Project GLAD



Project GLAD

Lemon Grove School District

Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, and Cynthia Sorensen

Plants and Animals Meet Their Needs

Level 1

IDEA PAGES

I. Unit Themes

• Plants and animals need water, food, and air.

• Plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.

• Plants and animals need each other to survive.

• Plants and animals have significance in different cultures.

II. Focus/Motivation

• Super Scientist Awards, badges, bookmarks

• Observation Charts

• Inquiry Chart

• Challenge Questions with Picture File Cards

• Important Big Books

• Poetry and Chants

• Experiments

• Guest speaker(s)

• Videos, movies, & filmstrips

III. Closure

• Conferencing portfolios

• Portfolio/Learning Logs

IV. Concepts:

• Plants and animals meet their needs in different ways.

• Animals need food and have flat, sharp, or no teeth depending on the food they eat.

• Animals use plants, animals, or non-living things for shelter and nesting.

• Plants and animals need water.

• Plants make their own food using sunlight, water, soil and air.

California State Standards Science & History-Social Science

First Grade

Life Sciences

2. Plants and animals meet their needs in different ways. As a basis for understanding this concept: a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.

b. Students know both plants and animals need water, animals need food, and plants need light.

c. Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.

d. Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eats plants).

e. Students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight.

Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Draw pictures that portray some features of the thing being described.

b. Record observations and data with pictures, numbers, or written statements.

c. Record observations on a bar graph.

d. Describe the relative position of objects by using two references (e. g., above and next to, below and left of).

e. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon.

History/ Social Science- First Grade Standards

1.2 Students compare and contrast the absolute and relative locations of places and describe the physical characteristics of places.

1.2. 1. Locate on maps and globes their local community, California, the United States, the seven continents, and the four (now five) oceans.

1.2. 1. Construct a simple map, using cardinal direction and symbols.

V. Vocabulary

Tier 1

Tier 2

Tier 3

air

animal

amphibian

bamboo

bat ray

biologist

burrow

California

camouflage

carnivore

cheetah

community

continents

coyote

creosote bush

crocodile

desert

discover

environment

everglades

explore

flowers

food

food chain

forest

giraffe

herbivore

investigate

kangaroo rat

land

leaf

light

lungs

nest

nutrients

ocean

omnivore

panda

predator

prey

tropical rainforest

red-eyed tree frog

report

ring-tailed cat

roots

savannah

scavengers

shelter

soil

stem

talons

teeth

turkey vulture

United States

water

First Grade – English Language Arts (ELA)

ORAL LANGUAGE/READING/WRITING SKILLS

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Concepts About Print

1.1 Match oral words to printed words.

1.2 Identify the title and author of a reading selection.

1.3 Identify letters, words, and sentences.

Phonemic Awareness

1.4 Distinguish initial, medial, and final sounds in single-syllable words.

1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

1.6 Create and state a series of rhyming words, including consonant blends.

1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).

1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat).

Decoding and Word Recognition

1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).

1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

1.13 Read compound words and contractions.

1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

1.15 Read common word families (e.g., -ite, -ate).

1.16 Read aloud with fluency in a manner that sounds like natural speech.

Vocabulary and Concept Development

1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

2.0 Reading Comprehension

Structural Features of Informational Materials

2.1 Identify text that uses sequence or other logical order.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Respond to who, what, when, where, and how questions.

2.3 Follow one-step written instructions.

2.4 Use context to resolve ambiguities about word and sentence meanings.

2.5 Confirm predictions about what will happen next in a text by identifying key words.

2.6 Relate prior knowledge to textual information.

2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and Analysis

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

3.2 Describe the roles of authors and illustrators and their contributions to print materials.

3.3 Recollect, talk, and write about books read during the school year.

WRITING

1.0 Writing Strategies

Organization and Focus

1.1 Select a focus when writing.

1.2 Use descriptive words when writing.

Penmanship

1.3 Print legibly and space letters, words, and sentences appropriately.

2.0 Writing Applications (Genres and Their Characteristics)

2.2 Write brief expository descriptions of a real object, person, place, or event.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

Sentence Structure

1.1 Write and speak in complete, coherent sentences.

Grammar

1.2 Identify and correctly use singular and plural nouns.

1.3 Identify and correctly use contractions (e.g., isn’t, aren’t, can’t, won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Punctuation

1.4 Distinguish between declarative, exclamatory, and interrogative sentences.

1.5 Use a period, exclamation point, or question mark at the end of sentences.

1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

Capitalization

1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

Spelling

1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies

Comprehension

1.1 Listen attentively.

1.2 Ask questions for clarification and understanding.

1.3 Give, restate, and follow simple two-step directions.

Organization and Delivery of Oral Communication

1.4 Stay on the topic when speaking.

1.5 Use descriptive words when speaking about people, places, things, and events.

2.0 Speaking Applications (Genres and Their Characteristics)

2.1 Recite poems, rhymes, songs, and stories.

2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

2.3 Relate an important life event or personal experience in a simple sequence.

2.4 Provide descriptions with careful attention to sensory detail.

**ELD Standards 1st Grade**

LISTENING AND SPEAKING

Beginning:

Comprehension

• Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

• Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases.)

• Answer simple questions with one- to two-word responses.

• Respond to simple directions and questions by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

Comprehension and Organization and Delivery of Oral Communication

• Orally identify types of media (e.g., magazine, documentary film, news report).

Early Intermediate:

Comprehension

• Orally identify types of media (e.g., magazine, documentary film, news report).

• Begin to be under-stood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).

• Ask and answer questions by using phrases or simple sentences.

ELD Standards, Grade 1,cont.

Comprehension and Organization and Delivery of Oral Communication

• Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative objects.

• Orally communicate basic needs (e.g., May I get a drink?)

• Recite familiar rhymes, songs, and simple stories.

Intermediate:

Comprehension

• Ask and answer instructional questions by using simple sentences.

• Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

Comprehension and Organization and Delivery of Oral Communication

• Make oneself under-stood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).

• Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

• Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced:

Comprehension

• Listen attentively to stories and information and orally identify key details and concepts.

Comprehension and Organization and Delivery of Oral Communication

• Retell stories in greater detail by including the characters, setting, and plot.

