Grade Two Summer Theme = Plants and Animals in the Garden
Week One: Plants
ELA Priority Standards (no more than 2):R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Graphing growth of plants over 4 week period of time.
Science Connections (no more than 1):
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Student product/assessment:
Students will be able to identify what plants need to survive and why. Students will conduct an experiment with growing plants in and out of sunlight and with and without water to see which grows better. Planting seeds will begin this week and continue over four weeks time, at which point this week’s lesson and experiment will be revisited.
Daily Activities to Support Learning:
(Day One)
1. Introduce students to the summer topic by reading From Seed to Plant by Gail Gibbons and Planting a Rainbow by Lois Ehlhert. Discuss with students:
-What do plants need to grow?
-What are the stages of plant growth?
-What happens if a plant does not get what it needs?
-Why are plants important to humans and our planet?
2. Begin your plant investigation using the lesson found here. Use the attention grabber, card game, and have students plant marigold seeds. Over the next four weeks they will:
-place one group of plants in a sunny window and water daily
-place one group of plants in a sunny window and not provide water
-place one group in a dark closet and water daily
-place one group in a dark closet and not water
3. Use science journals to have students make a prediction regarding what will happen to each group of plants.
(Day Two)
1. Watch The Magic School Bus Gets Planted by Joanna Cole video. Discuss with students:
-What do plants need to grow?
-How do leaves act as the plant's "food factory?"
-What job does each part of the plant do: leaves, stem, roots?
-How do plants make sugar?
2. Complete the A-Maze-ing Plants lab using pea seeds. As a class, students will build a cardboard maze. They will plant a seed to be grown inside the maze as well as a control seed. They will observe the two plants over time to see what happens. This experiment shows students how plants grow toward the sun.
(Day Three)
1. Read Living Sunlight by Molly Bang. Work with students to diagram the process of photosynthesis. Another helpful resource is located here.
2. Complete the "Next Stop" activity from yesterday's A-Maze-ing Plants lab. Students will use duct tape to cover some of the leaves of a geranium plant. They will make predictions in their science journals about what will happen to the leaves. Remove the tape after a week to find out what happened!
3. Students will complete the Colored Carnations Lab. This lab will demonstrate how a plant's roots and stem work to transport water and nutrients.
4. Use the E-Learning for Kids Science Activity to explore the parts of the plant and the process of photosynthesis. Choose "Plants and Photosynthesis/ Grade 3" from the menu of activities.
(Day Four)
1. Watch the Smithsonian video Amazing Plants. Discuss with students:
-How are plants smart?
-What amazing things can plants do?
-What can humans learn from plants?
2. Have students work in groups of four to build solar-powered robots using the Rookie Solar Racer Kit from Edmund Scientifics. This project will model for students how solar cells are designed to work like the leaves of a plant to absorb sunlight and convert it into energy.
Literature Connections:
From Seed to Plant by Gail Gibbons
Planting a Rainbow by Lois Ehlhert
Living Sunlight by Molly Bang
Check out the reader's theater piece on seed>plant available here.
Field Trip: Wolfe's Neck Farm
Materials We Need:
Science Journals
Paper Cups
Potting Soil
Marigold Seeds
Pea Seeds
Cardboard Boxes
Duct Tape
Scissors
Geranium plant
Duct tape
Carnations (or use Queen Anne's lace if you can find it growing wild)
Food Coloring
Glass jars or vases
Rookie Solar Racer Kit from Edmund Scientifics
From Seed to Plant by Gail Gibbons
Planting a Rainbow by Lois Ehlhert
Living Sunlight by Molly Bang
Week Two: Animals Help Plants Grow
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Graphing growth of plants over 4 week period of time.
Review repeat addition (2+2+2+2) and addition using up to four 1-digit addends. Incorporate sums to 10 as an adding strategy.
Science Connections (no more than 1):
2-LS2-1 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Student product/assessment:
Students will label diagrams with the parts of the flower and the parts of a bee/butterfly. They will explain in writing how bees, butterflies, and other pollinators work to help plants grow.
Daily Activities to Support Learning:
(Day One)
1. Read The Reason for a Flower by Ruth Heller. Discuss with students:
-Why do plants have flowers?
-What are the parts of a flower?
-What animals/insects interact with the flowers?
