Lesson MINI

LESSON MINI

Animal Homes in Wetlands and Ponds

Grade:

K-2

Topic:

Animals

Unit:

Animal Habitats

Overview

In this lesson mini, students learn about different animals that live in wetland and pond habitats and the needs of animals within these habitats. Students focus on understanding how different environments provide the necessary resources for animals to survive. The activities engage students as they explore and identify unique characteristics and behaviors that help animals thrive in wetland and pond habitats. It also encourages the development of vocabulary and observational skills as students compare and contrast different habitats and the animals that live in them.

Ideas for Implementation

Science

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

adaptation (noun): a body part or behavior of an animal or a plant that helps it survive in a particular place or situation

bog (noun): a wetland with few plants and animals

fins (noun): the parts of a fish’s body attached to its sides, back, or underside that help the fish swim

gills (noun): the body parts that a fish uses for breathing underwater

habitat (noun): the place or type of place where a plant or an animal naturally or normally lives or grows

marsh (noun): a wetland with many grasses but few or no trees

pond (noun): a kind of insect that eats pollen and nectar and sometimes produces honey

scales (noun): the small, thin plates that cover the bodies of some animals, such as fish and snakes

swamp (noun): a wetland with many trees

wetland (noun): an area of land where the ground is full of water or covered with shallow water

Authentic Learning Extensions

Authentic learning opportunities for studying wetland and pond habitats involve real-world experiences and practical applications that help students understand survival and adaptation concepts meaningfully. Here are some examples:

Collage: Ask students to make a collage using elements from nature that represent different wetland and pond habitats. With their guardians, students can collect different-colored leaves, rocks, and sticks from home. This activity fosters a home-to-school connection.

Library Visit: Invite students to visit their local libraries and find fiction and nonfiction books about different animals that live in wetlands and ponds. Encourage students to read the books at home and at school.

Nature Walk: Invite students to go on a nature walk with their guardians to a nearby pond, swamp, bog, or marsh. Encourage students to describe what they observe and share the learnings from the activity.

Science Experiments: Invite students to participate in science experiments to showcase how wetlands clean and absorb water and protect places from floods. This helps students to make real-world connections.

Wetland Conservation: Discuss the importance of wetlands for animals and people, and share information about nonprofits and other organizations whose mission it is to preserve wetland habitats.

Choose Activity

LESSON MINI

Animal Homes in Wetlands and Ponds

Activity

1:

Wetland Habitats

By the end of this activity, students will be able to identify and describe the key characteristics of swamps, marshes, and bogs.

>40

Minutes

Materials and Resources

Materials

Coloring supplies

Drawing paper (one sheet per student)

Images of wetlands (e.g., swamps, marshes, bogs, frogs, fish, birds)

Poster board or chart paper (one for display)

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Prepare the three piles of handouts for the wetland competition: Wetland Trivia (round 1), Wetland Mystery Words (round 2), and Wetland Unjumble (round 3). Place a set of images at each group’s table so that students can refer to them when they draw wetland habitats and animals.

Tell students that during today’s activity they will read and talk about different types of wetlands, play three games to test what they know about wetlands, and draw pictures of wetland habitats.

Invite students to share what they think wetlands are like, and ask them to guess what animals live in wetlands. Record their ideas on a poster board or piece of chart paper.

Display the Wetland article, and show students images of wetlands. Invite students to describe what they see. Read the article aloud as students follow along. During or after reading, ask the following questions to check for comprehension:

What are wetlands?

What are the three different kinds of wetlands?

What are swamps?

What are marshes?

What are bogs?

Why are wetlands important?

Show students more images of swamps, marshes, and bogs from Britannica Library, ImageQuest Jr., or another royalty-free resource, and ask them to describe what they see.

Divide students into table groups, and tell students that they will compete in three games to show what they know about wetlands. Consider keeping track of table points. Complete rounds 1 and 2 as a whole class, and round 3 in table groups. Refer to the variation below to accommodate new readers.

