Day
1
2
Title
Introduction
to Habitats
Concept of
Nonliving
and Living
Things
Activities

Introduce habitats with this
little video that is a song about
habitats.
 Talk about what parts are in a
habitat like food, water, air,
animals, and plants.
 Discuss in small groups and as
a class about what some
possible habitats that they might
recognize in their world like a
garden or park.
 Write in their journal about a
habitat that they know and
definition for habitat in their
own words.

Talk about non-living and
living things.
 Discuss in a small group what
classifies the two groups.
 Show examples of both so they
can see the difference.
 In their science journal, they are
going to identify 3-4 non-living
things and 3-4 living things.
Things that can be found around
them.
Objectives
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TEKS
TLW rephrase 4A
the definition
of habitat in
their own
words in their
science
journal.
TLW discuss
in small groups
about habitats
that they
recognize.
TLW identify
different parts
of the habitat.
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9A
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TLW compare
and contrast
nonliving and
living things.
TLW identify
3-4 nonliving
things and 3-4
living things in
their science
journal.
TLW discuss
in a small
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Resources/
Textbook pgs.
Science Journal
Scott Foresman
Science Teacher’s
Edition page A52
http://www.youtube.co
m/watch?v=Ipdkp7TyI
AI
Document camera
Science Journal
Scott Foresman
Science Teacher’s
Edition page A50
Rocks
Soil
Myself
The class pet (guinea
pig)
group about
the differences
between the
two categories.
3
Desert
Habitat
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With the website have the
desert habitat all ready to go to
show possible things in this
habitat.
Discuss about the different
plants and animals of the desert.
Discuss about the possible
weather conditions of the
desert.
Have them draw and label
several plants/animals in their
science journal that can be
found in a desert habitat.
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4A
TLW draw in
their science
journals
pictures of
desert animals
and plants.
TLW discuss
in small groups
about the
different parts
of the habitat.
TLW discuss
about the
different things
in the habitat
from the
website.
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http://switchzoo.com/g
ames/habitat.swf
Science Journal
Scott Foresman
Science Teacher’s
Edition page A57
Map colors
Crayons
Document camera
4
5
Ocean
Habitat
Forest
Habitat

Watch some of the video.
 Talk and discuss about plants
and animals of the ocean. Like
what was some we saw in the
video?
 Talk about some of the
characteristics of the animals
that let them live in the ocean.
 They will draw a picture filled
with plants and animals that can
be found in the ocean in their
science journal.
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Talk and discuss about the
plants and animals that can be
found in a forest habitat.
Use the website to show the
forest habitat with the plants,
animal, and weather condition.
Write in their science journals
about the different animals and
plants found in the forest and
have the option to draw a
picture to go with the labels.

TLW discuss 10A
what they saw
in the video.
 TLW draw a
picture of
ocean habitat
in their journal.
 TLW identify
some of the
characteristics
of the animals
that let them
survive in the
ocean habitat.
•
TLW write in 4A
their journal about
plants and animals
found in a forest
habitat.
•
TLW discuss
in small groups about
the different parts of
the habitat.
•
TLW discuss
about the different
things in the habitat
from the website.
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Science Journal
http://www.youtube.co
m/watch?v=ULepVvpL
ULM
Scott Foresman
Science Teacher’s
Edition page A54-55
Document camera
http://switchzoo.com/g
ames/habitat.swf
Science Journal
Scott Foresman
Science Teacher’s
Edition page A56
Document camera
6
7
Pill Bug’s
Habitat
SpeakerZookeeper
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•
TLW create a 4A
They are going to build a
habitat for a pill bug 1A
habitat for a pill bug that they
according to the
get to keep and see how the pill
directions.
bug lives in their habitat.
•
TLW discuss
 We will go over as a class the
set of directions about how to in groups about what it
took to make a
take care of their pill bug.
suitable
habitat for
 Discuss what they learned about
their
pill
bug.
making a habitat in small
•
TLW write in
groups.
their
journals a
 They will write in their journal
about what they learned about summary of what they
learned from this
making a habitat for a pill bug
project and what went
and a summary of what they
into making the
learned.
habitat.

Have a zookeeper come to
class.
 After listening to the speaker,
they can write in their journals
about what they learned from
the speaker or anything
interesting that liked about the
speaker.
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TLW write in
their journal
about what
they learned
from the
speaker.
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Science Journal
Pill Bugs
Jars
Cheesecloth
Dead Leaves
Soil
Water
Rubber Band
Rock
Slice of potato
Safety Googles
Set of directions of
how to take care of
their pill bug
Scott Foresman
Science Teacher’s
Edition page A58-A59
Document camera
Zookeeper – Speaker
Science Journal
8
9
Habitat
Review
Habitat Test

4A
The class will sign a Thank you
card for the zookeeper.
 The class will be divided into
three groups with one group
doing a play about the desert,
one group about the ocean, and
the last group about the forest.
 Review vocabulary words of
habitat, nonliving things, and
living things.
 If there is time then go to the
build a habitat game and play it
as a group and explain why the
habitat needs those things.

They will create a book about a
habitat they will choose desert,
ocean, or forest.
 They will have mostly
illustrations with things labeled.
They can also have the option
of stickers to use as well. For
example, if they draw a lizard
then they will label it as a
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http://switchzoo.com/g
ames/habitat.swf
Stuffed Animals
(lizards, squirrels,
rabbits, dolphins,
different types of birds,
whales, foxes, fishes,
etc.
Drawings of the
different plants
(Cactus, oak trees,
seaweed, pine trees,
etc.)
Homemade Flashcards
of the words habitat,
nonliving things, and
living things with the
definition and
examples on the back.
Thank you card
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Stapled Books of paper
Markers
Crayons
Stickers
Colored Pencils
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TLW create a
book about
habitats.
 TLW identify
nonliving and
living things.
 TLW draw
animals and
plants in their
4A
lizard.
 At the end of their book, they
will identify 3-4 living things
and 3-4 nonliving things from
the book they created.
10
Fieldtrip to
the Houston
Zoo

Take the class to the Houston
Zoo.
 Show them the different
habitats of the animals. As the
next day before starting the unit
talk about a couple of the
habitats that they saw.
books.

TLW be able
to compare and
contrast some
of the different
habitats.
Houston Zoo