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A Themematic Unit- Habitats

Erin RiesterStudent Teaching- Spring 2004Second Grade

Table of ontents

1

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Introduction. 3

Content Outline4-8

Objectives...9

Preassessment.10

Detailed esson Plans.11-34

Da! One.11-1"

Da! #$o.13-1%

Da! #&ree1'-1(

Da! )our.18-"0

Da! )ive..."1-""

Da! *i+."3-"4

Da! *even"%-"(

Da! ,i&t."8-30

Da! ine..31-3"

Da! #en33-34

*ummative /ssessment.3%-3'

#&ree earnin Center Descritions..3(

One Interactive ulletin oard Descrition..38

2esources39-40

!ntroduction

This unit consists of many activities, experiments, and interactive learning to

teach the topic of habitats to a second grade classroom. The students will be exploring

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what they already know about animals and habitats and expand upon their prior

knowledge.

The rationale for teaching this unit is that students should be aware of the

different environments and habitats in the world. Through experimentations,

explorations, and interactive learning, the students will gain a better understanding of the

world around us. Students should also be aware of how plants and animals interact with

one another in the particular habitats; therefore, through the study of this unit the students

in this second grade classroom will have the opportunity to gain this knowledge.

This unit has been developed for a second grade classroom in an urban setting in

the middle of larke ounty !ust minutes from the "niversity. This classroom is diverse

with one #orean student, one $ispanic, % &frican'&merican, and 11 aucasian students.

There are also four special education students and six in the gifted program. The school

consists of a mixture of middle'class and some lower'class families.

ontent "utline

S#ills and oncepts to be taught in this unit in a snap shot$

&at is an environment

&at is a &abitat

#&e di55erence bet$een t&e 5our land &abitats

(

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o #undra

o Desert

o )orest

o 2ain )orest

)res&$ater and salt$ater &abitats

/nimal /datations 6ocabular!- estivate7 &ibernate7 mirate

o$ animals and lants &el one anot&er survive

Habitat Unit "utline

Da! b! Da!

Da! One: Preassessment on ;idsiration. COsuer rou? t&at is t&e correct &abitat accordin tot&eir rior @no$lede. A/s an individual assessmentB

)or e+amle: mon@e! in t&e rain 5orest

)

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#&in@Pair*&are ideas &o$ >&at $e @no$? to bein a

; class c&art

Da! #$o: /nimal abitats- &at is a &abitat and an environment

On c&art aer7 brainstorm as a class di55erent t!es o5environments.

De5ine &abitat: Place $&ere an animal 5inds 5ood7 $ater7 and

s&elter it needs to live.

De5ine ,nvironment: ivin and nonlivin t&ins in a lace. A

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ein a concet $eb o5 eac& &abitat. #&rou&out t&e lesson

continue to 5ill in t&e concet $eb $it& various in5ormation o5 t&e&abitat includin t&e temerature7 c&aracteristics7 animals7 andlants all 5ound in t&e area.

Provide visuals o5 eac& &abitatt&e animals7 lants7 etc.

Da! )our: and abitats AcontinuedB

Continue to develo concet $eb $it& t&e &abitats 5orest and

tundra.

/ctivit!: *tudents $ill classi5! di55erent ictures o5 animals7

lants and land5orms into t&e correct land &abitat. Aictures 5rom

maaFines7 internet7etcB

Da! )ive: ater abitat

ae 14 ,+eriment A)ocus student leadB >*alt $ater and )res&

$ater?

2ead ae 1%-19

/ctivit!: "0 Guestion rou matc&in. ,ac& student $ill be

iven a icture o5 an animal or lant on a iece o5 !arn &aninaround t&eir nec@s turned around on t&eir bac@s so t&e! do not@no$ $&at t&e! &ave. =sin di55erent t!es o5 Guestions7 t&estudents $ill determine $&at t&e! are . )or e+amle i5 t&estudent &as a icture o5 a 5ro7 t&e student could as@ anot&erstudent7 >Do I &ave les Do I live in salt $ater? and t&rou&t&e Guestions7 t&e! tr! to determine $&at t&e! are. Once t&estudent determines $&at t&e! are7 t&e! $ill roceed to stand int&e area o5 t&e room labeled >ond? or >ocean?.

