Project GLAD · Web viewSAMPLE DAILY LESSON PLAN DAY 1: FOCUS/MOTIVATION Cognitive Content...

Project GLADLake Elsinore Unified School District

Habitats: Adaptations and Survival (Level 3)IDEA PAGES

I. UNIT THEME Living things adapt to their environment Diverse life forms live in different environments When the environment changes, some plants and animals

survive and reproduce, die, or move to new locations

II. FOCUS AND MOTIVATION Cognitive Content Dictionary Super Scientists Awards Observation Charts Inquiry Chart- Habitats: What do we know? What do you

question? Big Book Poems and Chants Read Alouds Picture File Cards

III. CLOSURE Process all charts Learning Logs Portfolio Conference Team Presentations of team tasks Individual Explorations with rubrics

IV. CONCEPTS: THIRD GRADE LIFE SCIENCE CONTENT STANDARDSLife Science3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, reproduction.

Habitats: Adaptations & Survival Unit Level 3 (CA)Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D. (04/07)

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b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands and wetlands.c. Students know living things cause changes in the

environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

d. Students know when the environment changes, some plants and animals survive and reproduce, die or move to new locations.

e. Students know that some kinds of organisms that once lived on Earth have completely disappeared, that some of those resembled others that are alive today.

Investigation and Experimentation5.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other three strands, students should develop their own questions and perform investigations.

a. Repeat observations to improve accuracy and know the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.c. Use numerical data in describing and comparing

objects, events, and measurements.d. Predict the outcome of a simple investigation and compare the result with the prediction.e. Collect data in an investigation and analyze those data

to develop a logical conclusion.


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V. GRADE LEVEL STANDARDSEnglish-language Arts Content StandardsREADING

1.O Word Analysis, Fluency, and Systematic Vocabulary Development

Decoding and Word Recognition1.1Know and use complex word families when reading

(e.g., -ight) to decode unfamiliar words. 1.2Decode regular multisyllabic words.1.3Read aloud narrative and expository text fluently and

accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development1.4Use knowledge of antonyms, synonyms, homophones,

and homographs to determine the meanings of words.1.5Demonstrate knowledge of levels of specificity among

grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things).

1.6Use sentence and word context to find the meaning of unknown words.

1.7Use a dictionary to learn the meaning and other features of unknown words.

1.8Use knowledge of prefixes and suffixes to determine the meaning of words.

2.O Reading ComprehensionStructural Features of Informational Materials2.1 Use titles, tables of contents, chapter headings,

glossaries, and indexes to locate information in text.Comprehension and Analysis of Grade-Level-Appropriate

Text2.2 Ask questions and support answers by connecting prior

knowledge With literal information found in, and inferred from, the text.

2.3 Demonstrate comprehension by identifying answers in the text.


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2.4 Recall major points in the text and make and modify predictions about forthcoming information. 2.5 Distinguish the main idea and supporting details in

expository text.2.6 Extract appropriate and significant information from the text, including problems and solutions.2.7 Follow simple multiple-step written instructions

3.O Literary Response and Analysis Structural Features of Literature3.1 Distinguish common forms of literature (e.g. poetry,

drama, fiction, Nonfiction).Narrative Analysis of Grade-Level-Appropriate Text3.2 Comprehend basic plots of classic fairy tales, myths,

folktales, Legends, and fables from around the world.3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.3.4 Determine the underlying them or author’s message in

fiction and Nonfiction text.3.5 Recognize the similarities of sounds in words and

rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

3.6 Identify the speaker or narrator in a selection.

WRITING1.O Writing Strategies

Organization and Focus1.1Create a single paragraph:

a. Develop a topic sentence.b. Include simple supporting facts and details.

Penmanship1.2Write legibly in cursive or joined italic, allowing margins

and correct spacing between letters in a word and words in a sentence.

Research1.3Understand the structure and organization of various

reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).


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Evaluation and Revision1.4Revise drafts to improve the coherence and logical

progression of ideas by using an established rubric. 2.O Writing Applications (Genres and Their Characteristics)

2.1 Write narrativesa. Provide a context within which an action takes

place.b. Include well-chosen details to develop the plot.c. Provide insight into why the selected incident is

memorable.2.2. Write descriptions that use concrete sensory details to present and

Support unified impressions of people, places, things, or experiences.

2.3 Write personal and formal letters, thank-you notes, and invitations:

a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.

b. Include the date, proper salutation, body, closing, and signature.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS1.O Written and Oral English Language Conventions

Sentence Structure1.1Understand and be able to use complete and correct

declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

Grammar1.2Identify subjects and verbs that are in agreement and

identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

1.3Identify and use past, present, and future verb tenses properly in writing and speaking.

1.4Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Punctuation1.5Punctuate dates, city and state, and titles of books

correctly.


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1.6Use commas in dates, locations, and addresses and for items in a series.

