science companion habitats field trip

Habitats

Science Companion Field TripsA “Science in Real Life” Series

Science Field Trip

A Virtual Tour of the Santa Barbara Zoo

A Lesson on Bird Beaks:How birds’ beaks adapt

to their habitats.

Selections from the digital Teacher Lesson Manual

and Student Reference Book

Come on a virtual field trip matching module sample lessons with special places or current events!

www.sciencecompanion.com

“It is not only fine feathers that make fine birds.” Aesop

Some are birdsthat you mighthave as pets, like colorful macawsand beautiful white cockatoos...

Welcome to the Santa Barbara Zoo!This is a small but beautiful zoo in California.

There are lots of birds here, from all over theworld. They don’t only beautiful feathers, theyalso have amazing beaks!

California

And there are wading birds that like shallow water, like these Flamingos...

And a very strange bird hatching...with no beak at all!

Big-beaked Toucans

Turn the page for a great lesson on bird beaks!

And swimming birdsthat like deep water, like these Humboldt

Penguins.

Long-beakedIbises

Small-beakedcanaries

Science Companion®

Habitats

Teacher Lesson Manual

DevelopersBelinda Basca, Colleen Bell, Diane Bell, Annie Holdren, and Lauren Satterly

EditorsRachel Burke Cusack and Wanda Gayle

Technical Art and GraphicsDiana Barrie and Meg Ross

Book Production and PrintingThe Winter Group; Picas & Points, Plus (Carolyn Loxton)

Pedagogy and Content AdvisorsJean Bell, Max Bell, Cindy Buchenroth-Martin, Kerry Lee Cook, Paul Ehrlich*, Therese Gibson*, Catherine Grubin, Sandy Lambacher*, Ann Tarpey, and Robert Ward

* Indicates a scientist or science educator who contributed advice or expertise, but who is not part of the Chicago Science Group. Ultimately, responsibility for what is included or omitted from our material rests with the Chicago Science Group.

Field Test TeachersJudy Burrow, Sarah Davis, Charlene Dunn, Susan Giles, Sarah Kopacz, Mike Landgraf, Mary Mingo, Valerie Powell, Patti Ptak, Sharon Quinn, Carla Richardson, Jethra Rivera, Bonnie Seidel, David Tesseyman, Antonella Tomashek, and Laurie Wesorick

2011 Edition

Copyright © 2011 Chicago Science Group.

All Rights Reserved

Printed in the United States of America. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system without the prior written permission of the publisher.

SCIENCE COMPANION®, EXPLORAGEAR®, the CROSSHATCH Design™ and the WHEEL Design® are trademarks of Chicago Science Group and Chicago Educational Publishing.

ISBN 10: 1-59192-491-X ISBN 13: 978-1-59192-491-3

1 2 3 4 5 6 7 8 9 10-BK1, 0210, xxxx

www.sciencecompanion.com Chicago Educational Publishing Company, LLC.

AcknowledgementsWe have listed on the previous page people responsible for content and graphics for this Science Companion unit, and also field test teachers, who provided enormously helpful advice and feedback concerning this unit.

Many other Chicago Science colleagues and consultants have accomplished the administrative, production, research, and support tasks essential in development of the Science Companion curriculum. There are too many to list, but we gratefully acknowledge their skill and dedication.

— Jean Bell, President Chicago Science Group

| H A B i TAT S | TABLE OF CONTENTS �

Suggested Full-Year Schedule . . . . . . . . . Inside Front Cover

Welcome to Science CompanionPhilosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Finding What You Need in Science Companion . . . . . . . . . . . . . . . . . 8

Cross-Curricular Integration and Flexible Scheduling . . . . . . . . . . . 10

Differentiating Instruction for Diverse Learners . . . . . . . . . . . . . . . . 12

Unit OverviewIntroduction to the Habitats Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Lessons at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Integrating the Student Reference Book . . . . . . . . . . . . . . . . . . . . . . . 30

Preparing for the UnitThe Habitats Science Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Science Library and Web Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Before You Begin Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Teacher Directions: Assembling the Family Link Notebooks . . . . . 54

Lessons1 What’s My Habitat?* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

2 Who Needs an Oak Tree?* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Teacher Directions: Home is an Oak Tree Story . . . . . . . . . . . . . 76

3 How a Bird Feeds* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Teacher Directions: Setting Up Bird “Food” and “Bills” . . . . . . . 95

Teacher Directions: Folding “Cootie Catchers” . . . . . . . . . . . . . . 96

4 Bird Features* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Teacher Directions: Bird Features Card Sets . . . . . . . . . . . . . . . 110

5 Owl Food* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

6 Habitat Walk, Habitat Talk: Birds . . . . . . . . . . . . . . . . . . . . . . . . . . 128

7 Who Needs a Saguaro?* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

8 How a Cactus Survives* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

9 Habitat Walk, Habitat Talk: Plants . . . . . . . . . . . . . . . . . . . . . . . . . 156

10 What is a Biome?* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Table of Contents

* Indicates a core lesson

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�H A B i TAT S | TABLE OF CONTENTS |

11 Researching a Biome* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Designing Organisms* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

13 Developing an Assessment Rubric . . . . . . . . . . . . . . . . . . . . . . . . 200

14 Refining and Modeling Organism Designs* . . . . . . . . . . . . . . . 212

15 Presenting Organism Designs* . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

16 The Human Habitat* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Skill Building ActivitiesReading Science Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Using Models in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Using Field Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262

Teacher Background information . . . . . . . . . . . . . . . . . . 270

Standards and BenchmarksStandards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280

Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290

Teacher Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

* Indicates a core lesson

| H A B i TAT S | PHiLOSOPHY �

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Almost anyone who has spent time with children is struck by the tremendous energy they expend exploring their world. They ask “why” and “how.” They want to see and touch. They use their minds and senses to explore the things they encounter and wonder about. In other words, children are already equipped with the basic qualities that make a good scientist.

The goal of the Science Companion curriculum is to respond to and nourish children’s scientific dispositions by actively engaging their interests and enhancing their powers of inquiry, observation, and reflection. Learning by doing is central to this program.

Each Science Companion lesson incorporates interesting and relevant scientific content, as well as science values, attitudes, and skills that children in the elementary grades should begin to develop. These “habits of mind,” along with science content knowledge, are crucial for building science literacy and they are an integral part of the Science Companion program. Be aware of them and reinforce them as you work with children. With experience, children will develop the ways they demonstrate and use the following scientific habits of mind.

Habits of MindWondering and thinking about the natural and physical worldChildren’s curiosity is valued, respected, and nurtured. Their questions and theories about the world around them are important in setting direction and pace for the curriculum. Children are encouraged to revise and refine their questions and ideas as they gain additional information through a variety of sources and experiences.

Seeking answers through exploration and investigationChildren actively seek information and answers to their questions by trying things out and making observations. Children continually revise their understanding based on their experiences. Through these investigations, they learn firsthand about the “scientific method.” They also see that taking risks and making mistakes are an important part of science and of learning in general.

Pursuing ideas in depthChildren have the opportunity to pursue ideas and topics fully, revisiting them and making connections to other subjects and other areas in their lives.

�H A B i TAT S | PHiLOSOPHY |

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Observing carefullyChildren are encouraged to attend to details. They are taught to observe with multiple senses and from a variety of perspectives. They use tools, such as magnifying lenses, balance scales, rulers, and clocks, to enhance their observations. Children use their developing mathematics and literacy skills to describe, communicate, and record their observations in age-appropriate ways.

Communicating clearlyChildren are asked to describe their observations and articulate their thinking and ideas using a variety of communication tools, including speaking, writing, and drawing. They learn that record keeping is a valuable form of communication for oneself and others. Children experience that working carefully improves one’s ability to use one’s work as a tool for communication.

Collaborating and sharingChildren come to know that their ideas, questions, observations, and work have value. At the same time, they learn that listening is vitally important, and that exchanging ideas with one another builds knowledge and enhances understanding. Children discover that they can gain more knowledge as a group than as individuals, and that detailed observations and good ideas emerge from collaboration.