+

Desert

)orest

2ain

)orest

tundraHabitats

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/s a class7 determine t&e c&aracteristics o5 t&e salt and

5res&$ater &abitats.

Da! *i+: /datations

Camou5lae e+eriment $it& ne$saer and colored >bus? in abaie. *tudents $ill redict i5 t&e! $ill be able to collect morene$saer bus or more colored bus $&en t&e! are mi+ed inne$saer stris.

#&is e+eriment $ill reresent camou5lae- de5ine as a $a! an

animal loo@s to &ide itsel5.

2ead ae "1-"4

)ocus student Guic@ e+eriment $it& bod! coverins Astudent

ut &and in a buc@et o5 ice7 describes &o$ it 5eels. #&en uts ona t&in love and describes &o$ it 5eels7 t&en tries 5or a t&ird time

$it& a t&ic@ cotton love. e5ore eac& time o5 testin t&is7 t&e

class can redict on a redetermined scale &o$ cold it is. B

Da! *even:

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Da! #en: Post /ssessment

E *ummative #est

"b(ecti&es

Through experiments, activities, and interactive learning the students will:

-efine various habitat vocabulary

reate a habitat for an animal

ategorie animals into correct habitats

/xplain the difference between the habitats

0erform an experiment to understand the difference between

freshwater and saltwater.

lassify pond and ocean animals

reate graphic organiers based on facts that are read in the textbook

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reate a postcard based on one of the habitats

)reassessment

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!ndi&idual assessment$ #&e students $ill 5ind ictures o5 animals ont&e comuter roram7 ;idsiration and lace t&em in t&e &abitatcateor! t&e! believe it $ould live in.

lass assessment$ #&e students $ill >#&in@Pair*&are? $&at t&e!@no$ about &abitats and as t&e students s&are create t&e ; c&artA ; and ortionsB

Lesson Plan: Science

Habitat Unit-Preassessment

Da !ne

"ednesda, #ebruar $%,&''(

1

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!b)ectives:

$* The students will be assessed on their prior knowledge of habitats*

&* The students will create a working definition of a habitat.

+* The students will place pictures into the correct habitat category based ontheir prior knowledge.

(* The students will think3pair3share ideas of what they know about habitats.

ontent:

&n environment is made up of all living and non'living things in an area. There

could be many habitats within an environment. & habitat is a place in which a plant or

animal is able to meet their needs to live 4food, shelter, and water.5 &nimals and plantslive in certain habitats based on the temperature of the place and availability of food.

These many factors have to be used to determine where the living things live.

aterials:

omputer

#idspiration computer software

hart paper

6arker

.ntroduction: /0pproximatel 1 minutes2

1. 7ntroduce the unit on habitats.

2. $ave the students creating a 8working definition9 of a habitat.

(. -escribe to the students that they are going to do an activity on the computer

program, #idspiration.

Procedure: /0pproximatel &1 minutes2

1. $ave each get on their own computer in the computer lab.2. &sk students to sit :uietly as the directions are explained to them.

(. /xplain that if they have a :uestion, they must place a red piece of paper in

the paper holder on the side of the computer.). /ach student will open #idspiration

*. The students will use the 8super grouper9 to categorie animals and plants

in the following habitats desert, forest, tundra, pond3stream, rain forest.+. 7nstruct the students to use the pictures on the program to click and drag into

the correct category..

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1. The students will think of what they know for one minute, tell a partner for

2 minutes and then share to the entire class.

11. &s the students share their ideas of a habitat, write on the beginning of a#>? chart.

losure: /0pproximatel + minutes21. $ave students write down one habitat that they remember from the computer

pro!ect.

