ANAHEIM CITY SCHOOL DISTRICT
Project GLAD
Exploring Habitats - Grade One
Anaheim City School District Team:
Rima Haroun, Diane Shimoda, Jean Thompson, & Charlene Ruble
IDEA PAGES
I.
UNIT THEME – Include cross-cultural sensitivity theme
 Classification of living species into groups
 Food chains
 Vertebrates vs. invertebrates
 Cross-cultural sensitivity – the importance of conserving habitats differ with
each country/culture.
II.
FOCUS AND MOTIVATION STRATEGIES
 Bookmarks
 Ecologist awards, badges
 Read aloud
 Inquiry chart
 Challenge questions with picture file cards
 Interest pieces
 Realia – plant specimens
 List, group, label
 Animal songs
 Poetry
 Animal Hunt – habitat population
III.
CLOSURE
 Process all charts and learnings
 Challenge questions
 Big Book of habitat, poetry, and songs
 Personal exploration-free choice writing
 Evaluation of week, letter home to parents
 A look at how we interact with the habitats – cultural viewpoint consisting
- desert
- tundra
- plain
- mountains (forest)
- ocean
- wetland/swamp
- rainforest
- river
- lake
IV.
SCIENCE AND SOCIAL STUDIES CONCEPTS AND CALIFORNIA
STATE STANDARDS – GRADE 1
Science Concepts

Living things are found almost everywhere in the world. Different plants and
animals inhabit different kinds of environments.
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
The sun warms the land, air, and water.

Living species can be grouped according to similarities, taxonomy.

Animal identification
-

Living species interact with their physical environment.
-

Description- How do the structures perform their functions, interact with
each other and contribute to the life and growth of the organism?
Life cycle
Prey, predators
Ecosystem, habitat
Energy flow, food chain
Humans are responsible for the maintenance and preservation of ecosystems.
Science Standards
Life Science
2a. Different plants and animals have external features that help them thrive in
different kinds of places.
2b. Plants and animals both need to take in water, and animals need to take in
food. In addition, plants need light.
2c. Animals eat plants or other animals for food and may also use plants (or
even other animals) for shelter and nesting.
2d. What animals eat can be inferred from the shapes of their teeth (e.g. sharp
teeth: animal eats meat; flat teeth: animal eats plants).
2e. Roots are associated with the intake of water and soil nutrients, and green
leaves are associated with making food from sunlight.
Earth Sciences
3a. Simple tools (e.g., thermometer, wind vane) are used to measure weather
conditions and record changes from day to day and across the seasons.
3b. Weather changes from day to day.
Investigation and Experimentation
Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept, and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
4a. Draw pictures that portray some features of the thing being described.
4b. Record observations and data with pictures, numbers, and/or written statements.
4c. Record observations on a bar graph.
4d. Describe the relative position of objects using two references (e.g., above and
next to, below and left of).
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4e. Make new observations when discrepancies exist between two descriptions of the
same object or phenomenon.
History/Social Science
1.2
Students compare and contrast the absolute and relative locations of places and
people and describe the physical and/or human characteristics of places.
1. Locate on maps and globes the local community, California, the United States,
the seven continents, and the four oceans.
2. Compare the information that can be derived from a three-dimensional model
to the information that can be derived from a picture of the same location.
3. Construct a simple map, using cardinal directions and map symbols.
4. Describe how location, weather, and physical environment affect the way
people live, including the effects on their food, clothing, shelter,
transportation, and recreation.
Integrated Concepts in Science, History/Social Science, and Math
V.

Introduce intersections and coordinates on grid/mapping skills

Scientific thinking processes: observing, communicating, comparing, ordering,
categorizing, relating, inferring, applying

