Name of Unit: Mammal Adaptations - Be GLAD
Project GLAD
(Guided Language Acquisition Design)
Willamette ESD Consortium (Oregon)
North Santiam, Dallas, Central School Districts
Amy Erwin, Shealon Cooper, Denise Duran
Terri Hethorn, Claudette Garcia, Penelope Freeburg
Mammal Adaptations
(Level-3)
IDEA PAGES
I. UNIT THEME
• Mammals have basic needs.
Food
Shelter
Protection
• Mammals live in habitats that meet their basic needs
• Mammals adapt to their changing biomes
• Adaptations used depend on the food supply &/or anatomy of the animal
• Various cultures have legends/folktales explaining animal adaptations.
II. FOCUS/ MOTIVATION
• Big Books
• Inquiry Chart
• Observation Charts
• Poems, chants
• Read aloud (see resources list)
• Picture file cards
• Realia
• Cognitive Content Dictionary with Signal Word
III. CLOSURE
• Process all charts
• Personal exploration
• Team exploration
• Teacher/Student made assessment tests
• Assessment of learning logs
IV. SCIENCE CONCEPTS
- Based on Benchmark 1 (Grade 3) Oregon Standards
Science
CCG: Organisms: Understand the characteristics, structure, and functions of organisms.
• SC.03.2.A.1(1) Recognize characteristics that are similar and different between organisms.
• SC.03.2.A.1(2) Describe the basic needs of living things.
CCG: Heredity: Understand the transmission of traits in living things.
• SC.03.2.B.1(1) Describe how related plants and animals have similar characteristics.
CCG: Diversity/Interdependence: Understand the relationships among living things and between living things and their environments.
• SC.03.2.C.1(1) Describe a habitat and the organisms that live there.
• SC.03.2.C.1(2) Identify how some animals gather and store food, defend themselves, and find shelter.
V. SOCIAL SCIENCE CONCEPTS
-Based on Benchmark 1 (Grade 3) Oregon Standards
CCG: Understand the spatial concepts of location, distance, direction, scale, movement, and region.
• SS.03.3.0.1(1) View and draw simple maps and pictures to locate, describe, and show movement among places.
CCG: Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
• SS.03.3.0.2(1) Understand the purpose of maps, globes, and other geographic tools.
CCG: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
• SS.03.3.0.4(1) Identify physical characteristics of places and compare them.
CCG: Understand how people and the environment are interrelated.
• SS.03.3.0.8(1) Understand how peoples' lives are affected by the physical environment.
VI. ENGLISH LANGUAGE ARTS and ENGLISH LANGUAGE PROFICIENCY STANDARDS
- Based on Benchmark 1 (Grade 3) Oregon Standards
Reading
CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.
• E.03.1.C.1(1) Read regular words with several syllables.
• E.03.1.C.1(4) Read aloud grade-level narrative (story) text and expository (information) text fluently and accurately with appropriate pacing, change in voice, and expression.
• E.03.1.C.1(6) Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.
CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.
• E.03.1.D.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.
• E.03.1.D.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.
• E.03.1.D.1(3) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Draw upon a variety of comprehension strategies as needed-re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.
• E.03.1.D.1(4) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Point to or clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.
CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.
• E.03.1.E.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.
• E.03.1.E.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.
• E.03.1.E.1(5) Categorize words by their relationships (e.g., dog/mammal, animal/living things).
CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.
• E.03.1.F.1(3) Interpret information from diagrams, charts, and graphs.
CCG: Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas.
• E.03.1.G.1(1) Demonstrate comprehension by identifying answers to questions about the text.
• E.03.1.G.1(2) Distinguish the main idea and supporting details in informational text.
• E.03.1.G.1(4) Summarize major points from informational text.
Literature
CCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.
• E.03.2.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature-including poetry, fiction, non-fiction, and drama-from a variety of cultures and time periods.
• E.03.2.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through discussions.
CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.
• E.03.2.B.1(2) Distinguish the order of events or a specific event from a sequence of events.
Writing
CCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas.
• E.03.3.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Find ideas for writing stories and descriptions through various sources, including conversations with others, and in books, magazines, textbooks, or on the Internet.
• E.03.3.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
• E.03.3.A.1(3) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With some guidance, use all aspects of the writing process (e.g., prewriting, drafting, conferencing, revising, editing) in producing compositions and reports.
• E.03.3.A.1(4) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.
• E.03.3.A.1(5) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With assistance, revise writing for others to read improving the focus and progression of ideas.
• E.03.3.A.1(6) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With guidance, proofread one's own writing, as well as that of others, using, for example, an editing checklist or list of rules.
• E.03.3.A.1(7) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Present and discuss own writing with other students, and respond helpfully to other students' compositions.
CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.
• E.03.3.B.1(2) Create a single paragraph with a topic sentence, simple supporting facts and details, and a concluding sentence.
• E.03.3.B.1(4) Begin to elaborate descriptions and incorporate figurative wording in own writing.
• E.03.3.B.1(3) Use vivid adjectives and action verbs.
• E.03.3.B.1(5) Write correctly complete sentences of statement, command, question or exclamation.
CCG: Conventions: Spelling: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
• E.03.3.C.1(6) Spell correctly previously studied words and spelling patterns in own writing.
• E.03.3.C.1(7) Notice when words are not correct, and use a variety of strategies to correct (e.g., word lists, dictionary).
CCG: Conventions: Grammar: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
• E.03.3.D.1(3) Correctly use pronouns (it, him, her), adjectives (yellow flower, three brown dogs), compound nouns (football, snowflakes), and articles (a, an, the).
CCG: Writing Modes: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
• E.03.3.H.1(1) Personal Narrative
• E.03.3.H.1(3) Expository
CCG: Writing Applications: Expository Writing (K-3): Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
• E.03.3.J.1(3) Write brief reports:
o Include observations and information from two or more sources.
o Use diagrams, charts, or illustrations that are appropriate to the text.
• E.03.3.J.1(4) Write brief responses to literary text:
o Include what the text is about.
o Include personal response to text supported by reasons.
Speaking and Listening
• E.03.4.B.1(2) Connect and relate prior experiences, insights, and ideas to those of a speaker (e.g., through mapping, graphic organization).
• E.03.4.B.1(3)Answer questions completely and with appropriate elaboration.
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|3 |Participates in group |Participates in pre-writing |Plans writing using |Uses all aspects of the|Uses all aspects of the |With some guidance, use|
| |pre-writing experiences. |and drafting simple |simple graphic |writing process (except|writing process in the |all aspects of the |
| |Copies the initial organizer.|compositions on a given |organizers. Checks |editing) to produce |context of a structure |writing process (e.g., |
| | |familiar topic. |punctuation and |simple compositions and|provided by the teacher |prewriting, drafting, |
| | | |initial |reports, with |to produce compositions |conferencing, revising,|
| | | |capitalization. |step-by-step teacher |and reports. |editing) in producing |
| | | | |support. | |compositions and |
| | | | | | |reports. |
|4 |Dictates work and phrase to |Uses student version of the |Uses student version |Uses student version of|Uses student version of |Use a scoring guide to |
| |teacher; copies correct |scoring guide to review |of the scoring guide |the scoring guide to |the scoring guide to |review, evaluate, and |
| |version. |writing for conventions with|to review for |review for ideas and |review writing for |revise writing for |
| | |teacher support. |organization. |content with teacher |meaning and clarity; |meaning and clarity. |
| | | | |support. |evaluates and makes | |
| | | | | |revisions. | |
|5 |Arranges or corrects the |Revises a student-authored |Revises a |Identifies changes that|Makes simple revisions |With assistance, revise|
| |order of a series of pictures|story for progression of |student-authored story|could improve focus and|to improve focus and |writing for others to |
| |to tell a story in an order |ideas from teacher feedback.|for focus from teacher|progression of ideas in|progression of ideas |read improving the |
| |that makes sense. | |feedback. |writing from teacher |based on feedback from |focus and progression |
| | | | |feedback. |teacher and/or peers. |of ideas. |
|CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. |
|Prof|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|icie| | | | | | |
|ncy | | | | | | |
|Leve| | | | | | |
|l | | | | | | |
|Desc| | | | | | |
|ript| | | | | | |
|ors | | | | | | |
| |Students demonstrate minimal |Students demonstrate |Students demonstrate good |Students demonstrate |Students comprehend |English Language Arts |
| |comprehension of general |increased comprehension |comprehension of general |consistent |general and implied |Standards |
| |meaning; gain familiarity |of general meaning and |meaning and increased |comprehension of |meaning, including | |
