Development Document
Design with Development materials included
Timeline:
Day 1: Introduction
Days 2 through 6: Habitat study, one per day
Day 7: Habitat breakdown (PE game)
Day 8: Adaptations and Camouflage
Day 9: Animal fact search (computers)
Day 10 & 11: Habitat mobiles
Lesson: 1 Introduction
Objectives: (For entire unit)
Second grade students will be able to list 5 major habitats/biomes (fresh water, marine,
desert, forests, & grasslands) from memory.
Second grade students will be able to list a minimum of 5 facts about each habitat on their
own recording chart.
Students will be able to define selected vocabulary quickly and accurately. –habitat,
animal, pond, ocean, desert, forest, grasslands, & tundra.
Materials: white board, computer with projector connection, video links
Gaining attention: 8 minutes: Say… We are going to start learning about something new.
We are going to watch a video. Please watch to see if you can figure out what we’ll be
talking about.
3 minutes: Animal Habitats video.
http://www.youtube.com/watch?v=9qI24o2rVvU
Say… What did you notice? What do you think we will be talking about?
Direction (stating objectives): 5 minutes combined with recall: SAY…Today we are going
to start discussing habitats. We will watch a couple more videos. Your job is to pay
attention to the videos so we can discuss what a habitat is. Our goal is to understand what
a habitat is and what characteristics make it ‘that’ habitat. What do animals need to
survive?
Recall (perquisites): SAY… What do you know about animals? Does anyone know what a
habitat is? (Accept all appropriate answers/guesses.) Remember what you saw in the
first video and let’s get more information.
Content (new material): 15-20 minutes combined until closure: Show video- Animal
Habitats of the World
http://www.youtube.com/watch?v=RtMwoC7rxvw
Application 1 (guided learning): Say…What information did they give us about each
animal? Why do you think they did this? What did you notice about the habitats/the
locations of the animals?
Watch Grade 3 theme 4 animal habitats.
http://www.youtube.com/watch?v=zNTHVLxPP54
Application 2 (eliciting performance): Ask students for a list of habitats. List them on the
board. Ask for one or two details about each habitat and list these facts as well.
Application 3 (feedback): Point out habitats that are the same if needed.
Grassland/savannah, forest/rain forest, ocean/marine, etc… Correct any
misunderstanding for what a habitat is, or the names of them.
Evaluation (assessment): Ongoing during other phases. Discussion and feedback.
Closure: Thank them for listening, list 5 habitats, and tell them we will be discussing each
of them in the coming days.
Lessons: 2-6
Lesson format and objectives will be the same for each of these lessons. Each lesson
will occur on a different day and cover a different habitat.
Objectives:
Second grade students will be able to list 5 major habitats/biomes (fresh water, marine,
desert, forests, & grasslands) from memory.
Second grade students will be able to list a minimum of 5 facts about each habitat on their
own recording chart.
Students will be able to define selected vocabulary quickly and accurately. –habitat,
animal, pond, ocean, desert, forest, & grasslands.
Materials: internet links (and/or individual habitat books) computer with projector
connection, Class charts, markers, & individual charts.
Lesson 2 Pond/fresh water habitat
Gaining attention: Post Words on doc camera(included at end of document). Play habitat
song.
http://www.youtube.com/watch?v=dNdH44_WaqY
Play again and let students join in.
Direction (stating objectives): Say… today we are going to learn about the pond or fresh
water habitat.
Recall (perquisites): Say… What do you know already? Let’s start to fill in our class chart.
Fill in chart with ‘known’ information stated by students. (Class charts can be made by
making a poster from the individual charts. Class charts could also be drawn on butcher
or chart paper instead, using the same format and outline.)
Content (new material): Go to biome website.
http://kids.nceas.ucsb.edu/biomes/index.html
Click on the freshwater biome link. Explain the difference between a biome and a habitat
is size, although they are similar words. A habitat is an individual home and a biome may
consist of many habitats. (biome-major ecological community) (habitat-home
environment) Read through the information provided with the class. Stop after each
section for review.
