Introduction:

1. Field trip in our imagination.
   First day:
   Schol. Them. p41 and One Sm. Square p 5&6. Set up chairs as if they were bus seats. 2X2= buddy system. Can't go to the desert without a buddy. Hand evryone a survival pack, with hints inside about how to survive in the desert: White piece of paper... light clothing. (go outside for a "rest stop" if sunny. Put a dark and a light piece of paper on the ground. Which piece feels warmer?) Folded paper hat. (Have each row (4 students) design a toilet paper hat for a group member to wear in the desert... prize for the most practical.) Red construction paper hand (sunburn). Must cover up with loose clothes, sunscreen won't cut it! Canteen with lines on it for writing. Students will bunk for the night in their desks and write about their survival tools for the desert trip. (but first read some from One Small Square: Cactus desert.) Do listening activity on pg. 58!
2. Schol. Them. p. 57. Tag with a Twist. Intro. survival needs (food, water, shelter).

Adaptation centers:

1. Scholastic Them. p26-27. Cards to match in center. Must mount on cards. Resource books available to help solve riddles.

Plant Adaptations:

1. Schol. Them p33. Desert Sponges
2. " " Wax Wrapping

Plant characteristics:

1. Schol. Them p35. Saguaro Time Line. Math graph for the week. Start by having class make a paper chain (age). Look at chart. What year do we start with? Put a 4 in. strip on the first loop. Continue with all ages. Everyone best guess the 150 year height. Graph info on our graphing paper. Label everything. Hang up chain in room (if it fits) or ask to extend it down the hall with a blurb written by the kids. (Read Cactus Hotel, or Desert Giant on Monday morning, for introduction)

Animal characteristics:

1. Schol. Them. p50. Desert Olympics. PE/ movement activity. Teach them all how to move like each animal. Talk about why. (Make sure they had exposure to these animals in centers and books, first.) Blow a whistle inbetween practice motions. Pass out cards with an animal name and a number. (all cards are different) All the 1's stand together,
2. Each line should have all animals represented. (someone in smaller groups may volunteer to be a double animal) Let the races begin! Keep track of the place order of teams and assign points accordingly for each animal race. Add them up at the end for the winning team!

Interrelatedness: (plants and animals)

1. Home Where the Hab. Is. p20/21. Mounted pictures with descriptions on the back. Enlarged pictures taped on the board. As student reads their card, others listen for their animal to be called... important to the read animal. If they are called, they draw a line between the two animals on the board. At the end they will see a big web of relations. Take down one and erase the lines. What happens?

General Topics:

1. Schol. Them p37. Desert Data.
   Problem Solving. Use #5 & 6.
2. Language Arts Center. Teacher's Helper, first few pages. Reproducibles mounted on cards or many copies of each to be placed in free time center.

Game:

1. Home is Where Hab. Is. p11. Race to the Sea.
   Manilla folders and ziplock bags for pieces. People affecting the habitats.
   Discussion on sea turtles and endangered species. What can we do, or not do?

Cumulative Zoobook work:

1. Book composing. Writing box. Week long effort. Give forms to help structure what to include. Have group writing conferences all week. Have finalized (typed... hopefully, illustrated and mounted) in the following week. Each group is a chapter in the class book project.
2. Jigsaw collaborative group work. Baby specialized animal sharing.