PROJECT GLAD
PROJECT GLAD
Washoe County School District NV
Houghton Mifflin/Standards-based GLAD Unit
A WORLD OF ANIMALS (Fact and Fiction)
(Level K) IDEA PAGES
By Jennifer Clements and Jeana Milligan
I . UNIT THEME: Include multicultural/self-concept theme
• Animals as seen through literature versus animals as reality
• Animals in fact and fiction around the world
II. FOCUS/MOTIVATION
• Big Book -Shared Reading: Mammals and Birds
• Observation Chart
• Inquiry Chart
• Super Scientist Awards
III. CLOSURE
• Personal Exploration
- Write or dictate animal story/play and perform
Team Exploration
- Video tape, oral reports about wolves
- Dioramas
- Letters
• Pictures
• Process charts/chants
• Inquiry Chart
• Class/team
- Social Action Plan
IV. CONCEPTS - Kindergarten
• SCIENCE
- Animals live alone or in groups
- Animals have offspring that look the same
- Animals have different attributes to help them survive in their environment
SCIENCE STANDARDS – KINDERGARTEN
PHYSICAL SCIENCE
Senses
6.1.2 Use the five senses to investigate the natural world.
6.K.2 Compare and contrast how humans and animals use their senses.
LIFE SCIENCE
Animals
6.K.1 Observe and describe animal attributes.
15.K.1 Recognize that animals live in different places.
8.K.1 Observe and describe how animals have offspring that are the same kind of animal.
8.K.2 Sort animals by observable characteristics.
EARTH SCIENCE
Weather
* Recognize the difference between land and water.
Basic & Integrated Science Process
Daily Science Skills
* Recognize that science engages men and women of all ages and backgrounds.
21.K.1 Ask questions about the world.
* Follow verbal instructions accurately.
* Draw pictures that describe observations.
22.K.3 Share information and ideas with others.
24.3.1 Use equipment properly and safely in all science activities.
SOCIAL STUDIES STANDARD - KINDERGARTEN
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.K.1 Use vocabulary related to direction and location, such as up/down; left/right; near/far; and above/below.
1.K.2 Recognize a map and a globe.
1.K.8 Recognize water and land on a map or globe.
Content Standard 3.0: Physical Systems: Students understand how physical processes shape Earth’s surface patterns and ecosystems.
3.K.1 Identify daily weather conditions such as rain, sun, snow, and wind.
ENGLISH/LANGUAGE ARTS STANDARDS - KINDERGARTEN
Reading:
Content Standard 1.0: Students know and use word analysis skills and strategies to comprehend new words encountered in text.
1.K.1 Use high-frequency words and environmental print to read simple texts.
1.K.2 Identify and use letter/sound relationships, including blending sound units to make familiar spoken words; segmenting initial consonant sounds in spoken words; exchanging initial consonant sounds in spoken words; recognizing, matching and naming capital and lower-case letters; distinguishing among letter sounds and words; and categorizing spoken words that begin with same consonant sounds.
1.K.4 Identify initial and final sounds in words. Recognize and sequence letters of the alphabet.
Content Standard 2.0: Students use reading process skills and strategies to build comprehension.
2.K.1 Use prior knowledge and picture clues as pre-reading strategies to aid comprehension.
2.K.2 Ask questions about known words in texts.
2.K.6 Demonstrate book handling and concepts of print.
Content Standard 3.0: Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.
3.K.3 Listen to stories from different cultures and eras to gain information about the world, using prior knowledge to make, confirm and revise predictions.
3.K.5 Listen for rhythm, rhyme, and alliteration.
3.K.6 Read age-appropriate material for a variety of purposes using a variety of sources to make connections between written material and personal life.
3.K.7 Listen and respond to poetry and prose.
Content Standard 4.0: Students read to comprehend, interpret, and evaluate informational texts for specific purposes.
4.K.1 Demonstrate an understanding that texts, pictures, and graphs provide information about the world, using prior knowledge to make, confirm and revise predictions.
4.K.2 Recall information from texts, pictures, and graphs in sequence from a past experience or familiar story and answer questions about the story.
4.K.3 Distinguish between statements and questions by making a statement and posing a simple question.
4.K.6 Follow, with teacher assistance, a simple pictorial/written direction.