2.

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!b)ectives:

1. The students will brainstorm different types of environments.

2. The students will define habitat and environment.(. The students will discuss how animals determine which habitat to live in.

). The students will create a habitat for an animal to satisfy all the needs.

ontent:

&n environment is made up of all living and non'living things in an area. There

could be many habitats within an environment. & habitat is a place in which a plant or

animal is able to meet their needs to live 4food, shelter, and water.5 &nimals and plantslive in certain habitats based on the temperature of the place and availability of food.

These many factors have to be used to determine where the living things live.

aterials:

hart paper

marker

assorted animal pictures

construction paper

rayons


1. =n chart paper, as a class the students will have the opportunity to brainstorm

different types of environments.

2. "se the ideas of the students to create a class concept web of habitats andenvironments.

(. -efine environmentall living and non-living things in a place.

). -efine habitat: a place where animals and plants find food and water to live.

Procedure: /0pproximatel +1 minutes2

1.

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0ssessment:

=bserve the students participation. Throughout the lesson make mental note of students

that might need possible enrichment activities following the lesson. #eep an anecdotal

record if needed of the students.

odi3ications:

7f a student needs more time to complete the assignment, allow the student tocomplete the work for homework.

.ntegration:

&rt reation of a habitat for a certain animal through a drawn picture4e3lections:

1)

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AAA "sed as a modificationAAA

1*

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Habitat Unit- Land Habitats

Da Three

#rida, #ebruar &',&''(

!b)ectives:

1. The students will list the four main land habitats.

2. The students will discuss the characteristics of a desert.

(. The students will discuss the characteristics of a rain forest.

). The students will create a concept web of the land habitats.

ontent:

& land habitat is an area on the land in which animals and plants live. & desert is anarea that is often hot and dry. This environment gets little rain, therefore few plants are

able to grow and few animals are able to live in this habitat. & rain forest is anenvironment where rain falls most days and it is mostly warm. 6any plants and animals

are able to survive in this habitat.

aterials:

hart paper

marker

0ictures of rain forests

0ictures of desert Science textbook


1. &sk the students if they can list four land habitats.

2. reate a class concept web with ?and $abitats as the main topic and include

desert, tundra, forest, and rain forest.(. /xplain to the students that throughout the lesson, we will complete with

web describing characteristics about deserts and rain forests.


).

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1. /xplain to the students that a rain forest is warm and rainy.

11. Show the students visuals of rain forests.

12. $ave the students discuss the characteristics of the rain forest.

losure: /0pproximatel + minutes2

1(.

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Habitat Unit- Land Habitats /cont*2

Da #our

onda, #ebruar &+,&''(

!b)ectives:

1. The students will list the four main land habitats.

2. The students will discuss the characteristics of a forest.

(. The students will discuss the characteristics of a tundra). The students will complete a concept web of the land habitats.

ontent:

& land habitat is an area on the land in which animals and plants live. & forest is an

environment that gets plenty of rain and warm temperatures to allow many trees to grow.The trees are used as food and shelter for the animals that live in this habitat to meet their

needs. The tundra is much different from the forest; it is an environment that is cold,

windy, and icy. & few plants can grow here and the animals that live in the tundra oftenhave thick coats of fur, such as the polar bear.

aterials:

hart paper

marker 0ictures of forests

0ictures of tundra

Science textbook


1. &sk the students if they can list four land habitats.2.

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. &sk the students if they can describe the habitat.

%. Then, discuss with the students that a tundra habitat is much different from a

forest.1. /xplain to the students that a tundra is cold, windy, and icy.

11. Show the students visuals of tundra.

12. $ave the students discuss the characteristics of the tundra.


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888Used as a modi3ication888

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Habitat Unit- "ater Habitats

Da #ive

Tuesda, #ebruar &(,&''(

!b)ectives:

1. The students will observe a salt water vs. fresh water experiment.

2. The students will predict what will happen in the experiment.

(. The students will read in the textbook about water habitats.

