Project GLAD · Web viewSAMPLE DAILY LESSON PLAN ADAPTATION. DAY 1. FOCUS/MOTIVATION. Discuss Three Behaviors - Making good decisions ... This will reinforce the key terms and provide

ANAHEIM CITY SCHOOL DISTRICTProject GLAD

Exploring Habitats - Grade OneAnaheim City School District Team:

Rima Haroun, Diane Shimoda, Jean Thompson, & Charlene Ruble

IDEA PAGES

I. UNIT THEME – Include cross-cultural sensitivity theme Classification of living species into groups Food chains Vertebrates vs. invertebrates Cross-cultural sensitivity – the importance of conserving habitats differ with

each country/culture.

II. FOCUS AND MOTIVATION STRATEGIES Bookmarks Ecologist awards, badges Read aloud Inquiry chart Challenge questions with picture file cards Interest pieces Realia – plant specimens List, group, label Animal songs Poetry Animal Hunt – habitat population

III. CLOSURE Process all charts and learnings Challenge questions Big Book of habitat, poetry, and songs Personal exploration-free choice writing Evaluation of week, letter home to parents A look at how we interact with the habitats – cultural viewpoint consisting

- desert - tundra - plain- mountains (forest) - ocean - wetland/swamp- rainforest - river - lake

IV. SCIENCE AND SOCIAL STUDIES CONCEPTS AND CALIFORNIA STATE STANDARDS – GRADE 1

Science Concepts

Living things are found almost everywhere in the world. Different plants and animals inhabit different kinds of environments.

The sun warms the land, air, and water.

Anaheim City School District/Haroun, Shimoda,,Thompson, Ruble/Project GLAD 1

Living species can be grouped according to similarities, taxonomy.

Animal identification

- Description- How do the structures perform their functions, interact with each other and contribute to the life and growth of the organism?

- Life cycle- Prey, predators

Living species interact with their physical environment.

- Ecosystem, habitat- Energy flow, food chain

Humans are responsible for the maintenance and preservation of ecosystems.

Science Standards

Life Science2a. Different plants and animals have external features that help them thrive in

different kinds of places.2b. Plants and animals both need to take in water, and animals need to take in

food. In addition, plants need light.2c. Animals eat plants or other animals for food and may also use plants (or

even other animals) for shelter and nesting.2d. What animals eat can be inferred from the shapes of their teeth (e.g. sharp

teeth: animal eats meat; flat teeth: animal eats plants).2e. Roots are associated with the intake of water and soil nutrients, and green

leaves are associated with making food from sunlight.

Earth Sciences3a. Simple tools (e.g., thermometer, wind vane) are used to measure weather

conditions and record changes from day to day and across the seasons.3b. Weather changes from day to day.

Investigation and Experimentation

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

4a. Draw pictures that portray some features of the thing being described.4b. Record observations and data with pictures, numbers, and/or written statements.4c. Record observations on a bar graph.4d. Describe the relative position of objects using two references (e.g., above and

next to, below and left of).


4e. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon.

History/Social Science

1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.

1. Locate on maps and globes the local community, California, the United States, the seven continents, and the four oceans.

2. Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.

3. Construct a simple map, using cardinal directions and map symbols.

4. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

Integrated Concepts in Science, History/Social Science, and Math

Introduce intersections and coordinates on grid/mapping skills

Scientific thinking processes: observing, communicating, comparing, ordering, categorizing, relating, inferring, applying

Participation and study skills

V. LANGUAGE ARTS CALIFORNIA STATE STANDARDS AND SKILLS

English Language Arts (ELA) California State Standards – Grade 1

READING

Concepts About Print1.1 Match oral words to printed words (coop strip paragraph, group

frame).1.2 Identify the title and author of a reading selection.1.3 Identify letters, words, and sentences.

Phonemic Awareness1.4 Distinguish initial, medial, and final sounds in single-syllable

words.1.5 Distinguish long-and short-vowel sounds in orally stated single-

syllable words (e.g., bit/bite).1.6 Create and state a series of rhyming words, including consonants

blends.1.7 Add, delete, or change target sounds to change target sounds to

change words (e.g., change cow to how; pan to an).1.8 Blend two to four phonemes into recognizable words (e.g.,/c/a/t=

cat; /fl/a/t/= splat).


1.9 Segment single syllable words into their components (e.g., /c/a/t= cat; /fl/a/t/= splat; /r/i/c/h/= rich).

Decoding and Word Recognition1.10 Generate the sounds from all the letters and letter patterns,

including consonant blends and long- and short-vowel (i.e., phonograms), and blend those sounds into recognizable words.

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).

1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

1.13 Read compound words and contractions.1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g.,

look, looked, looking).1.15 Read common word families (e.g., -ite, -ate).1.16 Read aloud with fluency in a manner that sounds like natural

speech.

Vocabulary and Concept Development1.17 Classify grade-appropriate categories of words (e.g., concrete

collections of animals, foods, toys).

2.2 Reading Comprehension

Structural Features of Informational Materials2.1 Identify text that uses sequence or other logical order.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Respond to who, what, when, where, and how questions.2.3 Follow one-step written instructions.2.4 Use context to resolve ambiguities about word and sentence

meanings.2.5 Confirm predictions about what will happen next in a text by

identifying key words (i.e., signpost words).2.6 Relate prior knowledge to textual information.2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and AnalysisStudents listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text3.1 Identify and describe the elements of plot, setting, and character(s)

in a story, as well as the story’s beginning, middle, and ending.3.2 Describe the roles of authors and illustrators and their

contributions to print materials.


3.3 Recollect, talk, and write about books read during the school year.

WRITING

1.0 Writing StrategiesOrganization and Focus1.1 Select focus when writing.1.2 Use descriptive words when writing.

2.0 Writing Applications (Genres and Their Characteristics)2.1 Write brief narratives (e.g., fictional, autobiographical) describing

and experience.2.2 Write brief expository descriptions of a real object, person, place,

or event, using sensory detail.

WRITTEN AND ORAL ENGLISH LANUAGE CONVENTIONS

Sentence Structure1.1 Write and speak in complete, coherent sentences.

Grammar1.2 Identify and correctly use singular and plural nouns.1.3 Identify and correctly use contractions (i.e., isn’t, aren’t, can’t,

won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Punctuation1.4 Distinguish between declarative, exclamatory, and interrogative

sentences.1.5 Use a period, exclamation point, or question mark at the end of

sentences .1.6 Use knowledge of the basic rules of punctuation and capitalization

when writing.

Capitalization1.7 Capitalize the first word of a sentence, names of people, and the

pronoun I.

Spelling1.8 Spell three- and four-letter short-vowel words and grade-level-

appropriate sight words correctly.

LISTENING AND SPEAKING

1.0 Listening and Speaking StrategiesStudents listen and respond to oral communication. They speak in clear and coherent sentences.


Comprehension1.1 Listen attentively.1.2 Ask questions for clarification and understanding.1.3 Give, restate, and follow simple two-step directions.

Organization and Delivery of Oral Communication1.4 Stay on the topic when speaking.1.5 Use descriptive words when speaking about people, places, things, and

events.

2.0 Speaking Applications (Genres and Their Characteristics)2.1 Recite poems, rhymes, songs, and stories.2.2 Retell stories using basic story grammar and relating the sequence

of story events by answering who, what, when, where, why, and how questions.

2.3 Relate an important life event or personal experience in a simple sequence.

2.4 Provide descriptions with careful attention to sensory detail.

VI. ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS – K-2 GRADE SPAN

LISTENING AND SPEAKING

Beginning LevelComprehension Begin to speak with a few words or sentences, using some English phonemes

and rudimentary English grammatical forms. Answer simple questions with one- to two-word responses. Respond to simple directions and question using physical actions and other

means of non-verbal communication.Comprehension Organization and Delivery of Oral Communication Independently use common social greetings and simple repetitive phrases.