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.K.1 Respond to information by drawing or writing with teacher assistance.
5.K.2 Draw or write, with teacher assistance, to communicate, using scribble writing, pictures, directionality, labeling, random letters, beginning consonant sounds, writing known letters and temporary spelling.
5.K.3 Draw or write, with teacher assistance, stories about familiar experiences and events, including dictating a personal narrative using personal or imaginative experiences and writing simple words phrases using temporary spelling.
5.K.4 Draw or 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.K.1 Select, with teacher assistance, ideas for writing, using pictures to hold ideas.
6.K.2 Organize and sequence, with teacher assistance, ideas generated through group discussions.
6.K.3 Draw or write, with teacher assistance, simple stories and poems, demonstrating that printed language is oral language written down.
6.K.7 Share and respond to drawings or writing with others.
Content Standard 7.0: Students write using standard English grammar, usage, punctuation, capitalization, and spelling.
7.K.4 Capitalize first letters of their own first and last names.
7.K.5 Use correct spelling of their own first and last names.
7.K.6 Form letters correctly.
7.K.7 Hold crayon or pencil with control.
7.K.8 Trace, copy and draw basic shapes.
Listening and Speaking:
Content Standard 8.0: Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
8.K.1 Listen for a variety of purposes such as to obtain information, to solve problems, to compare points of view other than one’s own, or for enjoyment.
8.K.2 Attend and respond to stories and group discussions.
8.K.4 Listen to and follow an oral direction.
Content Standard 9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.
9.K.1 Use and expand vocabulary to communicate ideas.
9.K.2 Speak clearly at an understandable pace.
9.K.3 Share and respond to ideas.
9.K.4 Relate experiences and retell stories.
9.K.5 Give two 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.K.1 Demonstrate turn-taking in conversations and group discussions.
10.K.2 Ask and answer questions, including making inferences regarding, “what will happen next?” or “how could things have turned out differently?”.
10.K.3 Share ideas and information from personal and shared-group experiences.
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.K.1 Formulate questions, with teacher assistance, to explore areas of interest.
11.K.2 Use, with teacher assistance, reference materials, such as word walls, a personal ABC book, an environmental print book, and technology, such as computers, and tape recorders.
VI. VOCABULARY - Content
attributes habitat animals mammals nurse
warm-blooded herbivore carnivore viviparous furry
diet offspring predators enemies food
prairies prehensile forest pinniped hunt
cubs pups fawns calves cows
does bull female males babies
whiskers skin claws paws people
ears nose family hear see
touch smell leader alone prey
North America South America Asia
Australia Antarctica Africa Europe savannah
cold hot arctic summer winter
spring fall packs plants warm
ice floes tigers elephants harp seals polar bears
gray wolves white-tailed deer hooves tail
leap swim run chase eyes
vertebrate backbone land water tundra
map globe trunk horn wolf
hoof fiction nonfiction fact wild
tame domestic farm pets duckling
piglet kid oviparous hollow feathers
teeth skeleton birds owls ducks
eggs alive
VOCABULARY – Houghton Mifflin
I see my the she like a to play
and go is here for have said are dug
VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS
• Graphing
• Map skills
• Questioning/answering comprehension
• Problem solving
• Inferring
• Predicting
VIII. RESOURCES AND MATERIALS
Fiction
Little Red Riding Hood
Goldilocks and the Three Bears by Jan Brett
The Three Billy Goats Gruff by Janet Stevens
Three Little Pigs by James Marshall
Three Little Kittens by Paul Galdone
Non-Fiction
Zoo Books
Wild Animals, Rourke
Large as Life - Nighttime Animals
Sometimes I Feel
Houghton/Mifflin
Theme 10 Bibliography
Poetry
New Kid on the Block, Prelutsky
Where the Sidewalk Ends
Community
National Wildlife Federation
World Wildlife Fund
Defenders of Wildlife
Websites
scsc.k12.ar.us
en.
natureworks
PROJECT GLAD
Washoe County School District
Houghton Mifflin/Standards-based GLAD Unit
A WORLD OF ANIMALS (Fact and Fiction)
(Level K)
By Jennifer Clements and Jeana Milligan
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Big Book
• Observation Charts
• Inquiry charts
• Run Away, by Gerald McDermott
-Read Aloud
• Read aloud different story books about animals
- Example: Three Little Pigs,
• Personal Interaction
- Seen a wolf or a bear?
