1. 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.

2. Monday Activity: Discuss with the class various environments, plants, and
animals. Have the students do a KWL chart with those three subject
matters and then talk about them in small groups and then with the
entire class.(Intrapersonal)(communication) Read the start of the
following books: “Curious George goes to the Beech,” “The Great
Kapok Tree,” “Billy’s Mountain,” and “Pipaluk and the Whales.”
(Language Arts) These books are all about various types of climates.
Have the students write about where they think these climates are
located on a map and have them choose their favorite book. Have the
students predict what they think will happen in the story. (predict)
(classifying climates and map) (Social Studies)
Objective: The students are learning more about environments,
animals, and climates. They are going to infer what they think will
happen later on in the book.
Tuesday Activity: Have the students separated into groups. The groups will all
have their own book and have the students go into the group with the
book they think they will enjoy the most. Have the student discuss
what they predicted (yesterday) about the rest of the book and then
have them read it together. Groups should talk about if their
predictions of the book were true and what the book can teach about the
climate and the types of animals, environments, and plants that are
there.(observe) (interpersonal) Have the students read the book and on
the second time, act the story out.(bodily kinesthetic)
Objective: Students are discussing with others about their thoughts.
They are trying to making predictions and inferences from their
observations.
Wednesday Activity: Tell the students they will be creating the climate,
environment, and the plants and animals that one may find there. We
will go to the computer lab and research some information to answer
some questions the students may still have about their climates.
(Technology) The students should think about the information they are
finding and begin to visualize how they can make this climate come to
life. Explain that they can use what ever materials they would like to
when creating this project. They will have to logically explain to the
class why they created this project the way they did and why they
displayed the things the way they did.(Logical) Students need to have
a written description wrote for tomorrow’s class and have them bring in
materials they need to create their project.
Objective: Students will research information about topic. They will
communicate with their group and find a way to make a display of their
climate and what it entails.

3. Thursday Activity: Collect the groups’ written descriptions and make suggestions
on it for them (Assessment). Students should begin to make their
project look like the natural sights that could be found on earth.
(Naturalistic) They need to measure the amount of change their
climate could entail from the various times of the year.(Measure) The
students also need to write about why certain plants and animals can
live in these climates and why others would die. (Indicator 5.4.7) The
group needs to come up with a rap or song to sing to present their
information they discovered about their climate.(Musical) This will be
presented tomorrow in front of the class. The need to make sure they
use the proper vocabulary in their creation. (Linguistic)
Objective: Students are going to find a visual and musical way to
present the information they found about their climate.
Friday Activity: Students will present their projects and musical activities to
the class.(Spatial) I will grade upon who much effect and knowledge
they learned throughout this project. (Assessment) Students will write
a paragraph about what they learned from each of the presentations.
They will also need to infer what would happen if that
climate/environment was changed drastically. (Infer)
Objective: Students will present to the class and write about what they
learned from each other.
TSWBAT: The students will be able to communicate in a group and in front
of the entire class. The students will show that they can conduct research and
make inferences from the information they discovered. The students will
know/understand more about various climates.