ela science grade 2 content literacy science: animals ... web viewanimals depend on their habitats...

Animals Depend on Their Habitats Content Literacy—Science

English Language Arts and Science, Grade 2In this 11-day unit, students learn how to read, interpret, and use informational text in discussions with peers to clarify and broaden their understanding. The focus is on identifying the author’s purpose for writing the text, identifying the facts the author uses to support ideas, and explaining how the images, diagrams, and illustrations convey meaning and clarify the text. The content focuses on polar bears and how they depend on their habitat and are influenced by changes in the habitat. At the end of the unit, students write an informative text explaining what might happen to animals when their habitats change.

These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics incorporating the Common Core State Standards as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.

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Table of Contents

Unit Plan .............................................................................................................................................................................................. 4

General Resources and Notes .................................................................................................................................................... 8

Lessons 1–2 ..................................................................................................................................................................................... 11

Lessons 3–6 ..................................................................................................................................................................................... 18

Lessons 7–8 ..................................................................................................................................................................................... 28

Lessons 9–11 .................................................................................................................................................................................. 34

CEPA Teacher Instructions ....................................................................................................................................................... 39

CEPA Student Instructions ....................................................................................................................................................... 41

CEPA Rubric .................................................................................................................................................................................... 42

Unit Resources ............................................................................................................................................................................... 43

Appendix A: Reading Chart ...................................................................................................................................................... 45



Stage 1— Desired ResultsESTABLISHED GOALS GCCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text.CCSS.ELA-Literacy.W.2.2 Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects.CCSS.ELA-Literacy.SL.2.1 Participate in

TransferStudents will be able to independently use their learning to… T Generate open-ended questions and seek answers through critical analysis of text, media,

interviews, and/or observations. Communicate ideas effectively in discourse and oral presentations to suit various

audiences and purposes.

MeaningUNDERSTANDINGS UStudents will understand that…U1. Particular types of plants and animals can live in an area because their needs are met there.U2. Changes in habitats can affect the plants and animals that live there.U3. Different plants and animals live in different areas based on what they need.U4. Authors use text features and graphics for a purpose and to convey a point of view.

ESSENTIAL QUESTIONS Q

Q1. What is a habitat?

Q2. Why do certain animals live in specific places?

Q3. What happens to animals when their habitats change?

AcquisitionStudents will know… KK1. Characteristics of polar bear habitat.K2. Some of the ways that the polar bear’s habitat is changing and the impact on their ability to live there (e.g., arctic ice is melting, making it more difficult for polar bears to find food).

Students will be skilled at… SS1. Using academic and discipline-related vocabulary and concepts introduced in the unit.S2. Taking notes as they read on what they want to say during a discussion group.S3. Following agreed-upon rules for peer discussion.



collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).CCSS.ELA-Literacy.SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others.CCSS.ELA-Literacy.SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion.CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text.CCSS.ELA-Literacy.L.2.1.f Produce, expand, and rearrange complete simple and compound sentences.

Science& Technology/EngineeringDSTE.2-LS2-3 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. [Clarification Statement: Animals need food, water, air, shelter, and

K3. That text and specific images in text (e.g., diagrams, captions, illustrations, etc.) contain information.K4. Certain sets of plants and animals live together, making up a unique habitat.

S4. Writing an explanatory text in which they introduce a topic, use facts to develop points, and provide a concluding statement.S5. Preparing for peer discussion groups by taking notes, reflecting, and asking questions as they read.



favorable temperature; plants need sufficient light, water, minerals, favorable temperature and animals or other mechanisms to disperse seeds.]DSTE.2-LS4-1 2-LS4-1. Use texts and media to compare: a. different kinds of living things in an area, and b. differences in the kinds of living things living in different types of areas. [Clarification Statement: Examples of areas to compare might include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic.

Stage 2 — EvidenceEvaluative Criteria Assessment EvidenceThe student has: Clearly described how the polar bear

depends on the Arctic habitat. Clearly explained how the Arctic habitat

is changing. Described the connection between the

change(s) in the habitat and the effect on the polar bear.

Supported all explanations with facts and examples.

Included a concluding statement.

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT

Performance Task: Using evidence from texts they have read, students will write an explanation about how the Arctic habitat is changing and what effect these changes have on polar bears. Students will focus their writing on answering Essential Questions 2 and 3: Why do certain animals live in specific places? What happens to animals when their habitats change?

Goal: The goal is for students to demonstrate what they have learned about how animals depend on their habitat and what can happen to animals when their habitats change.

Audience: A partner or small group of classroom peers or students from another class.Criteria for Success: Students come to the discussion

prepared with ideas for discussion in their Reading Response Journal.

Students participate and encourage

OTHER EVIDENCE OE Students’ answers to the Essential Questions (ongoing) Participation in whole-class discussions Notes that students take to prepare for a peer-led discussion Participation in peer-led discussions groups



other group members to participate. Students build conversations by linking

their comments to the remarks of others.

Students listen attentively and respectfully as others share ideas.

Notes students take in their Reading Response Journal identifying the most important information in a text

Students' interpretations of illustrations, charts, diagrams, and descriptions of how the information relates to the text

Explanations of the author’s purpose and point of view in a book read in this unit Students’ ability to combine two simple sentences into one compound or complex

sentence

Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Lessons 1–2: What Is the Polar Bear’s Habitat? Students discuss Essential Question 1: What is a habitat? The teacher models how to determine important information, and students begin identifying important information and writing it in their Reading Response Journal (RRJ). During this unit, students will use their RRJ to take notes while reading in preparation for a student-led discussion. Students emphasize how animals meet their needs in their habitats.Lessons 3–5: How is an Animal’s Ability to Meet its Needs Affected by Changes to its Habitat? The teacher introduces student-led discussion groups and models how to jot down notes and ideas in a Reading Response Journal while reading in order to prepare for participation in a discussion group. Mini-lessons include noticing how the illustrations and text work together to express the author’s message and identifying the author’s purpose and point of view in writing the text. After reading, students participate in a fishbowl discussion and evaluate their participation in the discussion.Lessons 6–7: What Are Different Ways Authors Use Text Features to Convey Purpose and Point of View? The teacher provides mini-lessons on an author’s point of view and how reasons support an author’s main points. Students read in small, homogeneous groups. While reading, students prepare for discussion by writing in their Reading Response Journal. After reading, students discuss with other students in their group what they have read. The teacher facilitates as needed, going from group to group. Additional mini-lessons are based on the teacher’s assessment of discussion content and process.Lessons 8–10: Writing a Scientific Explanation CEPA: Using evidence from texts they have read, students will write an explanation how the Arctic habitat is changing and what effect these changes have on polar bears. Students will focus their writing on answering Essential Questions 2 and 3: Why do certain animals live in specific places? What happens to animals when their habitats change?

