grade 2 habitats s16 v2.6 - williams college
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Habitats
LifeScience/Grade2
Inthisunit,studentsareintroducedtotheconceptofhabitatswithinanenvironment.StudentshavebasicknowledgeaboutthestructuresofindividualplantsandanimalsfromtheirKindergartenand1stgradescienceunit.Inthisunittheywilllearnaboutthedifferenthabitatsthatplantsandanimalsliveinandthebasicelementstheyneedtostayalive.(AdaptedfromNextGenerationScienceStandards[NGSS]).Studentswilllearnthatplantsneedlight,air,water,minerals,favorabletemperatures,andamechanismtodisperseseedstosurvive,whileanimalsneedfood,water,air,shelter,andfavorabletemperaturestosurvive.Studentswillusetheirdevelopingliteracyskillstogatherinformationaboutthetypesofplantsandanimalsthataretypicalofdifferentenvironmentssuchasthetemperateforest,desert,tropicalrainforest,grassland,arctic,andaquaticenvironments.ThisunitisintendedtobetaughtwiththeDESEModelCurriculumLiteracyUnitAnimalsDependonTheirHabitats,whichfocusesontheimpactthatachanginghabitathasonpolarbears.
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UnitCreationandRevisionHistoryAuthorsJeanBacon,AdministratorforTeachingandLearning,NorthAdamsPublicSchoolsJoshColon,Physicsmajor,MassachusettsCollegeofLiberalArtsClaireGrogan,Grade2Teacher,NorthAdamsPublicSchoolsRevisedJune2015DylanCaples,Chemistrymajor,MassachusettsCollegeofLiberalArtsGraceSullivan,EnglishandWomen’sStudiesmajor,WilliamsCollege
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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0
(CCBY-NC-SA3.0). Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedbythewithfundingfromtheNationalScienceFoundationGrantNo.1432591http://www.causalpatterns.org/resources/resources_overview.phpUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn)
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TableofContentsUnitPlan
Lesson1:WhatisaHabitat?
Lesson2:AnimalNeeds
Lesson3:AnimalsinWinter
Lesson4:PlantNeeds
Lesson5:PlantsandAnimalsAroundtheWorld(LiteracyLesson)
Lesson6:ForestFloor
Lesson7:PlantNeedsExperiment
Lesson8:SeedDispersal
CEPA
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UNITPLAN Stage1DesiredResults2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.[ClarificationStatement:Animalsneedfood,water,air,shelter,andfavorabletemperature;plantsneedsufficientlight,water,minerals,favorabletemperature,andanimalsorothermechanismstodisperseseeds.]2-LS4-1.Usetextsandmediatocompare:a.differentkindsoflivingthingsinanarea,andb.differencesinthekindsoflivingthingslivingindifferenttypesofareas.[ClarificationStatement:Examplesofareastocomparemightincludetemperateforest,desert,tropicalrainforest,grassland,arctic,andaquatic.][AssessmentBoundary:
MeaningUNDERSTANDINGSStudentswillunderstandthat…
● Animalsdependontheirsurroundingstogetwhattheyneedincludingfood,water,shelter,andafavorabletemperature.
● Animalsdependonplantsorotheranimalsforfood.Theyusetheirsensestofindfoodandwaterandtheyusetheirbodypartstogather,catch,andeatfood.
● Plantsdependonair,water,minerals(inthesoil),temperature,andlighttogrow.
● Animalscanmovearound,butplantscannotandtheyoftendependonanimalsforpollinationorseeddispersal.
● Differentplantssurvivebetterindifferentsettingsbecausetheyhavevariedneeds.
ESSENTIALQUESTIONS
Whydocertainplantsandanimalsonlyliveincertainareas?
Whathappenstoplantsoranimalswhentheirhabitatchanges?
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Assessmentdoesnotincludespecificanimalandplantnamesinspecificareas.]
K2-LS-6.Recognizethatpeopleandotheranimalsinteractwiththeenvironmentthroughtheirsensesofsight,hearing,touch,smell,andtaste.
K2-LS-7.Recognizechangesinappearancethatanimalsandplantsgothroughastheseasonschange.
KS-LS-8Identifythewaysinwhichanorganism’shabitatprovidesforitsbasicneeds(plantsrequireair,water,nutrients,andlight;animalsrequirefood,water,air,andshelter).
RI.2.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.
● Livingthingsexistindifferentplaces,bothonlandandinwater.
StudentLearningTargetsStudentswillbeableto…
1. Nameandidentifyvarioushabitats2. Listwhatplantsandanimalsneedtosurviveintheirhabitatsand
predictwhatwillhappentoaplantoranimalthatisdeprivedofanyoftheseelements.
3. Createfoodwebandfoodchainmodeltoexplainwhatwouldhappenifaplantoranimaldisappearsfromafoodchain.
4. Useanexampletoexplainhowananimalchangesitsbehaviorwhenitshabitatchanges.
5. Usepicturesandtextfeaturesfromaninformationaltexttoanswerquestions.
6. Explainwhydecomposersareanimportantpartofanyhabitatandgiveanexampleofoneplantandoneanimalthatisadecomposer.
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RI.2.7Explainhowspecificimages(e.g.,adiagramshowinghowamachineworks)contributetoandclarifyatext.W.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.
7. Designandconductanexperimenttodeterminewhatkindofhabitatearthwormspreferandrecordobservationsusingpicturesandsentences.
Stage2–EvidenceStage2–EvidenceEvaluativeCriteria AssessmentEvidence CEPA:ThePerfectHabitat
Studentswilldesignandbuildaphysicalmodelofahabitatsuitableforaspecificplantandanimalanddescribehowthehabitatwillprovidethebasicneedsoftheplantandanimal.OTHEREVIDENCE:Endoflessonassessmentsinclude:
● TypeIIpromptstobewritteninsciencejournals● Compositionofsummaryparagraphs● TeacherobservationofstudentapplicationoffocusskillsStage3–LearningPlan2–Evidence
LessonSequenceLesson1:WhatisaHabitat?Thislessonintroducestheideathatahabitatistheplacewhereaplantoranimallives;studentswillcompareandcontrastpicturesofmajorenvironmentsincludingdeserts,rainforests,tundra,oceans,temperateforests,etc.
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Lesson2:AnimalNeeds.Studentswilllearnthatananimal’shabitathastheair,water,food,shelter,andfavorabletemperaturesitneedstosurvive.Thestudentswillexploretheideathatplantsandanimalsdependononeanotherandarepartofafoodchain/foodweb.Lesson3:AnimalsinWinter.Thislessonisadaptedfromthe“AnimalsinWinter”lessoninHandsonNature,whichintroduceshowanimalshavedevelopedbothphysicalandbehavioraladaptationstocopewithhabitatconditionsthatchangeoverthecourseoftheyear.ThefulltextofthislessonafterLesson3inyourbinder.Lesson4:PlantNeeds.ThislessonisbasedonInvestigation#1:BrassicaSeedsfromtheFOSS“NewPlants”Bin,andtheaccompanyingliteracylesson.Lesson5:PlantsandAnimalsAroundtheWorld(LiteracyLesson).Inthislesson,studentswillreadthe“PlantsandAnimalsAroundtheWorld”selectionfromtheFOSS“NewPlants”booktogatherinformationaboutthecharacteristicsofvarioushabitatsandthetypesofplantsandanimalsthatinhabitthem.(Itmaytakeseveraldaystoreadtheentirestorywithstudents.Thereisalsoalink[seeLESSONDETAILS]toanon-lineactivitythatstudentscanuse(withsupport)toworkontheirskillsinmakingargumentswithevidence.)Lesson6:ForestFloor.Thislessonisadaptedfromthe“ForestFloor”lessonfromHandsonNature,whichintroduceshowplantsandanimalsliveandinteractontheforestfloor.Thefocusisonearthwormsandlearningabouttheirhabitatpreferencesthroughexperimentswithliveearthworms.Thecompletetextoftheoriginal“ForestFloor”lessonfromHandsonNaturefollowsLesson6inthisbinder.Lesson7:PlantNeedsExperiment.Thislessonshouldbeusedonetotwoweeksafterthe“PlantsNeeds”lessonwhentheBrassicashavehadachancetosproutanddevelopleaves.