Developing critical response skillsChildren ask, “How do you know?” when appropriate, and are encouraged to attempt to answer when this question is asked of them. This habit helps develop the critical response skills needed by every scientist.

| HABiTATS | LESSON 3 | HOW A BiRD FEEDS��

How a Bird Feeds

H A B i TAT SC L U S T E R 2animals and Their habiTaTs

3Lesson

A QUiCk LOOk

Overview

Children try using different tools (“bird bills”) to retrieve different types of “bird food.” As they figure out which specialized bill works best for a particular food, children experience how different types of bills help birds survive in their particular habitats.

Big idea

Organisms have characteristics that make it possible for them to survive in their habitat.

key Note

• For more information on the science content in this lesson, see the “Survival Characteristics” section of the Teacher Background Information, on page 273.

• If the children in your class need more experience understanding what models are and how they are used in science, consider teaching Skill Building Activity “Using Models in Science” on page 254.

• To make classroom management during this lesson easier, children take turns using model bird bills in front of the class. The Preparation section includes an alternate approach designed for full-class participation.

Process Skills

• Predicting

• Using Models

�� HABiTATS | LESSON 3 | HOW A BiRD FEEDS |

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Lesson 3Lesson

Checklist: Creating and Using Models

Standards and Benchmarks

As children investigate variations in the physical characteristics between different birds, they focus on The Living Environment Benchmarks 5D (Interdependence of Life) and 5F (Evolution of Life): “Students can begin to look for ways in which organisms in one habitat differ from those in another and consider how some of those differences are helpful to survival.”

Lesson Goals

1. Compare specialized “bird bills” and how well they work for retrieving different kinds of “foods.”

2. Begin to think about how birds’ bills have characteristics that help them get food in their habitats.

3. Practice using models.

Assessment Options

Use the exploration as a pre-assessment of the children’s abilities to use the models and connect them with the variety of real bird bills and the food that birds eat. Use the criteria on the Creating and Using Models checklist to identify whether children understand that the “bills” and “food” are larger-scale models of real-life bird bills and food.

| HABiTATS | LESSON 3 | HOW A BiRD FEEDS��

Materials

item Quantity Notes

ExploraGearClothespin 1 for demo To use as a “bill.”

Dropper 1 for demo To use as a “bill.”

Foam plates 2 per “food” To use as model “bark” hiding “grubs.”

Ice tongs 1 for demo To use as a “bill.”

Nail, large 1 for demo To use as a “bill.”

Nutcracker 1 for demo To use as a “bill.”

Sieve (tea strainer) 1 for demo To use as a “bill.”

Skewers 1 per “food” To put marshmallows on as model “meat.”

Classroom SuppliesAquarium, dish tub, or large bowl, filled halfway with water

1 To use as pond for “aquatic plants.”

“Cootie catchers” 2 Made of folded paper; also known as “fortune tellers.” To use as “bills.”

Dry herbs or tea leaves, loose 1 jar To use as model “pond weed.”

Food coloring, red or yellow (optional)

1 bottle To color water in “flower nectar” vase.

Gummy worms 6 per pot To use as model “worms” in “soil.” Licorice rope pieces or thick yarn may be used instead.

Index cards, large 7 To write bird “food” names on.

Marshmallows, large 4 per skewer To put on skewers as model “meat.” Chunks of bread may be used instead.

Marshmallows, mini 5 per child’s try To use as model “flying insects.” Dry cereal or foam packing peanuts may be used instead.

Nuts, whole, in shell 1 per “food” To use as model “seeds.” Walnuts are a good choice.

Oatmeal or rice, uncooked At least 4 C To use as model “soil” in pot.

Pot or bowl, at least 1 L or 1 qt size

1 To hold model “soil” and “worms.”

Raisins, large and plump 6 per “food” To use as model “grubs” under “bark.”

Stapler 1 To attach pairs of foam plates together as model “bark.”

Timer or clock (optional) 1 To time the groups’ turns at the stations.

Trays (optional) 2 or more To hold model bird “foods” and “bills.”

Vase, filled with colored water 1 To use for model “flower nectar.”

Curriculum ItemsHabitats Science Notebook, pages 10-11

Habitats Student Reference Book, pages 13–18

Color Display Pictures: Hummingbirds, Swallows, Finches, Woodpeckers, Ducks, Robins, and Hawks

Teacher Master “Setting Up Bird ‘Food’ and ‘Bills’”

Teacher Directions “Setting Up Bird ‘Food’ and ‘Bills,’” page 95

Teacher Directions “Folding ‘Cootie Catchers,’” pages 96–98

Checklist Creating and Using Models (optional)

Skill Building Activity “Using Models in Science,” pages 254–261 (optional)

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Preparation Set up the seven different types of bird “food,” and write signs

on index cards identifying each one:

• Flower Nectar (hummingbirds)

• Flying Insects (swallows, swifts, nighthawks, whippoorwills)

• Seed (finches, sparrows, cardinals, grosbeaks)

• Wood Grubs (woodpeckers)

• Pond Plants and Insects (dabbling ducks, flamingos)

• Earthworms (robins, starlings)

• Meat (owls, hawks, eagles)

The Teacher Directions, “Setting Up Bird ‘Food’ and ‘Bills’” on page 95, provide further instructions for the “feeding stations.” The Science Center section, below, offers additional station suggestions you may want to add or substitute for these.

Obtain the “food” from a grocery store or drug store, or have parent volunteers bring in the supplies.

safeTy NoTe: If you use candy and other edible materials, set some ground rules. Tell the children that the food is not particularly clean, especially after it has been poked and prodded by different tools, so they should not eat it.

Collect the seven different types of bird “bills.” Make, or ask a child to make, a paper “cootie catcher.” Make at least one extra, since it may get wet and soggy as it is used. (If necessary, see Teacher Directions, “Folding Cootie Catchers,” on page 96, for instructions.)

(Optional) If you prefer to have all the children in your class try using the model bills for each of the seven different bird foods, set up “bird feeding stations” to be managed by adult volunteers. The volunteers will need to replenish the foods as groups of children rotate through the stations, and may need to clean up as well. (Remind the volunteers to stay at their stations, rather than circulating with the children.) If you choose this option, increase your materials to include the following:

• One cup per child, to carry around as a model “bird stomach” for putting food in.

| HABiTATS | LESSON 3 | HOW A BiRD FEEDS

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• Four different tools at each station (for a total of 24), including the one tool that will work best. For example, you may want to have in all: 5 clothespins, 3 ice tongs, 5 large nails, 3 nutcrackers, 4 droppers, and 4 sieves (tea strainers).

• Two full vases at the “Flower Nectar” station (plus paper towels for spills).

• A large bag of mini-marshmallows or a full box of dry cereal at the “Flying Insect” station.

• A walnut for every child at the “Seed” station (plus a trash can for shells).

safeTy NoTe: Children with nut allergies should avoid contact with the nuts and the nutcracker at the “Seed” station.

• Two filled and stapled foam plates for every child at the “Wood Grub” station.

• Extra herbs or dry tea leaves at the “Pond Plant and Insect” station.

• Two gummy worms or yarn lengths for every child at the “Earthworm” station.

• One skewer with five marshmallows or chunks of bread on it for every pair of children at the “Meat” station.

• Copies of the Teacher Master “Setting Up Bird ‘Food’ and ‘Bills’” for each adult volunteer.

Locate the Display Pictures of birds. You may also want to look through bird books, field guides, and magazines for pictures of the birds represented at each station.

Plan to set up the Science Center so the children can continue their explorations with the “food” and the “bills” after the lesson.

Using the Student Reference Book• Before teaching the lesson, have the children read pages 13-18

of Chapter 2. This section introduces the concept that physical and behavioral characteristics help animals to survive.

• Instead of displaying the pictures of representative birds, consider having children refer to Appendix B, on pages 123–132. If they do not use the appendix during the lesson, assign the reading afterwards to reinforce the concept that physical characteristics help animals survive.

Teacher Master 25

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Vocabularymodel . . . . . . . . . . . . . . . . A representation of something that is

similar to the real thing in many ways, but different in some ways.