Adapted from Understanding by Design®. © 2012 Grant Wiggins and Jay McTighe. Used with permission.



General Resources and NotesThis unit is written to provide students with: An understanding of how to take reading notes in order to prepare for participation in peer-led discussion groups An opportunity to participate in peer-led discussion groups A content-specific understanding of how plants and animals are dependent on their habitat and any changes can affect their ability to live there

Each lesson is designed for approximately 60 minutes, which should allow the additional reading and writing instruction required by the district (e.g., basal anthologies, phonics instruction, guided reading, writing workshop, etc.).

During the first five lessons, all students read the same text. Assign students to three groups according to their instructional level of reading. Each day, work with the students who struggle with grade-appropriate text, perhaps reading a paragraph to them and then having them read it alone, with a partner, or chorally. Or they may chorally read the paragraph first before they read on their own or with a partner. Be sure to check in with all other students at least every other day. During Lessons 6–7, there are three leveled texts. Put the students into three groups, matching the instructional level of the students to the level of the text. Some students may not fit perfectly in a group, but put them with the book or group in which they will have the most success.

This unit can build nicely from the Grade 1 model curriculum unit, Informational Text, Research, and Inquiry Circles: Animals and Habitats, which introduces students to animals in habitats.

Vocabulary protocol: See the Realistic Fiction: Stories Matter unit for a description of vocabulary protocol.

Fishbowl ProtocolStudents will use the fishbowl as a means of learning how to discuss in a group (see image below). A group of four to five students sits in a small circle in the middle of the room. The rest of the class sits in a circle surrounding the inner discussion circle. The role of those in the inside circle is to discuss. The role of those in the outside circle is to be quiet, but to listen and take notes on what they notice, such as How well did the students discuss? Did everyone participate? Did one person dominate the discussion? Did they speak in voices that everyone could hear? Did they listen to each other? Did they build on others’ comments, continuing a topic that another member began? If they disagreed with someone, were they able to do it respectfully?



Reading Response Journal (RRJ)In this unit, the Reading Response Journal (RRJ) (e.g., blue book, composition book, pieces of paper stapled together, etc.) will be used differently than in previous units. Students will use it to take notes on reading in preparation for participating in student-led discussion groups. They take their RRJ to the After Reading portion of the lesson each day. Sometimes they discuss in the whole group, other times they participate in the discussion circle during fishbowl, and other times they participate in peer-led discussion groups. Students also use their journal to take observational notes while participating in the outer circle of fishbowl. During the CEPA, students will not be writing in their RRJ, but will use separate pieces of paper to write the first draft and a final copy, if necessary.

For books and other resources needed, see Unit Resources.

Science Content in the UnitThe inclusion of science standards 2-LS2-3(MA) and 2-LS4-1, along with the emphasis that changes to habitats impact the inhabitants, are what make this a science unit as well as a literacy unit. To fully explore the scientific idea of plants and animals in a habitat, in addition to noting the changes to the habitat (e.g., the Arctic ice is melting), students must also explain how changes impact a specific plant or animal in the habitat (e.g., less time to hunt for seals on the ice because the ice is not as strong). It is the understanding of both the relationships in the habitat and the impact of any change on the individual plant or animal in the habitat that is the key science concept in this unit. Students draw on prior learning of plant and animals in pre-K and grade 1; the science standards learned in this unit contribute to later standards in grade 3 and grade 5 (see map below).



Lessons 1 and 2: What Is the Polar Bear’s Habitat?Brief Overview of Lessons: Students review the concept of habitat and discuss Essential Question 1: What is a habitat? Model how to determine important information and have students begin identifying it and writing in their Reading Response Journal (RRJ). During this unit, students use their RRJ to take notes while reading in preparation for a peer-led discussion. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Understanding of local environment

Estimated Time: 60 minutes for each lesson

Resources for LessonsStudent text (one copy for each student): Where Do Polar Bears Live? by Sarah L. Thomson (Lexile 710L)

Teacher read-aloud text (one copy): Polar Bears’ Search for Ice: A Cause and Effect Investigation by Gillia M. Olson

Materials Copy of pages 8–10 of Polar Bears’ Search for Ice (a set for each student) Overhead transparency or document camera (to show students the table of contents and pages from Polar Bears’

Search for Ice) Chart paper for three charts



Essential Questions (each question is written on a separate piece of chart paper) Reading Response Journal



Unit: Animals Depend on Their Habitats Content Area/Course: English Language Arts and Science, Grade 2Time: 60 minutes for each lessonLessons 1–2: What Is the Polar Bear’s Habitat?

Essential Question addressed in these lessonsQ1. What is a habitat?Q2. Why do certain animals live in specific places?

Standard(s)/Unit Goal(s) to be addressed in these lessonsCCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text. CCSS.ELA-Literacy.SL.2.1Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.DSTE.2-LS2-3 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. [Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature and animals or other mechanisms to disperse seeds.]

ObjectivesStudents will know and be able to describe the polar bear’s habitat and discuss how it is changing.

