Insects - Professional Development for Language · Web viewInquiry Chart: What do you know about Plants and Animals? And what do you want to know? CLOSURE Life Cycle mobile Raise and

Plant and Animal Life Cycles2nd Grade G.L.A.D. Unit

By Orange USD Training Team

Plant and Animal Life Cycles Level 2 CA 1Orange Unified School District - Project G.L.A.D (09/06)

PROJECT GLADOrange Unified School DistrictPlant and Animal Life Cycles

(Level 2)IDEA PAGES

I. UNIT THEME: Plants and animals have predictable life cycles Organisms reproduce offspring

I. FOCUS/MOTIVATION Big Books Picture File Cards Observation Charts Zoologist and Botanist Awards Inquiry Chart: What do you know about Plants and Animals? And what do you

want to know?

II. CLOSURE Life Cycle mobile Raise and Release Butterflies Plant seedlings Process all charts Group presentations of team tasks Student-authored books: Life Cycles

III. CONCEPTS

Content Standards – Plants and animals have predictable life cycles. As a basis for understanding this concept, students know:1) Organisms reproduce offspring of their own kind. The offspring resemble their parents and each other.2) The sequential stages of life cylces are different for different animals.3) Many characteristics of an organism are inherited from the parents.4) The germination, growth and development of plants is affected by the environment5) In plants, flowers and fruits are associated with reproduction.


IV. VOCABULARYinvertebrate Oviparous antenna hatchhead incubate seedling thoraxentomologist mammal parts insectclassify yolk mealworm zoologistpupa egg germinate colonymetamorphosis wings seed coat botanistinvertebrate case antenna protectivehead leathery amphibian thoraxentomologist newt parts cold-bloodedclassify jelly-like mealworm endangeredpupa reptile spines colonynon-living living nutrients thorax

V. ORAL LANGUAGE/READING/WRITING SKILLS

Reading

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts, and apply this knowledge to achieve fluent oral and silent reading.

Vocabulary and Concept Development:

R1.10 Identifies Multiple-Meaning Words

Students identify simple multiple-meaning words

2.0 READING COMPREHENSION: students read and understand grade – level appropriate material. They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions, and comparing information from several sources. They quality and complexity of the material to be read by students are illustrated in the California reading List. In addition to the regular school reading, by grade 4, students read one-half million words annually, including a good representation of narrative (i.e., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade.

R2.2.3 The student will use pre-reading strategies such as drawing on prior knowledge, discussing, generating questions, making pre-reading predictions.

R2.5.1 The student will recall and recognize relevant details in a passage by responding to question that ask who, what, where, and when.


R2.5.3 The student will identify the stated topic or stated main ideas of a reading passage.

R2.7. The student will interpret information from diagrams, charts, and graphs

R3.4. Students identify rhythm, rhyme, and alliteration in poetry.

Writing

WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose and successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).

Organization and Focus

W1.1.1 The student will develop a clear and consistent focus in written test by using a variety of organizational patterns.

W1.1.2 The student will use idea-generating strategies (e.g., conferencing, brainstorming, listing, clustering).

Revising and Evaluating Strategies

W1.4.2 The student will proofread and revise written text by examining and adjusting topic development (details, examples, reasons, facts).

W1.4.2 The student will use descriptive words when writing about people, places, things, and events.

Written and Oral English Conventions:

Students write and speak with a command of standard English conventions that are appropriate to each grade level

Sentence Structure

C1.1.1 The student will distinguish between complete and incomplete sentences.

C1.1.2 The student will use subjects and predicates to write complete, coherent sentences.


Grammar

C1.2 Students identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

C1.2.1 The students will identify and use subjects and verbs that agree in number.

Listening and Speaking

1. Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener’s understanding of key ideas, using appropriate phrasing, pitch, and modulation.

Comprehension

LS1.1.1 The student will identify the purpose for listening (e.g., enjoyment, gathering information, problem solving) and apply strategies for the purpose (e.g., attending respectfully and courteously, offering verbal and nonverbal feedback).

