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Teacher Work Sample: Literacy Applications

1. English SOL – (5 Points)

2.2 The student will expand understanding and use of word meanings.

a) Increase listening and speaking vocabularies.

b) Clarify and explain words and ideas orally.

New vocabulary terms will be introduced in the unit on Living Systems. These will

include living, nonliving, system, habitat, shelter, and space. The first three terms will be

introduced in Lesson One, and the remaining vocabulary terms will be introduced in Lesson

Two. The new vocabulary terms will be used repeatedly throughout the unit on Living Systems

with several writing activities to reinforce the student’s use of the new words and ability to apply

meaning to them. Additionally, the vocabulary words will be reviewed daily during Lessons

One through Six. Students will often be engaged in oral discussions and activities as well using

the new vocabulary terms allowing them to increase their listening and speaking skills in regard

to the new words that are introduced. Interactive discussions and activities will also engage the

students in explaining the new words and ideas orally requiring them to apply their prior

knowledge of animals and their homes to further develop their understanding of the new words

that are introduced in this unit. As such, students will meet the SOL Standard through the

introduction of new vocabulary, oral discussions using the new vocabulary words, and activities

applying the new words.

2.3 The student will use oral communication skills.

a) Use oral language for different purposes: to inform, to persuade, to entertain, to

clarify, and to respond.

b) Share stories or information orally with an audience.

In Lesson Six, students will be required to orally present their Habitat Drawings to the

class explaining key concepts that they will learn through the unit and find during their research

using classroom resources. Students will be asked to present their drawings and to inform the

class about their animal including their animal’s name, type of habitat, food, water source, type

of shelter, and use of space within the specific habitat. In performing this activity, the students

will be required to use their oral communication skills to inform their peers about the animal that

they will research, write about, and draw a habitat for during the unit. As such, they will share

information orally with an audience thus meeting the requirement for this SOL standard.

2.8 The student will read and demonstrate comprehension of fictional texts.

a) Make and confirm predictions.

b) Ask and answer questions about what is read.

c) Draw conclusion based on the text.

In Lesson Four, The Magic Bus Hops Home will be read aloud with the students. The

book is a fictional text about a frog returning to its natural habitat and why that habitat met its

needs better than the habitat that the students were making for it at school. A very brief book

walk will take place with students making predictions based on the title and artwork on the

cover. Throughout and following the reading, questions will be asked that relate to the topic of

the unit. Some of the questions asked of the students will be directly from the text while others

will require them to draw conclusions from both the reading and the instruction that they will

receive in the unit regarding habitats. This activity will meet the requirement for this SOL as

students will make and confirm predictions, ask and answer questions about the reading, and

draw conclusions based on the text.

2.9 The student will read and demonstrate comprehension of nonfiction texts.

e) Ask and answer questions about what is read.

f) Locate information to answer questions.

2.10 The student will demonstrate comprehension of information in reference materials.

b) Use pictures, captions, and charts.

Several nonfiction texts will be utilized in this unit. Two handouts titled “Lower

Elementary Forest Habitat” and “Ponds and Fresh Water Habitats” will be read in class.

Following the handout on the forest, a question and answer activity will follow that students will

perform independently. This activity will allow students to refer back to the text in answering

the questions. An additional forest worksheet will be given for homework entitled “Forest

Babies” which will require students to read riddles and identify the animals from those pictured

on the page. The two forest handouts have activities that follow in which questions are asked

regarding the reading. Additionally, students will be asked to use classroom resources to

complete a habitat worksheet on an animal for their Animal Booklet that they will create during

this unit. The use of nonfiction texts, independently answering questions on the text, and using

resource materials to locate information to complete an animal habitat worksheet will serve to

meet the two SOL standards listed.

2.11 The student will maintain legible printing and begin to make the transition to

cursive.

2.12 The student will write stories, letters, and simple explanations.

a) Generate ideas before writing.

2.13 The student will edit writing for correct grammar, capitalization, punctuation, and

spelling.

a) Recognize and use complete sentences.

b) Use and punctuate declarative, interrogative, and exclamatory sentences.

c) Capitalize all proper nouns and the word I.

In Lessons One, Two, and Three, the students will be required to engage in a writing

activity in their Animal Booklets each day that is congruent to the lesson for that day. On day

one, students will be required to write four sentences explaining how they know their animal is

living. On day two, students will be asked to write four sentences on the basic needs for their

animals’ habitat. On day three, students will be required to write a short story on how their

animals’ needs are met in their habitat. Each day the students will be reminded to use

capitalization and punctuation as well as to write legibly. A rubric has been designed that will be

used to grade the Animal Booklets with categories for overall appearance that include writing

legibly, using complete sentences, capitalization, and punctuation. The writing activities in the

Animal Booklet for this unit will serve to meet the SOL standards listed above as students will

be encouraged to write legibly, will be required to write a short story as well as several

sentences, and will be asked to edit their work for correct grammar, punctuation, and

capitalization.

Standard Daily Lesson Plan – Day 1Date: 2/12/13 Teacher: Brittany YeattsSubject & Grade: Living or Nonliving?, Second Grade ScienceEssential Question (s):What is a living organism?What are the characteristics of a living organism?What are nonliving objects?How are living organisms dependent on other living organisms and nonliving things?What is a system?Science SOL :Standard 2.5 – The student will investigate and understand that living things are part of a system. Key concepts includea) living organisms are interdependent with their living and nonliving surroundings

Related Language Arts SOL –Standard 2.2 – The student will expand understanding and use of word meanings.a) Increase listening and speaking vocabularies.c) Clarify and explain words and ideas orally.

Standard 2.11 – The student will maintain legible printing and begin to make the transition to cursive.

Standard 2.12 - The student will write stories, letters, and simple explanations.a) Generate ideas before writing

Standard 2.13 – The student will edit writing for correct grammar, capitalization, punctuation, and spelling.a) Recognize and use complete sentences.b) Use and punctuate declarative, interrogative, and exclamatory sentences.c) Capitalize all proper nouns and the word I.

The teacher will use various tools to instruct students on living organisms, nonliving objects, systems, and the interdependent relationship between living organisms and their living and nonliving surroundings.

Students will understand the characteristics of living organisms and nonliving things, be able to classify items as living or nonliving, and understand that living organisms are part of a system that works together and includes both living and nonliving things.

Bell-ringerAsk students to think about how they would sort the students in the classroom into groups. Would they sort them by boys and girls, height, etc. Ask them to think about why they would sort the students a certain way.

Anticipatory SetToday’s lesson will focus on living and nonliving items. Previously, we have discussed plants and animals which are living things. We have also talked about weather and seasonal changes which are nonliving things that affect living things like plants and animals. Today, we will continue to talk about living organisms and nonliving things and how they work together in a system.

Main Lesson Activities

Begin lesson by discussing what it means to classify things.

Have students play the “Where Do I Belong?” sorting game in small groups to introduce the concept of classifying objects based on certain criteria.

When students have sorted their pictures, have them share the way they chose to sort. The teacher will show the students how she grouped the same pictures (living and nonliving). Ask students if they can figure out what the pictures in each group have in common in the teacher’s sort.

Instruction along with an interactive discussion with students will take place on living and nonliving things as well as the characteristics of living things.

Show video on characteristics of living things – “Living and Nonliving Things”

Pass out a graphic organizer (web) to be completed on the characteristics of living organisms that can be used as a reference when classifying objects as living or nonliving. Discuss and review each characteristic as it is added to the characteristics web.

Have students play the “Where Do I Belong?” sorting game again with a new set of pictures using their graphic organizer as a reference. When complete, have students check their sort for accuracy against the teacher’s sort. This activity will serve as an informal assessment of student learning through teacher observation.

Pass out Animal Booklets and have students pick a forest animal. Have students write four sentences explaining how they know their animal is a living organism.

Continue instruction by introducing the concept of a “system” and how living organisms are dependent on other living organisms and their nonliving surroundings for survival.

Review handout “Exploring a System” with students. Read and go over together. The teacher will entertain any additional questions regarding living organisms, nonliving things, the characteristics of living organisms, systems, and the interdependency of living and nonliving things.

ClosureToday’s lesson focused on systems that are made up of living organisms and nonliving things that work together. Each of you sorted items as living and nonliving, made a chart of the characteristics of living things, and wrote four sentences in your Animal Booklet about how you know your animal is a living organism. To conclude this lesson, you will complete the activity on the back of the “Exploring a System” handout. Flip your handout over, and we will do a fun activity. Let’s read the directions together. Does anyone have any questions? If you do not finish this assignment in class, you will need to complete it for homework and turn it in tomorrow.

Assignments:Complete the activity on the back of the “Exploring a System” handout.Assessments:Pre-Assessment – Unit TestInformal Formative Assessment – Observe student responses during discussion; Observe students during sorting game; Check activity on Exploring a System handoutFormal Summative Assessment – Animal BookPost-Assessment – Unit TestExtenders/Back-up Activities:If time permits, students can begin working on the activity on back of the “Exploring a System” handout. Students can share their drawings from the handout activity and explain how the items work together in a system.