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Lesson8:SeedDispersal.Thislessonisadaptedfromthe“SeedDispersal”lessonfromHandsonNaturethataddressesthefinalhabitat“need”ofplants–amechanismfordispersingtheirseeds.Itcanbesupplementedwithaliteracylessonbasedonthe“HowSeedsTravel”storyfromtheFOSSNewPlantsreader(FOSSlessonsfollowsthislessoninyourbinder.)AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012
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TieredVocabularyListTier1 Tier2 Tier3DesertOceanForestAir
WinterRootSoil
StreamFloorSeed
ArcticAquaticShelterSurviveCope
NutrientMineral
InformationaltextThriveBroadFungusMoistCastPrefer
ConclusionExperimentDisperse
HabitatFoodchainHibernateMigrateGerminateRainforestTundraGrasslandDecomposerCastingsBrassica
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Lesson1:WhatisaHabitat?
BACKGROUNDOverviewoftheLessonThislessonwillintroducestudentstotheconceptofahabitatbyhavingthemmobilizetheirpriorknowledgetoidentifydifferenthabitatsandtheirkeycharacteristics.FocusStandard2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.ClarificationStatementAnimalsneedfood,water,air,shelter,andfavorabletemperature;plantsneedsufficientlight,water,minerals,favorabletemperature,andanimalsorothermechanismstodisperseseeds.LearningTargetsIcandefineahabitatasaplacewhereplantsandanimalslive.Icansummarizethecharacteristicsofatleastonehabitatincludingtemperature,moisture,andthetypesofplantsandanimalslivingthere.
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AssessmentCompleteaparagraphabouthabitatsthat
1. Definesahabitat.2. Describesaspecifichabitatbasedonimagesandbackgroundknowledge.
WIDALanguageObjectivesLevelA:Matchpicturesofplantsandanimalstopicturesoftheirhabitats.LevelB:Completeaparagraphonhabitatsusingawordbankandparagraphframe.LevelC:Composeaparagraphonhabitatswithaclearbeginning,middle,andend.
TargetedAcademicLanguageTier1:desert,ocean,forestTier2:arctic,aquaticTier3:habitat
ResourcesandMaterialsQuantity Item Source8 HabitatPictures Bin
1 “Whatdoyouknowabout…?”ProbingQuestions Binder1 Chartpaper/blackboard/orprojectingdevicetorecordclassdiscussion ClassroomTeacher1 Habitatsonglyrics Binder
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1 HabitatSongvideo Thumbdrive LaptopandSpeakers ClassroomTeacher1 Habitatssummaryparagraphframeandwordbank Binder1pergroup Optional:stuffedanimalsinvarioussizes ClassroomTeacher1pergroup Optional:largepaperfordrawingahabitat ClassroomTeacherAfewpergroup
Optional:markersorcrayons ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpeningActivator:Whatdoyouknowabout…?Splitchildrenintogroupsof3or4andgiveeachgrouptwopicturesofahabitat,explainthatthesepicturesarecluesaboutwhattheywillbestudyingnextinscience.Theirfirsttaskistodiscusseverythingtheyknowabouteachofthetwoplacesintheirpictures,allow3-4minutesforthegroupstodiscussandcompletethistask.Ifstudentsseemstuck,youcangivethemthe“Whatdoyouknowabout…?”ProbingQuestionsworksheet.DuringtheLesson1. DefiningaHabitat
Buildingofftheactivator,askeachgrouptoholduponeoftheirpictures(orprojectanimagefromyourcomputer)andaskthegroup(s)whoexaminedthepicturetosayonethingtheyknowaboutthehabitat,recordtheircommentsonchartpaper,theblackboardoraprojectingdevice.Youcanusethe“Whatdoyouknowabout…?”ProbingQuestionsworksheetto
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generateadditionalinformationifstudentsneedhelp.Continuetoaskeachgroupaboutthehabitatstheylookedatandrecordtheircomments.Notethattheseplacesallseemverydifferent.Askstudentsifthereisanythingthatisthesameaboutthem.Throughquestioning,leadthemtoanunderstandingthatallareplaceswhereplantsandanimalslive.Explainthatwecalltheseplaceshabitats,andthatiswhattheywillbestudyingforthenextfewweeks.
2. Whyarehabitatsimportant?(HabitatVideo)
BeginbyaskingstudentsiftheythinkitisimportantthattheEarthhasalldifferentkindsofhabitats,conversationcanbegeneratedbyaskingwhetherornotcertainanimalscansurviveindifferenthabitats.(Canawhalesurviveinatemperateforest?)Havestudentsprovideevidencetosupporttheiranswers,youcanalsogeneratesomeideasasagroup.ExplainthatthisisoneoftheBIG(ESSENTIAL)QUESTIONSwewillkeepaskingaswelearnmoreandmoreabouthabitatsinthisunit.[SP7:argumentation]
3. PlaytheHabitatVideo4. PassoutthelyricstotheHabitatsongbyBillOliver,firstreadthelyricsofthesongwiththestudents,engagingin
vocabularyactivitiesasyougoalongtoensurestudentsunderstandwhatthesongisabout.
5. Listentothehabitatsongoncewithoutsingingalong,andthensingthesongafewmoretimestogether.
6. RevisittheBIG(ESSENTIAL)QUESTIONSinlightofwhatstudentslearnedfromthesong.Youmightaskaquestionlike,“Howwouldourlivesbedifferentiftherewerenooceans?”
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LessonClosingReviewthebasicdefinitionofahabitatas“aplacewherespecificplantsandanimalslive,”askstudentstonamethedifferenthabitatsdiscussedduringthelessons,youcanstartapostertorecordallthedifferenthabitatstheyknowaboutorlearnaboutastheunitunfolds.LessonExtensionBringindifferent-sizedstuffedanimals(forexample:asalamander,abird,andaraccoon).Splittheclassintoseveralsmallgroupsandgiveeachgroupananimalandinstructeachgrouptocreateanappropriatelysizedhabitatfortheiranimal(iftheweatherisnicethiscanbedoneoutside,besuretoreviewtherulesandguidelinesforoutsideworkwithyourclass.Ifitiscoldorrainy,groupscancreateaposterdescribingthehabitatviadrawingsandwords.[SP2:usingmodels]AssessmentCompleteaparagraphabouthabitatsthat
1. Definesahabitat.2. Describesaspecifichabitatbasedonimagesandbackgroundknowledge.
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Lesson2:AnimalNeeds
BACKGROUNDOverviewoftheLessonThislessonisadaptedfromthe“LifeinaField”lessonfromHandsonNature,whichintroducestheconceptofhabitatsandtheneedsofanimalsthathabitatsmustfulfill.TheMAStandardstatesthebasicneedsas:food,water,shelter,air,andfavorabletemperature.Notetoteacher:Youmayaddairandfavorabletemperatureintothelessondiscussions.Tellstudents“aplacetoraisetheiryoung”isthesameas“shelter”.FocusStandard(s)KS-LS-8Identifythewaysinwhichanorganism’shabitatprovidesforitsbasicneeds(plantsrequireair,water,nutrients,andlight;animalsrequirefood,water,air,andshelter).2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.LearningTargetsIcanlistatleastthreeofthefiveelementsanimalsneedtosurvive.Icancreateafoodwebgivenaselectionofplantsandanimals.Icanexplainwhatwouldhappenifaplantoranimaldisappearsfromafoodchain.