Instructional Tips/Strategies/Notes for Teacher Begin three charts today:

o Essential Questions (for reference during the unit)o Polar Bear Informationo What Polar Bears Need to Live in the Arctic



Students should be encouraged and reminded to use the charts throughout the lessons to guide their reading. Students will be grouped by instructional level for reading: students who are able should read independently; students needing some assistance

should read with a more advanced peer; students who struggle with grade-appropriate text should read in a small group with the teacher.

Anticipated Student Preconceptions/Misconceptions Misconception: Habitats do not change. Students may think that if a habitat does change so can the animals (physically) [animals can change behavior

to some extent, but not their physical features].

Lesson Sequence

Lesson 1(60 minutes) Introduction and Essential Questions

Before Reading: Interactive Read-Aloud and Modeling (30 minutes) Ask students why we read an informational book (to learn something, to answer a question we have, etc.). Tell students they are going to study polar bears for the next few weeks. You have a few questions you would like them to answer. List the Essential

Questions, writing one question per piece of chart paper. Then, ask students what they would like to know. What questions do they have? Ask students “What is a habitat?” Provide an initial definition. You may want to write it on the board. (According to the MA Curriculum Framework

for Science and Technology/Engineering, a habitat is a place that provides for an animal’s needs: food, water, shelter, and air/space.) Focus on the first Essential Question: What is a habitat? As we read, we may answer some of your other questions as well.

o Show the table of contents of the book, Polar Bears’ Search for Ice.o Students read chapter titles chorally with you.

Read Polar Bears’ Search for Ice—teacher modeling on pages 4–7. Use a document camera to display text.o Read page 4:

Read the first paragraph aloud. (Students can follow along with the reading.) Explain what plight means. Underline the word plight and write “dangerous situation” in the margin. Ask students what the tone of the paragraph is: upbeat, exciting, scary, ominous, etc.?(Tone is what the author feels—the author’s attitude.) What makes them say that? What words does the author use? Underline those words and write ominous next to them (for example). From this paragraph, what do you think is the author’s point of view?

Read page 4, second paragraph. Point out the words in bold and ask why they might be bolded (important words, they may be found in the glossary, etc.). Circle the bolded words. Show students the next page, where they find the definition of the word. What might they expect the author to do with bolded words in the rest of the book?



Ask students how they identify important information (bold print; italics (explain italics if necessary); words and ideas in the title, subtitles, charts, illustrations, diagrams, pictures, etc.).

Read the insert on page 4. Find the Arctic area on a classroom map. Write “Arctic” on the board and make sure that students can read it. They need to be able to read the word and know where it is in order to understand the text.

What is important information to remember from that page? Begin recording the most important information from the book on the chart labeled Polar Bear Information.

o Read page 5: Look at the map in the book with students. Discuss the word range. Read page 5. Find the Beaufort and Chukchi Seas on the map and/or on the classroom map. What does the word declining mean? Can you figure it out from the rest of the paragraph? The author often gives hints in the sentence or

paragraph about the definition of a word or may even tell us what a word means. Circle the word declining. Then underline the definition in the text.

What is the most important information? How are you going to remember it? Put new information on the chart.o Read pages 6 and 7 to students. As they listen, explain any words that they may not know. You may want to skip the insert titled Polar Bear Basics.

After each page, ask students to identify the most important information and record it on the chart titled Polar Bear Information. Teach vocabulary: habitat, prey (p. 8), plentiful (p. 9), adapt/adaptations (p. 10).

Reading Whole-Class Text (20 minutes) Pass out the Reading Response Journals (RRJs). Explain to students they will do all their writing for the unit in this journal. Pass out copies of pages 8–10 from Polar Bears’ Search for Ice. Students read those pages, mark any important information and write in their RRJ the

most important information as well as any questions they have (about polar bears, a word they don’t understand, or why the author chose to include specific information).

Place students in three groups according to their instructional reading level. Those students having difficulty reading grade-appropriate text read in a small group with you. Others should read by themselves or with a partner.

Explain the format and expectations for working in small groups. Set a purpose for reading: Read to find out why ice is such an important element of a polar bear’s habitat. When students finish reading, have them reread the important information on the chart paper and in their journals and try to remember it.

After Reading and Closure (10 minutes) Reconvene the class to discuss the most important information about why ice is an important element of the polar bear’s Arctic habitat. Add this

information to the class chart titled What Polar Bears Need to Live in the Arctic. Preview outcomes for the next lesson: Students will learn about what else polar bears need to live in the Arctic.



Lesson 2(60 minutes) What else do polar bears need?

Before Reading: Interactive Read-aloud and Modeling (25 minutes) Review how the polar bear lives and hunts. Look at the Essential Question 1: What is a habitat? Students may have studied animals and habitats in first grade (see grade 1 MCU). Why is ice

important for the polar bear? Why is habitat important for animals? What is the polar bear’s habitat? Read chapter 2 in Polar Bears’ Search for Ice to students. Use the document camera and demonstrate how you would mark the text.

o Model asking questions to clarify as you read (e.g., on p. 12, “I wonder why the ice sheet is biggest in March and smallest in September. As I think about that, I’m thinking that March is the end of winter so it has been cold for a long time, and September is the end of summer so it has been warm for a long time.”). Point out that good readers take time to think and puzzle about things as they read. The goal of reading is to understand and remember. If we don’t think about what the text says and make sure it makes sense, we will not remember it. Show students how to underline “biggest in March” and “smallest in September.”

o After each paragraph, ask students what they want to remember. For example, what questions do they have? What do they wonder about? Is there anything they want to ask the author? Write some of these things in the margins.

Teach vocabulary: heaves (p. 10), scrambles (p. 11), ruffle (p. 14), survive (p. 16). In addition, make sure that they know that a cub is a young bear.

Reading Whole-Class Text (25 minutes) Pass out Where Do Polar Bears Live? Set a purpose for reading: Read to find out about the habitat of polar bears. Tell students: As you read, write down what you would like to talk about. What questions do you have? What did you like or dislike about the book so

far? What do you wonder about? What don’t you understand? What is the important information to remember? Focus on elements that illustrate what a polar bear needs to live in the Arctic.