| |with the sounds, rhythms and |some specific meaning. |comprehension of specific |general meaning and |idiomatic and figurative| |
| |patterns of English. Early |They use routine |meaning. They respond in |good understanding of |language. Students | |
| |stages show no verbal |expressions independently|more complex sentences |implied meaning. They |initiate and negotiate | |
| |responses while in later |and respond using phrases|with more detail using |sustain conversation, |using appropriate | |
| |stages one or two word |and simple sentences, |newly acquired vocabulary |respond with detail in |discourse, varied | |
| |responses are expected. |which include a subject |to experiment and form |compound and complex |grammatical structures | |
| |Students respond in single |and predicate. Students |messages. (The brown bear |sentences, actively |and vocabulary, use | |
| |words and phrases, which may |show basic errors in |lived with his family in |participate using more |conventions for formal | |
| |include subject or a |speech. (The bear is |the forest.) |extensive vocabulary, |and informal language. | |
| |predicate. Many speech errors|brown. He is eating.) | |use standard grammar |(Would you like me to | |
| |are observed. (bear, brown) | | |with few random errors.|bring pictures of the | |
| | | | |(Can bears live in the |bear that I saw last | |
| | | | |forest if they find |summer?) | |
| | | | |food there?) | | |
|1 |Participates in classroom |Draws from classroom |Finds ideas for writing |Finds ideas for writing|Finds ideas for writing |Find ideas for writing |
| |content area experiences and |content area experiences |stories and descriptions |stories and |stories from sources, |stories and |
| |in developing organizers that|as a source for ideas for|through content area |descriptions through |including conversations,|descriptions through |
| |will outline stories. |writing stories with |experiences, |content area |books, magazines, |various sources, |
| | |guidance. |illustrations, and the |experiences, |textbooks, the Internet,|including conversations|
| | | |Internet with guidance. |illustrations, text, |and content area |with others, and in |
| | | |Uses text as a source of |and the Internet. |experiences such as |books, magazines, |
| | | |ideas. | |science inquire. |textbooks, or on the |
| | | | | | |Internet. |
|2 |Understands what is taking |Participates in |Uses phrases and short |Brainstorms, lists, and|Brainstorms, lists, and |Discuss ideas for |
| |place during brainstorming |brainstorming ideas for |sentences to participate |shares ideas for |shares ideas for |writing, use diagrams |
| |activities while teacher uses|writing about a given |in brainstorming with a |writing in a variety of|writing. |and charts to develop |
| |illustrations, gestures, to |topic using words and |group. Begins to use |group settings |Uses graphic organizers.|ideas, and make a list |
| |help the beginner speaker. |phrases. |simple graphic organizers |(partners, small or | |or notebook of ideas. |
| | | |(web, list) to display |large groups). | | |
| | | |ideas. |Uses simple graphic | | |
| | | | |organizers. | | |
|2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and |
|purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among|
|ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning |
|(1996 Sentence Structure). |
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Observes/attends to a class|Participates in an |Participates in an |Writes for a specific |Writes for a specific |Write appropriately for|
| |writing activity, writing |interactive writing |interactive writing |audience and/or purpose |audience and/or purpose.|purpose and audience. |
| |for a specific audience or |project, to produce a |project, to produce a |with teacher support. | | |
| |purpose; copies the |letter or story for a |letter or story for a | | | |
| |finished product. |specific audience, |specific audience. | | | |
| | |contributing single words | | | | |
| | |or short phrases. | | | | |
|2 |Views illustrations and |Participates in group |Brainstorms details about|Uses a graphic organizer|Uses a graphic organizer|Create a single |
| |copies the caption. |activities listing and/or |a main idea in a guided |to order a list of facts|to develop a main idea |paragraph with a topic |
| | |categorizing ideas or facts|group activity. Uses a |or details, to compose |and facts or details; |sentence, simple |
| | |pertaining to a given |graphic organizer to |sentences about a topic |writes a paragraph with |supporting facts and |
| | |topic. |order the information to |or main idea. Uses the |a beginning, middle, and|details, and a |
| | | |be included in |sentences to form a |end. |concluding sentence. |
| | | |group-composed paragraph.|simple paragraph. | | |
|3 |Dramatizes action verbs |Uses high frequency |Participates in |Revises own or other’s |Uses a classroom word |Use vivid adjectives |
| |with teacher support. |adjectives to describe an |large-group, |writing, adding |bank, or list of |and action verbs. |
| | |illustration. |teacher-guided |adjectives working with |synonyms to add | |
| | | |description writing |a partner or in a group.|adjectives and action | |
| | | |and/or word-substitution | |verbs to own writing. | |
| | | |activities. | | | |
|4 |Listens to stories that |Listens and attends to |Uses a given pattern or |Creates similes or other|Elaborates descriptions |Begin to elaborate |
| |incorporate figurative |stories and group |structure to create |figurative expressions |and incorporates |descriptions and |
| |language. |activities in which |figurative language as a |using a given pattern or|figurative wording in |incorporate figurative |
| | |figurative language is used|group. |a structure. |own writing with teacher|wording in own writing.|
| | |according to an established| | |support. | |
| | |pattern. | | | | |
|5 |Identifies ending |Participates in interactive|Writes simple sentences |Uses simple statements, |Uses statements, |Write correctly |
| |punctuation marks (i.e. |writing activities, writing|of statement, command, |questions, commands and |questions, commands and |complete sentences of |
| |period, question mark, and |statements, commands, |question, and |exclamations in writing.|exclamations in writing.|statement, command, |
| |exclamation point). |questions and exclamations.|exclamation. | | |question, or |
| | | | | | |exclamation. |
Spelling
|3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct |
|spelling, grammar, punctuation, capitalization….”). |
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Copies one-syllable and |Copies and pronounces |Spells correctly |Spells correctly |Spells correctly |Spell correctly |
| |repeats consonant-vowel- |one-syllable words that have |one-syllable words |one-syllable words that|one-syllable words that |one-syllable words that have |
| |consonant (CVC) words. |blends or a silent letter. |that have blends. |have blends and common |have blends and common |blends (play, blend) or a |
| | | | |sight words. |sight words that have a |silent letter (walk); |
| | | | | |silent letter. | |
|2 |Copies and repeats |Participates in group writing |Practices forming |Uses the most common |Spells common |Contractions (isn’t, aren’t, |
| |contractions. |activities where common |contractions with |contractions in writing|contractions correctly. |can’t); |
| | |contractions are included. |teacher support. |(i.e. isn’t, aren’t, | | |
| | | | |can’t, I’m, don’t). | | |
|3 |Copies phrases that |Writes simple sentences using |Uses common compound|Uses the most common |Uses correctly common |Compounds; |
| |include compound words. |preselected compound words |words in group |compound words (e.g. |compound words in | |
| | |(i.e. snowman, bookmark). |writing and teacher |into, something, |writing. | |
| | | |directed lessons. |nothing, anything) in | | |
| | | | |writing. | | |
|4 |Labels illustrations with|Copies and illustrates words |Demonstrates |Participates in |Uses correctly common |Common spelling patterns |
| |“y to ies” pluralization |with “y to ies” pluralization.|spelling patterns |teacher-directed and/or|spelling in high |(qu-, changing win to |
| |with teacher support. | |awareness of common |group writing |frequency words. |winning, and changing the |
| | | |(i.e. “qu”, “y to |activities where focus | |ending of a word from –y to |
| | | |ies” pluralization) |is on common spelling | |–ies to make a plural, such |
| | | |in group writing |patterns. | |as berry/berries); and |
| | | |activities. | | | |
|5 |Practices and illustrates|Practices and illustrates |Practices using only|Uses some of the most |Uses the most common |Common homophones (words that|
| |homophones with teacher |homophones. |the most common |common homophones in |homophones in writing. |sound the same but have |
| |support. | |homophones (i.e. to,|writing. | |different spellings, such as |
| | | |two; there, their; | | |hair/hare). |
| | | |here and hear) in a | | | |
| | | |guided activity. | | | |
|6 |Copies high frequency |Applies sound- letter |Participates in |Uses spelling patterns |Spells correctly |Spell correctly previously|
| |classroom words. |correspondence to invented |group activities |in invented spelling. |familiar words. |studied words and spelling|
| | |spelling. |focusing on word |Spells some sight words| |patterns in own writing. |
| | | |families. Spells |correctly. | | |
| | | |some sight words | | | |
| | | |correctly. | | | |
|7 |Spells own name |Uses invented spelling. |Recognizes correct |Uses spelling reference|Detects most spelling |Notice when words are not |
| |correctly; copies | |spelling of high |material to check |errors in own writing; |correct, and use a variety|
| |environmental print | |frequency sight |familiar words, and |uses spelling reference |of strategies to correct |
| |correctly. | |words. |high frequency words. |material to correct. |(e.g., word lists, |
| | | | | | |dictionary). |
Grammar
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Copies group writing to |Practices subject/verb |Writes simple sentences |Uses subjects and verbs |Uses subjects and verbs|Use subjects and verbs that |
| |practice correct subject |agreement in group |with subject/verb |that are in agreement. |that are in agreement, |are in agreement (we are |
