ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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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. CONCEPTS
CONTENT STANDARDS—HISTORY/SOCIAL SCIENCE
3.1
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 SCIENCES
3.0
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.
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ANIMALS ADAPT TO SURVIVE
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Investigation and Experimentation
5.0
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. VOCABULARY
aggressive
anchored
anemones
arid
brilliant
colony
compressed
constrictor
consumes
crevice
detaches
echolocation
enormous
environment
immune
maintain
mammal
odor
plankton
predators
propel
protected
reefs
regurgitated
shallow
submerged
suffocates
swallow
symbiotic
temperature
tentacles
territorial
territory
unhinged
venom
vertebrate
viviparous
CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS
READING
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
Word Recognition
1.1
Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.4
Use knowledge of antonyms, synonyms, homophones, and
homographs to determine the meanings of words.
1.5
Demonstrate knowledge of levels of specificity among gradeappropriate 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.
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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-levelappropriate material.
Structural Features of Informational Materials
2.1
Use titles, tables of contents, chapter headings, glossaries,
and indexes to locate information in text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2
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 Analysis
Structural Features of Literature
3.1
Distinguish common forms of literature (e.g., poetry, drama, fiction,
nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2
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.
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WRITING
1.0 Writing Strategies
Organization and Focus
1.1
Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Penmanship
1.2
Write legibly in cursive or joined italic, allowing margins and correct
spacing between letters in a word and words in a sentence.
Research
1.3
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 CONVENTIONS
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1
Understand and be able to use complete and correct declarative,
interrogative, imperative, and exclamatory sentences in writing and
speaking.
Grammar
1.2
Identify subjects and verbs that are in agreement and identify and use pronouns,
adjectives, compound words, and articles correctly in writing and speaking.
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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.
Punctuation
1.5
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 SPEAKING
1.0 Listening and Speaking Strategies
Comprehension
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.
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ANIMALS ADAPT TO SURVIVE
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Analysis and Evaluation of Oral and Media Communications
1.10 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) STANDARDS
LISTENING AND SPEAKING
Comprehension
Beginning
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.”)
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Comprehension/Organization and Delivery of Oral Communication
Beginning
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.
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WORD ANALYSIS
Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development
Beginning
Recognizes English phonemes that correspond to phonemes
Students already hear and produce while reading aloud
Early 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 Recognition
Beginning
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.
READING
Fluency and Systematic Vocabulary Development
Vocabulary & Concept Development
Beginning
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).
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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
texts
Demonstrate 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.
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ANIMALS ADAPT TO SURVIVE
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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 Text
Beginning
(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.
Comprehension
Beginning
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.
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Intermediate
Early Advanced/
Advanced
Read and use more detailed sentences to orally describe
relationships between text and their own experiences.
Understand and follow some multi-step directions for classroomrelated activities.
Locate and identify the function of text features such as
format, diagrams, charts, glossaries, and indexes.
Comprehension and Analysis of Appropriate Text
Beginning
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 Response
Narrative Analysis of Grade-Level-Appropriate Text /Structural Features
Beginner
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 twoword oral responses.
Create pictures, lists, charts, and tables to identify the
characteristics of fairy tales, folktales, myths, and legends.
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Early Intermediate Respond orally to factual comprehension questions about brief
literary 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.
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WRITING
Beginner
Write simple sentences using key words commonly used
Write phrases and simple sentences that follow syntactical order
Intermediate
Following a model given by the teacher, write a short paragraph of
at least four sentences
Write legible simple sentences that respond to topics from
language arts and other content areas
Create cohesive paragraphs that develop a simple idea with
consistent use of Standard English grammatical forms
Write simple sentences about an event/character from written text
Produce 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 appropriately
Write a multi-paragraph essay with consistent use of standard
grammatical forms
Writing Conventions
Beginner
Use capital letters to write own name
Intermediate
Use capital letters to begin a sentence and for proper nouns
Advanced
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 spelling
Produce 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
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VI. RESOURCES AND MATERIALS -Nonfiction
How 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
Maine
ISBN: 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-Serafini
ISBN: 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 depths
ISBN: 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
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Do Animals Need Umbrellas? (Parker, Steve. Ask About Animals).
by Steve Parker, Graham Rosewarne
ISBN: 0761404953
Cold, Colder, Coldest: Animals That Adapt To Cold Weather (Animal Extremes)by
Michael Dahl, Brian Jensen
ISBN: 1404810145
Hot, Hotter, Hottest: Animals That Adapt To Great Heat (Animal Extremes)
by Michael Dahl, Brian Jensen
ISBN: 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 – Fiction
A Curious Clownfish
by Eric Maddern, Adrienne Kennaway
ISBN: 0711207577
Pauly, 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 Gukova
ISBN: 1550375245
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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 Blvd
Sacramento, CA 95821
(916) 575-3941
Sacramento Zoo
3930 W Land Park Dr, Sacramento, CA
(916) 264-5888
Steinhart Aquarium
875 Howard Street
San Francisco, Ca
RESOURCES AND MATERIALS – Technology
www.junglewalk.com
www/calacademy.org
www.storyit.com
www.poetryzone.ndirect
www.gotpetsonline.com
www.discovery.com
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Del Paso Heights School District - Project G.L.A.D (02/07 JB)
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ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
PLANNING PAGES
I. 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.

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




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Total Class: Modeling
Group Frame
Coop Strip Paragraph
Pocket Poetry
Poetry Frames
Flip charts
Found Poetry
Strip books
Story map
Big Book
DRTA
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
17
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
PLANNING PAGES
B.

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
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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.
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Individual Activities
Learning logs
Interactive journals
Silent sustained reading
Sketch and Write
Descriptive language
D.
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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
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
18
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
SAMPLE DAILY LESSON PLAN
DAY 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
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
19
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
SAMPLE DAILY LESSON PLAN
DAY 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
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
20
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
SAMPLE DAILY LESSON PLAN
DAY 3:
FOCUS/MOTIVATION
 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
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
21
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
SAMPLE DAILY LESSON PLAN
DAY 4:
FOCUS/MOTIVATION
 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:
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
22
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
SAMPLE DAILY LESSON PLAN
DAY 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
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
23
Animal Adaptations
An Important Book
By Robin Posmanter
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
24
Table of Contents
Clown Anemone Fish…………Page 1
Reptiles…………………………..Page 2
Mammals………………………..Page 3
Sea Birds…………………………Page 4
Amphibians……………………..Page 5
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
25
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
26
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
27
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
28
 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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
29
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
30
N
WORLD MAP
W
E
Arctic Ocean
S
Asia
Europe
North
America
Atlantic Ocean
Africa
Pacific Ocean
Pacific Ocean
South
America
Indian Ocean
Clownfish
Habitat
Australia
Southern Ocean
Antarctica
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
31
Pictorial Input Chart
Clown Anemonefish
Coral Reef
Eats live food
(Plankton and small
shellfish)
Vertebrate
Protected
By stinging
Anemone
Tentacles
slimy body
covering protects it
from the tentacles
very aggressive and
Territorial (protects
their Territory or home)
Symbiotic Relationship
It 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 tentacles
And male and female
Clown anemonefish
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
32
Curious Clownfish
By Adrienne Kennaway
Story 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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
33
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
34
Curious Clownfish
By Adrienne Kennaway, Story by Eric Maddern
Adapted by Rebecca Hemphill
Page 1
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.
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 3
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
35
Page 4
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 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 6
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.
Page 7
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
36
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 9
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.
Page 9
But 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 10
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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
37
Page 11
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.
Page 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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
38
Biologist Bugaloo
By Rebecca L. Hemphill
I’m a biologist and I’m here to say
I study how animals adapt everyday
Adaptations is what they do
To improve their change for survival it’s true
Survival, Growth, and Reproduce
Adaptations is what they do
Environment is important too
It’s a Biologist Bugaloo
Clown anemone is a fish
That’s a brilliantly colored vertebrate
It eats live food like small shell fish
And helps the anemone not become a tasty dish
Refrain
Reptiles inhabit most continents
They get their heat from their environments
Moving from the shade to the sun keeps them cool and hot
This cold-blooded animal doesn’t eat a lot
Refrain
Mammals are warm-blooded vertebrates
That have adapted to survival in their environments
Squirrels live in trees to avoid becoming prey
And the skunk has a very bad-smelling spray
Refrain
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
39
Sea birds have adapted to marine environment
They live in colonies and their time is well spent
Taking care of their young everyday
They only have a few, that’s the sea bird way
Refrain
Amphibians is Greek meaning “Double Life”
Their four-legged vertebrates that spend their life
Partly in the water and partly on the land
They have gills in the water, and lungs on the sand
Refrain
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
40
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!
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
41
Clownfish / Anemone Bugaloo
By 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, hospitality
Are 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 fish
Who 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
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
42
Adaptation Yes Ma’am
By Phil Brown
Do animals adapt?
Did the clownfish adapt?
What keeps it safe?
How does that help?
How did it adapt?
What keeps it safe?
Do animals adapt?
Did the clownfish adapt?
Yes Ma’am!
Yes, Ma’am!
Anemone’s sting.
Its enemies die.
Its body’s immune.
Mucus on its skin.
Yes, Ma’am!
Yes, Ma’am!
Do animals adapt?
Did the anaconda adapt?
What has adapted?
Where are they found?
Their function is what?
Do animals adapt?
Did the anaconda adapt?
Yes, Ma’am!
Yes, Ma’am!
Its eyes and its nose
On top of its head.
To help find the prey.
Yes, Ma’am!
Yes, Ma’am!
Do animals adapt?
Did the pallid bat adapt?
What has adapted?
How did they adapt?
What do bats hear?
What does that do?
Do animals adapt?
Did the pallid bat adapt?
Yes, Ma’am!
Yes, Ma’am!
The size of its ears
They grew large to hear.
Their cries echo back.
It locates their prey.
Yes, Ma’am!
Yes, Ma’am!
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
43
Clownfish Sound Off
Phil Brown
Clownfish have a spine. This trait
Classifies them “vertebrate”.
Clad in orange with stripes of white,
Just three inches, full of fight.
Sound off – Clownfish
Sound off – Classify
Sound off – 1,2, 3, 4, - vertebrate!
Ocean reefs are their milieu,
Indian, Pacific too,
Where anemones are found,
Shallow waters, coral-bound.
Sound off – Clownfish
Sound off – Environment
Sound 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 – Clownfish
Sound off – Growth
Sound off – 1,2, 3, 4, - Live food!
Clownfish flee from enemies
Into the anemones.
But their mucous coverings
Keep them safe from toxic stings.
Sound off – Clownfish
Sound off – Survival
Sound off – 1,2, 3, 4, - Anemones!
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
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Clownfish lay their eggs among
Tentacles which shield their young.
Male and female guard the spot,
Standing sentry o’er the lot.
Sound off – Clownfish
Sound off – Reproduce
Sound off – 1,2, 3, 4, - Lay eggs!
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
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Project GLAD
Home 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 10/27/2006
Animal Adaptations Unit
Project GLAD
Conexión 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:_______________
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
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Project GLAD
Home School Connection – Animal Adaptations #2
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 10/27/2006
Animal Adaptations Unit
Project GLAD
Conexión entre escuela y hogar – adaptaciones de animales #2
Hablar con tu familia sobre el anémona clownfish. Escribir como
el anémona le proteja y como el pez ayuda al anémona.
Estudiante:__________________
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
familiar:_______________
47
Project GLAD
Home School Connection – Animal Adaptations #3
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 10/27/2006
Animal Adaptations Unit
Project GLAD
Conexión entre escuela y hogar – adaptaciones de animales #3
Hablar con tu familia sobre lo que hace un biólogo. ¿Qué trabajo
quieres hacer en el futuro? Dibujarlo.
Estudiante:___________________ familiar:_______________
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
48
Project GLAD
Home School Connection – Animal Adaptations #4
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:_____________
Project GLAD
Conexión entre escuela y hogar – adaptaciones de animales #4
Dibujar la anaconda o el murciélago pálido. Hablar con tu familia
sobre lo que come y donde vive.
Estudiante:__________________
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
familiar:_______________
49
Clunkers and Links Text
California Science: Houghton Mifflin
Grade Three
Listen and Sketch.
Book: Coral Reef Hideaway
The story of a Clown Anemonefish
By Doe Boyle
Illustrated by Steven James Petruccio
Pages 4 – 6
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Expert Group 1
Anaconda
Classification and Description
The 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.
Environment
The 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.
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Adaptations for growth
The 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 survival
The 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.
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Adaptations for reproduction
The 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.
Animals Adapt to Survive Level 2 CA
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Expert Group 2
Pallid Bat
Classification and Description
Although 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.
Environment
The 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.
Animals Adapt to Survive Level 2 CA
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Adaptations for growth
The 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 survival
The 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.
Animals Adapt to Survive Level 2 CA
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Adaptations for reproduction
Pallid 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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
56
Expert Group 3
Atlantic Puffin
Classification and Description
The 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.
Environment
The 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.
Animals Adapt to Survive Level 2 CA
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Adaptations for growth
The 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 survival
The 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.
Animals Adapt to Survive Level 2 CA
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Adaptations for reproduction
The 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.
Animals Adapt to Survive Level 2 CA
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
59
Expert Group 4
Blue-spotted Salamander
Classification and Description
The 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.
Environment
The 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.
Animals Adapt to Survive Level 2 CA
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Adaptations for growth
As 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 survival
The 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.
Animals Adapt to Survive Level 2 CA
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Adaptations for reproduction
The 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.
Animals Adapt to Survive Level 2 CA
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PROCESS GRID
Animal
Classification /
description
Animal
Environment
Adaptations for
Growth
Adaptations for
survival
Clown Anemone
Anaconda
Pallid Bat
Atlantic
Puffins
Blue Spotted
Salamander
Animals Adapt to Survive Level 2 CA
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Adaptations for
reproduction