Participation and study skills
LANGUAGE ARTS CALIFORNIA STATE STANDARDS AND SKILLS
English Language Arts (ELA) California State Standards – Grade 1
READING
Concepts About Print
1.1
Match oral words to printed words (coop strip paragraph, group
frame).
1.2
Identify the title and author of a reading selection.
1.3
Identify letters, words, and sentences.
Phonemic Awareness
1.4
Distinguish initial, medial, and final sounds in single-syllable
words.
1.5
Distinguish long-and short-vowel sounds in orally stated singlesyllable words (e.g., bit/bite).
1.6
Create and state a series of rhyming words, including consonants
blends.
1.7
Add, delete, or change target sounds to change target sounds to
change words (e.g., change cow to how; pan to an).
1.8
Blend two to four phonemes into recognizable words (e.g.,/c/a/t=
cat; /fl/a/t/= splat).
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1.9
Segment single syllable words into their components (e.g., /c/a/t=
cat; /fl/a/t/= splat; /r/i/c/h/= rich).
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns,
including consonant blends and long- and short-vowel (i.e.,
phonograms), and blend those sounds into recognizable words.
1.11 Read common, irregular sight words (e.g., the, have, said, come,
give, of).
1.12 Use knowledge of vowel digraphs and r-controlled letter-sound
associations to read words.
1.13 Read compound words and contractions.
1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g.,
look, looked, looking).
1.15 Read common word families (e.g., -ite, -ate).
1.16 Read aloud with fluency in a manner that sounds like natural
speech.
Vocabulary and Concept Development
1.17 Classify grade-appropriate categories of words (e.g., concrete
collections of animals, foods, toys).
2.2
Reading Comprehension
Structural Features of Informational Materials
2.1
Identify text that uses sequence or other logical order.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2
Respond to who, what, when, where, and how questions.
2.3
Follow one-step written instructions.
2.4
Use context to resolve ambiguities about word and sentence
meanings.
2.5
Confirm predictions about what will happen next in a text by
identifying key words (i.e., signpost words).
2.6
Relate prior knowledge to textual information.
2.7
Retell the central ideas of simple expository or narrative passages.
3.0
Literary Response and Analysis
Students listen and respond to stories based on well-known characters,
themes, plots, and settings. The selections in Recommended Readings in
Literature, Kindergarten through Grade Twelve illustrate the quality and
complexity of the materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1
Identify and describe the elements of plot, setting, and character(s)
in a story, as well as the story’s beginning, middle, and ending.
3.2
Describe the roles of authors and illustrators and their
contributions to print materials.
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3.3
Recollect, talk, and write about books read during the school year.
WRITING
1.0
Writing Strategies
Organization and Focus
1.1
Select focus when writing.
1.2
Use descriptive words when writing.
2.0
Writing Applications (Genres and Their Characteristics)
2.1
Write brief narratives (e.g., fictional, autobiographical) describing
and experience.
2.2
Write brief expository descriptions of a real object, person, place,
or event, using sensory detail.
WRITTEN AND ORAL ENGLISH LANUAGE CONVENTIONS
Sentence Structure
1.1
Write and speak in complete, coherent sentences.
Grammar
1.2
Identify and correctly use singular and plural nouns.
1.3
Identify and correctly use contractions (i.e., isn’t, aren’t, can’t,
won’t) and singular possessive pronouns (e.g., my/mine, his/her,
hers, your/s) in writing and speaking.
Punctuation
1.4
Distinguish between declarative, exclamatory, and interrogative
sentences.
1.5
Use a period, exclamation point, or question mark at the end of
sentences .
1.6
Use knowledge of the basic rules of punctuation and capitalization
when writing.
Capitalization
1.7
Capitalize the first word of a sentence, names of people, and the
pronoun I.
Spelling
1.8
Spell three- and four-letter short-vowel words and grade-levelappropriate sight words correctly.
LISTENING AND SPEAKING
1.0
Listening and Speaking Strategies
Students listen and respond to oral communication. They speak in clear
and coherent sentences.
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Comprehension
1.1
Listen attentively.
1.2
Ask questions for clarification and understanding.
1.3
Give, restate, and follow simple two-step directions.
Organization and Delivery of Oral Communication
1.4
Stay on the topic when speaking.
1.5
Use descriptive words when speaking about people, places, things,
and events.
2.0
VI.
Speaking Applications (Genres and Their Characteristics)
2.1
Recite poems, rhymes, songs, and stories.
2.2
Retell stories using basic story grammar and relating the sequence
of story events by answering who, what, when, where, why, and
how questions.
2.3
Relate an important life event or personal experience in a simple
sequence.
2.4
Provide descriptions with careful attention to sensory detail.
ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS –
K-2 GRADE SPAN
LISTENING AND SPEAKING
Beginning Level
Comprehension
 Begin to speak with a few words or sentences, using some English phonemes
and rudimentary English grammatical forms.
 Answer simple questions with one- to two-word responses.
 Respond to simple directions and question using physical actions and other
means of non-verbal communication.
Comprehension Organization and Delivery of Oral Communication
 Independently use common social greetings and simple repetitive phrases.
Early Intermediate Level
Comprehension
 Begin to be understood when speaking, but may have some inconsistent use of
standard English grammatical forms and sounds.
 Ask and answer questions using phrases or simple sentences.
Comprehension, Organization and Delivery of Oral Communication
 Retell familiar stories and short conversations by using appropriate gestures,
expressions and illustrative objects.
 Orally communicate basic needs.
 Recite familiar rhymes, songs, and simple stories.
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Intermediate Level
Comprehension
 Ask and answer instructional question using simple sentences.
 Listen attentively to stories/information and identify key details and concepts
using both verbal and non-verbal responses.
Comprehension, Organization and Delivery of Oral Communication
 Be understood when speaking, using consistent standard English grammatical
forms and sounds; however, some rules may not be in evidence.
 Actively participate in social conversations with peers and adults on familiar
topics by asking and answering questions and soliciting information.
 Retell stories and talk about school related activities using expanded
vocabulary, descriptive words, and paraphrasing.
Early Advanced Level
Comprehension
 Listen attentively to stories/ information, and orally identify key details and
concepts.
Comprehension, Organization and Delivery of Oral Communications
 Retell stories in greater detail including characters, setting, and plot.
 Be understood when speaking, using consistent Standard English grammatical
forms, sounds, intonation, pitch, and modulation, but may have random errors.
 Actively participate and initiate more extended social conversations with
peers and adults on unfamiliar topics by asking and answering questions,
restating and soliciting information.
 Recognize appropriate ways of speaking that vary based on purpose, audience,
and subject matter.
 Ask and answer instructional questions with more extensive supporting
elements.
Advanced Level
Comprehension
 Listen attentively to stories/information on new topics and identify both orally
and in writing key details and concepts.
 Demonstrate understanding of idiomatic expressions by responding to and
using such expressions appropriately.
Comprehension, Organization and Delivery of Oral Communication
 Negotiate and initiate social conversations by questioning, restating, soliciting
information and paraphrasing.
 Consistently use appropriate ways of speaking and writing that vary based on
purpose, audience, and subject matter.
 Narrate and paraphrase events in greater detail, using more extended
vocabulary.
 Speak clearly and comprehensibly using standard English grammatical forms,
sounds, intonation, pitch and modulation.
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READING – WORD ANALYSIS
Beginning Level
Concepts about Print, Phonemic Awareness, Vocabulary and Concept
Development
 Recognize English phonemes that correspond to phonemes students already
hear and produce.
Early Intermediate Level
Concepts about Print, Phonemic Awareness, Vocabulary and Concept
Development
 Produce English phonemes that correspond to phonemes students already hear
and produce, including long and short vowels and initial and final consonants.
 Recognize English phonemes that do not correspond to sounds students hear
and produce.
Intermediate Level
Phonemic Awareness, Decoding and Word Recognition
 Pronounce most English phonemes correctly while reading aloud.
 Recognize sound/symbol relationship and basic word formation rules in
phrases, simple sentences, or simple text.
Concepts About Print
 Recognize and name all upper and lower case letters of the alphabet.
Early Advanced Level
Phonemic Awareness, Decoding and Word Recognition
 Use common English morphemes to derive meaning in oral and silent reading.
 Recognize sound/symbol relationship and basic word formation rules in
phrases, simple sentences, or simple text.
Advanced Level
Decoding and Word Recognition
 Apply knowledge of common morphemes to derive meaning in oral and silent
reading.
READING – FLUENCY AND SYSTEMATIC VOCABULARY DEVELOPMENT
Beginning Level
Vocabulary and Concept Development
 Read aloud simple words in stories or games.
 Demonstrate comprehension of simple vocabulary with an appropriate action.
 Retell simple stories using drawings, words, or phrases.
 Produce simple vocabulary (single words or short phrases) to communicate
basic needs in social and academic settings.
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Early Intermediate Level
Vocabulary and Concept Development
 Produce vocabulary, phrases, and simple sentences to communicate basic
needs in social and academic settings.
 Read simple vocabulary, phrases, and sentences independently.
 Read aloud an increasing number of English words.
 Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting some errors when speaking or reading aloud.
Intermediate Level
Vocabulary and Concept Development
 Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting some errors when speaking or reading aloud.
 Use decoding skills to read more complex words independently.
 Use more complex vocabulary and sentences to vocabulary and sentences to
communicate needs and express ideas in a wider variety.
Vocabulary and concept Development, Decoding and Word Recognition
 Recognize simple prefixes and suffixes when attached to known vocabulary.
Early Advanced Level
Vocabulary and Concept Development
 Recognize simple antonyms and synonyms in stories or games.
 Use simple prefixes and suffixes when attached to known vocabulary.
 Use decoding skills and knowledge of academic and social vocabulary to
begin independent reading.
Advanced Level
Vocabulary and Concept Development
 Explain common antonyms and synonyms.
 Recognize words that have multiple meanings in texts.
 Apply knowledge of academic and social vocabulary to achieve independent
reading.
 Read narrative and expository texts aloud with appropriate pacing, intonation,
and expression.
READING COMPREHENSION
Beginning Level
Comprehension
 Respond orally to stories read to them, using physical action and other means
of non-verbal communication.
 Respond orally to stories read to them by answering factual comprehension
questions using one- or two-word responses.
 Draw pictures from student’s own experience related to a story or topic.
Anaheim City School District/Haroun, Shimoda,,Thompson, Ruble/Project GLAD
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
Understand and follow simple one-step directions from classroom or workrelated activities.
Comprehension and Analysis of Appropriate Text
 Identify the basic sequences of events in stories read to them, using key words
or pictures.
Early Intermediate
Comprehension
 Respond orally to simple stories read to them by answering factual
comprehension questions using phrase or simple sentences.
 Draw and label pictures related to a story topic or own experience.
 Understand and follow simple two-step directions for classroom and workrelated activities.
Comprehension and Analysis of Appropriate Text
 Identify the basic sequences of events in stories read to them using key words
or phrases.
 Use the content of a story to draw logical inference.
Intermediate Level
Comprehension
 Write captions of words or phrases for drawings related to a story.
 Understand and follow some multi-step directions for classroom-related
activities.
Comprehension and Analysis of Grade-Level Appropriate Text
 Read and use simple sentences to orally respond to stories by answering
factual comprehension questions.
 While reading orally in a group, point out basic text features such as title,
table of contents, and chapter headings.
 Use the content of stories read aloud to draw inferences about the stories. Use
simple phrases or sentences to communicate the inferences made.