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AssessmentStudentswillwritetheanswerthefollowingintheirsciencejournalsorontheLesson2Assessment:1.Whatmustahabitathaveforanimalstosurvive?2.Puttheseplantsandanimalsinafoodchain:cricket,skunk,grass,mouse,andfox.3.Whatwouldhappenifsomeoneremovedallthemicefromthefield?WIDALanguageObjectivesLevelA:Matchpicturesthatrelatetothefivehabitatelementsthatanimalsrequire.LevelB/C:Explainorallyorinwritingwhyeachhabitatelementisimportanttoananimal’ssurvival.TargetedAcademicLanguageTier1:air,Tier2:shelter,survive,Tier3:foodchain
ResourcesandMaterialsQuantity Item Source
1 Tri-foldboard(withsheet)forpuppetshow ProvidedwithBin
LaptopandProjector ClassroomTeacher1 LifeinAFieldPuppetSet–locatetherequiredpuppetsinthepuppetbag Bin1 Projectionoffieldainwinter ClassroomTeacher1 Projectionofapictureofafield ClassroomTeacher
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1 WhoAmIDescriptionFieldFoodWebActivityLifeinAFieldPuppetShowscript
Binder(AllfromHandsonNaturep.65-72)
WhoamIAnimalImages(seelistonp.68ofHandsonNature) ClassroomTeachertoproject
1 WhoamIAnimalNameCards(useindexcardsandseelistofanimalsinHandsonNaturep.68)
ClassroomTeachertomake
1set IndexCards Bin1 Sunplatewithstringsattached Bin7 Greenheadbandslabeledtwigs,leaves,berries,flowers,seedsgrass,and
rootsBin
20-30 4footpiecesofyarn/string Bin1perstudent Lesson2Assessment Binder(teachertomake
copies)**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpeningActivator:BrainstormRemindstudentsthatinthelastlessontheylearnedaboutthedifferenttypesofhabitatswhereplantsandanimalsliveandseeifstudentscanrecallthewordhabitat.Explainthatforthenextfewlessonstheywillbelearningaboutanimalhabitats.Ask
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studentstoturntoapartnerandtalkaboutwhatwouldmakeagoodhabitatforabear(oranyotheranimalyou,theinstructor,wouldliketochoose.Askyourstudentstothinkaboutwhatthebearwouldneedtofindinthehabitattomakeitagoodplacetolive.Afteraminuteorso,drawthegroupstogetherandcallonafewpairstoshareoneideafromtheirdiscussion.Explaintodaytheywillbelearningaboutwhatanimalsneedtohaveintheirhabitatstohelpthemsurvive. DuringtheLessonTheactivitiesinthislessonaredescribedinthe“LifeinaField”lessoncopy(attheendofthislesson).Theactivitieswesuggestforinclusioninthislessonarelistedbelowwithanysuggestedmodification.Note:wehaveincludedtheentirelessoninthebinder,butnotalltheactivitiesintheoriginalareincludedintherecommendedsequencebelow.1.ThePuppetShow“LifeinaField”Thepuppetshowcanbeperformedbytheteacherorbystudentswhiletheteacherreadsthescript.[Puppetshowswilloccurinmanylessons;youcandiscusshowtoinvolveeachstudentinthepuppetshows.Itisimportantthatthescriptsarereadfluently(sothatlistenerscangetthemeaning)andthatchildreninvolvedintheshowareabletolistenactivelytothecontent.Afterthepuppetshow,askyourstudents,“Whatarethebasicneedsthatahabitatmustprovide?”BesuretoidentifythedifferenthabitatMarshaMousevisitsinhertravels(forestandpond),maybeadd“pond”tothehabitatslistyoustartedinlesson1.(ThefourelementsmentionedinthepuppetshowdonotalignexactlywiththeMassachusettsStandards.)Tellstudentstherearetwomorehabitatelementsanimalsneedthatwedidn’tlearnaboutinthepuppetshow.Askthestudentsthefollowingquestionstohelpthemidentifythesethings:
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1. “IfweputMarshaMouseonthemoonwithsomefoodandwateranddugheraniceholetolivein,wouldshebeabletosurvive?What’smissing?”Or,askstudentstoshuttheirmouthsandholdtheirnosesandask,“What’smissing?”Theconclusionthestudentsshouldreachisthatanimalsneedair(specificallyoxygen,whichtheylearnedaboutinTheHabitatSong).
2. Showthepictureofafieldinwinterandask,“Whatifthefieldlookedlikethisallyearlong,wouldMarshaMouseandherfriendssurvive?”Theconclusionthestudentsshouldreachisthatanimalsneedfavorabletemperatures.
3. Recordthefiveanimalhabitatneedsonchartpaperduringthediscussionofthepuppetshow,thischartwillbeusedagaininthe“PlantNeeds”lesson.
2.WhoamI?
1. SeetheWhoamI?descriptionintheHandsonNaturelesson.Beforedoingthisactivity,projectanimageofafieldatthefrontoftheclassroomandexplainthatafieldisatypeofhabitat.Explaintostudentsthattheywillbelearningaboutsomeoftheanimalsthatliveinthefield.NowshowafewoftheWhoamI?pictures(classroomteacherswillneedtoprojectimagesoftheanimalslistedintheWhoamI?activityatthefrontoftheclassroom)andreadthedescriptionsofwhateachanimalseats.Askstudents,isthisananimalthateatsplants,animals,orboth,youcanintroducethetermsherbivoreandcarnivoreifyouwish,butthisisnotrequired.Youcancallthem“planteaters”(herbivore)and“meateaters”(carnivore).
2. ReadtheinstructionsforplayingtheWhoAmI?gameintheattachedHandsonNaturelesson.ForK-2students,itissuggestedthattheteacher/leaderdotheguessing.[SP1:askingquestions]
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YoucanalsoplaytheWhoAmI?gamethisway.(Suggestedbyagrade2teacher,butitdoesrequireagoodbitoftime):
1. Displayachartwiththe20animalnames(exampleisinthebin)2. Selectavolunteertocometothefrontoftheclassroom.3. Tapeoneanimalpapertothechild’sbackashe/shefacestheanimalnameschart.4. Therestofthestudentsremainintheirseats.5. Thestudentwiththeanimalontheirbackasksfiveyes/noquestionstotrytoguessthenameoftheanimal.6. Theclasstogetheranswersyesornotoeachquestion.7. Ifthechilddoesnotknowtheanimalafterfivequestions,theclasssharestheanswer,thisistoallowall
studentstimetohaveaturn.8. Repeatwithallstudents.9. Finally,makeaclasschartclassifying:meateaters(carnivores),planteaters(herbivores),andanimalsthateat
bothplantsandanimals(omnivores).
3. FieldFoodWebBEFOREstartingthisactivitybesuretoexplainthepurposewhichislearninghowplantsandanimalsdependoneachother.Next,brainstormsomeideasabouthowtheydependoneachother.[SP2:usingmodels]ThisactivitycanbedoneaslistedintheinstructionsfortheHandsonNaturelessonattached.GiveONEorTWOpiecesofstringtoeachherbivoreandcarnivoretodistributedownthefoodchainwhentheyselecttheirpreferredplantoranimaltoeat.Youcanexperimentwithgivingeveryonejustonestringtoseetheeffectwhenanimalsarepickyeaters.Youcanalsodothisactivityoutside,orinalargerspaceintheschooliftheclassroomistoosmall.
