First Grade
Chris Hadley
2/20/2012
MEDU 685
Professor Evans
Habitats Background Summary
A habitat is the natural environment in which an animal, plant, or organism lives. There are
many different types of habitats which vary in temperature, moisture, light, size, and many other
characteristics. According to Enchanted Learning (2010), a “complex community of plants and animals
in a region and climate is also known as a biome. Examples of biomes or habitats include desert, coral
reef, tropical rainforest and arctic/tundra. A habitat provides the basic needs for an animal; shelter, air,
water, food, and space. Shelter is needed for protection from weather and predators. Oxygen from the
air or dissolved in water is required for animals to breath. All living things require food and water for
energy to grow and reproduce. The amount of space necessary to find food, water, shelter, and a mate
is different for all animals (Woodlands, 2012).
A rainforest is a habitat that covers a large area where many trees, plants, and animals live. It is
very dense, warm, and wet. It provides a great deal of shade and plenty of rainfall of at least eighty
inches per year, but usually much more. Tropical rainforests are found near the equator and the climate
is always warm between sixty-eight and seventy-seven degrees Fahrenheit. The major areas of
rainforests are in South East Asia, West Africa, and South and Central America. Although rainforests
cover a small percentage of the Earth’s surface they contain more than half of the world’s plants and
animals. As many as 30 million species of plants and animals live in rainforests. Most animals in the
rainforest live in the trees. Examples of animals and plants that live in the rain forest include monkeys,
toucans, macaws, tree frogs, chameleons, geckos, butterflies, hanging vines, and flowers (Mongabay,
2012).
Deserts cover more than one-fifth of the Earth’s land. They are very dry and can be extremely
hot or extremely cold. Temperatures can range from freezing to one-hundred and twenty degrees in
deserts across the world. Temperatures from day to night can also vary up to fifty degrees. Deserts
receive less than ten inches per year of rainfall. Most hot deserts are found near the Tropic of Cancer
and the Tropic of Capricorn and most cold are near the Arctic. Some places deserts can be found are
Africa, Arizona, Antarctica, and Mexico. Many animals in the desert are nocturnal. Examples of animals
that live in the desert are camels, ostrich, meercat, lizards, black widows, kangaroo, and gazelles. Plants
like cacti and brittle bush exist in the desert (National Geographic, 2012).
The tundra habitat is near the North Pole. About one-fifth of the Earth’s land is tundra and the
average temperature is between ten and twenty degrees Fahrenheit. The ground is permanently frozen
from between ten inches to three feet down. The top sections of the soil may thaw during the brief
summers enough for low growing plants and microorganisms to grow and reproduce but they will
become dormant in the winter. There are very few plants. Animals that one might find in the tundra
include polar bears, gray wolves, caribou, snow geese, mountain goats, and sheep (National Geographic,
2012).
Coral reefs are found mostly in the tropics in warm water with a temperature between seventy
and eighty-five degrees. They usually develop in shallow water near land. The structures are formed
from coral polyps. When the polyps die, they leave behind a hard, stony, branching structure made of
limestone. Coral reefs can be found in many places of which include the USA, Caribbean, Brazil, India,
Africa, Australia, Polynesia, and the Red Sea. Many different animals are sheltered in coral reefs. Some
examples include fish, blacktip reef sharks, eels, anemones, jellyfish, crustaceans, turtles, octopus, and
sponges (Enchanted Learning, 2010).
Focus
The purpose of this unit is to teach the students about habitats through each content area while
meeting state benchmarks. This unit will cover four habitats: rainforest, desert, tundra, and coral reef.