Early Advanced Level
Comprehension and Analysis of Grade-Level Appropriate Text
 Read and use detailed sentences to orally identify the main idea and use the
idea to draw inferences about the text.
 Read and orally respond to stories by answering factual comprehension
questions about cause and effect relationships.
 Write a brief story summary (three or four complete sentences).
Comprehension
 Read and use basic text features such as title, table of contents, and chapter
headings.
Comprehension and Analysis of Grade-Level Appropriate Text and
Expository Critique
 Read and orally respond to stories and texts from content areas by restating
facts and details to clarify ideas.
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Advanced Level
Comprehension and Analysis of Grade-Level Appropriate Text
 Prepare an oral or written summary or other information using a variety of
comprehension strategies (e.g., generate and respond to questions, draw
inferences, compare information from several sources), with literature and
content area texts.
Comprehension and Analysis of Grade-Level Appropriate Text and
Expository Critique
 Locate and use text features such as title, table of contents, chapter headings,
diagrams and index.
READING – LITERARY RESPONSE AND ANALYSIS
Beginning Level
Narrative Analysis of Grade-Level Appropriate Text
 Listen to a story and respond orally by answering factual comprehension
questions using one- or two-word responses.
 Draw pictures related to a work of literature identifying setting and characters.
Early Intermediate Level
Narrative Analysis of Grade-Level Appropriate Text
 Orally respond to stories by answering factual comprehension questions using
one- or two-word responses.
 Draw pictures related to a work of literature identifying setting and characters.
Intermediate Level
Narrative Analysis of Grade-Level Appropriate Text
 Use expanded vocabulary and descriptive words for oral and written responses
to simple text.
 Read simple poetry and respond to factual comprehension questions using
simple sentences.
Early Advanced Level
Structural Features of Literature
 Read short poems and orally identify the basic element.
Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism
 Read and orally identify literary elements of plot, setting, and characters.
 Read and identify the beginning, middle, and end of a story.
Advanced Level
Narrative Analysis of Grade-Level Appropriate Text
 Read and respond both orally and in writing to a variety of children’s
literature.
Structural Features of Literature
 Compare and contrast literary elements of different authors.
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WRITING – STRATEGIES AND APPLICATIONS
Beginning Level
Penmanship, Organization and Focus
 Copy words posted and commonly used in the classroom.
Organization and Focus
 Write a few words or phrases about an event or character from a story read by
the teacher.
 Write a phrase or simple sentence about an experience generated from a group
story.
Early Intermediate Level
Organization and Focus
 Write simple sentences about events or characters form familiar stories read
by the teacher.
 Write simple sentences using key words posted and commonly used in the
classroom.
Organization and Focus, Evaluation and Revision
 Write one to two simple sentences.
Intermediate Level
Organization and Focus
 Write short narrative stories that include the elements of setting and character.
 Produce independent writing that is understood when read, but may include
inconsistent use of grammatical forms.
 Following a model, use the writing process to independently write short
paragraphs of at least three lines.
 Write simple sentences appropriate for language arts and other content areas.
 Write a friendly letter of a few lines.
Early Advanced Level
Organization and Focus
 Write short narratives that include elements of setting, character and events.
 Use the writing process to write short paragraphs that maintain a consistent
focus.
 Use complex vocabulary and sentences appropriate for language arts and other
content areas.
Organization and Focus, Evaluation and Revision
 Produce independent writing using consistent standard grammatical forms, but
with some rules that may not be in evidence.
Advanced Level
Organization and Focus
 Write short narratives that include examples of writing appropriate for
language arts and other content areas.
 Write short narratives that describe the setting, character, objects and events.
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Organization and Focus, Evaluation and Revision
 Produce independent writing using correct grammatical forms.
 Use the writing process to write clear and coherent sentences and paragraphs
that maintain a consistent focus.
WRITING - CONVENTIONS
Beginning Level
Capitalization
 Use capital letters to begin sentences and proper names.
Punctuation
 Use a period or question mark at the end of a sentence.
Punctuation, Capitalization, Spelling
 Edit writing for basic conventions and make some corrections
Intermediate Level
Capitalization, Punctuation, Spelling
 Produce independent writing that may include some inconsistent use of
capitalization, periods, and correct spelling.
Sentence Structure, Grammar, Spelling
 Use standard word order but may have some inconsistent grammatical forms.
Early Advanced Level
Capitalization, Punctuation, Spelling
 Produce independent writing that may include some inconsistent use of
capitalization, periods and correct spelling.
Sentence Structure, Grammar, Spelling
 Use standard word order with some inconsistent grammar forms.
Punctuation, Capitalization, Spelling
 Edit writing for some conventions.
Advanced Level
Sentence Structure, Grammar
 Use complete sentences and correct word order
Grammar
 Use correct parts of speech, including correct subject/verb agreement.
Capitalization, Punctuation, Spelling
 Edit writing for punctuation, capitalization, and spelling.
Sentence Structure, Grammar, Punctuation, Capitalization, Spelling
 Produce writing that demonstrates a command of the conventions of standard
English.
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LANGUAGE ARTS SKILLS
 Phonemic Awareness: segmenting phonemes
 Phonics: base words and endings (-s, -ed, -ing); vowel pairs ou, ow (/ou/)
 Reading Strategies: summarize; evaluate; predict/infer; phonics/decoding
 Comprehension: categorize/classify; topic, main idea, details/summarize;
draw conclusions
 High-Frequency Words: recognize high-frequency words
 Grammar: action words; present tense; action words with -ed
 Writing: learning log; informational paragraph; writing with action words;
process writing: research report
 Spelling and Phonics: adding -s to naming words; vowel sound in cow;
endings –ed, -ing
 Vocabulary: compound words; nature words; science words; color and
pattern words; homophones; words that describe apple products
 Listening/Speaking/Viewing: assessing and evaluating; summarizing;
dramatizing a story; monitoring understanding; retelling; report
 Information and Study Skills: reference resources; locating information;
organizing information
VII.
VOCABULARY
adapt – A change made
to be suitable for a
different condition.
Africa – The secondlargest of the seven
continents.
Antarctica – The
southern-most continent
that surrounds the South
Pole.
Asia – The world’s
largest continent.
Australia – The
world’s smallest
continent.
bird – A two-legged
animal with feathers
and wings.
carnivore – A
consumer that eats only
other animals.
camouflage – The
disguise of animals in
order to make them
look like what is
around them.
characteristics –
Special features
or qualities that
are typical.
chlorophyll –
A green pigment
found in plants
that gets energy
from the sun. It
is also used to
make food and
oxygen for the
plant.
classification –
Putting things
into groups or
classes.
climate – The
average weather
conditions of an
area over a long
period of time.
conservation –
To use carefully,
so not to waste,
use up, or harm.
consumers –
Animals that eat
plants and other
animals.
continent –
One of the
largest bodies of
land on the
Earth.
creature –
A living animal.
decompose –
To decay or rot.
desert – Dry
land, usually
covered with
sand, where few
plants or animals
live.
ecologist – A
scientist who
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studies the
relationships between
organisms and their
environment.
ecosystem –
The plants, animals,
and nonliving things
that make up an
environment and have
an effect on each other.
environment –
Surroundings and
conditions that affect
the growth and
development of living
things.
Europe – The sixthlargest continent.
farm – A place where
people raise animals,
food and other
resources.
feathers – Light, flat,
fluffy covering of
birds.
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fish – An animal that
lives in water.
food chain – A series
of plants and animals
that provide a source of
nourishment for the
next in the series.
forest – A place where
many trees grow.
globe – A model of the
Earth.
grasslands – An area of
land, such as a prairie,
covered with grass.
habitat – The place
where an animal or
plant naturally lives and
grows.
hair – Body covering
of mammals.
heat – Energy that
flows from warmer to
cooler regions of
matter.
hemisphere – one half
of the Earth’s surface.
herbivore – A
consumer that eats only
plants or other
producers.
hibernate – To sleep
through the winter.
hill – High land that is
not as high as a
mountain.
icecap – A sheet of ice
and snow that covers an
area of land year round.
interact – To have an
affect on another.
interdependent –
Plants and animals that
omnivore – An
animal that eats
both plants and
animals.
pest – An animal
or plant that is
harmful.
plain – A large,
flat area of land
with few trees.
preservation –
To protect from
destruction.
producers –
Plants produced
and eaten by
animals.
rainforest – A
thick evergreen
forest in a
tropical region
with a lot of
rainfall yearly.
reproduce – To
have offspring or
babies.
resource –
Something that
can be used from
the land by
people.
river – A long
body of water
that flows
through the land.
scales – Body
covering of
some fish and
reptiles.
shade – An area
that is out of the
sun.
shelter – A place to
live.
skin – A covering for
the bodies of animals.
South America - A
southern continent of
the Western
Hemisphere.
species – A group of
animals or plants that
are similar.
survive – To stay
alive.
sunlight – The light of
the sun.
system – A group of
things that interact
with each other.
temperature –
Measure of heat.
traits – Qualities that
help identify one thing
from another.
tundra – An area of
the Arctic that has no
trees and very few
plants.
valley – A long,
narrow area of low
land between
mountains or hills.
weather – What the
air outside is like.
wetlands – swampy
areas that contain
many organisms.
world – A name for
the Earth and
everything on it.
Anaheim City School District/Haroun, Shimoda,,Thompson, Ruble/Project GLAD
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live together and
rely on each
other.
kingdom – One
of the large
groups into which
all living things
are divided.
lake – A body of
water that has
land around it.
life cycle – The
order of changes
that occur during
the lifetime of
living things.
mammals – One
kind of animal.
Mammals are
covered with hair.
They feed milk to
their babies.
migrate – To
move from place
to place as the
seasons change.
mountain – The
highest kind of
land.
nature – The
world of living
things and the
outdoors.
North America –
A northern
continent of the
Western
Hemisphere.
ocean – A very
large body of
salty water.
VIII. RESOURCES AND MATERIALS
A.
Non-Fictional Texts
 Bash, Barbara, Tree of Life: The World of the African Boabab (Sierra
Club Books/Little, Brown, 1989)
 Christelow, Eileen, What Do Authors Do? (Houghton Mifflin Co.,
1997)
 Fowler, Allan, It Could Still Be a Leaf (Children’s Press, 1990)
 Kuhn, Dwight, My First Book of Nature: How Living Things Grow
(Scholastic Inc., 1993)
 Parker, Nancy Winslow & Wright, Joan Richards, Bugs (Mulberry
Books, 1987) remarkable
 Rauzon, Mark J., Skin, Scales, Feathers, and Fur (Lothrop, Lee, &
Shepard, 1993)
 Roberts, Allene, The Curiosity Club: Kids’ Nature Activity Book
(John Wiley, 1992)
 Seddon, Tony & Bailey, Jill, The Living World (Doubleday, 1986)
 Sowler, Sadie, Amazing Armored Animals (Alfred A. Knopf, 1992)
 Yolen, Jane, Welcome to the Green House (G.P. Putnam’s Sons, 1993)
B.
Fictional Texts
 Aardema, Verna, Bringing the Rain to Kapiti Plain, (Houghton Mifflin
Co., 1996)
 Barbosa, Rogerio Andrade, African Animal Tales (Volcano Press,
1993)
 Brown, Margaret Wise, The Important Book (HarperCollins, 1990)
 Cohen, Miriam, When Will I Read? (Greenwillow, 1977)
 Hartman, Gail, As the Roadrunner Runs (Scott Foresman, 1994)
 Lester, Alison, Imagine (Houghton Mifflin Co., 1990)
 Martin, Bill Jr., Brown Bear, Brown Bear, What Do You See? (Holt,
Rinehart, and Winston, 1983)
 McGuire, Richard, Night Becomes Day (Viking Children’s Books,
1994)
 Muller, Gerda, Around the Oak (E P Dutton, 1994)
 Seuss, One Fish, Two Fish, Red Fish, Blue Fish (Turtleback Books,
1960)
 Tafolla, Carmen & Seale, Jan Epton, The Sleeping Pig (Houghton
Mifflin Reading, Theme Six)
C.
Poetry and Songs
 Guthrie, Woody, & Guthrie, Arlo. This Land is Your Land [CD, track
5]. (Rounder / Pgd, 1997).
 Hoberman, Mary Ann. A House is a House for Me. (Puffin Books,
1982).
Anaheim City School District/Haroun, Shimoda,,Thompson, Ruble/Project GLAD
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