Application 1 (guided learning): At the end of each section, stop and review what was
discussed. Record important information on the class chart. Continue the same way, with
each section.
Application 2 (eliciting performance): Say… Okay, now it’s your turn to pick what is
important and interesting to you. Please take your habitat chart and record facts in each
section. You should fill in several facts in each section. You may use the class chart to help
you. You will show me your chart when you are finished.
Application 3 (feedback): Give positive feedback concerning the class chart. Point out
how much information they were able to share.
Evaluation (assessment): Comment on something done well on their individual chart. If
needed, point out a section that could use improvement on the next habitat chart.
Closure: Thank you for working hard. We will continue to learn about habitats. Good
job.
Lesson 3 Ocean habitat
Materials: internet links (and/or individual habitat books) computer with projector
connection, Class charts, markers, & individual charts.
Gaining attention: Post Words on doc camera(included at end of document). Play habitat
song.
http://www.youtube.com/watch?v=dNdH44_WaqY
Play again and let students join in.
Direction (stating objectives): Say… today we are going to learn about the ocean habitat.
Recall (perquisites): Say… What do you know already? Let’s start to fill in our class chart.
Fill in chart with ‘known’ information stated by students. (Class charts can be made by
making a poster from the individual charts. Class charts could also be drawn on butcher
or chart paper instead, using the same format and outline.)
Content (new material): Go to biome website.
http://kids.nceas.ucsb.edu/biomes/index.html
Click on the marine biome link. Remind them about the difference between a biome and a
habitat is size, although they are similar words. A habitat is an individual home and a
biome may consist of many habitats. (biome-major ecological community) (habitat-home
environment) Read through the information provided with the class. Stop after each
section for review.
Application 1 (guided learning): At the end of each section, stop and review what was
discussed. Record important information on the class chart. Continue the same way, with
each section.
Application 2 (eliciting performance): Say… Okay, now it’s your turn to pick what is
important and interesting to you. Please take your habitat chart and record facts in each
section. You should fill in several facts in each section. You may use the class chart to help
you. You will show me your chart when you are finished.
Application 3 (feedback): Give positive feedback concerning the class chart. Point out
how much information they were able to share.
Evaluation (assessment): Comment on something done well on their individual chart. If
needed, point out a section that could use improvement on the next habitat chart.
Closure: Thank you for working hard. We will continue to learn about habitats. Good
job.
Lesson 4 Desert habitat
Materials: internet links (and/or individual habitat books) computer with projector
connection, Class charts, markers, & individual charts.
Gaining attention: Post Words on doc camera(included at end of document). Play habitat
song and let students join in.
http://www.youtube.com/watch?v=dNdH44_WaqY
They should be familiar with the song to complete only one time.
Direction (stating objectives): Say… today we are going to learn about the desert habitat.
Recall (perquisites): Say… What do you know already? Let’s start to fill in our class chart.
Fill in chart with ‘known’ information stated by students. (Class charts can be made by
making a poster from the individual charts. Class charts could also be drawn on butcher
or chart paper instead, using the same format and outline.)
Content (new material): Go to biome website.
http://kids.nceas.ucsb.edu/biomes/index.html
Click on the desert biome link. Remind them about the difference between a biome and a
habitat is size, although they are similar words. A habitat is an individual home and a
biome may consist of many habitats. (biome-major ecological community) (habitat-home
environment) Read through the information provided with the class. Stop after each
section for review.
Application 1 (guided learning): At the end of each section, stop and review what was
discussed. Record important information on the class chart. Continue the same way, with
each section.
Application 2 (eliciting performance): Say… Okay, now it’s your turn to pick what is
important and interesting to you. Please take your habitat chart and record facts in each
section. You should fill in several facts in each section. You may use the class chart to help
you. You will show me your chart when you are finished.
Application 3 (feedback): Give positive feedback concerning the class chart. Point out
how much information they were able to share.
Evaluation (assessment): Comment on something done well on their individual chart. If
needed, point out a section that could use improvement on the next habitat chart.
Closure: Thank you for working hard. We will continue to learn about habitats. Good
job.
