Language Proficiency Level:
Oral: Speech Emergent
Reading: ELD Early Intermediate
Writing: ELD Early Intermediate

ELD Standards:
Reading: Early Intermediate
1. Orally respond to brief literary text by answering factual comprehension questions
2. Orally describe the setting of a piece of literature
3. Understand and follow simple directions
4. Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences
5. Apply knowledge of content related vocabulary to discussions and reading

Writing: Early Intermediate
1. Create simple sentences or phrases with some assistance
2. Use models to write short narratives
3. Write an increasing number of words and simple sentences appropriate for content areas (Science)
4. Produce independent writing that is understood when read, but may include inconsistent use of standard grammar

Listening and Speaking: Intermediate
1. Ask and answer instructional questions with supporting elements
2. Listen attentively to stories/information and identify key details and concepts using verbal/non-verbal responses
3. Be understood when speaking, however some rules may not be in evidence
4. Actively participate in social conversations with peers and adults by asking and answering questions

CA Content Standards: Grade 3
Science 3a: Plants and animals have structures that serve different functions in growth, survival and reproduction
3b: Examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands and wetlands

History/Social Science 3.1: Students describe the physical geography and use maps and photographs to organize information about environments

Art 2.0: Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Learning Objectives:
1. Know habitat vocabulary such as ocean, desert, tundra, forest, grassland and wetland
2. Identify some animals that can be found in each habitat
3. Identify some common characteristics of animals found in each habitat

Previous knowledge and skills: Students need to know and be able to describe basic animal body parts (paw, fur, tail etc.) and basic geographical features (mountain, river, trees etc.) Students need to be familiar with maps and how the world is depicted by a map.

Materials:
* Photographs/Video of the six different habitats we will be studying
* Photographs/Video of different animals from those habitats
* Bulletin Board with enlarged map of the world
* “Where do the Animals Live?” by Sherry Peterson
* Drawing paper
* Paint, markers, crayons and other media
* Overhead projector
* Salt shaker
* Butcher paper
* Students’ personal dictionaries
* Writing paper/pencils

Anticipatory Set: (20 minutes)
Teacher (speaking slowly and distinctly): Good Morning boys and girls. Today in Science we are going to be continuing our unit on Animals. Today we will learn about where animals live. We’re going to learn about habitats. A habitat is where animals live. Can someone tell me one animal we have talked about? Tracy? (Bear) That’s right-we talked about bears. Vick? (Rabbit) Yes, we did talk about rabbits. Fred? (Whales). Yes, we also talked about whales. (Solicit a few more animals from the class.) Since we know so many animals, now we need to know where those animals live. I have some pictures about one kind of place that animals live. (Show pictures of the ocean.) Can someone tell me what these are pictures of? (Ocean) That’s right! These are pictures of oceans-different oceans around the world. Lots of animals live in the ocean. Who has been to the ocean? Sherry, tell me what you saw when you went to the ocean. (Water) Good! The ocean has a lot of water. Who else? (Solicit a range of responses. You want them to say that the ocean is big, has a lot of water and is salty. Respond positively to each child’s contribution to the conversation. If you don’t get these three components, ask questions.) Is the ocean big or small? Has anyone ever tasted the ocean? Did it taste like salt (show salt shaker) or like candy? Let’s write a definition for “ocean”. (Write on overhead.) Can you help me? We said that the ocean was… (Hopefully they will say some of the components in the ocean. If not, ask questions.) Is the ocean land or water? Is the ocean big or small? What does it taste like? (Write on overhead and self-talk. Ocean: The ocean is a big body of salt water.) Boys and girls, I said that the ocean is a big body of salt water. (Emphasize body) Does anyone hear a word that sounds strange? (Make a face) Mike? (Body) Yes, body. I have a body (indicate body) and you have a body (point to their bodies). The ocean also has a “body”. When we talk about the ocean, we say it is a big “body” of salt water. Can someone show me on the map (point to map on bulletin board) where the ocean is? Vick-show me where the ocean is. Good. What color is the ocean? (Blue) Can someone pin these pictures of the ocean (indicate photographs) on our map? (Point to map. Have students pin pictures of ocean onto the map.) Everyone take out your Science Dictionaries. (Take a student’s dictionary and show as an example.) Please write down the definition for “ocean” under letter “O”. Be sure and draw a picture. (Wait for students to complete task.)