Students read pages 8–19 in one of three grouping options: independently, with a partner, or in a small group with you.

After Reading and Closure (10 minutes) Then begin a whole-group discussion to model how to talk about one topic at a time during a discussion.

o Ask one person to start the discussion based on something s/he wrote in the RRJ and what polar bears need. Then ask if anyone else has a comment on that topic. Tell students that once a topic has begun, they continue the topic and build on others’ ideas by linking their comments to the remarks of others. They use their notes but don’t have to read them in order.



o After exhausting one topic, ask if someone would like to start another topic. Have students link their comments to the remarks of the first student. One person starts a topic, and then everyone has a chance to talk about that topic.

o Continue the whole-group discussion one topic at a time. Write any important information on the chart started yesterday. Review the lesson outcomes by asking students questions. Preview outcomes of the next lesson: Tomorrow we are going to start learning about how to talk with each other about what you have read.



Lessons 3, 4, 5 and 6: How Is an Animal’s Ability to MeetIts Needs Affected by Changes to Its Habitat?

Brief Overview of Lessons: Introduce student-led discussion groups and model how to jot down ideas in a Reading Response Journal while reading, in order to prepare for participation in a discussion group. Mini-lessons include noticing how the illustrations and text work together to express the author’s message and identifying the author’s purpose and point of view in writing the text. After reading, students participate in a fishbowl discussion and evaluate their participation in the discussion. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Recall information about polar bears and habitat from the previous lessons


Resources for LessonsStudent text (one copy for each student): Where Do Polar Bears Live? by Sarah L. Thomson (Lexile 710L) Crinkleroot’s Guide to Knowing Animal Habitats by Jim Arnosky

Teacher read-aloud text (one copy):



A Polar Bear Journey by Debbie S. Miller (Lexile 930L) Crinkleroot’s Guide to Knowing Animal Habitats by Jim Arnosky

Materials Chart paper for charts

o Discussion Topicso What Makes a Good Discussion



Unit: Animals Depend on Their Habitats Content Area/Course: English Language Arts and Science, Grade 2Time: 60 minutes for each lessonLessons 3–6: How Is an Animal’s Ability to Meet its Needs Affected By Changes to its Habitat?

Standard(s)/Unit Goal(s) to be addressed in these lessonsCCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).CCSS.ELA-Literacy.SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others.CCSS.ELA-Literacy.SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion.

Science Standard:DSTE.2-LS2-3 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. [Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature and animals or other mechanisms to disperse seeds.] DSTE.2-LS4-1 2-LS4-1. Use texts and media to compare: a. different kinds of living things in an area, and b. differences in the kinds of living things living in different types of areas. [Clarification Statement: Examples of areas to compare might include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic] [Assessment Boundary: Assessment does not include specific animal and plant names in specific areas.]



Essential Questions addressed in these lessonsQ1. What is a habitat?Q2. Why do certain animals live in specific places?Q3. What happens to animals when their habitats change?

Objectives: Students will know and be able to: Discuss how changes in the Arctic habitat affects the polar bear’s ability to meet its needs Recognize that different plants and animals live in different habitats that meet their needs

Instructional Tips/Strategies/Notes for Teacher

Students will be grouped two different ways for these lessons. They will be grouped homogeneously by instructional reading level for reading and heterogeneously for discussion. It is important to regroup them since students who struggle with reading the words can be strong participants in discussion groups and need to be given a chance to work with a variety of students, not just students who struggle with reading. Discussion groups should consist of four or five students who can work well together.

Use three charts today:o Essential Questions (for reference during the unit)o Discussion Topicso What Makes a Good Discussion

Students should be encouraged and reminded to use the charts throughout the lessons to guide their reading.

Anticipated Student Preconceptions/Misconceptions Preconception: Animals can adjust to changing habitats.

Lesson Sequence

Lesson 3 (60 minutes) Introduction of discussion groups

Before Reading (25 minutes)



Introduce student-led discussion groups. Explain to students that they will learn how to discuss what they have read with a small group. They will learn what kinds of things they may want to discuss and how to work in a small group without an adult.

Begin a chart titled Discussion Topics. Ask students what kinds of things they may want to talk about after reading and begin listing them on the chart. Keep this focused on what constitutes a habitat, what polar bears need from their surroundings, and comparisons of what plants and animals live in different habitats. Below are some possible ideas for the chart; not all of them need to be used. Develop this chart over the next week as students naturally begin talking about different things.o Discussion Topics

Discussion Starters I didn’t understand. . . My favorite part was. . . because. . . Talk about how the author supports his or her points with reasons Discuss the author’s point of view (what the author believes about something)

Questions a reader asks while reading I didn’t know that . . . I wonder. . . Why did the author say. . . ? How does a chart or illustration clarify a text? What does the word ___________ mean? What did the author mean by. . . ?

Modeling: Read the first page of A Polar Bear Journey by Debbie S. Miller. After reading the first sentence, model writing in the Reading Response Journal (RRJ): “I like the author’s use of the word ‘lumber’ because it describes exactly how a polar bear walks.” Then, tell students that if they didn’t know what lumber meant, they might write, “What does the word lumber mean? It might mean how the polar bear walks.” Read the second sentence and reflect on “building her den.” “I assume she builds it out of snow. I wonder how she does that? How big does it have to be?" Continue modeling for the rest of the page. If students do not know what a den is, they might write “What is a den?” in their RRJ. Tell students that this is thoughtful reading. Sometimes a thoughtful reader needs to read a sentence or paragraph more than once to understand what the author is saying.

Guided practice: Read the first paragraph on the second page. Have students write down what they want to talk about in that paragraph and then discuss what they wrote down. Do the same with the second paragraph. Tell students that as they read, they probably will not have something to talk about in each paragraph, but they should probably have four or five things to talk about from their reading each day.

