Science Lab Lesson Plan

Topic:

Lesson #

Animal Habitat STEM Challenge

Standard:

6-7

Date:__________

SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.
b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc
SKCS6. Students will understand the important features of the process of scientific inquiry.
a. In doing science, it is often helpful to work with a team and to share findings with others.

Essential Question:

How can I build an appropriate habitat for a bear?

Vocabulary:
Animal
Bear

habitat
living

build

non-living

plan

Materials:
--Bear Sort PPT
--Living and Non-Living Bear Characteristics
--Post STEM Challenge, student page
--SMALL Stuffed bear
--Materials for building (up to individual
teacher)

Instruction:
Day 1: Introduce idea of living vs. non-living bears, present project, allow students to brainstorm.
1. Use the provided photos (bears PPT) to sort photos of bears into the categories living and nonliving. Tell students that they are going to hear a story about a non-living bear named Wolstencroft.
2. Read Wolstencrofts story: http://www.magickeys.com/books/wolstencroft/index.html
3. If time allows, have students complete a t-chart sort of living vs. non-living bear characteristics.
4. Share STEM challenge and constraints with students (see below) and allow students to find
partners (or groups of 3) and begin brainstorming and drawing pictures of what their house will look
like. COLLECT AND KEEP STUDENT WORK!
Day 2: Construction and testing day.
5. Redistribute student work and give materials out as groups complete their brainstorming together.
Monitor student building and encourage team work.
6. If you find that groups need another day, you may save their work until the next class period.
7. If students finish, allow them to use the class bear to test the size of their structure and make sure
the bear can get in and out.
Summarizer/Assessment:
Lab Safety Precautions:
Scissor and materials safety (no sharp materials)
Allow finished groups to observe other groups
work. Facilitate conversation about the different Classroom Teacher Connections:
ways that groups chose to build and which ideas
students like best, why?
Teacher Notes:
Evaluate student construction based on the given Its a good idea to carry the class teddy bear
criteria/constraints.
around as students begin construction to allow
them to test and improve their designs. Name the
bear to get more student buy-in.

Teddy Bear Habitat STEM Challenge

Kindergarten
Most teddy bears wish for a home, just like Wolstencroft! Today,
you are going to build a new home for our class Teddy Bear!
Challenge: Build a home for our class Teddy Bear!
Criteria:
1. The home must be big enough for our Teddy Bear.
2. The home must allow our Teddy Bear to move in and out without breaking it.
3. The home must be free standing.
Constraints:
You only have 1-2 days during your STEM time for construction!
You may only use the provided materials
You cant take the materials home
You must work together as a group to finish the project!
Materials:
UP TO THE INDIVIDUAL TEACHER!

PLAN: Here is or groups ideas about how to build the house.

Build your house and draw a picture of what it looks like:

How is your finished house different from your plan?

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How could you make your house better?
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