-What is this process called?
-Why is it important?
2. Complete the From Flower to Fruit Lesson Plan (do the flower dissection activity only).
(Day Two)
1. Read What is Pollination? by Bobbie Kalman. Discuss with students:
-What is pollination?
-What animals are pollinators?
-How does pollination help plants?
2. Complete the Pollination Power Lesson Plan (do the flower investigation, introduction to pollinators, and the active game).
3. Have students complete activities in the Pollinator Activity Book. This resource includes games, coloring pages, songs, etc. regarding a variety of pollinators including bees, butterflies, bats, and vertebrates.
(Day Three)
1. Complete the Parts of the Plan Lesson. In this lesson, students will review the parts of the flower and will learn about how bees and butterflies work as pollinators.
2. Have students create their own 3D honeybee models.
(Day Four)
1. Complete the Pollen on the Move Lesson. In this lesson, students will become pollinators themselves!
2. To assess students, have them label a blank diagram of a flower, honeybee, and butterfly using given vocabulary. Ask them to explain in writing how pollinators work to help plants grow.
Literature Connections:
The Reason for a Flower by Ruth Heller
What is Pollination? by Bobbie Kalman
Field Trip: Jillison's Farm
Materials We Need:
The Reason for a Flower by Ruth Heller
What is Pollination? by Bobbie Kalman
Week Three: Animals Help Plants Grow
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Science Connections (no more than 1):
2-LS2-1 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Student product/assessment:
Students will create a Reader's Theater skit to model the work of a pollinator (ie, bat, bee, butterfly, hummingbird, bat).
Daily Activities to Support Learning:
(Day One)
1. Watch the PBS video Hummingbirds: Magic in the Air. Discuss with students:
-How does a hummingbird work as a pollinator?
-What parts of the hummingbird's body aid in pollination?
3. Ask students to draw a diagram of a hummingbird in their science journals.
4. Create hummingbird feeders to place around the school garden.
(Day Two)
1. Read Bats: Strange and Wonderful by Laurence Pringle and How to Find a Fruit Bat by Michelle Robinson.
2. Share with students the National Geographic article on how bats use echolocation to interact with the flowers they feed on. Click on the photo gallery for images of bat pollinators.
(Day Three)
1. Read Butterflies and Moths by Nic Bishop. Have students create a Venn diagram comparing the two insects.
2. Complete the Pollination of Flowers by Moths activity.
(Day Four)
1. Watch the video The Pollination Song to review the pollinators you have studied.
2. Divide students into four groups and have them work together to create a Reader's Theater skit about a given pollinator. Use the link for each animal to find poems that students might use in their skits.
-Bee Poems
-Butterfly Poems
-Bat Poems
-Hummingbird Poems
NOTE that kids may have to add details about their animal to their Readers Theater, but the poem may serve as a jump start!
An alternate activity would be to have kids write and present their own poems about each animal using given vocabulary. You might use the I Am Poem template or Animal Cinquain Poem template.
3. Have students present their Reader Theater skits (or their poems!) to the class.
Literature Connections:
Bats: Strange and Wonderful by Laurence Pringle
How to Find a Fruit Bat by Michelle Robinson
Butterflies and Moths by Nic Bishop
Field Trip: Wolfe's Neck Farm
Materials We Need:
Bats: Strange and Wonderful by Laurence Pringle
How to Find a Fruit Bat by Michelle Robinson
Butterflies and Moths by Nic Bishop
Week Four: Diverse Habitats
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Science Connections (no more than 1):
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
Student product/assessment:
Students will create a podcast about an animal habitat of their choice.
Daily Activities to Support Learning:
(Day One)
1. Read Even an Octopus Needs a Home by Irene Kelley. Ask students to identify the different habitats the books describes and to talk about:
-What are different types of habitats?
-How do they meet the needs of different animals?
2. Use Brainpop Videos on animal habitats to expand on students' understanding about the various types of habitats and the animals that live there. You can download the My Animal Habitats book so that students can take notes on their findings.
3. Ask students to choose a habitat they would be interested in doing more research on.
(Day Two)
1. Read Coral Reefs by Jason Chin. Ask students to draw a picture of an ocean habitat in their science journals. Discuss with students:
-What makes up the habitat in a coral reef?
-How does the reef meet the needs of so many different animals?
2. Visit the garden and have students observe the animals, insects, and plants that live there and draw a picture in their science journals. Discuss:
-How is the garden habitat similar to the coral reef?
-How is it different?
3. Begin the Brainpop Jr. Animal Habitats Podcast Lesson Plan. (Step One only--students will watch one video and complete a worksheet demonstrating what they know about habitats so far.)
(Day Three)
1. Read Desert Elephants by Helen Cowcher. Ask students to draw a picture of the elephants' migration route in their science journals. Discuss:
-Describe the habitat of the desert that the elephants travel to.
-How is this habitat being threatened?
-What are people doing to preserve it?
2. Continue the Brainpop Jr. Animal Habitats Podcast Lesson Plan. (Step Two only--students will watch second video and complete Venn diagram comparing two habitats.)
3. Using a "Podcast Recording Script" you create, have students go back to the BrainPop videos on animal habitats and research the habitat they chose on Day One. They will fill out the script with information about their chosen habitat. The script might include:
-The name of the habitat
-The animals that live there
-How the habitat meets the animals needs
(Day Four)
1. Read Everglades by Jean Craighead George. Ask students to draw a picture of the wetlands' ecosystem in their science journals. Discuss:
-What is a wetland?
-What types of animals live there?
-How does the wetland habitat meet their needs?
2. Continue the Brainpop Jr. Animal Habitats Podcast Lesson Plan. (Step Three and Four only--students will watch third video and complete activity.)
3. Have students continue to fill out their "Podcast Recording Script." When students have finished filling in the information, they can work with a partner to practice and record the script on their iPad.
Literature Connections:
Even an Octopus Needs a Home by Irene Kelley
Coral Reefs by Jason Chin
Desert Elephants by Helen Cowcher
Everglades by Jean Craighead George
Field Trip: Coastal Maine Botanical Gardens
Materials We Need:
Even an Octopus Needs a Home by Irene Kelley
Coral Reefs by Jason Chin
Desert Elephants by Helen Cowcher
Everglades by Jean Craighead George
Week Five: Diverse Habitats
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Science Connections (no more than 1):
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
Student product/assessment:
Students will act as zookeepers and will create a model of a habitat of their choice.
Daily Activities to Support Learning:
(Day One)
1. Using a KWL Chart, have students review their podcast scripts from last week. They should fill in things they already know about the habitat they researched in the "Know" column and ask questions in the "Want to Know" column.
2. Have students divide into groups and read the Cathryn Sill book that focuses on the animal habitat they researched last week:
Oceans by Cathryn Sill
Grasslands by Cathryn Sill
Deserts by Cathryn Sill
Wetlands by Cathryn Sill
Forests by Cathryn Sill
Mountains by Cathryn Sill
As they read, they should fill in the "Learned" column on their KWL chart.
(Day Two)
1. Have students meet in the same groups as yesterday. Tell them they are zookeepers and have been given the task of creating an exhibit at the zoo of the animal habitat they have been researching. They will decide what to include in the exhibit, including plants, insects, and animals. They will create a 3D model of the exhibit to present to the class.
2. Give students a list of available materials. You might include:
-shoeboxes
-poster board
-markers
-magazines with pictures of animals
-building materials (ie, toothpicks, craft sticks, etc)
-glue
-tape
-animal figurines
-etc
3. Have students use their KWL chart and Podcast scripts to plan as a group. What will they include in their habitat? What materials do they need to build?
(Day Three)
1. Have students meet in their groups and work on their projects.
(Day Four)
1. Have students meet in their groups and work on their projects.
2. Present projects to the class.
Literature Connections:
Cathryn Sill Habitat Books
Oceans by Cathryn Sill
Grasslands by Cathryn Sill
Deserts by Cathryn Sill
Wetlands by Cathryn Sill
Forests by Cathryn Sill
Mountains by Cathryn Sill
Field Trip: Hannaford/ Good Shepherd/ etc.
Materials We Need:
Cathryn Sill Habitat Books
Oceans by Cathryn Sill
Grasslands by Cathryn Sill
Deserts by Cathryn Sill
Wetlands by Cathryn Sill
Forests by Cathryn Sill
Mountains by Cathryn Sill
Week One: Plants
ELA Priority Standards (no more than 2):R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Graphing growth of plants over 4 week period of time.
Science Connections (no more than 1):
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Student product/assessment:
Students will be able to identify what plants need to survive and why. Students will conduct an experiment with growing plants in and out of sunlight and with and without water to see which grows better. Planting seeds will begin this week and continue over four weeks time, at which point this week’s lesson and experiment will be revisited.
Daily Activities to Support Learning:
(Day One)
1. Introduce students to the summer topic by reading From Seed to Plant by Gail Gibbons and Planting a Rainbow by Lois Ehlhert. Discuss with students:
-What do plants need to grow?
-What are the stages of plant growth?
-What happens if a plant does not get what it needs?
-Why are plants important to humans and our planet?
2. Begin your plant investigation using the lesson found here. Use the attention grabber, card game, and have students plant marigold seeds. Over the next four weeks they will:
-place one group of plants in a sunny window and water daily
-place one group of plants in a sunny window and not provide water
-place one group in a dark closet and water daily
-place one group in a dark closet and not water
3. Use science journals to have students make a prediction regarding what will happen to each group of plants.
(Day Two)
1. Watch The Magic School Bus Gets Planted by Joanna Cole video. Discuss with students:
-What do plants need to grow?
-How do leaves act as the plant's "food factory?"
-What job does each part of the plant do: leaves, stem, roots?
-How do plants make sugar?
2. Complete the A-Maze-ing Plants lab using pea seeds. As a class, students will build a cardboard maze. They will plant a seed to be grown inside the maze as well as a control seed. They will observe the two plants over time to see what happens. This experiment shows students how plants grow toward the sun.
(Day Three)
1. Read Living Sunlight by Molly Bang. Work with students to diagram the process of photosynthesis. Another helpful resource is located here.
2. Complete the "Next Stop" activity from yesterday's A-Maze-ing Plants lab. Students will use duct tape to cover some of the leaves of a geranium plant. They will make predictions in their science journals about what will happen to the leaves. Remove the tape after a week to find out what happened!
3. Students will complete the Colored Carnations Lab. This lab will demonstrate how a plant's roots and stem work to transport water and nutrients.
4. Use the E-Learning for Kids Science Activity to explore the parts of the plant and the process of photosynthesis. Choose "Plants and Photosynthesis/ Grade 3" from the menu of activities.
(Day Four)
1. Watch the Smithsonian video Amazing Plants. Discuss with students:
-How are plants smart?
-What amazing things can plants do?
-What can humans learn from plants?
2. Have students work in groups of four to build solar-powered robots using the Rookie Solar Racer Kit from Edmund Scientifics. This project will model for students how solar cells are designed to work like the leaves of a plant to absorb sunlight and convert it into energy.
Literature Connections:
From Seed to Plant by Gail Gibbons
Planting a Rainbow by Lois Ehlhert
Living Sunlight by Molly Bang
Check out the reader's theater piece on seed>plant available here.
Field Trip: Wolfe's Neck Farm
Materials We Need:
Science Journals
Paper Cups
Potting Soil
Marigold Seeds
Pea Seeds
Cardboard Boxes
Duct Tape
Scissors
Geranium plant
Duct tape
Carnations (or use Queen Anne's lace if you can find it growing wild)
Food Coloring
Glass jars or vases
Rookie Solar Racer Kit from Edmund Scientifics
From Seed to Plant by Gail Gibbons
Planting a Rainbow by Lois Ehlhert
Living Sunlight by Molly Bang
Week Two: Animals Help Plants Grow
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Graphing growth of plants over 4 week period of time.
Review repeat addition (2+2+2+2) and addition using up to four 1-digit addends. Incorporate sums to 10 as an adding strategy.
Science Connections (no more than 1):
2-LS2-1 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Student product/assessment:
Students will label diagrams with the parts of the flower and the parts of a bee/butterfly. They will explain in writing how bees, butterflies, and other pollinators work to help plants grow.
Daily Activities to Support Learning:
(Day One)
1. Read The Reason for a Flower by Ruth Heller. Discuss with students:
-Why do plants have flowers?
-What are the parts of a flower?
-What animals/insects interact with the flowers?
-What is this process called?
-Why is it important?
2. Complete the From Flower to Fruit Lesson Plan (do the flower dissection activity only).
(Day Two)
1. Read What is Pollination? by Bobbie Kalman. Discuss with students:
-What is pollination?
-What animals are pollinators?
-How does pollination help plants?
2. Complete the Pollination Power Lesson Plan (do the flower investigation, introduction to pollinators, and the active game).
3. Have students complete activities in the Pollinator Activity Book. This resource includes games, coloring pages, songs, etc. regarding a variety of pollinators including bees, butterflies, bats, and vertebrates.
(Day Three)
1. Complete the Parts of the Plan Lesson. In this lesson, students will review the parts of the flower and will learn about how bees and butterflies work as pollinators.
2. Have students create their own 3D honeybee models.
(Day Four)
1. Complete the Pollen on the Move Lesson. In this lesson, students will become pollinators themselves!
2. To assess students, have them label a blank diagram of a flower, honeybee, and butterfly using given vocabulary. Ask them to explain in writing how pollinators work to help plants grow.
Literature Connections:
The Reason for a Flower by Ruth Heller
What is Pollination? by Bobbie Kalman
Field Trip: Jillison's Farm
Materials We Need:
The Reason for a Flower by Ruth Heller
What is Pollination? by Bobbie Kalman
Week Three: Animals Help Plants Grow
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Science Connections (no more than 1):
2-LS2-1 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Student product/assessment:
Students will create a Reader's Theater skit to model the work of a pollinator (ie, bat, bee, butterfly, hummingbird, bat).
Daily Activities to Support Learning:
(Day One)
1. Watch the PBS video Hummingbirds: Magic in the Air. Discuss with students:
-How does a hummingbird work as a pollinator?
-What parts of the hummingbird's body aid in pollination?
3. Ask students to draw a diagram of a hummingbird in their science journals.
4. Create hummingbird feeders to place around the school garden.
(Day Two)
1. Read Bats: Strange and Wonderful by Laurence Pringle and How to Find a Fruit Bat by Michelle Robinson.
2. Share with students the National Geographic article on how bats use echolocation to interact with the flowers they feed on. Click on the photo gallery for images of bat pollinators.
(Day Three)
1. Read Butterflies and Moths by Nic Bishop. Have students create a Venn diagram comparing the two insects.
2. Complete the Pollination of Flowers by Moths activity.
(Day Four)
1. Watch the video The Pollination Song to review the pollinators you have studied.
2. Divide students into four groups and have them work together to create a Reader's Theater skit about a given pollinator. Use the link for each animal to find poems that students might use in their skits.
-Bee Poems
-Butterfly Poems
-Bat Poems
-Hummingbird Poems
NOTE that kids may have to add details about their animal to their Readers Theater, but the poem may serve as a jump start!
An alternate activity would be to have kids write and present their own poems about each animal using given vocabulary. You might use the I Am Poem template or Animal Cinquain Poem template.
3. Have students present their Reader Theater skits (or their poems!) to the class.
Literature Connections:
Bats: Strange and Wonderful by Laurence Pringle
How to Find a Fruit Bat by Michelle Robinson
Butterflies and Moths by Nic Bishop
Field Trip: Wolfe's Neck Farm
Materials We Need:
Bats: Strange and Wonderful by Laurence Pringle
How to Find a Fruit Bat by Michelle Robinson
Butterflies and Moths by Nic Bishop
Week Four: Diverse Habitats
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Science Connections (no more than 1):
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
Student product/assessment:
Students will create a podcast about an animal habitat of their choice.
Daily Activities to Support Learning:
(Day One)
1. Read Even an Octopus Needs a Home by Irene Kelley. Ask students to identify the different habitats the books describes and to talk about:
-What are different types of habitats?
-How do they meet the needs of different animals?
2. Use Brainpop Videos on animal habitats to expand on students' understanding about the various types of habitats and the animals that live there. You can download the My Animal Habitats book so that students can take notes on their findings.
3. Ask students to choose a habitat they would be interested in doing more research on.
(Day Two)
1. Read Coral Reefs by Jason Chin. Ask students to draw a picture of an ocean habitat in their science journals. Discuss with students:
-What makes up the habitat in a coral reef?
-How does the reef meet the needs of so many different animals?
