Elementary Level: Seasonal Changes and Animal Behavior

Mid Level: Biodiversity and Its Importance

High Level: Ecosystems and Biomes

Elementary Level (Kinder to Grade 2)

Subject: Seasonal Changes and Animal Behavior

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive (links to seasonal adaptations).
  • K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time (extends to seasonal changes affecting animals).
• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text (e.g., seasons and animal behavior).
  • CCSS.ELA-LITERACY.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Objectives

1. Understand that seasons change throughout the year and affect animal behavior.
2. Learn how animals adapt to seasonal changes through hibernation and migration.
3. Explore animal adaptations using stories or videos and discuss their importance.
4. Build observation, listening, and speaking skills through interactive discussions.

Materials

• Picture book about seasons/animals (e.g., The Busy Little Squirrel by Nancy Tafuri or Bear Snores On by Karma Wilson)
• Short video clips (e.g., YouTube Kids: “Hibernation,” “Migration,” or National Geographic Kids)
• Paper or notebook for drawing
• Crayons, markers, or pencils
• Animal pictures or toys (e.g., bear, bird, squirrel)
• Seasonal props: cotton balls (snow), yellow paper (sun), leaves
• Optional: Calendar, globe (to show seasons)

Activities

Day 1: Introduction to Seasons and Animal Changes (30-45 minutes)

1. Warm-Up (5-10 minutes):
   • Ask: “What’s your favorite season? What’s it like outside then?”
   • Say: “Seasons change, and animals change too—let’s find out how!”
2. Direct Instruction (10 minutes):
   • Explain: “We have four seasons: spring, summer, fall, winter. Animals do special things to live in them!”
     • Hibernation: Sleeping through winter (e.g., bears sleep when it’s cold, no food).
     • Migration: Moving to a new place (e.g., birds fly south for warm weather).
   • Show props: “Cotton is winter—bears sleep. Sun is summer—birds come back!”
3. Discussion (15 minutes):
   • Read a story (e.g., Bear Snores On): “Why does Bear sleep? (Winter—no food!)”
   • Ask: “What animals do you see in summer? Winter?”
4. Wrap-Up (5 minutes):
   • Say: “Next time, we’ll watch animals move and sleep!”

Day 2: Stories and Videos on Adaptations (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s hibernation? (Sleeping in winter) Migration? (Moving away)”
   • Quick game: “Bear—hibernate or migrate? (Hibernate!) Bird?” (Migrate!)
2. Hands-On Activity: Story and Video (25 minutes):
   • Read The Busy Little Squirrel: “What’s Squirrel doing in fall? (Getting ready for winter!) Does he sleep or move?”
   • Watch a video (e.g., “Why Do Birds Migrate?”—3-5 min): “Where do they go? Why?” (Warm places, food!)
   • Act it out: “I’m a bear—hibernate!” (curl up), “I’m a bird—migrate!” (flap arms).
   • Draw: “Pick an animal. Show its season trick!” (e.g., bear in a cave).
3. Wrap-Up (10 minutes):
   • Ask: “Why do animals hibernate? Migrate? Which trick do you like best?”

Day 3: Deepening Understanding (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “Show me hibernation! (curl up) Migration! (flap)”
   • Ask: “What season is it now? What might animals do?”
2. Hands-On Activity: Discussion and Creation (25 minutes):
   • Discuss: “Why does a bear sleep all winter? (No food, cold!) Why do birds fly away? (Find sun, bugs!)”
   • Video clip (e.g., “Hibernation Explained”): “What else hibernates? (Frogs, bats!)”
   • Make a mini-book: Fold paper, draw 2 pages:
     • “Winter: Bear hibernates” (cave, snow).
     • “Fall: Bird migrates” (flying, sun).
   • Share: “Tell me about your animal!”
3. Wrap-Up (10 minutes):
   • Celebrate: “You’re animal experts! What’s one season change you’d do?”

Assessment

• Informal Observation: Note their understanding during discussions and acting.
• Drawing/Book: Check for an animal with a correct adaptation (e.g., bear hibernating).
• Questions: Ask: “Why does a bird migrate? What’s hibernation?” (Expect basic answers like “to find food,” “sleep in winter”).

