Lesson 1: What is a Habitat?

Subject: Science
Topic: Habitats


Performance Objective: Students will be able to describe what a habitat is.
Students will be able to describe the habitat they currently live in (Western North
Carolina). Students will become familiar with the specific plants and animals that
live in their region. Students will make connections to their habitat in Western
North Carolina to other habitats around the world.


I. Focus and Review (Establish prior knowledge)

Ask students to come to the carpet. Teacher will ask students, What is a
habitat? Students will turn to a peer and discuss what they think a
habitat is. After a few minutes of discussion, bring the class back together
and call on a handful of students to share their ideas. Label Habitat on a
piece of chart paper and as a class come up with a friendly definition of
what a habitat is.

II. Statement of Objectives

1.L.1 Understand characteristics of various environments and behaviors
of humans that enable plants and animals to survive.

1.L.1.2 Give examples of how the needs of different plants and animals
can be met by their environments in North Carolina or different places
throughout the world.

III. Teacher Input (Present tasks, information, and guidance)

Once students have an understanding of what a habitat is, ask them In
what habitat do we live? If students struggle with this question, give
them extra guidance and support by asking them, If you look outside,
what do you see? What surrounds us? On the piece of chart paper under
the definition of habitat, add Our Habitat and list the ideas discussed
with the class.

After a brief discussion about the habitats in which the students live, pull
up a map of North Carolina. Explain to students, This is a map of North
Carolina. We live in the Western part of North Carolina (point to the area
so the students can easily identify it). There are many plants and animals
that live in this part of Western North Carolina. Ask students to go back
to their desks and to work with their peers at their table to brainstorm
the animals and plants that live in Western North Carolina. Remind
students to be specific with their ideas (instead of saying trees for plants,
ask them what kind of trees).

Once the students have had about 5 minutes to discuss what plants and
animals live in Western North Carolina, ask individual students to share
with the class what animals and plants they discussed with their group.
As students share their ideas, record their thoughts on chart paper.

IV. Guided Practice (Elicit Performance)/ Assessment & Feedback

Ask the students, Can your house be considered a habitat? Are all of our
homes the same? Do all of us live in houses? Tell the students that each
person in the classroom has their own, special habitat. Although everyone
in the class lives in Western North Carolina, we each live in different
types of homes.

V. Independent Practice (Seatwork/Homework)

Pass out a piece of paper to the students. Tell them that they are going to
illustrate their own habitat, using as much detail as possible. After
illustrating their habitat, they will write two to three sentences explaining
their illustration, utilizing information that has been discussed in the
beginning of the lesson.

VI. Closure (Plan for maintenance)

When the students are finished with their illustrations, ask them, Do you
think our habitat in Western North Carolina is the same as the habitat on
the coast of North Carolina? Why would it be different? Do you think
North Carolina has the same habitat as the North Pole? Do you think
North Carolina has the same habitat as Canada, South Africa, etc.?

Explain to students that they will be learning about four habitats from
around the world. Let students know that they will be exploring different
plants and animals that live in these habitats.

Resources, Materials, and Preparation:
Chart Paper
Markers
Pencils
Paper

Adaptations and Modifications:

Students that are lower level learners or who have Limited English Proficiency may
need extra guidance and support when working individually. These students may
work with a peer or a teacher for extra help. Students who are academically gifted
and may finish early can also help those who are struggling. Many students may
need help with the writing component of the assignment and may need guidance
from the stronger writers in the class.

Some students may be embarrassed about where they live, such as those from a
lower socioeconomic background. Rather than having them specifically illustrate
their home, provide students with the option to just illustrate the habitat of Western
North Carolina (the plants and animals).


Lesson 2: The Rainforest

Subject: Science
Topic: The Rainforest Habitat


Performance Objective: Students will be able to discuss the many characteristics
of the rainforest. Students will be able to label and explain the four layers that make
up the rainforest habitat, as well as how each layer is considered to be a different
habitat for various species. Students will be able to locate rainforest habitats on the
map.