• Make oneself under-stood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation but may make random errors.

• Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

• Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter.

• Ask and answer instructional questions with more extensive supporting elements (e.g., Which part of the story was the most important?)

ELD Standards, Grade 1,cont.

Advanced:

Comprehension

• Listen attentively to stories and information on new topics and identify both orally and in writing key details and concepts.

• Demonstrate an understanding of idiomatic expressions (e.g., Give me a hand.) by responding to such expressions and using them appropriately.

Comprehension and Organization and Delivery of Oral Communication

• Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.

• Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.

• Narrate and paraphrase events in greater detail by using more extended vocabulary.

• Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

READING - Word Analysis (ELD Standards, Grade 1)

Beginning:

Concepts about Print, Phonemic Awareness, and Vocabulary and Concept Development

• Recognize English phonemes that correspond to phonemes students already hear and produce in their primary language.

Early Intermediate:

Decoding and Word Recognition and Vocabulary and Concept Development

• Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants.

• Recognize English phonemes that do not correspond to sounds students hear and produce, (e.g., a in cat and final consonants).

• Distinguish initial, medial, and final sounds in single-syllable words.

Intermediate:

Phonemic Awareness

• Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/ bite).

• Create and say a series of rhyming words, including consonant blends.

• Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).

• Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

• Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; /r/i/ch/ = rich).

Concepts about Print

• Recognize and name all uppercase and lowercase letters of the alphabet.

• Match spoken words to printed words.

• Identify letters, words, and sentences.

Early Advanced:

Phonemic Awareness and Decoding and Word Recognition

• Use common English morphemes to derive meaning in oral and silent reading (e.g., basic syllabication rules, regular and irregular plurals, and basic phonics).

Phonemic Awareness and Decoding and Word Recognition

• Recognize sound/symbol relationship and basic word-formation rules in phrases, simple sentences, or simple text.

• Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

• Read common, irregular sight words (e.g., the, have, said, come, give, of).

• Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

• Read compound words and contractions.

• Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

• Read common word families (e.g., -ite, -ate).

• Read aloud with fluency in a manner that sounds like natural speech.

Advanced:

Decoding and Word Recognition

• Generate the sounds from all the letters and letter patterns, including consonant blends and long-and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

• Read common, irregular sight words (e.g., the, have, said, come, give, of).

• Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

• Read compound words and contractions.

• Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

• Read common word families (e.g., -ite, -ate).

• Read aloud with fluency in a manner that sounds like natural speech.

ELD Standards, Grade 1,cont.

Fluency and Systematic Vocabulary Development

Beginning:

Vocabulary and Concept Development

Respond appropriately to some social and academic interactions (e.g., simple question/ answer, negotiate play)

• Read aloud simple words (e.g., nouns and adjectives) in stories or games.

Vocabulary and Concept Development

(These standards are also addressed in Listening and Speaking)

• Demonstrate comprehension of simple vocabulary with an appropriate action.

• Retell simple stories by using drawings, words, or phrases.

• Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects.)

Early Intermediate:

Vocabulary and Concept Development

• Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.

• Read simple vocabulary, phrases, and sentences independently.

• Read aloud an increasing number of English words.

• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

Intermediate:

Vocabulary and Concept Development

• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

• Use decoding skills to read more complex words independently.

• Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

Vocabulary and Concept Development

(The standards are also addressed in Listening and Speaking.)

• Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings (e.g., classroom discussions, mediation of conflicts).

• Apply knowledge of content-related vocabulary to discussions and reading.

Vocabulary and Concept Development and Decoding and Word Recognition

• Recognize simple prefixes and suffixes when they are attached to known vocabulary (e.g., remove, jumping).

ELD Standards, Grade 1,cont.

Early Advanced:

Vocabulary and Concept Development

• Recognize simple antonyms and synonyms (e.g., good, bad; blend, mix) in stories or games.

• Use decoding skills and knowledge of academic and social vocabulary to begin independent reading.

Advanced:

Vocabulary and Concept Development

• Read aloud with appropriate pacing, intonation, and expression narrative and expository texts.

Decoding and Word Recognition

• 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

• 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).

• 1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

• 1.13 Read compound words and contractions.

• 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

• 1.15 Read common word families (e.g., -ite, -ate).

• 1.16 Read aloud with fluency in a manner that sounds like natural speech.

Reading Comprehension

Beginning:

Comprehension

• Respond orally to stories read aloud, using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

• Respond orally to stories read aloud, giving one- or two-word responses (e.g. brown bear) to factual comprehension questions.

• Draw pictures from one’s own experience related to a story or topic (e.g., community in social studies).

• Understand and follow simple one-step directions for classroom activities.

Comprehension and Analysis of Grade-Level-Appropriate Text

• Identify, using key words or pictures, the basic sequence of events in stories read aloud.

ELD Standards, Grade 1,cont.

Early Intermediate:

Comprehension

• Respond orally to simple stories read aloud, using phrases or simple sentences to answer factual comprehension questions.

• Draw and label pictures related to a story topic or one’s own experience.

• Understand and follow simple two-step directions for classroom activities.

Comprehension and Analysis of Grade-Level-Appropriate Text

• Orally identify, using key words or phrases, the basic sequence of events in text read.

• Draw logical inferences from a story read aloud.

Intermediate:

Comprehension and Analysis of Grade-Level-Appropriate Text

• Read stories and respond orally in simple sentences to factual comprehension questions about the stories.

• While reading aloud in a group, point out basic text features, such as the title, table of contents, and chapter headings.

• Draw inferences about stories read aloud and use simple phrases or sentences to communicate the inferences.

Comprehension

• Write captions or phrases for drawings related to a story.

• Understand and follow some multiple-step directions for classroom-related activities.

Early Advanced:

Comprehension and Analysis of Grade-Level-Appropriate Text

• Read text and use detailed sentences to identify orally the main idea and use the idea to draw inferences about the text.

• Read stories and orally respond to them by answering factual comprehension questions about cause-and-effect relationships.

• Write a brief summary (three or four complete sentences) of a story.

Comprehension

• Read and use basic text features, such as the title, table of contents, and chapter headings.

ELD Standards, Grade 1,cont.

Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique

• Read stories and texts from content areas and respond orally to them by restating facts and details to clarify ideas.

