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HabitatsNearandFarEngage

Grade:2nd ImplementationPractice:WholeClassorSmallGroup

SubjectArea:LifeScience SupportingContent:LanguageArts

Objective(s):1. Studentswillactivatepriorknowledgeofhabitatsandthevarietyofplantandanimallife

present.2. Studentswillobserveandcomparethesimilaritiesanddifferencesofplantsandanimals.

StandardsAddressed

NGSS

PerformanceExpectation2-LS4-1-Makeobservationsofplantsandanimalstocomparethediversityoflifeindifferenthabitats.

DisciplinaryCoreIdea(s)• BiodiversityandHumans

ScienceandEngineeringPractices

• AskingQuestionsandDefiningProblems

• Obtaining,Evaluating,andCommunicatingInformation

CrosscuttingConcept(s)• Structureand

Function• StabilityandChange

Engineering,Technology,andApplication-NA

CCSS

ELA-Literacy• CCSS.ELA-LiteracySL.2.1-Participateincollaborativeconversationswithdiverse

partnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups. o CCSS.ELA-LiteracySL.2.1A-Followagreed-uponrulesfordiscussion(e.g.,

gainingthefloorinrespectfulways,listeningtootherswithcare,speakingoneatatimeaboutthetopicsandtextsunderdiscussion).

o CCSS.ELA-LiteracySL.2.1B-Buildonothers’talkinconversationsbylinkingtheircommentstotheremarksofothers.

o CCSS.ELA-LiteracySL.2.1C-Askforclarificationandfurtherexplanationasneededaboutthetopicsandtextsunderdiscussion.

• CCSS.ELA-LiteracySL.2.2-Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.

• CCSS.ELA-LiteracySL.2.3-Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.o CCSS.ELA-LiteracyL.2.3-Useknowledgeoflanguageanditsconventionswhen

writing,speaking,reading,orlistening.

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VocabularyandSkills

KeyTerms KeySkills

habitat biodiversity living alike needs temperature • compareandcontrast• categorizeandclassify• observe• infer• communicate

nonliving different diversity similar factor precipitation

ecosystem characteristic needs thrive interact depend

survive nutrients plant animal provide adaptations

EssentialQuestion(s):• Howareplantsandanimalssimilar,andhowaretheydifferent?• Whatarehabitats?• Howarehabitatssimilar,andhowaretheydifferent?

GuidingQuestion(s):(Useasneededwithyourstudents.)1. Howcanyoutellifsomethingislivingornonliving?2. Whatbasicneedsdoalllivingthingshave?3. Canlivingthingssurviveanywherethereiswater,air,food,andshelter?4. Canyouthinkofanycharacteristicsofananimalthatcouldhelpitsurviveintheocean/desert/rain

forest?5. Doesthetemperatureofanareahaveanyeffectonthetypesoflivingthingsfoundthere?What

abouttheprecipitation(rainfall)?6. Doesthetemperatureofanareahaveanyeffectonthequantityoflivingthingsfoundthere?What

abouttheprecipitation(rainfall)?7. Whatfactorscouldpotentiallyhaveaneffectonthetypesofandnumbersoflivingthingsina

particularhabitat?8. Whatdoesdiversitymean?TeacherBackgroundInformation5EInstructionalModel-EngageThe5Einstructionalmodelorganizeslearningexperiencessothatstudentshavetheopportunitytodeveloptheirownunderstandingoftheconceptovertimebybuildingwhattheyknow.Therearefivephasesoflearningincluding:Engage,Explore,Explain,Elaborate,andEvaluate.Inthe5Einstructionalmodel,thepurposeoftheEngagephaseistoactivatestudent'spriorknowledge.Thisisatimeforstudentstounpackwhattheyalreadyknowaboutaconcept.TheEngagephaseshouldbecharacterizedbyafreeflowingexchangeofideas.Itisnotnecessarytojudgeresponsesascorrectorincorrect.Althoughtheteachershouldkeepaclosewatchforanypotentialmisconceptionsandmakeamentalnotetoclearthemupinlaterlessons.DuringtheEngagephasestudentsshouldfeelfreetolettheirmindswanderandfeelcomfortablesharingthoughtsandideas.Theteachers’roleistoguidestudentsandhelpthemrecordandorganizetheirideas.

