Assess students’ general knowledge of habitats of animals living in Pennsylvania through large group discussion, partner reflections and journal entries.

• Listen to student discussion of animals seen during the bus trip activity to determine if students understand why an animal is able to survive in a specific habitat.

• Observe students’ journal entries as students are sharing with their classmates to check if students recorded animals in the appropriate habitats.

• Listen to partner reflections on why an animal is able to survive in a specific habitat and what causes an animal to become extinct; check for accuracy.

Prior to the lesson, make copies of Pennsylvania animals from the Web site: http://pawild.net/home/gallery.php or another source (e.g., squirrel, bat, black bear, fox, blue jay, cardinal, rabbit, raccoon, mink, timber rattle snake, otter, great horned owl, deer, wolf, box turtle, porcupine, red tailed hawk, along with some tracks from dinosaurs that have become extinct). Also gather scenic pictures/signs that show places around Pennsylvania (e.g., Lake Erie, Mt. Davis, Susquehanna River, a forest, grassland, and other natural areas).

Place the scenic pictures/signs around the hall(s). Then place the animal pictures or stuffed animals around the hall(s) in the appropriate habitats along with dinosaur footprints and a pile of wooly mammoth bones (scattered in one or two places). Bones can be made of PVC pipe, or painted sticks. Pictures of bones taken from the Internet or drawn can also be substituted in place of actual objects.

If possible have an audio clip of a bus horn beeping. As the class begins, come in travel clothing with a backpack, map of Pennsylvania, and water bottle. Ask students, “What can you tell me about how I am dressed, what I am carrying, and where we might be going?” Tell students that they will be visiting habitats around Pennsylvania and they will be looking for local animals and discussing the needs the animals have in their habitat. Take time to discuss interesting areas (e.g., mountains, forest, grasslands, rivers, etc.) around Pennsylvania and students can make predictions about what types of animals they would expect to see. Record their predictions so they can be revisited when the trip is over.

Students will go on a simulated bus ride with you playing the role of Bus Driver/Tour Guide. Students will document by drawing pictures and taking notes in their My Pennsylvania Trip Journals (S-K2-9-3_Science Journal.doc).

As you proceed through the hallway announce, “We are now climbing Mt. Davis. Record animals you find in this area. We are now entering the Susquehanna River Basin. Record animals you find in this area.” Continue this procedure throughout the trip.

Once back in the classroom using their journals, students can discuss with a partner what they observed in the various scenic places on the bus trip. Then select a few students to briefly share their findings.

With the class, revisit the predictions made previously.

If students predicted a snake would be in the forest and there was no picture of a snake on the bus trip through the forest, say, “We predicted that there was a snake in the forest. Was our prediction correct? Would the forest have the four elements for the snake to survive? Yes, there would have been enough food, water, shelter, and living space for the snake to survive in the forest so our prediction was correct.” Discuss with students why they did not see a snake. (They are either in their shelter or living space)

After all the scenic places have been discussed, say, “Did anyone see the pile of bones or the big animal track? What kind of animals do you think those are from? Yes, the track is the track of an extinct dinosaur and the bones are from an extinct wooly mammoth. What does it mean when an animal is extinct? Yes, that means the animal no longer lives on the earth. Why do you think the animal became extinct? Yes, for some reason the four elements (food, water, shelter, and living space) were no longer available and the animals died out and became extinct.” Following this discussion, show students pictures of endangered/extinct animals of Pennsylvania. Discuss possible reasons why the animals are endangered or extinct.

As a culminating activity, read aloud The Extinct Alphabet Book by Jerry Pallotta and Ralph Masiello. Say, “Now stop and think about how what you have learned in this unit has affected how you think about animals and their survival. Now, turn to your partner and share your thinking.” Select a few students to share what they have learned.

Extension:

• Students who may need an opportunity for additional learning can take a trip around their playground/school grounds to observe animals in their habitat and discuss how the four elements allow them to survive.
• Students who may need an opportunity for additional learning can select a picture of an animal. They will then draw the habitat for the animal and list the things the animal needs to survive.
• Students who are ready to go beyond the standards can gather information and draw, make a model, and/or write a poem about a self-selected local Pennsylvania animal or extinct Pennsylvania animal to share with their classmates.