Add to the Discussion Topics chart. Vocabulary: twitch (p. 25), dart (p. 25 and p. 27), strip (p. 27). Additionally, tell students that a lemming (p. 28) is a small (four- to five-inch) rodent.



Vocabulary strategy: Have students turn to page 20 and find the word tundra. Point out that the author writes what this word means directly in the sentence. Remind students that when they don’t know what a word means, to reread the sentence to see if there is a clue. If not, they should reread the paragraph because an author often gives clues to the meaning of a word in the sentences before or after the use of the word.

Reading Whole-Class Text (20 minutes) Students read pages 20–29 in Where Do Polar Bears Live? in one of three grouping options: independently, with a partner, or in a small group with

you. Set a purpose for reading: Have students focus their RRJ writing on Q3. What happens to animals when their habitats change? Additionally, students may have other things they would like to add to their journals for discussion.

After Reading and Closure (15 minutes) Have a discussion using the fishbowl protocol. Choose four or five students for the inner circle (the fishbowl) who are successful in discussing what

they have read. All other students sit in the outer circle. Debrief the discussion with the class. First, ask the outer circle what they think the fishbowl discussion group did well, and list those ideas on the

board. Next, ask the students in the fishbowl what they thought they did well. List those on the board. Then ask the outer circle what they think students could do to improve the discussion. Start a new list on the board. Finally, ask the fishbowl the same question. List responses on the board. The goal is to help students to become reflective about their own discussions. (The goal for the next two days is to give everyone a chance to be in the fishbowl.)

Have a brief discussion about the Essential Questions. Were they able to begin to answer any of them? Begin a chart titled What Makes a Good Discussion. Take what students thought could be improved upon and put those ideas in positive terms.

Include some of the following ideas: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion, and building conversations by linking their comments to the remarks of others.

Preview outcomes for the next lesson: Students will consider how changes in the polar bear’s habitat may affect them.

Formative Assessment Student discussion Notes that students take in Reading Response Journals



Lesson 4 (60 minutes) What might happen to animals when their habitat changes?

Before Reading (20 minutes) Discuss with students how specific images and diagrams contribute to and clarify a text.

o What does the image of the polar bear scientist convey? Why does the author use that image? What do you think the author’s point of view is in this story? Do you agree with the author’s point of view?

o Vocabulary: Review the vocabulary from past two days (heaves, scrambles, ruffle, survive, cub, twitch, dart, strip, lemming). Discuss further examples of what each word is and is not.

Reading Whole-Class Text (20 minutes) Students read pages 30–35 in Where Do Polar Bears Live? Set a purpose for reading: As you are reading, think about Q3: What happens to animals when their habitats change?

o As students read, have them take notes on the Essential Question as well as anything else they would like to discuss. Use the Discussion Topics chart to remind students of what other things they might want to talk about in their groups. If the list of response options is too broad, give students two or three options each day and have them respond using only those options. By the middle of the unit, students should be able to choose from any of the options.

After Reading (20 minutes) Ask students what the word extinct means. Have them turn to page 35, where the word is defined in the text. Choose four to five students to discuss in the inner circle. The rest of the class sits in the outside circle. Students participate in a fishbowl discussion,

as they did yesterday. After three to five minutes of discussion, change the inner circle to give another group of students a chance to be in the fishbowl.

Using the chart What Makes a Good Discussion, have students evaluate the discussion (as you did yesterday) and their participation in it. Debrief as you did yesterday, adding to any of the charts as new ideas emerge. Preview outcomes for the next lesson: Students will learn about an author’s purpose for writing and point of view by examining a text that compares

habitats rather than focus on one specific habitat.

Formative Assessment RRJ Peer-led discussions groups

Lesson 5 (60 minutes) Author’s purpose



Before Reading (15 minutes) Brainstorm with the students about why authors write—what is their purpose for writing a book? Remind them of some of the books they have read

together this year, e.g., Ira Sleeps Over, Frogs, the Tomie dePaola books, etc. Why do they think the authors wrote each of the books? (e.g., to entertain, to inform, to describe life in a specific part of the country at a specific time [or in a specific habitat], to tell part of their own life story, to teach a lesson, etc.)

Ask students what is a person’s point of view. If they struggle with the concept, give an example. A possible scenario would be a family talking about getting a dog. Each person in the family has a point of view about having the dog. The children want the dog because they want to play with it. The mother is excited about having a dog but is concerned about who will walk it each day. The father really doesn’t want a dog because he is allergic to dogs and their fur makes him sneeze and be congested all the time. Each person has a different point of view about the dog.

The same thing is true about an author. Authors have a point of view about what they write. Today, as you read about animals in three separate habitats think about the author’s purpose and point of view.

Whole-Class Reading (25 minutes) Students read in one of three groupings: independently, with a partner, or in a small group with you. Set a purpose for reading: Students read to find out the author’s purpose for writing the book and the author’s point of view about animals in

different habitats. They also read for ideas of how to answer Essential Question 2: Why do certain animals live in specific places? Students take notes in the RRJ to get ready for the peer-led discussions. Remind them of the Discussion Topics chart.

After Reading and Closure (20 minutes) Break students into groups of four or five and have them discuss the Essential Questions, the author’s purpose and point of view, and any other things

they have noted in their RRJ. As they discuss, go from group to group, listening in on their discussions. Make note of group dynamics that can be encouraged and those that need to be developed.

Students use the notes they made while reading to guide their discussion. Facilitate discussion to compare the author’s purpose in this book (to compare habitats) in relation to other books read about polar bears (to describe

one habitat and the effects of changes) Review the key concept: different plants and animals live in different habitats that meet their basic needs. After five to eight minutes of discussion, reconvene the class and discuss what you noticed as you went from group to group. Refer to the chart that

you developed with the students (What Makes a Good Discussion). Preview outcomes for the next lesson: Students will read about other habitats and the diverse animals that live there.Formative Assessment Notes students take in their Reading Response Journal



Students’ participation in peer-led discussion groups

Lesson 6 (60 minutes) Other Animal Habitats Begin habitat charts for: wetlands; woodlands; grasslands; and cornfield. Students should be encouraged and reminded to use the charts throughout the lessons to guide their reading.

