Project GLAD
Lake Elsinore Unified School District
Habitats: Adaptations and Survival (Level 3)
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UNIT THEME
Living things adapt to their environment
Diverse life forms live in different environments
When the environment changes, some plants and animals survive
and reproduce, die, or move to new locations
FOCUS AND MOTIVATION
Cognitive Content Dictionary
Super Scientists Awards
Observation Charts
Inquiry Chart- Habitats: What do we know? What do you question?
Big Book
Poems and Chants
Read Alouds
Picture File Cards
III. CLOSURE
 Process all charts
 Learning Logs
 Portfolio Conference
 Team Presentations of team tasks
 Individual Explorations with rubrics
IV.
CONCEPTS: THIRD GRADE LIFE SCIENCE CONTENT
STANDARDS
Life Science
3. Adaptations in physical structure or behavior may improve an
organism’s chance for survival. As a basis for understanding this
concept:
a. Students know plants and animals have structures that serve
different functions in growth, survival, reproduction.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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b. Students know examples of diverse life forms in different
environments, such as oceans, deserts, tundra, forests,
grasslands and wetlands.
c. Students know living things cause changes in the environment
in which they live: some of these changes are detrimental to the
organism or other organisms, and some are beneficial.
d. Students know when the environment changes, some plants
and animals survive and reproduce, die or move to new locations.
e. Students know that some kinds of organisms that once lived
on Earth have completely disappeared, that some of those
resembled others that are alive today.
Investigation and Experimentation
5.0 Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding
this concept, and to address the content of the other three
strands, students should develop their own questions and perform
investigations.
a. Repeat observations to improve accuracy and know the
results of similar scientific investigations seldom turn out
exactly the same because of differences in the things being
investigated, methods being used, or uncertainty in the
observation.
b. Differentiate evidence from opinion and know that scientists
do not rely on claims or conclusions unless they are backed by
observations that can be confirmed.
c. Use numerical data in describing and comparing objects,
events, and measurements.
d. Predict the outcome of a simple investigation and compare
the result with the prediction.
e. Collect data in an investigation and analyze those data to
develop a logical conclusion.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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V.
GRADE LEVEL STANDARDS
English-language Arts Content Standards
READING
1.O Word Analysis, Fluency, and Systematic Vocabulary
Development
Decoding and Word Recognition
1.1 Know and use complex word families when reading (e.g., ight) to decode unfamiliar words.
1.2 Decode regular multisyllabic words.
1.3 Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
Vocabulary and Concept Development
1.4 Use knowledge of antonyms, synonyms, homophones, and
homographs to determine the meanings of words.
1.5 Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of
these relations (e.g., dog/mammal/animal/living things).
1.6 Use sentence and word context to find the meaning of
unknown words.
1.7 Use a dictionary to learn the meaning and other features of
unknown words.
1.8 Use knowledge of prefixes and suffixes to determine the
meaning of words.
2.O Reading Comprehension
Structural Features of Informational Materials
2.1 Use titles, tables of contents, chapter headings, glossaries,
and indexes to locate information in text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Ask questions and support answers by connecting prior
knowledge With literal information found in, and inferred from,
the text.
2.3 Demonstrate comprehension by identifying answers in the
text.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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2.4 Recall major points in the text and make and modify
predictions about forthcoming information.
2.5 Distinguish the main idea and supporting details in
expository text.
2.6 Extract appropriate and significant information from the
text, including problems and solutions.
2.7 Follow simple multiple-step written instructions
3.O Literary Response and Analysis
Structural Features of Literature
3.1 Distinguish common forms of literature (e.g. poetry, drama,
fiction, Nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Comprehend basic plots of classic fairy tales, myths,
folktales, Legends, and fables from around the world.
3.3 Determine what characters are like by what they say or do
and by how the author or illustrator portrays them.
3.4 Determine the underlying them or author’s message in
fiction and Nonfiction text.
3.5 Recognize the similarities of sounds in words and rhythmic
patterns (e.g., alliteration, onomatopoeia) in a selection.
3.6 Identify the speaker or narrator in a selection.
WRITING
1.O Writing Strategies
Organization and Focus
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and
correct spacing between letters in a word and words in a
sentence.
Research
1.3 Understand the structure and organization of various
reference materials (e.g., dictionary, thesaurus, atlas,
encyclopedia).
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
2.O Writing Applications (Genres and Their Characteristics)
2.1 Write narratives
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is
memorable.
2.2. Write descriptions that use concrete sensory details to
present and
Support unified impressions of people, places, things, or
experiences.
2.3 Write personal and formal letters, thank-you notes, and
invitations:
a. Show awareness of the knowledge and interests of the
audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing,
and signature.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.O Written and Oral English Language Conventions
Sentence Structure
1.1 Understand and be able to use complete and correct
declarative, interrogative, imperative, and exclamatory
sentences in writing and speaking.
Grammar
1.2 Identify subjects and verbs that are in agreement and
identify and use pronouns, adjectives, compound words, and
articles correctly in writing and speaking.
1.3 Identify and use past, present, and future verb tenses
properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking
and writing simple sentences.
Punctuation
1.5 Punctuate dates, city and state, and titles of books
correctly.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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1.6 Use commas in dates, locations, and addresses and for items
in a series.
Capitalization
1.7 Capitalize geographical names, holidays, historical periods,
and special events correctly.