Cootie Catcher on Living and Nonliving Things – Students can play with a partner or alone. The game can also be played independently when students finish assignments before other students.Materials

Pictures for “Where Do I Belong?” Sorting Game (2 Sets) Graphic Organizer (Characteristics of Living Things Web) Crayons Pencil Paper Exploring a System Handout – (Virginia SOL Support for Students SOL 2.5) Animal Booklet Cootie Catchers - Science Cootie Catchers – Written by Sharon L. Apichella

and Mary D. Sutton (2011 Creative Teaching Press Inc.)Technology

Overhead Projector or Board Computer Video - Living and Nonliving Things – Edgemere Elementary School,

Computer Lab, El Paso, TX. (http://www.edgemereroadrunners.com/assignments/living-and-nonliving/ - Page 2)

Provisions for Individual Differences:

Students may be given a booklet that has writing prompts to complete in lieu of creating their own sentences entirely. If students perform the original assignment, students with disabilities may be paired with another student or assistant. Students may dictate responses as necessary. For visually impaired student, student will be seated close to board or overhead projector and any handouts that are in small print will be enlarged. Visually-impaired student will be encouraged to view any teacher work sample for assignments individually. A copy of any notes written on the board will be provided to the visually impaired student. For hearing impaired student, speak clearly and loudly. Repeat directions and key points often as well as student responses for clarity. Speak with student individually to ensure understanding of assignments. For students with behavior issues, maintain close proximity to keep students focused and on task.

TEACHER NOTES

Bellringer/Hook - To get started today, I would like for you to think about how you would sort the students in the classroom into groups. Would you sort them by boys and girls, height, hair color. Take a minute to think about the best way to sort your classmates then I’m going to ask you to share with the class how you chose to sort everyone and why you believe that is the best way to sort your classmates.

During the bell-ringer, you were asked to decide how you would sort your classmates and why. Who would like to share their idea on how to sort the students in class?

Those are some really good responses. You’ve really thought about this. When we sort people or things, what does that mean? It means to put them into groups based on a particular characteristic that they share. Another word for sorting is classifying.

Today’s lesson will focus on living and nonliving items. Previously, we have discussed plants and animals which are living things. We have also talked about weather and seasonal changes which are nonliving things that affect living things like plants and animals. Today, we will continue to talk about living organisms and nonliving things and how they work together in a system.

We are going to continue to practice our sorting or classifying skills by playing a game called “Where Do I Belong?” I am going to pass out twelve pieces of paper with pictures on each piece of paper. You will work in small groups with the pictures. I want you to decide how to group the pictures then sort them into their groups. On a sheet of paper I want you to write “We sorted our pictures by _____ because _____.” Remember that when you sort or classify objects into groups you look for things they have in common.

Now that you have completed your sorts, we’ll go around the room and share with the class how you sorted your pictures and why you sorted them that way. What is the same about your items? What is different about your items? These are called characteristics.

Very good. You all really gave this activity a lot of thought. I also sorted the pictures, and now I am going to share with you how I sorted my pictures. Can anyone figure out why I sorted my pictures this way? What do the items in each group have in common? How are the objects in the first group different from the ones in the second group? Think about how you are different from a chair.

I sorted my pictures by “living” things and “nonliving” things. In science, everything in the world can be sorted into these two categories. What do you think a living thing is? What do you think a nonliving thing is? (Write each word on the board along with its definition and ask students to repeat them with you.)

Living Things are things that are alive. In science, we call these living organisms. Nonliving things are things that are not alive.

So how to you think we decide if something is living or nonliving? What are some characteristics of living things? What are some characteristics of nonliving things? What makes living things different from nonliving things? Do any of the living and nonliving things have characteristics in common? (Record characteristics on the board or overhead.)

All living things are either plants or animals. All living things need food, water, and air to live. All living things grow and change. All living things reproduce things like themselves. An animal has babies and plants produce seeds that grow into plants that look like them. All living things breathe. How do you think plants breathe? They have tiny holes in their stems and leaves where they absorb oxygen and release carbon dioxide. All living things react to things in their environment like touch, light, heat, cold, sound, and other things. How does an animal react to touch? How does a plant react to light? It grows toward it. All living things move. Some of you may wonder how plants move. Plants move toward sunlight as they grow.

To be sure you understand how to decide if something is living, we are going to watch a short video on the characteristics of living things. Look for the things we just talked about as you watch the video. (Living and Nonliving Things – Edgemere Elementary School, Computer Lab, El Paso, TX. (http://www.edgemereroadrunners.com/assignments/living-and-nonliving/ - Page 2) I am now going to pass out a graphic organizer that we will complete together on the characteristics of living organisms. You will be able to use it when you try to figure out if something is living or not.

Does anyone remember any of the characteristics of living organisms that we talked about or that you saw on the video?

(The organizer should have “Characteristics of Living Things – All Plants and Animals” in the center. Each web leading from it will have one of the following added: Need food, water, and air; Grow; Reproduce; Breathe; React; Move. Prompt as needed to complete the chart & discuss and review as each item is added to the web.)

There is one IMPORTANT thing to remember…..In order to be a living organism, you must meet ALL of the characteristics listed. Having just some of the characteristics is not enough to be a living organism. For instance, cars and bikes move; but they are not living because they don’t grow or breathe or reproduce or react or need food, water, and air to survive.

Let’s get back into our groups. We are going to play the “Where Do I Belong?” game again. I am going to give you twelve new pictures to sort according to living or nonliving. As you sort them, I want you to refer to your chart to decide which group each picture belongs to. I’m going to show you what I mean. I have a picture of a horse. I ask myself, does a horse need food, water, and air to survive? The answer is yes. I ask myself, does a horse grow? The answer is yes, because I know ponies grow into horses. I ask myself, does a horse reproduce? The answer

is yes because I know horses have babies. I ask myself, does a horse breathe? The answer is yes. I ask myself, does a horse react? I know the answer is yes because if you yell a horse will run. I ask myself, does a horse move? Of course, I know the answer is yes; because they run and gallop. I realize that a horse must be living, because a horse meets all the characteristics of a living organism so I put the picture of the hose in the living group.

Remember, plants do meet ALL of the characteristic of living things. They do breathe through tiny holes in their stems and leaves, they move as they grow towards the sunlight, and they react to their environment. It’s hard to think of plants as doing these things because we seldom see them doing these particular things, but it is important to remember that they do and are living things..When you have completed your sort, we will go over it together.

Throughout this unit, you will create an animal book that you will add to each day. You need to choose a forest animal from the list. Using your graphic organizer for reference, you need to write at least four sentences that explain how you know that your animal is a living organism. Remember that this is a book that we will put on display for others to read so remember to write neatly. Also remember to use capital letters for the first letter of your sentences and punctuation at the end of your sentences. I have an example of the animal that I created that I will share with you. If you need to look at it as you are working on your assignment, let me know. (Show and read sentences from my animal booklet). Are there any questions before your get started?

Now that we understand how to classify an item as either a living organism or a nonliving object, we will talk about how they work together. Do you think living things depend on nonliving things in their environment to survive? How do you think a living organism and a nonliving organism would work together? (Examples: A bear may use a cave for its home or A bird may use a birdhouse for its home) Can you tell me how a living organism would work with another living organism to survive? (Examples: A deer eats grass or A giraffe eats leaves from a tree)

Living organisms depend on other living organisms and nonliving things to meet their needs and keep them alive. This means that living and nonliving things are interdependent. In other words, they need each other for survival. Can you name some nonliving things that a living organism would need for survival? All living things depend on water, oxygen, space, and sunlight for survival and to grow which are nonliving things. Additionally, living things depend on other living things to survive. Can you name any living thing that a living organism might depend on to survive? Animals eat other animals or plants for survival. These are living things that animals need for survival.

Some animals eat plants, and some animals eat other animals to survive. Plants use water to grow. Some animals use water for their home while other animals drink water. Some animals use rocks to hide under for protection. All living and nonliving things work together. This is called a system. I’ll add this to our new vocabulary and write it on the board.

A system means all of the interactions between and among living and nonliving things in a habitat. It is basically a group of living and nonliving things that work together.

Can you think of any more examples of animals and how they use their environment?

Let’s take a look at the following handout. We will read the front side together and answer the questions. Does anyone have any additional questions regarding living organisms, nonliving things, the characteristics of living organisms, systems, and the interdependency of living and nonliving things?

Today’s lesson focused on systems that are made up of living organisms and nonliving things that work together. Each of you sorted items as living and nonliving, made a chart of the characteristics of living things, and wrote four sentences in your Animal Booklet about how you know your animal is alive. To conclude this lesson, you will complete the activity on the back of the “Exploring a System” handout. Flip your handout over, and we will do a fun activity. Let’s read the directions together. Does anyone have any questions? If you do not finish this assignment in class, you will need to complete it for homework and turn it in tomorrow.