Before Reading (15 minutes) Review Crinkleroot’s Guide to Knowing Animal Habitats. Highlight supporting evidence that answer the Essential Question 2. Why do certain animals live in specific places? Tell students “Today, as we will read about animals in three different habitats. Think about the how their needs are being met.” Read the first habitat from Crinkleroot’s Guide to Knowing Animal Habitats As they listen, explain any words that they may not know. After each page, ask students to identify the most important information and record it on

the habitat chart.

Whole-Class Reading (25 minutes) Students read in one of three groupings: independently, with a partner, or in a small group with you. Set a purpose for reading: They read for ideas of how to answer Essential Question 2: Why do certain animals live in specific places? Students take notes in the RRJ to prepare for the peer-led discussions. Remind them of the Discussion Topics chart.

After Reading and Closure (20 minutes) Have a discussion using the fishbowl protocol. Choose four or five students for the inner circle (the fishbowl) who are successful in discussing what

they have read. All other students sit in the outer circle. Debrief the discussion with the class. First, ask the outer circle what they think the fishbowl discussion group did well, and list those ideas on the

board. Next, ask the students in the fishbowl what they thought they did well. List those on the board. Then ask the outer circle what they think students could do to improve the discussion. Start a new list on the board. Finally, ask the fishbowl the same question. List responses on the board. The goal is to help students to become reflective about their own discussions. (The goal for the next two days is to give everyone a chance to be in the fishbowl.)

Have a brief discussion about the Essential Questions. Why do certain animals live in specific places? Preview outcomes for the next lesson: Students will continue reading about polar bears in three different groups and discuss information that is

similar and different in small discussion groups.



Formative Assessment Notes students take in their Reading Response Journal Students’ participation in peer-led discussion groups



Lessons 7 and 8: What Are Ways Authors Use Text Featuresto Convey Purpose and Point of View?

Brief Overview of Lessons: Mini-lessons are given on an author’s point of view and how reasons support an author’s main points. Students read in small, homogeneous groups. While reading, students prepare for discussion by writing in their Reading Response Journal. After reading, students discuss what they have read with those students reading the same book. The teacher acts as a facilitator as needed, going from group to group. Additional mini-lessons are based on the teacher’s assessment of discussion content and process. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Participation in construction of the chart: What Makes a Good Discussion Participation in construction of the chart: Discussion Topics


Resources for LessonsStudent texts (small-group sets): Polar Bears by Gail Gibbons (Very Complex text) Polar Bears in Danger by Roberta Edwards (Moderately Complex text) Polar Bears by Conrad Mason (Readily Accessible text)



(Optional) Teacher read-aloud text (one copy): Polar Bears by Norbert Rosing (beautiful photographs of polar bears and some short text)

Materials Copy of pages 45–48 of Polar Bears in Danger (a set for each student) Reading Chart (see Appendix A) put on chart paper or the board



Unit: Animals Depend on Their Habitats Content Area/Course: English Language Arts and Science, Grade 2Time: 60 minutes for each lessonLessons 7–8: What Are Ways Authors Use Text Features to Convey Purpose and Point of View?

Standard(s)/Unit Goal(s) to be addressed in these lessonsCCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text.SL.2.2 Recount or describe key ideas or details from a text. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).CCSS.ELA-Literacy.SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others.CCSS.ELA-Literacy.SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion.CCSS.ELA-Literacy.L.2.1.f Produce, expand, and rearrange complete simple and compound sentences.DSTE.2-LS2-3 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. [Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature and animals or other mechanisms to disperse seeds.]

Essential Questions addressed in these lessonsQ3. What happens to animals when their habitats change?

Objectives: Students will know and be able to: Discuss with a small group of peers with minimal teacher interaction. Describe a polar bear’s habitat. Tell what happens to animals when their habitats change.Instructional Tips/ Strategies/Notes for Teacher



Group students based on their instructional level of reading. Each group will be reading a different book for the next two days. Further divide students into groups of four to five for discussion in these lessons. Begin each day by working with below-grade-level readers and listen in as they read, guiding them toward comprehension. You may want to take a

running record on one student each day.

Lesson Sequence

Lesson 7(60 minutes) Author’s purpose

Before Reading: Whole-Class Discussion (20 minutes) Remind students that you have been discussing the author’s purpose for writing a book and how the illustration style used by the author and

illustrator contributes to its message. Have students reread pages 28–31 in Where Do Polar Bears Live? to think about the author’s purpose in writing and how the illustrations support the

author’s purpose. o Make sure that students notice the switch from the natural habitat on page 28 to the polar bear in a lab coat on pages 29 and 30.o Ask students what the tone is on pages 29–31 (tone is what the author feels—the author’s attitude). What words denote tone on those pages?

(You may want to clarify the author’s tone, purpose, and point of view.)o What other change do they notice from page 30 to page 31? Ask students who the author is talking about on pages 30–31.o What is the author’s point on page 30, and how does the illustration also make that point?

Have students reread page 35 and ask them why there is only one bear on the two pages. o What does last bear mean?o How can something be “gone forever”?o Do you think the author supported her point of view with reasons? How?

Ask students what the impact of the change in habitat is on the polar bear.

Guided Reading in Small Groups (20 minutes) Pass out the books to each group:

o Polar Bears by Gail Gibbons (Very Complex text)o Polar Bears in Danger by Roberta Edwards (Moderately Complex text)o Polar Bears by Conrad Mason (Readily Accessible text)



Explain the small-group format and expectations. o Put the Reading Chart on the board so students know what they will be reading for the next few days.

Students read individually and take notes on what they want to talk about in their group.

