Project GLAD€¦ · Web viewUse common English morphemes in oral and silent reading. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive

ANIMALS ADAPT TO SURVIVE(Grade Level 3)IDEA PAGES

I. UNIT THEME—Include cross-cultural sensitivity theme Adaptations in physical structure or behavior improve an organism’s chance

for survival Animals have adaptations according to their environment Animals adapt to changes in their environment, or move/die/become extinct Man has responsibility for stewardship of the natural resources

II. FOCUS/MOTIVATION Big Book – Animal Adaptations Important Book. Poems and Chants Inquiry Charts Observation Charts Biologist Award Cognitive Content Dictionary

III. CLOSURE Process charts Personal Exploration Framed poetry Presentation of chants and poems Portfolios

IV. CONCEPTSCONTENT STANDARDS—HISTORY/SOCIAL SCIENCE3.1 Students describe the physical and human geography and use maps, tables graphs, photographs, and charts to organize information about people, places and environments in a spatial context by:

1. identifying geographical features found in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes)

CONTENT STANDARDS—LIFE SCIENCES3.0 Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept, students know.

a. Plants and animals have structures that serve different functions in growth, survival and reproduction.

b. Examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

c. Living things cause changes in the environment where they live; some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.

d. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations.

Animals Adapt to Survive Level 2 CA 1Del Paso Heights School District - Project G.L.A.D (02/07 JB)


Investigation and Experimentation5.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other three strands, students should develop their own questions and perform investigation.

a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.

b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.

d. Predict the outcome of a simple investigation, and compare the result to the prediction.

V. VOCABULARYaggressiveanchored anemonesaridbrilliantcolonycompressedconstrictorconsumescrevice

detachesecholocation enormousenvironmentimmunemaintainmammalodorplankton predators

propelprotectedreefsregurgitatedshallowsubmergedsuffocatesswallowsymbiotictemperature

tentacles territorial territoryunhingedvenomvertebrateviviparous

CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTSREADING1.0 Word Analysis, Fluency and Systematic Vocabulary DevelopmentWord Recognition

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meanings of words.1.5 Demonstrate knowledge of levels of specificity among grade-

appropriate words and explain the importance of these relations (e.g., dog/ mammal/ animal/ living things).

1.6 Use sentence and word context to find the meaning of unknown words.1.7 Use a dictionary to learn the meaning and other features of unknown

words.



1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.

2.0 Reading Comprehension students read and understand grade-level-appropriate material.

Structural Features of Informational Materials2.1 Use titles, tables of contents, chapter headings, glossaries,

and indexes to locate information in text.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Ask questions and support answers by connecting prior knowledge

with literal information found in, and inferred from, the text.2.3 Demonstrate comprehension by identifying answers in the text.2.4 Recall major points in the text and make and modify predictions

about forthcoming information.2.5 Distinguish the main idea and supporting details in expository text.2.6 Extract appropriate and significant information from the text,

including problems and solutions.2.7 Follow simple multiple-step written instructions (e.g., how to

assemble a product or play a board game).

3.0 Literary Response and AnalysisStructural Features of Literature

3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

Narrative Analysis of Grade-Level-Appropriate Text3.2 Comprehend basic plots of classic fairy tales, myths, folktales,

legends, and fables from around the world.3.3 Determine what characters are like by what they say or do and by

how the author or illustrator portrays them.3.4 Determine the underlying theme or author's message in fiction and

nonfiction text.3.5 Recognize the similarities of sounds in words and rhythmic

patterns (e.g., alliteration, onomatopoeia) in a selection.3.6 Identify the speaker or narrator in a selection.



WRITING1.0 Writing StrategiesOrganization and Focus

1.1 Create a single paragraph:a. Develop a topic sentence. b. Include simple supporting facts and details.

Penmanship1.2 Write legibly in cursive or joined italic, allowing margins and correct

spacing between letters in a word and words in a sentence.

Research1.3 Understand the structure and organization of various reference

materials (e.g., dictionary, thesaurus, atlas, encyclopedia).Evaluation and Revision

1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives:a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

2.3 Write personal and formal letters, thank-you notes, and invitations:a. Show awareness of the knowledge and interests of the

audience and establish a purpose and context.

b. Include the date, proper salutation, body, closing, and signature.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS1.0 Written and Oral English Language ConventionsSentence Structure

1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

Grammar1.2 Identify subjects and verbs that are in agreement and identify and use pronouns,

adjectives, compound words, and articles correctly in writing and speaking.



1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Punctuation1.5 Punctuate dates, city and state, and titles of books correctly.1.6 Use commas in dates, locations, and addresses and for items in a

series.Capitalization

1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.

Spelling 1.8 Spell correctly one-syllable words that have blends, contractions,

compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare). 1.9 Arrange words in alphabetic order.

LISTENING AND SPEAKING1.0 Listening and Speaking StrategiesComprehension

1.1 Retell, paraphrase, and explain what has been said by a speaker.1.2 Connect and relate prior experiences, insights, and ideas to those

of a speaker.1.3 Respond to questions with appropriate elaboration.1.4 Identify the musical elements of literary language (e.g., rhymes,

repeated sounds, instances of onomatopoeia).Organization and Delivery of Oral Communications

1.5 Organize ideas chronologically or around major points of information.

1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.

1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.

1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).

1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.



Analysis and Evaluation of Oral and Media Communications1.10 Compare ideas and points of view expressed in broadcast and print

media.1.11 Distinguish between the speaker's opinions and verifiable facts.

2.0 Speaking Applications (Genres and Their Characteristics 2.1 Make brief narrative presentations:

a. Provide a context for an incident that is the subject of the presentation.

b. Provide insight into why the selected incident is memorable. c. Include well-chosen details to develop character, setting,

and plot.2.2 Plan and present dramatic interpretations of experiences, stories,

poems, or plays with clear diction, pitch, tempo, and tone.2.3 Make descriptive presentations that use concrete sensory details to

set forth and support unified impressions of people, places, things, or experiences.

ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDSLISTENING AND SPEAKINGComprehensionBeginning Begin to speak with a few words or sentences, using some English

phonemes and rudimentary English grammatical forms (e.g., single words or phrases).Answer simple questions with one- to two-word responses.Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.

Early Intermediate Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]).Ask and answer questions using phrases or simple sentences.Restate and execute multi-step oral directions.

Intermediate Ask and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”)Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details.

Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details.Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”)



Comprehension/Organization and Delivery of Oral CommunicationBeginning Independently use common social greetings and simple repetitive

phrases (e.g., “May I go and play?”).Early Intermediate Orally identify the main points of simple conversations and stories

that are read aloud using phrases or simple sentences.Orally communicate basic needs (e.g., “May I get a drink of water?”).Recite familiar rhymes, songs, and simple stories.

Intermediate Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Retell stories in greater detail including characters, setting, and plot, summary, and analysis.Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”).Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).

Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing.Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.Identify the main ideas, points of view, and fact/fiction in broadcast and print media.Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.



WORD ANALYSISConcepts of Print, Phonemic Awareness, Vocabulary and Concept DevelopmentBeginning Recognizes English phonemes that correspond to phonemes

Students already hear and produce while reading aloudEarly Intermediate While reading orally, recognize and produce English phonemes

that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants).

Intermediate Pronounce most English Phonemes correctly while reading aloud.Early Advanced Apply knowledge of common English morphemes in oral and

silent reading to derive meaning from literature and text in content area.

Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.

Phonemic Awareness, Decoding and Word RecognitionBeginning Recognize sound/symbol relationships in own writing.Early Intermediate Recognize common English morphemes in phrases and simple

sentences (e.g., basic syllabication rules and phonics).Intermediate Pronounce most English phonemes correctly while reading aloud.

Use common English morphemes in oral and silent reading.Early Advanced Apply knowledge of common English morphemes in oral and silent

reading to derive meaning from literature and texts in content areas.

Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas.

READINGFluency and Systematic Vocabulary DevelopmentVocabulary & Concept DevelopmentBeginning Read aloud simple words in stories or games (e.g., nouns and

adjectives).Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).



Early Intermediate Apply knowledge of content related vocabulary to discussions and reading.Read simple vocabulary phrases and sentences independently.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud.Read own writing of narrative and expository text aloud with some pacing, intonation, and expression

Intermediate Create a dictionary of frequently used words.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written textsDemonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.Use content related vocabulary in discussions and reading.Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker).

Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time).Use some common roots and affixes when attached to known vocabulary.Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”).Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.Use some common idioms in discussions and reading (e.g., “scared silly”).Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.

Advanced Apply knowledge of common roots and affixes when attached to known vocabulary.Recognize that words sometimes have multiple meanings and apply this knowledge consistently.Apply this knowledge of academic and social vocabulary to achieve independent reading.



Use common idioms, some analogies and metaphors in discussion and reading.Use a standard dictionary to determine measuring of unknown words.Read narrative and expository text aloud with appropriate pacing, intonation, and expression.

Reading Comprehension Comprehension & Analysis of Grade-Level Appropriate TextBeginning (Blank)Early Intermediate (Blank)Intermediate Use detailed sentences to orally respond to comprehension

questions about written text (e.g., ”The brown bear lives with his family in the forest.”).Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.

Early Advanced Describe main ideas and supporting details of a text.Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

ComprehensionBeginning Respond orally to stories read to them by answering factual

comprehension questions, using one- or two-word responses (e.g., “brown bear”).Orally identify relationship between simple text read to them and their won experience using key words and/or phrases.Understand and follow simple one-step directions for classroom or work-related activities.

Early Intermediate Read and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”)Read and orally identify relationships between written text and their own experience using simple sentences.Understand and follow simple two-step directions of classroom or work-related activities.



Intermediate Read and use more detailed sentences to orally describe relationships between text and their own experiences.Understand and follow some multi-step directions for classroom-related activities.

Early Advanced/ Locate and identify the function of text features such asAdvanced format, diagrams, charts, glossaries, and indexes.

Comprehension and Analysis of Appropriate TextBeginning Identify the basic sequences of events in stories read to them,

using key words or pictures Identify the main idea in a story read aloud using key word and/or phrases.Point out text features such as title, table of contents, and chapter headings.

Early Intermediate Orally identify the basic sequence of written text using simple sentences.Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences.Read and identify basic text features such as title, table of contents, and chapter headings.

Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts.

Early Advanced Describe main ideas and supporting details of a text.Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

Literacy ResponseNarrative Analysis of Grade-Level-Appropriate Text /Structural FeaturesBeginner Listen to a story and respond orally in one or two words to factual

comprehension questions. Identify orally different characters and settings in simple literary texts by using words or phrases. Distinguish between fiction and nonfiction by giving one- or two-word oral responses.Create pictures, lists, charts, and tables to identify the characteristics of fairy tales, folktales, myths, and legends.



Early Intermediate Respond orally to factual comprehension questions about briefliterary texts by answering in simple sentences. Read literary texts and orally identify the main events of the plot by using simple sentences. Recite simple poems. Describe orally in simple sentences the setting of a literary work. Distinguish orally between poetry, drama, and short stories by using simple sentences. Describe orally in simple sentences a character in a literary selection according to his or her actions.

Intermediate Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts. Apply knowledge of language to derive meaning from literary texts and comprehend them.

Early Advanced Identify and describe figurative language (e.g., similes, metaphors, and personification). Distinguish between literary connotations and symbols from culture to culture. Read a literary selection and orally identify metaphors and similes. Identify the motives of characters in a work of fiction. Recognize and describe themes stated directly in a text. Read a literary selection and orally identify the speaker or narrator by using simple sentences. Read a literary selection and orally identify the main conflict in the plot and its resolution. Recognize the difference between the first-person and third-person points of view in a literary text.

Advanced Describe the major characteristics of poetry, drama, fiction, and nonfiction. Identify various techniques to influence readers’ perspectives and evaluate the author’s use of the techniques. Recognize and describe themes stated directly or implied in literary texts. Compare and contrast the motives of characters in a work of fiction.