Can someone tell me what these are pictures of? (Show pictures of the desert) Anyone? This is called the desert. Has anyone ever been to the desert? (Hopefully someone will have.) Tracy, tell me what you saw at the desert. (You want the students to say that the desert has no water, no trees etc and lots of dirt/sand. Respond positively to each child’s contribution. They can all add descriptions based on the pictures. If you don’t get the basic components for the definition, ask questions.) Are there a lot of trees in the desert? Do you see any water? Let’s write a definition for “desert”. (Write on overhead and self talk The desert is a place with no water, no trees and lots of sand.) Does anyone know where the desert is? (Point to map. They might not know. Show them where the Sahara, Gobi, Kalahari and Great Victoria deserts are located.) Can someone put these pictures where the deserts are? (Point to photographs and choose volunteers.) Everyone, please write down the definition for “desert” under letter “D”. Don’t forget a picture! (Wait for students to complete task.)

Repeat activity for tundra (no trees, ground frozen. Found in Greenland, Iceland, Northern Canada and Siberia), forest (lots of trees and plants in a large area. Found around the equator esp. in S. AmMikea, Africa and Indonesia), grassland (a flat place with lots of grass. Found in the United States, Africa and Australia) and wetland (a low area where the land is very, very wet. Found in Canada, Spain, India and Mexico). Depending on the student population, some students may have intimate experiences in these areas. Really ask for their input if they say they have been to a certain habitat or you know they have. If no one has been to a certain habitat, let them use the pictures to tell you common characteristics of that area. Support all contributions but make sure that their definitions contain the basic components.

(Call everyone’s attention to the map.) Boys and girls, let’s look at what we have learned about our world. Can someone tell me what this is a picture of? (Point to each kind of habitat in turn and have students orally identify. Encourage them to use their dictionaries if necessary) Very good! Now that we know the six different kinds of habitats, let’s learn about which animals live here (point to one) and here (point to another. Point to all 6.)

Instruction: (45-60 minutes)
Activity #1: Ok, boys and girls. We’re going to read a story about animals that live in these areas (point to map again. Read aloud “Where do the Animals Live?” Speak slowly and coherently. Spend plenty of time on each page to allow for examination of the pictures and discussion of what the students see.) This page shows us what? (Ocean) Very good. (Write “ocean” on the overhead.) What kind of animals do we see in the ocean? (Whale, dolphin, fish, sea turtle, seal, walrus etc. Model this procedure by saying “whale”, point to the picture of the whale, and write “whale” down on the list. If students do not know the word for the animal, provide it for them. As students list animals, write them in a list underneath the word “ocean.” Repeat this activity for the other habitats. Use a new overhead sheet for each habitat so that it’s less visually confusing.) We saw a lot of animals in this book! Let’s try and find out how all the ocean animals are the same. (Put the “ocean” overhead sheet on the projector. Hang up a sheet of butcher paper. Do a web chart for “ocean animals.”) What did all these animals (point to ocean page in the book and the overhead list) have the same? (Model this by saying “fins”, pointing to the fins on the animals, and writing “fins” down on the butcher paper.) Tracy? (Tails) Yes, these animals all had tails. (Point to the tails. Write down “tails” on the web chart.) Fred? (Live in the water) Yes, they do all live in the water. Mike? (Swim) Yes! All of these animals are very good swimmers. (Continue until chart is full. Students can contribute physical characteristics as well as actions. When the “ocean” chart is complete, read the chart with/for the students. Repeat this activity with the other habitats. Be sure and self-talk while you write their answers down. When finished, hang up the finished web charts around the room for the students to see.)