Teaching the Lesson

Engage

Introductory Discussion1. Direct the children’s attention to the woodpecker and the owl

on the class oak tree mural, and point out their different types of bills.

2. Describe the structure of the woodpecker’s and the owl’s bills:

• The woodpecker has a long, thin bill. The woodpecker uses it like a chisel to chip holes in wood and flip away chunks of bark as it searches for insect larvae in their tunnels. When it finishes chiseling into a tunnel, the woodpecker extends an extremely long tongue with a bony, barbed tip. It spears the insect and pulls it back into its bill. When the woodpecker’s tongue isn’t extended, it wraps all the way back around the inside of the skull.

• The owl has a curved, downward-facing beak that is hooked at the end. The owl usually uses its beak to kill the prey held in its talons (feet). It swallows small animals whole—its beak can open very wide. It tears larger animals into smaller parts and swallows the pieces.

Teacher NoTe: You may want to refer the children to the illustrations on page 10 of their science notebooks.

3. Explain that, just like the woodpecker and the owl, many birds have bills that are specialized for eating a certain type of food. The size and shape of a bird’s bill closely relates to what it eats in its habitat.

Black and White Display Picture:Woodpecker Tongue

Science Notebook page 10


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Explore

Filling the Bill1. Show children the seven tools: clothespin, cootie catcher (use

the thumb and forefinger of two hands to open and shut this), dropper, nail, nutcracker, sieve, and tongs. Tell them that they are model “bird bills,” and that the children are going to figure out which is best for getting a particular type of model bird “food.”

2. Help the children understand that:

• The word model means something used to represent something else, like a globe represents Earth.

• The model “bills” and “food” are both much larger than real-life bird bills and food.

3. For each of the model bird foods, do the following:

a. Show the model bird food, and ask the class to predict which of the seven bird bills will pick it up best.

b. Select volunteers to come up in front of the class and try using the model bird bills to get the food.

safeTy NoTe: Children with nut allergies should avoid contact with the nuts and the nutcracker.

MaNageMeNT NoTe: Children may use their hands to hold the tools.

c. After determining which bill works better than the rest, ask the children whether their predictions were correct. Have individuals explain why the tool they’ve identified was more successful in getting that particular type of food.

Teacher NoTe: If you think the children in your class would enjoy a more competitive activity, see the Further Science Exploration “Filling Habitat Niches” on page 93.

d. Name the tool, so that children can write it on page 11 of their science notebooks. Also have children draw a picture of the bird bill represented (based on pictures you show them).

Science Notebook page 11

As children make their predictions, refer them to the “I Think” section of the “I Wonder” circle. Point out that they are demonstrating some important scientific skills.

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�1 HABiTATS | LESSON 3 | HOW A BiRD FEEDS |

e. Display pictures of representative birds that eat each type of food. Comment on the features of their bills and their appropriateness for the food. (For example, to crack open nuts or seeds, birds need a strong bill; to get nectar from a long, narrow flower, birds need a long, narrow bill.)

Teacher NoTe: Consider having children refer to Appendix B, on pages 123–132 of the student reference book.

Reflect and Discuss

Synthesizing1. Let children know that all of the “bird bills” they used were

modeled on those of birds that “specialize” in eating certain foods. In other words, the bills’ shapes and sizes make it easy for birds to eat certain foods, but wouldn’t work very well for eating other kinds of food.

2. Explain that birds’ bills are one of the physical features that scientists and birdwatchers use to help tell different types of birds apart. By looking at the bills, they can make educated guesses about the foods different birds eat (and, by extension, what kind of habitat the birds live in).

Big idea

Organisms have characteristics that make it possible for them to survive in their habitat.

Display Pictures of Birds


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Ongoing Learning

Science Center

More Fun with Foods and BillsPut the different model “foods” and “bills” in the Science Center. You may want to add some new feeding stations as well. Encourage children to record their discoveries in the “Habitats Journal” section (pages 46-64) of their science notebooks. Suggestions for extra feeding stations include:

1. Mud Flat Invertebrates Station (curlews, godwits, kiwis, snipes)

• Food: Raisins or jellybeans buried in cooked (cold) oatmeal or rice

• Bill: Tweezers

2. Fish Station (pelicans, roseate spoonbills, storks)

• Food: Foam peanuts or rubber erasers in water

• Bill: Ladle or slotted spoon

3. Berries Station (catbirds, waxwings, mockingbirds, thrushes)

• Food: Grape clusters hanging or tied down with string

• Bill: Very small tongs

Observing MouthsPost this inquiry for the children to write about in the “Habitats Journal” section (pages 46-64) of their science notebooks: Observe the animals in the terrarium. What do their mouths look like? What do they eat? Draw pictures and write about it in your journal.

MaintenanceAs children bring in articles and ideas about habitat protection and restoration projects, as part of the Family Link Homework “Environmental Stewardship,” display them on a bulletin board. Discuss what kind of environmental stewardship project the class would like to undertake.

For more suggestions, see the Environmental Stewardship section of the Teacher Background Information on page 278.

Materials: “Foods” and “bills” from the exploration, additional “food” and “bills,” if desired

Materials: Terrarium “mini-habitat,” magnifying lenses

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Extending the Lesson

Further Science Exploration

Filling Habitat NichesGather the children around a table, and give each a paper cup (“stomach”). Put out all of the “bird bill” tools from the exploration, and have each child select one. Let the children know that they are going to have two 30-second chances to use their bird bills to put as much food as they can into their cups. They must use only their bird bill, and cannot scoop food with the cup.

1. Pour about half a liter (two cups) of sunflower seeds onto the table and signal the children to begin.

2. After 30 seconds, ask the following questions:

a. Who got the most seeds? Who got the least?

b. Which kind of bill worked the best to get seeds?

c. Which kind of bill would work best to open the seeds?

d. Using the bill you have, would you survive if you were a bird in a habitat with only seeds for food?

3. Put different, mixed bird “foods” (from the exploration) onto the table.

4. After 30 seconds, ask these questions:

a. Who got the most food? Who got the least?

b. Did you get a variety of foods, or just one kind?

c. Did birds that couldn’t have survived last time get food this time?

d. Do you think that in “real life” most habitats have one kind of food or many kinds of food?

e. Would a habitat with more than one kind of food support more kinds of birds?


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Language Arts ExtensionProvide a number of books about birds. (For a list of recommended titles, see the “Science Library and Web Links” section on pages 40–46.) Have the children look for pictures of different kinds of bird bills and read about what the birds that have them eat and where they live.

Planning Ahead

For Lesson �If you haven’t done so already, make plans to take the class on a bird-watching walk outdoors, or invite a local bird expert or bird rescue volunteer to visit the classroom.

For Lesson �If you haven’t done so already, make plans to take the class on a local plant walk outdoors, or invite a native plant expert to come into the classroom.


Teacher DirectionsSetting Up Bird “Food” and “Bills”

Feeding Station Model “Food”Model “Bill” (Tool) That Works Best

Directions

Flower Nectar (hummingbirds)

Tall, narrow vase filled with colored water to represent nectar in a flower

Dropper Children need to get the “nectar” out of the “flower.”

Flying Insects(swallows, swifts, nighthawks, whippoorwills)

Mini-marshmallows, dry cereal, or foam packing peanuts, tossed in the air, to represent flying insects

“Cootie catcher” Gently toss “insects” to the children.

Seed (finches, sparrows, cardinals, grosbeaks)

Whole nuts in shells, to represent seeds—walnuts work well Nutcracker Children need to break open a nut and

get it out of its shell.

Wood Grubs (woodpeckers)

Two foam plates stapled together, with plump raisins inside, to represent grubs in bark

Large nail Children need to break through the “bark” in order to spear the food inside.

Pond Plants and Insects(dabbling ducks, flamingos)

Dry herbs or tea leaves, floating in a basin or aquarium of water, to represent aquatic plants and insects

SieveChildren need to determine which tool will collect the most food (the leaves will probably stick to all tools).

