Habitat dos Animais
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Transcript of Habitat dos Animais
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by Donald M. Silver and Patricia J. Wynne
N E W Y O R K s T O R O N T O s L O N D O N s A U C K L A N D s S Y D N E YM E X I C O C I T Y s N E W D E L H I s H O N G K O N G s B U E N O S A I R E S
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. Purchase of this book entitles use of reproducibles by one teacher for one classroom only. No other part of this publication may be reproduced in
whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to
Scholastic Inc., 557 Broadway, New York, NY 10012.
Editor: Maria L. Chang Cover and interior design by Kathy Massaro
ISBN-13: 978-0-439-45337-0ISBN-10: 0-439-45337-2
Copyright 2010 by Donald M. Silver and Patricia J. WynneAll rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 17 16 15 14 13 12 11 10
For Carolyn Cathey, who loves to read
and care for animals
DMS
To Phyllis Zara Young,
who loved discovering nature
PJW
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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Introduction ............................................................................................................... 4
Cave................................................................................................................... 5
City ....................................................................................................................10
Coral Reef ........................................................................................................15
Desert ..............................................................................................................20
Grassland ........................................................................................................ 25
Island ...............................................................................................................30
Marsh .............................................................................................................. 35
Mountain .......................................................................................................40
Ocean .............................................................................................................. 45
Polar Regions ................................................................................................50
Pond ................................................................................................................. 56
River .................................................................................................................61
Seashore .........................................................................................................66
Tropical Rain Forest .....................................................................................71
Tundra ............................................................................................................76
Contents
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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A nimals and plants live just about everywhere on earthat the North and South Poles, in the hottest deserts, on the tallest trees, and in the oceans depths. The place where a plant or animal lives is called its habitat. The 15 easy-to-make and easy-to-read mini-books and manipulatives featured in this book provide students with a first look at habitats around the world and the plants and animals that live in each. The content in this book meets life science curriculum standards, including:
L plants and animals need certain resources for energy and growth (e.g., food, water, light, air)
L living things are found almost everywhere in the world, and distinct environments support the life of different types of plants and animals
L organization of simple food chains and food websL the transfer of energy (e.g., through the
consumption of food) is essential to all living organisms
L an organisms patterns of behavior are related to the nature of that organisms environment
L changes in the environment can have different effects on different organisms
L all organisms (including humans) cause changes in their environments, and these changes can be beneficial or detrimental
4
Introduction
Whats Inside
The mini-books and manipulatives are independent and can be used in any order. Each chapter contains the following features:
L Habitat Hallmarks: Background information for teaching the lesson
L Making the Mini-Book or Manipulative: Easy-to-follow instructions with diagrams for assembling the mini-book or manipulative
L Teaching With the Mini-Book or Manipulative: Discussion questions for after reading
L More to Do: Further activities to extend learningL Resources: Related books and Web sitesL Reproducible Pages: Templates for each mini-
book or manipulative to be distributed to students
Helpful Hints
As with any new instructional material, it is always a good idea to make the mini-books and manipulatives yourself before introducing them to your class. This way, you can anticipate any questions and be ready to help students as needed. When students are ready to assemble their own mini-books and manipulatives, model the steps for them and invite them to follow along. Or, present your finished mini-book or manipulative as a guide.
Keep in mind:
L The thickest black lines on the reproducible pages are CUT lines. Dashed lines are FOLD lines.
L Some mini-books and manipulatives have interior flaps that require cutting. An easy way to cut them is to use the pinch method: Use your thumb and forefinger to fold the paper near one line and, taking your scissors, snip an opening. Then insert the scissors through the opening to easily cut out the flaps.
L If possible, enlarge the pattern pages to make the mini-books and manipulatives easier for students to assemble.
L If students plan to color the mini-books/manipulatives and use tape, have them color first so they wont have to color over the tape.
L Encourage students to bring their mini-books/manipulatives home and share them with their families. You may also want to put additional copies and extra materials in a learning center so students can make and read them on their own.
We hope that you and your students get as much fun and excitement out of these mini-books and manipulatives as we had in creating them. Enjoy!
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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55
CaveStarting at the entrance, delve deeper into this
mini-book to see what lives inside the cave.
A cave is a large, open space underground or inside a mountain. Most caves were formed over thousands of years as underground water slowly dissolved limestone to create the open spaces. Inside a cave, water containing dissolved minerals may continue to seep through cracks in the rock. As the water evaporates, the minerals it leaves behind crystallize and form stalactites (icicle-shaped rocks that hang from the ceiling) and stalagmites (rounded rocks that rise from the cave floor). Where stalactites and stalagmites meet, they form a column. Some animals, such as deer, raccoons, and skunks, might sometimes wander in and out of a cave. Daylight can penetrate only the opening part of the cave, where ferns, mosses, and a few other plants can make food and grow. Swallows, barn owls, and phoebes often build nests on the cave walls. Wood rats nest here, too. These animals move in and out of the cave to hunt. In places with cold winters, snakes, frogs, and bears might also seek shelter in a cave. Deeper inside, very little to no light reaches the rest of the cave. No plants can grow there. A few animals, however, have adapted to life in total darkness. Blind cave beetles and daddy longlegs feel their way around using antennas or other body parts. Blind cavefish find food by sensing movement in the water. Bats emit very high-frequency sounds that echo back to their ears. From these echoes, bats are able to fly in and out without hitting the cave walls or one another. Millions of bats live in very large caves. They sleep by day hanging upside down from the cave ceiling and fly out by night to feed on moths, mosquitoes, and other insects.
L Reproducible pages 7 9
L ScissorsL TapeL Crayons, colored
pencils, or markers (optional)
MaterialsMaking the Mini-book
1 Photocopy pages 79.
2 Cut out all the pieces along the thick, solid lines. Fold pages 1 to 4 of the mini-book along the dashed lines lengthwise. Then fold again, as shown. Repeat for pages 5 to 8.
Habitat Hallmarks
5Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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63 Unfold the pages and cut out the center sections of pages 1 and 3 to 8 along the thick, solid lines. Fold the mini-book pages again.
4 Stack pages 1 to 4 on top of pages 5 to 8 and tape together at the left along the folded spine. Tape page 9 to page 8 along the spine.
5 Insert one flying bat into the opening on page 1 and tape in place. Tape the barn owl to page 4; the cave swallow, phoebe nest, and scorpion to page 5; and the remaining bats around the opening on pages 7 and 8.
6 Fold the stalactite and stalagmite pieces along the dashed lines. Tape the folded flap of the stalactite to the back of page 9, as shown. Repeat with the stalagmite at the bottom of the page.
Teaching With the Mini-book
Invite students to color, assemble, and read the text on their mini-books. Then check for understanding by asking them these questions:
1 What is a cave? (A large open space underground or inside a mountain)2 Which part of a cave receives some light? (The part just inside the cave
entrance)
3 How can bats fly around without hitting cave walls or one another? (They use echo sounds to tell them where to fly.)
4 Can all cave animals see? (Some, such as bats, can; others, such as cavefish, are blind.)
More to Do
World of CavesCarlsbad Caverns in New Mexico and Mammoth Cave in Kentucky are two of the most famous caves in the world. So are the Lascaux Cave in France and the Waitomo Caves in New Zealand. Challenge students to research one of these caves and report on what kinds of animals live there or why the cave is famous.
Resources
Hello, Bumblebee Bat by Darrin Lunde and Patricia J. Wynne (Charlesbridge, 2007).
Readers follow an inch-long bat as it flies in and out of a cave, answering questions about where it lives and what it does.
http://www.mostateparks.com/onondaga/animals.htm
This unusual site describes the five main groups of cave animals. Click on the link food chains and pyramids to learn about bats and a cave food pyramid.
Cave
6
Cave
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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34
12
7Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
A cave is a large,
open space underground or inside a m
ountain. Bats and birds fly in and out of a caves opening. Bears som
etimes
enter, too.
A li
ttle
dayl
ight
sh
ines
just
insi
de
the
open
ing
of
a ca
ve. L
ook!
A
bar
n ow
l fle
w
in w
ith fo
od fo
r its
you
ng. H
ungr
y ba
by p
hoeb
es
wai
t for
thei
r pa
rent
s to
brin
g th
em fo
od.
Eastern phoebe
Am
eric
an to
ad
Cave
swallow
s
Black bear
Cricket
Snai
l
Red cave salam
ander
Orb spider
Cen
tiped
e
Barn
ow
lets
What
s in
a C
ave?
Cut
out
.C
ut o
ut.C
ut out.
