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GLAD Unit developed by
Norma Lovelace & Sylvia Price
Earlimart School District
PROJECT G.L.A.D.
Earlimart School District
VERTEBRATES
IDEA PAGES
I.
UNIT THEME - Include cross cultural sensitivity
theme
-
-
II.
Classification of Vertebrates
All living things affect the environment,
changing habitats that animals live in.
Survival – When habitats are destroyed,
animals adapt, die (become extinct), or move
away.
Through the study of vertebrates students will
learn that appearances can be deceiving. They
will learn we should not judge others on their
appearance.
FOCUS/MOTIVATION
-
Super Scientist Awards – Cognitive dictionary
Inquiry Chart
Poetry/Raps/Songs
Realia
Read Aloud
Play
The Important Book About Vertebrates
Observation Charts
III.
CLOSURE
-
IV.
Student generated text
Focused Reading
Portfolios
Inquiry Charts
Artwork
Projects/presentations on different animal
classification
Team exploration – Big Book
CONCEPTS
-
-
-
-
All animals are classified into two groups:
Vertebrates and Invertebrates.
Vertebrates have a backbone, invertebrates do
not.
Vertebrates are classified into five different
groups: birds, mammals, amphibians, reptiles
and fish.
Each classification has characteristics of its
own that help us identify animals. Animal
characteristics relate to growth, survival and
reproduction
Living things cause changes in the
environments in which they live. Some of
these changes are detrimental to the organism
and some are beneficial.
All animals share the need to be respected for
what they are.
Appearances can be deceiving. Example: A
monkey looks like fun but makes a terrible pet!
-
-
Myths, fears, and misunderstandings are
dissolved when knowledge is discovered and
respected.
Respect for a culture or a creature is
developed through the knowledge and
understanding of the differences and
similarities of the culture or creature.
Life Sciences Standards
a.
Students know plants and animals have
structures that serve different functions in growth, survival, and
reproduction.
b.
Students know examples of diverse life forms
in different environments, such as oceans, deserts, tundra, forests,
grasslands, and wetlands.
c.
Students know living things cause changes in
the environment in which they live: some of these changes are detrimental
to the organism or other organisms, and some are beneficial.
d.
Students know when the environment
changes, some plants and animals survive and reproduce; others die or
move to new locations.
e.
Students know that some kinds of organisms
that once lived on Earth have completely disappeared and that some of
those resembled others that are alive today.ELA STANDARDS - GRADE 3
Reading
1.0
Word Analysis, Fluency, and Systematic Vocabulary Development
1.2
Decode regular multisyllabic words.
1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
1.6
Use sentences and words context to find the meaning of
unknown words.
1.7 Use a dictionary to learn the meaning and other features of
unknown words.
2.0
Reading Comprehension
2.1
2.2
2.3
2.4
2.5
2.6
Use titles tables of contents, chapter headings, glossaries, and
indexes to locate information in text.
Ask questions and support answers by connecting prior
knowledge with literal information found in, and inferred from,
the text.
Demonstrate comprehension by identifying answers in the
text.
Recall major points in the text and make and modify
predictions about forthcoming information.
Distinguish the main idea and supporting details expository
text.
Extract appropriate and significant information from the text,
including problems and solutions.
3.0 Literary Response and Analysis
1.1
3.5
Distinguish common forms of literature.
Recognize the similarities of sounds in words
Rhythmic patterns in a selection.
Writing
1.0
Writing Strategies
1.1
1.2
1.3
1.4
2.0
Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Write legibly in cursive or joined italic, allowing margins and
correct spacing between letters in a word and words in a
sentence.
Understand the structure and organization of
various reference materials.
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
Writing Applications
2.1
Write narratives:
a.
b.
c.
2.2
Provide a context within which an action takes place.
Include well-chosen details to develop the plot.
Provide insight into why the selected incident is
memorable.
Write descriptions that use concrete sensory details to present
and support unified impressions of people, places, things, or
experiences.
Written and Oral English Language Conventions
1.0
Written and oral English language Conventions
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Understand and be able to use complete and correct
declarative, interrogative, imperative and exclamatory
sentences in writing and speaking.
Identify subjects and verbs that are in agreement and identify
and use pronouns, adjectives, compound words, and articles
correctly in writing and speaking.
Identify and use past, present, and future verb tenses properly
in writing and speaking.
Identify and use subjects and verbs correctly in speaking and
writing simple sentences.
Punctuate dates, city and state, and titles of books correctly.
