PROJECT GLAD Fountain Valley School District THE WOLF ...



PROJECT GLAD

Washoe County School District NV

By Key Trainers Jeana Milligan and Jennifer Clements

Home Sweet Home, a Houghton Mifflin Theme

(Level 1) IDEA PAGES

I . UNIT THEME: Include multicultural/self-concept theme

▪ People and animals live in different homes and none of the homes are exactly the same.

▪ People and animals move from one place to another.

▪ Geographic features impact the homes people and animals live in.

▪ Where are we on the map or in the world?

▪ Some animals and people are homeless.

II. FOCUS/MOTIVATION

▪ Big Book - Shared Reading

▪ Observation Charts

▪ Launching the Theme T16

▪ Inquiry Charts

▪ Super Scientist Awards

III. CLOSURE

▪ Personal Exploration – Students will make a model of their homes and write three sentences to describe it. Sentences should include size, shape, color, and geographic location.

▪ Team Exploration – Teams will work to design an animal’s home and will use a diorama, mobile, or drawing to display it.

▪ Class Project – Class can decide how they would like to help homeless children, pets, or adults. Class Action Plan Example: Class can raise money for Habitat for Humanity

▪ Process charts

▪ Inquiry Chart

▪ Class/team Paragraph: How homes are different and the same.

IV. CONCEPTS – 1st Grade

PHYSICAL SCIENCE

Senses

* Recognize and describe objects qualitatively in terms of texture.

* Sort and classify objects according to observable properties (e.g., size, shape, color).

EARTH SCIENCE

Nature of Changes

12.2.1 Investigate and describe how changes happen to many things (e.g., weather).

13.1.2 Observe and record seasonal changes. Investigate and describe how weather changes from day to day and throughout the year.

13.2.1 Investigate and describe how the sun warms the land, air, and water.

* Describe simple landforms (e.g. lake, mountain, river).

BASIC & INTEGRATED SCIENCE PROCESS SKILLS

Daily Science Skills

* Investigate & describe directions on a map.

18.2.1 Explain that everybody can invent things and ideas.

18.3.3 Recognize that science engages men and women of all ages and backgrounds.

20.1.1 Use toy models (e.g. miniature cars, toy animals) to explain the things they represent.

21.1.1 Make observations and give descriptions.

22.1.2 Draw pictures that describe observations.

22.1.3 Respect ideas and contributions of others.

22.2.2 Follow verbal instructions accurately.

23.1.5 Make predictions based on observed patterns.

24.1.4 Record observations including date and time.

24.3.1 Use equipment properly and safely in all science activities

24.3.3 Identify and gather tools and materials needed in an investigation.

Social Studies

Geography

Content Standard 1.0: The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

1.1.1 Locate places on a simple picture map.

1.1.2 Recognize that maps and globes are representations of the Earth’s surface.

1.1.8 Recognize the shape of Nevada.

Content Standard 2.0: Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.

Content Standard 4.0: Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

4.1.3 Identify ways in which people or things move from one place to another.

4.1.4 Identify the geographic setting of a picture or story.

Content Standard 7.0: Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

7.1.1 Ask questions about their neighborhood and other places.

7.1.2 Recall geographic facts from a story.

7.1.3 Sort and group pictures that display similar geographic places.

7.1.5 Recall personal geographic facts, such as home address and phone number.

V. English/Language Arts 1st Grade

Reading:

Content Standard 1.0: Students know and use word analysis skills and strategies to comprehend new words encountered in text.

1.1.1 Use knowledge of high-frequency words to begin reading aloud with fluency, accuracy, and expression.

1.1.2 Use phonics and knowledge of word families to decode words in context by blending sound units.

1.1.3 Use knowledge of common prefixes, suffixes, and abbreviated words to identify words in context.

1.1.4 Use knowledge of simple spelling patterns (e.g., CVC=cat, CVCe=cake, CVVC=boat), blends, and digraphs when reading; apply basic knowledge of alphabetical order.

1.1.5 Identify synonyms and antonyms in context.

1.1.6 Develop and apply newly acquired vocabulary by using prior knowledge and context clues.

Content Standard 2.0: Students use reading process skills and strategies to build comprehension.