I. Focus and Review (Establish prior knowledge)

Call students to the carpet. Tell the students, Today we are going to start
exploring the rainforest habitat. Label Rainforest on a piece of chart
paper. Ask the students, Who has heard of the rainforest? What do you
know about the rainforest? Record the students ideas and thoughts on
the chart paper.


II. Statement of Objectives

1.L.1 Understand characteristics of various environments and behaviors
of humans that enable plants and animals to survive.

1.G.1 Use geographic representations, terms, and technologies to process
information from a spatial perspective.

CCSS.ELA- Literacy.RI.1.10 With prompting and support, read
informational texts appropriately complex for grade 1.

CCSS.ELA- Literacy.SL.1.2 Ask and answer questions about key details in a
text and read aloud or information presented orally or through media.


III. Teacher Input (Present tasks, information, and guidance)

The teacher will read aloud The Great Kapok Tree by Lynne Cherry, and
will periodically stop to ask students questions to probe for
understanding. Students will be asked to identify the types of plants and
trees that they see and hear about in the story. As students name the
animals and plants, the teacher will add their ideas to the chart paper.

Once the teacher and students have discussed the book, the teacher will
present the map from the book on the document camera to the students.
This map illustrates where various rainforests are located around the
world (specifically mention the Amazon Rainforest, the biggest rainforest
in the world).

IV. Guided Practice (Elicit Performance)/ Assessment & Feedback

Tell the students; The rainforest is made up of four different parts, called
layers, similar to layers on a cake. The bottom layer is called the forest
floor, next is the understory layer, next is the canopy layer, and at the
very top is the emergent layer (write each layer on the board in the
correct order). Each table group is going to explore one of these layers
and then present it to the rest of the class.

Show students the four different posters (each poster will represent a
layer of the rainforest). Students will be responsible for adding
information to the poster about their assigned layer. Students will need to
include what plants and animals live in their specific layer, as well as
other detailed characteristics. Students can present their information
with illustrations, labels, sentences, etc.

V. Independent Practice (Seatwork/Homework)

Each group will receive a piece of paper with information about their
layer. Students will need to read through the information and will then
need to figure out what they think is important enough to put on their
poster.

Before students read their information, the teacher will need to
demonstrate how they can search and highlight key words that they will
want to use on their poster. Explain to students, You are going to be
reading like a detective. It is your job to find all of the important
information so that you can teach the class about your layer without
missing any important details.

Before students create their poster, they will need to make a draft
containing the information that they want to use. Once they have planned
out all of their information, the teacher will check everything over and
will then give them their poster.


VI. Closure (Plan for maintenance)

Once each group has completed their poster they will present it to the
rest of the class. After each group presents their poster, the teacher will
call on a few people from different groups to ask them something that
they have learned about that particular layer. Each poster will be stacked
on top of one another (in the correct order of the rainforest layers) as a
visual for the students.

Resources, Materials, and Preparation:
Chart paper
Markers
The Great Kapok Tree by Lynne Cherry
4 posters
Paper
Pencils
Informational sheets on each layer

Adaptations and Modifications:

Each group will have a variety of learners, and will have a higher-level learner to
help those who tend to struggle. Each group will have a student who is strong in
reading, so that they will be able to read information that is given to them. However,
if students have trouble with some of the reading, there will be teachers walking
around the room who can assist them.










Lesson 3: The Desert

Subject: Science
Topic: The Desert Habitat

NC SCOS Essential Standards and Clarifying Objectives:

1.L.1 Understand characteristics of various environments and behaviors of humans
that enable plants and animals to survive.

1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space,
food and shelter and that these may be found in their environment.

CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read
aloud or information presented orally or through media.

Lesson Objective(s):

Students will understand how plants and animals in the desert region are able to
survive with little water. Students will be able to discuss the various plants and
animals that make up the desert, and how they are able to adapt to their
environment. Students will be able to locate desert habitats on the map.