Early Intermediate LevelComprehension Begin to be understood when speaking, but may have some inconsistent use of

standard English grammatical forms and sounds. Ask and answer questions using phrases or simple sentences.Comprehension, Organization and Delivery of Oral Communication Retell familiar stories and short conversations by using appropriate gestures,

expressions and illustrative objects. Orally communicate basic needs. Recite familiar rhymes, songs, and simple stories.


Intermediate LevelComprehension Ask and answer instructional question using simple sentences. Listen attentively to stories/information and identify key details and concepts

using both verbal and non-verbal responses.Comprehension, Organization and Delivery of Oral Communication Be understood when speaking, using consistent standard English grammatical

forms and sounds; however, some rules may not be in evidence. Actively participate in social conversations with peers and adults on familiar

topics by asking and answering questions and soliciting information. Retell stories and talk about school related activities using expanded

vocabulary, descriptive words, and paraphrasing.

Early Advanced LevelComprehension Listen attentively to stories/ information, and orally identify key details and

concepts.Comprehension, Organization and Delivery of Oral Communications Retell stories in greater detail including characters, setting, and plot. Be understood when speaking, using consistent Standard English grammatical

forms, sounds, intonation, pitch, and modulation, but may have random errors. Actively participate and initiate more extended social conversations with

peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.

Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

Ask and answer instructional questions with more extensive supporting elements.

Advanced LevelComprehension Listen attentively to stories/information on new topics and identify both orally

and in writing key details and concepts. Demonstrate understanding of idiomatic expressions by responding to and

using such expressions appropriately.Comprehension, Organization and Delivery of Oral Communication Negotiate and initiate social conversations by questioning, restating, soliciting

information and paraphrasing. Consistently use appropriate ways of speaking and writing that vary based on

purpose, audience, and subject matter. Narrate and paraphrase events in greater detail, using more extended

vocabulary. Speak clearly and comprehensibly using standard English grammatical forms,

sounds, intonation, pitch and modulation.


READING – WORD ANALYSIS

Beginning LevelConcepts about Print, Phonemic Awareness, Vocabulary and Concept Development Recognize English phonemes that correspond to phonemes students already

hear and produce.

Early Intermediate LevelConcepts about Print, Phonemic Awareness, Vocabulary and Concept Development Produce English phonemes that correspond to phonemes students already hear

and produce, including long and short vowels and initial and final consonants. Recognize English phonemes that do not correspond to sounds students hear

and produce.

Intermediate Level Phonemic Awareness, Decoding and Word Recognition Pronounce most English phonemes correctly while reading aloud. Recognize sound/symbol relationship and basic word formation rules in

phrases, simple sentences, or simple text.

Concepts About Print Recognize and name all upper and lower case letters of the alphabet.

Early Advanced LevelPhonemic Awareness, Decoding and Word Recognition Use common English morphemes to derive meaning in oral and silent reading. Recognize sound/symbol relationship and basic word formation rules in

phrases, simple sentences, or simple text.

Advanced LevelDecoding and Word Recognition Apply knowledge of common morphemes to derive meaning in oral and silent

reading.

READING – FLUENCY AND SYSTEMATIC VOCABULARY DEVELOPMENT

Beginning LevelVocabulary and Concept Development Read aloud simple words in stories or games. Demonstrate comprehension of simple vocabulary with an appropriate action. Retell simple stories using drawings, words, or phrases. Produce simple vocabulary (single words or short phrases) to communicate

basic needs in social and academic settings.


Early Intermediate Level

Vocabulary and Concept Development Produce vocabulary, phrases, and simple sentences to communicate basic

needs in social and academic settings. Read simple vocabulary, phrases, and sentences independently. Read aloud an increasing number of English words. Demonstrate internalization of English grammar, usage, and word choice by

recognizing and correcting some errors when speaking or reading aloud.

Intermediate Level

Vocabulary and Concept Development Demonstrate internalization of English grammar, usage, and word choice by

recognizing and correcting some errors when speaking or reading aloud. Use decoding skills to read more complex words independently. Use more complex vocabulary and sentences to vocabulary and sentences to

communicate needs and express ideas in a wider variety.

Vocabulary and concept Development, Decoding and Word Recognition Recognize simple prefixes and suffixes when attached to known vocabulary.

Early Advanced Level

Vocabulary and Concept Development Recognize simple antonyms and synonyms in stories or games. Use simple prefixes and suffixes when attached to known vocabulary. Use decoding skills and knowledge of academic and social vocabulary to

begin independent reading.

Advanced LevelVocabulary and Concept Development Explain common antonyms and synonyms. Recognize words that have multiple meanings in texts. Apply knowledge of academic and social vocabulary to achieve independent

reading. Read narrative and expository texts aloud with appropriate pacing, intonation,

and expression.

READING COMPREHENSION

Beginning LevelComprehension Respond orally to stories read to them, using physical action and other means

of non-verbal communication. Respond orally to stories read to them by answering factual comprehension

questions using one- or two-word responses. Draw pictures from student’s own experience related to a story or topic. Understand and follow simple one-step directions from classroom or work-

related activities.


Comprehension and Analysis of Appropriate Text Identify the basic sequences of events in stories read to them, using key words

or pictures.

Early IntermediateComprehension Respond orally to simple stories read to them by answering factual

comprehension questions using phrase or simple sentences. Draw and label pictures related to a story topic or own experience. Understand and follow simple two-step directions for classroom and work-

related activities.Comprehension and Analysis of Appropriate Text Identify the basic sequences of events in stories read to them using key words

or phrases. Use the content of a story to draw logical inference.

Intermediate LevelComprehension Write captions of words or phrases for drawings related to a story. Understand and follow some multi-step directions for classroom-related

activities.Comprehension and Analysis of Grade-Level Appropriate Text Read and use simple sentences to orally respond to stories by answering

factual comprehension questions. While reading orally in a group, point out basic text features such as title,

table of contents, and chapter headings. Use the content of stories read aloud to draw inferences about the stories. Use

simple phrases or sentences to communicate the inferences made.

Early Advanced LevelComprehension and Analysis of Grade-Level Appropriate Text Read and use detailed sentences to orally identify the main idea and use the

idea to draw inferences about the text. Read and orally respond to stories by answering factual comprehension

questions about cause and effect relationships. Write a brief story summary (three or four complete sentences).Comprehension Read and use basic text features such as title, table of contents, and chapter

headings.Comprehension and Analysis of Grade-Level Appropriate Text and Expository Critique Read and orally respond to stories and texts from content areas by restating

facts and details to clarify ideas.


Advanced LevelComprehension and Analysis of Grade-Level Appropriate Text Prepare an oral or written summary or other information using a variety of

comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts.

Comprehension and Analysis of Grade-Level Appropriate Text and Expository Critique Locate and use text features such as title, table of contents, chapter headings,

diagrams and index.

READING – LITERARY RESPONSE AND ANALYSIS

Beginning LevelNarrative Analysis of Grade-Level Appropriate Text Listen to a story and respond orally by answering factual comprehension

questions using one- or two-word responses. Draw pictures related to a work of literature identifying setting and characters.

Early Intermediate LevelNarrative Analysis of Grade-Level Appropriate Text Orally respond to stories by answering factual comprehension questions using

one- or two-word responses. Draw pictures related to a work of literature identifying setting and characters.

Intermediate LevelNarrative Analysis of Grade-Level Appropriate Text Use expanded vocabulary and descriptive words for oral and written responses

to simple text. Read simple poetry and respond to factual comprehension questions using

simple sentences.

Early Advanced LevelStructural Features of Literature Read short poems and orally identify the basic element.Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism Read and orally identify literary elements of plot, setting, and characters. Read and identify the beginning, middle, and end of a story.

