ALEX Lesson Plan


Where Do You Live?

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  This lesson provided by:  
Author:Marcus Jackson
System: Chickasaw City
School: Chickasaw City Elementary School
The event this resource created for:ASTA
  General Lesson Information  
Lesson Plan ID: 34781


Where Do You Live?


The students will create a layered lookbook, which displays recorded information that explains that living things do exist in different places. The students will create a multimedia project, which will retell information learned about living things in different places. 

This lesson results from a collaboration between the Alabama State Department of Education and ASTA

 Associated Standards and Objectives 
Content Standard(s):
SC2015 (2015)
Grade: 2
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

NAEP Framework
NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
  • Illustrate the diversity of living things in different habitats, including both land and water.
Teacher Vocabulary:
  • Literature
  • Media
  • Diversity
  • Habitats
  • Woodland
  • Tundra
  • Desert
  • Rainforest
  • Ocean
  • River
Students know:
  • Plants and animals are diverse within different habitats.
Students are able to:
  • Obtain information from literature and other media.
  • Illustrate the different kinds of living things and the different habitats in which they can be found.
Students understand that:
  • There are many different kinds of living things in any area, and they exist in different places on land and in water.
AMSTI Resources:
Be sure students are aware of credible media resources when obtaining information.
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.7- Participate in activities that show many different living things in different environments.

Local/National Standards:


Primary Learning Objective(s):

The students will

  • create a layered lookbook, which displays recorded information that explains that living things do exist in different places on land and in water.
  • create a multimedia project, which will retell information learned about living things existing in different places.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

  • construction paper
  • pencils
  • colored pencils
  • chart paper

Technology Resources Needed:

  • Smartboard
  • laptops/computers


The teacher should be familiar with various information on biomes. 


Before Strategy/Engage:

  1. Before the lesson, the teacher should fold a large sheet of chart paper in half. On one side of the chart paper write the word land, and on the other side of the chart paper write the word water.
  2. If the students are unfamiliar with the words land and water, take the time to explain the difference in meaning. The teacher should provide examples of living things living on the land and living things living in the water (For example, squirrel-land, fish-water). Explain to the students why these living things live on the land and why some living things live in the water for survival. The teacher should show the students pictures of living things and their existence in different places on land and in water. 
  3. After the teacher has share background information with the students, the teacher will ask the students to answer the following while charting the answers on the chart paper.
    • Name some living things that live in the water.
    • Name some living things that live on the land. 
    • How could an animal living in water survive on land? How could an animal living on land survive in water?
    • Write the word habitat on the whiteboard. Explain the definition of the word habitat to the students. (Note: Teacher could use a chart, picture, or digital picture showing a picture of a habit)

 During Strategy/Explore-Explain:

  1. The teacher will divide the students into groups of twos. The teacher will explain to the students how they will work in small groups (partner) to complete a layered lookbook.
  2. Introduce the habitats for the lookbook using the following link:
  3. Model for the students how to fold five sheets of drawing paper into a layered lookbook. Each student will need to create a layered lookbook.
    1. See video for assistance:
  4. Once the students have created their lookbook, the teacher should model (with the students) how to label the bottom of each tab. The first tab should be labeled woodland, the second tab- tundra, third-desert, fourth-rainforest, fifth-ocean, and finally the sixth tab-river.
  5. The teacher should provide books and magazines for the students to use to begin their research. Use the following link to assist you with the task of gathering books for the students. ( The teacher should consult with the school's media specialist to gather a variety of literature on living things.
  6. Tell the students that they are going to work with a partner to complete the research information for their lookbooks.
  7. Tell the students that as they begin their research they should look for pictures of living things and interesting facts about each animal.
    1. The teacher can write the research information on the smartboard, or dry-erase board for the students to visit.  
    2. Encourage the students to share the information they find with their group as they read various trade books on living places/things.
    3. The students should take the information gathered and record the information on note cards, index cards, or sticky notes.
    4. The teacher should meet with the students to ensure the recorded information is accurate before the students record the information into their lookbooks.
  8. The teacher will divide the task of obtaining information from various literature about living things over a three day period:
    1. Day 1: woodland and tundra
    2. Day 2: desert and rainforest
    3. Day 3: ocean and river
  9. As the students gather their research, instruct the students to illustrate the diversity of living things in different habitats, including both land and water. The students should also record a fact about each (1) living thing and (1) special feature onto their layered book.

After Strategy/Explain-Elaborate:

  1. Give the students three days to complete their layered lookbooks. After the students complete their book allowing them to share their books with the class.

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Assessment Strategies


The teacher will take a grade on the student's layered lookbooks, which illustrates the diversity of living things in different habitats, including both land and water. See link for rubrics:


Extend (Optional) Vocaroo Project:

  1. Distribute computers to the students.
  2. Introduce the students to Vocaroo. 
    1. Vocaroo is an online voice-recording system.
    2. Vocaroo is easy to use. However, the teacher should become familiar with the interactive.
    3. The teacher will need to create a class email address for the students to use, as they will need to email their projects and this task will require a sender's email address. Some school's supply students with an email address. You may want to check with your school's register for usage and permission if necessary.

  3. The students will use the Vocaroo program to record the information that they have written on their flip lookbook into Vocaroo.
  4. The students should record their names and the information that they have learned from their research.
  5. The students can choose to record the information from one place or two.
  6. After the students record their information encourage the students to email their projects to the teacher.
  7. After the students email their projects to the teacher share the projects with the class from the smartboard.
  8. The teacher may access the following link to use a teacher-created rubric to grade the students Vocaroo projects:
  9. The teacher will use the following link to elaborate the lesson:

  • The link allows the teacher to provide various learning opportunities while extending the lesson using media and technology.

Note: The teacher may sign up for a free thirty-day trial for IXL or subscribe to use the online software at


The teacher will provide assistance with helping those students needing remediation by doing the following:

  • circulating throughout the classroom as the students research the information on biomes.
  • providing the students with feedback as they complete their graphic organizers.  

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.