Activity #2: Boys and girls, please get a partner. We’re now going to look at pictures of animals (show a picture) and try and figure out which habitat (point to map and web charts) it lives in. (Pass out paper and photographs of animals. Each pair should get one animal for each habitat. If they are more advanced, they may have more animals.) Boys and girls, please look up here. I want you to look at your animals and tell me where they live. (Write on board: This animal lives in the __________. Its _______ help it live here. Model this by holding up a picture of a musk ox.) This is a musk ox. (Point to text on the board and then write the frame sentence underneath it while self-talking) This animal lives in the tundra. (Point to the tundra web chart and the map) Its fur helps it live here. (Point to the long fur on the animal. Hold up another picture of a fish.) Boys and girls, help me with this. This animal lives in the…Vick? (Ocean) Ocean! Very good. This animal lives in the ocean. It’s…Sherry? (Skin) Its skin helps it live here. Boys and girls, please work with your partners and tell me where your animals live and what helps it live there. You may take turns writing on your papers. Raise your hands if you need any help. (Students are not required to identify the animal, only where it lives based on fairly obvious physical characteristics. More advanced students may want to identify the animal. They may also want to write more descriptive information about it. While the students are working, monitor their progress. If the students are stuck, ask guiding questions such as, does this animal look like any other animals we’ve seen? Do you think this-point to a physical characteristic-would help this animal live in the tundra or the forest? When the students have finished writing their frame sentences, ask each group to share one example. When all the students have shared, ask them to pin their photographs onto the map, near the appropriate habitat.)

Guided Practice: (20 minutes)
Ok boys and girls. We’ve learned about the different habitats (point to the web charts) and different animals who live there (point to the map and the book). Now I want you to make-up your own animal. You are not drawing a real animal. You are drawing a pretend animal. (Hold up a sample that you have done. Use bright colors to make sure that the students understand it is not real.) Boys and girls, is this a real animal? (Compare your picture with a photograph of a real animal.) Mike? (No) This is a real animal (point to the photograph) and this is not a real animal (point to your picture.) My animal lives in the forest. What body parts do you see that help it live in the forest? Vick? (Long tail) That’s right. This animal has a long tail like the jaguar and monkey that also live in the forest. (Write “long tail” on the picture with an arrow pointing to the tail.) Fred? (Sharp teeth) Yes, this animal has sharp teeth. It eats other animals that live in the forest. (Write “sharp teeth” on the picture.) What else? (Bright colors) This animal has bright colors. What other forest animal has bright colors? (Frogs, birds, snakes) That’s right-all of those animals have bright colors and live in the forest. (Write “bright color” on the picture. Hang picture in the front of the room.) I want you to draw an animal with three (hold up three fingers) body parts that help it live in its habitat. (Point to my picture and the three characteristics.) Sherry-what habitat do you want your animal to live in? (Tundra) Tundra, very interesting. What about you Tracy? (Ocean) The ocean! Great. Ok-boys and girls. Who wants to draw an animal that lives in the tundra? (Have those kids sit together.) Who wants to draw an animal that lives in the ocean? (Have those kids sit together. Repeat with the rest of the habitats.) Boys and girls, talk with your group about some ideas you have for your animal. (Pass out paper and art media.) You may start on your animal as soon as you are ready. If you have any questions, please ask your group before you ask me. (As the students work, monitor their progress. Help with labels and descriptive words if necessary. Encourage them to get input from each other. Praise their creative expression.)

Closure: (20 minutes)
Boys and girls, please look up here. Since you did such a good job on your pictures (point to pictures) we’re going to make them into a book. (Hold up the cover to the book. The title should be Where do our Animals Live? By Room ____, December x, xxxx. Read the title aloud to them.) We are going to put our animals into the book according to the habitat they live in. Who drew an animal that lives in the ocean? Vick? Stand up and show us your animal. (Vick shows his picture.) That’s very nice. Tell us about your animal. (Vick should describe his animal. If he seems hesitant, ask guiding questions about color, shape, things in the picture besides the animal etc.) Excellent Vick! What three body parts help your animal live in the ocean? (Vick should articulate or point to his three characteristics. If he doesn’t articulate them, parallel talk for him.) Fins, scales and a flat tail. Excellent Vick! (Put Vick’s picture behind the first page of the book which is titled “Ocean Animals”. Repeat process for the other habitats and the other children’s art work. When all of the pictures are successfully categorized, staple or use a hole puncher/brads to complete the book. Read the book aloud with the class.)