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LessonClosingReviewthefivethingsanimalsneedintheirhabitats:air,water,food,shelter,andfavorabletemperatures.Askstudents“Whatdidwelearntodayabouthowtheplantsandanimalsinafield,dependupononeanother?”ReviewthekeyconceptsfromtheFoodWebactivity:
1. Animalsdependonplantsandotheranimalsforfood(thisiscalledafoodchain.)2. Someanimalseatplantsandsomeanimalseatotheranimals(someplantseatanimalstoo).3. Ifaplantoranimaldisappearsfromafoodchain,someoftheanimalsthatdependonthatorganismforfoodmayalso
disappeariftheydonothaveanyothertypeoffoodtheycaneat.AssessmentStudentswillwritetheanswerthefollowingintheirsciencejournalsorontheLesson2Assessment:1.Whatmustahabitathaveforanimalstosurvive?2.Puttheseplantsandanimalsinafoodchain:cricket,skunk,grass,mouse,andfox.3.Whatwouldhappenifsomeoneremovedallthemicefromthefield?
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Lesson3:AnimalsinWinter
BACKGROUNDOverviewoftheLessonThislessonisadaptedfromthe“AnimalsinWinter”lessonfromHandsonNature(locatedafterthislesson),whichdemonstrateshowanimalshavedevelopedbothphysicalandbehavioraladaptationstocopewithhabitatconditionsthatchangeoverthecourseoftheyear.FocusStandard(s)2-LS2-3Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneeds.K2-LS-7.Recognizechangesinappearancethatanimalsandplantsgothroughastheseasonschange.
LearningTargetsIcanexplainhowananimalchangesitsbehaviorwhenitshabitatchanges,usinganexample.Icanexplainhowanimalsadapttoseasonalchangesinitshabitat,usinganexample.AssessmentIntheirsciencejournalhavestudentswriteadescriptionofananimalthatundergoesaphysicalchangebetweenseasonsandananimalthatchangesitsbehaviortocopewithseasonalchangesinitshabitat(suchasinwinter).
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TargetedAcademicLanguageTier1:winterTier2:copeTier3:hibernate,migrate/migration
ResourcesandMaterialsQuantity Item Source
1 Tri-foldboard(withsheet)forpuppetshow Bin
1 -AnimalsinWinterpuppetshowscript
-AnimalsinWinterbackgroundinformation
-Bingodirectionsandbingocards
TheabovearefromHandsonNaturep.87-94
Binder
1 AnimalsinWinterpuppetset–locatetherequiredpuppetsinthepuppetbag
Bin
1bag Puppetshowprops Bin
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1 ProjectionofForestPictures(summerandwinter) ClassroomTeacher
1set WinterTalescenariocards Bin
**Itemsinboldshouldbereturnedforusenextyear**LESSONDETAILSLessonOpeningActivator:HabitatChangeProjectpicturesofaforestinsummerandwinterforthestudentsandhavethemdiscussthedifferenceinthesummerforesthabitatandwinterforesthabitat.Selectafewstudentstoshareoutsomeofthedifferencestheyidentifiedthenasktheclass,“Whatdoyouthinkhappenstotheanimalswhentheirhabitatchangesinwinter?”Letstudentssharesomeideasandexplainthatduringthelessontheywillbelearningabouthowanimals’bodieschange,andhowsomeanimalschangetheirbehaviortocopewithseasonalchangesintheirhabitats.DuringtheLesson1. AnimalsinWinter(PuppetShow)
Thepuppetshowcanbeperformedbytheteacherorbythestudentswiththeteacherreadingthescript.Inadditiontothepuppets,locatethebagofprops(inBin)neededforthepuppetshowaheadoftime.Inadditiontoholdingupthepuppetsandaskingstudentsabouthoweachcharactercopedwiththewinterchangesintheirhabitat,youmaywanttorereadpartsofthepuppetshowspecificallyfocusingonhibernationandmigration.
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2. WinterTalesRefertothedescriptioninHandsonNaturelessonattached,onlythescenariosthatstudentsarelikelytobefamiliarwithhavebeenselected:monarchbutterflies,Canadiangeese,honeybees,beavers,frogs,woodpeckers,andbears.Remembertoencouragethestudentstousesoundeffects.Beforechildrenpresenttheirskits,explainthattheaudiencewillguesstheanimal,explainhowitcopeswithwinter,andstatewhethertheanimalcopesbychangingitsbody,changingitsbehavior,changingboth,orchangingnothingatall.Youmaywanttomakearecordingposter(seetemplatebelow)duringthediscussiontodocumentthelearning,youmayalsowanttodiscusshowthecopingstrategieshelptheanimalsmeettheirneedsforair,water,food,shelter,andfavorabletemperatures.
Animal Copingstrategy BodyorBehavior?
3. AnimalBingoAnimalBingocanbeplayedassuggested,howeveryoumaychoosetosimplifythedescriptionsoftheanimalsasyoureadthemforsecondgraders.Considerusing12animalsinsteadof16forthesamereasonand/ortimeconstraints(prizesmaybeadded).Threedifferentversionsofthebingocardareprovidedinthebin.
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Analternativewaytoplaywouldbetosplitthestudentsintosmallgroups(eachwithanadult)andhaveeachgroupreadthecluesaswrittenandmatchthemupwithananimalpicturebecausethereisrichvocabularyinthedescriptionsthatcouldbediscussedinasmallgroupsetting.Therearehandoutsofthedescriptionstosupportthisalternative(seebinder).
LessonClosingSharingCircle:Havestudentsstandinalargecircleandanswerthequestions:“I’dliketobea___________inwinterbecause__________.”andrevisittheessentialquestions.AssessmentIntheirsciencejournalhavestudentswriteadescriptionofananimalthatundergoesaphysicalchangebetweenseasonsandananimalthatchangesitsbehaviortocopewithseasonalchangesinitshabitat(suchasinwinter).
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Lesson4:PlantNeeds
BACKGROUNDOverviewoftheLessonThislessonisbasedonInvestigation#1:BrassicaSeedsfromtheFOSS“NewPlants”Bin,andtheaccompanyingliteracylessoninwhichstudentsreadthefirststory.(ThefulllessonplansforboththesefollowLesson4inthisbinder,theintentionisNOTtoteachtheentireFOSSlessons).InsteadofobservingthegrowthanddevelopmentoftheBrassicaplants(asintheFOSSlesson),after2weeksofgrowingtime,studentswillplacetheirgrowingplantsindifferentconditionsthatdeprivethemoflight,water,ornutrientstodeterminewhichoftheessentialelementsistheMOSTcriticalforthesurvivalofaBrassicaplant.(Thefollow-upobservationscanbeincorporatedintoyourweeklysciencetimeorcompletedduringanothertime.)TeachersmaywanttolearnmoreabouttheuniqueseedswewillbeplantingbyvisitingthefastplantswebsiteFormoreinformationonBrassicaSeedscheckoutthewebsite:http://www.fastplants.org/life_cycle/FocusStandard(s)KS-LS-8Identifythewaysinwhichanorganism’shabitatprovidesforitsbasicneeds(plantsrequireair,water,nutrients,andlight;animalsre3quirefood,water,air,andshelter).2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.