Standard Daily Lesson Plan – Day 2

Date: 1/28/13 Teacher: Brittany YeattsSubject & Grade: I’ve Got A Habitat, Second Grade ScienceEssential Question (s):What is a habitat?What four things are necessary in an animal’s habitat for the animal to survive?Science SOL :Standard 2.5 – The student will investigate and understand that living things are part of a system. Key concepts includea) living organisms are interdependent with their living and nonliving surroundings;b) an animal’s habitat includes adequate food, water, shelter or cover, and space




Standard 2.13 – The student will edit writing for correct grammar, capitalization, punctuation, and spelling.a) Recognize and use complete sentences.b) Use and punctuate declarative, interrogative, and exclamatory sentences.c) Capitalize all proper nouns and the word I.

The teacher will use various tools including a video, overhead projector/board, and poster board to instruct students on animal habitats specifically in regard to what a habitat is and what is necessary within a habitat for an animal or person to survive. The teacher will share an illustration of her own habitat.

Students will understand what a habitat is and identify their own basic needs in their habitat for food, water, shelter, and space. They will recognize that animals have habitats with similar basic needs for survival. They will create a picture of their own habitat showing what they need to survive and be able to compare human habitats to animal habitats.

Bell-ringerWrite on the board the definition for the word “habitat.” Ask students to pick an animal and give an example of the animal’s habitat. Then ask them to brainstorm what they believe a habitat should include in order for an animal to survive.

Anticipatory Set

Today’s lesson will focus on habitats and what is needed in a habitat to survive. Previously, we have discussed how the weather and seasonal changes affect the growth and behavior of living things. We talked about how bears hibernate during cold weather, how some animals use camouflage to blend in with their environments, and how birds and other animals migrate from one climate to another. Today, we will continue to elaborate on the survival skills of animals as we learn about animal habitats and what animals need in their habitat to survive.


Begin lesson by discussing the definition for “habitat.”

Play video “I Got a Habitat” by Bumblemen to introduce the concept of shelter within a habitat to students.

Continue class discussion on habitat listing the four items that are needed in a habitat on the board – food, water, shelter or cover, and space.

Instruction along with an interactive discussion with students will take place on each item necessary in a habitat.

Show students a cardboard illustration of the teacher’s habitat that includes the title “Miss Yeatts’ Habitat” with teacher’s home in the center labeled “shelter,” and categories around my home labeled “food,” “water,” and “space.” Discuss each section with students.

The teacher will entertain any additional questions regarding habitats and the four basic items needed in a habitat in order to survive. A classroom activity will follow the discussion and teacher’s illustration of her habitat.

Students will be provided with a pre-printed sheet of paper containing a drawing of a house with the word shelter printed above it. Additional labels on the paper will include food, water, and space. Using crayons, students will create their own habitat drawing as directed. Drawings will be collected and informally assessed for student learning.

Animal Booklet – Each student will list the four basic things needed in an animal habitat and write four sentences about the animals’ habitat. One sentence should be written for each item that is needed in the animal’s habitat for survival.

ClosureToday’s lesson focused on human and animal habitats. We also discussed the four things needed in a habitat in order to survive which were shelter, food, water, and space. Each of you worked on drawings of your own habitat and wrote in your Animal Booklets. To conclude this lesson, I am now going to give you copies of the following quote and we will staple those in your agendas: “Food, water, shelter, space, a

habitat is a wonderful place!” We will say the quote aloud together several times for reinforcement. Please work on learning your quote tonight at home. If you can recite the quote when called upon tomorrow, you will receive a special treat. You will also need to color your habitat picture for homework if you did not have time in class today. Does anyone have any questions?

Assignments:Practice quote. Color habitat poster.Assessments:Pre-Assessment – Unit TestInformal Formative Assessment – Observe student responses during discussion; Memorization of quote; Student’s Habitat PosterFormal Summative Assessment – Animal BookPost-Assessment – Unit TestExtenders/Back-up Activities:If time permits, work on coloring picture.Materials

Poster Board of my habitat Habitat Worksheet/Poster Crayons Paper Pencils Animal Booklet

Technology Overhead Projector or Board Computer Video - “I Got a Habitat” by Bumblemen (Words and Music by Harry Garfield)

(http://www.youtube.com/watch?v=H_CSlLIuVZs) (Words and Music by Harry Garfield)

Provisions for Individual Differences:Students may be given an alternate activity with a worksheet containing a picture of a house and pre-cut labels to attach. If students perform the original assignment, students with disabilities may be paired with another student or assistant. Pictures from magazines may be used and glued under each category in lieu of drawing or listing items. Students may dictate responses. Students may be given a booklet that has writing prompts to complete in lieu of creating their own sentences entirely. For visually impaired student, student will be seated close to board or overhead projector and any handouts that are in small print will be enlarged. Student will be encouraged to view any teacher work sample for assignments individually. A copy of any notes written on the board will be provided to the visually impaired student. For hearing impaired student, speak clearly and loudly. Repeat directions and key points often as well as student responses for clarity. Speak with student individually to ensure understanding of assignments. For students with behavior issues, maintain close proximity to keep students focused and on task.

TEACHER NOTES

Bellringer/Hook: Write on the board the definition for the word “habitat.” A habitat is the place where plants and animals live. I would like each of you to pick an animal and give an example of the animal’s habitat. Then I want you to brainstorm about what you believe a habitat should include in order for an animal to survive?

Today’s lesson will focus on habitats and what is needed in a habitat to survive. Previously, we have discussed how the weather and seasonal changes affect the growth and behavior of living things. We talked about how bears hibernate during cold weather, how some animals use camouflage to blend in with their environments, and how birds and other animals migrate from one climate to another. Today, we will continue to elaborate on the survival skills of animals as we learn about animal habitats and what animals need in their habitat to survive.

As noted on the board, a habitat is the place where a person, animal, or plant lives and has its needs met. During the bell-ringer activity, you were asked to pick an animal and give an example of the animal’s habitat. Who would like to share the animal that you picked and what you believe the habitat of this animal would be? You were also asked to brainstorm what you believe a habitat should include in order for the animal to survive. Tell me some of the things that you wrote down and we will make a list on the board of your responses.

Play video “I Got a Habitat” by Bumblmen to introduce the concept of shelter within a habitat to students. (http://www.youtube.com/watch?v=H_CSlLIuVZs) (Words and Music by Harry Garfield)

The video talked about habitats and each animal’s home within their habitat. We know that the environment where a person or animal lives is its habitat. Within that habitat, all humans and animals have basic needs for survival. These needs include food, water, shelter or cover, and space. (Write each word on the board and ask the students to repeat them). This is true for all animals whether they are pets, farm animals, or wild animals. A habitat for an animal is kind of like your neighborhood or community. It has everything in it that is needed for survival.

Do you think that animals and people require the same things to survive? (Note: Return to the list on the board from the students’ brainstorming and identify which things fall under each of the four main categories).

People and humans must have a place to live where they can find food, water, shelter/cover, and space. We all know that food is needed for nourishment and water is needed to hydrate and nourish you. Water is also needed to bathe in so that we stay clean, healthy, and germ free. Does everyone understand that food and water are needed in order to survive or continue living? Without food or water, what would happen to people and animals?

Now, let’s talk about shelter or cover and why it is needed to survive. Does anyone know what shelter or cover means? It can mean a home or a place that provides protection from predators or the weather. For people, a shelter is usually some type of home or building. For animals, a shelter can be a nest, trees, hole in the ground, den, cave, etc. It can be any number of things.

The video showed several animal homes or shelters. Do any of you remember any of the shelters from the video? Every animal must have some type of home or shelter for survival. Why do you think shelter is necessary for survival? Shelter provides protection for animals and humans. It keeps predators away as well as protects against harsh weather conditions like really cold or hot weather, sunshine, lightening, etc. It is also a place to sleep so an animal or person can get rest. Does everyone understand the importance of shelter for survival? Do you think people or animals could survive for very long without shelter? Why or why not?

Space is also needed for survival. This is a little harder to understand. For people, it is the space both inside and outside your house and neighborhood where you get your food and water. Space can also include areas for gardening and farming or for reservoirs for water. People and animals both need space in order to survive. If too many people or animals exist in one place, then there is not enough food or water for everyone and some will not survive. In order to survive, you need enough space to have enough food and water available to you. Do you think having space is necessary in order to survive? Why or why not? If you don’t have enough space, then your environment is too crowded, and you will not be able to find enough food and water. If you don’t have food and water for nourishment, then you cannot survive. Also, if you do not have enough water, you will not be able to bathe and stay clean so germs will spread more easily. Does everyone understand why people and animals need space in their habitat to survive?

