Asheboro City Schools
1st Grade
Conceptual Lens: Survival
Time Frame: Six Weeks
UNIT TITLE: Survival and Adaptation of Living Things
Learning Target: Students will understand that living things need a
habitat to survive.
Authors: Ashley Havens, Michele Hinson, Pam Prichard, Rachael
Mitchell
Enduring Understanding: Living things need habitats to
survive.
English Language Arts
Science
Ecosystems
1.L.1 Understand characteristics of various
environments and behaviors of humans that
enable plants and animals to survive.
1.L.1.3
Concept:
“Survival”
Molecular Biology
1.L.2 Summarize the needs of living organisms for
energy and growth.
1.L.2.1
1.L.2.2
Social Studies
Geography and Environmental Literacy
1.G.2 Understand how humans and the
environment interact within the local community.
1.G.2.2
1.G.2.3
Survival and
Adaptation of
Living Things
English Language Arts
Writing
W.1.2 Write informative/explanatory texts in which
they name a topic, supply some facts about the
topic, and provide some sense of closure.
W.1.3 Write narratives in which they recount two or
more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and provide
some sense of closure.
W.1.5 With guidance and support from adults, focus
on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as
needed.
W.1.7 Participate in shared research and writing
projects.
Speaking and Listening
SL.1.2 Ask and answer questions about key details in
a text read aloud or information presented orally or
through other media.
Learning
Target:
Students will
understand
that living
things need
a habitat to
survive.
Reading: Foundational Skills
RF.1.1 Demonstrate understanding of the organization and
basic features of print: Recognize the distinguishing features of
a sentence.
RF.1.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis
skills in decoding words.
 Know the spelling-sound correspondences for common
consonant digraphs (two letters that represent one sound).
 Decode regularly spelled one-syllable words.
 Know final -e and common vowel team conventions for
representing long vowel sounds.
 Recognize and read grade-appropriate irregularly spelled
words.
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
 Read grade-level text with purpose and understanding.
 Read grade-level text orally with accuracy, appropriate rate,
and expression.
 Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Reading: Informational Text
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.4 Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
Reading: Literature
RL.1.2 Retell stories, including key details, and demonstrate
understanding of the central message or lesson.
RL.1.5 Explain major differences between books that tell stories
and books that give information, drawing on a wide reading of
a range of text types.
Language
L.1.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.1.5 With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
meanings.
L.1.5b Define words by category and by one or more key
attributes (e.g., a duck is a bird that swims; a tiger is a large cat
with stripes).
Structure of Knowledge
Survival and Adaptation of Living Things
Learning Target: Students will understand that living things need a habitat to survive.
Introduction to
Habitats/Homes
for People
Types of Homes
Places
Needs
How our
environment
impacts our
needs.
Students will
understand that
each type of
home/habitat is
directly related to its
environment.
Deserts
Forests
Rainforests
Fresh Water
Salt Water
Shelter
Animal and
Tree
Characteristics
How animals and How the forest
people adapt
provides ample
and use their
shelter (trees)
resources to
and food for
survive and live
animals.
in the desert
habitat.
Layers of the
Rainforest
Deforestation
Diversity
How the
Rainforest is
home to an
abundance of
animals and
plants and how
this impacts the
global survival.
Water Cycle
Consumable
Non-consumable
Layers of the Ocean
Animals/Plants
How this natural
resource is
needed for
survival of
plants, animals,
and people.
How salt water
habitats are created
(salt, sand, etc) in
order to form the
various layers of the
ocean.
Students will
understand that the
desert is a harsh
environment that
requires people and
animals to be
resourceful when
fulfilling their basic
needs for survival.
Students will
understand how
essential the
Rainforest is to the
survival of the
ecosystem.
Students will
understand that
fresh water
provides a habitat
for many types of
animals and plants
as well as provides
a resource that we
all need in order to
survive.
Students will understand
that salt water animals
and plants can only
survive in this habitat.
They are unable to
adapt to other habitats.
Adaptation
Resourcefulness
Students will
understand how
the different types
of trees provide
food and shelter
for the various
animals that live
in the forest
habitat.
Scoring Rubric for Unit Tasks
Learning Target: Students will understand that living things need a habitat to survive.
Fantastic (4 PTS.)
Nice Work (3 PTS.)
Keep Working (2 PTS.)
Just Beginning (1 PT.)
Content
Engaging thoughts and
insightful presentation of
thoughts and supporting
details
Clear and thoughtful
presentation of
thoughts and
supporting details
Straightforward and
developing
presentation of
thoughts and
supporting details
Simplistic presentation
of thoughts and
supporting details.
Writing
Writes in thoughtful
complete sentences.
No mistakes in grammar,
punctuation,
capitalization, or spelling.
Writes in complete
sentences.
Uses capitals and
periods.
Writes using short simple
sentences.
Uses some capitals and
periods.
Does not write in
complete sentences.
Does not use capitals
and periods.
Presentation
Speaks clearly and slowly
enough for others to
understand.
Speaks expressively in
complete sentences both
when expressing own
ideas and also when
answering questions.
Speaks in an organized
manner using facts and
relevant details.
Clearly explains in detail
the importance of specific
habitats for living things.
Clearly links the effect of
environmental resources
for survival of living things.
Speaks audibly all of the
time.
Speaks in complete
sentences both when
expressing own ideas
and also when
answering questions.
Speaks with facts and
relevant details.
Speaks audibly most of
the time.
Speaks in complete
sentences some of the
time.
Speaks with limited
facts and limited
relevant details.
Does not speak
audibly.
Does not speak in
complete sentences.
Does not speak with
facts and relevant
details.
Explains, with some
detail the importance
of specific habitats for
living things. Expresses
an understanding that
environmental
resources effect the
survival of living things.
Somewhat explains the
importance of specific
habitats for living things.
Mentions that
environmental
resources can affect
the survival of living
things.
Vaguely explains the
importance of specific
habitats for living things.
Has a vague
understanding that
environmental
resources can affect
the survival of living
things.
Achievement
of
Purpose/Und
erstanding:
Grade Scale
Less than 8 points = 1, 9 to 11 points = 2, 12-14 points=3, 15-16 points=4
Total Points
Stage 3 – Learning Plan
Learning Target: Students will understand that living things need a habitat to survive.
Introduction to Habitats/Homes for People
Teacher Notes
Possible Learning Activities and Resources
Books:
 Homes in Many Cultures by Heather Adamson
 Magic School Bus: Hops Home by Joanna Cole
 The Little House by Virginia Lee Burton
Technology:
 “Habitats” (K-2)- United Streaming
 “Habitats” – Brainpop Jr.
Poems:
 Animal Homes
Writing Ideas
Introduction to Habitats
Lesson 1: (3 Days)
A. Daily Objectives:

The students will be able to create a representation of their home and describe
why its best suited for them.
B. Materials:
 One box per student (cereal box, shoebox, snack box, etc.)
 Glue
 Scissors
 Art materials (construction paper, crayons, markers)
C. Key Vocabulary:

Home – a place where one lives.
D. Procedure/Activities:
 Discuss with students on homes. Why do people need homes? What kinds of
buildings do we live in? Are people’s homes all the same? Why might they be
different? We are going to start learning about different homes. Today we are
going to talk about why we need a home.
 A home offers you shelter, food, air to breathe, a place to sleep, etc. These are
things that we need to survive. Our home is best suited for us. We can live there
comfortably.
 Read a book about different types of homes people live in. Discuss the
differences between apartments and houses and other homes mentioned.
Teacher Notes
Explain they will be creating a model of their home. Talk about each type of
housing and which box best represents it. Example: If you live in an apartment
you may choose a cereal box to represent your home. Use art materials to
create their homes.
 As the class is creating their homes walk around and ask the students questions
such as; what are things about your home that make it easier to live there?
What things do you need everyday to live?
 Once students have finished their homes give each student an index card to
write information about their home. This information should include the number
of rooms, how many people live there, etc.
 Finish the lesson by reminding students that we need our homes to provide all
the things that make it able for us to live. Tell them tomorrow they will learn
another word for a home.
Lesson 2: (2 Days)
A. Daily Objectives:

The student will be able to complete a drawing of an animal habitat.
 The student will be able to complete the student logbook pages.
 The students will be able to complete the “Find the Habitat: worksheet.
B. Materials:

Worksheet: “Find the Habitat”
 Book: The Magic School Bus Hops Home: A Book on Animal Habitats by Joanna
Cole
 Student Logbooks
C. Key Vocabulary:

Habitat – a place where living things get all need, an environment that is best
suited for living
D. Procedure/Activities:
 Tell students, “Like people, animals and plants need homes to live in as well.
 What types of things did we decide our homes provide for us? Shelter, water,
sleeping area, place to eat, etc.
 Explain these are all things we need: shelter, food, water, and air to breathe.
The place where living things get everything they need is called a habitat.
E. Procedure/Activities:
 Tell students, “Like people, animals and plants need homes to live in as well.
 What types of things did we decide our homes provide for us? Shelter, water,
sleeping area, place to eat, etc.
 Explain these are all things we need: shelter, food, water, and air to breathe.
The place where living things get everything they need is called a habitat.

Stage 3 – Learning Plan
Learning Target: Students will understand that living things need a habitat to survive.
Deserts
Teacher Notes
Possible Learning Activities and Resources
Books:
 Desert Giant by Barbara Bash
 Desert Animal Adaptations by Julie Murphy
 Do Ducks Live in the Desert? By Michael Dahl
 Magic School Bus: Gets All Dried Up by Joanna Cole
 Desert Discoveries by Ginger Wadsworth
 Life in the Deserts: Animals, People, Plants by Lucy Baker
 Welcome to the Sea of Sand by Jane Yolen
Technology:
 “Desert Giant: The World of the Saguaro Cactus” (Reading Rainbow) –
United Streaming
 “Magic School Bus: Gets All Dried Up” – United Streaming
 “Desert Habitats” (3-5) – United Streaming
Poems:
 Desert
Writing Ideas
Deserts
Lesson 3: (3 Days)
A. Daily Objectives:

The students will be able to complete the student logbook pages.
 The students will be able to participate in a class activity on water evaporation.
B. Materials:
 Sponges (1 sponge for each group of 3 students)
 Bucket of water (2 or 3 for class)
 Sidewalk or blacktop
 Chart paper
 Book: The Magic School Bus Gets All Dried Up by Joanna Cole
 Student logbooks
C. Key Vocabulary:

Desert – a habitat which is very dry and hot and only certain plants and animals
can survive, usually receives less than ten inches of rain a year.
 Evaporation – water changes into gas
Teacher Notes
D. Procedure/Activities:
 Tell the students that today we are going to study the desert habitat. What do
you know about deserts? (Weather, temperature, rainfall, landscape, etc)
 Have the class begin a new page in their student logbooks. Begin a new slide on
the SMARTboard for the students to record off of as well.
 Entitle the new page “Deserts.” The students record their thoughts about what
they know about deserts on this page. Other thoughts can be added later.
 Read: Magic School Bus Gets All Dried Up by Joanna Cole. This book will
describe the desert habitat to students in depth.
 After reading the book, have students record any new information they have
learned about deserts on the same page in their logbooks.
 Next, take the students outside on a Sunny day to see why it is so dry in the
desert.
 Wet a sponge and wipe and X on the pavement. Watch as the water begins to
dry. What happened to the water? It evaporated.
 Explain that the water changed from the liquid we can see (water) to an invisible
gas called water vapor and went into the air. What helped the water evaporate
so quickly? The sun. In the desert the sun is very strong and evaporates any
rainfall the desert receives very quickly.
 Divide students into groups of 2 or 3 students and give each group a sponge.
Have the groups dip their sponge in a bucket of water and draw pictures of the
pavement. (One picture should be in the sun and another picture should be in
the shade.)
 Ask questions such as; where did it evaporate the quickest? Slowest? Why did
this happen?
 Have the students return to the classroom to discuss their findings. What
happened to the water? Did it matter if the water was in the sun or shade? Have
the students record their findings from the experiment and any other findings
about the desert in the student logbook.
Lesson 4: (2 Days)
A. Daily Objectives:

The students will gain an awareness of the characteristics and structure of living
things and how living things interact with their environment.
B. Materials:
 Book about Deserts (Find a book about plants and animals that live in the
desert.)
 Sponges (Make-up white sponges)
 Styrofoam Plate
 Water and Spray Bottle
 Experiment Observation Page
C. Key Vocabulary:

Cactus – a special plant that absorbs water so that it can withstand the desert
climate.
Teacher Notes
D. Procedure/Activities:
 Explain the students will be learning more about desert plants and animals. What
are some things that all plants and animals need to survive? (Water, Food,
Shelter) How do you think desert animals and plants stay alive?
 Read a book about Deserts and talk about how the animals and plants survive in
the harsh environment.
 Divide the students into 4 groups and pass out a Styrofoam plate and one
sponge to each group.
 Next, have the student squirt a little at a time from their spray bottles. Each time
they squirt have the students fill the sponge. After, several squirts have the
students squeeze the sponge to see how much water the sponge has absorbed.
 Talk about how this activity is like the cacti and how it survives in the desert. Cacti
soak up water and absorb the rain so that they can survive with little or no rainfall
for a long period of time.
 Finally, have each student answer the questions on experiment observation
page (What we did? What happened? What we learned?).
Stage 3 – Learning Plan
Learning Target: Students will understand that living things need a habitat to survive.
Forests
Teacher Notes
Possible Learning Activities and Resources
Books:
 The Forest by Daphne Butler
 Exploring Forests by Barbara Behm
 Tell Me, Tree by Gail Gibbons
 Forests and Woodlands by Rose Pipes
 A Forest Year by Carol Lerner
 Deciduous Forest by Linda Tagliaferro
 A Whiff of Pine, a Hint of Skunk by Deborah Ruddell
 A Dead Log by Jen Green
 In a Tree by David M. Schwarz
 I See Animals Hiding by Jim Arnosky
 A Forest Tree House by Sheryl A Reda
Technology:
 “Forest Habitats” (K-2) – United Streaming
Poems:
 Mountain
Writing Ideas:
Forest
Lesson 5: (2 Days)
A. Daily Objectives:
 The students will be able to identify characteristics of a forest habitat.
 The students will be able to draw forest animals and tell why the animal lives in
the forest.
B. Materials:
 Book about Forest (Find a book about coniferous and deciduous trees.)
 Worksheet Coniferous and Deciduous Trees
 Images of Coniferous and Deciduous Trees
C. Key Vocabulary:
 Forest – an area of trees.
 Coniferous – a type of tree, which has needle-like leaves and keeps them year
round.
 Deciduous – a type of tree, which loses its leaves during the autumn months.
Teacher Notes
D. Procedure/Activities:
 Ask the students; What do you already know about the forest habitat? List the
student responses on the SMARTboard and entitle the slide “Forests.”
 Explain there is more than one type of forest. The types of forests depend on
rainfall and different types of trees.
 Read the book about Forest and the types of trees in the forest.
 As you read the book talk about the different types of trees (Coniferous and
Deciduous trees). What makes it a coniferous tree? What makes it a deciduous
tree?
 These two types of trees grow in the forest. A coniferous tree has needle-like
leaves that keep their leaves year round. A deciduous tree loses its leaves in the
fall. Show the students pictures of the 2 types of trees on the SMARTboard using
Google images/Discovery United Streaming/Book about Forest as you talk about
them.
 Have the students complete the Worksheet on the 2 different types of trees. They
will need to describe each type of tree in their own words and draw a picture to
match each tree type.
Lesson 6: (2 Days)
A. Daily Objectives:
 The students will be able to identify characteristics of a forest habitat.
 The students will be able to draw forest animals and tell why the animal lives in the
forest.
B. Materials:
 1 to 2 Books about Forest Animals (Find at least 1 book about raccoons and
squirrels.)
 Student logbooks
C. Key Vocabulary:
 Forest – an area of trees.
 Raccoon and Squirrel – animals that lives in the forest habitat
D. Procedure/Activities:
 Explain that the students will be learning about animals that live in the forest.
What type of animals do you think live in the forest? (raccoons, squirrels, birds,
mice, deer, etc.) Make a list of the animals students think live in the forest on the
SMARTboard.
 Talk about how forests make good homes because their trees and bushes provide
food and shelter for many animals.
 Read a book or two about animals that live in the forest. Why did this book say
they live in the forest? It provides shelter. Discuss some facts about squirrels and
raccoons. Squirrels – their homes are in trees usually deep in the trunk, they like
nuts, seeds, fruit, mushrooms, and sometimes bird eggs and baby mice. Raccoons
– their homes are made from hollow logs or trees, they eat fish, fruit, small animals,
bird’s eggs, and garbage. They use their front paws like hands to eat and dip their
food into water to help them chew easier.
Teacher Notes



