Science
Feb. 17-21
LEARNING
TARGET
Students will be
able to
recognize,
explain, and
compare/contra
st that living
things are found
all over Earth,
and that each is
only able to live
in habitats that
meet their basic
needs.
SUCCESS
CRITERIA
The student will
compare and
contrast the basic
needs that all
living things,
including humans,
have for survival.
Differentiated
Instruction
(Remediation &
Enrichment):
Pg. 225,228 TE
Monday
NO SCHOOL
PRESIDENT DAY
Tuesday
Wednesday
Thursday
Friday
Learning Targets
Students will be able to
recognize, explain, and
compare/contrast that
living things are found
all over the Earth, and
that each is only able to
live in habitats that
meet their basic needs.
Learning Targets
Students will be able
to recognize, explain,
and compare/
contrast that living
things are found all
over Earth, and that
each is only able to
live in habitats that
meet their basic
needs.
Learning Targets
Students will be able
to recognize, explain
and compare and
contrast that things
are found all over the
Earth, and that each is
only able to live in
habitats that meet
basic needs.
Learning Targets
Students will be able
to recognize, explain
and compare and
contrast that things
are found all over the
Earth, and that each is
only able to live in
habitats that meet
basic needs.
Success Criteria:
The student will
compare and contrast
the basic needs that all
living things, including
humans, have for
survival.
HOOK:
Where are different
types of forest
habitats found?
Success Criteria:
Success Criteria:
The student will compare
and contrast the basic
needs that all living
things, including humans,
have for survival.
The student will compare
and contrast the basic
needs that all living things,
including humans, have for
survival.
HOOK:
Watch Habitats on
Discovery Education
HOOK:
Where do plants and
animals live in the
ocean?
Success Criteria:
The student will compare
and contrast the basic
needs that all living things,
including humans, have for
survival.
HOOK:
Tell me what you know
about an Ecologist.
Today you get to be an
Ecologist!
Vocabulary:
habitat
diversity
adaptation
tundra
wetland
marsh
swamp
Common
Misconceptions:
Students may not
realize that they
live in a habitat.
Remind students
that a habitat is a
place where an
organism lives.
Ask students to
describe how
their habitats
provide them
with food, water,
shelter, and the
other resources
they need to live.
Do not assume
that students can
visualize without
instruction each
habitat you study.
A student who
has never
experienced snow
TASK
Read the section
Forests as a class to
find out if their
answers were correct.
Have the students draw
a circle map to define
forests.
Then, ask the students
the following questions
to assess students
Depth of Knowledge
levels of understanding.
Have them record their
answers in their science
notebooks. After they
record their answer,
have the students
discuss with their
shoulder partner. Then
discuss as a class.
Recall: Where are
forests found?
Answer: Forests are
found all over the
world.
Cite Evidence: Why are
tropical rain forests
the most diverse land
habitats? Cite evidence
TASK
Have the students
look at page 239.
Read the text
together. Draw
attention to the
pictures of the two
different habitats.
Ask students to
share their ideas
about diversity of
each habitat with
their shoulder
partner. Then
discuss as a class.
Reinforce that
diversity means the
amount of different
types of plants and
animals, not just the
total number of one
kind of plant and
animal.
Ask students to
point out different
plants and animals.
Tell them to look at
the two habitats on
page 239. Ask the
Watch a video on a
coral reef habitat in
Discovery Education.
TASK
Read The Oceans on
page 242. Discuss what
they class read
together.
Look at the pictures on
page 242-243. Tell the
students to explain
what the ocean habitat
provides for living
things.
Sample answer: The
water provides food
and a living space for
these living things.
Teach with Movement
Have the students do
the activity in the TE
pg.243 to teach the
students that just as
different types of
habitats have
different diversities,
diversity can differ
within areas of a
habitat.
TASK
Read page 249
together. Discuss as a
class.
Tell them they are
going to be ecologist
today. Tell them they
are going to share
their Habitat research
with the class.
Remind them to
remember when they
are presenting to make
sure they tell the class
the following things:
 Be sure they
explain why
their habitat is
important
 Why is it
important to
protect their
habitat?
 Describe the
diversity in the
habitat. Include
both plants and
animals that are
in the habitat.
or freezing
temperatures
might not
understand what
an arctic habitat
is. Similarly, a
student who has
never been to a
desert or a
tropical rainforest
might not know
what these
habitats contain.
Students may
assume that their
home (i.e., their
house or
apartment) is
their habitat. In
fact, a person’s
home is better
compared to an
animal’s nest. A
habitat contains
all the resources
that an organism
needs to survive.
from the text in your
answer.
Answer: Tropical rain
forests grow in warm,
sunny places where it
rains often. Living
things can live more
easily, where it is warm
and they need water to
survive.
Draw conclusions: Why
does an animal living in a
forest habitat with
leaves that turn colors
in the fall have fur?
Answer: Forests that
have trees with leaves
that turn colors in the
fall are cold in winter.
Fur keeps the animal
warm.
Read Deserts and
Tundra on page 236 as
a class.
Have the students look
at page 237. Ask them
which habitat (tundra
or desert) has the most
diversity?
students to count
the kinds of living
things shown in each
habitat.
Have them draw a
double bubble map in
their science
notebooks to
compare the
habitats. Have them
share their double
bubble maps with
their shoulder
partner.
Ask the students to
look at their double
bubble map and their
partners. Ask the
students which
habitat is more
diverse? Why do you
think it is more
diverse? Have them
record their answers
in their science
notebooks.
Sample answer: The
puddle is more
diverse because it
Read pages 244-246.
Discuss as a class.
Have the students
read the math
connection problem
and solve in the
science notebooks.
Have a student come
up and show how they
solved the problem. If
the student needs
help, have them call on
a student to help.
Celebrate their
success if they solve it
on their own or as a
team.
Have the students look
at their seeds they
planted and record
their findings.
Have the students
continue to work on
their habitat research.
Remind the students
they will be presenting
their research
tomorrow to the class.


Remember to
include nonliving
things that are
in the habitat.
How do living
things meet
their needs?
When everyone
is
done
presenting their
research, have
the
students
looks at the
seeds
they
planted
and
record
their
findings.
Discuss
their
data about their
seeds/plant.
The
students
may take their
seeds/plant
home.
Answer: Forests are
more diverse because
they have more
resources for plants
and animals.
Read page 238 as a
class. Ask them to
discuss with their
shoulder partner
something they learned
about grasslands.
Discuss as a class.
Have the students draw
a tree map of forests,
desert, tundra, and
grasslands in their
science notebooks.
Ask the students to
discuss which habitat
has the most diversity.
Discuss as a class.
Have the students
check their seeds that
they planted in their
cup and record their
findings in their science
notebooks.
Have the students
continue to work on
their habitat research.
has more drinking
water.
Discuss their
answers as a class.
Have the students
look at their seeds
that they planted
and record their
findings.
Have the students
continue to work on
their habitat
research.