LS1.3.1 The student will respond to a presentation (e.g., paraphrase information, tell an experience, recognize similarities and differences among own ideas and the ides presented).

LS1.5.1 The student will develop a consistent focus on a topic in oral communications by using a variety of organizational patterns.

English language Development Standards

Pre-production Level 1

Listening: comprehend high-frequency words and basic phrases in immediate physical, concrete surroundings

Speaking: produce learned words and phrases, and use gestures to communicate basic needs

Reading: interact with frequently used English print in a limited fashion, and demonstrate initial English print awareness

Early Production levels 1 and 1 – 2

Listening: comprehend a sequence of information on familiar topics as presented through stories and face to face conversations

Speaking: produce basic statements and ask questions in direct informational exchanges on familiar and routine subjects


Reading: interact with a variety of familiar print as part of a group and recognize words and phrases from previously learned material.

Speech Emergence levels 2 and 2 – 3

Listening: comprehend information on familiar topics in contextualized settings

Speaking: produce sustained conversation with others on an expanding variety of general topics

Reading: interact independently with a variety of simplified print

Intermediate Levels 3 and 3 – 4

Listening: comprehend detailed information with fewer contextual cl8ses on unfamiliar subjects

Speaking produce, initiate and sustain spontaneous language interactions using circumlocution when necessary

Reading: interact with increasingly complex written material while relying on context and prior knowledge to obtain meaning from print.

Fluent Level 4 and 4 – 5’s

Listening: comprehend concrete and abstract topics, and recognize language subtleties in a varied of communicative settings

Speaking: produce, initiate, and sustain extended interactions tailored to specific purposes and audiences

Reading: read, with a limited number of comprehension difficulties, grade – level written material


Science Standards

2.0 Plants and animals have predictable life cycles. As a basis for understanding this concept, students know:

2.1 - Organisms reproduce offspring of their own kind. The offspring resemble their parents and each other.

2.2 - The sequential stages of life cylces are different for different animals.

2.3 - Many characteristics of an organism are inherited from the parents. Some characteristics are caused by, or influenced by, the environment.

2.4 – There is variation among individuals of one kind within a population.

2.5 - The germination, growth and development of plants can be affected by light, gravity, touch or environmental stress.

2.6 - In plants, flowers and fruits are associated with reproduction.

VI. RESOURCES AND MATERIALS

Nonfiction:Insects and Spiders Picturepedia, Paul Hillyard, Dorling Kindersley, 1993The Best Book of Bugs, Claire Llewellyn, Kingfisher, 1998Insects, David Drew, Celebration Press, 1997From Egg to Butterfly, David Drew, Celebration Press, 1997Bugs! Bugs! Bugs!, Jennifer Dussling, Dorling Kindersley, 1998Bugs, Nancy Winslow Parker, William Morrow, 1987Flies Are Fascinating, Valerie Wilkinson, Children’s Press, 1994Fireflies in the Night, Judy Hawes, HarperCollins 1991Ant Cities, Arthur Dorros, HarperCollins, 1987Where Butterflies Grow, Joanne Ryder, Dutton, 1989Amazing Bugs, Miranda Macquitty, Dorling Kindersley, 1996Creepy Crawlies .Cathy Kilpatrick, EDC PublishingInsects & Spiders, Penny Clarke, 1995 ISBN# 0-531-15282-0Bugs & Slugs, Judy Tatchel, 1999 ISBN# 0-7460-27737Discovery Kids Insects & Spiders, 1999ISBN# 0-525-4675-5Readers Digest Pathfinder: Insects & Spiders, 2000 ISBN# Nature Scope: InsectsHiding Out: Camouflage in the Wild by James Martins (Crown, 1993)Insects, Steve Parker, Dorling Kindersley, Inc 1992Insects, Althea , Troll 1990Jerry Pallotta, The Icky Bug Alphabet Book (Charlesbridge, 1989)Jerry Pallotta,, The Icky Bug Counting Book


