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.