Advanced LevelNarrative Analysis of Grade-Level Appropriate Text Read and respond both orally and in writing to a variety of children’s

literature.Structural Features of Literature Compare and contrast literary elements of different authors.


WRITING – STRATEGIES AND APPLICATIONS

Beginning LevelPenmanship, Organization and Focus Copy words posted and commonly used in the classroom.

Organization and Focus Write a few words or phrases about an event or character from a story read by

the teacher. Write a phrase or simple sentence about an experience generated from a group

story.

Early Intermediate LevelOrganization and Focus Write simple sentences about events or characters form familiar stories read

by the teacher. Write simple sentences using key words posted and commonly used in the

classroom.

Organization and Focus, Evaluation and Revision Write one to two simple sentences.

Intermediate LevelOrganization and Focus Write short narrative stories that include the elements of setting and character. Produce independent writing that is understood when read, but may include

inconsistent use of grammatical forms. Following a model, use the writing process to independently write short

paragraphs of at least three lines. Write simple sentences appropriate for language arts and other content areas. Write a friendly letter of a few lines.

Early Advanced LevelOrganization and Focus Write short narratives that include elements of setting, character and events. Use the writing process to write short paragraphs that maintain a consistent

focus. Use complex vocabulary and sentences appropriate for language arts and other

content areas.

Organization and Focus, Evaluation and Revision Produce independent writing using consistent standard grammatical forms, but

with some rules that may not be in evidence.Advanced LevelOrganization and Focus Write short narratives that include examples of writing appropriate for

language arts and other content areas. Write short narratives that describe the setting, character, objects and events.


Organization and Focus, Evaluation and Revision Produce independent writing using correct grammatical forms. Use the writing process to write clear and coherent sentences and paragraphs

that maintain a consistent focus.

WRITING - CONVENTIONS

Beginning LevelCapitalization Use capital letters to begin sentences and proper names.Punctuation Use a period or question mark at the end of a sentence.Punctuation, Capitalization, Spelling Edit writing for basic conventions and make some corrections

Intermediate LevelCapitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of

capitalization, periods, and correct spelling.Sentence Structure, Grammar, Spelling Use standard word order but may have some inconsistent grammatical forms.

Early Advanced LevelCapitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of

capitalization, periods and correct spelling.Sentence Structure, Grammar, Spelling Use standard word order with some inconsistent grammar forms.Punctuation, Capitalization, Spelling Edit writing for some conventions.

Advanced LevelSentence Structure, Grammar Use complete sentences and correct word order

Grammar Use correct parts of speech, including correct subject/verb agreement.Capitalization, Punctuation, Spelling Edit writing for punctuation, capitalization, and spelling.Sentence Structure, Grammar, Punctuation, Capitalization, Spelling Produce writing that demonstrates a command of the conventions of standard

English.


LANGUAGE ARTS SKILLS Phonemic Awareness: segmenting phonemes Phonics: base words and endings (-s, -ed, -ing); vowel pairs ou, ow (/ou/) Reading Strategies: summarize; evaluate; predict/infer; phonics/decoding Comprehension: categorize/classify; topic, main idea, details/summarize;

draw conclusions High-Frequency Words: recognize high-frequency words Grammar: action words; present tense; action words with -ed Writing: learning log; informational paragraph; writing with action words;

process writing: research report Spelling and Phonics: adding -s to naming words; vowel sound in cow;

endings –ed, -ing Vocabulary: compound words; nature words; science words; color and

pattern words; homophones; words that describe apple products Listening/Speaking/Viewing: assessing and evaluating; summarizing;

dramatizing a story; monitoring understanding; retelling; report Information and Study Skills: reference resources; locating information;

organizing information

VII. VOCABULARY


adapt – A change made to be suitable for a different condition.Africa – The second-largest of the seven continents.Antarctica – The southern-most continent that surrounds the South Pole.Asia – The world’s largest continent.Australia – The world’s smallest continent.bird – A two-legged animal with feathers and wings.carnivore – A consumer that eats only other animals.camouflage – The disguise of animals in order to make them look like what is around them.characteristics – Special features or qualities that are typical.chlorophyll – A green pigment found in plants that gets energy from the sun. It is also used to make food and oxygen for the plant.classification – Putting things into groups or classes.climate – The average weather conditions of an area over a long period of time.conservation – To use carefully, so not to waste, use up, or harm.

consumers – Animals that eat plants and other animals.continent – One of the largest bodies of land on the Earth.creature – A living animal.decompose – To decay or rot.desert – Dry land, usually covered with sand, where few plants or animals live.ecologist – A scientist who studies the relationships between organisms and their environment.ecosystem – The plants, animals, and nonliving things that make up an environment and have an effect on each other.environment – Surroundings and conditions that affect the growth and development of living things.Europe – The sixth-largest continent.farm – A place where people raise animals,

food and other resources.feathers – Light, flat, fluffy covering of birds.fish – An animal that lives in water.food chain – A series of plants and animals that provide a source of nourishment for the next in the series.forest – A place where many trees grow.globe – A model of the Earth.grasslands – An area of land, such as a prairie, covered with grass.habitat – The place where an animal or plant naturally lives and grows.hair – Body covering of mammals.heat – Energy that flows from warmer to cooler regions of matter.hemisphere – one half of the Earth’s surface.herbivore – A consumer that

eats only plants or other producers.hibernate – To sleep through the winter.hill – High land that is not as high as a mountain.icecap – A sheet of ice and snow that covers an area of land year round.interact – To have an affect on another.interdependent – Plants and animals that live together and rely on each other.kingdom – One of the large groups into which all living things are divided.lake – A body of water that has land around it.life cycle – The order of changes that occur during the lifetime of living things.mammals – One kind of animal. Mammals are covered with hair. They feed milk to their babies.migrate – To move from place to place as the seasons change.mountain – The highest kind of land.nature – The world of living things and the outdoors.North America – A northern continent of the Western Hemisphere.ocean – A very large body of salty water.


omnivore – An animal that eats both plants and animals.pest – An animal or plant that is harmful.plain – A large, flat area of land with few trees.preservation – To protect from destruction.producers – Plants produced and eaten by animals.rainforest – A thick evergreen forest in a tropical region with a lot of rainfall yearly.reproduce – To have offspring or babies.

resource – Something that can be used from the land by people.river – A long body of water that flows through the land.scales – Body covering of some fish and reptiles.shade – An area that is out of the sun.shelter – A place to live.skin – A covering for the bodies of animals.

South America - A southern continent of the Western Hemisphere.species – A group of animals or plants that are similar. survive – To stay alive.sunlight – The light of the sun.system – A group of things that interact with each other.temperature – Measure of heat.

traits – Qualities that help identify one thing from another. tundra – An area of the Arctic that has no trees and very few plants.valley – A long, narrow area of low land between mountains or hills.weather – What the air outside is like.wetlands – swampy areas that contain many organisms.world – A name for the Earth and everything on it.