2.1.1 Use, with teacher assistance, pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, and setting a purpose.

2.1.2 Use, with teacher assistance, the three cueing systems (contextual, structural and visual clues), self-monitoring, cross-checking and self-correcting strategies such as rereading, substituting (replacing a known word), and reading on.

2.1.3 Demonstrate reading skills that contribute to comprehension including recalling details of the text while reading, drawing conclusions and distinguishing between realism and fantasy.

2.1.4 Retell details of text including central ideas.

5. Demonstrate directionality by tracking print from left to right, knowing concept of word and using return sweep.

Content Standard 3.0: Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.

3.1.1 Identify characters, setting, and sequence of events.

3.1.2 Identify simple character traits and predict story outcomes.

3.1.3 Listen to and read stories from different cultures and eras.

3.1.5 Identify rhythm, rhyme, and alliteration.

3.1.7 Read and identify poetry and prose.

Content Standard 4.0: Students read to comprehend, interpret, and evaluate informational texts for specific purposes.

4.1.1 Locate and use title, pictures, charts, graphs, and names of author and illustrator to obtain information.

4.1.2 Identify cause and effect and main idea.

4.1.3 Use text, pictures, and graphs to answer questions.

4.1.6 Read and follow a simple direction to perform a task.

Writing:

Content Standard 5.0: Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.

5.1.1 Use a source to write a simple informative paper with teacher assistance.

5.1.3 Write simple stories.

5.1.4 Write, with teacher assistance, responses to literature.

Content Standard 6.0: Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.

6.1.1 Generate and select, with teacher assistance, ideas for writing from a variety of sources.

6.1.2 Organize and sequence ideas, with teacher assistance, through activities such as drawing and discussing.

6.1.3 Write across the curriculum, with teacher assistance, stories and/or other compositions such as personal narratives, journal entries, friendly letters and poems.

6.1.4 Revise writing, with teacher assistance, to include details.

6.1.5 Edit, with teacher assistance, for correct word usage and conventions.

6.1.6 Identify, with teacher assistance, an audience for writing.

6.1.7 Read and share writing with others; respond, with teacher assistance, to the writing of others.

Content Standard 7.0: Students write using standard English grammar, usage, punctuation, capitalization, and spelling.

7.1.1 Use nouns, verbs, and pronouns in writing.

7.1.2 Write complete sentences.

7.1.3 Use end punctuation; identify contractions and singular possessives.

7.1.4 Capitalize names, months, days of the week, and words at the beginning of sentences.

7.1.5 Use correct spelling of CVC words and frequently used words (e.g., the, is, my).

7.1.6 Print legibly using left-to-right, top-to-bottom directionality and correct spacing between letters and words.

Listening and Speaking:

Content Standard 8.0: Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.

8.1.1 Identify purposes for listening such as to obtain information, to solve problems, or for enjoyment.

8.1.2 Attend and respond to presentations.

8.1.3 Recognize that different dialects exist.

8.1.4 Follow simple spoken directions to complete a task.

Content Standard 9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

9.1.1 Use varied vocabulary to communicate ideas.

9.1.2 Speak clearly at an understandable pace.

9.1.3 Present ideas and ask questions in small and large groups.

9.1.4 Recount experiences and retell stories in sequence.

9.1.5 Give clear directions to complete a simple task.

Content Standard 10.0: Students participate in discussions to offer information, clarify ideas, and support a position.

10.1.1 Demonstrate turn-taking in conversations and group discussions.

2. Ask and answer questions to gather and provide information.

10.1.3 Share ideas and information in small groups.

Research:

Content Standard 11.0: Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.

11.1.1 Formulate questions, with teacher assistance, to explore areas of interest.

11.1.2 Locate and use, with teacher assistance, reference materials and technology to develop study skills.

11.1.5 Share research findings, with teacher assistance, using various media.

VI. CONTENT VOCABULARY

Habitats home hive nest den cave burrow lair

Roost pen sty shelter protection weather

Predators materials environment food food supply

Prey colonies webs spiders hermit crab shell

Build underground trees twigs grass

Mud apartment properties size shape

Color texture neighborhood place location

VII. HM Spelling

Diagraph sh, ch, wh, tch, th

Consonant Blends: nd, ng, nk

Spelling patterns: ____ash, ___ush, ___ate, __ake, __ame, __ite, __ide

High frequency words: right, small, these, long, light, more, room, grow, other, could, house, how, over, own, so, world, fly, give, good, her, little, our, try, was