Capitalization1.7Capitalize geographical names, holidays, historical

periods, and special events correctly.Spelling1.8Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns, and common homophones.

1.9Arrange words in alphabetic order.

LISTENING AND SPEAKING1.O Listening and Speaking Strategies

Comprehension1.1 Retell, paraphrase, and explain what has been said by

a speaker.1.2 Connect and relate prior experiences, insights, and

ideas to those of a speaker.1.3 Respond to questions with appropriate elaboration.1.4 Identify the musical elements of literary language (e.g.,

rhymes, Repeated sounds, instances of onomatopoeia).Organization and Delivery of Oral Communication

1.5Organize ideas chronologically or around major points of information.

1.6Provide a beginning, a middle, and an end, including concrete details that develop a central idea.

1.7Use clear and specific vocabulary to communicate ideas and establish the tone.

1.8Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).

1.9Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.

Analysis and Evaluation of Oral and Media Communications1.10 Compare ideas and points of view expressed in

broadcast and print media.


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1.11 Distinguish between the speaker’s opinions and verifiable facts.

2.O Speaking Applications (Genres and Their Characteristics)2.1 Make brief narrative presentations:

a. Provide a context for an incident that is the subject of the presentation.

b. Provide insight into why the selected incident is memorable.

c. Include well-chosen details to develop character, setting, and plot.

2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

VI. ENGLISH LANGUAGE DEVELOPMENT STANDARDS lvl. 3-5Listening and SpeakingComprehension

Beginning Level:Speak with few words/sentencesAnswer simple questions with one/two word responseRetell familiar stories/participate in short conversations

using gesturesEarly Intermediate Level:Ask/answer questions using phrases/simple sentencesRestate/execute multi step oral directionsIntermediate Level:Ask/answer questions using support elementsIdentify key details from stories/informationEarly Advanced Level:Identify main points/support details from content areasAdvanced Level:Identify main points/support details from stories & subject

areasRespond to & use idiomatic expressions appropriately


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Comprehension, Organization & Delivery of Oral Communication

Beginning Level:Uses common social greetingsEarly Intermediate Level:Identify main points of simple conversations by asking/ answering questionsCommunicate basic needsRecite rhymes/songs/simple stories Intermediate Level:Speak with standard English grammatical forms/sounds Participate in social conversations by asking/answering questions Retell stories/share school activities using vocabulary, descriptive words/paraphrasing Early Advanced Level:Retell stories including characters, setting, plot, summary, analysis Use standard English grammatical forms/sounds/intonation/pitchInitiate social conversations by asking & answering questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matter Ask/answer instructional questionsUse figurative language & idiomatic expressions Advanced Level:Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matter Identify main idea, point of view, & fact/fiction in broadcast & print media Use standard English grammatical forms/sounds/intonation/pitch


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Reading - Word Analysis (Grades 3-5 California ELD Standards)

Concepts about Print, Phonemic Awareness, Decoding & Word Recognition Beginning Level:Recognize familiar phonemesRecognize sound/symbol relationships in own writing Early Intermediate Level:Read orally recognizing/producing phonemes not in primary language Recognize morphemes in phrases/simple sentencesIntermediate Level:Read aloud with correct pronunciation of most

phonemes Use common morphemes in oral & silent

readingEarly Advanced Level:Use knowledge of morphemes to derive meaning from literature/texts in content areas Advanced Level:Use roots & affixes to derive meaning

Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 California ELD Standards)

Vocabulary & Concept DevelopmentBeginning

Level:Read aloud simple words in stories/gamesRespond to social & academic interactions (simple questions/answers) Demonstrate comprehension of simple vocabulary with actionRetell simple stories with drawings, words, phrases Uses phrases/single word to communicate basic needs Early Intermediate Level:Use content vocabulary in discussions/readingRead simple vocabulary, phrases & sentences independently


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Use morphemes, phonics, syntax to decode & comprehend wordsRecognize & correct grammar, usage, word choice in speaking or reading aloud Read own narrative & expository text aloud with pacing, intonation, expressionIntermediate Level:Create dictionary of frequently used words Decode/comprehend meaning of unfamiliar words in texts Recognize & correct grammar, usage, word choice in speaking or reading aloud Read grade level narrative/expository text aloud with pacing, intonation, expressionUse content vocabulary in discussions/readingRecognize common roots & affixes Early Advanced Level:Use morphemes, phonics, syntax to decode/comprehend words Recognize multiple meaning words in content literature & texts Use common roots & affixesUse standard dictionary to find meaningsRecognize analogies & metaphors in content literature & texts Use skills/knowledge to achieve independent readingUse idioms in discussions & readingRead complex narrative & expository texts aloud with pacing, intonation, expressionAdvanced Level:Apply common roots & affixes knowledge to vocabulary Recognize multiple meaning wordsApply academic & social vocabulary to achieve

independent read. Use idioms, analogies & metaphors in discussion &

readingUse standard dictionary to find meanings


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Read narrative & expository text aloud with pacing, intonation