Use commas in dates, locations, and addresses and for items
in a series.
Capitalize geographical names, holidays, historical periods,
and for items in a series.
Listening and speaking
1.0
Listening and Speaking Strategies
1.1
1.2
1.3
1.7
1.8
1.9
2.0
Retell, paraphrase, and explain what has been said by a
speaker.
Connect and relate prior experiences, insights, and ideas to
those of a speaker.
Respond to questions with appropriate elaboration.
Use clear and specific vocabulary to
Communicate and establish the tone.
Clarify and enhance oral presentations through the use of
appropriate props.
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.
Speaking Applications
2.3
Plan and present dramatic interpretations of experiences,
stories, poems, or plays with clear diction, pitch, tempo, and
tone.
LISTENING & SPEAKING (ELD Standards) - Grade 3
A. Begin to speak with a few words or sentences
(e.g., single words or phrases).
EI.
Begin to be understood when speaking, using
consistent use of standard English grammatical forms and
sounds (e.g., plurals, simple past tense, pronouns he/she).
I.
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).
EA. Be understood when speaking, using consistent standard
English grammatical forms and sounds, intonation, pitch, and
modulation, but may have random errors.
A.
Speak clearly and comprehensively using standard English
grammatical forms, sounds, intonation, pitch and modulation.
EA. Recognize appropriate ways of speaking that vary based on
purpose, audience, and subject matter.
A.
Consistently use appropriate ways of speaking and writing
that vary based on purpose, audience, and subject matter
I.
Listen attentively to stories/information and identify key
details and concepts using both verbal and non-verbal
responses.
EA. Listen attentively to more complex stories/information on new
topics and identify the main points and supporting details.
A.
Listen attentively to stories and subject area topics and
identify the main points and supporting details.
EI.
Restate and execute multi-step directions.
B.
Retell familiar stories and participate in short conversations by
using appropriate gestures, expressions, and illustrative
objects.
EI.
Orally identify the main points of simple
conversation and stories that are read aloud using phrases or
simple sentences.
I.
Retell stories and talk about school-related
activities using expanded vocabulary, descriptive words, and
paraphrasing.
EA. Retell stories in greater detail including
characters, setting, plot, summary, and analysis.
A.
Identify the main ideas, points of view, and
fact/fiction in broadcast and print media.
I.
Ask and answer instructional questions with
some supporting elements.
EA. Ask and answer instructional questions with
B.
EI.
I.
EA.
EA.
A.
more extensive supporting elements.
Independently use common social greetings and simple
repetitive phrases.
Orally communicate basic needs.
Actively participate in social conversations
with peers and adults on familiar topics by asking and
answering questions and soliciting information.
Actively participate and initiate more extended
social conversation with peers and adults on unfamiliar topics
by asking and answering questions, restating, and soliciting
information.
Use simple figurative language and idiomatic
expressions to communicate ideas to a variety of audiences.
Demonstrate understanding of idiomatic
expressions by responding to and using such expressions
appropriately.
READING Word Analysis (ELD Standards)
B.
Recognize English phonemes that correspond to phonemes
students already hear and produce while reading aloud.
B.
Recognize sound/symbol relationships in own writing.
EI.
While reading orally, recognize and produce
English phonemes that do not correspond to phonemes
students already hear and produce.
I.
Produce most English phonemes correctly when reading
aloud.
EI.
Recognize common English morphemes in
phrases and simple sentences.
I.
Use common English morphemes in oral and
silent phrases.
EA. Apply knowledge of common English
morphemes in oral and silent reading to derive meaning from
literature and texts in content areas.
Reading Fluency and Systematic Vocabulary Development
B.
Read aloud simple words in stories or games.
EI.
Read simple vocabulary, phrases, and
sentences independently.
EA. Use decoding and knowledge of academic and social
vocabulary to achieve independent reading.
A.
Apply knowledge of academic and social vocabulary to
achieve independent reading.
EI.
Use knowledge of English morphemes, phonics and syntax to
decode and interpret the meaning of unfamiliar words in
simple sentences.
I.
EA.
I.
EA.
A.
EA.
EA.
A.
EA.
A.
I.
EA.
A.
EI.
I.
EA.
A.
B.
B.
B.
Use knowledge of English morphemes, phonics, and syntax to
decode and interpret the meaning off unfamiliar words in
written texts/
Use knowledge of English morphemes, phonics, and syntax to
decode and interpret the meaning of unfamiliar words.
