Monday, February 24, 2014

Teaching Science with Kidlit: NGSS Performance Expectation 2-LS4-1, Part 3

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.]

After comparing two very different biomes, you can focus on two different examples of the same biome, such as a swamp and a bog (both wetlands) or a prairie and a savanna (both grasslands).
 
Catfish Kate and the Sweet Swamp Band by Sarah Weeks
Frog in a Bog John Himmelman
A Frog in the Bog by Karma Wilson
Who Lives in an Alligator Hole? by Anne Rockwell
Big Night for Salamanders by Sarah Lamstein
A Day in the Salt March by Kevin Kurtz
Deep in the Swamp by Donna M. Bateman
The Swamp Where Gator Hides by Marianne Berkes
Water Hole Waiting by Jane and Christopher Kurtz
Out on the Prairie by Donna M. Bateman
The Great Fuzz Frenzy by Susan Stevens Crummel and Janet Stevens
African Acrostics by Avis Harley
Pinduli by Janelle Cannon
Butterfly Eyes and Other Secrets of the Meadow by Joyce Sidman
Activity 1
Guide students as they create an interactive bulletin board with the title, Where Do These Wetland Plants and Animals Live? Ask each student to draw, label, and cut around the edges of two separate pictures—one of a bog plant or animal and one of a swamp plant or animal. Each student must pick different plants and animals, focusing on the examples included in Frog in a Bog and Catfish Kate and the Sweet Swamp Band. Add a one side of a Velcro button to the back of each picture.
Cover the left side of the bulletin board with light green (top) and blue (bottom) paper and label it bog. Cover the right side with dark green (top) and blue (bottom) paper and label it swamp. Cover a central band of the bulletin board with orange paper and attach seven pockets made from folded sheets of paper and label them: Insects, Amphibians, Reptiles, Birds, Mammals, Fish, Other. After sorting the student artwork into the appropriate pockets, stick the other sides of the Velcro buttons to the bog and swamp areas of the bulletin board. When students have free time, they can match the plants and animals pictures to the correct wetland home.
Activity 2
After reviewing the backmatter of Frog in a Bog, encourage students to make eight-page booklets and then create bog field guides that include a decorative front cover, a blank back cover, and labeled drawing of a plant and one animal from each of the following groups: Insects, Amphibians, Reptiles, Birds, Mammals. When the students are done, they can glue the back cover into their Wonder Journals.
Activity 3
Haiku poetry has three non-rhyming lines. The first line has five syllables, the second has seven and the third has five. Invite students to use information from the “know” lists and their own creative ideas to write and illustrate haiku poems about the African savanna and the North American prairie. For example:               
            Primrose and daisies
            Bison roam the wide prairie
            Prairie in summer

            Zebras are thirsty
            Less water in dry season
            Sizzling savanna

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