Reading Comprehension Beginning Level: Answer fact questions using one/two word response Connect simple test read aloud to personal experience Understand & follow one-step

directionsSequence events from stories read aloud using key words/phrase Identify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings Early Intermediate Level:Use simple sentences to give details from simple stories Connect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentences Read & identify main ideas to draw inferences Identify text features: title, table of contents, chapter headings Identify fact/opinion in grade level text read aloud to students Intermediate Level:Orally respond to comprehension questions about

written textRead text features: titles, table of contents, headings, diagrams, charts, glossaries, indexesIdentify main idea to make predictions & support

detailsOrally describe connections between text & personal

experience Follow multi-step directions for classroom activitiesIdentify examples of fact/opinion & cause/effect in

literature/content texts


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Early Advanced Level:Give main idea with supporting detail from grade level

text Generate & respond to text-related comprehension

questions Describe relationships between text & personal

experience Identify function of text features:

format/diagrams/charts/glossary Draw conclusions & make inferences using text

resourcesFind examples of fact, opinion, inference, &

cause/effect in text Identify organizational patterns in text: sequence,

chronology Advanced Level:Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from textIdentify patterns in text: compare/contrast, sequence/

cause/effect

Writing Strategies and Applications (Grade 3-5 California ELD Standards)Penmanship, Organization & Focus

Beginning Level:Write alphabetLabel key parts of common object Create simple sentences/phrases Write brief narratives/stories using few standard grammatical

forms Early Intermediate Level:Write narratives that include setting and characterRespond to literature using simple sentences, drawings, lists, chart Write paragraphs of at least four sentencesWrite words/simple sentences in content areas Write friendly letter

Produce independent writing


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Intermediate Level: Narrate sequence of events Produce independent writing Use variety of genres in writing Create paragraph developing central idea using grammatical form Use complex vocabulary & sentences in all content areasWrite a letter with detailed sentences Early Advanced Level:Write detailed summary of storyArrange compositions with organizational patterns Independently write responses to literatureUse complex vocabulary & sentences in all content areas Write a persuasive letter with relevant evidenceProduce writing with command of standard conventionsAdvanced Level:Write short narrative for all content areas Write persuasive compositionWrite narratives that describe setting, character, objects, events Write multi-paragraph narrative & expository compositions Independently use all steps of writing process

Writing Conventions Beginning Level: Begin own name and sentences with capital letter Use period at end of sentenceEarly Intermediate Level:Begin proper nouns & sentences with capital letter Use period at end of sentence/use some commas Edit for basic conventions

Intermediate Level: Produce independent writing Use standard word order


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Early Advanced Level: Produce independent writing with correct capitals, punctuation, spelling Use standard word orderEdit for basic conventions Advanced Level:Use complete sentences and correct order Use correct parts of speechEdit for punctuation, capitalization, spellingProduce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 California ELD Standards)

Narrative Analysis of Grade-Level Appropriate Text Beginning Level:One/two-word oral responses to factual comprehension questionsWord/phrase oral response identifying characters and settings Distinguish between fiction & non-fictionIdentify' fairy tales, folk tale, myth, legend using lists, charts, tablesEarly Intermediate Level:Orally answer factual questions using simple sentences Orally identify main events in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short story Orally describe character of a selection Intermediate Level:

Paraphrase response to text using expanded vocabulary Apply knowledge of language to derive meaning


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from text Early Advanced Level:Describe figurative language (simile, metaphor, personification) Distinguish literary connotations from culture to culture Identify motives of charactersDescribe themes stated directly Identify speaker/narrator in text Identify main problem of plot and how it is resolved Recognize first & third person in literary text Advanced Level:Describe characteristics of poetry, drama, fiction & non-fiction Evaluate author's use of techniques to influence reader Describe directly stated & implied themesCompare & contrast motives of characters in work of fiction

VII. VOCABULARY*adaptation aquatic biome

blubbercamouflage climate community continentdeciduous decomposers desert droughtecosystem endangered environment

extremitiesfertile forest fresh water grasslandhabitat herbivore insulate dormant

living mammal nonliving nutrientsoceans permafrost population predator

primary consumers producers rain foresttreeless

tropical tundra salt water savannah

survive wetlands vegetation zones secondary consumers


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VIII. MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS

MATH Graphing Estimating Measuring Predicting Collecting/Analyzing Data

SCIENCE Scientific Process Skills Classifying Organizing Developing Hypothesis Grouping/ordering Inferring Comparing

SOCIAL STUDIES Use of maps, tables, graphs, photographs to organize

information Expressing ideas orally Physical and cultural landscapes Comparing/Contrasting Inferring and Predicting