II. INPUT
• Pictorial Input
- world map, land and water
- animals around the world
- hot and cold habitats
• Comparative
- true/storybook
- Graphic Organizer
• 10/2 with primary language
- Learning Log sketch/write
• Zoobooks
• Narrative Input
- “Henny Penny”
• Read Aloud
III. GUIDED ORAL PRACTICE
• T-graph
• Team points
• Picture files
- similarities/differences
- find examples of categories from Process Grid
• Process Grid
- habitat, life cycles, enemies, food
- characteristics in stories, real characteristics
• Team Tasks
• Team pictures
• Poetry
• Mind maps
• Guided imagery
IV. READING/WRITING
Total Class Modeling
• Interactive Writing
• Group frame - teacher uses information from students to model appropriate frame
- Frame Format
- Real and storybook animals are alike in many ways.
- Real and storybook animals are different in many ways.
- Animals are scientific in many ways.
• Reading/Writing Skills
- mechanics
- paragraphing, periods, capitalization
- fiction versus fact
- decoding/sight words
Small Group
- Team Tasks
- Big Book
- Flip Chant
- I Like _____
- Pocket Poetry
- Poetry Frame
- Story Map
- Strip Book
- Chalkboard Phonics
• Flexible Group Reading - leveled
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
• Drama Peter and the Wolf
• Puppet show
• Instrumental Peter and the Wolf
• Team pictures
• Reader's Theater
VI. DAILY ACTIVITIES
• Read Aloud
• Independent reading/book sharing
- or reading/writing choice time
• Independent writing
- or reading/writing choice time
• Listening activities
• Oral language activities
• Daily news/interest piece
• Personal interaction
• Poetry
VII. CLOSURE
• Process Inquiry Charts
• In teams, write and share a play or story
• Sketch and label
• Big book
• Team dioramas
- animal habitat (If you take the unit into a fifth week.)
• Action plan
-letters to people (If you take the unit into a fifth week.)
• Letter to parents (framed letter home)
PROJECT GLAD
Washoe County School District
Houghton Mifflin/Standards-based GLAD Unit
A WORLD OF ANIMALS (Fact and Fiction)
(Level K)
By Jennifer Clements and Jeana Milligan
SAMPLE DAILY LESSON PLAN
WEEK 1:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word (Daily; can do Interactive Writing here with new word)
• Observation Charts (variety of animals)
• Big Book
- Shared book
• Inquiry Charts: What do we know about animals? What do we want to know about animals?
• Super Scientists
- Zoologists
INPUT
• World Map - Animals of the World (Day 1 input; Day 2-5 review with word cards)
• Poem/Chant Born Alive
• Read Aloud – Run Away by Gerald McDermott
- Splash by Flora McDonnell
- Baby Animals Play
- Personal Interaction
- Learning Log with ELD Review
• ESL/Primary language review
GUIDED ORAL PRACTICE
• T-graph
- Cooperation
- Team points
• Picture file activity -
- Modeled writing - Exploration Report
• Chanting
- I can spell Zoologist chant
READING/WRITING
• Reading the Walls
• Interactive writing: A ___ and a _____ play/are in the________. (place)
• Interactive writing: Elephants do____. Elephants don’t_______. strip book
• Expert Groups 1 and 2 (African elephants and tigers)
- Team Tasks
• Writing Workshop
- Mini-lesson
- Journals
- Author's Chair
CLOSURE
• Process Inquiry Chart
• Review poems and charts
• Home/School Connection
WEEK 2:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word (Daily; can do Interactive Writing here with new word)
• Home/School Connection - process
• Read Aloud
- Zoo Books
INPUT
• Comparative Input chart – mallard duck and spectacled owl (Day 1 input; Day 2-5 review with word cards)
- Personal Interaction
- Learning Log
- ESL/L1 review
READING/WRITING
• Expert Groups 3 and 4 (gray wolves and harp seals)
- Team Tasks
• Listen and Sketch
Three Little Pigs PgT84
• Interactive Writing: Interesting sentences about ducks and owls T55
GUIDED ORAL PRACTICE
• Poetry I Like Ducks and Quack, Quack, Quack
- Highlighting
READING/WRITING
• Read Aloud
- The Tale of the Three Little Pigs
- Feathers for Lunch by Lois Ehlert
- It Can Fit
- Which Pet?
