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Grade 2. Ecosystem Diversity challenges students to compare habitats and consider basic needs of living things. Students populate habitat posters with living organisms, reinforcing the idea that all living things have the same basic needs. Students also plant seeds, observe tadpoles, experiment with models, and put on a play about seed dispersal. Finally, groups create and populate their own habitat posters and justify whether the organisms pictured would be able to survive in the habitat.
Grade 2. In Ecosystem Diversity, students compare diverse habitats and consider the basic needs of various species of living things. The unit begins with an informal pre-assessment in which students brainstorm living and non-living things. Then, the class assembles a set of 6 habitat puzzle posters representing different climates. Throughout the unit, students populate the posters with different types of organisms, reinforcing the idea that all living things have the same basic needs, even though their characteristics can be very unique.
As students populate the habitat posters with decals representing living things, they develop a deeper understanding of plants, mammals, birds, reptiles and amphibians, insects, and fish. Students plant seeds, observe tadpoles, and experiment with models that represent different animal structures, including bones, fur and hair, feathers, exoskeletons, and blubber. Students even put on a play that explores how animals assist in seed dispersal.
At the end of the unit, student groups work collaboratively to create and populate their own habitat puzzle posters. Then, using a poster designed by another group, students independently justify whether the organisms pictured would be able to survive in the habitat based on what they have learned about the plants and animals that inhabit each specific ecosystem.
The Ecosystem Diversity unit addresses the following standards:
Next Generation Science Standards
Disciplinary Core Ideas
Crosscutting Concepts
Engineering Practices
Common Core State Standards
Language Arts
L.2.1
L.2.4a, c
RF.2.3
RI.2.1
RI.2.2
RI.2.3
RI.2.4
RI.2.5
RI.2.6
RI.2.7
RI.2.8
RI.2.9
RL.2.1a
RL.2.3
RL.2.4
RL.2.5
RL.2.6
RL.2.7
SL.2.2
SL.2.3
SL.2.4
SL.2.5
W.2.1
W.2.6
W.2.8
Math
2.G.A.1
2.G.A.2
2.G.A.3
2.MD.A.1
2.MD.A.2
2.MD.A.3
2.MD.D.10
2.OA.B.2
2.OA.C.3
2.OA.C.4
American Association for the Advancement of Science Benchmarks
The Nature of Science
Science Inquiry
The Scientific Enterprise
The Nature of Mathematics
Patterns and Relationships
The Physical Setting
The Earth
Energy Transformations
The Living Environment
Diversity of Life
Interdependence of Life
Flow of Matter and Energy
Evolution of Life
The Mathematical World
Numbers
Shapes
Uncertainty
Reasoning
Common Themes
Systems
Models
Constancy and Change
Scale
Habits of Mind
Values and Attitudes
Manipulation and Observation
Communication Skills
Critical-Response Skills
Lesson-by-Lesson Summary
Assessment
This unit offers several ways to assess students, including a pre- and a post-unit assessment opportunity. Teachers can also use class discussions and charts to assess each lesson. Student activity sheets and science notebook entries—including drawings, writings, and dictated statements—can be used to gauge individual understanding of objectives and key vocabulary throughout the unit. The Assessment Observation Sheets supplied with each lesson help teachers document and measure students' progress and knowledge using informal assessment. Finally, a general rubric is provided to help teachers evaluate individual students at any point in the unit. The rubric provides a progression of skills and understanding that covers exploration, vocabulary, concept building, and notebook entries.
Lesson 1: Who Lives Around You?
This lesson begins with an informal pre-assessment in which students brainstorm and list living and non-living things. As a class, they construct habitat wall posters by assembling 6 puzzles with backgrounds from different climates. Throughout the unit, students will revisit the habitat posters to reinforce the idea that all living things have the same basic needs, even though some of their characteristics can be very unique.
During an interactive reading activity, students learn more about the characteristics of different climates, and what living things need in order to survive in them. The lesson concludes with students recognizing the difference between living and non-living things, and that the physical characteristics of living things are related to the climates in which they live.
Lesson 2: Living Plants
As students begin to populate the classroom habitat posters with living things, they build an understanding that plants are living things and have specific needs that help them grow. By planting seeds, students are able to manipulate the unique physical environment that is required for plant growth.
Students learn how animals help in seed dispersal by acting out a play with student-made settings and simple costumes. Through actions and conversations among the different characters, they learn the significance of seed dispersal.
Lesson 3: Mammals
In this lesson, students discover that mammals need insulation to cover their bodies to maintain their body temperature. Students learn to measure temperature by reading thermometers to compare warm, lukewarm, and cold water.
Students use their measurement skills to test and observe what happens to the temperature of a thermometer when it is covered with fur or fat. In doing so, students learn that in order to maintain a constant temperature, warm-blooded mammals need insulation.
Lesson 4: Birds
In this lesson, students discover that although the structures of birds are different from those of mammals, their needs are similar. They determine that feathers serve a similar purpose to fur, acting as a form of insulation to maintain the constant body temperature of birds.
Students also learn that one characteristic of most birds is hollow bones. While hollow bones contribute to the light weight of most birds, (which is helpful for flying), students discover that hollow bones make it difficult to swim. Using a hollow straw and a straw filled with salt, students come to the conclusion that some birds such as penguins, which need to swim to catch food in their habitats, do not have hollow bones.
Lesson 5: Reptiles and Amphibians
In this lesson, students differentiate between cold-blooded animals and warm-blooded animals by observing changes in color-changing liquid crystal adhesive dots. They compare and contrast the characteristics of cold-blooded amphibians and reptiles and discover that while they have some characteristics in common, they lay their eggs in different types of places. Students investigate different reasons for the similarities in the bodies of reptiles and amphibians, and for differences in their life cycles.
Lesson 6: Insects
Students continue to compare and contrast organisms as they examine the similarities and differences between the life cycle of an insect and the life cycle of a frog. They also compare and contrast characteristics among insects. Students examine the body of a freeze-dried bee, and simulate a bee's behavior of flying from one plant to another, thereby showing how bees pollinate plants with their bodies.
Then, by constructing a model of the body of an insect and comparing it to a sample of a real bee (no longer living), they recognize that all insects have the same body parts. Students build an understanding of an insect's exoskeleton by simulating the molting process insects go through as their bodies grow.
Lesson 7: Fish
In this lesson, students learn that fish have special parts that enable them to live and swim in water. Students then compare and contrast the characteristics of mammals that live in water with those of fish, and recognize that mammals are different from fish because they are warm-blooded whereas fish are cold-blooded. Mammals that live in water must also come up for air and cannot breathe underwater through gills as fish do.
Lesson 8: Diverse Creatures, Diverse Places
In this final lesson, student groups work collaboratively to create and populate their own habitat puzzle posters. Then, using a poster designed by another group, students independently justify whether the organisms pictured would be able to survive in the habitat based on what they have learned about the plants and animals that inhabit each specific ecosystem.