curriculum unit title: mexico’s fascinating flora and...

Curriculum Unit Title: Mexico’s Fascinating Flora and Fauna Author: Molly O’Donoghue

School: Laurel Dell Elementary School San Rafael City School District San Rafael, California

Subject Areas: English Language Arts, Social Studies, and Science Grade Level: First Grade Time Frame: 2–3 weeks (10 one-hour sessions) Summary of Unit: Students will learn:

• How plants and animals adapt to meet their needs. • How plants and animals have adapted in Mexico to fit in their

environments. • Environmental properties of the different regions of Mexico (coast,

mountains, desert, and ocean). • How to locate Mexico on a map. • Facts about one plant and one animal from each of Mexico’s four regions. • Scientific vocabulary and how to use it in context orally and in writing.

O’Donoghue – Mexico’s Fascinating Flora and Fauna p. 2 of 2

I. Established Goals California State Standards History-Social Science and Science History-Social Science

1.2 Students compare and contrast the absolute and relative locations of places and describe the physical characteristics of places. 1.2.1. Locate on maps and globes their local community, California, the United States,

the seven continents, and the five oceans. 1.2.1. Construct a simple map, using cardinal direction and symbols.

Life Sciences

2. Plants and animals meet their needs in different ways. As a basis for understanding this concept: a. Students know different plants and animals inhabit different kinds of environments

and have external features that help them thrive in different kinds of places. b. Students know both plants and animals need water, animals need food, and plants

need light. c. Students know animals eat plants or other animals for food and may also use plants

or even other animals for shelter and nesting. e. Students know roots are associated with the intake of water and soil nutrients and

green leaves are associated with making food from sunlight.

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Draw pictures that portray some features of the thing being described. b. Record observations and data with pictures, numbers, or written statements. c. Record observations on a bar graph. d. Describe the relative position of objects by using two references (e.g., above and

next to, below and left of). e. Make new observations when discrepancies exist between two descriptions of the

same object or phenomenon.

II. Understandings

• Certain animals and plants have adapted to survive and thrive in Mexico’s various regions.

• Plants and animals need water, food, and air. • Roots take in water and leaves take in light and air. • Plants and animals live in various environments and have external features that help

them survive in different regions. • Certain animals and plants have adapted to survive and thrive in Mexico’s various

regions. III. Essential Questions


• Where is Mexico? • What are the four main regions of Mexico? • What do plants need? • What do animals need? • What plants and animals live in Mexico?

IV. Students Will Know

• How to locate Mexico on a world map. • How to locate the four main regions of Mexico on a map. • Animals need water, air, food, and shelter to live and thrive. • Plants need water, air, sunlight, and soil to grow and thrive. • Using sunlight, water, soil, and air plants make their own food. • Nopal plants, kelp, mangrove trees, and pine trees are all plants that have adapted to

Mexico’s various regions. • Gila monsters, Hawksbill sea turtles, Roseate Spoonbills, and wildcats are all animals

that have adapted to Mexico’s various regions. • Key vocabulary:

roots leaves Mexico predict stem flower

soil shelter observe mountain desert ocean

coast map adapt thrive California survive north south east west sunlight flora fauna habitat air water food

nopal kelp wildcat mangrove pine tree Roseate Spoonbill Atlantic Ocean investigate Hawksbill sea turtle Gila monster

Pacific Ocean Indian Ocean Southern Ocean Arctic Ocean North America South America Europe Asia

Africa Antarctica Australia United States V. Students Will Be Able To

• Perform multiple tasks (complete information grids, observation charts, learning logs, scientific investigations, and team tasks…) to show they understand that plants and animals meet their needs in different ways and that certain plants and animals have adapted to live in Mexico’s various regions.

VI. Performance Tasks


• Inquiry chart – What do we know? What do we want to know? • Observation poster with written comments/drawings • Learning logs • Science investigation sheets • Chants • Team tasks • Expert groups • Information grid

VII. Learning Activities LESSON 1 Timeframe: 1 hour Objectives:

• Introduce the unit. • Locate Mexico on a map of the world. • Begin learning and using new vocabulary.

Materials Needed:

• Chart paper • Colored markers • Overhead projector or document camera • Transparency of the world map poster (if using an overhead projector) (attached) • Vocabulary cards for Lesson 1 (attached) • 1 copy of the Mexican Animals Here, Mexican Animals There chant for each student

(attached) • 1 highlighter for each student • 1 Learning Log for each student (attached)

Prep before the Lesson:

• Make a large version of the “I Want to Know/I Know” T-chart on chart paper. • Using the overhead projector or document camera, outline, in light pencil, an enlarged

version of the world map onto a large piece of chart paper. • Copy and cut out the vocabulary words for this lesson. • Make a Learning Log for each student – Print out one title page (provided below) for

each student. Then staple 10 pieces of plain white paper to the back of each title page. Procedures:

1. Pass out the vocabulary cards so that each student has no more than one card (not all students will receive a card). Explain that the words on the cards will be used in the lesson. Ask them to read the words to themselves and think about what the word might mean. Inform the students that, when they hear their word during the lesson, they are to come up to the front of the room with the word so it can be taped to the appropriate poster and explained.


2. Introduce the unit with a T-chart. Ask the students to think about what they know and want to know about regarding the unit, “Mexico’s Fascinating Flora and Fauna.”

3. Trace over the pencil outline on the world map poster with a black marker. Explain the names of each continent and ocean as well as the locations of California, Mexico, and the United States. Have students repeat the names in chorus. Students with the corresponding vocabulary words come up and add them to the map—next to, on top of, or below the words you’ve already written.

4. Have students listen and then repeat the words to the Mexican Animals Here, Mexican Animals There chant. Pass out one copy of the chant to each student. Have them highlight any vocabulary words they’ve already learned.

5. Allow students time to write/draw about the lesson in their Learning Logs. Students should write their name at the top but leave the team name blank until Lesson 2. The Learning Log and teacher observations serve as the assessments for this lesson. Students are considered successful if they write or draw something related to the lesson.

6. Close the lesson by having one or two children share their Learning Logs.


Mexico’s Fascinating Plants and Animals T-Chart

I Want to Know I Know

O’Donoghue–Mexico’s Fascinating Flora and Fauna p. 7 of 7

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Lesson 1 Vocabulary Cards

Antarctica North America Africa South America California Atlantic Ocean Pacific Ocean Indian Ocean Southern Ocean Arctic Ocean Mexico map north south east west flora fauna


Name _______________________ Date _______________

Mexican Animals Here, Mexican Animals There

Coastal animals here, Mountain animals there Mexican animals, everywhere! Ocean animals here, Desert animals there Mexican animals, everywhere! Camouflaged animals, hiding, Hungry animals, prowling, Endangered animals, swimming, And ferocious animals, warning. Animals among the trees, Animals beneath the sea, Animals sheltered throughout the desert, And animals on the beach. Coastal animals here, Mountain animals there Mexican animals, everywhere! Ocean animals here, Desert animals there Mexican animals, everywhere! Animals! Animals! Animals!

Mexico’s Fascinating

Flora and Fauna _______________________’s

Learning Log

Team Name:______________________________ O’Donoghue–Mexico’s Fascinating Flora and Fauna

p. 10 of 10


LESSON 2 Timeframe: 1 hour Objectives:

• Name and locate the four main regions of Mexico. • Learn and use new vocabulary.