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ClarificationStatementAnimalsneedfood,water,air,shelter,andfavorabletemperature;plantsneedsufficientlight,water,minerals,favorabletemperature,andanimalsorothermechanismstodisperseseeds.RI.2.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.RI.2.7Explainhowspecificimages(e.g.,adiagramshowinghowamachineworks)contributetoandclarifyatext.LearningTargetsIcanlistatleastthreeofthefiveelementsplantsneedtosurvive(air,water,nutrients/minerals,space,andfavorabletemperatures)intheirhabitat.Icanpredictwhatwillhappentoaplantthatisdeprivedofanyoftheseelements.Icanusepicturesandtextfeaturesfromaninformationaltexttoanswerquestions.AssessmentTypeII:A.Whatdoplantsneedtosurviveintheirhabitat?B.Predictwhataplantwilllooklikeifitdoesnotgetenough__________.(Pickone:light,water,andnutrients/minerals.)TargetedAcademicLanguageTier1:root,soilTier2:nutrient,mineral,informationaltextTier3:germinate
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ResourcesandMaterials Quantity Item Source
1 Liveplant ClassroomTeacher1 FossScienceStories:NewPlants(FOSSp.1-3) Binder1 Investigation1BrassicaSeeds(FOSSp.1-31) BinClassset Smallplasticcupswithholesforseeds Bin1bag Pottingsoil Bin1 Tray(toplaceundertheseeds) Bin1 Growlightset-up Bin1 Basinfordistributingthesoil BinClassset Labelsforplantercups Bin1 Papertowelroll ClassroomTeacher6 Plasticcupsforcarryingsoilorwater Bin1vial Brassicaseeds BinClassset “NewPlants”sciencestories(WhatDoPlantsNeed:p.3-7) Bin1 Chartpapertorecordbrainstorm/learning ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpeningShowtheliveplantyouhavebroughtinasanexampletoyourclassandleadthe“DiscussPlants”activityonpg.11oftheFossBrassicalesson.Youcouldrefertotheplantonhand,andask,“Whatisthis?”“Howdoyouknowit’saplant?”“Isitalive?”“Howdowegetnewplants?”Remindthestudentsofthefivethingsanimalsneedtosurviveinahabitat,thenaskstudentstothinkaboutwhatplantsneedtosurviveandrecordanswers.DuringtheLesson1.IntroducingRecording
Explaintothestudentsthatoverthenextfewweekstheywillbegrowingplantsoftheirowntohelpthemlearnmoreaboutwhatplantsneedtosurvive.Explainthattheywillbeworkingingroupsof4,andthattheywillusetheirsciencejournalstorecordwhattheyobserveabouttheirplants.Explainthatforthefirstweekeveryonewillbegivingtheplantsalltheyneedtogrow,andthentheclasswilldoanexperimentinwhichsomeofthesethingsthatplantsneedaretakenaway,thestudentswillobservewhathappenstotheplants.
2.PlantingBrassicas
FollowtheinstructionsforplantingtheBrassicaseedsonpg.18oftheFOSSlesson.Notethatpages14-17containtheprepworkyouwillneedtodoaheadoftime.Eachgroupofstudentsshouldplantfourplantssothatinweek3theycanselectivelydepriveoneplantofwater,oneoflight,andoneofnutrients,whileallowingoneplanttokeepgettingeverythingitneeds(thisplantistheexperimentalcontrol).[SP3:investigation]Afterstudentscompletetheirplanting
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havethemcompletetheirdayoneobservationintheirsciencejournal,planonhavingthemcompleteanobservationevery2-3daysforthenext7-10days,byday9theplantsshouldbeleafedoutandreadytomovetotheexperimentalconditions.
3.WhatPlantsNeed
Readthe“WhatDoPlantsNeed?”storyp.3-7intheNewPlantsFOSSbook,andusethelessonplanfromFOSSScienceStoriesLesson(p1-3)toguidethereading.
LessonClosingCompleteachartofplantneeds,youcanpulloutthechartofanimalsneedscreatedinthe“AnimalNeeds”lesson.Askthestudentswhattheynoticeaboutthesetwolists.DiscusshowstudentsmightorganizetheinformationinthesetwochartstoshowwhatisneededbyBOTHplantsandanimals,andwhatisneededbyonlyplantsoronlyanimals.AssessmentTypeII:A.Whatdoplantsneedtosurviveintheirhabitat?B.Predictwhataplantwilllooklikeifitdoesnotgetenough__________.(Pickone:light,water,andnutrients/minerals.)
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Lesson5:PlantsandAnimalsAroundtheWorld(LiteracyLesson)
BACKGROUNDOverviewoftheLessonInthislesson,studentswillreadthe“PlantsandAnimalsAroundtheWorld”selectionfromtheFOSSNewPlantsbooktogatherinformationaboutthecharacteristicsofvarioushabitatsandthetypesofplantsandanimalsthatinhabitthem,itmaytakeseveraldaystoreadtheentirestorywithstudents.Thereisalsoalink(seeLESSONDETAILS)toanon-lineactivitythatstudentscanuse(withsupport)toworkontheirskillsinmakingargumentswithevidence.FocusStandard(s)RI.2.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.RI.2.7Explainhowspecificimages(e.g.,adiagramshowinghowamachineworks)contributetoandclarifyatext.LearningTargetsIcanuseatableofcontentstolocateagivensectionofatext.Icanuseaglossarytohelpunderstandunfamiliarwords.Icanuseevidencetoexplainwhyaparticularplantoranimalwouldorwouldnotsurvivewellinagivenhabitat.
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Assessment1. Teacherobservationofstudentsusingtableofcontentsandglossary.2. Assessingthestudentsabilitytouseevidencetosupportconclusions(teachersneedtodesignthisassessment).TargetedAcademicLanguageTier1:streamTier2:thrive,broadTier3:rainforest,tundra,grassland
ResourcesandMaterialsQuantity Item Source1ormore Computerstoaccesson-linehabitatsgame
http://www.abpischools.org.uk/page/modules/human_animal_habitats/activity.cfm?age=Age%20range%205-7&subject=Science
ClassroomTeacher
Classset NewPlantsBooks(PlantsandAnimalsAroundtheWorldp.22-39) Bin1 PlantsandAnimalsAroundtheWorld:FOSSlessonplan(p.10-12) Binder**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSNote:RemembertorecordobservationsofyourBrassicaplantsLessonOpeningSee“PlantsandAnimalsAroundtheWorld”FOSSlessonplan(includedinbinder).
DuringtheLesson1.PlantsandAnimalsAroundtheWorldStory:See“PlantsandAnimalsAroundtheWorld”FOSSlessonplan(includedinbinderp.10-12)toguidethestoryPlantsandAnimalsAroundtheWorldfromNewPlantsp.22-39.
