Project GLAD
Los Nietos School District, CA
ANIMAL ADAPTATIONS
(Grade Level 3)
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I. UNIT THEME—Include cross-cultural sensitivity theme
 Adaptations in physical structure or behavior improve an organism’s chance for survival
 Animals have adaptations according to their environment
 Animals adapt to changes in their environment, or move/die/become extinct
II. FOCUS/MOTIVATION
 Big Book – Desert Bighorn Sheep, Desert Tortoise, Bald Eagles
 Poems and Chants
 Inquiry Charts
 Observation Charts
 Biologist Awards
 Cognitive Content Dictionary with signal word
 Read Alouds
 Realia
III. CLOSURE
 Process charts and learnings
 Personal Exploration
 Framed poetry
 Presentation of chants and poems
 Portfolios
 Student Made Big Books
 On-Going Assessement- logs
 Evaluation, letter home to parents
IV. CONCEPTS
CONTENT STANDARDS—HISTORY/SOCIAL SCIENCE
3.1
Students describe the physical and human geography and use maps, tables graphs,
photographs, and charts to organize information about people, places and
environments in a spatial context by:
1.
identifying geographical features found in their local region (e.g. deserts,
mountains, valleys, hills, coastal areas, oceans, lakes)
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Los Nietos School District CA (Project GLAD 06/08)
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CONTENT STANDARDS—SCIENCE
Life Sciences
3.0
Adaptations in physical structure or behavior may improve an organism’s chance
for survival. As a basis for understanding this concept, students know.
a. Plants and animals have structures that serve different functions in growth,
survival and reproduction.
b. Examples of diverse life forms in different environments, such as oceans,
deserts, tundra, forests, grasslands, and wetlands.
c. When the environment changes, some plants and animals survive and
reproduce and others die or move to new locations.
Investigation and Experimentation
5.0
Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept, and
to address the content of the other three strands, students should develop their
own questions and perform investigation.
a. Repeat observations to improve accuracy and know that the results of similar
scientific investigations seldom turn out exactly the same because of
differences in the things being investigated, methods being used, or
uncertainty in the observation.
b. Differentiate evidence from opinion and know that scientists do not rely on
claims or conclusions unless they are backed by observations that can be
confirmed.
d. Predict the outcome of a simple investigation, and compare the result to the
prediction.
V. VOCABULARY
arid
climate
detaches
endangered
extinction
moisture
population
protection
symbiotic
temperature
vertebrate
burrow
consumes
dormant
enormous
herbivore
nocturnal
predators
regurgitated
talons
territorial
viviparous
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
camouflage
crevice
drought
environment
mammal
odor
prey
shallow
temperate
threatened
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VI. CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS
READING
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
Word Recognition
1.1
Read narrative and expository text aloud with grade appropriate fluency and
accuracy and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2
Apply knowledge of word origins derivations, synonyms, antonyms, and idioms
to determine the meaning of words and phrases.
1.3
Use knowledge of root words to determine the meaning of unknown words within
a passage.
1.4
Use knowledge of antonyms, synonyms, homophones, and homographs to
determine the meanings of words.
1.5
Use a thesaurus to determine related words and concepts.
1.6
Use sentence and word context to find the meaning of unknown words.
Reading Comprehension
2.0 Students read and understand grade-level-appropriate material. They draw upon a
variety of comprehension strategies as needed (e.g. generating and responding to
essential questions, making predictions, comparing information from several sources.
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g. compare and contrast,
cause and effect, sequential or chronological order, proposition and support) to strengthen
comprehension.
Comprehension and Analysis of Grade Level-Appropriate Text
2.2
Ask questions and support answers by connecting prior knowledge with literal
information found in, and inferred from, the text.
2.3
Demonstrate comprehension by identifying answers in the text.
2.4
Recall major points in the text and make and modify predictions about
forthcoming information.
2.5
Distinguish the main idea and supporting details in expository text.
2.6
Extract appropriate and significant information from the text, including problems
and solutions.
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Literary Response and Analysis
3.0 Students read and respond to a wide variety of significant works of children’s
literature. They distinguish between the structural features of the text and literary
terms or elements (e.g. theme, plot, setting, characters).
Structural Features of Literature
3.1
Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2
Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables
from around the world.
3.3
Determine what characters are like by what they say or do and by how the author
or illustrator portrays them.
3.4
Determine the underlying theme or author's message in fiction and nonfiction
text.
3.5
Recognize the similarities of sounds in words and rhythmic patterns
WRITING
Writing Strategies
1.0 Students write clear and coherent sentences and paragraphs that develop a
central idea. Their writing shows they consider the audience and purpose. Students
progress through the stages of the writing process (e.g. prewriting, drafting,
revising, editing successive versions).
Organization and Focus
1.1
Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
1.2
Create multiple-paragraph compositions:
a. Provide an introductory paragraph
b. Establish and support a central idea with a topic sentence at or near the
beginning of the first paragraph.
c. Include supporting paragraphs with simple facts, details, and explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention
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Penmanship
1.2
Write legibly in cursive or joined italic, allowing margins and correct spacing
between letters in a word and words in a sentence.
Research
1.3
Understand the structure and organization of various reference materials (e.g.,
Dictionary, thesaurus, atlas, encyclopedia).
Evaluation and Revision
1.10 Revise drafts to improve the coherence and logical progression of ideas by using
an established rubric.
Writing Applications (Genres and Their Characteristics)
2.0 Students write compositions that describe and explain familiar objects, events,
and experiences. Student writing, demonstrates a command of standard American
English and the drafting, research and organizational strategies outlined.
2.1
Write narratives:
a.
Provide a context within which an action takes place.
b.
Include well-chosen details to develop the plot.
c.
Provide insight into why the selected incident is memorable.
2.3
Write personal and formal letters, thank-you notes, and invitations:
b. Include the date, proper salutation, body, closing, and signature.
2.4
Write summaries that contain the main ideas of the reading selection and the most
significant details.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1
Understand and be able to use complete and correct declarative, interrogative,
imperative, and exclamatory sentences in writing and
speaking.
1.2
Combine short, related sentences with appositives, participial phrases, adjectives,
adverbs, and prepositional phrases.
Grammar
1.3
Identify and use past, present, and future verb tenses properly in writing and
speaking.
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Punctuation
1.5
Punctuate dates, city and state, and titles of books correctly.
1.6
Use commas in dates, locations, and addresses and for items in a series.
Capitalization
1.7
Capitalize geographical names, holidays, historical periods, and special events
correctly.
Spelling
1.7
Spell correctly one-syllable words that have blends, contractions, compounds,
orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from y to -ies when forming the plural), and common homophones (e.g., hair-hare).
1.9 Arrange words in alphabetic order.
LISTENING AND SPEAKING
Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They
speak in a manner that guides the listener to understand important ideas using proper
phrasing, pitch, and modulation.
Comprehension
1.1
Retell, paraphrase, and explain what has been said by a speaker.
1.2
Connect and relate prior experiences, insights, and ideas to those of a speaker.
Speaking Applications (Genres and Their Characteristics)
2.0 Students deliver brief recitations and oral presentations about familiar experiences of
interests that are organized about familiar experiences or interests that are organized
around a coherent thesis statement.
2.1
Make brief narrative presentations:
a.
Provide a context for an incident that is the subject of the presentation.
b.
Provide insight into why the selected incident is memorable.
c.
Include well-chosen details to develop character, setting, and plot.
2.2
Plan and present dramatic interpretations of experiences, stories, poems, or plays
with clear diction, pitch, tempo, and tone.
2.3
Make descriptive presentations that use concrete sensory details to set forth and
support unified impressions of people, places, things, or experiences.
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2.4
Recite brief poems, soliloquies, or dramatic dialogues, using clear diction, tempo,
volume, and phrasing
ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS
LISTENING AND SPEAKING
Comprehension
Beginning
Begin to speak with a few words or sentences, using some English
phonemes and rudimentary English grammatical forms (e.g., single words
or phrases).
Answer simple questions with one- to two-word responses.
Retell familiar stories and participate in short conversations by using
appropriate gestures, expressions, and illustrative objects.