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Asthelessonisintroduced,besurethatthestudentsunderstandthatthisisanEngagelessonandexactlywhatthatmeans.Studentsshouldknowthattheyneednotworryaboutbeingright,thatthisisatimetospeakfreelyandsharealloftheirthoughts.Onewaytohelpstudentsfeelmorecomfortablewithacceptingallideasistouseatechniquecalledamplify.Whenastudentsharesaresponse,askforanotherstudenttorestateandpraisewhatthefirststudentsaid.Whenstudentsknowtheirideaswillbeimmediatelyvalidated,theywillbemorelikelytosharefreely.ContentBackground-HabitatsAhabitatisanyplaceaplantoranimallivesthatprovidesitsbasicneedsoffood,water,air,andshelter.Habitatsaremadeupofbothlivingandnonlivingthings.Theplantsandanimalsthatliveinahabitatinteractanddependoneachotherforsurvival.Habitatscanbelarge,likeadesertorsmall,likeacrackinthesidewalk.Theycanlookverydifferentandarefoundinecosystemsallovertheworld.Forexample,acoralreefisahabitatformanydifferentplantsandanimalsjustliketheboughsofaredwoodtreeprovideahabitatfortheplantsandanimalsthatlivethere.Diversity,orbiodiversity,referstothevarietyoflivingthingsthatcanbefoundonEarth.TheplantsandanimalsthatarefoundonEartharealwayschangingandadaptingtobettersuittheirenvironmentandmeettheirbasicneeds.Thevarietyoflifethatwehavenowisverydifferentfromwhatwasheremillionsofyearsagoaswellasdifferentfromwhatwecanexpecttofindmillionsofyearsintothefuture.

AdvancePreparation• Choosealocationandagoodtimeforanaturewalkinyourschoolyardhabitat.• Loadthe360°videoontothedevicesthestudentswillbeusing.• Modelhowtousethe360°video,includingspinningaround,lookingupanddown.• Setupaprojectortoshowthe360°videotothewholegroup.

PotentialMisconceptions• Plantsandanimalscanliveanywherethereisair,food,andshelter.• Mostlivingthingsarefoundonland.• Coralisarockandtherefore,nonliving.

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BeforeViewingThinkabouttheplantsandanimalsyouhaveseenaroundyourneighborhoodorschool.DiscussionQuestion(s):

1. Whattypesofplantshaveyouseen?Describecolor,shape,size,smell,texture.2. Whattypesofanimalshaveyouseen?Describecolor,shape,size,sound,behavior.3. Haveyouseenthatplant/animaltherebefore?4. Whydoyouthinkthatplantgrowsinthatparticularspot?5. Whydoyouthinkthatanimallivesinthatparticularspot?6. Wereyousurprisedtoseethatplant/animal?7. Wouldyoubesurprisedifyousawa(chooseanimprobableplant/animal)?

StudentActivity:(Accessstudentpriorknowledgeandbuildbackgroundknowledge.)SettheStage:

● Usethediscussionquestionsabovetohelpstudentsuncoverwhattheyalreadyknowaboutthemanydifferenttypesofplantsandanimalstheyseeintheireverydaylives.Recordtheiranswersonchartpapertodisplay.

● StudentsshouldrecordtheirthoughtsinasciencejournalusingaT-Chartorothergraphicorganizer.Studentsshouldusebothwordsandpicturesthatdescribethedifferentplantsandanimalstheyhaveobservedintheirneighborhoodoraroundtheschoolcampus.

TakeitOutside:

● Takethestudentsonashortwalktoobservetheschoolyardhabitat.Studentsshouldbringtheirsciencejournalsandaddtheirnewobservationstotheirgraphicorganizerfromtheclassdiscussion.

Encouragestudentstolookfor:

● Plantsofdifferentsizesandcolorsandwheretheyaregrowing.● Animalsontheground,inthetrees,andintheair.● Thenonlivingpartsofthehabitatthatareusedbythelivingthings.

AftertheWalk:

● Leadashortdiscussionaboutwhatthestudentsobserved,allowthemtoshareexamples.Askiftheyweresurprisedbyanyoftheplants/animalstheyobserved.

