Mannahatta Muir Web

Lesson Plan for Grade 2, Integrated Art and Social Studies

Prepared by Elle Chan

OVERVIEW & PURPOSE

Students learn how to construct a Muir Web, and observe the interconnected nature of the organisms and
environments within it. Students will reflect on how human intervention could affect these environments.
This will also reinforce students’ core understanding of Mannahatta.

EDUCATION STANDARDS

● Common Core:

○ S.2.LS.2.2: Students who demonstrate understanding can develop a simple model that
illustrates how plants and animals depend on each other for survival.

○ S.2.LS.4.1: Students who demonstrate understanding can make observations of plants and
animals to compare the diversity of life in different habitats.

○ SS.2.GEO.5.b: Humans modify the environment of their communities through housing,

transportation systems, schools, marketplaces, and recreation areas.

TEACHING POINTS

1. Students understand that the organisms in an environment depend on each other and on the
abiotic elements in the environment.
2. Students understand that these environments used to exist in NYC, and have now changed due to
human interaction.

MATERIALS NEEDED

1. Chart Paper (marked as necessary)

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 2. Caddies (i.e. markers, crayons, etc.)
3. Scissors
4. Glue Sticks
5. Printed Organism information cards
6. Printed Organism and Abiotic Element images

VERIFICATION

Student understanding will be assessed during the activity through questions, and during the ending share.

LESSON PROCEDURE

Introduction (15mins):
● “Recently you learned about some of the habitats that existed in Mannahatta. Today we're going
to do an activity to help you understand those habitats better. Who can remind me what a habitat
is?”
○ A habitat is a place where animals live.
● “Tell your partner what you think you'd find in a habitat.” [Turn & Talk]
● “Now, we know habitats have animals and plants in them, but they also have something called
“Abiotic Elements”. These are non-living things that the animals need to survive. Turn and tell
your partner some examples of Abiotic Elements.” Check for understanding.
● “Today we're going to be making diagrams called Muir Webs. These diagrams are a little like
food chains. Does everyone know what those are?” (They trace predator-prey relationships.)
“The difference is that Food Chains just have living things, plants and animals, while Muir Webs
have those fun Abiotic elements we just discussed. So we're going to practice making a Muir
Web for the Cliff habitat.”
● Cover:
○ Muir Webs track what organisms need to survive.
○ They include more information that just what the animals need to eat.
○ They contain non-living elements as well as living ones.
■ Review meaning of “abiotic elements”- have them list some.
○ They show how everything in an environment is interconnected.
● Activity Directions: “Today you’re going to be making Muir Webs of the 6 other different
habitats in Mannahatta. You’re going to work in groups, and each group is going to have a
different habitat. On each table there is a big piece of paper, and the information cards and
pictures for some of the organisms and abiotic elements that belong in your habitat. First you’re
going to cut out the pictures of the elements in your habitat, and glue them around the circle
drawn on your chart paper. Then, you’re going to work as a team to read the Organism

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 Information Cards, and use that information to draw lines using marker between organisms that
show a connection. Keep going until every organism in the web is connected to something.”
○ Do a Turn-and-Talk to make sure everyone understands before continuing.

Activity (20mins):
● Set timer for 20 minutes, during which students complete the activity.
● Observe students as they work and ask questions such as:
○ “What is the relationship between [Organism A] and [Organism B]?”
○ “What would happen if I took away [Abiotic Element or Organism]?”
○ “Who would be affected if I took away [Abiotic Element or Organism]?”
○ [For cards where it says the organism no longer exists in an area:] “Why do you think this
organism no longer lives here anymore?”
● Set timer for 2mins before you want students to return to rug. When timer goes off, shake maraca
and give students instructions: “I want you to quickly clean up the caddies. One person should
bring their poster to me.”

Ending Share (10mins)

● “What did you notice ” [Turn and Talk]
○ During this time, pull a web off a table for next question, then take answers.
● Pick an element on the web and ask: “What would happen if I took away this element?” Check
that students understand each part of the web is important.
● “Which elements on this web would humans interact with, and in what ways would humans
interact with them?”
● Take a student answer to the latter part of above question, for example, “chop down trees for
firewood”. Ask “What happens to the rest of the web if humans ____________?”
● “So what effects do we think humans have had on these environments?”

End with a 2min break.