I have constructed a poster of my habitat. Let’s have a look at it. My poster is labeled “Ms. Yeatts’ Habitat.” I actually have two habitats depending on whether I’m at college or at home. I guess you could say I migrate between them depending on the time of the year or week sometimes. So, Lynchburg is my habitat when I’m not in school, and Farmville is my habitat when I am in school. In the center of my poster, I have a picture of my home where I live on the weekends and when I’m not in college and a picture of my apartment where I live when I’m in college. My home and my apartment are my shelter because they protect me from the weather and other things. On one side of my poster, I wrote food. Here I listed the places I get my food from. These include the grocery store, restaurants, dining hall, garden, and my kitchen. On the other side of the poster, I wrote water. Here I listed the places that I get my water for drinking and bathing. These include a public water system and grocery store for bottled water. You can also get water from a well. I wrote space in many locations because space is all the areas around my home and neighborhood where I get my water and food.

As you can see, a habitat is basically your neighborhood. Now what do we find within our habitat or neighborhood? That’s right…. shelter, food, water, and space. All the things needed to survive. Do we need all of these or will we survive just fine with only one or two of these? Why or why not?

Now I have an activity for you. I am going to give each of you a habitat worksheet and crayons to create your own Habitat poster. I’ll guide you through this activity.

Across the top of your paper, write your name in front of the word Habitat in large letters.

In the center of the paper, you will find a picture of a house. You can color your house however you want to. Notice that it is labeled “shelter.” Why do you think that your home is labeled

shelter? And what does a shelter provide? (Protection) Name something your shelter protects you from? (Weather, Other People, Wild Animals)

What is the item found in a habitat that provides nourishment that is needed for survival? (Food) And what is another item found in a habitat that is needed for hydration and bathing? (Water) Does anyone remember the last thing we need in our habitat for survival? This is the tricky one. Space is labeled in several places because it is where you find food and water both inside and outside your house. Does anyone remember why we need space for survival? (Because if an area becomes overcrowded, then there will not be enough space to provide water and food for everyone to survive.) Under the food and water labels, I want you to either list where you get those items or draw a picture of where you get those items in your habitat.

Since you have finished adding the items to your poster, we will work on our Animal Booklets. Before we start, does anyone have any questions about the basic components needed in a habitat to survive? Now, each student will write in their Animal Booklet. You will list the four basic things we learned today that your animal needs in its habitat to survive – Food, Shelter, Water, Space. Does anyone remember how we start a sentence? (Capital letter) And does anyone remember what we put at the end of sentences? (punctuation, period) Are there any questions before your get started? Remember, I have an example of the animal booklet that I created that I will share with you. (Show and read sentences from my animal booklet). If you need to look at it as you are working on your assignment, let me know.

Today’s lesson focused on human and animal habitats. We also discussed the four things needed in a habitat in order to survive which were shelter, food, water, and space. Each of you worked on drawings of your own habitat and wrote in your Animal Booklets. To conclude this lesson, I am now going to give you copies of the following quote and we will staple those in your agendas: “Food, water, shelter, space, a habitat is a wonderful place!” We will say the quote aloud together several times for reinforcement. Please work on learning your quote tonight at home. If you can recite the quote when called upon tomorrow, you will receive a special treat. You will also need to color your habitat picture for homework if you did not have time in class today. Does anyone have any questions?

If we have extra time, you can start coloring your habitat picture.


Date: 2/17/13 Teacher: Brittany YeattsSubject & Grade: Animals Have A Habitat, Second Grade ScienceEssential Question (s):What is a habitat?What four things are necessary in an animal’s habitat for the animal to survive?Are these four basic components that are necessary in an animal’s habitat for survival living or nonliving?How do animals depend on living and nonliving things in their habitat for survival?Science SOL :Standard 2.5 – The student will investigate and understand that living things are part of a system. Key concepts includea) living organisms are interdependent with their living and nonliving surroundings;b) an animal’s habitat includes adequate food, water, shelter or cover, and space


Standard 2.9 – The student will read and demonstrate comprehension of nonfiction texts.e) Ask and answer questions about what is read.f) Locate information to answer questions.

Standard 2.10 – The student will demonstrate comprehension of information in reference materials.b) Use pictures, captions, and charts.



Standard 2.13 – The student will edit writing for correct grammar, capitalization, punctuation, and spelling.a) Recognize and use complete sentences.b) Use and punctuate declarative, interrogative, and exclamatory sentences.c) Capitalize all proper nouns and the word I.The teacher will use various tools to instruct students on animal habitats, necessary components for survival in an animal habitat, classifying items in an animal habitat as living or nonliving,

Students will understand what an animal habitat is and identify the basic needs in the animal’s habitat for food, water, shelter, and space. They will use resources to complete an animal

and the interdependent relationship between animals and the living and nonliving things in their habitat.

worksheet for a particular animal and its habitat. They will compare human habitats to animal habitats and to classify the items within a habitat as living or nonliving.

Bell-ringerWrite on the board the words “wants” and “needs.” Ask students to think about what the difference is between the two words. Have students write down one want and one need.

Anticipatory SetToday’s lesson will focus on animals and their habitats. Yesterday we talked about our own habitats and created a poster showing the four basic components needed in our habitat to survive. Earlier in the week we learned about how to classify things as living and nonliving.Today, we will continue to talk about the basic items needed in a habitat. We are going to talk about animal habitats and what animals need in their habitat to survive. To help us understand, we can compare what we learned yesterday about our own habitats to animal habitats.


Begin lesson by discussing wants and needs.

Play interactive video “Critter Craze” by Beacon Learning Center to review the four components needed in an animal habitat for survival.

Review and discuss the four items that are needed in a habitat from yesterday’s lesson. Write them on the board – food, water, shelter or cover, and space.

Review along with an interactive discussion with students will take place on each item necessary in a habitat. This along with the interactive video responses will serve as an informal assessment for the two prior lessons.

Pass out worksheet – Animal’s Habitat (pre-printed worksheet with key questions regarding an animal’s habitat – “Where do I get food?, Where do I get water to drink?, What does it look like where I live and play?, and “Where do I sleep?”). Using classroom resources, instruct students to complete the worksheet on the animal they are using for their booklet. Model completing this worksheet for an animal. When worksheet is complete, ask students to label the items on their worksheet as living and nonliving. Review of worksheet will serve as an informal assessment.

Animal Booklet – Write a short story about your animal using the information from your worksheet. Your story should tell how your animal’s needs are met in its habitat. (Share teacher’s booklet for an example and read story aloud).

Note: Throughout the lesson as students work on independent activities, have students recite the quote from yesterday’s assignment - “Food, water, shelter, space, a habitat is a wonderful place!” Use a checklist to ensure all students are assessed.

ClosureToday’s lesson focused on animals and their habitats. We discussed the four things needed in a habitat in order for an animal to survive which were shelter, food, water, and space. Each of you worked on completing a worksheet for your animal using classroom resources and wrote a short story in your Animal Booklet about your animal and how its needs are met in its habitat. We are now going to read the poem “Habitats” by Meish Goldish. I will give each of you a copy to follow while I read. There are five short questions about the poem at the bottom of the page. You will need to answer these for homework.

Assignments:Poem worksheet – answer questions.Assessments:Pre-Assessment – Unit TestInformal Formative Assessment – Observe student responses during discussion; Recitation of quote; Student’s Animal Habitat Worksheet; Poem worksheetFormal Summative Assessment – Animal BookletPost-Assessment – Unit TestExtenders/Back-up Activities:If time permits, begin answering questions on poem worksheet or share stories that were wrote in the animal booklet.Materials

Animal Habitat Worksheet Crayons Pencils Paper Animal Booklet Animal Habitat Cards Books on Animals Checklist for recording student recitation of habitat phrase “Habitats” poem by Meish Goldish and worksheet created by Judy Bronzer –

(http://www.jbonzer.com/Habitatsbyjudybonzer.pdf)Technology

Overhead Projector or Board Computer Video - “Critter Craze” by Beacon Learning Center -

(http://www.beaconlearningcenter.com/weblessons/crittercraze/animals002.htm)

Provisions for Individual Differences:Students with disabilities may be paired with another student or assistant. Students may dictate responses. For visually impaired student, student will be seated close to board or overhead projector and any handouts that are in small print will be enlarged.

Student will be encouraged to view any teacher work sample for assignments individually. A copy of any notes written on the board will be provided to the visually impaired student. For hearing impaired student, speak clearly and loudly. Repeat directions and key points often as well as student responses for clarity. Speak with student individually to ensure understanding of assignments. For students with behavior issues, maintain close proximity to keep students focused and on task.

TEACHER NOTES

Bellringer/Hook: Write on the board the words “wants” and “needs.” I would like you to think about what the difference is between wants and needs. Take a few minutes to brainstorm, then write down one want and one need.

Today’s lesson will focus on animals and their habitats. Yesterday we talked about our own habitats and created a poster showing the four basic components needed in our habitat to survive. Earlier in the week we learned about how to classify things as living and nonliving. Today, we will continue to talk about the basic items needed in a habitat. We are going to talk about animal habitats and what animals need in their habitat to survive. To help us understand, we can compare what we learned yesterday about our own habitats to animal habitats.

