This is my science period plans for 1 week.

1. Ashley Barr
Standard 5.4.4 – Explain that in any particular environment, some kinds of plants and animals survive
well, some do not survive as well, and some cannot survive at all.
Monday:
What: Start by finding out what the students already know about different environments and animals
that live there (Communication) (Interpersonal).
Example: Arctic-polar bears
Have students work in small groups of 3-5 and give each student one type of environment desert, coral
reef, pond, cave, grassland) and have the students classify them by the animals that live in that
environment (Classifying) (Intrapersonal)
TSWBAT: Be given an environment and name some animals that would be found in that environment
Tuesday:
What: Start discussing the changes that take place within the environment and how those changes
affect the animal (Incorporating Standard 5.4.5)
Introduce: Students will make inferences about how these changes (natural disasters, seasons, etc.)
affect animals living there (Infer)
Students will start working on activity – Pick an environment (desert, grassland, river, cave, forest, etc.)
and start rough draft letter on how the seasons and the changes in temperature affect the animals that
live there. Name two to four animals that cannot live in that environment and explain why they can’t.
(Language Arts) Students may use internet or books to research if needed (Linguistic)
TSWBAT: Look at changes that occur in environments and how it affects the animals living there.
Wednesday:
What: Students will continue working on letter during Language Arts time and type the letter on
Microsoft Word (check for errors before printing), finish during Science time if needed (Assessment 1)
Class will take a walk outside around the school and look at some of the animals that live in this
environment (Naturalistic) (Observing)

2. In class, students will start working in groups to represent an animal they saw on the walk. They may
draw a picture of the animal in its environment, act out the way the animal moves/lives in that
environment, write/perform a song, write about the animal or choose their own unique way to present
that animal to the class (Visual, Bodily-Kinesthetic, Musical, Linguistic) The groups will present their way
on Thursday at the beginning of class and students will guess which animal each group chose.
TSWBAT: Identify some different animals that live in the environment around the school.
Thursday:
What: Start off lesson with group presentations.
Students will think about temperatures of some of the different environments (Arctic averages -94 to -4)
whereas temperatures here are around 32-90 depending on season.
Students will make predictions about how the animals that live in different environments would be
affected if the temperatures were to increase by 50 degrees F. What about if it were to decrease by 50
degrees F? (Predict) (Measuring) (Math/Logical)
Next, students will think critically about the cause and effect of temperatures and the weather. What
causes the temperatures to increase or decrease? (Math-temperatures)
TSWBAT: Discuss how temperatures effect different environments themselves.
Friday:
What: Review key concepts about environments and the animals that live in them.
Assess students understanding of environments and animals living in them using a short answer test.
Students will answer the following questions: (Assessment 2)
1. Pick an environment that we have studied this week and tell me some of the animals that live in
that environment and why they are able to live there.
2. Would polar bears be able to survive in the desert? Why or Why not.
3. What role does the temperature of the environment play in determining what animals can live
there?
TSWBAT: Answer the questions above that deal with environments and the animals.