Cave
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7 86
5
Cave
8 Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Deep inside
the cave, there is no light. Thats okay. Bats use echo sounds to tell them
where
to fly. Blind cavefish sw
im
in a stream.
Blind animals
feel their way
around.
Woo
d ra
t
Dad
dy
long
legs
Bats
White cave cricket
Blind cave salam
ander
Blind cavefish
Cav
e sw
allo
w
nest
s
Cut
out
.Cut out.C
ut o
ut.
Cut out.
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9Cave
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources9
Barn owl
Cave swallow
Bat
Bat
Bats
Scorpion
Stalactite
Stalagmite
Phoebe nest
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10
A t first glance, a city may not seem to be a natural habitat for plants and animals. But depending on where its located and how it developed, a city can host a variety of habitats. A city in the temperate zone, for example, may have a wooded park surrounding a small lake. One in the desert may have cactus gardens with a nearby pond. The variety of plants that grow in an urban setting will depend on what kind of soil is naturally found there or whether the soil for parks, gardens, and backyards has been specially brought in from elsewhere. A schoolyard, park, or backyard may be filled trees, flowers, grasses, weeds, mosses, bushes, or other plants. Seeds may sprout in sidewalk cracks. Living among the plants may be ladybugs, spiders, beetles, grasshoppers, snails, caterpillars, squirrels, chipmunks, lizards, or birds. Ants, earthworms, centipedes, daddy longlegs, moles, or shrews may burrow in the ground, while birds, bees, and butterflies may take to the air. Hawks and eagles may build nests on top of tall buildings. At night, skunks, raccoons, mice, bats, moths, owls, or fireflies may come out in search of a meal. Ants, roaches, and other insects, as well as spiders may find their way into houses and apartments. City animals interact with people and their pets. Dogs chase after birds and squirrels, cats attack mice invading homes, and food people drop or throw away becomes a meal for birds, raccoons, and other animals. As long as they are able to meet their basic needs of food, water, and shelter, animals and plants will survive anywhere, including the city.
L Reproducible pages 1214
L ScissorsL TapeL Crayons, colored
pencils, or markers (optional)
Materials Making the Manipulative
1 Photocopy pages 1214.
2 Cut out all the pieces along the thick, solid outer lines. Be sure to cut open the lines on flaps A and B.
Habitat Hallmarks
10
CityPeek into this three-dimensional panorama
of a city filled with numerous plants and animals.
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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3 Fold in the sides and bottom half of the city scene along the dashed lines, as shown. Fold flaps A and B and tape to the back of the upright piece.
4 Fold up the flap on the inside of the house. Tape the inside of the house behind the outside of the house, as shown. Cut open the windows of the house. Tape the house to the left side of the city scene, as shown.
5 Tape the magnifying glass to the lower left of the text box, as shown.
6 Fold under all the flaps on the remaining pieces. Tape each one to its respective number on the city scene. Slide the raccoon headpiece into the slit at the top of the trash can, as shown. Tape the other raccoon to the front of the trash can, and the bumblebee to the top of the purple coneflower.
Teaching With the Manipulative
Invite students to color, assemble, and read the text on their manipulatives. Then check for understanding by asking them these questions:
1 What lives in the park? (Squirrel, grasshopper, Canada geese, raccoon, purple coneflower, bumblebee, rabbit, owl, ducks, songbirds, trees, etc.)
2 What lives inside the house? (Mouse, centipede, cockroach, fly, fleas, aphids, spider, ladybird beetle, little black ant, cat, dog, people, etc.)
3 What lives underground? (Earthworm, snail, bacteria, fungus, springtail)4 What is the raccoon doing on the trash can? Why? (It is climbing inside
to look for food.)
More to Do
What Lives Here?Every day for a week or two, have students make note of animals they see in their homes, backyard, schoolyard, park, and so on. Make a list of the animals and where students saw them. If students dont know an animals name, have them describe the animal or draw it. Do the same for plants. Be sure students do not disturb animals or plants and do not try to capture them or break off flowers, stems, leaves, or other plant parts. Where were most animals spotted? Which plants were most common?
Resources
Take a City Nature Walk by Jane Kirkland (Stillwater, 2005).
While taking a nature walk in a city, readers identify plants and animals as they learn about urban ecology.
http://australianmuseum.net.au/Wild-Kids-Animals-of-urban-habitats
Journey to a city in Australia and discover which plants and animals live in houses, high-rise buildings, gardens, parks, and the harbor.
11
C i ty
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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Do you live in a city or a town? Plants and animals live there, too. Plants grow in soil and need water to live. They make food using energy from
the sun. Some animals eat plants. Others eat the animals that eat plants. Animals live in houses, in backyards, in parks, underground, and on top of tall buildings. They eat what they can find even food people throw away.
Which of these plants and animals live near you?
12
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver
and Patricia J. Wynne, Scholastic Teaching R
esources
A B
Park bench
19
17
16
15
24
25
27
28
26
29
14
13
11
10
Wildlife in the City: House & Park
Tape
insi
de o
f hou
se h
ere.
Tape magnifying
glass here.
City
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13Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
INSIDE OF HOUSEOUTSIDE OF HOUSE
67
2 Centipede
1 Mouse
3 Cockroach
4 Fly
12 Rat
5 Fleas
6 Aphids
8 Ladybird beetle
9 Little black ant
10 Purple
coneflower
BASEMENT
PARK BENCH
11 Trash can
31 2
9
45
8
12
11
11
10
7 Spider
Cut out.Ta
pe o
utsi
de o
f hou
se h
ere.
Cut out.
Cut out.
Cut out.
11 Raccoon
10 Bumblebee
11 Raccoon
City
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13 Grey squirrel
with acorn
14 Screech
owl
20 Snail15 Rabbit
eating grass
21 Bacteria
16 Cat
17 Peregrine
falcon
23 Springtail
18 Earthworm
24 Songbirds
19 Ducks
25 Tick
26 Grasshopper eating plants
27 Turtle
28Toad
29 Canada geese
22 Fungus
MAGNIFYING GLASS
DOG WALKER
18
23
2221
20
UNDER
GROU
ND
14
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver and Patricia J. W
ynne, Scholastic Teaching Resources
City
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15
Coral ReefDiscover the wonders of a coral reef
with this lift-and-look mini-book.
L Reproducible pages 1719
L ScissorsL TapeL StaplerL Crayons, colored
pencils, or markers (optional)
MaterialsMaking the Mini-book
1 Photocopy pages 1719.
2 Cut out the mini-book pages (pages 1718) along the thick, solid lines. Fold each in half along the dashed lines so the text is visible on both sides.
C oral reefs can be found in clear, warm, shallow ocean water, usually around 50 feet (15 m) below the surface. Millions of tiny animals called coral polyps build these reefs out of limestone. Each polyp builds a rock-hard cup around its soft body using calcium carbonate dissolved in seawater. The polyp hides inside its cup during the day, but at night reaches out its stinging tentacles to catch tiny sea creatures to eat. When a polyp dies, its hard cup remains behind, and new coral polyps build on top of it. Over time, all the new and empty cups create a coral reef. Algae, small plantlike organisms, also help build coral reefs by providing polyps with food and oxygen. Different types of coral polyps build different shapes of limestone rock, such as fans, horns, brains, and more. Coral reefs are home to thousands of species of sea animals, such as colorful fish, sponges, jellyfish, eels, crustaceans, sea worms, mollusks, and so much more. Reefs are often referred to as the rain forests of the oceans because of the huge diversity of creatures that live here. (See Tropical Rain Forest, page 71.) Reefs provide a rich source of food for people. The largest reef in the world, the Great Barrier Reef off the coast of Australia, spans about 1,250 miles (2,000 km) in length. It took millions of years for the Great Barrier Reef to reach this size. Other reefs are found in the Caribbean Sea, off the coast of Florida, in the Indian and Pacific Oceans, and in the Red Sea. These reefs help protect coastlines from getting eroded by pounding ocean waves. And yet many reefs are in danger of being destroyed by pollution, overfishing, and careless divers and boats. Many organizations are now working to preserve reefs from these threats.
Habitat Hallmarks
15Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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3 Cut out the magnifying glass, the NEW CORALS piece, and the map (page 19).
4 Place the magnifying glass over the stony cup on page 2 of the mini-book so the circles overlap. Tape the handle to the mini-book, as shown.
5 Tape the map to page 4 of the mini-book.
6 Fold the flap on the NEW CORALS piece and tape over the EMPTY CUP area in the lower left of the mini-books page 3. Place pages 1 and 2 on top of 3 and staple the mini-book together along the left spine, as shown.
