What Makes Something Alive - Virginia Department of Education

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Topic 3: Session 3.1 – Introduction to Animal Habitats Session Supplies: • What Do We Know About Habitats sheet (pg. 67) • Teacher-selected nonfiction book about a specific habitat (e.g., forest, marsh, pond) Session Virginia SOL Science English Mathematics History & Social Science 2.1 a, b, d, i, j, k, m 2.2 a, b, c, e 2.3 a, b, c, d 2.7 e 2.9 c, d, e, f 2.12 a, b, c Session 3.1 – Introduction to Animal Habitats Teacher Questions & Notes -What is a habitat? Turn to your partner and talk about it. Procedures 1. Hand out the What Do We Know About Habitats sheet (pg. 67). Each student will make predictions about what a habitat is by using this anticipation sheet. Have students put the current date in the first “Date” column. In the next column (A/D), have them record “A” if they agree with the statement or “D” if they disagree with the statement. (Remind students not to write in the second “Date” column or in the second A/D column. The second “Date” and A/D columns will be used later after the students have studied habitats.) 2. Have students turn to a partner and discuss their predictions about habitats. 3. Develop a class statement about the meaning of habitat. Write the statement on a chart and explain that we will revise the statement as we learn more about habitats. -Show students the book you have selected on the specific habitat. -What kind of book is this (fiction/nonfiction)? -How do you know? -What do you think it is about? How do you know? What might we find out? 4. Introduce a book that you have selected about a specific habitat (e.g., a forest, a pond, a marsh). This book should be nonfiction. 5. Read and discuss the book. Have the students tell you things that are in the specific habitat described in the book. List them on the board. Ask students if they need to revise the class‟s habitat statement. If so, revise the statement written earlier. 66 Virginia Animals and their Habitats Topic3
Name: What Do We Know About Habitats? – Student Sheet Directions: Read each statement. If you Agree with the statement, write an “A”. If you Disagree with the statement, write a “D”. After we learn about habitats, we will look at these statements again to see if what we think has changed. Statement Date: A/D Date: A/D A habitat is just a place where you live. People are part of your habitat. Scientists can help save animals and plants. A habitat has the things that you need to live. My bedroom is my whole habitat. All habitats have water. Habitats have plants and animals. Habitats only have living things. Habitats have living and nonliving things. Habitats only have nonliving things. A habitat must provide shelter. 67 Virginia Animals and their Habitats Topic3 – Session 3.1 What Do We Know About Habitats? – STUDENT SHEET
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Cross-Curricular Second-Grade Unit
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Acknowledgments We wish to express
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Special Thank You for Permission to
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TABLE OF CONTENTS VIRGINIA ANIMALS
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Session 3.8 - Square-Meter Habitats
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Session 6.10 - Yum Yum Caterpillars
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Unit Instructional Pedagogy The Vir
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Overall Flow of Virginia Animals an
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c. Each student keeps a folder of j
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Virginia Animals and their Habitats
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Topic 1: Session 1.1 - Unit Introdu
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Session 1.1 - Unit Introduction Tea
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Session 1.2 - Living vs. Nonliving
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Topic 1: Session 1.3 - Real or Imag
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Name: Fiction / Nonfiction Venn Dia
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TOPIC 2 - How Do Scientists Classif
Page 33 and 34: Topic 2: Session 2.1 - Animal Sorti
Page 35 and 36: Session 2.1 - Animal Sorting Teache
Page 37 and 38: Name: Virginia Animals Brainstormin
Page 39 and 40: Birds Amphibians 21 Virginia Animal
Page 41 and 42: Other Animals 23 Virginia Animals a
Page 43 and 44: Birds Amphibians 25 Virginia Animal
Page 45 and 46: Other Animals… 27 Virginia Animal
Page 47 and 48: 29 Virginia Animals and their Habit
Page 49 and 50: Session 2.2 - Insects! Teacher Ques
Page 51 and 52: Directions to Make a Sweep Net A sw
Page 53 and 54: Keep a record of where each insect
Page 55 and 56: Insect Safari - Student Sheet Name:
Page 65 and 66: Topic 2: Session 2.3 - Insect Math
Page 67 and 68: (y-axis) Name: Graphing Sheet - Stu
Page 69 and 70: Session 2.4 - Animal Poetry Introdu
Page 71 and 72: Topic 2: Session 2.5 - Animal Poetr
Page 73 and 74: Topic 2: Session 2.6 - Animal Poetr
Page 75 and 76: Topic 2: Session 2.7 - Student Team
Page 77 and 78: Session 2.7 - Student Team Project
Page 79 and 80: Virginia Map - Student Sheet 61 Vir
Page 81 and 82: Virginia Animals and their Habitats
Page 83: • Maps should include a title, ma
Page 87 and 88: Session 3.2 - Animal Habitat Compon
Page 89 and 90: Habitrekking Evidence Cards (only n
Page 91 and 92: Name: Sensory Paragraph - Student S
Page 93 and 94: Session 3.4 - Talking with a Habita
Page 95 and 96: Team Members‟ Names: Virginia Ani
Page 97 and 98: Team Members‟ Names: Habitat Rese
Page 99 and 100: Session 3.5 - Measurement Preparati
Page 101 and 102: Session 3.5 - Measurement Preparati
Page 103 and 104: Session 3.6 - Writing for the Stude
Page 105 and 106: Topic 3: Session 3.7 - Measuring Tr
Page 107 and 108: Session 3.7 - Measuring Tree Height
Page 109 and 110: Measuring Tree Height - Lesson Plan
Page 111 and 112: Session 3.8 - Square-Meter Habitats
Page 117 and 118: Name: First Square-Meter Habitat Ob
Page 119 and 120: Topic 3: Session 3.9 - Project Work
Page 121 and 122: Topic 3: Session 3.10 - Square-Mete
Page 123 and 124: Session 3.10 - Square-Meter Habitat
Page 125 and 126: Number of Items Name: Graphic Organ
Page 127 and 128: 3. Look at the data you recorded ab
Page 129 and 130: TOPIC 4 - What is a Life Cycle? Top
Page 131 and 132: Topic 4: Session 4.1 - Introduction
Page 133 and 134: Topic 4: Session 4.2 - Butterflies
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Butterflies and Moths Black Swallow
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Great Spangled Fritillary Smithsoni
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Tiger Swallowtail Smithsonian Natio
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Postman Butterfly (Jon Lelito, PSU
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Isabella Butterfly (Jon Lelito, PSU
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Clearwing Sphinx Moth or Hummingbir
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Leopard Moth (Maryann Frazier, PSU
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Io Moth (wings open) (Maryann Frazi
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Topic 4: Session 4.3 - Frogs Sessio
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Session 4.3 - Frogs Teacher Questio
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Little Grass Frog Information 137 V
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Northern Green Frog Information 139
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Name: A Sampling of Virginia Frog L
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Name: Female Frog Length Recording
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Name: Male Frog Length Recording -
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Topic 4: Session 4.4 - Life Cycle M
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Topic 4: Session 4.5 - Project Work
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Student Learning Expectations • I
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Session 5.1 - Animals and their Foo
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Topic 5: Session 5.2 - Black Bears
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Session 5.2 - Black Bears Teacher Q
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Name: Compare Yourself to the Black
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Session 5.3 - Food Chains Teacher Q
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A Forest Food Chain SUN Seeds Mouse
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Topic 5: Session 5.4 - Food Chains
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Session 5.4 - Food Chains and Food
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Food Web Writing Activity - Student
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although some swans lost their tran
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Session 6.1 - Introduction to Anima
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Topic 6: Session 6.3 - Designer Ani
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Name: Adaptation Project Planning -
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Team Members: _____________________
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Session 6.5 - Adaptations: Migratio
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Session 6.6 - Migration Mathematics
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Tundra Swan 888 Migration Path (Oct
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Tundra Swan 894 Migration Path (Oct
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Topic 6: Session 6.7 - Tundra Swan
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Flying South Problem Solving Task -
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Topic 6: Session 6.8 - Other Animal
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Session 6.9 - Caterpillar Adaptatio
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Caterpillar Pictures Pipevine Swall
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Fritillary Caterpillar (R. Bessin,
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Tent Caterpillar http://www.ext.vt.
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Gypsy Moth Caterpillar http://www.e
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Saddleback Caterpillar http://www.e
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Giant swallowtail butterfly caterpi
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Topic 6: Session 6.10 - Yum Yum Cat
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Session 6.10 - Yum Yum Caterpillars
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(y-axis) Graphing Sheet - Student S
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Session 6.11 - Hidden Lizards Teach
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Name: Lizard Pattern Sheet - Studen
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Topic 7: Session 7.1 - Student Proj
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Topic 7: Session 7.2 - Student Proj
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Topic 7: Session 7.3 - Interdepende
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Topic 7: Session 7.5 - Virginia Ani
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Team Members‟ Names: Virginia Ani
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Virginia Native Animals List This l
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Group Reflection What did my group
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Team Members‟ Names: Visual Produ
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What Makes Something Alive - Virginia Department of Education

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