WhileViewingAsyouexperiencethe360°video,thinkabouthowthelivingthingsyouseearethesameandhowtheyaredifferentfromtheonesweobservedonournaturewalkthroughtheschoolyardhabitat.DiscussionQuestion(s):

1. Doyouseethesametypesoflifewesawonournaturewalk?2. Howaretheplantsandanimalsherethesameastheoneswesawonournaturewalk?What

aresomepossiblereasonsforthosesimilarities?3. Howaretheplantsandanimalsheredifferentthantheoneswesawonournaturewalk?What

aresomepossiblereasonsforthosedifferences?

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4. Doyouseemoreorlessanimalsonthecoralreefthanyoudidonournaturewalk?5. Doyouseemoreorlessplantsonthecoralreefthanyoudidonournaturewalk?

StudentActivity:(Howarestudentsengaged?Howarestudentsrecordingtheirobservationsandprocessingwhattheyarelearning?)Studentsshouldobservethedifferentlivingthingsinthe360°videoandaddtheseobservationstotheirgraphicorganizerusingwordsandpictures.Encouragestudentstowatchthevideomultipletimestoexperienceallthedifferentviewsofthe360°video.

AfterViewingThinkaboutthelivingthingsthatyouobservedinthe360video.DiscussionQuestion(s):

1. Didyouseemanydifferenttypesoflivingthingsinthevideo?2. Describetheplantsandanimalsyouobservedinthevideo.3. Wereyousurprisedbyanythingyousaw?4. Didyouseeanyofthesameplantsoranimalsthatwesawonournaturewalk?5. Couldthe(bird)fromthenaturewalkalsoliveonthecoralreef?Whataboutthe(bird)

enablesittothriveinourschoolyardhabitat?6. Couldtheseasnakefromthevideoalsoliveinourschoolyardhabitat?Whataboutthesea

snakeenablesittothriveintheocean?7. Ifahabitatwheretoundergoadrasticchangeintemperature(orprecipitation),whateffect

wouldthathaveontheplantsandanimalslivingthere?8. Howaretheschoolyardhabitatandthecoralreefhabitatthesame?Whataresomepossible

reasonsforthosesimilarities?9. Howaretheschoolyardhabitatandthecoralreefhabitatdifferent?Whataresomepossible

reasonsforthosedifferences?StudentActivity:(Howarestudentssynthesizingandanalyzingwhattheylearnedfromtheactivity/video?)CreatureCharacteristicsUsethisculminatingengageactivityasawaytoreviewthediversityoflifethatstudentshaveobservedanddiscussed.Studentsshouldcollaborateingroupsofthreetocreatetheirowncreature.Studentswillassigntheircreaturespecificcharacteristics.(Reviewthesuggestedcategoriesbelow.Choosecategoriesandterminologythatyourstudentswouldbecomfortableusing)Eachgroupwillgenerateapictureandwrittendescriptionoftheircreatureandpresentittotheclass.Basedonthecharacteristicsthatwerechosenbythestudents,theaudienceshouldspeculateaboutthedifferenthabitatsthatthiscreaturecouldthriveinaswellasexamplesofhabitatsinwhichthecreaturewouldmostlikelyNOTthrive.

SuggestedCharacteristicsBodyCovering:scales,feathers,fur,orskinAppendages:tail,wings,legs,arms,Climate:hotanddry,hotandwet,coldanddry,coldandwetLivingThing:plant,insect,mammal,bird,reptile,amphibian,fish,invertebrate

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Shelter:cave,nest,burrow,tree,tallgrass

ExtensionIdeasLiteratureExtension:Tofurtherincreasestudentawarenessofthebiodiversitythatispresentinwaterecosystems,readanddiscussthepicturebook,ASwimthroughtheSea,WrittenandIllustratedbyKristinJoyPrattThisbookisawonderfullyplayfulwaytointroduceyoungstudentstotherichnessoflifethatcanbefoundinouroceans.Fromfishtoreptiles,mammalstoinvertebrates,KristinJoyPratt’sbeautifulpicturesandengagingalliterationwillexcitestudentsandgetthemwantingtolearnmoreaboutbiodiversity.