TTL Unit

DDN Curriculum Unit of Study Components


K12 User ID: kl003

School District: Florence School 14-1

Unit of Study Title:  Animal Homes

Topic Area: Science

Grade Level: First Grade

Time Frame: one week

Key Words: animal, habitat


Unit Designer Name: Kathy Leighton

Unit Designer E-mail Address kathy.leighton@k12.sd.us

Peer Reviewer Name: Jean Case

Peer Reviewer E-mail Address: jean.case@k12.sd.us


Link to SD Content Standards: Student will describe a variety of habitats.

Other Content Standards: Students will identify characteristics of animals that allow them to live in a specific environment.

Brief Summary of Unit:  Students will name the habitat of various animals.  They will be able to tell why an animal needs a certain environment.

Students will understand:

Goals and Objectives

Students will be able to differentiate between living and nonliving things.

Students will understand that animals have specific needs.

Students will understand that animals need to live in a specific habitat.

Essential question to guide and focus teaching and learning

Where does a specific animal need to live?

Key Knowledge and Skills

Students will understand that animals need a specific environment to survive.

Assessment Plan:  Students will describe the habitat of various animals.  Students will explain why an animal lives in a specific environment.

Learning Activities:

  Day One

bulletHave a class discussion about living and nonliving things. 
bulletEach student will fold a paper in half and draw a line down the middle.  The students will write living at the top of one half and nonliving at the top of the other half.
bullet Students will look inside the classroom for living and nonliving things to draw on their paper. 
bulletThe class will go outside to find living and nonliving things to draw.
bulletEach child will show their drawings and tell why they drew a picture in living or nonliving.
bulletStudents can use tally marks to find out how many living things and nonliving things are drawn on their paper.

Day Two

Vocabulary Words:  Students will fill the definition on the back of these cards.










Day three

The class will do a KWL chart for animals and habitats listing the information they Know and Want to know.  We will keep this chart up in the room and at the end of the unit we will list the information they learned.

K what we know

W what we want to learn

L what we learned










Send home the following Family Activity.

Family Activity

Each student will take home Family Activity p. 17 and 18 from  Scott Foresman Science Instructional Resources listing these main ideas:


      Living things grow and change.  Nonliving things do not grow or move on their own.

      A habitat is a place where plants and animals live.  A habitat has everything a living thing needs to survive.

      Oceans, forests, and deserts provide habitats for specific kinds of plants and animals.


        With your child, learn about habitats and the kinds of plants and animals that live in them.

        Cut out magazine pictures of plants and animals in their habitats.  Paste the pictures on sheets of paper.  Help your child label each habitat.

        Talk about what you need to have for pets, such as hermit crabs, guppies, and gerbils.

Day four thru six

Students will go to centers

      Computer center

        Animal Homes power point


        Students will watch a habitat digital video on  www.digitalcurriculum.com    


      Reading Center

        Students will read various science and library books about animals

      Science Center

        Students will construct a model of an animal habitat.

Day seven

The KWL chart will be completed.  The students will provide information for what the have Learned.

Day eight

Assessment for Animal Homes


      Students will identify the habitat of various animals.

      Students will explain why an animal lives in a specific environment by describing the needs of the animal.

      Students will construct a model of a desert, ocean, or forest habitat using pictures of habitats and animals.


Model Activity Rubric

Use the following activity scoring rubric to assess students performance.

Scoring Criteria





Student followed instructions and understood the habitat activity.





Student drew a picture of a desert, ocean, or forest.





Student identified all the pictures of a desert, ocean, or forest.





Student cut out the pictures and pasted them in the correct place in the desert, ocean, or forest.





Student shared the drawing with the class and explained reasoning of the placement of the pictures.





Scoring Key

4 points  correct, complete, detailed

3 points  partially correct, complete, detailed

2 points  partially correct, partially complete, lacks some detail

1 point   incorrect or incomplete, needs assistance


Technology used:

            Animal Homes power point




Internet Resource Link:



Click on the squirrel to see Animal Homes Power Point!