After the unfortunate events following the disappearance of Ms. Nelson, we learned about different jobs that we see around the school. Starting us off, we watched a video about jobs and attempted to match the occupation with its working space and materials. Always consolidating our learning with word searches, matching and sorting worksheet sand bingo activties we moved onto a Twinkl Original called Charlie and Firefighter. Hinting at equal gender roles and exposing a variety of student apperances the children learned the details, hardships and adventures of firefighters. The job of a Zoo Keeper became a connection to animals and where they live, which led into the second quarter’s main theme: Habitats.
The central idea for our second quarter was ‘All living things share the finite sources of the Planet.’ We started off quite simple with learning about living&non-living. Students each got a set of coloring cards, which they then sorted into a group poster of Alive – Dead – Once Alive. Secondly the children sorted individual worksheets into categories reinforcing new vocabulary and the concept. Once certain about what is living and not we shifted to geographical landmarks under the Dead and/or Once Alive category. Students learned simple and basic geography terms for their glossary, naming and drawing each feature followed by a crossword puzzle. This allowed a foundation for the following line of inquiry: ‘What kind of habitats do animals live in’. An general idea about non-living things under our belt, we turned our attention to living things.
What are living things and what do they need was our driving question. We found out that living things move/grow, make more of themselves, breathe and eat. We took a glimpse into animals groups, checking out what are omnivores, herbivores and carnivores and therefore who eats who: Food Chains. Looking at different resources the students examined related books, making links. Twinkl provided a neat presentation about the gist of the topic and students then mvoed onto making their own sets of food chains. We consolidatedlandscape words, food chain connections and animal habitats with an online learning game from the BBC website.
Living-Non Living : √ Geography Glossary : √ Animal Groups : √ Food Chains : √
Now it’s time to move on the big chunk of the unit: Animals and the habitats they live in. We had set 4 major habitats to focus on earlier in the planning which were: Tropical, Arctic, Desert, Ocean. In connection with the homeroom topics in their native tongue, the students researched and prepared 4 section posters with animals and plants found in each habitat. Throughout the quarter we’d been studying plural/singular nouns as well as this/that, and these/those which came in handy for the topic. Students were able to describe their poster with phrases such as ‘There are snakes in the Desert Habitat’. Christmas craft activity coincided with our arctic habitat, students creating a reindeer X-Mas card for their families. Wordsearches is still a all-time favorite.
Wise Owls start each lesson with a Do Now prompt as a way of assessing their prior and current knowledge. This exercise was particulary fun in this unit since they got to draw fantastic scenes with ice-skating camels to jumping snakes, dancing pencils next to a volcane or swimming foxes in a lake.
And that’s it!
See you next time..