Spelling
1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns, and
common homophones.
1.9 Arrange words in alphabetic order.
LISTENING AND SPEAKING
1.O Listening and Speaking Strategies
Comprehension
1.1 Retell, paraphrase, and explain what has been said by a
speaker.
1.2 Connect and relate prior experiences, insights, and ideas to
those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g.,
rhymes, Repeated sounds, instances of onomatopoeia).
Organization and Delivery of Oral Communication
1.5 Organize ideas chronologically or around major points of
information.
1.6 Provide a beginning, a middle, and an end, including concrete
details that develop a central idea.
1.7 Use clear and specific vocabulary to communicate ideas and
establish the tone.
1.8 Clarify and enhance oral presentations through the use of
appropriate props (e.g., objects, pictures, charts).
1.9 Read prose and poetry aloud with fluency, rhythm, and pace,
using appropriate intonation and vocal patterns to emphasize
important passages of the text being read.
Analysis and Evaluation of Oral and Media Communications
1.10 Compare ideas and points of view expressed in broadcast
and print media.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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1.11 Distinguish between the speaker’s opinions and verifiable
facts.
2.O Speaking Applications (Genres and Their Characteristics)
2.1 Make brief narrative presentations:
a. Provide a context for an incident that is the subject of
the presentation.
b. Provide insight into why the selected incident is
memorable.
c. Include well-chosen details to develop character,
setting, and plot.
2.2 Plan and present dramatic interpretations of experiences,
stories, poems, or plays with clear diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use concrete sensory
details to set forth and support unified impressions of people, places,
things, or experiences.
VI.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS lvl. 3-5
Listening and Speaking
Comprehension
Beginning Level:
Speak with few words/sentences
Answer simple questions with one/two word response
Retell familiar stories/participate in short conversations using
gestures
Early Intermediate Level:
Ask/answer questions using phrases/simple sentences
Restate/execute multi step oral directions
Intermediate Level:
Ask/answer questions using support elements
Identify key details from stories/information
Early Advanced Level:
Identify main points/support details from content areas
Advanced Level:
Identify main points/support details from stories & subject
areas
Respond to & use idiomatic expressions appropriately
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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Comprehension, Organization & Delivery of Oral Communication
Beginning Level:
Uses common social greetings
Early Intermediate Level:
Identify main points of simple conversations by asking/
answering questions
Communicate basic needs
Recite
rhymes/songs/simple
stories
Intermediate Level:
Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering
questions
Retell stories/share school activities using vocabulary,
descriptive words/paraphrasing
Early Advanced Level:
Retell stories including characters, setting, plot, summary,
analysis
Use standard English grammatical
forms/sounds/intonation/pitch
Initiate social conversations by asking & answering
questions/restating & soliciting information
Appropriate speaking based on purpose, audience, subject
matter
Ask/answer instructional questions
Use figurative language & idiomatic expressions
Advanced Level:
Question/restate/paraphrase in social conversations
Speak/write based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast &
print media
Use standard English grammatical
forms/sounds/intonation/pitch
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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Reading - Word Analysis (Grades 3-5 California ELD
Standards)
Concepts about Print, Phonemic Awareness, Decoding & Word
Recognition
Beginning Level:
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
Early Intermediate Level:
Read orally recognizing/producing phonemes not in primary
language
Recognize morphemes in phrases/simple sentences
Intermediate Level:
Read aloud with correct pronunciation of most
phonemes
Use common morphemes in oral & silent reading
Early Advanced Level:
Use knowledge of morphemes to derive meaning from
literature/texts in content areas
Advanced Level:
Use roots & affixes to derive meaning
Reading - Fluency & Systematic Vocabulary Development
(Grades 3-5 California ELD Standards)
Vocabulary & Concept Development
Beginning Level:
Read aloud simple words in stories/games
Respond to social & academic interactions (simple
questions/answers)
Demonstrate comprehension of simple vocabulary with
action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
Early Intermediate Level:
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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Use morphemes, phonics, syntax to decode & comprehend
words
Recognize & correct grammar, usage, word choice in
speaking or reading aloud
Read own narrative & expository text aloud with pacing,
intonation, expression
Intermediate Level:
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in texts
Recognize & correct grammar, usage, word choice in speaking or
reading aloud
Read grade level narrative/expository text aloud with pacing,
intonation, expression
Use content vocabulary in discussions/reading
Recognize common roots & affixes
Early Advanced Level:
Use morphemes, phonics, syntax to decode/comprehend
words
Recognize multiple meaning words in content literature &
texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature &
texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with
pacing, intonation, expression
Advanced Level:
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent
read.
