Living Systems: Rainforest and Desert Ecosystems Third Grade Brooke Stewart & Maria Foy Five Day Unit Plan Unit Introduction This unit covers part of B, C, and D of the third grade Science SOL 3.6. This unit concentrates on two out of the four terrestrial ecosystems, the tropical rainforest and desert in the strand of “Living Systems. It is important that students can recognize and distinguish different ecosystem that exist beyond their home location and taking a step towards realizing that we all play a significant role within our ecosystem, communities and populations. This unit plan spans five days but is only a small part of SOL 3.6 that would include other aquatic ecosystems namely ponds, marshes, swamps, streams, rivers and oceans and other terrestrial ecosystems including grassland and forest. General Objective 1. Students will acknowledge different plants and animals live in specific ecosystems. 2. Students will realize that humans play a vital role in the conserving limited resources found within the rainforest and desert. 3. Students will be recognize the difference between a population and a community. Specific Objectives Given picture and word sort cards, the students will be able to sort the cards with 75% accuracy. Given a thermometer, students will be able to read a thermometer in degrees celsius and degrees fahrenheit with 80% accuracy. The students will be able to identify three animals that live in the rainforest when given the book, The Rainforest Grew All Around, by Susan Mitchell, with 80% accuracy. The students will be able to identify the layers of rainforest canopy in order given the rainforest flip sheet with 80% accuracy.
Transcript
Living Systems: Rainforest and Desert EcosystemsThird GradeBrooke Stewart & Maria FoyFive Day Unit Plan
Unit Introduction This unit covers part of B, C, and D of the third grade Science SOL 3.6. This unit concentrates on two out of the four terrestrial ecosystems, the tropical rainforest and desert in the strand of “Living Systems. It is important that students can recognize and distinguish different ecosystem that exist beyond their home location and taking a step towards realizing that we all play a significant role within our ecosystem, communities and populations. This unit plan spans five days but is only a small part of SOL 3.6 that would include other aquatic ecosystems namely ponds, marshes, swamps, streams, rivers and oceans and other terrestrial ecosystems including grassland and forest.
General Objective1. Students will acknowledge different plants and animals live in specific
ecosystems. 2. Students will realize that humans play a vital role in the conserving limited
resources found within the rainforest and desert.3. Students will be recognize the difference between a population and a
community.
Specific Objectives Given picture and word sort cards, the students will be able to sort the cards
with 75% accuracy. Given a thermometer, students will be able to read a thermometer in degrees
celsius and degrees fahrenheit with 80% accuracy. The students will be able to identify three animals that live in the rainforest
when given the book, The Rainforest Grew All Around, by Susan Mitchell, with 80% accuracy.
The students will be able to identify the layers of rainforest canopy in order given the rainforest flip sheet with 80% accuracy.
Given a worksheet students will be able to identify the ecosystem, community and population with at least two out of the three sections correct.
Given a project students will be able to list adaptations of a chosen plant or animal that allow it to thrive in the desert environment with at least 82% accuracy according to checklist.
The student will be able to state the difference between a population and a community when given the “Levels of Organization in Biomes” worksheet with 80% accuracy.
The student will be able to differentiate between a population and a community when given an example with 80% accuracy.
The student will be able to describe and use steps of the art-making process when creating a biome mural with a group of peers.
Students will be able to name 3 out of 4 ways to conserve water in their ecosystem when given a review activity on limited resources.
Students will be able to name 3 out of 4 ways to conserve trees in their ecosystem with 75% accuracy when given a review activity on limited resources.
SOLsMath 3.13: The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used.
Physical Education 3.3: The student will engage in a variety of moderate and vigorous physical activities and describe how and why the body responds to the activities (e.g., physiological changes such as sweating, increased heart rate, increased respiration).
English Oral Language 3.1: The student will use effective communication skills in group activities.a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members.c) Explain what has been learned.d) Use language appropriate for context.e) Increase listening and speaking vocabularies.
Fine Arts 3.2: The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art
Fine Arts 3.4: The student will use imaginative and expressive strategies to create works of art
Technology Research Tools: C/T 3-5.6Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects.A.Collect information from a variety of sources.
Technology 3.12 The student will use available technology for reading and writing.
Lesson One- Living SystemsPurposeThis is the first lesson of a five day unit plan. The purpose of this lesson is to introduce students to the desert and rainforest ecosystems. Additionally students will be taught the use of thermometers in measuring temperature and how to read in degrees celsius and fahrenheit. Students will use a map to color the desert and rainforest areas.
VA SOL’sScience 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.
Math 3.13 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used.
Objectives Given picture and word sort cards, the student will be able to sort the cards
with 75% accuracy. Given a thermometer, students will be able to read a thermometer in C and F
with 80% accuracy.
ProcedureA. Introduction The teacher will call students to the carpet. She will remind them to sit
crisscross applesauce with their hand in their laps. The teacher will ask students what kind of weather occurs in the rainforest
and the desert. Ao The teacher will allow about 2-3 students to answer, or give the correct
answer if not said (the rainforest is wet and hot, the desert is dry and hot)
Interactive Notebook The teacher will explain that each student will be making an interactive
notebook, where they will put unit related activities that are made throughout the week.
o teacher will pass out 3 sticky notes to each student to makes a tab for each section, rainforest, desert and conservation
B. DevelopmentT Chart Sorting Activity
The teacher will have an easel will a “T chart” made, “showing rainforest” on one side, and “desert” on the other. The teacher will have an easel with a “T chart” made, showing “rainforest” on one side, and “desert” on the other. V
The teacher will tell students they will be completing a word and picture sort as a class.The teacher will pass out sort cards and explain that not every
student will have a sort card.The teacher will have an easel will a “T chart” made, “showing rainforest” on one side, and “desert” on the other. V
The teacher will call on students who have a sort card, one by one. She will help the students tape the sort card in the correct column. A, V
o The teacher will give ESL/ ELL students sort cards with pictures.o She will ask what is on their card. The student will answer and the
teacher will ask whether the student thinks it should go under the rainforest or desert column.
o If the student answers incorrectly, the teacher will ask why the student thinks the card goes where they said. She will then ask the other students if they agree or disagree. The teacher will ask a student who disagrees, why they disagree and where the card should go. When given the correct answer, the teacher will say “yes, that is right!” and instruct the student to place the card in the correct column.