VIII. RESOURCES AND MATERIALS

A. Non-Fictional Texts Bash, Barbara, Tree of Life: The World of the African Boabab (Sierra

Club Books/Little, Brown, 1989) Christelow, Eileen, What Do Authors Do? (Houghton Mifflin Co.,

1997) Fowler, Allan, It Could Still Be a Leaf (Children’s Press, 1990) Kuhn, Dwight, My First Book of Nature: How Living Things Grow

(Scholastic Inc., 1993) Parker, Nancy Winslow & Wright, Joan Richards, Bugs (Mulberry

Books, 1987) remarkable Rauzon, Mark J., Skin, Scales, Feathers, and Fur (Lothrop, Lee, &

Shepard, 1993) Roberts, Allene, The Curiosity Club: Kids’ Nature Activity Book

(John Wiley, 1992) Seddon, Tony & Bailey, Jill, The Living World (Doubleday, 1986) Sowler, Sadie, Amazing Armored Animals (Alfred A. Knopf, 1992) Yolen, Jane, Welcome to the Green House (G.P. Putnam’s Sons, 1993)

B. Fictional Texts Aardema, Verna, Bringing the Rain to Kapiti Plain, (Houghton Mifflin

Co., 1996) Barbosa, Rogerio Andrade, African Animal Tales (Volcano Press,

1993) Brown, Margaret Wise, The Important Book (HarperCollins, 1990) Cohen, Miriam, When Will I Read? (Greenwillow, 1977) Hartman, Gail, As the Roadrunner Runs (Scott Foresman, 1994) Lester, Alison, Imagine (Houghton Mifflin Co., 1990) Martin, Bill Jr., Brown Bear, Brown Bear, What Do You See? (Holt,

Rinehart, and Winston, 1983) McGuire, Richard, Night Becomes Day (Viking Children’s Books,

1994) Muller, Gerda, Around the Oak (E P Dutton, 1994) Seuss, One Fish, Two Fish, Red Fish, Blue Fish (Turtleback Books,

1960) Tafolla, Carmen & Seale, Jan Epton, The Sleeping Pig (Houghton

Mifflin Reading, Theme Six)

C. Poetry and Songs Guthrie, Woody, & Guthrie, Arlo. This Land is Your Land [CD, track

5]. (Rounder / Pgd, 1997). Hoberman, Mary Ann. A House is a House for Me. (Puffin Books,

1982). I Sing You Sing “All Around the Mulberry Bush” [CD, track 5].

(Peter Pan, 1996). Adaptation to song: (This is the way an animal adapts…)


Shells, C. Animal Tails “Over in the Meadow” [CD, track 5]. (1998).

Anaheim City School District (California) Texts Houghton Mifflin Reading, Treasures, Theme 8 & Our Earth, Theme 6 Harcourt Brace Social Studies – A Child’s Place, Units 4 and 6 Hampton Brown, Into English, Level B, Units 2 and 3 Houghton Mifflin Science, Discovery Works, Level 1-Unit A and Unit B

E. MaterialsPlant specimens Poster paper Student paperMarkers Pencils Large envelopeMasking tape Magnifying glasses WatercolorsCrayon resist Daily news about habitats Picture file cardsSounds of the forest Environment/ocean music Sentence stripsStuffed animals from different habitats Binding rings

F. Community Resources Desert Habitats [Video]. ASIN: B00006JDXI Forest Habitats [Video]. ASIN: B00006JDXG Habitats – Homes for Living Things [Video]. ASIN: B00006JDXT Jacobs, Larry, & Bastien, Charles E (Directors). The Magic School

Bus – Greatest Adventures [Video]. ASIN: B00004TJHB Jacobs, Larry, & Bastien, Charles E (Directors). The Magic School

Bus – In the Rainforest [Video]. ASIN: 1568328613 Ocean Habitats - Light and Dark Zones [Video]. ASIN: B00006JDXH Ocean Habitats – Shoreline and Reef [Video]. ASIN: B00006JDXF Tropical Rainforest Habitat [Video]. ASIN: B00006JDXJ Habitat and Ecology Videos from the local library Website: http://www.enchantedlearning.com

Children’s Books Cited

Aardema, V. (1996). Bringing the Rain to Kapiti Plain. Houghton Mifflin Co.

Barbosa, R. A. (1993). African Animal Tales. Volcano Press.

Bash, B. (1989). Tree of Life: The World of the African Boabab. Sierra Club

Books/Little, Brown.

Brown, M. W. (1990). The Important Book. HarperCollins.

Christelow, E. (1997). What Do Authors Do? Houghton Mifflin Co.

Cohen, M. (1977). When Will I Read? Greenwillow.


http://www.enchantedlearning.com/

Fowler, A. (1990). It Could Still Be a Leaf. Children’s Press.

Hartman, G. (1994). As the Roadrunner Runs. Scott Foresman.

Hoberman, M. A. (1982). A House is a House for Me. Puffin Books.

Kuhn, D. (1993). My First Book of Nature: How Living Things Grow.

Scholastic Inc.

Lester, A. (1990). Imagine. Houghton Mifflin Co.

Martin, B. Jr. (1983). Brown Bear, Brown Bear, What Do You See? Holt,

Rinehart, and Winston.

McGuire, R. (1994). Night Becomes Day. Viking Children’s Books.

Muller, G. (1994). Around the Oak. E P Dutton.

Parker, N. W., & Wright, J. R. (1987). Bugs. Mulberry Books.

Rauzon, M. J. (1993). Skin, Scales, Feathers, and Fur. Lothrop, Lee, &

Shepard.

Roberts, A. (1992). The Curiosity Club: Kids’ Nature Activity Book. John

Wiley.

Seddon, T., & Bailey, J. (1986). The Living World. Doubleday.

Seuss. (1960). One Fish, Two Fish, Red Fish, Blue Fish. Turtleback Books.

Sowler, S. (1992). Amazing Armored Animals. Alfred A. Knopf.

Yolen, J. (1993). Welcome to the Green House. G.P. Putnam’s Sons.


UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Discuss Three Behaviors

- Making good decisions- Solving problems- Showing respect

Scientist Awards Zero-Noise Signal

- When the teacher raises his/her hand, the students need to look towards the teacher and stop whatever he/she is doing.

Picture File Cards Read Alouds

- Habitat Books- Interest pieces- A House is a House for Me

Inquiry Charts – Processed daily- What do you know about world habitats?- What do you want to know about world habitats?

Pre-and on-going assessment- Learning Logs

Challenge questions with Picture File Realia: real animal specimens, observations

- List, group, label Poetry and Chants

- Charts- Booklet

Song: Over in the Meadow Teacher made Big Book: The Important Thing About Habitats Observation Charts

- Sorting/grouping pictures by what habitat they think it is (water, land, mountains, forests) and which animals live in those habitats.- Let the students explore and discover, telling why things are the way they are.

Video Clip(s) – on ecosystems or habitats Habitat and Conservation Awards Field Trip to the Zoo

II. INPUT 10-2 Lecture with Primary Language Groups Graphic Organizers on habitats Pictorial Input Chart – World map with different habitats

- Land, water- Continents, oceans- Mountains, plains, deserts, rainforests, forests, tundra- Rivers, lakes: oceans


Narrative Input – The Sleeping Pig Comparative Input – Do a different habitat each day Comparative Input – Compare animal homes or animal body coverings Comparative Input (Venn Diagram) – Plants cannot move, animals can Comparative Input (Venn Diagram) – How animals adapt to their environment

- Hot, dry desert animal- Cold, dry Arctic animal

Read Aloud Book, My River Cause/Effect Organizer – deserts Teacher made Big Book: The Important Book About Habitats Living Wall – 4 types of bodies of water

III. GUIDED ORAL PRACTICE – (Cooperative Groups) T-graph on cooperation/teamwork T-graph on respecting the environment and conservation

- Preserving resources- Social consciousness- Taking responsibility

Observing, Mind-Mapping Chants Poetry Scramble Interest corners Process Grid (one animal from each habitat) Farmer-in-the-Dell Chart T comparison Chart (rainforest and pine forest) Team Diagrams with labels Personal Interactions

- How are plants and animals the same?- How does your culture value the ocean?