Early Intermediate Begin to be understood when speaking, but may have some inconsistent
use of standard English grammatical form and sounds (e.g. plurals, simple
past tense, pronouns [he/she]).
Ask and answer questions using phrases or simple sentences.
Restate and execute multi-step oral directions.
Intermediate
Ask and answer instructional questions with some supporting elements
(e.g., “Is it your turn to go to the computer lab?”)
Listen attentively to stories/information and identify key details and
concepts using both verbal and non-verbal responses.
Early Advanced
Listen attentively to more complex stories/information on new topics
across content areas, and identify the main points, and supporting details.
Advanced
Listen attentively to stories and subject area topics, and identify the main
points and supporting details.
Demonstrate understanding of idiomatic expressions by responding to and
using such expressions appropriately (e.g., “Give me a hand.”)
Comprehension/Organization and Delivery of Oral Communication
Beginning
Independently use common social greetings and simple repetitive phrases
(e.g., “May I go and play?”).
Early Intermediate Orally identify the main points of simple conversations and stories that are
read aloud using phrases or simple sentences.
Orally communicate basic needs (e.g., “May I get a drink of water?”).
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Recite familiar rhymes, songs, and simple stories.
Intermediate
Be understood when speaking, using consistent standard English
grammatical forms and sounds; however, some rules may not be in
evidence (e.g., third person singular, male and female pronouns).
Actively participate in social conversations with peers and adults on
familiar topics by asking and answering questions and soliciting
information.
Retell stories and talk about school related activities using expanded
vocabulary, descriptive words, and paraphrasing.
Early Advanced
Retell stories in greater detail including characters, setting, and plot,
summary, and analysis.
Be understood when speaking using consistent standard English
grammatical forms, sounds, intonation, pitch, and modulation, but may
have random errors.
Actively participate and initiate more extended social conversations with
peers and adults on unfamiliar topics by asking and answering questions,
restating and soliciting information.
Recognize appropriate ways of speaking that vary based on purpose,
audience, and subject matter.
Ask and answer instructional questions with more extensive supporting
elements (e.g., “What part of the story was most important?”).
Use simple figurative language and idiomatic expressions to communicate
ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).
Advanced
Negotiate and initiate social conversations by questioning restating,
soliciting information and paraphrasing.
Consistently use appropriate ways of speaking and writing that vary based
on purpose, audience, and subject matter.
Identify the main ideas, points of view, and fact/fiction in broadcast and
print media.
Speak clearly and comprehensibly using standard English grammatical
forms, sounds, intonation, pitch and modulation.
WORD ANALYSIS
Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development
Beginning
Recognizes English phonemes that correspond to phonemes
Students already hear and produce while reading aloud
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Early Intermediate While reading orally, recognize and produce English phonemes
that do not correspond to phonemes students already hear and produce
(e.g., “a” in cat and final consonants).
Intermediate
Pronounce most English Phonemes correctly while reading aloud.
Early Advanced
Apply knowledge of common English morphemes in oral and
silent reading to derive meaning from literature and text in content area.
Advanced
Apply knowledge of word relationships, such as roots and affixes, to
derive meaning from literature and texts in content areas.
Phonemic Awareness, Decoding and Word Recognition
Beginning
Recognize sound/symbol relationships in own writing.
Early Intermediate Recognize common English morphemes in phrases and simple sentences
(e.g., basic syllabication rules and phonics).
Intermediate
Pronounce most English phonemes correctly while reading aloud.
Use common English morphemes in oral and silent reading.
Early Advanced
Apply knowledge of common English morphemes in oral and silent
reading to derive meaning from literature and texts in content areas.
Advanced
Apply knowledge of word relationships, such as roots and affixes to derive
meaning from literature and tests in content areas.
READING
Fluency and Systematic Vocabulary Development
Vocabulary & Concept Development
Beginning
Read aloud simple words in stories or games (e.g., nouns and adjectives).
Respond appropriately to some social and academic interactions (e.g.
simple question/answer, negotiate play).
Early Intermediate Apply knowledge of content related vocabulary to discussions and
reading.
Read simple vocabulary phrases and sentences independently.
Use knowledge of English morphemes, phonics, and syntax to decode and
interpret the meaning of unfamiliar words in simple sentences.
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Demonstrate internalization of English grammar, usage, and work choice
by recognizing and correcting some errors when speaking or reading
aloud.
Read own writing of narrative and expository text aloud with some pacing,
intonation, and expression
Intermediate
Create a dictionary of frequently used words.
Use knowledge of English morphemes, phonics, and syntax to decode and
interpret the meaning of unfamiliar words in written texts
Demonstrate internalization of English grammar, usage, and word choice
by recognizing and correcting errors when speaking or reading aloud.
Read grade appropriate narrative and expository texts aloud with
appropriate pacing, intonation, and expression.
Use content related vocabulary in discussions and reading.
Recognize some common roots and affixes when attached to known
vocabulary (e.g., speak, speaker).
Early Advanced
Use knowledge of English morphemes, phonics and syntax to decode and
interpret the meaning of unfamiliar words.
Recognize words that sometimes have multiple meanings in literature and
texts in content areas (e.g., present (gift), present (time).
Use some common roots and affixes when attached to known vocabulary.
Recognize simple analogies and metaphors in literature and texts in
content areas (e.g., “fly like a bird”).
Use decoding skills and knowledge of academic and social vocabulary to
achieve independent reading.
Use some common idioms in discussions and reading (e.g., “scared silly”).
Read increasingly complex narrative and expository texts aloud with
appropriate pacing, intonation and expression.
Advanced
Apply knowledge of common roots and affixes when attached to known
vocabulary.
Recognize that words sometimes have multiple meanings and apply this
knowledge consistently.
Apply this knowledge of academic and social vocabulary to achieve
independent reading.
Use common idioms, some analogies and metaphors in discussion and
reading.
Use a standard dictionary to determine measuring of unknown words.
Read narrative and expository text aloud with appropriate pacing,
intonation, and expression.
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Reading Comprehension
Comprehension & Analysis of Grade-Level Appropriate Text
Beginning
(Blank)
Early Intermediate (Blank)
Intermediate
Use detailed sentences to orally respond to comprehension questions about
written text (e.g., ”The brown bear lives with his family in the forest.”).
Read and identify text features such as titles, table of contents, chapter
headings, diagrams, charts, glossaries, and indexes in written texts.
Read and use detailed sentences to orally identify main ideas and use them
to make predictions and provide supporting details for predictions made.
Early Advanced
Describe main ideas and supporting details of a text.
Generate and respond to comprehension questions related to the text.
Describe relationships between text and their experience.
Advanced
Use resources in the text (such as ideas, illustrations, titles, etc.) to draw
inferences, conclusions, and to make generalizations.
Comprehension
Beginning
Respond orally to stories read to them by answering factual
comprehension questions, using one- or two-word responses (e.g., “brown
bear”).
Orally identify relationship between simple text read to them and their
won experience using key words and/or phrases.
Understand and follow simple one-step directions for classroom or workrelated activities.
Early Intermediate Read and listen to simple stories and demonstrate understanding by using
simple sentences to respond to explicit detailed questions (e.g., “The bear
is brown.”)
Read and orally identify relationships between written text and their own
experience using simple sentences.
Understand and follow simple two-step directions of classroom or workrelated activities.
Intermediate
Read and use more detailed sentences to orally describe relationships
between text and their own experiences.
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Understand and follow some multi-step directions for classroom-related
activities.
Early Advanced/
Advanced
Locate and identify the function of text features such as
format, diagrams, charts, glossaries, and indexes.
Comprehension and Analysis of Appropriate Text
Beginning
Identify the basic sequences of events in stories read to them, using key
words or pictures Identify the main idea in a story read aloud using key
word and/or phrases.
Point out text features such as title, table of contents, and chapter
headings.
Early Intermediate Orally identify the basic sequence of written text using simple sentences.
Read and orally identify the main ideas and use them to draw inferences
about written text using simple sentences.
Read and identify basic text features such as title, table of contents, and
chapter headings.