During the bell-ringer activity, you were asked to think about wants and needs and to write down one want and one need. Would anyone like to share what they wrote down? What do you think the difference is between “needs” and “wants.” Those are good answers. Most of the things that we have are “wants,” not “needs”. Wants are things that we would like to have. They may be fun or make life easier or be pretty. You could want something for any number of reasons. Needs are what we must have to survive. Yesterday, we talked about what people need in their habitat to survive and made a poster of our own habitat with the items we need to survive. Does anyone remember what a habitat is? (a place where you live and have your needs met) Does anyone remember what the four things were that were need for survival? (Food, shelter, water, space); Why do we need each of these? (food for nourishment, water to hydrate us, shelter to protect us, and space to get food, water, rest, and play)

Let’s do a quick review of the terms that we have learned so far: (Write on board or point to where these may already have been written. Read them aloud and have students repeat them.)

Living – anything that is aliveNonliving – anything that is not aliveHabitat – a place where an animal or plant lives and has its needs metSystem – all of the interactions between and among living and nonliving things in a habitatSpace - areas in an animal’s habitat where the animal gets food, water, and can rest and playShelter - a place in a habitat that provides protection from predators and weather

We now know what a person needs to survive. Do you think animals need the same things to survive? What do you think animals need to survive? Are these things similar to what we need to survive? Are there any differences between what an animal needs to survive and what a person needs to survive?

Just like people, animals have basic needs that must be met for them to survive. Animals have habitats just like people where they live. A habitat is a place where the needs of a particular plant or animal are met. Your neighborhood is like a habitat. Different animals live in different types of habitats depending on their needs. For example, a dolphin needs an ocean habitat while a polar bear needs a cold, snowy habitat. Some types of animals can live in more than one kind of habitat. For example, rabbits can live in the forest and in the desert. Although animals may

live in different habits, their basic needs are the same. An animal needs space to live, nest, and raise its children; a safe place to hide from enemies and be protected from bad weather; water for drinking and bathing; and food to live and grow. Can anyone think of one difference between an animal’s needs and a human’s needs? Unlike humans, animals’ needs are completely met with things found in nature in the animal’s habitat. People, on the other hand, can buy their food and water at grocery stores and restaurants. We don’t have to go out and hunt for food, grow our own gardens, or drink from streams. Since animals get their needs met entirely in nature, this habitat must meet all their needs in order for them to survive. They must have plenty of space, food, water, and shelter.

Now we are going to do a fun activity called Critter Craze. (http://www.beaconlearningcenter.com/weblessons/crittercraze/animals002.htm)

I will read through the slides, and we will answer the questions on the screen so pay close attention because I’m going to be asking questions as we go through the slides. I think you will really enjoy this activity.

Did everyone enjoy our little activity? What were the four basic things that the animals needed to survive? (food, water, shelter or cover, and space) Why was living in the shelter instead of their natural habitat difficult for them? (not enough food, water, or space and they missed their homes or shelter – there were too many animals packed into one small building) What did they decide to do to try to meet their basic needs? (group them) How did they group them the first time? (by body covering) Did this solve the problem? Why not? (No, because they still didn’t have the same needs although they had the same type of body covering…..ducks and chickens have feathers but they have different habitats). How did they finally group them so that their needs were met? (by habitat)

Next we are going to do some research on our animals for our booklets. I’m going to pass out a worksheet for you to fill in while you do your research. Write the name of you animal at the top of the page. You will use the animal cards to fill in each section. I also have some books on forest animals too that you can use for more information. I will show you how I completed my worksheet for my animal. I also want you to label each item as living or nonliving. You can write an “L” beside the living items and an “N” by the nonliving things. Are there any questions? Make sure you fill in as much information as possible because you will use this information for another activity in your booklet.

Now that you have had time to complete your worksheets, what have you learned about your animal? Does it have the same basic needs as people? (yes) What are they? (food, water, shelter, space)

Next we will write a short story about our animals using the information from our worksheets in our animal booklets. Your stories should tell how your animal’s needs are met in its habitat. I will read the story I wrote in my book to you. Remember, the write neatly and use capital letters and punctuation when you are supposed to. Does anyone want to remind us when we use capital letters? (beginning of a sentence, proper name, and for the word I) Would anyone like to share when we use punctuation? (at the end of sentences) Does anyone have any questions before

you get started? Books are meant to provide good information so think about what you are going to write. Remember that you can look at my animal booklet if you need to.

Today’s lesson focused on animals and their habitats. We discussed the four things needed in a habitat in order for an animal to survive which were shelter, food, water, and space. Each of you worked on completing a worksheet for your animal using classroom resources and wrote a short story in your Animal Booklet about your animal and how its needs are met in its habitat. We are now going to read the poem “Habitats” by Meish Goldish. I will give each of you a copy to follow while I read. There are five short questions about the poem at the bottom of the page. You will need to answer these for homework. Does anyone have any questions or anything they would like to share about today’s lesson?


Date: 2/20/13 Teacher: Brittany YeattsSubject & Grade: Animal Homes Near and Far, Second Grade ScienceEssential Question (s):How are habitats different?Why are habitats different?What are the basic types of habitats?What types of animals live in each type of habitat?What other living and nonliving things are found in each type of habitat?What plants and animals are found in a fresh water habitat and how are they dependent on each other?Science SOL :Standard 2.5 – The student will investigate and understand that living things are part of a system. Key concepts includea) living organisms are interdependent with their living and nonliving surroundings;b) an animal’s habitat includes adequate food, water, shelter or cover, and space


Standard 2.8 – The student will read and demonstrate comprehension of fictional texts.a) Make and confirm predictions.c) Ask and answer questions about what is read.i) Draw conclusions based on the text.The teacher will use various tools to instruct students on different types of habitats, the animals that live in each habitat and the interdependent relationship between an animal and the other living and nonliving things that are found its habitat. The teacher will provide a basic overview of all habitats with emphasis placed on a fresh water habitat.

Students will identify basic types of habitats, some animals that live in each habitat, and understand that the living and nonliving things in an animal’s habitat work together to provide the basic needs of the animal. Students will gain a deeper understanding of a fresh water habitat, the plants and animals that live there, and how they work together to meet the needs of the animals in the fresh water habitat.

Bell-ringerAsk students to think about the following and write their answers on a piece of paper. What kind of animal would you like to be and where would you live? Why would you live there?

Anticipatory SetToday’s lesson will focus on the different types of habitats around the world. Previously we have discussed our own habitats and animal habitats. We have talked

about the four basic components that are needed in a habitat for survival which were food, shelter, water, and space. We have learned how to classify the items in a habitat as living and nonliving and have discussed the interdependency between a living organism and other living and nonliving things in its habitat. Today, we will expand our study of habitats and learn about the different types of habitats including the animals that live in each habitat and how each type of habitat is best suited to meet the needs of the animals living there.


Smart Board Activity – “Habitats, Shelters, and Resources” by T. Levy - Interactive instruction and activities on the types of habitats (arctic, woodlands/forest, desert, rainforest, grasslands, swamp/ponds/stream or freshwater, and ocean) and distinguishing between a habitat, shelter, and resources

Types of Habitats graphic organizer - students will be asked to label each habitat.

“Ponds and Other Fresh-Water Habitats” booklets – Pass out and read booklets with students and have an interactive discussion on fresh water habitats. Discuss. Color booklet for homework.

Optional Depending on Time: Share and discuss pictures of animals in fresh water habitats with class from the book Life in Ponds and Streams by William H. Amos.

Read The Magic School Bus Hops Home by Scholastic Inc. to further discuss freshwater habitats.

ClosureToday’s lesson focused on the different types of animal habitats. We identified some basic types of animal habitats and some of the animals that are found in each type of habitat. Each of you completed a graphic organizer of habitats. We then read our “Ponds and Other Fresh-Water Habitats” booklet together where we learned more about the plants and animals in a stream habitat. Finally, we read The Magic School Bus Hops Home and talked about stream or fresh water habitats. For homework, I want you to read your booklet again with someone in your home and color the pages. I would like for you to try to share what you learned today about fresh water habitats with your family. If you can’t find someone to read it with, then read it again by yourself.

Assignments:Finish coloring the “Ponds and Other Fresh-Water Habitats” booklet and read it again with someone at home. Share what you learned today about fresh water habitats with your family. If you can’t find someone to read it with, then read it again by yourself.Assessments:Pre-Assessment – Unit TestInformal Formative Assessment – Observe student responses during discussion, Smart

Board activities, and book reading; Review Types of Habitat Graphic OrganizerPost-Assessment – Unit TestExtenders/Back-up Activities:Share and discuss pictures of animals in fresh water habitats with class from the book Life in Ponds and Streams by William H. Amos.

If time permits, work on coloring the “Ponds and Other Fresh-Water Habitats” booklet or read it again with a partner.