Picture File Cards Numbered Heads Together

IV. READING/WRITINGA. Total Group

Group Frames- Found Poetry - Expository Paragraphs, Cause/Effect, Details- Cooperative Strip Paragraph- Narrative

Modeling Strip Books- Modeling of commas in a series- Modeling prefixes, suffixes, root words- Modeling of irregular plurals

B. Cooperative Reading/Writing Choices Team Interpretation of Poem


Story Map (from narrative) Chant Sequence (on sentence strips) Cooperative Strip Paragraph Cooperative Found Poetry Graphic Organizers on Habitats Ear-to-Ear Reading-team worksheet Focused Reading Expert Groups (one animal from each habitat) Mind-Mapping

C. Individual Activities – (Portfolio) Reading Log Learning Log Interactive Journal Writing Required Writing Poetry Booklet Diagrams and Illustrations

- Matching the animal to their environment Reading Choices

D. Writer’s Workshop Mini-lesson Conferences Author’s Chair

V. REINFORCEMENT/EXTENDED ACTIVITIES FOR INTEGRATION Listen and Sketch Poetry Songs Environment music/sounds of the forests and oceans Watercolors, watercolor crayons Crayon resist Stuffed animals from different habitats

VI. DAILY ACTIVITIES Read Aloud Silent Sustained Reading Silent Sustained Writing Interactive Journals Home/School Connection Songs/Chants Listening Activities Personal Interaction Oral Language Activities Daily News/Interest Piece


VII. CLOSURE (Alternative Assessments) Process all charts Process Inquiry Charts Ask Challenge Questions Teach test taking skill “Best Answer” Review Big Book Write parent letter


SAMPLE DAILY LESSON PLAN ADAPTATION

DAY 1

FOCUS/MOTIVATION Discuss Three Behaviors

- Making good decisions- Solving problems- Showing respect

Scientist Award – Pictures of animals (and their names) in different habitats.- The teacher chooses a student (called a scout) to watch for peers who deserve an award. The scout has to justify why a particular student was chosen to receive an award.

Zero-Noise Signal- When the teacher raises his/her hand, the students need to look towards the teacher and stop whatever he/she is doing.

Cognitive Content Dictionary/Signal Word – HABITAT- Every day in the unit, a new signal word is introduced. The purpose of this word is to familiarize students with high-level vocabulary and provide a means of giving direction. When the teacher says the signal word after giving directions, the students are to do the assigned task.

Inquiry Charts – Different habitats- What do you know about habitats?- What do you what to learn about habitats?

- Add to chart as these questions are answered throughout the unit. Picture File Cards

- (These are pictures that relate to the unit and are gathered by the teacher.) Look for pictures of various habitats and have them ready for students to observe and discuss.

Observation Charts (gallery walk)- Post the picture file cards of different habitats and have students walk around and observe what is happening in the pictures. Allow students to write down observations on a sheet of paper next to the poster of picture file cards.

Video Clip – Habitats – Homes for Living Things

INPUT Graphic Organizers on habitats 10-2 Lecture, primary language groups

- When the teacher has provided ten minutes of instruction, the students are allowed two minutes to rephrase what was said to a peer.

Teacher-made Big Book – The Important Thing About Habitats The Important Thing About Land and Water

Pictorial Input (Pencil First Strategy)- Using an overhead projector, draw the world map on large chart paper in pencil first, and when teaching the lesson, trace the pencil with pen as

Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD 44

having the image “magically” appear. Add key words pertaining to habitats such as land, water, continents, oceans, mountains, plains, deserts, rainforests, forests, tundra, rivers, and lakes.

Comparative Input: Compare animal coverings:- Feathers- Fur- Scales- Skin- Shells

GUIDED ORAL PRACTICE Diagram: Matching the animal to their environment Chants, poems: “Yes Ma’am!”

“I Know an Unusual Habitat” “I Can Spell!” Chant “Habitat Military” Chant

READING/WRITING Learning Log – Students write down what they learned today in their

learning logs. Introduce the Accelerated Reader program and introduce books that

relate to the unit.- Accelerated Reader is a reading program that integrates technology to assess the student’s comprehension of text. After students finish reading a book, they take a computerized test to assess their reading comprehension. The texts are leveled so students can read at their independent level to comprehend text. Once a student passes a test, he/she is allowed to read a book at a higher level.

WRITER’S WORKSHOP Mini-lesson – Provide choices of different types of writing styles and

demonstrate mind mapping. Write and Edit Author’s Chair – This is an opportunity for students to share unfinished

work with their peers. Their peers (the audience) are to provide positive feedback so the author can make the story clearer or more interesting or clear.

CLOSURE Personal Interaction Interactive Journal Writing Volunteers read Learning Log Songs Home/School Connection

- Daily, students will take something home to complete or share with their families. Activities can include dialogues with family members, stories to share, or worksheets.


DAY 2

A. FOCUS/MOTIVATION Review Three Behaviors introduced in Day One Review Zero-Noise Signal Cognitive Content Dictonary/Signal Word: CONSERVATION Scientist Award: Scientist Notebooks

- This award is a little teacher-made book with blank pages for the students to write notes of observations.

Read aloud: My River Review Pictorial Input Chart with word cards

- Revisit the words in yesterday’s pictorial input by taping up flash cards with these words on them. This will reinforce the key terms and provide cards for students to remove and copy correctly at their seats.

Highlight key words in yesterday’s Poetry and Chants Video Clip – Desert Habitats

INPUT Comparative Input: Compare two or three different habitats using the

pencil first strategy explained in Day One. Narrative Input – Read aloud The Sleeping Pig showing illustrations only.

Complete story map. Add the text to the pictures on Day Three. Ask: What do scientists do? Cause/Effect Organizer – Deserts

GUIDED ORAL PRACTICE Farmer-in-the-Dell – Chart on animals

- In this chart, students provide adjectives, verbs, and prepositional phrases that explain animals with different habitats.

Chants, Poems: Review songs and chants from Day One. “Conservation Chant” Mini-Assembly: “Conservation”

T-Graph – Respect for ourselves/others and the environment

READING/WRITING Shared Reading – Big Book Chants Accelerated Reader Option Science Exploration

WRITER’S WORKSHOP Mini-lesson Write Author’s Chair

EXTENDED ACTIVITIES Science Exploration – Animal body coverings


CLOSURE Interactive Journal Writing Songs, Poetry Home/School Connection


III. DAY 3

A. FOCUS/MOTIVATION Review Three Behaviors Review Zero-Noise Signal Cognitive Content Dictionary/Signal Word: INTERDEPENDENT or

Student Choice Scientist Award: Seed Notebooks

- This award is a little teacher-made book with blank pages for the students to write down any ideas they may have for their next story during writer’s workshop.

Narrative Input Review- Act out/review with words cards

Plant Specimen – Demonstration Video Clip – Ocean Habitats – Shoreline and Reef

INPUT Read Aloud: A House is a House for Me Comparative Input (Venn Diagram) – Compare animal homes Comparative Input (Venn Diagram) – Plants cannot move, animals can Pictorial Input (Living Wall) – Discuss the four types of bodies of water

GUIDED ORAL PRACTICE Farmer-in-the-Dell Chart on plants

- In this chart, students provide adjectives, verbs, and prepositional phrases that explain animals of different habitats.

T-graph: Teamwork/Cooperation Poetry, Songs: Over in the Meadow

This Land Is Your Land Oh Give Me a Home Chant “Yes Ma’am!” with pictures Chant “The Sleeping Pig”

READING/WRITING/GUIDED ORAL PRACTICE Expert groups: Emperor Penguin, Spotted Dolphin, Zebra, Western

Diamondback Rattlesnake, Sloth, and Blue Jay- These expert groups consist of 4 to 5 students who each will experts on a specific animal. These experts will then return to their group and provide the information learned to the rest of their group. Each student in the group will have a different expertise and will provide similar information to the others. The information gained during expert groups will then be used to complete the process grid in Day Four.

Team Tasks – While the different expert groups are meeting with the teacher, the rest of the class will be working on team tasks. These tasks are to reinforce the information learned in the unit. Each student needs to contribute to all the tasks. To ensure this, students each choose a colored pencil and complete all their work with that color.- Team Picture – World Map of Habitats


- Team “Yes Ma’am!”- Team Big Book- T-graph on Respect- Farmer-in-the-Dell – Reading- Team Comparison Chart on Body Coverings- Team Exploration Report on Plant Specimen- Team Graphic Organizer/Story Map- Technology Integration: View habitat web pages and copy a diagram

Team Name – Each team is assigned a color for classroom management and team points.

