1. What observations can you make to find out how animals live?
2. Observe your environment and then describe the environment.
3. What needs does the environment provide for living things?
4. Do living things need to share an environment?
5. What is an ecosystem?
6. Can living things change an ecosystem?
7. What makes up a forest?
8. What are the four kinds of forests? Describe them.
9. Where are the forests located?
10. What is a desert?
11. What makes up a desert?
12. Name the life in a desert?
13. What are the two different deserts? Describe them.
14. How do plants and animals get what they need from a desert?
15. How do animals and plants characteristics enable them to live in their environment?
16. How do animals and plants survive when their environments change?
1. The students will understand what makes up an ecosystem.
2. The students will be able to name the four forests.
3. The students will be able to name the two deserts.
4. The students will understand how species depend on one another and on the environment for survival.
5. The students will acquire the knowledge of how natural events and human influences can affect the survival of species.
6. The students will be able to identify the basic structures and functions of plants and animals.
7. The students will understand how environments support a diversity of plants and animals that share limited resources.
A child earns an S for participation. A child earns a U for lack of participation. The children that go beyond what you are doing in class receive a certificate for their hard work. (IEP adjustments are made)
1. After reading the chapter or parts and discussions then I will do a unit study with the following activities:
2. The students will go outside and observe the environment. I then will mark off specific areas for groups to study and chart what they see. (Example: rope off an area of ground and with the use of magnifying glasses chart what life forms they find.)
3. The students will make a model of a desert ecosystem and care for it. (use of sand, gravel, and cacti plants)
4. The students will make a model of a forest ecosystem and care for it. (use of small seedlings, forest type plants and humus soil)
5. The students will use the Internet to research the desert and forest ecosystem. (a list of sites to visit will be available to the students)
6. The students will use Encarta and the library to do research.
7. Centers will be set up with books from the library for the children to read and do research (with use of the Library icon on the computer.)
8. They will do pages from their workbook that compare and contrast the two ecosystems.
None at this point and time.