ANIMAL SURVIVAL - Be GLAD



ANIMAL SURVIVAL

(Level 3-4)

IDEA PAGES

1 Unit Theme

• Survival of a species is dependent upon its ability to survive

• Survival on one species can affect the survival of another species

• A species survival is interdependent with its environment and other species

• Species have different physical characteristics and behaviors

• Animals require a habitat in order to thrive

• One species may cause another species to become extinct

• Humans can positively or negatively impact an animal’s ability to survive within an environment.

2 Focus and Motivation

• Observation charts

• Cognitive Content Dictionary with Signal Word

• Realia

• Living Walls

• Big Books

➢ The Most Important Thing About Animal Survival is….

➢ Somewhere Today….one Species Affects Another

• Super Scientist Awards

• Chants

• Poetry

• Inquiry Chart

• Read alouds

III. Closure

•

• Chapter Test

• Personal Exploration with rubric

• Travel Brochure of Natural Parks-Wildlife

• Persuasive letter pro/con for new development of water park

• Process all charts and learnings

• Evaluation of week, letter home to parents

• On-going assessment-logs

Idea Pages 2

IV. Concepts-Science

Grade 3 and 4

Analyze how the parts of a system go together and how these parts depend on each other.

• (3) Identify the parts of a system (e.g., a device, natural or living thing) and how the parts go together.

• (3) Describe the function of a part of a system (e.g., a device, natural or living thing).

• (4) Explain how one part of a system depends on other parts of the same system

Understand that organisms can be a single cell or many cells that form parts with different functions.

(3) Observe with a microscope and record that living things are made mostly of cells (i.e., plants, animals, and single-celled organisms).

(3, 4) Describe how plant and animal cells are similar and different.

(3) Describe the life function of a part of a living thing (e.g., wings of a bird).

Understand the life cycles of plants and animals and the differences between inherited and acquired characteristics.

(3) Observe and describe the life cycle of a plant or animal.

(3) Describe that the young of plants and animals grow to resemble their parents as they mature into adults.

▪ (3, 4) Describe inherited characteristics (e.g., leaf shape, eye color) and learned characteristics (e.g., languages, social customs).

Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives.

▪ (3) Describe the characteristics of organisms that allow them to survive in an ecosystem.

▪ (4) Describe how an organism’s ability to survive is affected by a change in an ecosystem.

(3) Describe the role of an organism in a food chain of an ecosystem (i.e.,

predator, prey, consumer, producer, decomposer, scavenger).

Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.

▪ (3, 4, 5) Describe how resources can be conserved through reusing, reducing, and recycling.

▪ (3, 5) Describe the effects conservation has on the environment.

▪ (3,, 4, 5) Describe the effects of humans on the health of an ecosystem.

▪ (3, 5) Describe how humans can cause changes in the environment that affect the livability of the environment for humans.

▪ (3, 5) Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.

Idea Pages 3

V. Vocabulary

|Tier I |Tier II |Tier III |

|Animal |Habitat |Zoologist |

|Home |Adaptation |Reproduction |

|Teeth |Kingdom |Herbivore |

|Plates |Characteristics |Carnivore |

|Dead |Survival |Omnivore |

|Live |Interdependence |Scavenger |

|Mate |Migration |Extinction |

|Young |Classification |Evolution |

|Adult |Diversity |Reproduction |

|diet |Population |Organism |

VI.

Writing

EALR:   1. The student understands and uses a writing process.    

Component:   1.2. Produces draft(s).

1.2.1. Produces a draft of multiple paragraphs over time

1.3. Revises to improve text.

1.3.1. Revises text by adding, deleting, substituting, and moving words and phrases.

Rereads own writing for meaning orally or silently.

1.4. Edits text.

1.4.1. Applies understanding of editing appropriate for grade level

Identifies and corrects errors in grade level conventions.

1.5. Publishes text to share with audience.

1.5.1. Publishes own writing

1.6. Adjusts writing process as necessary.

1.6.1. Applies understanding of the recursive nature of writing process.

1.6.2. Uses collaborative skills to adapt writing process.

1.6.3. Uses knowledge of time constraints to adjust writing process

EALR: 2. The student writes in a variety of forms for different audiences and purposes

2.1. Adapts writing for a variety of audiences

2.1.1. Understands that writing changes for different audiences

2.2. Writes for different purposes.

2.2.1. Demonstrates understanding of different purposes for writing

2.3. Writes in a variety of forms/genres

2.3.1. Uses a variety of forms/genres.

EALR: 3. The student writes clearly and effectively

3.1. Develops ideas and organizes writing.

3.1.1. Analyzes ideas, selects topic, adds detail, and elaborates

Idea Pages 4

3..1.2. Organizes writing with a beginning, middle, and ending

3.3. Knows and applies writing conventions appropriate for the grade level

3.3.1. Uses legible handwriting.

3.3.2. Spells words appropriate for the grade level accurately

3.3.3. Applies capitalization rules

3.3.4. Applies punctuation rules

3.3.5. Applies usage rules

3.3.6. Uses complete sentences in writing

3.3.7. Applies paragraph conventions

3.3.8. Applies conventional forms for citations

EALR 4. The student analyzes and evaluates the effectiveness of written work.

4.1. Analyzes and evaluates others' and own writing.

4.1.1. Analyzes and evaluates writing using established criteria

4.1.2. Analyzes and evaluates own writing using established criteria

VII. Reading

EALR: 1. The student understands and uses different skills and strategies to read

1.1. Use word recognition skills and strategies to read and comprehend text.

1.1.4. Apply understanding of phonics.

1.2. Use vocabulary (word meaning) strategies to comprehend text

1.2.1. Apply reference skills to determine word meanings

1.2.2. Apply vocabulary strategies in grade-level text

1.3. Build vocabulary through wide reading

1.3.1. Understand and apply new vocabulary

1.3.2. Understand and apply content/academic vocabulary critical to the meaning of the text.

1.4. Apply word recognition skills and strategies to read fluently.

1.4.2. Apply fluency to enhance comprehension

1.4.3. Apply different reading rates to match text.

EALR: 2. The student understands the meaning of what is read

2.1. Demonstrate evidence of reading comprehension

2.1.3. Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas and supporting details in informational/expository text and/or literary/narrative text.

2.1.4. Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.

2.1.5. Apply comprehension strategies before, during, and after reading: predict and infer from grade level informational/expository text and/or literary/narrative text

2.1.6. Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade level informational/expository text and/or literary/narrative text.

Idea Pages 5

2. 1.7. Apply comprehension monitoring strategies before, during, and after reading: summarize grade level literary/narrative text and informational/expository text.  

2.2. Understand and apply knowledge of text components to comprehend text.

2.2.1. Understand sequence in informational/expository text and literary/narrative text.

2.2.2. Apply knowledge of printed and electronic text features to locate and comprehend text.

2.2.3. Understand story elements.

2.2.4. Apply understanding of simple text organizational structures

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text

2.3.1. Understand and analyze the relationship between and among informational/expository text and literary/narrative text.