“All About Freshwater” handout – coloring activity.Materials

Types of Habitat Graphic Organizer Crayons Paper Pencils “Ponds and Other Fresh-Water Habitats” Booklets (Evan-Moore Corp. 1998) “All About Freshwater” handout – coloring activity

(www.education.com/worksheets) The Magic School Bus Hops Home by Scholastic Inc. Life in Ponds and Streams by William H. Amos

Technology Overhead Projector or Board Computer Smart Board – “Habitats, Shelters, and Resources” by T. Levy,

(http://exchange.smarttech.com/details.html?id=8f0334fc-4fbc-4114-92ce-42ec7f75d86a)

Provisions for Individual Differences:Students with disabilities may be paired with another student or assistant. Students may dictate responses. For visually impaired student, student will be seated close to board or overhead projector and any handouts that are in small print will be enlarged. Student will be encouraged to view any teacher work sample for assignments individually. A copy of any notes written on the board will be provided to the visually impaired student. For hearing impaired student, speak clearly and loudly. Repeat directions and key points often as well as student responses for clarity. Speak with student individually to ensure understanding of assignments. For students with behavior issues, maintain close proximity to keep students focused and on task.

TEACHER NOTES

Bellringer/Hook: What kind of animal would you like to be and where would you live? Why would you live there? Think about these questions and write down your answers on a piece of paper.

Today’s lesson will focus on the different types of habitats around the world. Previously we have discussed our own habitats and animal habitats. We have talked about the four basic components that are needed in a habitat for survival. Does anyone remember what those were? ( food, shelter, water, and space). We have learned how to classify the items in a habitat as well. Does anyone remember how we classify things in Science? (living and nonliving) We have also discussed the interdependency between a living organism and other living and nonliving things in its habitat. Can someone give me an example of how an animal depends on another living thing in its habitat for survival? (birds build nests in trees) Can anyone give me an example of how an animal depends on another nonliving thing in its habitat for survival? (bears sleep in caves) Today, we will expand our study of habitats and learn about the different types of habitats including the animals that live in each habitat and how each type of habitat is best suited to meet the needs of the animals living there.

During the Bellringer activity, I asked each of you to decide what kind of animal you would most like to be and where you would live. Who would like to share what they wrote down? That’s interesting, now why did you pick to be that animal? Why do you believe the place you picked would be the best place for you to live? Do you think the place you picked would have everything you need for survival? Think about what we have talked about the last few days. What are the four basic components that we discovered an animal needs in order to survive in its habitat?

Why do you think different animals require different habitats? Each organism belongs in a particular environment or habitat which can uniquely meet its needs for survival. For example, a polar bear has a thick fur coat so the cold Arctic is the best habitat for him. What do you think would happen if the polar bear lived in the desert? Can you think of any other examples of why a certain kind of animal lives in a certain kind of habitat? Why is a camel’s home the desert? (Because a camel can go for long periods of time without a lot of water and the desert is a dry climate with little water)

Do you think each animal has its own habitat or do animals share habitats? Each type of animal has its own habitat; however, several types of animals may share a habitat. For example, in a stream, several types of animals may live there at the same time making the stream their habitat. However, they each may use the habitat differently to meet their needs and live in different parts of the stream.

In order to better understand the differences in the types of habitats and the animals that live there, we are now going to do a fun activity with the Smart Board.

Smart Board Activity –

Habitats, Shelters, and Resources by T. Levy, http://exchange.smarttech.com/details.html?id=8f0334fc-4fbc-4114-92ce-42ec7f75d86a - Interactive instruction and activities on the types of habitats (arctic, woodlands/forest, desert, rainforest, grasslands, swamp/ponds/stream or freshwater, and ocean) and distinguishing between a habitat, shelter, and resources

Now that we have finished our Smart Board Activity, let’s talk about what we learned. While we do, we are going to make a graphic organizer for the Types of Habitats that we learned about. As we talk about each one, write the name of the habitat in the box that matches the description on the worksheet. Let’s start with the arctic. Does anyone remember what this habitat is like? It is a rugged wilderness with icy lands and seas. Write Arctic in the correct block on your organizer. Can anyone name an animal that we find there? (polar bears and penguins) What is another habitat that we worked with in the activity? We talked about deserts. Can any give me a description of a desert? A desert is a dry, sandy place. Let’s write that one in the correct space on our worksheet. Can anyone tell me an animal that we would find there? (coyotes and camels) Can anyone think of another habitat? Who can describe a rainforest? A rainforest is tropical with lots of trees, insects, and plants. Let’s add rainforest to our worksheet. Can anyone name an animal found in a rainforest? (tree frogs, gorillas, monkeys) There was another type of forest? Does anyone remember what it is called? (woodland forest) Can anyone describe a woodland forest? (lots of trees and plants covering a large area) Let’s add that to our worksheet as well. Can anyone name an animal from this habitat? (birds, wolves, woodpecker, deer, etc.) How is a rainforest and woodland forest different? (rainforest is tropical and warm and a woodland forest has warm and cold seasons; they have different plants and animals that are suited to each type of habitat) Does anyone remember the difference in the two water habitats? (fresh and salt water) What is a salt water habitat called? (ocean) Let’s add that to our worksheet. Can you name an animal found in the ocean? (whales, fish, sea otter, seals, sting rays, etc.) What are some of the names used for a fresh water habitat? (pond, river, stream, wetland) Can anyone tell me an animal found in this habitat? (frogs, mosquitoes, turtles, fish, ducks, beavers, etc.) .

Are there any questions? Does everyone understand why there are different kinds of habitats and different animals and plants in each one?

Notes for Types of Habitat Organizer:

Arctic – rugged wilderness with icy lands and seas; polar bears and penguinsDesert – dry, sandy place; camels and coyotesRainforest – tropical with lots of trees, insects, & plants (tree frogs, gorillas, monkeys)Woodland Forest – lots of trees and plants covering a large area (birds, wolves, woodpecker, deer, etc.)Ocean – salt-water; (whales, fish, sea otter, seals, sting rays, etc.Fresh-water (pond, stream, river) – frogs, mosquitoes, turtles, fish, ducks, beavers, etc.

Now we have completed our habitat graphic organizer, and we can keep it to use as a reference. It’s important to understand that many types of habitats exist and that each one of them is different so that the needs of the animals living there can be met. For the rest of the unit, we are going to focus on fresh-water and woodland forest habitats because these two habitats usually are

found together. Animals in a woodland forest depend on the fresh water habitat for water and sometimes food. Likewise, some animals living in fresh water habitats depend on the forest. For instance, a beaver builds it shelter on a pond but it needs trees from the forest to build its shelter.

To learn more about fresh water habitats, we are going to read “Ponds and Other Fresh-Water Habitats” together. I’ll give each of you your own booklet to follow along. As we go through our booklets, we will talk some more about fresh-water habitats. For homework, you can color the pictures in your books.

Pg. 1 – What is the difference between fresh-water habitats and the ocean? (fresh-water habitats do not have salt in the water)

Pg. 2 – What are some examples of fresh water habitats? (rivers, lakes, and ponds,) What are some things you find in a fresh water habitat? (plants, fish, snails, frogs, water snakes, birds, and mammals)

Pg. 3 – How do animals use fresh water habitats? (lay their eggs in the water, find food) Pg. 4 – 6 – Can you name the three places where you would find animals in a fresh water

habitat? (on the surface of the water, in the water, at the bottom of the pond) Pg. 7 – What do larger animals use ponds and streams for? (eat insects, fish, and plants,

build nests, drink water) Pg. 8 – What do the plants make for animals living in a fresh water habitat? (food and

oxygen); What other things can the plants provide for the animals? (a home or a hiding place, a place to lay eggs)

Our booklets give us a lot of information about fresh water habitats like ponds and streams. Does anyone have any questions about fresh water habitats and the plants and animals that live there? Does everyone understand that the living and nonliving things in the fresh water habitat work together for survival?

I am now going to read The Magic School Bus Hops Home to you. Does anyone want to predict what might happen in this book based on the title and cover? Those are good predictions.

What does a bullfrog need in her home or habitat? What kind of animal is Bella? How did Bella get away? What were the students making for Bella? Was the fast creek the best habitat for Bella? Why or why not? (Lots of insects to eat

and plenty of water but water was moving too fast) Where do bullfrogs need to lay their eggs? (quiet water) Why? (so the eggs don’t wash

away) Where did they find a nice, quiet habitat? (beaver pond) How did the beavers make a pond? (they built a dam across the stream to create a pond) Does Bella have a way to protect herself from the heron? (yes, she dives in the water) Why did Wanda decide to leave Bella in the pond? (because she had everything she

needed to survive – food, water, space, and shelter or cover plus a new friend)

Today’s lesson focused on the different types of animal habitats. We identified some basic types of animal habitats and some of the animals that are found in each type of habitat. Each of you completed a graphic organizer of habitats. We then read our “Ponds and Other Fresh-Water

Habitats” booklet together where we learned more about the plants and animals in a stream habitat. Finally, we read The Magic School Bus Hops Home and talked about stream or fresh water habitats. For homework, I want you to read your booklet again with someone in your home and finish coloring the pages. I would like for you to try to share what you learned today about fresh water habitats with your family. If you can’t find someone to read it with, then read it again by yourself. Are there any more questions?