I Sing You Sing “All Around the Mulberry Bush” [CD, track 5].
(Peter Pan, 1996). Adaptation to song: (This is the way an animal
adapts…)
Shells, C. Animal Tails “Over in the Meadow” [CD, track 5]. (1998).
Anaheim City School District (California) Texts

Houghton Mifflin Reading, Treasures, Theme 8 & Our Earth, Theme 6

Harcourt Brace Social Studies – A Child’s Place, Units 4 and 6

Hampton Brown, Into English, Level B, Units 2 and 3

Houghton Mifflin Science, Discovery Works, Level 1-Unit A and Unit B
E. Materials
Plant specimens
Poster paper
Markers
Pencils
Masking tape
Magnifying glasses
Crayon resist
Daily news about habitats
Sounds of the forest Environment/ocean music
Stuffed animals from different habitats
F.
Student paper
Large envelope
Watercolors
Picture file cards
Sentence strips
Binding rings
Community 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 – Greatest Adventures [Video]. ASIN: B00004TJHB
 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
 Tropical Rainforest Habitat [Video]. ASIN: B00006JDXJ
 Habitat and Ecology Videos from the local library
 Website: http://www.enchantedlearning.com
Children’s Books Cited
Aardema, V. (1996). Bringing the Rain to Kapiti Plain. Houghton Mifflin Co.
Barbosa, R. A. (1993). African Animal Tales. Volcano Press.
Bash, B. (1989). Tree of Life: The World of the African Boabab. Sierra Club
Books/Little, Brown.
Brown, M. W. (1990). The Important Book. HarperCollins.
Anaheim City School District/Haroun, Shimoda,,Thompson, Ruble/Project GLAD
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Christelow, E. (1997). What Do Authors Do? Houghton Mifflin Co.
Cohen, M. (1977). When Will I Read? Greenwillow.
Fowler, A. (1990). It Could Still Be a Leaf. Children’s Press.
Hartman, G. (1994). As the Roadrunner Runs. Scott Foresman.
Hoberman, M. A. (1982). A House is a House for Me. Puffin Books.
Kuhn, D. (1993). My First Book of Nature: How Living Things Grow.
Scholastic Inc.
Lester, A. (1990). Imagine. Houghton Mifflin Co.
Martin, B. Jr. (1983). Brown Bear, Brown Bear, What Do You See? Holt,
Rinehart, and Winston.
McGuire, R. (1994). Night Becomes Day. Viking Children’s Books.
Muller, G. (1994). Around the Oak. E P Dutton.
Parker, N. W., & Wright, J. R. (1987). Bugs. Mulberry Books.
Rauzon, M. J. (1993). Skin, Scales, Feathers, and Fur. Lothrop, Lee, &
Shepard.
Roberts, A. (1992). The Curiosity Club: Kids’ Nature Activity Book. John
Wiley.
Seddon, T., & Bailey, J. (1986). The Living World. Doubleday.
Seuss. (1960). One Fish, Two Fish, Red Fish, Blue Fish. Turtleback Books.
Sowler, S. (1992). Amazing Armored Animals. Alfred A. Knopf.
Yolen, J. (1993). Welcome to the Green House. G.P. Putnam’s Sons.
Anaheim City School District/Haroun, Shimoda,,Thompson, Ruble/Project GLAD
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UNIT PLANNING PAGES
I.
FOCUS/MOTIVATION
 Discuss Three Behaviors
- Making good decisions
- Solving problems
- Showing respect
 Scientist Awards
 Zero-Noise Signal
- When the teacher raises his/her hand, the students need to look towards the
teacher and stop whatever he/she is doing.
 Picture File Cards
 Read Alouds
- Habitat Books
- Interest pieces
- A House is a House for Me
 Inquiry Charts – Processed daily
- What do you know about world habitats?
- What do you want to know about world habitats?
 Pre-and on-going assessment
- Learning Logs
 Challenge questions with Picture File
 Realia: real animal specimens, observations
- List, group, label
 Poetry and Chants
- Charts
- Booklet
 Song: Over in the Meadow
 Teacher made Big Book: The Important Thing About Habitats
 Observation Charts
- Sorting/grouping pictures by what habitat they think it is (water, land,
mountains, forests) and which animals live in those habitats.
- Let the students explore and discover, telling why things are the way they
are.
 Video Clip(s) – on ecosystems or habitats
 Habitat and Conservation Awards
 Field Trip to the Zoo
II.
INPUT
 10-2 Lecture with Primary Language Groups
 Graphic Organizers on habitats
 Pictorial Input Chart – World map with different habitats
- Land, water
- Continents, oceans
- Mountains, plains, deserts, rainforests, forests, tundra
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








- Rivers, lakes: oceans
Narrative Input – The Sleeping Pig
Comparative Input – Do a different habitat each day
Comparative Input – Compare animal homes or animal body coverings
Comparative Input (Venn Diagram) – Plants cannot move, animals can
Comparative Input (Venn Diagram) – How animals adapt to their environment
- Hot, dry desert animal
- Cold, dry Arctic animal
Read Aloud Book, My River
Cause/Effect Organizer – deserts
Teacher made Big Book: The Important Book About Habitats
Living Wall – 4 types of bodies of water
III.
GUIDED ORAL PRACTICE – (Cooperative Groups)
 T-graph on cooperation/teamwork
 T-graph on respecting the environment and conservation
- Preserving resources
- Social consciousness
- Taking responsibility
 Observing, Mind-Mapping
 Chants
 Poetry Scramble
 Interest corners
 Process Grid (one animal from each habitat)
 Farmer-in-the-Dell Chart
 T comparison Chart (rainforest and pine forest)
 Team Diagrams with labels
 Personal Interactions
- How are plants and animals the same?
- How does your culture value the ocean?
 Picture File Cards
 Numbered Heads Together
IV.
READING/WRITING
A.
Total Group
 Group Frames
- Found Poetry
- Expository Paragraphs, Cause/Effect, Details
- Cooperative Strip Paragraph
- Narrative
 Modeling Strip Books
- Modeling of commas in a series
- Modeling prefixes, suffixes, root words
- Modeling of irregular plurals
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B.
Cooperative Reading/Writing Choices
 Team Interpretation of Poem
 Story Map (from narrative)
 Chant Sequence (on sentence strips)
 Cooperative Strip Paragraph
 Cooperative Found Poetry
 Graphic Organizers on Habitats
 Ear-to-Ear Reading-team worksheet
 Focused Reading
 Expert Groups (one animal from each habitat)
 Mind-Mapping
C.
Individual Activities – (Portfolio)
 Reading Log
 Learning Log
 Interactive Journal Writing
 Required Writing
 Poetry Booklet
 Diagrams and Illustrations
- Matching the animal to their environment
 Reading Choices
D.
Writer’s Workshop
 Mini-lesson
 Conferences
 Author’s Chair
V.
REINFORCEMENT/EXTENDED ACTIVITIES FOR INTEGRATION
 Listen and Sketch
 Poetry
 Songs
 Environment music/sounds of the forests and oceans
 Watercolors, watercolor crayons
 Crayon resist
 Stuffed animals from different habitats
VI.
DAILY ACTIVITIES
 Read Aloud
 Silent Sustained Reading
 Silent Sustained Writing
 Interactive Journals
 Home/School Connection
 Songs/Chants
 Listening Activities
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


