SubjectBasedCollaborativeUnitPlan

StudentNames:
BeckyPeterson,LaneTurbyfill,SaraMofford,AlisonScarlett
UnitPlanTitle:
AnimalAdaptations&Habitats
SubjectArea(s)forCollaboration:
Science
GradeLevel:
4thGrade
IndividualLessonPlans(titlesofeachlesson):

CreatingYourWildSelf,CreatingaResearch
Question,SuccessfulNoteTaking,FindingaHabitat
Scenario:
Studentshavebeenlearningabouthabitatsandanimaladaptationsintheclassroom
withtheirteacher.Thiscollaborativeunitplanwillbuildontheirclassroomknowledgeandhelp
themextendtheirthinkingwithaninquirybasedresearchproject.
CollaborationContinuum:
Moderate/Intensive
TypeofLibrarySchedule:
CombinationFixed/Flexible
EssentialQuestion(s):
Whatistherelationshipbetweenananimalsadaptationsandhabitat?
CommonCoreStateStandardsand/orOtherStateStandards:
4.L.1Understandtheeffectsofenvironmentalchanges,adaptationsandbehaviorsthatenable
animals(includinghumans)tosurviveinchanginghabitats.
4.RP.1.1Implementaresearchprocessbycollaboratingeffectivelywithotherstudents.
AASLStandards:
1.1.1Followaninquirybasedprocessinseekingknowledgeincurricularsubjects,andmakethe
realworldconnectionforusingthisprocessinownlife.
1.1.2Usepriorandbackgroundknowledgeascontextfornewlearning.
1.1.3Developandrefinearangeofquestionstoframethesearchfornewunderstanding.
1.1.6Read,view,andlistenforinformationpresentedinanyformat(e.g.,textual,visual,media,
digital)inordertomakeinferencesandgathermeaning.
1.2.1Displayinitiativeandengagementbyposingquestionsandinvestigatingtheanswers
beyondthecollectionofsuperficialfacts.
1.3.5Useinformationtechnologyresponsibly.
1.4.1Monitorowninformationseekingprocessesforeffectivenessandprogress,andadaptas
necessary.
1.4.2Useinteractionwithandfeedbackfromteachersandpeerstoguideowninquiryprocess.
2.1.1Continueaninquirybasedresearchprocessbyapplyingcriticalthinkingskills(analysis,
synthesis,evaluation,organization)toinformationandknowledgeinordertoconstructnew
understandings,drawconclusions,andcreatenewknowledge.
2.3.1Connectunderstandingtotherealworld.
3.2.2Showsocialresponsibilitybyparticipatingactivelywithothersinlearningsituationsandby
contributingquestionsandideasduringgroupdiscussions.
3.4.2Assessthequalityandeffectivenessofthelearningproduct.

Objectives:
Studentswillcreateawildselfandwillbegindevelopingtheideathatanimalshabitats
affectallaspectsoftheirlives.
Studentswillbegintheirinquirybasedresearchprojectsbycreatingscientificresearch
questionsandcompletingtheK(Know)&W(Wonder)portionsofaKWLchart.Students
willbeabletotellhowtocreateagoodresearchquestion.
Studentswillcontinuetheirinquirybasedresearchprojectsbyidentifyingfactfragments
abouttheirselfselectedanimalsadaptationsandhabitattocompletetheL(Learned)
portionofaKWLchartandconstructanoriginalwrittenworkproduct.
Studentswillcontinuetheirinquirybasedresearchprojectsbyresearchingdifferent
habitatsofdifferentanimalsaroundtheworld.Studentswillbeabletochooseahabitat
andprovideevidenceofwhythehabitatisappropriatefortheiranimal.

FinalStudentProducts:
StudentswillcompleteaKWLchartandawildselfavatarbytheend
oftheunit.
Assessments(librarian/teachertoolsforassessing,compiledfromthelessons):
SelfEvaluationChecklist
ResourcesStudentsWillUse(libraryresources,technologyequipment,artsupplies,etc.):
Books/websitesforresearch,computers,KWLworksheet,pencils
TeachingRoles:
Classroomteacherwill:
Providepriorclasslearningsabouthabitats
Leaddiscussionsaboutclassroomlearningsabouthabitats
Circulateineachlessontoprovideguidance,monitoringindividualperformance,and
answeringquestions
Organizechosenanimals/monitorappropriatenessofchosenanimal
OfferfeedbackforKWLchart
Introduceideaoffactfragments
Observeperformanceinusingfactfragments
Assessperformanceinidentifyingfactfragments
Introducehabitats
Reviewlearningfrompriorlessons
Assesclasssharingofhabitats
TeacherLibrarianwill:
ProvideinstructionaboutusingInternetsoftwareincreatingtheirWildSelf
Evaluatestudentsworkcreatingawildanimalwithdifferentfeatures
MediatediscussiononcreatingWildSelf
Incorporateknowledgefrompriorlessons
Providediscussionandlearningaboutcreatingaresearchquestion
OfferfeedbackforKWLchart
Brainstormdefinition,needs,andfeaturesofahabitatwithstudents
Teachnavigationofhabitatwebsite