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
10
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Read narrative & expository text aloud with pacing,
intonation
Reading Comprehension
Beginning Level:
Answer fact questions using one/two word response
Connect simple test read aloud to personal experience
Understand & follow one-step
directions
Sequence events from stories read aloud using key
words/phrase
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter
headings
Early Intermediate Level:
Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter
headings
Identify fact/opinion in grade level text read aloud to
students
Intermediate Level:
Orally respond to comprehension questions about written
text
Read text features: titles, table of contents, headings,
diagrams, charts, glossaries, indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal
experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in
literature/content texts
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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Early Advanced Level:
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension
questions
Describe relationships between text & personal experience
Identify function of text features:
format/diagrams/charts/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in
text
Identify organizational patterns in text: sequence,
chronology
Advanced Level:
Make inferences/generalizations, draw conclusions from grade
level text resources
Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence/
cause/effect
Writing Strategies and Applications (Grade 3-5 California ELD
Standards)
Penmanship, Organization & Focus
Beginning Level:
Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical
forms
Early Intermediate Level:
Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, chart
Write paragraphs of at least four sentences
Write words/simple sentences in content
areas
Write friendly letter
Produce independent writing
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
12
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Intermediate Level:
Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing central idea using grammatical
form
Use complex vocabulary & sentences in all content areas
Write a letter with detailed
sentences
Early Advanced Level:
Write detailed summary of story
Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content
areas
Write a persuasive letter with relevant evidence
Produce writing with command of standard conventions
Advanced Level:
Write short narrative for all content
areas
Write persuasive composition
Write narratives that describe setting, character, objects,
events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
Writing Conventions
Beginning Level:
Begin own name and sentences with capital letter
Use period at end of sentence
Early Intermediate Level:
Begin proper nouns & sentences with capital letter
Use period at end of sentence/use some commas
Edit for basic conventions
Intermediate Level:
Produce independent writing
Use standard word order
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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Early Advanced Level:
Produce independent writing with correct capitals, punctuation,
spelling
Use standard word order
Edit for basic conventions
Advanced Level:
Use complete sentences and correct order
Use correct parts of speech
Edit for punctuation, capitalization, spelling
Produce writing with command of standard conventions
Reading Literary Response and Analysis (Grades 3-5 California ELD
Standards)
Narrative Analysis of Grade-Level Appropriate Text
Beginning Level:
One/two-word oral responses to factual comprehension
questions
Word/phrase oral response identifying characters and
settings
Distinguish between fiction & non-fiction
Identify' fairy tales, folk tale, myth, legend using lists,
charts, tables
Early Intermediate Level:
Orally answer factual questions using simple
sentences
Orally identify main events in plot
Recite simple poems
Orally describe setting of literature piece
Orally distinguish among poetry, drama, short story
Orally describe character of a selection
Intermediate Level:
Paraphrase response to text using expanded vocabulary
Apply knowledge of language to derive meaning
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
14
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from text
Early Advanced Level:
Describe figurative language (simile, metaphor,
personification)
Distinguish literary connotations from culture to
culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how it is
resolved
Recognize first & third person in literary
text
Advanced Level:
Describe characteristics of poetry, drama, fiction &
non-fiction
Evaluate author's use of techniques to influence
reader
Describe directly stated & implied themes
Compare & contrast motives of characters in work of
fiction
VII. VOCABULARY
*adaptation
aquatic
camouflage
climate
deciduous
decomposers
ecosystem
endangered
fertile
forest
habitat
herbivore
living
mammal
oceans
permafrost
primary consumers producers
tropical
tundra
survive
wetlands
secondary consumers
biome
community
desert
environment
fresh water
insulate
nonliving
population
rain forest
salt water
vegetation
blubber
continent
drought
extremities
grassland
dormant
nutrients
predator
treeless
savannah
zones
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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VIII. MATH/SCIENCE/SOCIAL STUDIES
SKILLS/UNDERSTANDINGS
MATH
 Graphing
 Estimating
 Measuring
 Predicting
 Collecting/Analyzing Data
SCIENCE
 Scientific Process Skills
 Classifying
 Organizing
 Developing Hypothesis
 Grouping/ordering
 Inferring
 Comparing
SOCIAL STUDIES
 Use of maps, tables, graphs, photographs to organize
information
 Expressing ideas orally
 Physical and cultural landscapes
 Comparing/Contrasting
 Inferring and Predicting
IX.
RESOURCES AND MATERIALS- NONFICTION
Rainforest – Betsey Chessen
Ocean – Susan Canizares & Pamela Chanko
Nature Hide and Seek Oceans – John Norris Wood & Mark Harrison
Dolphins in Crisis – National Geographic