VII.
Personal Interaction
Oral Language Activities
Daily News/Interest Piece
CLOSURE (Alternative Assessments)
 Process all charts
 Process Inquiry Charts
 Ask Challenge Questions
 Teach test taking skill “Best Answer”
 Review Big Book
 Write parent letter
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SAMPLE DAILY LESSON PLAN ADAPTATION
DAY 1
FOCUS/MOTIVATION
 Discuss Three Behaviors
- Making good decisions
- Solving problems
- Showing respect
 Scientist Award – Pictures of animals (and their names) in different
habitats.
- The teacher chooses a student (called a scout) to watch for peers who
deserve an award. The scout has to justify why a particular student was
chosen to receive an award.
 Zero-Noise Signal
- When the teacher raises his/her hand, the students need to look towards
the teacher and stop whatever he/she is doing.
 Cognitive Content Dictionary/Signal Word – HABITAT
- Every day in the unit, a new signal word is introduced. The purpose of
this word is to familiarize students with high-level vocabulary and provide
a means of giving direction. When the teacher says the signal word after
giving directions, the students are to do the assigned task.
 Inquiry Charts – Different habitats
- What do you know about habitats?
- What do you what to learn about habitats?
- Add to chart as these questions are answered throughout the unit.
 Picture File Cards
- (These are pictures that relate to the unit and are gathered by the
teacher.) Look for pictures of various habitats and have them ready for
students to observe and discuss.
 Observation Charts (gallery walk)
- Post the picture file cards of different habitats and have students walk
around and observe what is happening in the pictures. Allow students to
write down observations on a sheet of paper next to the poster of picture
file cards.
 Video Clip – Habitats – Homes for Living Things
INPUT
 Graphic Organizers on habitats
 10-2 Lecture, primary language groups
- When the teacher has provided ten minutes of instruction, the students
are allowed two minutes to rephrase what was said to a peer.
 Teacher-made Big Book – The Important Thing About Habitats
The Important Thing About Land and Water
 Pictorial Input (Pencil First Strategy)
- Using an overhead projector, draw the world map on large chart paper in
pencil first, and when teaching the lesson, trace the pencil with pen as
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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
having the image “magically” appear. Add key words pertaining to
habitats such as land, water, continents, oceans, mountains, plains, deserts,
rainforests, forests, tundra, rivers, and lakes.
Comparative Input: Compare animal coverings:
- Feathers
- Fur
- Scales
- Skin
- Shells
GUIDED ORAL PRACTICE
 Diagram: Matching the animal to their environment
 Chants, poems: “Yes Ma’am!”
“I Know an Unusual Habitat”
“I Can Spell!” Chant
“Habitat Military” Chant
READING/WRITING
 Learning Log – Students write down what they learned today in their
learning logs.
 Introduce the Accelerated Reader program and introduce books that
relate to the unit.
- Accelerated Reader is a reading program that integrates technology to
assess the student’s comprehension of text. After students finish reading
a book, they take a computerized test to assess their reading
comprehension. The texts are leveled so students can read at their
independent level to comprehend text. Once a student passes a test,
he/she is allowed to read a book at a higher level.
WRITER’S WORKSHOP
 Mini-lesson – Provide choices of different types of writing styles and
demonstrate mind mapping.
 Write and Edit
 Author’s Chair – This is an opportunity for students to share unfinished
work with their peers. Their peers (the audience) are to provide positive
feedback so the author can make the story clearer or more interesting or
clear.
CLOSURE
 Personal Interaction
 Interactive Journal Writing
 Volunteers read Learning Log
 Songs
 Home/School Connection
- Daily, students will take something home to complete or share with their
families. Activities can include dialogues with family members, stories to
share, or worksheets.
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DAY 2
A. FOCUS/MOTIVATION
 Review Three Behaviors introduced in Day One
 Review Zero-Noise Signal
 Cognitive Content Dictonary/Signal Word: CONSERVATION
 Scientist Award: Scientist Notebooks
- This award is a little teacher-made book with blank pages for the
students to write notes of observations.
 Read aloud: My River
 Review Pictorial Input Chart with word cards
- Revisit the words in yesterday’s pictorial input by taping up flash cards
with these words on them. This will reinforce the key terms and provide
cards for students to remove and copy correctly at their seats.
 Highlight key words in yesterday’s Poetry and Chants
 Video Clip – Desert Habitats
INPUT
 Comparative Input: Compare two or three different habitats using the
pencil first strategy explained in Day One.
 Narrative Input – Read aloud The Sleeping Pig showing illustrations only.
Complete story map. Add the text to the pictures on Day Three.
 Ask: What do scientists do?
 Cause/Effect Organizer – Deserts
GUIDED ORAL PRACTICE
 Farmer-in-the-Dell – Chart on animals
- In this chart, students provide adjectives, verbs, and prepositional
phrases that explain animals with different habitats.
 Chants, Poems: Review songs and chants from Day One.
“Conservation Chant”
Mini-Assembly: “Conservation”
 T-Graph – Respect for ourselves/others and the environment
READING/WRITING
 Shared Reading – Big Book
 Chants
 Accelerated Reader Option
 Science Exploration
WRITER’S WORKSHOP
 Mini-lesson
 Write
 Author’s Chair
EXTENDED ACTIVITIES
 Science Exploration – Animal body coverings
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CLOSURE
 Interactive Journal Writing
 Songs, Poetry
 Home/School Connection
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III. DAY 3
A. FOCUS/MOTIVATION
 Review Three Behaviors
 Review Zero-Noise Signal
 Cognitive Content Dictionary/Signal Word: INTERDEPENDENT or
Student Choice
 Scientist Award: Seed Notebooks
- This award is a little teacher-made book with blank pages for the
students to write down any ideas they may have for their next story during
writer’s workshop.
 Narrative Input Review
- Act out/review with words cards
 Plant Specimen – Demonstration
 Video Clip – Ocean Habitats – Shoreline and Reef
INPUT
 Read Aloud: A House is a House for Me
 Comparative Input (Venn Diagram) – Compare animal homes
 Comparative Input (Venn Diagram) – Plants cannot move, animals can
 Pictorial Input (Living Wall) – Discuss the four types of bodies of water
GUIDED ORAL PRACTICE
 Farmer-in-the-Dell Chart on plants
- In this chart, students provide adjectives, verbs, and prepositional
phrases that explain animals of different habitats.
 T-graph: Teamwork/Cooperation
 Poetry, Songs: Over in the Meadow
This Land Is Your Land
Oh Give Me a Home
Chant “Yes Ma’am!” with pictures
Chant “The Sleeping Pig”
READING/WRITING/GUIDED ORAL PRACTICE
 Expert groups: Emperor Penguin, Spotted Dolphin, Zebra, Western
Diamondback Rattlesnake, Sloth, and Blue Jay
- These expert groups consist of 4 to 5 students who each will experts on a
specific animal. These experts will then return to their group and provide
the information learned to the rest of their group. Each student in the
group will have a different expertise and will provide similar information
to the others. The information gained during expert groups will then be
used to complete the process grid in Day Four.
 Team Tasks – While the different expert groups are meeting with the
teacher, the rest of the class will be working on team tasks. These tasks
are to reinforce the information learned in the unit. Each student needs to
contribute to all the tasks. To ensure this, students each choose a colored
pencil and complete all their work with that color.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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