Intermediate
Read and orally identify examples of fact/opinion and cause/effect in
literature and content area texts.
Early Advanced
Describe main ideas and supporting details of a text.
Generate and respond to comprehension questions related to the text.
Describe relationships between text and their experience.
Advanced
Use resources in the text (such as ideas, illustrations, titles, etc.) to draw
inferences, conclusions, and to make generalizations.
Literacy Response
Narrative Analysis of Grade-Level-Appropriate Text /Structural Features
Beginner
Listen to a story and respond orally in one or two words to factual
comprehension questions.
Identify orally different characters and settings in simple literary texts by
using words or phrases.
Distinguish between fiction and nonfiction by giving one- or two-word
oral responses.
Create pictures, lists, charts, and tables to identify the characteristics of
fairy tales, folktales, myths, and legends.
Early Intermediate Respond orally to factual comprehension questions about brief
literary texts by answering in simple sentences.
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Read literary texts and orally identify the main events of the plot by using
simple sentences.
Recite simple poems.
Describe orally in simple sentences the setting of a literary work.
Distinguish orally between poetry, drama, and short stories by using
simple sentences.
Describe orally in simple sentences a character in a literary selection
according to his or her actions.
Intermediate
Use expanded vocabulary and descriptive words in paraphrasing
oral and written responses to texts.
Apply knowledge of language to derive meaning from literary texts and
comprehend them.
Early Advanced
Identify and describe figurative language (e.g., similes, metaphors,
and personification).
Distinguish between literary connotations and symbols from culture to
culture.
Read a literary selection and orally identify metaphors and similes.
Identify the motives of characters in a work of fiction.
Recognize and describe themes stated directly in a text.
Read a literary selection and orally identify the speaker or narrator by
using simple sentences.
Read a literary selection and orally identify the main conflict in the plot
and its resolution.
Recognize the difference between the first-person and third-person points
of view in a literary text.
Advanced
Describe the major characteristics of poetry, drama, fiction, and
nonfiction.
Identify various techniques to influence readers’ perspectives and evaluate
the author’s use of the techniques.
Recognize and describe themes stated directly or implied in literary texts.
Compare and contrast the motives of characters in a work of fiction.
WRITING
Beginner
Intermediate
Write simple sentences using key words commonly used
Write phrases and simple sentences that follow syntactical order
Following a model given by the teacher, write a short paragraph of
at least four sentences
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Write legible simple sentences that respond to topics from language arts
and other content areas
Create cohesive paragraphs that develop a simple idea with consistent use
of Standard English grammatical forms
Write simple sentences about an event/character from written text
Produce independent writing that is understood when read regardless of
the inclusion of some inconsistent use of standard grammatical forms
Advanced
Develop a clear thesis and support it using analogies and
quotations and facts appropriately
Write a multi-paragraph essay with consistent use of standard grammatical
forms
Writing Conventions
Beginner
Use capital letters to write own name
Intermediate
Use capital letters to begin a sentence and for proper nouns
Advanced
Use a period or question mark at the end of a sentence
Produce independent writing that includes partial consistency in the use of
capitalization, periods, and correct spelling
Produce independent writing with consistent use of capitalization,
punctuation and correct spelling
MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS
 Science
--names of animals
--organizing
--classifying
--sequencing
--grouping
--developing hypotheses
 Social Science
--use maps, tables, graphs, photographs to organize information
VI. RESOURCES AND MATERIALS –Nonfiction
Shrubs and Trees of the Southern California Deserts
by Jim W. Dole and Betty B. Rose
ISBN: 0965415104
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The Desert Tortoise: Answers to Frequently Asked Questions
by: James W. Cornett
Wildlife California
by Chronicle Books
ISBN: 0877018863
California’s Wild Heritage: Threatened and Endangered Animals in the Golden State
by Peter Steinhart
ISBN: 0871566311
Where the Bald Eagles Gather
by Dorothy Hinshaw Patent
ISBN: 0899192300
About Sharks
by Hal Scharp
ISBN: 0879610794
Desert Bighorn Sheep
by Dale E. Toweill
ISBN: 0937794368
Sharks
by The Book Studio
ISBN: 190570979
Animals in Hot and Cold Habitats
by Children’s Publishing
ISBN: 1577685261
Eagles
By: Sally Morgan
ISBN: 9781595664891
Sharks
By: Sally Morgan
ISBN: 9781595664891
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Sharks
By: Seymour Simon
ISBN: 0590767801
Sharks and Other Sea Creatures Dictionary: An A to Z of Sea Life
By: Clint Twist
ISBN: 0439572975
Bighorn Sheep
By: JoAnn Early Macken
ISBN: 0836863151
All About Wild Animals: Sharks
By: Garth Stevens Publishing
ISBN: 0836841883
Classifying Living Things
By: Raymond Jones
ISBN: 0792254074
Animals and Their Adaptations
By: Kate Boehm Jerome
ISBN: 079225404
Bird
By: David Burnie
RESOURCES AND MATERIALS – Fiction
The Bears on Hemlock Mountain
By: Dalgliesh, Alice
Catwings
By: Fleishman, Sid
Anansi and The Moss-Covered Rock
By: Kimmel, Eric A.
The Magic School Bus Hops Home: A Book About Animal Habitats (Magic School Bus)
By: Pat Relf, Nancy Stevenson
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Abel’s Island
By: Streig, Willliam
RESOURCES AND MATERIALS – Textbook
Science California Edition
By: Harcourt Brace
RESOURCES AND MATERIALS – Poetry
Soar with the Eagles, Anonymous (Old Fable)
Adaptation Yes Ma’am, Phil Brown
RESOURCES AND MATERIALS – Community (Field Trips/Local Resources)
Discovery Science Center
2500 N. Main Street
Santa Ana, CA 92701
(714) 542-2823
Natural History Museum of Los Angeles
900 Exposition Boulevard
Los Angeles, CA 90007
(213) 763-DINO
Long Beach Aquarium
100 Aquarium Way
Long Beach, CA 90802
(562) 590-3100
Cabrillo Marine Aquarium
3720 Stephen M. White Drive
San Pedro, California USA 90731
(310) 548-7562
Whittier Narrows
2668 Pacific Park Dr
Whittier, CA 90601
(562) 692-0874
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Joshua Tree National Park
74485 National Park Drive
Twentynine Palms, CA 92277
RESOURCES AND MATERIALS – Technology
www.desertusa.com
www.learningenglish.org
www.enchantedlearning.com
www.ric.edu
www.baldeagleinfo.com
www.junglewalk.com
www.dictionary.com
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Project GLAD
Los Nietos School District
Animal Adaptations
(Grade Level 3)
UNIT PLANNING PAGES
FOCUS/MOTIVATION
 Inquiry Charts: “How do animals survive in their habitat?” & “What do we want to
know?”