Grasslands Food Chains – Richard and Louise Spilsbury
What Are Food Chains and Webs? –A Bobbie Kalman Book
Deserts – Naturescope
Deserts – Gail Gibbons
Deserts – Eyewitness Books
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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WaterHole – DK 24 Hours
WildLife Explorer
National Geographic Kids
National Geographic
Rain Forest Animals, Animals In Their Habitats – June Randolph
Forest Animals, Animals In Their Habitat – June Randolph
Who Beats The Heat? – Pamela Chanko & Daniel Moreton
Animal Homes – Betsey Chessen & Pamela Chanko
Undercover Creatures – Katharine Kenah
How & Why Animals Hide – Ernie Pascoe
The Elephant’s Trunk – Brian & Jillian Cutting
Animal Series – Jane Goodall
Spiders’ Secrets – Richard Platt
Feathers, Flippers, and Feet – Deborah Lock
Ranger Rick
Arizona Highways
Night of The Puffins – Bruce McMillan
Seal Surfer – Michael Foreman
In Good Hands – Stephen R. Swinburne
Rainforest Babies – Kathy Darling
Growl, A Book About Bears – Melvin Berger
RESOURCES AND MATERIALS - FICTION
Alejandro’s Gift – Richard E. Albert
The Desert Alphabet Book – Susan Powell
Armadillo Ray – John Beifuss
Coyote Dreams – Susan Nunes
I Am Phoenix – Paul Fleischman
Lost – Paul Brett Johnson & Celeste Lewis
The Mountain That Loved A Bird – Alice McLerran
Roxaboxen – Alice McLerran
Two Days In May – Harriet Peck Taylor
It Zwibble and The Greatest Cleanup Ever! – WereRoss & WerEnko
The Berenstain Bears, Don’t Pollute (Anymore) – Stan & Jan
Berenstain
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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The Wump World – Bill Peet
The Great Kapok Tree – Lynne Cherry
HABITAT UNIT WEBSITES
enchantedlearning.com
nationalgeographic.com
dnr.state.wi.us/org/caer/ce/eek/nature/habitat/index.htm
dfg.ca.gov/bdb/html/wildlife_habitats.html
library.thinkquest.org/11922/habitats/habitats.htm
mbgnet.net/
pbs.org/kratts/index.html
kn.pacbell.com/wired/fil/pages/listhabitatsmr2.html
abcteach.com/directory/basics/science/habitats_biomes/
sandiegozoo.org/
cyberzoo.com
ths.sps.lane.edu
lsb.syr.edu
kidport.com/reflib/science/animalhomes/animalhomes.htm
kidskonnect.com/biomes/biomeshom.html.runet.edu/~swoodwar/classe
s/geog235
songsforteaching.com/hood/s/biomes.mp3
COMMUNITY RESOURCES
Science Discover Center
Sea World
Santa Rosa Plateau
Scripts
Lizard Wizard
Metropolitan Water Department
Long Beach Aquarium
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
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TECHNOGOLOY RESOURCES
Desert Habitats [Video]. ASIN: B00006JDXI
Forest Habitats [Video]. ASIN: B00006JDXG
Habitats-Homes for Living Things [Video}. ASIN: B00006JDXT
Jacobs, Larry, & Bastien, Charles E (Directors). The Magic School Bus-In
the Rainforest [Video} ASIN: 1568328613
Ocean Habitats-Light and Dark Zones [Video]. ASIN:B00006JDXH
Ocean Habitats-Shoreline and Reef [Video]. ASIN: B00006JDXF
Habitat and Ecology Videos from the local library
MUSIC
songsforteaching.com/hood/s/biomes.mp3
Sense of Serenity: Desert Oasis International Masters Publishers
[CD-all tracks]. (2000)
Sense of Serenity: Ocean Breezes International Masters Publishers
[CD-all tracks]. (2000)
Sense of Serenity: Mountain Echoes International Masters Publishers
[CD-all tracks]. (2000)
Sense of Serenity: Woodland Mists International Masters Publishers
[CD-all tracks]. (2000)
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
19
Project GLAD
Lake Elsinore Unified School District
HABITATS: Adaptations and Survival (Level 3)
PLANNING PAGES
I.
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Scientific Awards
 Observation Charts
 Inquiry Charts
 Read Aloud – Big Book
II.
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INPUT
Graphic Organizer – World Map & Six Kingdoms of Living Things
Pictorial Input – Tundra
Narrative Input – The Great Kapok Tree
Comparative Input – Polar Bear vs. Camel
Poetry
Read Aloud
Habitat books
III.
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
GUIDED ORAL PRACTICE
T-Graph and team points
Chants
Picture File Activities
Picture File Cards
Personal Interaction
Graphic Organizers
Poetry
Farmer in the Dell
Expert Groups
Process Grid
Exploration Reports
Mind Map
Coop Work – numbered heads together
Guided Imagery
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
20
PLANNING PAGES
Pg. 2
IV.
READING/WRITING
Total Class:
 Group Frame – Compare and Contrast
 Coop Strip Paragraph
 Pocket Poetry
 Poetry Frames
 Flip Chant
 Strip Books
 Story Map
 Big Book
Small Group/Flexible Groupings
 Expert Group – put heads together
 Process Grids
 Small groups shared reading
 Flexible group leveled reading
 Partner reading – ear-to-ear
 Team tasks (anything modeled by the teacher)
Individual Work
 Learning logs
 Authentic literacy events
 Interactive journals
 Silent sustained reading
 Individual tasks
 Writer’s Workshop
- Writing process
- Author’s chair
V.


Extended Activities
Home School Connection
Act Out Narrative
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
21
PLANNING PAGES
Pg. 3
VI.







CLOSURE
Process all charts and information
Evaluate week
Big Book
Conference
Share personal exploration
Team exploration
Letters to parents
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
22
Project GLAD
Lake Elsinore Unified School District
HABITATS: Adaptations and Survival (Level 3)
SAMPLE DAILY LESSON PLAN
DAY 1:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word: habitat
 Super Scientist Awards – Standards
 Observation Charts
 Inquiry Charts – What do we know about habitats around the world?
What do
you wonder about habitats?
 Big Book – Shared Reading
INPUT
 Graphic Organizer – World Map (10/2)
 Graphic Organizer- Six Kingdoms of Living Things
- 10/2: Discuss two things you learned.
- Learning Log: Text/You
- ELD Review
 Poetry – Habitats Here, Habitats There
GUIDED ORAL PRACTICE
 T-Graph - Cooperation
 Picture File Activities – Sort: Classify animals by their habitats with
5-7 pictures.
 Exploration Report – Habitats
 Personal Interaction: Which animal do you like best? Least? Why?