Round 1: Wetland Trivia (Answer key: 1. a, 2. b, 3. b, 4. a, 5. c)

Round 2: Wetland Mystery Words (Answer key: 1. fish, 2. swamp, 3. bog, 4. marsh, 5. frog)

Round 3: Wetland Unjumble (Answer key: 1. swamp, 2. marsh, 3. bog, 4. wetland, 5. water, 6. bird, 7. fish)

Distribute drawing paper to students and encourage them to draw a picture of a swamp, marsh, or bog, including any animals that might live there. Tell students to label their drawings (leaving the Wetland article on display for student reference). Provide students with images of each habitat (from steps 3 and 4) to use for reference as they draw, and place a set of images in their table groups.

Invite students to share their drawings with their table groups, and then invite volunteers to share their drawings with the whole class.

As a class, review facts about wetlands, referring to the initial brainstorming in step 2, and invite students to share what they learned. Scribe their ideas on the poster board or piece of chart paper.

Wrap up the activity by displaying students’ drawings around the classroom.

Differentiation and Variations

Visual Cues: Offer visual aids and cues for the wetland competition activity to ensure that it is tailored to different reading levels and gives all students a chance to participate. Providing visual support helps emergent readers understand key ideas.

Writing Wetland Facts: For step 8, encourage students to write down facts about wetlands on sticky notes, and instruct them to stick their notes on the poster board or chart paper. This activity allows students to practice writing main ideas and integrate key vocabulary in context. Additionally, consider writing sentence frames to help students construct simple sentences, such as these:

Wetlands are…

Wetlands have…

The animals that live in the wetlands are…

Wetland Compare and Contrast: Use the Teach Britannica 3-Circle Venn Diagram graphic organizer to compare and contrast the characteristics of different wetland habitats. Complete the activity as a whole class, prompting students to review key concepts from the activity. This benefits students’ learning because it fosters collaborative thinking and helps students build vocabulary related to different habitats.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed and met in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Activity Introduction: Teacher A invites students to share what they think wetlands are like and asks them to guess what animals live in wetlands. Teacher B observes students and identifies those who need additional support or intervention.

Article Reading: Teacher A displays the Wetland article and shows students pictures of wetlands, inviting them to describe what they see. During or after reading, Teacher A asks students comprehension questions, and Teacher B focuses on students’ responses to the images and article.

Wetland Competition: Teacher A divides students into table groups and asks them to compete in a friendly wetland competition to test what they know about wetlands from the reading. Teacher B makes detailed observations and assessments to help identify students who need additional support.

Drawing and Discussion: Teacher A encourages students to draw a picture of a swamp, marsh, or bog and tells students to share their work with a peer. Afterward, Teacher A guides a class discussion on key ideas while Teacher B continues conducting targeted observations.

Activity Wrap-Up: Teacher A leads the class review of wetland habitats, while Teacher B makes detailed observations.

Animal Homes in Wetlands and Ponds

Activity

2:

Wetland and Pond Fish

By the end of this activity, students will be able to understand what adaptations fish use to survive in wetlands and ponds.

>40

Minutes

Materials and Resources

Materials

Ball or beanbag

Images of wetland and pond fish

Markers, coloring pencils, or crayons

Music related to fish (e.g., “Big Fish,” “Fish Are Swimming,” or “Little Fish”)

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Cut out a set of Wetland Animals Sorting Cards for each table group.

Tell students that during today’s activity they will learn about fish that live in wetlands and ponds by playing a sorting game, reading an article as a class, and coloring and labeling a diagram of a fish.

Begin by displaying the Wetland article and reviewing key ideas. Explain that ponds, which are small bodies of water, are similar to wetlands.

Invite students to predict what animals live in wetland, pond, and similar habitats. Record students’ predictions on the board.

Provide each table group with a set of Wetland Animals Sorting Cards, and ask students to make predictions about the animals’ habitats by dividing them into animals that commonly live in wetland and pond habitats versus animals that live mostly in the ocean.

Discuss the answers as a whole class. Scribe the names of wetland animals on a displayed Bubble Web graphic organizer. Invite students to begin thinking about what adaptations some animals have to help them survive underwater in wetlands and ponds.

Display the Fish article and read it aloud, stopping throughout to check for comprehension, perhaps asking the following questions:

Where do fish live?

Why do fish have fins?

What are gills?

What are scales?

Where do fish hatch from?

What are some different types of fish?

What do you call a group of fish?