Have the students take a look at the list of animals they made prior to reading the
book about the forest. Remove or add animals based on what they have found
about animals that live on the forest from reading the book.
Have the students draw a forest scene with many of the animals discussed in the
lesson and write about why those animals live in the forest in their student
logbook.
Allow students time to share with a buddy their forest drawing and explain why
they think those animals are best suited to live in the forest.
Stage 3 – Learning Plan
Learning Target: Students will understand that living things need a habitat to survive.
Rainforests
Teacher Notes
Possible Learning Activities and Resources
Books:
 Rainforest Animal Adaptations by Lisa Amstutz
 The Umbrella by Jan Brett
 The Great Kapok Tree: A Tale of the Amazon Rainforest by Lynne Cherry
Technology:
 “The Tropical Rainforest Habitat” (K-2) – United Streaming
 “The Magic School Bus: In the Rain Forest” – United Streaming
 “Rainforest” – Brainpop Jr.
Poems: Rainforest
Writing Ideas:
Rainforest
Lesson 7: (2 Days)
A. Daily Objectives:
 The students will be able to write information in their logbooks about rainforest.
 The students will be able to discuss types of rainforest animals and plants.
 The students will be able to correctly place the layers of the rainforest in order on
a piece of construction paper.
B. Materials:
 Discovery Clip: Habitats: Homes for Living Things (Rainforest) (15:00)

Debbie Green Thumb: Plants Can Be Found Everywhere (13:05)

The Magic School Bus in the Rainforest (26:26)
 Books about the Rainforest Habitat (Rain Forest by Helen Cowcher)
 Student Logbooks
 Smartboard
 Glue and Scissors
 “Rainforest Layer” Worksheet
C. Key Vocabulary:
 Rainforest – a type of forest, which receives plenty of rain, warm temperature, rich
plant life, and humid air.
D. Procedure/Activities:
 Ask the students; What do you know about the rainforest? List the student
responses on the SMARTboard and entitle the slide “Rainforests.”
Teacher Notes
Watch the Discovery Clip:
Discuss rainforest and what they saw in the rainforest from the clip. Discuss how
they are different from other forest. Temperature is hot most of the time, there is
plenty of rain, the air feels humid, and there is lots of plant and animal life. Record
the information discussed along with other facts the students learned from the
video clip on the Smartboard “Rainforest” slide.
 A rainforest has layers like other types of forest. Explain that each layer can be
thought of as a small habitat for certain plants and animals to live there. Hand out
the “Rainforest Layer” worksheet to the class and complete as a whole class using
the document camera.
 Have the students cut out the “Rainforest Layer” worksheet and glue each layer
into their student logbooks.
 Finally, have the students draw and write in their student logbooks what they
have learned about the rainforest.
Lesson 8: (3 to 4 Days)
A. Daily Objectives:
 The students will be able to complete a report and draw a picture of a
rainforest animal.
 The students will be able to discuss types of rainforest animals and their
characteristics.
B. Materials:
 Books about the Rainforest Animals and Plant Life
 Report Worksheet and White Construction Paper – 8 ½” x 11” sheet per student
 Markers
C. Key Vocabulary:
 Rainforest – a type of forest, which receives plenty of rain, warm temperature, rich
plant life, and humid air.
D. Procedure/Activities:
 Read a book about the Rainforest and the different animals that live in the
rainforest.
 Have the students pick a rainforest animal to draw and do a report on. Use the
white construction paper draw their rainforest animal and the Report Worksheet
to write what they learned about their rainforest animal.
 Have the students draw their animal and complete their animal reports using
books, classroom ideas, magazines, internet sources, etc.
 Once complete display rainforest reports and drawings together for other
students to enjoy and learn about animals of the rainforest.


