A New Place for Polar Bear Grade Three

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "A New Place for Polar Bear Grade Three"

Transcription

1 Ohio Standards Connection: Science and Technology Benchmark B Describe and illustrate the design process. Indicator 4 Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution). Related Standard Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive. Indicator 2 Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). Benchmark C Compare changes in an organism s ecosystem/habitat that affect its survival. Indicator 6 Describe how changes in an organism s habitat are sometimes beneficial and sometimes harmful. Lesson Summary: This lesson utilizes one approach to the design process by using a life science example to work through the design process. This lesson integrates the Science and Technology and Life Sciences standards, but emphasizes the design processes by stating a problem, identifying possible solutions and designing a solution. Students will use the design process to create an environment that would be suitable for relocating a polar bear to their local zoo in Ohio. Estimated Duration: One hour and 30 minutes Commentary: For third-grade students, this lesson allows students to be the designer of the right environment for a polar bear. One teacher who taught the lesson found that students were very interested in designing a new home for the polar bear and it was a good approach to teaching students about the design process. The students addressed the design process seriously by considering what the bear would need and how it would adapt to a new environment. Pre-Assessment: In order to get a clearer indication that students understand the design process, give the students an authentic problem to solve. They should be able to state the problem, identify possible solutions and then design a solution. Sample pre-assessment ideas include: Bring a bicycle with a broken wheel into the classroom. Because this may be their first introduction to this process, have students work with one or more partners. Groups will use the Attachment A, Lab Sheet and fill in the necessary information. Students should demonstrate knowledge in any way they can (e.g., lists, diagrams, labels, written commentary, etc.). A picture of a bicycle that has a broken wheel can be used instead of an actual bicycle. 1

2 Have your class brainstorm several problems that they might have before coming to school. List them where everyone can see. (e.g., The alarm clock didn t sound and I was late for school; I couldn t find socks that matched; I couldn t find the toothpaste; etc.) Limit the problems to those which the design process could be applied. Instruct students to select one of the problems and write it in their science journal or use the lab sheet. Direct students to attempt to write more than one solution. Have students pick one solution and explain it in more depth, draw a picture of the solution, write a list or communicate their idea in any way to make it clear. Instruct the students to think of a problem that affects a classroom animal or pet at home. (e.g., It gets out of its cage; It doesn t have a cage; How will it get food and fresh water during a vacation break?) Brainstorm several problems and list them where everyone can see. Have students select one of the problems and write it in their science journals, or use the lab sheet. Then direct students to attempt to write more than one solution. Have students pick one solution and explain it in depth, draw a picture of the solution, write a list, or communicate their idea in any way to make it clear. Scoring Guidelines: 4 The student (or group) states the problem; relates multiple solutions; and communicates a clear design (a detailed explanation) by listing the materials, using graphs, drawing with labels or any other means to show the solution. 3 The student (or group) states the problem; relates two solutions and clearly communicates a design (a detailed explanation). 2 The student (or group) has two components of the design process; states the problem; identifies possible solutions and designs a solution but does not have a clear explanation in them. 1 The student (or group) has unclear components or is missing one or more. 0 Student (or group) shows no understanding of the design process. Post-Assessment: A topic can be used, that is applicable, in order for students to master the design process: Design Process: state the problem identify possible solutions design a solution. Post-assessment ideas include: Have students choose their own problem without a prompt. Then ask them to describe and illustrate the solution using the design process. Students will need to list, draw, write, and communicate their thinking in any way they can including stating the problem, and 2

3 telling what they are planning to do. Make a detailed explanation which includes materials. Students need to have at least two possible solutions. Students can brainstorm possible problems that could be present in a school. Write the list where everyone can see. (e.g., design a better book bag, design a bird feeder to use in the classroom window, or design a new piece of playground equipment that is safe for all students). Have students select one of the problems and write it in their science journal. Then have them attempt to write more than one solution. Have students pick one solution and explain it in depth, draw a picture of the solution, write a list or communicate their idea in a manner that is clear. Direct students to work in small groups or choose to work alone. Using the design process, identify solutions that would protect an egg when pushed off the top of a ten foot ladder. Scoring Guidelines: 4 The student (or group) states the problem; relates multiple solutions; and communicates a clear design (a detailed explanation) by listing the materials, using graphs, a drawing with labels, or any other means to show the solution. 3 The student (or group) states the problem; relates two solutions and communicates a design that attempts to be clear (a detailed explanation). 2 The student (or group) has two components of the design process; states the problem; identifies possible solutions and designs a solution but does not have a clear explanation. 1 The student (or group) has unclear components or is missing one or more. 0 The student (or group) shows no understanding of the design process. Instructional Procedures: Instructional Tip: This may be the first time this skill is introduced. It is simply a process where the students state the problem, tells how they might solve it, and then develops a plan using drawings, graphs, schedules, etc. Encourage students to come up with multiple solutions and expand on one of them. A New Place for Polar Bear 1. Using chart paper, an overhead or chalkboard, introduce the class to the design process used in science. 2. Students should copy the same information into their journals or use the lab sheet in Attachment A, Lab Sheet 3. State the problem and write it where all can see. Ask students to copy it into their journals or use the lab sheet found in Attachment A, Lab Sheet. State the problem. The community wants to bring a polar bear here to their local zoo. What kind of environment do we need to build for him in order to keep him healthy, happy and protected? 3

4 4. Have students work in small groups. Distribute the polar bear fact cards in Attachment B, Polar Bear Fact Cards to give needed information about the polar bear s habitat. Make sure each group has cards that state a fact about its diet, physical characteristic, climate and space needs. 5. Have each member read his or her fact(s) to others and discuss what they have learned about the polar bear s habitat. Ask students to make note about what it eats, the right climate and needed space. 6. Based on the facts presented, the group should brainstorm multiple solutions for bringing a polar bear to their community to live so that it would stay healthy, happy and protected. 7. Have the group design a possible solution by drawing and labeling a picture showing what their habitat would look like. Students should be given time to work on their designs. The lesson can continue the next day. 8. Allow students to share their solutions with other groups. 9. If possible, allow groups to go back to the drawing board, revise their plans and try again. 10. Lead the class in a discussion of which designs they thought solved the problem the best and why. You may want to have students write their thoughts in their science journals. 11. Give the post-assessment. Optional Activity: In place of the above lesson or as an extension have students participate in an activity called Move This Potato!. Follow steps one and two from the lesson. Place a potato on a student s desk and place a second desk several feet away. The teacher will state the problem and write it where all can see. The students should copy it into their journals or use the lab sheet in Attachment A, Lab Sheet. How can you get this potato from this desk to that desk without touching it? Divide the class into small groups. Instruct each group to brainstorm as many ways as possible to solve the problem. Encourage creativity and tell them that all ideas should be recorded, no matter how unusual they sound. The only restriction is that they may not touch the potato with their bodies. Have each group discuss the ideas listed and choose one that they think will work the best. They will be trying this solution in class. Each group should complete the lab sheet in Attachment A, Lab Sheet describing their solution. Provide time for each group to describe and demonstrate their plan for the class. Possibilities may include stabbing the potato with something to carry it, wrapping paper or cloth around it, moving the desks and tipping one, hitting it with something, scooping it up with something, etc. Be open to allowing them try whatever they want, even if you see major flaws in their reasoning. It is the discussion and design planning that is important. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). 4

5 Provide students with an opportunity for flexible instructional grouping using various books about polar bears that are at their reading level. The lesson assignment provides all students an opportunity to think about, apply and expand on critical components of the design process. Bring in picture books of polar bears to go along with the fact cards to assist visual learners. Show a video about polar bears in their natural habitat. Extensions: Allow students to choose and research their own animal facts, state the problem, identify multiple solutions and then design a solution. Use the school media center to research polar bear facts, including habitat, on the Internet or in reference books. Use fictional stories which include a problem to be solved. Interrupt the story to allow students to design a solution, then finish the story and compare solutions. Write letters to a zoo explaining your results, or send them some of the classes designs with their commentaries. The animal fact cards can be classified by the whole class or by teams (e.g., into climate, diet, space and physical characteristics). Homework Options and Home Connections: Assign any of the optional assessment ideas not chosen as the pre- or post- assessments for more practice at home. Generate a problem at or near home and propose possible solutions (e.g., conserve water, trash). Interdisciplinary Connections: English Language Arts Reading Process: Concepts of Print, Comprehension Strategies and Self Monitoring Strategies Benchmark C: Draw conclusions from information in text. Indicator 5: Make inferences regarding events and possible outcomes from information in text. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. 5

6 For the teacher: For the students: Animal fact cards, lab sheet. Animal fact cards, drawing paper, science journal or lab sheet. Key Vocabulary: brainstorm design identify multiple process solution state (tell) Technology Connections: The final product could be presented as a slide show. Students could research their own facts for fact cards on an exotic animal of their choice. Web sites for information for fact cards include: Research Connections: Marzano, Pickering, et al., Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: ASCD, Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the following elements: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small group skills, and group processing. Heacox, Diane, Ed. D., Differentiating Instruction in the Regular Classroom. Free Spirit Publishing, Inc General Tips: This is an ongoing benchmark. The design process can be integrated into other science standards. After sharing with other groups, students should become more aware that there are multiple solutions to problems. Attachments: Attachment A, Lab Sheet Attachment B, Polar Bear Fact Cards 6

7 Attachment A Lab Sheet State the Problem (Write down what the problem is.) Identify Possible Solutions (Write down as many ways as you can think of to fix or solve the problem.) Now, design a solution. (You can draw a picture and label it, write a list, make a graph, write a how-to paragraph, create a schedule or anything else to show one way to fix the problem.) 7

8 Attachment B Polar Bear Fact Cards Fact Cards A polar bear can look an elephant in the eye when standing on its hind legs. Male polar bears can weigh up to 1,400 pounds. Females will weigh less. Polar bears enjoy playfully wrestling with one another. This prepares them for real fights they might face later. Adult males can measure more than 9 ft. long and weigh between pounds. Along with a thick layer of body fat, a water-repellent coat insulates them from the cold air and water. A polar bear's fur acts as camouflage. Sometimes a polar bear can pass as a snow drift! The polar bear is not an endangered animal, but every year are killed. Polar bears need a platform of ice from which to hunt seals. Polar bears are the world s largest land predators. They dine primarily on seals. Biologists believe that starvation is the leading cause of death for adult bears. An adult bear's only enemies are human hunters. Bears live an average of years. Some have been known to live 30 years. Polar bears like areas of sand, grass and hard ground. Because of a polar bear's thick blubber layer, an adult male can quickly overheat when it runs. 8

9 The polar bear's fur converts the sun's ultraviolet rays into usable heat. The hairs on a polar bear's coat are actually transparent. They have a hollow inner core which helps to convert the sun's rays into heat when it reaches the bear's black skin. The polar bear lives in the Arctic Circle mainly in Canada and Greenland and on some Norwegian and Russian islands. Polar bears have been seen within 150 miles of the North Pole. They live close to open water so they can hunt. In the summer months, polar bears will eat rodents, salmon, seaweed and blueberries. Polar bears spend as much time on the ice as they do land. Polar bears have been known to swim more than 60 miles (100 km) without a rest. A polar bear's forepaws are partially webbed and measure up to 12" in diameter. The polar bear's fat layer helps it to float in the water. Only pregnant females dig dens and hibernate. Polar bears will wait for hours next to a seal's air hole waiting for it to take a breath. A polar bear can smell a seal more than 20 miles (32 km) away. A polar bear makes shallow dives. They swim under water at only ft. (3-4.5 m) Polar bears are at the top of the food chain. They kill and eat seals, walrus and even beluga whales. 9

How Much Do You Know About Polar Bears? Activity Type: Trivia Game (Truth or Lie) Supports Lessons Two, Three & Four Grades 4-6

How Much Do You Know About Polar Bears? Activity Type: Trivia Game (Truth or Lie) Supports Lessons Two, Three & Four Grades 4-6 How Much Do You Know About Polar Bears? Activity Type: Trivia Game (Truth or Lie) Supports Lessons Two, Three & Four Grades 4-6 Time: 30 mins Cost: $, very low Materials 4 printed polar bear pictures 4

More information

Statement of Purpose/Focus Conventions

Statement of Purpose/Focus Conventions 4 2 Revised & Edited: Let me tell you how polar bears survive in the arctic. First, the skin beneath their fur soaks up the heat from the sun, so it can stay warm. Second, their claws help them walk and

More information

The Amazingly Adapted Polar Bear by Guy Belleranti

The Amazingly Adapted Polar Bear by Guy Belleranti Animals have special adaptations that help them survive in their habitats. One of the most interesting is the polar bear of the Arctic. To stay warm, polar bears have two layers of fur. The hairs of the

More information

Opportunity Cost Grade Three

Opportunity Cost Grade Three Ohio Standards Connection: Economics Benchmark A Explain the opportunity costs involved in the allocation of scarce productive resources. Indicator 1 Define opportunity cost and give an example of the

More information

Local Government and Leaders Grade Three

Local Government and Leaders Grade Three Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

More information

Three Bears by Erin Ryan

Three Bears by Erin Ryan Three Bears by Erin Ryan Did you know that there are eight different kinds of bears found around the world? Three very different ones are polar bears, grizzly bears and Giant Pandas. Polar bears live in

More information

Linear, Square and Cubic Units Grade Five

Linear, Square and Cubic Units Grade Five Ohio Standards Connection Measurement Benchmark F Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Indicator 4 Demonstrate

More information

INSTRUCTIONS COVER B LEFT C LEFT LEFT RIGHT RIGHT E LEFT LEFT

INSTRUCTIONS COVER B LEFT C LEFT LEFT RIGHT RIGHT E LEFT LEFT C LEFT LEFT RIGHT INSTRUCTIONS COVER Book Follow these steps to construct your Polar Bear Minibook. 1. Print this file. 2. Cut along the dotted lines around the pages. Do not cut out the shape on the cover.

