Hopping Habitats3rd Grade

-Brigid Crane-

THUMBELINA

The main Idea I found in this fairy tale was NATURE.

There is so much nature going on She is born from a flower Gets taken away by different animals

and sees the pond, a forest, and even flies all around the air

Main Ideas: Thumbelina

I want my students to be able to identify one of the animal characters from Thumbelina (mole, sparrow, toad, fish, mouse) and recreate that characters habitat and ecosystem using a diorama and clay. This will allow them to learn all about different habitats and the way animals adapt and survive in different environments.

Objective:

Read Thumbelina Show them images of Claude Monet I want them to notice all the color and

feeling in the paintings and then ask them to consider how this relates to the story

I will ask them to draw, write a poem, or write a story about one of the characters specifically focusing on the habitat that animal would live in

Quick Activity:

Resources- Claude Monet

Vocabulary

Habitat Diorama Model magic 3 dimension Ecosystem Adaptation Environment Water lily Living and nonliving

thing

Project time

1. Students will pick one animal character from the tale (mole, field mouse, fish, toad, sparrow, ) and think about their habitat and nature.

2. Research the habitat of their character. (plants, weather, creatures)

3. Students will then use clay and a shoebox and whatever other art materials they desire to create the habitat of their chosen character.

4. Students will be able to present to the class what they have created and explain the habitat and certain aspects of that habitat.

Students will write up a reflection paper about what they learned from this project.

Procedure

Example of a Habitat Diorama

What kinds of animals and plants live in your characters habitat?

How is this habitat different or similar from your own habitat?

What kinds of adaptations do these animals have in this habitat that allows them to survive?

Would it be hard to live in this environment as a human?

Key Questions

INFORMAL I will be asking the students the essential

questions and see if they are able to answer them I will see if their dioramas have correct elements

in it related to their character Have the other students walk around and make

comments about each other’s work (critique) FORMAL: RUBRIC

15 POINTS Diorama, presentation, research, reflection paper

(3each)

Formal and Informal Evaluation

THE END