Story words: heavy, rough, fancy, plain, wait, inside, hide, ball, country, countries, Earth, giant, special, street, streets, town, towns, anywhere, beautiful, convinced, easy, news, perfect, raining, weather

VIII. RESOURCES AND MATERIALS

Fiction

The Mitten by Jan Brett

“The Button” by Arnold Lobel

The Hat by Jan Brett

Non-Fiction

Houghton/Mifflin

See Theme 5 Leveled Bibliography pg. T6-T7

PROJECT GLAD

Washoe County School District

By Key Trainers Jeana Milligan and Jennifer Clements

Home Sweet Home, a Houghton Mifflin Theme

(Level 1)

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Big Book: Use the frame The good news is… The bad news is… from “The Kite”

• Observation Charts: Pictures of a variety of homes in different places

• Inquiry charts: What do you know about homes and what do you want to know about homes?

• Teacher Read Aloud: “The Two Japanese Frogs” T30

• Read aloud different story book about animal homes

• Personal Interaction: What kind of home would you like to live in and why?

II. INPUT

• Comparative Pictorial Input: two homes-a house and an apartment

• Narrative Input: “Moving Day” T46

• 10/2 with primary language

- Learning Log /sketch

• Read Aloud from fiction and nonfiction sources

III. GUIDED ORAL PRACTICE

• T-graph for Social Skills

• Team points

• Picture file cards

• Process Grid

• Team Tasks

• Poetry

• Mind maps

IV. READING/WRITING

• Total Class Modeling

• Interactive Writing

• Group frame - teacher uses information from students to model appropriate frame

- Frame Format

There are many different types of homes.

Reading/Writing Skills

- mechanics

- paragraphing, periods, capitalization

- fiction versus fact

- decoding/sight words

• Small Group

- Team Tasks

- Big Book

- Pocket Poetry

- Poetry Frame

- Story Map

- Strip Book

• Flexible Group Reading - leveled guided reading

• Individual Activities

- Reading/Writing Choice Time

- retelling Narrative Input

- authentic reading events

- zoo, note pad, memo pad, gift store

- checks, subscriptions, cash register

- Journals

- Learning Logs

- personal exploration - expository or narrative

- Strip Book

V. EXTENDED ACTIVITIES

• Videos – animal homes

• Teacher resources T5

VI. DAILY ACTIVITIES

• Read Aloud

• Silent sustained reading/book sharing

- or reading/writing choice time

• Silent sustained writing

- or reading/writing choice time

• Listening activities

• Oral language activities

• Personal interaction

• Poetry

VII. CLOSURE

• Process Inquiry Charts

• Sketch and label

• Big book

• Team dioramas

-animal homes

• Action plan

-letters to people

• Letter to parents

PROJECT GLAD

Washoe County School District

By Key Trainers Jeana Milligan and Jennifer Clements

Home Sweet Home, a Houghton Mifflin Theme

(Level 1)

SAMPLE WEEKLY LESSON PLAN

WEEK 1:

FOCUS/MOTIVATION

▪ Cognitive Content Dictionary with Signal Word

▪ Observation Charts - variety of human and animal homes

▪ Inquiry Chart –What do you know about where people and animals live? What do you want to know about where people and animals live?

o Grammar: Asking or telling sentences

▪ Read Aloud: Big Book

▪ Super Scientist Awards

- different homes

INPUT

▪ Narrative Input: “Moving Day”

o Day 1 read aloud

o Day 2 read aloud, review with word cards

- Comprehension Skill: compare/contrast

- Strategy: question

o Day 3 read aloud with speech bubbles

o Day 4 teacher orally retells; story map

- Personal Interaction

- Learning Log

- ESL/L1 review

▪ Read aloud from a variety of fiction and nonfiction about homes

- “The Button”, by Arnold Lobel

- Comprehension Skill: compare/contrast

- Strategy: question

GUIDED ORAL PRACTICE

• T-graph

- Caring (or any other social skill students need to practice or know)