 Chants
INPUT
 Pictorial Input Chart: Tundra
- 10/2
 Learning Log / ELD Review
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
23
SAMPLE DAILY LESSON PLAN
Pg. 2
READING/WRITING/LANGUAGE ARTS
 Interactive Journal
 Writers Workshop
- Mini Lesson
- Write
- Author’s Chair
CLOSURE
 Read Aloud
 Process inquiry charts, poetry, and input charts
 Home-school connection: #1
DAY 2:
FOCUS/MOTIVATION
 Process Home School Connection #1
 Cognitive Content Dictionary with signal word – adaptation
 Review graphic organizers with word cards
 Poetry and chants – highlight scientific words
 Read Aloud
INPUT
 Narrative Input – Great Kapok Tree
- 10/2 Discussion
- Learning Log: What would you have done?
- ELD Review
 Comparative Input – Polar Bear / Camel
 Process Pictorial Input Chart with word cards
GUIDED ORAL PRACTICE
 Poetry/Chants: Here, There
 Personal Interaction
READING / WRITING / LANGUAGE ARTS
 Review T-Graph
 Expert Groups
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
24
SAMPLE DAILY LESSON PLAN
Pg. 3


Team Tasks
- Team Color Key
- World Map
- Six Kingdoms of Living Things
- Pictorial Input Chart
- Exploration Report
Writer’s Workshop
- Mini-Lesson
- Author’s Chair
CLOSURE
 Interactive Journals
 Read Alouds
 Re-read big book, inquiry charts, poetry, and input charts
 Home-school connection: #2
DAY 3:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with signal word - camouflage
 Process Home School Connection #2
 Review Narrative with Word Cards / Conversation Bubbles
 Process Comparative Input Chart
 Review input charts
 Read aloud
INPUT
 Story Map narrative- The Great Kapok Tree
GUIDED ORAL PRACTICE
 Chant – Here There
 Sentence Patterning Chart/ Farmer in the Dell
`
- Reading Game (Share song and earn points)
- Trading Game
- Flip Chant
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
25
SAMPLE DAILY LESSON PLAN
Pg. 4
READING / WRITING / LANGUAGE ARTS
 Expert Groups
 Team Tasks
- Flip chant
- Story Map
- Read around the room
- Add to the Walls
- Comparative Input Chart
 Reading / Writing Choice
- Pocket Poetry
GUIDED ORAL PRACTICE
 Mind Map- “Tundra”
 Process grid
READING / WRITING
 Coop Strip Paragraph
- Respond, revise, edit
CLOSURE
 Read Aloud
 Process charts
 Home-school connection: #3
 Journals
DAY 4:
FOCUS/MOTIVATION
 Cognitive Content Dictionary /stumper word – Points given
 Process Home School Connection #3
GUIDED ORAL PRACTICE
 Chants
READING / WRITING / LANGUAGE ARTS
 Flexible groups reading
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
26
SAMPLE DAILY LESSON PLAN
Pg. 5



- ELD Retell
- Clunkers and Links – at or above with SQ3R
Team Tasks
Team Evaluation
DRTA
CLOSURE
 Read Aloud
 Process charts
 Home-school connection: #4
 Journals
DAY 5:
FOCUS/MOTIVATION
 Cognitive Content Dictionary /stumper word – Points given
 Process Home School Connection #4
 Read Aloud
 Strip Book
GUIDED ORAL PRACTICE
 Chants
READING / WRITING / LANGUAGE ARTS
 Flexible Reading Group
 Coop Strip – Reading for struggling readers
 Coop Strip – Reading for struggling readers
 Focused Reading with Cognitive Content Dictionary
- Team Tasks
- Team Presentations
- Team add to walls
 Flexible Group Reading
- At / above reading from class group frame
- Struggling / emergent
- Middle
- Ear-to-Ear Reading
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
27
SAMPLE DAILY LESSON PLAN
Pg. 6



Listen and Sketch
Found Poetry
Ear-to-Ear Reading
CLOSURE
 Process Inquiry Chart
 Framed Letter home
 Evaluate Week
 Team Big Book
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
28
Habitats Big Book
pg. 1
by Zondra Anthony-Ross, Charline Wills, Edie Powers,
Terri Empson, and Lisa Birt-Landro
I just thought that you might like to know that living things adapt to their
environment. When the environment changes, some plants and animals
survive and reproduce, some die, or some move to a new location.
The world is made up of different habitats. Ecosystems are all the
living and nonliving things that interact in and around various habitats. An
ecosystem is made up of smaller parts that include populations, communities,
and habitats, as well as nonliving things, such as air, sunlight, water, and soil.
Nature and living things can change ecosystems. Human and non-human
impact changes environments. Some changes to ecosystems that are caused
by nature include fires, floods, or storms. Some changes to ecosystems that
are caused by humans include over hunting, pollution, or habitat destruction.
Diverse life forms live in different habitats. I just thought you might like
to know.
pg. 2
I just thought that you might like to know that living things adapt to their
environment. When the environment changes, some plants and animals
survive and reproduce, some die, or some move to a new location.
Tundra is the coldest of all the ecosystems. The word tundra means
treeless plain. There are two different types of tundra: Arctic tundra and
alpine tundra. The Arctic tundra is located mostly in the northern
hemisphere. It is known for its cold desert-like conditions. The alpine
tundra is located on mountains throughout the world where trees cannot
grow. The growing season for the tundra habitat is short. Flora and fauna
that grow and live in the tundra have special adaptations to survive.