o The teacher will continue to call on students until each word card is placed under the correct column. A, V
o Once the word sort is complete, the teacher will review each column with the class. A, V
Then, the teacher will call students individually to go to their desksThermometer Demonstration
The teacher will then pull out the pre-made water cups with thermometers in them for a demonstration. The teacher will explain that the thermometers in the cups are real thermometers. She will then show the cup of ice water and the cup of regular tap water. She will say they are going to figure out the temperature shown on each thermometer. A
She will then ask the students which cup of water they think will have a higher temperature. A
o The teacher will let 2 students answer.Thermometer Activity
The teacher will explain that a thermometer counts by 2s. So when the red mercury is on the third small line between the 50 and 60 degree marks, that means it is 56 degrees. A
Then, the teacher will start with the cup of ice water. She will let a student come up and pull the thermometer out of the cup of ice water. The student will pull it out of the water and tell the teacher what the see. The teacher will write the temperature on the board. and then draw a thermometer on the board, representing what temperature is shown. A. V
The teacher will then repeat the process for the regular tap water by choosing another student to come and take the thermometer out of the cup and telling what temperature it says. K
Transition teacher will ask students to return to their desk and explain they that they will
be completing an activity that will help them practice reading a thermometer in degrees fahrenheit and degrees celsius
o The worksheets will focus on average temperatures in the rainforest and in the desert
o The student will also practice drawing on a thermometer to show a specific degree in fahrenheit and celsius
For advanced students…Thermometer Activity Continued
Give the students a degree in fahrenheit and one in celsius and have students draw it on a blank thermometer on their worksheet K, V
For struggling students… Have students who are having trouble draw out a closer view of thermometer
and count out to the nearest degree one in fahrenheit and one in celsius to clarify measuring K, V
The teacher will walk around during the work sheet portion of the lesson and help students who are struggling to determine the temperatures shown. A
C. Summary Teacher will go over the thermometer worksheet by completing worksheet on
the projector and taking volunteers to give answers A, Vo teacher will correct if there is any confusion or misunderstandings by
explaining how to count and read a thermometer in both fahrenheit and celsius A
Answer sheets will be given to advanced students to check their work V Additionally the word sort given at the beginning of the lesson will be sent
home as homework to be completed in their interactive notebook K
Materials blank temperature maps brain pop jr. video: https://jr.brainpop.com/math/measurement/temperature/ book on temperature: Measuring Temperature by Darice Bailer thermometers cup of ice water cup of tap water (not hot, not cold, in the middle) word/ picture sort pieces interactive notebooks pencils easel with Desert/ Rainforest T-Chart
Evaluation A Checking the thermometer worksheet after students have finished as well as
walking around making notes on who is grasping and who is still struggling with how to measure temperatures with a thermometer
Word/picture sort will be checked for accuracy and retention of introduction to biomes rainforest and desert in lesson two during class
Evaluation B Did the students meet the objective? How do you know? Did your lesson accommodate the needs of all students? What were the strengths of the lesson? What were the weaknesses of the lesson? How would you change the lesson if you could teach it again
Lesson Two- Swingin’ Through the Rainforest
PurposeThis is the second lesson of a five day unit plan that goes in depth about the rainforest as one of two terrestrial ecosystems students will learn about. The purpose of this lesson is develop an understanding that there are limited resources within an ecosystem and that the animals and plants of the rainforest interact and in many cases are interdependent on each other. The lesson will incorporate moderate to vigorous physical activity in a rainforest themed game.
VA SOL’sScience 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include:a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.
Personal Fitness 3.3 The student will engage in a variety of moderate and vigorous physical activities and describe how and why the body responds to the activities (e.g., physiological changes such as sweating, increased heart rate, increased respiration).
Objectives The student will be able to identify three animals that live in the rainforest
when given the book, The Rainforest Grew All Around, by Susan Mitchell, with 80% accuracy.
The student will be able to identify the layers of rainforest canopy in order when given the rainforest flip sheet with 80% accuracy.
ProcedureA. Introduction
The teacher will take the kids to the gym to play a movement game. A, Ko The teacher will ask the P.E. teacher at least 2 weeks prior if there is a
good time for her class to use the gym for about 15 minutes. The teacher will then explain how to play “Crows & Cranes” but for the unit
plan, they will call the game “Monkeys & Camels.” A, Ko The class will be divided in half by having the students count off by
twos. o Then, the ones will stand in a line beside each other, shoulder to
shoulder and the twos will stand across from them, facing the ones. The person across from each student is their partner.
o Then, the teacher will assign the ones to be camels and the twos to be monkeys.
o She will explain that she is going to call out something that either goes with the desert, or with the rainforest. If the word she calls out is associated with the desert, like “cactus,” the camels will run towards
the desert wall and monkeys will try to tag camels before they reach their ecosystem. After each round, the students will line up, facing their partners, waiting for another word to be called out. A
The teacher will give ESL/ELL students a buddy on the same team that they were assigned to for help if needed.
The teacher will place a picture on each wall of each ecosystem to remind students which ecosystem to run towards.
The teacher will then tell the students they are going to do a practice round. She will call out “sloth.” The monkeys should then chase the camels towards the wall behind the camels.
The teacher will play the game for about ten minutes. After the game, the teacher will tell the students to sit at their desks when
they return to class. B. Development
The teacher will begin today’s lesson by having the students pull out their interactive notebooks to review the sort they did the previous day.
o Have Paper Passer (classroom helper) pass out word sort for students to cut and paste as the review where each word or picture should go K
o The teacher will ask students what the categories were for the sort. She will call on a student who is raising their hand nicely to answer. A
o The student will answer “desert” and “rainforest” The teacher will then write desert and rainforest on a t-chart on the
whiteboard. Then, the teacher will ask what were some things they sorted into the “desert” column. She will call on students who have their hand raised and are sitting quietly at their desk. A
o The students will answer: “dry,” “cactus,” and “rattle snake”o She will allow four people to answer and will write their answers in the
“Desert” column. Vo If the student answers incorrectly, the teacher will redirect their answer
by asking if their answer is from the rainforest or the desert. If they continue to answer incorrectly, she will ask the rest of the class if they agree with the students answer.
o The teacher will then explain why their answer goes in the other column.