Zoobooks: Turtles - Snakes - Crocodiles etc.A Red Rat Snake Named Twister - Ranger RickRead About Snakes and Lizards - Morris, R.Snapping Turtles- May, JulianAlligator - Shaw, E.National GeographicReptiles Do the Strangest Things - Hornblow, L. and A.Steven and the Green Turtle - Cromie, W.Now I Know Turtles, Troll AssociatesA Talk with Two Sea Snakes - Ranger Rick, Oct. 86

Fiction:Audrey Wood, Quick As A Cricket Audrey Wood, The Napping HousePaul Fleischman, Joyful Noise: Poems for Two Voices( The Trumpet Club 1975)Arnold Lobel, Grasshopper on the Road (Harper & Row 1978)Franz Brandenberg, Fresh Cider & Apple PieAileen Fisher, When it Comes To BugsBernard Most , There’s An Ant on AnthonyChris Van Allsburg, Two Bad AntsEric Carle, The Very Hungry Caterpillar (Philomel, 1981)Eric Carle, The Grouchy LadybugRoald Dahl, James and the Giant PeachAre You My Mother?Seuss, If I Ran the ZooTe Ata - Baby RattlesnakeButler, Andrea - Literacy 2000

- What Are You?- I Spy- A Zoo- What Did Kim Catch?- Hungry House- Ants Love Picnics, Too.- I Saw a Dinosaur- Pets

Brontosaurus Moves In - Choose Your Own AdventureThe Remarkable Chameleon - Hess, L.Lizard’s Song -

Green Turtles Mysteries - Waters, J. and F.

Spanish Books:Me pregunto por qué las arañas tejen telas, Amanda O’Neill, Editorial Everest, 1996¡Que bueno que haya insectos!, Allan Fowler, Children’s Press, 1991Asombrosas mariposas, John Still, Dorling Kindersley, 1991


PoetryI Know An Unusual EggEggs Here, Eggs ThereSilverstein - I Won't HatchIs This Oviparous (Did you feed my cow?)Where the Sidewalk Ends - Silverstein, ShelNew Kid on the Block - PrelutskyTalking to the Sun - Metropolitan Museum

Community Resources

Santa Ana Zoo - HerpetologistSan Diego Wild Animal Park

National Wildlife Federation

1412 Sixteenth StreetNW Washington, D.C. 20036-2266They offer excellent publications & curriculum on wildlife.

The Young Entomologists Society, Inc.

1915 Peggy Place Lansing, MI 48910-2553They offer a variety of publications, educational materials ad information network for insect enthusiasts.


Project GLADOrange Unified School DistrictPlant and Animal Life Cycles

(Level 2)UNIT PLANNING PAGES

I. FOCUS AND MOTIVATION Observation Charts Inquiry Charts Exploration Chart Cognitive Content Dictionary- signal word Zoologist and Botanist Awards Big Book Personal Interactions

II. INPUT Timeline – Cat Life Cycle Parts of an Insect (pictorial) Comparative input of Plants and Butterflies Narrative

Frederick the Frog Expert groups— types of animals Graphic organizer—Venn diagram on Plants and Butterflies

III. GUIDED ORAL PRACTICE T Graph with social skills/Team points Picture-file cards – observe, classify, categorize, label, highlight Process Grid Team Tasks Expert Groups Personal Interaction Reader’s Theater Sentence Patterning Chart Poetry

a. Growing, Growing Little Seedb. Animal Classificationc. Amphibiansd. Insectse. Bear Bugaloof. Ground Squirrelg. Zoologist Bugalooh. A Little Insect Egg

IV. READING/WRITING


A. Total Class Co-op strip paragraph with responding, revising and editing Found poetry Narrative – story map SQ3R

B. Flexible Group Practice Team tasks ELD review Ear to ear reading Flexible group reading – leveled Labeling of charts Focused reading Expert groups

