grade 2 habitats s16 v2.6 - williams college

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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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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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


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


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


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



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


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


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


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 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


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

grade 2 habitats s16 v2.6 - williams college

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