We will learn about climate, location, plants, and animals in each of the four habitats. In science, we will
examine what a habitat is, several types of habitats and their environment, and the animals, plants and
other organisms living in them. We will compare and contrast them along with our own homes. We will
discuss basic needs and how a habitat provides them. In social studies we will discuss locations on the
globe where different habitats exist. We will also discuss extinction and the human role. We will be
creating animals and other items that exist in each habitat in art in order to create habitats in our
classroom. We will use math skills such as sorting and grouping in order to place animals and plants in
the correct habitat while playing a game. I will also use animals and plants in basic addition and
subtraction. In language arts, we will read several books that discuss habitats. We will also write a
descriptive paper about a habitat of our choice as well as keep log books throughout the unit. We will
create a dictionary of terms. We will learn a song about habitats incorporating music into our lessons.
In the content area of physical education we will play a game called crab, frog, horse as well as take a
nature walk observing natural habitats. We will end the unit by taking a fieldtrip to the zoo to observe
animals and their habitats. We will discuss our observations.
We will use a great deal of cooperative learning, observation, discussion, and engaged learning
in the unit. There will also be direct instruction. We will incorporate technology through the use of the
smartboard, overhead projector, and computer. Various assessment methods will be used throughout
including observation, discussion, worksheets, tests, descriptive papers, and logbooks.
Unit Benchmarks
Science
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.1a Describe an observed event (LP3, LP4, LP7, LP9)
11.A.1f Compare observations of individual and group results. (LP3, LP4, LP7, LP9)
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
A. Know and apply concepts that explain how living things function, adapt and change.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape,
backbone). (LP3, LP4, LP6, LP7, LP8, LP9, LP10)
B. Know and apply concepts that describe how living things interact with each other and with their
environment.
12.B.1a Describe and compare characteristics of living things in relationship to their environments. (LP1,
LP2, LP3, LP4, LP5, LP6, LP7, LP9, LP10)
12.B.1b Describe how living things depend on one another for survival. (LP4, LP5)
Social Science
STATE GOAL 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States.
A. Locate, describe and explain places, regions and features on the Earth.
17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions,
bodies of water). (LP2, LP4, LP5, LP6, LP7)
B. Analyze and explain characteristics and interactions of the Earth’s physical systems.
17.B.1b Describe physical components of ecosystems (LP2, LP3, LP4, LP6, LP7, LP9, LP10)
17.B.2b Explain how physical and living components interact in a variety of ecosystems including
desert, prairie, flood plain, forest, tundra (LP4, LP6, LP7, LP8)
Math
STATE GOAL 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines,
planes and space.
B. Identify, describe, classify and compare relationships using points, lines, planes and solids.
9.B.1b Sort, classify and compare familiar shapes. (LP7)
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and
interpret uncertainty using concepts of probability.
A. Organize, describe and make predictions from existing data.
10.A.1a Organize and display data using pictures, tallies, tables, charts or bar graphs. (LP5, LP7, LP8,
LP9)
B. Formulate questions, design data collection methods, gather and analyze data and communicate
findings.
10.B.1b Collect, organize and describe data using pictures, tallies, tables, charts or bar graphs. (LP5, LP7,
LP8, LP9)
Language Arts
STATE GOAL 1: Read with understanding and fluency.
A. Apply word analysis and vocabulary skills to comprehend selections.
1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with
resource materials. (LP1, LP2, LP3, LP4, LP5, LP6)
C. Comprehend a broad range of reading materials.
1.C.1a Use information to form questions and verify predictions (LP2, LP3, LP4, LP5, LP6)
1.C.1c Make comparisons across reading selections. (LP3, LP5, LP6)
1.C.1f Use information presented in simple tables, maps and charts to form an interpretation (LP5)
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate
capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate
use of the eight parts of speech. (LP1, LP3, LP4, LP6, LP7, LP10)
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g.,
short stories, letters, essays, reports). (LP3, LP10)
STATE GOAL 4: Listen and speak effectively in a variety of situations.