C. Individual Learning logs Text and You Interactive Journals Writers Workshop Individual Tasks Listen and sketch

D. Reading/Writing Workshop Mini lesson Write Author’s Chair Conference

V. EXTENDED ACTIVITES Make big book Write Chant Make a model of the solar system Jeopardy Posters Research about different planets

VI. CLOSURE Process all learning and inquiry chart Required expository, narrative and poetry writing Graffiti Wall Read the walls Team Feu


Project GLADOrange Unified School DistrictPlant and Animal Life Cycles

(Level 2)Sample Daily Lessons

Day 1:

Focus/Motivation Herpetology Awards Observation Charts Big Book, The Important Thing About Animals Inquiry Chart: What do you know about Plants and Animals? What are you wondering? Cognitive Content Dictionary

Input Butterfly Life Cycle Comparative Pictorial

Guided Oral Practice Poetry T Graph for Social Skills: Team Points Science Free Exploration: Picture file cards, simulate observing “in the field’ process

skills (observing, categorizing, comparing, ordering, inferring), group reporting Input

Map with Habitats Pictorial 10:2 Lecture with primary language groups Vocabulary Card Review

Reading/Writing Learning Log Primary Language Review, ELL Review Writer’s Workshop

o Mini lesson on types of writingo Plan, share, writeo Author’s Chair

Closure Interactive journal writing Poetry Home-School Connection


Day 2

Focus/Motivation Process Home-School Connection Botanist Notebook Award Cognitive Content Dictionary – with Signal word Review Map Pictorial with word cards and pictures

Input Frederick Narrative Chant and Highlight

Guided Oral Practice Poetry

Input Plant Life Cycle Comparative Pictorial Sentence Patterning Chart

Reading/Writing Mammals Expert Groups: Team Tasks

o Mapo Butterfly and Plant Comparative Pictorialo Sentence Patterning Chart

Interactive journal writing Writer’s Workshop

o Mini lessono Plan, share, writeo Author’s Chair

Closure Poetry Read Aloud Home-School Connection


Day 3

Focus/Motivation Process Home-School Connection Cognitive Content Dictionary – with Signal word Review Narrative with Conversation Bubbles Review Plant Life Cycle Comparative Pictorial with word cards Mammal Book Marks

Input / Guided Oral Practice / Reading/Writing Story Map Process Grid Expert Groups Cooperative Strip Paragraph Found Poem Graphic Organizer Plant and Butterfly Life Cycles Interactive journal writing Group Frame Team Tasks

o Insect Pictorialo Butterfly and Plant Comparative Pictorialo Frederick narrativeo Story Mapo Sentence Patterning Charto Flip Chant

Writer’s Workshopo Mini lesson o Plan, share, writeo Author’s Chair

Closure Read Aloud Poetry Home/School Connection


Day 4

Focus/Motivation Scientist Awards Listen and Sketch Poetry Process Charts Process Home-School Connection Cognitive Content Dictionary – with Signal word

Input Revisit Observation Charts

Guided Oral Practice Flexible Reading Groups

o SQ3Ro Chunk and Linko ELDo Group Frame

Reading/Writing Process Grid Learning Log Revising/Editing Co-op Strip Paragraph Listen and Sketch Team Tasks

o Cognitive Content Dictionaryo Team Evaluations o Insect Pictorialo Butterfly and Plant Comparative Pictorialo Frederick narrativeo Story Mapo Sentence Patterning Charto Flip Chant

Closure Personal Interaction Home/School Connection Interactive journal writing


Day 5

Focus/Motivation Poetry Process Inquiry Chart Process Home-School Connection Cognitive Content Dictionary – with Signal word Strip Book – Insects can ____ but mammals cannot ______.