Advanced:

Comprehension and Analysis of Grade-Level-Appropriate Text

• Prepare an oral or a written summary by using various comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources) with literature and content area texts.

Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique

• Locate and use text features, such as the title, table of contents, chapter headings, diagrams, index..

Literary Response and Analysis

Beginning:

Narrative Analysis of Grade-Level-Appropriate Text (These standards are also addressed in Reading Comprehension.)

• Listen to a story and respond orally in one or two words to factual comprehension questions.

• Draw pictures related to a work of literature identifying setting and characters.

Early Intermediate:

Narrative Analysis of Grade-Level-Appropriate Text

(These standards are also addressed in Reading Comprehension.)

• Respond orally to factual comprehension questions about stories by answering in simple sentences.

• Recite simple poems.

Narrative Analysis of Grade-Level-Appropriate Text

• Identify orally the setting and characters by using simple sentences and vocabulary.

Intermediate:

Narrative Analysis of Grade-Level-Appropriate Text

(The standards are also addressed in Word Analysis, Fluency, and Systematic Vocabulary Development.)

• Use expanded vocabulary and descriptive words in oral and written responses to simple texts.

ELD Standards, Grade 1,cont.

Narrative Analysis of Grade-Level-Appropriate Text

(The standards are also addressed in Reading Comprehension)

• Read simple poetry and use simple sentences in answering factual comprehension questions.

Early Advanced:

Structural Features of Literature

• Read short poems and orally identify the basic elements (e.g., rhythm and rhyme).

Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism

• Read a literary selection and orally identify the literary elements of plot, setting, and characters.

• Read a story and identify the beginning, middle, and end.

Advanced:

Narrative Analysis of Grade-Level-Appropriate Text

(The standards are also addressed in Reading Comprehension)

• Read a variety of children’s literature and respond to it both orally and in writing.

Structural Features of Literature

• Describe the elements of poetry (e.g., rhythm, rhyme, alliteration).

Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism

• Compare and contrast different authors’s use of literary elements.

WRITING

Strategies and Applications

Beginning:

Penmanship

• Copy the English alphabet legibly.

Penmanship and Organization and Focus

• Copy words posted & commonly used in the classroom (e.g., labels, number names, days of the week).

Organization and Focus

• Write a few words or phrases about an event or character from a story read by the teacher.

• Write a phrase or simple sentence about an experience generated from a group story.

ELD Standards, Grade 1,cont.

Early Intermediate:

Organization and Focus

• Write simple sentences about events or characters from familiar stories read aloud by the teacher.

• Write simple sentences by using key words posted and commonly used in the classroom (e.g., labels, number names, days of the week, and months (e.g., Today is Tuesday.)

Organization and Focus, Evaluation and Revision

• Write one to two simple sentences. (e.g., I went to the park.).

Intermediate:

Organization and Focus

• Write short narrative stories that include the elements of setting and characters.

• Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

• Following a model, proceed through the writing process to independently write short paragraphs of at least three lines.

• Write simple sentences appropriate for language arts and other content areas(e.g., math, science, social studies).

Organization and Focus

• Write a friendly letter of a few lines.

Early Advanced:

Organization and Focus

• Write short narratives that include elements of setting, characters, and events.

• Proceed through the writing process to write short paragraphs that maintain a consistent focus.

• Use complex vocabulary and sentences appropriate for language arts and other content areas(e.g., math, science, social studies).

• Write a formal letter.

Organization and Focus, Evaluation and Revision

• Produce independent writing with consistent use of standard grammatical forms. (Some rules may not be followed.)

ELD Standards, Grade 1,cont.

Advanced:

Organization and Focus

• Write short narratives that include examples of writing appropriate for language arts and other content areas (e.g., math, science, social studies).

• Write short narratives that describe the setting, characters, objects, and events.

Organization and Focus, Evaluation and Revision

• Produce independent writing by using correct grammatical forms.

• Proceed through the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus.

English Language Conventions

Beginning:

Capitalization

• Use capitalization when writing one’s own name.

Early Intermediate:

Capitalization

• Use capitalization to begin sentences and for proper nouns.

Punctuation

• Use a period or question mark at the end of a sentence.

Punctuation, Capitalization, and Spelling

• Edit writing for basic conventions (e.g., capitalization and use of periods) and make some corrections.

Intermediate:

Capitalization, Punctuation, and Spelling

• Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.

Sentence Structure, Grammar, and Spelling

• Use standard word order but may have some inconsistent grammatical forms (e.g., subject/verb without inflections).

ELD Standards, Grade 1,cont.

Early Advanced:

Capitalization, Punctuation, and Spelling

• Produce independent writing that may include some periods, correct spelling, and inconsistent capitalization.

Sentence Structure, Grammar, and spelling

• Use standard word order with some inconsistent grammar forms (e.g., subject/verb agreement).

• Edit writing to check some of the mechanics of writing (e.g., capitalization and periods).

Spelling

• Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.

Advanced:

Sentence Structure and Grammar

• Use complete sentences and correct word order.

Grammar

• Use correct parts of speech, including correct subject/verb agreement.

Capitalization, Punctuation, and Spelling

• Edit writing for punctuation, capitalization, and spelling.

Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling

• Produce writing that demonstrates a command of the conventions of standard English.

VII. RESOURCES AND MATERIALS

State Adopted Curriculum

Houghton Mifflin Language Arts, LGSD Adoption, Grade 1

Houghton Mifflin Social Studies, LGSD Adoption, Grade 1

Harcourt Science, California Edition, LGSD Adoption, Grade 1

Non-Fiction

• ZooNooz Magazines: Baby Animals, Birds of Prey, Reptiles, Let’s Look at an Egg, Lovely Doves, Taking Steps for Polar Bears, Birds of a Feather Walk Together, Spineless Wonders, Pandas

• ZooBooks Magazine: Cheetahs

• Scholastic News, Bilingual Edition, Level 1: What Can You Do With Teeth?