Recognize some common roots and affixes when attached to
known vocabulary.
Use come common roots and affixes when attached to known
vocabulary.
Apply knowledge of common roots and affixes when attached
to known vocabulary.
Recognize simple analogies and metaphors in literature and
texts in content areas.
Use common idioms in discussions and reading.
Use common idioms, some analogies and metaphors in
discussion and reading.
Recognize words that sometimes have multiple meanings in
literature and texts in content areas.
Recognize words that sometimes have multiple meanings and
apply this knowledge consistently.
Create simple dictionary of frequently used words.
Use standard dictionary to find the meanings of known
vocabulary.
Use a standard dictionary to determine meaning of unknown
words.
Read own writing of narrative and expository text aloud with
some pacing, intonation, and expression.
Read grade appropriate narrative and expository texts aloud
with appropriate pacing, intonation, and expression.
Read increasingly complex narrative and expository texts
aloud with appropriate pacing, intonation and expression.
Read narrative and expository texts aloud with appropriate
pacing intonation and expression.
Demonstrate comprehension of simple vocabulary with an
appropriate action.
Retell simple stories using drawings, words, or phrases.
Produce simple vocabulary to communicate
basic needs in social and academic settings.
B.
Respond appropriately to some social and academic
interactions.
EI.
Apply knowledge of content related vocabulary to discussions
and reading.
I.
Use content related vocabulary in discussions and reading.
EI.
I.
Demonstrate internalization of English grammar, usage, and
word choice by recognizing and correcting some errors when
speaking or reading aloud.
Demonstrate internalization of English grammar, usage, and
word choice by recognizing and correcting errors when
speaking or reading aloud.
READING COMPREHENSION (ELD standards)
B. Point out text features such as title, table of contents, and
chapter headings.
EI.
Read and identify basic text features such as title, table of
contents, and chapter headings.
I.
Read and identify text features such as title, table of contents,
chapter headings, diagrams, charts, glossaries, and indexes in
written texts.
EA. Locate and identify the function of text features such as
format, diagrams, charts, glossaries, and indexes.
A.
Use text feature such as format, diagrams, charts, glossaries,
indexes, etc., to locate and draw information from text.
B.
Orally identify relationship between simple text read to them
and their own experiences using key words and/or phrases.
EI.
Read and orally identify relationships between written text and
their own experience using simple sentences.
I.
Read and use more detailed sentences to orally describe
relationships between text and their own experiences.
EA. Describe relationships between text and their experiences.
EA. Use resources in the text to draw conclusions and make
inferences.
A.
Use resources in the text to draw inferences, conclusions, and
to make generalizations.
B.
Respond orally to stories read to them by answering
questions, using one and two word responses.
EI.
Read and listen to simple stories and demonstrate
understanding by using simple sentences to respond to
explicit detailed questions.
I.
Use detailed sentences to orally respond to comprehension
questions about written text.
B. Identify the main idea in a story read aloud using key words
and/or phrases.
EI.
Read and orally identify the main ideas and use them to draw
inferences about written text using simple sentences.
I.
Read and use detailed sentences to orally identify main ideas
and use them to make predictions and provide supporting
details for predictions made.
EA. Describe the main ideas and supporting details of a text.
A.
B.
EI.
EA.
A.
EI.
I.
EA.
A.
B.
EI.
I.
Describe main ideas and supporting details, including
supporting evidence.
Identify the basic sequence of events in stories read to them,
using key words or pictures.
Orally identify the basic sequence of written text using simple
sentences.
Identify some significant structural patterns in text, such as
sequence/chronological order and cause/effect.
Identify significant structural patterns in text, such as
compare/contrast, cause/effect, and sequence/chronological
order.
Orally identify examples of fact/opinion in familiar texts read to
them.
Read and orally identify examples of fact/opinion and
cause/effect in literature and content area texts.
Distinguish between explicit examples of fact, opinions,
inference, and cause/effect in texts.
Distinguish between fact/opinion, inference, and cause/effect
in text.
Understand and follow simple one-step directions for
classroom or work-related activities.
Understand and follow simple two-step directions for
classroom or work-related activities.
Understand and follow simple multi-step directions for
classroom or work-related activities.
WRITING STRATEGIES & APPLICATIONS (ELD Standards)
B.
Write English alphabet legibly.
EI.
Given a model, write a friendly letter.
I.
Independently write a letter using detailed sentences.
EA. Independently write a persuasive letter with
relevant evidence.
B.
Label key parts of common objects.
EI.
Use drawings, pictures, lists, charts,
and tables to respond to familiar literature
using simple sentences.
EI. Write an increasing number of words and
Simple sentences appropriate for language
Arts and other content areas.
I.
Use more complex vocabulary and sentences
Appropriate for language arts and other content areas.
EA. Use complex vocabulary and sentences
Appropriate for language arts and other content areas.
A.
Write short narratives that include examples of writing
appropriate for language arts and other content areas.
I.
Begin to use a variety of genres in writing.
EA.
Write multi-paragraph narrative and expository compositions
and examples appropriate for content areas, with consistent
use of standard grammatical forms.
A.
Write a persuasive composition using standard grammatical
forms.
A.
Write multi-paragraph narrative and expository compositions
using standard grammatical forms.
B.
During group writing activities, write brief narratives and
stories using a few standard grammatical forms.
EI.
Follow a model given by the teacher to independently write
short paragraphs of at least four sentences.
EI.
Write short narrative stories that include the elements of
setting and character.
I.
Narrate a sequence of events with some detail.
EA. Write a detailed summary of a story.
EA. Independently write simple responses to literature.
A.
Write narratives that describe the setting, character, objects,
and events.
EI.
Produce independent writing that is understood when read,
but may include inconsistent use of standard grammatical
forms.
I.
Independently create cohesive paragraphs that develop a
central idea with consistent use of standard English
grammatical forms.
EA. Arrange compositions according to simple organizational
patterns.
A.
Independently use all of the steps of the writing process.
Writing Conventions
B.
Use capital letters when writing own name and the beginning
of sentences.
B.
Use a period at the end of a sentence.
EI.
Use capital letters to begin sentences and
proper nouns.
EI.
Use a period at the end of a sentence, and use some commas
appropriately.
I.
Produce independent writing that may include some
inconsistent use of capitalization, periods, and correct
spelling.
EA. Produce independent writing with consistent use of
capitalization, punctuation, and spelling.
A.
Produce writing that demonstrates a command of the
conventions of standard English.
EI.
Edit writing for basic conventions and make some corrections.
EA. Edit writing for basic conventions.
A.
Edit writing for punctuation, capitalization, and spelling.
I.
Use standard word order but may have some
inconsistent grammatical forms.
EA. Use standard word order but may have some inconsistent
grammatical forms, including inflections.
A.
Use complete sentences and correct word order.
A.
Use correct parts of speech, including correct
subject/verb agreement.
Literary Response & Analysis
B.
Orally distinguish between fiction and non-fiction using one or
two-word responses or phrases.
B.
Use pictures, lists, charts, and tables to identify the
characteristics of fairly tales, folktales, myths, and legends.
EI.
Orally distinguish among poetry, drama, and short stories
using simple sentences.
A.
Describe the major characteristics of poetry, drama, fiction,
and non-fiction.
EI.
Orally identify the main events of the plot using simple
sentences.
EI.
Orally describe the setting of a piece of literature using simple
sentences.
I.
Use expanded vocabulary and descriptive words and
paraphrasing for oral and written responses to texts.
EA. Read and orally identify the main problem of a plot and how it
is resolved in a selection.
B.
Orally identify different characters and settings in simple
literary texts using words or phrases.
EI.
Orally describe what a character is like by what he/she does in
a selection, using simple sentences.
EA. Identify the motives of characters in a work of fiction.
A.
Compare and contrast the motives of characters in a work of
fiction.
B.
Listen to a story and respond orally by answering factual
comprehension questions using one- or two-word responses.
EI.
Orally respond to brief literary stories by answering factual
comprehension questions, using simple sentences.
I.
Apply knowledge of language to derive
meaning/comprehension from literary texts.
EA. Recognize and describe themes stated directly in a text.
A.
Recognize and describe themes stated directly or implied in
literary texts.
EA. Identify and describe figurative language.
EA. Distinguish between literary connotations and symbols from
culture to culture.
EA. Read and orally identify metaphors and similes in a selection.
EA. Read and orally identify the speaker or narrator in a selection,
using simple sentences.
EA.
A.
EI.
V.
Recognize the difference between first and third person in a
literary text.
Identify and evaluate the author's use of various techniques to
influence readers' perspectives.
Recite simple poems.
VOCABULARY
Vertebrates
Invertebrates
Organisms
Class Reptilla
Characteristic
Class Aves
Kingdom
Phylum
Mollusca
Backbone
Species
Classify
Cold-blooded
Archaebacteria
Fungi
VI.
adaptation
animals
Class Mammalia
Class Amphibia
birds
carnivore
camouflage
Echinodermata
Coelenterata
amphibian
compare
contrast
Warm-blooded
bacteria
Kingdom Animalia
Phylum Chordata
Ostelichthyes
hibernate
omnivore
herbivore
Arthropod
Annelida
Porifera
predator
prey
osmosis
plantae
protista
ORAL LANGUAGE/READING/WRITING SKILLS
-
-
-
Vocabulary through context
Cause/effect predicting
Comparing/contrasting and analyzing information
Setting, character, and plot
Nouns, verbs, and prepositional phrases
Writing descriptive composition
Writing complete sentences
React to speaker with appropriate questions and comments
Express personal thoughts in a group.
VII.
RESOURCES
Teacher Resources:
New Standard Encyclopedia, Vol. 13, pages 63 -65,
Giant Science Resource Book, Evan-Moor Publications
Classifying Living Things; How Organisms Are Related, Scholastic
Inc., Indianapolis, Indiana
National Geographic Book of Mammals, National Geographic Society
National Geographic Animal Encyclopedia, National Geographic
Society
Animal Encyclopedia for Children, Roger Few, Scholastic
Literature
Stellaluna - Janell Cannon
The Rainbow Fish - Marcus Pfister
Owl Babies - Martin Waddell & Patrick Benson
Ducks - Gail Gibbons
We Are Wolves - Melinda Julietta & Lucia Guarnotta
Cats, Cats, Cats! - Leslea Newman & Erika Oller
Reader's Digest Pathfinders: Birds - WELDON Owen Productions
Lizards, Frogs, and Polliwogs - Douglas Florian
Animal Lives: The Rabbit - Bert Kitchen & Sally Tagholm
CATS - Gail Gibbons
Usborne First Nature Birds - Rosamund Kidman Cox & Barbara Cork
Outside and Inside Sharks - Sandra Markle
In the Forest - Ann Cooper & Dorothy Emerling
Wolves - Gail Gibbons
Gulls…Gulls…Gulls… - Gail Gibbons
Marshes and Swamps - Gail Gibbons
Deserts - Gail Gibbons
Dogs - Gail Gibbons
Frogs - Gail Gibbons
Whales - Gail Gibbons
Smart Survivors - Sneed B. Collard III
If You Were a Kitten - Marion Dane Bauer & JoEllen McAllister
Stammen
Animal Close Ups: The Crocodile, Valerie Tracqui & The BIOS
Agency
Animal Close Ups: The Polar Bear, Valerie Tracqui
Eyewitness Book of Animals, Colin McCarthy
Fish: A First Discovery Book, Scholastic Inc.
The Big Book of Animals, Sheila Hanly
Eyewitness Book: Dog, Dorling Kindersley
Mammals at Your Fingertips, Judy Mayer & Grace Goldberg
Farm Animals, Scholastic Inc.
About Amphibians: A Guide for Children, Sill & Sill
About Mammals: A Guide for Children, Sill & Sill
Animals to the Resue! Christopher Farran
A True Book: Ocean Mammals, Elaine Landau
Eye Openers: Sea Animals, Angela Royston
VERTEBRATES
UNIT PLANING PAGES
II.
FOCUS/MOTIVATION
-
III.
Signal Word - Cognitive Dictionary
Inquiry charts - KWL
Observation Charts
Important Book About Vertebrates
Super Scientist Awards
Read Aloud - Rainbow Fish
Read Aloud - Stellaluna
Realia
Poetry/Songs
Home School Connection- "What classification
is your pet?"
INPUT
-
10-2 lecture in primary language groups
Preview/Review in Spanish
Pictorials: Amphibian/Frog/Bird/Mammal/Fish
Graphic Organizer - Kingdoms
Process Grid
Graphic Organizer - Venn Diagram on what
animals eat
Mural/Living Wall
Frog play
IV.
Guided Oral Practice
-
IV.
T-Graph for social skills
Daily oral processing of charts
Poetry/Song
Picture file cards - classify and compare
Farmer in the Dell
Process Grid
Cooperative Strip Paragraph
Heads together - Problem solving
Add to the living wall
Highlighting Poetry
Flexible Reading Groups
Exploration Report
READING AND WRITING ACTIVITES
A. Total Class
-
Farmer in the Dell/Sentence Pattering Chart
Group Frame
Read Aloud
Model of the Writing Process
Story Map
Cooperative Strip Paragraph from Process
Grid
Primary Language paragraph
Poetry
B. SMALL GROUP (Cooperative tasks and flexible
grouping)
-
Ear-to-ear reading
Expert Groups
Create group paragraph from Process Grid
Shared, guided and flexible group reading
Read the walls
Poetry Frames
Focused reading
Readers’ Theater
C. INDIVIDUAL PRACTICE AND Writer’s workshop
-
V.
Reading/writing choices to all genres, domains
Journal Writing/Learning logs
Silent Sustained Reading/Writing
Poetry
Creative stories
Looking at picture file cards & other sources
International Library Corner
Add to Living Wall
EXTENDED ACTIVITIES FOR INTERGRATION
-
Plays/Dramas about animals
Music/Songs about different animals
Cooking: Food from different habitats
Experiments with animals (i.e.: what they eat,
when they sleep…)
Guided Imagery (Imagine you are a tiger…)
VI.
CLOSURE
-
Process charts
Focused Reading
What piece of writing will you take to
publication?
Share personal interactions
Inquiry Chart
Art work
Group and Individual projects
Vertebrates
Day One
Focus and Motivation
-Cognitive Dictionary/Signal word: Vertebrates
-Super Scientist Awards
-Observation Charts
-Inquiry Chart
-Read Aloud/Big Book: Important Book about Vertebrates
-Personnel Interaction: “Are there animals that frighten you?”
-Return to Inquiry chart
-Song: Got a Bone
-Unit Portfolios
Input
-Scouts
-Graphic Organizer: Kingdoms
-Poems: Bird & Mammal
-Realia: Bird
-10/2
Guided Oral Practice
T-Graph: Respect-Heads together
Picture File Cards: Observe/Predict/Exploration report
Living Wall
Reading/Writing
Learning Log: Difference between Dessert and Mountain habitats
Writer’s Workshop Mini-lesson: what it is, how to get started
Writing
Author’s chair
Closure
Home School Connection
Interactive journals
Process Inquiry Chart
Song: Got a Bone
Day Two
Focus and Motivation
-Nature tape with animal sounds
-Cognitive dictionary/Signal word
-Process home/school connection
-Review with word cards (graphic organizer)
-Highlight poetry
-Read Aloud: Stellaluna
-10/2 with primary language
Input
-Pictorial Comparison: Mammal/Bird Comparison
-10/2 with primary language
- ELD review with TPR (living wall)/Learning log response
Guided Oral Practice
-Poetry
-Team discussion of benefits of adaptation
Input
-Narrative Input: Grandfather’s Dream
Reading/Writing/Closure
-Team Tasks (Comparison Pictorial, Exploration Report, Group
Inquiry Chart, Draw and label Living Wall)
-Expert Groups (Bird/Mammal)
-Flexible group reading and ELD language group
-Interactive journals
-Home/School Connection
-Collect journals
-Song: Got a Bone
Day Three
Focus and Motivation
-Cognitive Dictionary/Signal word
-Pass back Journals
-Home/School connection
-Review narrative with word cards and conversation bubbles
Input
-Poetry: Reptile/Yes Ma’am/Amphibian
-Pictorials of reptile/amphibian
Reading/Writing
-Learning logs
Guided Oral Practice
-Sentence Patterning Chart
-Read
-Trade
-Flip-chant
Reading/Writing
-Finish Expert Groups
-Process Grid
-Cooperative Strip Paragraph: topic Sentence: Mammals are
identified by their many characteristics.)
-Respond, revise and edit
-Listen and Sketch
Reading/Writing
-Flexible Group Reading (Clunkers and Links with at or above group)
-Team Tasks (Story map, reptile pictorial, verse for Yes Ma’am,
Flip Book, Sentence Patterning Chart)
-Team Evaluation
Closure
-Interactive journals
-Home/school connection
-“Got A Bone”
Day Four
Focus and Motivation
-Cognitive Dictionary/Signal word
-Process Charts and poetry
-Review narrative with story map
Reading/Writing
-Team Tasks
-Flexible Leveled Reading Groups: (Struggling Readers using coop.
Strip paragraph)
-Team Writer’s Workshop
-Input on fictional Character Graphic Organizer
-Interest Corners
-Brainstorm two fact boxes
-Quick-write, sketch
-Read-rounds: Highlight/share
-Read the Walls with cognitive dictionary
Closure
-Process Inquiry Chart
-“Got A Bone”
Day Five
Focus and Motivation
-Signal Word – Cognitive Dictionary
-Home/School Connection
Reading/Writing
-Ear-to-ear with poetry booklet
-Found Poetry
-Team Tasks and Presentations:
-Flexible Leveled Reading Group (ELD Group Frame)
Closure
-Family Feud Game
-Process Inquiry Chart
-Process all charts
-Evaluate the unit: What helped you learn?
Got a Bone
N. Lovelace
Got a bone. Got a bone.
Got a bone right down my back.
Got a bone. Got a bone.
Got a bone right down my back.
I’m a vertebrate, that’s what I am,
And with a backbone I can stand.
Got a bone. Got a bone.
Got a bone right down my back.
Got a bone. Got a bone.
Got a bone right down my back.
Got a bone. Got a bone.
Got a bone right down my back.
I’m a vertebrate and a mammal too.
I stand straight and tall,
Just like you. *
Got a bone. Got a bone.
Got a bone right down my back.
Got a bone. Got a bone.
Got a bone right down my back.
I’m a vertebrate, but a fish am I,
With a backbone through the water I glide. *
Got a bone. Got a bone.
Got a bone right down my back.
Got a bone. Got a bone.
Got a bone right down my back.
I’m a vertebrate, an amphibian so,
With a backbone in each life I know. *
Got a bone. Got a bone.
Got a bone right down my back.
Got a bone. Got a bone.
Got a bone right down my back.
I’m a vertebrate and a reptile cool.
Without a backbone I’d be a fool. *
Got a bone. Got a bone.
Got a bone right down my back.
Got a bone. Got a bone.
Got a bone right down my back.
I’m a vertebrate, a bird in fact,
A backbone I do not lack. *
Fish Everywhere
By Norma Lovelace
Fish here, fish there,
Fish, fish, everywhere!
Scaly fish breathing,
Hungry fish eating,
Smooth fish sleeping,
And slimy fish swimming!
Fish in the ocean,
Fish in the sea,
Fish below the docks,
And fish around me!
Fish here, fish there,
Fish, fish, everywhere!
Fish! Fish! Fish!
Fish
I’m a fish.
That’s my name.
I breathe with gills,
That’s my fame.
I glide through the water using my fins,
And swim in schools with friends and kin.
I may have bones, just like you,
Or I may have cartilage: yes it’s true.
Mammals
I’m a mammal.
That’s my name.
I have hair or fur.
That’s my game.
I give my young breast mild
To make them grow big and strong.
I live all over the world.
That’s where I belong.
I’m a warm-blooded animal,
You know that’s true.
My body temperature stays constant,
Just like you!
BIRDS
I’m a bird.
That’s my name.
I have feathers.
That’s my game.
I lat eggs, and my babies hatch.
I feed them from a garden patch.
I live in trees
And nests on the ground.
Singing is my hobby.
Don’t you love my sound?
Adapt, Die or Move Away
(Tune: “I’m a Nut”)
By Norma Lovelace
When our habitat’s destroyed,
Survival skills we must employ.
We adapt, die or move away,
Adapting is the way we stay.
Chorus:
We adapt (clap, clap)
Or we die (clap, clap)
Or we move away to survive.
When the oil spills our oceans filled,
Many fish and birds were killed.
But some survived, they moved away,
Others adapted so they could stay.
A forest fire destroyed our home.
So some of us had to roam.
Others died and some survived,
Adapting to a different life.
Be careful how you treat this Earth.
Respect living things and their worth.
Disrespect destroys our homes.
Can’t you feel the whole world moan?
Yes Ma’am
Is this a vertebrate?
Is this a vertebrate?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes Ma’am.
Yes Ma’am.
It has a backbone.
I’m one of them.
Fish and mammals.
Amphibians, Birds and
Reptiles.
Is this a Mammal?
Is this a Mammal?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes Ma’am.
Yes Ma’am.
It has hair or fur.
It had live young.
Humans and dogs.
Whales and Gorillas.
Is this a bird?
Is this a bird?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes Ma’am.
Yes Ma’am.
It has feathers.
It lays its eggs.
Macaws and Parrots.
Penguins and Eagles.
Is this a reptile?
Is this a reptile?
How do you know?
How do you know?
Yes Ma’am.
Yes Ma’am.
It has scales or plates.
It has leathery-shelled
eggs.
Snakes and Lizards.
Turtles and Armadillos.
Give me some examples.
Give me some examples.
Is this a fish?
Is this a fish?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Is this an Amphibian?
Is this an Amphibian?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes Ma’am.
Yes Ma’am.
It breathes with gills.
It swims through the
water with a flip of its
tail.
Trout and Salmon.
Catfish and Sharks.
Yes Ma’am.
Yes Ma’am.
It has two lives.
It lays its jelly-like
globs of eggs.
Frogs and Toads.
Newts and
Salamanders.
Reptiles
I’m a reptile.
That’s my name.
I have scales or plates,
That’s my fame.
I’m a cold-blooded animal,
Yes it’s true.
So I need heat to survive,
Not like you.
Most of my family lay eggs underground,
But a rattlesnake has it’s young live,
So I’ve found.
I have dry scaly skin,
I hibernate and hide.
When I grow big,
I could lose my skin on the outside.
Amphibians
I’m an amphibian.
That’s my name.
I lead a double life,
That’s my fame.
I begin as an egg in fresh water it’s true,
But as an adult you can find me on fresh land too.
Frogs, Salamanders, Newts and Toads,
Are all part of my classification,
So I’m told.
I’m cold-blooded like a reptile and hibernate too.
I have leathery skin or slimy skin.
YAHOO!
The Predator and The Prey
N. Lovelace
Said the predator to the prey,
“Watch out! I’m very near.
I’m looking for some food
Be it a lion or a deer.
Now don’t be upset a great big bunch,
I just want to eat you for my lunch.
Its nothing personal, don’t you know?
But I need you to survive,
Whether you’re a friend of foe.”
Said the prey to the predator,
“Well this all may be true.
And you keep the surplus population down too!
But if it’s all the same to you,
I’ll camouflage my view.
And although you need me,
I need you too!”
Side By Side
(Words by N. Lovelace & Tim Bybee)
Oh our Earth a valuable resource
Some waste each day without remorse.
But we can work hand in hand,
To save our land,
Side by side.
Well if we want to be ready tomorrow
To keep all our children from sorrow,
We’ll work hand in hand,
To save our land,
Side by side.
Through all kinds of problems,
Crucial as they may be,
As long as we keep trying,
We’ll have diversity.
(Return to first verse)
Group Frame for Writing
Fish here, fish there,
Fish, fish, everywhere!
_________ fish ____________,
_________ fish ____________,
_________fish_______________,
And ____________ fish ________________!
Fish in ________________________,
Fish in ________________________,
Fish below ___________________,
And fish ______________________________!
Fish here, fish there,
Fish, fish, everywhere!
FISH! FISH! FISH!
The Important Book About Vertebrates
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Animals are classified into two major
groups: vertebrates and invertebrates.
Invertebrates do not have a backbone.
Vertebrates do have a backbone.
Vertebrates are classified into five
groups; mammals, birds, reptiles, fish
and amphibians.
But, the important things about
vertebrates are that they have a backbone
and that they adapt, die, or move away
when their habitats are destroyed.
Mammals
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Mammals are animals with a backbone.
They give birth to live young. The
mothers feed their young with milk. They
have fur. They are warm-blooded and
they cannot produce their own food.
But, the important things about mammals
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Birds
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Birds are animals with a backbone. They
lay eggs. All birds have feathers, but not
all birds fly.
But, the important things about birds are
that they have a backbone and that they
adapt, die, or move away when their
habitats are destroyed.
Reptiles
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Reptiles are animals with a backbone.
They are cold-blooded. Most lay leathery
eggs and have dry scaly skin.
But, the important things about reptiles
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Amphibians
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Amphibians are animals with a backbone.
The word amphibian means “doublelife.” They are animals that spend part of
their life in water and part on land. They
are found in moist environments. They
are cold-blooded and they hibernate.
Some have leathery skin and some are
slimy to the touch.
But, the important things about
amphibians are that they have a
backbone and that they adapt, die, or
move away when their habitats are
destroyed.
FISH
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
Fish are animals with a backbone. They
have streamlined bodies, scales and fins.
They breathe through gills and they live
in both marine and freshwater
environments.
But, the important things about fish are
that they have a backbone and that they
adapt, die, or move away when their
habitats are destroyed.
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.
There are billions upon billions of
animals in this world. But, if they are a
mammal, bird, reptile, fish, or amphibian
they have a backbone and are classified as
a vertebrate because….
The important things about vertebrates
are that they have a backbone and that
they adapt, die, or move away when their
habitats are destroyed.