Lesson 5 Forest habitat
Materials: internet links (and/or individual habitat books) computer with projector
connection, Class charts, markers, & individual charts.
Gaining attention: Post Words on doc camera(included at end of document). Play habitat
song and let students join in.
http://www.youtube.com/watch?v=dNdH44_WaqY
They should be familiar with the song to complete only one time.
Direction (stating objectives): Say… today we are going to learn about the forest habitat.
There are different types of forests. We will specifically look at rainforests.
Recall (perquisites): Say… What do you know already? Let’s start to fill in our class chart.
Fill in chart with ‘known’ information stated by students. (Class charts can be made by
making a poster from the individual charts. Class charts could also be drawn on butcher
or chart paper instead, using the same format and outline.)
Content (new material): Go to biome website.
http://kids.nceas.ucsb.edu/biomes/index.html
Click on the rainforest biome link. Remind them about the difference between a biome
and a habitat is size, although they are similar words. A habitat is an individual home and
a biome may consist of many habitats. (biome-major ecological community) (habitathome environment) Read through the information provided with the class. Stop after
each section for review.
Application 1 (guided learning): At the end of each section, stop and review what was
discussed. Record important information on the class chart. Continue the same way, with
each section.
Application 2 (eliciting performance): Say… Okay, now it’s your turn to pick what is
important and interesting to you. Please take your habitat chart and record facts in each
section. You should fill in several facts in each section. You may use the class chart to help
you. You will show me your chart when you are finished.
Application 3 (feedback): Give positive feedback concerning the class chart. Point out
how much information they were able to share.
Evaluation (assessment): Comment on something done well on their individual chart. If
needed, point out a section that could use improvement on the next habitat chart.
Closure: Thank you for working hard. We will continue to learn about habitats. Good
job.
Lesson 6 grassland habitat
Materials: internet links (and/or individual habitat books) computer with projector
connection, Class charts, markers, & individual charts.
Gaining attention: Post Words on doc camera(included at end of document). Play habitat
song and let students join in.
http://www.youtube.com/watch?v=dNdH44_WaqY
They should be familiar with the song to complete only one time.
Direction (stating objectives): Say… today we are going to learn about the grassland or
savanna habitat.
Recall (perquisites): Say… What do you know already? Let’s start to fill in our class chart.
Fill in chart with ‘known’ information stated by students. (Class charts can be made by
making a poster from the individual charts. Class charts could also be drawn on butcher
or chart paper instead, using the same format and outline.)
Content (new material): Go to biome website.
http://kids.nceas.ucsb.edu/biomes/index.html
Click on the savanna biome link. Remind them about the difference between a biome and
a habitat is size, although they are similar words. A habitat is an individual home and a
biome may consist of many habitats. (biome-major ecological community) (habitat-home
environment) Read through the information provided with the class. Stop after each
section for review.
Application 1 (guided learning): At the end of each section, stop and review what was
discussed. Record important information on the class chart. Continue the same way, with
each section.
Application 2 (eliciting performance): Say… Okay, now it’s your turn to pick what is
important and interesting to you. Please take your habitat chart and record facts in each
section. You should fill in several facts in each section. You may use the class chart to help
you. You will show me your chart when you are finished.
Application 3 (feedback): Give positive feedback concerning the class chart. Point out
how much information they were able to share.
Evaluation (assessment): Comment on something done well on their individual chart. If
needed, point out a section that could use improvement on the next habitat chart.
Closure: Thank you for working hard. We will continue to learn about habitats. Good
job.
Lesson 7: Habitat Breakdown (PE game)
Adapted from: http://iitc.tamu.edu/lessons/lesson8.html
Objectives: At the end of this activity the student will have a new understanding of how
animals are impacted by factors that are essential to an organism's survival in a particular
habitat. The students will understand how lacking just one element of a habitat (food,
water, shelter, and space) can affect an organism's chance for survival.