Then, the teacher will repeat the process for the “rainforest” column. The teacher will ask what were some things they sorted into the “rainforest” column. She will call on students who have their hand raised and are sitting quietly at their desk. A
o The students will answer: “toucan,” “monkey,” “humid,” and “canopy”o She will allow four people to answer and will write their answers in the
“Rainforest” column. Vo If the student answers incorrectly, the teacher will redirect their answer
by asking if their answers is from the rainforest or the desert. If they continue to answer incorrectly, the teacher will ask the rest of the class if they agree with the students answer.
o The teacher will then explain why their answer goes in the other column.
The teacher will call students to the carpet, one table at a time. A
The teacher will read the book, “The Rainforest Grew All Around” by Susan Mitchell. A
o Before reading, she will ask, “Who has a favorite rainforest animal?” and “What are some animals that live in the rainforest?”
o During reading, she will ask, “What layer of the rainforest do you think “x” animal lives in? (then list the layers with a short description)”
o After reading, she will ask, “What was your favorite part of the story?” and “Did anyone learn about a new animal that lives in the rainforest? What animal did you learn about?”
After the book, the teacher will explain that they will be going on a virtual field trip by watching a video about the rainforest. She will instruct the students to pay close attention because once the video is over, they will be filling out a note sheet about what they learned. The teacher will then read the questions on the note sheet so the students know what to listen for. The teacher will note that the last two questions will be completed later in the week after watching a conservation video (completed on day 5). A, V
o She will show the students: A, V https://www.youtube.com/watch?v=JEsV5rqbVNQ
After the video, the teacher will give the students 15 minutes to fill in any answers they feel comfortable filling in and to cut the margins off their note sheets and paste their note sheets in their interactive notebooks. The teacher will give ESL/ELL students a peer buddy to work with while filling out the note sheet. She will then explain that they will be review the sheet and answers at the end of today’s lesson. V, K
The teacher will tell the students to keep their interactive notebooks out because they will need them for the technology portion of centers. A
The teacher will explain that there will be about 55 minutes for centers and there will be three centers to go to: A
o During each center rotation, the teacher will walk around the classroom to ensure each group is on task and understanding their assignment.
o During center time, the teacher will use a timer from http://www.online-stopwatch.com/classroom-timers/ to time each center rotation
each rotation will be 12 minutes she will put the timer on the Smartboard/Promethean board for
kids to see The teacher will group the students in the same groups that they use for
literacy centers (if there are more than 4 groups, combine the two smallest groups).
After explaining each center, she will dismiss students to their first rotations one group at a time by bin color on table.
Writing printed writing prompt pages to be done at a cluster of desks will be hung in the classroom ESL students will be allowed to write less (one or two sentences, or however
much they are capable of) and will be allowed to illustrate their writing Technology
The students will use the classroom computers Have students visit: (http://savetherainforest.org/savetherainforest_002.htm to
fill in question 10 on note sheet. Then, have students watch a Brain Pop Jr. video at:
https://jr.brainpop.com/science/habitats/rainforests/ Math
Temperature Matching- the student matches the temperature in degrees to the correct thermometer to be done at a fourth cluster of desks
For advanced students: K “The rainforest is…” writing prompt give more temperature matching cards
For struggling students: K Draw and write animal writing prompt giver fewer temperature matching cards
C. Summary The teacher will discuss with the students why rainforest animals need the
resources mentioned in the videos. Ao The teacher will ask questions like: A
What resources does a monkey use? (trees) What would happen if all of their resources were taken? (they
wouldn’t have a place to live, they might not be safe from other animals, they might not be able to find food)
What resources do the trees create? (oxygen, a place for animals to live)
What would happen if all of the trees were cut down? (less oxygen for the world, no homes for the animals, less medicine and tropical fruit)
The teacher will conclude the lesson by bringing everyone back to the carpet and asking each student what was one new thing they learned about the rainforest today. A
Then, the teacher will have the students pull out their interactive notebooks to review the note sheet from the Virtual Field Trip video. The teacher will act as the facilitator, while relying mostly on the students to remember and help their peers with the note sheet fill in the blanks. A, V
o The teacher will read aloud each question and ask who can has or can remember the answer to each question. She will then call on a student who is sitting quietly with their hand raised. If the student is incorrect, the teacher will call upon another student by asking, “Who has a different answer?”
o For example, if a student missed a questions and does not know the answer, the teacher will ask the student to talk to their neighbors to figure it out. If their neighbors also missed the questions, the teacher will ask the entire class.
The note sheet is an informal evaluation/assessment for today’s lesson.
Materials Rainforest and Desert pictures from movement activity The Rainforest Grew All Around, by Susan Mitchell
Interactive notebooks Virtual field trip note sheet glue word sort sheet scissors Teacher copy with answers of note sheet Virtual field trip video website: https://www.youtube.com/watch?
v=JEsV5rqbVNQ Brain Pop Jr. Video: https://jr.brainpop.com/science/habitats/rainforests/ Classroom computers Conservation website: http://savetherainforest.org/savetherainforest_002.htm “Temperature Match Up” by Kelly Whittier (math center) was downloaded
from Teachers Pay Teachers (free) Rainforest theme writing prompt papers downloarded (free) from
Evaluation A The teacher will watch the students play the game and observe who is
correctly associating words with correct ecosystem. The teacher will help students complete a review of the previous day’s word
sort. She will listen for students correctly identifying the previous days words into the correct category.
The teacher will listen to students’ answers for the “after reading” question to see what animals the students learned about during the story.
The teacher will review the note sheet with students at the end of the lesson to ensure students’ have retained information from the virtual field trip.
The student will write a paragraph (5 sentences) about the rainforest during centers using a prompted sheet.
students will match temperature cards to thermometer cards at the math center and teacher will watch for accuracy and correct as needed
Evaluation B Did the students meet the objective? How do you know? Did your lesson accommodate the needs of all students? What were the strengths and weaknesses of the lesson? How would you change the lesson if you could teach it again?
RAINFOREST
DESERT
Name: ___________________Rainforest Virtual Field Trip Notes
1. A habitat is _________________________________________________________________________________________________________________________________________________________________________________________________________________.2. Rainforests are located close to the _____________________.3. ____________ of the world’s animal and plant species live in the rainforest.4. Rainforests get about ____________ inches each year.5. The average temperature is between ________ and ________ degrees. It is warm because it is close to the equator.6. The rainforest has ________ layers of trees. They are: 1._________________________ 2._________________________ 3._________________________ 4._________________________7. To live up high in the rainforest, animals have to be able to ______________ or ________________________.8. An example of a bird that lives in the rainforest is a __________________.9. An example of an animal that lives in the rainforest is a __________________.10. List three ways we can help save the rainforests, our environment, and limited resources: (will be done during centers)
1.______________________________________________
2.______________________________________________
3.______________________________________________
11. Humans are _______________ down rainforest trees.
12. The rainforest produces items like __________________ and ___________________.
TEACHER’S COPYRainforest Virtual Field Trip Notes
1. A habitat is AN AREA THAT SHARE THE SAME WEATHER, PLANTS AND ANIMALS.2. Rainforests are located close to the EQUATOR.3. HALF of the world’s animal and plant species live in the rainforest.4. Rainforests get about 260 inches each year.5. The average temperature is between 86 and 95 degrees. It is warm because it is close to the equator.6. The rainforest has FOUR layers of trees. They are: 1.EMERGENT 2.CANOPY 3.UNDERSTORY 4.FOREST FLOOR7. To live up high in the rainforest, animals have to be able to FLY or CLIMB.8. An example of a bird that lives in the rainforest is a TOUCAN, EAGLE, ETC.9. An example of an animal that lives in the rainforest is a MONKEY, SLOTH, JAGUAR, ETC. .10. List three ways we can help save the rainforests, our environment, and limited resources: (will be done during centers) NOT ALL POSSIBLE ANSWERS ARE LISTED 1.RECYCLE
2.TURN OFF THE WATER WHEN WE AREN’T USING IT
3. CARPOOL
11. Humans are CUTTING down rainforest trees.
12. The rainforest produces items like MANGOS and MEDICINES. NOT ALL POSSIBLE ANSWERS ARE LISTED HERE
Lesson Three- Sand, Sand Everywhere SandPurpose:In day three of Living Systems Unit a lesson introducing a second terrestrial ecosystem will be focusing on the desert. Students will take a look at the diversity of plants and animals that live in the desert, animal adaptations that allow them to flourish.
VA SOL’sScience3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include
a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.
Technology Research ToolsC/T 3-5.6Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects.A.Collect information from a variety of sources.
Fine Arts3.4 The student will use imaginative and expressive strategies to create works of art
Objective:Given a worksheet students will be able to identify the ecosystem, community and population with at least two out of the three sections correct.Given a Animal/Plant Adaptations design page project students will be able to list adaptations of a chosen plant or animal that allow it to thrive in the desert environment with at least 82% accuracy according to checklist.
Students will be able to explain how animals and plants use resources in their ecosystem when given categorizing living and nonliving organisms and resources in the ecosystem, community and population worksheet with 85% accuracy.Procedure:IntroductionWhole Group Instruction
Teacher will tell students they will be learning about a different ecosystem, the desert and explain they will be watching a video as an introduction
o Remind students to pay attention to what animals and plants they see and to listen to what special attributes they have that allow them to live in the desert
o Ask students to listen for and think about environmental characteristics that distinguish the desert (ie Is it hot or cold? Is it dry or humid?)
o Hand out note sheet as guide to reviewing what they learned in video and ask students to complete as much as they can during video
Play http://www.brainpop.com/educators/community/bp-jr-topic/desert/ V,A
Questions for students to think about in general What are some animals that live in the desert?
o What characteristics allow them to thrive? What are some plants that you saw in the desert?
o What characteristics allow them to thrive? What did you learn about the environment (weather) that distinguishes a
desert?
After Video Students will answer the five questions digitally on the “easy” quiz review
answers that students answer get incorrect or answers that students are disagreeing on
o students will be instructed to raise 1 finger for A, 2 fingers for B, 3 fingers for C and 4 fingers for D
o majority of class answers will be the answer the teacher puts to answer digital quiz
Review information learned in the video, teacher will go over note sheet as a class taking student answers first
o Teacher will fill in any notes students did not get, making sure to clarify, explain and expand on information especially if it is missed or misunderstood,V,A
After notes are completed instruct students to glue note sheet into interactive notebooks under the. “Desert” section K
Transition After class has finished gluing notes ask students to put away notebooks in
their desk and get ready for story time on the rugo Call students by bin color on desk based on best behavior showing
teacher they are ready for next instruction, notebook put away, and eyes on the teacher silent to the rug
DevelopmentBefore Reading
Review what does ecosystem means? (Take a maximum of 3 students answers before providing answer if not already stated in student answers) A
o An ecosystem is a community of living organisms and nonliving components that work together in a balanced system
o there is no particular size of an ecosystem it can be as small as a puddle or tree or as big as the desert or ocean
Explain that the book “Desert Giant: The World of the Saguaro Cactus” by Barbara Bash is a story about the ecosystem desert and a community (only living organisms) rely and compete for resources in order to survive
Review the definition of population one kind of living things (a plant or an animal) A
o Ask students to think about during reading... the role of the Cactus and its effects on the desert community living and nonliving components in the desert
specific animals and characteristics that allow it to thrive in the desert
questions will be answered in the text
After ReadingQuestions to ask
What was the role of the Cactus and its effects on the desert community? What were some living and nonliving components you saw in the book? What specific animals characteristics did you learn that allow animals to thrive
in the desert? AWhole Group Instruction
Tell students they will be returning to their desks calling on by bin color on desk to complete a worksheet to distinguish between ecosystem (desert), community, and population A
o Instruct students they will need to take interactive notebooks out to take notes on ecosystem, community and population
Teacher will show example with grassland ecosystem, community and population
o Be sure to review ecosystem includes living and nonliving components, community is only living organism and population is the number of one type of living thing V, A
o make sure to clarify with students that they will only be held accountable for understanding what an ecosystem, community and population are the rest of the detail on the left hand of the page is for reference only not test material