Reading/Writing Co-op Strip Paragraph with struggling readers Process Grid Learning Log Listen and Sketch Review Inquiry Charts/Process Learning Ear to Ear reading with Poetry Booklets Team Tasks

o Cognitive Content Dictionaryo Team Evaluations o Insect Pictorialo Butterfly and Plant Comparative Pictorialo Frederick narrativeo Story Mapo Sentence Patterning Charto Flip Chant

Team task presentations Debate

Closure Team Feud Graffiti Wall Plant Seeds


Awards

The egg is a tiny, round, oval, or cylindrical object, usually with fine ribs and other microscopic structures. The female attaches the egg to leaves, stems, or other objects, usually on or near the intended caterpillar food.

The caterpillar (or larva) is the long, worm-like stage of the butterfly or moth. It often has an interesting pattern of stripes or patches, and it may have spine-like hairs. It is the feeding and growth stage. As it grows, it sheds its skin four or more times so as to enclose its rapidly growing body.

The chrysalis (or pupa) is the transformation stage within which the caterpillar tissues are broken down and the adult insect's structures are formed. The chrysalis of most species is brown or green and blends into the background. Many species spend this winter in this stage.

The adult (or imago) is colorful butterfly or moth usually seen. It is the reproductive and mobile stage for the species. The adults undergo courtship, mating, and egg-laying. The adult butterfly or moth is also the stage that migrates or colonizes new habitats.

(Note: The adult butterfly pictured here is a Swallowtail, not a Monarch).


http://mpin.nbii.gov/insects/kidsbutterfly/coloring/moth.html

http://mpin.nbii.gov/insects/kidsbutterfly/coloring/adult.html

http://mpin.nbii.gov/insects/kidsbutterfly/coloring/pupa.html

http://mpin.nbii.gov/insects/kidsbutterfly/coloring/larva.html

http://mpin.nbii.gov/insects/kidsbutterfly/coloring/egg.html

Arthropod MorphologyParts of an Insect (Grasshopper)

Head: The anterior part of an insect body with eyes, antennae, and mouthparts. Thorax: The body section after the head, with the legs and wings attached. There are three sections of the thorax: the prothorax, the mesothorax, and the metathorax. Abdomen: The posterior section of the body containing the reproductive and digestive organs. Spiracles: Breathing pores. Coxa: The section of a leg that is attached to the body. Trochanter: The second segment of a leg, between the coxa and the femur. Femur: The third segment of a leg, between the trochanter and the tibia. (Grasshoppers and other jumping insects have enlarged hind femora with powerful muscles). Tibia: The fourth segment of a leg, between the femur and the tarsus. Tarsus: The leg segment after the tibia, often subdivided into several sections. Genitalia: The sexual organs. Wings: Outgrowths of the body wall that enable insects to fly. The first pair of wings is sometimes modified into a protective covering for the hind wings.



Narrative Input

Page 1

Once upon a time, there was a bullfrog named Frederick. Frederick was born into a large frog family and lived in Lily Pad Pond. Frederick was a very handsome amphibian. He was very large and had smooth, damp, slimy skin that was a bright green color. Frederick's back legs were very strong so he could hop and leap on land. He needed to jump fast to get away from his enemies. He could jump 10 times his body length in a single leap! He was 15 cm. long!

Page 2

When Frederick croaked everyone took notice, for he had the deepest, foggiest croak of all of the male frogs. Frederick filled his throat with air until it looked like a balloon. When he let the air out, his vocal chords would move, making his loud, croaking sound.


http://www.fi.edu/fellows/fellow9/jun99/sounds/bullfrog.wav

http://sln.fi.edu/fellows/fellow9/jun99/facts/amphibian2.shtml

Page 3

Frederick was known as a vertebrate. A vertebrate is an animal that has a backbone He lived part of his life in water and part on land.

Lily Pad Pond was Frederick's home. He had many relatives who lived in lakes and rivers. Lily Pad Pond was in the center of the park. It was protected by a forest of evergreens, birch and maple trees. Children loved to explore the paths of the forest for a peek at Frederick! This was Frederick's wetland sanctuary.


http://sln.fi.edu/fellows/fellow9/jun99/glossary2.shtml

Page 4

Frederick's circle of life began in the calm and warm surroundings of Lily Pad Pond. The life cycle of toads and frogs is surprising! A bullfrog's body goes through many changes called metamorphosis.