• National Geographic Explorer Collection: Night Shift, Watching Chimps, Animals of Denali, Mammoth Mammals, Amazing Grain, Dogs at Work, Koalas

• Elephants and Their Calves by Margaret Hall

• Life in the Desert by Andrew Clements

• Trees Please by Kathy Grant

• Animals and Plants by Harcourt

• The Maiasaura Nests by Duncan Searl

• In the Rainforest by Tom Pipher

• Plants and Animals Meet Their Needs by Harcourt

• Exploring Tree Habitats by Patti Seifert

• Exploring Land Habitats by Margaret Phinney

• Exploring Freshwater Habitats by Diane Snowball

• Watch Me Grow: Pandas by Foeur Star and Lorrie Mack

• Endangered Animals by Lynn Stone

• A Den, a Tree, a Nest Is Best by Katharine Kenah

• Deserts by Gail Gibbons

• Nature’s Green Umbrella by Gail Gibbons

• From Seed to Plant by Gail Gibbons

• Discovering the Voices Within: Effective Literacy for English language Learners, Chapter 5 Brechel ‘99

Fiction

• Cactus Hotel by Brenda, Z. Guiderson

• Verdi by Janell Cannon

• Are you My Mother, Dr. Seuss

• Dr. Seuss ABC ,Dr Seuss

• If I Ran the Zoo, Dr. Seuss

• Chickens Aren’t the Only Ones by Ruth Heller

• Born Alive and Well, by Ruth Heller

• Salamander Room,

• Gathering the Sun by Alma Flor Ada

• A Country Far Awat by Nigel Gray

• That’s Good! That’s Bad! by Margerey Cuyler

• ABC of African American Poetry by Ashley Bryan

• The Lotus Seed by Sherry Garland

• My School’s a Zoo by Stu Smith

• Recenka’s Eggs by Patricia Polacco

• Mama Provi and the Pot of Rice by Sylvia Rosa-Casanova

• Night in the County by Cynthia Rylant

• Danger in the Artic Ice by Elisabeth Sackett

• Skippy jon Jones by Judy Schachner

• Possum’s Harvest Moon by Anne Hunter

• This Year’s Gargen by Cynthia Rylant

• Little Polar Bear Finds a Friend by Hans de Beer

• There Was an Old Lady Who Swallowed a Shell by Lucielle Colandro

• Mc Duff Moves In by Rosemary Wells

• Big Chickens by Leslie Helakoski

Poetry/Songs

“I Won’t Hatch”, by Shel Silverstein

Web Sites

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Unit Planning Pages

I. Focus /Motivation

• Super Scientist awards

• Signal Words

• Cognitive Content Dictionary (CCD)

• Big Book (teacher generated)

• Observation Charts

• Inquiry chart:

How plants and animals meet their needs?

What we want to learn about plants and animals?

• Picture File Cards

• Realia

• Read Aloud

• Guest speaker(s)

• Videos, movies, & filmstrips

I. Input

• Graphic Organizer - World Map – seven continents, five oceans, U.S.A., California, San Diego, regions of the world: desert, tundra, forest, rain forest, arctic

• Comparative Input Chart - Panda and Cheetah

• Pictorial Input Chart of a Plant

• 10/2 Lecture with primary language

• Graphic Organizer - 6 Kingdoms of Living Things

• Narrative Input-Coexistence of plants and animals

III. Guided Oral Practice

• Poetry, raps, songs, chants-modeling and highlighting

❖ Herbivore, Carnivore, Omnivore Cadence

❖ Animals Here, Animals There

❖ Plants Here, Plants There

❖ Biologist Bugaloo

❖ I’m a Plant

❖ Yes Ma’am

• Sentence Patterning Chart /Farmer in the Dell (SPC)

• Exploration Report

• T-graph for social skills

• Team Exploration report- Plants and Animals

• Process Grid: Graphic Organizer

• Retelling Narrative

• Picture File Cards

PLANNING PAGES 2

• 10/2 Primary Language

• Daily oral processing of charts

• Picture File Cards: List, group, label; open & closed sorts

• Home School Connections

• Personal Interactions- What plants grow around your home? What animals have you seen living outside?

• Extended Name Tag

• Process Grid

IV. Reading/Writing Activities

• Whole Class

• Here, There Poetry frame

• Story Map

• Group Frame-Narrative

• Narrative story map

• Sentence Patterning Chart

• Group Frame/Cooperative Strip Paragraph (Expository) with responding, revising, and editing (use pocket chart)

• Model Writing Process

• Strip Book

• DRTA

• Expert Groups

• Research from books and internet

Planning Pages, Cont.

• Small Group Practice (Anything Modeled Whole Class)

• Flexible /Differentiated grouping

o Homogeneous/heterogeneous, EL, primary language, reading instruction, skill reinforcement

• Reading/Trading Game

• Here, There Poetry

• Team Tasks: Pictorials, Narrative Story Map, Sentence Patterning Chart, Graphic Organizers, Cognitive Content Dictionary, Flip Chant

• Expert Groups

• Ear-to-ear Reading with Poetry Booklets

• Mind mapping

• Focused Reading with personal picture dictionary

• Primary Language Group Frame

PLANNING PAGES 3

• Flexible Group reading with student generated text

Clunkers & Links: At or above

Group Frame/Coop Strip Paragraph Reading

Here/There Reading Poetry Frame

ELD Group Frame

• Individual Practice

• Here, There Poetry

• Interactive Journals

• Learning Logs

• Personal Exploration

• Reading/Writing Choices: sticky notes in books, picture file cards, add to the walls, make word cards, highlight charts, focused reading, poetry booklet, flip chants, write and illustrate and expository text describing and animal in its natural habitat.

D. Writer’s Workshop

• Mini Lesson

• Plan & Write

• Conferencing

• Author’s Chair

• Publishing

V. Extended Activities

• Creative Drama/Plays

• Create a puppet show to perform to Kindergarten classroom

VI. Closure/Evaluation

• Learning Logs/Portfolios

• Art/Projects

• Expert Group Presentations

• Team Task Presentations

• Revisit the Inquiry Chart

• Living Walls

• Important Big Book (student generated)

• Sharing Individual Poetry

• Team Jeopardy

• Personal Explorations

• Class Action Plan

SAMPLE DAILY LESSON PLAN

Day 1

FOCUS/MOTIVATION

• 3 Standards/ Super Scientists Awards

• Interactive Cognitive Content Dictionary with signal word: Biologist

• Observation Charts

• Inquiry Charts

• Big Book

• Portfolios

• Poetry

INPUT

• Graphic Organizer: World Map

- 10/2 lecture

- Primary Language Groups

- ELD Review

- Learning Log

• Graphic Organizer: 6 Kingdoms of Living Things

- 10/2

- Primary Language

- ELD Review

- Learning Log

GUIDED ORAL PRACTICE

• Chants –Here, There

• T Graph/Team Points/Cooperation

• Picture File Sort Activity- Free Exploration/Categorize/ Discuss

• Team Exploration Report-What picture does your team find that best represents animals in their natural habitat. Record teams observations, questions and predictions.