o have paper passer pass out example to cut and paste into interactive notebook for future referencing and studying
Ecosystem, Community and population Have paper passer pass out worksheet and explain to students they will use
their notes and books on the desert provided in classroom library to categorize and write examples of what would be found in the desert ecosystem, community and population K, V
provide ESL/ELL a model of how worksheet should look with another ecosystem like the ocean
Worksheet should include the following.. short definition of the word draw picture with each animal and plant named with at least 5 animals and 3
plants Minimum of 8 nonliving and living things categorized in Ecosystem colored if desired
After Students Finish Teacher will walk around the check for accuracy and have students make
appropriate changes as neededo after teacher has checked for accuracy ask students to glue into
interactive notebook for future studying KSecond Activity-Animal Adaptations
Teacher will write 5 plants and 5 animals on the whiteboard that live in the desert as follows
Animals· King Bird· Leopard Lizard· Jack Rabbit· Big Brown Bat· Tarantula (Insect)Plants· Agave· Cactus· Desert Sand Verbena· Ironwood Tree· Mesquite
after students have completed worksheet they will write their name next to the plant or animal they want to research K
Students will work in pairs and use resources such as their notes, computers and books to research chosen plant or animal
Pair ESL/ELL students with stronger students for help reading through resources and writing on page
o Student and partner will design a page that features K1.Name of plant or animal2. Picture of what animal or plant looks like (clip art or hand drawn)3. Where it resides in the desert with picture (clip art or hand drawn)4. What does it like to eat?5. What are its predators?6. How does it stay cool in the desert?7. How does it protect itself?8. When is the animal most active?9. How abundant is the animal or plant in the desert?10. Any other special features or facts students finds interesting11. Cite Sources used
**Note to students these 11 features are what they will be graded on and that they need to cite their sources A
A URL for a website and name of book/article with author(s) for print
Let students know that their work will be featured in a class animal adaptations book for studying the desert ecosystem A
o After students present designed pages collect and make copies for individual class sets so that students may have information on all plants and animals
o instruct students to store with interactive notebook for organizational purposes
For advanced studentsWork Sheet
If finished early do the activity again except this time for the rainforest K Have students help struggling peers at table by explaining in different words
and giving examples for clarification KAnimal Adaptations
Have students who finish early chose another plant or animal to design a second page K
Or… Have them write a short paragraph on the chosen plant or animal’s role that
it plays within the desert ecosystem, how it affects its community and interacts with its own population K
For struggling studentsWorksheet
Have students as engaged as possible with peers at table upon completing “Ecosystem, Community Population” worksheet K
o if students are having trouble drawing allow them to print off clip artAnimal Adaptations
pair students who you have noted as struggling with students who stronger to work on designing a page together K
o monitor dialogue and encourage cooperative learning Encourage asking questions during both note taking times at the white board
and after book is read A
Summary Review Ecosystem, Community, and Population Activity Call on students to explain their answers for each (definitions and examples) Have students share their animal and plant designs
Materials Computers Related Desert books in library Desert video:
http://www.brainpop.com/educators/community/bp-jr-topic/desert/ Easy Quiz https://jr.brainpop.com/science/habitats/desert/easyquiz/ Video Notes Sheet Projector Ecosystem, Community, Population Worksheet Colored pencils (if desired) Interactive Notebook Pencil Markers Construction Paper Glue
Evaluation Part A:Informal Assessment
asking students questions after the reading about the role of the Cactus its effects on the community, examples of living and nonliving components and specific animals characteristics that allow animals and plants to thrive in desert
o Ecosystem, Community, and Population worksheet will help students recognize key terms and relationships between living and nonliving components, living things and one type of living organism
Teacher will walk around while work sheet is being completed to answer questions, check student work, encourage peers to help one another
o Note which students are grasping concept of ecosystem, community and population and who is still struggling
Formal Assessment Grade student designed page with rubric did they complete all the parts? Are
they accurate?Evaluation Part B:
Did the students meet the objective? How do you know? Did your lesson accommodate the needs of all students? What were the strengths of the lesson? What were the weaknesses of the lesson? How would you change the lesson if you could teach it again?
Lesson Four- Integrating Rainforest and Desert Information
PurposeThis is the fourth lesson in day four of Living Systems unit plan that will review the concept of communities and populations in comparing and contrasting the plants and animals that live in the rainforest and desert.
The students will create biome murals for either the rainforest or desert using books for reference, markers, colored pencils, printed pictures of animals from each biome, and big white bulletin board paper.
VA Sol’sScience 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include:a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.
Fine Arts 3.2 The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art
ObjectivesThe student will be able to state the difference between a population and a community when given a Levels of Organization in Biomes worksheet with 80% accuracy.
The student will be able to differentiate between a population and a community when given an example with 80% accuracy.
The student will be able to use steps of the art-making process when creating a ecosystem mural with a group of peers.
ProcedureA. Introduction The teacher will begin by showing the following video: A, V
https://www.youtube.com/watch?v=OS2VrgRFCzc After the video, the teacher will ask the students to recall some things they
have learned about the rainforest. As she calls on students, she will write their answers on the board, making a list. A, V
o the list can include things like: climate, location, amount of rainfall, animals and plants that live there, etc.
After the class has made a list, the teacher will read down the list as a review. A
B. Development After reviewing the list made by the class, the teacher will ask the students to
get out their interactive notebooks. She will pass out the “Levels of Organization in a Biome” paper out and ask the students to cut and paste the paper into their interactive notebooks. K
After the students paste the sheet into their notebook, the teacher will talk about the difference between a population and a community. She will ask the students what differences they notice between the two (pictures for ESL/ELL student differentiation). A, V
After the students answer, the teacher will explain what a community and what a population are. A
o A community is when all species coexist in a ecosystem. Together, all of the populations together make a community.
ex: All of the species that make up a pondo A population is the total number of one species.
ex: The total number of bullfrogs in a pond The teacher will give the students examples and ask the students whether or
not it is a population or a community. While reading the examples, the teacher will write the examples on the board for the students to see. She will also write the answers on the board. The teacher will tell the students they need to write at least two of the examples in their interactive notebooks on the same page as the “Levels of Organization in a Biome” worksheet. A, V
o examples: the total number of lions in the savannah all of the animals that make up the Florida swampland the total number of penguins in the antarctic all of the animals that make up a deciduous forest in Virginia
The teacher will then tell the students that they will be making a rainforest tree layer flip sheet in their interactive notebooks. The teacher will pass out the Layers of the Rainforest Flip sheet. She will tell the students that she will be modeling what they are going to do, while giving the students directions. A
o She will instruct the students to cut the column of animals out so they are separate from the rest of the sheet. (She will then model) Then, she will tell the students to glue the left side of the tree layer sheet to their interactive notebooks. (She will then indicate what part of the paper to glue) After, the students should cut along the dotted lines of the tree layer sheet to create flaps that can be folded back. (She will then model) After, the students will be told to cut out each animal square individually along the dotted lines. (She will then model) A, K
o After the students cut out the animal squares and along the dotted lines to make flaps on the tree layer sheet, the students will be able to color the animal cards to glue under the tree flaps. K
o The teacher will talk about what layer of the canopy each animal lives in (i.e. the jaguar lives on the floor, the toucan in the canopy, etc.). A
After talking about each layer and what animal lives there, the teacher will ask the students to put their interactive notebooks away. Then, she will have the students count off by fours to have students split into four groups. The teacher will assign two of the groups to be “desert” and two to be “rainforest.” A
Once the students have counted off, the teacher will tell the students to remain seated until directions have been given.
The teacher will explain that the groups will be making their own biome murals. She will explain that a mural is a big piece of painted (or sometimes
drawn) artwork. She will tell the students that they will be given a big piece of white bulletin board paper to use. They will also be given crayons, colored pencils, pictures of animals, glue, scissors, and books to reference while making their murals. A
The teacher will tell the students that everyone should participate and help their group equally. She will also tell the students that each person in the group should put at least one plant or animal on the mural, and that they will share one of their plants or animals with the class. She will encourage the students to put more than one plant or animal on the mural. A
She will pass out one piece of bulletin board paper to each group. She will also give scissors, glue, colored pencils, crayons, and two books on the designated biome to each group. K
The teacher will then tell the groups they will have 30 minutes to work on their murals. She will set a timer for thirty minutes using: http://www.online-stopwatch.com/classroom-timers/. She will dismiss the groups one at a time to find a space around the room to work. A
While the groups are working, the teacher will walk around to ensure group members are participating, each group is on task, and everyone is contributing equally.
After the timer signals thirty minutes has passed, the teacher will ask the students to stop working. She will ask if the groups have had enough time to complete their murals. If the groups need more time, she will set another ten minutes on the timer. A
Then, once the murals are complete. She will ask one person from each group to put away the crayons and colored pencils. Once the crayons and colored pencils are put away, she will ask another person from each group to put away the scissors and glue. Then, she will ask for someone to throw all scrap paper and trash away. K
Once all supplies are put away, the teacher will ask the groups to come to the carpet so the groups can present their murals. The teacher will explain that each group with have 5-10 minutes to present. Each person in the group will tell about one plant OR animal they added to their groups mural. The student should share sometime special about their plant or animal like where in “X” biome it lives, sometime unique about it, or a special role it has. A
Each group will then present. A, V The teacher will ask for one of the rainforest groups to come and present first.
If students need help remembering what to say during their portion of the presentation, the teacher will prompt students with questions like: A
o What is something special about a cactus?o In what layer of the rainforest do you think toucans live? Why?
After each group has presented, the teacher will ask for one person from each group to bring her their mural so she can hang them in the hallway later. K
The teacher will dismiss the students from the carpet using the “If you…” game. A
o If you are wearing red, you may walk to your seat.o If you have red hair, you may walk to your seat.o If you have a pet cat, you may walk to your seat.
o If you have brown eyes, you may walk to your seat.o If your favorite color is purple, you may walk to your seat.o etc.
For advanced studentso The teacher will have the student write two, five sentence paragraphs
in about the ecosystem mural in their interactive notebook. Ko The student can draw their plant or animal on the ecosystem mural. K
For struggling studentso The teacher will have examples of population versus community pre-
written to put in interactive notebooks. o The teacher will have the student write three sentences about their
ecosystem mural in their interactive notebook. KC. Summary
To finish the lesson, the teacher will ask the students to get out their interactive notebooks and flip to the next blank page. She will tell them they are going to write about their biome murals they made. The teacher will tell students they should write a summary of their ecosystem mural. She will type writing ideas one the promethean board for the students to reference, like: K
o What is your favorite part of the biome mural your group made?o What did you contribute to the biome mural?o What animals are one the mural?o What plants are on the mural?o What layers the rainforest do the animals on the mural live in?o How do the deseret animals adapt to the desert heat?
She will tell the students to try to write at least five sentences. ESL/ELL students will be told to write at least two sentences. They will be allowed to ask a peer buddy that sits near them, or their teacher, for help. The teacher will give the students 20 minutes to write and will use the online timer to keep track of time. A
This writing activity is an information evaluation/assessment for today’s lesson.
Materials Levels of organization in a Biome sheets (copy and cut in half for student use) interactive notebooks scissors glue crayons colored pencils pencils bulletin board paper Layers of the Rainforest Flip sheet
Evaluation A The teacher will ask students to recall facts they learned from the Brainpop
Junior video thew watched. The teacher will ensure the facts are correct.
Students will be able to differentiate between a population and community when given examples.
The student will present their animal or plant from their group’s biome mural. Students will be able to write a five sentence paragraph summarizing their
ecosystem mural. The student will be given topic ideas to use when writing their paragraph.
Evaluation B Did the students meet the objective? How do you know? Did your lesson accommodate the needs of all students? What were the strengths of the lesson? What were the weaknesses of the lesson? How would you change the lesson if you could teach it again?
Levels of Organization in a Biome
Levels of Organization in a Biome
Lesson Five- Conserving Limited ResourcesPurpose: In day five of Living Systems unit a lesson that looks at some of the ways in which students can conserve limited resources found within the desert and the rainforest, specifically water and trees. Students will gain a deeper understanding of the concept of water conservation and human adaptation in the in the city of Phoenix, Arizona located partly in the Sonoran Desert in the southwestern United States. They will also learn ways in which to conserve water and trees as well as complete a review in preparation for summative assessment on unit. Critical thinking will engage students to participate in communicating their thoughts to the class through oral communication, listening, making eye contact, explaining what was learned and asking/responding to teacher and other group member questions.
VA SOL-sScience3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include
a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.
EnglishOral Language
3.1: The student will use effective communication skills in group activities.a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members.c) Explain what has been learned.d) Use language appropriate for context.e) Increase listening and speaking vocabularies.
Objective:Students will be able to name 3 out of 4 ways to conserve water in their ecosystem when given a review activity on limited resources.
Students will be able to name 3 out of 4 ways to conserve trees in their ecosystem with 75% accuracy when given a review activity on limited resources.
Procedure:IntroductionWhole group Instruction
Teacher will explain to students now that they know a little bit about each ecosystem the will explore the limited resources plants and animal share within each (students at desks)o relate to students they will be focusing on the Sonoran Desert in the
southwestern United States and will show a word map on the projector in front of the room http://www.nps.gov/cagr/learn/kidsyouth/the-sonoran-desert.htm A, V
Share with students that the Sonoran Desert is the largest desert in the southwestern part of North America. It is located in two of the United States, Arizona and California, and in two countries, the United States and Mexico. A
o Tell students that for this lesson they will be focusing on the desert area which includes the city of Phoenix, Arizona located in the upper northwestern part of the Sonoran Desert. A
Development Instruct students to take out their interactive notebooks for note taking
o ESL/ELL students will be allowed to draw pictures on their note sheet when necessary
Now that we have explored several plants and animals in the desert we can conclude that what resource is the most scarce? A
o Allow 1-2 reponses from students if answer not given tell students it is water and explain that water is a basic need for all plants and water
o review how a Lizard in the desert obtains water have students refer to note sheet taken on lesson 3 for help if they cannot remember
it gets water from its food source, eating flies
Discussion and Notes- Whole group instruction part/ small groupQuestions to ask
Do you think you could survive living in a desert with such little water and harsh climate? A
o Remind students that they are animals too and that we too will have to find ways to share limited resources(water) with other plants and animals in the desert
Allow for students to chat with their neighbors at table about ways in which they could conserve water if they lived in the desert
o walk around listen to student conversations ask guiding questions or insert critical thinking comments
o ask them to think about how animals adapt in the desert and what we might do to do the same
How do we lose water? sweating
What are some water sources other than our sinks at home? deep in the earth resides water, cactuses hold water,
tree roots deep within the earth, animals retain water through eating something you could retain water
What would you do to stay cool in the desert? stay in shade to ration sweat, take healthy amounts of
water do not stop to avoid dehydration(define word if students do not understand word)
avoid spending time outside during day go out at night when it is cooler
After 5 minutes bring whole class back together and discuss answers to guiding questions listed above
Visit http://www.desertusa.com/desert-activity/desert-survival-skills.html A, V summarize ideas for conserving water and staying as hydrated as possible teacher will model what should be written in notebooks by writing notes on
the projector for class to see V,Ao explain sipping on water does not get it to brain or vital organso avoid digging holes expending more energy(sweat) than is gained in
obtaining water sourceo learn to locate water green vegetation, flights of birds, converging
animals trails, digging in the outside bends of dry creek and bedso should drink at least a gallon of water a dayo use available resources
How People of the Desert do it!Background
Explain to students that people live in the city of Phoenix, AZ even though it is considered a desert areao once inhabited by native American people, lived off the land and built
irrigations canals to water the cropso 1800 European settlers began to develop the desert and Phoenix
became a farming community AWater supplies
Phoenix comes from surface sources like the Salt, Verde and Colorado Rivers A small amount comes from wells
Even though rivers might seem like they are an endless source of water, that is not true. Rivers begin high in the mountains and travel down hill. If there isn’t enough rain or snow melt, the rivers will not supply enough water.
The city and its citizens must conserve water in order to survive. Phoenix gets about 7.5 (19.5 cm) inches of rainfall per year. A
Reiterate to students using strategies to conserve water listed on notes are applied to survive in
desert explain how important it is even now where we live today that we conserve
water because although it seems like a plentiful resource it is not o people take great steps to ensure we have water available in U.S. but
assure students that this is not the case everywhere ANote Hand Out
Have Paper Passer pass out ways to conserve water in Richmond, VA notesheet
o take volunteers to read ways we can conserve water in our own ecosystems A
o have students draw pictures (ESL/ELL students) in lists of ways to conserve to help with comprehension and remembering K
Transition Video tell students now that they have explored some ways to conserve water in the
desert they will be going on to explore what limited resources are in rainforest by watching a video to fill out notes they were not able to complete on day two titled, “Rainforest Virtual Field Trip Notes” numbers 10, 11, and 12 V, K, A
Play https://www.youtube.com/watch?v=pZ4CSc0JFpA V, AAfter Video
go over answers V, A, KLimited Resources in Rainforest-Read Aloud
Ask students to come to carpet call by best behavior according to bin color on table
Before Reading be sure to show students book and allow them to look at title V
Ask/discuss with students Based on what we have just learned I’m thinking of a limited resource that is
home to many animals in the rainforest that humans take away as a natural resource. What resource is this? A
o let maximum of 2 students answero if answer is not said tell students the answer is tree and that humans
use this natural/ capital resource for paper products and warmth in some cases but that trees are not an unlimited supply
During the Reading Read the “Great Kapok Tree” by Lynne Cherry A,V
Questions to Ask What will happen to the rainforest if too many trees are cut down?
o many animals will lose their home and may die
What does erosion mean?o gradual process of being diminished or degraded by wind water or
other natural agents AAfter Reading
Think about how many animals relied on that tree in the rainforest,when we cut down trees many animals lose their homes
o I want us to come up with a list of ways we can conserve trees within our own ecosystem A
Transition-Back to desks call on students with best behavior based on bin color on desk to return back
to their seats walking, take out their interactive notebook this time under rainforest
similar to how it was discussed with conserving water in the desert students will be instructed to talk to neighbors and table about ways in which they can protect and conserve trees A
Discussion and Notes- Small group discussionThe teacher will write “Ways to Conserve Trees” on the whiteboard (visual for ESL/ELL students) and will instruct students to copy the phrase onto a sheet of paper. This paper will be for taking notes. Questions to ask
How do you use paper products? When do you come into contact with? How frequently? What are some small simple actions you can take to conserve paper natural
resource comes from a tree?o Allow 5 minutes to talk to neighbors and table members have them
take notes on ideas AWhole Group DiscussionInstruct students to take notes and have them draw pictures in final list of ways to conserve to paper to help with comprehension and remembering K, V
teacher will model what should be written in notebooks by writing notes on the projector for class to see V, A
How do you use paper products? o We use tissues, toilet paper, paper plates, paper as students to
complete assignments When do you come into contact with?
o eat, use restroom, completing assignment How frequently?
o almost everything single day What are some small simple actions you can take to conserve paper,a natural
resource comes from a tree?o recycle(use scraps of paper left over from previous projects for future
use) talk about other ways recycling looks like
o write on the backs papero go digital if possible (kindles, powerpoints, google docs)o if you cut down a tree plant a new one to replace it
Ensure that all students have written all five ways to conserve paper K Ask students to put all materials away and get ready for a different activity
Transition Students will be told that they are going to play a game that will quiz them on
the ways in which they can conserve water and paper, some vocabulary may be mixed in and include hydration, dehydration, basic need, and erosion
Quick Review Game: Limited Resources and Vocabulary Each table will be given a whiteboard & dry erase marker to answer questions
o object of the game is to correctly identify ways to conserve water and ways to conserve trees/paper
o pair ESL/ELL students in groups with English speaking students for help
A clue or question will be read by teacher indicating a way to save either water or trees or vocabulary word definition, each table will have a turn to answer with answer written on white board held up K, A
o clues are one an attached sheet o a designated writer and speaker for each table will be assignedo each table in order will have the chance to answer “first” if their answer
is wrong the next table may attempt the right answero table with the most points at the end wins
For advanced students Ask students who feel they know the information to speak up and describe or
expand on limited resources in desert and rainforest A, V Help peers who are having trouble understanding what a limited resources
there are and how they can help save/conserve them K Design a flyer to promote ways to save water and trees! K
For struggling students encourage students to ask questions during whole group instruction, note
taking, discussion as well as in small group discussion V, K ask stronger students to explain concepts or help identify limited resources
and ways to conserve and save them V, K provide books, materials and links for further reading if students are still
struggling ensure that these students are taking the notes that include all ways to
conserve water and paper review game of limited resources will allow children to hear concepts and
definitions again if they did not understand them from earlier in the lesson through discussion and notes K
Summary Quick review game preps students for recalling information on conserving
limited resources water and paper in the rainforest and desert K Writing assessment will give students a chance to provide what they have
learned about each ecosystem during the week K
MaterialsLesson adapted from http://learningtogive.org/lessons/unit373/lesson3.htmlComputerVideo:https://www.youtube.com/watch?v=pZ4CSc0JFpAReference website: http://www.desertusa.com/desert-activity/desert-survival-skills.htmlBook: “The Great Kapor Tree” by Lynne CherryRainforest Virtual Field Trip NotesWays to Conserve water HandoutWays to Conserve trees HandoutInteractive notebookgluepencilwhite boarddry erase markerspaperpencilred pen
Evaluation Part A: Informal
How are students responding to critical thinking questions, are they responding logically? Actively?
teacher will make note of who is actively participating in the review game of limited resources and who may still be struggling/not answering
Evaluation Part B: Did the students meet the objective? How do you know? Did your lesson accommodate the needs of all students? What were the strengths of the lesson? What were the weaknesses of the lesson? How would you change the lesson if you could teach it again?
Unit EvaluationThe teacher will have the student write a short essay, minimum of three paragraphs to communicate what they have learned about each ecosystem and ways to conserve and limited resource found within each.
Final Assessment-Written Essay Teacher will have paper passer hand out directions and rubric for summative
assessment Teacher will go over each part of directions and rubric upon grading Students will write one paragraph on rainforest, one paragraph about the
desert and one paragraph on ways to conserve limited resources shared within each ecosystem(water and trees) K
Students may use notes and assignments completed in interactive notebook to complete assignment but must use their own words to summarize
o after a complete draft is checked by teacher for grammar and spelling errors only, students will type up paper for final grading
Formal writing prompt will allow students to show what they have learned over the
course of the week in terms of what animals are in each ecosystem, identifying differences between community and population, and ways in which humans can conserve limited resources.
students will complete draft and type final essay in class during the following week of Living Systems: Rainforest and Desert
ResourcesDAY ONE
blank temperature maps brain pop jr. video: https://jr.brainpop.com/math/measurement/temperature/ book on temperature: Measuring Temperature by Darice Bailer thermometers cup of ice water cup of tap water (not hot, not cold, in the middle) word/ picture sort pieces interactive notebooks pencils easel with Desert/ Rainforest T-Chart
DAY TWO The Rainforest Grew All Around, by Susan Mitchell Rainforest flip sheet Interactive notebooks Virtual field trip note sheet Teacher copy with answers of note sheet glue word sort sheet scissors Virtual field trip video website: https://www.youtube.com/watch?
v=JEsV5rqbVNQ Brain Pop Jr. Video: https://jr.brainpop.com/science/habitats/rainforests/ Classroom computers Conservation website: http://savetherainforest.org/savetherainforest_002.htm Temperature matching cards Rainforest theme writing prompt papers
http://www.brainpop.com/educators/community/bp-jr-topic/desert/ Easy Quiz https://jr.brainpop.com/science/habitats/desert/easyquiz/ Video Notes Sheet Related Desert books in library Projector Ecosystem, Community, Population Worksheet Colored pencils (if desired) Interactive Notebook Pencil Markers Construction Paper Glue
DAY FOUR Levels of organization in a Biome sheets interactive notebooks scissors glue crayons colored pencils pencils bulletin board paper Layers of the Rainforest Flip sheet online stop watch: http://www.online-stopwatch.com/classroom-timers/
DAY FIVE Computer Video:https://www.youtube.com/watch?v=pZ4CSc0JFpA Reference website: http://www.desertusa.com/desert-activity/desert-survival-
skills.html Book: “The Great Kapor Tree” by Lynne Cherr Rainforest Virtual Field Trip Notes Ways to Conserve water Handout Interactive notebook glue pencil white board dry erase markers paper pencil
