understanding throughout the lesson and help the teacher know how to redirect the lesson if needed) Formative: With pictures of the animals under the overhead, students will be asked/reminded what the animal needs for a specific habitat, then they will share thelr answers. Elaborate Ask students why an animal needs what it needs to survive in its native habitat. “How might this affect how they live? Or survive?” (Include any worksheets, images or handouts used in your lessonWhat would [ take with me?BEACH TOWEL ‘SUNGLASSES 10‘SUNSCREEN FLIPPERS. GOGGLES ‘SWIMSUIT UMBRELLA. WATER BOTTLE a 2 RAINCOAT RAIN HAT RAIN BOOTS "Ce SOCKS FOR WARMTH = JACKET MITTENS ie ee WARM HAT SNOW BOOTS SUN HAT 12B