Diverse life forms live in different habitats. I just thought you might like
to know.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
29
pg. 3
I just thought that you might like to know that living things adapt to their
environment. When the environment changes, some plants and animals
survive and reproduce, some die, or some move to a new location.
There are two main types of deserts in the world, the hot desert and
the semi-desert. The hot desert is usually the Egyptian, flat, sandy desert
and the semi-desert is the one you see on Westerns with a lot of rock
formations. Deserts are formed when something gets in the way of rain
clouds. Some deserts are near oceans, California is a good example of a
desert by the sea. Some animals that live in the desert include coyotes,
roadrunners, scorpions, antelope, buzzards, and foxes. Plant life is scarce;
however, two common plants include saguaro cactus and ocotillo cactus. The
plant life cycle is short in the desert. Plants depend on underground water.
Diverse life forms live in different habitats. I just thought you might like
to know.
pg. 4
I just thought that you might like to know that living things adapt to their
environment. When the environment changes, some plants and animals
survive and reproduce, some die, or some move to a new location.
Oceans cover 75% of the Earth’s surface with the Pacific Ocean being
the largest of all the oceans. Humans depend on the oceans for so many
things that life could not exist without them. The water that enters the
water cycle comes from the oceans through evaporation and nourishes all the
plants, animals and people of our planet. Where the sunlight penetrates the
oceans’ waters, much plant and animal life can be found. As explorers
journey deeper into the sea, the water temperature changes and so does the
flora and fauna found in the different layers.
Diverse life forms live in different habitats. I just thought you might like
to know.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
30
pg. 5
I just thought that you might like to know that living things adapt to their
environment. When the environment changes, some plants and animals
survive and reproduce, some die, or some move to a new location.
Grasslands are large open spaces where the soil is too poor or the
weather is too dry for trees and many other plants to grow. There are
three important grasslands: the African savanna, the North American
prairie and the Australian bush. The biggest tropical grassland, also called
savannas, stretch from southern Africa up to the Sahara desert. Prairies,
temperate grasslands, are flat lands located in the middle of North America
from Canada down to Texas. Bush, a type of dry savanna grassland dotted
with trees, stretches across the northern part and some parts of southern
Australia. Some grasslands were created by people who cut down forests.
The flora and fauna are diverse from one grassland to another.
Diverse life forms live in different habitats. I just thought you might like
to know.
pg. 6
I just thought that you might like to know that living things adapt to their
environment. When the environment changes, some plants and animals
survive and reproduce, some die, or some move to a new location.
The forests occupy approximately one-third of the Earth’s land area.
There are three different types of forests: the tropical, temperate, and
boreal forests. Tropical rainforests occur near the equator and they have
only two seasons: rainy and dry. They have the greatest diversity of
species. Temperate forests have well defined seasons with a distinct winter.
Boreal forests are the largest terrestrial biome with long cold and dry
winters and short moist and moderately warm summers.
Diverse life forms live in different habitats. I just thought you might like
to know.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
31
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
32
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
33
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
34
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
35
HABITATS
Habitats here, Habitats there,
Habitats, Habitats everywhere
Ocean habitats crashing,
Desert habitats scorching,
Forest habitats raining,
And wetland habitats dripping.
Habitats in the tundra,
Habitats on the grasslands,
Habitats over the savannah
And habitats in the world.
HABITATS! HABITATS! HABITATS!
By; Terry Empson 2/07
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
36
I’M A WHALE
I’m a humpback, big and gray,
Swimming in the ocean all the day,
I play in the waves and sing songs,
I’m very big and very long.
I’m a wh-a-a-a-le
I’m a wh-a-a-a-le
I’m a beluga, small and white,
Living in the ocean day and night,
I like Artic waters, mostly the cold,
I make strange noises is what I’m told.
I’m a wh-a-a-a-le
I’m a wh-a-a-a-le
I’m an Orca white and black,
These are the colors on my back,
I live in pods and have big teeth,
You won’t find me in the coral reefs.
I’m a wh-a-a-le
I’m a wh-a-a-a-le
By: Terri Empson 2/07
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
37
I’M A Puffin
I’m a puffin with black and white feathers.
I walk upright and use my wings to fly.
I’m a small warm blooded animal.
Spend most of my time in cold water.
I’m a p-u-f-f-i-n
I’m a p-u-f-f-i-n
My powerful bill works like a tool.
I use it to crack the shell with ease.
I can carry up to 60 fish at one time.
The roof of my mouth keeps the food in place.
I’m a p-u-f-f-i-n
I’m a p-u-f-f-i-n
I can drink salt water and not dehydrate.
I use my nostrils and kidneys to remove the salt.
These adaptations help me survive.
Without them I can’t stay alive.
I’m a p-u-f-f-i-n
I’m a p-u-f-f-i-n
By: Charline Wills 2/07
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
38
Is This An Ecosystem?
Is this an ecosystem?
Is this an ecosystem?
Where is it placed?
Where is it placed?
Yes, ma’am.
Yes, ma’am.
It’s in the desert.
It’s in the desert.
Does it have 6 parts?
Can you tell me all?
Well, what is the first?
And what does it do?
Yes, ma’am.
Yes, ma’am.
The sun of course.
Gives heat and light.
And what comes next?