Engagement:

Call the students to the carpet. Tell the students, Today we are going to start
exploring the desert habitat. Label Desert on a piece of chart paper. Ask the
students, What do you know about the desert? Record the students ideas and
thoughts on the chart paper.

Introduce and read the book Deserts by Gail Gibbons, stopping periodically to ask
questions to probe for further understanding (skip over the two pages that discuss
the cactus, it will be read after the experiment). While reading, add students
comments and ideas to chart paper about the desert. Show students the map of the
deserts of the world, and discuss where they are located.

Once the students and teacher have discussed the book, ask How do you think
plants stay alive in the desert without very much water? Then tell the students,
Cacti are a very important plant in the desert. Today we are going to conduct an
experiment to see how cacti survive in the desert without receiving much water.





Exploration:

Tell students to go back to their table groups to wait for further instruction on the
experiment. Assign jobs to each table group (a getter, recorder, janitor, facilitator,
and a presenter).

Ask the getter to get the supplies for the experiment, which will include three paper
towels, a cookie sheet, two paper clips, and a sheet of waxed paper.

Once all four tables have their materials, ask the facilitators to go out to the sink to
wet the three paper towels. Let the facilitators know that the paper towels should be
wet, but not dripping.

When the paper towels have been brought back to the tables, give students step-by-
step instruction:

- Step 1: Put one of the paper towels flat on the cookie sheet.
- Step 2: Roll up the second paper towel, paper clip it to keep it rolled up, and
put it on the cookie sheet, too.
- Step 3: Put the third paper towel on the piece of wax paper. Roll up the wax
paper and the paper towel together, and paper clip them so they stay rolled
up, and put on the cookie sheet.

Once all of the paper towels have been put on the cookie sheet, ask the students to
make a prediction about which paper towel they think will be the driest and which
paper towel will be wettest. Have the recorder write down their predictions. Leave
all the paper towels on the cookie sheet for 24 hours, and then check them.

The following day, ask the students to check their paper towels. Call students to the
carpet and ask the presenters to tell the class what their results were. The results
should be that the flat paper towel will be dry, the rolled one will be mostly dry, and
the paper towel rolled up in the wax paper will still be wet. Ask janitors to throw
away the trash and to make sure their table is clean.

Explanation:

Explain to the students that Cacti are similar to the towel that is rolled up in wax
paper. They have waxy shells or coverings that keep moisture from evaporating into
the dry desert air. This is part of the reason they can survive on the little water that
they get in the desert.

Elaboration:

Refer back to the book Deserts that was read at the beginning of the lesson and read
the two pages about cacti that had been skipped at the beginning of the lesson.
These pages will further explain how cacti withhold water and how their structure
allows for the plant to take in water during rainfall. Be sure to explain to the
students that there are many different types of cacti, and that they come in all
shapes and sizes. Display pictures of various cacti on the Smart Board for students
to observe and point out their many features as the story is being read to them.

Tell the students, Not only cactus plants have special ways to store their water, but
there are many special animals in the desert that do the same. Refer back to the
book where it discussed how most of the animals in the desert are small, because
there isnt enough food and water for large wild animals to survive. Review some of
the animals in the illustrations.

Then tell the students, Although most of the animals in the desert are small, I am
thinking of one specific animal that is quite large. Let the students turn and talk
with their peers about what they think the animal is. If they struggle with finding the
answer, give them a hint; It has humps on its back. By this point students should
have guessed a camel. Refer back to the book that discusses camels and point out
the many features that it has that helps it survive in the desert.

Evaluation:

Ask students to tell you some of their favorite things they have learned about the
desert and add it to the chart paper. This will be a good way to see what the
students absorbed throughout the lesson.

Students will receive an outline of a cactus. They will be asked to write three facts
that they have learned about the desert on each branch. Once students are done
writing their facts, they can decorate and color their cactus.