It all began when the father frog called to the mother with his loud bullfrog song. The mother frog layed as many as a thousand eggs in clumps of jelly. The jelly held them together and protected them. The eggs floated away and settled among the weeds.

Page 5In a few days, a tadpole grew inside the

egg. A tadpole is a baby frog. Soon the tadpole began to wiggle in the egg. In about a week, the tadpole broke out of the egg and swam off to begin a new life. This little tadpole was Frederick. He did not look like his mother and father. He looked like a little fish. He had gills on the side of his body for breathing. He used his tail to swim and ate tiny pieces of green plants called algae.


http://sln.fi.edu/fellows/fellow9/jun99/lifecycle2/cycle.shtml

Page 6

When Frederick was a full grown tadpole, he began to change into a frog. His back legs started to grow. Then the front legs began to grow. About this time the tadpole lost his gills and grew lungs. His mouth got big and wide. He began to look like a grown up frog. He could hop around on land. Frederick's tail got smaller and smaller. After a time the tail was gone and then Frederick was a grown bullfrog.


Page 7

Grown up frogs like Frederick eat insect larvae, spiders, worms and other frogs. When the frog tries to catch an insect, it throws out its whole tongue. The sticky part helps to catch the insects.

Page 8

Like all grown up frogs, Frederick's head was big with eyes high up on his head. He could see all around him. He had back legs that were very long and strong. His back feet had long toes with skin between them called webs. These webbed feet made Frederick a good swimmer.


Page 9

During the summer, Frederick grew. He spent most of his time looking for food and hiding from his enemies. He really had a wonderful life. Everything Frederick needed could be found in Lily Pad Pond. Since Frederick was a bullfrog, he spent most of his life in the water.


Page 10Frederick began to slow down as fall

came. Like all amphibians, Frederick hibernated in the winter. He could not live through the winter unless he went to sleep. He dug into the mud where he would stay until spring. Since Frederick was sleeping, he didn't need much food or air. He had enough food in his body to keep him alive. He breathed air through his skin. His heart beat very slowly while he slept. To this day, the cycle continues! Frederick will awake in the spring. He will begin to fill the air with his song. The croaking of the frogs is a sure sign that spring has arrived.


Poetry Booklet

Name _________________


I’M A LITTLE INSECT EGG(to the tune of “I’m a Little Piece of Tin”)by Shannon Brown

I’m a little insect egg,Watch me hatch, please don’t beg.I will be a larva soon, Think I’ll wiggle out by noon.

I’m an egg.I’m an egg.I’m an E-G-G, egg!

I eat and eat so much each day,Soon I’ll be a pupa they say.Then I’ll be so very quiet,No need to feed me, I’m on a diet.

I was an egg.I was an egg.I was an E-G-G, egg!

Something’s happening to me inside,My shape is changing, eyes open wide.3 body parts with 6 legs, it’s true,Antennae, wings, and an exoskeleton too.

I was an egg.I was an egg.I was an E-G-G, egg!


Animal Classification

By Jeff Schroeder

Bird:A bird is an animal that flies in the air;It has feathers on its body everywhere.

It is warm blooded, hatches from an egg,Has a beak, and wings, and it has two legs.

But to be a bird could be absurd,Would you really like to be a bird?

Fish:A fish is an animal that has many fins,

With slimy scales on its skin.Its babies hatch from jelly-like eggs.

It breathes with gills, and it has no legs.However, you could end up on a dish...Would you be better off to be a fish?

Amphibian:An amphibian's an animal that starts out with gills;

Breathing in the water is a thrill.When it grows up - it will live on land

Then it breathes with lungs - any way it can.Metamorphosis can happen in the Caribbean

Would you be better off as an amphibian?

Reptile:A reptile is an animal that's cold-blooded too;

It lives up on the land, or at the zoo.It has scaly skin - that is rough and dry;

They often hatch from eggs, and I'm not quite sure why.They breathe with their lungs all the while.

Would you be better off to be a reptile?

Mammal:A mammal is an animal with hair or fur.

It is warm blooded, that's for sure!They are cute when they're born,


And they go through live birth,Drink their mother's milk, and, for what it's worth,

You could be a whale or a camel...It sure is great to be a mammal!

And all the monkeys aren't in the zooEveryday you meet quite a few

So you see it's all up to youYou could be better than you are...

You could be swingin' on a star!


Amphibians

By Two of a Kind

(Chorus:)I lead a double life (I lead a double life)First in the water and then on the landI lead a double life(I lead a double life)I am an amphibian.

I'm a cold-blooded creature so I like to stay warmI'm born in the water and then I transformMetamorphosis is the name of this changefrom gills to lungs, you know my parts rearrange.

The very first animals that swam in the seaadapted to survive, changing gradually.It took millions of years until they walked on the earthBut this story is re-told with each amphibian birth.

(Chorus)

I breathe and I drink through my delicate skinwhich may help explain the mess that I'm inThe poisons people put in the water and airThey end up in me, so I get more than my share.

I lead a troubled life (I lead a troubled life)with pollution in the water, and trash on the land ...

We're watching the forests go up in smokeWe're losing our homes and it's making us croakSo leap to the cause, it's time to hop to itIf you don't help out, tell me who's gonna do it?

I lead a troubled life (I lead a troubled life)with boats in the water, and malls on the land ...

(Chorus)


Insects(Tune: Head, Shoulders, Knees and Toes)

Head, Thorax, Abdomen… Abdomen Head, Thorax, Abdomen…Abdomen 6 legs 2 Antennae And Compound Eyes Don't forget the ones with wings… Ones with wings!


Bear Bugaloo

I’m a bear and I’m here to sayI’m omnivorous and that’s o.k.!Mostly I eat plants, and sometimes I eat meat,But I always keep the forest beat.

Fish, slugs, berries, too.Doing the bear bugaloo!

A male is a boar, a female’s a sow, Their offspring are cubs, don’t you know it now!Their cubs are born during winter sleep,They soon learn to jive to the forest beat.

Boar, sow, little cubs, too.Doing the forest bugaloo.

Although we look lumpy, we’re very strong and fast.The fat we accumulate through the winter will last!When we emerge in spring, we’re much thinner,We start right away to look for our dinner!

Fish, slugs, berries, too.Doing the forest bugaloo.


Ground Squirrel

I’m a squirrel, small and brown,Living underneath the groundI save up nuts all through the fall,I eat to survive the long haul,I’m a squirrel (clap clap)I eat nuts (clap clap).

After I stuff and store away,I prepare to hide away, I only get to hibernateIf I’m fat enough from what I ate.I’m a squirrel (clap clap)I eat nuts (clap clap)

In the ground snug in my denMy body slows down and thenMy temperature drops, my heart slows down,You might think I’m dead there in the ground.I’m a squirrel (snore, snore)I sleep (snore, snore).

When the days are warm and longer I spring right up and feed my hungerI’m glad I have food put away,Or else hunger would I’m a squirrelI eat nuts


Zoologist BugalooI’m a zoologist and I’m here to sayI study how animals live everydaySometimes I write a paper, Sometimes I read a book, But usually I go and take a look.

Bears, bats, badgers, too.Doing the zoologist bugaloo!

Animals are so interesting, many people say,But I think scientific in many ways. Sometimes they are migrating, Sometimes they are hibernating, But always they’re adapting, Changing for the winter.

Snakes, racoons, butterflies, too. Doing the zoologist bugaloo.

Sometimes I study in winter’s chill, Animals that are hunting and foraging still.They find the food that’s there,Hidden beneath the snow,Or a predator spies prey and off they go! Lynx, owls, rabbits, too. Doing the zoologist bugaloo.