I would also like to encourage you all to look at this book if you want to know more about animals in fresh water habitats. There are wonderful pictures of animals in their fresh water habitats. The book’s title is Life in Ponds and Streams by William H. Amos.


Date: 2/22/13 Teacher: Brittany YeattsSubject & Grade: Take Me To The Forest, Second Grade ScienceEssential Question (s):What is a woodland forest habitat?What types of animals live in each type of habitat?What other living and nonliving things are found in each type of habitat?How do the animals in a woodland habitat use their living and nonliving surroundings for survival?Science SOL :Standard 2.5 – The student will investigate and understand that living things are part of a system. Key concepts includea) living organisms are interdependent with their living and nonliving surroundings;b) an animal’s habitat includes adequate food, water, shelter or cover, and space


Standard 2.9 – The student will read and demonstrate comprehension of nonfiction texts.e) Ask and answer questions about what is read.f) Locate information to answer questions.The teacher will use various tools to instruct students on woodland forest habitats and the interdependent relationship of the animals in a woodland forest habitat with the living and nonliving things in that habitat as well as the living and nonliving things in a fresh water habitat. The teacher will take the students on a virtual field trip to a forest.

Students will identify the living and nonliving things in a woodland forest habitat and understand that the living and nonliving things in this habitat as well as the living and nonliving things in a fresh water habitat work together to meet an animal’s needs for survival. Students will construct a habitat for an animal by drawing the habitat including the animal and living and nonliving things that are needed in the habitat for survival in their Animal Booklet.

Bell-ringerIf you wanted to learn more about a woodland forest habitat, what would be a good way to do that? Think about it for a few minutes. Then we will discuss the best way to learn more about a woodland forest habitat.

Anticipatory SetToday’s lesson will focus on exploring a forest habitat. So far, we have talked about the types of habitats, our own habitats, and animal habitats. We have talked about the

four basic components that are needed in a habitat for survival which were food, shelter, water, and space. We have learned how to classify the items in a habitat as living and nonliving and have discussed the interdependency between a living organism and other living and nonliving things in its habitat. Yesterday, we looked more closely at a fresh water habitat such as a pond or stream and the plants and animals that are found there. Today, we will expand our study of habitats and learn more about the forest habitat.


KET Electronic Field Trips – “The Forest”Start by taking a virtual field trip to a forest in Kentucky. Pass out animal crackers as a snack for the virtual road trip.

Instruction along with an interactive discussion with students will take place on a forest habitat.

“Lower Elementary Science - Forest Habitat” Handout and Worksheet – Read handout together. Read worksheet together and have students answer questions independently by marking their answers on the worksheet. Collect and review for informal assessment.

Give students a copy of “Exploring A Forest Habitat” picture for reference. A forest habitat with plants and animals labeled is pictured on the handout.

Creatures of the Woods by Toni Eugene – Share book with students, pointing out the various animals in the pictures and how they are dependent on their surroundings in the forest for food, water, and shelter.

Animal Booklet – Draw your animal’s habitat including food, water, and shelter. Use the information that you found when you did research on your animal. Be able to explain your drawing along with why your animal needs space to survive. (Share teacher booklet and model presenting the drawing to the class.) Pass out rubric for student to check their work against.

ClosureToday’s lesson focused on forest habitats. We took a virtual field trip to a forest in Kentucky. We listened to Forest Ranger Steve Bonney as he showed us and told us about the forest and the animals that use it for their habitat. We read a handout on forest habitats and answered some questions. We looked at more woodland forest animals in their habitat in the Creatures of the Woods book. We spent time drawing our animal’s habitat in our Animal Booklets too. For homework, I am giving you a handout called “Forest Babies.” You will read the riddle and write the name of the animal in the blank. You will pick your answers from the animals in the picture at the bottom of the page. If you have not finished your animal habitat drawing, then you will need to finish it for homework but REMEMBER, you must bring your booklet

back tomorrow so that you can present it to the class during our Presentation Party. You may want to practice talking about your animal by telling a friend or your family about the animal you have been making a book of.

Assignments:“Forest Babies” Handout – Read the riddle, and write down the correct animal from the ones pictured at the bottom of the page.Assessments:Pre-Assessment – Unit TestInformal Formative Assessment – Observe student responses during discussion; Review answers to “Lower Elementary Science Forest Habitats” and “Forest Babies”Formal Summative Assessment – Animal BookletPost-Assessment – Unit TestExtenders/Back-up Activities:Have students review Animal Booklet against rubric to be sure they have everything.

Have students complete oral presentation paper to help them when they give their presentations.

If time permits, begin working on “Forest Babies” homework assignment.

“Trees Are Home To Many Different Animals” – Coloring Activity (www.education.com/worksheets)Materials

Animal Crackers Creatures of the Woods by Toni Eugene “Forest Babies” Handout – source unknown Crayons Paper Pencils Animal Booklet Oral Presentation handout Rubric “Lower Elementary Science Forest Habitat” Handout and Worksheet –

(http://www.kwiznet.com/p/takeQuiz.php?ChapterID=10251&CurriculumID=7 Kwiznet Learning System)

Exploring A Forest Habitat Picture – (Frank Schaffer Publications, Inc.) “Trees Are Home To Many Different Animals” – Coloring Activity

(www.education.com/worksheets)Technology

Overhead Projector or Board Computer KET Electronic Field Trips – The Forest (Kentucky Education Television,

2013)http://www.ket.org/trips/forest/winmedia-1p.htm

Provisions for Individual Differences:

Students with disabilities may be paired with another student or assistant. Students may dictate responses. For visually impaired student, student will be seated close to board or overhead projector and any handouts that are in small print will be enlarged. Student will be encouraged to view any teacher work sample for assignments individually. A copy of any notes written on the board will be provided to the visually impaired student. For hearing impaired student, speak clearly and loudly. Repeat directions and key points often as well as student responses for clarity. Speak with student individually to ensure understanding of assignments. For students with behavior issues, maintain close proximity to keep students focused and on task.

TEACHER NOTES

Bellringer/Hook: If you wanted to learn more about a woodland forest habitat, what would be a good way to do that? Think about it for a few minutes. Then we will discuss the best way to learn more about a woodland forest habitat.

Today’s lesson will focus on exploring a forest habitat. So far, we have talked about the types of habitats, our own habitats, and animal habitats. We have talked about the four basic components that are needed in a habitat for survival which were food, shelter, water, and space. We have learned how to classify the items in a habitat as living and nonliving and have discussed the interdependency between a living organism and other living and nonliving things in its habitat. Yesterday, we looked more closely at a fresh water habitat such as a pond or stream and the plants and animals that are found there. Today, we will expand our study of habitats and learn more about the woodland forest habitat.

During the bellringer, I asked you to think about the best way to learn more about a woodland habitat. What were some of your ideas? Those are good. I have been thinking about the best way to teach you about a forest habitat too. For me, the best way to learn about something is usually by seeing it. As much as I would love to take you all to a forest to see the plants and animals and how they interact, I am unable to do that so…..I thought we would do the next best thing. We are going to take a virtual field trip to a forest in Kentucky. Does anyone know how you take a virtual field trip? We will go to the forest by watching a real forest and the interactions on the computer through the internet. We will even have forest rangers to tell us about the forest. The first one is Jeff Lewis, the second one is Steve Bonney, and the last forest ranger is Cecil Ison. We are going to join three teenagers who are already touring the forest.

Now, what’s a field trip without snacks! We are going to munch on some animal crackers while we visit the forest and learn about a woodland forest habitat. So let’s sit back and enjoy the ride. Here we go!!!

(Show KET Electronic Field Trips – “The Forest”)

So, did everyone enjoy our little trip? I certainly hope so. Let’s take a few minutes to talk about it. Ranger Bonney said that 80 to 90% of the species in Kentucky rely on the forest. Now that’s a lot of responsibility for the forest. Would anyone like to describe the forest? (lots of dense trees, water, green plants, and animals) Who can name some of the animals that we saw on our field trip? (deer, turkey, frog, otter, insect, bear) Ranger Bonney talked about the four things needed in the forest habitat in order for the animals to survive. Does anyone remember what those were? (food, water, cover or shelter, and space) Where did the animals get their food? (from other animals and plants) What did Ranger Bonney say the animals needed cover or shelter for? (protection, to raise their young) Ranger Bonney also said that animals can get water from places other than a stream or pond? Does anyone remember where he said some animals get water to survive? (from the plants that they eat); Ranger Bonney gave one example of a food web or chain. Can anyone remember what that was? (insect eats a leaf, fish eats the insect, and heron eats the fish….heron uses the bathroom providing fertilizer for the soil so that the plants can grow so everything is dependent on everything else, plant depend on animals and

animals depend on plants and other animals) What types of things did the ranger say are threatening the forest habitat? (building roads, fires, windstorms) I’ve asked you a lot of questions. Now do you have any for me? I may not know as much as the forest rangers but I’ll try my best to answer.