IX. RESOURCES AND MATERIALS- NONFICTION

Rainforest – Betsey ChessenOcean – Susan Canizares & Pamela ChankoNature Hide and Seek Oceans – John Norris Wood & Mark HarrisonDolphins in Crisis – National GeographicGrasslands Food Chains – Richard and Louise SpilsburyWhat Are Food Chains and Webs? –A Bobbie Kalman BookDeserts – NaturescopeDeserts – Gail GibbonsDeserts – Eyewitness Books


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WaterHole – DK 24 HoursWildLife ExplorerNational Geographic Kids National GeographicRain Forest Animals, Animals In Their Habitats – June RandolphForest Animals, Animals In Their Habitat – June RandolphWho Beats The Heat? – Pamela Chanko & Daniel MoretonAnimal Homes – Betsey Chessen & Pamela ChankoUndercover Creatures – Katharine KenahHow & Why Animals Hide – Ernie PascoeThe Elephant’s Trunk – Brian & Jillian CuttingAnimal Series – Jane GoodallSpiders’ Secrets – Richard PlattFeathers, Flippers, and Feet – Deborah LockRanger Rick Arizona HighwaysNight of The Puffins – Bruce McMillanSeal Surfer – Michael ForemanIn Good Hands – Stephen R. SwinburneRainforest Babies – Kathy DarlingGrowl, A Book About Bears – Melvin Berger

RESOURCES AND MATERIALS - FICTION

Alejandro’s Gift – Richard E. AlbertThe Desert Alphabet Book – Susan PowellArmadillo Ray – John BeifussCoyote Dreams – Susan NunesI Am Phoenix – Paul FleischmanLost – Paul Brett Johnson & Celeste LewisThe Mountain That Loved A Bird – Alice McLerranRoxaboxen – Alice McLerranTwo Days In May – Harriet Peck TaylorIt Zwibble and The Greatest Cleanup Ever! – WereRoss &

WerEnkoThe Berenstain Bears, Don’t Pollute (Anymore) – Stan & Jan

Berenstain


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The Wump World – Bill PeetThe Great Kapok Tree – Lynne Cherry

HABITAT UNIT WEBSITES

enchantedlearning.com nationalgeographic.comdnr.state.wi.us/org/caer/ce/eek/nature/habitat/index.htmdfg.ca.gov/bdb/html/wildlife_habitats.htmllibrary.thinkquest.org/11922/habitats/habitats.htmmbgnet.net/pbs.org/kratts/index.htmlkn.pacbell.com/wired/fil/pages/listhabitatsmr2.htmlabcteach.com/directory/basics/science/habitats_biomes/sandiegozoo.org/cyberzoo.comths.sps.lane.edulsb.syr.edukidport.com/reflib/science/animalhomes/animalhomes.htmkidskonnect.com/biomes/biomeshom.html.runet.edu/~swoodwar/classes/geog235songsforteaching.com/hood/s/biomes.mp3

COMMUNITY RESOURCES

Science Discover CenterSea WorldSanta Rosa PlateauScriptsLizard WizardMetropolitan Water DepartmentLong Beach Aquarium


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TECHNOGOLOY RESOURCES

Desert Habitats [Video]. ASIN: B00006JDXIForest Habitats [Video]. ASIN: B00006JDXGHabitats-Homes for Living Things [Video}. ASIN: B00006JDXTJacobs, Larry, & Bastien, Charles E (Directors). The Magic School Bus-In the Rainforest [Video} ASIN: 1568328613Ocean Habitats-Light and Dark Zones [Video]. ASIN:B00006JDXHOcean Habitats-Shoreline and Reef [Video]. ASIN: B00006JDXFHabitat and Ecology Videos from the local library

MUSIC

songsforteaching.com/hood/s/biomes.mp3Sense of Serenity: Desert Oasis International Masters Publishers

[CD-all tracks]. (2000)Sense of Serenity: Ocean Breezes International Masters Publishers

[CD-all tracks]. (2000)Sense of Serenity: Mountain Echoes International Masters Publishers

[CD-all tracks]. (2000)Sense of Serenity: Woodland Mists International Masters Publishers

[CD-all tracks]. (2000)


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HABITATS: Adaptations and Survival (Level 3)PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Scientific Awards Observation Charts Inquiry Charts Read Aloud – Big Book

II. INPUT Graphic Organizer – World Map & Six Kingdoms of Living Things Pictorial Input – Tundra Narrative Input – The Great Kapok Tree Comparative Input – Polar Bear vs. Camel Poetry Read Aloud Habitat books

III. GUIDED ORAL PRACTICE T-Graph and team points Chants Picture File Activities Picture File Cards Personal Interaction Graphic Organizers Poetry Farmer in the Dell Expert Groups Process Grid Exploration Reports Mind Map Coop Work – numbered heads together Guided Imagery


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IV. READING/WRITINGTotal Class: Group Frame – Compare and Contrast Coop Strip Paragraph Pocket Poetry Poetry Frames Flip Chant Strip Books Story Map Big Book

