objective: to learn that we live on Earth and share our planet with millions of plants and animals that all have homes here on Earth too

Preschool

(S/E): 0.1.1 Express individuality by making independent decisions about which materials to use.
(S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
(S/E): 0.4.4 Respect the rights of others (e.g., “This painting belongs to Carlos.”).
(S/E): 0.5.2 Engage in pretend play.(VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
(VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
(VPA): 1.4.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination.
(VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.
(ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
(ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
(ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
(ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
(ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
(ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
(ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
(ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
(M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
(S): 5.1.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
(S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).
(S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

Kindergarten

(CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
(ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
(ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
(M): K. MD B. Classify objects and count the number of objects in each category.
(S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
(S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
(S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
(VPA): 1.5.2.Cr2c: Create art that represents natural and constructed environments. Identify and classify uses of everyday objects through drawings, diagrams, sculptures or other visual means including repurposing objects to make something new.

Grade 1

(CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
(ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
(ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
(ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
(ELA): SL.UM.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
(VPA): 1.5.2.Cr2c: Create art that represents natural and constructed environments. Identify and classify uses of everyday objects through drawings, diagrams, sculptures or other visual means including repurposing objects to make something new.

Grade 2

(CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
(ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
(ELA): SL.UM.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
(S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
(VPA): 1.5.2.Cr2c: Create art that represents natural and constructed environments. Identify and classify uses of everyday objects through drawings, diagrams, sculptures or other visual means including repurposing objects to make something new.

Grade 3

(CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
(ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
(S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
(SS): 6.1.5.GeoSV.2: Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.
(VPA): 1.5.5.Cr2c: Individually or collaboratively represent environments or objects of personal significance that includes a process of peer discussion, revision and refinement.
(VPA): 1.5.5.Cr3a: Reflect, refine, and revise work individually and collaboratively, and discuss and describe personal choices in artmaking.

back to the lesson

Objective: to understand that different animals live in different habitats on Earth and every animal needs food, water, and shelter to be safe and healthy

Preschool

(S/E): 0.1.4 Discuss their own actions and efforts. 
(S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
(S/E): 0.4.6 Demonstrate verbal or nonverbal problem-solving skills without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions).
(S/E): 0.5.2 Engage in pretend play.(VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
(VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
(VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.
(ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
(ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
(ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
(ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
(ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
(ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
(ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
(ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)
(ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).
(M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
(S): 5.1.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
(S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).
(S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
(S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
(S): 5.3.4 Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children’s baby photographs to discuss human change and growth, using unit blocks to record the height of classroom plants).
(S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).
(SSFL): 6.2.2 Demonstrates responsibility by initiating simple classroom tasks and jobs.

Kindergarten

(CRLK): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
(CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
(ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
(ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
(M): K. MD B. Classify objects and count the number of objects in each category.
(S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
(S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
(S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

 
Grade 1

(CRLK): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
(CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
(ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
(ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
(ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

Grade 2

(CRLK): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
(CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
(ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
(S): (S): 2-LS2-1 • 2-LS2-2 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
(S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.


Grade 3

(CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
(ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(S): 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
(S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
(SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

Objective: to observe that each of the 3 climate zones has different habitats

Preschool

(SE): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
(SE): 0.5.4 Take turns.
(VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
(VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
(VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.
(ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
(ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
(ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
(ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
(ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
(ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
(ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
(ATL): 9.2  Have lots of “I wonder” conversations, prompted by everyday happenings or experiences children talk about (e.g., “Kia said that it looks like the clouds are flying fast today. I wonder what it would be like to be a cloud. Where would you want to fly? How would you move?”)
(ATL): 9.4 Provide activities and props throughout the classroom that encourage interactions, conversations and support connections to concepts learned (e.g., in dramatic play, the “auto service shop” provides children the opportunity to ask and answer questions about pretend roles, use topic vocabulary, “write” service orders at various developmental levels, and creatively act-out roles).(M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).
(M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
(S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry).(S): 5.1.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
(S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).
(S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
(S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
(S): 5.4.1 Explore and describe characteristics of soil, rocks, water, and air (e.g., sorting rocks by shape and/or color, observing water as a solid and a liquid, noticing the wind’s effect on playground objects).
(S): 5.4.2 Explore the effects of sunlight on living and nonliving things (e.g., growing plants with and without sunlight, investigating shadows that occur when the sun’s light is blocked by objects).
(S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).