INPUT

• Comparative Input-Cheetah and panda

– 10/2 Lecture

- Primary Language Review

– ELD Review

• Learning Logs

– Sketch and Write:

Sample Daily Lesson Plan page 2

READING/WRITING

• Flexible Reading Groups

– Homogenous/Differentiated Groups

• Interactive Journals with reading and writing choice

• Writer’s Workshop

– Mini lesson

– Write

– Author’s Chair

CLOSURE

• Home/School Connection #1

Interview your family. What is their favorite zoo animal?

Does that animal have flat or sharp teeth? What food does that animal eat?

Day 2

FOCUS/MOTIVATION

• 3 Standards/Super Scientist Awards

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Poetry Highlight/Sketch/Picture File Cards

• Review with words cards – World Map, 6 Kingdoms of Living Things, Comparative Input Chart

• ABC Book

• Read Aloud

INPUT

• Narrative Input Chart-Cactus Hotel

- ELD Review

-Learning Log

GUIDED ORAL PRACTICE

• Chants

• Poetry Highlight/Sketch/Picture File Cards

• Process T-Graph for Social Skills

Sample Daily Lesson Plan page 3

READING/WRITING

• Team Tasks

• Expert Groups

• Team Share

• Process T-Graph

• Flexible Reading Groups

-Homogenous Groups/Differentiated

-Guided Reading strategies and Note-taking

• Reading- Writing Workshop:

-Mini Lesson

-Write or Read

-Author’s Chair or Reader’s Chair

CLOSURE

• Home/School Connection #2

Sketch your favorite wild or zoo animal in its natural habitat.

Write three reasons the animal lives in this habitat.

• Interactive Journals

• Poetry/Chants

Day 3

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Review of Narrative Input/act out/review with word cards and conversation bubbles

• Review Poetry – highlight, sketch, add picture file cards

• Read Aloud

• ABC Book

GUIDED ORAL PRACTICE

• Sentence Patterning Chart/Farmer in the Dell

o Reading/Trading Game

o Flip Chant

• Mind Map on Panda

• Process Grid

Sample Daily Lesson Plan page 4

READING/WRITING

• Oral Team Evaluation from T Graph

• Flexible Reading Groups

o Homogenous Groups/Differentiated

o Heterogeneous Expert groups- Crocodile

o Guided Reading strategies and note-taking

GUIDED ORAL PRACTICE

• Poetry/Chants

READING/WRITING

o Group Frame/Cooperative Strip Paragraph

o Read, respond, revise, edit

• Writer’s Workshop:

o Mini Lesson

o Write

o Author’s Chair

CLOSURE

• Interactive Journals

• Process Charts

• Home/School Connection #3

Day 4

FOCUS/MOTIVATION

• 3 standards/ Biologist Bookmark

• Cognitive Content Dictionary – student selected vocabulary – “stumper word”

• Chants/Highlight, sketch, add picture file cards

• ABC Book

• Story Map

READING/WRITING

• Group Frame or Cooperative Strip Paragraph

• Story Map

• Team Oral/Written Evaluation from T Graph

Sample Daily Lesson Plan page 5

• Flexible Reading Groups

o Homogenous Groups/Differentiated

▪ Here, There

(Struggling/Emergent Readers)

▪ ELD Group Frame

• Team Tasks

• Guided Reading strategies and note-taking

• SPC/Writing Sentences in Learning Log

• Strip Book

READING/WRITING

• Writer’s Workshop

o Mini-lesson

o Writing

o Author’s Chair

CLOSURE

• Process Inquiry Chart

• Choral Reading of Poetry/Chants

• H/S Connection #4

Retell the story, Cactus Hotel, to your family and draw your favorite part.

Day 5

FOCUS/MOTIVATION

• 3 Standards/Super Scientist Awards

• Cognitive Content Dictionary with student selected vocabulary

Stumper Word

• Review Home/School Connection

• Poetry

READING/WRITING

• Team Tasks

• Flexible Group

Homogenous Groups/Differentiated

o Group Frame/Cooperative Strip Paragraph-

(At/Above readers)

• Team Presentations

Sample Daily Lesson Plan page 6

• Listen and Sketch

• Ear-to-Ear Reading

• Focused Reading

o Personal CCD/Picture Dictionary

o Poetry Booklet

READING/WRITING

• Journals

• Reading/Writing Research Centers

• Big Book

o Link to Important Book

o Team Picture/Water Colors

CLOSURE

• Process inquiry and learning

• Team Feud

• Letter Home to Parents

• Evaluate Week

• Class Action Plan

Why do students in San Diego County need to learn about animals around the world? What connections will they make to their responsibility as a global citizen?

Plants and Animals Meet Their Needs

(1)

Big Book

by

LGSD GLAD Team

The important thing about plants and animals is that they meet their needs in different ways.

• Different plants and animals inhabit different kinds of environments.

• Plants and animals have adaptations to thrive.

• Humans create adaptations to their environment to help them survive.

But, the important thing about plants and animals is that they meet their needs in different ways.

The important thing about plants and animals is that they meet their needs in different ways.

• Both plants and animals need water.

• Animals need food.

• Plants need light.

But, the important thing about plants and animals is that they meet their needs in different ways.

The important thing about plants and animals is that they meet their needs in different ways.

• Animals with flat teeth usually eat plants.

• Animals with sharp teeth usually eat other animals.

• Animals with sharp and flat teeth usually eat both plants and other animals.

But, the important thing about plants and animals is that they meet their needs in different ways.

The important thing about plants and animals is that they meet their needs in different ways.

• Humans have flat and sharp teeth.

