How to Clean a Hippopotamus: a look at
Unusual Animal Partnerships
By: Steve Jenkins
Illustrated By: Robin Page
Publisher: Houghton Mifflin Books for Children
Copyright: 2010
Art Medium: collages of cut and torn paper
Genre: nonfiction
Lifeskills: Organization, Resourcefulness, Cooperation
SYNOPSIS: The fascinating world of unusual animal partnerships is explored in this
well-researched book. Readers will learn about the biology of symbiosis in a colorful,
fact-packed, full color picture book that stimulates the imagination.
BOOKTALK: Would you put your head into the mouth of a crocodile? A plover does.
Would you swim with the sharks, on of nature’s most efficient eating machines? A
remora does. These are but a few examples of nature’s strangest partnerships.
AUTHOR:
Steve Jenkins
Growing up, Steve had a huge interest in both books and science. At college, he
studied art and met his wife, Robin Page, with whom he has written and illustrated four
books. When his children were born, Steve became interested in making children’s
books.
www.stevejenkinsbooks.com
ethemes.missouri.edu/resources/500002317
www.teachingbooks.net/spec_authricgi
www.goodreads.com/author/show
Other books written by the author:
Newest(Spring 2011)
Time to Eat
Time for a Bath
Time to Sleep
Big and Little
Biggest Strongest Fastest
Hottest, Coldest, Highest, Deepest
Looking Down
Move
Prehistoric Actual Size
ILLUSTRATOR:
Robin Page
www.goodreads.com/author/show
www.houghtonmifflinbooks.com/catelogue/authordetail
Other books illustrated by the illustrator:
Alphabet Sticker Book
Animals in Flight
Count One to Ten
I see a Kookaburra
Sisters and Brothers
What do you do with a tail like that?
CHALLENGING WORDS (pronunciation, spelling, defining):
symbiosis, devour, larvae, burrow, mutualism, predator, parasite, basking, tentacles,
algae, nocturnal, domestic, parasitism, commensualism, anemone, savannah,
wildebeest, acute, infested, immune, camouflage, colony, carcass, nymphs, abdomens,
excrete, chrysalis, companion.
DISCUSSION QUESTIONS:
1. How is symbiosis like a win-win situation?
2. Why does a plover stroll into a crocodile’s mouth?
3. Describe the truce between the enemies-black tree ants and woodpecker. And
when do they go back to being enemies again?
4. What is the motivation for these animal partnerships?
5. What’s the most interesting or surprising relationship you heard about in this
book?
6. Think more about the relationship between dogs and humans. How do they help
each other?
7. Are there any other symbiotic relationships you can think of?
8. Can you think of any school partnerships?
ACTIVITIES:
Language Arts
Language Arts/Science Activity (1-2 days to complete)
·
Picture/Book Walk
o Before reading this non-fiction book, take a picture walk through the book. Let the
students share their ideas to the rest of the class about what this book might be about
after showing them the pictures in the book. Write their ideas on the board.
o Begin reading some of the short passages/questions out of the book to the students.
Ask them if they think the book is about true facts or if it is a pretend story.
·
For example:
o The teacher could go to the first two pages and read them to the students.
o Read the first sentence, “sometimes animals form surprising partnerships.” Read the
questions about the animal partnerships on the first two pages, and then read the
passage at the bottom of the second page. This should give the students a good idea
what type of book this is.
Writing About A Specific Topic
o Students will pick the most animal partnership they think is the most interesting out
of the partnerships they researched. The students will work together to note the main
ideas of the partnership while following an information guided given by the educator
The Guide
1. Name and explain the animal partnership
2. What makes this interesting to you
3. List 3-5 facts about this animal partnerships
4. Where did you find this information (citing source, only the website, title of book, or
the person who wrote about it in the book or on the internet.
o Students will write the information on note cards after it is gathered. They will put the
note cards in order using the order of the guide to use to present to the class.
o They will be given an outline of the presentation criteria prior, and they will have time
to practice their presentations before they present.
Presentation Criteria (Students do not have to say these exact words)
1. Introduce yourselves (“Hello! My is ____.” And My name is _____”)
2. What is the topic of your presentation? (“Today we are here to talk to you about an
interesting animal partnership)
3. Explain the partnership
4. Facts that were found.
5. Where did you find the information?
6. Closing/Questions (Thank audience for their time, and take a few questions from your
classmates. (Students will be allowed to ask questions at this time.)