 Observation Charts
 Big Book: Desert Bighorn Sheep; Animal Adaptations
 Portfolios
 Super Zoologists Awards
 Read Aloud
 Chants and Poetry
 Cognitive Content Dictionary- with signal word
 Field Trip
INPUT
 Pictorial Input: Comparative Pictorial: Desert Tortoise & Bighorn Sheep
 Narrative Input: L.T. (Little Tortoise, by Charlyn Fijan & Nicole Chavez)
 Graphic Organizers: 6 Kingdoms of Living Things
 Graphic Organizer: World Map: California and Los Angeles inset
 10/2 Lecture with primary language
GUIDED ORAL PRACTICE
 T-Graph: Teamwork and Team Points
 Picture File Cards- Exploration Report
 Chants
 Poetry
 Sentence Patterning Chart (Farmer in the Dell): Adaptations/Animals
 Expert Group
 Process Grid: Adaptations
READING/WRITING ACTIVITIES
 Whole Class Modeling
o Co-op Strip Paragraph: Animals have many features and behaviors that help them
survive
o DRTA
o Poetry Frames
o Flip Chants
o Story Map
o Shared reading
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UNIT PLANNING PAGES
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

 Main Idea & Details/Text Features
o Found Poetry
Small Group (anything modeled whole class)
o Expert Groups
o Process Charts
o Flex Reading Groups
o ELD Group Frame
o Clunkers and Links- At or Above
o Skills
o Struggling/Emergent
o Story Map
o Cooperative Strip Paragraph
o Flip Chants
o Team Tasks
o Team Writing: animal adaptations
o Team Action Plan: Big Horn Sheep- endangered
o Ear to Ear Reading
o Focused Reading
Individual
o DEAR Time
o Personal Exploration
o Interactive Journals
o Learning Logs
o Sketch and Write
o Individual Tasks- anything practiced in teams
o Add to the Walls
o Poetry Booklet
o Reading/Writing Choice Time
o Writer’s Workshop
 Mini-lesson
 Write
 Conference
 Author’s Chair
 Publishing
EXTENDED ACTIVITIES FOR INTEGRATION
 Role playing
 Here There Frame
 Graph kinds of animals in population stages
 Songs: Animal Rap Songs from Bindi Irwin
 “The Important Books”
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
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UNIT PLANNING PAGES
Page 2

Poetry and Chants
CLOSURE
 Process all charts and information
 Presentation of any team projects
 Presentation of personal exploration
 Assessment conference with teacher
 Compare and contrast paragraph
 Sketch and Write
 Process Inquiry Chart
 Team Evaluation
 Evaluate Week/Portfolios
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
21
Project GLAD
Los Nietos School District
ANIMAL ADAPTATIONS
(Grade Level 3)
SAMPLE DAILY LESSON PLAN
Day 1:
FOCUS/MOTIVATION:
 Standards- Super Zoologist Awards
 Cognitive Content Dictionary- with signal word- adaptations
 Observation Charts
 Inquiry Charts
 Big Book- Adaptations
 Portfolios
INPUT
 Graphic Organizer- World Map with California Inset
o Learning Log- ELD Review
o 10/2 Lecture with discussion
 Graphic Organizer- 6 Kingdoms of Living Things
o 10/2 Lecture with discussion
GUIDED ORAL PRACTICE
 T-Graph- Teamwork
o Team Points
 Picture File Card Sort- observation, categorizing
o Exploration Report- adaptations
 Chants/Poems
READING/WRITING
 Writer’s Workshop
o Mini-Lesson- Generating Ideas
o Write
o Author’s Chair
 Interactive Journal
CLOSURE
 Home/School Connection #1
Day 2:
FOCUS/MOTIVATION:
 3 Standards/Awards
 Cognitive Content Dictionary- with a signal word- organism
 Process Home/School Connection #1- all share
 Review input with word cards
 Highlight chants- add sketches picture file cards
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
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SAMPLE DAILY LESSON PLAN
Page 2

Big Book- Big Horn Sheep or Desert Tortoise
INPUT
 Narrative Input- The Vast Desert Floor
o 10/2 Lecture with discussion
 Comparative Pictorial- tortoise/bighorn sheep
o 10/2 Lecture with primary language
o Learning Log
o ELD Review
GUIDED ORAL PRACTICE
 Chants/Poems
READING/WRITING
 Expert Groups: Bald Eagle, Great White Shark
 Team Tasks
 Writer’s Workshop- Mini-Lesson
o Writing
o Author’s Chair
CLOSURE
 Home School Connection #2
 Process Charts
 Interactive Journal Writing
Day 3:
FOCUS/MOTIVATION:
 Awards/ 3 Standards
 Cognitive Content Dictionary- with signal word- predator
 Process Home/School Connection #2
 Poetry- highlight, sketch, add picture file card
 Review input with: word cards
 Review Narrative with word cards and conversation bubbles
INPUT
 Graphic Organizer- Population Stages (thriving to extinction)
o 10/2 Lecture with primary language
o Learning Log
o ELD Review
GUIDED ORAL PRACTICE
 Sentence Patterning Chart- Adaptations
o Reading/Trading Game
o Flip Chant
 Mind Map
 Process Grid- heads together
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
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SAMPLE DAILY LESSON PLAN
Page 3
READING/WRITING
 Co-op strip paragraph- read, respond, revise, edit
 Interactive Journal
 Writer’s Workshop
o Write-continue
o Author’s Chair
CLOSURE
 Review Inquiry and Observation Charts
Day 4:
FOCUS/MOTIVATION:
 3 Standards/ Awards
 Cognitive Content Dictionary- with signal word- ectothermic
GUIDED ORAL PRACTICE
 Chants/Poetry
 Story Map
 Flexible groups
o ELD Group Frame (at or above grade level)
o Clunker and Links
o Team Tasks
o Oral Evaluations
READING/WRITING
 Writer’s Workshop
o Write-mini lesson
o Author’s Chair
CLOSURE
 Team Presentations, process behaviors on T-Graph
 Home School Connections
Day 5:
FOCUS/MOTIVATION:
 Cognitive Content Dictionary- self selected vocabulary
 Review Poetry
 Chants
GUIDED ORAL PRACTICE
 Strip Books- Animals are….
 Found Poetry
 Chants/Poems
 Poetry Frame
 Strip Book- Animals are…
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
24
SAMPLE DAILY LESSON PLAN
Page 4
READING/WRITING
 Flex Group Reading- Emergent Readers- rebuild Co-op strip paragraph
o Team Tasks
o Team Presentations
 Ear to Ear Reading
 Listen and sketch
 Reading/Writing workshop start with journals
CLOSURE
 Review Inquiry Chart
 Letter Home
 Big Book: The Important Thing- by teams
 Evaluate Week- metacognition: What helped you learn?
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
25
Animal Adaptations
Big Book
By Charlyn Fijan
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
26
I just thought you might like to know that
adaptations are important to an animal’s
survival.



Animals have features they inherit from their parents
to help them survive in their habitat.
They also instinctively behave in special ways to stay
alive.
Animals have different adaptations that vary because
they live in diverse environments from an ocean to a
pond, or from a flat sandy desert to rocky hills and
mountains.
I just thought you might like to know that
adaptations are important to an animal’s
survival.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
27
I just thought you might like to know that
adaptations are important to an animal’s
survival.




Animals have physical features that help them live in
their environment.
Desert tortoises have features that help them exist in
the hot, dry desert.
They have strong legs for digging burrows so they
have a cool place to stay in the extreme heat of the
day.
They also have a reservoir or a place to store water in
the bottom of their shell. When there is plenty of
water they fill it up. Then they can survive on this
stored water for up to a year!
I just thought you might like to know that
adaptations are important to an animal’s
survival.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
28
I just thought you might like to know that
adaptations are important to an animal’s
survival.



Desert bighorn sheep live in the desert too, but in
higher elevations.
They do not look anything like a desert tortoise.
They are excellent climbers. They have strong,
powerful hind legs for scaling steep cliffs that may
have ledges only inches wide.
They also have a two toed hoof that has a pad on the
bottom that gives them good traction so they do not
fall.
I just thought you might like to know that
adaptations are important to an animal’s
survival.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
29
I just thought you might like to know that
adaptations are important to an animal’s
survival.





Some adaptations help animals hide from their
predator or allow them to sneak up on their prey
These animals have camouflage, or a coloring that
allows them to blend into their surrounding.
The bighorn sheep has tan fur dappled with white to
appear like the color of the rocks.
A desert tortoise can retract its head and limbs,
appearing like a hard rock.
A great white shark has bluish gray skin so it is
unseen by its prey.
I just thought you might like to know that
adaptations are important to an animal’s
survival.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
30
I just thought you might like to know that
adaptations are important to an animal’s
survival.




Animals also need to reproduce or have offspring in
order for their species to survive.
Some animals have features to help battle for their
mate. That way the fittest of the species reproduces
giving birth to stronger healthier offspring.
Desert bighorn sheep have horns and have butting
contests to decide who chooses a mate.
Desert tortoises have a gular horn at the front of their
bottom shell. While this horn is useful for protection,
the males will use this horn in battle to flip the other
over. Again the one that survives has proven itself
worthy to reproduce.
I just thought you might like to know that
adaptations are important to an animal’s
survival.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
31
I just thought you might like to know that
adaptations are important to an animal’s
survival.



