Before Strategy/Engage: 10 minutes
1. The teacher should ask students the following questions: "What do you do when you're cold?" "What do you do when you're hungry?" "How are you able to get from your house to school?"
2. The teacher should record student responses on a chart titled "Humans and their Environment". Through effective questioning techniques, the teacher should lead the students to the understanding that we, as humans, provide for our needs by altering our environment.
For example, the teacher asks the students, "What do you do when you're hungry?" The students may reply, "We would eat." The teacher should ask, "Where does your food come from?" Eventually leading the students to the idea that our food that we get from the grocery store comes from a farm that someone created in our environment in order to provide food for people.
During Strategy/Explore & Explain: 15 minutes
1. The teacher should pose the following question to students, "What are some ways that an animal might change their environment to survive?" The teacher may choose to explain that humans are a type of animal, and just like we change our environment to survive, other animals do too. The teacher should record student responses on a chart entitled, "Animals and their Environment".
2. The teacher should play the following video clip: "Big Changes in the Big Forest" from Crash Course Kids on youtube.com.
3. After viewing the video clip, the teacher should return to the "Animals and their Environment" and add any additional ideas that students learned while watching the video clip. (The animals detailed in the video include prairie dogs, termites, squirrels, and beavers.)
After Strategy/Explain & Elaborate: 30 minutes
1. Explain to students that they will illustrate how an animal alters its environment to provide for its needs. The teacher may ask students to focus on an animal that was discussed during the lesson or allow students to choose another type of animal that was not discussed.
2. The students should be able to create a drawing that includes at least one animal and illustrates how the animal could change its environment to provide for its needs.
For example, a student may illustrate a prairie dog burrowing underground in order to create a safe shelter.
3. Have students present the drawing to the class to explain how the animal in their drawing is changing its habitat and why the animal would need to make that change to provide for its needs.