Lesson Idea | Habitat Snow Globes

Description

This lesson helps students learn about habitats by designing a snow globe that shows the plants and animals living in a specific environment. Students begin by discussing what animals need to survive and learning about habitats through examples like polar bears. They explore different snow globes and think about why certain objects are included. Each student then chooses a habitat, researches its weather, plants, and animals, and takes notes to organize their ideas. Using this information, students design their own snow globe and write a short paragraph explaining their choices. The lesson ends with students sharing their work, comparing designs, and reflecting on their learning. Overall, the lesson builds understanding of habitats while supporting research, observation, and clear communication.

Standards

Next Generation Science Standards - Life Science Grades 3-5
3-LS4-1 Biological Evolution: Unity and Diversity

Make observations of plants and animals to compare the diversity of life in different habitats.

3-LS4-3 Biological Evolution: Unity and Diversity

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

4-LS1-1 From Molecules to Organisms: Structures and Processes

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.


Common Core State Standards - English Language Arts - Grades 2 and 3
Reading Informational Text

CCSS.ELA-LITERACY.CCRA.RI.2.7
Explain how specific images (eg., a diagram showing how a machine works) contribute to and clarify a text.

CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

CCSS.ELA-LITERACY.CCRA.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

ISTE NETS for Students 2016:
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:

a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

d. publish or present content that customizes the message and medium for their intended audiences.