A. Listen effectively in formal and informal situations.
4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. (LP1,
LP2, LP3, LP8)
4.A.1b Ask questions and respond to questions from the teacher and from group members to improve
comprehension. (LP1, LP2, LP3, LP4, LP8)
4.A.1c Follow oral instructions accurately. (LP1, LP2, LP3, LP4, LP8)
B. Speak effectively using language appropriate to the situation and audience.
4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and
audience (e.g., show and tell). (LP8)
4.B.1b Participate in discussions around a common topic. (LP1, LP2, LP4, LP8)
Art
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
B.
Apply skills and knowledge necessary to create and perform in one or more of the arts.
26.B.1c Music: Sing or play on classroom instruments a variety of music representing diverse cultures
and styles. (LP5, LP6)
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation,
eye-hand coordination, building and imagination. (LP1, LP3, LP4, LP5, LP6, LP8)
PE
STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity.
B. Analyze various movement concepts and applications.
19.B.1 Understand spatial awareness and relationships to objects and people (LP6)
STATE GOAL 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual
self-assessment.
A. Know and apply the principles and components of health-related fitness.
20.A.1b Engage in sustained physical activity that causes increased heart rate, muscle strength and
range of movement. (LP3)
STATE GOAL 21: Develop team-building skills by working with others through physical activity.
A. Demonstrate individual responsibility during group physical activities.
21.A.1a Follow directions and class procedures while participating in physical activities (LP6, LP10)
Student Profiles
Student A:
Student A is a first grade female, Barbara Zatowski. Barbara has trouble in the classroom
controlling her impulses. She often blurts out answers and does not finish listening to the question. She
frequently forgets to raise her hand. She also has trouble following directions completely making
careless mistakes and seeing a task to completion. She is easily distracted. She is currently reading
below grade level and receiving forty minutes per day of ELL. She also receives an additional thirty
minutes a week of reading with a specialist. Her math scores are below grade level. It appears that
when assessed orally, she performs better. Barbara’s inability to follow directions and lack of focus are
getting in the way of her achievement. It does not mean that she does not necessarily know the
material. Her poor performance could be a result of not following direction, not understanding
directions, or an inability to express herself in writing.
Student B:
Student B first grade male Winston Jones. He is very outgoing, loves to talk, and enjoys
attention and an audience. This is evident when he is bored and begins talking to his peers during
instruction time. Although he enjoys the social aspect of school, he does not receive good grades. He
works above grade level in math and reading but he does not pay attention during class and does not
apply himself when he is bored. He does remain more focused when he is being challenged during class
projects. The subject that he is most passionate about is language arts. He excels when using his
imagination and creating stories. He enjoys assembling things and creating origami. Winston’s
boredom and lack of focus are clearly inhibiting him from receiving good grades. Lessons need to be
more attention getting to him and perhaps more hands on.
Student C:
Student C is first grade female Arella Banks. Arella has spina bifida and uses a wheelchair. She
loves school, performs above grade level in reading and math. She gets along with her peers and often
helps them with their struggles. She is friendly, outgoing, and maintains a positive energy. She enjoys
chess and piano. Besides accommodations for physical aspects, Arella’s other accommodations might
include those of acceleration.
School Profile
Mokena Elementary School District 159
Racial/Ethnic Background
0%
6%
1%
3%
3%
White
Black
Hispanic
Asian
87%
American Indian
Two or More Races
48.1%
0.5
0.45
0.4
0.35
0.3
0.25
0.2
0.15
0.1
0.05
0
21.5%
14.0%
9.6%
8.8%
2.8%
12.8%
9.2%
MES
State
The majority of students enrolled at MES are of a white ethnic background. While they do have
students of other ethnicities, the percentages are quite low. That is not to say that these students
should not be respected. Their cultures and differences should be celebrated and taken into
consideration at all times. These students may perhaps feel even more out of place because they are
such a minority. It is important that I remember to discuss different cultures across the world opening
the minds of my students to diversity and that I model such acceptance and accommodations. The
attendance rate is extremely high at ninety-five percent which is great for the students. The mobility
rate, however, is higher and closer to the state average than I expected meaning that these students
who were enrolled at MES changed schools. It is important to remember that there are students who
are new to the school or those that are planning on leaving soon. I must consider this in my teaching
and make accommodations for these students who are not quite as settled. The number of students
with IEP’s is larger than the state average. It is quite possible that I will have students in my classroom
with an IEP. I must therefore remember to be flexible and make the proper accommodations for these
students. While the percentage of low-income students and limited English proficient students are well
below the state average, these students can also never be forgotten.