Small Group/Flexible Groupings Expert Group – put heads together Process Grids Small groups shared reading Flexible group leveled reading Partner reading – ear-to-ear Team tasks (anything modeled by the teacher)

Individual Work Learning logs Authentic literacy events Interactive journals Silent sustained reading Individual tasks Writer’s Workshop

- Writing process- Author’s chair

V. Extended Activities Home School Connection Act Out Narrative


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VI. CLOSURE Process all charts and information Evaluate week Big Book Conference Share personal exploration Team exploration Letters to parents


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HABITATS: Adaptations and Survival (Level 3)SAMPLE DAILY LESSON PLAN

DAY 1:FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word: habitat Super Scientist Awards – Standards Observation Charts Inquiry Charts – What do we know about habitats around the

world? What do you wonder about habitats?

Big Book – Shared Reading

INPUT Graphic Organizer – World Map (10/2) Graphic Organizer- Six Kingdoms of Living Things

- 10/2: Discuss two things you learned.- Learning Log: Text/You- ELD Review

Poetry – Habitats Here, Habitats There

GUIDED ORAL PRACTICE T-Graph - Cooperation Picture File Activities – Sort: Classify animals by their habitats

with 5-7 pictures. Exploration Report – Habitats Personal Interaction: Which animal do you like best? Least? Why? Chants

INPUT Pictorial Input Chart: Tundra

- 10/2 Learning Log / ELD Review


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SAMPLE DAILY LESSON PLANPg. 2

READING/WRITING/LANGUAGE ARTS Interactive Journal Writers Workshop

- Mini Lesson- Write- Author’s Chair

CLOSURE Read Aloud Process inquiry charts, poetry, and input charts Home-school connection: #1


Process Home School Connection #1 Cognitive Content Dictionary with signal word – adaptation Review graphic organizers with word cards Poetry and chants – highlight scientific words Read Aloud

INPUT Narrative Input – Great Kapok Tree

- 10/2 Discussion- Learning Log: What would you have done?- ELD Review

Comparative Input – Polar Bear / Camel Process Pictorial Input Chart with word cards

GUIDED ORAL PRACTICE Poetry/Chants: Here, There Personal Interaction

READING / WRITING / LANGUAGE ARTS Review T-Graph Expert Groups


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Team Tasks- Team Color Key- World Map- Six Kingdoms of Living Things- Pictorial Input Chart- Exploration Report

Writer’s Workshop- Mini-Lesson- Author’s Chair

CLOSURE Interactive Journals Read Alouds Re-read big book, inquiry charts, poetry, and input charts Home-school connection: #2


Cognitive Content Dictionary with signal word - camouflage Process Home School Connection #2 Review Narrative with Word Cards / Conversation Bubbles Process Comparative Input Chart Review input charts Read aloud

INPUT Story Map narrative- The Great Kapok Tree

GUIDED ORAL PRACTICE Chant – Here There Sentence Patterning Chart/ Farmer in the Dell

` - Reading Game (Share song and earn points)- Trading Game - Flip Chant


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READING / WRITING / LANGUAGE ARTS Expert Groups Team Tasks

- Flip chant- Story Map- Read around the room- Add to the Walls- Comparative Input Chart

Reading / Writing Choice- Pocket Poetry

GUIDED ORAL PRACTICE Mind Map- “Tundra” Process grid

READING / WRITING Coop Strip Paragraph

- Respond, revise, edit

CLOSURE Read Aloud Process charts Home-school connection: #3 Journals


Cognitive Content Dictionary /stumper word – Points given Process Home School Connection #3

GUIDED ORAL PRACTICE Chants

READING / WRITING / LANGUAGE ARTS Flexible groups reading


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- ELD Retell - Clunkers and Links – at or above with SQ3R

Team Tasks Team Evaluation DRTA

CLOSURE Read Aloud Process charts Home-school connection: #4 Journals


Cognitive Content Dictionary /stumper word – Points given Process Home School Connection #4 Read Aloud Strip Book

GUIDED ORAL PRACTICE Chants

READING / WRITING / LANGUAGE ARTS Flexible Reading Group Coop Strip – Reading for struggling readers Coop Strip – Reading for struggling readers Focused Reading with Cognitive Content Dictionary

- Team Tasks- Team Presentations- Team add to walls

Flexible Group Reading- At / above reading from class group frame- Struggling / emergent - Middle- Ear-to-Ear Reading


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Listen and Sketch Found Poetry Ear-to-Ear Reading

CLOSURE Process Inquiry Chart Framed Letter home Evaluate Week Team Big Book


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Habitats Big Bookby Zondra Anthony-Ross, Charline Wills, Edie Powers,

Terri Empson, and Lisa Birt-Landropg. 1

I just thought that you might like to know that living things adapt to their environment. When the environment changes, some plants and animals survive and reproduce, some die, or some move to a new location.