Resources, Materials, and Preparation:
Chart Paper
Markers
Pencils
Paper
Deserts by Gail Gibbons
Paper Towels
Paperclips
Wax Paper
Cookie Sheet
Projector/Smart Board
Various pictures of cacti
Cactus Worksheet


Adaptations and Modifications:

During the experiment, all students will be given a specific job according to their
abilities and skills. For example, the teacher should assign the job as the recorder to
a student who is good at writing. Students who may struggle with writing or prefer
not to present information to the class are provided with other options of ways they
can help. Throughout the lesson it is important to make sure LEP students and
students who have learning disabilities are staying on track. Frequently asking them
questions and letting them sit at the front of the carpet will help them to be more
engaged.



Lesson 4: The Arctic

Subject: Science
Topic: The Arctic Habitat

NC SCOS Essential Standards and Clarifying Objectives:

1.L.1 Understand characteristics of various environments and behaviors of humans
that enable plants and animals to survive.

1.G.1 Use geographic representations, terms, and technologies to process
information from a spatial perspective.

CCSS.ELA-Literacy. RI.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.

CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read
aloud or information presented orally or through media.

Lesson Objectives:

Students will be able to discuss the characteristics of the arctic region. Students will
understand how animals are able to survive in the arctic climate through exploring
their various features. Students will be able to locate the arctic habitat on a map.

Engagement:

Call the students to the carpet. Tell the students, Today we are going to start
exploring the arctic habitat. Label Arctic on a piece of chart paper and ask the
students, What do you know about the arctic? Record the students ideas and
thoughts on the chart paper.

Show the students where the arctic is located on a globe and compare it to where
North Carolina is located to give students a sense of how far north it is. Tell the
students, I have a short video clip that I want you to watch. Pay close attention to
the animals that you see and in what kind of environment they live.

Once the video is over, ask the students, What did you see in the video? Do you
have questions about anything? Did anything surprise you? After discussing the
video, ask, Have you ever thought about what it is like for the animals who live in
the arctic? How do you think the animals stay warm with all the ice and snow that
surround them?

Explain to students that they are going to do an experiment to see how animals in
the arctic stay warm. Before sending students back to their seats, tell them what
they will be doing during the experiment and how they are expected to behave.

Exploration:

Send students back to their desks. Ask one student to retrieve the supplies for their
table, which will be the blubber glove and paper towels. The teacher will have
already put a bucket of ice water at their table, and will also have already prepared
the blubber glove that the students will use in the experiment. The students will
be responsible for sharing the blubber glove with everyone at their table.

Tell the students to put one hand inside the blubber glove and to stick it in the ice
water for about 10 seconds. Then ask them to put their regular hand inside the
bucket for about 10 seconds.

Once all of the students have had a chance to experiment with the blubber glove,
have them clean up their table and then come to the carpet. Ask students, How did
your hand feel in the ice water when it was in the bag? How did it feel without the
bag?

Explanation:

Explain to the students that animals have something called blubber, which is very
similar to what was inside of the bag that kept their hand warm. Blubber is a thick
layer of fat that keep animals warm in the cold habitat of the arctic.

Tell students that there is one animal that has a lot of blubber that they are going to
learn more about. This animal is the polar bear.

Elaboration:

Present the polar bear anchor chart to the students. The anchor chart will have
three columns labeled, Are, Can, and Have. Students are going to find out what
polar bears are, what they can do, and what their features are.

Read the book Polar Bears by Gail Gibbons to the class. Stop periodically throughout
the book to fill out the anchor chart.


Evaluation:

Students will be given an outline of a polar bear and will be asked to write three
facts inside of its body: 1) what polar bears are 2) what polar bears can do 3) what
polar bears have. Students will only need to choose one fact from each column to
write about, however they can write more information if they would like.
Once students have completed their polar bear, they will cut it out and paste it onto
a piece of construction paper. Students will draw the polar bears habitat.