Time: 20-30 minutes
Materials:
Strips of colored paper- representing the different elements of a habitat
Gaining attention: Begin the class by asking students what would happen to them if they
did not have enough water to drink? What would happen if they did not have a space in
which to live? Would these factors make life easy or hard? What would you have to do to
survive in these conditions?
Direction (stating objectives): We are going to do a simulation today. We want to figure
out how a shortage of one element for survival can affect an animal.
Content: The students will then be invited to partake in a habitat game in which they are to
imagine themselves as an animal.
In order to survive, the animal must collect food, find water, find a place to live where there
is space and find shelter.
The class will simulate the collection process by having strips of various colors of paper,
(with each color representing an element of habitat) distributed around the room.
The color strips will be coded as follows
Red = shelter
Green = food
Blue = water
Brown = space
(copy pages at end of document.)
In order to survive the activity, each student must collect 1 red paper, 3 green slips of paper,
2 blue strips of paper, and 1 brown strip of paper within 30 seconds of the instructor telling
the students to go on their survival trek.
At different intervals, the teacher can simulate different conditions such as season, weather,
and climate changes.
As students collect the colored strips, the teacher will remind them that those animals who
do not collect the needed amount of food, shelter, water, and space: can become sick and/or
die.
Explain directions and play several rounds causing a different difficulty each time.
This activity can take as long as the teacher feels necessary and as long as the children are
interested and learning.
Safety Tips:
If this game is played indoors, it should be done in an area where students can maneuver
around furniture safely.
Students should also be reminded that if they are in a classroom, that only walking is
permitted.
The teacher needs to be weary in asking questions such as "What would happen if you did
not have food? What would happen if you did not have a home?" In some cases students in
the classroom may have experienced these events.
Application (guided learning): After the class has played several rounds of the game, the
class will come together for discussion. What have the students learned? Did any of the
children not meet the needs for survival? If the students were real animals and they did not
meet their needs, what would happen? How is habitat important? What is happening to
animals that are living in a forest that is being torn down? Do they die from loss of habitat,
or do they survive and adapt to their changing environment?
Application (eliciting performance): The students can analyze their own habitat based on
what they have learned in the activity. Students can think about what their own habitat is?
How are the student's needs within their own habitat met? What happens if a need is not
met?
Evaluation: The teacher will assess the students through informal assessment. As the
rounds of the game occur the teacher asks the questions and listens to responses, including
the closing phase. Scaffold and support as needed.
Closure: This activity will close with having the children think about different types of
animals. Do different animals have different needs? Are some animal's needs harder to meet
than other animal's needs? Through this activity the students have learned the importance
of habitat, and how if one element of a habitat were missing, an organism would need to
adapt, perish, or relocate
Lesson 8: Adaptations & Camouflage
Materials: internet, computer hooked to projector, pictures of animals, pictures of
camouflaged animals, picture of clip art butterfly, orange, purple and yellow construction
paper squares, orange construction paper
Gaining attention: 3 minutes: Play adaptation song.
http://www.youtube.com/watch?v=YX8VQIJVpTg
Direction (stating objectives): 5 minutes with Recall: Say… Our goal today is to
understand what an adaptation is. We will also see and talk about the adaptation
camouflage.
Recall (prerequisites): (Discuss) What is an adaptation? What did the video tell us?
What else do we know about animals that may be an adaptation? How do you adapt when
you get cold? What are some things your body does when it gets cold? [shivers, gets goose
bumps, blood starts flowing towards your most important organs (heart, liver, kidneys,
brain, etc...) and that’s why your toes, fingers, nose, and ears get cold and red, your body
starts storing fat for energy]
Content: 8 minutes Play videos at:
http://www.harcourtschool.com/activity/science_up_close/110/deploy/interface.html
Discuss: How did the animals in the videos adapt?
Application (guided learning): 5 minutes: Tell the class that to adapt means to get used to
different conditions.
Examples to share:
1. When we begin a new school year, we adapt to our new teachers, classroom, and grade.
2. When the weather starts to change to different seasons—fall, winter, spring, and
summer—our bodies start to get used to the new weather. Now that fall is here, it’s going
to start getting colder, and it will seem really cold at first, but then our bodies get used to it
and the weather won’t seem as cold after awhile.