After Reading (20 minutes) Students discuss what they read in a student-led group discussion based on the notes they took while reading. Move from group to group and listen in

on discussions, noting things you want to bring up with the whole group. Note which students are doing well and what they might work on during the next discussion.

Reconvene the whole group to discuss what went well in their groups and what they need to work on. Add any observations that you have about the groups.

Preview outcomes for the next lesson: Students will continue reading in small groups and learning about the polar bear’s habitat and how it is changing.

Formative Assessment Students’ participation in peer-led discussions Notes taken in Reading Response Journals

Lesson 8 (60 minutes) How illustrations support text

Before Reading: Whole-Class Discussion (15 minutes) Have students reread pages 32–35 in Where Do Polar Bears Live?

o What is the author’s purpose in writing those pages? What does she want to tell us?o What is the illustrator trying to tell us? o What are the author and illustrator doing with the reader’s emotions on these pages?o What is the illustrator comparing and why?o What is the author’s point of view about polar bears?

Have students look through the book from the beginning through page 31 and ask what the predominant colors are of the illustrations. Then have them look on page 32 to the end and ask what the predominant colors are on those pages. Why do they think the illustrator changed the colors? What does it signify?

Guided Reading in Small Groups (20 minutes)



Students read individually and take notes on what they want to talk about in their group. Get the students who are reading the Readily Accessible text started and then go from group to group as needed. This is a good time to listen in as selected students read and take a running record on one or two students each day.

After Reading and Closure (25 minutes) Students discuss what they read in a student-led group discussion based on the notes they took while reading.

o Move from group to group, but intervene in the discussions as little as possible. Note what students are doing well and what they need to work on. These observations will help to frame future mini-lessons.

Reconvene the whole group to discuss what went well in their groups and what they need to work on. Add any observations about the discussions. Ask students what they noticed about how the authors supported their points with reasons. Ask for examples from their books. Ask students how the author and illustrator worked together to clarify the text. Preview outcomes for the next lesson: Students will continue reading in small groups and learning about polar bears' habitat and how it is changing.

Formative Assessment Students’ participation in discussion groups Notes taken in Reading Response Journals



Lessons 9, 10 and 11: Writing a Scientific ExplanationBrief Overview of Lessons: Using evidence from texts they have read, students write an explanation of how the Arctic habitat is changing and what effect these changes have on polar bears. Students focus their writing on answering Essential Questions 2 and 3: Why do certain animals live in specific places? What happens to animals when their habitats change? As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Knowledge about polar bears and their habitat Understanding of how the Arctic habitat is changing

Estimated Time: 45–60 minutes for each lesson

Resources for Lessons: None



Unit: Animals Depend on Their Habitats Content Area/Course: English Language Arts and Science, Grade 2Time: 45–60 minutes for each lessonLessons 9–11: Writing a Scientific Explanation

Standard(s)/Unit Goal(s) to be addressed in these lessonsCCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.CCSS.ELA-Literacy.L.2.1.f Produce, expand, and rearrange complete simple and compound sentences.

Essential Question addressed in these lessonsQ3. What happens to animals when their habitats change?

Objectives: Students will know and be able to: Write an explanation about how changes to the Arctic habitat may affect polar bear’s ability to live there Combine two short, simple sentences into a longer simple or compound sentence

Instructional Tips/ Strategies/Notes for Teacher

At the end of Lessons 9 and 10, take some time to read over the writings to determine what mini-lessons are needed to help students to successfully complete the CEPA. You may want to show students the CEPA Rubric after they have completed the first draft so they have an idea of what they need to do to improve their writing.

Consider lining up some volunteers to type the explanations after students have made revisions and edits.



Lesson Sequence

Lesson 9(60 minutes) CEPA—Combining sentences to write an explanation

Before Writing (30 minutes) Present a mini-lesson on combining two simple sentences to make a longer sentence or a compound sentence. Take several simple sentences

(preferably examples from students’ Reading Response Journals) and write them on the board. Discuss how they can be combined using words such as and, so, for.

Have students practice combining other sentences either in their Reading Response Journal or on individual whiteboards. At the same time, two or three students can work at the board. Some examples: o Polar bears have black skin. Polar bears have white fur.o Polar bears hunt in icy waters. Polar bears hunt seals.o Polar bears have a thick layer of fat under the skin. This fat is called blubber.o Polar bear fat keeps the polar bear warm. It also makes it easy for the polar bear to float.

Ask students to look through their RRJ and find two sentences that can be combined into one. Have them rewrite the sentence in their RRJ. Ask several students to share.

Present the CEPA to students using the CEPA Student Instructions. Put the following information on the board or on chart paper:

o Write an explanation about how the Arctic habitat is changing. Explain what effect these changes in habitat are having on the polar bear. Support all your explanations with facts and examples. Write a concluding statement.

Writing (20 minutes) Students write their explanations individually. Have a small group of students work at a table with you to get them started on their writing and help when they get stuck. Circulate the room as students write, helping them as needed. Also note what students are doing well. Some of them could share part of their writing

with the class. Note what they are struggling with. This will guide the mini-lesson for tomorrow.

After Writing (10 minutes) Reconvene the class. Ask selected students to share their writing. Ask if anyone is stuck and needs help with ideas. Preview outcomes for the next lesson: We will continue our writing tomorrow.

Formative Assessment



First draft of the explanation

Lesson 10(60 minutes) Writing an explanation

Before Writing (20 minutes) Give a mini-lesson on combining sentences. For example:

o Polar bears swim in icy waters. They hunt seals.o Polar bears like to eat seals. They eat an average of one seal per week. o Sometimes polar bears get too hot. They roll in the snow. Rolling in the snow cools them off.o Try to save energy. Ride your bike when you can. Turn down the heat in your house.

Remind students to use longer sentences in their writing today. Give a mini-lesson on anything you noticed yesterday in students’ writing. Review the standards and criteria for success that they seem to be

struggling with.

