October 7, 2013
Science Habitat Project
SOL’s in Sci. 3.1, 3.4, 3.5, 3.6, 3.10 SOL’s in Eng. 3.2, 3.8, 3.10
Hopefully, your child has mentioned something interesting or exciting about what he/she is studying in science. We have spent a great deal of time on animals, plants, different/various habitats, their adaptations and how they relate to each other.
Each child will be creating an animal/plant habitat diorama, using a regular-sized shoebox. I will be giving 2 different grades for each habitat project. The grades will be as follows: 1) an actual Test grade for Science and 2) a presentation grade for Language Arts.
I am asking that all projects are completed at home. So, please set aside time in the evening over the next few weeks to have your child prepare their shoebox at home by painting it, covering it, etc. and by attaching the labeled “ food chain” flow chart, as well as having your child include his/her name, title of habitat and the date on the back of the shoebox.
The projects will be graded according to 1. creativity (how realistic it looks) 2. the different types of materials used to create the habitat (I would like to see as many recyclable items used as possible. These could be items that you already have around or outside the house.) 3. I am looking for student-made items, such as animal figures, trees, and plants that are made out of clay, construction paper, pipe cleaners, Playdough or sandpaper.
Each child will select two habitats, and I promised the students that one of their two choices would be granted. Sign-ups will begin on Wednesday., October 9th and end on Thursday, October 10th. (Some examples of habitats are ponds, marshes, oceans, deserts, tropical rainforests, the arctic tundra, grasslands, forests, underground, etc.) No habitat project may begin at home until I have assigned one of the two choices. This eliminates having too many of one habitat presented. I am looking for a variety of habitats. In addition, the habitat presentations will be a great review before nine weeks testing at the end of the month, so projects will be presented Oct. 21st
I urge students to begin thinking about what to include in or on their projects now and the animal and plant populations/communities that may belong in their selected habitat. Each habitat will show a food chain in it. (Who’s eating who and what. Don’t forget that each food chain, whether land, water, or soil starts with a producer.) Each habitat needs to have a source of food, shelter, and water. Remember; a habitat is where any organism, plant and/or animal lives.
Students may use library books, the Internet, the encyclopedia, science IN, etc. to find information and to research their habitat. It is important to understand what you are doing before you start. We will be researching in class, too. If you may have any questions, please don’t hesitate to call me at school or send me an email. We wish everyone success on his/her project.
Parents, please write in your child’s agenda his/her two choices and I will write which one he/she is going do/create in their agenda after I conference with them. Thank you!
Science Habitat Project
SOL’s in Sci. 3.1, 3.4, 3.5, 3.6, 3.10 SOL’s in Eng. 3.2, 3.8, 3.10
Hopefully, your child has mentioned something interesting or exciting about what he/she is studying in science. We have spent a great deal of time on animals, plants, different/various habitats, their adaptations and how they relate to each other.
Each child will be creating an animal/plant habitat diorama, using a regular-sized shoebox. I will be giving 2 different grades for each habitat project. The grades will be as follows: 1) an actual Test grade for Science and 2) a presentation grade for Language Arts.
I am asking that all projects are completed at home. So, please set aside time in the evening over the next few weeks to have your child prepare their shoebox at home by painting it, covering it, etc. and by attaching the labeled “ food chain” flow chart, as well as having your child include his/her name, title of habitat and the date on the back of the shoebox.
The projects will be graded according to 1. creativity (how realistic it looks) 2. the different types of materials used to create the habitat (I would like to see as many recyclable items used as possible. These could be items that you already have around or outside the house.) 3. I am looking for student-made items, such as animal figures, trees, and plants that are made out of clay, construction paper, pipe cleaners, Playdough or sandpaper.
Each child will select two habitats, and I promised the students that one of their two choices would be granted. Sign-ups will begin on Wednesday., October 9th and end on Thursday, October 10th. (Some examples of habitats are ponds, marshes, oceans, deserts, tropical rainforests, the arctic tundra, grasslands, forests, underground, etc.) No habitat project may begin at home until I have assigned one of the two choices. This eliminates having too many of one habitat presented. I am looking for a variety of habitats. In addition, the habitat presentations will be a great review before nine weeks testing at the end of the month, so projects will be presented Oct. 21st
I urge students to begin thinking about what to include in or on their projects now and the animal and plant populations/communities that may belong in their selected habitat. Each habitat will show a food chain in it. (Who’s eating who and what. Don’t forget that each food chain, whether land, water, or soil starts with a producer.) Each habitat needs to have a source of food, shelter, and water. Remember; a habitat is where any organism, plant and/or animal lives.
Students may use library books, the Internet, the encyclopedia, science IN, etc. to find information and to research their habitat. It is important to understand what you are doing before you start. We will be researching in class, too. If you may have any questions, please don’t hesitate to call me at school or send me an email. We wish everyone success on his/her project.
Parents, please write in your child’s agenda his/her two choices and I will write which one he/she is going do/create in their agenda after I conference with them. Thank you!
Here is an example of what your project could look like.