• They bite and chew meat and plants

• The sharp teeth are for tearing the food into smaller parts.

But, the important thing about plants and animals is that they meet their needs in different ways.

The important thing about plants and animals is that they meet their needs in different ways.

• Some animals use plants for shelter and nesting.

• Some animals use other animals for shelter and nesting.

• Humans build their shelter out of living and non-living things.

But, the important thing about plants and animals is that they meet their needs in different ways.

The important thing about plants and animals is that they meet their needs in different ways.

• Plants have roots that go down into the soil.

• Water and nutrients travel up through the roots into the stem.

• The stem carries nutrients and water to the leaves and flower.

But, the important thing about plants and animals is that they meet their needs in different ways.

The important thing about plants and animals is that they meet their needs in different ways.

• Leaves take in light and air.

• Plants use light and air to make their own food called chlorophyll.

• The name for the way plants make their own food is photosynthesis.

But, the important thing about plants and animals is that they meet their needs in different ways.

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Narrative Input

Cactus Hotel

One day when the desert air is hot and dry, a bright red fruit falls from a tall saguaro cactus. Two thousand black seeds glisten in the sunlight.

Although the desert environment is usually hot during the day, it cools in the evening, and animals come out to eat. The kangaroo rat feeds on the juicy fruit, and a seed clinging to its whiskers falls off under a paloverde tree.

After many dry days, a heavy rain falls on the desert and soon a young cactus sprouts up from the ground.

Slowly, slowly the seedling grows. The paloverde protects it from the harsh environment of the desert. After ten years the cactus is only four inches high. Ants looking for food and water climb its spiny sides.

When it rains, the long roots of the cactus soak up the water. The cactus becomes fat. When there is no rain, the cactus uses up the water it has stored inside and looks thin. After twenty-five years the cactus is two feet tall.

A jackrabbit gnaws on the green pulp. On its herbivore diet, the jackrabbit only eats plants. When its predator, the coyote, moves in the distance, the jackrabbit disappears into its burrow. It can be prey to the sharp teeth of the coyote, which is a carnivore, or meat eater.

After fifty years, the cactus stands ten feet tall. For the first time, brilliant white and yellow flowers appear at the top of the cactus. Every spring the flowers will open for one night only. At different times of the day, birds, bats, and bees will come for the nectar. The flowers dry up, and after a month the ripe red fruit is ready.

The woodpecker has found a perfect place to begin a new hotel. It goes right to work, boring a hole into the cactus with its long, hard beak. Tap, tap, tap. It makes a deep, roomy hole to shelter its nest.

After sixty years the cactus hotel is eighteen feet tall. It begins to grow arms. Around the desert there are burrows of every size, to shelter ants and mice, lizards and snakes, rabbits and foxes. The giant plant grows to be fifty feet tall, with seven long branches. It weighs eight tons—about as much as five automobiles.

The cactus hotel is a community of many different kinds of animals. Birds lay eggs in their nests and rats raise their young. Even insects and bats live there. When one animal moves out, another moves in. And every spring they come for a special treat of nectar and juicy red fruit.

Finally, after two hundred years, the old cactus sways in a gust of wind and falls with a thud to the sandy desert floor. Its great thorny arms crumble in the crash. The creatures that lived up high have to find other homes. All around, there is a forest of cacti slowly, slowly growing. Some will survive long enough to become other cactus hotels.

Poetry Booklet

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Name_________________________________________________

Animals Here, Animals There

By ___________________________________

Animals here, animals there

Animals, animals everywhere

Enormous animals reaching,

Hungry animals chewing,

Sleepy animals nesting,

And energetic animals hopping.

Animals in the river,

Animals around the rainforest,

Animals under the sea,

And animals through the savannah.

Animals here, animals there,

Animals, animals everywhere!

Animals! Animals! Animals!

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Animals Here, Animals There

Animals here, animals there

Animals, animals, everywhere

Enormous animals marching,

Hungry animals chewing,

Sleepy animals nesting,

And crazy animals running.

Animals in their shelter,

Animals throughout the desert,

Animals underneath the sea,

And animals on the snow.

Animals here, animals there

Animals, animals everywhere

Animals! Animals! Animals!

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Plants Here, Plants There

Plants here, plants there

Plants, plants everywhere

Shining plants surviving,

Shapely plants swaying,

Drenched plants absorbing,

And green plants growing.

Plants beneath the ocean,

Plants under the sea,

Plants above the water,

And plants behind the trees.

Plants here, plants there

Plants, plants everywhere

Plants! Plants! Plants!

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Biologists Here, Biologists There

Biologists here, biologists there,

Biologists, biologists everywhere!

Scientific biologists hypothesizing,

Intelligent biologists investigating,

Curious biologists discovering,

And cooperative biologists reporting.

Biologists on the deserts,

Biologists around the rainforests,

Biologists through the savannah,

And biologists in the everglades.

Biologists here, biologists there,

Biologists, biologists everywhere!

BIOLOGISTS! BIOLOGISTS! BIOLOGISTS!

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Marine Cadence

We just know what we’ve been told,

Plants and animals are good as gold.

Animals use plants for nesting, it’s true;

They use other animals for shelter too.

Sound off…animals!

Sound off….plants!

Sound off 1, 2, shelter,

It’s true!

Different teeth show what animals eat,

Flat eat plants and sharp eat meat.

Some animal have both sharp and flat,

They eat everything, what do you think of that?

Sound off…herbivore!

Sound off….carnivore!

Sound off 1, 2, omnivore,

It’s true!

With flat teeth, Cows eat grass and hay,

They chew their cud and graze all day.

With sharp teeth cats eat rats and mice,

They keep away the pests, and that is nice!

Sound off…flat teeth!

Sound off….sharp teeth!

Sound off 1, 2, 3, 4

Bon Appétit!

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Biologist Bugaloo

I am a biologist and I’m here to say,

I study plants and animals and that’s okay,

Sometimes I talk to people, sometimes I read a book,

But I like to go outside and take a look.

Plants, animals, and regions, too.

Doing the biologist Bugaloo.

Animals have the same needs as you and me,

They live all over the world, as you can see,

Animals eat plants or other animals, too.

The shape of their teeth, will tell you what they do.

Sharp teeth, flat teeth, a combination, too.

Doing the biologist Bugaloo.

Through roots, plants intake water and nutrients, too,

With the help of sunlight, they make their own food.

Plants are also used for shelter and nesting,

Camouflaging animals when they are resting

Soil, Roots, and green leaves, too.

Doing the biologist Bugaloo

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Yes, Ma’am

Is this an herbivore? Yes, Ma’am

Is this an herbivore? Yes, Ma’am

How do you know? It has flat teeth

How do you know? It eats plants and trees

Give me an example: Pandas and giraffes

Give me an example: Cows and koalas

Is this an carnivore? Yes, Ma’am

Is this an carnivore? Yes, Ma’am

How do you know? It has sharp teeth

How do you know? It eats other animals

Give me some examples. Sharks and cheetahs

Give me some examples. Coyotes and lions

Is this an carnivore? Yes, Ma’am

Is this an carnivore? Yes, Ma’am

How do you know? It has sharp teeth.

How do you know? It eats other animals.

Give me an example: Sharks and cheetahs

Give me an example: Coyotes and crocodiles

Is this an omnivore? Yes, Ma’am

Is this an omnivore? Yes, Ma’am

How do you know? It has sharp and flat teeth

How do you know? Eats plants and animals

Give me some examples. Pigs and people

Give me some examples. Raccoons and bears

Are you through? Yes, Ma’am

Did you tell me true? Yes, Ma’am

What did you chant? Herbivore

What did you chant? Carnivore

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What did you chant? Omnivore

I Know a Young Biologist

I know a young biologist,

A curious, young biologist,

A curious, young biologist,

Who studies plants and animals.

She uses magnifying glasses and microscopes.

He investigates animal teeth.

She discovers how plants make food.

He reports on the disappearing habitats.

I know a young biologist,

A curious, young biologist,

A curious, young biologist,

Who studies plants and animals.

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I Can Spell

I can spell bat b-a-t

I can spell ray r-a-y

I can spell sand s-a-n-d

But, I can’t spell Biologist!

I can spell root r-o-o-t

I can spell stem s-t-e-m

I can spell leaf l-e-a-f

But, I can’t spell Biologist!

I can spell air a-i-r

I can spell sun s-u-n

I can spell water w-a-t-e-r

But, I can’t spell Biologist!

Yes, I can!

Yes, I can! B-I-O-L-O-G-I-S-T

Biologist, Biologist

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I’m a Plant

I’m a plant, strong and tall,

On a stem, so I don’t fall.

My roots go deep into the soil,

Sometimes they’re straight, sometimes they coil.

I’m a plant, I’m a plant.

Up through the roots, water and nutrients go,

Through the stem to the leaves they flow.

They make their own food using light and air,

Doing photosynthesis without a care.

I’m a plant, I’m a plant.

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Home-School Connection 1

Plants & Animals Meet their Needs

Interview your family. What is their favorite zoo animal? Does that animal have flat or sharp teeth? What food does that animal eat? Sketch and write.

|Name |Favorite Animal |Animal Teeth |Animal Food |

| | |Flat or Sharp? | |

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Student Name: _______________Parent/Family Signature: __________________

Conexión de Escuela y Hogar 1

Plants & Animals Meet Their Needs

Entrevista a tu famillia. ¿Cuál es tu animal favorito?

¿Tiene tu animal dientes planos o filosos?

¿Qué comida come el animal?

|Nombre |Animal Favorito |Dientes de Animales |Comida de Animales |

| | |¿Planos o Filosos? | |

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Nombre del Estudiante: _________________Firma del Padre/Tutor: __________

Home-School Connection 2

Plants & Animals Meet Their Needs

Sketch your favorite wild or zoo animal.

What do you predict your animal would need in its habitat?

Student Name: ______________Parent/Family Signature: _________________

Conexión de Escuela y Hogar 2

Plants & Animals Meet Their Needs

Dibuja tu animal salvaje o del zoológico favorito. Escribe una prediction de los cosas que tu animal necesita en su habitát.

Nombre del Estudiante: __________Firma del Padre/Tutor: ___________

Home-School Connection 3

Plants & Animals Meet Their Needs

With your family, discuss how a plant grows. Sketch and label the parts of a plant.

Student Name: ___________________ Parent/Family Signature: ___________________

Home/School Connection 3

Plants & Animals Meet Their Needs

Con tu familia, platica sobre como crece una planta. Dibuja y nombra las partes de la planta.

Nombre del Estudiante: ___________________Firma del Padre/Tutor: ________________

Home-School Connection 4

Plants & Animals Meet Their Needs

Retell the story, Cactus Hotel, to your family and draw your favorite part.

Student Name: ________________ Parent/Family Signature: _____________________

Conexión de Escuela y Hogar 4

Plants & Animals Meet Their Needs

Vuelve a contarle el cuento, Cactus Hotel, a tu familia y dibuja tu parte favorita.

Nombre del Estudiante: _________________Firma del Padre/Tutor: _______________________

Expert Group #1 Giraffe

Description

Giraffes are one of the world’s tallest animals. They are known for their long necks and legs, and the spotted patterns on their fur. They have 2 small “horns” or knobs on top of their heads that are about 5” long. These are used to protect their heads during fights.

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Habitat and shelter

Giraffes are found in the savannahs of Africa and roam freely through tall trees, dense forests, and open plains. They tend to live in dry, wooded areas.

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Food

Giraffes are herbivores and eat about 75 pounds of leaves, twigs, flowers and fruit every day. That is around 400 servings of salad! They like to snack on bird nests, salty soil and bones. They eat with their mouth open and often burp!

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Teeth

They only have teeth on the lower jaw. The top of their mouth is a hard pad. It works like a knife on a cutting board. There are molars in the back of the mouth.

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Interesting Facts

Giraffes are usually very quiet, but they do moo, roar, snort, whistle and scream. They can live up to 25 years. They are pregnant with their babies for 15 months and they give birth to only one calf.

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Expert Group #2 Bat Ray

Description

The Bat Ray is blackish or brown on top with a white underside. They also have a protruding head and a distinctive face. At the end of their long, whip-like tail they have a short serrated stinger that can have up to three venomous barbed spines. Like a bee, this is only used for self defense.