). The class will create a chart of what 7 know about water habitats and what 7learned about water habitats after reading the textbook.

*. The students will interactively match pictures of different water habitat

animals and determine if they live in the pond or ocean.

ontent:

The /arth is covered with mostly water, so there are many water habitats in which

animals and plants call home. & pond is a water habitat that is a small freshwater

environment. The ocean is a large saltwater environment. The plants and animals thatcan survive in freshwater and saltwater are much different. &nimals such as frogs,

insects, turtles, and ducks live in freshwater environments of ponds. The saltwater

animals are much different, including whales, algae, and lobsters. The mammals of the

saltwater environments must come to the top of the water to breathe unlike any of theswimming animals in the freshwater environments.

aterials:

water

2 cups

2 lettuce leaves

salt

spoon

hart paper

6arker

0icture of animals 422, one for each student5

Science textbook


1. &sk the students if they know the difference between the ocean and a pond.2. /xplain to the students that we are going to do an experiment to determine

the difference of saltwater and freshwater on a living plants.

(. 0erform the experiment on page @1) with the students.

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). 0lace a lettuce leaf in a fresh cup of water and a leaf in saltwater.

*. &sk the students to make a prediction of what will happen to the lettuce

after sitting for one night.

Procedure: /0pproximatel +1 minutes2+. reate a class chart of 8what 7 know about water habitats9.

.

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Habitat Unit- 0daptations

Da Six

"ednesda, #ebruar &1,&''(

!b)ectives:

1. The students will perform an experiment about camouflage.

2. The students will predict what will happen in the experiment.

(. The students will read in the textbook about animal adaptations.). The students will observe another experiment on body coverings.

*. The students will make observations of the previous dayCs experiment.

ontent:

&nimals often protect themselves by the color of their skin, the body coverings andoften by the way the animal behaves. &nything animals do to protect themselves in the

wild is called an adaptation. amouflage is a type of adaptation in which the animal is

able to blend into their environment by the way it looks. Dinally, some animals havebody coverings such as spikes or hard plates to protect their skins. &ll animals have

ways of adapting themselves for protection.

aterials:

Eiploc bags olored paper

hart paper

6arker

Fewspaper

7ce

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). 7nstruct the students to shake up their baggies of bugs.*. Tell them that the rules of the experiment are that they have to pull out as

many bugs as they can from the baggies. 4The bugs are the round paper in the

bags5+. Time the class for ( seconds how many bugs they can get out of the bag.

. =nce the ( seconds has completed, have the students count the amount of

newspaper bugs and the amount of colored bugs that were retrieved.. /xplain to the students that this was an example of camouflage, a type of

animal adaptation.

%. -efine camouflage' a way an animal looks to hide itself. 4with color5

1.

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Habitat Unit- igration, 5stivate, Habitat

Da Seven

Thursda, #ebruar &9,&''(

!b)ectives:

1. The students will read in the textbook about animal adaptations.

2. The students will create a Henn diagram comparing the difference betweenestivate and hibernate.

(. The students will define migrate, estivate, and hibernate.

). The students will draw a picture of an animal that has an adaptation.

ontent:

&nimals often protect themselves by the color of their skin, the body coverings

and often by the way the animal behaves. &nything animals do to protect themselves in

the wild is called an adaptation. &nimals also have to learn to move about to protectthemselves from danger or to get food and some even migrate to far places to be able to

satisfy their needs. Dinally some animals must sleep for a long period of time to protect

themselves. Some animals hibernate during the winter since they is often not a lot of

food left over. =ther animals will sleep during the summer, or estivate, to protectthemselves from the heat and dryness of the summer months. &ll animals have ways of

adapting themselves for protection.

aterials:

hart paper

6arkers

-rawing paper

Science textbook


1.

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*. &sk students why they think they animals have to do each of these

adaptations.