2.OnlineHabitatGameInthisgame,studentscanlookatpicturesandreadtext(clickonthe“info”tabsatthetopofeachpicture)togatherevidenceaboutwhetheragivenhabitatwouldorwouldnotbesuitableforaparticularanimal,thereareseveralhabitatsavailableforstudentstoexplore.Studentswillneedhelpreadingtheinformationaltext,butthereisavoiceoverthatexplainswhytheirselectedanswersarecorrectorincorrect.ThepointofthisactivityistohavestudentsprovideevidenceaboutWHYahabitatissuitableornot,theyshouldnotrelysolelyonbackgroundknowledge.Thiscouldbedoneasawholeclassactivity,withthescreenprojected,orindependentlyonindividualcomputers.[SP7:argumentation]Linktogame:http://www.abpischools.org.uk/page/modules/human_animal_habitats/activity.cfm?age=Age%20range%205-7&subject=Science
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LessonClosingYoumayneedmultipledaystocompletethislessongiventhelengthofthestoryandthedepthoftheonlineactivity.Theonlineactivityisagreatwayforstudentstopracticemakingargumentswithevidence.TeachersareencouragedtowritethemuppertheNAPSLessonPlanningFormatandincorporatedintofutureversionofthisHabitatsUnitPlan.Revisittheessentialquestionsfromthisunit,“Whydosomanyorganismsexistindifferenthabitats?”Askstudentstocontributeideasfromtheirworkinthisseriesofliteracylessonstoachartthatcapturesideasaboutthisbigquestion.Assessment
1. Teacherobservationofstudentsusingtableofcontentsandglossary.2. Assessingthestudentsabilitytouseevidencetosupportconclusions(teachersneedtodesignthisassessment).
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Lesson6:ForestFloor
Note:ThislessoncanbetaughtbeforeorafterLessons7and8dependingonyourscheduleandhowquicklyyourBrassicaplantsdevelopleaves.
BACKGROUNDOverviewoftheLessonThislessonisadaptedfromthe“ForestFloor”lessonfromHandsonNature,whichintroduceshowplantsandanimalsliveandinteractontheforestfloor.Thefocusofthislessonisonearthwormsandtheirhabitatpreferences.Thecompletetextoftheoriginal“ForestFloor”lessonfromHandsonNaturefollowsthislesson.FocusStandard2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.ClarificationStatementAnimalsneedfood,water,air,shelter,andfavorabletemperature;plantsneedsufficientlight,water,minerals,favorabletemperature,andanimalsorothermechanismstodisperseseeds.
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LearningTargetsIcanexplainwhydecomposersareanimportantpartofanyhabitat.Icangiveanexampleofoneplantandoneanimalthatisadecomposer.Icandesignandconductanexperimenttodeterminewhatkindofhabitattheearthwormsprefer.Assessments1. Sciencejournalresponsestothefollowing:
a. Whyaredecomposersimportantandwhatdotheydo?b. Nameoneplantandanimalthatisadecomposer.
2. Studentswilldesignandconductanexperimenttodetermineifearthwormsprefermapleorpineforests.TargetedAcademicLanguageTier1:floorTier2:fungus,moist,cast,preferTier3:decomposer,castings
ResourcesandMaterialsQuantity Item Source
1 Tri-foldboard(withsheet)forpuppetshow ProvidedwithBin1 ForestFloorpuppetshowscript/backgroundinformation
(HandsonNaturep.73-79)Binder
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1 ForestFloorpuppetset(locatetherequiredpuppets) Bin8-12 Handlenses Bin13 Paperplates Bin1roll Papertowels ClassroomTeacher8-12 Flashlights Bin13 OakTagforshadingtheearthwormhabitat Bin1bag Mapleleaves ClassroomTeacher1bag Pineneedles ClassroomTeacher30 Earthworms ContactSueBeauchamp
1weekdayspriortoteachingthislesson
1 Instructionsforwormhabitatconstruction Binder1 Earthwormillustrations(labeledandunlabeled) Binder6 Quartcontainerwithmeshlids Bin
1bag Shreddednewspaper Bin1bag Soil–enoughforahandfulforeachhabitat Bin8-12 Cupstocarrywaterandsoil Bin2cups Vegetablescrapschoppedfine ClassroomTeacheror
Cafeteria**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSNotetoteachers:RemembertohaveyourstudentsrecordobservationsoftheirBrassicaplantsintheirsciencejournal.LessonOpening1. Askstudentstoreferbacktoyourexpandinghabitatslistanddiscussthatwithinanyofthesehabitatsthereareeven
smallerandmorespecializedhabitats.Withinaforest,forexample,theremightbebrooksorsmallpondsthatprovideaverydifferenthabitatthanthedryland,theremightbesomeanimalsthatliveinthetreesandnevercomedowntotheground,orotheranimalsthatliveundertheground.
2. Askaclassbrainstormalistofalltheplantsandanimalstheycanthinkofthatliveveryclosetoorundertheforestfloor.3. Explainthattodaytheyaregoingtolearnaboutsomespecialplantsandanimalsthatliveontheforestfloorandhowthey
dependononeanother.DuringtheLessonTheactivitiesinthislessonaredescribedintheHandsonNature“ForestFloor”lessonfoundafterthislesson,thepartswesuggestforinclusioninthislessonarelistedbelowwithsuggestedmodifications.Note:Wehaveincludedtheentireoriginallessonintheattachment,butnotalltheactivitiesareincludedinourrecommendedsequence.1. ForestFloorPuppetShow(seeoriginalinattached“ForestFloor”lesson)
Again,thepuppetshowcanbeperformedbytheteacherorbystudentswithteachersupport.Besuretodiscusswhatwouldhappenifahabitatdidnotincludeanydecomposerstoemphasizewhytheyareimportant.
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2. UsingaHandLens
Beforecontinuing,takeafewminutestointroducestudentstothehandlensesandtheproperwaytousethem,havethestudentsplacethemagainsttheireyeandhavethemmoveanobject(intheirotherhand)backandforthtobringitintoandoutoffocus,youcanhavestudentspracticebylookingattheskinontheirhandsorthetipofapencil.Youshouldalsoreviewsomegroundrulesaboutthecarethatneedstobetakenwhenworkingwithliveanimals.Nowhaveeveryonewashtheirhandswellsothattheydonotgiveanygermstothewormswhentheyhandlethemandremindthemtohandlethewormsaslittleaspossible.
3. MeetanEarthworm(seeoriginalinattached“ForestFloor”lesson)4. WormPreferences
Explaintotheclassthattheywillbedoingaseriesofexperimentstodeterminewhatkindofhabitatearthwormsprefer,andwilltryandfigureoutifthewormspreferalightordarkhabitat.Theywillalsotryandfigureoutifthewormspreferawetordryhabitat.Askafewstudentstoshareapredictionaboutwhichhabitatthewormwillprefer,youcanexplainthatscientistsdoexperimentstohelpthemfigureoutwhethertheirpredictionsaretrue.Havetheclassbrainstormhowtheycouldtellifanearthwormprefersalightordarkhabitatandthenrepeattheprocesswiththedry/moistquestion.Nowdividethestudentsintosmallgroups,eachgroupwillneed(paperplates,papertowels,cupofwater,oaktagsheet,flashlight)toconducttheirtwoexperiments.[SP3:investigation]
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LightPreferences MoisturePreferences
Light Dark Wet Dry
Oncethestudentshavesetupthetwohabitatsfortheworms,havethemrecordwhattheyareseeingintheirsciencejournal.Asaclass,youcanhavethegroupssharingtheirobservationsandcompilethedataintoachartsimilartotheoneabove,makesuretodiscussthemeaningofthedata,particularlyifallwormsdidnotbehaveasexpected.[SP4:interpretingdata]LessonClosingSharingCircle:Havetheclassstandinalargecircleandleteachchildsharesomethingtheylearnedaboutearthworms(orhow/whyscientistsconductexperiments)today.Assessments3. Sciencejournalresponsestothefollowing:
a. Whyaredecomposersimportantandwhatdotheydo?b. Nameoneplantandanimalthatisadecomposer.
4. Studentswilldesignandconductanexperimenttodetermineifearthwormsprefermapleorpineforests.
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Lesson7:PlantNeedsExperimentNote:CanbetaughtonsamedayasLesson8.