The world is made up of different habitats. Ecosystems are all the living and nonliving things that interact in and around various habitats. An ecosystem is made up of smaller parts that include populations, communities, and habitats, as well as nonliving things, such as air, sunlight, water, and soil. Nature and living things can change ecosystems. Human and non-human impact changes environments. Some changes to ecosystems that are caused by nature include fires, floods, or storms. Some changes to ecosystems that are caused by humans include over hunting, pollution, or habitat destruction.

Diverse life forms live in different habitats. I just thought you might like to know.

pg. 2


Tundra is the coldest of all the ecosystems. The word tundra means treeless plain. There are two different types of tundra: Arctic tundra and alpine tundra. The Arctic tundra is located mostly in the northern hemisphere. It is known for its cold desert-like conditions. The alpine tundra is located on mountains throughout the world where trees cannot grow. The growing season for the tundra habitat is short. Flora and fauna that grow and live in the tundra have special adaptations to survive.


pg. 3


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There are two main types of deserts in the world, the hot desert and the semi-desert. The hot desert is usually the Egyptian, flat, sandy desert and the semi-desert is the one you see on Westerns with a lot of rock formations. Deserts are formed when something gets in the way of rain clouds. Some deserts are near oceans, California is a good example of a desert by the sea. Some animals that live in the desert include coyotes, roadrunners, scorpions, antelope, buzzards, and foxes. Plant life is scarce; however, two common plants include saguaro cactus and ocotillo cactus. The plant life cycle is short in the desert. Plants depend on underground water.


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Oceans cover 75% of the Earth’s surface with the Pacific Ocean being the largest of all the oceans. Humans depend on the oceans for so many things that life could not exist without them. The water that enters the water cycle comes from the oceans through evaporation and nourishes all the plants, animals and people of our planet. Where the sunlight penetrates the oceans’ waters, much plant and animal life can be found. As explorers journey deeper into the sea, the water temperature changes and so does the flora and fauna found in the different layers.


pg. 5

I just thought that you might like to know that living things adapt to their environment. When the environment changes, some plants and


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animals survive and reproduce, some die, or some move to a new location.

Grasslands are large open spaces where the soil is too poor or the weather is too dry for trees and many other plants to grow. There are three important grasslands: the African savanna, the North American prairie and the Australian bush. The biggest tropical grassland, also called savannas, stretch from southern Africa up to the Sahara desert. Prairies, temperate grasslands, are flat lands located in the middle of North America from Canada down to Texas. Bush, a type of dry savanna grassland dotted with trees, stretches across the northern part and some parts of southern Australia. Some grasslands were created by people who cut down forests. The flora and fauna are diverse from one grassland to another.


pg. 6


The forests occupy approximately one-third of the Earth’s land area. There are three different types of forests: the tropical, temperate, and boreal forests. Tropical rainforests occur near the equator and they have only two seasons: rainy and dry. They have the greatest diversity of species. Temperate forests have well defined seasons with a distinct winter. Boreal forests are the largest terrestrial biome with long cold and dry winters and short moist and moderately warm summers.



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HABITATS

Habitats here, Habitats there,Habitats, Habitats everywhere

Ocean habitats crashing,Desert habitats scorching, Forest habitats raining,

And wetland habitats dripping.

Habitats in the tundra,Habitats on the grasslands,Habitats over the savannahAnd habitats in the world.

HABITATS! HABITATS! HABITATS!

By; Terry Empson 2/07


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I’M A WHALE

I’m a humpback, big and gray,Swimming in the ocean all the day,I play in the waves and sing songs,

I’m very big and very long.

I’m a wh-a-a-a-leI’m a wh-a-a-a-le

I’m a beluga, small and white,Living in the ocean day and night,I like Artic waters, mostly the cold,

I make strange noises is what I’m told.

I’m a wh-a-a-a-leI’m a wh-a-a-a-le

I’m an Orca white and black,These are the colors on my back,I live in pods and have big teeth,

You won’t find me in the coral reefs.

I’m a wh-a-a-leI’m a wh-a-a-a-le

By: Terri Empson 2/07


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I’M A Puffin

I’m a puffin with black and white feathers.I walk upright and use my wings to fly.

I’m a small warm blooded animal.Spend most of my time in cold water.

I’m a p-u-f-f-i-nI’m a p-u-f-f-i-n

My powerful bill works like a tool.I use it to crack the shell with ease.I can carry up to 60 fish at one time.

The roof of my mouth keeps the food in place.


I can drink salt water and not dehydrate.I use my nostrils and kidneys to remove the salt.

These adaptations help me survive.Without them I can’t stay alive.


By: Charline Wills 2/07


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Is This An Ecosystem?

Is this an ecosystem? Yes, ma’am.Is this an ecosystem? Yes, ma’am.Where is it placed? It’s in the desert.Where is it placed? It’s in the desert.