Animals have adaptations they make, too. Examples:
1. A rabbit’s fur turns white in the winter so it can be protected from animals that may
harm it.
2. When it’s dark, a cat’s pupils dilate (the black part gets bigger) to help it see better at
night. (Our eyes do the same thing.)
3. Another adaptation animals make is called camouflage. Camouflage is when animals
change their outer appearance to match that of their surroundings. This adaptation is used
to help animals hide from their predators. It also helps them to hide from their prey so
they can attack them by surprise.
How did the animals in the video use camouflage?
Application (eliciting performance): 10 minutes: Split the students into small groups of 2
to 4. Each student will be given an orange piece of construction paper and each group will
get a zip loc bag of different colored squares (purple, orange, and yellow). The first
student will then scatter the squares on the orange piece of construction paper. This same
student will count to 5 while the other students try counting one of the colors of the paper.
Students record their count on scrap paper and compare their amounts to see if they got
the same amount as others. Students should clear off the colored squares and switch jobs.
Switch three times to count all three colors. When finished, students should start to color
their butterfly to camouflage with an object in the classroom. (Butterflies outline located
at end of document.)
Application (feedback): 5 minutes: Have a class discussion. Did everyone get the same
amounts? Why? Why not? (orange squares match orange paper, and squares land on top
of each other). How do adaptations help animals?
Use the following questions to continue discussion or help correct misconceptions.
anyone ever seen the way a monkey swings and climbs high in the trees? What
characteristics does a monkey have that make them able to do this? Can you do this? Why
not?
anyone ever seen the way an elephant swings its trunk? What do you think an
elephant uses its trunk for? What do we have instead of a trunk that the elephant does not
but serves the same purpose?
anyone ever seen a python, or any snake? What does the python do to its food
before it eats it? Is there anything we squeeze in order to eat it? (Example, fresh squeezed
orange juice)
anyone ever seen a lion? What type of animal is similar to a lion? We keep them as
pets? What is the difference between a lion and a cat? What does a lion have that a cat
does not?
Evaluation (assessment): Can students color their butterfly to camouflage with an object
in the classroom? How well does it blend in?
Closure: Hand butterflies in the classroom where they will be camouflaged.
Lesson 9: Animal Fact search (computers/internet)
Materials: computer lab, recording cards, pencils, internet
Gaining Attention: 3 minutes: Discuss/ask…What’s your favorite animal? What is its
habitat?
Direction (stating objectives): 2 minutes: Today you get to find out some information
about several animals. We are going to go the computer lab. Your job is to fill out an
animal fact card on at least one animal from each type of habitat. (Animal fact cards
located at end of document. 2 copies included to copy 2 onto 1 page to use half sheet size.)
Recall (prerequisites): 5 minutes: Class discussion: Let’s refresh our brains. What 5 main
habitats did we look at? What is an adaptation? What’s a habitat? What’s camouflage?
Content: minutes: Students look up animals at National Geographic kids.
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
They fill out an animal fact card for each animal they look up.
Application (guided learning): 7 minutes: Model procedure using school lan. Open the
website. Point out different ways to search. (habitat or animal type) Choose an animal.
Click on it. Click on the video tab and watch the video. Look at the map to see which
continent the animal lives on. Fill out the correct information on fact card. Look at and
read each fact under the first tab. There are multiple pages. Use the arrow to go to the
next fact. Look at each picture (use arrows). Model reading each section and filling out the
fact card.
Application (eliciting performance): 35 minutes: Students work to learn about animals
and fill out their fact cards.
Application (feedback): Walk the room answering questions. Look at fact cards and give
immediate feedback. Do they need more information? Are they filling out the form
correctly? Do they have at least on animal from our five main habitats? (pond/freshwater,
ocean, desert, forest, and grasslands?)
Evaluation (assessment): Check to make sure students are fixing the things you give
feedback on.
Closure: Let students share one or two of their cards with a partner back in class.