Animals also have behaviors that keep them safe.
Bald eagles build their nests in extremely high places
so they and their young are protected from predators.
They also migrate as the season changes, so food is
plentiful and they can raise their young in warmer
weather.
Desert bighorn sheep travel in herds making it hard
for a single predator to attack.
I just thought you might like to know that
adaptations are important to an animal’s
survival.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
32
Desert Bighorn Sheep
The Important Book…..
By: Charlyn Fijan
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
33
The important thing about animal adaptations is that
it helps their species to survive.
Did you know that the Desert Bighorn sheep is a hoofed
mammal that inhabits our local desert foothills and mountains
ranges? They are from the family that includes antelope, cattle,
goats and sheep.
Desert Bighorn are a subspecies of the Bighorn sheep that live
throughout the Rocky Mountains. They are the largest native
animal inhabiting the desert of our continent.
These amazing creatures have ancestors that lived over 100,000
years ago. But these relatives did not live in the desert. Instead,
they lived in the cold mountains of Asia and migrated over a
temporary land bridge to North America during the ice age.
The Desert Bighorn sheep is an animal that has learned to adapt
in order to survive. Competition for food and the threat of
predators pushed the Desert Bighorn into steep, rocky slopes and
cliffs. The Desert Bighorn was forced to continually adapt as
the climate grew warmer.
But, the important thing about animal adaptations is
that it helps their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
34
The important thing about animal adaptations is that
it helps their species to survive.
The Desert Bighorn are great jumpers and climbers and
zigzag up and down cliffs and slopes with ease. Their
hooves are two-toed and sharp-edged, with a rough pad
on the bottom that provides good traction.
They can balance on ledges only 2 inches wide and
bounce over spaces 20 feet wide. Their acute eye sight
aids them in jumping and also allows them to observe
animals moving up to a mile away.
The Bighorn’s agility and ability to access impassable
areas helps to protect them from their predators.
But, the important thing about animal adaptations is
that it helps their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
35
The important thing about animal adaptations is that
it helps their species to survive.
If you saw a desert bighorn sheep you would notice it is
covered with a brown coat accented with patches of white
on its rump, muzzle, back of legs and around the eyes.
Their coloring helps the Bighorn blend into the dry,
craggy cliffs where they nest.
In addition, their coat is made from hollow hairs that
protect them from extreme temperatures. They also
perspire little, and can allow their body temperature to
reach 107 degrees, allowing for better body water
conservation.
Bighorn grow to 3 and a half feet tall and 5 feet long and
can weigh up to 280 pounds. The weight of the desert
bighorn fluctuates with the seasons, shedding unwanted
pounds in the hot weather and gaining fat and thicker
fleece for the winter.
But, the important thing about animal adaptations is
that it helps their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
36
The important thing about animal adaptations is that
it helps their species to survive.
You will often find Bighorn sheep grazing in herds, which
protects them from individual predators. The male rams stay
apart in a smaller “bachelor” herd from the ewes (female sheep)
and their lambs.
But the Bighorns have some unusual customs. From September
to October, known as the rutting season, the males have butting
contests to determine their rank and also their mate. The
massive horns crash together repeatedly until one gives up.
Their horns are made of keratin, the same material from which
our fingernails are made. The horns spiral backwards from the
head, with ridges called annuli, which mark their years of
growth. Rams have massive horns that form a C-shaped curl.
Rams “butting” can reach speeds of more than 20 mph with a
force of 2400 pounds.
Ewes have short, slender horns that never form more than a halfcurl. Births take place in the spring after a gestation period of
150-180 days. One to two lambs are born and are completely
weaned by 4 to 6 months of age.
But, the important thing about animal adaptations is
that it helps their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
37
The important thing about animal adaptations is that
it helps their species to survive.
Bighorn are herbivores. The word herbivore means “planteater”. They graze on a variety of desert plants where they get
most of their moisture, when water is scarce.
When summer temperatures become extreme and water sources
dry up, Desert Bighorns rest most of the day and feed at night.
It is believed that desert bighorn can live without drinking any
water for as much as six months.
They are fond of cacti and succulents and use their hooves and
horns to remove the prickly spines. The plants found in the
Mojave Desert that are most important in the bighorn sheep’s
diet are sagebrush, Mormon Tea, and yuccas.
Bighorns swallow their food without much chewing. Later they
regurgitate the food (called a cud) and chew on it thoroughly
before swallowing again. Bighorns have a 9-stage digestive
process that allows them to take the maximum amount of
nutrition from their food.
But, the important thing about animal adaptations is
that it helps their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
38
The important thing about animal adaptations is that
it helps their species to survive.
But your chances of seeing a Desert Bighorn decrease
every year.
The Desert Bighorn sheep along with its related species in
the Rockies and Sierra Nevada are threatened with
extinction. Human activities are responsible for the
Bighorn’s decline. In the desert areas off-road vehicles,
trespassing cattle, poaching, drought, disease and
Mountain Lion predation have worked together to push
this population to the edge of extinction.
But, the important thing about animal adaptations is
that it helps their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
39
Bald Eagles
Big Book
By Charlyn Fijan
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
40
The important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.




Their wingspan measures up to 7 feet wide.
Bald eagles weigh 9 to 12 pounds.
They have 7,000 feathers and are deep brown except
on their head and tail, which are white.
Their talons and beak are yellow.
But, the important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
41
The important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.




Eagles can live up to 20 to 30 years in the wild.
Eagles mate for life!
They lay 1 to 3 eggs. Their babies are called eaglets.
o They must rely on their parents to feed them.
o It will take up to 6 weeks before they begin to
grow young feathers.
At 10-13 weeks, they take their first flight. They
are now called fledglings.
But, the important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
42
The important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.



Bald eagles live only in North America.
You will find them living along coastal ranges or
near rivers and lakes.
They build their nests on cliffs and tall trees.
But, the important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
43
The important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.





They have powerful eyesight, seeing up to one mile
away.
There are two centers of focus in each eye.
o That means they can see 4 different things at the
same time!
Their beak is strong so they can tear meat.
An eagles’ talon can lift up to 5 pounds.
Bald eagles eat mainly fish but will also eat
waterfowl, small mammals and snakes.
But, the important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
44
The important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.


Eagles are high up on the food chain. Therefore,
their enemy is humans.
o DDT, pesticides
o Hunting
o Stealing eggs
o Destruction of their habitat
Bald eagles were endangered, but because of the
efforts made by environmentalists, their numbers
have increased.
But, the important thing about is that Bald
Eagles is that many adaptations have helped
their species to survive.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
45
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
1
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
2
GLAD Project
Los Nietos School District
ANIMAL ADAPATATIONS
Grade Level 3
On A Vast Desert Floor
Narrative
On a vast desert, the heavy sun shone upon the creosote shrubs. Beneath it laid, in the cold
shade, some unsuspecting eggs. CRACK… tap tap, tap. The following day there was an
enormous CRACK. With a loud, yawning sigh the last hatchling emerged. “Well, what took you
so long,” questioned the gopher. “your friends have all already left.” The little hatching hissed,
and fussed and snapped at the bewildered gopher. “Hey, calm down, I was just trying to help,”
gopher said hurt. “You shouldn’t hiss like that, a coyote might hear you, and this shrub can’t
protect you from him.” Not willing to admit his confusion, the proud little tortoise announced,
“I’m not afraid of coyotes…Um, what’s a coyote anyways?”
“It is one of the many desert predators that seek its meal in young tortoises. You’re just a
softy. Your shell hasn’t hardened yet and I suggest that you follow me back to the burrow before
you get hurt,” said gopher matter-of-factly. Young tortoise begrudgingly followed gopher back
to the burrow.
As they entered into the cool, deep burrow, long tunnels branched out from the entrance and
tortoise stared in awe. “This place is splendid!” little tortoise exclaimed excitedly. “So much
more comfortable than sitting outside in the desert heat. Did you dig this grand hole gopher?”
“Heavens no!” stated gopher, “the wise old tortoises dug these burrows.”
“You mean I could do this?” questioned L.T. “Oh no. You’re much too young. You’ll have to
wait until your shell hardens,” said gopher as he patted L.T. soothingly. “What do you know
about being a tortoise anyway!? You’re just a gopher,” retorted tortoise. Angered and impatient,
L.T. watched as a toad hopped by into a separate chamber of the burrow. “How many animals
live here?” thought L.T. Curiously, L.T. followed toad in and out of the many swiveling tunnels,
but toad was too fast and L.T. lost his way. Worried L.T. slowly walked back through the
winding tunnels, whispering little “Hello’s.” From behind him, a steady, ominous, rumbling low
voice said, “Hey little fella! Come over here so I can hear you better.” L.T. wandered towards
the voice cautiously, and bumped into a large heavy object, falling over in the process. “There
you are, you just bumped into me. You should be more careful.” “Well, who are you? What are
you?” said tortoise stubbornly. “Well I’m a tortoise too. My name is Guss and I live here. I was
on my way out to get some food before coyote comes back from his hunt. Are you hungry little
fells? I can bring you back some succulent cactus.” “I’m not little!” L.T. shouted.” “Well, your
shell is still too soft, you stay here while I go out side and get us some food.” “Well, I want to
go.” Trust me, you stay here until you’re old enough, and ready,” rumbled Guss. And so it went.
Old Guss took care of L.T. with the restriction of staying in the burrow.
One night L.T. grew so frustrated about always being told what to do and being told he wasn’t
old enough to do things he decided to venture out of the burrow on his own. “I don’t need that
old Guss to help me do things. I’m going to start my own burrow, and find my own food. The
full moon’s bright light allowed L.T. to navigate his way. After a while he spied a soft patch of
dirt perfect for digging his burrow, or so he thought. His natural instinct guided his flattened
fore limbs to loosen the earth and shovel out the dirt. “I knew I could do this!” screamed L.T.
He then heard a loud SWOOSH. His automatic told him to retract his limbs. He stayed
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
1
withdrawn for a couple of minutes and finally felt brave enough to take a quick look. POP! He
realized he was no longer on the ground but instead was rising higher and higher and higher in
the sky. He looked up to find a large, feathered creature grasping onto his shell. “I was looking
for a young soft shelled tortoise like you,” said Raven with a laugh. L.T. quickly solved the
problem and locked his firm jaws onto the raven. He twisted and turned so his gular horn
penetrated the raven’s flesh. Before he knew it the bird had released him with a squawk and L.T.
plummeted towards Earth. As he fell his short life flashed before him like a filmstrip and he
thought about what Gopher had told him about the dangerous coyotes. “And Guss, sweet, sweet
Guss… all he was trying to do was help me grow up,” thought L.T. “No longer will I taste the
sweet nectar of the cactus flower, or the tenderness of such a great friendship. Never will I know
what it is like to have a hard shell or to live for 100 years.”
The next thing he knew he was opening his eyes, not knowing how much time had passed.
He came to the realization that he was still alive and had landed safely. He started to move his
limbs and found himself tangled in sage bush. Lucky to be in one piece, he wrangled himself to
the ground. Sore and belittled, L.T. headed in the burrow’s direction, or so he thought.
He walked and walked for what seemed like an eternity, passing many boulders as he trudged
along. He kept replaying Guss’ wise words in his head, “stay inside little one until you’re grown
up, until you’re ready.” Now… he was by himself in unknown territory. He heard howls in the
distance. Once again instinctively, he retracted his limbs, hoping if there were coyotes nearby
they would mistaken him for a rock. The howls came closer. He felt the moist breath of the
coyote surveying his shell. Shivering inside he prayed and prayed.
L.T. lost track of time when slowly he began to notice the air around him was beginning to
warm up. It was morning and the sun was shining once again as it did most every day in the
desert. He gradually stretched out his limbs and began to mosey in what he hoped was the
direction of burrow. Then he heard a sound that seemed like a whisper in the wind, but the
sound grew louder and stronger. Finally, he was able to make out some words,
“L.T...where…..are…..you? Where……are……you? Are…..you……out……there? Never
before had anything sounded so wonderful. “Guss! Gopher! I’m over here?” L.T. moved in the
direction of his friends, knowing now that he was ready to learn and listen and was fortunate to
have the friends to help him.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
2
Poetry Booklet
Name:_____________________
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
3
ADAPTATIONS
Is this a bighorn sheep?
Do they have adaptations?
How do you know?
How do you know?
Give me an example.
Give me an example.
Yes Ma’am.
Yes Ma’am.
Survive in the desert.
Live in high elevations.
Powerful hind legs
Can scale steep cliffs.
Is this a desert tortoise?
Do they have adaptations?
How do you know?
How do you know?
Give me an example.
Give me an example.
Yes Ma’am.
Yes Ma’am.
They have a hard shell.
Live in burrows.
Retract head and limbs.
Flippers work like shovels.
Is this a great white shark?
Do they have adaptations?
How do you know?
How do you know?
Give me an example.
Give me an example.
Yes Ma’am.
Yes Ma’am.
Terror of the ocean.
Propels through the water.
3,000 sharp teeth.
Rips and tears flesh.
Is this a bald eagle?
Do they have adaptations?
How do you know?
How do you know?
Give me an example.
Give me an example.
Yes, Ma’am.
Yes Ma’am.
Can snatch and lift prey.
Can see prey from up high.
Hooked beak and large talon.
Keen eyesight.
Why do you know?
Why do you know?
Why is that so?
Why is that so?
Animals adapt.
Animals adapt.
Stay alive!
To survive!
By Charlyn Fijan, ‘07
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
4
CONSERVATION CADENCE
We just know what we’ve been told,
Conservation’s worth is weight in gold,
Save those mammals, reptiles, too,
Insects and birds for me and you.
Sound off – endangered
Sound off—extinct
Sound off—endangered, extinct, OH NO!
Losing forests, oceans too,
Leaves less air for me and you,
Jungles, home to biodiversity,
A habitat for thousands, don’t you see?
Sound off – ecology
Sound off—conservation
Sound off—ecology, conservation, OH YES!
Adaptations, means that all things change,
It’s nature’s way to rearrange,
But when change comes much too fast,
We can’t adapt, and we don’t last.
Sound off – adaptation
Sound off—change
Sound off—adaptation, change, THAT’S US!
By Brechtel, ‘97
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
5
I’m a Desert Tortoise
I’m a reptile living in the hot southwest,
Underground by day and eating near night.
Can go without water for a long, long time,
Munch on cactus flowers so sweet and bright.
I’m a desert - - tor-toise.
I’m a desert - - tor-toise.
I have an outer shell with geometric shapes,
That hardens up with age to protect my head and legs.
I can dig into the dry hard desert floor
‘Cause my front legs are like shovels edged with strong sharp claws.
I’m a desert - - tor-toise.
I’m a desert - - tor-toise.
My enemies are people in their SUV’s,
Gila monsters, ravens, and the coyotes.
My species is endangered
So you better watch out
Protect me from extinction, you’ll be glad no doubt!
I’m a desert - - tor-toise.
I’m a desert - - tor-toise.
By Charlyn Fijan, ‘08
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
6
California’s Ecosystem
(To the Tune of “Alouette”)
Ecosystems, California’s got ‘em!
Ecosystems, all across the state.
Along the Pacific coast
Where the ocean’s deep and blue
You will find the Great White Shark
Hunting elephant seals
Ecosystems, California’s got ‘em!
Ecosystems, all across the state.
High in the Sierras
Where the trees grow tall and green
You will find the Bald Eagle
Catching lots of fish.
Ecosystems, California’s got ‘em!
Ecosystems, all across the state.
On the mountains’ dry side
Where the rocks are large and gray
You will find the Big Horn Sheep
Grazing on the grass.
Ecosystems, California’s got ‘em!
Ecosystems, all across the state.
Below in the Mojave
Where the desert sand shines bright and gold
You will find the Tortoise
Crunching on cactus.
Ecosystems, California’s got ‘em!
Ecosystems, all across the state.