Reader/Writer’s Choice – Instead of writer’s workshop, the students can work on their choice of reading the room (students walk around the room reading the information on the walls, such as chants and charts), Accelerated Reader option, or writing a story. This is their choice during this activity.

E. CLOSURE Interactive Journal – Students are given an opportunity to write what they

please in this journal. The teacher then reads and responds to the journals. Team Sharing Songs Home/School Connection


IV. DAY 4

FOCUS/MOTIVATION Review Three Behaviors Review Zero-Noise Signal Cognitive Content Dictionary/Signal Word: CHERISH or Student Choice Review charts/chants with word cards Scientist Award: Habitat Bookmark Read Aloud habitat books Video Clip – The Magic School Bus – In the Rainforest and Tropical

Rainforest Habitat

INPUT Comparative Input – How animals adapt to their environment:

hot, dry desert vs. humid, wet rainforest

GUIDED ORAL PRACTICE Review Farmer-in-the-Dell Chart and change verbs to -ing Process Grid – Expert Groups assist in completing this grid by telling the

teacher the information needed within the grid. The grid is to be in phrases only; no sentences. This grid will help students write paragraphs about specific animals.

Cooperative Strip Paragraph/Group Frame – Having a predetermined topic sentence, the teams will create one sentence about the topic using the information on the process grid. When all sentences from all the groups are posted, the class reads the paragraph and discusses sentence structure, sentence order, grammar, and spelling. The teacher then models the editing process.

Share team tasks- Choices

READING/WRITING Team Tasks

- Team Farmer-in-the-Dell- Team Process Grid- Team Cooperative Strip Paragraph- Add to the walls/to the Living Wall- Team Exploration Report on Plant Specimen- Team Flip Chant – Animal homes are…- Team Pocket Poetry- Technology Integration: View habitat web pages and copy a diagram

Listen and Sketch – In this activity, the teacher reads a story aloud in short sections and does not show any pictures. The teacher will pause every once in a while and students will draw what they picture is happening in the story. For students who do not know any English, allow them to see the pictures after reading each section.

Cooperative Strip Paragraph to reading


READING/WRITING WORKSHOP Journal First Mini-lesson Choices for writing/reading (adaptations)

- Poem- Narrative- Expository- Strip Books- Flip Chants

Primary Language Group Frame – With second language learners, the teacher provides a frame, using the cooperative strip paragraph, for students to work with in their primary language. This will help guide these students in being successful in their writing.

Author’s Chair Ear-to-Ear Reading-Poetry Booklet (a typed collection of all the songs and

chants) – Children sit ear-to-ear while reading familiar songs/chants to each other.

CLOSURE Personal learnings Home/School Connection


DAY 5

FOCUS/MOTIVATION Review Three Behaviors Review Zero-Noise Signal Cognitive Content Dictionary/Signal Word: ECOLOGIST or Student

Choice Scientist Award: Ecologist Buttons Review Songs, Chants, and Poetry Video Clip – The Magic School Bus – Greatest Adventures Review Inquiry Chart Field Trip to the Zoo

INPUT Pictorial Input: Food Chain Food Chain Demonstration

GUIDED ORAL PRACTICE Review Chants Review Big Book

READING/WRITING Flexible Group Reading – Cooperative Strip Paragraph- In homogeneous reading groups, the teacher meets with students to read

the cooperative strip paragraph. The teacher can do several activities to meet the needs of the different groups such as reading fluency, long vowels, etc.

Eld Group Reading Clunkers and Links Content Reading Complete Team Tasks

- Team Food-Chain Pictorial- Team Presentations – Each team will choose its favorite team task to share with the class. These presentations need to be given by the entire team, not just one speaker.

Focused Reading- Picture Dictionary – Students create a picture dictionary of all the new words they learned during the unit.

Revisit Inquiry Chart Accelerated Reader option Read the Walls – Students walk around the room reading the information

on the walls, such as chants and charts.

EXTENDED ACTIVITIES Food Chain Demonstration and transition to Food-Chain unit

CLOSURE Process inquiry and learnings


Students write a letter home to parents, explaining what they learned in the unit.

Students eat food from different habitats. Evaluate Week (metacognition) – Students must think about their

experience throughout the unit and write their feelings. They will evaluate their week and explain what they enjoyed and what could have been done differently.

Team Presentation of Team Task Sketch and Write – Students each brainstorm their story by sketching it

out through pictures first. After all the students’ ideas are down in picture form, they can repeat their story, using words.

Home/School Connection


Award – Scientist Notebooks

THIS SCIENTISTWonders

Is PersistentIs Curious








Scientist Award –Habitat Bookmark

CherishOur

HABITATS

CherishOur

HABITATS

CherishOur

HABITATS


Using a button maker, put the labels below into buttons. In lieu of buttons, the award for the day can be a special ecologist pencil.

I’m anecologist!

I’m anecologist!

I’m anecologist!

I’m anecologist!

I’m anecologist!


I’m anecologist!

I’m anecologist!

I’m anecologist!

I’m anecologist!

I’m anecologist!


The Important Thing About HabitatsAdaptation by Rima Haroun

The important thing about a habitat is that it provides food, water, shelter, and space for the plants and animals that live in that ecosystem.

The mountains are homes for many plants and animals. In the mountains there live blue jays, foxes, bucks, and bears. The mountains are also the habitat of many tress that make up our forests. Some examples of forests are Sequoia National Forest and Yellowstone National Forest.

But, the important thing about habitats is that they provide food, water, shelter, and space for the plants and animals that live in that ecosystem.


Deserts are homes for many plants and animals. In the desert there live snakes, lizards, and insects. The deserts are also the habitat of many plants called cacti. Some examples of deserts are the Mojave and Sahara.



Oceans are homes for many plants and animals. In the ocean there live octopus, dolphins, whales, and many other fish. The oceans are also the habitat of many beautiful coral reefs. Some examples of oceans are the Pacific and Atlantic.



The rainforest gives a home to many plants and animals. In the rainforest, you will find plants with vines and moss. The rainforest is very wet and dark. Animals that can be found under the rainforest canopy of trees include the slow-moving sloth, the toucan, and the boa constrictor.



The tundra is a very cold and dry habitat. It is even considered to be a desert. There are very few plants and animals that make the tundra their home. Animals that live in the coastal tundra include emperor penguins, Adelie penguins, killer whales, and seals. The tundra can be found on the continent of Antarctica.



The Important Thing About Land and Water

Adaptation by Diane Shimoda

The important thing about a hill is that it is not as high as a mountain.It is true that you can climb it. It can be small and easy to go over. It can also be much higher and harder to climb over.

But, the important thing about hills is that they are not as high as mountains.

The important thing about a lake is that it is a body of water with land around it.It is true you can fish in a lake. You can sometimes swim in a lake. You can sail a boat on a lake.

But, the important thing about lakes is that they are bodies of water with land around them.

The important thing about a mountain is that it is the highest kind of land on Earth.It is true it is very cold at the top. It is true that there is often snow there. There are often many trees and lakes in the mountains.

But, the important thing about mountains is that they are the highest kind of land on Earth.

The important thing about an ocean is that it is the largest body of water on Earth that is salty.

It is true bright colored fish live in the ocean. It is true huge ships travel across the ocean. It is true that people like to swim, and play in the ocean.

But, the important thing about oceans is that they are the largest bodies of water on Earth that are salty.

The important thing about a plain is that it is land that is mostly flat.It is true that wheat grows on the plains. Corn grows on the plains. Animals graze on the plains.

But, the important thing about the plains is that they are land that is mostly flat.

The important thing about a river is that it is a long body of water that flows through the land.

It is true that it can move slowly. It is true that it can move fast. It may take land with it as it moves.