Materials Needed:

• Color printer • Construction paper • Glue stick • Chart paper • Colored markers • Overhead projector or document camera • Transparency of the Mexico map poster (if using an overhead projector) (attached) • Vocabulary cards for Lesson 2 (attached) • Observation posters • Colored pencils • 1 copy of the Mexican Animals Here, Mexican Animals There chant for each student

(attached in Lesson 1) • 1 Learning Log for each student (attached in Lesson 1)


• Make observation posters: o Find 25 pictures of Mexico’s flora and fauna from magazines, photobucket.com

(royalty free pictures), or from http://ld-srcs-ca.schoolloop.com/cms/page_view?d=x&piid=&vpid=1241916027112&no_controls=t

o Print the pictures. o Glue five pictures to a large black piece of construction paper or poster board and

repeat four more times. • Using the overhead projector or document camera, outline, in light pencil, an enlarged

version of the Mexico map onto a large piece of chart paper. • Copy and cut out the vocabulary words for Lesson 2.

Procedures:

1. Pass out the vocabulary cards so that each student has no more than one card (not all students will receive a card). Explain that the words on the cards will be used in the lesson. Ask them to read the words to themselves and think about what the word might mean. Inform the students that when they hear their word they are to come up to the front of the room with the word so it can be taped to the appropriate poster and explained.

2. Continue to introduce the unit, this time with the observation posters. • Put the students into teams – 3–5 students in each group is ideal. (Future lessons

depend on the groups, which will remain constant for the entire unit). • Students name their own teams based on something related to the unit. • Allow students to travel around the classroom to observe the observation posters.

http://ld-srcs-ca.schoolloop.com/cms/page_view?d=x&piid=&vpid=1241916027112&no_controls=t

http://ld-srcs-ca.schoolloop.com/cms/page_view?d=x&piid=&vpid=1241916027112&no_controls=t


• At each poster each team member must write or draw something they see on the poster or write a question about something they see.

• Wrap up this session by having students return to their seats. Ask several students to share their observations.

3. Move on to the Mexico map drawing. Trace over the pencil outline on the world map with a black marker. Explain the names of each continent and ocean as well as the locations of California, Mexico, and the United States. Have students repeat the names in chorus. Students with the corresponding vocabulary words come up and add them to the map.

4. Have students listen and then repeat the words to the Mexican Animals Here, Mexican Animals There chant. Students supply their copies from yesterday. Have students highlight any new vocabulary words taught today.

5. Allow students time to write/draw about the lesson in their Learning Logs. Please have them write their team name at the bottom of the page. The Learning Logs, teacher observations, and student generated comments/drawings/questions on the observation posters serve as the assessments for this lesson. Students are considered successful if they write or draw something related to the lesson.

6. Close the lesson by having one or two children share their Learning Log entries.

Mex

ico

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O’Donoghue–Mexico’s Fascinating Flora and Fauna

p. 13 of 13



United States North America Pacific Ocean Mexico map north south east west coast desert mountains ocean


LESSON 3 Timeframe: 1 hour Objective:

• Predict what plants need to survive. • Learn and use new vocabulary.

Materials Needed:

• 2 index cards • Pencils • 2 small plants (same variety and size) • Spray bottle with water • Overhead projector or document camera • Transparency of the Predict What Plants Will Need Investigation Steps and Student

Prediction and Observation Recording Sheet (if using an overhead projector) (attached) • 1 copy of the Student Prediction and Observation Recording Sheet for each student

(attached) • Vocabulary cards for Lesson 3 (attached) • 1 highlighter for each student • 1 Learning Log for each student


• Copy the related worksheets and transparencies (if needed) for the lesson. • Copy and cut out the vocabulary words for this lesson.

Procedures:


2. Introduce the investigation materials (index cards, two plants, spray bottle with water and Investigation Steps transparency).

3. Read through the Investigation Steps. 4. Students follow the Investigation Steps and conduct the investigation. 5. Have students record their predictions on the Student Prediction and Observation

Recording Sheet. 6. Discuss students’ predictions. 7. Allow students time to write/draw about the lesson in their Learning Logs. The Learning

Logs, teacher observations, and the Student Prediction and Observation Recording Sheets serve as the assessments for this lesson. Students are considered successful if they write or draw something related to the lesson.

8. Close the lesson by having one or two children share their predictions.


Predict What Plants Will Need Investigation Steps

Step 1 Label one index card Water and the other No Water. Tape one index card to each plant. Put both plants in direct sunlight.