7 Cut out the animals (page 19). Tape them to pages 2, 3, and 4 of the book as desired.
Teaching With the Mini-book
Invite students to color, assemble, and read their mini-books. Then check for understanding by asking them these questions:
1 How is a coral reef made? (A coral reef is created from the stony cups built by tiny coral animals to protect themselves. New cups are built on top of empty cups left behind by coral animals that have already died.)
2 Describe a coral animal. (A coral animal is a tiny creature that captures food with its stinging tentacles, makes a stony cup to protect its soft body, and builds reefs.)
3 Name some animals that live on coral reefs. (Brightly colored fish, giant clams, purple sponges, eels, crabs, sea stars, shrimps, etc.)
4 What is the largest reef in the world and where is it found? (The Great Barrier Reef off the coast of Australia)
More to Do
Go FishLiving things depend on one another to stay alive and healthy. Challenge students to research the following coral reef fish and report how they interact with other reef life: cleaner fish, damselfish, clown fish, false cleaner fish, pearl fish, parrot fish, flashlight fish.
Resources
One Small Square: Coral Reef by Donald M. Silver and Patricia J. Wynne (McGraw-Hill, 1998).
Focusing on the Great Barrier Reef, this book examines a small patch of reef and all of the creatures that live there.
http://www.seaworld.org/animal-info/info-books/coral/index.htm
This Web site is chock-full of reef information, including animals that live in a reef and ways to conserve reefs.
16
Coral Reef
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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17
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver and Patricia J. W
ynne, Scholastic Teaching Resources
Stony cup
tentacles
Reef shark
Striped damselfish
Star coral
Crab
Basket sponge
Butterfly fish
Staghorn
coral
Moray eel
Shrimp
Grouper
Brittle star
Sea star
12
A coral reef is home to brightly colored fish, giant clams, and purple sponges. Eels, crabs, sea stars, and shrimps live here, too. Thats why sharks come to hunt for a tasty meal!
Lift the magnifying glass.
See the tiny coral animal? It
captures food with its stinging
tentacles. Each coral makes a
hard, stony cup to live in.
The stony cup is part of a reef.
Coral Reef
Tape magnifying
glass here.
Leaf
coral
Coral Reef
-
18
34
A reef is an underwater wonderland made from these cups. Most cups are empty. The animals inside have died long ago. New corals build their cups on top of empty ones. What do these corals shapes remind you of?
The Great Barrier Reef off
the coast of Australia is the
largest reef in the world.
It is in danger because
of pollution and careless
divers and boats.
Brain coral
Parrot fish
Leaf coral
Columnar coral
Elkhorn coral
Empty cup
Fungus coral
Easy Make &
Learn Projects: Animal H
abitats
2010 by D
onald M. Silver and Patricia J. W
ynne,
Scholastic Teaching Resources
Tape map here.
Coral Reef
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19
Easy
Mak
e & L
earn
Pro
ject
s: An
imal
Hab
itats
2
010
by D
onal
d M
. Silv
er a
nd P
atric
ia J
. Wyn
ne, S
chol
astic
Tea
chin
g R
esou
rces
Sea fan
Great Barrier Reef
Australia
Pacific octopus
Queen trigger fish
Butterfly fish
Moon jellyfish
Pacific white-sided
dolphin
Goby fish
Moorish idol
Giant green sea anemone
Blue sea star
Damselfish
New corals
MAGNIFYING GLASS
Coral Reef
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20
DesertCompare day and night in the Sonoran and
Sahara deserts with this back-to-back mini-book.
Making the Mini-book
1 Photocopy pages 2224.2 Cut out the mini-book pages along the
thick, solid lines.
D eserts cover about one-fifth of the earths land surface and can be found on all the continents, except Europe. Deserts receive less than 10 inches (25 cm) of rain each year. The entire amount may fall over just a few days, a few weeks, or not at all. Parts of the Sahara Desert in northern Africa have received no rain for 20 years. Stretching from the Red Sea to the Atlantic Ocean, the Sahara is the largest desert in the world. It covers more than 3.5 million square miles (9 million sq km). Much of the desert consists of stony plains swept free of sand by desert winds, but large areas are also covered by sand dunes. Summer temperatures typically reach up to 110F (43C). The highest temperature on Earth136F (58C)was recorded in the Sahara in 1922. During winter nights, however, temperatures can plunge to below freezing. With such intense conditions, few kinds of animals can survive herejackals, jerboas, lizards, cobras, oryx, aoudads, and the worlds deadliest scorpion. About 3 million people also call the Sahara home, and many still use camels to travel around the desert. Palms and a few plants grow at oases, nourished by underground water. The Sonoran Desert in the southwestern United States, on the other hand, contains the greatest diversity of desert plants found anywhere. This desert is only about 120,000 square miles (311,000 sq km), but it is home to saguaro cacti that grow up to 50 feet (15 m) tall; yuccas that store water in their stems; shrubs that grow leaves only when it rains; and American mesquite trees with roots that reach deep underground for water. Daytime temperatures can reach above 115F (46C), and so most animals here hide under rocks, in plant holes, or in underground burrows. When the desert cools off at night, these animals come out to hunt for food. But they would do well to watch out for other night predators, such as tarantulas, rattlesnakes, and Gila monsters, which use poison to kill their prey.
Habitat Hallmarks
20
L Reproducible pages 2224
L ScissorsL TapeL StaplerL Crayons, colored
pencils, or markers (optional)
Materials
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
3 Cut out the center of each cover along the thick, solid lines. Then cut out the text block from the center of each piece. Tape each text block to the back of its respective cover, as shown.
4 Cut the windows on the interior page so they fold open, as shown.
5 Place the page with spot art behind the interior page so that the illustrations match behind their respective windows.
6 Fold the pages in half along the dashed lines. Place the Sonoran Desert cover on top of the cactus illustration.
7 Turn the mini-book over and place the Sahara Desert cover on top of the sand dune illustration. Staple the mini-book at left, as shown.
Teaching With the Mini-book
Invite students to color, assemble, and read their mini-books. Have them read the Sonoran Desert side first, then turn over the book to read about the Sahara Desert. Check students understanding by asking them these questions:
1 How are the Sonoran and Sahara deserts alike? (Both are very hot and dry, but cool down at night.)
2 How are the two deserts different? (Different plants and animals live in each desert. The Sahara has sand dunes and oases, and the Sonoran Desert doesnt.)
3 Where do cactuses get water? (They store water when it rains.)4 When do animals come out in the desert? (Most come out in the
morning before it gets too hot and at night when the desert cools.)
More to Do
Desert WorldInvite students to research other deserts, such as the Gobi in east-central Asia, Death Valley in the United States, the Kalahari in southern Africa, the Arabian on the Arabian Peninsula, and the Atacama in Chile and Peru. Describe the plants and animals in each desert and how they are adapted to survive. You may also want to encourage students to find out about the dinosaur fossils discovered in the Gobi Desert.
Resources
One Small Square: Cactus Desert by Donald M. Silver and Patricia J. Wynne (McGraw-Hill, 1998).
Students explore the wonders of the Sonoran Desert by day, by night, and after it rains.
http://www.ucmp.berkeley.edu/exhibits/biomes/deserts.php
Photographs and simple text offer a glimpse of different types of deserts around the world.
21
Desert
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
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22
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver and Patricia J. W
ynne, Scholastic Teaching Resources
Sonoran Desert
Sahara Desert
The Sonoran desert is very hot and dry. It does not rain here very often. When it rains,
cactuses store water inside them. Without water, they cannot stay alive.
Cut out.
Cut out.
The Sahara Desert is very hot and dry. Palms and other plants grow in the deserts oases.
Water comes from deep underground.
Most of the Sahara is stony and flat. In some parts, winds blow sand into hills, called dunes. Some sand dunes are more than a hundred feet high.
Some animals hunt for food in the morning. To escape the afternoon
heat, they hide in holes, under rocks, or underground.
Desert tortoise
Sandgrouse and chicksHedgehog
Horned lizard
Gambels quail
Cactus wren
Desert 5 Cover
-
23
Easy
Mak
e & L
earn
Pro
ject
s: An
imal
Hab
itats
2
010
by D
onal
d M
. Silv
er a
nd P
atric
ia J
. Wyn
ne, S
chol
astic
Tea
chin
g R
esou
rces
Lift the flaps. These animals come out at night when it is cool. Watch out! Both rattlesnakes
and Gila monsters are poisonous.
These animals come out in the morning before the Sahara heats up. Open the flaps to see creatures
that come out in the cool Sahara night.