Show students a slideshow of different images of wetland and pond fish from Britannica Library, ImageQuest Jr., or another royalty-free resource, and ask them to describe what they see, focusing on body parts and behaviors discussed in the article. Some common wetland and pond fish to consider showing are carp, catfish, minnows, bullhead, and trout.

Practice the key vocabulary learned from the article by having students participate in a total physical response (TPR) activity, moving their bodies to demonstrate concepts such as fins, gills, and swimming. Here are some examples of things to ask students to do:

Swim with your fins.

Move your tail like a wetland fish.

Breathe underwater using your gills.

Transform into a fish egg.

Find your friends and become a school of fish in a pond.

Provide each student with a Fish Parts diagram, and ask them to label the fish body parts. As students work, invite them to think about how fish body parts help them adapt and survive in wetlands and ponds.

Reflect on activity learning by adding fish facts to the bubble web. Discuss what adaptations fish need to survive underwater in wetlands and ponds.

Invite students to look at the pictures of wetland and pond animals on their sorting cards again, reviewing the types of animals, including fish, that are commonly found in wetland and pond habitats.

Wrap up the activity by asking students to sit in a circle and play Hot Potato. Play music that is connected to the activity’s theme of fish. While the music is playing, pass around a ball or beanbag, and when the music stops, the student holding the ball or beanbag has to say one fact about fish.

Differentiation and Variations

Guided Practice: Offer guided support for students who are not yet reading or writing independently by completing the fish diagram as a whole class and offering visual aids to go along with the words in the word bank. This guided approach supports learners because tasks are broken up into manageable steps that ensure students can reach the learning goals.

Reading Extension: Provide students with additional opportunities to explore other animals that live in wetland and pond habitats. Perhaps offer them the chance to either read or listen to the Britannica School Bird article and then write about and/or discuss the main ideas presented in the text. This supports students’ learning because it promotes independent reading skills.

Whole-Class Activity: Complete extension activities as a whole class instead of asking students to work independently. Also, consider integrating additional movement activities, such as wetland charades, to help students internalize key vocabulary from the article. This supports learners by offering choices to complete each task that best support their personal needs and learning preferences.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Activity Introduction: One teacher leads the introduction on different wetland and pond animals while the assisting teacher hands out the Wetland Animals Sorting Cards and ensures that students understand the instructions. In addition, the assisting teacher scribes answers on the bubble web, while the lead teacher engages students in the warm-up discussion.

Whole-Class Activities: The lead teacher reads the Fish article aloud and shows students images of wetland and pond fish while the assisting teacher walks around the room and ensures students understand the key concepts presented. During the TPR activity, one teacher calls out the different activities, while the other participates along with students and ensures that everyone is taking part.

Independent Activity: The lead teacher explains the fish diagram activity while the assisting teacher gives each student a handout. Both teachers circulate to help students complete the diagram as needed.

Activity Wrap-Up: The lead teacher engages students in the wrap-up discussion while the assisting teacher scribes students’ thoughts on the bubble web. Both teachers support students in playing the Hot Potato game.

Animal Homes in Wetlands and Ponds

Activity

3:

Wetland Animals: Alligators, Beavers, and Frogs

By the end of this activity, students will be able to compare and contrast alligators, beavers, and frogs and explain how these animals adapt to their wetland habitat.

>40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per student group)

Images of wetland animals (e.g., alligators, frogs, bears, snakes, turtles, deer)

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will learn about different animals that inhabit wetlands and will work in groups to gather information about an assigned animal.

Display the Wetland article. Prompt students to share what they remember about wetlands and focus the review on the animals that live in wetlands. Scribe students’ responses on a Bubble Web graphic organizer.

Swamps: alligators / bears / frogs / fish / snakes / birds

Marshes: crabs / snails / turtles / deer / beavers / fish / birds

Bogs: insects / birds

Show students additional wetland animal images mentioned in the article, using Britannica Library, ImageQuest Jr., or another royalty-free resource. Emphasize how these animals survive in their habitats.

Lead students in a game of Simon Says to practice what they learned from the article and during the class share-out. Tell students to follow the command only if the phrase “Simons says” precedes it.

Swim like an alligator.

Hop like a frog.

Eat berries like a bear.

Slither in the wetland like a snake.

Eat a fish like a heron.

Walk sideways like a crab.

Walk very, very slowly like a snail.

