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Terrarium Teacher Resources
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The introduction of this lesson requires reading a from The Maya by Jaqueline Dembar Greene. Learners sketch a Mayan during the reading. Teaching strategies include direct instruction, grouping the students for discussions, reasearch, and a culminating activity requiring groups to create a terrarium in which to plant seeds representing Mayan foods.
Fifth graders observe their plant experiments that they started in a previous lesson and examine the role of decomposers in the nitrogen cycle. Two weeks after they set up a worm terrarium, they analyze any changes they observe, and identify which compost decomposed the fastest.
Third graders identify the living and non living things in a book read aloud and discuss the interactions represented in the book. Then, they research and include a list of food that each animal needs in an ecosystem. Finally, 3rd graders observe their mini-ecosystems or artificial habitats for at least a couple of weeks, recording daily observations in their science journals.
Students engage in a lesson of investigating the amount of water that is transpired in a one day cycle. They conduct research to find the purpose of transpiration and find information to explain the value to a plant and explain how transpiration effects the climate. Students measure the water levels of a plant as it takes in water.