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Habitat/Shelter

Bat rays are found in muddy and sandy bottom bays, kelp forests and close to coral reefs. They can find shelter in the sand and camouflage to play hide and seek in the kelp forests.

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Teeth

Bat ray teeth are fused into plates that can crush the strongest clam shells. The rays crush the entire clam inside their mouths. If a tooth breaks or wears out, a new one replaces it. Rays grow new teeth continuously, like their shark relatives.

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Food

Bat rays eat clams, bony fish, or other mollusks. The bat ray crushes its entire prey inside its mouth. Then it spits out hard shells, and eats the soft fleshy parts.

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Interesting Facts

Bat rays flap their bat-like wings (pectoral fins) to swim gracefully through the ocean. They also use their wings to hunt for food. Bat rays flap their pectoral fins in the sand to expose buried prey, like clams. Rays also use their lobe-like snouts to dig prey from sandy bottoms.

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Expert Group #3 Red-eyed Tree Frog

Description

Red Eyed Tree frogs have bright red bulging eyes to scare away predators. The tree frog has warm, moist skin that is a brilliant color of green with blue and yellow stripped sides. They have rounded orange toes that they tuck underneath them when sleeping.

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Habitat/Shelter

Red-eyed tree frogs live in the rainforests. They use the moist leaves of trees for shelter. The colorful tree frog camouflages against the bright or dark leaves and flowers of the rainforest.

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Teeth

The red-eyed tree frog swallows it food whole because it only has maxillary teeth along the upper jaw. These teeth are used to grind food before swallowing.

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Food

Red-eyed tree frogs primarily eat soft-bodied invertebrates, including, crickets and worms. The red-eye tree frog uses it long thin tongue to catch insects.

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Interesting Facts

The red-eyed tree frog is an amphibian. That means it lives in water and on land. When it is a tadpole it breathes underwater with gills. Later it grows lungs, legs and its tail disappears. Now it can live on land. It likes warm, wet areas, because if a frog’s skin dries out, it will die.

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Expert Group #4 Crocodiles

Description

The crocodiles have a triangular shaped mouth with a V-shaped, long pointed snout. They can get up to 15 feet long and are gray-green in color with yellow bellies.

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Habitat and shelter

Crocodiles are reptiles that are found in the rivers, lakes and tropical everglades. They like warm environments and so not like cold water. They can be located in the countries of Africa, Asia, Americas, and Australia.

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Food

Crocodiles are carnivores. They eat meat like crabs, fish, waterfowl, and small mammals. The eat stones which help them digest their food.

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Teeth

When their jaws are closed, you can see their lower teeth. The 4th tooth of the crocodile sticks out when its mouth is closed. When they lose a tooth, it is replaced by another one.

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Interesting Facts

There are many interesting facts about Crocodiles. They are good swimmers and they use their tails to guide them through the water. They paddle with their webbed feet. Their eyes and noses are raised on their heads, so they can breathe above the water. The ancestors of the crocodiles are over 200 millions years old!

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|NAME |DESCRIPTION |HABITAT/ |TEETH |FOOD |INTERESTING |

|PHYLUM/CLASS | |SHELTER | | |FACT |

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|NAME |DESCRIPTION |HABITAT/ |TEETH |FOOD |INTERESTING |

|PHYLUM/CLASS | |SHELTER | | |FACT |

| |Black and white |China/ mountain forestland |A few sharp teeth |Bamboo shoots and leaves |Very good eyesight |

|Panda |Thick, oily, woolly |Shelter: hollow trees/dens |Large molars/flat teeth to | | |

| |5-6 feet long |Lower altitude in winter |crush food | | |

|Mammal |Strong jaws/teeth | |42 teeth | | |

| |5 clawed fingers | | | | |

| |Extra bone like a thumb | | | | |

| |Long neck and legs |Africa: savannah |Front flat teeth on bottom |75 pounds of leaves, |World’s tallest animal |

| |Spotted pattern on fur | |jaw only |twigs, flowers and fruit |Live up to 25 years |

|Giraffe |2 5-inch knobs on top of head | |Top pad for crushing food |daily |Usually quiet but may |

| | | |Molars at back of mouth for | |moo, roar, snort, whistle and scream |

|Mammal | | |chewing | | |

| | | | | | |

| |Triangular shaped mouth; long |Africa, Asia, Americas, |Sharp teeth |Crabs, fish, waterfowl, |Tails guide them through water |

|Crocodile |pointed snout |Australia |Jaws closed you see lower |small mammals |Good swimmers with eyes/nose above |

| |Up to 15 feet long | |teeth | |water |

|Reptile |Gray-green |Rivers, lakes, wetlands |Lost teeth replaced by | |Webbed feet to paddle |

| |yellow-bellied | |another | | |

| |Bat-like pectoral fins |Muddy, sandy bottom bays |Teeth fused into plates |Clams, bony fish, mollusks|Sting only to protect themselves |

|Bat Ray |Round disk body |Kelp forests |Strong flat teeth |Crush shells, spit out, | |

| |Lobe-like snout |Coral reefs |Grow continuously like |eat soft fleshy parts |Cartilaginous spine, flexible body and |

|Cartilaginous fish |Three venomous barbs at base |Shelter in sand |shark’s teeth | |fins |

| |of tail |Camouflage in kelp | | | |

|Red-eyed Tree Frog |Smooth skin |tropical rainforest |Long sticky tongue |Insects |Lives in water (tadpole/gills) grows |

| |Colorful to camouflage |warm, wet areas |Flat teeth on upper jaw to |Worms |into (frog /lungs) to live on land |

|Amphibian |Bulging red eyes to scare away|moist leaves for shelter |grind food | |If skin dries out, it dies |

| |predators | | | | |

Aa Amphibian

ABC Book

Amphibian

Bat Ray

Camouflage

Desert

Exoskeleton

Forest

Giraffe

Herbivore

Insect

Jaws

Kelp

Lake

Mountain

Nocturnal

Omnivore

Predator

Quail

Reptile

Savannah

Tropical

Underground

Venomous

Webbed

EXtinct

Yak

Zoologist

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Mind Map

Habitat

Description

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Food

Interesting Fact

Teeth

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