+. &s a class, create a Henn -iagram of /stivate and $ibernate.. =n the left side of the paper, have the students label /stivate and the right

circle will be $ibernate.

. -iscuss with the students that a Henn -iagram compares two itemCscharacteristics.

%. $ave the students list characteristics these adaptations have in common and

place in the center of the circles.1. =nce the class has completed this task, give each student a piece of drawing

paper and ask them to draw an animal with an animal adaptation on it like the

types we had been talking about.


11. $ave the students share and explain what the animal adaptation they drew

was.

0ssessment:

=bserve the students participation. Throughout the lesson, make mental note of

students that might need possible enrichment activities following the lesson. #eep an

anecdotal record if needed of the students.

odi3ications:

$ave a pre'made sheet of the definitions that will be discussed in the lesson for

students who need this.

.ntegration: 6athematics' make a graph of animals speed at which animals can travel.

4e3lections:

2+

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2

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Habitat Unit- Plants and 0nimals Help 5ach !ther

Da 5ight

#rida, #ebruar &,&''(

!b)ectives:

1. The students will read in the textbook about plants and animals helping each

other survive.2. The students will brainstorm possible ideas of how plants and animals help

one another.

(. The students will create a graphic organier with the brainstorming ideas.

). The students will interactively place items in order to properly make a foodchain.

ontent:

&nimals and plants work together to help one another survive. &nimals eat plantsto satisfy their need for food. &nimals also use plants sometimes as shelter and protect.

Dor instance, a bird lives in a tree. 0lants are helped by animals because animals are able

to move the seeds of the plants to help plants grow in new places. & food chain is an

important aspect of animals and plants working together to help one another. The orderin which animals and plants are eaten, is known as the food chain.

aterials:

hart paper

6arkers

0icture of animals

Fame cards of animals

Science textbook


1. &sk the students how animals and plants can help each other survive.

2. The students can 8think3pair3share9 with this activity.(. Bive each student about one minute thinking time and then ask them to talk to

their neighbor about how the animals and plants can help one another.


). $ave the students share with the class how animals and plants help each othersurvive.

*. >ith the information the students give, create a concept web.

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+. 6ake sure each pair of students has an opportunity to share with the class.

. Then, read pages 2%'(( in the textbook.

. -iscuss with the students how similar their brainstorming web was comparedto what they learned from the book.

%. Then define food chain' The order in which animals eat plants and other

animals.1. 7llustrate this by giving about ) students pictures of animals and plants that

could eat or be eaten by one another.

11. &s a class, have the students place in them in order from the beginning of thefood chain, to the end.

12. ontinue this activity to show several combinations of food chains.


1(.

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88 Used 3or a modi3ication88

(

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Habitat Unit- 4eview;

Da

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0ssessment:

=bserve the students participation. 6onitor the students while they are making theirpostcard. =nce the students have completed the postcard, check for correctness of the

information provided in the postcard.

odi3ications:

$ave a pre'made postcard to pass around to illustrate to the students what this is

supposed to look like. &llow students more time if needed to complete this activity.

.ntegration: >riting' Sloppy copy of the letter home to the family about a habitat.

4e3lections:

(2

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Habitat Unit- Test

Da Ten

Tuesda, arch &,&''(

!b)ectives:

1. The students will review the land habitats, water habitats, and animal

adaptations.2. The students will match pictures of the various habitats with the name of the

habitat.

(. The students will complete fill'in the blank :uestions about vocabulary

learned in the unit.). The students will match pictures of animals with the correct habitat.

ontent:

&nimals and plants are live in an environment that can satisfy their needs ofhaving food, water and shelter. This environment is different for the different organism,

depending on the weather and climate of the habitat as well proper availability of food for

the organism.

aterials:

0encil

hapter Test 4225


1.

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1. The students will then match pictures of animals to the correct habitat.


11. &s a ticket out the door to recess, have the student tell you one thing from the

habitat unit they thought was the most interesting and most fun.

0ssessment:

$ave a rubric from grading this test

Section: 0mount o3 points:

=ne' 6atching $abitats 2 points per picture' total of 1 points

Two' Hocabulary Dill in the @lank 2 points per :uestion'total of 1 points

Three' 6atching of &nimals 1 point per picture' total of * points

Total: &1 points

odi3ications:

$ave a shorter version of the test if advised by the special education teacher, or

allow those students to complete the test at another time if they cannot follow along.

.ntegration: Spelling' >rite sentences with the habitat spelling words.

4e3lections:

()

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*ame$++++++++++++++++

Habitat TestC&oose one o5 t&e $ord in t&e bo+ and matc& it $it& t&e correct &abitat. rite t&e&abitat on t&e line belo$ t&e icture.

2ain)orest

#undra )orest Pond Ocean Desert

HHHHHHHHHHHH HHHHHHHHHHHHH HHHHHHHHHHHH

HHHHHHHHHHHHHH HHHHHHHHHHHHHH HHHHHHHHHHHHHH

, %rite the letter of the best choice$

1. #&e lace $&ere an animal lives is its HHHHHHHHHHHHHH./. ,stivate . abitat C. /datation

". #&e order in $&ic& animals eat ot&er livin t&ins is called aHHHHHHHHHHHHHHHHHHHHHHHH.

/. )ood c&ain . Camou5lae C. ,nvironment

(*

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3. /ll t&e livin and non-livin t&ins in a lace ma@e u anHHHHHHHHHHHHHHHHHHHHHHHHH.

/. #undra . ,nvironment C. ibernation.

4. #&e $a! an animals loo@s to &el it &ide is calledHHHHHHHHHHHHHHHHHHHH.

/. Camou5lae . ,stivate C.

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1. #&e *tudent $ill read7 The Desert Alphabet Book$ritten b! err! Pallotta. Once t&e students &ave

comleted readin t&e stor!7 t&e! $ill c&oose one letterand illustrate a ae based on a 5act about Deserts t&att&e! @no$. A/nimals7 lants7 $eat&er7 or ot&erin5ormation reardin t&e desert &abitatB.

". #&e students $ill lace animals in seGuence on a 5oodc&ain and e+lain $&! eac& animal is in t&at certainosition.

3. #&e students cateoriFe animal ictures and create a

bar ra& o5 t&e animals accordin to t&e &abitat in$&ic& t&e! live in.

"ne !nteracti&e ,ulletin ,oard /escriptionEEE / in m! classroom7 &o$ever7 t&ese are ossible ideas

5or t&e 5utureEEE

#&e bulletin board $ill be a $ater &abitat $it& blue bulletinboard aer creatin t&e $ater and several 5is&. #&e bulletin

(

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board $ill be entitled >)is&inJ 5or ne$ 5acts about $ater&abitats?. One t&e bulletin board7 t&ere $ill be a 5is& t&at isa oc@et o5 li&t blue and dar@ blue cut out 5is&7 t&e students

$ill use t&e li&t blue to $rite 5acts about 5res&$ater &abitats

and t&e dar@ blue 5is& $ill reresent t&e salt$ater 5acts. #&estudents can use t&is board as a source o5 @no$lede7communication about $&at t&e! &ave learned7 and aresource.

Resources

-ecember3January 1%%*'%+ The Mailbox Teacher 7dea 6againe. 0rimary.

&pril36ay 1%%+ The Mailbox Teacher 7dea 6againe. 0rimary.

6arianne &yoob, Second Brade Teacher, @arnett Shoals /lementary School, &thens,

B&.

(

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Habitat ocabular1

(%

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,nvironment: A place that is made up of all the li&ing andnon-li&ing things in a place

abitat: A place .here an animal finds the food and .aterit needs to li&e

/datation: An1thing about an animal that helps it li&e inits en&ironment

Camou5lae: An adaptation that animals use to changetheir loo# to help them hide

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