- Team points

• Picture file card activity

- Modeled writing - Exploration Report

• Chanting/Poetry – Perfect Match

READING/WRITING

▪ Expert Groups 1,2,3

▪ Reading the Walls

▪ Guided Reading – leveled readers

▪ Interactive Writing: Grammar = complete sentences

OR

Alternate ending to the story “Moving Day” or describe the hermit crab’s new home using texture, color, size, etc. Grammar = complete sentences

▪ Reading/Writing Workshop – T94 Personal Narrative (begin process)

CLOSURE

▪ Process Inquiry Chart

▪ Review charts, poems, chants,

▪ Home/School Connection

WEEK 2:

FOCUS/MOTIVATION

▪ Cognitive Content Dictionary with Signal Word

▪ Home/School Connection

▪ Poetry

- Highlighting

- Sketching

- Skills

INPUT

▪ Comparative Pictorial Input (Days 2-5 review with word cards)

-Learning Log

-ESL/Primary language review

▪ Teacher Read Aloud from H/M

“The City Mouse and the Country Mouse”

- making generalizations

- summarizing

- Read Aloud: The Mitten, Jan Brett

▪ Read Aloud – variety of fiction and nonfiction about homes

- making generalizations

- summarizing

GUIDED ORAL PRACTICE

▪ Walking the Process Grid – orally creating sentences

▪ Shared Reading/Poetry/Chants – “A Place to Stay”

- Highlighting

- Sketching

- Skills

▪ Process Grid Game

READING/WRITING

▪ Total Class reading “Me on the Map”

- making generalizations

- summarizing

▪ Guided Reading – leveled reading groups

- ELD Group Frame – retell narrative input “Moving Day”

▪ Team Tasks

▪ Expert Group 4

▪ Interactive writing: Comparative paragraph utilizing facts from comparative input chart OR write a letter to city mouse from country mouse T127

o Grammar – asking and telling sentences

▪ Reading/Writing Workshop – T94 Personal Narrative (continue process)

CLOSURE

▪ Home/School Connection

▪ Review charts, poems, chants

WEEK 3:

FOCUS/MOTIVATION

▪ Cognitive Content Dictionary with Signal Word

▪ Home/School Connection

▪ Listen and Sketch/HM Teacher Read Aloud: “The Mouse’s House”

INPUT

▪ Read Alouds:

The Mitten, Jan Brett

- cause and effect

- monitor/clarify

GUIDED ORAL PRACTICE

▪ Walking the Process Grid – orally creating sentences

▪ Shared Reading/Poetry/Chants – Who Lives in a Den of Rock?

- Highlighting

- Sketching

- Skills

READING/WRITING

▪ Total Class: “The Kite” T206

- cause and effect

- monitor/clarify

▪ Flexible Reading Groups

- Continue ELD Group Frame retell the Narrative, “Moving Day”

▪ Interactive Writing: Whole Group Frame, teacher provides topic sentence and class generates supporting detail sentences from input charts and process grid; Suggestion for topic sentence “There are many different types of homes.”

- Type then provide a copy to teach child for independent reading

▪ Reading/Writing Workshop – T94 Personal Narrative (final draft)

- Using “I” or “me” in sentences

CLOSURE

▪ Home/School Connection

▪ Review charts, poems, chants,

1st Grade Weekly Lesson Plan Grid

|GLAD Component |Week 1 |Week 2 |Week 3 |

|Focusing/Motivation |Cognitive Content Dictionary (CCD) |------------CCD------------ | ------------CCD------------ |

| |daily | | |

| |Super Scientist Awards |--Super Scientist Awards— |--Super Scientist Awards— |

| |Observation Charts (Different human|Introduce Golden Pen Awards |Introduce house-shaped booklets |

| |and animal homes) | |(use dye cuts) |

| |Inquiry chart: What do you know |Teacher Read Aloud “The City Mouse | |

| |about where people and animals |and the Country Mouse” T118 |Teacher Read Aloud “The Mouse’s |

| |live? What do you want to know | |House” can do Listen and Sketch |

| |about where people and animals | |here |

| |live? (grammar-asking and telling | | |

| |sentences) | | |

| |Launching the Theme T16 –T17 | | |

| |Teacher Read Aloud “The Two | | |

| |Japanese Frogs” T30 | | |

| |Teacher-made Big Book | | |

|Input |Narrative Input “Moving Day” - |Comparative Pictorial Input web vs.|Read Aloud from a variety of |