Lesson 10 & 11: Habitat mobiles
Materials: animal fact cards, class charts that were previously filled out, markers, yarn or
string, rectangles for mobile sections (large for supporting top section, smaller rectangles
(or other shapes).
Gaining attention: 3 minutes: Play habitat song.
Direction: Say… Today and tomorrow we are going to work on a project that will show
what you have learned about animals and their habitats.
Recall: (prerequisites) 5 minutes: Discuss… If you were telling someone about a habitat,
what kinds of things would you tell them?
Content: Say… We are going to use the information that you already have, to complete a
mobile. You may use class charts, your charts, animal fact cards, the internet if you need
to clarify something, and your brains.
Application: (guided learning) Build a simplified mobile as an example. The large header
rectangle should have a picture of the habitat as the background and the habitat name in
the foreground. Choose an animal from the habitat and use a smaller shape to write about
the animal. Include name, picture, an adaptation, and fun facts. Choose another small
shape. Write facts about the habitat on it; draw a picture of the fact if possible. Ex. “ A
desert is often above 100 degrees.” Draw a picture of a thermometer or blazing sun.
Application: (eliciting performance) 30 minutes each day: Place students into groups of
four (with one group of five). Assign each group one of the 5 habitats. Give each group a
header/large rectangle for the mobile. Give them access to the other smaller shapes when
they are ready. Groups should complete their mobile working together as a group.
Students should complete a minimum of 5 well done shapes with habitat or animal facts,
including the header.
Application: (feedback) concurrent with application level 1: Visit with groups while they
are working. Give encouragement, praise, and suggestions for improvement. Ask
questions to guide their work? Ex. What if you made your heading bigger so that we can
see it from our desks? How are you going to do your animal sections? Do you need
anything else? How did you divide the work to make it easier?
Evaluation: (assessment) Mobiles…
Examples:
Completed neatly
Correct information
Minimum 5 sections with header
Correct information (habitat and facts)
Nonexamples:
Sloppy
Wrong habitat
Misplaced animals
Incorrect habitat information
Closure: Have students show and talk about their mobiles with the class. Hang and
display mobiles.
Habitats
By Stacey Comfort
(To the tune of “My Bonnie Lies Over The Ocean”)
The desert is home to some lizards
The ocean is home to some fish
The arctic is home to some penguins
That’s where some animals live!
CHORUS
Habitat, habitat, every animal lives in a habitat
Habitat, habitat, that’s where every animal lives.
Ducks and frogs live in wetlands.
In a forest you might find a bear.
In the jungle you might see a monkey.
In a meadow you might find a hare!
CHORUS
Habitats must have some shelter.
With plenty of water to drink.
Space and food are important.
As an animal wouldn’t ya think!
CHORUS
Habitat:
Freshwater
Name:
Weather:
Plants that grow here:
Most lakes are still and contain diverse plant and
animal life. Rivers and streams are moving bodies
of freshwater
Lots of light
Some shade around the edges
Shade under the water
Very moist/wet, even in the dirt around a
pond
Temperature varies, like the temperature
around the pond
Water is cooler than the air
Plants and algae are important to freshwater biomes because
they provide oxygen through photosynthesis, and food for
animals.
Slimy scum you see on the surface of a pond or lake is lunch
for many of your favorite aquatic animals.
Some aquatic plants have strong roots that keep them
anchored securely, while others have stems that bend easily
with the movement of the water.
Plants who live in still waters have different adaptations.
Water lilies, algae, and duckweed float on the surface. Cattails
and reeds grow along the shoreline of many freshwater
ecosystems.
Plants
Trees and low plant lining the banks
Ferns
Plants
Water plants
Water lilies, bulrushes
Animals use plants as shelter
Insects use plants as food
Animals that live here: Other habitat facts:
Beavers, fish, frogs, insects, Birds
Otters
Insects
Turtles
Provide us water for drinking; energy and
transportation; recreation, like boating and fishing;
and many jobs, like fishermen and researchers.
The rain carries pollutants down storm drains into
rivers, streams, lakes and ponds.