PLANNINGFORUNIT

ElementaryLevelLesson

Stage1.Whatareworthyandappropriateresults?Whatarekeydesiredlearnings?What
shouldstudentscomeawayunderstanding,knowing,andabletodo?Whatbigideas
frametheseobjectives?

Tofulfillthesciencerequirement,studentsshouldbeabletounderstandhowananimaladaptsto
surviveinitshabitat.Studentsshouldalsolearnabouttheresearchprocess,liketakingnote,
creatingresearchquestions,usingtextfeatures,etc.

Stage2.Whatisevidenceofthedesiredresults?Inparticular,whatisevidenceofthe
desiredunderstanding?

Studentsshouldshowevidenceoftheirlearningwitheachlesson.Thiscouldbeachievedthrough
exittickets,checklists,sharingtheirworkwiththeentireclass,discussions,etc.

Stage3.Whatlearningactivitiesandteachingpromoteunderstanding,knowledge,skill,
studentinterest,andexcellence?

Learningactivitiessuchasclassdiscussions,independentwork,classsharing,buildingupon
knowledgepreviouslylearned,applyingknowledgetoeverydaylife,andcriticallythinkingabout
futurequestionstobeansweredallpromotedunderstanding,knowledge,skill,studentsinterest,
andexcellence.

PlanningProcess

PossibleCommonCore/EssentialStandardsforNC
4.L.1Understandtheeffectsofenvironmentalchanges,adaptationsandbehaviorsthatenable
animals(includinghumans)tosurviveinchanginghabitats.

4.IN.1.1Implementappropriatereadingstrategieswhenreadingforinformation.

4.RP.1.1Implementaresearchprocessbycollaboratingeffectivelywithotherstudents.

4.SE.1Understandissuesrelatedtothesafe,ethical,andresponsibleuseofinformationand
technologyresources.

Focusonanimals,createownanimalandhabitat?Explainwhyitlivesthere?Focuson
adaptations.

DRAFTScreatedonSaturday.Typecommentsforothersouttotheside(Sunday).Checkthe
documentonMondaybefore11:00pmtoaddresscomments.FinalemailcheckonTuesday.

EssentialQuestion:
Whatistherelationshipbetweenananimalsadaptationsandhabitat?

Lanelessononecreatingtheirwildself(
http://www.buildyourwildself.com/
NewYork
ZoosandAquariums)AnimalsaredifferentforvariousreasonsVisualActivator!Predict
thecorrectenvironmentbasedonpriorunderstandingfromlessonson
environments/habitats.CTreviewsinformationwithstudents

Beckylessontwopickananimal(KWL)chartfocusonKandW(talkaboutcreatingagood
researchquestion)

Alisonlessonthree(L)research(guidingquestions)...usingtext
features/notetaking/usingyourownwords.

Saralessonfour(useresearchtoexplainwhichenvironmentwouldbethebestfitusing
assessmentpiecefortheirwild/createdanimal)Extendhavestudentscategorizeanimals
intoenvironmentsbasedon

ThinkaboutPROCESS...digdeeponafewskills
Oneessentialquestionacrosstheunitthinkbroaderinscope

createtheirownanimalbasedonunderstandingofadaptations???

LESSONPLANS

4th

gradeLANEsLESSON

50min
lesson

CreatingYourWildSelf
EssentialQuestion:
Whatistherelationshipbetweenananimalsadaptations
andhabitat?
Standards
CommonCore/EssentialStandards
4.L.1Understandtheeffectsofenvironmentalchanges,adaptationsand
behaviorsthatenableanimals(includinghumans)tosurviveinchanging
habitats.