But, the important thing about rivers is that they are long bodies of water that flow through the land.


Graphic Organizer on Habitats

Animals

Climate Location

Examples


Habitat:

Differences in Body CoveringsGraphic Organizer

Feathers Fur Scales Skin Shells


Key Words for Reviewing the Pictorial Input Chart from Day One

landwatercontinentsoceansmountainsplainsdesertsrainforestsforestsriverslakes


Pictorial Input – Types of Bodies of Water

TYPES OF WATER

Oceans

Rivers

Lakes

Wetlands/Swamps


Comparative InputHow Animals Adapt to Their Environment

Hot, dry desert Humid, wet rainforest


Script for Narrative InputThe Sleeping Pig

(To go on the back of the pictures for story retelling/narrative input)

One morning, Celina found a huge pig sleeping in the watermelon patch.

Celina began to shout

“Go home, Mrs. Pig!I wish you would go. You can’t rest here in the watermelon patch. I can’t pick my watermelons.

But huge Mrs. Pig didn’t wake up.

A coyote came by andsaid, “Let me show youhow to get Mrs. Pig out of the patch.” The coyote beganto howl and howl.


But huge Mrs. Pig did not wake up.

A mule came by and said, “I can makeMrs. Pig climb out of the patch.” The

Mule began to push and push.

But huge Mrs. Pig went on sleeping.

A rabbit came byAnd said, “I will get

Mrs. Pig out of the patchfor you.” The rabbit began to hop and hop.

But huge Mrs. Pig went on sleeping.

A snake came by and said, “I will use my tailto lift Mrs. Pig out of the patch.” The snake began to pull and pull.

But huge Mrs. Pig wouldn’t wake up.

Then a cricketcame by and said,“I know I am smalland Mrs. Pig is huge.


but just look at what I can do.”

The cricket began to sing a tune.

Chirrr-chirrr

-chirrr!Di-di-di-di!

Mrs. Pig woke up fast. “Yes, it’s time to go home,” she said with hernose up. “A watermelonpatch does not make a goodbed.” And she left, sulking.

Celina thanked the smallcricket. Then they ate a whole watermelon to celebrate!


Yes Ma’am

Is this a habitat? Yes ma’am!

Is this a habitat? Yes ma’am!

And what is that? A place where animals live.

And what is that? A place where plants live.

Is the ocean a habitat? Yes ma’am!

Is the ocean a habitat? Yes ma’am!How do you know? Animals live there.How do you know? Plants live there.Give me some examples. The Pacific and the Atlantic.Give me some examples. The Arctic and the Indian.

Is the desert a habitat? Yes ma’am!

Is the desert a habitat? Yes ma’am!How do you know? Animals live there.How do you know? Plants live there.Give me some examples. The Sahara and the Mojave.Give me some examples. The Atacama and Namib.

Is the forest a habitat? Yes ma’am!

Is the forest a habitat? Yes ma’am!How do you know? Animals live there.How do you know? Plants live there.Give me some examples. The mountains of Sequoia.Give me some examples. The mountains of Yellowstone.

Is the rainforest a habitat? Yes ma’am!

Is the rainforest a habitat? Yes ma’am!How do you know? Animals live there.How do you know? Plants live there.Give me some examples. Parts of the Hawaiian Islands.Give me some examples. A huge part of Brazil (South America).


Are the wetlands a habitat? Yes ma’am!

Are the wetlands a habitat? Yes ma’am!How do you know? Animals live there.How do you know? Plants live there.Give me an example. The Okefenokee Swamp.And where is that? In Georgia and Florida.

Is the tundra a habitat? Yes ma’am!

Is the tundra a habitat? Yes ma’am!How do you know? Animals live there.How do you know? Plants live there.Give me an example. The continent of Antarctica.And where is that? In the South Pole.HOW SCIENTIFIC!

Adaptation by Rima Haroun & Diane Shimoda


Ecologist Bugaloo

I’m an ecologist and here to say,I study habitats everyday.Sometimes I study deserts, mountains, or plains,Sometimes I study oceans, tundra, Or other terrain.

Rainforests, swamps, rivers too.Doing the ecologist bugaloo!

A place where animals live and grow,Is called a habitat as you may know.Plants and animals who together liveAre interdependent and know how to give.

Producer, consumers, decomposers, too.Doing the ecologist bugaloo!

Plants, animals, and nonliving things,Learn to adapt to whatever nature brings.Heat, sunlight, shelter, shadeAre often studied and surveyed.

Temperature, climate, weather, too.Doing the ecologist bugaloo!

Adapted by Rima Haroun & Diane Shimoda


Habitats Here, Habitats ThereAdapted by Rima Haroun & Diane Shimoda

Habitats here, habitats thereHabitats, habitats everywhere!

High, snowy mountains for climbing.Deep, dark oceans for sailing.Flat, grassy plains for grazing.And swift, winding rivers for fishing.


Habitats in Africa,Habitats in Anarctica,Habitats in Europe,And habitats in North and South America.


Habitats! Habitats! Habitats!


I Know an Unusual HabitatAdaptation by Rima Haroun & Diane Shimoda

I know an unusual habitat,An extremely unusual habitat,An extremely unusual habitat,

That’s a cold, dry desert.

With icebergs floating about,Penguins waddling around,

Ferocious seals lurking,There are killer whales, too!

I know an unusual habitat,An extremely unusual habitat,An extremely unusual habitat,

That’s called the TUNDRA… B-R-R-R!!!


I Can Spell! ChantAdaptation by Rima Haroun

I can spell bird. b-i-r-dI can spell snake. s-n-a-k-eI can spell zebra. z-e-b-r-a

But, I can’t spell ecologist!

I can spell river. r-i-v-e-rI can spell plain. p-l-a-i-nI can spell ocean. o-c-e-a-n


I can spell forest. f-o-r-e-s-tI can spell desert. d-e-s-e-r-tI can spell tundra. t-u-n-d-r-a


Yes, I can! Yes, I can! ECO-LOG-IST………….ecologist!


Habitat Military CadenceAdaptation by Rima Haroun

We just know what we’ve been told.We just know what we’ve been told.Habitats can be hot or cold.Habitats can be hot or cold.Providing food, water, shelter, and air.Providing food, water, shelter, and air.Plants and animals can live almost anywhere.Plants and animals can live almost anywhere.Sound off! Ecology!Sound off! Ecosystem!1, 2, 3, 4…….SCIENCE RULES!


The Sleeping PigStory by Carmen Tafolla and Jan Epton Seale

Adaptation by Diane Shimoda

Early in the morning,Guess what I found. A huge pig sleeping On the ground.I began to shout,“Go home, Mrs. Pig!I can’t pick watermelons.You’re just too big!”

Oh no! The pig won’t go.

A coyote came by,“I’ll show you how.”He howled and howled But couldn’t wake the sow.


A mule was sure Mrs. Pig would climb out,He pushed and pushed,She slept throughout.


A rabbit said,“Just watch me hop!”But the sleeping pigWould not stop.

Oh no!


The pig won’t go.

A snake used its tailTo lift that pigBut that didn’t work,She was just too big!

Oh no!The pig won’t go.

Now a tiny cricketBegan to sing a tune,“Chirrr-chirrr-di-di-dune”That pig woke up With her nose in the air“I must be going,”And left with a glare!

Yes! Yeah!The pig went away!

I thanked the cricketAnd said, “Please wait,”We ate a whole watermelonTo help celebrate!


Conservation Chant

I went to the park

And what did I see?

A ranger protecting

That park for you and me.

She watched for fires.

She cared for the trees.

She told many campers

Pick up that trash…please.

She taught the children

What we leaned in school

To take care of wildlife

And follow the rules.

Now let it be known

For all to observe,

We are working together

To protect and conserve.