- Team Picture – World Map of Habitats
- Team “Yes Ma’am!”
- Team Big Book
- T-graph on Respect
- Farmer-in-the-Dell – Reading
- Team Comparison Chart on Body Coverings
- Team Exploration Report on Plant Specimen
- Team Graphic Organizer/Story Map
- Technology Integration: View habitat web pages and copy a diagram
Team Name – Each team is assigned a color for classroom management
and team points.
Reader/Writer’s Choice – Instead of writer’s workshop, the students can
work on their choice of reading the room (students walk around the room
reading the information on the walls, such as chants and charts),
Accelerated Reader option, or writing a story. This is their choice during
this activity.
E. CLOSURE
 Interactive Journal – Students are given an opportunity to write what they
please in this journal. The teacher then reads and responds to the journals.
 Team Sharing
 Songs
 Home/School Connection
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IV. DAY 4
FOCUS/MOTIVATION
 Review Three Behaviors
 Review Zero-Noise Signal
 Cognitive Content Dictionary/Signal Word: CHERISH or Student Choice
 Review charts/chants with word cards
 Scientist Award: Habitat Bookmark
 Read Aloud habitat books
 Video Clip – The Magic School Bus – In the Rainforest and Tropical
Rainforest Habitat
INPUT
 Comparative Input – How animals adapt to their environment:
hot, dry desert vs. humid, wet rainforest
GUIDED ORAL PRACTICE
 Review Farmer-in-the-Dell Chart and change verbs to -ing
 Process Grid – Expert Groups assist in completing this grid by telling the
teacher the information needed within the grid. The grid is to be in
phrases only; no sentences. This grid will help students write paragraphs
about specific animals.
 Cooperative Strip Paragraph/Group Frame – Having a predetermined topic
sentence, the teams will create one sentence about the topic using the
information on the process grid. When all sentences from all the groups
are posted, the class reads the paragraph and discusses sentence structure,
sentence order, grammar, and spelling. The teacher then models the
editing process.
 Share team tasks
- Choices
READING/WRITING
 Team Tasks
- Team Farmer-in-the-Dell
- Team Process Grid
- Team Cooperative Strip Paragraph
- Add to the walls/to the Living Wall
- Team Exploration Report on Plant Specimen
- Team Flip Chant – Animal homes are…
- Team Pocket Poetry
- Technology Integration: View habitat web pages and copy a diagram
 Listen and Sketch – In this activity, the teacher reads a story aloud in short
sections and does not show any pictures. The teacher will pause every
once in a while and students will draw what they picture is happening in
the story. For students who do not know any English, allow them to see
the pictures after reading each section.
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
Cooperative Strip Paragraph to reading
READING/WRITING WORKSHOP
 Journal First
 Mini-lesson
 Choices for writing/reading (adaptations)
- Poem
- Narrative
- Expository
- Strip Books
- Flip Chants
 Primary Language Group Frame – With second language learners, the
teacher provides a frame, using the cooperative strip paragraph, for
students to work with in their primary language. This will help guide
these students in being successful in their writing.
 Author’s Chair
 Ear-to-Ear Reading-Poetry Booklet (a typed collection of all the songs and
chants) – Children sit ear-to-ear while reading familiar songs/chants to
each other.
CLOSURE
 Personal learnings
 Home/School Connection
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DAY 5
FOCUS/MOTIVATION
 Review Three Behaviors
 Review Zero-Noise Signal
 Cognitive Content Dictionary/Signal Word: ECOLOGIST or Student
Choice
 Scientist Award: Ecologist Buttons
 Review Songs, Chants, and Poetry
 Video Clip – The Magic School Bus – Greatest Adventures
 Review Inquiry Chart
 Field Trip to the Zoo
INPUT
 Pictorial Input: Food Chain
 Food Chain Demonstration
GUIDED ORAL PRACTICE
 Review Chants
 Review Big Book
READING/WRITING
 Flexible Group Reading – Cooperative Strip Paragraph
- In homogeneous reading groups, the teacher meets with students to read
the cooperative strip paragraph. The teacher can do several activities to
meet the needs of the different groups such as reading fluency, long
vowels, etc.
 Eld Group Reading
 Clunkers and Links Content Reading
 Complete Team Tasks
- Team Food-Chain Pictorial
- Team Presentations – Each team will choose its favorite team task to
share with the class. These presentations need to be given by the entire
team, not just one speaker.
 Focused Reading
- Picture Dictionary – Students create a picture dictionary of all the new
words they learned during the unit.
 Revisit Inquiry Chart
 Accelerated Reader option
 Read the Walls – Students walk around the room reading the information
on the walls, such as chants and charts.
EXTENDED ACTIVITIES
 Food Chain Demonstration and transition to Food-Chain unit
CLOSURE
 Process inquiry and learnings
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