Most students at MES come from a similar racial/ethnic background as me. This will allow me
to relate to them in many ways. However, it is important not to forget about those who do not. It is
also important to remember that even if I have a similar racial background, every child is unique in their
own way and has their own personality, beliefs, temperament, and style of learning. As their teacher, I
should also not take for granted personal family matters. Every household is different, has different
dynamics, and operates differently. Just because the external factors may be the same, family lives can
still be very different. Above all, I should get to know my students on a personal level in order to help
them learn.
One issue that I think is more prevalent now than before is divorce or split family homes,
parents of the same gender, adopted students, or other types of mixed families. I did not grow up
under any of these circumstances and I think it is important for me to remember that many of these
students might. I need to be sensitive to their individual circumstances and not make any assumptions.
This information will affect my lesson planning because it is important to know your students.
Lessons should be tailored and help should be given where needed based on student needs, student
likes, student learning styles, etc. Every lesson should be student focused and the only way to do this is
to know your students! Every student should be given the best opportunity possible for them to learn.
Every student can learn and can be taught.
References
ABC Teach. (2008). Animal crackers by biome. Retrieved March 12, 2012, from
http://www.abcteach.com/free/a/animalcracker_biome.pdf
Berkes, M. (2008). Over in the arctic: where the cold winds blow. Dawn Publications.
EMC. (1998). Habitats. Monterey: Evan More Educational Publishers.
Enchanted Learning. (2010). Coral reef. Retrieved February 7, 2012, from
http://www.enchantedlearning.com/biomes/coralreef/coralreef.shtml
Hansent, C. (2004). Far north in the arctic: counting Alaska’s animals. Sasquatch Books.
Kramer, M. (2006). Animal habitats. National Geographic.
Maclaren, Thando. (2005). All kinds of homes. London: Tango Books.
Mokena Elementary School. (2012). Retrieved February 3, 2012, from http://www.mokena159.org/
Mongabay. (2011). Tropical rainforests. Retrieved February 3, 2012, from
http://kids.mongabay.com/
Moorea Coral Reef Long Term Ecological Research Program. (2012). Retrieved March 15, 2012, from
http://mcr.lternet.edu/education/Lessons/1st%20-%20Math%20Activities.pdf
National Geographic. (2012). Deserts: Arid but full of life. Retrieved February 6, 2012, from
http://environment.nationalgeographic.com/environment/habitats/desert-profile/
National Geographic. (2012).Tundra: dry, cold, and windy. Retrieved February 2, 2012, from
http://environment.nationalgeographic.com/environment/habitats/tundra-profile/
Rabe, T. (2011). Why oh why are deserts dry. Random House Book for Young Readers.
Sea World. (2002). Retrieved March 20, 2012, from
http://www.seaworld.org/infobooks/Coral/gcoral.html
Stanton, A. & Unkrich, L. (Directors). (2003). Finding Nemo [Motion picture]. United States: Pixar
Animation Studios.
Stockland, P. (2005). Swing, slither, or swim. Picture Window Books.
Werekno, L. (1992). It Zwibble and the hunt for the rain forest treasure. Scholastic Trade.
West, T. & Cole, J. (1998). Liz looks for a home. Scholastic Paperbacks.
Woodlands. (2012). Habitats. Retrieved January 31, 2012, from
http://www.woodlands-junior.kent.sch.uk/Homework/habitats.html#survive