Day 2- PHysical Changes (Teacher's Guide)
Begin by activating background knowledge and creating a list of physical changes that people, animals, objects can go through
Add more information to the class KWL chart or graphic organizer based on previous lessons, research, and web activities.
Introduce new important vocabulary and add to the class word wall (camouflage, counter-shading, mimicry, vertebate, invertebrate)
There are two team activities and each team will choose one. Have the handouts available so the teams can come get the worksheet that goes with the activity they chose.
Add more information to the class KWL chart or graphic organizer based on previous lessons, research, and web activities.
Introduce new important vocabulary and add to the class word wall (camouflage, counter-shading, mimicry, vertebate, invertebrate)
There are two team activities and each team will choose one. Have the handouts available so the teams can come get the worksheet that goes with the activity they chose.
national_geographic_explorer.docx | |
File Size: | 61 kb |
File Type: | docx |
living_things_and_their_environment.docx | |
File Size: | 78 kb |
File Type: | docx |
Individual Activity:
Harcourt Adaptation game- The students will be shown pictures of animals and must determine if their adaptation is shelter, protection, food, water, climate, or air related. Explanations of each animal are given after a correct answer is given.
Harcourt Adaptation game- The students will be shown pictures of animals and must determine if their adaptation is shelter, protection, food, water, climate, or air related. Explanations of each animal are given after a correct answer is given.