Earthworms(robins, starlings)

Two gummy worms (or pieces of licorice rope or thick yarn) buried in uncooked oatmeal or rice in a bowl, to represent worms in soil

Clothespin Children need to uncover and pull out the food.

Meat(owls, hawks, eagles)

Five large marshmallows or chunks of bread on a bamboo skewer, to represent meat on a bone

TongsHold the skewer up, horizontally between two hands. The children need to get at least one marshmallow off.


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Teacher DirectionsFolding “Cootie Catchers”In the unlikely event that the children in your class don’t know how to make “cootie catchers” (also known as “fortune tellers”), follow these directions:

1. Start with an 8.5”x 11” sheet of paper. Bring up the bottom edge of the paper so that it lines up exactly with a side edge, to make an equilateral triangle.

2. Cut off the end of the paper that sticks up above the triangle. Crease the triangle firmly.

3. Unfold the paper so you have a square.

4. Fold the other two corners together and crease firmly again.

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5. Unfold the paper to make a square again.

6. Fold each corner to meet at the center point of the paper, where the creases cross each other.

7. When all four corners are folded in, your paper will look like a smaller square.

8. Turn over the smaller square, so that the folded sides are face down. Fold each of the smaller square’s corners to meet at the center point of the paper.


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9. Fold the entire square in half, then unfold and fold again the other way.

10. Slide your thumbs and index fingers under the four flaps. Pinch your thumbs against your index fingers, so that the flaps open up. The “cootie catcher” is ready to use!


Science Notebook page 10 Science Notebook page 11

Checklist: Creating and Using Models Teacher Master 25

| HABiTATS | LESSON 3 | HOW A BiRD FEEDS100

Display Pictures of Birds, 1 of 7 Display Pictures of Birds, 2 of 7


101 HABiTATS | LESSON 3 | HOW A BiRD FEEDS |


Display Pictures of Birds, 7 of 7 Black & White Display Picture: Woodpecker Tongue

| H A B i TAT S | TEACHER BACkGROUND iNFORMATiON 2�0

Teacher Background informationintroduction

Many elementary school-age children are sure they already know what a habitat is—a home. In many ways they are right, but as they will learn while doing the lessons in this unit, a habitat is much more than a house or a nest; it’s even more than the place where a person or animal gets shelter and food.

A habitat is the place where a living thing gets everything it needs to survive. A habitat is where an organism gets its food, water, air, protection, and space to grow and thrive. For human beings, our habitat includes our home, but it actually extends much farther to include the places where our food was grown or caught, the source of the water that comes through our pipes, the location where our waste is disposed, and the transportation needed for bringing these things to and from our homes.

By the end of this unit, children will understand that people, in our continuing quest to satisfy our needs and wants, use resources from around the world. Human beings’ resource use often compromises or destroys the habitat of other organisms, and habitat loss is the primary cause of species extinction. Since children sometimes feel guilty once they realize the destructive impact humans have on other living things, it is important to give them a way to develop and exercise a sense of environmental stewardship. A section at the end of this Teacher Background Information, titled “Environmental Stewardship,” offers ideas for stewardship projects that your class can undertake.

Unit OverviewIn this unit, the children are introduced to organisms in their natural environment. This unit, along with Science Companion’s Collecting and Examining Life Unit and Life Cycles Unit, provides a foundation for a child to understand how individual organisms maintain and continue life.1 In later grades, they will learn about the diversity and adaptations of species and about biological evolution.

This unit’s focus on individual organisms is appropriate to the children’s age and development. Children in early and middle elementary school generally hold a self-centered view of the world. When they consider other organisms, they view them as individuals, rather than groups, or species, and they understand these organisms mostly in relationship to themselves. Researchers have found that younger children first extend their view beyond themselves to

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individual organisms that depend on people for survival, such as pets and houseplants. By the middle elementary school years, children expand their thinking to wild plants and animals, but they may still think these organisms are fed and cared for by humans.

It is challenging and creatively stimulating for children to try to move beyond their own viewpoint and understand the world from the perspective of another individual organism. For instance, you might have them consider a frog’s habitat and look at the environment from a frog’s point of view. Then they might turn their attention to a screech owl’s habitat and reflect on the environment from the screech owl’s perspective.

The Habitats Unit focuses on individual organisms, rather than species. It explores the physical characteristics of organisms, and how these features help the organisms survive in their habitats. More complex concepts, including how these characteristics may be species’ evolutionary adaptations to the environment, are best left for middle school or high school. At that age, children are able to consider whole species of organisms and can understand the concept of change through time.

Use care with the vocabulary introduced in this unit. Most children in elementary school (as well as many older students and adults) are confused by the terms used in ecology and evolution, because the everyday usage of these terms often differs from scientific definitions. In particular, words can have different meanings when they are used in reference to individual organisms than when referring to species. Two terms in particular, habitat and adaptation, are described in more detail in the “Habitats” and “Survival Characteristics” sections.

Survival NeedsWhile elementary school-age children are able to extend their thinking to individual wild organisms, they may still think these organisms are fed and cared for by humans. This unit helps children recognize how individual animals and plants meet their own needs for survival in a habitat. One of the unit’s Big Ideas is that all organisms have basic needs: air, food, water, protection, and space.

In Lesson 1, “What’s My Habitat?” children learn the distinction between their own wants and needs by differentiating between what they would need to have on a trip to Mars and what they would want to bring along. This exercise is designed to help children extend beyond their own self-centered thinking to reasoning about humans as organisms. Later, they should be able to consider other organisms’ needs as well.

In Lessons 2-6, children think about humans and other animals. In Lesson 8, “How a Cactus Survives,” children examine the survival needs of a plant. Some children may not explicitly understand that plants have the same basic survival needs that animals (and all

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other organisms) have. You may need to emphasize that plants also need air (carbon dioxide, oxygen), food (nutrients), water, protection (from animals that eat them, from too much heat or cold), and space (room to grow).

The remainder of the Habitats Unit builds upon the idea of survival needs, because survival needs define where an organism’s habitat is. Children must understand that all organisms have these basic needs before they can undertake the later lessons in the unit in which they design imaginary plants and animals to survive in a particular biome.

HabitatsWith the first Big Idea in this unit—a habitat is the place where an organism gets everything it needs to survive—children are introduced to the conceptual challenge of figuring out where an organism meets its needs, for a habitat can be defined only from the context of the particular organism’s needs. A habitat can be as small as a leaf or as large as a forest or even an entire migration route. For example, an acorn may comprise the entire habitat of a weevil, providing everything it needs, but a deer may need several acres of combined meadow and oak woodlands, plus a stream, to survive.

You may need to distinguish between the words “environment” and “habitat.” The environment encompasses everything, the total surroundings and forces around an organism. It includes all the things an organism needs to survive, as well as other things that threaten its survival. The habitat is comprised of the parts of the environment where it gets what it needs to live.

Though this unit focuses on children’s investigations of individual organisms in their habitats, it does help them extend their thinking to how these individual organisms interact with other organisms. One of the unit’s Big Ideas is that many organisms share an environment and interact because their habitats overlap. For example, in Lessons 2 and 7, “Who Needs an Oak Tree?” and “Who Needs a Saguaro?” children consider numerous animals and fungi that meet all or some of their survival needs in and around these plants. (You can supplement this material by setting up an aquarium or terrarium to provide children with a hands-on example of a shared habitat.) See the Teacher Masters “Backyard Habitat,” “Hermit Crab Habitat,” and “Simple Aquatic Habitat” for more information. There may be times you’ll need to describe larger groupings of organisms in shared habitats. All of the individual organisms of one species living within a particular habitat form a population. Several populations (of different species) may share parts of a habitat; together they form a community.

Some organisms share their habitats by occupying different niches. If a habitat can be thought of as an organism’s “address,” a niche is its profession. An organism’s niche depends not only on where it lives but also on what it does. In Lessons 3 and 4, children

2�3H A B i TAT S | TEACHER BACkGROUND iNFORMATiON |

explore the idea of niches by studying how different kinds of bird bills enable different birds—actually different species of birds—to eat different kinds of foods. For example, a woodpecker and an owl can both use the same oak tree as part of their habitat without competing, because they use it in different ways. The woodpecker chisels for grubs in the bark; the owl hunts rodents that scavenge for acorns that fall on the ground below the tree. The children investigate this interaction between predator and prey in Lesson 5, “Owl Food.”

Complex concepts like niches, as well as the food chain or food web, are only addressed indirectly (as in the lesson example above), since children in early elementary school have difficulty understanding the properties of ecosystems. They tend to think of a system’s properties as belonging to its individual parts, rather than arising from the interdependence of its parts. In this unit, the emphasis remains on the recognition that in a habitat shared by many organisms, the organisms usually interact or influence one another.2 For example, a woodpecker may influence an owl’s choice of roost by leaving a hollowed out hole in the dead branch of a tree.

Survival CharacteristicsAnother Big Idea is that organisms have characteristics that make it possible for them to survive in their habitat. With this concept, children gain an introduction to the diversity of physical characteristics and behaviors demonstrated by organisms living in different environments. They learn about the survival characteristics of animals and plants—the physical features and behaviors that help an organism survive in its habitat.

Children often assume that a feature is a survival characteristic simply because an organism has it and is alive. It is also easy for teachers to fall into this kind of reasoning when they ask “why” questions, or explain survival characteristics with the word “because.” For example, consider this question: “Why do birds that have different shapes of beaks eat different foods?” When worded this way, the only possible answer is: “They eat different foods because they have different shapes of beaks.” To avoid circular reasoning like this, use the word “and” instead of “because” when you discuss survival characteristics. For example, you might say, “This bird eats nuts and it has a thick bill.” When you reverse the relationship, you’d say, “This bird has a thick bill and it eats nuts.”

As mentioned, adaptation is a frequently misunderstood word. In common usage, a person or other individual organism may respond to a changing environment by deliberately “adapting” or changing its behavior. A species, on the other hand, develops adaptations to a changing environment over an extremely long period of time. Through this process, individuals that have features best suited to

| H A B i TAT S | TEACHER BACkGROUND iNFORMATiON 2��

the environment are able to survive and reproduce, and thereby pass their genes on to the next generation. Adaptation, as used in the Habitats Unit, means the characteristics that are produced through the evolutionary process of natural selection.

At this level, we teach children only that organisms have survival characteristics. How and when organisms as species inherit their survival characteristics is appropriately taught in later grades.

Some children may assume, incorrectly, that an organism’s survival characteristics fulfill some individual want or need. In fact, each individual organism is typically born with all the characteristics of its species. It is important for children to recognize that these survival characteristics not only enable the organism to live in a particular habitat; they actually create habitat requirements that are essential for these organisms to have. Many of these specialized characteristics make it impossible for the organism to survive in some other habitat. This unit familiarizes children with the survival characteristics of birds and cactus plants; when they have this information, they can recognize the habitat requirements of these organisms.

BirdsIn Lesson 3, “Bird Bills,” children experiment with using different types of bird bills. In Lesson 4, “Bird Features,” they match birds’ bills and feet with their feeding behaviors and habitats. A bird’s bill and feet are the most obvious physical characteristics that indicate how it survives in its environment. For example, a water bird’s feet are webbed and used for paddling, while a songbird’s feet have toe arrangements that allow it to perch on branches. These birds would be unable to survive in each other’s habitat. Similarly, it would be impossible for a hummingbird to tear meat from a bone, just as it would be impossible for a vulture to sip nectar from a flower.

Specialized bills can help numerous birds live in the same environment, using different resources and defining each bird’s ecological niche. Highly specialized adaptations can also be problematic, because they make an organism more dependent on specific foods or conditions. Generalized organisms can survive in a wider variety of conditions. If a habitat is destroyed and there is only one kind of food available, the bird that has the best ability to get that food is the one that survives.

On the other hand, some adaptations are very generalized or broad. For example, blue jays and crows have versatile bills with which they can eat almost anything. Accordingly, they are found in many habitats.

Although Lesson 3 focuses only on how birds use their bills to obtain food, birds also depend on their bills for preening their feathers, building their nests, performing courtship displays, and defending themselves from predators or rivals. At this level, it is enough for children to look at bird bills as a survival characteristic, the tool with

2��H A B i TAT S | TEACHER BACkGROUND iNFORMATiON |

which birds get food. It is not necessary for them to realize that some bird species’ bills may have been inherited because their progenitors’ brilliant color displays won them more mates and therefore created more offspring. Different traits make birds successful in different ways.

Cactus PlantsIn Lessons 7 and 8, “Who Needs a Saguaro?” and “How a Cactus Survives,” children consider the survival characteristics of a desert cactus. They observe the thick shapes and waxy outer coating of cactus plants, which help the plants retain water. They also note the sharp spines that protect the cactus from intense sun and water scarcity, as well as from animals that would eat it.

Cactus plants grow extremely slowly. Because cacti don’t have leaves, they photosynthesize in their stems. During the summer, desert plants with leaves (usually very small leaves) drop them and go dormant. In contrast, a cactus with spines continues to photosynthesize in its stem throughout the summer. Because the surface area of its stem is small, compared to that of multiple leaves, its growth rate is reduced. This characteristic is not discussed in the lessons, but will be relevant if you choose to pursue a further science exploration growing cactus plants.

Through the cactus study in Lessons 7 and 8, children are introduced to the desert, the first of Earth’s major biomes discussed in the Habitats Unit.

BiomesThe Big Idea that a biome is a large geographic area that contains many habitats introduces children to a much larger environment in which to consider organisms’ survival needs and characteristics. Within a biome, numerous habitats and multiple communities of organisms intersect.

In Lesson 11, children begin researching one of Earth’s major biomes. Undoubtedly, they will find books and web sites that inaccurately refer to biomes as “habitats” (such as “the marine habitat” or “the taiga habitat”). Remind the children that a habitat is defined as the place where one organism (or population of organisms) meets its survival needs. In contrast, Earth’s major biomes contain many habitats and are generally found on several continents.

Biomes are typically defined by having the same overall weather pattern and characteristic plant communities. Different reference sources may divide or name biomes in many different ways, but the following table provides attributes of the most common biomes.

HABITATS | TABLE OF CONTENTS | �

Table of ContentsIntroduction

Assessment Philosophy ........................................................................5Assessment Materials ...........................................................................8

Content Rubrics and Opportunity OverviewsSurvival Needs Rubric 1 .....................................................................16Survival Needs Opportunities Overview .............................................17Habitats Rubric 2 ................................................................................18Habitats Opportunities Overview ........................................................19Organism’s Characteristics Rubric 3 ...................................................20Organism’s Characteristics Opportunities Overview ...........................21Biomes Rubric 4 ..................................................................................22Biomes Opportunities Overview ..........................................................23

Skills and Attitudes Checklists and Self-AssessmentsEnvironment Stewardship: Checklist ..................................................26Environmental Stewardship: Self-Assessment ...................................27Creating and Using Models: Checklist ................................................28Making Models: Self-Assessment .......................................................29Cooperative Group Work: Checklist ....................................................30Working in a Group: Self-Assessment ................................................31Planning and Implementing a Design: Checklist .................................32Planning and Designing an Organism: Self-Assessment ...................33

Performance Tasks and Evaluation Guidelines The Human Habitat Cluster (Lessons 1, 16): Comparing Habitats ....................................................................36Animals, Plants and Their Habitats Cluster (Lessons 2–9): Changes in an Owl’s Habitat ......................................................37 How an Organism Meets Its Needs ............................................38Biomes Cluster (Lessons 10–11): Travel Poster ..............................................................................39 Biome Letter ...............................................................................40Design Project Cluster (Lessons 12–15): Designing Organisms .................................................................41

Quick Check Items and Answer Keys The Human Habitat Cluster (Lessons 1, 16) .......................................44Animals, Plants and Their Habitats Cluster (Lessons 2–9) .................46Biomes Cluster (Lessons 10–11) ........................................................51

�� | HABITATS | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS

Rubric 1: Survival NeedsCriterion A (Lessons 1—9, 12—16)

Criterion B(Lessons 1—2, 12—16)

A survival need is something a plant or animal must have in order to live.

Can list basic survival needs of plants and animals. Survival needs include air, food, water, space and protection.

4 - Exceeds Expectations

Understands at a secure level (see box below) and considers subtle distinctions between wants and needs.

Understands at a secure level (see box below) and applies that understanding to organisms of interest to them.Explores content

beyond the level presented in the lessons.

3 - Secure(Meets Expectations)

Understands that all organisms have survival needs and can correctly distinguish needs from wants.

Provides a complete list of the basic survival needs.

Understands content at the level presented in the lessons and does not exhibit misconceptions.

2 - Developing(Approaches Expectations)

Understands that organisms have survival needs but does not correctly distinguish needs from wants.

Provides an incomplete list of basic survival needs.

Shows an increasing competency with lesson content.

1 - Beginning Does not understand that all organisms have basic needs that must be met in order to survive.

Cannot list any of the basic survival needs.

Has no previous knowledge of lesson content.

HABITATS | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS | ��

Opportunities Overview: Survival NeedsThis table highlights opportunities to assess the criteria on Rubric 1: Survival Needs. It does not include every assessment opportunity; feel free to select or devise other ways to assess various criteria.

Criterion A (Lessons 1—9, 12—16)

Criterion B(Lessons 1—2, 12—16)

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Lesson 1:- Introductory discussion- Science notebook pages �-�

Lesson 2:- Introductory discussion

Lesson 7:- Introductory and synthesizing discussions

Lesson 9:- Synthesizing discussion

Lesson 12:- Exploration

Lesson 1:- Science notebook pages �-�

Lesson 2:- Introductory discussion

Lesson 12:- Exploration

Lesson 13:- Introductory discussion- Exploration

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Performance TasksThe Human Habitat Cluster Comparing Habitats, page 36

Animals, Plants and Their Habitats Cluster Changes in an Owl’s Habitat, page 37How an Organism Meets its Needs, page 38

Design Project Cluster Designing Organisms, page 41

Quick Check ItemsThe Human Habitat Cluster Page 44: items 1, 2

Animals, Plants and Their Habitats Cluster Page 46, item 2; page ��: item �; and page ��: item �

The Human Habitat Cluster Page 44: items 1, 2

�0 | HABITATS | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS

Rubric 3: Organism’s CharacteristicsCriterion A (Lessons 3, 4, 6—12, 15)

Physical and/or behavioral characteristics help an organism meet its survival needs.

4 - Exceeds Expectations

Understands at a secure level (see box below) and considers the implications of having specialized characteristics rather than generalized characteristics.

Explores content beyond the level presented in the lessons.

3 - Secure(Meets Expectations)

Recognizes physical and/or behavioral characteristics of an organism and knows how those characteristics help the organism meet its survival needs.

Understands content at the level presented in the lessons and does not exhibit misconceptions.

2 - Developing(Approaches Expectations)

Recognizes physical and/or behavioral characteristics of an organism and starts to consider how those characteristics help the organism meet its survival needs.

Shows an increasing competency with lesson content.

1 - Beginning Recognizes physical and/or behavioral characteristics of an organism but does not connect how those characteristics help the organism meet its survival needs.Has no previous

knowledge of lesson content.

HABITATS | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS | ��

Opportunities Overview: Organism’s Characteristics

This table highlights opportunities to assess the criteria on Rubric 3: Organism’s Characteristics. It does not include every assessment opportunity; feel free to select or devise other ways to assess various criteria.

Criterion A (Lessons 3, 4, 6—12, 15)

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Lesson 3: - Introductory discussion- Exploration- Synthesizing discussion

Lesson 4:- Introductory discussion- Reflective discussion

Lesson 7:- Synthesizing discussion

Lesson 8:- Synthesizing discussion- Science notebook page ��

Lesson 11:- Science notebook pages ��-��

Sum

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s Performance TasksDesign Project Cluster Designing Organisms, page 41

Quick Check ItemsAnimals, Plants and Their Habitats Cluster Page 47: items 4, 5; page 49: items 11, 12; and page �0: item ��

�� | HABITATS | CHECKLISTS AND SELF-ASSESSMENTS

Checklist: Creating and Using ModelsTeacher Assessment

(Lessons 3, 8, and 14) Determine whether the following skills are evident as the child uses and creates models. You might assign one point for each criterion that the child demonstrates. You can add specific observations or comments in the space below each criterion.

Name __________________________________ Date__________

Criteria:

________ A. Understands that a model is a representation of something.

________ B. Can create a model to represent his or her ideas.

________ C. Can critique one’s own model as well as scientific or peer’s models.

________ D. Can compare one’s own model to scientific or peer’s models.

HABITATS| CHECKLISTS AND SELF-ASSESSMENTS | ��

Name _________________________________ Date_____________________________

Self-Assessment: Making ModelsThink about the model or models you made in class. Answer the following questions.

�. How well does your model represent your ideas?

Very well Okay Not very well

�. What do you like most about your model?

�. Did you learn anything from other models you could include on your model or a new model? Explain you answer.

4. If you had more time to work on your model, what would you change about it? Explain your answer.

�� | HABITATS | PERFORMANCE TASK EVALUATION GUIDELINES

How an Organism Meets Its NeedsAnimals, Plants and Their Habitats Cluster (Lessons 2–9)

Pick an organism that you know something about. Describe how all its needs are met. Be sure to include how any physical or behavioral characteristics help that organism meet its needs.

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Use this assessment after teaching Lesson 9.

Children can use any of the following organisms:

• Plants

• Animals

• Humans

You can also expand this assessment by having children describe how big the organism’s habitat is based on how the organism meets its needs. For example, a human’s habitat might reach around the world because it gets some of its food from other countries, or a raccoon’s habitat might be as big as a forest, or as small as someone’s backyard.

evaluaTioN GuideliNes:

When evaluating children’s answers, consider whether they include how the organism meets the following needs:

• Air

• Space

• Protection

• Food

• Water

• Any other survival need your class identified

In addition, check to make certain the children have included descriptions of how any physical or behavioral characteristics help the organism meet its needs.

�� | HABITATS | QUICK CHECK ANSWER KEYS

Animals, Plants, and Their Habitats ClusterQuick Check Items

Teacher NoTe: The following questions relate to the Animals, Plants and Their Habitats cluster. Use them after teaching the entire cluster, or select the applicable questions immediately following each lesson. You can also compile Quick Check items into an end-of-unit assessment.

1. (Lesson 2) Match the animal to the description of how it uses an oak tree to meet its needs.

a. squirrel c ____ chisels a nest hole in the tree trunk

b. caterpillar a ____ collects acorns for winter food

c. woodpecker e ____ builds tunnels in a dying branch

d. owl b ____ eats leaves

e. carpenter ant d ____ perches on a branch to hunt for mice

2. (Lesson 2) Circle two survival needs the woodpecker meets using the oak tree in the story “Home Is an Oak Tree.”

air food water space protection

3. (Lesson 2) True or False? If false, rewrite the statement to make it true. A community is the place where an organism meets all of its survival needs. ___________ false

Ahabitatistheplacewhereanorganismmeetsallofitssurvivalneeds.

Picture for Number �

4. (Lessons 3 and 4) The bird pictured above probably eats:

a. flower nectar

b. seeds

c. earthworms

d. pondplants

Picture for Number �

5. (Lessons 3 and 4) The bird pictured above probably eats:

a. flower nectar

b. seeds

c. earthworms

d. pond plants

HABITATS | QUICK CHECK ANSWER KEYS | ��

Habitats Teacher Master ��

Setting Up Bird “Food” and “Bills”Feeding Station Model “Food” Model “Bill”

(Tool) That Works Best

Directions

Flower nectar (hummingbirds)

Tall, narrow vase containing colored water to represent nectar in a flower .

Dropper Children need to get the “nectar” out of the “flower .”

Flying insects (swallows, swifts, nighthawks, whippoorwills)

Mini-marshmallows, dry cereal, or foam packing peanuts, tossed in the air, to represent flying insects .

“Cootie catcher” Gently and closely toss “insects” to the children .

Seed (finches, sparrows, cardinals, grosbeaks)

Whole nuts in shells, to represent seeds . Walnuts are good choices .

Nutcracker Children need to break open one nut, and get it out of its shell .

Wood grubs (woodpeckers)

Two foam plates stapled together, with plump raisins inside, to represent grubs in bark .

Large nail Children need to break through the “bark” in order to spear the food inside .

Pond plants and insects (dabbling ducks, flamingos)

Dry herbs or tea leaves, floating in a basin or aquarium of water, to represent aquatic plants and insects .

Sieve Children need to determine which tool will collect the most food (the leaves will probably stick to all tools) .

Earthworms (robins, starlings)

Two gummy worms, licorice rope pieces, or thick yarn, buried in uncooked oatmeal or rice in a bowl, to represent worms in soil .

Clothespin Children need to uncover and pull out the food .

Meat (owls, hawks, eagles)

Five large marshmallows or chunks of bread on a bamboo skewer, to represent meat on a bone .

Tongs Hold the skewer up, horizontally between two hands . The children need to get at least one marshmallow or a chunk of bread off .

Teacher Master: Setting Up Bird “Food” and “Bills” (Lesson �)

Habitats Visuals: Table of Contents

Display Pictures

Swallows and Martins (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Grosbeaks and Cardinals (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Red-Headed Woodpecker (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Flamingo (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Robin (Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Hawk (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Ruby-Throated Hummingbird (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Woodpecker Tongue (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Overhead Transparencies

Biome Map of the World (Lessons 10 and 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Biome Map of the United States (Lesson 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Outline Map of United States Biomes (Lesson 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

World Map (Lesson 16) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

ISBN 10: 1-59192-241-0 ISBN13: 978-1-59192-241-4

2009 Edition. Copyright © 2004 Chicago Science Group. All Rights Reserved..

Swallows and Martins

2009 Edition. Copyright © 2004 Chicago Science Group. All Rights Reserved.www.sciencecompanion.com

Grosbeaks and Cardinals


Red-Headed Woodpecker


Flamingo


Robin


Hawk


Ruby-Throated Hummingbird


Woodpecker Tongue


Date: ______________________________________

11

Filling the Bill

Filling the Bill (Lesson 3)

Bird Food Bird Bill (Tool)That Worked Best Drawing of Bird Bill

Flower nectar

Flying insects

Seed

Wood grubs

Pond plants and insects

Earthworms

Meat

Date: ______________________________________

11

Filling the Bill

Filling the Bill (Lesson 3)

Bird Food Bird Bill (Tool)That Worked Best Drawing of Bird Bill

Flower nectar

Flying insects

Seed

Wood grubs

Pond plants and insects

Earthworms

Meat

Dropper Possible drawings include a hummingbird bill.

Cootie catcher Possible drawings include a swallow bill.

Nutcracker Possible drawings include a finch bill.

Nail Possible drawings include a woodpecker bill.

Sieve or strainer Possible drawings include a duck bill.

Clothespin Possible drawings include a robin bill.

Tongs Possible drawings include a hawk bill.

HabitatsStudent Reference Book

Writer

Annie Holdren

Developers

Belinda Basca, Colleen Bell, and Diane Bell

Editor

David Sherman

Pedagogy and Content Advisors

Jean Bell, Max Bell, Lance Campbell, Chandana Jasti*, Amy Kamarainen*, and Liz Lehman*

* Scientists or teachers who gave advice but are not part of the Chicago Science Group.

Book Design and Production

Happenstance Type-O-Rama; Picas & Points, Plus (Carolyn Loxton)

2011 Edition

Copyright © 2011 Chicago Science Group.

All Rights Reserved

Printed in the United States of America. Except as permitted under the United States Copyright Act, no

part of this publication may be reproduced or distributed in any form or by any means or stored in a

database or retrieval system without the prior written permission of the publisher.

SCIENCE COMPANION®, EXPLORAGEAR®, the CROSSHATCH Design™ and the WHEEL Design® are

trademarks of Chicago Science Group and Chicago Educational Publishing, LLC.

ISBN 10: 1-59192-488-X ISBN 13: 978-1-59192-488-3

1 2 3 4 5 6 7 8 9 10-BK1, 1209, M6843

www.sciencecompanion.com Chicago Educational Publishing Company, LLC.

Table of Contents

Chapter 1: What Do All Living Things Need? . . . . . . . . . . . . . . . . . . . . . 1

Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Protection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Chapter 2: How Do Animals Get What They Need? . . . . . . . . . . . . . . . . .13

Animal Characteristics . . . . . . . . . . . . . . . . . . . . . . 13

Physical Characteristics. . . . . . . . . . . . . . . . . . . . 14

Behavioral Characteristics . . . . . . . . . . . . . . . . . . 18

Living Together . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Surviving in the Wild . . . . . . . . . . . . . . . . . . . . . . 26

Camouflage. . . . . . . . . . . . . . . . . . . . . . . . . . 26

Mimicry . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Hibernation . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Chapter 3: How Do Plants Get What They Need to Survive? . . . . . . . . . . .33

Plant Characteristics . . . . . . . . . . . . . . . . . . . . . . . 33

Living Together . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Survival in the Wild . . . . . . . . . . . . . . . . . . . . . . . 38

Dormancy. . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Succulents . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

iii

iv

Chapter 4: What Is a Biome? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Bigger Than a Habitat . . . . . . . . . . . . . . . . . . . . . . 41

Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Biomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Biomes in Water . . . . . . . . . . . . . . . . . . . . . . . . . 46

Biomes on Land . . . . . . . . . . . . . . . . . . . . . . . . . 48

Chapter 5: Aquatic Biomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Freshwater Biome . . . . . . . . . . . . . . . . . . . . . . . . 54

Marine Biome . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Intertidal Zone . . . . . . . . . . . . . . . . . . . . . . . . 60

Shallow Ocean . . . . . . . . . . . . . . . . . . . . . . . . 62

Kelp Forests . . . . . . . . . . . . . . . . . . . . . . . . 62

Coral Reefs. . . . . . . . . . . . . . . . . . . . . . . . . 64

Open Ocean. . . . . . . . . . . . . . . . . . . . . . . . . . 66

Deep Ocean . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Chapter 6: Forest and Grassland Biomes . . . . . . . . . . . . . . . . . . . . . . . .73

Forest Biomes . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Tropical Rainforest . . . . . . . . . . . . . . . . . . . . . . 75

Temperate Rainforest . . . . . . . . . . . . . . . . . . . . . 77

Temperate Deciduous Forest . . . . . . . . . . . . . . . . . 79

Temperate Coniferous Forest . . . . . . . . . . . . . . . . . 80

Taiga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Grassland Biomes . . . . . . . . . . . . . . . . . . . . . . . . 84

Prairie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Savanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Table of Contents

v

Chapter 7: Desert, Chaparral, and Tundra Biomes . . . . . . . . . . . . . . . . . .89

Deserts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Chaparral . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Tundra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Arctic Tundra . . . . . . . . . . . . . . . . . . . . . . . . .100

Alpine Tundra . . . . . . . . . . . . . . . . . . . . . . . .102

Chapter 8: How Do Environments Change? . . . . . . . . . . . . . . . . . . . . . 103

Natural Causes of Change . . . . . . . . . . . . . . . . . . . .104

Changes Long Ago . . . . . . . . . . . . . . . . . . . . . . . .109

Human Causes of Environmental Change . . . . . . . . . . .114

Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . .116

Appendix A: Classifying Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Does It Have a Backbone? . . . . . . . . . . . . . . . . . . . .119

Animals Without Backbones. . . . . . . . . . . . . . . . . . .122

Appendix B: Bird Features: How Birds Get Their Food . . . . . . . . . . . . . . . 123

Swallows Eat Flying Insects . . . . . . . . . . . . . . . . . . .124

Cardinals and Grosbeaks Eat Seeds . . . . . . . . . . . . . . .125

Woodpeckers Eat Wood Grubs and Other Insects . . . . . . . .126

Flamingos Eat Small Plants and Animals from Water . . . . .128

Robins Eat Worms . . . . . . . . . . . . . . . . . . . . . . . .130

Hawks, Eagles, and Ospreys Eat Meat . . . . . . . . . . . . .131

Hummingbirds Eat Nectar . . . . . . . . . . . . . . . . . . . .132

Table of Contents

How Do AnimalsGet What They Need?