• Reading/Writing Choice
- Mini-lesson
- Journals
- Author's Chair
CLOSURE
• Home/School Connection
• Review Inquiry chart
• Review all charts and poems
WEEK 3:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word (Daily - Interactive Writing with new word)
• Home/School Connection
• Reader's Theater
- Three Little Pigs
- (masks)
INPUT
• Read Alouds from a variety of resources
• Narrative Input, “Henny Penny” (Day1)
• Narrative review with word cards (Day 2)
• Narrative review with speech bubbles (Day 3)
• Narrative Retell and review with Story Map (Day 4)
• Narrative Retell (ELD Group Frame) (Day 4 or 5)
GUIDED ORAL PRACTICE
• Process Grid Game
• "I'm a wolf, large and brown" acted out
• I Like Ducks chant
• Farmer-in-the-Dell - ducks
- reading
• Flip chant I Like Ducks
READING/WRITING
• Whole Group Frame – Animals are scientific in many ways. (Day 1 Generate, Respond; Day 2-3 Revise; Day 3-4 Edit)
READING/WRITING
• Flexible group
- Reading instruction
- Team/Individual tasks
• Reading/Writing Choice
CLOSURE
• Home/School Connection
• Review Inquiry Chart weekly
• Review Inquiry Chart
• Review Input charts and chants
WEEK 4:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word (Daily, can do Interactive Writing with new word)
• Read Aloud
GUIDED ORAL PRACTICE
• Review poems and chants
• Ear-to-ear reading with poetry booklet
READING/WRITING
• Read the walls
• Group Frame – Class animal report using process grid
• Flexible groups/leveled reading
- Independent writing project – Animal report using process grid
- Reading
- Guided reading - at or above level
- ELD Group Frame, Henny Penny
EXTENDED ACTIVITIES
• Choose an animal
- Make an animal mask
- Plan
- Write or record information to share with class
• "Is this a _________? Yes ma'am."
• Reading/Writing Choice
CLOSURE
• Home/School Connection
• Review Inquiry Chart
• Review all charts and chants
• Personal picture dictionary
• Team Presentations
|GLAD Component |Week 1 |Week 2 |Week 3 |Week 4 |
|Focusing/Motivation |Cognitive Content Dictionary (CCD) daily | -------CCD daily------- | -------CCD daily-------- | ------CCD daily--- |
| |Super Scientist Awards | | | |
| |Observation Charts- variety of animals, fact, |--Super Scientist Awards |----Super Scientist Awards- |Super Scientist Awards |
| |fiction, pets, wild, etc. |Introduce Golden Pen Awards |Introduce animal-shaped booklets (use dye |Use a variety of awards |
| |Inquiry Chart: What do you know and want to | |cuts) | |
| |know about animals? |Launching the Theme – Week 2 activity page T14| | |
| |Read Aloud “Run Away” | |Launching the Theme – | |
| |Launching the Theme – Week 1 activity page | |Week 3 activity page T14 | |
| |T14 | | | |
| |Teacher-made big book | | | |
|Input |World Map Pictorial – Animals Around the World|Comparative Pictorial Input: mallard ducks vs.|Narrative Input “Henny Penny” |Read alouds from a variety of |
| |Read alouds from a variety of resources- focus|owls |Read alouds from a variety of resources- |resources – fiction and nonfiction |
| |on nonfiction books about elephants, tigers |Read alouds from a variety of resources- focus |focus on nonfiction books about ducks, | |
| | |on nonfiction books about ducks, owls, harp |owls, harp seals, and wolves | |
| | |seals, and wolves | | |
|Guided Oral Practice |Shared Reading “Born Alive” Chant – highlight |Shared Reading “I Like Ducks” chant and “Quack,|Shared Reading “The Duck Song” |Shared Reading: Review all charts |
| |high frequency word, are throughout the poem |Quack, Quack” chant T101, and Zoologist Rap |“I’m a Wolf” |w/word cards, poems, |
| |Shared Reading “I Can Spell Zoologist” chant |Review comparative w/ word cards |Farmer-in-the-Dell –use ducks as the |Farmer-in-the-Dell and walk the |
| |Review world map w/ word cards | |plural noun – sentence game |Process Grid |