BACKGROUNDOverviewoftheLessonThislessonshouldbecompletedonetotwoweeksafterthe“PlantsNeeds”lessongivingtheBrassicasachancetosproutanddevelopleaves.FocusStandard(s)K2-LS-8Identifythewaysinwhichanorganism’shabitatprovidesforitsbasicneeds(plantsrequireair,water,nutrients,andlight;animalsrequirefood,water,air,andshelter).W.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.LearningTargetsIcanrecordobservationsofnatureusingpicturesandsentences.Icanuseobservationalevidencetodrawconclusions.
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AssessmentWriteareportthatexplainstheimpactofdeprivationsofwater,lightandnutrientsonplantgrowthanddevelopconclusionsaboutwhichelementismostcriticalandwhy.TargetedAcademicLanguageTier2:conclusion,experimentTier3:Brassica
ResourcesandMaterialsQuantity Item Source
1 Opaqueboxtodeprivingsomeoftheplantsoflight(acopypaperboxturnedupsidedownworkswell)
ClassroomTeacher
MaterialsfromLesson4includinggrowlightset,planttrays,cupsforwatering,andBrassicaplants
Bin
4-6sets Conditionlabels(ALLNEEDS,NOLIGHT,NOWATER,NONUTRIENTS)
Bin
3 Pietins Bin**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening1. Divideyourstudentsintosmallgroupstoreviewanddiscusstheirobservations,havethemdecideontwothingsthey
wouldliketosharewiththeclass,after2-3minutesofsmallgroupdiscussion,haveeachgroupshare.2. Askstudentsiftheycanrememberwhatplantsneedtosurviveintheirhabitat,havetheposteryoucreatedinLesson4on
handifnecessary.Explainthattheywillnowstartanexperimenttodeterminewhichofthesethingsismostimportantforthebrassicaplants.
3. Discusstheconceptofanexperiment:Whatisanexperiment?Whoconductsexperiments?Howdoyoudoanexperiment?(Makesurestudentsunderstandthatinanexperimentyouaretestingsomethingouttoseewhathappens,andthatyoumayhaveanideasaheadoftimeaboutwhatyouthinkwillhappen.)
DuringtheLesson1. CreatetheConditions
a. Reviewthegrowingconditionsthathavebeenpresentforalltheplants(light,water,nutrients).Askthestudents,“Whatcouldwedotohelpusfigureoutwhatwillhappenifourbrassicaplantsdon’tgetwater?Howcouldwechangewhereweputthemorwhatwehavebeendoingtohelpthemgrow?”Proceedwithsimilarquestionstohelpstudentsdesignconditions,perhapssuggestusingaboxtodeprivetheplantsoflight.Theintentionistoguidethestudents(throughquestioning)tocomeupwiththeideathatinsteadofleavingalltheplantsunderthegrowlightandgivingthemaccesstowaterandnutrientsthattheycouldbedeprivedoflight,water,andnutrients.Guidethestudentsin
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decidinghowtovarythegrowingconditions:Wherewillweputtheplants?Howmuchwaterwillwegivethem?Howwilltheydelivernutrients,butnowater?
b. Splitthestudentsintosmallgroupstomoveequipmentasneededandcreatethenewgrowingenvironments.Youwillprobablywanttolabeltheseenvironments(NOLIGHT,NONUTRIENTS,NOWATER,ALLNEEDS).
c. Havestudentsdecidewhichplantisgoingtoreturntotheoriginalenvironmentandwhichplantsaregoingtogoineachoftheotherthreeenvironments.Thenhavestudentscreatelabels(blanklabelsinthebin)toaffixtotheplantstoindicatetheseassignments.[SP3:investigations]
2. CarefulObservations
Havestudentsretrievetheirindividualplantsandmakecarefulobservationsofwhattheylooklikenow,usingtheexperimentrecordingsheet,thenhavethemplacetheirplantsintothenewgrowingconditions.
LessonClosingEndthelessonbyreviewingstudents’predictionsaboutwhatmighthappentoplantswhentheyaredeprivedoftheirneeds.Finally,havethempredictwhichconditionwillresultintheweakestplantand/orwhichelementismostcriticalforahealthyplant.Explainthattheywillbemakingobservationsforthenextcoupleweekstoseewhathappenstotheplantsovertimeandseeiftheirpredictionsweretrue.Plantorecordobservationsevery2-3daysforaweekortwo.AssessmentWriteareportthatexplainstheimpactofdeprivationsofwater,lightandnutrientsonplantgrowthanddevelopconclusionsaboutwhichelementismostcriticalandwhy.Teachersshoulddevelopanysupportsandscaffoldsneededforthestudentstocompletethistasksuccessfully.
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Lesson8:SeedDispersalNOTE:Partofthelessonusesrawpeanuts,asanalternative,youcanusethawedlimabeansoredamame.Ifyourclassrequiresapeanutalternative.
BACKGROUNDOverviewoftheLessonThislessonisadaptedfromthe“SeedDispersal”lessonfromHandsonNaturethataddressesthefinalhabitatneedofplants—amechanismfordispersingtheirseeds.Itcanbesupplementedwithaliteracylessonbasedonthe“HowSeedsTravel”storyfromtheFOSSNewPlantsreader(FOSSlessonsfollowsthislessoninyourbinder.)FocusStandard2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.ClarificationStatementAnimalsneedfood,water,air,shelter,andfavorabletemperature;plantsneedsufficientlight,water,minerals,favorabletemperature,andanimalsorothermechanismstodisperseseeds.
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LearningTargetsIcanexplainwhyitisimportantforseedstotravelawayfromtheparentplanttogrowproperly.Icandescribeatleasttwomechanismsforseeddispersal.Assessment1. Explainwhyitisimportantforseedstotravelawayfromtheparentplanttogrowproperly.2. Nametwodifferentwaysthatseedscantravelawayfromtheparentplant.TargetedAcademicLanguageTier1:seedTier2:disperse
ResourcesandMaterialsQuantity Item Source1container LimaBeans Bin
8-12 HandLenses Bin1 Tri-foldboard(withsheet)forpuppetshow ProvidedwithBin1 SeedDispersalpuppetshowscript(HandsonNaturep.
139-140)Binder
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1 SeedDispersalpuppetset–locatetherequiredpuppets
Bin
1bag AssortedSeeds Bin Fruitswithseeds–tosupplementtheassorteddried
seeds,ifdesiredClassroomTeacher/SueBeauchamp
1pod Milkweedseeds Bin**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpeningAskthestudentstotellyoueverythingtheyknowaboutseedsfromwhattheyhavestudiedsofar,makesuretheyunderstandthatmostplantsmakeseedsthatthenfalltothegroundandstartnewplants.Rereadpage7fromthe“WhatDoPlantsNeed”storyintheFOSSNewPlantsbook.Askthestudents,“Ifplantscannotmove,howdoyouthinktheygetfromplacetoplacesothattheyhaveenoughspacetogrow?”Allowstudentstosuggestsomeideas.DuringtheLesson1. SeeInsideaSeedThisactivitycanbebasedoffofthedescriptioninHandsonNature“SeedDispersal”followingthislesson.[SP3:PlanningandCarryingOutInvestigations]2. PuppetShow
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Asalways,theadultscanperformoryoucaninvolvethechildreninperformingthepuppetshow.Tellthemtobeonthelookoutforthedifferentwaysseedstravelawayfromtheirparentplant,andreviewthevariousseeddispersalmethodspresentedinthepuppetshow:wind,water,animals.