| |and verb agreement. |writing activities or |agreement. Practices | |including collective |instead of we is). |
| | |directed writing. |subject/verb agreement | |nouns. | |
| | | |with collective nouns in | | | |
| | | |guided group writing. | | | |
|2 |Labels illustrations or |Uses present tense in |Uses past, present, and |Uses correct tenses in |Uses verb forms |Correctly use past (he |
| |action verbs. |group writing activities.|future tenses in |independent writing. |correctly in context. |talked), present (he talks),|
| | | |group/guided writing | | |and future (he will talk) |
| | | |activities. | | |verb tenses. |
|3 |Labels illustrations with|Uses pronouns and common |Uses pronouns and |Uses pronouns, |Uses correctly |Correctly use pronouns (it, |
| |common adjectives |adjectives (colors, |compound nouns in |adjectives, and compound |pronouns, adjectives, |him, her), adjectives |
| |(colors, number, and |number, size) in |writing. |nouns correctly in |familiar compound |(yellow flower, three brown |
| |size). |group/guided writing | |writing. |nouns, and articles. |dogs), compound nouns |
| | |activities. | | | |(football, snowflakes), and |
| | | | | | |articles (a, an, the). |
|4 |Copies labels on |Identifies singular |Writes simple sentences |Uses singular possessive |Uses and identifies |Identify and correctly write|
| |illustrations that show |possessive nouns in |using singular possessive|in writing in group |singular possessive |singular possessive nouns |
| |singular possessive |writing. |nouns in group guided |activities and identifies|nouns. |(dog’s tail). |
| |nouns. (i.e. a girl and a| |activities. |singular possessive | | |
| |book ( the girl’s book). | | |nouns. | | |
Punctuation
|1 |Copies a simple date |Writes the date in a |Uses commas for items in |Uses commas correctly |Uses commas in dates |Use commas in dates (On June|
| |sentence or address. |sentence, uses commas for|a series in group/guided |when writing the date. |and for items in a |24, 2003, she’ll be nine.), |
| |(i.e. Today is Thursday, |items in a series. |writing activities. |Begins to use commas in a|series. Uses commas in |locations (Salem, Oregon), |
| |July 10, 2003.). | |Writes a simple date |series in writing. |locations and |and addresses (421 Coral |
| | | |sentence. |Writes own address |unfamiliar addresses. |Way, Miami, FL), and for |
| | | | |correctly. | |items in a series (beans, |
| | | | | | |corn, cucumbers, and |
| | | | | | |squash). |
|2 |Practices placing |Copies simple sentences |Inserts quotation marks |Inserts quotation marks |Approximates correct |Approximate correct use of |
| |quotation marks around |that include quotation |in text to show that |in text to show that |use of quotation marks |quotation marks to show that|
| |phrases. |marks (i.e. Tom says, |someone is speaking in |someone is speaking. |to show that someone is|someone is speaking (“You |
| | |“hi”). |group guided activity. | |speaking. |may go home now,” she |
| | | | | | |said.). |
Capitalization
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Copies geographical names|Begins to use capitals |Uses capitalization of |Uses capitalization of |Uses correct |Capitalize correctly |
| |and holidays correctly. |with teacher support. |familiar geographical |familiar geographical |capitalization for |geographical names, |
| | | |names and holidays in |names and holidays in own|familiar geographical |holidays, and special events|
| | | |simple sentences. |writing. |names, holidays, and |(We always celebrate |
| | | | | |special events. |Memorial Day by gathering at|
| | | | | | |the Rose Garden in Portland,|
| | | | | | |Oregon). |
Writing
GRADE 3
WRITING MODES
|4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (e.g., journals, essays, short stories, poems, research |
|reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). |
|1 |Uses pictures to tell |Develops a narrative |Writes a personal |Writes a personal |Writes a personal |Personal Narrative |
| |about a personal |about a shared experience|narrative using simple |narrative relating events |narrative; includes | |
| |experience. |with guidance or in a |sentences. |in sequence, with a few |details. | |
| | |group. | |details and descriptive | | |
| | | | |words. | | |
|2 |Tells a story with |Participates in group to |Writes a fictional |Writes a fictional story |Writes a fictional |Fictional Narrative |
| |pictures. |develop a fiction story. |story using simple |using some details and a |narrative, including |(Imaginative) |
| | | |sentences. |few descriptive words. |descriptions and | |
| | | | | |details. | |
|3 |Uses captions and |Uses pictures, words and |Writes simple sentences|Develops main ideas on a |Writes an expository |Expository |
| |drawings to show |short phrases to |about a given |given nonfiction topic |composition about a | |
| |information. |participate in group |nonfiction topic. |using limited academic |given topic; develops | |
| | |writing activities to | |language, details and |main ideas; includes | |
| | |develop a simple | |descriptions. |some supporting details | |
| | |expository paragraph. | | |using academic language.| |
Narrative Writing
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|2 |Uses drawings to show|Uses pictures, words and |Writes important details |Uses details to support |Uses details to support |Use details to support |
| |a main idea. |short phrases to list |about a main idea; uses |main ideas on a given |the main idea; uses |the main idea. |
| | |details that support a |simple sentences. |topic using academic |academic language. | |
| | |main idea in a guided, | |language, details and | | |
| | |teacher-directed activity.| |descriptions. | | |
|3 |Draws a thank-you |Uses single words, short |Writes simple letters, |Writes letters, thank-you |Writes letters, thank-you|Write letters, thank-you |
| |note; copies an |phrases and/or pictures, |thank-you notes, and |notes, and invitations; |notes and invitations |notes, and invitations: |
| |invitation. |to participate in a |invitations; uses simple |uses simple and more |using appropriate |With assistance, |
| | |teacher-guided group |sentences. |complex sentence |vocabulary. |determine the knowledge |
| | |activity, writing a | |structure. | |and interests of the |
| | |thank-you note or | | | |audience and establish a |
| | |invitation. | | | |purpose and context. |
|4 |Copies the date onto |Uses single words, short |Uses a template to write |Writes letters, and |Writes letters, thank-you|Include the date, proper |
| |a picture drawn as a |phrases and/or pictures to|a letter, thank-you note,|thank-you notes; includes |notes and invitations |salutation, body, |
| |thank-you note; signs|participate in |or invitation; includes |date, salutation, body and|using date, proper |closing, and signature. |
| |the picture. |teacher-guided, group |date, salutation, body, |signature. |salutation, body, | |
| | |writing of a thank-you |closing and signature. | |closing, and signature. | |
| | |note, letter, or | | | | |
| | |invitation. | | | | |
|5 |Draws a picture about|Participates in |Participates in writing |Selects and uses |Selects and uses |Write brief reports: |
| |a given topic based |teacher-directed activity |about a given topic, |observations and |observations and |Include observations and |
| |on observations |using two or more sources |using information from |information from two or |information from two or |information from two or |
| |(watching experiment,|to locate and list |two or more sources in |more sources to write a |more sources to write a |more sources. |
| |picture book, |information on a given |teacher-guided activity. |brief report. |brief report. | |
| |demonstration). |topic using key words and | | | | |
| | |sentences. | | | | |
|6 |Illustrates the |Participates in a directed|Selects an illustration |Creates an illustration, |Uses diagrams, charts, or|Use diagrams, charts, or |
| |topic. |group activity, selects or|or diagram or chart to |or develops a simple |illustrations that |illustrations that are |
| | |develops a diagram, chart |support the text with |diagram or chart to |support the text. |appropriate to the text. |
| | |or illustration, |teacher support. |support the text with | | |
| | |appropriate to a given | |teacher support. | | |
| | |topic. | | | | |
|7 |Draws a picture to |Uses words or short |Writes simple sentences |Writes about the meaning |Writes a brief response |Write brief responses to |
| |express his/her own |phrases to participate in |about the content of a |of a text using vocabulary|to literary text; |literary text: Include |
| |understanding of the |group writing about the |text. |from the text. |includes main ideas. Uses|what the text is about. |
| |content. |content of a text. | | |appropriate vocabulary. | |
|8 |Responds to text |Uses a prescribed sentence|Uses a prescribed |Locates examples from the |Writes a brief personal |Include personal response|
| |through gestures or |pattern to express |sentence pattern to |text that support |response to a text. |to text supported by |
| |illustrations. |personal opinion about or |express personal opinion |student’s personal |Includes examples from |reasons. |
| | |reaction to the text; |about or reaction to the |reaction with teacher |the text, and/or other | |
| | |gives reason for opinion |text; gives reason for |support. |information to support | |
| | |or reaction in a group, |opinion or reaction. | |opinion. | |
| | |teacher-guided activity. | | | | |
Writing
GRADE 3
WRITING STRATEGIES
|5. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources and using effective research |
|processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports). |
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Arranges and locates |Locates information on a |Gathers information about |Uses table of contents |Uses index, table of |Research Report Writing |
| |words in alphabetical |given topic using |a topic from various |or index to find |contents or alphabetical|Understand the structure |
| |order. Locates items in a|illustrated materials. |illustrated printed |information with |order to locate |and organization of |
| |picture dictionary. | |resources. Locates a given|teacher support. |information in a |various reference |