By: Phyllis Martinez, ‘06
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
7
Great White Shark Cadence
I don’t know what you’ve been told
Great White Sharks are very bold!
Carnivores, they like to eat
Carrion, otters and shark treats.
Seals, you’d better swim away.
Then you’ll live another day.
Fish and ray, you’d better hide.
Here comes Shark, mouth open wide!
Sound off – Great White
Sound off- Carnivore!
Sound off – Great White, Carnivore!
I don’t know you’ve been told
Cartilage instead of bones,
Gills along the sides of him,
Rudder tail to help him swim.
Pectoral fin, he has below.
Dorsal fin, on top you know.
He can sense electricity
By ampullae of Lorenzini.
Sound off – Great White
Sound off- Features!
Sound off – Great White, Features!
By: Irene Franklin, ‘06
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
8
Zoologists Bugaloo
I’m a zoologist and I’m here to say
I study how animals live everyday
Sometimes I write a paper,
Sometimes I read a book,
But usually I go and take a look.
Sheep, eagles, sharks and tortoises too,
Doing the zoologist bugaloo!
Animals are so interesting, many people say,
But I think scientific in many ways.
Sometimes they are migrating,
Sometimes they are hibernating,
But always they are adapting,
Growing and changing.
Sheep, eagles, sharks and tortoises too,
Doing the zoologist bugaloo!
Sometimes I study them in their different habitats,
Animals foraging and that’s a fact.
Survival, Growth, and Reproduce
Adaptations is what they do
To improve their change for survival it’s true!
Sheep, eagles, sharks and tortoises too,
Doing the zoologist bugaloo!
Doing the zoologist bugaloo!
Adapted by Kathy Gomez, ‘07
Adapted from:
Plant and Animal Life Cycles Level 2 CA-Project GLAD (09/06)
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
9
Adaptations Here, There, Everywhere
Adaptations here, Adaptations there,
Adaptations, adaptations everywhere.
Powerful adaptations protecting,
Dangerous adaptations devouring,
Beautiful adaptations migrating,
And clever adaptations retracing.
Adaptations in the Mojave Desert,
Adaptations below the Pacific Ocean,
Adaptations along the coastline,
And adaptations on top of steep cliffs.
Adaptations here, Adaptations there,
Adaptations, adaptations everywhere.
Adaptations! Adaptations! Adaptations!
By: Nicole Chavez & Charlyn Fijan, ‘08
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
10
Project GLAD
Home School Connection – Animal Adaptations #1
Sketch a picture of the Bald Eagle. Interview a member of your family.
Ask them what they know about the Bald Eagle, what they eat, and
where they live.
Student:_______________ Parent/family member:____________
1/28/08
Unit
Project GLAD
Animal Adaptations
Project GLAD
Conexión entre escuela y hogar – adaptaciones de animales #1
Dibujar el aguila calvo. Haga una entrevista con tu familia. Pregúntales
lo que sabe del aguila calvo, que come y donde vive.
Estudiante:____________________ familiar:_______________
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
11
Project GLAD
Home School Connection – Animal Adaptations #2
Tell a family member about the Desert Tortoise. Write and sketch how
their adaptations have protected them and allowed them to survive for
many years.
Student:_______________ Parent/family member:____________
1/28/08
Unit
Project GLAD
Animal Adaptations
Project GLAD
Conexión entre escuela y hogar – adaptaciones de animales #2
Hablar con tu familia sobre la tortuga del desierto. Escribir y dibujar
como sus adaptaciones le ayuda a sobrevivir y protegerse.
Estudiante:__________________ familiar:_______________
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
12
Project GLAD
Home School Connection – Animal Adaptations #3
Tell your family about what a zoologist does. What do you want to be
when you grow up? Write and sketch a picture and tell about the job
you would like to have.
Student:_____________ Parent/family member:_____________
1/28/08
Unit
Project GLAD
Animal Adaptations
Project GLAD
Conexión entre escuela y hogar – adaptaciones de animales #3
Hablar con tu familia sobre lo que hace un zoologo ¿Qué trabajo quieres
hacer tu en el futuro? Escribirlo y dibujarlo.
Estudiante:___________________
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
familiar:_______________
13
Project GLAD
Home School Connection – Animal Adaptations #4
Sketch a picture of the Desert Bighorn Sheep or the Great White Shark.
Tell your family about what it eats and where it lives.
Student:______________ Parent/family member:_____________
1/28/08
Unit
Project GLAD
Animal Adaptations
Project GLAD
Conexión entre escuela y hogar – adaptaciones de animales #4
Dibujar la el carnero salvaje del desierto o el tiburón blanco. Hablar con
tu familia sobre lo que come y donde vive.
Estudiante:__________________ familia:_______________
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
14
Expert Group Great White Shark
(Carchardon Carcharis)
Protected species
Characteristics
The great white shark is born 12-16 feet long, but can grow to be as long as 23 feet. This
enormous shark can weigh up to 7,000 pounds. The body is shaped like a torpedo and is bluegrey except for its underside which is white. It has four fins and a crescent shaped tail.
Habitat
The great white shark lives along the shores of temperate coastlines throughout the world. Only
females migrate to warmer waters such as Southern California to give birth.
Adaptations
The great white shark has many adaptations. Its powerful tail can propel the shark up to 15
m.p.h. It also has a keen sense of smell. Just one drop of blood in 25 gallons of water is enough
that the shark can detect its prey. The jaw is armed with thousands of razor-sharp teeth that tears
its food apart. Teeth never stop growing. If one is lost a new one grows back. The blue-grey
coloring of the shark allows it to sneak up on its prey in the water. The shark’s head contains
ampullae of Lorenzini, which are jelly-filled canals that sense electrical fields to help the shark
navigate and find its prey.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
15
Diet
The great white shark is a carnivore and loves to eat smaller fish, rays, otters, carrion and even
other sharks.
Enemies
Your chances of seeing a Great White Shark decreases every year.The Great White Shark is an
endangered species. Human activities are responsible for the Great White Shark’s decline.
Interesting Facts
The great white shark is thought to live up to 100 years and gives birth to 2-14 pups. This
oviparous’ eggs also fertilize and hatch internally.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
16
Expert Group Desert Tortoise
Endangered Species
Characteristics
The desert tortoise is a reptile with a large round top shell called a carapace. On the surface of
the shell are tile-like sections called scutes. The under shell is called the plastron and has a
protruding horn, called the gular horn, for protection and fighting. The legs and head of the adult
tortoise are retractable and can safely hide from an attack. The front legs are flat and act as
shovels for digging in the sand. At the tip of the front legs are claws that easily break the soil
apart. Their skin is covered with scales giving it an armor-like appearance. It takes up to five
years for a desert tortoise’s shell to become hard. Until then, the young tortoises are at risk to
being killed by predators. Wild desert tortoises can live up to fifty years, while those raised as
pets live much longer.
Habitat
The desert tortoise lives in the Mojave and Sonoran Deserts. In the Mojave, it lives in open
flatlands and along dry wash areas. In the Sonoran, it is common to find them along the lowers
slopes of mountains to blend in with rocks or along alluvial fans.
They live inside burrows they have dug for themselves or inside a rock crevice or overhang.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
17
Adaptations
The desert tortoise has many adaptations. They have features for digging holes, or burrows in
the ground. The forelimbs are tipped with stout claws that break open the hard soil. The
forelimbs are also flattened, acting like shovels.
Tortoises are hard to spot because they look like another stone on the desert floor. When danger,
approaches the tortoise will freeze. If that does not work then they can retract their limbs inside
the impenetrable shell. Tortoises may also lunge at the predator with its gular horn while its
head is withdrawn inside.
Desert tortoises can survive up to one year without water because of many water conservation
behaviors.
Diet
The desert tortoise is an herbivore eating mostly flowering plants. They eat the entire plant.
Tortoises will also eat grasses, cactus and other desert plants. Most food is consumed in the
spring or summer which then lasts them for the entire year.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
18
Enemies
There are many animals that prey upon the desert tortoises, especially the hatchlings and eggs.