3. MixandMatch
SeeactivitydescriptioninHandsonNature“SeedDispersal”followingthislesson.FollowtheK-2suggestionofsplittingstudentsintosmallgroupswithavarietyofseedstoexamine.Youcanhavethechildrendrawapictureoftheseedsandmakepredictionsabouteachseed’sdispersalmethod.Youcouldaskthemtoexplaintheirreasoningastowhytheyarepredictingaparticularmethodofdispersal.[SP7:argumentation]
4. Seeds’Needs(optionalextensionactivity)
SeetheactivitydescriptioninHandsonNature“SeedDispersal”lesson,under“Extensions”.Youcanuseleftoversoilandcontainers,orre-plantinyourbrassicacontainers.(Youcanalsofeedthebrassicastotheworms!)
LessonClosingReviewthemainpointsofthislessonandupdateyourposteron“PlantNeeds”fromLesson4.Reviewtheposter(s)anddiscussthingsthatBOTHplantsandanimalsneed(air,water,favorabletemperatures)andthethingsspecifictoplants(light,nutrientsfromthesoil,andsomehelpfromthehabitattodisperseitsseeds)andspecifictoanimals(food,shelter).Youcanequatenutrientsfromthesoiltothefoodanimalsrequire,andthenreturntotheessentialquestionsfromtheunit:1.) Whydocertainplantsandanimalsonlyliveincertainareas?2.) Whathappenstoplantsoranimalswhentheirhabitatchanges?
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Assessment1. Explainwhyitisimportantforseedstotravelawayfromtheparentplanttogrowproperly.2. Nametwodifferentwaysthatseedcantravelawayfromtheparentplant
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CurriculumEmbeddedPerformanceAssessment(CEPA)CreateaHabitat
Inthistask,studentswillcreateahabitatoftheirchoicebasedonwhattheyhavelearnedinthisunit.Theywillidentifyatleastoneplantandoneanimaltoliveintheirhabitatandproduceawrittenexplanationofhowtheplantoranimalwillmeetitsbasicneedsintheirchosenhabitat.
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ListofUnitResources
Lesson1
Quantity Item Source
8 HabitatPictures Bin
1 “Whatdoyouknowabout…?”ProbingQuestions Binder
1 Chartpaper/blackboard/orprojectingdevicetorecordclassdiscussion ClassroomTeacher
1 Habitatsonglyrics Binder
1 HabitatSongvideo Thumbdrive
LaptopandSpeakers ClassroomTeacher
1 Habitatssummaryparagraphframeandwordbank Binder
1pergroup Optional:stuffedanimalsinvarioussizes ClassroomTeacher
1pergroup Optional:largepaperfordrawingahabitat ClassroomTeacher
Afewpergroup Optional:markersorcrayons ClassroomTeacher
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Lesson2
Quantity Item Source
1 Tri-foldboard(withsheet)forpuppetshow ProvidedwithBin
LaptopandProjector ClassroomTeacher
1 LifeinAFieldPuppetSet–locatetherequiredpuppetsinthepuppetbag Bin
1 Projectionoffieldainwinter ClassroomTeacher
1 Projectionofapictureofafield ClassroomTeacher
1 WhoAmIDescription
FieldFoodWebActivity
LifeinAFieldPuppetShowscript
Binder(AllfromHandsonNaturep.65-72)
WhoamIAnimalImages(seelistonp.68ofHandsonNature) ClassroomTeachertoproject
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1 WhoamIAnimalNameCards(useindexcardsandseelistofanimalsinHandsonNaturep.68)
ClassroomTeachertomake
1set IndexCards Bin
1 Sunplatewithstringsattached Bin
7 Greenheadbandslabeledtwigs,leaves,berries,flowers,seedsgrass,androots Bin
20-30 4footpiecesofyarn/string Bin
1 Lesson2Assessment Binder(teachertomakecopies)
Lesson3
Quantity Item Source
1 Tri-foldboard(withsheet)forpuppetshow Bin
1 -AnimalsinWinterpuppetshowscript
-AnimalsinWinterbackgroundinformation
-Bingodirectionsandbingocards
Binder
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TheabovearefromHandsonNaturep.87-94
1 AnimalsinWinterpuppetset–locatetherequiredpuppetsinthepuppetbag
Bin
1bag Puppetshowprops Bin
1 ProjectionofForestPictures(summerandwinter) ClassroomTeacher
1set WinterTalescenariocards Bin
Lesson4
Quantity Item Source
1 Liveplant ClassroomTeacher
1 FossScienceStories:NewPlants(FOSSp.1-3) Binder
1 Investigation1BrassicaSeeds(FOSSp.1-31) Bin
Classset Smallplasticcupswithholesforseeds Bin
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1bag Pottingsoil Bin
1 Tray(toplaceundertheseeds) Bin
1 Growlightset-up Bin
1 Basinfordistributingthesoil Bin
Classset Labelsforplantercups Bin
1 Papertowelroll ClassroomTeacher
6 Plasticcupsforcarryingsoilorwater Bin
1vial Brassicaseeds Bin
Classset “NewPlants”sciencestories(WhatDoPlantsNeed:p.3-7) Bin
1 Chartpapertorecordbrainstorm/learning ClassroomTeacher
Lesson5
Quantity Item Source
1ormore Computerstoaccesson-linehabitatsgame ClassroomTeacher
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http://www.abpischools.org.uk/page/modules/human_animal_habitats/activity.cfm?age=Age%20range%205-7&subject=Science
Classset NewPlantsBooks(PlantsandAnimalsAroundtheWorldp.22-39) Bin
1 PlantsandAnimalsAroundtheWorld:FOSSlessonplan(p.10-12) Binder
Lesson6Quantity Item Source
1 Tri-foldboard(withsheet)forpuppetshow ProvidedwithBin
1 ForestFloorpuppetshowscript/backgroundinformation(HandsonNaturep.73-79)
Binder
1 ForestFloorpuppetset(locatetherequiredpuppets) Bin
8-12 Handlenses Bin
13 Paperplates Bin
1roll Papertowels ClassroomTeacher
8-12 Flashlights Bin
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13 OakTagforshadingtheearthwormhabitat Bin
1bag Mapleleaves ClassroomTeacher
1bag Pineneedles ClassroomTeacher
30 Earthworms SueBeauchamp(Contact4daysbeforelessonistaught)
1 Instructionsforwormhabitatconstruction Binder
1 Earthwormillustrations(labeledandunlabeled) Binder
6 Quartcontainerwithmeshlids Bin
1bag Shreddednewspaper Bin
1bag Soil–enoughforahandfulforeachhabitat Bin
8-12 Cupstocarrywaterandsoil Bin
2cups Vegetablescrapschoppedfine ClassroomTeacherorCafeteria
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Lesson7
Quantity Item Source
1 Opaqueboxtodeprivingsomeoftheplantsoflight(acopypaperboxturnedupsidedownworkswell)
ClassroomTeacher
ALL MaterialsfromLesson4includinggrowlightset,planttrays,cupsforwatering,andBrassicaplants
Bin
4-6sets Conditionlabels(ALLNEEDS,NOLIGHT,NOWATER,NONUTRIENTS) Bin
3 Pietins Bin
Lesson8
Quantity Item Source1container LimaBeans Bin
8-12 HandLenses Bin1 Tri-foldboard(withsheet)forpuppetshow ProvidedwithBin1 SeedDispersalpuppetshowscript(HandsonNaturep.139-
140)Binder
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1 SeedDispersalpuppetset–locatetherequiredpuppets Bin1bag AssortedSeeds Bin Fruitswithseeds–tosupplementtheassorteddriedseeds,if
desiredClassroomTeacher/SueBeauchamp
1pod Milkweedseeds Bin