Now that we have been to the forest and seen how the living and nonliving things work together for survival, we’ll take a few minutes to learn more about the trees and animals in the forest. I am going to pass out a handout that we will read together on forest habitats. (“Lower Elementary Science - Forest Habitat” Handout and Worksheet). Please follow along while I read it aloud. Pay close attention because there will be some questions to answer afterward.

What are some words to describe a forest habitat? (cold, moist, dark, shady) What are two types of weather that the forest sometimes gets? (snow, rain) What are some features about a coniferous tree? (likes cold weather, has pine needles and cones for leaves) Pine needles often have insects under them. Who eats the insects? (birds) What can you tell me about deciduous trees? (they like warmer weather, they lose their leaves in winter) How does a woodpecker use a tree for food? (gets insects from the bark of trees) How does a deer get food from a tree? (eats leaves from the tree) What does a squirrel use a tree for? (shelter, builds its nest there) Can you give me an example of a food web from this article? (leaf falls from tree, snail eats leaf, raccoon eats snail)

Hopefully, you are starting to understand what we mean by interdependency of animals and plants in a habitat. Animals depend on other animals and plants to survive and plants depend on animals to survive. Let’s take a few minutes now to answer the questions on the back of the handout. I’ll read them aloud and you can mark your answers. Does anyone have any questions?

I am going to give you another handout that you can keep. It has pictures of plants and animals found in the forest on it. (Give students a copy of “Exploring A Forest Habitat” picture for reference. A forest habitat with plants and animals labeled is pictured on the handout.)

I also want to share some pictures from the book Creatures of the Woods by Toni Eugene. These pictures show woodland forest animals in their habitats and the various ways they depend on their surroundings in the forest for food, water, and shelter. Small animals like squirrels live in nests in trees and hide in trees. Snakes search the forest floor for eggs and mice to eat. Raccoons also live in trees but in hollow holes. Woodpeckers peck holes in trees for nests and insects to eat. Martens live in tress too usually finding shelter in abandoned woodpecker holes but the squirrels better watch out because they eat them for food. The deer hides out in the woods but doesn’t build a particular type of shelter for protection. Wolves like to feast on deer. Red foxes live in dens in the woods and hunt small animals like mice and birds. Bears live in dens in trees and caves and eat fish from ponds and streams. Opossums live in dens and only come out at night to eat grasses, fruits, nuts, worms and snakes. They carry their babies along on their backs. Frogs eat grasshoppers and raccoons eat frogs. There are constant interactions taking place in the forest. It is a very busy place!

Now that we have learned about fresh water habitats like streams and ponds, we are going to finish our Animal Booklets. You will need to draw your animal’s habitat including food, water, and shelter. Use the information that you found when you did research on your animal. Be able to explain your drawing along with why your animal needs space to survive. (Share teacher booklet and model presenting the drawing to the class.)

Tomorrow, we will have a Presentation Party and share our drawings with each other. I am going to pass out a rubric for you to check your Animal Booklet against. It lists everything that you need to have in your book. To get the best score, you need to have the amount listed in the first column under the number three. Are there any questions? If not, let’s get to work. I’m going to give you a paper for your oral presentation tomorrow. Be sure to include everything on the Oral Presentation paper in your drawing. You can fill in the paper and use it tomorrow to help you give your oral presentation if you like.

Today’s lesson focused on forest habitats. We took a virtual field trip to a forest in Kentucky. We listened to Forest Ranger Steve Bonney as he showed us and told us about the forest and the animals that use it for their habitat. We read a handout on forest habitats and answered some questions. We looked at more woodland forest animals in their habitat in the Creatures of the Woods book. We spent time drawing our animal’s habitat in our Animal Booklets too. For homework, I am giving you a handout called “Forest Babies.” You will read the riddle and write the name of the animal in the blank. You will pick your answers from the animals in the picture at the bottom of the page. If you have not finished your animal habitat drawing, then you will need to finish it for homework but REMEMBER, you must bring your booklet back tomorrow so that you can present it to the class during our Presentation Party. You may want to practice talking about your animal by telling a friend or your family about the animal you have been making a book of.


Date: 2/22/13 Teacher: Brittany YeattsSubject & Grade: Whose Your Animal?, Second Grade ScienceEssential Question (s):What have I learned in this unit?What do I need to know for the test?What is my animal? What is its habitat? What does it eat? Where does it get water? What kind of shelter does it have? How does it use space in its habitat to meet its needs? What does my picture of my animal’s habitat look like?Science SOL :Standard 2.5 – The student will investigate and understand that living things are part of a system. Key concepts includea) living organisms are interdependent with their living and nonliving surroundings;b) an animal’s habitat includes adequate food, water, shelter or cover, and space


Standard 2.3 – The student will use oral communication skills.a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.b) Share stories or information orally with an audience.

The teacher will review the key ideas from the Living Systems unit and evaluate students’ oral presentations.

Students will participate in a review session, give an oral presentation on their animal, and present their habitat drawing from their Animal Booklets.

Bell-ringerWhat have you enjoyed most about the Living Systems unit and why?

Anticipatory SetToday we are going to be finishing up our Living Systems unit. So far, we have talked about the types of habitats, our own habitats, and animal habitats. We have talked about the four basic components that are needed in a habitat for survival which were food, shelter, water, and space. We have learned how to classify the items in a habitat as living and nonliving and have discussed the interdependency between a living organism and other living and nonliving things in its habitat. We have looked more closely at fresh water habitats such as a pond or stream and woodland forest habitats. We talked about the plants and animals that are found in each habitat and how animals use the resources in those habitats to meet their needs. Today, we are going to do a quick review for tomorrow’s test and present our habitat drawings. I’m so excited to hear about your animals and to see your pictures!


Test Review.

Oral Presentations.

ClosureToday, we reviewed for our test tomorrow on Living Systems. Each of you also shared your animal habitat drawings and told us about your animal. You’ve worked very hard, and I loved hearing about your animals. I am so proud of you and can’t wait to put your booklets on display so everyone can see all that you learned. Please use your review sheets and study really hard. I know you all have been working hard and that you will do very well on your test tomorrow. If you bring your review sheet back tomorrow with your parent or guardian’s signature on it, then you will receive extra credit on the test.

Assignments:Study for your TestAssessments:Pre-Assessment – Unit TestInformal Formative Assessment – Observe student responses during review session and oral presentationsFormal Summative Assessment – Animal BookletPost-Assessment – Unit TestExtenders/Back-up Activities:In pairs, use Cootie Catchers to review for test.

Use any additional worksheets that were not used during unit.

Read a habitat book or continue to review for the test.Materials

Test Review Sheet Rubric for Each Student

Technology Overhead Projector or Board

Provisions for Individual Differences:Students with disabilities may be prompted during oral presentation. For visually impaired student, student will be seated close to board or overhead projector and any handouts that are in small print will be enlarged. A copy of any notes written on the board will be provided to the visually impaired student. For hearing impaired student, speak clearly and loudly. Repeat directions and key points often as well as student responses for clarity. Speak with student individually to ensure understanding of assignments. For students with behavior issues, maintain close proximity to keep students focused and on task.

TEACHER NOTES

Bellringer/Hook: What have you enjoyed most about the Living Systems unit and why?

Today we are going to be finishing up our Living Systems unit. So far, we have talked about the types of habitats, our own habitats, and animal habitats. We have talked about the four basic components that are needed in a habitat for survival which were food, shelter, water, and space. We have learned how to classify the items in a habitat as living and nonliving and have discussed the interdependency between a living organism and other living and nonliving things in its habitat. We have looked more closely at fresh water habitats such as a pond or stream and woodland forest habitats. We talked about the plants and animals that are found in each habitat and how animals use the resources in those habitats to meet their needs. Today, we are going to do a quick review for tomorrow’s test and present our habitat drawings. I’m so excited to hear about your animals and to see your pictures!

(Go Over Review Sheet and Give Each Student a Copy! Make sure there are no additional questions. If any students still seem unclear, gather a smaller group for additional instruction.)

Now it’s time for your oral presentations. Remember that you can use the oral presentation sheet to help you so that you don’t forget anything. Remember to stand up tall and speak clearly! Who wants to go first? I can hardly wait to hear about your animals!

Today, we reviewed for our test tomorrow on Living Systems. Each of you also shared your animal habitat drawings and told us about your animal. You’ve worked very hard, and I loved hearing about your animals. I am so proud of you and can’t wait to put your booklets on display so everyone can see all that you learned. Please use your review sheets and study really hard. I know you all have been working hard and that you will do very well on your test tomorrow. Studying for your test is your homework for tonight. Please use your review sheet. If you do, I think you will do very well. If you bring your review sheet back tomorrow with your parent or guardian’s signature on it, then you will receive extra credit on the test. They need to sign the bottom of the paper and write down how many minutes you spent studying for the test.

Documents

Very good. You all really gave this activity a lot of ...blogs.longwood.edu/.../BrittanyYeatts_EnglishSOL1.docx · Web viewOn a sheet of paper I want you to write ... Interactive