Written by Diane Shimoda


Mini-Assembly: Conservation

The park ranger helps animals. (show a picture of an animal)

CONSERVATION!

The park ranger teaches children about wildlife. (show a

picture of wildlife)

CONSERVATION!

The park ranger helps people follow rules. (hold trash in hand)

CONSERVATION!

The park ranger watches the forest for fires. (show a picture of

forest fire)

CONSERVATION!

The park ranger studies the water and the soil. (show pictures

of stream, bottle, soil sample)

CONSERVATION!

The park ranger protects the park.

CONSERVATION!

Written by Diane Shimoda


Home/School Connection #1

Look around your neighborhood, write or sketch all the animals you see living in different types of habitats. Explain to your parents or siblings your favorite habitat.

Parent’s Signature:____________________ Student Signature:__________________



Retell the narrative input The Sleeping Pig to your family. Also discuss different ways you and your family can help with conservation.




Interview your friends and family. Ask them if they have ever visited an unusual habitat. Did they enjoy it? What did they discover? Which habitat would you like to visit and why?




Discuss with your family what you learned in your expert groups. Ask them what they learned from you. Ask them if they know any other information about your special animal.


Scientist Award: Ecologist Buttons



Write or sketch all the important things an ecologist does. Would you like to be an ecologist when you grow up? Why or why not?



Emperor Penguin

Emperor penguins live among the icebergs in the cold Arctic Ocean. Penguins are water birds that cannot fly. They are very good swimmers and use their wings as flippers to “fly” through the water.

A penguin’s body is covered with three layers of tiny, waterproof feathers. This helps it keep warm and dry both in and out of water. The feathers are usually black and white, but emperor penguins also have yellow or orange feathers on their head and neck. The emperor penguin is the heaviest penguin of all. It stands about four feet tall and can weigh up to 100 pounds!

When penguins swim, they hunt for food. They catch all their food underwater, and their spiky tongues help them to grip slippery fish in their beaks. Penguins eat fish, squid, and crustaceans (crabs and shrimp). To protect each other, penguins live in huge colonies called rookeries.

The enemies of emperor penguins are seals, sea lions, and killer whales. Humans have also put penguins in danger because fishermen have left them with little food. Oil spills in the oceans have also endangered penguins.


Spotted Dolphin

Spotted dolphins live in tropical waters near the Atlantic coastline of North America. All dolphins (and whales) are mammals and not fish. Mammals have live babies and do not lay eggs. Mammals also feed their babies milk from the mother.

Spotted dolphins are famous for their white spots on their bodies. Spotted dolphins have no spots when they are born, but they get spots as they grow older. Their backs are a dark gray, purplish color. Their bellies are light gray. Spotted dolphins can breath through a blowhole near the top of their head. They have a fin and flippers that help them swim. They have long, white-tipped beaks and cone-shaped teeth. Spotted dolphins grow to be about 7 feet long.

Spotted dolphins are fast swimmers and can often be seen leaping out of the water next to boats. They eat squid, octopus, mackerel, flying fish, small eels, and herring. To protect each other, adult male dolphins swim in groups around the female dolphins and their calves (babies). Humans have endangered these animals by using the blubber of dolphins for oil and food. Many fishermen have also killed dolphins by accidentally trapping them in their fishing nets.


Zebra

Zebras can be found in the plains of Africa. Zebras are wild horses with black and white stripes on their round bodies. At the bottom of their slim legs are hooves that have hard, sharp edges. Zebras have a ridge of hair along their neck and they have a thin tail. They have large ears that rotate to help hear sounds. They have flat teeth because they are plat eaters. Animals that eat plants are called herbivores. Zebras eat grass most of the time. They also eat bark, leaves, buds, fruits, and roots. Zebras grow to be only four or five feet tall, but they can weigh up to 700 pounds!

When it is time to sleep, some zebras stay awake and keep watch to protect the rest of the herd while they sleep. Enemies of the zebra include lions, hyenas, cheetahs, wild dogs, and crocodiles. Humans also kill zebras for their skin. Many farmers do not like zebras because they eat their green grass. Some of these farmers kill zebras to save the grass.


Western Diamondback rattlesnake

Most snakes have hard, scaly skin. The Western Diamondback has light brown scales with dark brown diamonds making a design on its body. As the snake grows, it sheds its skin and gets new skin. Snakes have round eyes, but no eyelids. They cannot close their eyes or even blink. Snakes have no legs, but slither around on their bellies, and they can climb trees and swim. The Western Diamondback rattlesnake has a rattle on its tail that makes a buzzing noise when it moves back and forth. Snakes have narrow tongues that they use to smell. Snakes have two sets of teeth in the upper jaw and one set of teeth in the lower jaw. The teeth are like curved needles. Rattlesnakes also have two long fangs that carry venom (poison) that they use to kill their prey. Snakes eat birds, frogs, rats, and other rodents. The Western Diamondback can grow to be over 7 feet long.

The Western Diamondback is a poisonous reptile. The Western Diamondback lives in the deserts of North America and tries to find shelter in deep burrows and caves.

Big snakes are predators to smaller snakes. Eagles, buzzards, pigs, and crocodiles eat snakes too. Humans kill snakes to make shoes and purses from their skin.


Sloth

The sloth lives in the tropical rainforests of South America. They have long, curved claws on their feet that help them hold onto the branches. Being able to hold on tight is important, since these slow-moving animals walk, sleep, mate, eat, and even give birth while hanging upside down from the branches. Sloths have peg-like teeth and eat leaves, buds, young twigs, shoots, and fruit. Since they are plant eaters, they are called herbivores. Sloths grow to be about two feet tall and weight about 10 pounds.

The sloth has a strange appearance. They have no tail and no ears, and their nose is flat. They have long, course hair that is grayish in color. Many times, algae grows on their fur. This helps them camouflage well in the jungle. Because the sloth is slow moving, they do not have many predators. However, sloths are threatened by humans through habitat destruction of the tropical rainforests.


Blue Jay

The blue jay lives in many forests around the United States and Canada, but is seen mostly in the Rocky Mountains. They are very loud chirping birds. The blue jay has blue feathers on its back, small white feathers on its belly, and black and white designs on its wings and tail. It also has a blue crown that sticks up on top of its head. The blue jay uses its black bill (or beak) for eating and drinking. It has black legs and four claws called tarsus. These four claws are like three fingers and one thumb. Blue jays grow to be about 10 inches long.

Blue jays eat both plants and animals. They eat seeds, nuts, insects, and earthworms. Blue jays protect themselves with their bills. They protect their babies by staying with them and feeding them until they can take care of themselves. Foxes, raccoons, and snakes are predators to birds and bird eggs. People hunt birds for food and eat their eggs as well.


Expert Groups

Graphic Organizer

EmperorPenguin


habitat

external features

food and teeth

protection

predators/enemies

Expert GroupsGraphic Organizer

SpottedDolphin

Expert Groups


habitat

external features

food and teeth

protection

predators/enemies

Graphic Organizer

Zebra



habitat

external features

food and teeth

protection

predators/enemies

WesternDiamondbackRattlesnake



habitat

external features

food and teeth

protection

predators/enemies

Sloth



habitat

external features

food and teeth

protection

predators/enemies

BlueJay


habitat

external features

food and teeth

protection

predators/enemies

Habitat Process Grid

Animal

HabitatExternal Features

Food and Teeth Protection

Predators(Enemies)

Emperor Penguin

Spotted Dolphin

Zebra

WesternDiamond-back

Rattlesnake

Sloth

Blue Jay


Cooperative Strip Paragraph/Group Frame

Topic Sentence:

There are many different types of animals that live in different habitats.


Documents

Project GLAD · Web viewSAMPLE DAILY LESSON PLAN ADAPTATION. DAY 1. FOCUS/MOTIVATION. Discuss Three Behaviors - Making good decisions ... This will reinforce the key terms and provide