Hide inside your shell like a turtle.

Fly and buzz like a mosquito.

Divide the class into three animal groups: alligators, beavers, and frogs. Then divide each animal group into smaller groups of three or four students. Ask students to discuss in their smaller groups what they know about their assigned wetland animal. Display the following questions on the board:

What color is your animal?

How does it move around?

What does it eat?

Where does it live?

Provide each smaller group of students with a digital device and instruct students to listen to their assigned animal article and discuss with their group the answers to the questions on the board.

Alligator article

Beaver article

Frog article

Provide each small group with a Wetland Animals handout for its animal. Have students discuss with their group members how to best complete the sentence frames. For example, one student in each group could scribe the group’s decisions in each blank.

Invite the groups to listen to their article again and complete the handout for their assigned animal. After groups have completed their handouts, invite each alligator, beaver, and frog group to share what they learned. Scribe their ideas on the board.

Wrap up the activity by instructing students to walk around the room imagining they are in a wetland. Instruct each group to act as their assigned animal and to interact with others in their wetland habitat. For example, alligators can crawl on all fours or swim by moving their tails, beavers can swim with their back feet and paddle-like tails or use their teeth to gnaw and build a lodge, and frogs can hop and zap out their tongues to catch bugs.

Differentiation and Variations

Visual Aids: Support instruction and activity content with visual aids to ensure that students who are pre-readers and emergent readers understand key activity ideas. Consider providing visual support to the guiding questions and sentence frames. Visual aids enhance comprehension for pre-readers and emergent readers by illustrating key concepts, making abstract ideas concrete, and providing nonverbal cues to support understanding of guiding questions and sentence structures.

Student Grouping: Assign students to their animal groups strategically, based on either reading levels or overall academic levels, to best complement student learning and ensure a thorough understanding of wetland animal habitats. Strategic grouping of students based on reading or academic levels for animal habitat projects promotes peer learning, tailors support, and deepens understanding of wetland habitats for all participants.

Group Reading: Instead of having the small groups of students use the Read Aloud feature to listen to their assigned article (Alligator, Beaver, or Frog), have them read their article. Assign different paragraphs to each group member, allowing them to take turns reading. This variation benefits student learning because it encourages active participation, promotes peer support, and gives students an opportunity to practice their oral reading skills in a collaborative setting.

Freeze, Dance: Consider playing music and playing a game of Freeze, Dance as students move around the room acting like wetland animals. Integrating movement into activities gives early elementary school students the opportunity to internalize new learnings.

Collaborative Teaching

Station Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Station Teaching strategy. In this model, students rotate among different stations, each managed by a teacher who teaches a specific part of the content. This keeps students engaged through varied activities and teaching methods. It also allows teachers to focus on their strengths and teach content in a more in-depth and specialized manner. This approach ensures that students receive a comprehensive and dynamic education by catering to different learning styles. Research supports that multifaceted teaching strategies cater to diverse learning styles, enhancing students’ comprehension and retention.

Activity Introduction: One teacher leads the whole-class reading and slideshow activity while the other one ensures students understand key concepts. In addition, one teacher leads the Simon Says game while the other assists students in following commands.

Station Teaching: Each teacher manages a different station. Since there are three stations in this activity (alligator, beaver, and frog), teachers may group high-achieving students in one group to work independently on the station activities. Additionally, each teacher should be in charge of a different station to ensure that students receive focused guidance and feedback.

Activity Wrap-Up: Both teachers lead the class in a role-playing game, so that students can practice moving around as their assigned animals and interacting with other species. Both teachers support students in this final role-playing activity and the Freeze, Dance game.

Animal Homes in Wetlands and Ponds

Activity

4:

Minutes

Materials and Resources

Materials

copy text here

Resources

Implementation

Prepare for the Activity:

copy text here

TEXT BLOCK: Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam,

Differentiation and Variations

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum .

copy text here

Collaborative Teaching

copy text here

Animal Homes in Wetlands and Ponds

Activity

5:

Minutes

Materials and Resources

Materials

copy text here

Resources

Implementation

Prepare for the Activity:

copy text here

TEXT BLOCK: Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam,

Differentiation and Variations

copy text here

Collaborative Teaching

copy text here

Expedition: Learn! NEW Tools for Teaching

In the News