Habitats

Print Appendixes 1 and 2 for each group.

If the teacher decides, the cards can be colored and cut out in advance during the art classes.

Card game - students are divided into 2 groups, and each group has its own leader, who receives 24 cards with different images of animals and plants (Appendix 1) and 3 sheets with the images of Appendix 2. The group leader gives the cards to the students and is responsible for their correct placement on previously prepared boards with the images of earth, air, water. The teacher can explain that the pictures in Appendix 2 show land, water and air as a habitat where animals and birds live and point out that the cards also include amphibians that live both in water and on land .

The task of each group is to arrange as quickly as possible by gluing the cards of plants and animals that live on the ground, in the water and in the air. The game is won by the team that has arranged correctly most of the cards on their board.

Time - 5 minutes

Close your eyes and imagine that you doing a nature walk - on the fields or in the mountains. Imagine all the details of what you see and feel:

● What vegetation do you see around you?

● What season is it and what colours are the plants?

● Are there animals in your picture – maybe you see beetles in the grass or hear the birds?

● Is there movement around you – maybe there is a slight breeze and the leaves of the trees are swaying, or a stronger wind is bending their trunks, or is it completely quiet and everything is still?

● Do you smell any aromas?

● Are there people around you?

● How do you feel?

Now, keeping this picture in your mind, open your eyes and prepare for the rest of the day.

Students will get to know the ways plants and animals adapt to the living conditions and environment in nature.

Students will learn:

● what dangers the environment hides;

● how plants and animals adapt to their environment;

● how animals and plants protect themselves from enemies;

● how animals and plants protect themselves from cold, heat and drought.

● Relaxing video https://youtu.be/4WO_p9YD30Q

● Presentation - Appendix 3

● Animal Cards – Appendix 1

● Appendix 2 – place to put the cards

● glue

Equipment

● Internet

● Multimedia/interactive whiteboard

● Laptop

During the lesson, the teacher involves the students in discussing questions about the different habitats of the various types of animals and plants inhabiting our planet and how they adapt to their habitat, how they protect themselves from enemies in order to survive. The teacher together with the students discuss cases that illustrate the importance of environmental factors for the development and preservation of living beings. The teacher involves the students in conducting an experiment, through which they themselves will be able to follow the development of some plants and the influence of the environment on their development and survival.

Discussion, talk, presentation, picture and video material, learning in small steps, experiments, group work. Co-teaching of the resource and general education teacher.

Biology, language, art

The resource teacher works with SEN students, helping them comprehend the questions, answer them correctly, comprehend and remember the key words and knowledge, according to their needs and capabilities. The resource teacher uses additionally visual didactic tools and materials, as well as modern technology, video and audio tools, to stimulate different abilities involved in the learning process. For example, the resource teacher can prepare picture materials in advance together with the SEN student, colour and cut out the cards and work together with the SEN student in the relevant group during the lesson.

Environment, living conditions, adaptation, survival, coloration, living organisms

1. Living conditions

The teacher presents the lesson using Presentation from Appendix 3.

Students are shown the animals and plants from slide 2 of the Presentation. For each picture, they answer the following questions:

● What is that animal/bird/plant?

● What conditions do they live in?

● What food do they need?

● Other living conditions – temperature, water, sun, ….

Then the teacher asks: Are living conditions on our planet the same all over?

After that the teacher introduces the living conditions topic - all living organisms need air, water, food, light, adequate heat, etc. conditions to live. In order to survive in certain living conditions, all living organisms have found their home in nature called habitat. Animals and plants have adapted to their environment in different ways.

Going through slides – 3-7 the teacher explains the relationship between animals/birds/fish/plants and the environment where they live.

Slide 8 introduces the new terminology of the lesson.

2. Enemies protection - animals and plants

The teacher successively shows slides 9 - 16 and together with the students discusses the defense mechanisms of the animals and plants shown in the pictures.

The teacher lists and visually shows places on our planet that have different living conditions: at the North Pole, in the icy ocean, in the desert, in the forest.

The teacher asks the questions:

● How do hare, eagle, turtle and chameleon save themselves from their enemies?

● What color helps animals hide in the snow? And in the sands of the desert?

If there is time, the teacher can show the videos in slide 17 about the arctic fox and bear and discuss with the students the consequences of the changes in the living environment to these animals.

3. Cold, heat and drought protection - animals and plants - 5 min.

The teacher successively shows slides 18 - 20 and together with the students discusses the protective mechanisms of the animals and plants shown in the pictures.

If there is time, the teacher can also look at the interesting facts on slides 21 23.

4. Adaptation of people to the environment - in the desert, in the Arctic, high in the mountains, on the equator - the teacher shows slides 24 and 25, and provokes a discussion

Time – 25 minutes

The teacher shows slide 26 and asks the students where the mistakes are.

Then organizes a discussion on the following questions:

1. What do living organisms need (living conditions)?

2. What is coloring? Give examples.

Time - 10 minutes

Relaxing video 

● Presentation - Appendix 3

● Animal Cards – Appendix 1

● Appendix 2