And what’s non-living?
Give me some examples.
Give me some examples.
Non-living.
It’s never lived.
Water and dirt.
Wind and sand.
And what comes third?
And what are producers?
Give me some examples?
What do they do?
Producers
All the plants.
Cactus and bushes.
Make their own food.
And what comes fourth?
And what are consumers?
Give me some examples?
What do they do?
Primary consumers.
Plant eaters
Rabbits and kangaroo rats.
They eat the plants.
And what comes fifth?
And what are these?
Give me some examples?
And what do they do?
Secondary consumers.
Meat eaters.
Cougars and eagles.
They eat other animals.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
39
What comes sixth?
And what are these?
Give me some examples.
And what do they do?
Decomposers
They live off the dead.
Mushrooms and bacteria.
Breakdown dead things.
Well, now are you through?
Did you tell me true?
And what did you chant?
And what did you chant?
Yes, ma’am.
Yes, ma’am.
An ecosystem.
An ecosystem.
By Marcia Brechtel ‘05
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
40
Polar Bear Bugaloo
I’m a polar bear and I’m here to say
I live in the tundra and that’s okay!
Mostly in the winter it looks like night
In summer it’s cloudy, not much sunlight.
Foxes, weasels, caribou too
Doing the polar bear bugaloo!
Polar bears adapt to the cold Arctic air
By covering their body with translucent hair.
They use their paws to grip the ground
To give them speed chasing prey around.
Foxes, weasels, caribou too
Doing the polar bear bugaloo!
By Terri Empson ‘07
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
41
Is This A Habitat?
Is a desert a habitat?
Is a desert a habitat?
How do you know?
How do you know?
What lives there?
What lives there?
Yes Ma’am
Yes Ma’am
It’s hot and sandy
There’s little precipitation
Jackrabbits and camels
Succulent cactus
Is tundra a habitat?
Is tundra a habitat?
How do you know?
How do you know?
What lives there?
What lives there?
Yes Ma’am
Yes Ma’am
It’s a cold desert
It has long winters
Polar bears and musk oxes
Arctic hares and artic foxes
Is an ocean a habitat?
Is an ocean a habitat?
How do you know?
How do you know?
What lives there?
What lives there?
Yes Ma’am
Yes Ma’am
It’s filled with salt water
It covers most of the Earth
Dolphins and whales
Seaweed and kelp
Is a forest a habitat?
Is a forest a habitat?
How do you know?
How do you know?
What lives there?
What lives there?
Yes Ma’am
Yes Ma’am
It is filled with trees
It has moss and ferns
Deer, bears, and spiders
Snakes and frogs
Is grasslands a habitat?
Is grasslands a habitat?
How do you know?
How do you know?
What lives there?
What lives there?
Yes Ma’am
Yes Ma’am
It is covered with grass
It has no trees
Herbivores that eat plants
Predators that prey
By Terri Empson ‘07
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
42
Desert Habitat
We just know what we’ve been told,
Desert days are hot and nights are cold.
Very little rain falls during the year,
Less than ten inches is what we hear.
Sound Off – Scorching
Sound Off – Arid
Sound Off – 1, 2, 3, 4…Baron Deserts!
Lizards and jackrabbits living there,
Adapting to the sun’s hot glare.
Nocturnal animals roam about,
Night time brings these animals out.
Sound Off – Scorching
Sound Off – Arid
Sound Off – 1, 2, 3, 4…Baron Deserts!
Cactus, sagebrush, and few trees,
Grow close to the ground and have small leaves.
Animals get water from plants and seeds,
This adaptation fills their needs.
Sound Off – Scorching
Sound Off – Arid
Sound Off – 1, 2, 3, 4…Baron Deserts!
By Terri Empson, ‘07
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
43
Date:______________________________
Project GLAD
HABITAT UNIT
HOME/SCHOOL CONNECTION #1
Share with your family the habitats that you have learned.
Sketch a picture and write about one habitat and some of the
animals that live there.
Parent: _________________Student:___________________
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
44
Date: ______________________________
Project GLAD
HABITAT UNIT
HOME/SCHOOL CONNECTION #2
Share with your family the story of the Great Kapok Tree. What
would your parents have done at the end of the story? Sketch a
picture and write about your favorite animal from the story.
Parent: ________________ Student: __________________
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
45
Date: ______________________________
Project GLAD
HABITAT UNIT
HOME/SCHOOL CONNECTION #3
Discuss the way people and animals adapt. Sketch a picture and
write three ways you have to adapt.
Parent: _________________ Student: _________________
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
46
Date: ______________________________
Project GLAD
HABITAT UNIT
HOME/SCHOOL CONNECTION #4
If you and your family could go visit any habitat for a vacation,
which habitat would you like to visit? Sketch a picture and write
about that vacation. Be sure to include the items you would need
to bring to adapt to that habitat.
Parent: _________________ Student: _________________
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
47
Fecha:__________________
Proyecto GLAD
Unidad de Hábitat
Hogar-Escuela Conexión #1
Comparte con tu familia sobre los habitats que aprendiste. Haz un dibujo de
un hábitat y algunos animales que viven allí. Escribe y dibuja tu repuesta.
Firma del padre/madre______________Nombre del Estudiante___________
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
48
Fecha:_________________
Proyecto GLAD
Unidad de Hábitat
Hogar-Escuela Conexión #2
Comparte con tu familia la historia, the Great Kapok Tree. Que hubieran
echo tus padres al final e la historia? Haz un dibujo y escribe sobe tu animal
favorito en la historia.