2.3.2. Apply understanding of systems for organizing information.

2.3.3. Understand literary/narrative devices.

2.4. Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.    

2.4.1. Understand how to draw conclusions and give a response to informational/expository text and literary/narrative text.

2.4.2. Understand and author’s purpose for and style of writing in both informational/expository text and literary/narrative text.

2.4.3. Understand the difference between fact and opinion.

2.4.4. Evaluate author’s effectiveness for a chosen audience.

2.4.5. Understand how to generalize from text.

EALR 3. The student reads different materials for a variety of purposes.

3.1. Read to learn new information.

3.1.1. Understand how to select and use appropriate resources

3.2. Read to perform a task

3.2.1. Understand information gained from reading to perform a specific task

3.2.2. Apply understanding of a variety of functional documents

3.4. Read for literary experience in a variety of genres

3.4.1. Understand different perspectives of family, friendship, culture, and traditions found in literature

3.4.2. Understand contemporary and traditional literature written in a variety of genres

3.4.3. Understand a variety of literature representing different cultures and traditions

VIII. Oral Language-(ELD Standards)

Listening/Speaking

EALR 1: The student uses listening and observation skills to gain understanding.

Component 1.1 – The student will focus attention.

Component 1.2 – The student will listen and observe to gain and interpret information.

Beginning

Use physical actions and/or words to respond to simple directions and questions.

Idea Pages 6

Advanced Beginning

• Respond to directions and questions.

• Use phrases to identify main points of simple conversations and stories.

Intermediate

▪ Respond to directions, questions, and some idiomatic expressions.

▪ Use simple sentences to retell or state main point and details of conversations and stories.

▪ Recognize inappropriate use of register.

▪ Recognize that words may have different meanings in different contexts.

Advanced

• Use descriptive sentences to retell stories in detail including characters, setting, and plot.

• Independently recognize inappropriate use of register.

• Use context to determine appropriate meaning of multiple meaning words.

Transitional

▪ Respond to multi-step directions and to questions.

▪ Use descriptive sentences to retell or state main point and supporting details of conversations, oral presentations and familiar literature and subject area content.

▪ Recognize inappropriate use of register and suggest alternatives.

▪ Use context to determine appropriate meaning of multiple meaning words.

EALR 1: The student uses listening and observation skills to gain understanding.

Component 1.3 – The student will check for understanding by asking questions and paraphrasing.

Beginning

▪ Use classroom norms to signal to ask a question.

▪ Use single word/gestures to ask for repetition in order to clarify

Advanced Beginning

Use words/phrases in a frame to paraphrase.

▪ Use words/phrases in a frame to paraphrase.

Intermediate

▪ Use simple forms to ask questions about content.

▪ Use simple sentences to paraphrase.

Advanced

▪ Use descriptive sentences with some content vocabulary to paraphrase.

▪ Use simple forms* to probe for details about content.

Transitional

▪ Use more extensive supporting details and content area vocabulary to ask questions in a variety of contexts and situations

▪ Use descriptive sentences with content vocabulary to paraphrase.

Idea Pages 7

Resources and Materials

Literature

Trout, Trout, Trout!: (A Fish Chant) by April Pulley Sayre (Author), Trip Park (Illustrator)

Heron and Turtle by Valeri Gorbachev (Illustrator)

Where Does a Tiger-Heron Spend the Night? by Margaret Carney (Author), Melanie Watt (Illustrator)

Henry the Hesitant Heron by Jacquelyn S. Krupinsky (Author), Anne Cameron Cutri (Illustrator)

The Saving of Valiant Blue Heron (Buster's Adventures) by John Harms (Author)

Jack: The Story of a Beaver by Shirley E. Woods (Author), Celia Godkin (Illustrator)

Tale of a Great White Fish: A Sturgeon Story by Maggie De Vries (Author), Renne Benoit (Illustrator)

Little Beaver and the Echo by Amy MacDonald (Author)

Turtle's Race With Beaver by Joseph and James Bruchac (Author), et al.

The Rattlesnake Who Went to School by Craig Kee Strete (Author), Lynne Avril Cravath (Illustrator)

Willie and the Rattlesnake King by Clara Gillow Clark (Author)

Desert Animals: Rattlesnakes (Pebble Books) by Emily Rose Townsend (Author), et al.

Rattlesnakes (Amazing Snakes Discovery Library) by Ted O'Hare (Author)

Tadpole's Promise (Bccb Blue Ribbon Picture Book Awards (Awards)) by Jeanne Willis (Author), Tony Ross (Illustrator)

Fish Is Fish by Leo Lionni (Author)

Owen & Mzee: Language Of Friendship by Isabella Hatkoff (Author), et al.

Snakes Long Longer Longest by Jerry Pallotta and Van Wallach (Author), Shennen Bersani (Illustrator) This is a Scholastic Book

Animals Nobody Loves by Seymour Simon (Author)

Diary of a Worm by Doreen Cronin (Author), Harry Bliss (Illustrator) Available in paperback through Scholastic

Goose's Story by Cari Best (Author), Holly Meade (Illustrator)

Eagles, Hawks, and Falcons, by Paul Reeder-Wright Group McGraw Hill

Animals of the Artic and Antarctic by Paul Reeder-Wright Group McGraw Hill

Non-Fiction

Birds (True Books : Animals) by Melissa Stewart (Author)

Kingfisher First Encyclopedia of Animals (Kingfisher First Reference) by Editors of Kingfisher (Editor)

Herons (Wetland Animals) by Margaret Hall (Author)

Exploding Ants: Amazing Facts About How Animals Adapt by Joanne Settel (Author)

Idea Pages 8

The Life Cycle of a Beaver (The Life Cycle) by Bobbie Kalman (Author)

Beavers by Helen H. Moore (Author), Terri Talas (Illustrator)

Animal Survival (Wild Animal Planet) by Michael Chinery (Author)

Animal Defenses: How Animals Protect Themselves (Animal Behavior) by Etta Kaner (Author), Pat Stephens (Illustrator)

Extremely Weird Animal Defenses (Extremely Weird) by Sarah Lovett (Author)

Extremely Weird Animal Disguises (Extremely Weird) by Sarah Lovett (Author)

Radical Reptiles (Watts Library : Animals) by Sara Swan Miller (Author)

Claws, Coats, And Camouflage by Susan E. Goodman (Author)

What Is Migration? (Science of Living Things) by John Crossingham (Author), Bobbie Kalman (Author)

What Is Hibernation? (Science of Living Things) by John Crossingham (Author), Bobbie Kalman (Author)

What are Camouflage and Mimicry? (The Science of Living Things) by Bobbie Kalman (Author), John Crossingham (Author)

How do Animals Adapt? (The Science of Living Things) by Bobbie Kalman (Author)

Beavers (Kids Can Press Wildlife Series) by Deborah Hodge (Author), Pat Stephens (Illustrator)

Building Beavers (Pull Ahead Books) by Kathleen Martin-James (Author)

Snakes Long Longer Longest by Jerry Pallotta and Van Wallach (Author), Shennen Bersani (Illustrator) This is a Scholastic Book

Animals Nobody Loves by Seymour Simon (Author)

Desert Animals: Rattlesnakes (Pebble Books) by Emily Rose Townsend (Author), et al.