Does it have 6 parts? Yes, ma’am.Can you tell me all? Yes, ma’am.Well, what is the first? The sun of course.And what does it do? Gives heat and light.

And what comes next? Non-living.And what’s non-living? It’s never lived.Give me some examples. Water and dirt.Give me some examples. Wind and sand.

And what comes third? ProducersAnd what are producers? All the plants.Give me some examples? Cactus and bushes.What do they do? Make their own food.

And what comes fourth? Primary consumers.And what are consumers? Plant eatersGive me some examples? Rabbits and kangaroo rats.What do they do? They eat the plants.

And what comes fifth? Secondary consumers.And what are these? Meat eaters.Give me some examples? Cougars and eagles.And what do they do? They eat other animals.

What comes sixth? DecomposersAnd what are these? They live off the dead.


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Give me some examples. Mushrooms and bacteria.And what do they do? Breakdown dead things.

Well, now are you through? Yes, ma’am.Did you tell me true? Yes, ma’am.And what did you chant? An ecosystem.And what did you chant? An ecosystem.

By Marcia Brechtel ‘05


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Polar Bear Bugaloo

I’m a polar bear and I’m here to sayI live in the tundra and that’s okay!

Mostly in the winter it looks like nightIn summer it’s cloudy, not much sunlight.

Foxes, weasels, caribou tooDoing the polar bear bugaloo!

Polar bears adapt to the cold Arctic airBy covering their body with translucent hair.

They use their paws to grip the groundTo give them speed chasing prey around.

Foxes, weasels, caribou tooDoing the polar bear bugaloo!

By Terri Empson ‘07


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Is This A Habitat?Is a desert a habitat? Yes Ma’amIs a desert a habitat? Yes Ma’amHow do you know? It’s hot and sandyHow do you know? There’s little precipitationWhat lives there? Jackrabbits and camelsWhat lives there? Succulent cactus

Is tundra a habitat? Yes Ma’amIs tundra a habitat? Yes Ma’amHow do you know? It’s a cold desertHow do you know? It has long wintersWhat lives there? Polar bears and musk oxesWhat lives there? Arctic hares and artic foxes

Is an ocean a habitat? Yes Ma’amIs an ocean a habitat? Yes Ma’amHow do you know? It’s filled with salt waterHow do you know? It covers most of the EarthWhat lives there? Dolphins and whalesWhat lives there? Seaweed and kelp

Is a forest a habitat? Yes Ma’amIs a forest a habitat? Yes Ma’amHow do you know? It is filled with treesHow do you know? It has moss and fernsWhat lives there? Deer, bears, and spidersWhat lives there? Snakes and frogs

Is grasslands a habitat? Yes Ma’amIs grasslands a habitat? Yes Ma’amHow do you know? It is covered with grassHow do you know? It has no treesWhat lives there? Herbivores that eat plantsWhat lives there? Predators that prey

By Terri Empson ‘07


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Desert Habitat

We just know what we’ve been told,Desert days are hot and nights are cold.Very little rain falls during the year,Less than ten inches is what we hear.

Sound Off – ScorchingSound Off – AridSound Off – 1, 2, 3, 4…Baron Deserts!

Lizards and jackrabbits living there,Adapting to the sun’s hot glare.Nocturnal animals roam about,Night time brings these animals out.


Cactus, sagebrush, and few trees,Grow close to the ground and have small leaves.Animals get water from plants and seeds,This adaptation fills their needs.


By Terri Empson, ‘07


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Date:______________________________

Project GLADHABITAT UNIT

HOME/SCHOOL CONNECTION #1

Share with your family the habitats that you have learned. Sketch a picture and write about one habitat and some of the animals that live there.

Parent: _________________Student:___________________


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Date: ______________________________



Share with your family the story of the Great Kapok Tree. What would your parents have done at the end of the story? Sketch a picture and write about your favorite animal from the story.

Parent: ________________ Student: __________________


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Date: ______________________________



Discuss the way people and animals adapt. Sketch a picture and write three ways you have to adapt.

Parent: _________________ Student: _________________

Date: ______________________________




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If you and your family could go visit any habitat for a vacation, which habitat would you like to visit? Sketch a picture and write about that vacation. Be sure to include the items you would need to bring to adapt to that habitat.

Parent: _________________ Student: _________________

Fecha:__________________

Proyecto GLADUnidad de Hábitat

Hogar-Escuela Conexión #1

Comparte con tu familia sobre los habitats que aprendiste. Haz un dibujo de un hábitat y algunos animales que viven allí. Escribe y dibuja tu repuesta.


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Firma del padre/madre______________Nombre del Estudiante___________

Fecha:_________________



Comparte con tu familia la historia, the Great Kapok Tree. Que hubieran echo tus padres al final e la historia? Haz un dibujo y escribe sobe tu animal favorito en la historia.


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Firma del padre/madre____________Nombre del estudiante__________


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Fecha:_________________



Comparte con tu familia la historia, the Great Kapok Tree. Que hubieran echo tus padres al final e la historia? Haz un dibujo y escribe sobe tu animal favorito en la historia.

Firma del padre/madre_____________Nombre del estudiante__________


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Fecha: ____________________________

Proyecto GLADUNIDAD DE HABITACION

CONECCION DE HOGAR/ESCUELA #4

¿Si tu y tu familia podría visitar cualquier habitación, cual habitación te gustaría visitar? Haz un dibujo o escribe sobre esas vacaciones. Asegúrate de incluir los artículos que necesitas traer para adaptarte a esa habitcion.

Padre/Madre: ____________________Estudiante:___________________


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Expert Group – OceansClassification-Habitats

Oceans cover about 75% of the Earth’s surface. There are five major oceans: the Pacific, Atlantic, Indian, Arctic and Southern Oceans. Oceans have layers of waters at different temperatures. The ocean is divided into zones. The zone is determined by the amount of sunlight and temperature.

Flora includes phytoplankton. Seaweed is sometimes called a plant, but it’s a protista. Seaweeds grow from the sea floor near coasts. Seaweed can be red, green, or brown.

There is a wide range of diversity in sea animals living in the coral reefs. Organisms living in the ocean are sponges, sea anemones, lobsters, crabs, and starfish. The world’s largest mammal is the blue whale. Other sea animals include sharks, seals, and manatees.

Light, temperature, and pressure determine which animals live where. Through gills and skin, animals are able to extract oxygen from the water. Some animals need oxygen from air and adapt by holding their breath for long periods of time. Fins, tail shape, tentacles, and scales are adaptations that help aquatic animals (like the shark) get around faster and efficiently in the water. Fish lay eggs and whales, dolphins, and sharks have live births. The ocean’s biggest threat is human activity.


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Expert Groups – GrasslandsClassifications-Habitats

Grasslands cover 1/5 of the Earth’s surface. Grasslands are on every continent except Antarctica. They receive 30 inches of rain per year. Prairies, plains, and meadows are temperate grassland habitats.

The primary flora includes grasses, shrubs, flowers, and herbs. There are not many trees found in the grasslands due to the thin dry soil. The trees are found near streams.

There is a variety of fauna that inhabits the grasslands. Herbivores such as giraffes, zebras, bison, and elephants feed on the grasses, small shrubs and trees. They travel from one area to another in search of new plants to eat. The herbivores are hunted by predators such as lions and vultures.

Lions work in teams to bring down their prey that is larger than themselves. Some animals are scavengers and eat left over kill from other animals. Vultures lay eggs and mammals have live birth.


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Expert Group – Deciduous ForestsClassification-Habitats

Deciduous forests are found in 5 continents: North America, South America, Europe, Asia, and Australia. The average temperature is 50 degrees Fahrenheit, with an average rainfall of 30 to 60 inches of rain. It has warm, wet summers, cold winters, and seasonal changes.

Flora is found in five different zones. The tree stratum zone contains trees with heights ranging between 60-100 feet. The small tree and sapling zone has young and short trees. The shrub zone has rhododendrons, azaleas, mountain laurel, and huckleberries. The herb zone contains short herbal plants. The final zone is the ground which contains lichen, club mosses, and true mosses.

There is a wide variety of fauna that live in the deciduous forest. Some examples are spiders, frogs, snakes, birds, deer, and bears.

Animals living in the deciduous forest adapt by hibernating in the winter and living off the land during other seasons. Most of the animals are camouflaged to look like the ground for protection from predators. Spiders, snakes, frogs, and birds are egg laying animals. Bears and deer have live births.


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Expert Group – DesertClassification-Habitat

The desert habitat includes the hottest places in the world because it absorbs more heat from the sun. Most deserts average less than 10 inches of precipitation each year. Deserts are usually located in areas near the equator and covers one-fifth of the Earth’s surface. Most deserts are just barren land with sand that stretches for miles. There are also cold deserts.

Animals in the desert have found ways to cope with the heat. Some animals like rattle snakes and lizards hunt at night. During dry spells, camels break down their body fat to get water. Jackrabbits lose body heat through their large ears and get water from succulents.

Plants in the desert include cactus, sagebrush, wild flowers and very few trees. Some deserts are huge areas of sand where plants cannot grow. Most plants in this habitat are succulents.

Animals that live in the hot desert have many adaptations. Some animals never drink, but get their water from seeds and plants. Many animals are nocturnal. The plants in the desert tend to be widely scattered because of lack of water. Desert plants grow close to the ground where it is the coolest. Desert plants can store water in their roots and stems. Desert plants tend to have small leaves. For reproduction, reptiles lay eggs while mammals have live births.


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Project GLAD · Web viewSAMPLE DAILY LESSON PLAN DAY 1: FOCUS/MOTIVATION Cognitive Content...

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