Writing (30 minutes) Students should finish their first draft. When they finish, have mini-conferences with them and mark five to 10 edits you think they can make. If

possible, mark the edits in the left-hand margin of the drafts, signifying what they need to edit, such as adding periods, capitals, correcting information, adding reasons, or combining short sentences or creating longer sentences. In this way, they know where to look and what to look for.

Students should do the editing themselves, not just copy the editing that you do for them.

After Writing (10 minutes) Reconvene the class and have those students who have successfully completed part of the CEPA read their explanations. Preview outcomes for the next lesson: We will finish writing our explanations and write a final copy if the rough draft is too hard to read. Otherwise,

volunteers will type up the explanations for you to read to your group.

Formative Assessment Students’ first drafts of their explanations

Lesson 11(45–60 minutes) Completing the Explanation



Before Writing (10 minutes) Conduct a mini-lesson on anything that a majority of the class needs to improve.

Writing (20 minutes) Students finish writing and editing their explanations.

After Writing (15–30 minutes) Students share their explanations with a partner or a small group (three to four students).

Summative Assessment Students complete the CEPA. Use the CEPA Rubric to evaluate each individually.



Curriculum Embedded Performance Assessment (CEPA)Teacher Instructions

Performance Task: Using evidence from texts they have read, students will write an explanation about how the Arctic habitat is changing and what effect these changes have on polar bears. Students will focus their writing on answering Essential Questions 2 and 3: Why do certain animals live in specific places? What happens to animals when their habitats change?

Goal: The goal is for students to demonstrate what they have learned about how animals depend on their habitat and what can happen to animals when their habitats change.

Audience: A partner or small group of classroom peers or students from another class

Standards Assessed:CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text.CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Science Standard:DSTE.2-LS2-3 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. [Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature and animals or other mechanisms to disperse seeds.]

Criteria for Success:Students will: Clearly describe how the polar bear depends on the Arctic habitat. Clearly explain how the Arctic habitat is changing.



Clearly describe the connection between the change(s) in the habitat and the effect on the polar bear. Support all explanations with facts and examples. Include a concluding statement.



Curriculum Embedded Performance Assessment (CEPA)Student Instructions

Performance Task: Use evidence from texts you have read to write an explanation about how the Arctic habitat is changing and what effect these changes have on polar bears. Focus your writing on answering Essential Questions 2 and 3: Why do certain animals live in specific places? What happens to animals when their habitats change?

Goal: Your goal is to demonstrate what you have learned about how animals depend on their habitat and what can happen to animals when their habitats change.

Audience: A partner or small group of classroom peers or students from another class

Directions: You will: Write an explanation about how the Arctic habitat is changing. Describe what effect these changes in habitat might have on the polar bear. Support all your explanations with facts and examples. Write a concluding statement.



CEPA RubricWritten assignments 4–Exceeds expectations 3–Meets expectations 2–Developing 1–EmergingTopic/idea developmentIntroduces and organizes the topic and ideas, provides key details, and may include visuals

Full/rich topic development

Strong supporting details

Adequate topic development

Includes key details

Rudimentary topic development

Basic supporting details

Little or weak topic development

Few details

Content understandingAccurately and sufficiently conveys relationships of animal needs to habitat, impact of changes

Rich depth of concept understanding and application

Accurate and appropriate depth of concept understanding

Content understanding generally accurate and sufficient; some errors

Little or weak understanding on concepts; many errors or misconceptions

Evidence from textRefers back to text (quotations, paraphrases) if needed; includes evidence for assertions and/or facts, and supportive details

Logical and/or persuasive use of relevant evidence

Adequate use of relevant evidence

Basic or simple use of evidence; most evidence is relevant

Little or weak use of evidence; little evidence is relevant

ClarityOrganizes ideas, details, and evidence logically and clearly; uses language effectively, including academic vocabulary

Logically organized, and effective use of language

Clear organization and language use

Basic organization and language use

Poor organization and language use

Standard English conventionsIncludes correct use of sentence structure, grammar and usage, and mechanics

Demonstrates control of standard English conventions

Errors do not interfere with communication

Errors interfere somewhat with communication

Little control of sentence structure, grammar, mechanics



Unit ResourcesLessons 1–2Student text (one copy for each student): Where Do Polar Bears Live? by Sarah L. Thomson (Lexile 710L)

Teacher read-aloud text (one copy): Polar Bears’ Search for Ice: A Cause and Effect Investigation by Gillia M. Olson

Materials Copy of pages 8–10 of Polar Bears’ Search for Ice (a set for each student) Overhead transparency or document camera (to show students the table of contents and pages from Polar Bears’ Search for Ice) Chart paper for two charts Essential Questions (each question is written on a separate piece of chart paper) Reading Response Journal

Lessons 3–6Student text (one copy for each student): Where Do Polar Bears Live? by Sarah L. Thomson (Lexile 710L) Crinkleroot’s Guide to Knowing Animal Habitats by Jim Arnosky

Teacher read-aloud text (one copy): A Polar Bear Journey by Debbie S. Miller (Lexile 930L)

MaterialsChart paper for two charts Discussion Topics What Makes a Good Discussion?Lessons 7–8



Student texts (small-group sets): Polar Bears by Gail Gibbons (Very Complex text) Polar Bears in Danger by Roberta Edwards (Moderately Complex text) Polar Bears by Conrad Mason (Readily Accessible text)

(Optional) Teacher read-aloud text (one copy): Polar Bears by Norbert Rosing (beautiful photographs of polar bears and some short text)

Materials Copy of pages 45–48 of Polar Bears’ Search for Ice (a set for each student) Reading Chart (see Appendix A) put on chart paper or the board

Lessons 9–11These lessons do not require any resources



Appendix A: Reading ChartBook Titles Lesson 7 Lesson 8

Polar Bears by Gail Gibbons 7 pages/day 7 pages/day

Polar Bears in Danger by Roberta Edwards

pp. 1–16 pp. 17–31

Polar Bears by Conrad Mason pp. 1–15 pp. 16–27



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