Communication

Engage

20 minutes

Read to students about an animal’s habitat, to model the way that they will present their own information. Teacher modeling of using science notebooks, answering questions, defending thinking, and accepting appreciations of the presentation will assist students in understanding the expectations. You may want to role-play during your model presentation, by taking on the role of a scientist coming together with other scientists to ask for help in identifying newly found habitat. Dress in outdoor gear—coat, hat, rain-pants—and be equipped with magnifier, science notebook, backpack, and tools.

Students will use their experiences and information from the past two weeks, recorded in their science notebooks, to identify the habitat described. (Teacher does not describe the animal at first, so that students can use process of elimination to determine the actual animal from the uniqueness of the habitat.)

Explore

30-60 minutes

Organize students to give their own presentations about an animal and its habitat, creating a list of times that work for the classroom schedule. Organize students into groups of four to facilitate a practice session before actual presentations to the whole class. Invite them to role-play during their presentation, asking fellow scientists (peers) to listen to their findings.

Share expectations for presentations:

1. Student is expected to use a strong voice, presenting their information as well as a drawing, diorama, and/or a photo.
2. Students will allow questions and comments afterward.
3. Audience is expected to listen carefully, asking questions or commenting on a difference of opinion while also appreciating the speaker for useful information, careful drawing, scientific labels, interesting questions, etc.

Ideally, students will generate a checklist/rubric that includes all the elements of their final presentation. Brainstorm with students and guide the process.

Allow students to practice their presentations in their groups.

Have the students ask each other questions about the specific habitat and animal presented or about possible connections to another animal with similar habitat or characteristics. The practice presentation should be about 5-10 minutes long with students asking each other questions at the end. This is the time for students to connect habitat information—book learning, field experience, visits from guests, and explorations in the classroom.

Explain

60-120 minutes

It is recommended that the teacher plan 40-minute sessions with groups of four to keep students engaged and interested.

Students listen to each other as they share presentations of animals and habitat. Students are encouraged to listen carefully and then provide feedback to the presenter, ask questions, and make connections to habitats based on their own research. (Teacher models: “I notice that you have labeled all parts of your habitat.” OR “I wonder if there is something else in that habitat that your animal has adapted to  . . . such as lack of light,” etc.)

This is an important part of the presentation. When students ask each other questions, the student presenter will be encouraged to defend their thinking, share their ideas, and agree and disagree with each other about habitats. This is the place where students get to use their evidence to clarify understanding and specific information found through books and experiences. Animal characteristics and specific elements of habitats will be a key part of the presentation. (See Investigation 2—We Search.)

After each group of four students presents, follow up with a short discussion, guiding students to think about similarities and differences in animals and habitats. Students could also add more information and ideas for further study to their science notebooks if time allows.

Elaborate

30 minutes for preparation, plus actual event

Hold a Parent/Community Night, to share what the students have learned about aquatic habitats. Share information, artwork, science writing, and possible scientific findings.

Ask students to create and send out invitations to parents and flyers to community, for sharing information or display of artwork, science writing, and possible scientific findings.

Help students create a Scientific Conference of their work: display information, artwork, books, brine shrimp, mini-habitats, and any other exhibits from Seas and Rivers Curriculum course work. Each student can contribute an important finding or a product of their work.

Post photo descriptions from Investigation 4 in a hall display. They may also be shared with other students around the state on the “At Home in the Water” forum on this web site.

Evaluate

Use the student-generated rubric/checklist to evaluate individual students during their presentations. Students will use the checklist to self-assess their own work and presentations. Comments can be shared for final discussion.

For additional assessment, use a final “I used to think . . . but now I know . . .” page in their science notebook.