| | | |topic in a table of |Locates words or topics|dictionary, |materials (e.g., |
| | | |contents. Uses |in a dictionary or |encyclopedia, or other |dictionary, thesaurus, |
| | | |alphabetical order to |encyclopedia. |reference book. |atlas, encyclopedia, CD |
| | | |locate words in a | |Uses links within a |ROM, and online sources). |
| | | |dictionary. | |website or CD-ROM to | |
| | | | | |locate information. | |
|1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, |
|audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and |
|transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language). |
|Profi|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|cienc| | | | | | |
|y | | | | | | |
|Level| | | | | | |
|Descr| | | | | | |
|iptor| | | | | | |
|s | | | | | | |
|1 |Responds through |Responds with one or two |Organizes ideas in a |Lists major points using |Sequences main points using|With guidance, organize |
| |drawings and actions. |words and familiar |simple chronological |limited academic |some academic language. |ideas sequentially or |
| | |phrases. |order on a familiar |language; uses phrases | |around major points of |
| | | |topic; uses visual aids |and sentences to express | |information. |
| | | |and short phrases. |main ideas on a familiar | | |
| | | | |topic. | | |
|2 |Uses drawings or other |Identifies details about |Identifies main idea and |Tells a story using |Tells a story that has a |Provide a beginning, |
| |visual aids to sequence|events or experiences in |details in phrases and |simple sentences. |central idea and supporting|middle, and end, including|
| |events. |sequence using single |short sentences using a | |details. |concrete details that |
| | |words, short phrases and |visual organizer. | | |develop a central idea. |
| | |visual aids. | | | | |
|3 |Uses a picture or |Uses gestures and more |Uses illustrations to |Uses props (e.g., |Chooses props (e.g., |With assistance, clarify |
| |drawing to illustrate a|than one drawing or |present ideas in |objects, pictures, |objects, pictures, charts, |and enhance oral |
| |topic. |picture to help |sequence. |charts) to show a main |diagrams) to show main |presentations through the |
| | |explain/describe the | |idea following a familiar|ideas with guidance. |use of appropriate props |
| | |topic. | |structure with guidance. | |(e.g., objects, pictures, |
| | | | | | |charts). |
FOCUS AND ORGANIZATION
|4 |Listens to oral |Communicates meaning |Uses phrases and short |Uses phrases and short |Uses appropriate academic |Use clear and specific |
| |presentations that have|through facial |sentences to communicate |sentences including some |vocabulary along with |vocabulary to communicate |
| |a variety of purpose |expressions and gestures |about a topic. |vocabulary specific to |facial expressions and |and, with assistance, |
| |and tone. |as well as simple words | |the topic. |gestures to communicate the|establish the tone. |
| | |and short phrases. | | |central ideas. | |
Speaking
Grade 3
Speaking
GRADE 3
DELIVERY
|2. CCG (K-12): Demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). |
|Profi|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|cienc| | | | | | |
|y | | | | | | |
|Level| | | | | | |
|Descr| | | | | | |
|iptor| | | | | | |
|s | | | | | | |
|1 |Listens to speakers who are |Uses appropriate |Uses appropriate |Practices intonation to |Practices intonation to |Use appropriate |
| |using appropriate intonation|intonation in phrases |intonation for |emphasize certain words or|emphasize important ideas. |intonation and vocal |
| |and vocal patterns in a |and sentences, |questions and |phrases in a sentence. | |patterns to emphasize |
| |variety of situations. |including questions. |statements. | | |important points. |
|2 |Looks toward speaker. |Looks toward speaker; |Looks toward the |Looks toward audience most|Looks toward the audience |Maintain good eye |
| | |responds with |audience some of the |of the time while |while speaking. |contact while |
| | |appropriate facial |time while speaking. |speaking. | |speaking. |
| | |expression. | | | | |
Speaking
GRADE 3
ANALYSIS
|3. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in written, oral, visual, and multi-media communications across the |
|subject areas (1996 Analysis). |
|Profi|Beginning |Early Intermediate |Intermediate | Early Advanced |Advanced |Proficient |
|cienc| | | | | | |
|y | | | | | | |
|Level| | | | | | |
|Descr| | | | | | |
|iptor| | | | | | |
|s | | | | | | |
|1 |Listens to a variety of|Listens to a variety of |Identifies key words |Recognizes statements |Compares/contrasts the |Distinguish between the |
| |speakers. |speakers. Responds with |that indicate opinion |of opinion and compares|speaker’s opinions to |speaker’s opinions and |
| | |drawings and simple phrases. |from previously |them to facts. |facts. |verifiable facts. |
| | | |introduced list of | | | |
| | | |words. | | | |
LISTENING
Grade 3
|1. CCG (K-12): Listen critically and respond appropriately across the subject areas. |
|Prof|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|icie| | | | | | |
|ncy | | | | | | |
|Leve| | | | | | |
|l | | | | | | |
|Desc| | | | | | |
|ript| | | | | | |
|ors | | | | | | |
|1 |Listens to a speaker. |Retells what a speaker said |Retells what a speaker |Retells what a speaker |Retells by a speaker and |Retell in own words|
| | |using pictures, single words|said using sentences. |said using both compound |states the speaker’s main|and explain what |
| | |or short phrases. | |sentences. |ideas using content |has been said by a |
| | | | | |appropriate vocabulary. |speaker. |
|2 |Identifies a speaker’s |Uses pictures, gestures, |Identifies prior |Identifies a speaker’s |Compares and contrasts |Connect and relate |
| |topic using pictures or |words and short phrases to |experiences that relate |ideas and similar ideas |prior experiences with |prior experiences, |
| |gestures. |relate personal experiences |to speaking topic using |using graphic organizers |those of a speaker using |insights, and ideas|
| | |to the speaker’s topic. |gestures and words. |for comparison. |graphic organizers. |to those of a |
| | |Identifies a prior | | | |speaker (e.g., |
| | |experience that relates to a| | | |through mapping, |
| | |speaker’s topic using | | | |graphic |
| | |pictures or gestures. | | | |organization). |
|3 |Uses gestures and actions |Answers social questions |Responds to social |Responds to social and |Answers social questions |Answer questions |
| |to respond to questions |with single words or short |questions using short |academic questions; |completely and with |completely and with|
| |he/she understands. |phrases. |phrases and sentences. |includes more information |elaboration; answers |appropriate |
| | | | |when questioned about |academic questions using |elaboration. |
| | | | |details (e.g., uses |content appropriate | |
| | | | |academic language when |vocabulary and some | |
| | | | |prompted by the teacher). |detail. | |
|4 |Connects objects with |Identifies word patterns. |Identifies word patterns |Identifies word patterns, |Identifies the sound |Identify the sound |
| |thesounds they make; | |and repeated sounds. |repeated sounds and |elements of literary |elements of |
| |participates in choral | | |rhymes. |language, including |literary language, |
| |reading of poems and | | | |rhymes, repeated sounds, |including rhymes, |
| |familiar stories. | | | |and instances of naming |repeated sounds, |
| | | | | |something by using a |and instances of |
| | | | | |sound associated with it |naming something by|
| | | | | |(such as hiss or buzz). |using a sound |
| | | | | | |associated with it |
| | | | | | |(such as hiss or |
| | | | | | |buzz). |
READING
GRADE 3
DECODING AND WORD RECOGNITION
|1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, |
|pronounce…words in text by using phonics). |
|Prof|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|icie| | | | | | |
|ncy | | | | | | |
|Leve| | | | | | |
|l | | | | | | |
|Desc| | | | | | |
|ript| | | | | | |
|ors | | | | | | |
|1 |
|Profi|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|cienc| | | | | | |
|y | | | | | | |
|Level| | | | | | |
|Descr| | | | | | |
|iptor| | | | | | |
|s | | | | | | |
| |
|1 |
|Profi|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|cienc| | | | | | |
|y | | | | | | |
|Level| | | | | | |
|Descr| | | | | | |
|iptor| | | | | | |
|s | | | | | | |
|1 |
|Prof|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|icie| | | | | | |
|ncy | | | | | | |
|Leve| | | | | | |
|l | | | | | | |
|Desc| | | | | | |
|ript| | | | | | |
|ors | | | | | | |
| | | | | | | |
|1 |
|Prof|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|icie| | | | | | |
|ncy | | | | | | |
|Leve| | | | | | |
|l | | | | | | |
|Desc| | | | | | |
|ript| | | | | | |
|ors | | | | | | |
|1 |
|Prof|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|icie| | | | | | |
|ncy | | | | | | |
|Leve| | | | | | |
|l | | | | | | |
|Desc| | | | | | |
|ript| | | | | | |
|ors | | | | | | |
|1 |
|Proficiency Level Descriptors |
|Level Descriptors |
|Proficiency Level Descriptors |
|Profi|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|cienc| | | | | | |
|y | | | | | | |
|Level| | | | | | |
|Descr| | | | | | |
|iptor| | | | | | |
|s | | | | | | |
|1 |Recogni|Recognizes similarities in |Con|Connects |Con|Connect and compare |
| |zes the|characters and/or events in two |nec|and |nec|similarities in characters |
| |same |stories based on illustrations and |ts |compares |ts |and events across stories. |
| |charact|simple text. |and|similaritie|and| |
| |er in | |com|s in |com| |
| |more | |par|characters |par| |
| |than | |es |and events |es | |
| |one | |cha|in a new |sim| |
| |story | |rac|story and |ila| |
| |based | |ter|familiar |rit| |
| |on | |s |stories |ies| |
| |illustr| |and|with |in | |
| |ations.| |eve|teacher |cha| |
| | | |nts|guidance. |rac| |
| | | |in | |ter| |
| | | |a | |s | |
| | | |new| |and| |
| | | |sto| |eve| |
| | | |ry | |nts| |
| | | |and| |acr| |
| | | |a | |oss| |
| | | |fam| |sto| |
| | | |ili| |rie| |
| | | |ar | |s. | |
| | | |sto| | | |
| | | |ry | | | |
| | | |in | | | |
| | | |a | | | |
| | | |tea| | | |
| | | |che| | | |
| | | |r | | | |
| | | |dir| | | |
| | | |ect| | | |
| | | |ed | | | |
| | | |act| | | |
| | | |ivi| | | |