| |T-Graph for social skills - cooperation | |Process Grid Game | |
| | | |Review Narrative with word cards, | |
| | | |dialogue, and story map | |
|Reading |Whole Group |Whole Group |Whole Group |Whole Group |
| |“Splash” |Teacher Read Aloud: The Three Little Pigs T84 |“The Bug Hut” |“Baby Animals Play” |
| |“Ken and Jen” |(Listen and Sketch) |“Splash” |“Which Pet?” |
| |“Baby Animals Play” |“Feathers for Lunch” |“Feathers for Lunch” |Small Group |
| |Small Group |“It Can Fit” |Small Group |Guided Reading/Leveled Readers |
| |Guided Reading/Leveled Readers |“Which Pet?” |Guided Reading/Leveled Readers |ELD Group Frame (retell Narrative) |
| |Expert Groups 1 & 2 (African elephants and |Small Group |ELD Group Frame (retell Narrative) |Cooperative-Strip paragraph for |
| |tigers) |Guided Reading/Leveled Readers | |struggling readers from whole class |
| | |Expert Groups 1 & 2 (Harp Seals and Wolves) | |Group Frame |
|Writing |Whole Group |Whole Group |Whole Group |Whole Group |
| |IAW: A ____ and a ____ play/ are in the _____|IAW: Writing a Report T55, Interesting |IAW: Use “I Like Bugs” frame to generate |Group Frame: Use editing checklist |
| |(place). Practice T40 |sentences about ducks and owls using |a class poem |and take through the process |
| |IAW: Class Strip Book Elephants do____. |comparative to help with facts |Group Frame: Use process grid to generate|Small Group |
| |Elephants don’t_____. Practice T41 | |details. Topic sentence: Animals are |Complete team tasks |
| |Small Group |Small Group |scientific in many ways. |Individual |
| |Team Tasks: World Map pictorial, sequence |Team Tasks: Comparative pictorial Input, Strip|Small Group |Animal report using process grid |
| |“Born Alive” chant, picture dictionary, |book: Elephants do____. Elephants don’t____. |Team Tasks: Flip Chant using “I like |Personal picture dictionary |
| |animal sort-hot or cold region |(Teams can choose another animal), Animal |Bugs” frame, Story map with sketches, | |
| |Individual |attribute chart T79 |words, and possibly sentences | |
| |Learning Logs |Individual |Individual | |
| |Writer’s Workshop |Learning Logs |Learning Logs | |
| | |Writer’s Workshop |Writer’s Workshop | |
| | | |3 illustrated Farmer-in –the-Dell | |
| | | |sentences | |
|Closure/Assessment |Process Inquiry Chart |Process Inquiry Chart |Process inquiry chart |Process inquiry chart |
| | |Review all chants and songs |Review all chants and songs |Review all chants and songs |
| | | | |Team Presentations |
| | | | |Invite parents to come listen to |
| | | | |students read their animal reports |
Superscientist text (just add pictures)
Gray Wolf
Harp Seal Pup
Duckling
Mallard Duck
Owl
African Elephant
Tiger
Oviparous
Viviparous
Cold Habitats
Warm Habitats
Land and Water
THE IMPORTANT THING
(Big Book)
The important thing about birds and mammals is they are both warm-blooded vertebrates.
Birds have feathers.
Mammals have fur.
But, the important thing about birds and mammals is they are both warm-blooded vertebrates.
.
The important thing about birds and mammals is they are both warm-blooded vertebrates.
Birds are oviparous. That means egg-laying.
Mammals are viviparous. That means born alive.
But, the important thing about birds and mammals is they are both warm-blooded vertebrates.
The important thing about birds and mammals is they are both warm-blooded vertebrates.
Birds have two wings and two legs.
Mammals have two or four legs.
But, the important thing about birds and mammals is they are both warm-blooded vertebrates.
The important thing about birds and mammals is they are both warm-blooded vertebrates.
Birds find food for their young.
Mammals nurse their young.
But, the important thing about birds and mammals is they are both warm-blooded vertebrates.