Resources, Materials, and Preparation:

Chart Paper
Markers
Video: http://www.youtube.com/watch?v=MVD4VhdNo1A
Sandwich bags
Shortening
Spoon
Duct Tape
Water
Ice
Bucket
Polar Bears by Gail Gibbons
Polar Bear Outline
Construction Paper
Crayons

Adaptations and Modifications:

During the experiment, students may need assistance with the blubber glove and
may need to be guided through each step. Throughout the lesson it is important to
make sure the LEP students and students who have learning disabilities are staying
on track. Frequently asking them questions and letting them sit at the front of the
carpet will help them to be more engaged. Some students who struggle with writing
may need extra guidance with the polar bear writing prompt.






Lesson 5: The Ocean

Subject: Science
Topic: The Ocean Habitat



Performance Objective: Students will be able to explore the layers of the ocean
and what lives within each part. Students will be able to label and explain each layer
of the ocean. Students will be able to define the term Oceanographer and
understand their role. Students will be able to locate the oceans on a globe/map and
will understand that the majority of the earth is made up of oceans.


I. Focus and Review (Establish prior knowledge)

Call students to the carpet. Tell the students, Today we are going to start
exploring the ocean. Label Ocean on a piece of chart paper. Ask
students, How many of you have been to the ocean? Tell me some things
about the ocean. Record the students ideas and thoughts on the chart
paper.

II. Statement of Objectives

1.L.1 Understand characteristics of various environments and behaviors
of humans that enable plants and animals to survive.

1.G.1.1 Use geographic tools to identify characteristics of various
landforms and bodies of water.

CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a
text read aloud or information presented orally or through media.

III. Teacher Input (Present tasks, information, and guidance)

Display a picture of a world map and ask the students if they can figure
out how many oceans there are in the world. Once the students have had
time to count, call on a few students to see what they came up with. List
the five major oceans on the chart paper.

Explain to the class that the majority of the world is made up of oceans,
meaning that there is more water than there is land. Ask the students,
When you think of going to the ocean or the beach, does it feel warm or
cold? Most students will say that it is warm or hot, which is not the case
for all oceans. Refer back to the ocean in the arctic habitat that is
surrounded by ice and snow.

Tell the students that you are going to show them a short video of some of
the things that occur under the ocean. Tell students to make a list of their
observations while watching the video. If students do not know what the
animal is, tell them to describe what it looks like. After the video is over,
ask the students to discuss what they observed and record on chart
paper.


IV. Guided Practice (Elicit Performance)/ Assessment & Feedback

Explain to the students that the ocean is made up of three layers. Ask
students if they remember another habitat that is made up of layers (the
rainforest). Tell the students that these layers in the ocean are called
zones. There is the sunlit zone, the twilight zone, and the midnight zone.
Ask students to make an inference about what they think each zone may
be like based on their names.

Tell the students that they are going to be oceanographers, and will be
working on the laptops to find out information about each zone. Ask
students if they have any idea what an oceanographer is. Tell them an
oceanographer is a person who studies the ocean.

Students will be given a worksheet that is guided by specific questions
that relates to the website they will be exploring. Have the students read
over the worksheet to make sure they understand what they are looking
for. Students will work in partners to explore the website and find the
information about each zone.

Once students have completed their worksheet, call the students to the
carpet and go over what they discovered. While discussing the variety of
animals in each zone, be sure to have photographs displayed on the Smart
Board so that students can get a better idea of what these sea animals
look like. After going over all of the information, tell the class they will be
creating the three zones in an art project with the information they have
collected.

Tell the students that they will be creating each zone on a piece of
construction paper. With each zone they must include how deep it is,
along with illustrations of the plants and animals. While students are
creating their zones, photographs of all the sea animals will be displayed
on the Smart Board, which will help them with their illustrations.






V. Independent Practice (Seatwork/Homework)

Students will create the three zones at their desk. Once they have
completed their illustrations, they will glue all three zones together in the
proper order to make one long strand. Once they have glued everything
together, they will thread a string through the two holes that will be
punched out of the top of their paper, so that it can hang somewhere
along the wall.