Kindergarten

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
(ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
(ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
(M): K. MD B. Classify objects and count the number of objects in each category.
(M): K.DL A. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
(S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
(S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

Grade 1 

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
(ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
(ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
(ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
(M): 1.M A Order three objects by length; compare the lengths of two objects indirectly by using a third
object.
(M): 1.DL Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
 

Grade 2 

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
(ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
(M): 2.DL 2 Identify what could count as data (e.g., visuals, sounds, numbers).
(S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
(S): 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
(S):  2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.


Grade 3

(CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.
(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
(ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(S): 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
(S): 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
(S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
(S): 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
(S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
(SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

Objective: to comprehend the effects of changes in Earth's 3 elements-land, water, and air-on animal habitats

Preschool

(S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.
(S/E): 0.1.4 Discuss their own actions and efforts.
(S/E): 0.2.2 Demonstrate self-help skills (e.g., clean up, pour juice, use soap when washing hands, put away belongings).
(S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
(S/E): 0.4.4 Respect the rights of others (e.g., “This painting belongs to Carlos.”).
(SE): Demonstrate verbal or nonverbal problem-solving skills without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions).
(VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
(VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
(VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.
(ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
(ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
(ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
(ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
(ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
(ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
(ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
(ATL): 9.2  Have lots of “I wonder” conversations, prompted by everyday happenings or experiences children talk about (e.g., “Kia said that it looks like the clouds are flying fast today. I wonder what it would be like to be a cloud. Where would you want to fly? How would you move?”)
(ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)
(S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations,
experimentation, and focused inquiry).(S): 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.
(S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
(S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
(S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

Kindergarten

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
(ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
(ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
(ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
(S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
(S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

Grade 1

 (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
(ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
(ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
(ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
(ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
 

Grade 2 

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
(CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
(ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
(ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
(S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
(S): 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
(S):  2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

Grade 3

(CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
(ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(S): 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
(S): 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
(S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
(S): 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
(S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
(SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

Objective: to hold space for the children to form an opinion on what they learned about the many animals and plants that live on Earth and what makes a safe habitat

Preschool

(S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.

(S/E): 0.1.4 Discuss their own actions and efforts.

(S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).

(S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities.

(S/E): 0.4.4 Respect the rights of others (e.g., “This painting belongs to Carlos.”).

(VPA): 1.1.1 Move the body in a variety of ways, with and without music. 

(VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.

(VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.

(VPA): 1.4.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination.

(VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.

(ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.

(ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.

(ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.

(ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.

(ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

(ELA): SL.PK.4 Begin to describe familiar people, places, things, and events and sometimes with detail.

(ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

(ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.

(ELA): L.PK.6 Use words and phrases acquired through conversations, activities and read alouds.

(ATL): 9.2  Have lots of “I wonder” conversations, prompted by everyday happenings or experiences children talk about (e.g., “Kia said that it looks like the clouds are flying fast today. I wonder what it would be like to be a cloud. Where would you want to fly? How would you move?”)

(ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

(ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).

(S): 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

(S): 5.1.5 Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants).

(S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).

(S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).

(S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).

(S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

Kindergarten

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.

(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).

(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

(CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.

(ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.

(ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

(ELA): RL.CR.K.1 With prompting and support, ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

(ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

(ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

(ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

(ELA): SL.UM.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

(S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

(S): K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

(S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).

(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

Grade 1

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.

(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).

(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

(CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.

(ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.

(ELA): RL.CR.1.1. Ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

(ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

(ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

(ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

(ELA): SL.ES.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).

(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

Grade 2

(CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.

(CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).

(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

(CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.

(ELA): RI.PP.2.5. Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.

(ELA): RL.MF.2.6. With prompting and support, use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

(ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

(S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

(SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).

(SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

(SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

(SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

(SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

Grade 3

(CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.

(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

(ELA): RL.PP.3.5. Distinguish their own point of view from that of the narrator or those of the characters.

(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

(ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

(S): 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.

(S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

(S): 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

(S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

(SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).