Learning
Target/
Essential
Question/
Standards

AASL:
1.1.1Followaninquirybasedprocessinseekingknowledgeincurricular
subjects,andmaketherealworldconnectionforusingthisprocessinownlife.
1.1.2Usepriorandbackgroundknowledgeascontextfornewlearning.
1.1.6Read,view,andlistenforinformationpresentedinanyformat(e.g.,
textual,visual,media,digital)inordertomakeinferencesandgathermeaning.
1.3.5Useinformationtechnologyresponsibly.
1.4.1Monitorowninformationseekingprocessesforeffectivenessand
progress,andadaptasnecessary.
2.3.1Connectunderstandingtotherealworld.
Learningtarget:
Studentswillcreateawildselfandwillbegindeveloping
theideathatanimalshabitatsaffectallaspectsoftheirlives.

APK(5
minutes)
activating
prior
knowledg
e

Studentswillbeaskedtothinkaboutwhattheyhavediscussedinclassabout
animalhabitatsandenvironmentsfromaroundtheworld.Theywillneedthis
informationlaterinthelesson.
Whataretheenvironmentsyoudiscussedinclass?
Whataresomeanimalsthatliveinthoseenvironments?
Isthereareasonthoseanimallivesinthatspecificenvironment?

StudentswillgototheNewYorkZoosandAquariumsBuildYourWildSelf
webpage(
http://www.buildyourwildself.com/
)andwillcreatetheirown
avatar.Thesitehasthempickdifferentanimalbodyparts.Oncethe
studentsaredone,thewebsitegivesalistofthechosenbodypartsandwhy
theanimalshavetheseadaptations.Studentsaretoreadtheexplanations
behindtheadaptations,andthinkaboutwhatkindofhabitattheirwildself
wouldlivein.Whendone,thestudentswillprintoftheirwildselfwiththe
helpoftheirclassroomteacherorthelibrarian.

SAP(15
minutes)

Student
active
participat
ion

TIP(15
minutes)
teacher
input

Theclassroomteacherwillleadanindepthdiscussionabouttheenvironments
theclasshasalreadydiscussedinapreviouslesson.
Whataretheenvironmentswediscussedinclass?
Wediscussedwhattheseenvironmentswerelike,describeeachone.
Whatdoyouthinklifeislikehere?

ISS
(15
minutes)

identify
student
success

Thestudentsparticipationinthereviewaswellasthecreationoftheirwild
selfwillserveastheirevaluation.Afterthereview,studentswillbeallowedto
sharetheircreationandexplainwhytheypickedthepartstheydid.Ithought
itwaspretty/coolisnotenoughdetail!Ifthisisthecase,studentsneedto
thinkabouthowthatcouldhelptheirwildselfinthewild.
Whydidyoupickthatpart?
Whatdoesthatanimalpartdo?
Howdoyouthinktherealanimaldevelopedthat?


4th

gradeBECKYSLesson

60min
lesson

CreatingaResearchQuestion
EssentialQuestion:
Whatistherelationshipbetweenananimalsadaptations
andhabitat?
CommonCore/EssentialStandardsforNorthCarolina
4.L.1Understandtheeffectsofenvironmentalchanges,adaptationsand
behaviorsthatenableanimals(includinghumans)tosurviveinchanging
habitats.
4.RP.1.1Implementaresearchprocessbycollaboratingeffectivelywithother
students.

Learning
Target/
Essential
Questions/
Standards

AASLStandards
1.1.2Usepriorandbackgroundknowledgeascontextfornewlearning.
1.1.3Developandrefinearangeofquestionstoframethesearchfornew
understanding.
1.2.1Displayinitiativeandengagementbyposingquestionsandinvestigating
theanswersbeyondthecollectionofsuperficialfacts.
1.4.2Useinteractionwithandfeedbackfromteachersandpeerstoguideown
inquiryprocess.
LearningTarget
Studentswillbegintheirinquirybasedresearchprojectsbycreatingscientific
researchquestionsandcompletingtheK(Know)&W(Wonder)portionsofa
KWLchart.Studentswillbeabletotellhowtocreateagoodresearchquestion.
VisualActivator:TLswildselfcreation

APK(5
minutes)
activating
prior
knowledge

TheTLwillshowthestudentsherwildselfcreationandaskstudentsto
reviewwhattheydidinthepreviouslesson.LookingattheTLswildself,
studentsshouldpairandsharetothinkabouthowfeaturestheTLchosewould
helpthewildselfinthewild.
TheTLwilltellstudentsthattheyaregoingtobuildonwhattheydidinthe
previouslessontostartlearningaboutaspecificanimalsadaptationsand
habitatbybeginningaresearchproject.Bytheendofthelessontoday,
studentswillchooseananimaltoresearchandfillouttheKandWportionsof

aKWLchart.Studentswillalsolearnabouthowtocreateagoodresearch
question.
Resources:
GooglePresentationCreatingaResearchQuestion

TIP(20
minutes)
teacher
input

TheTLwillusetheGooglePresentationCreatingaResearchQuestiontohelp
studentsunderstandwhatmakesagoodresearchquestion.TheTLwilltalk
withstudentsabouthowgoodresearchquestionsstartwithhow,why,and
what,andthattheyarenotyesornoquestions.Goodresearchquestions
lookforfactualanswers,notopinionsforanswers.
TheTLwillshowexamplesofbadresearchquestions.Thestudentswillpair
andsharetocomeupwiththereason(s)whyitsnotagoodresearchquestion
andhowthequestioncouldbeimprovedtomakeagoodresearchquestion.
AfterfinishingtheGooglepresentation,theTLwillreiteratetostudentsthat
todaytheywillbechoosingtheirtopic(animal),writingwhattheyknow(K)
abouttheiranimal,andcreatingresearchquestions(W).Thestudentswill
completearesearchquestionselfevaluationtomakesuretheyhavecreated
goodresearchquestions.

SAP(25
minutes)
Student
active
participati
on

ISS
(10
minutes)

Forpickinganimals,CTwillassistinkeepingtrackofwhichanimalsthe
studentshavechosen.Eachstudentwillchooseadifferentanimal.Students
willhavefiveminutestochooseananimal,makingsurethattheyvechosena
topicthatisnottoobroad(eagle,notbird).Theanimalshouldbeonethatthe
studentisatleastalittlefamiliarwith(sothatthestudentcancompletetheK
sectionandhavebackgroundknowledgeforcreatingresearchquestionsinthe
Wsection).
StudentswillworkindependentlyoncompletingtheK&Wsectionsoftheir
KWLcharts.Studentsshouldbeabletowritedownatleastfourtofivefactsin
theKsectionofthechart.IntheWsection,studentsshouldcreateatleastsix
questionsabouttheiranimal.Ifstudentssaytheyarefinished,theyshouldbe
challengedtocreateevenmorequestionsortoaddmoretotheirKsection.
TheCTandTLwillcirculateduringthistimeperiodandoffersupportand
promptingifstudentsrequirehelpcompletingeithertheKortheWsectionof
theKWLchart.
AftercompletingtheirK&Wsections,studentswillpairupandswitchKWL
chartswiththeirpartner.Theywillpeerrevieweachothersquestionsand
checktoseethattheyaregoodresearchquestions.Pairsofstudentswillthen
talkabouttheirquestionstogetherandmakeanychangestoquestionsbased
onpeerfeedback.CTandTLwillwalkaroundduringthisperiodandoffer

identify
student
success

feedbackaswell.Studentswillcompletetheselfevaluationchecklistshown
belowtoevaluatetheirunderstandingofcreatingresearchquestions.
SelfEvaluationChecklistforStudents

Domyresearchquestionsstartwithwhy,what,orhow?

Canmyquestionsbeansweredwithyesorno?
Canmyquestionsbeansweredwithfacts?
Canmyquestionsbeansweredwithopinions?
Domyquestionshelpguidemetofindinformationaboutmyanimals
adaptations?
Domyquestionshelpguidemetofindinformationaboutmyanimalshabitat?

Name:__________________________________________________

Topic:_____________________________________________________________________________

K(KNOW)

W(WONDER)

L(LEARN)

Name:____________________________________________________

ResearchQuestionSelfEvaluationChecklist

YES

NO

Canmyquestionsbeansweredwithyesorno?

Comments:

Canmyquestionsbeansweredwithfactualinformation?

Comments:

Canmyquestionscanansweredwithopinions?

Comments:

Domyquestionshelpguidemetofindinformationaboutmyanimals
adaptations?

Comments:

Domyquestionshelpguidemetofindinformationaboutmyanimals
habitat?

Comments:

Domyresearchquestionsstartwithwhy,what,orhow?