Stage 3 – Learning Plan
Learning Target: Students will understand that living things need a habitat to survive.
Fresh Water
Teacher Notes
Possible Learning Activities and Resources
Books:
 Frog Odyssey by Juliet and Charles Snape
 The Magic School Bus: Wet All Over by Joanna Cole
 The Magic School Bus: Gets Swamped by Joanna Cole
 Down Comes the Rain by Franklin Branley
 Water, Water Everywhere by Cynthia Overbeck Bix
 In the Small, Small Pond by Denise Fleming
 What’s in the Pond by Anne Hunter
Technology:
 Freshwater Wetlands: Water: A User’s Guide (United Streaming)
 Freshwater Habitats (Brainpop Jr.)
 The Magic School Bus: Gets Swamped (United Streaming)
Poems: River
Writing Ideas:
Fresh Water
Lesson 9: (2 Days)
A. Daily Objectives:
 The students will be able to complete their freshwater habitat page in their student
logbooks.
B. Materials:
 Discovery Clip: Freshwater Wetlands
 Books about the Fresh Water Habitat
 Student Logbooks
 Smartboard/Document Camera
 Fresh Water/Pond scene picture
C. Key Vocabulary:
 Fresh Water – water that does not contain salt
Teacher Notes
D. Procedure/Activities:
 Watch Discovery Clip
 Have the students discuss what they learned and observed in the video clip. Ask
students questions such as; What kinds of animals live in fresh water? How do they
survive? (Gills to breathe and fins to swim.)
 Define the fresh water habitat as a water environment that has no salt in the
water. The water is not salty like the ocean.
 Display a fresh water/pond scene for students to observe and discuss what is
found in its habitat.
 Have the students draw a fresh water scene like the one you showed them and
write about they learned in their student logbooks.
Lesson 10: (2 Days)
A. Daily Objectives:
 The students will be able to complete the surface skin water activity within
cooperative groups.
B. Materials:
 Books about the Fresh Water Animals and Plant Life
 Clear cups (one per each group of four students)
 Water dropper
 Broom straw (one piece per each group of four students)
C. Key Vocabulary:
 Fresh Water – water that does not contain salt
D. Procedure/Activities:
 Begin the lesson with a summary of the previous days pond lesson. What is a
pond? What animals live here?
 Discuss the different layers of the pond: Muddy bottom – decomposers change
dead plant and animal remains into nutrients for new growth. Snails move slowly
along the bottom. Open water – fish dart among the underwater grasses. Frogs
swim through the water. Surface film – small insects live on the surface. This is a
fragile layer.
 Divide the students into small, cooperative groups to complete the activity on
surface film. Give each group a glass full of water. Teacher will come around to
each group and drop water in the glass with a dropper until each glass has a
curve of water at the top.
 Next, each group should place one piece of broom straw on the surface of film.
Gently lay the straw on top (hold perpendicular to water and let go above the
water.)
 Explain that like the broom straw, insects can stay on the top of the water too. The
“skin” of the water is what holds them up which is the surface film.
 Finally, have each student answer the questions on experiment observation page
(What we did? What happened? What we learned?).
Teacher Notes
Lesson 11: (1 Day)
A. Daily Objectives:
 The students will be able to work in cooperative groups to create a mural of a
good habitat for a frog.
B. Materials:
 Book: Frog Odyssey by Juliet and Charles Snape
 Books about the Fresh Water Animals (Frogs)
C. Key Vocabulary:
 Fresh Water – water that does not contain salt
 Frog - small animals that can jump very well. They have smooth skin and long legs.
Procedure/Activities:
 Read the book, Frog Odyssey or a book about fresh water frogs and their habitat.
 Explain to students that some frogs such as leopard frogs, are becoming
rare/extinct because their habitat has been destroyed or polluted.
 Ask the students how this was evidenced in the story. Then discuss with students
what type of fresh water habitats frogs need in order to survive.
D. Next, divide the students into cooperative groups of three or four students.
 Provide each group with a large sheet of white bulletin board paper and markers.
 Explain that each group will create or draw a mural depicting a good habitat for
a frog.
 Then have each group tell why its habitat would be the one best in which the
frog would enjoy living.
Stage 3 – Learning Plan
Learning Target: Students will understand that living things need a habitat to survive.
Salt Water
Teacher Notes
Possible Learning Activities and Resources
Books:
 A Swim Through the Sea by Kristin Joy Pratt
 The Sea Shore by Philip Johansson
 Explore the Ocean by Kay Jackson
 If You Were a Fish by SJ Caulder
 Exploring the Sea by Celia Bland
 Sea Creatuers by Anne Faundez
 The Magic School Bus: On the Ocean Floor by Joanna Cole
Technology:
 “The Magic School Bus: On the Ocean Floor” – United Streaming
Poems:
 Sea Creatures
Writing Ideas:
Salt Water
Lesson 12: (2 Days)
A. Daily Objectives:
 The students will be able to observe a class experiment with fresh and salt water.
 The students will be able to complete the logs on the project information and
oceans.
B. Materials:
 Book: The Magic School Bus on the Ocean Floor by Joanna Cole
 Discovery Clip: The Magic School Bus on the Ocean Floor
 Books about the Salt Water/Ocean Habitat
 Two pans
 Water
 Salt
 Student Logbooks
 Smartboard
Teacher Notes
C.



