1. Interdependence & Animal Habitats
Grade 2 TEACHERS’ WORKSHOP Big Idea 17: Interdependence Topic XI. SC2.L.17.1 Compare and Contrast Basic Needs of Living Things for Survival Topic XII. SC.2.L.17.2 Recognize and Explain that Habitats Must Provide Basic Needs
Interdependence &
Animal Habitats
Use this power point in conjunction with the Grade 2 Pacing Guide Topics XI,XII,.
Go to
for access to Scott Foresman online resources including Take it to the Net (games and songs).
If not registered, click on the register button.
Enter the access code SFSCAL07FLEN02T, your school’s zip code, and other requested information.
Log in. Click on the Grade 2 Take it to the Net: Games. Select Unit A Life Science.
February 7, 2014
Facilitator: Jessica Hernandez
Mary Tweedy, Curriculum Support Specialist

2. Benchmarks Big Idea 17: Interdependence
SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. Cognitive Complexity: Moderate 
SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Cognitive Complexity: Moderate
Big Idea 1: The Practice of Science
SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free explorations, and generate appropriate explanations based on those explorations. Cognitive Complexity: High 
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Cognitive Complexity: Moderate

3. Lesson Objectives:
By the end of this lesson, students should be able to:
Identify the basic needs of living things.
Understand that plants in order to grow need soil, water, light, and air.
Recognize that animals including humans need air, water, and food.
Recognize that all animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat plants for food.
Compare and contrast what living things need to survive.
Ask questions, investigate, observe and measure to collect data as evidence to explain different needs of plants for growth.
Identify the many different homes animals have.
Understand that oceans, deserts, and forests are three kinds of environments on Earth.
Recognize some plants and animals that live in each of these environments.
Determine where animals should live based on physical features.
Determine where plants should live based on physical features.
Explain the reasons why animals have different habitats.
Describe the needs of different animals.
Identify the needs that different habitats are able to fulfill for plants and/or animals.
Recognize some of the ways in which living things in their surroundings are dependent upon each other for food and places to live.
Key Vocabulary:
habitat, survival, shelter, energy, environments, oceans, deserts, forests, habitat, woodlands, grasslands, prairie, wetlands, marsh, basic needs, adapt, survival

4. Lesson Essential Questions:
What are basic needs for living things?
What do plants need in order to grow?
Why do animals depend on plants?

5. Basic needs of living things to survive
Energy
Food
Water
Oxygen
Shelter
Space
Right range of temperature
Activate Prior Knowledge
Discuss how people’s needs are met. Ask children: What do you do when you are thirsty? What do you do when you are hungry? 
Ask children to name some of the things they need to live and grow. Accept reasonable answers. If necessary, explain the difference between needs and wants.
Sing or play “Good Partners” for children. Then read pages SF 70–71 together. Ask children to describe what they see in the picture. (Different animals around water hole) Ask: Why do you think the animals are there? Remind children that all living things need water to live and grow.

6. Foldables and Charts!
More resources can be found on sites such as Pinterest.

7. “Good Partners” CD Song 5
Sing to the tune of: “Frére Jacques”
Plants and animals,
Are good partners.
Yes, they are.
Plants can be a shelter,
For animals to live in.
That’s a fact.
Feathers, fur, and parts of plants,
Can be used to build a nest.
That’s a fact.
Plants and animals,
Are good partners.
Yes, they are.
An egret helps a rhino,
By eating flies that hurt him.
Engage

8. What do plants need to grow? AIMS Basic Needs Activity
Journal Writing:
What are some basic needs of plants?
What do plants need to grow?
Additional Resources:

9. Plants: A First Look Discovery Video
Explore!
Explain:
Explore and explain:
MORE Resources and Ideas:

10. Helping Plants Grow Well
Click on hyperlink: Helping Plants Grow Well in the slide title for more exploration and explanation .

11. Connecting Learning What do all plants and animals need to grow?
Answer: Air, water, food, shelter, the right temperature, space.
Where do plants get what they need to live? Where do people get what they need to live?
Answer: Both get them from their habitat and from each other.
Which kind of animal needs more food and water, a lion or a mouse?
Answer: Large animals need more food and water to live.
What are nutrients?
Answer: Materials that living things need to live and grow.
What are you wondering now plants and animals?
Review: Students can sing the animated song from SF (slide 7) If tape is not available, You can log into
Log in. Click on the Grade 2 Take it to the Net. You can also do Chapter Active Art: SF p Draw a forest. Label trees, mosses, and ferns.
Evaluation: Connecting Learning questions and from Discovery: Plants: A First Look
Constructed Response student copy and Teacher Guide

12. Animal Habitats Animals live in many types of environments: - Forest
- Desert
- Ocean
Animals live in many types of habitats:
- Woodlands
- Grasslands
Deserts
Wetlands
Discovery video:
What Is a Habitat?

13. Animal Habitats What kinds of plants and animals live in these
environments?
- Forest
- Desert
- Ocean

14. Animal Habitats match
Match the animal to its habitat

15. Benchmarks Big Idea 17: Interdependence
SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Cognitive Complexity: Moderate
Big Idea 1: The Practice of Science
SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free explorations, and generate appropriate explanations based on those explorations. Cognitive Complexity: High
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Cognitive Complexity: Moderate

16. Lesson Objectives:
By the end of this lesson, students should be able to:
Recognize that animals need air, food, water, shelter, and plants need air, water, nutrients, and light.
Identify the many different homes animals have.
Understand that oceans, deserts, and forests are three kinds of environments on Earth.
Recognize some plants and animals that live in each of these environments.
Determine where animals should live based on physical features.
Determine where plants should live based on physical features.
Explain the reasons why animals have different habitats.
Describe the needs of different animals.
Identify the needs that different habitats are able to fulfill for plants and/or animals.
Recognize some of the ways in which living things in their surroundings are dependent upon each other for food and places to live.
Key Vocabulary:
environments, oceans, deserts, forests, habitat, woodlands, grasslands, prairie,
wetlands, marsh, basic needs, adapt, survival

17. Heredity and reproduction
Big Idea 16: Heredity and Reproduction
TOPIC XIII: The Life Cycles of Plants and Animals
SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals

18. Benchmarks Big Idea 16: Heredity and Reproduction
SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Cognitive Complexity: Moderate
Big Idea 1:The Practice of Science
SC.2.N.1.2 Compare the observations made by different groups using the same tools. Cognitive Complexity: Moderate
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Cognitive Complexity: Moderate

19. Lesson Objectives:
By the end of this lesson, students should be able to:
Observe and identify major parts of a seed.
Observe the germination and growth of a bean seed.
Observe and measure the bean plant seedling as it grows and changes into an adult plant in terms of stem growth and number of leaves.
Explain the major stages of a flowering plant and how it grows and reproduces.
Identifies and explains the life cycle of a butterfly, frog, and mealworm.
Identifies and explains the life cycle of a bean and peanut.
Explain the major stages in an animal’s life, how it grows, and reproduces.
Key Vocabulary:
life cycle, stages, egg, larva, caterpillar, pupa, adult, young, froglet,
germination, temperature, seed, seed coat, food storage, embryo, seedling,
flower, fruit

20. Life cycle: formative assessment

21. Formative assessment probe

22. Life cycle of plants Cute activity to ENGAGE students:
More resources:
Click on each living thing to see the life cycle (interactive)

23. What do seeds need to grow?
Seeds need: - water - air - proper temperature
Seed Germination
What does a seed
need to grow?
Using Trade Books in Science: A Seed in Need
Inside a Seed Activity:
Learn all about seeds!

24. Parts of a seed

25. Seed Poem
From: A Seed in Need pdf p. 3

26. Life cycle of a sun flower
From: A Seed in Need pdf p. 9

27. Life cycle of a sun flower
Check your work! 1. 2. 3. 5. 6. 4.
From: A Seed in Need pdf p. 9