Firma del padre/madre____________Nombre del estudiante__________
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
49
Fecha:_________________
Proyecto GLAD
Unidad de Hábitat
Hogar-Escuela Conexión #2
Comparte con tu familia la historia, the Great Kapok Tree. Que hubieran
echo tus padres al final e la historia? Haz un dibujo y escribe sobe tu animal
favorito en la historia.
Firma del padre/madre_____________Nombre del estudiante__________
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
50
Fecha: ____________________________
Proyecto GLAD
UNIDAD DE HABITACION
CONECCION DE HOGAR/ESCUELA #4
¿Si tu y tu familia podría visitar cualquier habitación, cual habitación te
gustaría visitar? Haz un dibujo o escribe sobre esas vacaciones. Asegúrate
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Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
51
Expert Group – Oceans
Classification-Habitats
Oceans cover about 75% of the Earth’s surface. There are five major
oceans: the Pacific, Atlantic, Indian, Arctic and Southern Oceans. Oceans
have layers of waters at different temperatures. The ocean is divided into
zones. The zone is determined by the amount of sunlight and temperature.
Flora includes phytoplankton. Seaweed is sometimes called a plant, but it’s a
protista. Seaweeds grow from the sea floor near coasts. Seaweed can be
red, green, or brown.
There is a wide range of diversity in sea animals living in the coral reefs.
Organisms living in the ocean are sponges, sea anemones, lobsters, crabs, and
starfish. The world’s largest mammal is the blue whale. Other sea animals
include sharks, seals, and manatees.
Light, temperature, and pressure determine which animals live where.
Through gills and skin, animals are able to extract oxygen from the water.
Some animals need oxygen from air and adapt by holding their breath for
long periods of time. Fins, tail shape, tentacles, and scales are adaptations
that help aquatic animals (like the shark) get around faster and efficiently in
the water. Fish lay eggs and whales, dolphins, and sharks have live births.
The ocean’s biggest threat is human activity.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
52
Expert Groups – Grasslands
Classifications-Habitats
Grasslands cover 1/5 of the Earth’s surface. Grasslands are on every
continent except Antarctica. They receive 30 inches of rain per year.
Prairies, plains, and meadows are temperate grassland habitats.
The primary flora includes grasses, shrubs, flowers, and herbs. There are
not many trees found in the grasslands due to the thin dry soil. The trees
are found near streams.
There is a variety of fauna that inhabits the grasslands. Herbivores such as
giraffes, zebras, bison, and elephants feed on the grasses, small shrubs and
trees. They travel from one area to another in search of new plants to eat.
The herbivores are hunted by predators such as lions and vultures.
Lions work in teams to bring down their prey that is larger than themselves.
Some animals are scavengers and eat left over kill from other animals.
Vultures lay eggs and mammals have live birth.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
53
Expert Group – Deciduous Forests
Classification-Habitats
Deciduous forests are found in 5 continents: North America, South
America, Europe, Asia, and Australia. The average temperature is 50
degrees Fahrenheit, with an average rainfall of 30 to 60 inches of rain. It
has warm, wet summers, cold winters, and seasonal changes.
Flora is found in five different zones. The tree stratum zone contains trees
with heights ranging between 60-100 feet. The small tree and sapling zone
has young and short trees. The shrub zone has rhododendrons, azaleas,
mountain laurel, and huckleberries. The herb zone contains short herbal
plants. The final zone is the ground which contains lichen, club mosses, and
true mosses.
There is a wide variety of fauna that live in the deciduous forest. Some
examples are spiders, frogs, snakes, birds, deer, and bears.
Animals living in the deciduous forest adapt by hibernating in the winter and
living off the land during other seasons. Most of the animals are
camouflaged to look like the ground for protection from predators. Spiders,
snakes, frogs, and birds are egg laying animals. Bears and deer have live
births.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
54
Expert Group – Desert
Classification-Habitat
The desert habitat includes the hottest places in the world because it
absorbs more heat from the sun. Most deserts average less than 10 inches
of precipitation each year. Deserts are usually located in areas near the
equator and covers one-fifth of the Earth’s surface. Most deserts are just
barren land with sand that stretches for miles. There are also cold deserts.
Animals in the desert have found ways to cope with the heat. Some animals
like rattle snakes and lizards hunt at night. During dry spells, camels break
down their body fat to get water. Jackrabbits lose body heat through their
large ears and get water from succulents.
Plants in the desert include cactus, sagebrush, wild flowers and very few
trees. Some deserts are huge areas of sand where plants cannot grow.
Most plants in this habitat are succulents.
Animals that live in the hot desert have many adaptations. Some animals
never drink, but get their water from seeds and plants. Many animals are
nocturnal. The plants in the desert tend to be widely scattered because of
lack of water. Desert plants grow close to the ground where it is the
coolest. Desert plants can store water in their roots and stems. Desert
plants tend to have small leaves. For reproduction, reptiles lay eggs while
mammals have live births.
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
55
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
56
Habitats: Adaptations & Survival Unit Level 3 (CA)
Charline Wills, Edie Powers, Lisa Birt-Landro, Terri Empson, Zondra Anthony-Ross-Project G.L.A.D.
(04/07)
57