8/14/2019 Guess Who? - Teaching Guide for Whose Skin Is This? - BrickHouse Education - TG9781598351422

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Objectives Synonyms and similarities; compare and contrast; make predictions; make

inferences; identify animal traits, behavior, and habitats

Materials magnifying glasses, scientic magazines, strips of paper, glue, rulers, scissors

30 minutes, Days 13

Build Background

Activate Prior Knowledge Tell children: Today, we will read about animal skin.Skin covers the body. It protects against the weather. People have skin and hair. We wear coats tokeep warm. Then ask:How do animals keep warm? (They have fur.) Distribute magnifying

glasses for children to look at their skin. Ask them to tell you what they see (i.e. lines

in the palms of their hands, ne hairs on their arms, moles, etc.). Then tell the class

to form small groups and put their arms together. Have them compare and contrast

their skin with their classmates. (For example:I have a mole on my left hand. Jenny has

blonde hairs on her arms.) Encourage children to focus on similarities.

Introduce the Focus Skill: Synonyms Explain that synonyms are wordsthat mean the same thing. (i.e. small/little, start/begin). Generate a list of words

and write them in a column on the board. Then write synonyms for these words

in a separate column. Make sure theyre not in the same order. Ask volunteers

to come up to the board and draw lines to connect the synonyms. Discuss thesynonyms as a class.

Acquire New Vocabulary Introduce the following synonyms: get/catch, fast/quick, cold/freezing, wrinkled/creased, slick/smooth, plays/frolics, and spines/quills. Write them on the board. Have children scan the text to nd the

words. Then tell them to work with a partner and generate their own sentences using the words in the book. One partner will say

the sentence aloud using the rst synonym. The other partner will repeat the sentence, replacing the rst synonym with the second

synonym. For instance: [Partner 1]My shirt is wrinkled. [Partner 2]My shirt is creased. If children are unsure of what the words

mean, ask them to look them up in the dictionary. Review any improper usage of synonyms with the class.

Read and Respond Display the book. Read the title and author name aloud as you track the print. Tell the class that they aregoing to play a guessing game as you read, using both pictures and context clues. For example, on p. 10, ask: Whose skin is this? (a cows)

How do you know? (its black and white and grazes) Have children list their guesses. Check answers at the back of the book when reading is

complete. Discuss incorrect answers as a class. Then ask children to think of different synonyms for the words that appear in the book.

For example, an alternative synonym for p. 9 would be: Its speedy(instead of quick) so it doesnt get caught.Have children repeat

with more matching vocabulary words.

60 minutes, Days 45

Curricular Enrichment: Science Explain to children that animals have different skin depending on where theylive:Animals in cold places have thick fur. Animals in hot places have thin coats. Some animals have skin or fur that blends in with their surroundings .

Turn to p. 13. Ask children to tell you about the polar bears fur and how it helps it live in its environment. For instance:Polar

bears have thick, white fur. It blends in with the white snow and keeps them warm. Distribute scientic magazines, strips of paper, glue, rulers,

and scissors to the class. Assign each child an animal from the book. Ask him/her to nd out why its skin is the way it is (for

protection, to attract a mate, etc.) and write it down. You may also want to provide access to a computer for children to conduct

additional research. Tell them to nd a picture of their animal and cut it out of the magazine. They will make a frame around

the animal so only part of its body is shown. The rest of the class will guess the animal based on its skin pattern.

Home Connection (Teacher, you may want to photocopythis activity for children to complete with a family member.)

Ask your child to use synonyms to describe what he/she

learned about animal skin. Encourage him/her to compare

the animals from the book. For example: Cheetahs and deer have

spots. Both cheetahs and deer runfast.

LSCIENCELSCIENCE

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Teaching Guide

Whose Skin Is This

NATIONAL STANDARDS

Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12

Mathematics: Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.4; Geometry PK-2.1PK-2.4;

Measurement PK-2.1, PK-2.2; Data & Analysis PK-2.1, PK-2.2; Connections PK-12.3

Science: K-4.1, K-4.2, K-4.3, K-4.4, K-4.5

Social Studies/Geography: K-12.1, K-12.2, K-12.3, K-12.4, K-12.5

Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6

Technology: K-12.1, K-12.2, K-12.3, K-12.4, K-12.5