Step 2 Water the plant labeled Water with

the spray bottle. Predict what will happen to each plant.

Step 3 After 5 days, check the plants.

Draw or write to record what you see. Was your prediction correct?

Step 4 Make a conclusion. What did you

find out about the needs of plants?


Student Prediction and Observation Recording Sheet

Name:____________________________________ Date:_______________________

Day 1 – Draw or write what you predict will happen to each plant.

Water Prediction No Water Prediction

Day 5 – Draw or write what you observe.

Water Observation No Water Observation



predict observe investigate sunlight



• Learn what plants need to survive. • Learn and use new vocabulary.

Materials Needed:

• Chart paper • Colored markers • Overhead projector or document camera • Transparency of the Parts of a Plant poster (if using an overhead projector) (attached) • Vocabulary cards for Lesson 4 (attached) • 1 copy of the Mexican Plants Here, Mexican Plants There chant for each student

(attached) • 1 highlighter for each student • 1 Learning Log for each student


• Using the overhead projector or document camera, outline, in light pencil, an enlarged version of the Parts of a Plant poster onto a large piece of chart paper.


Procedures:


2. Trace over the pencil outline on the Parts of a Plant poster with colored markers. Explain the names of each part, its purpose, and all other relevant information. Have students repeat the names in chorus. Students with the corresponding vocabulary words come up and add them to the poster next to, on top of, or below the words you’ve already written.

3. Have students listen and then repeat the words to the Mexican Plants Here, Mexican Plants There chant. Have students highlight any new vocabulary words.

4. Allow students time to write/draw about the lesson in their Learning Logs. The Learning Logs, teacher observations, and chant participation are the assessments for today’s lesson. Students are considered successful if they write or draw something related to the lesson and attempt to recite the chant chorally with the class.

5. Close the lesson by having one or two children share their Learning Logs and/or try to recite the chant independently or by team.

Parts of a Plant




roots soil leaves sunlight air water food flower stem


Name:_____________________ Date:______________

Mexican Plants Here, Mexican Plants There

Coastal plants here, Mountain plants there Mexican plants, everywhere! Ocean plants here, Desert plants there Mexican plants, everywhere! Colorful plants, attracting, Slimy plants, sheltering, Evergreen plants, rooting, And roots of plants, filtering. Plants in the Sierra Madre mountains, Plants on rocks in the Pacific Ocean, Plants holding water throughout the desert, And plants rooting above ground on the coast. Coastal plants here, Mountain plants there Mexican plants, everywhere! Ocean plants here, Desert plants there Mexican plants, everywhere! Plants! Plants! Plants!



• Observe what animals need to survive. • Learn and use new vocabulary.

Materials Needed:

• 1 small clear box for each student (available at warehouse grocery stores or fast food restaurants)

• Soil, twigs, leaves, and rocks • Water bottle caps • Water • Ladybugs (available at your local Home Depot or garden store) • Transparency of the Observe an Animal Home Investigation Steps and Animal Home

Observation Recording Sheet (if using an overhead projector) (attached) • 1 copy of the Student Observation Recording Sheet for each student (attached) • Vocabulary cards for Lesson 5 (attached) • 1 copy of the Marine Cadence – Plants and Animals chant for each student (attached) • 1 highlighter for each student • 1 Learning Log for each student


• Collect, purchase, and organize the boxes, soil, twigs, leaves, rocks, water bottle caps, and ladybugs.


Procedures:


2. Introduce the investigation materials (clear boxes, soil, twigs, leaves, rocks, water bottle caps, water, and ladybugs).

3. Read through the Investigation Steps. 4. Students follow the Investigation Steps and conduct the investigation. 5. Have students record their observations on the Animal Home Observation Recording

Sheet. 6. Discuss students’ observations. 5. Allow students time to write/draw about the lesson in their Learning Logs. The Learning

Logs, teacher observations, and the Animal Home Observation Recording Sheets serve as the assessments for this lesson. Students are considered successful if they write or draw something related to the lesson.

6. Close the lesson by having one or two children share their observations.


Observe an Animal Home Investigation Steps

Step 1 Put the soil, twigs, leaves, rocks,

and water in the box. Add the ladybugs.

Step 2 Observe. Draw pictures to record

what you see. Step 3 Explain to a team member how the

habitat provides the ladybugs with food, water, and a place to live.

Step 4 Make a conclusion. What did you

find out about animal needs?

Animal Home Observation Recording Sheet

Name:____________________________________ Date:______________________

Draw pictures and write to record what you see

What do you predict animals need to live and grow?

Animal Home - Observation


________________ _______________ ________________

_________________

Name_________________________ Date______________

Marine Cadence – Plants and Animals

We just learned what we’ve been shown Plants need light for food, it’s known Animals need air to live it’s true They use lungs and gills too! Sound off…animals! Sound off…plants! They need…food and air! It’s true! Different parts so they’ve found Plants have roots beneath the ground Leaves and flowers play their part Soil, light, and water make them start Sound off…plants! Sound off…roots! They need…water! It’s true!



Animals use plants for nesting, it’s true They use other animals for shelter too Spoonbills live by the sea Sea-turtles swim oh so free Sound off…animals! Sound off…shelter! Sound off, 1,2,3,4 They have needs!


predict observe investigate habitat environment shelter food soil leaves air



• Learn what animals need to survive. • Learn and use new vocabulary.

Materials Needed:

• Chart paper • Colored markers • Overhead projector or document camera • Transparency of the What Do Animals Need? poster (if using an overhead projector)

(attached) • Vocabulary cards for Lesson 6 (attached) • 1 copy of the Marine Cadence – Plants and Animals chant for each student (attached in

Lesson 5) • 1 highlighter for each student • 1 Learning Log for each student


• Using the overhead projector or document camera, outline, in light pencil, an enlarged version of the What Do Animals Need? poster onto a large piece of chart paper.


Procedures: 1. Pass out the vocabulary cards so that each student has no more than one card (not all

students will receive a card). Explain that the words on the cards will be used in the lesson. Ask them to read the words to themselves and think about what the word might mean. Inform the students that when they hear their word they are to come up to the


front of the room with the word so it can be taped to the appropriate poster and explained.

2. Trace over the pencil outline on the What Do Animals Need? poster with colored markers. Explain the names of each part, its purpose, and all other relevant information. Have students repeat the names in chorus. Students with the corresponding vocabulary words come up and add them to the poster next to, on top of, or below the words you’ve already written.

3. Have students listen and then repeat the words to the Marine Cadence – Plants and Animals chant. Students supply their copies from yesterday. Have students highlight any new vocabulary words.

4. Allow students time to write/draw about the lesson in their Learning Logs. The Learning Logs, teacher observations, and chant participation are the assessments for today’s lesson. Students are considered successful if they write or draw something related to the lesson and attempt to recite the chant chorally with the class.

5. Close the lesson by having one or two children share their Learning Logs and/or recite the chant independently or by team.

What Do Animals Need?




habitat environment shelter food air water



• Learn what type of desert plants and animals live in Mexico. • Learn and use new vocabulary.

Materials Needed:

• Chart paper • Colored markers • 1 Organization Web for each student (attached) • 3–5 Colored Pencils in a clear Ziploc bag x number of teams • White construction paper • Lesson 1–6 chants and posters available for student use • 1 Blank Information Grid for each student (attached) • 1 copy of Desert Expert Group Text for each student in the expert group (attached)

Prep Before the Lesson:

• Create 4 Expert Groups (desert, ocean, mountain, and coast). One or two members from each team (Lesson 2) should be in each of the Expert Groups. Each student should be in at least one Expert Group.

• Put three to five (depending on team member numbers) different colored pencils in a clear Ziploc bag and repeat for the number of teams you have.

• Create a large version of the Information Grid on chart paper. Only fill in the headings ahead of time (the details will be added during the lessons).

• Copy the related worksheets for the lesson. Procedures:

1. Introduce the team tasks. Students work as a team to re-create the posters and chants from Lessons 1–6. The previous posters were teacher created. Now, the students work cooperatively to create their own posters and chants on large pieces of construction paper. Students use the teacher generated posters and chants to copy down important map details and facts about Mexico, plants, and animals. • Each team can choose whichever poster or chant they want to work on. All

members must contribute to the poster or chant. • Each member is assigned one color for the all of the team tasks. He/she may only

use that one color for all team tasks. Students may not share colored pencils. All team member colors must be present on each final product to ensure all students contribute to the team task.

• If teams finish one team task they may begin on another map, poster, or chant. 2. Teams complete team tasks while the small Expert Groups work one-on-one with the

teacher. Call the Desert Expert Group to work with you today. Give each member a Desert Expert Group Text page. Read through the text together with the students. Encourage the students to highlight important information and draw sketches to help them remember the important information.


3. When the Expert Group has a good enough understanding of the topic they are excused to go back to their team to teach them about the desert. Each team member uses the Organization Web to write down the most pertinent information.

4. When all teams have finished their Organization Webs, direct the students to the large Information Grid. Students provide you with the details to complete the desert description, plant name, plant adaptations, animal name, and animal adaptations. Students from the expert groups are discouraged from providing information for the grid (this ensures all members learn the information from their team expert).

5. When all desert portions of the grid are complete, pass out one Blank Information Grid to each student. Students copy the details onto their own gird.

6. Have students collect all their team tasks and pencils. Store them so they are easily available to work on during the next lesson. Team tasks will be a part of the next three lessons so encourage students to take pride in their work and complete tasks with attention to detail and organization.

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O’Donoghue–Mexico’s Fascinating Flora and Fauna

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Desert Expert Group Text

A desert is an area of land that gets very little rain. In fact, it gets less than 10 inches of

rain per year! Deserts can be hot or cold but they are usually sunny all year long. Desert

plants do not need much water and desert animals get most of their water from their food

source.

Nopal is a plant that grows in the Sonoran desert in Mexico. It has a thick waxy stem to

hold water. In addition, its leaves have adapted into spines to protect the plant. Desert birds

and other animals use the nopal, also referred to as the prickly pear plant, for shelter and

protection from the hot sun. The nopal plant has a wide root system to keep the plant stable in

the dry land and to collect as much water as possible. The nopal, like all plants, needs air,

sunlight, and water to survive and thrive.


A Gila monster is an animal that lives in the Sonoran Desert in Mexico. Gila monsters

are reptiles because they are cold blooded and lay eggs. The mother lays the eggs, creates a

hole, puts the eggs in the hole, covers the hole with dirt, and then four months later the eggs

hatch. Baby Gila monsters look like miniature adults with more colors.

Gila monsters are carnivores; they hunt and eat other animals. They eat mice, frogs,

birds, eggs, and insects. Gila monsters do not chew their food, they swallow it whole! Gila

monsters are venomous but they will give a warning before they bite. Before they bite they

may open their mouth really wide and hiss.

Gila monsters are solitary animals; they like to be alone. They are not very active, they

don’t move around very much. They like to dig into the land and hide under rocks. In the

summer Gila monsters only come out at night because the summer heat is just too hot!




• Learn what type of ocean plants and animals live in Mexico. • Learn and use new vocabulary.

Materials Needed:

• 1 Organization Web for each student (attached in Lesson 7) • 3–5 colored pencils in a clear Ziploc bag x number of teams • White construction paper • Lesson 16 chants and posters available for student use • 1 copy of Ocean Expert Group Text for each student in the expert group (attached)



1. Students continue to work as a team to re-create the posters and chants from Lessons 1–6, creating their own posters and chants on large pieces of construction paper. Students use the teacher generated posters and chants to copy down important map details and facts about Mexico, plants, and animals. • Each team can choose whichever poster or chant they want to work on. All




teacher. Call the Ocean Expert Group to work with you today. Give each member an Ocean Expert Group Text page. Read through the text together with the students. Encourage the students to highlight important information and draw sketches to help them remember the important information.

3. When the Expert Group has a good enough understanding of the topic they are excused to go back to their team to teach them about the ocean. Each team member uses the Organization Web to write down the most pertinent information.

4. When all teams have finished their Organization Webs direct the students to the large Information Grid. Students provide you with the details to complete the ocean description, plant name, plant adaptations, animal name, and animal adaptations. Students from the expert groups are discouraged from providing information for the grid (this ensures all members learn the information from their team expert).

5. When all ocean portions of the grid are complete students copy the details onto their own grid from Lesson 7.

6. Have students collect all their team tasks and pencils. Store them so they are easily available to work on during the next lesson. Team tasks will be a part of the next two


lessons so encourage students to take pride in their work and complete tasks with attention to detail and organization.

Ocean Expert Group Text

An ocean is a large body of salt water. Most of our earth is covered by oceans. There

are five main oceans: the Atlantic Ocean, Arctic Ocean, Indian Ocean, Pacific Ocean, and

Southern Ocean. All oceans contain a variety of plants and animals.

Kelp and other types of seaweed plants grow in the ocean. Remember, all plants need

sunlight to grow and thrive. Kelp have long leaves that reach up to the surface of the water in

order to get the sunlight they need.

Roots help plants get the water they need and hold them in place. Kelp has a special

root called a holdfast. Holdfasts keep the kelp secure in one place attached to rocks or the

ground.


A Hawksbill sea turtle is an animal that lives in the Gulf of Mexico on the east coast of

Mexico. Hawksbill sea turtles are turtles because they have hard exterior shells and lay eggs.

This turtle has flippers – like arms adapted for swimming in the open ocean.

Hawksbill sea turtles are omnivores: eat other animals and plants. They have a sharp

beak that helps them pick their prey. These particular sea turtles generally eat jellyfish and

sponges. Some of these turtles have a poison to protect them from other sea animals.

Hawksbill sea turtles like to rest on the coral reef and in caves. They migrate from the

sand, where they hatch, to the open sea and even into lagoons and swaps. They are the

smallest sea turtle on the east coast of Mexico.




• Learn what type of coastal plants and animals live in Mexico. • Learn and use new vocabulary.

Materials Needed:

• 1 Organization Web for each student (attached in Lesson 7) • 3–5 colored pencils in a clear Ziploc bag x number of teams • White construction paper • Lesson 1–6 chants and posters available for student use • 1 copy of Coast Expert Group Text for each student in the expert group (attached)







teacher. Call the Coast Expert Group to work with you today. Give each member a Coast Expert Group Text page. Read through the text together with the students. Encourage the students to highlight important information and draw sketches to help them remember the important information.

3. When the Expert Group has a good enough understanding of the topic they are excused to go back to their team to teach them about the ocean. Each team member uses the Organization Web to write down the most pertinent information.

4. When all teams have finished their Organization Webs, direct the students to the large Information Grid. Students provide you with the details to complete the coast description, plant name, plant adaptations, animal name, and animal adaptations. Students from the expert groups are discouraged from providing information for the grid (this ensures all members learn the information from their team expert).

5. When all coast portions of the grid are complete students copy the details onto their own grid from Lesson 7.

6. Have students collect all their team tasks and pencils. Store them so they are easily available to work on during the next lesson. Team tasks will be a part of the next lesson

so encourage students to take pride in their work and complete tasks with attention to detail and organization.

Coast Expert Group Text

The coast is where the land meets the sea. It is also the shore of the ocean or sea.

Mexico is bordered by water on both the east and west. Therefore, Mexico has an east coast

and a west coast.

