Project GLAD, New Mexico
Project GLAD, New Mexico
Organisms (1st Grade)
IDEA PAGES
I. Unit Themes
• Organisms are living things that have needs, grow, reproduce and die.
• Plants and animals are organisms whose characteristics and life cycles have differences and similarities.
• Organisms inhabit different kinds of environments and have adaptations that help them survive in their habitats.
• Human beings are organisms that interact with their environments.
II. Focus /Motivation
• Superbiologist Awards
• Observation Charts
• Inquiry chart
• Picture File Cards
• Realia
• Observation walks and field trips
• Important Big Book
• Videos, movies, & filmstrips
III. Closure
• Conference portfolios
• Art
• Living Wall (student generated)
• Important Big Book (student generated)
• Reading Important Big Books
• Sharing Individual Poetry
• Songs (student generated)
• Portfolio/Learning Log
IV. New Mexico Performance Standards Addressed
Language Arts:1.1 Integrates knowledge of phonics when reading unknown words:• graphophonic• semantic• syntactic• blends phonemes• segments phonemes• changes beginning, middle and end sounds to produce new words1.5 Expands vocabulary:• classifies grade-appropriate categories of words• reads, listens, and interacts in a variety of situations2.1 Relates previous experiences to what is read2.2 Distinguishes between fiction and nonfiction2.8 Retells stories and events, indicating beginning, middle, and end2.9 Relates significant facts drawn from simple expository information3.3 Uses writing conventions:• uses a variety of strategies to write independently, using developmental and/or conventional spelling• uses phonetic knowledge and basic word patterns to spell three- and four-letter words correctly4.1 Uses speaking strategies:• asks and answers simple questions• speaks clearly and distinctly4.2 Uses speaking and language conventions by selecting and using new vocabulary and language structures4.3 Uses appropriate types of speaking for a variety of purposes and audiences:• participates in classroom discussions• recites nursery rhymes, chants, songs, and poetry; recognizes repetition and predicts repeated phrases.5.1 Listens attentively by looking at speaker5.2 Increases vocabulary through reading, listening, and interacting in a variety of situations.6.1 Classifies grade-appropriate categories.
ScienceSC 1.3.1 Know that living organisms have needs.SC 1.3.2 Know that living organisms inhabit various environments and have various external features to help them satisfy their needs.SC 1.3.3 Describe the differences and similarities among living organisms.SC 1.3.4 Observe that living organisms have predictable but varied life cycles.SC 1.3.5 Identify differences between living and nonliving things.SC 1.3.6 Recognize the differences between mature and immature plants and animals.SC 1.3.9 Describe how some parts of human bodies differ from similar parts of other animals.
Social Studies
SS 1.2.1 Understand maps and globes as representations of places and phenomena
SS 1.2.2 Identify and use the four cardinal directions to locate places in community, state, and tribal districts.
SS 1.2.4 Identify and classify characteristics of places as human or natural
SS 1.2.7 Describe the human characteristics of places such as housing types and professions SS 1.2.10 Describe the role of resources in daily life.
SS 1.2.11 Describe ways that humans depend upon, adapt to, and affect the physical environment.
V. Vocabulary
General: organism, life cycle, habitat, living, habitat, adaptation, location
Plants: water, food, air, roots, stem, branches, leaves, green, fruit, seeds, seed pod, sunlight, absorb, soil, grass, tree, vine, prickly, juicy, pollinate, fertilize, ripe, seedling
Animals: eat, teeth, drink, water, breathe, arms, legs, wings, fur, scales, flippers, paws, shell, tail, feathers,
five senses: see, eyes, hear, ears, smell, nose, taste, tongue, touch, skin,
fly, swim, crawl, swing, prehensile, predator,
Life cycle: cycle, grow, reproduce, die, adult, baby, young, old, mature
Habitats: desert, forest, polar, savannah, grassland, woodland, woods, river
Human: resource, human, natural, environment, change, building, park, playground
VI. RESOURCES AND MATERIALS
Non-Fiction
• Zoo books: Baby Animals, Birds of Prey, Reptiles, Let’s Look at an Egg
• Millions of Years of Eggs, S. May
• The Icky Bug Alphabet Book, J. Pallota
• The Reason for a Flower Ruth Heller
• Cactus Hotel
Fiction
• Are You My Mother?
• If I Ran the Zoo, Seuss
• Baby Rattlesnake, Te Ata
• Literacy 2000, Andrea Butler
• Chickens aren’t the Only Ones, Ruth Heller
Poetry/Songs
• I Won’t Hatch, Silverstein
Web Sites
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Field Trips
• Botanical Gardens
• Zoo
• Nature Center - Bosque
• Walk in the desert (e.g. volcanoes)
• Schoolyard and neighborhood
Project GLAD, New Mexico
Organisms (1st Grade)
PLANNING PAGES
I. Focus /Motivation
• Superbiologist awards
• Signal Words
• Cognitive Content Dictionary (CCD)
• Big Book (teacher generated)
• Observation Charts
• Exploration report
• Inquiry chart: What we know about organisms. & What we want to learn about organisms.
• Picture File Cards
• Realia
• Nature walk (field trips): observe, sketch, & label plants and animals in schoolyard.
• Guest speaker(s)
• Videos, movies, & filmstrips
II. Input
• World Map – seven continents, five oceans, U.S.A., New Mexico, city, habitats around the world: desert, forest, grassland, polar
• Pictorial – life cycle of a plant
• Pictorial of Chihuahuan High Desert habitat: prickly pear cactus (plant) and Western box turtle (animal). Focus on adaptations to environment
• Narrative Input – Year of the Toad
• Narrative Input – Dear Joseph, Dear Marissa
• Expert Groups – Habitats: polar, Amazon Rain Forest, Saharan Hot Desert, African Savanna
• Research from books and internet
• Chants
III. Guided Oral Practice
• Poetry, raps, songs, chants
❖ I’m an Organism
❖ Organisms Everywhere
❖ Plants Everywhere
❖ Living Things
❖ Animal Babies
❖ I Can Spell!
❖ Habitat Military Cadence
❖ Life Cycle Bugaloo
❖ Life Cycle Drill
❖ Animals Everywhere
❖ Animales
• Farmer-in-the-Dell/Sentence Patterning Chart (SPC) Noun: animals
• T-graph for social skills (Caring, Cooperation, or Sharing)
• Team Tasks
• Retelling Narrative
• Primary Language Groups
• Word card review with input charts
• Home School Connections
• Personal Interactions
IV. Reading / Writing Activities
A. Whole Class
• Flip Chant
• Found poetry
• Narrative story map
• Cooperative strip paragraph with responding, revising, and editing (use pocket chart)
B. Team/Group/Cooperative
• Flip Chant
• Team tasks
• Expert Groups
• Ear-to-ear reading
• Mind mapping
• Process Grid
• Flexible Group reading with student generated text
C. Individual
• Flip Chant
• Interactive Journals
• Writer’s Workshop with Author’s Chair
• Learning logs
• Personal Exploration
V. Extended Activities
• Observation Nature Walk
• Field Trips
• Penpals (real or imaginary)
• Classification of: human/natural, plant/animal, living/non-living
• Creative Drama/Plays
VI. Closure/Evaluation
• Learning logs/Portfolios
• Art/Projects
• Expert Group Presentations
• Team Task Presentations
• Living Walls
• Important Big Book (student generated)
• Vocabulary Strips – where’s my answer?
• Sharing Individual Poetry
Project GLAD, New Mexico
Organisms (1st Grade)
SAMPLE DAILY LESSON PLAN (5 DAY)
Day 1
FOCUS/MOTIVATION
• 3 Standards of Behavior and Super-Biologist awards
• Signal Word processing w/Cognitive Content Dictionary
• Observation Charts
• Realia
• Inquiry Chart of Plants and animals
• Important Big Book
INPUT
• Graphic Organizer Input Chart World Map – Big Picture (ocean, continents, & habitats) (w/picture file cards & 10/2’s)
GUIDED ORAL PRACTICE
• Chant
INPUT
• Life Cycle of a Plant
Learning log
ELD review// retell
GUIDED ORAL PRACTICE
• Life Cycle Drill
INPUT
• Narrative Input – Year of the Toad
GUIDED ORAL PRACTICE
• Brainstorm on cooperation
• T-graph on cooperation
• Exploration Report with Picture File Cards in Teams
• Chant
CLOSURE
• Interactive Journal
• Process Inquiry Chart
• Home/School Connection – What organisms can you find at home or in your neighborhood? Write and sketch.
SAMPLE DAILY LESSON PLAN (5-Day)
Day 2
FOCUS/MOTIVATION
• Super-biologist awards
• Home/School Connection share out
• Signal Word processing w/Cognitive Content Dictionary
• Realia
GUIDED ORAL PRACTICE
• Review with word cards – World Map, Life Cycle of a Plant
• Chant: Life Cycle Drill with movements
INPUT
• Pictorial Input Chart of High Chihuahuan Desert – prickly pear cactus and Western box turtle (w/picture file cards & 10/2’s)
Learning log
ELD Review/Retell
READING/WRITING
• Mind Map
• Team Tasks: World map, Life Cycle of a Plant, Desert Habitat
Expert Groups 1 and 2
GUIDED ORAL PRACTICE
• Review with word cards – Narrative Input
• Sentence Patterning Chart (Farmer-in-the-Dell) Noun = animal
Reading Game
Trading Game
CLOSURE
• Review chants
• Interactive Journals
• Home/School Connection
SAMPLE DAILY LESSON PLAN (5-Day)
Day 3
FOCUS/MOTIVATION
• Super-biologist awards
• Share Home/School connection
• Signal Word processing w/Cognitive Content Dictionary
READING/WRITING
• Team Tasks – World Map, Plant Life Cycle, Desert Habitat, Farmer-in-the-Dell, Mind Map
• Expert Group 3
• Flip Chant
• Team Tasks – add Flip Chant
• Expert Group 4
GUIDED ORAL PRACTICE
• Poetry/Chants
• Review of Narrative Input with dramatizing
READING/WRITING
• Story Map of Narrative
CLOSURE
• Interactive Journals
• Chants
SAMPLE DAILY LESSON PLAN (5-Day)
Day 4
FOCUS/MOTIVATION
• Super-biologist awards
• Home-School connections (any still outstanding)
• Signal Word processing w/Cognitive Content Dictionary
GUIDED ORAL PRACTICE
• Expert Group share out
READING/WRITING
• Process Grid
• Cooperative Strip Paragraph: Different kinds of animals and plants have adaptations for different habitats.
GUIDED ORAL PRACTICE
• Ear-to-ear reading w/poetry booklets
• Narrative Input L1 review & ELD story retell
-Team Tasks – add to list Exploration Report, Expert Group Presentations
-Individual tasks – World Map, Pictorial Inputs, CCD, Here-There, Highlight in poetry books and illustrate
READING/WRITING
• Listen and Sketch
• Writer’s Workshop
• Mini-lesson – Graphic Organizers and sketching (Planning Page)
• Writing
• Author’s Chair
CLOSURE
• Review chants
• Process Inquiry Chart
• Interactive Journals
SAMPLE DAILY LESSON PLAN (5-Day)
Day 5
FOCUS/MOTIVATION
• Signal Word w/CCD
• Home/School Connection
• Realia
GUIDED ORAL PRACTICE
• Review Big Book
• Review chants
READING/WRITING
• Expert Groups final preparations for presentations
• Cooperative Strip Paragraph
- Respond, revise, edit checklist
- Add language from Poetry, SPC
• Leveled Reading Group of Coop Strip Paragraph
-Team Tasks
-Individual tasks
• Ear-to-Ear Reading with Cooperative Strip Paragraph
• Writer’s Workshop – mini-lesson on types of writing
• Author’s Chair
CLOSURE
• Jeopardy Game with Process Grid
• Process all charts
• Review chants
• Walk the walls
• Process Inquiry Chart
• Metacognition of learning
Clipart free from
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|Zoologist Award |Zoologist Award |
|[pic] |The fastest land animal is the cheetah. They can run up to 70 miles |
|Zebras graze on grass and live in herds. |per hour. |
| | |
|Zoologist Award |Zoologist Award |
|A young goat- called a kid- can follow its mother on steep rock slopes by | |
|the time it is one week old. |Most penguins feed on krill, fish, squid, and other forms of sea life |
| |caught while swimming underwater. They spend half of their life on |
| |land and half in the oceans. |
| | |
|Mammologist Award |Mammologist Award |
| |[pic]Elephants are mammals, and the largest land animals alive today. |
|Elephants generally have no natural predators, although lions may take |The elephant's gestation period is 22 months, the longest of any land |
|calves and occasionally adults. In some areas, lions may regularly take to|animal. |
|preying on elephants. | |
| | |
|Mammologist Award |Mammologist Award |
|Elephants use tusks for peeling bark off trees, digging for roots, herding| |
|young, drilling for water and sometimes as a weapon. [pic] |Elephants can live 50 to 60 years. |
| |[pic] |
Biologist Award
Habitat Military Cadence
Adaptation by Rima Haroun
We just know what we’ve been told.
We just know what we’ve been told.
Habitats can be hot or cold.
Habitats can be hot or cold.
Providing food, water, shelter, and air.
Providing food, water, shelter, and air.
Plants and animals can live almost anywhere.
Plants and animals can live almost anywhere.
Sound off! Ecology!
Sound off! Ecosystem!
1, 2, 3, 4…….SCIENCE RULES!
Animal Babies By Lisa Meyer-Jacks Biologist Award
Little ducklings swimming in the lake
Mother ducks don’t want to be late
Furry cubs hiding in the trees
Mother bears peering through the leaves.
Sound off – ducklings
Sound off- bear cubs
Sound off – 1, 2, 3, 4 Growing up!
Tiny owlets waiting hungrily
Mother owls hunting happily
Playful chicks snuggling patiently
Father penguins walking carefully
Sound off – owlets
Sound off –little chicks
Sound off – 1, 2, 3, 4 Growing up!
I love to write!
The Important Book about Organisms
By Eva Thaddeus
The important thing about all organisms is that they are living things.
Animals are organisms. In order to live, they need food and air. Animals use food and air to give them energy, and help their bodies grow. Animals also need water, to keep their bodies from drying out.
But the important thing about all organisms is that they are living things.
The important thing about all organisms is that they are living things.
Organisms grow, reproduce, and die. Some animals hatch from eggs, and others are born alive. They start very small, and grow bigger. When they are grown up and become adults, animals can reproduce, which means they have babies. At the end of an animal’s life, it dies.
But the important thing about all organisms is that they are living things.
The important thing about all organisms is that they are living things.
Plants are organisms. In order to live, they need sunlight and air. The leaves of the plant turn the sunlight and the air into food. Plants also need water to stay alive.
But the important thing about all organisms is that they are living things.
The important thing about all organisms is that they are living things.
Organisms grow, reproduce, and die. Plants are organisms that begin their life as seeds. The seeds sprout, grow taller, and grow leaves. When the plant is big, it flowers. The flowers turn into fruit, or seed pods. Inside the fruit or the seed pods, new seeds are forming. When the seeds are ripe, they fall to the ground. A new plant is ready to grow. Meanwhile, old plants are dying. Their bodies fall to the ground, and become part of the earth.
But the important thing about all organisms is that they are living things.
The important thing about all organisms is that they are living things.
There are many different kinds of organisms. Some are animals, and some are plants. Mammals, reptiles, fish, and insects are different kinds of animals. Flowering plants, ferns, and mosses are different kinds of plants. What kind of organism do you think a human being is?
Remember: The important thing about all organisms is that they are living things.
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Narrative Input Option 1:
Dear Joseph, Dear Marissa1. Dear Joseph,My name is Marissa. I live in Albuquerque, New Mexico. I'm in first grade just like you! I have two brothers, two dogs, a guinea pig, my mom and grandma at home. I like pizza and ice cream. I'm happy we're going to be penpals. The picture is a picture of me. Write back!Your friend,Marissa2. Dear Marissa, I also like pizza but I am allergic to ice cream. I like chocolate. Here is a picture of me. I live with my mother, my father, my brother and a cat.Write back!Your friend,Joseph3. Dear Joseph,My teacher wants me to describe my community for you, so I'm going to tell you what I see when I stand on my playground at school.
I see our main building, and then a lot of portables. Our school is growing, with more children all the time. When our classes get crowded, a truck comes in pulling a new portable and puts it down near the playground. That makes a new classroom for the new kids coming to our school. My classroom is in portable P-12. Here is a picture of it. We have a field with grass, and a big dirt patch, and a nice playground with three slides and a new piece of climbing equipment.
Those things are all made by people. I can also see natural things. The Sandia Mountains are very tall. In the winter they are often covered with snow, even when it doesn't snow down here in the valley. Where I live is called a river valley because the Rio Grande runs through it. The river is far from here and I can just see the line of trees that tells me where it is. Of course, I can also see the sky. I can see lots of sky! It is usually very blue, with no clouds, or maybe a few clouds hanging over the mountains. Most days are sunny here. When it rains or snows, we are excited and we jump in the puddles or slide on the ice. Please write back!Your friend,Marissa4.Dear Marissa, Boy, my community is really different from yours! I live in a part of New York City called Manhattan. When I stand in my schoolyard, I see the school on three sides of me, and it is four stories tall. My classroom is on the fourth floor. I have never heard of portables before. Our playground is really small and it is mostly paved. There is a basketball court and a place to play handball against one of the walls. But there is one thing about our school that is like yours. We have a new piece of play equipment with three slides, too! Here is a picture of my school. Most of what we see in Manhattan is made by people. But across the street there is a park with lots of trees, and past the trees I can see a teeny piece of the Hudson River. I can't see a lot of sky at all. I can see a piece of sky and sometimes it is blue but many days it is grey and cloudy. It rains and snows a lot here. I don't like the rain because then we have to stay inside for recess. I don't understand why you get excited when it rains. I think rainy days are boring. 5.Dear Joseph,
Thanks for the picture! I have never seen a school with four stories before. Here all the schools are one story or maybe two stories at the most. In this letter I'm sending you a picture of the habitat we live in. Albuquerque is in the Chihuahuan High Desert. It is cold in the winter and hot in the summer. We don't have much water here. Some years we are only allowed to water outdoors every other day. My teacher says water is a precious resource and we need to be careful how we use it. It is really dry here and in the summer it hurts to be out in the sun. If you go under a tree, you feel better. But we don't have a whole lot of trees in Albuquerque because they have to be watered a lot. Who waters the trees in your park?
Your friend,Marissa6.Dear Marissa,
What do you mean, who waters the trees? Nobody waters the trees in the park. The rain does. Believe me; it really rains a lot here. That's why we get so sick of it. Sometimes we think we're never going to see the sun again.
About our habitat, we live in the Eastern Woodlands. Here’s a picture. It’s cold in the winter and hot in the summer. But it's not dry at all. Especially in the summer, even when it doesn't rain, it's muggy and humid. That means there's a lot of water in the air. We have lots of trees, but going in the shade doesn't really help. It's hot and muggy there too. People like to go to the beach on hot days to go swimming and cool off. My family can't do that very often, but they do take me to the public pool. Now that's a cool way to get cool.
According to my teacher, the Eastern Woodlands have many different kinds of trees, and lots of animals like deer, raccoons, skunks, squirrels and lots of birds and insects. But if you came to see me in Manhattan you wouldn't understand why they say we live in the Eastern Woodlands. There aren't any woods at all. Except for a few parks, all you see is buildings, buildings, buildings. The main animals are pigeons and cockroaches. I pointed this out to my teacher and she said that just shows how much human beings can change their environment. This is a fancy way of saying that once Manhattan was covered with trees, but people cut them all down and built tall buildings instead. Write back!Your friend,Joseph7.Dear Joseph, My schoolyard doesn't look much like High Chihuahuan Desert either. The desert has prickly pear cactuses in it, and lots of little shrubs and grasses, and animals like roadrunners, rattlesnakes, and Western Box Turtles. But near my school there's an empty lot that does look like the desert. And near my house there's a big piece of desert where I like to go play. It's sandy there and if I wear flip flops, sometimes I get prickles in my toes. Sometimes I see a roadrunner or a jackrabbit. So it sounds like we have more natural habitat around here than you do there. Our lives sound very different! What are you learning in school? We are studying reading and writing, and math, and also habitats. My favorite subject is art. I want to be an artist! Here is a picture of a roadrunner that I drew.Your friend,Marissa8.Dear Marissa,
Guess what! I want to be an artist too. Here is a picture of a pigeon that I drew. And we are studying reading, writing and math in school too, and guess what else? We are also learning about habitats. Come visit me in New York some day and I will try to visit you in New Mexico. But you know what? Even if we never meet, I sort of feel I know you now.
Your friend,Joseph
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Narrative Input Option 2:
Year of the Toad
The first thing I know is that I feel kind of squishy and crowded. I start to wiggle. I'm in some kind of jelly-like stuff. I really don't want to be in here anymore, so I wiggle as hard as I can. Pop! Suddenly I'm free of the jelly. I'm swimming in clear water. I see a lot of other little animals like me. They're all swimming, too.
I've never been swimming before, but somehow I know how. I wiggle the little part of me that sticks out behind. That's my tail. When I wiggle it, I move forward in the water. The rest of me is all head. I have two eyes and a big mouth, and with my mouth, I eat. Eat, grow bigger, eat, grow bigger. A head and a tail - that's me, a tadpole.
Now I'm a lot bigger, and I've started to grow some back legs. There are other animals that want to eat me, and I have to watch out. If I see a strange shadow coming toward me, I dart away and hide in the mud. I'm the color of mud myself, so it's easy to hide there until the danger is gone.
I have four legs now - two in front, and two in back. My tail is getting shorter. I can feel the water I live in getting more and more shallow. There isn't much left, and somehow I know it's going to be time to leave soon. My head is changing too. I'm growing a nose. Soon I can stick my nose out of the water. I can breathe air now! This tells me that it's time to say goodbye to my puddle, and goodbye to being a tadpole. I am now a toad.
Being a toad is different. My tail is gone, but I have big, strong back legs. I can hop! I eat insects and other small animals that I grab with my sharp mouth. I need to be near water to stay moist and cool, but I spend most of my time on land. I am still growing. I came out of the water as a small toad. Now I am medium-sized. Next year, I will be a big toad, big enough to lay a string of jelly-like eggs in a puddle. The eggs will hatch into new toad tadpoles.
It's starting to get cold outside. Again, somehow, I know it's time. I dig a hole down in the mud. I sit very quietly down there. I stop eating. My heart slows down. I hardly breathe. I spend the winter like this, hibernating. When the spring comes, and I feel the mud get warm, it will be time to come out. I will dig my way out of the mud, blink my eyes, and look around me. A toad, awake again and ready for business.
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I’m an Organism By Eva Thaddeus
I’m an organism. I have hands.
Seal, what do you have? Flippers.
Shark, what do you have? Fins.
Jaguar, what do you have? Paws.
Hands, flippers, fins and paws,
I’m an organism too!
My human hands can wave at you.
I’m an organism. I have skin.
Monkey, what do you have? Fur.
Eagle, what do you have? Feathers.
Goldfish, what do you have? Scales.
Skin, fur, feathers, scales,
I’m an organism too!
My human skin can feel you.
I’m an organism. I have eyes.
Seal, what do you have? Eyes.
Eagle, what do you have? Eyes.
Shark, what do you have? Eyes.
Eyes, eyes, we all have eyes,
I’m an organism too!
You see me and I see you.
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Organisms Everywhere
By J. Beig N. Afzal, and E. Thaddeus
Organisms here, organisms there,
Organisms, organisms everywhere.
Quick zebras running,
Slow turtles crawling,
Evergreen trees growing,
And wet seaweed floating.
Cacti in the desert,
Grass on the savanna,
Monkeys in the rainforest,
And seals in polar regions.
Plants here, animals there.
Organisms, organisms everywhere.
Plants! Animals! Organisms!
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Plants Everywhere
by Lisa Meyer-Jacks and Eva Thaddeus
Plants here, plants there.
Plants, plants everywhere.
Green plants growing,
Prickly plants poking,
Dying plants withering,
And flowering plants blooming.
Plants on the mountains,
Plants along the arroyo,
Plants under the ocean,
And plants in my schoolyard.
Plants here, plants there.
Plants, plants everywhere.
Plants! Plants! Plants!
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Living Things
by Eva Thaddeus
Think about a fish. Yes, ma’am.
Is it a living thing? Yes, ma’am.
How do you know? It grows, it grows.
How do you know? It reproduces.
How do you know? At the end it dies.
What does it need? Water, air and food.
What does it need? Water, air and food.
Think about a tree. Yes, ma’am.
Is it a living thing? Yes, ma’am.
How do you know? It grows, it grows.
How do you know? It reproduces.
How do you know? At the end it dies.
What does it need? Water, air and sun.
What does it need? Water, air and sun.
Think about a rock. Yes, ma’am.
Is it a living thing? No, ma’am.
How do you know? It doesn’t grow.
How do you know? Can’t reproduce.
How do you know? It doesn’t die.
What does it need? Doesn’t have needs.
What does it need? Doesn’t have needs.
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Animal Babies
By Lisa Meyer-Jacks
Little ducklings swimming in the lake
Mother ducks don’t want to be late
Furry cubs hiding in the trees
Mother bears peering through the leaves.
Sound off – ducklings
Sound off- bear cubs
Sound off – 1, 2, 3, 4 Growing up!
Tiny owlets waiting hungrily
Mother owls hunting happily
Playful chicks snuggling patiently
Father penguins walking carefully
Sound off – owlets
Sound off –little chicks
Sound off – 1, 2, 3, 4 Growing up!
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I Can Spell!
Adapted by Lisa Meyer-Jacks
I can spell bird. b-i-r-d
I can spell turtle. t-u-r-t-l-e
I can spell zebra. z-e-b-r-a
But, I can’t spell ecologist!
I can spell animal. a-n-i-m-a-l
I can spell plant. p-l-a-n-t
I can spell habitat. h-a-b-i-t-a-t
But, I can’t spell ecologist!
I can spell arctic. a-r-c-t-i-c
I can spell desert. d-e-s-e-r-t
I can spell ocean. o-c-e-a-n
But, I can’t spell ecologist!
Yes, I can! Yes, I can! ECO-LOG-IST………….ecologist!
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Habitat Military Cadence
Adaptation by Rima Haroun
We just know what we’ve been told.
We just know what we’ve been told.
Habitats can be hot or cold.
Habitats can be hot or cold.
Providing food, water, shelter, and air.
Providing food, water, shelter, and air.
Plants and animals can live almost anywhere.
Plants and animals can live almost anywhere.
Sound off! Ecology!
Sound off! Ecosystem!
1, 2, 3, 4…….SCIENCE RULES!
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Life Cycle Boogaloo
By Eva Thaddeus
I’m a plant and I’m here to say,
I grow a little every day.
With roots and a stem and green leaves too,
Doing the life cycle boogaloo!
I start as a seed, under the ground.
Next, as a seedling I can be found.
With roots and a stem and green leaves too,
Doing the life cycle boogaloo!
When I grow up, I make some buds.
The buds open up, turn into flowers.
With roots and a stem and green leaves too,
Doing the life cycle boogaloo!
Pollen lands on top of me,
I make fruit then, don’t you see.
With roots and a stem and green leaves too,
Doing the life cycle boogaloo!
Inside the fruit the seeds are formed.
When they are ripe, they fall to the ground.
With roots and a stem and green leaves too,
Doing the life cycle boogaloo!
Then it comes my time to die.
My seeds will grow, so don’t you cry.
With roots and a stem and green leaves too,
Doing the life cycle boogaloo!
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Life Cycle Drill
By Eva Thaddeus
What comes first? A seed
What comes next? Roots and stem
What comes next? Green leaves
What comes next? Flowers
What comes next? New seeds
What comes last? Dead plant
What do you have? Life cycle
Say it again. Life cycle!
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Animals Everywhere
By Lisa Meyer-Jacks
Animals here, animals there.
Animals, animals everywhere.
Colorful animals soaring,
Furry animals hopping,
Slippery animals swimming,
And scaly animals shedding.
Animals on the mountains,
Animals along the arroyos,
Animals under the ground
And animals at my school.
Animals here, animals there.
Animals, animals everywhere.
Animals! Animals! Animals!
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Animales
por Lisa Meyer-Jacks
Animales aquí, animales allí
Animales, animales alrededor de mí
Ranas verdes saltando
Osos polares nadando
Pájaros rojos volando
y monos negros comiendo
Ranas en los charcos
Osos en el océano
Pájaros en los nidos
y monos en los árboles
Animales aquí, animales allí
Animales, animales alrededor de mí
¡Animales ¡ ¡Animales! ¡Animales!
Project GLAD Home/ School Connection - Organisms #1
All living things are organisms. That means all plants and animals are organisms. What organisms can you find in your home or your neighborhood? Write and sketch.
Student Signature: ________________________ Adult Signature: ____________________
Proyecto GLAD Conexión Entre Escuela y Hogar - Organismos #1
Todos los seres vivos son organismos. Todos los animales y las plantas son organismos. Busca organismos en tu casa o tu vecindario. Escribe y dibuja sobre ellos.
Firma del estudiante: ________________________ Firma del adulto: ____________________
Project GLAD Home/ School Connection – Organisms #2Explain the story Year of the Toad to someone in your family. Sketch a picture that shows how the toad changed throughout the year.
Student Signature: ________________________ Adult Signature: ____________________
Proyecto GLAD Conexión Entre Escuela y Hogar – Organismos #2
Explica el cuento de El Año del sapo (Year of the Toad) a alguien en tu familia. Realiza un dibujo que muestra como cambia el sapo durante el año.
Firma del estudiante: ________________________ Firma del adulto: ____________________
Project GLAD Home/ School Connection – Organisms #3Teach the Organisms chant and the actions to someone in your family.
Organisms Everywhere
By J. Beig, N. Afzal, and E. Thaddeus
Organisms here, organisms there,
Organisms, organisms everywhere.
Quick zebras running,
Slow turtles crawling,
Evergreen trees growing,
And wet seaweed floating.
Cacti in the desert,
Grass on the savanna,
Monkeys in the rainforest,
And seals in polar regions.
Plants here, animals there.
Organisms, organisms everywhere.
Plants! Animals! Organisms!
Student Signature: ________________________ Adult Signature: ____________________
Proyecto GLAD Conexión Entre Escuela y Hogar – Organismos #3
Enseña el poema y las acciones de Animales a alguien en tu familia.
Animales
por Lisa Meyer-Jacks
Animales aquí, animales allí
Animales, animales alrededor de mí
Ranas verdes saltando
Osos polares nadando
Pájaros rojos volando
y monos negros comiendo
Ranas en los charcos
Osos en el océano
Pájaros en los nidos
y monos en los árboles
Animales aquí, animales allí
Animales, animales alrededor de mí
¡Animales ¡ ¡Animales! ¡Animales!
Firma del estudiante: ________________________ Firma del adulto: ____________________
Expert Group 1
Habitat: Amazon Rainforest
Location: The Amazon rainforest is in South America.
Description: It is hot all year and very rainy. Many small rivers run into the Amazon River, which is the biggest river in the world.
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Animal
The wooly monkey lives in the Amazon rainforest. It moves through the trees by swinging with its arms, legs, and large prehensile tail. It eats leaves and fruit.
Plant
The philodendron is a vine that grows in the rainforest. It twines around trees to support itself as it grows. The philodendron likes lots of water and warm temperatures.
Expert Group 2
Habitat: Saharan hot desert
Location
The Sahara desert is in Africa.
Description: The Sahara is hot all year. It is very dry and sandy with little rain.
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Animal
The dromedary camel is an animal that lives in the Sahara desert. It has a big hump where it stores fat. Because of its hump, it does not need to eat or drink very often. It has tough hooves that help it walk on the hot sand.
Plant
Saharan mustard is a plant that lives in the Sahara desert. When it rains, the mustard seeds sprout and grow very, very fast. It does not need much water to complete its life cycle.
Expert Group 3
Habitat: African savanna
Location: The African savanna is in Africa.
Description: It is hot all year. There is a dry season and a wet season. It is a grassland.
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Animal: The zebra lives on the African savanna. It stays in herds for protection. It can run fast to protect itself from predators. It grazes on grass.
Plant: Wire grass grows on the African savanna. It has long, deep roots that keep it alive during the dry season. When the rains come, it quickly turns green and grows.
Expert Group 4
Habitat: Arctic
Location
The Arctic is at the far north of the Earth. It is between the arctic circle and the North Pole.
Description: It is cold all year. There is ice in winter and summer.
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Animal
The harp seal is an animal that lives in the Arctic. It has a thick layer of fat that keeps it warm. It swims with its tail and flippers. It eats fish.
Plant
Kelp are large seaweeds which grow in the ocean. They hold fast to the rocky ocean bottom. Their leaf bladders have bubbles of gas which help the leaves float.
[pic]
|Habitat |Location |Description |Animal’s adaptations |Plant ‘s adaptations |
|Chihuahuan high desert |North America |hot in summer |Western box turtle |Prickly pear cactus |
| | |cold in winter |thick shell |juicy stems hold water |
| | |dry |tough mouth |in dry times does not die|
| | | |can eat cactus fruit | |
|Amazon rainforest |South America |hot all year |Wooly monkey |Philodendron |
| | |rainy |prehensile tail |vine |
| | |Amazon River |swings through trees |twines around trees |
| | | |eats leaves and fruits |likes water and heat |
|Saharan hot desert |Africa |hot all year |Dromedary camel |Saharan mustard |
| | |dry |hump stores fat |grows fast |
| | |sandy |does not need to eat or |does not need much water |
| | | |drink often | |
| | | |tough hooves | |
|African savanna |Africa |hot all year |Zebra |Wiregrass |
| | |wet and dry seasons |runs fast |deep roots |
| | |grassland |eats grass |grows fast when rain |
| | | |stays in herds for |comes |
| | | |protection | |
|Arctic |* Far north part of world|cold all year |Seal |Kelp |
| |*between Arctic Circle |ice winter and summer |flippers to swim |attached to ocean bottom |
| |and North Pole | |layer of fat for warmth |leaves float |
| | | |eats fish | |
• Listen and sketch:
I am a zebra. I stroll over the African savannah chomping on wiregrass. I stay with my herd for protection. We keep a lookout for predators that might want to eat us. If we see a lion, it’s time to get out of here! Luckily, we can run very fast. It’s hot and dry here, but the grass is still good. Mmm, grass. Here’s a really good patch, and nearby I know there’s a water hole where we can drink. I can see it from here, with all kinds of animals already there drinking – giraffes, hyenas – uh oh, better wait till that hyena leaves. I don’t trust them. Usually they can’t get a zebra, but I don’t want to take a chance. Good, the hyena left. Time to get a drink. I take a long drink, then a deep breath of air. Food, water, air – what more do I need? Life is good.
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I am a Western box turtle. It’s a hot and dry day here in New Mexico. I am looking for a prickly pear to take a bite from. Prickly pears are one of my very favorite kinds of food. Other animals have trouble with the prickles. Not me! I have one tough mouth, honey. A few prickles don’t bother me. In fact, I’m tough all over. My skin is tough, my feet are tough, and my shell is extra-tough. If a predator comes, I can’t run very fast, but what’s the rush? My home is right here on my back, and if I need protection, I’ll just hide inside my shell until they go away again.
I am a wooly monkey, swinging my way through the Amazon Rain Forest. Guess what – it’s raining! No surprise around here. I’ll just hide under the leaves of this philodendron vine until the rain stops again. It’s nice and dry under here, and my thick wooly fur helps me stay dry .too. Once the rain stops, I’ll go looking for some of my favorite fruits. I like those guavas – so sweet and juicy! I love swinging through the trees, high above the forest floor. And I stay safe this way, too. If a jaguar comes looking for me, I jump from tree to tree, and swing from branch to branch, and that big cat is left far behind. I bet the jaguar wishes she had a prehensile tail like mine – but she doesn’t, and I’m glad! With two hands, two feet, and one tail, I can move faster than anybody through the rainforest canopy. Believe me; it’s good to be a monkey, especially when the guava fruit are ripe!
Writer’s Workshop
Insert Clip Art
Name ___________________
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Name _______________________
Habitat
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