J. Milligan and J. Clements
[pic]
[pic]
[pic]
A World of Animals
Poetry Booklet
Name: _________________
Born Alive
Horses, cows, pigs are too,
Born alive, like me and you.
Their mother feeds them milk, you know,
Keeps them warm and helps them grow.
Born alive, born alive,
Animals with fur are born alive!
Now, bugs and fish and birds, do tell,
Are born from eggs, inside a shell.
Some kept warm, some are not,
Some lay two eggs, some a lot.
Laying eggs, laying eggs
OVIPAROUS animals all lay eggs.
By Marcia Brechtel
I Can Spell! Chant
I can spell see s-e-e.
I can spell he h-e.
I can spell she s-h-e.
But, I can’t spell zoologist!
I can spell and a-n-d.
I can spell are a-r-e.
I can spell the t-h-e.
But, I can’t spell zoologist!
I can spell go g-o.
I can spell to t-o.
I can spell play p-l-a-y.
But, I can’t spell zoologist!
Yes, I can! Yes, I can! ZOO-LOG-IST…..zoologist!
By Marcia Brechtel
I Like Ducks
I like ducks.
Yellow ducks,
Brown ducks,
Colorful ducks,
Dull ducks,
Any kind of duck.
A duck in a pond,
A duck in the grass,
A duck on the sidewalk,
A duck in the park –
I like ducks!
Swimming ducks,
Waddling ducks,
Hungry ducks,
Quacking ducks,
Lucky ducks,
Mallard ducks,
I like ducks!
Adapted from Bugs by Margaret Wise Brown
By Jeana Milligan and Jennifer Clements
FLIP CHANT FRAME:
I Like _________________
Plural Noun
By_________________
I like ______________________,
Plural Noun
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
Any kind of ___________________.
Noun
A _____________ __________________,
Noun Prepositional Phrase
A _____________ __________________,
Noun Prepositional Phrase
A _____________ __________________,
Noun Prepositional Phrase
A _____________ __________________,
Noun Prepositional Phrase
I like _________________________.
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
_____________ ______________,
Adjective Plural Noun
I like _______________________.
Noun
By _________________________________
ZOOLOGIST RAP
I'm a zoologist and here to say,
I study animals everyday.
Sometimes I write a paper.
Sometimes I read a book.
Sometimes I just go and take a look.
Wolves, gorillas, elephants, too.
Doing the zoologist bugaloo.
Animals do different things night and day.
Some are carried in a pouch - no way!
I study mammals who lay eggs.
(See it pays to be a reader)
Like the duck-billed platypus and spiny anteater.
Wolves, gorillas, elephants, too.
Doing the zoologist bugaloo.
I study mammals like wolves, who're are born alive
And whose milk comes from their mothers.
Wolves have fur, protect their young like so many others.
If you like all animals and being a scientist too,
Then being a zoologist might be the job for you.
Wolves, gorillas, elephants, too.
Doing the zoologist bugaloo.
M. Brechtel
I'M A WOLF
I'm a wolf, large and brown,
Sleeping on the forest ground.
I sleep by day and hunt at night,
I have good hearing, smell and sight.
My fur is thick and rough to touch,
People say I howl too much.
I'm a wolf
owwwwww,
I'm a wolf
owwwwww,
We always do cooperate,
In raising cubs or hunting late.
We look for prey and run in packs,
We find our food and no one lacks.
People are afraid of us, the stories grew,
But we don't eat people, that's just not true!
I'm a wolf
owwwwww,
I'm a wolf
owww
M. Brechtel
The Duck Song
(To the tune of “Skip to My Lou”)
I’m a duck and I like the pond,
Swim and play all day long.
All my ducklings swim along,
“Quack, quack” they sing my song.
“Quack, quack, quack, life is fun.
Search for food under the sun,
See some snails, they can’t run,
They taste so good, yumm…
Dad, the drake, he found slugs,
Then there were the water bugs.
Called to us to share his luck,
And we gave him a big hug.
Together we swim along,
In and out of the reeds we play.
We live a life that’s happy and gay,
Tomorrow is another day.
By Maggie Lli
Date: ____________________
Project GLAD
A WORLD OF ANIMALS, FACT OR FICTION UNIT
HOME/SCHOOL CONNECTION #1
Interview your parents or a member of your family. Ask them if they remember stories about animals. Sketch about the story.