D.

Key Vocabulary:
Salt Water – water that does contain salt
Fresh Water – water that does not contain salt
Ocean – body of salt water
Procedure/Activities:
Begin by saying to students, “We learned about fresh water habitats that have no
salt in the water. Now we will talk about the water habitat salt water. Today we
will talk about oceans.”
 Write “Oceans” on the Smartboard slide and record what they know about the
oceans/salt water habitat.
 Display an Ocean scene and have students discuss what they observe and how it
relates to the information the students have recorded on what they know about
oceans/salt water.
 Read, The Magic School Bus on the Ocean Floor. After reading the book, add or
delete any information about oceans from the Smartboard slide.
 Next tell the students that we are going to do an activity to see what makes fresh
water and salt water different.
 Fill two pans with water and label one pan A and another pan B. The pan A will
be filled with plain water and pan B will be filled with salt dissolved in the water.
 Have the students observe the two pans and what they see. Are there any
differences? Why do you think some animals live in water that contains no salt,
but others live in water that contains salt?
 Finally, Have the students draw an ocean/salt water scene like the one you
showed them and write at least three things they have learned about the ocean
habitat in their student logbooks.
Lesson 13: (3 Days)
A. Daily Objectives:
 The students will be able to identify, draw, and label ocean habitats (tide pool,
continental shelf, ocean floor, coral reef, open sea, and the beach).
B. Materials:
 Book: The Magic School Bus on the Ocean Floor by Joanna Cole
 Books about the Salt Water/Ocean Animals and Plant Life
 Discovery Clip: The Magic School Bus Goes to Mussel Beach (28:34)
 19” x 11” white construction paper
 Pencil/Crayons/Markers
C. Key Vocabulary:
 Salt Water – water that does contain salt
 Ocean – body of salt water
D. Procedure/Activities:
 Read a book about the ocean habitat/environment and/or review the book from
the previous day (The Magic School Bus on the Ocean Floor)
Teacher Notes
Familiarize the students with the ocean habitats (tide pools, continental shelf,
open ocean, coral reef, ocean floor, and the beach).
 Have the students create an ocean map similar to the one created in the story,
The Magic School Bus on the Ocean Floor. (Teacher can draw and label and
have students draw their own based on the one the teacher drew and labeled
with the students help.)
 Have the students draw and label the parts of the ocean environment, including
a tide pool, the continental shelf, the ocean floor, a coral reef, the open sea, and
the beach.
Lesson 14: (3 Days)
A. Daily Objectives:
 The students will be able to create a sea creature mobile using four sea
creatures of their choice.
 The students will be able to create each of the four sea creatures and write
facts on them to identify each of the four sea creature’s characteristics.
B. Materials:
 Books about the Salt Water/Ocean Animals and Plant Life
 Discovery Clip: The Magic School Bus Takes a Dive (28:55)
 Paper Plate (One per each student)
 White Construction/Copy Paper (One to Two sheets per students)
 Green or Blue Streamers (Four per students)
 Scissors/Glue/Crayons/Markers
 Stapler
C. Key Vocabulary:
 Salt Water – water that does contain salt
 Ocean – body of salt water
D. Procedure/Activities:
 Read a book about the ocean/salt water and creatures found in the ocean.
 Have student’s select four sea creatures to draw and write facts about on the
backside of each of the sea creature drawings.
 Using the white paper the students will draw the sea creatures of their choosing
and write their facts.
 Students will attach their sea creatures to green/blue streamers using glue and
then attach the streamers to a paper plate using a stapler. (Two paper streamers
per side of the paper plate.)
 Finally, help students poke two holes in the top of the paper plate using scissors or
a pencil point. Then thread the string through the holes and tie into a loop.

