Insects - Be GLAD



Plant and Animal Life Cycles

2nd Grade G.L.A.D. Unit

By Orange USD Training Team

PROJECT GLAD

Orange Unified School District

Plant and Animal Life Cycles

(Level 2)

IDEA PAGES

I. UNIT THEME:

• Plants and animals have predictable life cycles

• Organisms reproduce offspring

I. FOCUS/MOTIVATION

• Big Books

• Picture File Cards

• Observation Charts

• Zoologist and Botanist Awards

• Inquiry Chart: What do you know about Plants and Animals? And what do you want to know?

II. CLOSURE

• Life Cycle mobile

• Raise and Release Butterflies

• Plant seedlings

• Process all charts

• Group presentations of team tasks

• Student-authored books: Life Cycles

III. CONCEPTS

Content Standards – Plants and animals have predictable life cycles. As a basis for understanding this concept, students know:

1) Organisms reproduce offspring of their own kind. The offspring resemble their parents and each other.

2) The sequential stages of life cylces are different for different animals.

3) Many characteristics of an organism are inherited from the parents.

4) The germination, growth and development of plants is affected by the environment

5) In plants, flowers and fruits are associated with reproduction.

IV. IV. VOCABULARY

|invertebrate |Oviparous |antenna |hatch |

|head |incubate |seedling |thorax |

|entomologist |mammal |parts |insect |

|classify |yolk |mealworm |zoologist |

|pupa |egg |germinate |colony |

|metamorphosis |wings |seed coat |botanist |

|invertebrate |case |antenna |protective |

|head |leathery |amphibian |thorax |

|entomologist |newt |parts |cold-blooded |

|classify |jelly-like |mealworm |endangered |

|pupa |reptile |spines |colony |

|non-living |living |nutrients |thorax |

V. ORAL LANGUAGE/READING/WRITING SKILLS

Reading

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts, and apply this knowledge to achieve fluent oral and silent reading.

Vocabulary and Concept Development:

R1.10 Identifies Multiple-Meaning Words

Students identify simple multiple-meaning words

2.0 READING COMPREHENSION: students read and understand grade – level appropriate material. They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions, and comparing information from several sources. They quality and complexity of the material to be read by students are illustrated in the California reading List. In addition to the regular school reading, by grade 4, students read one-half million words annually, including a good representation of narrative (i.e., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade.

R2.2.3 The student will use pre-reading strategies such as drawing on prior knowledge, discussing, generating questions, making pre-reading predictions.

R2.5.1 The student will recall and recognize relevant details in a passage by responding to question that ask who, what, where, and when.

R2.5.3 The student will identify the stated topic or stated main ideas of a reading passage.

R2.7. The student will interpret information from diagrams, charts, and graphs

R3.4. Students identify rhythm, rhyme, and alliteration in poetry. 

Writing

WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose and successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).

Organization and Focus

W1.1.1 The student will develop a clear and consistent focus in written test by using a variety of organizational patterns.

W1.1.2 The student will use idea-generating strategies (e.g., conferencing, brainstorming, listing, clustering).

Revising and Evaluating Strategies

W1.4.2 The student will proofread and revise written text by examining and adjusting topic development (details, examples, reasons, facts).

W1.4.2 The student will use descriptive words when writing about people, places, things, and events. 

Written and Oral English Conventions:

Students write and speak with a command of standard English conventions that are appropriate to each grade level

Sentence Structure

C1.1.1 The student will distinguish between complete and incomplete sentences.

C1.1.2 The student will use subjects and predicates to write complete, coherent sentences.

Grammar

C1.2 Students identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

C1.2.1 The students will identify and use subjects and verbs that agree in number.

Listening and Speaking

1. Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener’s understanding of key ideas, using appropriate phrasing, pitch, and modulation.

Comprehension 

LS1.1.1 The student will identify the purpose for listening (e.g., enjoyment, gathering information, problem solving) and apply strategies for the purpose (e.g., attending respectfully and courteously, offering verbal and nonverbal feedback).