Mangrove trees grow on the east coast of Mexico. Remember, all plants need water to

grow and thrive. Mangroves grow in salt water but need fresh water to subsist. If they do not

get fresh water, from rivers or streams, then they will die.

Roots help plants get the water they need and hold them in place. Mangrove trees

have a special root system. The roots can filter the saltwater to decrease the amount of salt

that travels into the plant. In addition, the roots grow above the ground and grow out around

the tree. The tree and the root system provide a very important shelter for mammals, birds,

lizards, fish, and insects.


A Roseate Spoonbill is a bird that lives on the east coast of Mexico. Roseate Spoonbills

are birds because they have feathers and lay eggs. This bird is sometimes confused for a

flamingo because it is also pink.

Roseate Spoonbills are omnivores: they eat other animals and plants. Typically

Spoonbills eat small fish, amphibians, and some plants. They have an adapted beak shaped

like a spoon to help them catch fish. Their long legs allow them to wade in the water and

scoop up prey that may cross their path.

Spoonbills generally travel together with other Spoonbills because they do not like to

live alone. Groups of Roseate Spoonbills are called a “bowl” of Spoonbills. Although, these

birds spend a lot of time in the water looking for food they build their nests in trees.




• Learn what type of mountain plants and animals live in Mexico. • Learn and use new vocabulary.

Materials Needed:

• 1 Organization Web for each student (attached in Lesson 7) • 3–5 colored pencils in a clear Ziploc bag x number of teams • White construction paper • Lesson 1–6 chants and posters available for student use • 1 copy of Mountain Expert Group Text for each student in the expert group (attached)






2. Teams complete team tasks while the small “Expert Groups” work one-on-one with the teacher. Call the Mountain Expert Group to work with you today. Give each member a Mountain Expert Group Text page. Read through the text together with the students. Encourage the students to highlight important information and draw sketches to help them remember the important information.

3. When the Expert Group has a good enough understanding of the topic they are excused to go back to their team to teach them about the mountains. Each team member uses the Organization Web to write down the most pertinent information.

4. When all teams have finished their Organization Webs, direct the students to the large Information Grid. Students provide you with the details to complete the mountain description, plant name, plant adaptations, animal name, and animal adaptations. Students from the expert groups are discouraged from providing information for the grid (this ensures all members learn the information from their team expert).

5. When all mountain portions of the grid are complete students copy the details onto their own grid from Lesson 7.


6. Have students collect all their team tasks and pencils. Completed team tasks and Information Grids serve as the assessments for Lessons 7–10. Students present their team tasks to the class. If a student’s color is represented on the team task project and he/she has a completed an Information Grid, then he/she is considered proficient with regards to this unit.

Mountain Expert Group Text

A mountain is a landform that rises at least 1,000 feet, has steep sides, and meets at a

peak. Mexico’s Sierra Madre is a high, snow covered mountain range. Some mountain ranges

have a very high altitude and can be very cold. Mountain ranges contain a variety of plants

and animals.

Pine trees are among many of the plants that grow on mountains. Remember, all plants

need sunlight to grow and thrive. Pine trees have adapted to have a special kind of leaf called

a needle. The needles help the tree survive through the cold snow. Pine trees are

evergreens, which means they stay green all year long.

Roots help plants get the water they need and hold them in place. Pine trees can grow

in rocky mountain areas with poor soil. The roots can travel down as far as 20 feet!


A wildcat is an animal that lives in the Sierra Madre Mountains of Mexico. A wildcat is a

mammal because they have fur and they feed their babies milk. Their babies are called kittens

because wildcats are in the cat family.

Wildcats have sharp teeth and big claws for protection. They also use sharp teeth for

eating rabbits and other small animals. Wildcats are carnivores because they eat other

animals. Wildcats are also excellent climbers which helps when looking for food in the

mountains.

Wildcats breathe air with their lungs. They have a light brown fur with spots which helps

them camouflage in their mountain environment. Most mountain lions are solitary, meaning

they like to be alone.


curriculum unit title: mexico’s fascinating flora and...

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