| |Personal Interaction |beehive |sources – Comprehension Skill: |

| |Read Aloud from a variety of |Read Aloud from a variety of |cause & effect, Strategy: |

| |sources – Comprehension Skill: |sources – Comprehension Skill: |Monitor/Clarify |

| |compare/contrast Strategy: |make generalizations Strategy: | |

| |question |summarize | |

|Guided Oral Practice |T-Graph for Social Skills – caring |Shared Reading “”A Place to Stay” –|Shared Reading: “Who Lives in a Den|

| |Team Points for T-Graph |focus on long a words, sketch and |of Rock?” Focus on asking and |

| |Shared reading “Perfect Match” – |add picture file cards, highlight |telling sentences, sketch and add |

| |focus on diagraphs sh, th, tch, |vocabulary – interesting words, |picture file cards, highlight |

| |rhymes, sketch and add picture file|links, etc. |vocabulary – interesting words, |

| |cards, highlight vocabulary – |Review comparative input with word |links, etc. |

| |interesting words, links, etc. |cards and practice walking the grid| |

| |Review Narrative Input with word |while pointing and saying | |

| |cards, speech bubbles, and story |sentences. | |

| |map. Also, focus on comprehension |Process grid game | |

| |skill: compare/contrast and | | |

| |Strategy: question | | |

|Reading | Whole Group | Whole Group | Whole Group |

| |“Moving Day” (Narrative Input) |“Me on the Map” |“The Kite” |

| |Small Group |Small Group |Small Group |

| |Guided reading/leveled readers |Guided reading/leveled readers |Guided reading/leveled readers |

| |Expert Groups 1, 2, 3 |Expert Group 4 | |

| | |ELD Group Frame – retell the | |

| | |narrative | |

|Writing |Whole Group |Whole Group |Whole Group |

| |IAW: Alternate ending to the story|IAW: comparative paragraph |IAW: from process grid complete |

| |“Moving Day” or describe the hermit|utilizing facts from the |whole group frame, read, revise, |

| |crab’s new home using texture, |comparative or write a letter to |and edit |

| |color, size, etc. – focus on |city mouse from country mouse T127 |Small Group |

| |grammar, complete sentences |Small Group |Team exploration: Teams will work |

| |Small Group |Team Tasks: comparative pictorial |to design an animal’s home and will|

| |Team Tasks: story map for “Moving |input, 3 compare/contrast sentences|use a diorama, mobile, drawing, etc|

| |Day” with illustrations, sequence |using comparative pictorial, |to display it. |

| |“Perfect Match” chant, using |country or city webs T115, map the |Individual |

| |magazines make a different homes |classroom T115, picture dictionary |Students will make a model of their|

| |collage |Individual |homes and write three sentences to |

| |Individual |Learning Logs |describe it. Sentences should |

| |Learning Logs |3 compare/contrast sentences using |include size, shape, texture, |

| |Reading/Writing Workshop-Personal |comparative pictorial input |color, and location. |

| |Narrative T94 (begin prewriting and|Reading/Writing Workshop-Personal |Reading/Writing Workshop-Personal |

| |drafting) |Narrative T94 (revising and |Narrative T94 (publishing) |

| | |proofreading) | |

|Closure/Assessment |Process inquiry chart |Process Inquiry chart |Process Inquiry chart |

| | |Review all songs and chants |Review all songs and chants |

| | | |Class Action Plan: Class can |

| | | |decide ways to help homeless pets, |

| | | |children, or adults and work to |

| | | |make a difference. |

Super Scientist awards (just add pictures)

beehive beehive

Fox

Gorilla beaver

Beavers build a lodge hermit crab in a shell

in a dam.

hermit crab in a shell

Spiders live in webs.

Webs help spiders catch their prey.

A fox lives in a den.

Big Book Text

Everybody Needs a Home

By Jennifer Clements and Jeana Milligan

Page 1

The good news is spider webs provide spiders with beautiful symmetrical homes made of silk.

