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By the end of the unit, the student will be able to name specific attributes of animals that allow them to survive, grow, and meet their needs. They will demonstrate this knowledge through presenting their animal project, and story.

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Sand

Rocks

Grass

Construction Paper

Glue

Scissors

Markers

Tape

Yarn

Worksheets

Toilet Paper Rolls

Toy Animal

Cotton Balls

Twigs

Tissue Paper

Straws

Hay

Dirt

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Features
Habitat
Environment
Vegetation
Countries
Average
Temperature
Common
Difference

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Objectives:
Students will use what they have learned to create an animal aligned with their habitat.
Students will also have to use geometric shapes to create their animal rather then just throwing together materials.

Students will use this day to create their animal. Using materials given to them, or materials they brought they will create their animal making sure to include all the things listed on their cards. As they are creating they are to be filling out a checklist to be sure their animal includes all the things needed for them to survive in their habitat. The checklist is used as a Check for Understanding.

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Objectives:
Students will use their worksheet from the day before to create a sketch of their animal as well as a list of materials their group will need. This is also the time when students will create a list of the geometric shapes they intend to use to create all parts of their animals.

After a review of the habitats, Students will begin to brainstorm ideas for the animal they are going to make based on the habitat they were given in their groups. An example could be if the group has the Artic, they could create a polar bear. They are to use the research (worksheet) they did the day before as well as provided cards that outline a checklist of things that should be included with their animal based on the habitat they were given. Using these tools they are to make a sketch of the animal, including the important aspects needed to be included with their animal. They need to consider what kind of things they need to protect their animal, how they will eat, how they will be protected from enemies, etc.
Materials will be provided to them but they are also able to research/think about other items they would like that they could bring in or see if the teacher has access to that could be provided and used on the designing day. Students should remember to use geometric shapes in creating their animal as well as measurement so all things match up (arms are the same lentgh).

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Mountains
Atlantic Ocean
Desert
Tundra
Rain Forest
Wetland
Grassland
Arctic Ocean

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First, the class will start with a brief review. Then they will go over a few vocabulary words that will be shown along the way. Then read the Habitat Magic School Bus book to help them get back into the topic.
Prepared the teacher will already have Popsicle sticks with a habitat placement on them. The teacher will then pair up the students and have them draw which habitat their research will be over.
They will be given a worksheet with a list of questions along with a web doc providing websites they are to use.
Children are to do research on their habitat, including what kind of animals, water sources, and food survive there. With habitat characteristics in mind they will later create an animal that could survive in this habitat.

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Science:
1-LS1-1
Design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
Math
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Writing
CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Physical Education:
Active Participation, Standard 3.1
The student will be able to participate in a wide variety of non-structured and structured physical activities at moderate to vigorous
levels both in and out of physical education.

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Museum Show: Each child will put their habitat on display. They will each have a chance to present their book, and habitat to the class.

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To wrap up the unit, the class will start with a game called Rabbit Hole. After  that, they will play a Kahoot game online as a form of summative assessment. They will then use storyjumper.com to create a picture book based around their animal, and the habitat they live in. They will need to talk about characteristics the animal has that allows them to live in their environment. For the rest of the class, they will work on their story.

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Begin with introducing what a habitat is to see if the children have pre-knowledge about the topic. Then introduce these two videos which help explain what a habitat is and what it is made up of.
Animal Habitats
What is an animal habitat?
After the videos have the children brainstorm some habitats along with what kind of animals live there. Following you will introduce the children to the project. Once they have an understanding of how the next few days will go make sure there are no more questions.