Comments:

4th

gradeALISONSLesson

60minlesson

SuccessfulNoteTaking
EssentialQuestion
:Whatistherelationshipbetweenananimals
adaptationsandhabitat?
CommonCore/EssentialStandardsforNorthCarolina
4.L.1Understandtheeffectsofenvironmentalchanges,adaptationsand
behaviorsthatenableanimals(includinghumans)tosurviveinchanging
habitats.
4.RP.1.1Implementaresearchprocessbycollaboratingeffectivelywith
otherstudents.
AASLStandards
Learning
Target

1.4.2Useinteractionwithandfeedbackfromteachersandpeerstoguide
owninquiryprocess.
2.1.1Continueaninquirybasedresearchprocessbyapplying
criticalthinkingskillstoinformationandknowledgeinordertoconstruct
newunderstandings,drawconclusions,andcreatenewknowledge.
3.4.2Assessthequalityandeffectivenessofthelearningproduct.
LearningTarget
Studentswillcontinuetheirinquirybasedresearchprojectsbyidentifying
factfragmentsabouttheirselfselectedanimalsadaptationsandhabitatto
completetheL(Learned)portionofaKWLchartandconstructanoriginal
writtenworkproductbasedonresearchresources.

APK(5
minutes)
activatingprior
knowledge

VisualActivator:CTwillintroducetheideaofusingfactfragmentsasa
notetakingskill.Identifyingfactfragmentswillhelpstudentsgenerate
summariesintheirownwords.Studentswillviewthefactfragmentvideo,
ananimatedthinkaloud,asaclass.
Throughthisactivity,studentslearn
theimportanceoffindingthewordsinsentencesandparagraphsthat
containjustthefacts.
http://www.readwritethink.org/files/resources/interactives/factfrenzy/o
pening.html

TIP(710
minutes)
teacherinput

AfterviewingthefactfragmentnotetakingvideoaboutIllinois,theCTand
theTLwillfacilitateagroupdiscussiontodevelopaparagraphthatuses
studentsoriginalthoughtsandfactfragments.CTwilldisplaythefact
fragmentsfromthevideoinasmartnotebookfileonthesmartboardusing
adualscreensothatablankpageisdisplayedsimultaneouslysotheclass
paragraphcanbeconstructed.TheTLwillmodelherthinkingtocreatethe
firstsentence.Next,shewillcallonstudentstoturnfactfragmentsinto
completesentencesusingtheirownwords.
CTwillexplainthenextstepsstudentswillspend25minutesidentifying
factfragmentsfortheirselectedanimalfromresearchresources,take
notesintheLsectionoftheirKWLchartandspend10minuteswritinga
paragraph(s)intheirownwordsusingfactfragments.
*DifferentiationStudentsneedingadditionalpracticewithfactfragments
willworkwiththeCTinasmallgrouptopracticefindingfactfragments
usinganonlineactivity.Studentswilltracktheirfactfragmentsonthe
chartlabeledaardvark,porcupinefish,chameleon,hummingbird,and
mosquito.
Asstudentsworkontheirchart,theywillusefourguiding
questionstofacilitatetheirabilitytoidentifyfactfragments.
http://www.readwritethink.org/files/resources/interactives/factfrenzy/i
ndex.html
(linktodifferentiatedfactfragmentpractice)

SAP(35
minutes)
Studentactive
participation

1.
2.
3.
4.

DidIreadtheparagraphfrombeginningtoend?
DidIreadsentencebysentencetofindkeywords?
DidIeliminatearticles,prepositions,orconnectingwords?
DoIhaveatleast3ormorefactfragmentsforeachparagraph?

Ifdifferentiationisneeded,theTLwillfacilitateasstudentswork
independentlytoidentifyfactfragmentsabouttherelationshipbetween
their
selfselectedanimaladaptationsandhabitat
.Ifdifferentiationisnot
needed,boththeCTandtheTLwillfacilitatethestudentnotetaking
processesbymakingsurethatstudentsareusingthefourguiding
questionsastheycompletetheLsectionoftheirKWLchart.Studentswill
refertothefourguidingquestionslocatedonthesmartboardduringthis
portionofthelesson.
After25minutestheTLwillaskstudentstostopworkingandswitch
gears.Studentswillspendthenext10minutesreviewingfactfragments
fromtheirnotesintheLportionoftheirKWLchart,andconstructing
originalsentences.BoththeCTandtheTLwillassiststudentsduringthis
timeasstudents
arrangethesentencestheyhavecreatedintocomplete
paragraphs.