2. Visit the garden and have students observe the animals, insects, and plants that live there and draw a picture in their science journals. Discuss:
-How is the garden habitat similar to the coral reef?
-How is it different?
3. Begin the Brainpop Jr. Animal Habitats Podcast Lesson Plan. (Step One only--students will watch one video and complete a worksheet demonstrating what they know about habitats so far.)
(Day Three)
1. Read Desert Elephants by Helen Cowcher. Ask students to draw a picture of the elephants' migration route in their science journals. Discuss:
-Describe the habitat of the desert that the elephants travel to.
-How is this habitat being threatened?
-What are people doing to preserve it?
2. Continue the Brainpop Jr. Animal Habitats Podcast Lesson Plan. (Step Two only--students will watch second video and complete Venn diagram comparing two habitats.)
3. Using a "Podcast Recording Script" you create, have students go back to the BrainPop videos on animal habitats and research the habitat they chose on Day One. They will fill out the script with information about their chosen habitat. The script might include:
-The name of the habitat
-The animals that live there
-How the habitat meets the animals needs
(Day Four)
1. Read Everglades by Jean Craighead George. Ask students to draw a picture of the wetlands' ecosystem in their science journals. Discuss:
-What is a wetland?
-What types of animals live there?
-How does the wetland habitat meet their needs?
2. Continue the Brainpop Jr. Animal Habitats Podcast Lesson Plan. (Step Three and Four only--students will watch third video and complete activity.)
3. Have students continue to fill out their "Podcast Recording Script." When students have finished filling in the information, they can work with a partner to practice and record the script on their iPad.
Literature Connections:
Even an Octopus Needs a Home by Irene Kelley
Coral Reefs by Jason Chin
Desert Elephants by Helen Cowcher
Everglades by Jean Craighead George
Field Trip: Coastal Maine Botanical Gardens
Materials We Need:
Even an Octopus Needs a Home by Irene Kelley
Coral Reefs by Jason Chin
Desert Elephants by Helen Cowcher
Everglades by Jean Craighead George
Week Five: Diverse Habitats
ELA Priority Standards (no more than 2):
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Connections (no more than 2):
Science Connections (no more than 1):
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
Student product/assessment:
Students will act as zookeepers and will create a model of a habitat of their choice.
Daily Activities to Support Learning:
(Day One)
1. Using a KWL Chart, have students review their podcast scripts from last week. They should fill in things they already know about the habitat they researched in the "Know" column and ask questions in the "Want to Know" column.
2. Have students divide into groups and read the Cathryn Sill book that focuses on the animal habitat they researched last week:
Oceans by Cathryn Sill
Grasslands by Cathryn Sill
Deserts by Cathryn Sill
Wetlands by Cathryn Sill
Forests by Cathryn Sill
Mountains by Cathryn Sill
As they read, they should fill in the "Learned" column on their KWL chart.
(Day Two)
1. Have students meet in the same groups as yesterday. Tell them they are zookeepers and have been given the task of creating an exhibit at the zoo of the animal habitat they have been researching. They will decide what to include in the exhibit, including plants, insects, and animals. They will create a 3D model of the exhibit to present to the class.
2. Give students a list of available materials. You might include:
-shoeboxes
-poster board
-markers
-magazines with pictures of animals
-building materials (ie, toothpicks, craft sticks, etc)
-glue
-tape
-animal figurines
-etc
3. Have students use their KWL chart and Podcast scripts to plan as a group. What will they include in their habitat? What materials do they need to build?
(Day Three)
1. Have students meet in their groups and work on their projects.
(Day Four)
1. Have students meet in their groups and work on their projects.
2. Present projects to the class.
Literature Connections:
Cathryn Sill Habitat Books
Oceans by Cathryn Sill
Grasslands by Cathryn Sill
Deserts by Cathryn Sill
Wetlands by Cathryn Sill
Forests by Cathryn Sill
Mountains by Cathryn Sill
Field Trip: Hannaford/ Good Shepherd/ etc.
Materials We Need:
Cathryn Sill Habitat Books
Oceans by Cathryn Sill
Grasslands by Cathryn Sill
Deserts by Cathryn Sill
Wetlands by Cathryn Sill
Forests by Cathryn Sill
Mountains by Cathryn Sill