Students write a letter home to parents, explaining what they learned in the
unit.
Students eat food from different habitats.
Evaluate Week (metacognition) – Students must think about their
experience throughout the unit and write their feelings. They will evaluate
their week and explain what they enjoyed and what could have been done
differently.
Team Presentation of Team Task
Sketch and Write – Students each brainstorm their story by sketching it
out through pictures first. After all the students’ ideas are down in picture
form, they can repeat their story, using words.
Home/School Connection
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Award – Scientist Notebooks
THIS SCIENTIST THIS SCIENTIST
Wonders
Wonders
Is Persistent
Is Persistent
Is Curious
Is Curious
THIS SCIENTIST THIS SCIENTIST
Wonders
Wonders
Is Persistent
Is Persistent
Is Curious
Is Curious
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Scientist Award –Habitat Bookmark
Cherish
Our
Cherish
Our
Cherish
Our
H
A
B
I
T
A
T
S
H
A
B
I
T
A
T
S
H
A
B
I
T
A
T
S
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Using a button maker, put the labels below into buttons. In lieu of buttons, the
award for the day can be a special ecologist pencil.
I’m an
ecologist!
I’m an
ecologist!
I’m an
ecologist!
I’m an
ecologist!
I’m an
ecologist!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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I’m an
ecologist!
I’m an
ecologist!
I’m an
ecologist!
I’m an
ecologist!
I’m an
ecologist!
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The Important Thing About Habitats
Adaptation by Rima Haroun
The important thing about a habitat is that it provides food, water, shelter, and space for
the plants and animals that live in that ecosystem.
The mountains are homes for many plants and animals. In the mountains there
live blue jays, foxes, bucks, and bears. The mountains are also the habitat of
many tress that make up our forests. Some examples of forests are Sequoia
National Forest and Yellowstone National Forest.
But, the important thing about habitats is that they provide food, water, shelter, and space
for the plants and animals that live in that ecosystem.
The important thing about a habitat is that it provides food, water, shelter, and space for
the plants and animals that live in that ecosystem.
Deserts are homes for many plants and animals. In the desert there live
snakes, lizards, and insects. The deserts are also the habitat of many plants
called cacti. Some examples of deserts are the Mojave and Sahara.
But, the important thing about habitats is that they provide food, water, shelter, and space
for the plants and animals that live in that ecosystem.
The important thing about a habitat is that it provides food, water, shelter, and space for
the plants and animals that live in that ecosystem.
Oceans are homes for many plants and animals. In the ocean there live
octopus, dolphins, whales, and many other fish. The oceans are also the
habitat of many beautiful coral reefs. Some examples of oceans are the
Pacific and Atlantic.
But, the important thing about habitats is that they provide food, water, shelter, and space
for the plants and animals that live in that ecosystem.
The important thing about a habitat is that it provides food, water, shelter, and space for
the plants and animals that live in that ecosystem.
The rainforest gives a home to many plants and animals. In the rainforest, you
will find plants with vines and moss. The rainforest is very wet and dark.
Animals that can be found under the rainforest canopy of trees include the slowmoving sloth, the toucan, and the boa constrictor.
But, the important thing about habitats is that they provide food, water, shelter, and space
for the plants and animals that live in that ecosystem.
The important thing about a habitat is that it provides food, water, shelter, and space for
the plants and animals that live in that ecosystem.
The tundra is a very cold and dry habitat. It is even considered to be a desert.
There are very few plants and animals that make the tundra their home. Animals
that live in the coastal tundra include emperor penguins, Adelie penguins, killer
whales, and seals. The tundra can be found on the continent of Antarctica.
But, the important thing about habitats is that they provide food, water, shelter, and space
for the plants and animals that live in that ecosystem.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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The Important Thing About Land and Water
Adaptation by Diane Shimoda
The important thing about a hill is that it is not as high as a mountain.
It is true that you can climb it. It can be small and easy to go over. It can also be
much higher and harder to climb over.
But, the important thing about hills is that they are not as high as mountains.
The important thing about a lake is that it is a body of water with land around it.
It is true you can fish in a lake. You can sometimes swim in a lake. You can sail
a boat on a lake.
But, the important thing about lakes is that they are bodies of water with land around
them.
The important thing about a mountain is that it is the highest kind of land on Earth.
It is true it is very cold at the top. It is true that there is often snow there. There
are often many trees and lakes in the mountains.
But, the important thing about mountains is that they are the highest kind of land on
Earth.
The important thing about an ocean is that it is the largest body of water on Earth that is
salty.
It is true bright colored fish live in the ocean. It is true huge ships travel across
the ocean. It is true that people like to swim, and play in the ocean.
But, the important thing about oceans is that they are the largest bodies of water on Earth
that are salty.
The important thing about a plain is that it is land that is mostly flat.
It is true that wheat grows on the plains. Corn grows on the plains. Animals
graze on the plains.
But, the important thing about the plains is that they are land that is mostly flat.
The important thing about a river is that it is a long body of water that flows through the
land.
It is true that it can move slowly. It is true that it can move fast. It may take land
with it as it moves.
But, the important thing about rivers is that they are long bodies of water that flow
through the land.
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Graphic Organizer on Habitats
Animals
Habitat:
Climate
Location
Examples
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Differences in Body Coverings
Graphic Organizer
Feathers
Fur
Scales
Skin
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
Shells
65
Key Words for Reviewing the Pictorial Input Chart from Day One
land
water
continents
oceans
mountains
plains
deserts
rainforests
forests
rivers
lakes
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Pictorial Input – Types of Bodies of Water
TYPES OF WATER
Oceans
Rivers
Lakes
Wetlands/Swamps
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Comparative Input
How Animals Adapt to Their Environment
Hot, dry desert
Humid, wet rainforest
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Script for Narrative Input
The Sleeping Pig
(To go on the back of the pictures for story retelling/narrative input)
One morning, Celina found
a huge pig sleeping
in the watermelon patch.
Celina began to shout
“Go home, Mrs. Pig!
I wish you would go.
You can’t rest here in
the watermelon patch.
I can’t pick my
watermelons.
But huge Mrs. Pig
didn’t wake up.
A coyote came by and
said, “Let me show you
how to get Mrs. Pig out of
the patch.” The coyote began
to howl and howl.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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But huge Mrs. Pig did not
wake up.
A mule came by and said, “I can make
Mrs. Pig climb out of the patch.” The
Mule began to push and push.
But huge Mrs. Pig went on sleeping.
A rabbit came by
And said, “I will get
Mrs. Pig out of the patch
for you.” The rabbit
began to hop and hop.
But huge Mrs. Pig
went on sleeping.
A snake came by and
said, “I will use my tail
to lift Mrs. Pig out of
the patch.” The snake began
to pull and pull.
But huge Mrs. Pig
wouldn’t wake up.
Then a cricket
came by and said,
“I know I am small
and Mrs. Pig is huge.
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but just look at
what I can do.”
The cricket began
to sing a tune.
Chirrr-chirrr
-chirrr!
Di-di-di-di!
Mrs. Pig woke up fast.
“Yes, it’s time to go
home,” she said with her
nose up. “A watermelon
patch does not make a good
bed.” And she left, sulking.
Celina thanked the small
cricket. Then they ate a
whole watermelon to celebrate!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Yes Ma’am
Is this a habitat?
Yes ma’am!
Is this a habitat?
Yes ma’am!
And what is that?
And what is that?
A place where animals live.
A place where plants live.
Is the ocean a habitat?
Yes ma’am!
Is the ocean a habitat?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes ma’am!
Animals live there.
Plants live there.
The Pacific and the Atlantic.
The Arctic and the Indian.
Is the desert a habitat?
Yes ma’am!
Is the desert a habitat?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes ma’am!
Animals live there.
Plants live there.
The Sahara and the Mojave.
The Atacama and Namib.
Is the forest a habitat?
Yes ma’am!
Is the forest a habitat?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes ma’am!
Is the rainforest a habitat?
Animals live there.
Plants live there.
The mountains of Sequoia.
The mountains of Yellowstone.
Yes ma’am!
Is the rainforest a habitat?
Yes ma’am!
How do you know?
Animals live there.
How do you know?
Plants live there.
Give me some examples.
Parts of the Hawaiian Islands.
Give me some examples.
A huge part of Brazil (South America).
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Are the wetlands a habitat?
Yes ma’am!
Are the wetlands a habitat?
Yes ma’am!
How do you know?
Animals live there.
How do you know?
Plants live there.
Give me an example.
The Okefenokee Swamp.
And where is that?
In Georgia and Florida.
Is the tundra a habitat?
Yes ma’am!
Is the tundra a habitat?
How do you know?
How do you know?
Give me an example.
And where is that?
HOW SCIENTIFIC!
Yes ma’am!
Animals live there.
Plants live there.
The continent of Antarctica.
In the South Pole.
Adaptation by
Rima Haroun & Diane Shimoda
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Ecologist Bugaloo
I’m an ecologist and here to say,
I study habitats everyday.
Sometimes I study deserts, mountains, or plains,
Sometimes I study oceans, tundra,
Or other terrain.
Rainforests, swamps, rivers too.
Doing the ecologist bugaloo!
A place where animals live and grow,
Is called a habitat as you may know.
Plants and animals who together live
Are interdependent and know how to give.
Producer, consumers, decomposers, too.
Doing the ecologist bugaloo!
Plants, animals, and nonliving things,
Learn to adapt to whatever nature brings.
Heat, sunlight, shelter, shade
Are often studied and surveyed.
Temperature, climate, weather, too.
Doing the ecologist bugaloo!
Adapted by Rima Haroun & Diane Shimoda
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Habitats Here, Habitats There
Adapted by Rima Haroun & Diane Shimoda
Habitats here, habitats there
Habitats, habitats everywhere!
High, snowy mountains for climbing.
Deep, dark oceans for sailing.
Flat, grassy plains for grazing.
And swift, winding rivers for fishing.
Habitats here, habitats there
Habitats, habitats everywhere!
Habitats in Africa,
Habitats in Anarctica,
Habitats in Europe,
And habitats in North and South America.
Habitats here, habitats there
Habitats, habitats everywhere!
Habitats! Habitats! Habitats!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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I Know an Unusual Habitat
Adaptation by Rima Haroun & Diane Shimoda
I know an unusual habitat,
An extremely unusual habitat,
An extremely unusual habitat,
That’s a cold, dry desert.
With icebergs floating about,
Penguins waddling around,
Ferocious seals lurking,
There are killer whales, too!
I know an unusual habitat,
An extremely unusual habitat,
An extremely unusual habitat,
That’s called the TUNDRA… B-R-R-R!!!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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I Can Spell! Chant
Adaptation by Rima Haroun
I can spell bird.
I can spell snake.
I can spell zebra.
b-i-r-d
s-n-a-k-e
z-e-b-r-a
But, I can’t spell ecologist!
I can spell river.
I can spell plain.
I can spell ocean.
r-i-v-e-r
p-l-a-i-n
o-c-e-a-n
But, I can’t spell ecologist!
I can spell forest.
I can spell desert.
I can spell tundra.
f-o-r-e-s-t
d-e-s-e-r-t
t-u-n-d-r-a
But, I can’t spell ecologist!
Yes, I can! Yes, I can! ECO-LOG-IST………….ecologist!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Habitat Military Cadence
Adaptation by Rima Haroun
We just know what we’ve been told.
We just know what we’ve been told.
Habitats can be hot or cold.
Habitats can be hot or cold.
Providing food, water, shelter, and air.
Providing food, water, shelter, and air.
Plants and animals can live almost anywhere.
Plants and animals can live almost anywhere.
Sound off!
Ecology!
Sound off!
Ecosystem!
1, 2, 3, 4…….SCIENCE RULES!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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The Sleeping Pig
Story by Carmen Tafolla and Jan Epton Seale
Adaptation by Diane Shimoda
Early in the morning,
Guess what I found.
A huge pig sleeping
On the ground.
I began to shout,
“Go home, Mrs. Pig!
I can’t pick watermelons.
You’re just too big!”
Oh no!
The pig won’t go.
A coyote came by,
“I’ll show you how.”
He howled and howled
But couldn’t wake the sow.
Oh no!
The pig won’t go.
A mule was sure
Mrs. Pig would climb out,
He pushed and pushed,
She slept throughout.
Oh no!
The pig won’t go.
A rabbit said,
“Just watch me hop!”
But the sleeping pig
Would not stop.
Oh no!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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The pig won’t go.
A snake used its tail
To lift that pig
But that didn’t work,
She was just too big!
Oh no!
The pig won’t go.
Now a tiny cricket
Began to sing a tune,
“Chirrr-chirrr-di-di-dune”
That pig woke up
With her nose in the air
“I must be going,”
And left with a glare!
Yes! Yeah!
The pig went away!
I thanked the cricket
And said, “Please wait,”
We ate a whole watermelon
To help celebrate!
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Conservation Chant
I went to the park
And what did I see?
A ranger protecting
That park for you and me.
She watched for fires.
She cared for the trees.
She told many campers
Pick up that trash…please.
She taught the children
What we leaned in school
To take care of wildlife
And follow the rules.
Now let it be known
For all to observe,
We are working together
To protect and conserve.
Written by Diane Shimoda
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Mini-Assembly: Conservation
The park ranger helps animals. (show a picture of an animal)
CONSERVATION!
The park ranger teaches children about wildlife. (show a
picture of wildlife)
CONSERVATION!
The park ranger helps people follow rules. (hold trash in hand)
CONSERVATION!
The park ranger watches the forest for fires. (show a picture of
forest fire)
CONSERVATION!
The park ranger studies the water and the soil. (show pictures
of stream, bottle, soil sample)
CONSERVATION!
The park ranger protects the park.
CONSERVATION!
Written by Diane Shimoda
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Home/School Connection #1
Look around your neighborhood, write or sketch all the animals you see living in
different types of habitats. Explain to your parents or siblings your favorite habitat.
Parent’s Signature:____________________
Student Signature:__________________
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Home/School Connection #2
Retell the narrative input The Sleeping Pig to your family. Also discuss different ways
you and your family can help with conservation.
Parent’s Signature:____________________
Student Signature:__________________
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Home/School Connection #3
Interview your friends and family. Ask them if they have ever visited an unusual habitat.
Did they enjoy it? What did they discover? Which habitat would you like to visit and
why?
Parent’s Signature:____________________
Student Signature:__________________
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Home/School Connection #4
Discuss with your family what you learned in your expert groups. Ask them what they
learned from you. Ask them if they know any other information about your special
animal.
Parent’s Signature:____________________
Student Signature:__________________
Scientist Award: Ecologist Buttons
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Home/School Connection #5
Write or sketch all the important things an ecologist does. Would you like to be an
ecologist when you grow up? Why or why not?
Parent’s Signature:____________________
Student Signature:__________________
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Emperor Penguin
Emperor penguins live among the icebergs in the cold Arctic Ocean.
Penguins are water birds that cannot fly. They are very good swimmers and
use their wings as flippers to “fly” through the water.
A penguin’s body is covered with three layers of tiny, waterproof
feathers. This helps it keep warm and dry both in and out of water. The
feathers are usually black and white, but emperor penguins also have yellow
or orange feathers on their head and neck. The emperor penguin is the
heaviest penguin of all. It stands about four feet tall and can weigh up to
100 pounds!
When penguins swim, they hunt for food. They catch all their food
underwater, and their spiky tongues help them to grip slippery fish in their
beaks. Penguins eat fish, squid, and crustaceans (crabs and shrimp). To
protect each other, penguins live in huge colonies called rookeries.
The enemies of emperor penguins are seals, sea lions, and killer
whales. Humans have also put penguins in danger because fishermen have
left them with little food. Oil spills in the oceans have also endangered
penguins.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Spotted Dolphin
Spotted dolphins live in tropical waters near the Atlantic coastline of
North America. All dolphins (and whales) are mammals and not fish.
Mammals have live babies and do not lay eggs. Mammals also feed their
babies milk from the mother.
Spotted dolphins are famous for their white spots on their bodies.
Spotted dolphins have no spots when they are born, but they get spots as
they grow older. Their backs are a dark gray, purplish color. Their bellies
are light gray. Spotted dolphins can breath through a blowhole near the top
of their head. They have a fin and flippers that help them swim. They have
long, white-tipped beaks and cone-shaped teeth. Spotted dolphins grow to be
about 7 feet long.
Spotted dolphins are fast swimmers and can often be seen leaping out
of the water next to boats. They eat squid, octopus, mackerel, flying fish,
small eels, and herring. To protect each other, adult male dolphins swim in
groups around the female dolphins and their calves (babies). Humans have
endangered these animals by using the blubber of dolphins for oil and food.
Many fishermen have also killed dolphins by accidentally trapping them in
their fishing nets.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Zebra
Zebras can be found in the plains of Africa. Zebras are wild horses
with black and white stripes on their round bodies. At the bottom of their
slim legs are hooves that have hard, sharp edges. Zebras have a ridge of hair
along their neck and they have a thin tail. They have large ears that rotate to
help hear sounds. They have flat teeth because they are plat eaters. Animals
that eat plants are called herbivores. Zebras eat grass most of the time.
They also eat bark, leaves, buds, fruits, and roots. Zebras grow to be only
four or five feet tall, but they can weigh up to 700 pounds!
When it is time to sleep, some zebras stay awake and keep watch to
protect the rest of the herd while they sleep. Enemies of the zebra include
lions, hyenas, cheetahs, wild dogs, and crocodiles. Humans also kill zebras
for their skin. Many farmers do not like zebras because they eat their green
grass. Some of these farmers kill zebras to save the grass.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Western Diamondback rattlesnake
Most snakes have hard, scaly skin. The Western Diamondback has
light brown scales with dark brown diamonds making a design on its body.
As the snake grows, it sheds its skin and gets new skin. Snakes have round
eyes, but no eyelids. They cannot close their eyes or even blink. Snakes
have no legs, but slither around on their bellies, and they can climb trees and
swim. The Western Diamondback rattlesnake has a rattle on its tail that
makes a buzzing noise when it moves back and forth. Snakes have narrow
tongues that they use to smell. Snakes have two sets of teeth in the upper
jaw and one set of teeth in the lower jaw. The teeth are like curved needles.
Rattlesnakes also have two long fangs that carry venom (poison) that they
use to kill their prey. Snakes eat birds, frogs, rats, and other rodents. The
Western Diamondback can grow to be over 7 feet long.
The Western Diamondback is a poisonous reptile. The Western
Diamondback lives in the deserts of North America and tries to find shelter
in deep burrows and caves.
Big snakes are predators to smaller snakes. Eagles, buzzards, pigs,
and crocodiles eat snakes too. Humans kill snakes to make shoes and purses
from their skin.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Sloth
The sloth lives in the tropical rainforests of South America. They
have long, curved claws on their feet that help them hold onto the branches.
Being able to hold on tight is important, since these slow-moving animals
walk, sleep, mate, eat, and even give birth while hanging upside down from
the branches. Sloths have peg-like teeth and eat leaves, buds, young twigs,
shoots, and fruit. Since they are plant eaters, they are called herbivores.
Sloths grow to be about two feet tall and weight about 10 pounds.
The sloth has a strange appearance. They have no tail and no ears,
and their nose is flat. They have long, course hair that is grayish in color.
Many times, algae grows on their fur. This helps them camouflage well in
the jungle. Because the sloth is slow moving, they do not have many
predators. However, sloths are threatened by humans through habitat
destruction of the tropical rainforests.
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Blue Jay
The blue jay lives in many forests around the United States and
Canada, but is seen mostly in the Rocky Mountains. They are very loud
chirping birds. The blue jay has blue feathers on its back, small white
feathers on its belly, and black and white designs on its wings and tail. It
also has a blue crown that sticks up on top of its head. The blue jay uses its
black bill (or beak) for eating and drinking. It has black legs and four claws
called tarsus. These four claws are like three fingers and one thumb. Blue
jays grow to be about 10 inches long.
Blue jays eat both plants and animals. They eat seeds, nuts, insects,
and earthworms. Blue jays protect themselves with their bills. They protect
their babies by staying with them and feeding them until they can take care
of themselves. Foxes, raccoons, and snakes are predators to birds and bird
eggs. People hunt birds for food and eat their eggs as well.
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Expert Groups
Graphic Organizer
habitat
food and
teeth
Emperor
Penguin
protection
external features
predators/enemies
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Expert Groups
Graphic Organizer
habitat
food and
teeth
Spotted
Dolphin
protection
external features
predators/enemies
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Expert Groups
Graphic Organizer
habitat
food and
teeth
Zebra
protection
external features
predators/enemies
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Expert Groups
Graphic Organizer
habitat
food and
teeth
Western
Diamondback
Rattlesnake
protection
external features
predators/enemies
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Expert Groups
Graphic Organizer
habitat
food and
teeth
Sloth
protection
external features
predators/enemies
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Expert Groups
Graphic Organizer
habitat
food and
teeth
Blue
Jay
protection
external features
predators/enemies
Anaheim City School District/Haroun, Shimoda, Thompson, & Ruble/Project GLAD
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Habitat Process Grid
Habitat
External
Features
Food and
Teeth
Protection
Predators
(Enemies)
Animal
Emperor
Penguin
Spotted
Dolphin
Zebra
Western
Diamond-back
Rattlesnake
Sloth
Blue Jay
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Cooperative Strip Paragraph/Group Frame
Topic Sentence:
There are many different types of animals that
live in different habitats.
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