Extensions

• Season walk: Look outside—“What animals might be here now?”
• Animal charades: Act out hibernate/migrate, guess the animal.
• Add seasons: “What do animals do in spring? (Wake up, have babies!)”

Mid Level (Grade 3 to 5)

Subject: Biodiversity and Its Importance

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction (links to biodiversity supporting life).
  • 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change (extends to conservation).
• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative conversations with diverse partners, building on others’ ideas and expressing their own clearly.

Objectives

1. Understand biodiversity as the variety of life (plants, animals, ecosystems) on Earth.
2. Explore why biodiversity is important for ecosystems and human life.
3. Discuss endangered species and conservation efforts to protect biodiversity.
4. Develop critical thinking and communication skills through discussions and reflections.

Materials

• Book or article about biodiversity (e.g., National Geographic Kids: Ultimate Explorer Field Guide—Animals or a kid-friendly website like WWF.org)
• Pictures or videos of ecosystems (e.g., forest, ocean) and endangered species (e.g., panda, tiger)
• Notebook or paper for notes/drawings
• Crayons, markers, or pencils
• Conservation poster supplies: paper, glue, scissors (optional)
• Optional: Globe, animal figurines, nature magazine

Activities

Day 1: Introduction to Biodiversity (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “How many different animals can you name? Plants? Why do we have so many?”
   • Say: “Today, we’re learning about biodiversity—all the different living things!”
2. Direct Instruction (15 minutes):
   • Explain: “Biodiversity means variety—like animals, plants, and places they live (ecosystems).”
     • Examples: Forest (trees, deer), Ocean (fish, coral), Desert (cacti, lizards).
     • Why it matters: “Plants give oxygen, bees pollinate food, everything connects!”
   • Show pictures: “Look at this forest—how many living things do you see?”
3. Discussion (15 minutes):
   • Read a page (e.g., “Coral reefs have tons of fish…”). Ask: “Why is variety good? What if all fish disappeared?”
4. Wrap-Up (5 minutes):
   • Assign: “Draw one ecosystem you like—add 3 living things!”

Day 2: Endangered Species (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s biodiversity? Name one ecosystem and something in it!”
   • Show their drawing: “What’s here?”
2. Hands-On Activity: Endangered Discussion (25 minutes):
   • Explain: “Some animals are endangered—there aren’t many left. Like pandas or sea turtles.”
   • Show a video/picture (e.g., “Why Pandas Are Endangered”—5 min): “Why are they in trouble? (e.g., less bamboo, habitat loss)”
   • Discuss:
     • “What happens if pandas disappear? (Less bamboo eaters, forest changes.)”
     • “Name another endangered animal—what’s its problem?” (e.g., tigers—hunting)
   • Draw: “Pick an endangered animal. Show its home.”
3. Wrap-Up (10 minutes):
   • Ask: “Why do we care if animals go away? What’s one thing pandas need?”

Day 3: Conservation and Reflection (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “What’s an endangered animal? How could we help it?”
2. Hands-On Activity: Conservation Talk (25 minutes):
   • Explain: “Conservation means protecting nature—like saving habitats or planting trees.”
   • Examples: “Pandas get bamboo forests saved. Turtles get clean beaches.”
   • Discuss: “What can we do? (e.g., recycle, save water)”
   • Make a mini-poster: “Save the [animal]!” Draw it, write 2 ways to help (e.g., “Plant trees, stop trash”).
   • Share: “Tell me your poster plan—why does it work?”
3. Wrap-Up (10 minutes):
   • Reflect: “How does biodiversity help us? What’s one conservation idea you’d try?”

Assessment

• Informal Observation: Note their understanding during discussions.
• Drawing: Check for an ecosystem or endangered animal with 2-3 features (e.g., forest with deer, trees).
• Poster: Look for an animal and 1-2 conservation ideas tied to biodiversity.

Extensions

• Nature walk: “What biodiversity do we see here?”
• Research: Pick an endangered species, find 3 facts online.
• Game: “What’s missing?” Remove an animal from an ecosystem—guess the impact.

