Lauryn Nebres

TPACK Template
Subject
Content Science

Grade Level
4th Grade

4.5 The student will investigate and understand how plants and animals, including humans,
Learning in an ecosystem interact with one another and with the nonliving components in the
Objective ecosystem. Key concepts include

​ d) habitats and niches;

Pedagogy
In this interactive white board activity, the children will touch the board to select correct answers on
Planning
the classflow lesson polls and learn about animals and their different types of habitats .

This lesson will discuss a wide variety of habitats and what makes all of them
differ. For this activity I will be using “Animal Habitats”, created by Cynthia
Alexander. This lesson can be found on Class Flow.
● As the bell rings, and the students take their seats, I will break the class up into 6
groups, and have them sit with their group members. I have a volunteer pass out
one worksheet per group and have each team write their names in the corner of the
paper. Students will use teamwork to complete this lesson and activity.
● I now begin to go over the class flow lesson on “Animal Habitats”. (S2) Each group
will come up to the board and name off animals they think belong in each category.
This gives them the opportunity to make predictions. (This should take no longer
than 10 minutes) From there, I will go over each individual type of habitat with the
students.
● (S16-23) One volunteer for each group comes up to the board to select an answer
Pedagogy Activity for the quick poll section of the lesson. We will thoroughly go over each question
and discuss why we have selected each answer.
● As the volunteers return to their seats with their assigned groups, I then assign each
group a type of habitat. (Ocean, woodland forest, arctic, tropical rainforest, desert, &
pond). The students must now complete a worksheet with their teams to provide as
much information about their assigned habitat as possible. This worksheet consists
of questions such as, “What types of animals live here?”, “What makes this habitat
unique?”, and “What kind of weather does this habitat have?”.
● After the questions are answered, I will hand out one giant blank poster for each
individual group. The students will take turns with their teams drawing their assigned
habitats with the correct corresponding animals using crayons, markers, and colored
pencils.
● With about 20 minutes left to spare, each group will present their finished work to
the class and teach us what they have learned about their habitats.

Technology.
Technology https://prod.classflow.com/classflow/#!/product/itemId=b9a55f42d057462abd5bb368a7aead24