 LS1.3.1 The student will respond to a presentation (e.g., paraphrase information, tell an experience, recognize similarities and differences among own ideas and the ides presented).

LS1.5.1 The student will develop a consistent focus on a topic in oral communications by using a variety of organizational patterns. 

English language Development Standards

Pre-production Level 1

Listening: comprehend high-frequency words and basic phrases in immediate physical, concrete surroundings

Speaking: produce learned words and phrases, and use gestures to communicate basic needs

Reading: interact with frequently used English print in a limited fashion, and demonstrate initial English print awareness

Early Production levels 1 and 1 – 2

Listening: comprehend a sequence of information on familiar topics as presented through stories and face to face conversations

Speaking: produce basic statements and ask questions in direct informational exchanges on familiar and routine subjects

Reading: interact with a variety of familiar print as part of a group and recognize words and phrases from previously learned material.

Speech Emergence levels 2 and 2 – 3

Listening: comprehend information on familiar topics in contextualized settings

Speaking: produce sustained conversation with others on an expanding variety of general topics

Reading: interact independently with a variety of simplified print

Intermediate Levels 3 and 3 – 4

Listening: comprehend detailed information with fewer contextual cl8ses on unfamiliar subjects

Speaking produce, initiate and sustain spontaneous language interactions using circumlocution when necessary

Reading: interact with increasingly complex written material while relying on context and prior knowledge to obtain meaning from print.

Fluent Level 4 and 4 – 5’s

Listening: comprehend concrete and abstract topics, and recognize language subtleties in a varied of communicative settings

Speaking: produce, initiate, and sustain extended interactions tailored to specific purposes and audiences

Reading: read, with a limited number of comprehension difficulties, grade – level written material

Science Standards

2.0 Plants and animals have predictable life cycles. As a basis for understanding this concept, students know:

2.1 - Organisms reproduce offspring of their own kind. The offspring resemble their parents and each other.

2.2 - The sequential stages of life cylces are different for different animals.

2.3 - Many characteristics of an organism are inherited from the parents. Some characteristics are caused by, or influenced by, the environment.

2.4 – There is variation among individuals of one kind within a population.

2.5 - The germination, growth and development of plants can be affected by light, gravity, touch or environmental stress.

2.6 - In plants, flowers and fruits are associated with reproduction.

VI. RESOURCES AND MATERIALS

Nonfiction:

Insects and Spiders Picturepedia, Paul Hillyard, Dorling Kindersley, 1993

The Best Book of Bugs, Claire Llewellyn, Kingfisher, 1998

Insects, David Drew, Celebration Press, 1997

From Egg to Butterfly, David Drew, Celebration Press, 1997

Bugs! Bugs! Bugs!, Jennifer Dussling, Dorling Kindersley, 1998

Bugs, Nancy Winslow Parker, William Morrow, 1987

Flies Are Fascinating, Valerie Wilkinson, Children’s Press, 1994

Fireflies in the Night, Judy Hawes, HarperCollins 1991

Ant Cities, Arthur Dorros, HarperCollins, 1987

Where Butterflies Grow, Joanne Ryder, Dutton, 1989

Amazing Bugs, Miranda Macquitty, Dorling Kindersley, 1996

Creepy Crawlies .Cathy Kilpatrick, EDC Publishing

Insects & Spiders, Penny Clarke, 1995 ISBN# 0-531-15282-0

Bugs & Slugs, Judy Tatchel, 1999 ISBN# 0-7460-27737

Discovery Kids Insects & Spiders, 1999ISBN# 0-525-4675-5

Readers Digest Pathfinder: Insects & Spiders, 2000 ISBN#

Nature Scope: Insects

Hiding Out: Camouflage in the Wild by James Martins (Crown, 1993)

Insects, Steve Parker, Dorling Kindersley, Inc 1992

Insects, Althea , Troll 1990

Jerry Pallotta, The Icky Bug Alphabet Book (Charlesbridge, 1989)

Jerry Pallotta,, The Icky Bug Counting Book

Zoobooks: Turtles - Snakes - Crocodiles etc.

A Red Rat Snake Named Twister - Ranger Rick

Read About Snakes and Lizards - Morris, R.

Snapping Turtles- May, Julian

Alligator - Shaw, E.

National Geographic

Reptiles Do the Strangest Things - Hornblow, L. and A.

Steven and the Green Turtle - Cromie, W.

Now I Know Turtles, Troll Associates

A Talk with Two Sea Snakes - Ranger Rick, Oct. 86

Fiction:

Audrey Wood, Quick As A Cricket

Audrey Wood, The Napping House

Paul Fleischman, Joyful Noise: Poems for Two Voices( The Trumpet Club 1975)

Arnold Lobel, Grasshopper on the Road (Harper & Row 1978)

Franz Brandenberg, Fresh Cider & Apple Pie

Aileen Fisher, When it Comes To Bugs

Bernard Most , There’s An Ant on Anthony

Chris Van Allsburg, Two Bad Ants

Eric Carle, The Very Hungry Caterpillar (Philomel, 1981)

Eric Carle, The Grouchy Ladybug

Roald Dahl, James and the Giant Peach

Are You My Mother?

Seuss, If I Ran the Zoo

Te Ata - Baby Rattlesnake

Butler, Andrea - Literacy 2000

- What Are You?

- I Spy

- A Zoo

- What Did Kim Catch?

- Hungry House

- Ants Love Picnics, Too.

- I Saw a Dinosaur

- Pets

Brontosaurus Moves In - Choose Your Own Adventure

The Remarkable Chameleon - Hess, L.

Lizard’s Song -

Green Turtles Mysteries - Waters, J. and F.

Spanish Books:

Me pregunto por qué las arañas tejen telas, Amanda O’Neill, Editorial Everest, 1996

¡Que bueno que haya insectos!, Allan Fowler, Children’s Press, 1991

Asombrosas mariposas, John Still, Dorling Kindersley, 1991

Poetry

I Know An Unusual Egg

Eggs Here, Eggs There

Silverstein - I Won't Hatch

Is This Oviparous (Did you feed my cow?)

Where the Sidewalk Ends - Silverstein, Shel

New Kid on the Block - Prelutsky

Talking to the Sun - Metropolitan Museum

Community Resources

Santa Ana Zoo - Herpetologist

San Diego Wild Animal Park

National Wildlife Federation

1412 Sixteenth Street

NW Washington, D.C. 20036-2266

They offer excellent publications & curriculum on wildlife.

The Young Entomologists Society, Inc.

1915 Peggy Place Lansing, MI 48910-2553

They offer a variety of publications, educational materials ad information network for insect enthusiasts.

Project GLAD

Orange Unified School District

Plant and Animal Life Cycles

(Level 2)

UNIT PLANNING PAGES

I. FOCUS AND MOTIVATION

• Observation Charts

• Inquiry Charts

• Exploration Chart

• Cognitive Content Dictionary- signal word

• Zoologist and Botanist Awards

• Big Book

• Personal Interactions

II. INPUT

• Timeline – Cat Life Cycle

• Parts of an Insect (pictorial)

• Comparative input of Plants and Butterflies

• Narrative

▪ Frederick the Frog

• Expert groups— types of animals

• Graphic organizer—Venn diagram on Plants and Butterflies

III. GUIDED ORAL PRACTICE

• T Graph with social skills/Team points

• Picture-file cards – observe, classify, categorize, label, highlight

• Process Grid

• Team Tasks

• Expert Groups

• Personal Interaction

• Reader’s Theater

• Sentence Patterning Chart

• Poetry

a. Growing, Growing Little Seed

b. Animal Classification

c. Amphibians

d. Insects

e. Bear Bugaloo

f. Ground Squirrel

g. Zoologist Bugaloo

h. A Little Insect Egg

IV. READING/WRITING

A. Total Class

▪ Co-op strip paragraph with responding, revising and editing

▪ Found poetry

▪ Narrative – story map

▪ SQ3R

B. Flexible Group Practice

▪ Team tasks

▪ ELD review

▪ Ear to ear reading

▪ Flexible group reading – leveled

▪ Labeling of charts

▪ Focused reading

▪ Expert groups

C. Individual

▪ Learning logs

▪ Text and You

▪ Interactive Journals

▪ Writers Workshop

▪ Individual Tasks

▪ Listen and sketch

D. Reading/Writing Workshop

▪ Mini lesson

▪ Write

▪ Author’s Chair

▪ Conference

V. EXTENDED ACTIVITES

• Make big book

• Write Chant

• Make a model of the solar system

• Jeopardy

• Posters

• Research about different planets

VI. CLOSURE

• Process all learning and inquiry chart

• Required expository, narrative and poetry writing

• Graffiti Wall

• Read the walls

• Team Feu

Project GLAD

Orange Unified School District

Plant and Animal Life Cycles

(Level 2)

Sample Daily Lessons

Day 1:

Focus/Motivation

• Herpetology Awards

• Observation Charts

• Big Book, The Important Thing About Animals

• Inquiry Chart: What do you know about Plants and Animals? What are you wondering?

• Cognitive Content Dictionary

Input

• Butterfly Life Cycle Comparative Pictorial

Guided Oral Practice

• Poetry

• T Graph for Social Skills:

• Team Points

• Science Free Exploration: Picture file cards, simulate observing “in the field’ process skills (observing, categorizing, comparing, ordering, inferring), group reporting

Input

• Map with Habitats Pictorial

• 10:2 Lecture with primary language groups

• Vocabulary Card Review

Reading/Writing

• Learning Log

• Primary Language Review, ELL Review

• Writer’s Workshop

o Mini lesson on types of writing

o Plan, share, write

o Author’s Chair

Closure

• Interactive journal writing

• Poetry

• Home-School Connection

Day 2

Focus/Motivation

• Process Home-School Connection

• Botanist Notebook Award

• Cognitive Content Dictionary – with Signal word

• Review Map Pictorial with word cards and pictures

Input

• Frederick Narrative

• Chant and Highlight

Guided Oral Practice

• Poetry

Input

• Plant Life Cycle Comparative Pictorial

• Sentence Patterning Chart

Reading/Writing

• Mammals Expert Groups:

• Team Tasks

o Map

o Butterfly and Plant Comparative Pictorial

o Sentence Patterning Chart

• Interactive journal writing

• Writer’s Workshop

o Mini lesson

o Plan, share, write

o Author’s Chair

Closure

• Poetry

• Read Aloud

• Home-School Connection

Day 3

Focus/Motivation

• Process Home-School Connection

• Cognitive Content Dictionary – with Signal word

• Review Narrative with Conversation Bubbles

• Review Plant Life Cycle Comparative Pictorial with word cards

• Mammal Book Marks

Input / Guided Oral Practice / Reading/Writing

• Story Map

• Process Grid

• Expert Groups

• Cooperative Strip Paragraph

• Found Poem

• Graphic Organizer Plant and Butterfly Life Cycles

• Interactive journal writing

• Group Frame

• Team Tasks

o Insect Pictorial

o Butterfly and Plant Comparative Pictorial

o Frederick narrative

o Story Map

o Sentence Patterning Chart

o Flip Chant

• Writer’s Workshop

o Mini lesson

o Plan, share, write

o Author’s Chair

Closure

• Read Aloud

• Poetry

• Home/School Connection

Day 4

Focus/Motivation

• Scientist Awards

• Listen and Sketch

• Poetry

• Process Charts

• Process Home-School Connection

• Cognitive Content Dictionary – with Signal word

Input

• Revisit Observation Charts

Guided Oral Practice

• Flexible Reading Groups

o SQ3R

o Chunk and Link

o ELD

o Group Frame

Reading/Writing

• Process Grid

• Learning Log

• Revising/Editing Co-op Strip Paragraph

• Listen and Sketch

• Team Tasks

o Cognitive Content Dictionary

o Team Evaluations

o Insect Pictorial

o Butterfly and Plant Comparative Pictorial

o Frederick narrative

o Story Map

o Sentence Patterning Chart

o Flip Chant

Closure

• Personal Interaction

• Home/School Connection

• Interactive journal writing

Day 5

Focus/Motivation

• Poetry

• Process Inquiry Chart

• Process Home-School Connection

• Cognitive Content Dictionary – with Signal word

• Strip Book – Insects can ____ but mammals cannot ______.

Reading/Writing

• Co-op Strip Paragraph with struggling readers

• Process Grid

• Learning Log

• Listen and Sketch

• Review Inquiry Charts/Process Learning

• Ear to Ear reading with Poetry Booklets

• Team Tasks

o Cognitive Content Dictionary

o Team Evaluations

o Insect Pictorial

o Butterfly and Plant Comparative Pictorial

o Frederick narrative

o Story Map

o Sentence Patterning Chart

o Flip Chant

• Team task presentations

• Debate

Closure

• Team Feud

• Graffiti Wall

• Plant Seeds

Awards

| |The egg is a tiny, round, oval, or cylindrical object, usually with fine ribs and | |

| |other microscopic structures. The female attaches the egg to leaves, stems, or other| |

| |objects, usually on or near the intended caterpillar food. | |

| |The caterpillar (or larva) is the long, worm-like stage of the butterfly or moth. It| |

| |often has an interesting pattern of stripes or patches, and it may have spine-like | |

| |hairs. It is the feeding and growth stage. As it grows, it sheds its skin four or | |

| |more times so as to enclose its rapidly growing body. | |

| |The chrysalis (or pupa) is the transformation stage within which the caterpillar | |

| |tissues are broken down and the adult insect's structures are formed. The chrysalis | |

| |of most species is brown or green and blends into the background. Many species spend| |

| |this winter in this stage. | |

| |The adult (or imago) is colorful butterfly or moth usually seen. It is the | |

| |reproductive and mobile stage for the species. The adults undergo courtship, mating,| |

| |and egg-laying. The adult butterfly or moth is also the stage that migrates or | |

| |colonizes new habitats. | |

| |(Note: The adult butterfly pictured here is a Swallowtail, not a Monarch). | |

|Arthropod Morphology |

|Parts of an Insect (Grasshopper) |

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|[pic] |

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|Head: The anterior part of an insect body with eyes, antennae, and mouthparts. |

|Thorax: The body section after the head, with the legs and wings attached. There are three sections of the thorax: the prothorax, the |

|mesothorax, and the metathorax. |

|Abdomen: The posterior section of the body containing the reproductive and digestive organs. |

|Spiracles: Breathing pores. |

|Coxa: The section of a leg that is attached to the body. |

|Trochanter: The second segment of a leg, between the coxa and the femur. |

|Femur: The third segment of a leg, between the trochanter and the tibia. (Grasshoppers and other jumping insects have enlarged hind femora with|

|powerful muscles). |

|Tibia: The fourth segment of a leg, between the femur and the tarsus. |

|Tarsus: The leg segment after the tibia, often subdivided into several sections. |

|Genitalia: The sexual organs. |

|Wings: Outgrowths of the body wall that enable insects to fly. The first pair of wings is sometimes modified into a protective covering for the|

|hind wings. |

Narrative Input

Page 1

Once upon a time, there was a bullfrog named Frederick. Frederick was born into a large frog family and lived in Lily Pad Pond. Frederick was a very handsome amphibian. He was very large and had smooth, damp, slimy skin that was a bright green color. Frederick's back legs were very strong so he could hop and leap on land. He needed to jump fast to get away from his enemies. He could jump 10 times his body length in a single leap! He was 15 cm. long!

Page 2

When Frederick croaked everyone took notice, for he had the deepest, foggiest croak of all of the male frogs. Frederick filled his throat with air until it looked like a balloon. When he let the air out, his vocal chords would move, making his loud, croaking sound.

Page 3

Frederick was known as a vertebrate. A vertebrate is an animal that has a backbone He lived part of his life in water and part on land.

Lily Pad Pond was Frederick's home. He had many relatives who lived in lakes and rivers. Lily Pad Pond was in the center of the park. It was protected by a forest of evergreens, birch and maple trees. Children loved to explore the paths of the forest for a peek at Frederick! This was Frederick's wetland sanctuary.

Page 4

Frederick's circle of life began in the calm and warm surroundings of Lily Pad Pond. The life cycle of toads and frogs is surprising! A bullfrog's body goes through many changes called metamorphosis.

It all began when the father frog called to the mother with his loud bullfrog song. The mother frog layed as many as a thousand eggs in clumps of jelly. The jelly held them together and protected them. The eggs floated away and settled among the weeds.

Page 5

In a few days, a tadpole grew inside the egg. A tadpole is a baby frog. Soon the tadpole began to wiggle in the egg. In about a week, the tadpole broke out of the egg and swam off to begin a new life. This little tadpole was Frederick. He did not look like his mother and father. He looked like a little fish. He had gills on the side of his body for breathing. He used his tail to swim and ate tiny pieces of green plants called algae.

Page 6

When Frederick was a full grown tadpole, he began to change into a frog. His back legs started to grow. Then the front legs began to grow. About this time the tadpole lost his gills and grew lungs. His mouth got big and wide. He began to look like a grown up frog. He could hop around on land. Frederick's tail got smaller and smaller. After a time the tail was gone and then Frederick was a grown bullfrog.

Page 7

Grown up frogs like Frederick eat insect larvae, spiders, worms and other frogs. When the frog tries to catch an insect, it throws out its whole tongue. The sticky part helps to catch the insects.

Page 8

Like all grown up frogs, Frederick's head was big with eyes high up on his head. He could see all around him. He had back legs that were very long and strong. His back feet had long toes with skin between them called webs. These webbed feet made Frederick a good swimmer.

Page 9

During the summer, Frederick grew. He spent most of his time looking for food and hiding from his enemies. He really had a wonderful life. Everything Frederick needed could be found in Lily Pad Pond. Since Frederick was a bullfrog, he spent most of his life in the water.

Page 10

Frederick began to slow down as fall came. Like all amphibians, Frederick hibernated in the winter. He could not live through the winter unless he went to sleep. He dug into the mud where he would stay until spring. Since Frederick was sleeping, he didn't need much food or air. He had enough food in his body to keep him alive. He breathed air through his skin. His heart beat very slowly while he slept. To this day, the cycle continues! Frederick will awake in the spring. He will begin to fill the air with his song. The croaking of the frogs is a sure sign that spring has arrived.

Poetry Booklet

Name _________________

I’M A LITTLE INSECT EGG

(to the tune of “I’m a Little Piece of Tin”)

by Shannon Brown

I’m a little insect egg,

Watch me hatch, please don’t beg.

I will be a larva soon,

Think I’ll wiggle out by noon.

I’m an egg.

I’m an egg.

I’m an E-G-G, egg!

I eat and eat so much each day,

Soon I’ll be a pupa they say.

Then I’ll be so very quiet,

No need to feed me, I’m on a diet.

I was an egg.

I was an egg.

I was an E-G-G, egg!

Something’s happening to me inside,

My shape is changing, eyes open wide.

3 body parts with 6 legs, it’s true,

Antennae, wings, and an exoskeleton too.

I was an egg.

I was an egg.

I was an E-G-G, egg!

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Animal Classification

By Jeff Schroeder

Bird:

A bird is an animal that flies in the air;

It has feathers on its body everywhere.

It is warm blooded, hatches from an egg,

Has a beak, and wings, and it has two legs.

But to be a bird could be absurd,

Would you really like to be a bird?

Fish:

A fish is an animal that has many fins,

With slimy scales on its skin.

Its babies hatch from jelly-like eggs.

It breathes with gills, and it has no legs.

However, you could end up on a dish...

Would you be better off to be a fish?

Amphibian:

An amphibian's an animal that starts out with gills;

Breathing in the water is a thrill.

When it grows up - it will live on land

Then it breathes with lungs - any way it can.

Metamorphosis can happen in the Caribbean

Would you be better off as an amphibian?

Reptile:

A reptile is an animal that's cold-blooded too;

It lives up on the land, or at the zoo.

It has scaly skin - that is rough and dry;

They often hatch from eggs, and I'm not quite sure why.

They breathe with their lungs all the while.

Would you be better off to be a reptile?

Mammal:

A mammal is an animal with hair or fur.

It is warm blooded, that's for sure!

They are cute when they're born,

And they go through live birth,

Drink their mother's milk, and, for what it's worth,

You could be a whale or a camel...

It sure is great to be a mammal!

And all the monkeys aren't in the zoo

Everyday you meet quite a few

So you see it's all up to you

You could be better than you are...

You could be swingin' on a star!

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Amphibians

By Two of a Kind

(Chorus:)

I lead a double life

(I lead a double life)

First in the water and then on the land

I lead a double life

(I lead a double life)

I am an amphibian.

I'm a cold-blooded creature so I like to stay warm

I'm born in the water and then I transform

Metamorphosis is the name of this change

from gills to lungs, you know my parts rearrange.

The very first animals that swam in the sea

adapted to survive, changing gradually.

It took millions of years until they walked on the earth

But this story is re-told with each amphibian birth.

(Chorus)

I breathe and I drink through my delicate skin

which may help explain the mess that I'm in

The poisons people put in the water and air

They end up in me, so I get more than my share.

I lead a troubled life (I lead a troubled life)

with pollution in the water, and trash on the land ...

We're watching the forests go up in smoke

We're losing our homes and it's making us croak

So leap to the cause, it's time to hop to it

If you don't help out, tell me who's gonna do it?

I lead a troubled life (I lead a troubled life)

with boats in the water, and malls on the land ...

(Chorus)

Insects

(Tune: Head, Shoulders, Knees and Toes)

 

Head, Thorax, Abdomen… Abdomen

Head, Thorax, Abdomen…Abdomen

6 legs 2 Antennae

And Compound Eyes

Don't forget the ones with wings… Ones with wings!

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Bear Bugaloo

I’m a bear and I’m here to say

I’m omnivorous and that’s o.k.!

Mostly I eat plants, and sometimes I eat meat,

But I always keep the forest beat.

Fish, slugs, berries, too.

Doing the bear bugaloo!

A male is a boar, a female’s a sow,

Their offspring are cubs, don’t you know it now!

Their cubs are born during winter sleep,

They soon learn to jive to the forest beat.

Boar, sow, little cubs, too.

Doing the forest bugaloo.

Although we look lumpy, we’re very strong and fast.

The fat we accumulate through the winter will last!

When we emerge in spring, we’re much thinner,

We start right away to look for our dinner!

Fish, slugs, berries, too.

Doing the forest bugaloo.

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Ground Squirrel

I’m a squirrel, small and brown,

Living underneath the ground

I save up nuts all through the fall,

I eat to survive the long haul,

I’m a squirrel (clap clap)

I eat nuts (clap clap).

After I stuff and store away,

I prepare to hide away,

I only get to hibernate

If I’m fat enough from what I ate.

I’m a squirrel (clap clap)

I eat nuts (clap clap)

In the ground snug in my den

My body slows down and then

My temperature drops, my heart slows down,

You might think I’m dead there in the ground.

I’m a squirrel (snore, snore)

I sleep (snore, snore).

When the days are warm and longer

I spring right up and feed my hunger

I’m glad I have food put away,

Or else hunger would

I’m a squirrel

I eat nuts

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Zoologist Bugaloo

I’m a zoologist and I’m here to say

I study how animals live everyday

Sometimes I write a paper,

Sometimes I read a book,

But usually I go and take a look.

Bears, bats, badgers, too.

Doing the zoologist bugaloo!

Animals are so interesting, many people say,

But I think scientific in many ways.

Sometimes they are migrating,

Sometimes they are hibernating,

But always they’re adapting,

Changing for the winter.

Snakes, racoons, butterflies, too.

Doing the zoologist bugaloo.

Sometimes I study in winter’s chill,

Animals that are hunting and foraging still.

They find the food that’s there,

Hidden beneath the snow,

Or a predator spies prey and off they go!

Lynx, owls, rabbits, too.

Doing the zoologist bugaloo.

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Growing, Growing Little Seed

(begin with this chorus...)

Growing, growing little seed,

Water, sun and soil I need.

Roots grow down into the ground.

Stems grow high and touch the sky.

(repeat chorus)

Leaves reach out to get some sun,

then they release oxygen.

(repeat chorus)

Flowers bloom for all to see,

petals, stamen, pistils three.

Growing, growing little seed,

please don’t grow into a weed.

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Name ___________________

Home/School Connection #1

Interview your friends and family. Ask them if they have ever visited any of the biomes we learned about? Did they enjoy it? What did they discover? Which biome would you like to visit and why?

Name ___________________

Home/School Connection #3

Retell the narrative story to someone in your family. Which part does that person like the most? Draw a picture of that part.

Name ___________________

Home/School Connection #2

Using your scientific skill of observation, go on an "observing walk" outside and inside your home. Keep a tally of all the insects and bugs you see and hear.

|bees |butterflies |moths |

|spiders |worms |crickets |

|sowbugs |Flies |beetles |

|ants |earwigs |gnats |

Sketch the most interesting insect or bug you saw.

Share an insect poem with your parents.

Parent signature : _____________________________

Expert Groups

Mammals

Mammals are animals that have body hair. They are warm-blooded.

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Mammals have babies that are born alive. Mammals feed their young milk that females produce in mammary glands.

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Unlike other animals, mammals have 3 middle ear bones, the malleus, incus, and stapes.

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Some modern-day mammals include people, apes, cats, bats, and dogs. There are about 5,000 species of living mammals.

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Expert Groups

Amphibians

The word "amphibian" comes from Greek meaning both lives. Amphibians live part of their life in water and part on land.

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Even those species that lay eggs on land start life in a fluid-filled egg, breathing through gills. Young amphibians have gills and no legs when they hatch from these eggs.

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They then grow legs. Amphibians have smooth, wet skin.

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Amphibians are cold-blooded. They depend on external energy sources (such as the sun) to maintain their body temperatures.

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Salamanders, toads and frogs are examples of amphibians.

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Expert Groups

Birds

Birds are warm-blooded creatures, like mammals, but they lay eggs, like most reptiles.

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All birds have feathers and wings, and most birds are able to fly.

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Birds are amazingly varied in their shapes, sizes, colors, and behavior patterns. The crow, eagle and owl are examples of birds.

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There are more than 9,000 different species of birds in the world.

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Expert Groups

Reptiles

A reptile is an animal that is covered with scales. Its skin is rough and dry.

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Today there are 6,800 reptile species on earth; the major groups are alligators and crocodiles, turtles, lizards, and snakes.

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All reptiles are cold-blooded, which is why they warm themselves in the sun.

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Some reptiles lay eggs; others give birth to live young.

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Mind Map

Process Grid

|Living Creature |Appearance |Warm or Cold Blooded|Young |Examples |Other |

| |3 Body Parts |Cold- Blooded |Eggs |Cricket |Arthropod |

|Insect |6 Legs | |Metamorphosis |Ant | |

| |Wings | | |Bees | |

| |Exoskeleton | | | | |

| |Have hair |Warm-Blooded |Born Alive |Humans |5,000 species |

|Mammals |3 Ear bones | |Feed milk |Cats | |

| | | | |Dogs | |

| |Legs |Cold- Blooded |Have gills |Salamanders |From Greek |

| |Smooth, wet | |No Legs |Frogs |Two lives |

|Amphibians |skin | |Born from fluid-filled eggs | |Water and land |

| |Rough |Cold- Blooded |Living babies |Turtles |6,000 species |

|Reptile |Dry | |Eggs |Lizards | |

| |Scales | | |Alligators | |

| | | | |Crocodiles | |

| |Feathers |Warm-Blooded |Eggs |Crow |9,000 species |

|Birds |Wings | | |Eagle | |

| | | | |Owl | |

Writer’s

Workshop

Name_____[pic]

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