Animal Characteristics

Animals live in many kinds of environments. Their

environment is everything that surrounds them. It includes the

air, water, food, or space they need. It may also include things

they do not need.

Animals have many kinds of characteristics. These

characteristics, like the shape of their bodies and the way

they move, help them survive in their environment. Some

characteristics help them make use of the water, air, food, or

space. Some characteristics protect against enemies or changes

in weather.

2

13

Word Connection

survive—to live

with all of one’s basic

needs met.

This polar bear has characteristics that help it survive in a very cold environment.

Chapter 214

Physical Characteristics

Some characteristics are physical characteristics. They are

the body parts that help an animal survive where it lives.

At first glance, some animals may look similar. For example,

the desert fox and the Arctic fox are both foxes. They both

have furry bodies and pointed noses.

A desert fox has big ears to help it stay cool in a hot environment.

15How Do Animals Get What They Need?

An Arctic fox has small ears to help it stay warm in a cold environment.

When you look more closely, you can see how they look

different. They have different physical characteristics. The size

of their ears is different. The color of their fur is different.

The desert fox lives in a very hot habitat. It has very large

ears. Blood vessels in its ears carry heat away from its body.

This helps the fox stay cool. The Arctic fox lives in a very cold

habitat. Its small, short ears help it keep its body heat inside.

The desert fox and the Arctic fox look different because they

live in different environments.

Chapter 216

Some animals that live in the same kind of environment look

alike. They meet their needs with similar body features.

For example, frogs, crocodiles, and hippos are very different

kinds of animals that all spend a lot of time in the water.

These three different animals have similar body features for

breathing air. Their nostrils, or breathing holes, are on top of

their head. While their body is underwater, their nostrils stick

out of the water. This helps them to breathe.

Their physical characteristics are similar because they live in

the same kind of environment and have the same need.

A frog is an amphibian.

nostrils

To review classifying

animals, go to

Appendix A on

pages 119-122.

17How Do Animals Get What They Need?

A crocodile is a reptile.

A hippopotamus is a mammal.

nostrils

nostrils

Chapter 218

Behavioral Characteristics

Some characteristics are not body structures. They are

behavioral characteristics. They are the ways an animal acts

so that it can live in its habitat.

Both physical characteristics and behavioral characteristics

help animals survive. For example, a moth needs to hide

from predators when it rests in the daytime. Its physical

characteristics include colors and patterns on its wings. Its

wings look like tree bark. Its behavioral characteristics include

how it rests on a tree. It must rest where its wings’ patterns line

up with the bark’s patterns.

This moth has physical characteristics and behavioral characteristics that help it hide from predators.

B

123

Bird Features:How Birds Get Their Food

Birds have feathers, wings, and bills. But there are so many

different kinds of birds, each with their own features.

Birds live in different habitats all over the world. They eat

different kinds of food. Each kind of bird has body parts that

help it get the food it eats.

Appendix B124

Swallows Eat Flying Insects

Swallows are superb flyers. Their long wings help them glide

and change direction quickly in the air.

Swallows catch their food while they fly. Their bills are short

and wide. They have large mouths that can scoop insects out

of the air.

This picture shows different kinds of swallows.

This barn swallow has a small beak. Its large mouth helps it catch flying insects.

Like other swallows, a tree swallow has long wings and a slender body.

125Bird Features: How Birds Get Their Food

Cardinals and Grosbeaks Eat Seeds

Cardinals and grosbeaks live in scrub, woodland, and open

areas where they can find seeds. Their beaks are thick and

shaped like a cone. Their strong jaw muscles can crack even

very hard seeds.

Finches and sparrows also eat seeds and have strong, conical

bills. Their bill shapes have a lot of variety, depending on the

kinds of seeds they eat.

Different kinds of grosbeaks and cardinals. The cardinals have crests on their heads and long tails.

A black-headed grosbeak perches on a tree branch.

Evening grosbeak.

Northern cardinal.

Appendix B126

Woodpeckers Eat Wood Grubs and Other Insects

Woodpeckers grasp tree trunks with their feet. Some of their

toes point forward and some point backward. Their claws dig

into bark.

Woodpeckers have strong, straight, chisel-shaped beaks. They

use their beaks to chisel into tree bark to find grubs and other

insects. If you walk near a feeding woodpecker, you may hear

it thump the tree as it pecks for food.

Different kinds of woodpeckers.

Word Connection

grub—the early life

stage (larva) of a

beetle.


The acorn woodpecker has two toes that point forward, and two toes that point backward. Its toes and claws help it hold onto the side of a tree.

Woodpecker tongues are very long, and coil inside the bird’s

head. The tip of the tongue is barbed or sticky. Woodpeckers

can extend their tongue deep into a crack or crevice to spear

their food.

A woodpecker’s tongue can shoot out from its beak. Its tongue has a barbed tip.

Habitats Fact

The tongues of some

kinds of woodpeckers

can extend as far as 13

cm (5 inches) out of

the bill!

Appendix B128

Flamingos Eat Small Plants and Animals from Water

Flamingos live on lakes, lagoons, or ponds. They also live on

freshwater wetlands and tidal mudflats. They eat brine shrimp

and other small organisms in the water.

Flamingos have a bill that is different from any other bird. It is

large and thick, with a bend in the middle.

Flamingos wade in water and scoop their food out of the water.


When a flamingo eats it dips its bill in the water upside-down

and backwards. It scoops up food and water. It uses its bill and

tongue to filter food from the water.

A flamingo dips its head into the water to eat.

Flamingos have webbed toes that help them walk in mud or

swim. Their long legs and long necks allow them to wade and

feed in shallow water or deeper water. When they swim they

can stick their long necks underwater to get food.

A flamingo wades into the water on long legs.

Appendix B130

Robins Eat Worms

Robins feed on the ground. They hop a few meters at a time,

and cock their heads looking for worms or other prey. When

they see food they hop forward and grab it with their bills.

They eat worms, beetle grubs, caterpillars, and grasshoppers.

They also eat fruits and berries.

A robin bill is slender but not sharply pointed. It works well

for soft foods like worms, insects, and berries. It is not good at

cracking seeds.

The American Robin can make its home in many kinds of places: in forests, on farms, or in the city.

A robin searches for food on the ground.

A robin feeds its babies with prey it found on the ground.


Hawks, Eagles, and Ospreys Eat Meat

Some birds are hunters. Hawks, eagles, and ospreys fly over

the ground or water. They have good eyesight to spot prey.

When they see food, they dive down and grab it with their

strong, clawed feet. They hold onto the food with their feet and

tear the flesh with their hooked beaks.

Hawks and eagles may eat birds, mammals, amphibians, fish,

and invertebrates. Ospreys usually eat fish that they snatch

from the water. Their claws can grasp slippery prey.

A hawk uses its strong legs and sharp talons to capture its prey.

Red-tailed hawk.Bald eagles have strong, hooked beaks and strong feet with claws.

Appendix B132

Hummingbirds Eat Nectar

Hummingbirds are the smallest of all birds. Their tiny bodies

weigh between 2.5 and 8 grams (0.1 to 0.3 ounces). Their

wings move so fast they look like a blur. Unlike other birds,

hummingbirds can hover in the air. This helps them fly close

to flowers and pause long enough to eat. They stick their long,

thin bills into flowers to get nectar.

Hummingbirds live in many places: tropical rainforests,

meadows, and deserts. They can find flowers with nectar in all

these places.

The wings of a flying hummingbird are hard to see.

An Allen’s hummingbird puts its bill deep into a flower as it feeds.

An Anna’s hummingbird perches on a small branch.

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