Dromedary camels
Saguaro cactus
Gila woodpecker
Pronghorn
Roadrunner
Turkey vultureHarriss
hawk
Hummingbird
Scimitar-horned oryx
Spiny-tailed lizard
Desert wheatear
JackrabbitWhiptail lizard
Antelope squirrel
Vermillion flycatcher
Horned viper
Spiny mouse Aoudad
Lanner falcon
Desert 5 Interior pages
-
24
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver and Patricia J. W
ynne, Scholastic Teaching Resources
Scorpion
Jerboa
Fennec fox
Bat
Elf owl
Sphinx moth
Gila monster
Javelina
Bobcat
Diamondback rattlesnake
Desert 5 Insert
-
25
L Reproducible pages 2729
L ScissorsL TapeL Crayons, colored
pencils, or markers (optional)
MaterialsMaking the Manipulative
1 Photocopy pages 2729.2 Cut out all the pieces along the thick, solid
lines. Cut open the centers on pages 28 and 29. Be careful not to cut the dashed lines.
3 Fold page 27 in half along the dashed line so the illustrated backgrounds are facing out.
G rasslands are mostly flat or gently sloping regions where, as the name implies, grasses grow predominantly. These include the prairies in North America, the African savanna, the pampas in South America, the South African veldt, and the steppes in Central Asia. The North American prairies extend south from Manitoba, Saskatchewan, and Alberta in Canada, across the Great Plains in the United States, and down to southern Texas and nearby Mexico; and from the Rocky Mountains about 1,000 miles (1,600 km) east to Indiana. Seasonal rains deliver 10 to 30 inches (25 to 75 cm) of precipitation each year. Grasses grow tallest in those parts where it rains the most. Grass roots hold the soil in place while underground grass stems keep growing even after herds of bison, cattle, and other grass-eaters feed on leaves and stems that grow aboveground. Prairie dogs and gophers dig underground tunnels to escape eagles, hawks, and other predators. However, ferrets and snakes often slip inside these same tunnels, waiting to prey on these underground dwellers. Much larger animals live in the African savanna, which stretches across more than 25 countries. During its short rainy season, 30 to 40 inches (75 to 100 cm) of rain may fall, spurring the growth of acacia trees, baobabs, and other non-grass plants scattered across the savanna. The animals that live here include the largest (elephant), the fastest (cheetah), and the tallest (giraffe) land animals in the world. Large herds of zebras and wildebeests, as well as other herbivores, graze on savanna grasses. They are preyed upon by fast, powerful lions, leopards, cheetahs, and hunting dogs. Vultures, jackals, and hyenas scavenge for dead animals to eat. As dry season approaches, plant-eaters migrate in search of water and food, but return again with the rain.
Habitat Hallmarks
25
GrasslandCompare the American prairie to
the African savanna with this double-sided diorama.
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
4 Tape the ostrich and lion to the background with the elephants.
5 Tape the giraffe and fishing eagle to the African Savanna front piece, as shown.
6 Tape both sides of the front piece to the illustrated background, as shown.
7 Tape the African savanna text to the bottom front, as shown.
8 Turn the diorama over. Fold back the sides of the underground piece along the dashed lines. Tape the ferret inside the tunnel, as shown. Then tape the entire underground piece to the bottom of the prairie background, as shown.
9 Tape the gopher, owls, and prairie dog to the illustrated background.
10 Tape the coyote and the hawk to the prairie front piece, as shown.
11 Repeat steps 6 and 7 on the prairie side to complete the diorama.
Teaching With the Manipulative
Invite students to color, assemble, and read the text on their manipulatives. Then check for understanding by asking them these questions:
1 Why are the American prairie and the African savanna considered grasslands? (Because mostly grasses grow in both places)
2 How are the prairie and savanna alike? How are they different? (Both are mostly flat grasslands. Very few trees grow on the prairie, but trees are scattered about on the savanna.)
3 What do prairie animals eat? (Cattle eat grass, while other animals hunt prairie dogs and gophers.)
4 What are the largest, fastest, and tallest savanna animals? (The elephant is the largest, the cheetah is the fastest, and the giraffe is the tallest.)
More to Do
Keep on GrowingEven though animals keep eating grass, grasslands dont run out of it. Challenge students to find out why. Give students a hint by asking how many of them have lawns that are mowed. What happens to the lawn after it is mowed? (Grass-eaters help grass plants keep growing for the same reason.)
Resources
Prairie Food Chains by Kelley MacAulay and Bobbie Kalman (Crabtree, 2005).
Explore the North American prairie with this book that includes information about prairie habitats, food chains, and ways animals survive.
http://www.blueplanet biomes.org/savanna.htm
For advanced readers, this site is full of facts about savannas, including the African and Australian tropical savanna.
26
Grassland
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
27
Easy
Mak
e & L
earn
Pro
ject
s: An
imal
Hab
itats
2
010
by D
onal
d M
. Silv
er a
nd P
atric
ia J
. Wyn
ne, S
chol
astic
Tea
chin
g R
esou
rces
Baby prairie dogs
UNDERGROUND
Zebras
Cattle
Rattlesnake
Prairie
dog
Pronghorn
Green monkey
Rock hyrax
African elephantsCheetah
Termite mound
Hippopotamus
Burrowing owl
Tape
her
e. Tape here.
AMERICAN PRAIRIE
AFRICAN SAVANNA
Grassland
-
28
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver and Patricia J. W
ynne, Scholastic Teaching Resources
Her
ds o
f cat
tle c
hom
p on
the
tall
gras
ses
that
gro
w o
n th
e pr
airie
. Ve
ry fe
w tr
ees
can
be fo
und
on th
is v
ast,
flat l
and.
Nea
r the
cat
tle, p
rairi
e do
gs a
nd g
ophe
rs p
op o
ut
of tu
nnel
s th
ey d
ug u
nder
grou
nd. I
f the
y se
nse
dang
er, t
hey
quic
kly
run
back
in. S
omet
imes
ha
wks
gra
b th
em b
efor
e th
ey re
ach
safe
ty.
Som
etim
es s
nake
s an
d fe
rret
s sn
eak
into
the
tunn
els
to c
atch
thei
r mea
l.
Cut
out
.
Black-footed ferret
Prairie dog
Swainsons hawk
Coyote
Pain
ted
lady
bu
tterf
ly
Har
vest
m
ouse
Yello
w
sulfu
r bu
tterf
ly
Gra
ss
spid
erC
ricke
t
Gopher
The
Am
eric
an P
rair
ie
Burrowing owls
Tape
he
re.
Tape
here
.
AM
ERIC
AN
PRA
IRIE
FRO
NT
PIEC
E
Grassland
-
29
Easy
Mak
e & L
earn
Pro
ject
s: An
imal
Hab
itats
2
010
by D
onal
d M
. Silv
er a
nd P
atric
ia J
. Wyn
ne, S
chol
astic
Tea
chin
g R
esou
rces
The
mos
tly fl
at A
fric
an s
avan
na h
as p
lent
y of
gra
ss fo
r zeb
ras
and
othe
r ani
mal
s to
nib
ble
on. A
s th
ey fe
ed, z
ebra
s w
atch
out
for h
ungr
y lio
ns th
at m
ay a
ttack
them
.
The
larg
est s
avan
na a
nim
al is
the
Afr
ican
ele
phan
t. It
can
wei
gh 7
tons
! The
fast
est i
s th
e ch
eeta
h. It
ca
n ru
n 70
mile
s pe
r hou
r! T
he ta
llest
ani
mal
, the
gi
raff
e, c
an n
ibbl
e on
leav
es g
row
ing
on ta
ll tr
ees.
Cut
out
.
Lion
Giraffe
Fishing
eagle
Ostrich
Aga
ma
lizar
d
Dw
arf
mon
goos
e
Oct
avia
bu
tterf
ly
Dun
g be
etle
Tort
oise
The
Afr
ican
Sav
anna
Tape
he
re.
Tape
here
.
AFR
ICA
N S
AV
AN
NA
FRO
NT
PIEC
E
Grassland
-
30
IslandLearn what animals live on the Galpagos Islands and
how they arrived there with this map-like manipulative.
Resources
Galpagos Means Tortoises by Ruth Heller (Gibbs Smith, 2003).
With rhyming text and detailed illustrations, this book reveals how giant tortoises, blue-footed boobies, marine iguanas, and other creatures survive on the Galpagos Islands.
http://www.wildmadagascar.org/kids/
Learn about Madagascar, another island nation, at this site. Students can tour Madagascar and learn about its unique animals and plants, as well as about its environmental problems.