Growing, Growing Little Seed(begin with this chorus...)

Growing, growing little seed,Water, sun and soil I need.

Roots grow down into the ground.Stems grow high and touch the sky.

(repeat chorus)

Leaves reach out to get some sun,then they release oxygen.

(repeat chorus)

Flowers bloom for all to see,petals, stamen, pistils three.

Growing, growing little seed,please don’t grow into a weed.


Name ___________________

Home/School Connection #1

Interview your friends and family. Ask them if they have ever visited any of the biomes we learned about? Did they enjoy it?

What did they discover? Which biome would you like to visit and why?


Name ___________________


Retell the narrative story to someone in your family. Which part does that person like the most? Draw a picture of that part.


Name ___________________


Using your scientific skill of observation, go on an "observing walk" outside and inside your home. Keep a tally of all the insects and bugs you see and hear.

bees butterflies moths

spiders worms crickets

sowbugs Flies beetles

ants earwigs gnats

Sketch the most interesting insect or bug you saw.

Share an insect poem with your parents.

Parent signature : _____________________________


Expert GroupsMammals

Mammals are animals that have body hair. They are warm-blooded.

Mammals have babies that are born alive. Mammals feed their young milk that females produce in mammary glands.

Unlike other animals, mammals have 3 middle ear bones, the malleus, incus, and stapes.

Some modern-day mammals include people, apes, cats, bats, and dogs. There are about 5,000 species of living mammals.


http://www.allaboutmammals.com/subjects/mammals/dog/index.shtml

http://www.allaboutmammals.com/subjects/mammals/bat/Batcoloring.shtml

http://www.allaboutmammals.com/coloring/cats.shtml

http://www.allaboutmammals.com/subjects/apes/Apetitlepage.html

Expert GroupsAmphibians

The word "amphibian" comes from Greek meaning both lives. Amphibians live part of their life in water and part on land.

Even those species that lay eggs on land start life in a fluid-filled egg, breathing through gills. Young amphibians have gills and no legs when they hatch from these eggs.

They then grow legs. Amphibians have smooth, wet skin.

Amphibians are cold-blooded. They depend on external energy sources (such as the sun) to maintain their body temperatures.

Salamanders, toads and frogs are examples of amphibians.


Expert GroupsBirds

Birds are warm-blooded creatures, like mammals, but they lay eggs, like most reptiles.

All birds have feathers and wings, and most birds are able to fly.

Birds are amazingly varied in their shapes, sizes, colors, and behavior patterns. The crow, eagle and owl are examples of birds.

There are more than 9,000 different species of birds in the world.


Expert GroupsReptiles

A reptile is an animal that is covered with scales. Its skin is rough and dry.

Today there are 6,800 reptile species on earth; the major groups are alligators and crocodiles, turtles, lizards, and snakes.

All reptiles are cold-blooded, which is why they warm themselves in the sun.

Some reptiles lay eggs; others give birth to live young.


Mind Map


Process GridLiving

CreatureAppearance Warm or

Cold Blooded

Young Examples Other

Insect3 Body Parts6 LegsWingsExoskeleton

Cold- Blooded

EggsMetamorphosis

CricketAntBees

Arthropod

MammalsHave hair3 Ear bones

Warm-Blooded

Born AliveFeed milk

HumansCatsDogs

5,000 species

Amphibians

LegsSmooth, wet skin

Cold- Blooded

Have gillsNo LegsBorn from fluid-filled eggs

SalamandersFrogs

From GreekTwo lives Water and land

ReptileRoughDryScales

Cold- Blooded

Living babiesEggs

TurtlesLizardsAlligatorsCrocodiles

6,000 species

BirdsFeathersWings

Warm-Blooded

Eggs CrowEagleOwl

9,000 species


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Insects - Professional Development for Language · Web viewInquiry Chart: What do you know about Plants and Animals? And what do you want to know? CLOSURE Life Cycle mobile Raise and