The bad news is they use them to catch their prey.

Page 2

The good news is gorillas build very comfortable bowl-shaped nests made of branches, leaves, and sticks.

The bad news is they build a new nest every night.

Page 3

The good news is hermit crabs get to carry their homes on their backs wherever they go.

The bad news is they outgrow their shells and have to find a new home that fits.

Page 4

The good news is beavers build lodges in dams made of branches piled high on and over water.

The bad news is a heavy rainstorm can cause severe flooding and damage their homes.

Page 5

The good news is foxes live in dens in a variety of places.

The bad news is the place could be under your home or in a garden shed in your backyard.

Page 6

The good news is hives provide thousands of bees with a home.

The bad news is you may get stung if you disturb the hive.

Page 7

The good news is people live in house, apartments, and trailers which provide them with shelter and protection.

The bad news is not everyone has one.

The good news is we can help!!

[pic]

[pic]

Poetry

Booklet

Name: ________

Perfect Match

(To the tune of Twinkle, Twinkle Little Star)

Shelter, shelter protect me,

Underneath the deep blue sea.

Walking along the ocean floor,

Sometimes even on the shore,

I carry my home on my back.

My beautiful shell, we’re a perfect match.

By J. Milligan and J. Clements

A Place to Stay

(To the tune of “Row, Row, Row Your Boat”)

Roost, roost little bat

Hanging upside down,

Roosting in a cave, you see.

A place to stay you’ve found.

Spin, spin little spider

Spin the silk around.

An orb-shaped web will trap your prey.

A place to stay you’ve found.

Fly, fly little bee

Buzz from flower to tree.

Carry your pollen to the hive,

The queen will be happy.

Gather, gather big gorilla

Make your nighttime nest.

Of branches, leaves, twigs and sticks

So you can get some rest.

By J. Milligan and J. Clements

Who Lives In A Den of Rock?

Who lives in a den of rock?

“Bird lives in a den of rock.”

“Who me?” “Yes you.”

“Couldn’t be.” “Then who?”

“Bee lives in a den of rock.”

“Who me?” “Yes you.”

“Couldn’t be.” “Then who?”

“Hermit crab lives in a den of rock.”

“Who me?” “Yes you.”

“Couldn’t be.” “Then who?”

“Beaver lives in a den of rock.”

“Who me?” “Yes you.”

“Couldn’t be.” “Then who?”

“Gorilla lives in a den of rock.”

“Who me?” “Yes you.”

“Couldn’t be.” “Then who?”

“Lion, King of the jungle lives in a den of rock.”

“Who me?” “Yes you.”

“You’re right! I do live in a den of rock.”

By J. Milligan and J. Clements

Date: ____________________

Project GLAD

Home Sweet Home

HOME/SCHOOL CONNECTION #1

Tell your parents about the hermit crab’s house in the story “Moving Day.” Talk about how hermit crab’s house is the same or different than your house. Sketch and write about it.

Parent: ____________________ Student: ____________________

Date: ____________________

Project GLAD

Home Sweet Home

HOME/SCHOOL CONNECTION #2

Ask your parents where your family comes from. (country, state, or city) Discuss the kinds of homes that are there. Write, sketch, or bring a picture of what the homes look like. Be ready to share.

Parent: ____________________ Student: ____________________

Date: ____________________

Project GLAD

Home Sweet Home

HOME/SCHOOL CONNECTION #3

Describe your dream home to your parents. Sketch and write about it.

Parent: ____________________ Student: ____________________

Fecha: ____________________

Proyecto Glad

Hogar Dulce Casero

Conexion entre Escuela y Hogar #1

Diga a sus padres sobre casa del cangrejo de ermitaño en día móvil de la historia "."diga cómo es la casa del cangrejo de ermitaño iguales o diferente que su casa. Bosqueje y escriba sobre él.

Firma de padres____________________ Firma del Estudiante ____________________

Fecha: ____________________

Proyecto Glad

Hogar Dulce Casero

Conexion entre Escuela y Hogar #2

Pregunte a sus padres donde su la familia viene de.(país, estado, o ciudad) discuta las clases de hogares eso hay. Escriba, bosqueje, o traiga un cuadro de lo que parecen los hogares. Sea aliste para compartir.

Firma de Padres: ____________________ Firma del estudiante: ____________________

Fecha: ____________________

Proyecto Glad

Hogar Dulce Casero

Conexion entre Escuela y Hogar #3

Describa su hogar ideal a sus padres. Bosqueje y escriba sobre él. 

Firma de padres: ____________________ Firma del Estudiante: ____________________

Fecha: ____________________

NOTE: Please add text boxes for sketching after each paragraph.

Home Sweet Home

Theme 5

Expert Group

Dens or Earths

Dens are foxes’ homes. Their homes are made of brush, soil, and logs. You’ll find dens hidden in thick underbrush.

The dens are can be as long as 75 feet long with more than one entrance. The foxes build areas in the den to store food.

Sometimes foxes move into other animals’ burrows. Some make dens in the hollows of trees, clumps of brush, or in abandoned buildings. Log piles and the space under sheds can also be a den.

Home Sweet Home

Theme 5

Expert Group

Nests

Gorillas live in homes called nests. Gorillas build their nests with branches, brush, leaves, twigs, and sticks.

The nest must be big and strong enough to hold a gorilla. Nests are shaped like a bowl.

Every night male gorillas build new nests on the ground. Females build them in trees.

Home Sweet Home

Theme 5

Expert Group

Shells

Hermit crabs live in empty snail shells, but will use anything they can find to protect themselves.

The shells can be smooth or rough on the outside. The inside needs to be smooth and fit snugly. Hermit crabs look for shells with one round opening they can fit into.

Hermit crabs live on the ocean floor or on land by water.

Home Sweet Home

Theme 5

Expert Group

Lodges

Beavers live in homes called lodges. They build their lodges in dams above the water with trees, branches, and mud.

Their lodge is made of mud on the sides and wood shavings on the floor with a hole in the top for air. They can be many sizes and shapes.

Beavers’ homes are found on streams, lakes, ponds, and wetlands.

| | | | | | |

|Home |Materials |Observable Properties |Sketch |Place |Who lives there? |

| |(What is it made of?) |(size, shape, color) | |(Where?) | |

| |-concealed in thick undergrowth |-multiple entrances | |-will move into existing dens |-foxes |

| |-brush |-up to 75 ft long burrows with | |-hollows of trees | |

|Dens |-soil |food storage chambers | |-clumps of brush | |

| |-buildings |-like rabbit holes only bigger | |-abandoned buildings | |

| | | | |-log piles | |

| | | | |-under sheds | |

| |-pollen and nectar forms wax |-chambers (hexagons) or cells | |-in the ground |-honeybees |

|Hives |-queen bees make wax in abdomen |-queen lays eggs in cells | |-in trees |-bumblebees |

| | | | |-on buildings | |

| |-silk spun by spider’s |-size depends on distance | |-across paths (vertical) |-spiders |

| |spinnerets |between anchors | |-between tree branches | |

|Web | |-orb pattern-gives web strength | |(vertical) | |

| | |-symmetrical | |-corners of eaves | |

| | |-colorless (camouflage) | |-above ponds (horizontal) | |

| |-brush |-big enough to hold weight of | |-on ground (males) |-gorillas |

|Nest |-branches |gorilla | |-in trees (females) | |

| |-leaves, twigs, sticks |-bowl-shaped | |-build every night | |

| | |-browns and greens | |-one nest per animal | |

| |-empty snail shells |-smooth or rough exterior | |-ocean floor |-hermit crabs |

|Shell |-need to conserve moisture |-snug fitting shell so stomach | |-land | |

| | |is protected from predators | | | |

| | |-smooth mother of pearl interior| | | |

| | |-circular openings | | | |

| |-branches piled high in and over|-1 ft. to several feet high | |-on islands |-beavers |

| |water |-gnaw and chew tunnels in dam | |-in water | |

| |-mud on sides |-create one large room above | |-river, streams, lakes, ponds | |

|Lodge | |water to live in | |-wetlands | |

| | |-vent (hole in top for air) | |-on banks | |

| | | | |-lake shore | |

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|Home |Materials |Observable Properties |Sketch |Place |Who lives there? |

| |(What is it made of?) |(size, shape, color) | |(Where?) | |

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