VI. Closure (Plan for maintenance)

Students will share their completed project with the class. They will
discuss what animals and plants they included, along with any other
information they decided to add.

Resources, Materials, and Preparation:

Chart Paper
Markers
Crayons
World Map
Laptops
Website of ocean zones (http://oceanhabitatzones.weebly.com/)
Web Quest Worksheet
Smart Board/Projector
Variety of pictures of sea animals and plants
3 colors of construction paper (one color for each zone)
Hole Punch
Glue
String
Scissors


Adaptations and Modifications:

Struggling readers will be paired with a high level reader when searching for
information on the computer. This task will require students to read for
information, which may be hard for some students. LEP students, as well as those
students who are delayed learners, may need extra support and guidance when
working on their zone art project. These students may be put into a small group and
will work with a teacher.


Lesson 6: Habitat Story Creator

Subject: Science
Topic: Habitats



Performance Objective: Students will be able to create a final project on a specific
habitat through in-depth research utilizing various resources, such as books,
photographs, websites, and information collected throughout the unit. Students will
be able to clearly present the information they have gathered to their peers in an
organized manner.


I. Focus and Review (Establish prior knowledge)

Call students to the carpet. Ask the students to recall all the different
habitats they have learned about. Ask the students to compare the
habitats and discuss how they are similar and different, including the
animals, plants, and weather.

II. Statement of Objectives

1.L.1 Understand characteristics of various environments and behaviors
of humans that enable plants and animals to survive.

CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing
projects.

CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with
relevant details, expressing ideas and feelings clearly.


III. Teacher Input (Present tasks, information, and guidance)

Tell the students that they will be creating a final project on one of the
habitats they have learned about. Show the students an example of what
their final product will be by utilizing the Ipad application, Story Creator.
Demonstrate how to use the application and the many different things it
can do.

Show the students the graphic organizer they will be using to help them
gather all of the information they will need to create their story. The
organizer will have a section for animals, plants, climate, location, and
interesting facts. Tell the students that they can use the information that
they may already have about the habitat, but they may need to do more
research. They may use books and websites to help them gather more
information.

To prepare for this project, the teacher will have previously gathered
various books from the library on each habitat and will have found
specific websites for the students to utilize.


IV. Guided Practice (Elicit Performance)/ Assessment & Feedback

The teacher will have already put students into specific groups. Once
students have received their habitat they will meet with the other
students in their group.

The teacher will pass out the graphic organizer to each student. Tell the
students to write their habitat on top of the page. Allow the students to
have about 10 minutes to discuss how they would like to gather their
information and what information they would like to include.

The teacher will walk around the classroom to discuss with each group
what their plan is and to make sure they have all of their proper
resources. Once they have completed their graphic organizer they will
have the teacher look over the information to make sure everything is
accurate.

V. Independent Practice (Seatwork/Homework)

Students will work together to fill out the information on their graphic
organizer worksheet. They will spend their time reading through books
and using the web to find their information. The teacher should allow at
least two days for students to research information on their habitat in
order for them to gather enough detail to include in their stories.

VI. Closure (Plan for maintenance)

The teacher will pull one group at a time to create their story on the Ipad.
Students will need to have a plan for how they want to organize their
stories, what photographs they would like to include, and who will record
the sentences.

Once everyone has completed their story, each group will present it to the
class. After each presentation, the teacher will ask students in the
audience to share what they liked about the story and what they thought
was interesting to encourage positive feedback to the presenters.

Resources, Materials, and Preparation:

Various books and websites on each habitat (rainforest, desert, arctic, ocean)
Laptop
Ipad
Story Creator application
Graphic Organizer Worksheets

Adaptations and Modifications:

Each group will have a variety of learners, and will have a higher-level learner to
help those who tend to struggle. Each group will have a student who is strong in
reading, so that they will be able to read information that is given to them. However,
if students have trouble with some of the reading, there will be teachers walking
around the room who can assist them. It is important that each student in the group
participates with the project. However, how they participate will vary depending on
their academic skills.