| | | |ty.| | | |
|A Dolphin is Not A Fish | |Betsy Chessen | |1998 | |Scholastic |
|A Platypus, Probably | |Sneed B. Collard III | |2005 | |Charlesbridge |
|About Mammals | |Cathryn Sill | |1997 | |Peachtree Publishers |
|About Marsupials | |Cathryn Sill | |2006 | |Peachtree Publishers |
|Animal Behavior: Hibernation | |John Stidworthy | |1993 | |Shooting Star |
|At Home In the Rainforest | |Diane Willow | |1991 | |Charlesbridge |
|Baby Animals | |Cary Jordan | |1996 | |Willowisp |
|Bats | |Seymore Simon | |2005 | |SeaStar |
|Bats At the Beach | |Brian Lies | |2006 | |Houghton Mifflin |
|Beaver Stream | |Marilyn Holmer | |1994 | |Soundprints |
|Busy Beaver | |Susan Canizares | |1998 | |Scholastic |
|Coyote Stories For Children | |Susan Strauss | |1991 | |Beyond Words |
|Dangerous Mammals | |Missy Allen | |1993 | |Chelsea |
|Desert Animals | |Luise Woelflein | |1993 | |Scholastic |
|Forest Animals | |Francine Galko | |2003 | |Heinemann |
|How Bats See In the Dark | |Malcolm Penny | |1997 | |Benchmark Books |
|How Rabbit Tricked Otter | |Gayle Ross | |2005 | |Parabola Books |
|I Can Read About Manatees | |Janet Palazzo-Craig | |2001 | |Troll |
|Ice Age Mammals of North | |Ian Lang | |2002 | |Mountain Press |
|If You Were My Baby | |Fran Hodgkins | |2005 | |Dawn |
|Look Inside A Rainforest | |Alexandra Fisher | |1993 | |Grosset |
|Mammal DK E.guides | |DK Publishing | |2005 | |DK Children |
|Mammals: Eyewitness | |Steve Parker | |1989 | |Knoff |
|Meat-eating Marsupials | |Erin Pembrey-Swan | |2002 | |Franklin Watts |
|Native American Animal Stories | |Joeseph Bruchac | |1992 | |Fulcrum Publishing |
|Opossums | |William John Ripple | |2006 | |Pebble |
|Opossums Nature Books | |Sandra Lee | |1998 | |Child's World |
|Out In the Night | |Karen Liptak | |1989 | |Harginger House |
|Pipaluk And the Whales | |John Himmelman | |2002 | |National Geographic |
|Platypus | |Joan Short | |1997 | |Mondo Publishing |
|Pockets That Hop | |Katharine Kenah | |2005 | |School Specialty |
|Prehistoric Mammals | |Alan Turner | |2004 | |National Geographic |
|Rainforest Animals | |Paul Hess | |1998 | |Larousse |
|Secrets of Animal Survival | |National Geographic | |1983 | |National Geographic |
|Swimming with Sea Lions | |Ann McGovern | |1992 | |Scholastic |
|The Opossums Tail Grandmother Stories | |Deborah L. Duvall | |2005 | |U. Of New Mexico |
|The Polar Bears Tale: Inuit Tale | |Lydia Dabcovich | |1999 | |Clarion Books |
|The Rain Forest | |Gallimard Jeunesse | |1992 | |Scholastic |
|The Seal | |Joelle Soler | |1990 | |Charlesbridge |
|Think of a Beaver | |Karen Wallace | |1995 | |Candlewick |
|Watching the Kangaroos | |Louise Spilsbury | |2006 | |Heinemann |
|We Will Miss Them | |Alexandra Wright | |1992 | |Troll |
|Whale DK Eyewitness | |DK Publishing | |2004 | |DK Children |
|Whales | |Joan Short | |1997 | |Mondo Publishing |
|What if Zebras Lost Their Stripes | |John Reitano | |1998 | |Scholastic |
|What is A Mammal | |Bobbie Kalman | |1997 | |Crabtree Publishing |
|What Is A Marsupial: The Science | |H. Levigne, B. Kalman | |2000 | |Crabtree Publishing |
|What On Earth Is an Echidna? | |Jenny E. Tesar | |1995 | |Blackbirch Press |
|Who Am I | |Moira Butterfield | |1998 | |Belitha |
|Wild Animals | |Snapshot | |1994 | |Convent Garden |
| | | | | | | |
|Audio of Animal Sounds | | | | | | |
|Title | |Label/ Year | |Type | |Artist |
|Echoes of Nature: Killer Whales | |Delta/ 1995 | |Audio CD | | |
|Explorer Animals of Africa | |Nonesuch/1973 | |Audio CD | |Various |
|Reiki: Whale song | |New Earth Records/2001 | |Audio CD | |Kamal |
|Sounds Of the Earth Dolphins | |Oreade Music/1999 | |Audio CD | |Various |
|The Diversity of Animal Sounds | |Cornell Lab of Ornithology | |Audio CD | | |
|The Nature Company-Whales/Dolphins | |Nature Company/1993 | |Audio CD | | |
| | | | | | | |
|Audio Books | | | | | | |
|Title | |Author/Read By | |Type | |Publisher/Year |
|Fireside Tales More Lessons From the | |Dovie Thomason | |Audio CD | |Yellow Moon/ 2001 |
|Lessons Of the Animal People | |Dovie Thomason | |Audio CD | |Fun Publishing/1997 |
|Whale Song | |Robert Siegel/Don Wes | |Audio CD | |Chinaberry |
| | | | | | | |
Online Resources For Teachers
|African | | |
|American Zoo | | |
|Animal Diversity U of Michigan Museum | | |
|Canadian Museum Of Nature | | |
|Mammal Hair Analysis Lab | | |
|Oakland Zoo | | |
|PBS The Living Edens | | |
|The eSkeletons Project | | |
|The Hall of Mammals UC Berkley | | |
Project GLAD
Willamette Education Service District
Mammal Adaptations
Unit Planning Pages
(Level 3)
I. FOCUS/MOTIVATION
• Cognitive Content Dictionary with signal word
• Super Science Awards
• Observation Charts
• Inquiry Charts
• Big Books
• Realia
• Personal Interaction
• Poetry
II. INPUT
• Graphic Organizer – Six Kingdoms of Life
• Chants
• Narrative Input: “Razi, Baby Giraffe”
• Read Alouds
• Personal Interactions
• Comparative Input: Lions vs. Giraffes
III. GUIDED ORAL PRACTICE
• T-Graph/Team Points
• Picture File: observe, classify, categorize
• Exploration Reports
• Poetry & Chants
• Personal Interaction
• Process Grid
• Team Tasks
• Expert Groups
• Oral Book Sharing
• Sentence Patterning Chart
IV. READING/WRITING
A. Whole Group Activities
• Listen and Sketch-How Otter Tricked Rabbit
• Cooperative Strip Paragraph
• Poetry Frame and Flip Chant
• Narrative Story Map
• Found Poetry
• Highlight and Sketching on chants
B. Small Group
• Ear-to-ear reading
• 10-2
• Expert Groups
• Group Frame
• Team Tasks
• Flexible group reading- leveled
C. Individual
• Learning Logs
• Interactive journals
• Personal response
• Personal Narrative
• Expository
• Focused Reading-Personal Content Dictionary
• Individual Tasks- all team tasks
• Home/School Connections
D. Writer’s Workshop
• Mini-lesson
• Drafting
• Revising
• Editing
• Conferences
• Author’s Chair
• Publishing
V. EXTENSIONS/ACTIVITES FOR INTEGRATION
• Biome art project/drawing chalk
• Research project: design a webpage
• Diorama of Narrative story: Razi
• Students make a recipe for a food for a specific mammal at the zoo
VI. CLOSURE/EVALUATION/ASSESSMENT
• Process charts
• Team/Individual presentations
• Personal process grid
• Teacher/student rubric
• Portfolio assessment
Project GLAD
Willamette Education Service District
Mammal Adaptations
(Level 3)
Sample Daily Lesson Plans
Day 1:
Focus/Motivation
• Super Scientist Awards (3 Standards)
• Cognitive Content Dictionary with Signal Word
• Observation Charts
• Inquiry Chart
• Big Book- Mammals
Input
• Graphic Organizer: Six Kingdoms of Living Things
- 10/2
- ELD Review
- Learning Log
Focus/Motivation
• Poetry/Chant
Input
• Pictorial Input: Comparative
- 10/2
- ELD Review
- Learning Log
Guided Oral Practice
• T-graph – Team Points
• Picture File – sort mammals
-Free exploration
-Classify/categorize
• Exploration Report
• Poetry/Chant
Reading/Writing
• Interactive Journal
Closure
• Process charts
• Home/School Connection
Sample Daily Lesson Plan
Day 2:
Focus/Motivation
• Cognitive Content Dictionary- Signal Word
• Process Home/School Connection
• Review 6 Kingdoms with word cards
• Review Comparative Input with word cards
• Poetry/Chants
Input
• Narrative- Razi, the Baby Giraffe
Reading/Writing
• Poetry- highlighting and sketching
Guided Oral Practice
• Review T-Graph
• Picture file: (classify mammal versus non-mammal)
• Groups share one category
• Personal interaction
Reading/Writing
• Flexible Grouping
- Expert Groups
- Team Tasks
• Writer’s Workshop
-Mini lesson display varied types of writing & books
-Write: free choice
- Author’s chair
Closure
• Process inquiry
• Poetry/Chants
• Home/School Connection
Sample Daily Lesson Plan
Day 3:
Focus/Motivation
• Cognitive Content Dictionary- Signal Word
• Process Home/School Connection
• Review Comparative with word cards
Input
• Read Aloud – Whistling Thorn
• Story Map- “Razi”
Guided Oral Practice
• T-Graph
• Personal interaction
• Sentence Patterning Chart
- Reading
- Trading Game
- Flip Chant
• Poetry/Chant
Reading/Writing
• Flexible Grouping
- Expert Groups
-Team Tasks
- Oral Team Evaluation from T-Graph
Guided Oral Practice
• Mind Map
• Process Grid
Reading/ Writing
• Cooperative Strip Paragraph – “Mammals have adapted to survive in their biome.”
- Respond
- Revise
- Edit
• Reading/Writing Workshop
- Mini-lesson
- Write
- Author’s Chair
Closure
• Process Inquiry
• Interactive Journal
• Home/School Connection
Sample Daily Lesson Plan
Day 4:
Focus/Motivation
• Cognitive Content Dictionary with Signal Word: Stumper Word- Students choose
• Process Home/School Connection
• Poetry / Chants
Input
• Read Aloud: “A Platypus, Probably”
-Learning Log
Reading/Writing
• Flexible Grouping- Leveled Groups
- Clunkers and Links (at or above grade level): “Endangered Animals”
- Group Frame ELD Story Retell
- Team Tasks
• Ear-to-Ear reading – Poetry booklet
Reading/ Writing
• Journal
• Read the walls
Closure
• Process Inquiry Chart
• Poetry/Chant
Sample Daily Lesson Plan
Day 5:
Focus/Motivation
• Cognitive Content Dictionary with signal Word
• Review Chants
• Social Action Plan
Guided Oral Practice
• Poetry/Chants
Reading / Writing
• Focused Reading with Personal Cognitive Dictionary
• Listen and Sketch: Cultural story – “How Rabbit Tricked Otter”
• Flexible Grouping- Leveled Reading:
- Co-op strip Paragraph (struggling readers)
-Team Tasks
• Writer’s Workshop
-Mini Lesson
-Write
-Author’s Chair
• Found Poetry
• Learning Logs
Closure
• Team presentations
• Turn in Learning logs for assessment
• Process Inquiry Chart
• Process Week
Mammals
By Shealon Cooper and Amy Erwin
Big Book Text
The important thing about mammals is that over time they adapt physically and behaviorally to survive in their habitat.
Pg.1
Mammals are in the Phylum Chordata, which include fish, reptiles, amphibians, birds, and mammals.
All Vertebrates have a a vertebral column, or a chain of bony elements (vertebrae), that run from head to tail and form the main skeletal axis of the body.
Adaptations of the vertebral column:
• Mammals have spines that move up and down instead of just side to side
• Having a spine that flexes up and down and that provides support to the head and torso allows mammals to increase the length of their stride and avoid compression of the lungs, which allows mammals to move fast, and breath deeply at the same time, unlike animals whose bodies’ twist side to side when they move.