Language Arts Standards
·
3.1.2: Read words with several syllables
3.1.3: Read aloud grade-level-appropriate literary and informational texts fluently
and accurately and with appropriate timing, change in voice, and expression.
·
3.1.4: Vocabulary and Concept Development:
Determine the meanings of words using knowledge of synonyms (words with the
same meaning), antonyms (words with opposite meanings), homophones (words
that sound the same but have different meanings and spellings), and
homographs (words that are spelled the same but have different meanings).
·
3.1.6: Use sentence and word context to find the meaning of unknown words.
3.1.7: Use a dictionary to learn the meaning and pronunciation of unknown
words.
3.2.1: Structural Features of Informational and Technical Materials: Use titles,
tables of contents, chapter headings, a glossary, or an index to locate information
in text.
·
3.2.2 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:
Ask questions and support answers by connecting prior knowledge with literal
information from the text.
·
3.2.3 Show understanding by identifying answers in the text.
3.2.4 Recall major points in the text and make and revise predictions about what
is read.
3.2.5: Distinguish the main idea and supporting details in expository
(informational) text.
3.2.6: Locate appropriate and significant information from the text, including
problems and solutions.
·
3.2.7: Follow simple multiple-step written instructions.
·
3.3.1: Structural Features of Literature:
Recognize different common genres (types) of literature, such as poetry, drama,
fiction, and nonfiction.
3.4.1: Organization and Focus:Find ideas for writing stories and descriptions in
conversations with others; in books, magazines, or school textbooks; or on the
Internet.
S___________
Y___________
M___________
B___________
I____________
O___________
S___________
I____________
S___________
SAMPLE ACROSTIC
3.4.2: Discuss ideas for writing, use diagrams and charts to develop ideas, and
make a list or notebook of ideas.
·
3.4.4: Research Process and Technology: Use various reference materials
(such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).
·
3.5.7:Write responses to literature that: demonstrate an understanding of what is
read; support statements with evidence from the text.
·
3.5.8:Research Application: Write or deliver a research report that has been
developed using a systematic research process (defines the topic, gathers information,
determines credibility, reports findings) and that: • uses a variety of sources (books,
technology, pictures, charts, tables of contents, diagrams) and documents sources
(titles and authors). • organizes information by categorizing it into more than one
category (such as living and nonliving, hot and cold) or includes information gained
through observation.
“Symbiosis Acrostic Poem “(Fill in the blanks with words or phrases relating to
symbiosis)
rks and remora
You see them together
More animal partnerships like
Buffalo and oxpecker
In the savannah
Ostrich and zebra
Sunfish and seagull
In the ocean
Sea anemone and clownfish
2.1.7 Understand and explain common synonyms (words with the same
meaning) and antonyms (words with opposite meanings).
2.2.6 Recognize cause-and-effect relationships in a text.
Example: Read an informational book that explains some common scientific causes and
effects, such as the growth of a plant from a seed or the effects of different weather
patterns, such as too much snow or rain at one time causing flooding.
Read an informational book that explains some common scientific causes and effects,
such as the growth of a plant from a seed or the effects of different weather patterns,
such as too much snow or rain at one time causing flooding.
2.2.7 Interpret information from diagrams, charts, and graphs.
Example: Use a five-day weather chart or a weather chart on the Internet to determine
the weather for the coming weekend.
Use a five-day weather chart or a weather chart on the Internet to determine
the weather for the coming weekend.
2.2.8 Follow two-step written instructions.
○ a list of ideas to plan writing. Write narrative and descriptive pieces that
include important literary elements (e.g., plot or sequence of events,
characters, setting, main idea) and contain varied word choices. Revise
writing for meaning and clarity.
● Write a fictional story about one of the symbiotic relationships you heard
about.
● Write an acrostic poem about one of the relationships from the book.
○ K.5 Discuss ideas to include in a story. Dictate a story to someone else.
Demonstrate that writing has meaning by using pictures, letters and words
(phonetically spelled or conventionally spelled) to convey ideas.
○ 1.4 Discuss ideas and select a focus for writing, asking questions to guide
topic selection. Put related information from different sources together for
writing. Write for different audiences and purposes, using descriptive
words to convey a central idea. Revise writing for others to read.
○ 1.5 Discuss ideas for writing. Write brief narratives and descriptions,
using varied words to convey a central idea. Revise writing for others to
read.
○ 2.4 Create a list of ideas for writing. Write brief pieces and reports that
focus on one topic and contain relevant details with related ideas grouped
together. Include information from several different types of sources in
reports. Use appropriate word choice to address the intended audience.
Review writing, improving clarity of words and ideas.
○ 2.5 Create a list of ideas for writing. Write brief narratives, poems and
descriptions that follow a recognizable sequence and contain descriptive
details. Revise writing to improve sequence, to add descriptive detail, and
“Let’s go on a Symbiosis Hunt”
Adapt the classic action story with animal partners. Could incorporate puppets.
Let’s go on a symbiosis hunt
We’re gonna catch a big one.
We’re not scared.
Oh Look! Savannah grass! With giraffes and oxpeckers!
Can’t go over it
Can’t go under it
Gotta go through it (swish swish sound and motion)
Oh no!, A river with crocodile and plover
Can’t go over it….. (splash splash)
Oh no! messy mud with hippo and turtle
Oh no!! A desert dust storm with coyote and badger
Oh no! A deep dark forest with a woodpecker and a black ant (climb tree)
Oh no! An underwater cave. Can’t go over it, under it. Gotta swim in it.
What’s that?
One shiny wet nose
One big dorsal fin.
Hundreds of sharp teeth.
IT’S A SHARK! SWIM!
“Jump Rope Rhymes”
Hannah, Hannah in the savannah
How many ticks can a tick bird eat?
(jump and count – 1,2,3,4…..)
Honey guide, honey guide please help me.
Show me the way to a honey tree
Honey badger, honey badger in a fit.
How many bee stings did you get?
Language Art Standards
K.7.4 Recite short poems, rhymes, and songs
1.7.3 Give, restate, and follow simple two-step directions
1.7.6 Recite poems, rhymes, songs, and stories
All Physical Ed. Standards for grade 1
Mathematics:
“Animal Size Chart”
Make a chart of animal partners by their size. What is the smallest? What is the
biggest?
Left side of column graph sizes in 1 foot intervals up to 20 feet. Bottom of chart list
different animal partners.
Standards
1.1.1 Count, read, and write whole numbers* up to 100.
1.5.3 Recognize the need for a fixed unit of length
1.5.4 Measure and estimate the length of an object to the nearest inch and
centimeter
1.1.10 Represent, compare, and interpret data using pictures and picture graphs.
2.5.1 Measure and estimate length to the nearest inch, foot, yard, centimeter,
and meter.
2.5.2 Describe the relationships among inch, foot, and yard. Describe the
relationship between centimeter and meter
2.5.3 Decide which unit of length is most appropriate in a given situation
2.5.7 Recognize the need for a fixed unit of weight.
Research activities here
·
Partner Activity After Reading
o Students will get with a partner, and they will use dictionaries, the internet, the index
at the back of How to Clean a Hippopotamus, the information throughout the book that
was read, their memory from the discussions during the story, and other resources
provided by the educator to identify the meaning of the new vocabulary. They will make
the web created on the board on their own poster board.
o They will use the book to write down the interesting facts about the animals and the
meaning of the vocabulary words listed.
o Students will then decorate their webs using crayons, markers, pictures from
magazines provided, and their own personal drawings of some of the items listed on the
web. Posters can be shared in with the class as a regrouping activity at the end.
Science/Technology/Lang. Arts Activity
Research/Technology
o After the reading and discussion of the book, have the students use library books,
the internet, and other books the educator provides to find more interesting animal
partnerships.
o Students can work with a partner on this activity. The students will need to find 2-3
different animal partnerships that are not in the book read in class. If they find more than
three in the amount of time that is given for the research they can list those as well.
o They will make a graphic organizer (web) of the interesting animal partnerships they
found.
Science activities here
·
Graphic Organizing Activity During the Story
o Draw a web on the board with the title How to Clean A Hippopotamus in the center
circle.
o Ask students what categories they could come up with to put in the web. Students
should come up with vocabulary and animals for the categories to begin the web.
o Have students take turns reading the short passages and questions in the book out
loud to their classmates. After every two pages stop, and ask the students to name off
some of the bold words.
o Have a discussion after every 2 pages. Are these words animals or vocabulary? Do
we already know what the vocabulary word means? What words are new to us? Only
draw more lines and word categories for the words that are new to the students. For
example, “LOOK OUT!” is a phrase, not a vocabulary word, and “grass” is something
most school age students already know. The word “danger” would be good for younger
students, and “symbiosis” would be a great word that would most likely be new to most
elementary grades.
o In the animal category, make a web to each animal, (or animal partnership). Have
the students tell you which ones to add.
When you are finished reading the book, there should be webs for several vocabulary
words and several animals
Science State Standards
·
4.3.1: Observe and describe how offspring are very much, but not exactly, like
their parents or one another. Describe how these differences in physical characteristics
among individuals in a population may be advantageous for survival and reproduction.
·
4.3.2: Observe, compare and record the physical characteristics of living plants
or animals from widely different environments. Describe how each plant or animal is
adapted to its environment.
·
4.3.3: Design investigations to explore how organisms meet some of their needs
by responding to stimuli from their environments.
·
4.3.4: Describe a way that a given plant or animal might adapt to a change
arising from a human or non-human impact on its environment.
·
1.3.1: Classify living organisms according to variations in specific physical
features (e.g., body coverings, appendages) and describe how those features may
provide an advantage for survival in different environments.
·
1.3.5: Observe and describe ways in which animals and plants depend on one
another for survival.
Science Activity
·
Listening and Comprehension During the reading of the story
o Read the book to the students. Discuss the book as you read it. Do not go into too
much depth for younger kids. (Don’t explain every single definition in the book. Maybe
only read a certain amount of the book at a time)
o Ask the kids if they remember any animals from the book. Ask them if they
remember anything interesting from the book or something new they learned.
o Emphasize more of a broader subject, and keep it short and to the point.
Example:
·
There are many animals in the world. They all live in different places. Many
look different, act different, sound different, and live differently. They do certain
things (such as the partnerships in the book) to survive. People and animals are
born with natural instincts (Explain natural instincts….breathing, eating,
emotions, protection, etc…All animals are different, and they all have different
instincts when they are born. That is why animals do funny, or different, things
sometimes.
·
Nature Walk Using Science Tools
o Explain some of the different tools scientists use. Give each student a magnifying
glass, and some gloves.
o Have each student also bring a notebook and pencil to write observations (or draw
for younger kids)
o Take the students outside once they put their gloves on. As a large group, try to spot
any bugs, animals or animal/bug homes. Use the magnifying glasses for almost
anything to see the details. Students can use their protected hands to touch certain
things the class finds (such as a bird’s nest or a worm). Make sure students know to
only touch something if the supervisor/teacher allows them to do so.
o Give students independent time to explore a certain area on their own. Use contact
paper to pick up some of the gatherings on the ground.
o The students can then make a contact paper bracelet with their gatherings.
o Discuss some of the things you see in nature. Give students time to draw and/or
write about their findings and discoveries. Encourage them to draw or write with detail.
o When back inside, have a large circle group discussion about some discoveries that
they students made. They can show their classmates what they found to put on their
bracelets. Students can guess what unknown objects are, and they can discuss the
gatherings.
Science State Standards
1.3.3: Observe and explain that plants and animals have basic needs for growth and
survival: plants need to take in water and need light, and animals need to take in water
and food and have a way to dispose of waste.
1.3.4: Describe how animals habitats, including plants, meet their needs for food,
water, shelter and an environment in which they can live.
1.3.5: Observe and describe ways in which animals and plants depend on one another
for survival.
1.2.2: Choose, test and use tools to separate soil samples into component parts.
● Research a particular relationship you found interesting.
● Visit a zoo and see if you can observe any of these relationships in person.
○ K.1 Ask open-ended questions about events and processes in the natural
world and make careful observations in an effort to answer these
questions.
○ K.5 Examine and classify living and nonliving organisms in order to
compare and contrast their characteristics. Observe plants and animals
and describe their similarities and differences.
○ 1.1 Make observations about the natural world through the use of tools.
Draw pictures and write descriptions of the features of the objects or
phenomena being studied.
○ 1.5 Describe the different resources that living organisms need for
survival. Identify natural earth materials, such as rocks, and give examples
of how these help to sustain plant and animal life. Explain that animals
and plants obtain food in different ways.
○ 2.5 Give examples of adaptations that plants and animals have that allow
them to thrive in specific environments. Describe ways in which animals
are dependent on plants for shelter, nesting and food.
Related Internet Sites:
·
www.pbs.org/wnet/nature/lessons/symbiotic-strategies/lesson-activities/1495
www.lessonplanet.com/worksheets/symbiosis
www.softschools.com/quizzes/biology/symbiosis/quiz476.html