Parent: ____________________ Student: ____________________
Date: ____________________
Project GLAD
A WORLD OF ANIMALS, FACT OR FICTION UNIT
HOME/SCHOOL CONNECTION #2
Tell your parents 2 facts about birds, like owls or ducks. Sketch a bird.
Parent: ____________________ Student: __________________________
Date: ____________________
Project GLAD
A WORLD OF ANIMALS, FACT OR FICTION UNIT
HOME/SCHOOL CONNECTION #3
Retell the story about Henny Penny to a family member.
Parent: ____________________ Student: ____________________
Date: ____________________
Project GLAD
A WORLD OF ANIMALS, FACT OR FICTION UNIT
HOME/SCHOOL CONNECTION #4
Have your parents or a family member tell you how mammals and birds are different. Sketch your favorite mammal.
Parent: ____________________ Student: ____________________
Fecha: ____________________
Proyecto Glad
UNIDAD DE REALIDAD O FICCION SOME LOS ANIMALES
Conexion entre Escuela y Hogar #1
Entrevístese con sus padres o a miembro de su familia. Pregúnteles si recuerdan historias sobre animales.Bosquejo sobre la historia.
Firma de padres____________________ Firma del Estudiante ____________________
Fecha: ____________________
Proyecto Glad
UNIDAD DE REALIDAD O FICCION SOME LOS ANIMALES
Conexion entre Escuela y Hogar #2
Diga a sus padres 2 hechos sobre pájaros, como buhos o patos.Bosqueje un pájaro.
Firma de Padres: ____________________ Firma del estudiante: ____________________
Fecha: ____________________
Proyecto Glad
UNIDAD DE REALIDAD O FICCION SOME LOS ANIMALES
Conexion entre Escuela y Hogar #3
Retell la historia alrededor Henny Penique a un miembro de la familia.
Firma de padres: ____________________ Firma del Estudiante: ____________________
Fecha: ____________________
Proyecto Glad
UNIDAD DE REALIDAD O FICCION SOME LOS ANIMALES
Conexion entre Escuela y Hogar #4
Tenga sus padres o una familia el miembro le dice cómo los mamíferos y los pájaros son diferentes. Bosqueje a su favorito mamífero.
Firma de padres: ____________________ Firma del Estudiante: ____________________
Teachers: Add text boxes under each paragraph for sketching.
Expert Group – Gray Wolves
Description: Gray wolves have a mixture of red, gray, white, brown, and black fur.
They are the largest of the wild dog family.
Habitat: Gray wolves live in North America in forest lands and prairies. They live and travel in packs.
Prey/Food: Deer, moose, elk, mice, grasshoppers, rabbits and beavers are some of their favorite foods. Gray wolves are carnivores and every part of their prey.
Enemy/Threats: People are their enemies because they destroy their homes.
Offspring: Mother wolves give birth to 2-5 cubs.
(Special Features)
Expert Group - Tigers
Description: They have orange coats with dark brown or black stripes. The have four paws with claws, and a tail.
Habitat: Tigers live alone in the forests. They live in Asia, because it’s warm.
Prey/Food: Tigers are carnivores. They eat wild pigs, cattle, and deer.
Enemy/Threats: Their enemies are people who destroy the habitats and kill them for fur.
Offspring: Tigers have 2 to 3 cubs at a time.
(Special Features)
Expert Group – African Elephants
Description: African elephants have wrinkled, gray skin, 2 large ears, 2 tusks, and one long trunk. The trunk is like an arm to hold, lift, spray and carry things.
Habitat: African elephants live in Africa. The cow or mom is the leader of the family.
Prey/Food: African elephants are herbivores. They eat roots, grasses, fruit and bark.
Enemy/Threats: People. They hunt them for their ivory tusks, meat, and destroy their habitats.
Offspring: Cows have 1 to 2 calves.
(Special Features)
Expert Group – Harp Seals
Description: Harp seal pups and adults have thick white fur. Adults also have a black patch on their sides that look like a harp. They have whiskers and a thick layer of blubber. Harp seals are pinnipeds which mean fin-foot.
Habitat: Harp seals live in the sea and on ice floes in the Arctic region.