30
A n island is land completely surrounded by water, whether by an ocean, lake, or river. The largest island in the world is the nation of Greenland. (Australia, which is three times bigger than Greenland, is considered a continent.) Depending on its size and location, an island may contain several habitats. All islands have shorelines; some might also have mountains, rivers, lakes, ponds, deserts, wetlands, grasslands, tundra, or forests. Some land animals might swim to and from islands if they are near the mainland or the shore of a river or lake. Others might be transported to an island on a floating tree branch or tree trunk. Some of the animals that live on the Galpagos Islands may have first arrived there in this manner. The 13 large and six smaller volcanic islands of the Galpagos lie about 600 miles (965 km) off the west coast of South America. They are so isolated that many of the plants and animals on these islands live nowhere else in the world. Because the islands (and more than a hundred islets) are home to giant tortoises that can weigh up to 600 pounds (272 kg), the islands were named Galpagos after the Spanish word for tortoise. Just as impressive as the tortoises are its yard-long (1-m) marine iguanas and 5-foot-long (1.5-m) land iguanas, as well as sea lions, red crabs, foot-long centipedes, frigate birds, boobies, even penguins! Cacti, which grow in the hot, dry desert-like parts of the Galpagos Islands, provide food for the giant tortoise. Tall trees rise in the islands rainy, mountainous regions. Some of the islands, however, are desolate with just a few hardy plants. Land iguanas may feed on plant leaves and berries, while marine iguanas fill their stomachs with abundant seaweeds. Because of its natural wonders, the Galpagos Islands get more and more visitors every year. Unfortunately this onslaught of tourists may be harming the islands and the animals that live there. Some people bring new animals that compete with the native animals for food and may even eat them. In recent years, Ecuador, which owns the Galpagos Islands, has introduced laws to protect this important habitat.
Habitat Hallmarks
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
L Reproducible pages 3234
L ScissorsL TapeL Crayons, colored
pencils, or markers (optional)
Materials
Teaching With the Manipulative
Invite students to color, assemble, and read the text on their manipulatives. Explain that only 12 of the islands are shown with their Spanish and English names. Check students understanding by asking them these questions:
1 What is an island? (Land completely surrounded by water)2 Why do you think the islands are named Galpagos? (They are named
for the giant tortoises that live there. The Spanish word for tortoise is galpago.)
3 Describe the Galpagos Islands. (They are located off the coast of South America; some islands have volcanoes that no longer erupt; some have deserts; some have mountains.)
4 How do animals get to the Galpagos Islands? (Birds fly there, sea animals swim, an animal might drift there on a tree branch.)
More to Do
Grow Me an IslandThe Hawaiian Islands stretch across more than 1,500 miles (2,400 km) in the middle of the Pacific Ocean. Challenge students to find out how these islands formed and why there will be more islands in the future.
31
Making the Manipulative
1 Photocopy pages 3234.2 Cut out the pages with the islands along the thick, solid lines.
Tape the two pages together.
3 Cut out each animal, one at a time. Read the animals name and the island on which it belongs. Find the island and tape the animal on it. Tape the rafting lizard in the lower left corner of the model to show that it is drifting toward the islands.
Island
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Island
Isab
ela
(Alb
emar
le)
Fern
andi
na(N
arbo
roug
h)
Pint
a (A
bing
don)
Mar
chen
a (B
indl
oe)
Sant
iago
(J
ames
)
Sant
a C
ruz
(Inde
fatig
able
)
Flor
eana
(C
harle
s)
The
Gal
apag
os Is
land
s
`
Rabi
da
(Jer
vis)
Pinz
on
(Dun
can)
32
-
Sea lion
Galpagos hawk
Santiago
Marine iguana
Everywhere
Land iguana
FernandinaSharp-beaked ground finch
Santiago
Abingdon tortoise
Pinta
Sharp-beaked ground finch
Land
igua
na
Abingdon tortoise
Galp
agos
hawk
Marine iguanaO
ff th
e co
ast o
f Sou
th A
mer
ica
lie th
e G
alp
agos
Isla
nds.
Eac
h is
land
is c
ompl
etel
y su
rrou
nded
by
wat
er. S
ome
isla
nds
have
vol
cano
es
that
no
long
er e
rupt
. Som
e ha
ve
dese
rts,
whi
le o
ther
s ha
ve m
ount
ains
. Th
ese
isla
nds
are
hom
e to
gia
nt
tort
oise
s ( g
alp
agos
in S
pani
sh),
mar
ine
igua
nas,
and
land
igua
nas.
Th
ere
are
even
Gal
pag
os p
engu
ins!
Bi
rds
fly to
thes
e is
land
s, a
nd s
ea
anim
als
swim
ther
e. S
ee th
e lit
tle li
zard
dr
iftin
g on
a tr
ee b
ranc
h? O
n w
hich
is
land
do
you
thin
k it
will
land
?
Gen
oves
a (T
ower
)
Tape here.
33Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Island
San
Cri
stob
al(C
hath
am)
Sea lion
San Cristobal
Espa
nola
(H
ood)
-
Woodpecker finch
Red-footed booby
Warbler finch
Cactus finch
Flamingo
Fligh
tless
corm
oran
t
Galpagos penguin
Fur seal
Tree finch
Galpagos penguin
Isabela
Lizard on branch
Flamingo
Santa Cruz
Warbler finch
Marchena
Narborough tortoise
Fernandina
Flightless cormorant
Fernandina
Red-footed booby
Genovesa
Long-billed mockingbird
Floreana
Na
rboroug
h tortoise
Brown pelican
Duncan tortoise
Long-billed mockingbird Tree finch
Marchena
Woodpecker finch
Isabela
34 Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Island
Brown pelican
San Cristobal
Duncan tortoise
Pinzon
Fur seal
Rabida
Blue-footed booby
Espanola
Cactus finch
Espanola
Blue-footed booby
-
35
MarshDiscover some of the secrets of life in a marsh
with this lift-and-look mini-book.
L Reproducible pages 3739
L ScissorsL StaplerL Crayons, colored
pencils, or markers (optional)
MaterialsMaking the Mini-book
1 Photocopy pages 3739.
2 Cut out all three pages along the thick, solid outer lines. Cut open the windows along the thick, solid lines.
M arshes are a type of wetlandland that stays wet all the time or for most of the year. Wetlands are found worldwide in lowland areas. Marshes can contain freshwater or salt water, depending on where they are located. The water can be as deep as 6.6 feet (2 m). Marshes are typically treelessunlike bogs and swamps, which are other types of wetlands. Grasses, sedges, cattails and other plants grow in and around marshes. Sedges look like grasses but have solid, triangular stems. Grass stems are hollow and round. Water lily flowers and leaves float on the water and are connected by a leafstalk to their stems buried in the mud below. Sago pondweed grows below the water surface. Pitcher plants and bladderworts trap flies and other insects, then digest their bodies to absorb nitrogen and minerals the plants need to grow. Marsh plants provide ducks, bitterns, herons, and other birds with places to nest, rest, and hide from predators. Theres also plenty of food to eat. Mosquitoes, flies, dragonflies, and mayflies are common in marshes, as are frogs, turtles, and water snakes. Large fishing spiders capture fish and other prey with their front legs, then bite and inject venom into their victims. Green water snakes are not poisonous, but can swim easily as they hunt for fish to eat. Wetlands are important because by holding water, they help prevent flooding, especially when rivers rise during and after powerful storms. When wetlands slowly return water to rivers, they release it through the soil. The soil filters out harmful materials in the water, such as chemicals that come from factories and homes.
Habitat Hallmarks
35Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
3 Fold each page along the horizontal dashed line with the illustrations facing out. Then fold again along the center dashed lines.
4 Open the pages with the windows and the spot illustrations. Place the page with the spot illustrations behind the other page so that an illustration is centered behind each window. Refold the pages.
5 Place the refolded pages inside the folded cover pages, as shown.
6 Open the mini-book to the center page and staple together.
Teaching With the Mini-book
Invite students to color, assemble, and read their mini-books, opening each window as they read. Then check for understanding by asking them these questions:
1 What is a marsh? (A marsh is a wetland, which means its stays wet all or most of the year.)
2 What plants grow in marshes? (Grasses, sedges, cattails, water lilies, pondweed)
3 Why do some marsh plants trap insects? (For food)4 Why are marshes not wastelands? (They are home to lots of plants and
animals.)
More to Do
Where Do They Come From?Where do marshes and bogs come from? Challenge students to find out how a pond turns into a marsh and how a lake turns into a bog. How long can it take for this to happen?
Resources
About Habitats: Wetlands by Cathryn Sill (Peachtree, 2008).
In this beautifully illustrated and simply written book, students are introduced to wetlands, including the variety of life in them and their importance to people and nature.
http://www.mbgnet.net/fresh/wetlands/index.htm
Click on the links to find out what freshwater wetlands are, what lives in them, why they are important, and why they are in danger.