WRITING Beginner Write simple sentences using key words commonly used

Write phrases and simple sentences that follow syntactical orderIntermediate Following a model given by the teacher, write a short paragraph of

at least four sentencesWrite legible simple sentences that respond to topics from language arts and other content areasCreate cohesive paragraphs that develop a simple idea with consistent use of Standard English grammatical formsWrite simple sentences about an event/character from written textProduce independent writing that is understood when read regardless of the inclusion of some inconsistent use of standard grammatical forms

Advanced Develop a clear thesis and support it using analogies and quotations and facts appropriatelyWrite a multi-paragraph essay with consistent use of standard grammatical forms

Writing ConventionsBeginner Use capital letters to write own nameIntermediate Use capital letters to begin a sentence and for proper nounsAdvanced Use a period or question mark at the end of a sentence

Produce independent writing that includes partial consistency in the use of capitalization, periods, and correct spellingProduce independent writing with consistent use of capitalization, punctuation and correct spelling

MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS Math

--graphing--use math skills to solve problems--functional relationships between two quantities--area and perimeter

Science--names of animals--organizing

--classifying --sequencing --grouping

--developing hypotheses Social Science

--use maps, tables, graphs, photographs to organize information



VI. RESOURCES AND MATERIALS -NonfictionHow do Animals Adapt? (The Science of Living Things) by Bobbie Kalman ISBN: 0865059578

Anacondas (World's Largest Snakes)by Valerie J. Weber ISBN: 0836836537

The Puffins Are Back! by Gail Gibbons (Illustrator) "A small boat comes close to an island off the coast of MaineISBN: 0060216034

A Salamander's Life (Nature Up close) by John Himmelman "In spring, a salamander lays her eggs in a pond..." ISBN: 0516263552

Salamander Rain: A Lake and Pond Journal (Sharing Nature With Children Book) by Kristin Joy Pratt-SerafiniISBN: 1584690178

Animal by DK Publishing "Animals are a diverse group of living things that are found in nearly all parts of the world, including the depthsISBN: 0756611318

Animals Without Backbones: Grades 1-3 (Animals Without Backbones) by Jo Ellen Moor ISBN: 1557996849

Animals Without Backbones: Grades 1-3 (Animals without Backbones) by Jo Ellen Moor ISBN: 1557996849

Animal Habitats: Discovering How Animals Live in the Wild (Facts on File Natural Science Library) by Tony Hare ISBN: 0816045933


http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Tony%20Hare&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Jo%20Ellen%20Moor&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Jo%20Ellen%20Moor&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=DK%20Publishing&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Kristin%20Joy%20Pratt-Serafini&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=John%20Himmelman&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Gail%20Gibbons&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Valerie%20J.%20Weber&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Bobbie%20Kalman&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901


Do Animals Need Umbrellas? (Parker, Steve. Ask About Animals).by Steve Parker, Graham RosewarneISBN: 0761404953

Cold, Colder, Coldest: Animals That Adapt To Cold Weather (Animal Extremes)by Michael Dahl, Brian JensenISBN: 1404810145Hot, Hotter, Hottest: Animals That Adapt To Great Heat (Animal Extremes) by Michael Dahl, Brian JensenISBN: 140481017X

Extreme Animals: The Toughest Creatures on Earth by Nicola Davies, Neal Layton ISBN: 0763630675

Skin (Adaptation for Survival) by Stephen Savage ISBN: 1568473532

RESOURCES AND MATERIALS – FictionA Curious Clownfish by Eric Maddern, Adrienne Kennaway ISBN: 0711207577Pauly, the Adventurous Pallid Bat by Heather Irbinskas, Brian Anthis (Illustrator) ISBN: 1583690328

The Seal Oil Lamp - An Adaptation of an Eskimo Folktale by Dale De Armond ISBN: 0871568586

Gift of Gab Special Episode Adaptation by Cathy West, Jim Durk ISBN: 0689832303

The Magic School Bus Hops Home: A Book About Animal Habitats (Magic School Bus)by Pat Relf, Nancy Stevenson

The Mole's Daughter: An Adaptation of a Korean Folktale (Paperback) by Julia GukovaISBN: 1550375245


http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Julia%20Gukova&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Nancy%20Stevenson&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Pat%20Relf&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Jim%20Durk&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Cathy%20West&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Dale%20De%20Armond&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Brian%20Anthis&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Heather%20Irbinskas&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Adrienne%20Kennaway&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Eric%20Maddern&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Stephen%20Savage&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Neal%20Layton&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Nicola%20Davies&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Brian%20Jensen&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Michael%20Dahl&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Brian%20Jensen&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Michael%20Dahl&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Graham%20Rosewarne&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Steve%20Parker&rank=-relevance%2C%2Bavailability%2C-daterank/104-0796718-5051901


RESOURCES AND MATERIALS – Poetry

At The Zoo, William Makepeace, Thackeray

Clownfish / Anemone Bugaloo, Phil Brown

Adaptation Yes Ma’am, Phil Brown

Clownfish Sound Off, Phil Brown

Animals Here There, Phil Brown

RESOURCES AND MATERIALS – Community (Field Trips/local Resources)Science Discover Museum 3615 Auburn BlvdSacramento, CA 95821(916) 575-3941

Sacramento Zoo3930 W Land Park Dr, Sacramento, CA(916) 264-5888

Steinhart Aquarium875 Howard StreetSan Francisco, Ca

RESOURCES AND MATERIALS – Technologywww.junglewalk.comwww/calacademy.orgwww.storyit.comwww.poetryzone.ndirectwww.gotpetsonline.comwww.discovery.com


http://www.discovery.com/

http://www.gotpetsonline.com/

http://www.poetryzone.ndirect/

http://www.storyit.com/

http://www.junglewalk.com/

ANIMALS ADAPT TO SURVIVE(Grade Level 3)

PLANNING PAGESI. FOCUS/MOTIVATION

Big Book Inquiry Charts Observation Charts Cognitive Content Dictionary Exploration Report Personal Interaction Biologist Awards Read Aloud

II. INPUT Pictorial Input: Clownfish and it’s characteristics World Map: Habitat of the Clown Anemone Fish Narrative Input: A Curious Clownfish Mind Map: Adaptations of the Clown Anemone Fish Six Kingdoms of Living Things

III. GUIDED ORAL PRACTICE T-graph for social skills - cooperation Picture file activities Personal interaction Poetry / Chants Sentencing Patterning Chart Expert Groups Process Grid Exploration Report

IV. READING/WRITING

A. Total Class: Modeling Group Frame Coop Strip Paragraph Pocket Poetry Poetry Frames Flip charts Found Poetry Strip books Story map Big Book DRTA



PLANNING PAGES

B. Small Group/Practice – (anything modeled whole class) Expert group #Heads together Process grids Small group shared reading Student generated text Flexible Grouping Reading Partner reading—ear-to-ear Reading Mind mapping Strip books Flip chants Team tasks

C. Individual Activities Learning logs Interactive journals Silent sustained reading Sketch and Write Descriptive language

D. Writer’s Workshop Mini lesson Write – student choice Conferencing Author’s Chair

V. EXTENDED ACTIVIES FOR INTEGRATION Music Art Guided Imagery Poetry

V. CLOSURE Process all charts and information Personal Exploration Framed poetry Team Exploration Presentation of chants and poems Process Big Book



SAMPLE DAILY LESSON PLANDAY 1:FOCUS/MOTIVATION

Standards—Super Biologists Awards Cognitive Content Dictionary with Signal word Observation Charts Inquiry Chart Big Book – Personal Interaction (10/2) Portfolios

INPUT World Map

- (10/2) lecture, primary language groups- learning log- ELD Review

Six Kingdoms of Living things- - (10/2) lecture, primary language groups- learning log- ELD Review

Pictorial Input Chart – Classification and Description of Clownfish- - (10/2) lecture, primary language groups- learning log- ELD Review

Read Aloud Poetry

GUIDED ORAL PRACTICE Chants T-Graph – Cooperation

- Team Points Picture file card Activity

- List, group, label- Exploration Report

Poetry

READING/WRITING Flex group reading Team Tasks

WRITER’S WORKSHOP- Mini-lesson- choices - Write- Author’s Chair

CLOSURE Process Charts Home / School Connection Interactive Journals



SAMPLE DAILY LESSON PLANDAY 2:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal word Process Home/School Connection Review Input charts with word cards Poetry; highlight, sketch, add picture files Read aloud

INPUT Narrative Input Chart

- 10/2 lecture- Learning Log

GUIDED ORAL PRACTICE Chant T-Graph Process Expert Groups

- Anaconda- Pallid Bat- Atlantic Puffin- Blue-Spotted Salamander

Team Tasks

WRITER’S WORKSHOP Mini-lesson- Fiction / Nonfiction Write Author’s Chair

CLOSURE Review Inquiry Charts Home/School connection Interactive Journal




Cognitive Content Dictionary with Signal Word Process Home/School connection Read Aloud— Pauly, the Adventurous Pallid Bat

INPUT Review Narrative with word cards and conversation bubbles

GUIDED ORAL PRACTICE Sentence Patterning Chart

- Read, trade- Flip Chant

Chant Expert Groups

- Team Tasks Mind Map Process Grid

READING/WRITING Coop strip paragraph

- Respond- Revise- Edit

Flex group reading Writer’s Workshop

- Mini-lesson- Adaptation of the Narrative- Write- Author’s Chair

CLOSURE Process Charts Home/School connection Interactive Journals




Cognitive Content Dictionary with Self-selected Signal Word Process Home/School Connection Review Narrative with Story Map Poetry

GUIDED ORAL PRACTICE Chants/Poetry Strip book: Clownfish are ________ Clownfish are not ___________

READING/WRITING

Ear-to-ear reading Flex group reading

- ELD Group Frame- Clunkers and Links (at or above grade level)

Team Tasks

WRITER’S WORKSHOP Mini-lesson- descriptive language Write Author’s Chair

CLOSURE Process Charts Poetry Home/School connection:



SAMPLE DAILY LESSON PLANDAY 5:

FOCUS/MOTIVATION Cognitive Content Dictionary with Self-selected Signal Word Process Home/School Connection Review charts

GUIDED ORAL PRACTICE

Listen and Sketch Flex group reading -Reading with co-op strip paragraph (Struggling or Emergent Readers) Team Tasks

- Team Evaluation, Team Presentations

READING/WRITING Found Poetry Focused Reading with Individual Cognitive Content Dictionary DRTA

WRITER’S WORKSHOP Mini-lesson- similes Write Author’s Chair

CLOSURE Process Inquiry Chart individual presentations Process all charts Evaluate week Letter Home


Animal AdaptationsAn Important Book

By Robin Posmanter

Table of Contents

Clown Anemone Fish…………Page 1

Reptiles…………………………..Page 2

Mammals………………………..Page 3

Sea Birds…………………………Page 4

Amphibians……………………..Page 5

Big Book Repeated Phrase:

The important thing about animal adaptations is that they improve an organism’s chance for survival.

…But the important thing about animal adaptations is that they improve an organism’s chance for survival.

Big Book Text:The Clown Anemone fish is a brilliantly

colored orange and white striped vertebra that lives in the warm shallow waters of the Pacific and Indian Oceans among the anemones in the coral reefs.

The Clown Anemone fish adaptations for survival are:

It eats live food such as plankton and small shell fish.

It grows in the anemone where it is protected by the anemone’s stinging tentacles.

It is protected from the stinging tentacles by its slimy body covering.

It is very aggressive and territorial. The male and female protect their small

orange eggs from predators by hiding them in the anemone.

The Clown fish protects the anemone by chasing away other fish that eat anemone.

Reptiles inhabit every continent except Antarctica. Most reptiles are cold-blooded which means that they do not generate their own body heat. They rely on gathering or loosing heat from their environment by moving from sun to shade. This allows reptiles to survive with much less food than warm-blooded animals.

The Komodo dragon has developed the ability to run very fast so that it can catch and eat wild boars and deer.

The Snapping Turtle is Canada’s largest freshwater turtle. The Snapping Turtle has adapted its behavior to be aggressive if confronted on land, but will slip quietly away from any disturbance in water.

Mammals are warm-blooded vertebrates that have made many adaptations to help them survive in various environments:

The squirrel, a forest animal, has developed sharp claws to climb tree trunks. Squirrels make nests in trees to breed and to avoid its predators.

The bad-smelling spray from a skunk helps it survive attacks from its enemies.

The zebra’s stomach has adapted to its grassland environment by its ability to break down tough grasses.

Lions have good eyesight, sharp claws, and coloring that blends in with the grass. Lions also hunt in teams.

Sea birds are birds that have adapted to life in the marine environment. Most sea birds nest in colonies, have fewer young than other birds and spend more time raising them.

The Pelican is a sea bird that has a large pouch under its bill so that it can hold large quantities of fish.

Herons have long legs and long bills to help them fish in shallow water.

The word amphibian comes from a Greek word meaning “double life”. Amphibians are four legged vertebrates that spend part of their life under water breathing with gills and the remainder of their life on land breathing with lungs. Amphibians are cold-blooded; their body temperature depends on the temperature of their environment. Amphibians lay their eggs in water, and their young tend to resemble small fish.

The tadpole, or newborn frog, is born and lives in water. It has a tail that allows it to swim like a fish. It also has gills so that it can breathe under water. As the tadpole grows into a frog, it looses its gills and tail, and develops legs for moving fast on land.

Most amphibians can both walk and swim in water.

NorthAmerica

Pacific Ocean

Atlantic Ocean

Africa

South America

S

N

E

Southern Ocean

Asia

WORLD MAP

Australia

Indian Ocean ClownfishHabitat

Arctic Ocean

Antarctica

Europe

Pacific Ocean

N

E

S

W

Pacific Ocean

N

S

EW

North America

Pacific Ocean Pacific Ocean

N

Clown AnemonefishCoral Reef

Eats live food(Plankton and smallshellfish)Vertebrate

Protected slimy body By stinging covering protects itAnemone from the tentaclesTentacles very aggressive and

Territorial (protects their Territory or home)

Symbiotic RelationshipIt helps the anemone and the anemone helps the clownfish

Lives in warm shallow Waters of the Indian and Pacific Oceans

Eggs are protected By anemone’s tentaclesAnd male and femaleClown anemonefish

Pictorial Input Chart

Curious ClownfishBy Adrienne KennawayStory by Eric Maddern

Adapted by Rebecca L. Hemphill

In the warm waters of the coral reef in the Pacific Ocean swam many fabulous fish.

But one fish always stayed at home in the anemones and never even went out to play. This was timid Clown Anemone Fish whose color was orange with three white stripes. She spent all day in the waving arms of Anemone. Nibbling plankton and small shell fish, she kept Anemone clean, and because of her slimy body covering the stinging tentacles protected her from danger.

So it went on for a long time, until one day a different little Clown Anemone Fish was born. She was very aggressive like most Clown Anemone Fish.

This baby Clown Anemone Fish that was born from the orange eggs protected by her father and mother, spun into the world and said, “I’m Clownfish! I don’t want to spend all my life in Anemone. I’m going to explore the reef!

With a swish and a swirl, off she swam, looking for an adventure.She frisked through the pool of salt water, past blue Sea Star, past fans and

fingers of coral. Then suddenly she saw slinky Sea Slug, waving and dancing through the water.

“I’d love to dance like that,” she thought, and swam up close to join in.But the water near Sea Slug tasted Horrible, so Clown Anemone Fish quickly

swam off again.)Next Clown Anemone Fish saw a huge spiky fish crunching on the coral.“Poor thing, he looks sad,” she thought. “I’ll cheer him up.” And she swam close

to give him a clean. But ole Porcupine Fish must have frightened himself, because he puffed up like a

big prickly ball.“Whoops!” said Clown Anemone Fish, and stopped just in time. She didn’t want

prickly lips.“Isn’t anyone friendly?” Clown Anemone Fish was wondering, when Spottyfish

sailed by with her babies.“Ah!” thought Clownfish, “Can I come too?”Just as she was thinking “This is fun!” Spotty-fish hurried them into the coral.

When Clown Anemone Fish looked to see the trouble, she saw …fiery Dragonfish!Gliding along with her long spines waving, she was quite a pretty sight. But the

little fish were all dashing to hide, and soon Clown Anemone Fish saw why.One poor fish was stung by a spine and instantly rolled over dead. Dragonfish

gobbled him up in one mouthful and floated on by.Clown Anemone Fish was frightened by Dragonfish and knew she had to take

care. She left Spottyfish and swam around looking for a place to rest.A big empty shell looked all right, and she was just about to swim in when out

shot the claws of crabby old Hermit Crab.

Clown Anemone Fish escaped with a scratch on her tail.Spiraling slowly through the water Clown Anemone Fish came upon Sweetlips. She could hardly believe her eyes, for dancing in and out of his mouth were two

little Blue-Streaked Cleaners, keeping Sweetlips clean.“That’s what I do for Anemone!” She cried. “Please, please can I help?”But she never began her cleaning job, because suddenly Cuttlefish was there.What a dazzling creature, he could change his colours! Clown Anemone Fish

was very impressed. Then he squirted out a murky black cloud and quickly disappeared.

Clown Anemone Fish was wishing she could do clever tricks, when she saw why Cuttlefish had vanished.

Through the black cloud the face of Eel came snapping, and Clown Anemone Fish’s heart skipped a beat. Eel was looking right at her. She knew it was time to go.

She turned and swam but was so scared she didn’t know how to go straight. Twisting, frisking, looping and drooping, she made the Eel confused. But slowly, slowly his snapping jaws came closer, closer and closer.

The Clown Anemone Fish saw the most welcome sight she’d seen for a long, long while.

It was a ring of waving tentacles. Anemone at last. In she slipped just in time and Eel got stung on the nose.

12(Clown Anemone Fish developed her territory in the nest of tentacles of the Anemone anchored to the coral reefs. What an adventure she’d had!

From that day on, if she saw friendly fish she would lead other Clown Anemone Fish out to play. But if she saw Dragonfish or the shadow of the Eel, she would hurry them all back home.

And so it was that the lives of Clown Anemone Fish were never quite the same again.

Curious Clownfish By Adrienne Kennaway, Story by Eric MaddernAdapted by Rebecca Hemphill

Page 1In the warm waters of the coral reef in the Pacific Ocean

swam many fabulous fish.But one fish always stayed at home in the anemones and

never even went out to play. This was timid Clown Anemone Fish whose color was orange with three white stripes. She spent all day in the waving arms of Anemone. Nibbling plankton and small shell fish, she kept Anemone clean, and because of her slimy body covering the stinging tentacles protected her from danger.

Page 2 So it went on for a long time, until one day a different little

Clown Anemone Fish was born. She was very aggressive like most Clown Anemone Fish.

This baby Clown Anemone Fish that was born from the orange eggs protected by her father and mother, spun into the world and said, “I’m Clownfish! I don’t want to spend all my life in Anemone. I’m going to explore the reef!

With a swish and a swirl, off she swam, looking for an adventure.

Page 3She frisked through the pool of salt water, past blue Sea

Star, past fans and fingers of coral. Then suddenly she saw slinky Sea Slug, waving and

dancing through the water. “I’d love to dance like that,” she thought, and swam up close to join in.

But the water near Sea Slug tasted Horrible, so Clown Anemone Fish quickly swam off again.

Page 4Next Clown Anemone Fish saw a huge spiky fish crunching

on the coral.“Poor thing, he looks sad,” she thought. “I’ll cheer him up.” And she swam close to give him a clean.

But old Porcupine Fish must have frightened himself, because he puffed up like a big prickly ball.

“Whoops!” said Clown Anemone Fish, and stopped just in time. She didn’t want prickly lips.

Page 5“Isn’t anyone friendly?” Clown Anemone Fish was

wondering, when Spottyfish sailed by with her babies.“Ah!” thought Clownfish, “Can I come too?”Just as she was thinking “This is fun!” Spotty-fish hurried

them into the coral. When Clown Anemone Fish looked to see the trouble, she saw …

Page 6fiery Dragonfish!Gliding along with her long spines waving, she was quite a

pretty sight. But the little fish were all dashing to hide, and soon Clown Anemone Fish saw why.

One poor fish was stung by a spine and instantly rolled over dead. Dragonfish gobbled him up in one mouthful and floated on by.

Page 7Clown Anemone Fish was frightened by Dragonfish and

knew she had to take care. She left Spottyfish and swam around looking for a place to rest.

A big empty shell looked all right, and she was just about to swim in when out shot the claws of crabby old Hermit Crab.

Clown Anemone Fish escaped with a scratch on her tail.

Page 9Spiraling slowly through the water Clown Anemone Fish

came upon Sweetlips. She could hardly believe her eyes, for dancing in and out of

his mouth were two little Blue-Streaked Cleaners, keeping Sweetlips clean.

Page 9But she never began her cleaning job, because suddenly

Cuttlefish was there.What a dazzling creature, he could change his colors!

Clown Anemone Fish was very impressed. Then he squirted out a murky black cloud and quickly disappeared.

Clown Anemone Fish was wishing she could do clever tricks, when she saw why Cuttlefish had vanished.

Page 10Through the black cloud the face of Eel came snapping, and

Clown Anemone Fish’s heart skipped a beat. Eel was looking right at her. She knew it was time to go.

She turned and swam but was so scared she didn’t know how to go straight. Twisting, frisking, looping and drooping, she made the Eel confused. But slowly, slowly his snapping jaws came closer, closer and closer.

Page 11The Clown Anemone Fish saw the most welcome sight she’d

seen for a long, long while.It was a ring of waving tentacles. Anemone at last. In she

slipped just in time and Eel got stung on the nose.

Page 12Clown Anemone Fish developed her territory in the nest of

tentacles of the Anemone anchored to the coral reefs. What an adventure she’d had!

From that day on, if she saw friendly fish she would lead other Clown Anemone Fish out to play. But if she saw Dragonfish or the shadow of the Eel, she would hurry them all back home.

And so it was that the lives of Clown Anemone Fish were never quite the same again.

Biologist BugalooBy Rebecca L. Hemphill

I’m a biologist and I’m here to sayI study how animals adapt everydayAdaptations is what they doTo improve their change for survival it’s true

Survival, Growth, and ReproduceAdaptations is what they doEnvironment is important tooIt’s a Biologist Bugaloo

Clown anemone is a fishThat’s a brilliantly colored vertebrateIt eats live food like small shell fishAnd helps the anemone not become a tasty dish

Refrain

Reptiles inhabit most continentsThey get their heat from their environmentsMoving from the shade to the sun keeps them cool and hotThis cold-blooded animal doesn’t eat a lot

Refrain

Mammals are warm-blooded vertebratesThat have adapted to survival in their environmentsSquirrels live in trees to avoid becoming preyAnd the skunk has a very bad-smelling spray

Refrain

Sea birds have adapted to marine environmentThey live in colonies and their time is well spentTaking care of their young everydayThey only have a few, that’s the sea bird way

Refrain

Amphibians is Greek meaning “Double Life”Their four-legged vertebrates that spend their lifePartly in the water and partly on the landThey have gills in the water, and lungs on the sand

Refrain

Animals Here There – Phil Brown

Animals here, animals there,Animals, animals everywhere!

Submerged animals watching covertly,Flying animals echo locating skillfully,Winged animals swimming gracefully,And tailless animals escaping rapidly.

Animals in the rain forest,Animals in the desert,Animals in the tundra,And animals in the wetlands.

Animals here, animals there,Animals, animals everywhere!

ANIMALS! ANIMALS! ANIMALS!

Clownfish / Anemone BugalooBy Phil Brown

People call me a clownfish; that’s the common way,Because “clown anemonefish” is a lot to say.I reside among anemones to get my name,With the other little clownfish doing just the same.

Chorus Shelter, defense, hospitalityAre the things the anemones offer me.Symbiosis! I assist them too;It’s a clownfish/anemone bugaloo.

The anemones are anchored; they can’t move like I.They don’t eat until their meals come a-swimming by.But the brilliance of my color beckons many fishWho become for the anemones a tasty dish.

Chorus

When I dart to the anemones for my escape,All the predators who chase me get into a scrape.They are stunned and then they’re eaten by their deadly foe,While the remnants of their bodies keep me strong, you know.

Chorus

While anemones are poisonous to many things,My small body has adapted to their toxic stings.Since my body’s coat of mucus keeps me safe from harm,All their tentacles with poison cause me no alarm.

Chorus

Adaptation Yes Ma’amBy Phil Brown

Do animals adapt? Yes Ma’am!Did the clownfish adapt? Yes, Ma’am!What keeps it safe? Anemone’s sting.How does that help? Its enemies die.How did it adapt? Its body’s immune.What keeps it safe? Mucus on its skin.Do animals adapt? Yes, Ma’am!Did the clownfish adapt? Yes, Ma’am!

Do animals adapt? Yes, Ma’am!Did the anaconda adapt? Yes, Ma’am!What has adapted? Its eyes and its noseWhere are they found? On top of its head.Their function is what? To help find the prey.Do animals adapt? Yes, Ma’am!Did the anaconda adapt? Yes, Ma’am!

Do animals adapt? Yes, Ma’am!Did the pallid bat adapt? Yes, Ma’am!What has adapted? The size of its earsHow did they adapt? They grew large to hear.What do bats hear? Their cries echo back.What does that do? It locates their prey.Do animals adapt? Yes, Ma’am!Did the pallid bat adapt? Yes, Ma’am!

Clownfish Sound OffPhil Brown

Clownfish have a spine. This traitClassifies them “vertebrate”.Clad in orange with stripes of white,Just three inches, full of fight.

Sound off – ClownfishSound off – ClassifySound off – 1,2, 3, 4, - vertebrate!

Ocean reefs are their milieu,Indian, Pacific too,Where anemones are found,Shallow waters, coral-bound.

Sound off – ClownfishSound off – EnvironmentSound off – 1,2, 3, 4, - The reefs!

Zooplankton float along,Eating these keep clownfish strong.Copepods they also eat,Tiny shellfish, what a treat!

Sound off – ClownfishSound off – GrowthSound off – 1,2, 3, 4, - Live food!

Clownfish flee from enemiesInto the anemones.But their mucous coverings Keep them safe from toxic stings.

Sound off – ClownfishSound off – SurvivalSound off – 1,2, 3, 4, - Anemones!

Clownfish lay their eggs among Tentacles which shield their young.Male and female guard the spot,Standing sentry o’er the lot.

Sound off – ClownfishSound off – Reproduce

Sound off – 1,2, 3, 4, - Lay eggs!

Project GLADHome School Connection – Animal Adaptations #1

Sketch a picture of the Anemone Clownfish. Interview a member of your family. Ask them what they know about the Clown Anemone Fish, what they eat, and where they live.

Student:_______________ Parent/family member:____________Project GLAD 10/27/2006Animal Adaptations Unit

Project GLADConexión entre escuela y hogar – adaptaciones de animales #1

Dibujar el anémona clownfish. Haga una entrevista con tu familia. Pregúntale lo que sabe del anémona clownfish, que come y

donde vive.

Estudiante:____________________ familiar:_______________


Tell a family member about the Clown Anemone Fish. Write down how they are protected by the Anemone and how they help the Anemone.

Student:_______________ Parent/family member:____________Project GLAD 10/27/2006Animal Adaptations Unit


Hablar con tu familia sobre el anémona clownfish. Escribir como el anémona le proteja y como el pez ayuda al anémona.

Estudiante:__________________ familiar:_______________


Tell your family about what a biologist does. What do you want to be when you grow up? Sketch a picture and tell about the job you would like to have.

Student:_____________ Parent/family member:_____________Project GLAD 10/27/2006Animal Adaptations Unit


Hablar con tu familia sobre lo que hace un biólogo. ¿Qué trabajo quieres hacer en el futuro? Dibujarlo.

Estudiante:___________________ familiar:_______________


Sketch a picture of the Anaconda or the Pallid Bat. Tell your family about what it eats and where it lives.

Student:______________ Parent/family member:_____________


Dibujar la anaconda o el murciélago pálido. Hablar con tu familia sobre lo que come y donde vive.

Estudiante:__________________ familiar:_______________

Clunkers and Links TextCalifornia Science: Houghton Mifflin Grade Three

Listen and Sketch.

Book: Coral Reef HideawayThe story of a Clown Anemonefish

By Doe BoyleIllustrated by Steven James Petruccio

Pages 4 – 6

Expert Group 1Anaconda

Classification and DescriptionThe anaconda is the largest snake in the world. It can grow

up to 37 feet in length and weigh up to 200 pounds. Anacondas share the features of other reptiles: they are cold-blooded and their bodies are covered in scales. Like all reptiles, the anaconda is a vertebrate, which means that it has a spine or backbone. It is a member of the boa constrictor family.

EnvironmentThe anaconda is found in the rain forests of South America.

It lives on the forest floor. As the name implies, rain forests are wet places, receiving over 80 inches of rain per year. Because much of South America lies in the Tropic Zone, its rain forests are usually quite warm.

Adaptations for growthThe anaconda can grow to be very large because of an

unusual adaptation: It is able to eat animals larger than the size of its mouth! It first coils and constricts its prey to suffocate it or crush it to death. Then the anaconda’s unique adaptation comes into play when its jaws unhinge. This allows it to swallow very large prey.

Adaptations for survivalThe anaconda survives by hunting for its food. It often coils

up in a murky shallow pool along the river’s edge. Its body is adapted for this because its eyes and nostrils are positioned on top of its head. This allows it to hide in the water yet see its prey while it is submerged. Because the anaconda is hidden, its prey approaches unawares and can be easily taken.

Adaptations for reproductionThe anaconda is viviparous, which means it bears live

young instead of laying eggs. It typically gives birth to 20 to 30 babies at a time. A newborn anaconda is 2 feet long. Although baby anacondas are prey for other animals because of their small stature, they are able to hunt, swim, and care for themselves within hours after their birth. Since the babies are not laid in eggs which would be subject to predation for a longer period of time, they have a better chance of maturing to adulthood.

Expert Group 2Pallid Bat

Classification and DescriptionAlthough the pallid bat has wings, it is not a bird; it is a mammal. The pallid bat is

classified as a mammal because it has fur and gives birth to live young which feed on their mother’s milk. Like all mammals, the pallid bat is a vertebrate, which means that it has a spine or backbone. The pallid bat weighs less than one ounce, but its wingspan is nearly nine inches. Its fur is beige and white. One of its most distinctive features is its enormous ears.

EnvironmentThe pallid bat lives in the hot deserts of the southwestern United States. They roost in

caves and crevices during the day to protect themselves from the heat. At night they may roost in more open sites.

Adaptations for growthThe pallid bat has adapted to ensure the growth of its young by roosting in groups

ranging from 20 to 160 bats. Being clustered together allows the bats to share their body heat, thus keeping them warmer. Young bats are kept near the center of the cluster. This means that less of the food they consume is used to heat their bodies, and more of it supports their growth. The adult pallid bat is insectivorous; it consumes large arthropods such as crickets and scorpions.

Adaptations for survivalThe pallid bat’s ears have adapted to help it forage. Emerging late at night, the pallid bat

feeds primarily on the ground. It can use echolocation to locate its prey. With its large ears, it can also hear the footsteps of insects on the ground, and will swoop down to catch them. The pallid bat has adapted to life in the desert by developing an immunity to scorpion venom.

Adaptations for reproductionPallid bats give birth in their colonies deep in canyon

crevices. This protects the babies from predators. When a female gives birth she hangs right side up by her thumbs. Within a week, the baby is carried by the mother on her nightly hunts.

Expert Group 3Atlantic Puffin

Classification and DescriptionThe Atlantic puffin is a bird. Like all birds, it is warm-blooded and covered with feathers.

It is also a vertebrate, which means that it has a spine or backbone. Although it has wings, the Atlantic puffin is a poor flier. It has a short neck. Its beak has grooves on the sides and is laterally compressed: tall from top to bottom but narrow from side to side.

EnvironmentThe Atlantic Puffin lives in the tundra, which is a treeless

region marked by permafrost. Being a seabird, it is found mostly in the North Atlantic Ocean along the coast of Maine, Canada, the British Isles, and Norway.

Adaptations for growthThe adult puffin’s mouth has a series of backwards-pointing

spines which project from its tongue and the top of its mouth. These spines allow the puffin to hold caught fish crossways in its bill while it hunts for more. With this adaptation, the puffin can carry more than 60 fish back to its nest in order to feed its babies, called puff lings. The puff ling is brooded, or kept warm by a parent, for the first week of its life until it can maintain its body temperature.

Adaptations for survivalThe puffin uses its wings to propel itself underwater in

search of prey. It flies through the air or swims on the surface of the sea like a duck, then dives underwater headfirst. It swims down through the water until it reaches the depth where its prey lives, then catches fish such as capelin and sand lance. It regularly dives to depths of more than 40 meters.

Adaptations for reproductionThe Atlantic Puffins nest in colonies on small, rugged islands

free of mammal predators. They nest in burrows which are dug by both parents, but primarily by the male. They excavate the burrows by removing loose soil with their bills and webbed feet. Once they are dug, puffins often occupy the same burrows year after year.

Expert Group 4Blue-spotted Salamander

Classification and DescriptionThe blue-spotted salamander is amphibian. It is classified

as an amphibian because as a larva it has gills and lives in the water, but as it reaches adulthood it develops lungs and moves onto land to breath air. Like all amphibians, it is a vertebrate, which means it has a spine or backbone. The blue-spotted salamander is scaleless and has soft moist skin. It grows to be about 5” long. As its name suggests, it is dark with light blue spots.

EnvironmentThe blue-spotted salamander lives in wetlands. It is found in

moist wooded areas near small ponds, and usually takes shelter under debris such as rotten logs, in leaf litter, or in moss. It ranges from the northeastern United States to Southeastern Cananda.

Adaptations for growthAs the blue-spotted salamander grows, its gills and tail fins

are absorbed into its body. Its lungs take over to provide it with oxygen. Its legs grow stronger to enable it to move easily on land. It then moves from the water to land, often hiding in pondside leaf litter. As a larva the salamander has yellow spots which help camouflage it in the water; however, its spots turn blue when the salamander moves to land in order to camouflage it better in its new environment.

Adaptations for survivalThe blue-spotted salamander absorbs water and breathes

through its skin. It has two methods of escaping danger. If a predator approaches, the salamander lashes its tail and produces a noxious secretion from two glands at the base of its tail. If this fails to deflect the predator and the salamander is caught by the tail, it can detach its tail in order to escape.

Adaptations for reproductionThe blue-spotted salamander returns to a pond to

reproduce. It lays its eggs in protective, jellylike masses which it attaches to underwater twigs or vegetation. It can lay up to 500 eggs a year, making it likely that at least some of its young will survive.

PROCESS GRIDAnimal Classification /

descriptionAnimal

EnvironmentAdaptations for

GrowthAdaptations for

survivalAdaptations for

reproduction

Clown Anemone

Anaconda

Pallid Bat

AtlanticPuffins

Blue Spotted Salamander

Documents

Project GLAD€¦ · Web viewUse common English morphemes in oral and silent reading. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive