1. Habitats Tina Torrez Karla Jenquin Vicki Roffers

2. INTRODUCTION K-2 with a focus on Kindergarten K-2 with a focus on Kindergarten Children will learn what a Habitat is and how it relates to themselves and forest animals Children will learn what a Habitat is and how it relates to themselves and forest animals Children will learn animal names in Oneida Language Children will learn animal names in Oneida Language

3. TASK Define: What is a Habitat? Define: What is a Habitat? It is an environment which supports a selection of plants and/or animals Build on what children know: They need shelter, food, water air to breath, space to move around. air to breath, space to move around. This is their Habitat.

4. TASK Learn about animals that live in the woods or forests near their home and/or school. Learn about animals that live in the woods or forests near their home and/or school. Name animals that live in the woods to Name animals that live in the woods toinvestigate: Fox, Deer, Squirrel, Rabbit, Owl, Bear, Skunk, Hedgehog, Chipmunk, Mouse, Badger, Snake

5. SCIENCE STRANDS Know, use and interpret scientific exploration of the natural world Know, use and interpret scientific exploration of the natural world Understand the nature and development of scientific knowledge Understand the nature and development of scientific knowledge

6. PROCESS Children will be paired up to work in groups of two Each group will be given a plastic animal to investigate and produce a habitat for that animal Each group will be given a plastic animal to investigate and produce a habitat for that animal Children will explore the woods on a walk with teachers to explore what a habitat looks like Children will explore the woods on a walk with teachers to explore what a habitat looks like

7. PROCESS CONT. Children will collect materials from the walk to construct a habitat Children will collect materials from the walk to construct a habitat In the classroom children will use the materials collected from the walk, materials from the teacher and small plastic animals to make a shoe box habitat. In the classroom children will use the materials collected from the walk, materials from the teacher and small plastic animals to make a shoe box habitat.

8. EVALUATION Category and Score Beginning Beginning 1Average 2 Good Good 3Excellent 4 Identify what is a Habitat Is able to name 1 or 2 basic needs Is able to name 3 or 4 basic needs Is able to name 4 or 5 basic needs Is able to name 5 or 6 basic needs Identify animals Is able to name 3animals 6animals 9animals 12 animals 12 animals Habitat group project Few details in shoebox habitat Average (3 to4 basic needs) in shoebox habitat Good (5 to 6 basic needs) in shoebox habitat Excellent (5 to 6 basic needs) in shoebox habitat

9. Oneida Language

10. Book List Chessen, B. & Chanko, P. (1998). Animal homes. New York: New York. Cole, J. (1995). Magic school bus hops home. New York: New York. Hobernan, M. (1978). A house is a house for me. New York: New York. Selsam, E. M. & Donnelly, H. M. (1995). Big tracks, little tracks. New York: New York.

11. Environmental Unit Your school can start an Adopt A Forest Project Take pictures of the forest behind your school or in your community and the garbage that needs to be cleaned up Invite other classrooms or schools in the district to join in with the cleanup Start a web page and post pictures of the forest and the children cleaning up Mother Earth

12. CONCLUSION In this WebQuest you have learned about animals and their habitat. You have learned about your habitat and the need for: shelter, food, water, air to breath and space to move. You have also learned to name animals in the Oneida Language. We hope you had fun constructing your shoe box habitat.

13. CREDITS Oneida Museum: the use of animal pelts for exploration Oneida Museum: the use of animal pelts for exploration Oneida Conversation: material needed for habitat construction Oneida Conversation: material needed for habitat construction Oneida Library: books, pictures and posters used for literacy. Oneida Library: books, pictures and posters used for literacy. Oneida Language Program: games, pictures and pronunciation of animal words. Oneida Language Program: games, pictures and pronunciation of animal words.

14. Games Using pictures of animals can make an animal memory game Animal bingo and can add Oneida Language words to learn CD-ROM games for computers: Sammy’s Science House Computer games online: do a search under animal habitat games: SwitcherooZoo.com and Kaboose.com Listening lotto animal sounds game

15. TEACHER PAGE STANDARDS: C: Science Inquiry, F: Life Science, H: Science: Social/Personal Perspectives, I: Environmental Education STANDARDS: C: Science Inquiry, F: Life Science, H: Science: Social/Personal Perspectives, I: Environmental Education RESOURCES: RESOURCES: http://animals.nationalgeographic.com/animals http://animals.nationalgeographic.com/animals http://animals.nationalgeographic.com/animals http://www.enchantedlearning.com/nosuchfile.html http://www.enchantedlearning.com/nosuchfile.html http://www.enchantedlearning.com/nosuchfile.html http://www.fossweb.com http://www.fossweb.com http://www.fossweb.com http://school.discoveryeducation.com/lessonplans/pro grams/eb_ecosystems_organisms/ http://school.discoveryeducation.com/lessonplans/pro grams/eb_ecosystems_organisms/ http://school.discoveryeducation.com/lessonplans/pro grams/eb_ecosystems_organisms/ http://school.discoveryeducation.com/lessonplans/pro grams/eb_ecosystems_organisms/

16. ADDITIONAL MATERIALS

17. Additional Animals

18. Animals cont.