Pg.2
Mammals, like birds, are also endothermic. This means that they are warm- blooded. Endothermic animals are able to generate their own heat and can maintain a constant internal temperature. Being endothermic takes a great deal of chemical (food) energy. Mammals have many adaptations to help them efficiently keep their bodies at the correct temperature.
• Blubber is a physical adaptation. Blubber, a thick layer of fat, is an insulator that helps keep heat from escaping. Many marine mammals have blubber because it works efficiently in the water.
• If a temperature becomes too extreme for an animal they may hibernate. Hibernation is a behavioral and physical adaptation. During hibernation mammals become inactive, slowing their heart rate and breathing rate and letting their temperature drop.
• Migration is a behavioral adaptation. Migration is a seasonal or periodic movement of animals in response to changes in climate or food availability, or to ensure reproduction.
Pg. 3
All mammals share at least three characteristics not found in other animals: they have hair, if they are females they can produce milk to feed their young, and they have three middle ear bones.
Pg.4
At some point in their lives all mammals have hair. Mammals grow many different types of hair.
Some mammals have fur like you find on dogs, bears, and lions.
▪ Hedgehogs and porcupines grow hairs so strong that they form spines. This type of hair is called quills.
▪ The thick wool found on sheep, goats, and camels is a type of hair.
▪ Other mammals like dolphins and whales have a few hairs when they are young. They often lose this hair when they are older.
Pg. 5
Mammals have three middle ear bones. The stapes or stirrup, incus or anvil, and the malleus or hammer, makes up this chain of ear bones. These bones are inside mammal’s ears and can not be seen from the outside. Mammals also have a single lower jaw bone and teeth designed for chewing. Mammal’s jaws and teeth are adapted to the food they eat. One difference is in the shape of carnivore and herbivore teeth.
Pg. 6
All mammals have special glands called mammary glands. Mammal mothers feed their babies with milk that is produced in the mammary glands. Only one male mammal, the Dayak fruit bat, is known to produce milk. The milk produced by mammals nourishes the baby until it is ready to eat solid foods. Mammals are the only animal that can produce milk to feed their young.
Pg 7.
Most mammals give live birth to their young. Placental mammals keep their young inside the womb until they are almost fully formed.
Another group of mammals gives birth to tiny babies that do most of their developing inside a pouch. While inside of the pouch the babies attach to the mothers teat and suckle milk from her; that is where they stay as they continue to grow. These mammals are called marsupials, and include kangaroos, koalas and opossums.
Monotremes are egg-laying mammals. There are only three living monotremes, the duck-billed platypus and two species of echidna, or "spiny anteaters,"
Biomes
By Denise Duran
Big Book Text
Page 1
Biomes are the communities of the world. Mammals have adapted to survive in these unique communities.
A biome is a community of plants and animals that live together in a large area with close climate conditions. Major biomes are: aquatic, grasslands, tundra, forest and desert.
Biomes are the communities of the world. Mammals have adapted to survive in these unique communities.
Page 2
The aquatic biome covers ¾ of the Earth’s surface. The aquatic biome can be divided into two basic types, freshwater and marine.
Examples of mammals in the aquatic biome include river otters, sea otters, porpoises, whales and dolphins. These mammals have special adaptations that allow them to live in this biome. Marine mammals like the dolphin and whale do not have fur like other mammals. They have blubber which helps keep their bodies warm. All marine mammals have special traits that allow them to dive deep and stay underwater.
Water is the common link between the different biomes.
Biomes are the communities of the world. Mammals have adapted to survive in these unique communities.
Page 3
Forest biomes contain an assortment of trees, plants and mammals. The forest represents 1/3 of the land area of the earth. The Amazon Rainforest covers over a billion acres.
There are three major types of forests: tropical (rainforest), temperate, boreal forests (taiga).
The tropical forests have the greatest diversity of species. Because this type of forest occurs near the equator only two seasons occur: rainy and dry.
Mammals in the tropical forests include gorillas, cheetahs, bats and jaguars. All mammals in the tropical forests have made adaptations to survive in their environment. For instance, some mammals have adapted to live in trees, others have very good vision to hunt at night and some have camouflage which helps them escape from predators.
Biomes are the communities of the world. Mammals have adapted to survive in these unique communities.
Page 4
Deserts cover about 1/5 of Earth’s land area. There is less than 10 inches of rainfall per year in this biome. There are two types of deserts: Hot and Dry and Semiarid.
Most mammals that live in the desert need a way to stay out of the sun. These mammals burrow because there is limited shelter. Mammals in the desert need a way to get water. Smaller mammals will get their water from seeds and other plants. Larger mammals will often obtain water from their prey.
The mammals that can survive in the desert are often nocturnal; they stay inactive during the day. They hunt and forage during the night. Many hibernate in the winter. Small ear openings, long eye lashes and thickened eyelids are a few more adaptations that desert mammals have.
Biomes are the communities of the world. Mammals have adapted to survive in these unique communities.
Page 5
Grasslands cover 1/3 of the land on earth. Land is considered a grassland if it is covered by grasses rather than large shrubs or trees. There are two main types of grasslands: savannas and temperate. Some mammals that live in the grasslands include gazelles, zebras, lions and rhinoceroses. These mammals have adapted to survive in their environment. One example is the antelope. It has very sharp eyesight and can run up to 60 miles per hour. This mammal has biological adaptations such as: long legs, enlarged heart and wide trachea. Antelopes run with their mouths open gulping air. This increases their stamina.
Biomes are the communities of the world. Mammals have adapted to survive in these unique communities.
Page 6
Other mammals live in the tundra biome. The tundra covers 1/5 of Earth’s land area. Almost all tundra is located in the Northern Hemisphere. This is the coldest and driest of all biomes. The tundra is unique due to its extremely low temperatures and little precipitation. The main seasons are winter and summer.
Mammals that are found in the tundra include the arctic fox, caribou arctic hares and polar bears. Some mammals that survive in the tundra have insulation: a thick layer of fat beneath the skin. They also have a layer of fur over this fat. Tunnels in the ground or hibernation help other mammals survive.
The tundra biome has a permanently frozen layer of earth called the permafrost.
Biomes are the communities of the world. Mammals have adapted to survive in these unique communities.
Comparative Input Chart Information
Lion
• Live in prides. The lion is the most social of all felids, setting them apart from all other great cats Living in a pride is a behavioral adaptation that helps lion survive. Lionesses with cubs form sub-pride groupings, referred to as creches, to maximize the care, protection and food resources available for successfully rearing young. Within these creches cubs are nursed by all members of the group
• Carnivore that has made adaptations to help it kill and eat prey like giraffes, zebras.
• Typically a mature male stands 4 feet at the shoulder and is 8 .5 feet long, plus tail. He'll average 450 pounds. Females are considerable smaller, weighing less than 300 pounds. The lion has a lithe, compact, muscular and deep chested body with a rounded and shortened head bearing prominent whiskers.
• Generally, lions hunt by stalking, since they are not built for endurance running. Lions have a very muscular build. Their body is long and stocky, set on thick, muscular legs. They are built for taking down prey that can be many times their own size.
• The tail has a black tuft at the end. Lions are the only felines with tufts at the ends of their tails.
• The mature male's mane not only makes him appear larger but protects his throat from his mortal enemies-other marauding lions and the hyenas after his cubs or kill. The mane usually becomes darker and fuller with age.
• Carnivores have a wide mouth opening in relation to their head size. This confers obvious advantages in developing the forces used in seizing, killing and dismembering prey.
• The lower jaw of carnivores cannot move forward, and has very limited side-to-side motion.
• The incisors are short, pointed and prong-like and are used for grasping and shredding. The canines are greatly elongated and dagger-like for stabbing, tearing and killing prey. The molars (carnassials) are flattened and triangular with jagged edges such that they function like serrated-edged blades. Because of the hinge-type joint, when a carnivore closes its jaw, the cheek teeth come together in a back-to-front fashion giving a smooth cutting motion like the blades on a pair of shears.
• When eating, a mammalian carnivore gorges itself rapidly and does not chew its food; they simply bite off huge chunks of meat and swallow them whole.
• Backward-curved horny papillae cover the upper surface of the tongue; these are useful both in holding onto meat and removing parasites during grooming.
• A lion is a digitigrade, or toe walker; that is his heel doesn't touch the ground. Lions have pads on the bottom of their foot helping them move soundlessly as they stalk prey. Curved claws that are retractable.
Giraffe
• Giraffe form scattered herds, this is a behavioral adaptation providing protection from predators.
• A giraffe is often almost 19 feet tall, making it the tallest animal on earth.
• The giraffe's long neck forms a hump over the shoulders where the strong muscles are anchored. Its body is short and deep and slopes downward from the shoulders to the rump.
• On its head, the giraffe carries short horns called ossicones. These contain bony cores covered with a hairy layer of skin; they are similar to the first stages of the development of a deer's antlers. Modern giraffes have up to five horns. They are most prominently developed in old bulls. There is a prominent bump on the forehead, followed by a pair of well-developed horns over the eyes and a low pair of knobby horns behind the ears. In females and young giraffes it is usually only the main pair of horns that is visible. The growth of horn increases the mass and weight of the bull giraffe's head. It uses this as a club in ritual fights to establish who ranks highest in the giraffe hierarchy. This ritual is called necking and proceeds like this; two contenders stand side by side, facing in the same direction, and use their necks to swing their heads at each other. Sometimes one knocks the other off balance or even unconscious, but usually the weaker one backs down before the fight goes that far.
• Its legs alone are about six feet long.
• Being tall helps a giraffe to see long distances, which can be useful for watching for predators; because of this they are called watchtowers alerting other animals to danger. There is also need of a sentinel that can see above the tall grass and observe the movements of the predator cats. The giraffe is not only tall enough for this, but has excellent eyesight and a curious disposition. After warning other animals with several swishes of the tail, the giraffe boldly strides out of harm’s way. In addition to keeping track of predators, their extreme long-range visual acuity enables visual communication with other giraffe over several miles.
• Their very long necks are an adaptation to feeding at high levels in the treetops.
• The long, prehensile, muscular tongue (which can be extended up to 18-21 inches), thick, gluey saliva, and special upper palate shape enable the giraffe to eat thorny food like the acacia tree.
• fleshy lips and a relatively small opening into the oral cavity.
• the lower jaw of plant-eating mammals has a pronounced sideways motion when eating. This lateral movement is necessary for the grinding motion of chewing.
• Herbivores differ in the types and numbers of teeth they posses, the various kinds of teeth when present, share common structural features. The incisors are broad, flattened and spade-like. Canines may be small as in horses, prominent as in hippos, pigs and some primates (these are thought to be used for defense) or absent altogether. The molars, in general, are squared and flattened on top to provide a grinding surface. The molars cannot vertically slide past one another in a shearing/slicing motion, but they do horizontally slide across one another to crush and grind. The surface features of the molars vary depending on the type of plant material the animal eats. The teeth of herbivorous animals are closely grouped so that the incisors form an efficient cropping/biting mechanism, and the upper and lower molars form extended platforms for crushing and grinding. The "walled-in" oral cavity has a lot of potential space that is realized during eating.
• These animals carefully and methodically chew their food, pushing the food back and forth into the grinding teeth with the tongue and cheek muscles.
• A single giraffe hoof can be the size of a dinner plate.
• Its kick is so fast and forceful that, if it connects at all, it is sure to instantly shatter the skull, ribcage, spine or limb of the attacker. But lions are very ingenious in dealing with giraffes
• Ungulates, or hoofed mammals. Most of the weight is supported by the hoofs, with the result that the form of locomotion of ungulates is described as "unguligrade" (rather than "digitigrade", where the toes touch the ground, or "plantigrade", where the entire foot is on the ground, as in humans).
Razi, Giraffe Baby
(Adapted by the WESD consortium from Bashi, Elephant Baby by Theresa Radcliffe)
Page 1
The sun was lifting over the African Savannah as I looked down at my son who had recently arrived. I had been awaiting his arrival for 14 months. His name was Razi and I was already so proud of him! He survived the long drop to the ground upon his birth. This helped him take his first breath. My son looked so strong at close to six feet tall and he weighed approximately 120 pounds. His fur had the best markings. After just a few hours, he was able to run around. I knew I must keep a close eye on him for there are many predators in the African Savannah. Razi realized there were dangers and everyone once in awhile he would let out a loud bleat when he had roamed too far. Of course, I would hurry over and reassure him with a nudge.
Page 2
Soon, my son was hungry so we moved slightly away from the herd. We found a tall Acacia tree and he nursed while leaning against my thin, long legs. I stroked him gently while he nursed. At times, he would stop and ask questions. “Mom, when can I reach the top of the tree? Are those leaves really good?” I reassured Razi that someday he too would reach the top of the tree. I explained how all giraffes had long muscular necks and prehensile tongues. These adaptations help us survive in the Savannah. We also talked about the stinging ants that made their homes in the Acacia tree. When he was full with milk and had his questions answered, he finally fell asleep. I, however, kept eating because now I needed more nourishment to give me the energy I needed to be a vigilant mother to Razi.
Page 3
After awhile, I had to nudge Razi awake. It was time for the herd to move on. Keeping Razi close, we joined the rest of the herd. Razi galloped beside me, still a little unsteady on his legs. His hoofs were sharp and hard. I had told him about the power of an adult kick and how one hard kick could kill a lion.
Page 4
The herd moved slowly along the well-worn track that led to the watering hole. Razi soon grew tired. I was thankful for the help of the others. We all encouraged him to keep going. We all knew of the many predators that lurked in the tall grasses. Lionesses could easily blend into the environment. Their tawny coats often camouflaged them. They would work closely as a team when attacking. I kept my eyes on the lookout and knew that we had the protection of the herd.
Page 5
As we cautiously drew near the watering hole, three warthogs grunted angrily. They then moved quickly away. Razi followed me down the muddy slope, his legs slithering as he struggled to stay near me. I warned him, “Razi, stay close by and don’t get too close to the water’s edge.” Yes, mama.” Razi replied. However, I could see the excitement in his eyes. I knew we would have to be careful. The herd kept a close eye out for danger. Knowing others where there to protect Razi, I leaned down on my long legs to drink out of the watering hole. Knowing Razi was watching, I showed him how our necks have valves in them, which controlled the rush to our head. Soon, Razi was confident enough to drink himself. While the herd drank water, Mashami, the oldest bull, stood looking out for predators. If he were to spot any, we would hear an alarm snort.
Page 6
I would stop drinking and look for predators often. While doing this, I did not notice how close Razi was getting to the edge of the water. Suddenly I heard, “Mama! Help me! I am sinking!” When I turned to look, I noticed Razi’s legs were sinking in the mud. He sank deeper and deeper. He was struggling to free himself. Then he lost his balance and toppled over. Quickly, I tried to use my muscular neck to lift him. Other giraffes moved closer to help but my little Razi was stuck fast.
Page 7
Suddenly, we all heard a deep snarl from the bank. We knew that a predator was watching. I looked up and saw the lionesses. The herd stood in front of Razi prepared to protect him. They were ready to kick the lionesses with their powerful legs and hard, sharp hooves. The lionesses slunk back into the grass, moving slowly on their toes the way digitigrades walked. They kept their distance and pretended not to be interested, but I knew why they were there. They were waiting for my little calf. I would not let them get their retractable claws on him.
Page 8
“Mama, hurry!” screamed Razi. I was trying desperately to free him. Razi was flailing helplessly. Finally, with one final push, he became free. He quickly came over and received comfort from me. All the giraffes in the herd closed around him. Little Razi knew he was safe. “Thank you.” He murmured to the herd. He knew that no lion could get him now. Looking up, I saw the frustrated lionesses slink off. They began looking for circling vultures and listening for the calls of hyenas in hopes of scavenging their next meal.
Page 9
The herd ambled back to the great plain. Soon Razi fell asleep. He lay down in the tall grasses. I stood guard and was on the lookout for predators. I knew that half of the calves on the Savannah would die. I was thankful that Razi had survived his first encounter with the king of the beasts, the lions. I had two years to protect my Razi. During that time, I would teach him our way of life.
Mammals Change to Survive
Shealon Cooper and Amy Erwin
Do mammals adapt? Yes, Ma’am.
Do mammals adapt? Yes, Ma’am.
Why do they adapt? They change to survive.
Why do they adapt? They change to stay alive.
Do they adapt physically? Yes, Ma’am.
Give me some examples? Camouflage, claws, and echolocation.
Tell me some more? Armour, horns, and insulation.
What about locomotion? You mean hopping, swimming, or walking?
Do they adapt behaviorally? Yes, Ma’am.
Give me some examples? Burrowing, and migrating
Tell me some more? Food storage and hibernating
What about their social unit? You mean pods, herds or colonies?
Can they be arboreal? Yes, some have adapted to trees.
Can they be aquatic? Yes, others have adapted to the seas.
What about terrestrial? Yes, some prefer the land.
Are they ever fossorial? For some underground is grand.
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Mammals Here, Mammals There
By Shealon Cooper
Mammals here, Mammals there,
Mammals, mammals, everywhere!
Nimble mammals burrowing,
Intelligent mammals learning,
Brave mammals climbing,
And hungry mammals stalking.
Mammals in the forest,
Mammals on the grassy plains,
Mammals on the artic tundra,
And mammals under the seas.
Mammals here, Mammals there,
Mammals, mammals, everywhere!
Mammals! Mammals! Mammals!
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Mammals Live In Biomes
By Amy Erwin and Shealon Cooper
All mammals live in biomes, in biomes, in biomes.
All mammals live in biomes, in a shared ecosystem.
All mammals are vertebrates, vertebrates, vertebrates.
All mammals are vertebrates, they have a spinal column.
All mammals are endothermic, endothermic, endothermic.
All mammals are endothermic, they’re warm blooded.
All mammals have a middle ear, middle ear, middle ear.
All mammals have a middle ear, stirrup, anvil, hammer.
All mammals can produce milk, produce milk, produce milk.
All mammals can produce milk, they have mammary glands.
All mammals have some hair, have some hair, have some hair.
All mammals have some hair, wool, fur or bristles.
And don’t forget the whiskers!
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Alice’s Mammal
By Shealon Cooper and Amy Erwin
Alice’s mammal uses echolocation.
Alice’s mammal uses echolocation.
Alice’s mammal uses sound waves.
Go adaptation go! Boom! Boom! Boom!
Alice’s mammal is nocturnal.
Alice’s mammal is nocturnal.
Alice’s mammal hunts at night.
What is the mammal? Bat!
Alice’s mammal has blubber.
Alice’s mammal has blubber
Alice’s mammal has fat for warmth.
Go adaptation go! Boom! Boom! Boom!
Alice’s mammal migrates.
Alice’s mammal migrates.
Alice’s mammal travels seasonally.
What is the mammal? Whale!
Alice’s mammal can walk plantigrade.
Alice’s mammal can walk plantigrade.
Alice’s mammal can walk upright.
Go adaptation go! Boom! Boom! Boom!
Alice’s mammal hibernates.
Alice’s mammal hibernates.
Alice’s mammal sleeps all winter.
What is the mammal? Grizzly Bear!
Mammal Bugaloo
By Amy Erwin and Shealon Cooper
I’m a mammal and I’m here to say,
I am very special in three ways,
Mammals have mammary glands that’s a fact,
The only male that nurses is the Dayak fruit bat
Hair, mammary glands, middle ear bones too,
Doing the mammal bugaloo!
Sometime in my life I will have hair,
If they are quills you better be aware,
The hair can protect my skin from harm,
It will also keep me cool or warm.
Hair, mammary glands, middle ear bones too,
Doing the mammal bugaloo!
Three little bones inside the ear,
Stirrup, anvil, hammer work to help you hear,
Single lower jawbone and teeth to rip or grind,
This is how the mammal jawbone is designed
Hair, mammary glands, middle ear bones too,
Doing the mammal bugaloo!
Roaming Home
By Terri Hethorn
When lions come roaming home again
Hurrah! Hurrah!
When lions come roaming home again
Hurrah! Hurrah!
They live in the grasslands, their colors blend in
The pride is ruled by the male who can win
And the lions are the most social of all the cats.
When lions come roaming home again
Hurrah! Hurrah!
When lions come roaming home again
Hurrah! Hurrah!
Their powerful forelegs, teeth and jaws
Bring down prey quickly to be shared by all
And the lions are the most social of all the cats.
When lions come roaming home again
Hurrah! Hurrah!
When lions come roaming home again
Hurrah! Hurrah!
Their loose belly skin protects them from prey
Their roars tell each other to go or to stay
And the lions are the most social of all the cats.
Home School Connection #1
Look around your neighborhood, write or sketch all of the mammals you see. Explain to your parents or siblings your favorite mammal.
Parent Signature _____________________________________________________
Willamette ESD Consortium 2006/ Project GLAD
Conexión entre hogar y escuela #1
Busca alrededor su barrio, escribe o dibuja todos los mamíferos que puede ver. Explicale a sus padres o sus hermanos qué es su mamífero favorito.
Firma de Padres _________________________
Willamette ESD Consortium 2006/ Project GLAD
Home School Connection #2
Draw or write about the giraffe’s or lion’s adaptations.
Parent Signature _____________________________________________________Willamette ESD Consortium 2006/ Project GLAD
Conexión entre hogar y escuela #2
Dibuja o escribe acerca de las adaptaciónses de las jirafas.
Firma de Padres __________________________
Willamette ESD Consortium 2006/ Project GLAD
Home School Connection #3
Ask your friends and family if they have ever visited an unusual habitat. Did they enjoy it? What did they learn? Which habitat would you like to visit and why?
Parent Signature _____________________________________________________
Willamette ESD Consortium 2006/ Project GLAD
Conexión entre hogar y escuela #3
Preguntale a tus amigos o familia si ellos en una vez han visitado un habitat extraño. ¿ lo disfrutaron? ¿ Qué han aprendido? ¿Cuál habitat quisieras visitor & porqué?
Firma de Padres __________________________
Willamette ESD Consortium 2006/ Project GLAD
Polar Bears
Biome:
Polar bears live in icy arctic tundra areas of Alaska, Canada, Greenland, Norway, and Russia. They spend much of their time swimming in the frigid seas.
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Offspring:
The gestation period is from 195 to 265 days. Females build a den on land and give birth to 2 cubs on average but the litter may be as large as four cubs. As the female hibernates, she takes care of the young. The cubs are born with their eyes closed; they are very small and weigh about a pound and a half. The cubs will emerge from the den in spring to learn to hunt by observing the mother. By 30 months of age, the cubs have to leave the mother, as she is ready to breed again.
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Diet:
Polar bears are carnivores that frequently hunt and catch their prey in the water, often many miles from land. They are fierce predators who eat mostly seals, some walruses and other marine mammals. A polar bear’s stomach can hold up to 150 pounds of food. Polar bears don’t drink water.
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Predators:
Polar bears have only one predator. Humans are the only mammals that hunt and kill polar bears. They are endangered because of over hunting.
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Behavioral Adaptations:
Males fight over the females so only the strongest reproduce. Polar bears have two hunting strategies. Still-hunting involves finding a seal's breathing hole in the ice and waiting for the seal to surface to make the kill. Or it may stalk the seal by crouching and staying out of sight while creeping up on the seal. Another technique is to swim through any channels or cracks in the ice until it is close enough to catch the seal. Using this technique a bear may actually dive under the ice and surface through the breathing hole in order the surprise the seal and eliminate its escape route.
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Physical Adaptations:
Polar bears have two types of fur. They have thick, wooly fur close to the skin that keeps them warm. They also have hollow guard hairs that stick up and protect the bears from getting wet. These guard hairs are like drinking straws and are clear-colored (not white). The white looking coat camouflages them well in the snow and ice. Under the fur, polar bears have black skin. They also have a layer of blubber (fat) up to four inches thick under the skin that helps keep them warm. Polar bears have wide front paws with slightly webbed toes that help them swim. These bears paddle with their front feet and steer with the hind feet.
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Opossums
Biome:
Opossums are nocturnal, solitary mammals that live in the grassland and forest biomes near water.
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Offspring:
The female opossum has a 12-14 day gestation period. A mother will have between 5-20 offspring in one litter. Once the babies have been born, they will travel by themselves to their mother’s pouch. They stay in their mother’s pouch for 70-100 days. The mother feeds the babies within her pouch. After awhile, the babies will ride on their mother’s back instead of inside her pouch. At 6-12 months of age, the offspring become independent from their mother
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Diet:
An opossum is omnivorous, so it will eat both meat and vegetation. The diet of an opossum includes: insects, snails, rodents, berries, grasses, leaves and carrion. Occasionally, an opossum will eat snakes, corn and other vegetables.
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Predators:
Although the opossum has made many behavioral and physical adaptations to survive, they still have many predators. These include: humans (especially humans in cars), dogs, owls, cats and larger wildlife.
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Behavioral Adaptation:
The opossum is one of the world’s oldest surviving mammals. This is because the opossum has many adaptations that keep it safe from predators. The opossum is a nocturnal mammal. It is especially good at hiding during the day. When threatened, the opossum plays dead. It can remain still for up to 6 hours. After awhile, the predator will move on.
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Physical adaptations:
A female opossum has a pouch where it keeps its offspring safe. The opossum’s tail is prehensile, which means it can wrap around objects. The back foot has a large, opposable toe or thumb with no claw. It is used for grasping. The opossum is known for its climbing skills. Opossum’s have a special type of hair called a “guard” coat. This acts as a raincoat and it protects the opossum from rain and snow. A very interesting physical adaptation is that the opossum is resistant to snake venom and is immune from most diseases.
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Sea Otters
Biomes:
Sea otters live in the aquatic biome. They are found in the shallow coastal waters from the coast of California through Alaska and south to the northern islands of Japan.
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Offspring:
Sea otters live in small groups called rafts. Sea otter pups may be born in any season. Like other marine mammals, they have only one pup during each breeding cycle. A pup weighs 3-5 pounds at birth and is light brown. Sea otter pups are born in water and float like corks, but they can not swim for several weeks. A sea otter mother carries her pup on her stomach, and spends much of her day caring for her baby: feeding, protecting, teaching, and grooming.
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Diet:
Sea Otters are carnivores or meat-eaters. They eat crustaceans (like crabs), bivalves (like clams, mussels, and abalone), octopuses, squid, sea urchins, and fish. They hunt for their prey in the ocean and on the sea floor. They eat 10 to 15 pounds of food each day.
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Predators:
Sharks, killer whales, and sea lions prey on sea otters and bald eagles prey on newborn pups. On the land, sea otters are hunted by bears and coyotes. Although fur traders are no longer a threat to sea otters, man is still their biggest threat. Oil spills threaten sea otters’ survival.
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Behavioral Adaptations:
When water temperatures are cooler, sea otters float on their back with their feet above water to keep them from becoming cold. Sea otters typically float on their backs while eating, using their chest as a dining table. A tool such as a stone is used to break open the hard shells of their prey (clams and crabs) or to knock shellfish off rocks. When sea otters are ready to sleep, they wrap their bodies in kelp so they don’t drift apart.
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Physical Adaptations:
Sea otters have webbed feet. They are able to swim quickly and for long distances to escape a predator or catch prey. The ears and nostrils close when sea otters are underwater. Sea otters have flat molars for grinding and eating clams, mussels, urchins, crabs and abalone. Because sea otters are the only marine animal that does not have blubber, they have the thickest fur of any mammal.
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Gorillas
Biome:
Gorillas live deep in the rainforests of central Africa.
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Diet:
The gorilla is mostly an herbivore, eating mostly leaves, fruits, seeds, and plant stems. The average male gorilla eats about 50 pounds of food a day. Because it eats so much vegetation, the gorilla rarely drinks water. The gorilla will also eat termites and ants.
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Offspring:
Female gorillas are pregnant for about 8-9 ½ months and have about 3 babies in their lifetime. Newborn gorillas weigh only 3-5 pounds and are pinkish gray with brown or black hair. Baby gorillas drink their mothers’ milk for 2 ½ years. Young gorillas stay with their mothers for 3-4 years.
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Predators:
The biggest enemy of gorillas is man. Loss of habitat due to deforestation and hunting has caused the gorillas to be endangered. There are 30,000-50,000 gorillas in the wild and about 325 in zoos.
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Behavioral Adaptations:
Gorillas are shy and gentle creatures. They are quiet animals but can communicate with each other. Gorillas grunt, roar, growl, whine, chuckle, and hoot. They also chest-beat, lunge, throw objects, stare, stick out their tongue, slap, and run sideways. Gorillas make a nest out of leaves and plants in trees each night to sleep on. The silverback or male gorilla sleeps closest to the ground to protect the band or troop.
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Physical Adaptations:
The gorilla has a stocky build and longer arms than legs. The gorilla knuckle-walks by curling up its fingers and walking on the soles of its feet. The thumb and big toe oppose the other fingers and toes. This helps the gorilla to grasp objects and climb trees. The gorilla has a well-developed brain. It is able to learn and reason. The gorilla’s eyes are on the front of the face. This helps the gorilla find food and spot movement in the rainforest. This herbivore is able to find ripening fruit in treetops because it has color vision. Gorillas have flat teeth which help them grind their food.
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Process Grid
|Mammal |Biome |Offspring |Diet |Predators |Behavioral Adaptations |Physical Adaptations |
|Giraffe | | | | | | |
|Polar Bear | | | | | | |
|Opossum | | | | | | |
|Sea Otter | | | | | | |
|Gorilla | | | | | | |
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