36
Marsh
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
182
7
Life in a Marsh
A saltwater marsh near the ocean also has many plants and animals. Remember, wetlands are not wastelands. They are home to lots of living things.
No trees grow in marshes.
But lots of other plants do.
Grasses, sedges, and cattails
grow here. Water lily flowers
and leaves float on the water.
Water lily
Fishing
spider
Great blue
heron
Green
water snake
Gull
Egret
Fiddler crabKillifish
Periwinkle snail
Cordgrass
EelgrassMussel
Oyster
Shrimp
Snapping
turtle
Mallard duck
Mallard
duck
37Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Welcome to this freshwater marsh. It is a wetland. The land stays wet all or most of the year. This marsh is under six feet of water.
Marsh
-
38 Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Cattail
Bulrush
Pondweed
Duckweed
American
bittern
Mallard duck
Sedge
Sedge
Yellow-throated warbler
Bullfrog
Tadpole
Pussy willow
Pitcher plant
Bladderwort
Tiny
marsh
life
4 56
3
The marsh buzzes with flies and other insects. Watch out! Pitcher plants and bladderworts trap insects for food. Lift the flap to see what the bladderwort caught.
Splash! What
bird just dived
underwater to
find food?
Theres food for everyone in
the marsh. Some animals feed
on plants. Birds, turtles, and
snakes feed on fish. Even a
spider fishes for food.
Pondweed grows
underwater. What
eats pondweed?
Lift the flap to see.
Fish, frogs, turtles, ducks, and water snakes swim among the water plants.
What bird hides in plants that match its colors? Lift the flap to see.
Red-eared slider
Marsh
-
39Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Mallard duck
Pied-billed grebe
Woodcock
Young
insect
Bladders catch larva
Marsh 5 Insert
-
40
L Reproducible pages 4244
L ScissorsL TapeL Crayons, colored
pencils, or markers (optional)
Materials Making the Manipulative
1 Photocopy pages 4244.2 Cut out the background page along the thick,
solid lines. Fold the sheet in half along the dashed line and tape the halves together, as shown.
3 Cut out the two foreground pieces along the thick, solid lines.
40
MountainExplore a mountains dierent zones in this
back-to-back diorama that features its forests and meadow.
A mountain is any elevated area that has two or more climate zones that change as the altitude increases. In general, the higher the altitude, the cooler and wetter the climate. Each zone supports a different type of habitat. At the bottom of a mountain, a broadleaf (deciduous) forest might grow. This type of forest is filled with flowering trees, such as maples, oaks, elms, beeches, and hickory trees, whose broad leaves change color and fall off in autumn. The fallen leaves decay and return nutrients to the soil, feeding other trees and forest plants, such as bushes, shrubs, mosses, and other ground plants. Higher up the mountain, the broadleaf forest might give way to cone-bearing (coniferous) trees, such as firs, spruces, and hemlocks. They grow waxy, needlelike leaves that do not fall in autumn. Such leaves can survive long, cold winters as well as months when little rain falls. The soil, however, is often thin and poor in nutrients. Both forests are home to many animals. Some birds live in the woods all year long, while others fly to warmer places for the winter. Squirrels scurry along branches to search for food and escape danger. Engraver beetles tunnel beneath tree bark. Forest deer and rabbits feed on plants and in turn are preyed upon by foxes, bears, and wolves. Under fallen leaves, the soil crawls with insects, spiders, worms, and snails. Wildlife is not as varied higher up in the alpine zone, where few, if any, trees can grow. Winters are bitterly cold in this zone. But in the warm summer months, its mountain pastures come alive with plants and animals. Depending on the height of the mountain, its top may be covered in ice and snow year-round. The area near the top of a mountain where trees can no longer grow is called the tree line.
Habitat Hallmarks
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
4 Turn the diorama so the MOUNTAIN FOREST side faces you. Take the foreground piece with the beaver and tape the left edge to the diorama, as shown. Then tape the right edge to the diorama.
5 Turn the diorama around so the MOUNTAIN MEADOW faces you. Repeat step 4 with the other foreground. The completed back-to-back diorama should stand.
6 Cut out the animals. Tape the wolf, fox, moose, pine marten, lynx, and puma to the MOUNTAIN FOREST foreground and background.
7 Tape the rest of the animals to the MOUNTAIN MEADOW side of the diorama, both on the lower half of the background and to the foreground. Tape the eagle near the top of the background.
8 Tape the corresponding text boxes to the bottom of the foregrounds, as shown.
Teaching With the Manipulative
Invite students to color, assemble, and read their manipulatives. Then check for understanding by asking them these questions:
1 What is a mountain? (A landform that rises a thousand feet or more above the land around it.)
2 What is the deciduous forest at the bottom of the mountain like? (Maples, oaks, and elms grow here. Their broad leaves change color and fall off in autumn.)
3 Describe the coniferous forest that grows higher up on the mountain. (The trees stay green all year.)
4 Describe the meadow above the coniferous forest. (Trees dont grow there. It is bitterly cold in winter, but in summer it is alive with plants and animals.)
More to Do
Mountain ZonesNot all mountains are like the one described in this chapter. Challenge students to find out how plant and animal life changes on a mountain in Arizona where cactuses grow. If there are mountains in your state, have students do the same for one of those mountains.
Resources
About Habitats: Mountains by Cathryn Sill and John Sill (Peachtree, 2009).
Simple text and beautiful illustrations feature mountains around the world and animals and plants that live there.
http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/mountains/
This easy-to-navigate Web site gives a quick description of the mountain habitats and the animals that live there.
41
Mounta in
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
42Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Swans
Porcupine
Elk
Grizzly bear
MOUNTAIN
MEADOW
MOUNTAIN FOREST
Marmot
NuthatchWarbler
Mountain
-
MOUNTAIN FOREST
A mountain rises a thousand feet or more above the land around it. At the bottom of this mountain grows
a deciduous forest with maples, oaks, and elms. Their broad leaves change color and fall in autumn. Higher up the mountain, a coniferous forest grows.
Firs, spruces, and hemlocks stay green all year. What animals live in this forest?
Wolf
Fox
Lynx
Moose
Puma
Squirrel
Pine marten
Beaver
Tape here.Tap
e
here.
MO
UN
TAIN
FOREST FO
REGRO
UN
D
MOUNTAINFOREST
ANIMALS
43Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Mountain
-
Mar
mot
Mountain goats
Bighorn sheep
Bald eag
le
Grizzly bear
MOUNTAIN MEADOW
The mountain gets colder the higher up it goes. Above the tree line, where the coniferous forest ends, trees dont grow. Winters are bitterly cold
this high up on a mountain. But in the warm summer months, the mountain meadow comes alive with
plants and animals. In higher mountains, snow and ice cover the top all year long.
MO
UN
TAIN
MEA
DO
W FO
REGRO
UN
D
Pine marten
Ptarmigan
Tape here.Tap
e
here.
44 Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
Pica
Mountain
MOUNTAINMEADOW ANIMALS
-
45
OceanFlip open the pages of this mini-book
to shed light on the layers of the ocean.
L Reproducible pages 4749
L ScissorsL TapeL Blue construction
paper or white paper to be colored
L Crayons, colored pencils, or markers (optional)
Materials
Making the Mini-book
1 Photocopy pages 4749. Cut out all the pieces along the thick, solid outer lines.
2 Fold down THE OCEAN piece along the dashed line, as shown. Fold down the blank part of the ZONE OF DARKNESS piece along the dashed line.
45
T he ocean covers about 71 percent of the earth. The shallow part of the ocean lies above the continental shelf, which extends from the shoreline to the edge of each continent. Beyond that, the ocean can be more than six miles deep. Sunlight reaches to about 492 feet (150 m) beneath the waters surface. Within this sunlit zone live one-celled algae that make up the plant plankton. Like plants, algae make food using energy from the sun. One-celled animals, copepods, shrimp-like krill, and baby fish make up the animal plankton, which feed on algae. Plankton serves as food for small fish, basking sharks, and toothless whales. Killer whales, meat-eating sharks, and other large fish swim in to feast on the millions of small fish attracted to plankton-rich waters. Beneath the sunlit zone is the twilight zone, where light is very dim. During the day, shrimps, small fish, and even some animal plankton might dive there to hide from predators. As darkness falls, these hiders rise to feed. Somewhere in the twilight zone a sperm whale might hunt for a giant squid to eat. Below the twilight zone are the cold waters of the zone of darkness. There, the only light comes from special body parts on some fish. By flashing light, these fish can attract a mate or a meal, or scare away a predator. Very few animals live in the near total darkness, and no plants grow there. Food particles that sink from the upper zones provide food for these deep-sea dwellers. Still farther down, chemicals seep out of openings in parts of the deep-sea floor. Bacteria use these chemicals to make food. The bacteria live inside some deep-sea creatures, such as tube worms, and share food with them.
Habitat Hallmarks
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
3 Lift THE OCEAN flap and tape the SUNLIT ZONE on the underside.
4 Insert the folded ZONE OF DARKNESS piece into THE OCEAN piece. Matching up their folds, tape the two pieces together, as shown.
5 On the blank page under the SUNLIT ZONE, tape the TWILIGHT ZONE text box and the animal piece for page 2, as shown.
6 Lift page 3. Tape the DEEP SEA FLOOR text box on the blank page. Tape the animal piece for page 4 at the bottom of the page, as shown.
7 Tape the cutout piece with five fish above the whale on page 2. Tape the jellyfish to the left of the SUNLIT ZONE, as shown.
8 Tape the nautilus with its tentacles sticking out anywhere on page 3.
9 Tape the remaining pieces around THE OCEAN at the top of the book.
More to Do
Deep Sea DiveThe Mariana Trench in the Pacific Ocean is the deepest part of the sea. Challenge students to find out about the trench: where it is, how people reach it, and what lives there. Encourage students to draw maps and pictures about this mysterious part of the planet.
Resources
I Wonder Why the Sea Is Salty and Other Questions About the Oceans by Anita Ganeri (Kingfisher, 2003).
Theres more to learn about the ocean than the animals that live in it. This book answers basic questions most students have about the ocean.
http://www.cybrary.org/ocean.htm
Theres an oceanful of information on this site, ranging from sea life to waves and tides to the sea floor to the deep ocean trenches.
46
Teaching With the Mini-book
Invite students to color, assemble, and read the text on their mini-books. Then check for understanding by asking them these questions:
1 What are the four zones in the ocean where creatures live? (Sunlit zone, twilight zone, zone of darkness, deep-sea floor)
2 What makes up plankton? What eats it? (Algae that make food and one-celled animals make up plankton. It is food for small fish and some sharks and whales.)
3 Describe the twilight zone. (This part of the ocean is dim because little sunlight reaches the twilight zone. Some fish hide there. Whales hunt squids to eat.)
4 Where does light come from in the zone of darkness? (Certain fish give off light to attract animals to eat.)
Ocean
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
47Eas
y M
ake &
Lea
rn P
roje
cts:
Anim
al H
abita
ts
201
0 by
Don
ald
M. S
ilver
and
Pat
ricia
J. W
ynne
, Sch
olas
tic T
each
ing
Res
ourc
esOcean 5 tk
Sperm
whale
Giant squid
Swordfish
Tiger shark
TWILIG
HT ZO
NE
Very little sunlight reaches down to the tw
ilight zone. Som
e small fish dive here to hide during
the day. In the cover of night, they swim
up to eat plankton. In these depths, a hungry sperm
whale
might battle w
ith a giant squid in order to eat.
1
2
The Ocean
Ocean
-
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver and Patricia J. W
ynne, Scholastic Teaching Resources
Tube worm
sTripod fish
Sea pen
ZONE OF DARKNESS
No sunlight ever reaches the zone of darkness. But flashes of light might blink from fish, such as anglerfish and eels. These fish give off light to attract animals into
their large, open jaws. The water temperature stays very cold this far down in the ocean.
DEEP-SEA
FLOO
R
The deep-sea floor is miles below
the surface of the w
ater. Bits of food slowly sink from
above. A tripod
fish inches along on its three very long fins. Giant tube
worm
s sway back and forth. Every year, new
kinds of life are found at the bottom
of the ocean.
3
Lanternfish
Anglerfish
Snipe eel
Stomach eel
4
48
Ocean
-
Sea turtle
Gull
Dolphin
Nautilus
Plan
kton
PlanktonMackerels
Jelly
fish
49
Easy
Mak
e & L
earn
Pro
ject
s: An
imal
Hab
itats
2
010
by D
onal
d M
. Silv
er a
nd P
atric
ia J
. Wyn
ne, S
chol
astic
Tea
chin
g R
esou
rces
SUNLIT ZONE
In sunlit parts of the ocean, tiny algae use the suns energy to make food. Algae, along with equally tiny animals, make up plankton. Plankton serves as food for small fish. In turn, bigger fish prey on the small
fish. The sunlit zone teems with life.
Ocean
-
50
Resources
Here Is Antarctica by Madeleine Dunphy (Web of Life, 2008).
This book of verse relates how penguins, seals, fish, and other animals form the food web that keeps the Antarctic alive.
http://www.seaworld.org/animal-info/info-books/penguin/index.htm
This excellent site provides a wealth of information about penguins, including physical characteristics, diet, and hatching of young. There are even penguin calls to listen to.
50
Polar RegionsTurn the double-sided wheel to learn
about the Arctic and Antarctic regions and their food chains.
N orth of the tundra lies the Arctic Ocean, which until recently was almost completely covered by floating ice. This ocean, along with land at the tips of North America, Greenland, and Eurasia, make up the Arctic. On the opposite side of the world lies the Antarctic, comprised of the continent of Antarctica and the ocean waters that surround it. Glaciers more than half a mile (l km) thick cover Antarctica. Because the North Pole is in the Arctic and the South Pole is in the Antarctic, these areas are referred to as the polar regions. The Arctic and the Antarctic are the two coldest places on earth. Winters last six to nine months. In summer, the Antarctic temperature rarely rises above freezing, though it may reach 50F (10C) in the Arctic. Around the North and South Poles, summer brings 24 hours of daylight, while winter months are spent in complete darkness. Despite its extreme conditions, the Arctic is home to polar bears, Arctic foxes, seals, walruses, and whales. Polar bears grow thick fur to stay warm throughout the frigid winter. Seals and walruses rely on a layer of fat, called blubber, to insulate them from the cold. Walruses use their tusks to dig for food and to pull themselves out of the water. Seals swim underwater to hunt for fish, squids, and krill. The cold waters around Antarctica also teem with millions of creatures, including one-celled algae and animals that make up plankton, which forms the base of the Antarctic food web. They are eaten by shrimplike krill, which in turn are food for fish, great blue whales, and penguins. Killer whales hunt fish, seals, and penguins. Millions of penguins live on the Antarctic continent, where they form colonies and huddle together to keep warm. To protect themselves from the cold, penguins have a thick layer of blubber under their skin and have waterproof feathers. Though penguins cant fly, they are excellent swimmers, skillfully darting in and out of the water to hunt fish and escape predators.
Habitat Hallmarks
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
L Reproducible pages 5255
L ScissorsL TapeL Brass fastenerL Crayons, colored
pencils, or markers (optional)
MaterialsMaking the Manipulative
1 Photocopy pages 5255.
2 Cut out the four pieces along the thick, solid lines.
3 Cut open the windows on the circles.
4 Place the ARCTIC circle with the open windows on top of the ARCTIC piece with the animals. Repeat with the ANTARCTIC pieces.
5 Insert the brass fastener through the black dots at the center of the ARCTIC pieces. Turn the pieces over. Insert the fastener through the black dots on the ANTARCTIC animal and circle pieces, as shown. Secure the fastener.
Teaching With the Manipulative
Invite students to color, assemble, and read the text on their manipulatives. To reveal the animals in the food chains, have them turn each circle so that the arrow above TOP PREDATOR is aligned to the triangle on the text box. Check for students understanding by asking them these questions:
1 How are the Arctic and Antarctic alike and different? (The Arctic and Antarctic are both covered in ice and are cold. The Arctic is mostly ocean and some land; the Antarctic is mostly land surrounded by ocean.)
2 Where do polar bears live, and what do they eat? (Polar bears live in the Arctic, where they eat ringed seals and fish.)
3 Where do leopard seals live, and what do they eat? (Leopard seals live in the Antarctic, where they eat penguins, krill, and squids.)
4 Why is plankton so important? (Plankton is food for squids and krill, which in turn are food for seals, penguins, and fish, which are hunted by polar bears and killer whales.)
More to Do
Arctic MeltRecently, Arctic sea ice had started to melt. Challenge students to find out why, and what scientists fear may happen to the Arctic if the ice disappears.
51
Polar Reg ions
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
Ringed seal
Polar bear
Fish
Krill
Squid
THE ARCTIC
Brrr. . . its cold at the top of the world. The Arctic is made up of the ice-covered Arctic Ocean and land around it. In the chilly water, squids and shrimp-like krill feed on tiny algae and animals called plankton. Larger polar animals
eat the squids and fish. To keep warm, polar bears, seals, and walruses have a layer of fatty blubber.
52
Easy Make &
Learn Projects: Animal H
abitats
2010 by Donald M
. Silver and Patricia J. W
ynne, Scholastic Teaching R
esources
Polar Regions
-
Squid
Krill
Killer whale
Leopard seal
Penguin
THE ANTARCTIC
Brrr. . . its even colder at the bottom of the world. Thick ice covers the continent of Antarctica. This
large landmass and the waters around it make up the Antarctic. Millions of penguins nest on the thick ice each
year. They feed in the water along with killer whales, seals, fish, squids, krill, and plankton.
53
Easy
Mak
e & L
earn
Pro
ject
s: An
imal
Hab
itats
2
010
by D
onal
d M
. Silv
er a
nd
Patr
icia
J. W
ynne
, Sch
olas
tic
Teac
hing
Res
ourc
es
Polar Regions
-
ARCT
IC TOP PREDATOR
EATS PLANKTON
Cut out.Cut out.
Cut out.
Cut out.
EATS
EATS
EATS
E
ATS
EATS
Arctic
The
54
Easy Make &
Learn Projects: Animal H
abitats
2010 by D
onald M. Silver and Patricia J. W
ynne,
Scholastic Teaching Resources
Polar Regions
-
ANT
ARCTIC T
OP PREDATOR
EATS PLANKTON
Cut out.Cut out.
Cut out.
Cut out.
EATS
EATS
EATS
E
ATS
EATS
Antarctic
The
55
Easy
Mak
e & L
earn
Pro
ject
s: An
imal
Hab
itats
2
010
by D
onal
d M
. Silv
er a
nd P
atric
ia J
. Wyn
ne,
Scho
last
ic T
each
ing
Res
ourc
es
Polar Regions
-
56
PondTurn this model to witness how pond life
changes with the seasons.
A pond is a small body of freshwater surrounded by land. It is smaller and shallower than a lake. Water lilies, water hyacinths, cattails, and other similar plants grow in ponds. The stem of a water lily grows underwater while its leaves and flowers float on the surface. Cattails and reeds grow along the waters edge. One-celled, plant-like algae drift in the water with microscopic animals. Together, these tiny organisms form freshwater plankton that serves as food for small fish, water insects, and other larger animals. In summer, animal life flourishes at every level of a pond. On the waters surface, ducks paddle, water striders skate, and whirligig beetles turn round and round. Fish, water bugs, and snails glide below the surface. Tadpoles swim underwater, breathing through gills. As they grow, they develop lungs that will help them breathe air above water. The muddy pond bottom is crawling with hungry crayfish and turtles in search of worms or dead creatures that sink from above. As autumn approaches, most pond birds fly off to warmer weather. Lily flowers fall apart and their pads sink. Most insects die after laying eggs. As the water chills, theres less food to eat, and fish, frogs, and turtles move at a slower pace. In the winter, a thin layer of ice might form over the pond surface. This ice protects the cold water below from freezing solid as the temperature continues to drop. Most fish can survive the cold water under the ice. Frogs and turtles sleep through winter buried in the mud. With the arrival of spring, frogs and turtles awaken from their winter sleep. As the days get warmer, plants such as pondweed start growing, fish and frogs lay eggs, dragonflies and other insects hatch, and algae start to multiply. Birds and other animals return to the pond to hunt or nest. The pond comes back to life.
Habitat Hallmarks
Resources
Butternut Hollow Pond by Brian J. Heinz (First Avenue Editions, 2005).
Detailed illustrations and informative text describe life at a pond from sunrise to sunset.
http://www.microscopy-uk.org.uk/ponddip/index.html
Students dip into a jar of pond water to learn about different kinds of microscopic life that live there.
56 Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
L Reproducible pages 5860
L ScissorsL TapeL Crayons, colored
pencils, or markers (optional)
MaterialsMaking the Manipulative
1 Photocopy pages 5860.2 Cut out all the pieces along the thick, solid lines. 3 Tape the right edge of WINTER to the left edge of SPRING; the right
of SPRING to the left of SUMMER; the right of SUMMER to the left of AUTUMN; and the right of AUTUMN to the left of WINTER.
4 Pinch one of the taped edges and tape together along the top and bottom, as shown. Repeat with the other three taped edges.
5 Position the seasons on the circle base, matching each season to its text. Tape the bottom four corners to the dashed lines on the base, as shown.
Teaching With the Manipulative
Invite students to color, assemble, and read the text on their manipulatives. Then check for understanding by asking them these questions:
1 In which season is the pond most active? (Summer)2 What happens to the pond in autumn? (The lily flowers and insects are
gone. Pond life slows down, and there is less food to eat.)
3 Why is a layer of ice good for the pond in winter? (It protects pond animals from cold winter weather.)
4 What happens to frogs in spring? (They awaken from their winter sleep at the bottom of the pond and lay eggs.)
More to Do
Food Chains and WebsInvite the class to make a pond food-web poster. Challenge each student to select a pond animal and find out what it eats and what eats it. Have students draw and label their food chains on the poster and figure out how they are interconnected to form a food web.
57
Pond
Easy Make & Learn Projects: Animal Habitats 2010 by Donald M. Silver and Patricia J. Wynne, Scholastic Teaching Resources
-
58
Easy Make &
Learn Projects: Animal H
abitats 2010 by D
onald M. Silver and Patricia J. W
ynne, Scholastic Teaching Resources
Cattail
Tadpole
Water lily
Dragonfly larva
Dragonfly hatching
Wood duckAlgae
Bluegill
Frog eggs
Dace
Eggs
Giant water
bug
Red-winged blackbird
Great blue heron
DucklingsSwallow
SwallowInsects
Mosquito
Green dragonfly
Whirligig beetles
Water boatman
Diving beetle
Snail
Bullfrog
Spring
Summer
Caddis fly
Spott
ed salamander
Pond
-
59Eas
y M
ake &
Lea
rn P
roje
cts:
Anim
al H
abita
ts
201
0 by
Don
ald
M. S
ilver
and
Pat
ricia
J. W
ynne
, Sch
olas
tic T
each
ing
Res
ourc
es
Raccoon
Cattail
Crow
PlanktonLargemouth
bass
Green sunfish
Painted turtle
Ice
Owl
Bluegill
Canada geese
DeerMallard ducks
Monarch butterfly
Water strider
Bullfrog
Autumn
Winter
Water lily tuber
Pond
Leopard frog
-
60
Winter is over, and the pond
stirs with life. Days get longer and
warmer. Plants start to grow in and
around the pond. Frogs and fish lay their
eggs. Insects hatch. Soon, there is plenty
of food for pond animals to eat.
A thi
n lay
er of
ice f
orms
over
the p
ond w
ater. T
his pr
otects
the f
ish
and o
ther c
reatu
res b
elow
from
the co
ld
winte
r. Fro
gs an
d turt
les bu
rrow
in the
mud
at
the bo
ttom
of th
e pon
d to s
leep t
hrou
gh w
inter
.
Ever
yone
is sa
fe fr
om th
e hun
gry r
acco
on
walki
ng ac
ross
the i
ce.
Days
are s
horte
r, and
nigh
ts
are c
ooler
. The
lily flo
wers
are g
one,
as ar
e mos
t inse
cts. F
alling
leav
es bl
ow
onto
the w
ater. I
t is au
tumn,
and w
inter
is
not fa
r beh
ind. T
here
is le
ss fo
od fo
r the
anim
als. P
ond l
ife is
slow
ing do
wn.
The pond is full of life.
Whirligig beetles turn round and round
on the water. Ducklings paddle near a heron
waiting to catch a fish. Tiny tadpoles swim in
the water. A diving beetle carries an air bubble
so it can breathe underwater as it catches a snail.
Spring Wint
er
Autu
mnSummer Easy M
ake & Learn Projects: Anim
al Habitats
2010 by D
onald M. Silver and Patricia J. W
ynne,
Scholastic Teaching Resources
Pond
-
61
RiverUnfold this mini-book to learn about plants and animals that live in and around a river.
L Reproducible pages 6365
L ScissorsL TapeL Crayons, colored
pencils, or markers (optional)
MaterialsMaking the Mini-book
1 Photocopy pages 6365.2 Cut out the mini-book pages (pages 6364)
along the thick, solid lines. Be sure to cut apart the pages along the thick, solid centerline as well.
A river is a long body of water that constantly flows across the land to a sea or a lake. The place where a river begins is called its source and where it flows into a sea or lake is its mouth. Often, one river joins another as they make their way to the sea. Most rivers are freshw