Animal Homes
(sung to “On Top of Old Smoky”)
On top of a mountain,
Or under the sea,
There are so many places
Where creatures may be.
Alone in a desert,
Or grouped on a farm,
Or tucked in a tree trunk
Away from all harm.
On bright, sunny grasslands,
Or in a dark cave,
In jungles and forests,
Where all must be brave.
On ice in the Arctic,
Or holed underground,
There are so many places
Where creatures are found!
Desert
Out in the desert
So hot and dry,
You may see a camel
Or lizard pass by.
You may see a snake
Or a fox or an owl.
A hungry coyote
May be on the prowl.
Out in the desert,
So hot and dry,
Look and see
Who is passing by!
Mountain
(sung to “She’ll Be Comin’ Round the Mountain”)
Do you know what forms a mountain when it forms?
Do you know what forms a mountain when it forms?
First
the
earth
starts
moving
slowly.
So
that
ground
once
flat
and
lowly
Pushes up and forms a mountain when it forms.
Do you know what’s on a mountain that we use?
Do you know what’s on a mountain that we use?
We use water, grass, and wood there,
And the
climbing’s
also
good
there,
There’s a lot upon a mountain that we use!
Do you know the tallest mountain in the world?
Do you know the tallest mountain in the world?
It’s
Mount
Everest,
in
Asia.
Five miles high! (Does that amaze ya?!)
Everest is the tallest mountain in the world.
River
By a river I see:
Fishes swimming,
Tankers floating,
Fishers fishing,
Boaters boating,
Bridges rising,
Waters flowing.
Life on the river
Keeps on going!
Rainforest
(sung to “I’ve Been Working on the Railroad”)
I’ve been walking in the rainforest,
All among the trees.
I’ve been walking in the rainforest,
Where I saw the bats and bees.
Parrots, butterflies, and toucans,
Monkeys and humming birds galore.
Frogs and snakes and spotted leopards
On the rainforest floor!
I’ve been walking in the rain forest,
All among the green.
I’ve been walking in the rainforest,
Where the plant life must be seen!
Ferns and mosses and lianas,
Orchids and honeysuckle, too.
Oh, how special is the rainforest,
A magic place come true!
Sea Creatures
Come along, come with me,
Take a dive in the deep blue sea.
Put on your gear, let’s explore
All the way to the ocean floor!
See that snail wrapped in curls?
Look! An oyster wearing pearls!
Watch the octopus oh so dark.
Now we’re very far below,
The lantern fish are all aglow.
Is that a tiny shock you feel?
You just met an electric eel!
Giant blue whales start to stir,
Bigger than dinosaurs ever were!
Wave good-bye to the squid and sponge,
This is the end of our deep-sea plunge!
The World of Animals
Animals here, animals there,
Animal homes are everywhere!
High on a mountain slope so steep
Are the yak and panda, goat and sheep.
In the grasslands, flat and wide,
The zebra and giraffe abide.
In woodland forests near the water
You’ll find the bear and moose and otter.
In tropical forests with lots of rain
The toucan and the sloth remain.
Out in the desert, hot and dry,
The camel and the snake go by.
In arctic regions filled with snow,
The polar bear and penguin go.
Deep in the ocean, a water home,
The whale and shark and octopus roam,
Animals here, animals there,
Animal homes are everywhere!