Rattlesnakes (Amazing Snakes Discovery Library by Ted O'Hare (Author)

TEXTBOOKS

1. Science Horizons. Silver Burdett & Ginn

Chapter 2: The World of Animals

Chapter 3: The Life Cycles of Animals

Chapter 4: Where Plants and Animals Live

INTERNET SOURCES















ANIMAL SURVIVAL

Unit Planning Pages

I. Focus/Motivation

• Big Book

• Observation Charts

• Cognitive Content Dictionary with signal word

• Picture File Cards

• Inquiry Chart

• Super Scientist Awards

• Personal Interaction

• Realia

• Read alouds Antarctica Journal: Four Months at the Bottom of the World

II. Input

• 10-2 lecture with primary language groups

• Narrative input- Tadpole’s Promise

• Animal cards, picture file cards for key concepts

• Comparative Input of the beaver and the sturgeon

• Graphic organizer: 6 Kingdoms of living things

• World Map with focus on Animals from Columbia Basin

• Read Aloud- Antarctic Journal: Four Months at the Bottom of the World

III. Guided Oral Practice

• Expert Groups (different animals)

• Poetry, chants

• T graph for social skill/Team Points

• Picture file cards –observe, classify, categorize, label, highlight-why? Animal cards, picture file cards for key concpets

• Sentence Patterning Chart-Animals

• Exploration Report

• Primary Language Groups

• Process Grid

• Personal Interactions

IV. Reading/Writing

A. Total Class

▪ Narrative- Story Map Tadpole’s Promise

▪ Word Card Review

▪ Cooperative Strip Paragraph-with responding revising and editing

▪ Poetry Frames

▪ Expository Group Frame

▪ Poetry Frame and Flip Chant

▪ Found Poetry

▪ DRTA

PLANNING PAGE 2

B. Small Group Practice - anything modeled by teacher

▪ Ear to ear reading,

▪ ELD review/retell narrative

▪ Cooperative group strip paragraph

▪ Team tasks

▪ Expert Groups:

▪ Flexible Groups

o ELD Group Frame

o Clunkers and Links-at or above grade level with SQ3R

o Struggling/Emergent Readers

o Skills

▪ Labeling Charts

▪ Focused Reading

▪ Big Books

▪ Story mapping

Individual

▪ Individual tasks: Anything practiced in teams

▪ Personal explorations

▪ Learning Logs-text and you

▪ Interactive Journal Writing

▪ Personal Inquiry

▪ Poetry Booklet

▪ Reading/Writing Choice time

▪ Add to the walls

Writer's Workshop

▪ Mini lesson-Observing and recording about the natural habitat

▪ Write

▪ Conferencing

▪ Author's chair

▪ Publishing

V. Extended Activities for Integration

▪ Science Explorations

▪ Animal Research

▪ Cooking

▪ Art

▪ Poetry

• Music/movement

• Role Playing

• Field Trip to the McNary Wildlife Refuge

PLANNING PAGE 3

V1. Closure

• Process Charts

• Evaluate week

• Portfolio Assessment

• Big Books

• Letters to Columbia Reach-A WILD LIFE SANCTUARY

• Team presentations

• Letter Home

• Teacher & Student made quizzez

ANIMAL SURVIVAL

SAMPLE DAILY LESSON PLAN

DAY 1: FACTORS AFFECTING ANIMAL SURVIVAL

FOCUS/MOTIVATION

• Set Three Personal standards- Zoologist Awards

• Cognitive Content Dictionary with Signal Word

• Observation Charts

• Inquiry Chart

• Big Book- The Most Important… or Somewhere Today …

• Personal Interaction: What do humans (your family) do in order to survive?

INPUT

• Graphic Organizer: Six Kingdoms of Living Things

- 10/2 lecture with primary language

-Learning Log

-ELD review

• World Map- animals around the world (our focus is animals in Columbia Basin

GUIDED ORAL PRACTICE

• Chants/poem

• T-graph- Cooperation

• Picture file cards

-Free exploration

-Classify/Categorize (list, group, label)

-Exploration Report

INPUT

• Comparative Input

o Beaver

o Sturgeon

- 10/2 Lecture with primary language groups

- Personal Interaction – How do humans adapt to their environment? What do you do when it is cold/hot?

- ELD Review

- Learning Log

- Paraprofessional-L1 groups

GUIDED ORAL PRACTICE

- Chants/poem

SAMPLE DAILY LESSON PLAN PAGE 2

READING/WRITING

• Flexible group reading

• Writer’s Workshop

-Mini lesson

-Write

-Author’s Chair

CLOSURE

• Interactive Journal

• Process Inquiry Chart

• Home/School Connection

DAY 2: ANIMAL CHARACTERISTICS

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Chant – highlight, sketch, picture file cards

• Review input with word cards

• Chants/Poetry- highlight, add sketches and picture file cards

• Read aloud

INPUT

• Narrative- Tadpole’s Promise

- ELD Review

- Learning Log

GUIDED ORAL PRACTICE/READING/WRITING

• T-graph processing

• Expert Groups

• Team Tasks

• Team Share

WRITERS WORKSHOP

• Mini-lesson

• Write

• Author’s chair

CLOSURE

• Interactive Journal

• Home/School Connection

• Process Inquiry Chart

SAMPLE DAILY LESSON PLAN PAGE 3

DAY 3: ANIMAL ADAPTATIONS

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Chants

• Read aloud

• Poetry/Chants- highlight, sketch, add picture file cards

• Review Narrative with word cards & conversation bubbles

GUIDED ORAL PRACTICE

• Flexible Groups- Experts

• T- Graph processing

• Team Tasks

• Sentence Patterning Chart (Farmer-in-the-Dell)

-Reading

-Trading Game

-Flip Chant

GUIDED ORAL PRACTICE

• Mind Map

• Process Grid

READING/WRITING

• Cooperative strip paragraph-respond/revise/edit

• Writer’s Workshop

– Mini Lesson

– Write

– Author’s Chair

CLOSURE

• Interactive Journal

• Home/School Connection

• Read aloud

• Process Inquiry Chart

SAMPLE DAILY LESSON PLAN PAGE 4

DAY 4: SURVIVAL

FOCUS/MOTIVATION

• Cognitive Content Dictionary with “stumper word,” student selected vocabulary

• Share Home/School Connection

• Story Map with Narrative

• Re-read Big Book

• Chants/Poem

• Read aloud

GUIDED ORAL PRACTICE

• Chant/Poem

READING/WRITING

• Flexible reading groups

-Clunkers and Links with SQ3R (at or above)

-ELD Group Frame- Story Retell (Narrative)

• Team Tasks

-Team Evaluations- oral

• Model Strip Book

• Found Poetry

• Writer’s Workshop

- Mini-Lesson

- Author’s Chair

CLOSURE

• Home/School Connection

• Interactive Journal

• Process charts

Day 5: Adaptation

FOCUS/MOTIVATION

• Cognitive Content Dictionary with “stumper word,” student selected vocabulary

• Process Home/School Connection

• Poetry and Chants

• Read aloud

SAMPLE DAILY LESSON PLAN PAGE 5

GUIDED ORAL PRACTICE

• Chant/Poem

• -Flexible Group Reading with Coop Strip Paragraph (emergent readers)

• -Team Tasks- written evaluations

• -Team presentations

READING/WRITING

• Listen and Sketch- Excerpt from Life of a Log

• DRTA- A Log’s Life

-Flexible Group Reading with Coop Strip Paragraph (emergent readers)

-Team Tasks- written evaluations

-Team presentations

• Focused Reading with Personal Cognitive Content Dictionary

• Ear to Ear reading poetry booklet

• Writer’s Workshop

- Mini-Lesson

- Writing/ Conferencing

- Author’s Chair

- Publishing

• Found Poetry

CLOSURE

• Student created big books

• Poetry frames

• Team exploration with rubric

• Personal exploration with rubric

• Process Inquiry Chart

• Evaluate week

• Letter home

Super Scientist (Zoologist) Awards (Just add a picture or sketch)

A zoologist is a person who studies animals.

Great blue herons always live near sources of water, including rivers, lake edges, marshes, saltwater seacoasts, and swamps.

The Great Blue Heron always keeps its neck in an s-shape, even in flight

The Beaver is the largest rodent in North America. It is a web-footed semi-aquatic rodent. Its tail acts as a rudder.

Beavers live by rivers, streams, ponds, and lakes. They build dams and lodges using sticks, bark, mud and logs.

Rattlesnakes are carnivores. Rattlers kill prey with venom. They swallow prey whole, headfirst. The top and bottom jaws are attached to each other with stretchy ligaments, which let the snake swallow animals that are wider that the snake itself.

A hollow rattle on the tail makes a buzzing sound when it moves. After each mold, the rattle has another section added to it. The older the rattlesnake, the longer the rattle.

Sturgeon are among the oldest living species of fish. They are slow growing. Once they are adult size, sturgeon have no natural enemies except humans.

The white sturgeon is the largest freshwater fish in North America. The largest white sturgeon on record weighed approximately 1,500 pounds! WOW!

Meat eating bats use vision, echolocation and sounds from their prey to help locate their food.

Many bats find trees to be the perfect place to roost and spend time taking care of their babies. Some bats actually live under big leaves and by using camouflage they can hide from harm and danger.  

Blue Herons usually nest in trees or bushes that stand near water, breeding at elevations of up to 1,500 m. They tend to avoid marine habitats along the east coast and instead live inland.

Beavers mate for life, but if one mate dies, the other one will find another mate. Beavers mate when they are about three years old.

Only 5-20% of coyote pups survive their first year.

Coyotes can breed with both domestic dogs and wolves. A dog-coyote mix is called a "coydog."

In the northern areas of their range and at higher elevations, snakes congregate in the fall at crevices in rocky ledges to hibernate for the winter, returning to these places annually. These spots are known as snake dens.

Big Book-The Important Thing About Animal Survival

By Molly Winsel

The most important thing about survival is that all species must adapt to changes in the environment in order to survive.

• Did you know that the survival of one species can affect the survival of another species?

It's true!

But the most important thing about survival is that all species must adapt to changes in the environment in order to survive.

• Did you know that a species survival is interdependent with its environment and other species?

It's true!

But the most important thing about survival is that all species must adapt to changes in the environment in order to survive.

• Did you know that a species can be classified by similar physical characteristics and behaviors?

It's true!

But the most important thing about survival is that all species must adapt to changes in the environment in order to survive

• Did you know that animals require a specific habitat in order to thrive?

It's true!

But the most important thing about survival is that all species must adapt to changes in the environment in order to survive.

• Did you know that one species may cause another species to become extinct?

It's true!

But the most important thing about survival is that all species must adapt to the changes in the environment in order to survive.

• Did you know humans can positively or negatively impact an animal’s ability to survive within an environment?

It's true!

But the most important thing is that all species must adapt to changes in the environment in order to survive.

• Did you know that availability of natural resources is directly related to an animal's survival?

It's true!

But the most important thing is that all species must adapt to changes in the environment in order to survive.

• Did you know that availability of natural resources is directly related to an animal's survival? It's true!

But the most important thing is that all species must adapt to changes in the environment in order to survive.

Big Book: Somewhere today…

By Alicia Barber

Somewhere in the world today many species of animals are struggling to survive.

Somewhere today one species affects the survival of another…

Consider krill:

• Krill are tiny, shrimp-like crustaceans

• Krill are the main staple in the diets of many fish, birds, whales and other marine animals.

• Krill feed on phytoplankton, an algae that grows under the ice.

• Loss of ice habitat due to global warming is reducing the phytoplankton supply available for krill.

• Without a food source, krill will die.

• Without krill many other marine animals will not have enough food to stay alive.

Imagine a world without krill, penguins and whales.

Somewhere today one species affects the survival of another…

Consider the European rabbit:

• Decline of rabbit populations in the world strain natural food chains

• The European rabbit is a staple in the Spanish lynx’s diet.

• A virus has killed a great number of the rabbits that live on the Iberian Peninsula.

• As a result the European rabbit has become so rare that the Spanish lynx is on the verge of extinction.

Imagine a world without rabbits and the Spanish lynx.

Somewhere today one species affects the survival of another…

Consider coral:

• Coral organisms form diverse limestone communities that provide refuge for a multitude of marine creatures.

• Colorful zooxanthellae algae live inside the coral and give coral its brilliant colors.

• Changes in temperature or pollution cause stress.

• When under stress, coral will expel zooxanthellae.

• Loss of zooxanthellae gives coral a whitish color, called bleaching.

• This coral bleaching can destroy coral reefs.

• Coral reefs support 25% of ALL marine creatures.

Imagine a world without coral, anemones and fish.

Somewhere today humans are negatively impacting a species’ ability to survive…

Consider the tiger:

• Tigers have strikingly beautiful coats and have been illegally killed or poached for their pelts in the black market trade.

• Tiger body parts are used in traditional Asian medicines.

• Tigers are unable to find prey due to loss of habitat from human encroachment.

Imagine a world without tigers.

Somewhere today humans are negatively impacting a species’ ability to survive…

Consider the manatee:

• Manatees are large, slow-moving animals that frequent coastal waters and rivers.

• Manatee numbers declined as a result of hunting. Hunters sought their hides, oil and bones.

• Although protected by laws today, they still face threats from humans

• Manatees are often accidentally hit by motorboats in crowded waters and sometimes become entangled in fishing nets.

Imagine a world without manatees.

Somewhere today the depletion of natural resources threatens the survival of a species…

Consider the golden lion tamarin:

• Golden lion tamarins live primarily in trees in the Atlantic rainforests of Brazil

• Golden lion tamarins sleep in tree hollows at night and forage by day while traveling from branch to branch

• Golden lion tamarins are losing their homes due to habitat destruction

• As humans move to rural areas they clear the trees to make room for crops destroying the habitat of golden tamarin lions.

Imagine a world without golden lion tamarins.

Somewhere today the depletion of natural resources threatens the survival of a species…

Consider the mountain gorilla:

• Approximately 650 mountain gorillas survive today

• Mountain gorillas find plentiful food for their vegetarian diet in the thick forests of central and west Africa

• Mountain gorillas are most threatened by habitat loss

• Humans are destroying the habitat of the mountain gorilla by removing trees to make room for agricultural crops and grazing pastures for livestock

Imagine a world without gorillas.

Somewhere in the world today many species of animals are struggling to survive. While many factors may contribute to this struggle, it is the ability of that species to adapt to changes in its environment that will ultimately allow it to survive.

Imagine a world without animals…

[pic]

Narrative Input:

Tad Poles’ Promise, Jeanne Willis

Illustrator: Tony Ross

Publisher: Atheneum/Anne Schwartz Books (May 17, 2005)

ISBN-10: 0689865244

ISBN-13: 978-0689865244

The tadpole and the caterpillar are best friends, and promise never to change. The caterpillar is aghast and hurt when the tadpole becomes a frog, and the frog doesn't even recognize his true love when she becomes a beautiful butterfly.

Poetry Booklet

Animal Survival

Name: __________

Animals Here, Animals There

By Maria Sandoval

Animals here, animals there

Animals, animals everywhere.

Wild animals flying

Slithery animals slithering

Scaly animals swimming

And feathery animals building

Animals in the trees

Animals under the rocks

Animals between the logs

And animals around the world.

Animals here, animals there

Animals, animals, everywhere.

Animals! Animals! Animals!

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I’m a Beaver…

By Alicia Barber

Tune of “I’m a nut”

I’m a mammal with sharp teeth

I swim fast with my webbed feet.

My tail serves as my alarm

I slap it to signal harm.

I’m a beaver,

I’m a beaver

I’m a fish with bony plates

Cylindrical is my shape.

My tube-like mouth sucks up food

Just like a straw, it’s not rude.

I’m a sturgeon,

I’m a sturgeon you’ll find me near rivers or streams

In a pond or marsh, it seems.

I build lodges out of sticks.

I use mud instead of bricks.

I’m a beaver,

`I’m a beaver.

On the bottom I do dwell.

Scavenging food suits me well.

I like mollusks and dead fish

Crustaceans are delicious.

I’m a sturgeon,

I’m a sturgeon

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Zoologist Bugaloo

By Molly Winsel

I’m a zoologist, I’m here to say

I study animals in many ways

Sometimes I do some research, sometimes I write a book

But mostly I go out and take a look

Categories, structures, development, too

Doing the zoologist bugaloo

It all happened long ago when I was just a child

I’d venture out into my yard or deep into the wild

And when I’d come across a thing interesting or unique

I’d dive into my science book and give it a critique

Categories, structures, development, too

Doing the zoologist bugaloo

Now I am a college grad and guess just what I do

I travel to the Amazon or mountains of Peru

And when I see a species that is unknown to mankind

I think about the fame I gain for making such a find

Categories, structures, development too

Doing the zoologist bugaloo

Dissecting and examining are everyday routines

Microscopes and telescopes, I’m working with my team

To bring forth new knowledge to the scientific scene

And to encourage all you young folk that you can live your dream

Categories, structures, development, too

Doing the zoologist bugaloo

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Survival Chant

By Alicia Barber

|Do animals survive? |Yes, ma’am! |

|Do animals survive? |Yes, ma’am! |

|How do they do it? |They make adaptations |

|What’s an adaptation? |A change to stay alive |

|Name some examples. |Behavioral or structural |

|Name some examples. |Physiological (Think venom!) |

|Do all animals survive? |No, ma’am! |

|Do all animals survive? |No, ma’am! |

|Why don’t they survive? |Failure to adapt |

|What happens to them? |They die out (Think extinct!) |

|Name some examples. |Dodo, of course! |

|Name some examples. |The Bali tiger |

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Six Kingdoms Cadence

By Alicia Barber

Adapted from Marine Cadence

|We just know what we’ve been told |Kingdom Fungi has many cells |

|The Six Kingdoms are so old. |Mushrooms and molds we know well. |

|Scientists look for what’s the same |Kingdom Plantae follows next. |

|And then give each group a name |Trees, plants, and photosynthesis. |

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|Sound off! Living organisms |Sound off! Fungi |

|Sound off! Similarities |Sound off! Plantae |

|Sound off! 1-2-3-4-5 Six Kingdoms! |Sound off! 1-2-3-4-Living organisms |

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|Kingdoms one and two are small |Animalia last, not least. |

|Your eyes can’t see them at all. |The kingdom of man and beast. |

|Scientists view them on a slide. |Vertebrates have a backbone, |

|A microscope is their guide. |Phylum chordata is their home. |

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|Sound off! Archaebacteria |Sound off! Living organisms |

|Sound off! Eubacteria |Sound off! Similarities |

|Sound off! 1-2-3-4- microscopic! |Sound off! 1-2-3-4-5-six kingdoms |

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|Organisms can be single-celled. | |

|Protista names this group well. | |

|We can see them with no help. | |

|Examples are slime and kelp. | |

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|Sound off! Single-celled | |

|Sound off! Kelp and slime | |

|Sound off! 1-2-3-4-Protista | |

Animals Adapt

By Alicia Barber, Valerie Espinoza, Maria Sandoval and Molly Winsel

Animals adapt through change in order to survive.

A-D-A-P-T

A-D-A-P-T

A-D-A-P-T

Animals adapt!

The Beaver has a tail real wide for slapping down the mud.

A-D-A-P-T

A-D-A-P-T

A-D-A-P-T

Animals adapt!

The sturgeon siphons for its food through its toothless mouth.

A-D-A-P-T

A-D-A-P-T

A-D-A-P-T

Animals adapt!

The rattlesnake wards off predators with its frightening rattle.

A-D-A-P-T

A-D-A-P-T

A-D-A-P-T

Animals adapt!

The Blue Heron has a spear like bill to help it pierce its prey.

A-D-A-P-T

A-D-A-P-T

A-D-A-P-T

Animals adapt!

Animals Here, Animals There

By Maria Sandoval

Animals here, animals there

Animals, animals everywhere.

Wild animals flying

Slithery animals slithering

Scaly animals swimming

And feathery animals building

Animals in the trees

Animals under the rocks

Animals between the logs

And animals around the world.

Animals here, animals there

Animals, animals, everywhere.

Animals! Animals! Animals!

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[pic] Home School Connection [pic]

You have just been told that you have to spend a week in the wilderness and you have one hour to pack all of the supplies you will need for your trip. With a parent, create a list of the supplies that you will need and how they will contribute to your survival.

____________________________ _________________________

(Parent Signature) (Student Signature)

[pic] Conexión Casa Hogar [pic]

Te acaban de informar que estarás pasando una semana en el monte y tienes una hora para empacar todos tus útiles que necesitaras para tu viaje. Con tus padres, crea una lista de útiles que necesitaras y como te ayudaran a sobrevivir en el monte.

____________________________ _________________________

(Firma De Padre) (Firma Del Estudiante)

[pic] Home School Connection [pic]

What are some ways you organize things at home? (For example, I put my shirts in the top drawer and my pants in the middle drawer and my socks in the bottom drawer.)

____________________________ _________________________

(Parent Signature) (Student Signature)

[pic] Conexión Casa Hogar [pic]

¿Cuáles son algunas de las maneras que organizas las cosas en tu casa? (Por ejemplo, yo pongo mis camisas en el cajón de arriba y mis pantalones en el cajón de abajo.)

____________________________ _________________________

(Firma De Padres) (Firma Del Estudiante)

[pic] Home School Connection [pic]

You and your family will be spending a week in the wilderness. What kinds of supplies do you think you will need to take?

____________________________ _________________________

(Parent Signature) (Student Signature

[pic] Conexión Casa Hogar [pic]

Tu y tu familia estarán pasando una semana en el monte. ¿Qué tipo de útiles piensas que necesitaras llevar?

____________________________ _________________________

(Firma De Padres) (Firma Del Estudiante)

[pic] Home School Connection [pic]

Discuss with your parents that if they could be any animal in the world what animal would they be and why?

____________________________ _________________________

(Parent Signature) (Student Signature)

[pic] Conexión Casa Hogar [pic]

Habla con tus padres sobre si pudieran ser cualquier animal en el mundo ¿Cuál animal les gustaría ser y por qué?

____________________________ _________________________

(Firma De Padres) (Firma Del Estudiante)

Great Blue Heron

Expert Group_______________________________

Physical Adaptations

The blue heron is one of 60 species of wading birds. Herons are graceful birds with long, pointed bills, narrow heads, long slender necks, and stick-like legs that are similar to the legs of cranes and storks. Some herons have long crests and black plumes on their throats and a black cap on their heads. Their wingspan is 6 feet in width and they weigh 5 pounds.

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Behavioral Adaptations-

Herons prefer to live in groups called a “heronry”, but hunt alone. Rather than pursuing their prey they will wait patiently until fish come within range to spear. Both parents will protect and incubate the eggs. Both male and female feed their young. Herons like to roost together in trees, but they hunt for food alone.

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Habitat-

Herons inhabit every continent except Antarctica. The nest is made up of loose, crude masses of sticks built in treetops or bushes. They live near the edge of ponds and along the shoreline or rivers and lakes.

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Diet-

Herons depend on food found along shores and streams, especially fish that hide in eelgrass beds. The bird waits patiently and quietly for fish, frogs, and crayfish to pass by. With lightning speed, the heron spears its prey with its long narrow bill.

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Interesting Facts

Despite their name, great blue herons are not actually blue. The heron’s special s shaped neck allows it to curl up like a spring to attack prey. Interestingly, herons hold their neck in an s shaped curve at rest and in flight.

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Coyote

Expert Group_______________________

Physical Adaptations-

The coyote is a small mammal that has similar characteristics of the domestic dog or wolf. Their average weight is 31 pounds and about the size of a German Shepard. They have a big bushy tail, long triangular ears and a long narrow muzzle. The coyote’s fur is a grayish-brown to yellowish-brown on top and will have white fur on the underbelly. The eyes are yellow and very keen for hunting at night.

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Behavioral Adaptations-

Coyotes hunt by standing very still and then pounce on their prey or chase after an animal until it tires and is easy to catch. Most of the time a coyote will hunt alone and at night, but they have been known to hunt in a pack for larger prey like deer. Coyotes use their tails and ears to communicate with one another. A bushy tail signals other coyotes to stay away. Another way coyotes communicate with one another is by howling, yelping or barking.

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Habitat-

Coyotes are found throughout the United States, Mexico, Central America and Canada. They prefer fields, plains and brushy areas, but can be found close to or in city areas. They can live just about anywhere there is food and shelter. When raising pups, adult coyotes will use rocky crevices, caves and dens of other animals to rear their young.

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Diet-

Coyotes are carnivores that feed mostly on mammals. They usually will hunt small mammals like rabbits, raccoons, and mice, but they will also eat birds and snakes too. They prefer to feed on a fresh kill, but will eat dead animals or carrion. In the fall and winter coyotes will eat vegetables, fruit and berries.

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Interesting Facts-

Coyotes can have as many as 19 puppies at one time, but usually have six. Coyotes only pose a threat to humans when they are fed or trash is left out where they can feed. People can tell a coyote from a wolf or dog because a coyote will run with its tail down while a wolf or a dog will run with their tail up high in the air. They are shy timid carnivores that prefer to avoid humans and will run from you before you see them.

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Rattlesnake

Expert Group_________________________________

Physical Adaptations-

Most people can identify a rattlesnake by the distinctive noise they make with their tail. At the end of their tail there are hollow cones known as a rattle, it is used as a warning signal to animals or people. A rattlesnake is usually gray, light brown, or tan with darker and highlighted diamonds down the back. The skin is very scaly, smooth and glistens, but is dry to the touch. The head is shaped like a triangle and the rattlesnake can reach lengths of over 8 feet. The rattlesnake is very poisonous.

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Behavioral Adaptations-

Rattlesnakes are shy and secretive. They spend most of their time in underground burrows or in deep cover. They are most active in the mornings, when the temperatures are between 65F and 75F degrees. Higher temperatures will cause the snakes to seek out deep cover. During the colder months rattlesnakes will hibernate in a den with many other rattlesnakes in order to stay warm.

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Habitat

There are many species of rattlers and they all live in the Western Hemisphere from southern Canada to Argentina. Many inhabit the dry region of the southwestern United States and northern Mexico. These snakes like to keep a low profile by hanging out in rocky crevices and woodpiles.

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Diet

Rattlesnakes are carnivores (meat eaters). They mostly hunt at night and they are nocturnal creatures. They use their unique tongue to sense the heat of their potential prey. Rattlesnakes use venom to kill their prey, which also contains digestive enzymes that help in the digestion process. Like all snakes, they swallow prey whole and head first. Rattlesnakes eat rodents, lizards and other small animals.

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Interesting Facts

Although most people fear the rattler they play an important role in controlling rodent populations and rodent born diseases. Rattlesnakes avoid humans as much as possible. In fact the rattlesnake has few predators, humans and eagles. There are around 16 distinct varieties of rattlers. The rattlesnake must shed its skin in order to grow.

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Bat

Expert Group_________________________________

Physical Adaptations-

Bats have furry bodies, wings and flexible skin. Their size varies depending on the species. Their face and head can resemble a small dog or bear. The bat has hands on its wings, which are long and narrow. They have five fingers. Their legs are weak and are not made for walking. Bats come in a variety of colors for example, black, brown, gray, red or yellow.

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Behavioral Adaptations-

Bats may live in a large colony of bats or small groups. Bats give birth to one young a year. They do not build nests like birds do; instead, their young cling to their mother’s body. Some bats have a highly sophisticated sense of hearing.  They emit sounds that bounce off of objects in their path, sending echoes back to the bats.  From these echoes, the bats can determine the size of objects, how far away they are, how fast they are traveling and even their texture, all in a split second.

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Habitat

Bats live in all parts of the world except in the Arctic and Antarctica. They seek out dark places to roost. Most bats live in tropical forests where there is plenty of food and shelter year round.

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Diet

Seventy percent of bats consume insects such as scorpions, spiders, but they will also eat plants. The vampire bat will feed on blood, fruit and nectar. Some species of bats also feed on fish, lizards, rodents, small birds, tree frogs and other bats.

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Interesting Facts

There are more than 900 species of bats that make their home mostly in tropical areas. About 40 species live in Canada and the United States. The bat is the only mammal that can fly. Many people fear bats, but these animals are well liked in China and Japan where they are considered to be signs of good luck, happiness and long life. Most bats are very harmless. Bats may live as long as 15-25 years. They have few enemies because of their ability to hang from ceilings and caves.

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| |Physical |Behavioral Adaptations |Habitat |Diet |Interesting Facts |

| |Adaptations | | | | |

|Sturgeon |- Five large bony plates. |-Bottom dwellers, |-Sturgeon are born in fresh |They feed on dead, decaying |-Have changed very little since prehistoric|

| |-Cylindrical shape, bony snout |-Will move to shallow water to feed when food|water |fish and crustaceans like |times (175 million years ago) |

| |-Tube-like mouth. |supplies are scarce. |-Spend their lives in slow |shrimp and mollusks. |-Internal structure like a shark. |

| |-Ages 50-75 years. |-Broadcast spawn rather than lay eggs in a |moving | |-Caviar is a popular delicacy derived from |

| |-Can be up to 20 ft. long. |bed like salmon. |bays and estuaries | |sturgeon eggs. |

| |-Small eyes |-Lays up to 1 million eggs |-Subtropical to subarctic | |-Sturgeons often carry toxins in their |

| |-No scales |- Sturgeons are scavengers (bottom feeders) |-Spawns in clean fast moving | |bodies due to their feeding habits |

| |-Excellent sense of smell and taste |-Anadromous-salt or fresh water |fresh water | | |

| |- Toothless mouth | |-Prefer deeper waters | | |

| |-Taste buds located on the outside of the | | | | |

| |mouth. | | | | |

| |-Growth rate can slow down if food | | | | |

| |supplies are scarce. | | | | |

|Beaver |-Grow to be over 4 feet long and over 60 |-Beavers mate for life, but if one mate dies,|-Beavers live near rivers, |-Most of the beaver's diet is |-The beaver is North America's largest |

| |pounds. |the other one will find another mate. |streams, ponds, small lakes |made up of tree bark and |rodent |

| |-Webbed hind feet |-They can swim within 24 hours of birth and |and marshes. |cambium, the soft tissue that |-Beavers normally weigh up to 60 pounds but|

| |-Large flat hairless tail |will be exploring outside the lodge with |-They build lodges of sticks |grow under the bark of a tree. |can get up to 100 pounds |

| |-Orange teeth that never stop growing |their parents within a few days |and mud on islands, on pond |-They especially like the bark |-Beaver dams can cause flooding of crops |

| |-Beavers can live to be 20 years old. |-Both the male and the female take care of |banks or on lakeshores. |of willow, maple, birch, aspen,|and roads. |

| |The babies’ eyes are open when born |the young beavers. |-Beaver dams are domed-shaped|cottonwood, beech, poplar, and |-Beavers create wetland habitat for other |

| |-When the beaver is under water, its nose and|-They will stay with their parents for two |and can be as high as ten |alder |wildlife |

| |ears close up & a special membrane covers its|years. |feet tall. |-Beavers also eat other |like birds, fish, insects, amphibians and |

| |eyes. |-It will also slap its tail against the water|-Beaver lodges have one large|vegetation like roots and buds |other mammals. |

| |-The beaver waterproofs its thick fur by |to signal danger or to warn away predators |central chamber and one or |and other water plants. -The | |

| |coating it with castoreum, an oily secretion | |two entrances. |beaver has a specialized | |

| |from its scent glands. | |-Not all beavers build lodges|digestive system that helps it | |

| |-Beavers have long sharp upper and lower | |some beavers will build |digest tree bark. | |

| |incisor teeth that they use to cut into trees| |burrows in the banks of | | |

| |and woody vegetation. | |rivers. | | |

| |-It uses its tail to help maintain its | | | | |

| |balance when it is gnawing on trees. | | | | |

|Great |-Body size 3.2 to 4.5 ft, Wingspan, 5.5 to |-Waders; expert fishers; breeds in colonies, |-Edge of pond or along shore |-Small fish (especially those |-Hollow bones; may be 4ft tall w/ 6ft |

|Blue |6.6 ft |lives in groups called “heronry”; |-Nest in trees |that linger in eelgrass beds) |wingspan, but only weigh 5 pounds…why? |

|Heron |-Weighs 2.5 kg |-both parents feed the young at the nest by |-Common in North America; |-small mammals, reptiles and |Their bones are hollow. |

| |-Long yellow bill |regurgitating food; |Alaska, Quebec, and Nova |occasionally birds. |-Spring Action Neck; The great blue heron |

| |-Blue-gray wings and back, white head with a |-snare their prey by walking slowly or |Scotia south to Mexico and | |has special neck vertebrae that create an |

| |black cap & a long black plume. |standing still for long periods of time and |West Indies | |“s” shape. This bone structure allows the |

| |-White crown and face |waiting for fish to come within range of | | |neck to curl up like a spring to attack |

| |-Long-legged, long-necked wader |their bills. | | |prey. It also allows the heron to fold its |

| |-Holds neck in an s curve at rest and in |-They kill their prey with a quick thrust of | | |neck while flying. |

| |fight |their sharp bill and swallow them whole. | | | |

| |-Shaggy neck and back plumes |-They hunt alone, but nest in colonies. | | | |

| |- They can fly 20-30 mph. |-Both parents protect and incubate the eggs. | | | |

| |-Gray-blue camouflage and streaked white neck|-Mastered art of hunting by standing still in| | | |

| |to blend in with its surroundings |shallow water, waiting for prey, then | | | |

| | |stabbing it with their extremely sharp beak. | | | |

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| | |-Build large nests of sticks in trees so they| | | |

| | |cannot be reached by predators | | | |

|Rattlesna|-Stout bodies |-After it bites prey it lets it go. Prey ½ |-Where there is a constant |-Small rodents, mice, squirrels|-16 distinct varieties |

|ke |-Flattened triangular heads |digested because of the venom. |and abundant supply of small | |-Shed their skin several times a year |

| |-Large # of ribs |-Eat head 1st by unlocking jawbones so they |rodents. | |-Females reproduce once every 2 years |

| |-Cold-blooded |are completely helpless |--Live in and around rocks | |-Give birth to live baby snakes, not |

| |-Temp. depends on their surroundings |-Smell with their forked tongue |and underbrush, grasslands | |hatched from egg |

| |Can live to be 25 years old |-During winter live in dens to keep warm |and even along streams and in| |-Carry babies for about 90 days |

| |- Really good vision they can see images in |-Can hibernate for up to 6 months |forest floors | |-10 babies |

| |night | | | |-Baby venom is just as toxic as mother’s |

| |-No rattle at birth | | | |-Some dens are used for hundreds of years |

| |-1-2 weeks to shed skin | | | |-Santa Catalina Rattlesnake has no rattle. |

| |-Rattler shed skin several times a year, | | | |It lost its rattle to be able to hunt. |

| |rattle gets bigger | | | | |

|Coyote |-Grayish brown, yellowish –brown fur on top |-Use caves and rocky crevices for dens rather|-Found in a variety of |-Hunts alone and at night, is |-Coyotes’ tracks are different from a dogs,|

| |and whitish fur on its under parts, |than dig dens. Will use abandoned dens too. |habitats such as fields, |carnivorous, eats mostly |the front foot of a coyote is slightly |

| |-Large triangular ears on top of head, -a |-Very vocal animal, barks, growls, yips, |plans and bushy areas, can |mammals, but will eat birds and|large than the back and the shape of the |

| |long narrow muzzle, runs with tail down, |whines, and howls. |survive in urban areas as |snakes, prefers fresh kill, but|pad in front is shaped like a frown and the|

| |-About size of German Shepard, but slimmer |-Uses long howl to let other coyotes know its|long as there is food and |will eat carrion, in fall and |back pad is shaped like lips |

| |boned, weighing about 31 pounds |location, Short barks to warn of danger, yip |shelter. |winter will eat fruits, |-To conserve energy it will place the back |

| |-Bushy tail |to welcome members to the pack, |-Open farmland in developed |vegetables, and berries. |foot in the print made by the front |

| |-Can run up to speeds of up to 30 mph for a |-Form loose family groups unlike wolves which|areas is especially suitable |-Sometimes will band together |creating a single line of prints, which |

| |short burst, but can maintain a 20mph for a |allows them to hunt alone or in pairs and |for coyote |to kill large prey like deer. |tend to be straight and usually across open|

| |long period of time. |hunt as food supplies allow. | |In urban areas they will eat |areas. Dogs tend to run with feet side by |

| | |-Thrive in habitat that has been disturbed by| |garbage, cats, small dogs as |side and making two sets of parallel tracks|

| | |humans such as forests that have become open | |well as other small animals |which tend to meander in any direction |

| | |farmland | |like raccoons, possum and ducks| |

|Bat |-Bats have furry bodies, and wings of smooth |-Spend the majority of the day sleeping, hunt|-Live in all parts of the |-Insects, scorpions, spiders |-There are more than 900 species of bats |

| |flexible skin. Their size varies depending on|at night. |world except the Arctic and |and plants. -The vampire bat |that make their home mostly in the tropics,|

| |the species. -Face and head can resemble a |-May live in a large colony of bats or a |Antarctica. |will feed on blood. -Fruit and|but about 40 species live in Canada and the|

| |small dog or bear. |small group. |-Most bats live in tropical |nectar. |U.S. |

| |-Hands on its wings, are long and narrow. |-Give birth to one young a year. |forests where there is plenty|-Fish, lizards, rodents, small |-Only mammal that can fly. Many people |

| |They have 5 fingers. |-Do not build nests like birds; young must |of food and shelter year |birds, tree frogs, and other |fear bats, but these animals are well liked|

| |-Legs are weak and not made for walking. |cling to their mother’s body. |round. |bats. |in China and Japan where they are |

| |-Come in a variety of colors, black, brown, |-Nurse young for 6-8 weeks. |-Prefer dark places to roost.| |considered to be signs of good luck, |

| |gray, read or yellow fur. |-Have a ability to find their way in the | | |happiness and a long life. |

| |-May live as long as 15-25 years. |dark (echolocation) | | |-Most bats are very harmless. |

| |-Legs are for hanging not walking. |-Hibernate during the winter months | | |- Have few enemies because of their |

| | | | | |ability to hang from ceilings of caves. |

| |Physical Adaptations |Behavioral Adaptations |Habitat |Diet |Interesting Facts |

|Sturgeon | | | | | |

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| | | | | | |

|Beaver | | | | | |

| | | | | | |

| | | | | | |

|Great Blue Heron | | | | | |

| | | | | | |

| | | | | | |

|Rattlesnake | | | | | |

| | | | | | |

| | | | | | |

|Coyote | | | | | |

| | | | | | |

| | | | | | |

|Bat | | | | | |

| | | | | | |

| | | | | | |

-----------------------

South

America

Pacific

Ocean

Indian

Ocean

Australia

Sumatran Tiger

-5,000 left

-habitat destruction from bulldozers and chainsaws. 80% of India’s forests destroyed for lumber, farming

Koala

-endangered due to soft fur, habitat destruction (eats ONLY eucalyptus leaves),

-susceptible to disease

Scarlet Macaw

-poachers take babies for exotic pets

-feathers once used in fashion

Ibex (wild goat)

-in danger due to excessive hunting for sport

Bald Eagle

-man is enemy due to habitat destruciton, pollution (contaminates/kills fish)

Diet

Endangered Species from Around the World

Southern

Ocean

Atlantic Ocean

Antarctica

Physical Adaptations

Behaviors Adaptations

Habitat

Africa

Interesting Facts

Asia

Arctic

Ocean

Europe

North America

Leopard

-man destroyed habitat for farming, cattle

-leopard have nowhere to live, no prey; forced to pkill cattle; man kills leopard to protect livestock

-illegally poached for skin and body parts

Adaptations

Teacher Process Grid for informational purposes

Pacific Ocean

Humpback Whale

-in 1900’s more than 60,000 killed

-whaling banned in 1950’s

-6,000 left

-threats are global warming and accidental death from fishing nets/ships

Scientists:

• Identify similarities

• Classify

Class Mammalia

• Hair, fur

• Warm-blooded

• Born alive

• Drink milk from mother

Class Amphibia

• Breathe with gills when young

• Adults have lungs

• When frogs lay eggs they hatch as tadpoles

Class Aves

• Feathers

• Beaks

• Oviparous-eggs

Class Reptilia

• legs face out

• scaly skin

• short/no legs

Class Osteichthyes

• bony fish

• 27,000 species

Six Kingdoms of Living Things

invertebrates

~ no backbone

~ autotrophic

(make own

food)

~ grass, trees

~ multi-celled

organisms

~ mushrooms

~ molds

~ single celled

~ kelp, slime

~ cannot live in

harsh

environment

~ microscopic

Animalia

Plantae

Fungi

Protista

Archaebacteria

Eubacteria

~ harsh

environment

~ no oxygen

~ boiling water

~ microscopic

Comparative Input

Alicia Barber currently lives and works in Pasco, Washington. Ms. Barber enjoys writing books to share with her students. She particularly enjoys making books in unique shapes. When she’s not busy being a teacher, Ms. Barber enjoys spending time with her daughter Natalie, her family and friends.

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