ISS
(10minutes)
identify
studentsuccess

Studentswilluseahighlightertoindicateeachoftheirfactfragments.This
closeanalysisoftheirwrittenworkproductwilldemonstrateifstudents
wereabletoidentifyandincorporatefactfragmentsintoanoriginal
paragraph.Studentswillsharetheirhighlightedparagraphwithoneother
studentintheclass.

4th

gradeSARASLesson

60minlesson

FindingaHabitat
EssentialQuestion:
Whatistherelationshipbetweenananimals
adaptationsandhabitat?
CommonCore/EssentialStandardsforNorthCarolina
4.L.1Understandtheeffectsofenvironmentalchanges,adaptationsand
behaviorsthatenableanimals(includinghumans)tosurviveinchanging
habitats.
4.RP.1.1Implementaresearchprocessbycollaboratingeffectivelywith
otherstudents.
Learning
Target

AASLStandards
2.1.1Continueaninquirybasedresearchprocessbyapplying
criticalthinkingskills(analysis,synthesis,evaluation,organization)to
informationandknowledgeinordertoconstructnewunderstandings,
drawconclusions,andcreatenewknowledge.
3.2.2Showsocialresponsibilitybyparticipatingactivelywithothersin
learningsituationsandbycontributingquestionsandideasduringgroup
discussions.
LearningTarget
:Studentswillcontinuetheirinquirybasedresearch
projectsbyresearchingdifferenthabitatsofdifferentanimalsaroundthe
world.Studentswillbeabletochooseahabitatandprovideevidenceof
whythehabitatisappropriatefortheiranimal.

APK(510
minutes)
activatingprior
knowledge

TLwillaskstudentsaboutexperiencewiththeabovelessonssuchasWhat
animaldidyouchoose?Whatdidyoulearnaboutnotetaking?Whatare
somefurtherinformationthatyouwanttoknowaboutyouranimal?
CTwillhavebrieflygoneovertheideaofahabitat.TLwillishare
https://www.youtube.com/watch?v=H_CSlLIuVZs
toreintroduceof
habitats.

Resources:
https://www.youtube.com/watch?v=H_CSlLIuVZs
http://www.skyenimals.com/browse_habitat.cgi
TIP(15
minutes)

CTwillbrieflygoovertheimportanceofhabitatsandtheideaofhabitats
priortothislesson.TheTLwillbrainstormwiththestudentsaftertheAPK
andVisualActivatoronHabitatsandwillaskthequestionsforstudentsto
collectivelyanswerwiththeentireclass:

teacherinput

Whatarehabitats?Whyarehabitatsimportant?Whatwillyoufindina
habitat?Whydoweneedhabitats?Whatdoanimalsuseinahabitat?How
arehabitatsdifferent?

SAP(20
minutes)
Studentactive
participation

Afterbrainstormingwiththestudentsabouttheirideasofhabitats,theTL
willsharewiththestudentsthewebsite
http://www.skyenimals.com/browse_habitat.cgi
TLlibrarywillgivean
overviewofthesiteandnavigationskillsforthestudentstousewhenthey
areresearchingdifferenthabitats.Studentswillbeexpectedtoresearch
differenthabitatsowntheirownandchoosewhichhabitatwillbe
appropriatefortheiranimal.CTwillreviewtheirnotetakingskillswhich
theylearnedinlesson3andpracticetakingnotesontheenvironmentthey
choose.TLandCTwillcirculatetheclassroomtoanswerquestions,
providesupport,andevaluatestudentslearning.
WhileevaluatinghabitatsfortheiranimaltheTLwillaskstudentsto
answerthreequestionswhenresearchingtheirhabitat:Thethree
questionsare:

ISS
(15minutes)

Whathabitatisappropriateforyouranimal?

Whataretwospecialfeaturesaboutthishabitat?

identifystudent
success

Name3reasonswhythishabitatisappropriateforyouranimal.
Afterallstudentshavecompletedtheresearchandchosenahabitat,they
willbeaskedtosharetheiranimal,habit,andanswerstothehabitatguide
sheet.TheCTwillmediatethesharinganddiscussionforthisportion.

Name:______________________________________________

Thebesthabitatformyanimalisthe
_____________________________________________
Twospecialfeaturesaboutmyhabitatare
______________________________________________&
_______________________________________________.
Thethreereasonswhythishabitatwould
bebestformyanimalare
________________________________________________,
________________________________________________&
_________________________________________________.