Week 3 Survival in the Sahara continued

During week 3 of The Science After School program, Ms. Bango and Ms. Ice continued the safari of Africa, by taking the primary group to Where the Wild Things Are in the Sahara Desert. We were dropped off near an Oasis, out of water and out almost out of food. As our group began to explore, they found clues of the Wild Things that live in the Sahara. They found footprints, fur, things that the Wild Things eat, and even what the Wild Thing’s eyes look like. During the exploration, they learned that a camel, a striped hyena, and a frog were living near the oasis. Here are some of the clues that were hidden in the sand.

After the group figured out what was living in the area, they started to learn about the adaptations these Wild Things had in order to survive in the Sahara. They learned about climate and that the Sahara was one of the hottest places on earth during the day and also that the temperature could go below freezing in the shade and at night. They learned deserts of this kind are called non-polar deserts. Using their thermometers, they compared temperatures from Fairmont, WV to that of the Sahara.

The students learned about how the Wild Things went about getting their foods, whether it was by being nocturnal and getting their food at night or if it was by having large leathery mouths, like camels, so they could eat thorns from cactuses.

They also learned that even though the Sahara receives less than 3 inches of precipitation per year, it has an underground water supply that the animals can access through the oases.

In order for the students to demonstrate what they had learned, they were presented with 3 live animals, an aquatic turtle, a guinea pig, and a beta fish and were asked to draw the 3 animals with adaptations they would need in order to survive in the Sahara desert.

 At the end of the end of the lesson, we read a poem “Exploring the Desert”.

Our lesson plan


Name: Ice/Bango Date taught: 10/20/09 Time/Period: after school
Grade Level: k-2 Group size: 3 groups Content Area: Geology/Biology
National Standard: NS3K-4.3 Life Science
Content Standard SC.O.K.2.3:
observe and describe models of plants and animals in different environments (e.g., terrariums, aquariums, animals and plants in a forest, pond, or field).

I. Instructional Objectives: At the end of the lesson, the student will be able to:
1. Identify species that dwell in the Sahara Desert.
2. Describe how life survives in the Sahara Desert.
3. Describe the climate in the Sahara Desert.
4. Create a new species that would be able to survive in the Sahara Desert.


II. Assessment:
Method: Drawing and explanation of new species.

Mastery: Complete drawing with accurate explanation.

III. Materials:
Colored Pencils/Crayons
Paper Colored pencils/crayons
White paper
Sand
Paints-green, tan, yellow, orange, black, brown, red, white
Paint brushes (medium and fine)
Roll of paper (white)
Masking tape
Magnets
Card Stock
3 trays

Preparation:
Paint desert scenery and hang around room (cactus, sun, palm trees, oasis). Prepare objects to go in sand(feet print, water, fake fur/skin, fake food, and different items pertaining to chosen species) .Fill the trays with sand and bury specie clues. Arrange desks into 4 stations.

IV. Technology:
Laptop, projector, and zip drive with PowerPoint presentation.


V. Vocabulary:
Climate- weather.
Desert- receiving less than 10 inches of rain or snowfall annually.
Nocturnal- animals that are active at night rather than during the day.
Non-polar deserts that are hot in the day and chilly at night.
Oasis- fertile ground in a desert where the level of underground water rises to or near ground level, and where plants grow and travelers can replenish water supplies.


VI. Instructional Processes:
Transition: Come on everyone let’s get back into the bus. Last week you talked about insects in Africa, let’s continue our safari and travel to a different place in Africa. A place in northern Africa.
Before we begin, do you remember the chant Ms. Sophie and Ms. Sarah taught you last week. 123 all eyes on me and you say 1 2 all eyes on you. Let’s try it and Ms. Mackenzie will help you out.
With a show of hands, can anyone tell me where the continent of Africa is located?


A. Introduction:
By this point of your tour you have ran out of water and you’re almost out of food, but fortunately you have been dropped off near an Oasis. An oasis is a like a big pond in the desert where water from underground rises up to the surface. You eat the little bit of the food you have left and drink some of the water from the oasis. Afterwards, you begin to wonder about the wild things that live in the Sahara and how they survive.


B. Procedures:
-Exploration
The students will be divided into 3 groups and to assigned a station. Each station will have an oasis that is filled of with clues pertaining to an animal that is located in the Sahara Desert. It will be the students’ job to investigate and discuss the materials in the sand and decide what animal their group has been assigned. The 3 animals that have been selected are a striped hyena, frog, and camel. The students will talk about the clues and explain how the materials are relevant to the animal that they think they have been assigned. They will discuss how their animal goes about getting the materials in their oases.


-Concept Development
During this session we will discuss the climate and the adaptations the animals have made in order to survive the varying weather. We will also discuss how the creatures go about getting food and water. The specifics our discussions have been included in an attachment.


-Application
Students will be introduced to 3 live new animals whose biome is not the Sahara desert. The groups’ job will be to describe the adaptations those animals would require in order to live in the Sahara Desert. The students will do so by creating an image of the live animal they have been assigned using colored pencils and paper.

C. Closure/Conclusion:
Once they have completed their work, the students discuss the adaptations made and how it assists their new species with survival. Teachers will also review specific survival tactics for each species.