High Level (Grade 6 to 8)

Subject: Ecosystems and Biomes

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem (links to biome characteristics).
  • MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations (extends to biome diversity).
• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • CCSS.ELA-LITERACY.WHST.6-8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Objectives

1. Understand the difference between ecosystems and biomes and identify major biome types.
2. Explore the characteristics (climate, plants, animals) of specific biomes.
3. Research a chosen biome and present findings on its features and inhabitants.
4. Develop research, synthesis, and presentation skills through an in-depth study.

Materials

• Books or online resources (e.g., National Geographic: Biomes, Khan Academy, or kid-friendly sites like NOAA.gov)
• Notebook or paper for notes
• Pencil, pen, or markers
• Presentation supplies: poster board, index cards, or digital slides (e.g., Google Slides)
• World map or globe (to locate biomes)
• Optional: Biome pictures/videos (e.g., YouTube: “Tundra Explained”), craft supplies for visuals

Activities

Day 1: Introduction to Ecosystems and Biomes (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “What’s outside—trees, animals? That’s an ecosystem! What if it’s all snowy or sandy—what’s that?”
   • Say: “We’re diving into ecosystems and biomes—big nature zones!”
2. Direct Instruction (15 minutes):
   • Explain:
     • Ecosystem: Living things (plants, animals) and their environment interacting (e.g., a pond).
     • Biome: Large areas with similar climate, plants, animals (e.g., desert, rainforest).
   • List major biomes:
     • Tundra: Cold, icy, few trees (polar bears).
     • Forest: Trees, wet/dry (deer, oaks).
     • Desert: Hot, dry (cacti, camels).
     • Grassland: Grassy, open (bison).
     • Rainforest: Wet, lush (monkeys, ferns).
     • Aquatic: Water-based (fish, coral).
   • Show on a map: “Rainforests near the equator, tundra up north!”
3. Discussion (15 minutes):
   • Watch a short clip (e.g., “What’s a Biome?”—5 min): “What’s one biome you saw?”
4. Wrap-Up (5 minutes):
   • Assign: “Pick a biome to research—tell me tomorrow!”

Day 2: Biome Research (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s a biome? Name one and something in it!”
   • Ask: “Which biome did you pick? Why?”
2. Hands-On Activity: Research Time (25 minutes):
   • Research their biome using books/sites:
     • Location (e.g., Sahara Desert—Africa).
     • Climate (e.g., hot, dry).
     • Plants (e.g., cacti).
     • Animals (e.g., lizards, camels).
     • Fun fact (e.g., “Camels store fat in humps!”).
   • Write notes: “Desert: Hot, sandy. Cacti grow, camels roam. Almost no rain.”
   • Sketch or print 1-2 images (e.g., cactus, camel).
3. Wrap-Up (10 minutes):
   • Share: “Tell me one thing about your biome! What’s surprising?”

Day 3: Presentation Creation and Sharing (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “What’s one fact you found? Practice saying it loud!”
2. Hands-On Activity: Present Findings (25 minutes):
   • Create a presentation:
     • Poster: Draw biome, add 5 facts (e.g., “Tundra: Cold, snowy. Polar bears hunt seals.”).
     • Cards: One fact per card, with a picture.
     • Slides: Simple digital layout (if tech-savvy).
   • Present to family or you: “My biome is the rainforest. It’s wet and warm. Monkeys swing, and trees are huge…” (3-5 min).
   • Use the map: “It’s here—near South America!”
3. Wrap-Up (10 minutes):
   • Discuss: “What’s cool about their biome? How’s it different from ours?”

Assessment

• Informal Observation: Note their understanding during discussions and research.
• Research Notes: Check for location, climate, 2 plants/animals, and a fact.
• Presentation: Look for 4-5 clear characteristics with a visual or map tie-in.

Extensions

• Biome compare: “How’s a desert different from a rainforest?”
• Video dive: Watch a biome documentary (e.g., BBC Earth), add a fact.
• Design an animal: “What lives in your biome? Draw it with adaptations!”