More information

Production: Specialization and Division of Labor Grade Three

Production: Specialization and Division of Labor Grade Three Ohio Standards Connection: Economics Benchmark B Explain why entrepreneurship, capital goods, technology, specialization and the division of labor are important in the production of goods and services.

More information

Energy Chains Grade Seven

Energy Chains Grade Seven Ohio Standards Connection: Physical Science Benchmark D Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations

More information

Answer Key Grade 3. Practice Test. Plight of the Polar Bear Giant Pandas

Answer Key Grade 3. Practice Test. Plight of the Polar Bear Giant Pandas Answer Key Grade 3 Plight of the Polar Bear Giant Pandas 1. What is the most likely reason the author included this map with the text? A Incorrect. Though it is cold near the North Pole, people use maps

More information

Arctic Coloring and Fact Pack

Arctic Coloring and Fact Pack Arctic Coloring and Fact Pack Have fun learning about the arctic with this fun coloring pack! Clip art by: EduClips Directions: Cut out the arctic themed images below. Then, glue them onto the matching

More information

VOLUNTEER ACTIVITY 6. Time: mins Cost: $ Materials. Supports Lesson Two: Reading about Polar Bears Grades 1-6

VOLUNTEER ACTIVITY 6. Time: mins Cost: $ Materials. Supports Lesson Two: Reading about Polar Bears Grades 1-6 Where Do Polar Bears Live? Activity Type: Game Supports Lesson Two: Reading about Polar Bears Grades 1-6 Time: 20-30 mins Cost: $ Materials Poster board Marker Polar Bear on Tundra image Tape Polar Cards

More information

Food Webs and Food Chains Grade Five

Food Webs and Food Chains Grade Five Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

More information

Recording Form. Part One: Oral Reading. Recording Form. Not Too Cold for a Polar Bear Level Q Nonfiction

Recording Form. Part One: Oral Reading. Recording Form. Not Too Cold for a Polar Bear Level Q Nonfiction Not Too Cold for a Polar Bear Level Q Nonfiction Student Grade _ Date Teacher School Part One: Oral Reading Place the book in front of the student. Read the title and introduction. Introduction: Polar

More information

Ohio Markets Grade Four

Ohio Markets Grade Four Ohio Standards Connection: Economics Benchmark C Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. Indicator 6 Explain why many jobs

More information

How Many Bears Can Live in This Forest?

How Many Bears Can Live in This Forest? How Many Bears Can Live in This Forest? Teacher Plan Nuts and Bolts Objective: Students will define a limiting factor, and describe how limiting factors affect populations Grade Level: 5-8 Time: 20-45

More information

SECTION 1. Animals of the Tundra

SECTION 1. Animals of the Tundra SECTION 1 ANIMALS IN COLD HABITATS In this section you will learn about animals in cold habitats. Do you have a globe? Find the North Pole and the South Pole. The animals in Lesson 2 live near the North

More information

Being Alike Is Also Really Being Different Grade Kindergarten

Being Alike Is Also Really Being Different Grade Kindergarten Condensed Content Statement: Living things are different from nonliving things. Living things include anything that is alive or has ever been alive. Living things have specific characteristic traits. Living

More information

Systems of Transportation and Communication Grade Three

Systems of Transportation and Communication Grade Three 1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation

More information

Fancy Fish: Gene Frequency Grade Ten

Fancy Fish: Gene Frequency Grade Ten Ohio Standards Connection: Life Sciences Benchmark H Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific

More information

Applying Prime Factorization Grade Six

Applying Prime Factorization Grade Six Ohio Standards Connection Number, Number Sense and Operations Standard Benchmark G Apply and explain the use of prime factorizations, common factors, and common multiples in problem situations. Indicator

More information

Urbanization Grade Nine

Urbanization Grade Nine Ohio Standards Connection: Geography Benchmark B Analyze geographic changes brought about by human activity using appropriate maps and other geographical data. Indicator 4 Explain the causes and consequences

More information

Science Rocks Grade Six

Science Rocks Grade Six Ohio Standards Connections: Earth and Space Sciences Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or

More information

What s My Point? - Grade Six

What s My Point? - Grade Six Ohio Standards Connection Reading Applications: Informational, Technical and Persuasive Text Benchmark D Identify arguments and persuasive techniques used in persuasive writing. Indicators 6 Identify an

More information

Adaptations to different habitats

Adaptations to different habitats This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals EAL Nexus resource Adaptations to different habitats Subject(s):

More information

Similar Triangles Grade Seven

Similar Triangles Grade Seven Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use proportions to express relationships among corresponding parts of similar figures. Indicator 1 Use proportional reasoning to describe

More information

Jobs Produce Goods and Services Grade Two

Jobs Produce Goods and Services Grade Two Ohio Standards Connection: Economics Benchmark B Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 3 Recognize that most people

More information

Science Safety is Elementary Grade Three

Science Safety is Elementary Grade Three Ohio Standards Connection: Scientific Inquiry Benchmark C Develop, design and safely conduct scientific investigations and communicate the results. Indicator 4 Identify and apply science safety procedures.

More information

Plot Connections Grade Five

Plot Connections Grade Five Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents

More information

Animals of the Arctic National Wildlife Refuge

Animals of the Arctic National Wildlife Refuge Animals of the Arctic National Wildlife Refuge The Arctic National Wildlife Refuge is located in the Northeast corner of Alaska and with a range of nearly twenty million acres is the largest wildlife refuge

More information

Drawing Lines of Symmetry Grade Three

Drawing Lines of Symmetry Grade Three Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical

More information

Super Sort - Kindergarten

Super Sort - Kindergarten Ohio Standards Connection Patterns, Functions and Algebra Benchmark A Sort, classify and order objects by size number and other properties, and describe the attributes used. Indicator 1 Sort, classify

More information

Adopt an Ecosystem Project Grade Ten

Adopt an Ecosystem Project Grade Ten Ohio Standards Connection: Life Sciences Benchmark F Explain the structure and function of ecosystems and relate how ecosystems change over time. Indicator 15 Explain how living things interact with abiotic

More information

Cheetah Conservation Fund- Habitats Lesson

Cheetah Conservation Fund- Habitats Lesson Cheetah Conservation Fund- Habitats Lesson Subject Areas: Sciences Time Duration: 45 minutes to 1 hour Location: Classroom or Hall Number of Learners: 10 to 40 Recommended Grade Level of Learners: Grades

More information

Adaptations 4.10A. predator: an animal that hunts and eats other animals Rice University All Rights Reserved

Adaptations 4.10A. predator: an animal that hunts and eats other animals Rice University All Rights Reserved A penguin swims through icy cold waters. It has special feathers that layer like shingles on a roof. These tightly packed feathers keep out cold water and keep its body heat in. The penguin also has special

More information

Grade Level Content Expectations addressed: Activities: Schedule of Field Trip Activities at the Detroit Zoo 8:15 am Board Bus at School

Grade Level Content Expectations addressed: Activities: Schedule of Field Trip Activities at the Detroit Zoo 8:15 am Board Bus at School Title: Comparing and Contrasting Ecosystem Biodiversity Submitted by: Tracy Ortiz Email: tracy.ortiz@att.net School: Coffey K-8 Educational Learning Community Date: May 12, 2010 Target Grade: 6 Duration:

More information

Geometric Transformations Grade Four

Geometric Transformations Grade Four Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections

More information

Main Idea in Informational Text Grade Three

Main Idea in Informational Text Grade Three Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central

More information

Exploring the differences between animals!

Exploring the differences between animals! Exploring the differences between animals! Created by- Lindsay Watson School- University of South Carolina Grade Level- Second Subject- Science Science Standard: 2-2.2 Classify animals (including mammals,

More information

To Be or Not to Be Democratic Grade Seven

To Be or Not to Be Democratic Grade Seven Ohio Standards Connection: Government Benchmark C Compare the defining characteristics of democracies, monarchies and dictatorships. Indicator 1 Compare direct and representative democracy using examples

More information

Changes in Our Sky Grade Two

Changes in Our Sky Grade Two Ohio Standards Connection: Earth and Space Sciences Benchmark A Observe constant and changing patterns of objects in the day and night sky. Indicator 2 Observe and describe how the sun, moon and stars

More information

Symbiotic Relationships Grade Seven

Symbiotic Relationships Grade Seven Ohio Standards Connection: Life Sciences Benchmark C Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the

More information

Number System Properties Grade Nine

Number System Properties Grade Nine Ohio Standards Connection: Number, Number Sense and Operations Benchmark C Apply properties of operations and the real number system, and justify when they hold for a set of numbers. Indicator 1 Identify

More information

Fountas-Pinnell Level L Informational Text

Fountas-Pinnell Level L Informational Text LESSON 20 TEACHER S GUIDE by Bo Grayson Fountas-Pinnell Level L Informational Text Selection Summary Polar bears bodies are built to help them survive in their cold Arctic home. They are protected from

More information

Scarcity and Choices Grade One

Scarcity and Choices Grade One Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources

More information

Asexual Reproduction Grade Six

Asexual Reproduction Grade Six Ohio Standards Connection: Life Sciences Benchmark B Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms

More information

Mansa Musa s Pilgrimage Grade Seven

Mansa Musa s Pilgrimage Grade Seven Ohio Standards Connection: Geography Benchmark A Identify on a map the location of major physical and human features of each continent. Indicator 2 On a map, identify places related to the historical events

More information

Ebook Code: REAU4047. The Earth & Life Science Series. Animals. Science activities for 6 to 9 year olds

Ebook Code: REAU4047. The Earth & Life Science Series. Animals. Science activities for 6 to 9 year olds Ebook Code: REAU4047 The Earth & Life Science Series Animals Science activities for 6 to 9 year olds Written by Jane Bourke & Judy Gabrovec. Ready-Ed Publications - 2005. Published by Ready-Ed Publications

More information

Investigating Quadrilaterals Grade Four

Investigating Quadrilaterals Grade Four Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects. Indicator 3 Identify similarities

More information

CARIBOU. Type: Mammal. Weight: kg. Height: cm

CARIBOU. Type: Mammal. Weight: kg. Height: cm ANIMALS CARIBOU Weight: 109 318kg Height: 120 150cm Diet: Caribou`s majorly eat ground and tree lichens. They also eat shrubs, grasses and willows. It takes 80 to 150 years for a forest to grow enough

More information

Comparing and Contrasting Grade Three

Comparing and Contrasting Grade Three Ohio Standards Connection Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 1 Recognize and describe similarities and differences of plot across

More information

Narrative Literature Response Letters Grade Three

Narrative Literature Response Letters Grade Three Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

More information

Simplifying Numerical Expressions Grade Five

Simplifying Numerical Expressions Grade Five Ohio Standards Connection Number, Number Sense and Operations Benchmark E Use order of operations, including use of parenthesis and exponents to solve multi-step problems, and verify and interpret the

More information

How do PINNIPEDS stay warm?

How do PINNIPEDS stay warm? Activity Overview Pinnipeds and other animals that live in cold regions have adapted to the extreme weather conditions by developing layers of insulation materials. For example, pinnipeds use blubber,

More information

Lesson 9: Manatees Need Warm Water to Survive

Lesson 9: Manatees Need Warm Water to Survive Lesson 9: Manatees need warm water to survive Page 9-1 Lesson 9: Manatees Need Warm Water to Survive Objectives: Students will understand thermal refuges and manatee winter migrations. They will be able

More information

PHILIP MORANT SCHOOL AND COLLEGE. Extinction. Yr 7 Autumn2 HW F

PHILIP MORANT SCHOOL AND COLLEGE. Extinction. Yr 7 Autumn2 HW F PHILIP MORANT SCHOOL AND COLLEGE Extinction Yr 7 Autumn2 HW F Unit: Extinction Homework tasks Self Assessment Starting point worksheet LAT Zoo visitor information Research task research for ISA style SC1

More information

Grade 4 Book 5. Life and Living 2 Animals and their Habitats 1

Grade 4 Book 5. Life and Living 2 Animals and their Habitats 1 Grade 4 Book 5 Life and Living 2 Animals and their Habitats 1 1 Animals and their habitats 1 The wild things of this earth are not ours to do with as we please. They have been given to us in trust, and

More information

Bar Graphs with Intervals Grade Three

Bar Graphs with Intervals Grade Three Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals

More information

PHILIP MORANT SCHOOL AND COLLEGE. Extinction. Yr 7 Autumn2 HW H

PHILIP MORANT SCHOOL AND COLLEGE. Extinction. Yr 7 Autumn2 HW H PHILIP MORANT SCHOOL AND COLLEGE Extinction Yr 7 Autumn2 HW H Unit: Extinction Homework tasks Self Assessment Starting point worksheet LAT Zoo visitor information Research task research for ISA style SC1

More information

Writing Simple Stories Grade One

Writing Simple Stories Grade One Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

More information

Adaptations. 1 of 21

Adaptations. 1 of 21 Adaptations 1 of 21 Learning Intentions I will have a clearer understanding of the way in which animals and plants are adapted to their environments in order to survive I can consider the effects that

More information

Animal Instincts: Teacher s Guide

Animal Instincts: Teacher s Guide Animal Instincts: Teacher s Guide Grade Level: 5-6 Curriculum Focus: Animals Lesson Duration: Two class periods Program Description Humpback whales swim 3,000 miles to mate. Polar bears can wander hundreds

More information

Mammal Scavenger Hunt Activity

Mammal Scavenger Hunt Activity Mammal Scavenger Hunt Activity Materials: Mammal questions worksheet (pages 2-3) 18 Mammal fact cards (pages 4-8) Tape and scissors Preparation: Print the fact cards on card stock or brightly-colored paper

More information

Mendelian and Non-Mendelian Heredity Grade Ten

Mendelian and Non-Mendelian Heredity Grade Ten Ohio Standards Connection: Life Sciences Benchmark C Explain the genetic mechanisms and molecular basis of inheritance. Indicator 6 Explain that a unit of hereditary information is called a gene, and genes

More information

I Can Do This! Systems of Equations Grade Eight

I Can Do This! Systems of Equations Grade Eight Ohio Standards Connection: Patterns, Functions and Algebra Benchmark H Solve systems of linear equations involving two variables graphically and symbolically. Indicator 10 Solve 2 by 2 systems of linear

More information

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN. SC.F The student knows how all animals depend on plants.

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN. SC.F The student knows how all animals depend on plants. activity 38 Food Chain Game BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 3 Quarter 4 Activity 38 SC.B.1.2.1 The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem).

More information

EDUCATIONAL ACTIVITY GUIDE

EDUCATIONAL ACTIVITY GUIDE EDUCATIONAL ACTIVITY GUIDE An Amazing Journey Across Our Planet Starting April 22, 2009, you and your students are invited to share an unforgettable true-life adventure as Disneynature presents earth,

More information

Personal Timelines Grade Two

Personal Timelines Grade Two Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.

More information

INTRODUCTION. PHOTOGRAPHY Fred Olivier

INTRODUCTION. PHOTOGRAPHY Fred Olivier INTRODUCTION The BBC film Planet Earth: From Pole to Pole introduces students to how the power of the sun drives our world s climate and the lifegiving cycle of water. It also explores how animals have

More information

Identifying and Describing Story Elements Grade One

Identifying and Describing Story Elements Grade One Ohio Standards Connections Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 3 Retell the beginning, middle and ending of a story, including its

More information

Comparing Sets of Data Grade Eight

Comparing Sets of Data Grade Eight Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents

More information

Grade 5 Standard 5 Unit Test Heredity. 1. In what way will a kitten always be like its parents? The kitten will...

Grade 5 Standard 5 Unit Test Heredity. 1. In what way will a kitten always be like its parents? The kitten will... Grade 5 Standard 5 Unit Test Heredity Multiple Choice 1. In what way will a kitten always be like its parents? The kitten will... A. be the same color. B. learn the same things. C. have the same body structures.

More information

Days of the Week Grade Kindergarten

Days of the Week Grade Kindergarten History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety

More information

Mitchell Museum of the American Indian Arctic/Subarctic Culture Map

Mitchell Museum of the American Indian Arctic/Subarctic Culture Map Arctic/Subarctic Culture Map The Arctic Culture Area includes a small part of Alaska and northern Canada, from the western to the eastern ocean. Here, winters are long and harsh, and summers are short

More information

Using Nets to Find Surface Area Grade Eight

Using Nets to Find Surface Area Grade Eight Ohio Standards Connection: Geometry and Spatial Sense Benchmark E Draw and construct representations of two- and three-dimensional geometric objects using a variety of tools, such as straightedge, compass,

More information

World Oceans Day at ZSL Whipsnade Zoo

World Oceans Day at ZSL Whipsnade Zoo World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on

More information

WEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE

WEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE 7 WEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE TEXTBOOK QUESTIONS AND ANSWERS Q.1. Why weather changes so frequently? Ans. All changes in the weather are caused by the sun. The movement of the

More information

Life in the Cold: Climate Challenges

Life in the Cold: Climate Challenges ARCTIC NATIONAL WILDLIFE FEDERATIO Life in the Cold: Climate Challenges Summary Students study polar bear adaptations to the cold arctic climate. Older students create models of two arctic animals to learn

More information

Focus: Students explore habitats and communities: what they are, how they interrelate, and how humans affect them.

Focus: Students explore habitats and communities: what they are, how they interrelate, and how humans affect them. T E A C H E R S N O T E S Focus: Students explore habitats and communities: what they are, how they interrelate, and how humans affect them. Learning Goals: Students will have opportunities to learn how

More information

Dear Parent: Eileen Carr, Ph.D. Loviah E. Aldinger, Ph.D. Founders Thinking Works. Teachers Thinking Works

Dear Parent: Eileen Carr, Ph.D. Loviah E. Aldinger, Ph.D. Founders Thinking Works. Teachers Thinking Works Post Office Box 8891 Toledo, OH 43623 419.536.8560 Ph/Fax Dear Parent: We know that you and your children are looking forward to your visit to the Arctic Encounter exhibit at the Toledo Zoo. You can make

More information

Introduction and Pretest

Introduction and Pretest Introduction and Pretest PREPARATION It s recommended that the students complete the five proofreading lessons in the Writer s Guide before beginning this unit. The pretest in this introduction to the

More information

The Mutts Winter Diaries

The Mutts Winter Diaries TEACHER S GUIDE The Mutts Winter Diaries Curriculum Connections and Activity/Discussion Guide The activities in this guide align with Next Generation Science Standards and Common Core State Standards for

More information

Antarctica. by Joanne Mattern HOUGHTON MIFFLIN HARCOURT

Antarctica. by Joanne Mattern HOUGHTON MIFFLIN HARCOURT of Birds Amazing Antarctica by Joanne Mattern HOUGHTON MIFFLIN HARCOURT of Birds Amazing Antarctica by Joanne Mattern ILLUSTRATION CREDIT: Susan Carlson PHOTOGRAPHY CREDITS: Cover Marco Simoni/Getty Images;

More information

Measures of Spread and Their Effects Grade Seven

Measures of Spread and Their Effects Grade Seven Ohio Standards Connection Data Analysis and Probability Benchmark F Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates about the data. Indicator

More information

Why Are Polar Bears in Danger?

Why Are Polar Bears in Danger? Lesson Plan Why Are Polar Bears in Danger Level: E5 Word Count: 112 Curriculum Connection Environmental Issues Content Vocabulary Visual Literacy Element Critical Thinking back, breaks, chunks, danger,

More information

Elements of a Novel and Narrative Writing Grade 10

Elements of a Novel and Narrative Writing Grade 10 Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting

More information

Structures of animals

Structures of animals Structures of animals Name: All animals have been designed with different parts, which we call structures, that make up their bodies. Each of these structures is important as it is used to perform a specific

More information

Hamerton Zoo Park Education Animal Workshop Sessions

Hamerton Zoo Park Education Animal Workshop Sessions Hamerton Zoo Park Education Animal Workshop Sessions Introduction If you are bringing a group on a visit to Hamerton Zoo Park, we offer additional sessions in our classroom the Explorers Cabin to enhance

More information

READTHEORY Passage and Questions

READTHEORY Passage and Questions READTHEORY Passage and Questions Reading Comprehension Assessment Directions: Read the passage. Then answer the questions below. Name Date Beautiful, but Endangered Giant Panda Bears are beautiful creatures.

More information

Animal Adaptations Investigation (K-3)

Animal Adaptations Investigation (K-3) Animal Adaptations Investigation (K-3) At a glance Students explore the Zoo in search of animals that fit certain categories and discover their adaptations. Time requirement One Zoo visit of at least 60

More information

New York Critical Thinking in Science Open-Ended Questions

New York Critical Thinking in Science Open-Ended Questions New York Open-Ended Questions Teacher Parent Student Teachers, Parents, Students a recipe for success. Science Open-Ended Questions ISBN 978-1-847003-99-7 Correlated to NYS Elementary Science Core Curriculum

More information

Lesson 1. Objectives: ocus: Subjects:

Lesson 1. Objectives: ocus: Subjects: Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of

More information

The Toledo Zoo Aviary

The Toledo Zoo Aviary The Toledo Zoo Aviary Look at the Birdie Bird Adaptations Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Problem Solution Guide Personal Clues Questions

More information

YOUR KNOWLEDGE. Cambridge University Press 978-1-107-61526-7 - Unlock: Reading and Writing Sills 3 Carolyn Westbrook Excerpt More information

YOUR KNOWLEDGE. Cambridge University Press 978-1-107-61526-7 - Unlock: Reading and Writing Sills 3 Carolyn Westbrook Excerpt More information ANIMALS UNIT 1 YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 Is it better to see animals in a zoo or in the wild? Why? 2 Are there more wild animals in your country now or were there

More information

[4] SA1.2 The student demonstrates an understanding of the processes of science by observing,

[4] SA1.2 The student demonstrates an understanding of the processes of science by observing, Frost Depth Levels Overview: In this lesson, students explore the active layer above permafrost and begin a long-term investigation of frost depth. (NOTE: This lesson requires a frost tube in your community.

More information

Plotting Ordered Pairs on a Four Quadrant Grid Grade Five

Plotting Ordered Pairs on a Four Quadrant Grid Grade Five Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points

More information

Talking About Penguins by Guy Belleranti

Talking About Penguins by Guy Belleranti Talking About Penguins Penguins are one of the world s most interesting birds. They waddle when they walk, and have flippers instead of wings. The bones in a penguin s flippers are heavier and more solid

More information

Polar Regions of the Earth

Polar Regions of the Earth Polar Regions of the Earth A Reading A Z Level S Benchmark Book Word Count: 1,028 B E N C H M A R K S Written by Elizabeth Austin Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com

More information

Name Class Date. Adapting to the Environment Adaptations and Survival

Name Class Date. Adapting to the Environment Adaptations and Survival CHAPTER 3 4 SECTIN Adapting to the Environment Adaptations and Survival EFRE YU READ After you read this section, you should be able to answer these questions: What adaptations help animals survive? What

More information