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Desert Life

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K Garant

on 27 April 2010

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Transcript of Desert Life

Desert Life Day One: Plants TEKS: 3.8 B
Observe and identify organisms with similar needs that compete with one another for resources such as water, food, oxygen, or space. Have different types of plants on students desks when they come into the room. Students will be pretending to be desert plants. They will be competing over resources that are essential for their survival. Different colored pieces of paper will represent the water, sun, nutrients, and animals. Day Two: Animals TEKS: 3.9
(A) Observe and identify characteristics among species that allow each to survive and reproduce.
(B) Analyze how adaptive characteristics help individuals within a species to survive and reproduce.
Students will be divided into five groups of four. Their team will choose a desert animal to research.
Students will have multiple research materials, such as, magazines, books, and the computer. Students will
research information on how their desert animal adapts to survive and reproduce in the desert.
After researching, students will present their information in the form of a Prezi. Day Three: People of the Desert
TEKS: 3.8D
Describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or people building a home. Students will build a model of a typical home that could be found in the desert. Students will work in the same groups of four that were used for the animal lesson. Video for animal lesson over adaptation Final Product The teacher will invite the parents to attend a parent night after the final day of the unit. The groups will decorate and organize booths to display their unit activities. The students will prepare three different types of presentations – one for each day/ topic of the unit. The presentation of each topic may be in several different forms, for example students can prepare: a skit or role-play, a poster, a book, a magazine article, an advertisement, etc. The teacher will provide different clothing/hats in the event that the students desire to dress up to enhance their presentation. The students will have ample time to prepare their presentations of each topic. On parent night, the students will stand at their booths and groups of parents will come by to watch their presentations. The students will present to four different groups. The students will be graded on group participation, presentation of topics, and quality of information included. After the presentations are over, the teacher will address the parents and thank them for attending parent night, she will also take this time to review the objectives and things learned during the unit. The parents/students will then be able to stay and view the booths more closely, or they may leave for the night.
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