The ACCESS INDIANA Teaching
Teacher Lesson Plans Archive
TITLE: Where Do The Deer And Antelope Play?
GRADE LEVEL: 9-12
AUTHOR: Mr. Mike E. Neilson
SCHOOL: Danville Community High School
DISTRICT: Danville Community Schools
APPROPRIATE GROUP SIZE(S):
Whole Class: Yes
Small Group: Yes
TIME REQUIRED: 2-3 class periods
- Identify and locate world climatic regions.
- Use maps that show factors (water, flora, space) that are required to sustain and support the needs of various species.
- Speculate on how changes in world climates could affect the natural fauna of a particular region.
INDIANA STATE PROFICIENCIES:
- History/Social Studies:
- Explain the characteristics and spatial distribution of the world's climates and climate-related ecosystem: vegetation, soils, and fauna.
- Produce and interpret maps and other geographic representations to analyze geographic problems.
- Develop possible solutions to scenarios.
MATERIALS and RESOURCES:
- Assign appropriate readings concerning climates, vegetation, and various animal species.
- Brainstorm ideas about what a species would need to survive in various habitats.
- Reserve computer lab time.
- Bring in visual examples of various key species with which students should be familiar.
- Have maps, globes, various reference books, and cd's available for the students.
- Students will work in pairs.
- All student work is to be recorded in writing, and will be submitted to the teacher for evaluation once the exercise is completed. Although they will work in pairs, each student will submit his/her own work.
- Begin by discussing what elements in nature are needed for survival.
- Ask students to create a list of needs for survival, indicating if these needs can be met with materials/resources found near their homes.
- Each pair of students will select two key species (for example: white-tailed deer, robin, Atlantic Salmon, cobra), and investigate the habitat needs of each species.
- Students will create maps showing areas where their key species live.
- The teacher should give the students at least two environmental problems, and the students should then assess the impact each of the problems could have on their key species. Example problems include:
- A changing environment.
- Encroachment by man.
- Each pair of students will identify a unique environmental problem of their own, and will share their problem with the class.
- Once everyone understands each of the student-created problems, each pair will assess the possible impact each problem could have on their own key species.
Students will be assessed on their ability to:
- Understand the needs for survival, and the relative availability of the materials and resources necessary to meet each of the needs.
- Make effective and efficient use of the research tools made available to them.
- Correctly identify and understand the habitat of their key species.
- Assess the potential impact of environmental changes on their key species.
- Identify a unique environmental change of their own.
- Clearly and neatly express their findings in writing.
- Students could be asked to repeat the lesson using humans as the key species.
- Students could be asked to repeat the lesson for a species that might exist in other parts of the world, but not in the U.S.
- Students could be asked to repeat the lesson for a local species of particular interest.
- The teacher should be familiar with the:
- Internet, and especially with the resources listed above.
- Different key species the students might select.
- This lesson could be effectively team taught with a science teacher.
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