Small freshwater habitat
Things live in the water, on the water, and
around the water
Streams
Freshwater that moves through an area
Empties into a larger body of water
Often have rocks
Habitat:
Ocean/marine
Name:
Weather:
Plants that grow here:
The marine biome has a big influence on our
terrestrial climate! It provides rain for crops
through evaporation, wind to help circulate air, and
affects coastal temperatures
important marine plant is phytoplankton. These
are tiny plants that serve as food for many of the
ocean creatures from the smallest of fish to large
whales.
Kelp is important because it provides shelter and
food for a lot of sea creatures
Animals that live here: Other habitat facts:
The marine biome has a big influence on our
terrestrial climate! It provides rain for crops
through evaporation, wind to help circulate air, and
affects coastal temperatures
Water covers nearly 75% of the
Earth’s surface
There are numerous species of plants
and animals who live here.
These range in size from microscopic
organisms to the size of a 100 ft
whale
The marine biome has a big influence on our
terrestrial climate! It provides rain for crops
through evaporation, wind to help circulate air, and
affects coastal temperatures
Habitat: Desert
Weather:
Super-dry air
Little rain – less than 10 inches
a year
High daytime temperatures
Lots of wind
Gets little rain
Is extremely hot and dry or
extremely cold
Not many plants or animals
Very bright
No shade
Very little rain
Not many ponds or lakes
Very hot during the day
Very cold at night
Name:
Plants that grow here:
Plants
Store water and use it later
Cactus/Cacti
Yucca
Saguaro Cactus
Animals that live here: Other habitat facts:
Typical animals include insects,
reptiles, birds, and various
mammals
Animals get water from food
Many are nocturnal
Lizards
Insects
Birds
Reptiles
Camels (humps have fat; they can use
it for energy.)
Sahara Desert
World’s biggest desert
3 ½ million square miles
Cold Deserts
Gobi Desert in Asia
Antarctica
Habitat: Forest
Weather:
Plenty of water
Variety of plants and animals
Light
Lots of shade
Moist
Often has ponds or streams
Temperature varies, depending on
where the woodland is
Name:
Plants that grow here:
Trees
Shrubs
Rich dirt because of fallen leaves
Animals that live here: Other habitat facts:
The Rain Forest contains about
45% of all animal species
Forests (deciduous)
Deer
Insects
Birds
Wild cats
Foxes
Bears
Snakes
Rabbits
Rainforest
The Rain Forest is made of 3
layers
The first layer is the canopy
The second layer is the
understory
The third is the forest floor
Habitat:Grassland/savannah
Name:
Weather:
Plants that grow here:
warm and temperatures range from 68° to 86°F
(20 to 30°C). Savannas exist in areas where there is
a 6 - 8 month wet summer season, and a 4 - 6
month dry winter season
The savanna is dominated by grasses such as
Rhodes grass, red oats grass, star grass, lemon
grass, and some shrubs. Most savanna grass is
coarse and grows in patches with interspersed
areas of bare ground. You won’t see many trees in
the savanna because of little rainfall.
Animals that live here: Other habitat facts:
The Savannah is home to various
reptiles, rodents, birds, and
large mammals such as
elephants, and zebras
Typical animal life includes jack
rabbits, deer, foxes, coyotes,
birds, and many other species
Animals native to African savannas include African
elephants, zebras, horses, and giraffes
Warm, hot climates
Major vegetation is grass
Dry and rainy seasons
Seasonal fires help maintain
balance
Temperatures vary summer to
winter
Moderate rain fall
Seasonal drought and occasional
fires
Habitat:
Weather:
Name:
Plants that grow here:
Animals that live here: Other habitat facts:
Food
Food
Food
Food
Food
Copy 20 on green.
Shelter
Shelter
Shelter
Shelter
Shelter
Copy 7 on red.
Water
Water
Water
Water
Water
Copy 15 on blue
Space
Space
Space
Space
Space
Copy 7 on brown.
Animal:
Name:
Where they live:
Habitat:
Adaptation:
Fun Facts:
Animal:
Name:
Where they live:
Habitat:
Adaptation:
Fun Facts: