Project GLAD
Lemon Grove School District
Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, and Cynthia Sorensen
Plants and Animals Meet Their Needs
Level 1
IDEA PAGES
I. Unit Themes
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Plants and animals need water, food, and air.
Plants and animals inhabit different kinds of environments and have external
features that help them thrive in different kinds of places.
Plants and animals need each other to survive.
Plants and animals have significance in different cultures.
II. Focus/Motivation
 Super Scientist Awards, badges, bookmarks
 Observation Charts
 Inquiry Chart
 Challenge Questions with Picture File Cards
 Important Big Books
 Poetry and Chants
 Experiments
 Guest speaker(s)
 Videos, movies, & filmstrips
III. Closure
 Conferencing portfolios
 Portfolio/Learning Logs
IV. Concepts:
 Plants and animals meet their needs in different ways.
 Animals need food and have flat, sharp, or no teeth depending on the
food they eat.
 Animals use plants, animals, or non-living things for shelter and nesting.
 Plants and animals need water.
 Plants make their own food using sunlight, water, soil and air.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
California State Standards Science & History-Social Science
First Grade
Life Sciences
2. Plants and animals meet their needs in different ways. As a basis for understanding
this concept: a. Students know different plants and animals inhabit different kinds of
environments and have external features that help them thrive in different kinds of
places.
b. Students know both plants and animals need water, animals need food, and
plants need light.
c. Students know animals eat plants or other animals for food and may also use
plants or even other animals for shelter and nesting.
d. Students know how to infer what animals eat from the shapes of their teeth
(e.g., sharp teeth: eats meat; flat teeth: eats plants).
e. Students know roots are associated with the intake of water and soil
nutrients and green leaves are associated with making food from sunlight.
Investigation and Experimentation
4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Draw pictures that portray some features of the thing being described.
b. Record observations and data with pictures, numbers, or written statements.
c. Record observations on a bar graph.
d. Describe the relative position of objects by using two references (e. g.,
above and next to, below and left of).
e. Make new observations when discrepancies exist between two descriptions
of the same object or phenomenon.
History/ Social Science- First Grade Standards
1.2 Students compare and contrast the absolute and relative locations of places and
describe the physical characteristics of places.
1.2. 1. Locate on maps and globes their local community, California, the United States,
the seven continents, and the four (now five) oceans.
1.2. 1. Construct a simple map, using cardinal direction and symbols.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
V.
Vocabulary
Tier 1
Tier 2
Tier 3
air
animal
amphibian
bamboo
bat ray
biologist
burrow
California
camouflage
carnivore
cheetah
community
continents
coyote
creosote bush
crocodile
desert
discover
environment
everglades
explore
flowers
food
food chain
forest
giraffe
herbivore
investigate
kangaroo rat
land
leaf
light
lungs
nest
nutrients
ocean
omnivore
panda
predator
prey
tropical rainforest
red-eyed tree frog
report
ring-tailed cat
roots
savannah
scavengers
shelter
soil
stem
talons
teeth
turkey vulture
United States
water
First Grade – English Language Arts (ELA)
ORAL LANGUAGE/READING/WRITING SKILLS
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Concepts About Print
1.1 Match oral words to printed words.
1.2 Identify the title and author of a reading selection.
1.3 Identify letters, words, and sentences.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Phonemic Awareness
1.4 Distinguish initial, medial, and final sounds in single-syllable words.
1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable
words (e.g., bit/bite).
1.6 Create and state a series of rhyming words, including consonant blends.
1.7 Add, delete, or change target sounds to change words (e.g., change cow to
how; pan to an).
1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat;
/f/l/a/t/ = flat).
1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat;
/s/p/l/a/t/ =splat).
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns, including
consonant blends and long- and short-vowel patterns (i.e., phonograms), and
blend those sounds into recognizable words.
1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).
1.12 Use knowledge of vowel digraphs and r-controlled letter-sound
associations to read words.
1.13 Read compound words and contractions.
1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look,
looked, looking).
1.15 Read common word families (e.g., -ite, -ate).
1.16 Read aloud with fluency in a manner that sounds like natural speech.
Vocabulary and Concept Development
1.17 Classify grade-appropriate categories of words (e.g., concrete collections
of animals, foods, toys).
2.0 Reading Comprehension
Structural Features of Informational Materials
2.1 Identify text that uses sequence or other logical order.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a text by identifying key
words.
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or narrative passages.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
3.0 Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Identify and describe the elements of plot, setting, and character(s) in a
story, as well as the story’s beginning, middle, and ending.
3.2 Describe the roles of authors and illustrators and their contributions to
print materials.
3.3 Recollect, talk, and write about books read during the school year.
WRITING
1.0 Writing Strategies
Organization and Focus
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
Penmanship
1.3 Print legibly and space letters, words, and sentences appropriately.
2.0 Writing Applications (Genres and Their Characteristics)
2.2 Write brief expository descriptions of a real object, person, place, or
event.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Sentence Structure
1.1 Write and speak in complete, coherent sentences.
Grammar
1.2 Identify and correctly use singular and plural nouns.
1.3 Identify and correctly use contractions (e.g., isn’t, aren’t, can’t, won’t) and
singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing
and speaking.
Punctuation
1.4 Distinguish between declarative, exclamatory, and interrogative sentences.
1.5 Use a period, exclamation point, or question mark at the end of sentences.
1.6 Use knowledge of the basic rules of punctuation and capitalization when
writing.
Capitalization
1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.
Spelling
1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate
sight words correctly.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification and understanding.
1.3 Give, restate, and follow simple two-step directions.
Organization and Delivery of Oral Communication
1.4 Stay on the topic when speaking.
1.5 Use descriptive words when speaking about people, places, things, and
events.
2.0 Speaking Applications (Genres and Their Characteristics)
2.1 Recite poems, rhymes, songs, and stories.
2.2 Retell stories using basic story grammar and relating the sequence of story
events by answering who, what, when, where, why, and how questions.
2.3 Relate an important life event or personal experience in a simple sequence.
2.4 Provide descriptions with careful attention to sensory detail.
**ELD Standards 1st Grade**
LISTENING AND SPEAKING
Beginning:
Comprehension
 Begin to speak a few words or sentences by using some English phonemes and
rudimentary English grammatical forms (e.g., single words or phrases).
 Begin to speak a few words or sentences by using some English phonemes and
rudimentary English grammatical forms (e.g., single words or phrases.)
 Answer simple questions with one- to two-word responses.
 Respond to simple directions and questions by using physical actions and other
means of nonverbal communication (e.g., matching objects, pointing to an
answer, drawing pictures).
Comprehension and Organization and Delivery of Oral Communication
 Orally identify types of media (e.g., magazine, documentary film, news report).
Early Intermediate:
Comprehension
 Orally identify types of media (e.g., magazine, documentary film, news report).
 Begin to be under-stood when speaking but may have some inconsistent use of
standard English grammatical forms and sounds (e.g., plurals, simple past tense,
pronouns such as he or she).
 Ask and answer questions by using phrases or simple sentences.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Comprehension and Organization and Delivery of Oral Communication
 Retell familiar stories and short conversations by using appropriate gestures,
expressions, and illustrative objects.
 Orally communicate basic needs (e.g., May I get a drink?)
 Recite familiar rhymes, songs, and simple stories.
Intermediate:
Comprehension
 Ask and answer instructional questions by using simple sentences.
 Listen attentively to stories and information and identify important details and
concepts by using both verbal and nonverbal responses.
Comprehension and Organization and Delivery of Oral Communication
 Make oneself under-stood when speaking by using consistent standard English
grammatical forms and sounds; however, some rules may not be followed (e.g.,
third-person singular, male and female pronouns).
 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 by using expanded
vocabulary, descriptive words, and paraphrasing.
Early Advanced:
Comprehension
 Listen attentively to stories and information and orally identify key details and
concepts.
Comprehension and Organization and Delivery of Oral Communication
 Retell stories in greater detail by including the characters, setting, and plot.
 Make oneself under-stood when speaking by using consistent standard English
grammatical forms, sounds, intonation, pitch, and modulation but may make
random errors.
 Participate in and initiate more ex-tended social conversations with peers and
adults on unfamiliar topics by asking and answering questions and restating and
soliciting information.
 Recognize appropriate ways of speaking that vary according to the purpose,
audience, and subject matter.
 Ask and answer instructional questions with more extensive supporting
elements (e.g., Which part of the story was the most important?)
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Advanced:
Comprehension
 Listen attentively to stories and information on new topics and identify both
orally and in writing key details and concepts.
 Demonstrate an understanding of idiomatic expressions (e.g., Give me a hand.)
by responding to such expressions and using them appropriately.
Comprehension and Organization and Delivery of Oral Communication
 Negotiate and initiate social conversations by questioning, restating, soliciting
information, and paraphrasing the communication of others.
 Consistently use appropriate ways of speaking and writing that vary according
to the purpose, audience, and subject matter.
 Narrate and paraphrase events in greater detail by using more extended
vocabulary.
 Speak clearly and comprehensibly by using standard English grammatical forms,
sounds, intonation, pitch, and modulation.
READING - Word Analysis (ELD Standards, Grade 1)
Beginning:
Concepts about Print, Phonemic Awareness, and Vocabulary and Concept
Development
 Recognize English phonemes that correspond to phonemes students already
hear and produce in their primary language.
Early Intermediate:
Decoding and Word Recognition and Vocabulary and Concept Development
 Produce English phonemes that correspond to phonemes students already hear
and produce, including long and short vowels and initial and final consonants.
 Recognize English phonemes that do not correspond to sounds students hear
and produce, (e.g., a in cat and final consonants).
 Distinguish initial, medial, and final sounds in single-syllable words.
Intermediate:
Phonemic Awareness
 Distinguish long- and short-vowel sounds in orally stated single-syllable words
(e.g., bit/ bite).
 Create and say a series of rhyming words, including consonant blends.
 Add, delete, or change target sounds to change words (e.g., change cow to how;
pan to an).
 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat;
/f/l/a/t/ = flat).
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09

Segment single syllable words into their components (e.g., /c/a/t/ = cat;
/s/p/l/a/t/ = splat; /r/i/ch/ = rich).
Concepts about Print
 Recognize and name all uppercase and lowercase letters of the alphabet.
 Match spoken words to printed words.
 Identify letters, words, and sentences.
Early Advanced:
Phonemic Awareness and Decoding and Word Recognition
 Use common English morphemes to derive meaning in oral and silent reading
(e.g., basic syllabication rules, regular and irregular plurals, and basic phonics).
Phonemic Awareness and Decoding and Word Recognition
 Recognize sound/symbol relationship and basic word-formation rules in phrases,
simple sentences, or simple text.
 Generate the sounds from all the letters and letter patterns, including
consonant blends and long- and short-vowel patterns (i.e., phonograms), and
blend those sounds into recognizable words.
 Read common, irregular sight words (e.g., the, have, said, come, give, of).
 Use knowledge of vowel digraphs and r-controlled letter-sound associations to
read words.
 Read compound words and contractions.
 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked,
looking).
 Read common word families (e.g., -ite, -ate).
 Read aloud with fluency in a manner that sounds like natural speech.
Advanced:
Decoding and Word Recognition
 Generate the sounds from all the letters and letter patterns, including
consonant blends and long-and short-vowel patterns (i.e., phonograms), and
blend those sounds into recognizable words.
 Read common, irregular sight words (e.g., the, have, said, come, give, of).
 Use knowledge of vowel digraphs and r-controlled letter-sound associations to
read words.
 Read compound words and contractions.
 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked,
looking).
 Read common word families (e.g., -ite, -ate).
 Read aloud with fluency in a manner that sounds like natural speech.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Fluency and Systematic Vocabulary Development
Beginning:
Vocabulary and Concept Development
Respond appropriately to some social and academic interactions (e.g., simple
question/ answer, negotiate play)
 Read aloud simple words (e.g., nouns and adjectives) in stories or games.
Vocabulary and Concept Development
(These standards are also addressed in Listening and Speaking)
 Demonstrate comprehension of simple vocabulary with an appropriate action.
 Retell simple stories by using drawings, words, or phrases.
 Produce simple vocabulary (single words or short phrases) to communicate basic
needs in social and academic settings (e.g., locations, greetings, classroom
objects.)
Early Intermediate:
Vocabulary and Concept Development
 Produce vocabulary, phrases, and simple sentences to communicate basic needs
in social and academic settings.
 Read simple vocabulary, phrases, and sentences independently.
 Read aloud an increasing number of English words.
 Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting some errors when speaking or reading aloud.
Intermediate:
Vocabulary and Concept Development
 Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting errors when speaking or reading aloud.
 Use decoding skills to read more complex words independently.
 Classify grade-appropriate categories of words (e.g., concrete collections of
animals, foods, toys).
Vocabulary and Concept Development
(The standards are also addressed in Listening and Speaking.)
 Use more complex vocabulary and sentences to communicate needs and express
ideas in a wider variety of social and academic settings (e.g., classroom
discussions, mediation of conflicts).
 Apply knowledge of content-related vocabulary to discussions and reading.
Vocabulary and Concept Development and Decoding and Word Recognition
 Recognize simple prefixes and suffixes when they are attached to known
vocabulary (e.g., remove, jumping).
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Early Advanced:
Vocabulary and Concept Development
 Recognize simple antonyms and synonyms (e.g., good, bad; blend, mix) in stories
or games.
 Use decoding skills and knowledge of academic and social vocabulary to begin
independent reading.
Advanced:
Vocabulary and Concept Development
 Read aloud with appropriate pacing, intonation, and expression narrative and
expository texts.
Decoding and Word Recognition
 1.10 Generate the sounds from all the letters and letter patterns, including
consonant blends and long- and short-vowel patterns (i.e., phonograms), and
blend those sounds into recognizable words.
 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).
 1.12 Use knowledge of vowel digraphs and r-controlled letter-sound
associations to read words.
 1.13 Read compound words and contractions.
 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look,
looked, looking).
 1.15 Read common word families (e.g., -ite, -ate).
 1.16 Read aloud with fluency in a manner that sounds like natural speech.
Reading Comprehension
Beginning:
Comprehension
 Respond orally to stories read aloud, using physical actions and other means of
nonverbal communication (e.g., matching objects, pointing to an answer, drawing
pictures).
 Respond orally to stories read aloud, giving one- or two-word responses (e.g.
brown bear) to factual comprehension questions.
 Draw pictures from one’s own experience related to a story or topic (e.g.,
community in social studies).
 Understand and follow simple one-step directions for classroom activities.
Comprehension and Analysis of Grade-Level-Appropriate Text
 Identify, using key words or pictures, the basic sequence of events in stories
read aloud.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Early Intermediate:
Comprehension
 Respond orally to simple stories read aloud, using phrases or simple sentences
to answer factual comprehension questions.
 Draw and label pictures related to a story topic or one’s own experience.
 Understand and follow simple two-step directions for classroom activities.
Comprehension and Analysis of Grade-Level-Appropriate Text
 Orally identify, using key words or phrases, the basic sequence of events in
text read.
 Draw logical inferences from a story read aloud.
Intermediate:
Comprehension and Analysis of Grade-Level-Appropriate Text
 Read stories and respond orally in simple sentences to factual comprehension
questions about the stories.
 While reading aloud in a group, point out basic text features, such as the title,
table of contents, and chapter headings.
 Draw inferences about stories read aloud and use simple phrases or sentences
to communicate the inferences.
Comprehension
 Write captions or phrases for drawings related to a story.
 Understand and follow some multiple-step directions for classroom-related
activities.
Early Advanced:
Comprehension and Analysis of Grade-Level-Appropriate Text
 Read text and use detailed sentences to identify orally the main idea and use
the idea to draw inferences about the text.
 Read stories and orally respond to them by answering factual comprehension
questions about cause-and-effect relationships.
 Write a brief summary (three or four complete sentences) of a story.
Comprehension
 Read and use basic text features, such as the title, table of contents, and
chapter headings.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Comprehension and Analysis of Grade-Level-Appropriate Text and Expository
Critique
 Read stories and texts from content areas and respond orally to them by
restating facts and details to clarify ideas.
Advanced:
Comprehension and Analysis of Grade-Level-Appropriate Text
 Prepare an oral or a written summary by using various comprehension strategies
(e.g., generate and respond to questions, draw inferences, compare information
from several sources) with literature and content area texts.
Comprehension and Analysis of Grade-Level-Appropriate Text and Expository
Critique
 Locate and use text features, such as the title, table of contents, chapter
headings, diagrams, index..
Literary Response and Analysis
Beginning:
Narrative Analysis of Grade-Level-Appropriate Text (These standards are also
addressed in Reading Comprehension.)
 Listen to a story and respond orally in one or two words to factual
comprehension questions.
 Draw pictures related to a work of literature identifying setting and
characters.
Early Intermediate:
Narrative Analysis of Grade-Level-Appropriate Text
(These standards are also addressed in Reading Comprehension.)
 Respond orally to factual comprehension questions about stories by answering
in simple sentences.
 Recite simple poems.
Narrative Analysis of Grade-Level-Appropriate Text
 Identify orally the setting and characters by using simple sentences and
vocabulary.
Intermediate:
Narrative Analysis of Grade-Level-Appropriate Text
(The standards are also addressed in Word Analysis, Fluency, and Systematic Vocabulary Development.)

Use expanded vocabulary and descriptive words in oral and written responses
to simple texts.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Narrative Analysis of Grade-Level-Appropriate Text
(The standards are also addressed in Reading Comprehension)
 Read simple poetry and use simple sentences in answering factual
comprehension questions.
Early Advanced:
Structural Features of Literature
 Read short poems and orally identify the basic elements (e.g., rhythm and
rhyme).
Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism
 Read a literary selection and orally identify the literary elements of plot,
setting, and characters.
 Read a story and identify the beginning, middle, and end.
Advanced:
Narrative Analysis of Grade-Level-Appropriate Text
(The standards are also addressed in Reading Comprehension)
 Read a variety of children’s literature and respond to it both orally and in
writing.
Structural Features of Literature
 Describe the elements of poetry (e.g., rhythm, rhyme, alliteration).
Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism
 Compare and contrast different authors’s use of literary elements.
WRITING
Strategies and Applications
Beginning:
Penmanship
 Copy the English alphabet legibly.
Penmanship and Organization and Focus
 Copy words posted & commonly used in the classroom (e.g., labels, number
names, days of the week).
Organization and Focus
 Write a few words or phrases about an event or character from a story read
by the teacher.
 Write a phrase or simple sentence about an experience generated from a group
story.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Early Intermediate:
Organization and Focus
 Write simple sentences about events or characters from familiar stories read
aloud by the teacher.
 Write simple sentences by using key words posted and commonly used in the
classroom (e.g., labels, number names, days of the week, and months (e.g.,
Today is Tuesday.)
Organization and Focus, Evaluation and Revision
 Write one to two simple sentences. (e.g., I went to the park.).
Intermediate:
Organization and Focus
 Write short narrative stories that include the elements of setting and
characters.
 Produce independent writing that is understood when read but may include
inconsistent use of standard grammatical forms.
 Following a model, proceed through the writing process to independently write
short paragraphs of at least three lines.
 Write simple sentences appropriate for language arts and other content
areas(e.g., math, science, social studies).
Organization and Focus
 Write a friendly letter of a few lines.
Early Advanced:
Organization and Focus
 Write short narratives that include elements of setting, characters, and
events.
 Proceed through the writing process to write short paragraphs that maintain a
consistent focus.
 Use complex vocabulary and sentences appropriate for language arts and other
content areas(e.g., math, science, social studies).
 Write a formal letter.
Organization and Focus, Evaluation and Revision
 Produce independent writing with consistent use of standard grammatical
forms. (Some rules may not be followed.)
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Advanced:
Organization and Focus
 Write short narratives that include examples of writing appropriate for
language arts and other content areas (e.g., math, science, social studies).
 Write short narratives that describe the setting, characters, objects, and
events.
Organization and Focus, Evaluation and Revision
 Produce independent writing by using correct grammatical forms.
 Proceed through the writing process to write clear and coherent sentences and
paragraphs that maintain a consistent focus.
English Language Conventions
Beginning:
Capitalization
 Use capitalization when writing one’s own name.
Early Intermediate:
Capitalization
 Use capitalization to begin sentences and for proper nouns.
Punctuation
 Use a period or question mark at the end of a sentence.
Punctuation, Capitalization, and Spelling
 Edit writing for basic conventions (e.g., capitalization and use of periods) and
make some corrections.
Intermediate:
Capitalization, Punctuation, and Spelling
 Produce independent writing that may include some inconsistent use of
capitalization, periods, and correct spelling.
Sentence Structure, Grammar, and Spelling
 Use standard word order but may have some inconsistent grammatical forms
(e.g., subject/verb without inflections).
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
ELD Standards, Grade 1,cont.
Early Advanced:
Capitalization, Punctuation, and Spelling
 Produce independent writing that may include some periods, correct spelling,
and inconsistent capitalization.
Sentence Structure, Grammar, and spelling
 Use standard word order with some inconsistent grammar forms (e.g.,
subject/verb agreement).
 Edit writing to check some of the mechanics of writing (e.g., capitalization and
periods).
Spelling
 Spell three-and four-letter short-vowel words and grade-level-appropriate
sight words correctly.
Advanced:
Sentence Structure and Grammar
 Use complete sentences and correct word order.
Grammar
 Use correct parts of speech, including correct subject/verb agreement.
Capitalization, Punctuation, and Spelling
 Edit writing for punctuation, capitalization, and spelling.
Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling
 Produce writing that demonstrates a command of the conventions of standard
English.
VII.
RESOURCES AND MATERIALS
State Adopted Curriculum
Houghton Mifflin Language Arts, LGSD Adoption, Grade 1
Houghton Mifflin Social Studies, LGSD Adoption, Grade 1
Harcourt Science, California Edition, LGSD Adoption, Grade 1
Non-Fiction
 ZooNooz Magazines: Baby Animals, Birds of Prey, Reptiles, Let’s Look at an
Egg, Lovely Doves, Taking Steps for Polar Bears, Birds of a Feather Walk
Together, Spineless Wonders, Pandas
 ZooBooks Magazine: Cheetahs
 Scholastic News, Bilingual Edition, Level 1: What Can You Do With Teeth?
 National Geographic Explorer Collection: Night Shift, Watching Chimps,
Animals of Denali, Mammoth Mammals, Amazing Grain, Dogs at Work, Koalas
 Elephants and Their Calves by Margaret Hall
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
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Life in the Desert by Andrew Clements
Trees Please by Kathy Grant
Animals and Plants by Harcourt
The Maiasaura Nests by Duncan Searl
In the Rainforest by Tom Pipher
Plants and Animals Meet Their Needs by Harcourt
Exploring Tree Habitats by Patti Seifert
Exploring Land Habitats by Margaret Phinney
Exploring Freshwater Habitats by Diane Snowball
Watch Me Grow: Pandas by Foeur Star and Lorrie Mack
Endangered Animals by Lynn Stone
A Den, a Tree, a Nest Is Best by Katharine Kenah
Deserts by Gail Gibbons
Nature’s Green Umbrella by Gail Gibbons
From Seed to Plant by Gail Gibbons
Discovering the Voices Within: Effective Literacy for English language
Learners, Chapter 5 Brechel ‘99
Fiction
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Cactus Hotel by Brenda, Z. Guiderson
Verdi by Janell Cannon
Are you My Mother, Dr. Seuss
Dr. Seuss ABC ,Dr Seuss
If I Ran the Zoo, Dr. Seuss
Chickens Aren’t the Only Ones by Ruth Heller
Born Alive and Well, by Ruth Heller
Salamander Room,
Gathering the Sun by Alma Flor Ada
A Country Far Awat by Nigel Gray
That’s Good! That’s Bad! by Margerey Cuyler
ABC of African American Poetry by Ashley Bryan
The Lotus Seed by Sherry Garland
My School’s a Zoo by Stu Smith
Recenka’s Eggs by Patricia Polacco
Mama Provi and the Pot of Rice by Sylvia Rosa-Casanova
Night in the County by Cynthia Rylant
Danger in the Artic Ice by Elisabeth Sackett
Skippy jon Jones by Judy Schachner
Possum’s Harvest Moon by Anne Hunter
This Year’s Gargen by Cynthia Rylant
Little Polar Bear Finds a Friend by Hans de Beer
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
 There Was an Old Lady Who Swallowed a Shell by Lucielle Colandro
 Mc Duff Moves In by Rosemary Wells
 Big Chickens by Leslie Helakoski
Poetry/Songs
“I Won’t Hatch”, by Shel Silverstein
Web Sites
 http://www.enchantedlearning.com
 http://www.about.com
 http://www.wikipedia.com
 http://library.thinkquest.org/TQ0311684/crocodilehomepage.html
 http://en.wikipedia.org/wiki/Crocodile
 http://www.americazoo.com/giraffe/description.shtml
 http://www.kidsplanet.org/factsheets/giraffe.html
 http://library.thinkquest.org/TQ0311684/crocodilehomepage.html
 http://en.wikipedia.org/wiki/Crocodile
 http://www.americazoo.com/giraffe/description.shtml
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Unit Planning Pages
I. Focus /Motivation
 Super Scientist awards
 Signal Words
 Cognitive Content Dictionary (CCD)
 Big Book (teacher generated)
 Observation Charts
 Inquiry chart:
How plants and animals meet their needs?
What we want to learn about plants and animals?
 Picture File Cards
 Realia
 Read Aloud
 Guest speaker(s)
 Videos, movies, & filmstrips
I. Input
 Graphic Organizer - World Map – seven continents, five oceans, U.S.A.,
California, San Diego, regions of the world: desert, tundra, forest, rain forest,
arctic
 Comparative Input Chart - Panda and Cheetah
 Pictorial Input Chart of a Plant
 10/2 Lecture with primary language
 Graphic Organizer - 6 Kingdoms of Living Things
 Narrative Input-Coexistence of plants and animals
III. Guided Oral Practice
 Poetry, raps, songs, chants-modeling and highlighting
 Herbivore, Carnivore, Omnivore Cadence
 Animals Here, Animals There
 Plants Here, Plants There
 Biologist Bugaloo
 I’m a Plant
 Yes Ma’am
 Sentence Patterning Chart /Farmer in the Dell (SPC)
 Exploration Report
 T-graph for social skills
 Team Exploration report- Plants and Animals
 Process Grid: Graphic Organizer
 Retelling Narrative
 Picture File Cards
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
PLANNING PAGES 2
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10/2 Primary Language
Daily oral processing of charts
Picture File Cards: List, group, label; open & closed sorts
Home School Connections
Personal Interactions- What plants grow around your home? What animals have
you seen living outside?
Extended Name Tag
Process Grid
IV. Reading/Writing Activities
 Whole Class
 Here, There Poetry frame
 Story Map
 Group Frame-Narrative
 Narrative story map
 Sentence Patterning Chart
 Group Frame/Cooperative Strip Paragraph (Expository) with
responding, revising, and editing (use pocket chart)
 Model Writing Process
 Strip Book
 DRTA
 Expert Groups
 Research from books and internet
Planning Pages, Cont.
 Small Group Practice (Anything Modeled Whole Class)
 Flexible /Differentiated grouping
o Homogeneous/heterogeneous, EL, primary language,
reading instruction, skill reinforcement
 Reading/Trading Game
 Here, There Poetry
 Team Tasks: Pictorials, Narrative Story Map, Sentence Patterning
Chart, Graphic Organizers, Cognitive Content Dictionary, Flip
Chant
 Expert Groups
 Ear-to-ear Reading with Poetry Booklets
 Mind mapping
 Focused Reading with personal picture dictionary
 Primary Language Group Frame
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
PLANNING PAGES 3
 Flexible Group reading with student generated text
Clunkers & Links: At or above
Group Frame/Coop Strip Paragraph Reading
Here/There Reading Poetry Frame
ELD Group Frame
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Individual Practice
 Here, There Poetry
 Interactive Journals
 Learning Logs
 Personal Exploration
 Reading/Writing Choices: sticky notes in books, picture file
cards, add to the walls, make word cards, highlight charts,
focused reading, poetry booklet, flip chants, write and illustrate
and expository text describing and animal in its natural habitat.
D. Writer’s Workshop
 Mini Lesson
 Plan & Write
 Conferencing
 Author’s Chair
 Publishing
V. Extended Activities
 Creative Drama/Plays
 Create a puppet show to perform to Kindergarten classroom
VI. Closure/Evaluation
 Learning Logs/Portfolios
 Art/Projects
 Expert Group Presentations
 Team Task Presentations
 Revisit the Inquiry Chart
 Living Walls
 Important Big Book (student generated)
 Sharing Individual Poetry
 Team Jeopardy
 Personal Explorations
 Class Action Plan
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
 3 Standards/ Super Scientists Awards
 Interactive Cognitive Content Dictionary with signal word: Biologist
 Observation Charts
 Inquiry Charts
 Big Book
 Portfolios
 Poetry
INPUT
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GUIDED
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INPUT
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Graphic Organizer: World Map
- 10/2 lecture
- Primary Language Groups
- ELD Review
- Learning Log
Graphic Organizer: 6 Kingdoms of Living Things
- 10/2
- Primary Language
- ELD Review
- Learning Log
ORAL PRACTICE
Chants –Here, There
T Graph/Team Points/Cooperation
Picture File Sort Activity- Free Exploration/Categorize/ Discuss
Team Exploration Report-What picture does your team find that best
represents animals in their natural habitat. Record teams observations,
questions and predictions.
Comparative Input-Cheetah and panda
– 10/2 Lecture
- Primary Language Review
– ELD Review
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Learning Logs
– Sketch and Write:
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Sample Daily Lesson Plan page 2
READING/WRITING
 Flexible Reading Groups
– Homogenous/Differentiated Groups
 Interactive Journals with reading and writing choice
 Writer’s Workshop
– Mini lesson
– Write
– Author’s Chair
CLOSURE
 Home/School Connection #1
Interview your family. What is their favorite zoo animal?
Does that animal have flat or sharp teeth? What food does that animal eat?
Day 2
FOCUS/MOTIVATION
 3 Standards/Super Scientist Awards
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Poetry Highlight/Sketch/Picture File Cards
 Review with words cards – World Map, 6 Kingdoms of Living Things,
Comparative Input Chart
 ABC Book
 Read Aloud
INPUT
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GUIDED
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Narrative Input Chart-Cactus Hotel
- ELD Review
-Learning Log
ORAL PRACTICE
Chants
Poetry Highlight/Sketch/Picture File Cards
Process T-Graph for Social Skills
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Sample Daily Lesson Plan page 3
READING/WRITING
 Team Tasks
 Expert Groups
 Team Share
 Process T-Graph
 Flexible Reading Groups
-Homogenous Groups/Differentiated
-Guided Reading strategies and Note-taking
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Reading- Writing Workshop:
-Mini Lesson
-Write or Read
-Author’s Chair or Reader’s Chair
CLOSURE
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Home/School Connection #2
Sketch your favorite wild or zoo animal in its natural habitat.
Write three reasons the animal lives in this habitat.
Interactive Journals
Poetry/Chants
Day 3
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Review of Narrative Input/act out/review with word cards and conversation
bubbles
 Review Poetry – highlight, sketch, add picture file cards
 Read Aloud
 ABC Book
GUIDED ORAL PRACTICE
 Sentence Patterning Chart/Farmer in the Dell
o Reading/Trading Game
o Flip Chant
 Mind Map on Panda
 Process Grid
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Sample Daily Lesson Plan page 4
READING/WRITING
 Oral Team Evaluation from T Graph
 Flexible Reading Groups
o Homogenous Groups/Differentiated
o Heterogeneous Expert groups- Crocodile
o Guided Reading strategies and note-taking
GUIDED ORAL PRACTICE
 Poetry/Chants
READING/WRITING
o Group Frame/Cooperative Strip Paragraph
o Read, respond, revise, edit
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Writer’s Workshop:
o Mini Lesson
o Write
o Author’s Chair
CLOSURE
 Interactive Journals
 Process Charts
 Home/School Connection #3
Day 4
FOCUS/MOTIVATION
 3 standards/ Biologist Bookmark
 Cognitive Content Dictionary – student selected vocabulary – “stumper
word”
 Chants/Highlight, sketch, add picture file cards
 ABC Book
 Story Map
READING/WRITING
 Group Frame or Cooperative Strip Paragraph
 Story Map
 Team Oral/Written Evaluation from T Graph
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Sample Daily Lesson Plan page 5
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Flexible Reading Groups
o Homogenous Groups/Differentiated
 Here, There
(Struggling/Emergent Readers)
 ELD Group Frame
Team Tasks
Guided Reading strategies and note-taking
SPC/Writing Sentences in Learning Log
Strip Book
READING/WRITING
 Writer’s Workshop
o Mini-lesson
o Writing
o Author’s Chair
CLOSURE
 Process Inquiry Chart
 Choral Reading of Poetry/Chants
 H/S Connection #4
Retell the story, Cactus Hotel, to your family and draw your favorite part.
Day 5
FOCUS/MOTIVATION
 3 Standards/Super Scientist Awards
 Cognitive Content Dictionary with student selected vocabulary
Stumper Word
 Review Home/School Connection
 Poetry
READING/WRITING
 Team Tasks
 Flexible Group
Homogenous Groups/Differentiated
o Group Frame/Cooperative Strip Paragraph(At/Above readers)
 Team Presentations
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Sample Daily Lesson Plan page 6
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Listen and Sketch
Ear-to-Ear Reading
Focused Reading
o Personal CCD/Picture Dictionary
o Poetry Booklet
READING/WRITING
 Journals
 Reading/Writing Research Centers
 Big Book
o Link to Important Book
o Team Picture/Water Colors
CLOSURE
 Process inquiry and learning
 Team Feud
 Letter Home to Parents
 Evaluate Week
 Class Action Plan
Why do students in San Diego County need to learn about animals around the world?
What connections will they make to their responsibility as a global citizen?
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Plants and Animals Meet Their Needs
(1)
Big Book
by
LGSD GLAD Team
The important thing about plants and animals is that they meet their needs in
different ways.
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Different plants and animals inhabit different kinds of environments.
Plants and animals have adaptations to thrive.
Humans create adaptations to their environment to help them survive.
But, the important thing about plants and animals is that they meet their needs in
different ways.
The important thing about plants and animals is that they meet their needs in
different ways.
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Both plants and animals need water.
Animals need food.
Plants need light.
But, the important thing about plants and animals is that they meet their needs in
different ways.
The important thing about plants and animals is that they meet their needs in
different ways.
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Animals with flat teeth usually eat plants.
Animals with sharp teeth usually eat other animals.
Animals with sharp and flat teeth usually eat both plants and other animals.
But, the important thing about plants and animals is that they meet their needs in
different ways.
The important thing about plants and animals is that they meet their needs in
different ways.
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Humans have flat and sharp teeth.
They bite and chew meat and plants
The sharp teeth are for tearing the food into smaller parts.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
But, the important thing about plants and animals is that they meet their needs in
different ways.
The important thing about plants and animals is that they meet their needs in
different ways.
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Some animals use plants for shelter and nesting.
Some animals use other animals for shelter and nesting.
Humans build their shelter out of living and non-living things.
But, the important thing about plants and animals is that they meet their needs in
different ways.
The important thing about plants and animals is that they meet their needs in
different ways.
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Plants have roots that go down into the soil.
Water and nutrients travel up through the roots into the stem.
The stem carries nutrients and water to the leaves and flower.
But, the important thing about plants and animals is that they meet their needs in
different ways.
The important thing about plants and animals is that they meet their needs in
different ways.
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Leaves take in light and air.
Plants use light and air to make their own food called chlorophyll.
The name for the way plants make their own food is photosynthesis.
But, the important thing about plants and animals is that they meet their needs in
different ways.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Narrative Input
Cactus Hotel
One day when the desert air is hot and dry, a bright red fruit falls from a tall saguaro
cactus. Two thousand black seeds glisten in the sunlight.
Although the desert environment is usually hot during the day, it cools in the evening, and
animals come out to eat. The kangaroo rat feeds on the juicy fruit, and a seed clinging to
its whiskers falls off under a paloverde tree.
After many dry days, a heavy rain falls on the desert and soon a young cactus sprouts up
from the ground.
Slowly, slowly the seedling grows. The paloverde protects it from the harsh environment
of the desert. After ten years the cactus is only four inches high. Ants looking for food
and water climb its spiny sides.
When it rains, the long roots of the cactus soak up the water. The cactus becomes fat.
When there is no rain, the cactus uses up the water it has stored inside and looks thin.
After twenty-five years the cactus is two feet tall.
A jackrabbit gnaws on the green pulp. On its herbivore diet, the jackrabbit only eats
plants. When its predator, the coyote, moves in the distance, the jackrabbit disappears
into its burrow. It can be prey to the sharp teeth of the coyote, which is a carnivore, or
meat eater.
After fifty years, the cactus stands ten feet tall. For the first time, brilliant white and
yellow flowers appear at the top of the cactus. Every spring the flowers will open for one
night only. At different times of the day, birds, bats, and bees will come for the nectar.
The flowers dry up, and after a month the ripe red fruit is ready.
The woodpecker has found a perfect place to begin a new hotel. It goes right to work,
boring a hole into the cactus with its long, hard beak. Tap, tap, tap. It makes a deep,
roomy hole to shelter its nest.
After sixty years the cactus hotel is eighteen feet tall. It begins to grow arms. Around
the desert there are burrows of every size, to shelter ants and mice, lizards and snakes,
rabbits and foxes. The giant plant grows to be fifty feet tall, with seven long branches.
It weighs eight tons—about as much as five automobiles.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
The cactus hotel is a community of many different kinds of animals. Birds lay eggs in
their nests and rats raise their young. Even insects and bats live there. When one animal
moves out, another moves in. And every spring they come for a special treat of nectar
and juicy red fruit.
Finally, after two hundred years, the old cactus sways in a gust of wind and falls with a
thud to the sandy desert floor. Its great thorny arms crumble in the crash. The
creatures that lived up high have to find other homes. All around, there is a forest of
cacti slowly, slowly growing. Some will survive long enough to become other cactus hotels.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Poetry Booklet
Name_________________________________________________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Animals Here, Animals There
By ___________________________________
Animals here, animals there
Animals, animals everywhere
Enormous animals reaching,
Hungry animals chewing,
Sleepy animals nesting,
And energetic animals hopping.
Animals in the river,
Animals around the rainforest,
Animals under the sea,
And animals through the savannah.
Animals here, animals there,
Animals, animals everywhere!
Animals! Animals! Animals!
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Animals Here, Animals There
Animals here, animals there
Animals, animals, everywhere
Enormous animals marching,
Hungry animals chewing,
Sleepy animals nesting,
And crazy animals running.
Animals in their shelter,
Animals throughout the desert,
Animals underneath the sea,
And animals on the snow.
Animals here, animals there
Animals, animals everywhere
Animals! Animals! Animals!
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Plants Here, Plants There
Plants here, plants there
Plants, plants everywhere
Shining plants surviving,
Shapely plants swaying,
Drenched plants absorbing,
And green plants growing.
Plants beneath the ocean,
Plants under the sea,
Plants above the water,
And plants behind the trees.
Plants here, plants there
Plants, plants everywhere
Plants! Plants! Plants!
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Biologists Here, Biologists There
Biologists here, biologists there,
Biologists, biologists everywhere!
Scientific biologists hypothesizing,
Intelligent biologists investigating,
Curious biologists discovering,
And cooperative biologists reporting.
Biologists on the deserts,
Biologists around the rainforests,
Biologists through the savannah,
And biologists in the everglades.
Biologists here, biologists there,
Biologists, biologists everywhere!
BIOLOGISTS!
BIOLOGISTS!
BIOLOGISTS!
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Marine Cadence
We just know what we’ve been told,
Plants and animals are good as gold.
Animals use plants for nesting, it’s true;
They use other animals for shelter too.
Sound off…animals!
Sound off….plants!
Sound off 1, 2, shelter,
It’s true!
Different teeth show what animals eat,
Flat eat plants and sharp eat meat.
Some animal have both sharp and flat,
They eat everything, what do you think of that?
Sound off…herbivore!
Sound off….carnivore!
Sound off 1, 2, omnivore,
It’s true!
With flat teeth, Cows eat grass and hay,
They chew their cud and graze all day.
With sharp teeth cats eat rats and mice,
They keep away the pests, and that is nice!
Sound off…flat teeth!
Sound off….sharp teeth!
Sound off 1, 2, 3, 4
Bon Appétit!
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Biologist Bugaloo
I am a biologist and I’m here to say,
I study plants and animals and that’s okay,
Sometimes I talk to people, sometimes I read a book,
But I like to go outside and take a look.
Plants, animals, and regions, too.
Doing the biologist Bugaloo.
Animals have the same needs as you and me,
They live all over the world, as you can see,
Animals eat plants or other animals, too.
The shape of their teeth, will tell you what they do.
Sharp teeth, flat teeth, a combination, too.
Doing the biologist Bugaloo.
Through roots, plants intake water and nutrients, too,
With the help of sunlight, they make their own food.
Plants are also used for shelter and nesting,
Camouflaging animals when they are resting
Soil, Roots, and green leaves, too.
Doing the biologist Bugaloo
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Yes, Ma’am
Is this an herbivore?
Is this an herbivore?
How do you know?
How do you know?
Yes, Ma’am
Yes, Ma’am
It has flat teeth
It eats plants and trees
Give me an example:
Give me an example:
Pandas and giraffes
Cows and koalas
Is this an carnivore?
Is this an carnivore?
How do you know?
How do you know?
Yes, Ma’am
Yes, Ma’am
It has sharp teeth
It eats other animals
Give me some examples.
Give me some examples.
Sharks and cheetahs
Coyotes and lions
Is this an carnivore?
Is this an carnivore?
How do you know?
How do you know?
Yes, Ma’am
Yes, Ma’am
It has sharp teeth.
It eats other animals.
Give me an example:
Give me an example:
Sharks and cheetahs
Coyotes and crocodiles
Is this an omnivore?
Is this an omnivore?
How do you know?
How do you know?
Yes, Ma’am
Yes, Ma’am
It has sharp and flat teeth
Eats plants and animals
Give me some examples.
Give me some examples.
Pigs and people
Raccoons and bears
Are you through?
Did you tell me true?
What did you chant?
What did you chant?
What did you chant?
Yes, Ma’am
Yes, Ma’am
Herbivore
Carnivore
Omnivore
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
I Know a Young Biologist
I know a young biologist,
A curious, young biologist,
A curious, young biologist,
Who studies plants and animals.
She uses magnifying glasses and microscopes.
He investigates animal teeth.
She discovers how plants make food.
He reports on the disappearing habitats.
I know a young biologist,
A curious, young biologist,
A curious, young biologist,
Who studies plants and animals.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
I Can Spell
I can spell bat
I can spell ray
I can spell sand
But, I can’t spell
b-a-t
r-a-y
s-a-n-d
Biologist!
I can spell root
I can spell stem
I can spell leaf
But, I can’t spell
r-o-o-t
s-t-e-m
l-e-a-f
Biologist!
I can spell air
I can spell sun
I can spell water
But, I can’t spell
a-i-r
s-u-n
w-a-t-e-r
Biologist!
Yes, I can!
Yes, I can! B-I-O-L-O-G-I-S-T
Biologist, Biologist
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
I’m a Plant
I’m a plant, strong and tall,
On a stem, so I don’t fall.
My roots go deep into the soil,
Sometimes they’re straight, sometimes they coil.
I’m a plant, I’m a plant.
Up through the roots, water and nutrients go,
Through the stem to the leaves they flow.
They make their own food using light and air,
Doing photosynthesis without a care.
I’m a plant, I’m a plant.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Home-School Connection 1
Plants & Animals Meet their Needs
Interview your family. What is their favorite zoo animal? Does that animal have flat
or sharp teeth? What food does that animal eat? Sketch and write.
Name
Favorite Animal
Animal Teeth
Flat or Sharp?
Animal Food
Student Name: _______________Parent/Family Signature: __________________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Conexión de Escuela y Hogar 1
Plants & Animals Meet Their Needs
Entrevista a tu famillia. ¿Cuál es tu animal favorito?
¿Tiene tu animal dientes planos o filosos?
¿Qué comida come el animal?
Nombre
Animal Favorito
Dientes de Animales
¿Planos o Filosos?
Comida de Animales
Nombre del Estudiante: _________________Firma del Padre/Tutor: __________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Home-School Connection 2
Plants & Animals Meet Their Needs
Sketch your favorite wild or zoo animal.
What do you predict your animal would need in its habitat?
Student Name: ______________Parent/Family Signature: _________________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Conexión de Escuela y Hogar 2
Plants & Animals Meet Their Needs
Dibuja tu animal salvaje o del zoológico favorito. Escribe una prediction de los cosas
que tu animal necesita en su habitát.
Nombre del Estudiante: __________Firma del Padre/Tutor: ___________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Home-School Connection 3
Plants & Animals Meet Their Needs
With your family, discuss how a plant grows. Sketch and label the parts of a plant.
Student Name: ___________________ Parent/Family Signature: ___________________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Home/School Connection 3
Plants & Animals Meet Their Needs
Con tu familia, platica sobre como crece una planta. Dibuja y nombra las partes de la
planta.
Nombre del Estudiante: ___________________Firma del Padre/Tutor: ________________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Home-School Connection 4
Plants & Animals Meet Their Needs
Retell the story, Cactus Hotel, to your family and draw your favorite part.
Student Name: ________________
Parent/Family Signature: _____________________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Conexión de Escuela y Hogar 4
Plants & Animals Meet Their Needs
Vuelve a contarle el cuento, Cactus Hotel, a tu familia y dibuja tu parte favorita.
Nombre del Estudiante: _________________Firma del Padre/Tutor: _______________________
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Expert Group #1
Giraffe
Description
Giraffes are one of the world’s tallest animals. They are known for their long
necks and legs, and the spotted patterns on their fur. They have 2 small “horns” or
knobs on top of their heads that are about 5” long. These are used to protect their
heads during fights.
Habitat and shelter
Giraffes are found in the savannahs of Africa and roam freely through tall
trees, dense forests, and open plains. They tend to live in dry, wooded areas.
Food
Giraffes are herbivores and eat about 75 pounds of leaves, twigs, flowers and
fruit every day. That is around 400 servings of salad! They like to snack on bird
nests, salty soil and bones. They eat with their mouth open and often burp!
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Teeth
They only have teeth on the lower jaw. The top of their mouth is a hard pad.
It works like a knife on a cutting board. There are molars in the back of the mouth.
Interesting Facts
Giraffes are usually very quiet, but they do moo, roar, snort, whistle and
scream. They can live up to 25 years. They are pregnant with their babies for 15
months and they give birth to only one calf.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Expert Group #2
Bat Ray
Description
The Bat Ray is blackish or brown on top with a white underside. They also have
a protruding head and a distinctive face. At the end of their long, whip-like tail they
have a short serrated stinger that can have up to three venomous barbed spines.
Like a bee, this is only used for self defense.
Habitat/Shelter
Bat rays are found in muddy and sandy bottom bays, kelp forests and close to
coral reefs. They can find shelter in the sand and camouflage to play hide and seek in
the kelp forests.
Teeth
Bat ray teeth are fused into plates that can crush the strongest clam shells.
The rays crush the entire clam inside their mouths. If a tooth breaks or wears out,
a new one replaces it. Rays grow new teeth continuously, like their shark relatives.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Food
Bat rays eat clams, bony fish, or other mollusks. The bat ray crushes its entire
prey inside its mouth. Then it spits out hard shells, and eats the soft fleshy parts.
Interesting Facts
Bat rays flap their bat-like wings (pectoral fins) to swim gracefully through the
ocean. They also use their wings to hunt for food. Bat rays flap their pectoral fins in
the sand to expose buried prey, like clams. Rays also use their lobe-like snouts to dig
prey from sandy bottoms.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Expert Group #3
Red-eyed Tree Frog
Description
Red Eyed Tree frogs have bright red bulging eyes to scare away predators. The
tree frog has warm, moist skin that is a brilliant color of green with blue and yellow
stripped sides. They have rounded orange toes that they tuck underneath them when
sleeping.
Habitat/Shelter
Red-eyed tree frogs live in the rainforests. They use the moist leaves of trees
for shelter. The colorful tree frog camouflages against the bright or dark leaves and
flowers of the rainforest.
Teeth
The red-eyed tree frog swallows it food whole because it only has maxillary
teeth along the upper jaw. These teeth are used to grind food before swallowing.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Food
Red-eyed tree frogs primarily eat soft-bodied invertebrates, including,
crickets and worms. The red-eye tree frog uses it long thin tongue to catch insects.
Interesting Facts
The red-eyed tree frog is an amphibian. That means it lives in water and on
land. When it is a tadpole it breathes underwater with gills. Later it grows lungs,
legs and its tail disappears. Now it can live on land. It likes warm, wet areas, because
if a frog’s skin dries out, it will die.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Expert Group #4 Crocodiles
Description
The crocodiles have a triangular shaped mouth with a V-shaped, long pointed
snout. They can get up to 15 feet long and are gray-green in color with yellow bellies.
Habitat and shelter
Crocodiles are reptiles that are found in the rivers, lakes and tropical
everglades. They like warm environments and so not like cold water. They can be
located in the countries of Africa, Asia, Americas, and Australia.
Food
Crocodiles are carnivores. They eat meat like crabs, fish, waterfowl, and small
mammals. The eat stones which help them digest their food.
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Teeth
When their jaws are closed, you can see their lower teeth. The 4th tooth of
the crocodile sticks out when its mouth is closed. When they lose a tooth, it is
replaced by another one.
Interesting Facts
There are many interesting facts about Crocodiles. They are good swimmers
and they use their tails to guide them through the water. They paddle with their
webbed feet. Their eyes and noses are raised on their heads, so they can breathe
above the water. The ancestors of the crocodiles are over 200 millions years old!
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Mind Map
Description
Habitat
_____________
Food
Interesting Fact
Teeth
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
NAME
PHYLUM/CLASS
DESCRIPTION
HABITAT/
SHELTER
TEETH
FOOD
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
INTERESTING
FACT
NAME
DESCRIPTION
PHYLUM/CLASS
Panda
Mammal
Giraffe
HABITAT/
SHELTER
Reptile
Bat Ray
Cartilaginous fish
Red-eyed Tree Frog
Amphibian
FOOD
INTERESTING
FACT
Black and white
Thick, oily, woolly
5-6 feet long
Strong jaws/teeth
5 clawed fingers
Extra bone like a
thumb
Long neck and legs
Spotted pattern on fur
2 5-inch knobs on top
of head
China/ mountain forestland
Shelter: hollow trees/dens
Lower altitude in winter
A few sharp teeth
Large molars/flat
teeth to crush food
42 teeth
Bamboo shoots and
leaves
Very good eyesight
Africa: savannah
Front flat teeth on
bottom jaw only
Top pad for crushing
food
Molars at back of
mouth for chewing
75 pounds of
leaves, twigs,
flowers and fruit
daily
World’s tallest animal
Live up to 25 years
Usually quiet but may
moo, roar, snort, whistle and
scream
Triangular shaped
mouth; long pointed
snout
Up to 15 feet long
Gray-green
yellow-bellied
Bat-like pectoral fins
Round disk body
Lobe-like snout
Three venomous barbs
at base of tail
Africa, Asia, Americas,
Australia
Sharp teeth
Jaws closed you see
lower teeth
Lost teeth replaced
by another
Crabs, fish,
waterfowl, small
mammals
Tails guide them through
water
Good swimmers with
eyes/nose above water
Webbed feet to paddle
Muddy, sandy bottom bays
Kelp forests
Coral reefs
Shelter in sand
Camouflage in kelp
Teeth fused into
plates
Strong flat teeth
Grow continuously
like shark’s teeth
Clams, bony fish,
mollusks
Crush shells, spit
out, eat soft fleshy
parts
Sting only to protect
themselves
Smooth skin
Colorful to
camouflage
Bulging red eyes to
scare away predators
tropical rainforest
warm, wet areas
moist leaves for shelter
Long sticky tongue
Flat teeth on upper
jaw to grind food
Insects
Worms
Lives in water (tadpole/gills)
grows into (frog /lungs) to
live on land
If skin dries out, it dies
Mammal
Crocodile
TEETH
Rivers, lakes, wetlands
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09
Cartilaginous spine, flexible
body and fins
Aa
Amphibian
Bat Ray
Camouflage
Desert
Exoskeleton
Forest
Giraffe
Herbivore
Insect
Jaws
Kelp
Lake
Mountain
ABC Book
Amphibian
Nocturnal
Omnivore
Predator
Quail
Reptile
Savannah
Tropical
Underground
Venomous
Webbed
EXtinct
Yak
Zoologist
Plants and Animals Meet Their Needs, Level 1 CA
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Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, Cynthia Sorensen, Lemon Grove School District, Project G.L.A.D. 5/09