Prey/Food: Harp seals are carnivores. They eat fish, crustaceans, krill, birds and swallow food whole.
Enemy/Threats: Killer whales and polar bears eat them. People kill them for their fur.
Offspring: Mothers have 1 to 2 pups.
(Special Features)
[pic]
| | | | | | |
|Animal |Description |Habitat |Prey/Food |Enemies |Offspring |
| | | | | |(Special Features) |
| |-thick white fur with black patches |-cold habitat |-carnivores |-killer whales |-pups (1-2) |
|Harp Seals |-whiskers-touch |-lives most of its life in the sea|-fish, crustaceans, birds, krill |-polar bears | |
| |-black patch looks like a harp |& goes onto ice floes |-don’t chew food, swallow in chunks |-people kill them for fur | |
| |-5.5 ft long |-N. Atlantic & Arctic Ocean | | | |
| |-pinnipeds –“fin foot” |shorelines from Russia to | | | |
| |-thick layer of blubber |Greenland to Canada | | | |
| |-mix of gray, red, white, brown, & black|-Alaska to Mexico |-hunt in packs |-people |-cubs (2-5) |
|Gray Wolves |-largest of wild dog family |-dens/lairs |-eat every part of prey | | |
| |-excellent hearing – 4 miles away |-prairies/forests |-carnivores | | |
| |-excellent smell 14 X humans |-lower mountains |-moose, elk, deer, caribou | | |
| |-social, collaborative |-caves, hollow trees, thickets |-mice, grasshoppers, rabbits, | | |
| | |-live in packs of 5-8 |beavers, other mammals | | |
| | |-alpha pair-breeding | | | |
| |-orange coat with dark brown or black |-live alone so they can sneak up |-carnivores |-people hunt them |-cubs (2-3) |
| |stripes |on prey |-eat 40 pounds of meat at a time |-habitat destruction | |
|Tigers |-stripes like human fingerprints – no 2 |-forest |-wild pigs, cattle, deer | | |
| |the same |-Asia | | | |
| |-3-4” long tail- for balance & |-warm habitats | | | |
| |communication | | | | |
| |-retractable claws | | | | |
| |-paw prints called pug marks | | | | |
| |-largest land animal |- African forest, savannah, or |-herbivores |-people hunt them for ivory and meat |-female (cow) |
|African Elephants |-2 tusks |bush |-roots, grasses, fruits, bark |-lions |-male (bull) |
| |-wrinkled gray, brown, hairless skin |-live in families-cow is the | |-habitat destruction |-babies (calves) |
| |-large ears shaped like Africa |leader | | | |
| |-trunk w/ 2 nostrils at end, prehensile | | | | |
| |(grasping) extensions | | | | |
| |-males: metallic grn head, purplish brown|-everywhere except Antarctica |-omnivores |-large mammals |-ducklings |
| |breast |-not too severe temperatures |-corn, wheat, barley, wild rice, |-3 defenses: swimming, flying, |-males - drakes |
| |-females: mottled, buffy brown, with a |-Called “waterfowls” |primrose, bulrushes, willow, trees |camouflaging |-females – ducks, hens |
|Mallard Duck |pale eyebrow and dark stripe through eye |-marshes, ponds, lakes, rivers, |of swamps or river bottoms, |-Humans: no defense, oil spills, | |
| |-bright orange webbed feet- cannot feel |oceans |mollusks, insects, small fish, |pesticides | |
| |-wings, stout body | |tadpoles, snails, fish eggs, frogs | | |
| |-mouth, bill, broad and flat, serrated to| |-whatever food is available | | |
| |strain food | | | | |
| |-dabbling duck | | | | |
| |-round head, large eyes, short, hooked, |-alone |-mice, small mammals, birds, possum,|-man – habitat destruction |-chicks |
|Spectacled Owl |bill |-dense tropical rain forest |skunks, caterpillars, bats, crabs, |-threatened | |
| |-dark brown, whitish to yellow belly |-Mexico, Central America, South |frogs, crustaceans | | |
| |-white spectacles around yellow eyes |America |-nocturnal | | |
| | | | | | |
|Animal |Description |Habitat |Prey/Food |Enemies |Offspring |
| | | | | |(Special Features) |
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