The kit fox and Gila monster dig up and devour the eggs. Ravens, eagles, coyotes, and badgers
hunt hatchlings and occasionally adults. The largest predator of the tortoise is the jaguar.
Desert tortoises are endangered primarily due to humans. Their deaths are caused by off-road
vehicles, habitat loss through land development and illegal collecting.
Interesting Facts
The desert tortoise is said to have a 50 to 80 year lifespan. They lay between 1 to 2 eggs and dig
their nests in the sand. Amazingly, the temperature determines whether the desert tortoise will
be a female or male. Females reflect the hot temperature and males the cold.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
19
Expert Group Desert Bighorn Sheep
Ovis Canadesis
Characteristics
If you saw a desert bighorn sheep you would notice it is covered with a brown coat accented with
patches of white on its rump, muzzle, back of legs and around the eyes. Their coloring helps the
Bighorn blend into the dry, craggy cliffs where they nest.
Bighorn sheep are best known for their distinctive horns. Their horns are made of keratin, the
same material from which our fingernails are made. The horns spiral backwards from the head,
with ridges called annuli, which mark their years of growth. Rams have massive horns that form
a C-shaped curl. Ewes have short, slender horns that never form more than a half-curl. Births
take place in the spring after a gestation period of 150-180 days. One to two lambs are born and
are completely weaned by 4 to 6 months of age.
Bighorn grow to 3 and a half feet tall and 5 feet long and can weigh up to 280 pounds. The
weight of the desert bighorn fluctuates with the seasons, shedding unwanted pounds in the hot
weather and gaining fat and thicker fleece for the winter.
Habitat
Desert Bighorn Sheep live in the higher elevations of the southwest desert. Bighorn inhabit
alpine meadows, grassy mountain slopes and foothill country near rugged, rocky cliffs and
bluffs, allowing for quick escape. They rest in the rocky slopes and cliffs where they can find
shade, shelter and protection from their enemies. Their resting areas are located close to
seasonal water holes.
The climate is extremely hot and dry in the summer and cold in the winter. In winter, Bighorn
prefer slopes 2,500-5,000 feet where annual snowfall is less than 60 inches a year, because they
cannot paw through deep snow to feed. Their summer range is between 6,000-8,500 feet in
elevation.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
20
Adaptations
The Bighorn’s agility and ability to access impassable areas helps to protect them from their
predators. Their hooves are two-toed and sharp-edged, with a rough pad on the bottom that
provides good traction. Their acute eye-sight, helps them to land in tight places and also allows
them to observe animals moving up to a mile away.
In addition, their coat is made from hollow hairs that protect them from extreme temperatures.
They also perspire little, and can allow their body temperature to reach 107 degrees, allowing for
better body water conservation.
You will often find Bighorn sheep grazing in herds which protects them from individual
predators. When summer temperatures become extreme and water sources dry up, Desert
Bighorns rest most of the day and feed at night. It is believed that desert bighorn can live
without drinking any water for as long as six months. Bighorns have a 9-stage digestive process
that allows them to take the maximum amount of nutrition from their food.
Diet
Bighorn are herbivores. The word herbivore means “plant-eater”. They graze on a variety of
desert plants where they get most of their moisture, when water is scarce.
They are fond of cacti and succulents and use their hooves and horns to remove the prickly
spines. The plants found in the Mojave Desert that are most important in the bighorn sheep’s
diet are sagebrush, Mormon Tea, and yuccas.
Bighorns swallow their food without much chewing. Later they regurgitate the food (called a
cud) and chew on it thoroughly before swallowing again.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
21
Enemies
But your chances of seeing a Desert Bighorn decrease every year.
The Desert Bighorn sheep along with its related species in the Rockies and Sierra Nevada are
threatened with extinction. Human activities are responsible for the Bighorn’s decline. In the
desert areas off-road vehicles, trespassing cattle, poaching, drought, disease have worked
together to push this population to the edge of extinction.
The primary predator of the desert bighorn sheep is the mountain lion. The lion can climb the
same difficult terrain and is fast. Other predators of the desert bighorn sheep, particularly the
young and weak are coyotes, wolves and eagles.
Interesting Facts
This desert animal can withhold a lifespan of 10 to 15 years!
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
22
Expert Group Bald Eagle
Haliaetus Leucephalus
Threatened Species
Characteristics
The feathers of an adult bald eagle are a deep brown, except for the head and tail which are
white. The talons and beak are yellow and can weigh from 9-12 pounds. The bald eagle also has
a powerful wingspan that extends up to 7 feet wide. The bald eagle lives approximately 20-30
years. It also chooses their mate for life! The bald eagle is our county’s national symbol.
Habitat
The bald eagle is native to North America. This bird lives typically along the coastal ranges or
near rivers and lakes. Their nest is always perched high on a cliff or on the branches of a tall
tree.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
23
Adaptations
The bald eagle has keen eyesight and can see up to a mile away. Each eye has tow centers of
focus which allows the eagle to see four things at the same time. It has a strong hooked beak that
can easily tear flesh from fish or mammals. The talons of the bald eagle are also strong enough
to lift up to 5 pounds, allowing it to swoop down and snatch fish from a river and fly to a short
nearby to eat it.
Diet
The bald eagle eats mainly fresh fish. But, it is also known to hunt water fowl, small mammals,
and snakes.
Enemies
The bald eagle is at the top of the food chain. Therefore, its primary enemies are humans.
Environmental pollution almost threatened the bald eagle’s extinction. Fortunately, conservation
efforts have returned the bald eagle to the threatened level in most areas. In addition, humans are
responsible for the eagle’s habitat destruction and the stealing of their eggs.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
24
Interesting Facts
The bald eagle lays 1-3 eggs at a time and lives approximately 20-30 years. It also chooses their
mate for life! The bald eagle is our county’s national symbol.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
25
Expert Group Pronuba Moth
Characteristics
They have feather like antennae or an antenna with no club at the end. When perched, their
wings lay flat. They also have thick hairy bodies and four delicate earth tone colored wings.
Their body and wings are covered with tiny “dustlike scales.” The wings fold rooflike over the
body when at rest. Its mouth parts are well suited for sucking and the long proboscis is curled
when not in use. In addition, they have two large compound eyes with many facets (ommatidia).
Habitat
The Pronuba Moth lives wherever the Joshua Tree thrives. The Mojave Desert’s environment
creates the perfect habitat for both the Joshua Tree and the moth.
Adaptations
The Pronuba Moth is active at night and rests during the day inside its preferred habitat, the
Joshua Tree. During the day this small moth hides in the ground. The flower, in turn, only
blooms at certain times of the year and only at night. When it blooms, immediately the young
Pronuba Moth breaks out of their cocoons beneath the sand. The Pronuba Moth has evolved
special organs which collect and distribute the pollen onto the surface of the flower.
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
26
Diet
The female Pronuba Moth lays its eggs in the flower of the Joshua Tree. The Moth larvae then
feed on the developing seeds of the yucca, but leave some to mature. These moths feed on the
foliage and nectar of the Joshua Tree, and other plants of the desert.
Enemies
The Pronuba Moth is prey to birds that live in the Mojave Desert. In addition, humans are a
threat to the Pronuba Moth through the destruction of the Joshua Tree from land development.
Interesting Facts
These amazing moth can see ultra violet light!
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
27
_____________________
Name
_____
Interesting
Facts
Characteristics
Habitat
Enemies
Animal
Diet
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
Adaptations
28
Animal
Characteristics
Habitat
Adaptations
Diet
Enemies
Desert Tortoise
(Gopherus agassizii)
-endangered species
Bald Eagle
(Haliaetus
leucocephalus)
-threatened species
Bighorn Sheep
(Ovis canadesis)
Great White Shark
(Carcharodon
carcharis)
-endangered species
Pronuba Moth
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
1
Interesting Facts
Animal
Characteristics
Habitat
Adaptations
Diet
Enemies
Interesting Facts
◦lives in Mojave and
Sonoran desert
◦burrows underground to
protect from heat and cold
◦live 1 year without water
◦retractable legs, head and tail
◦carapace-hard upper shell
◦armored flattened front limbs
for digging
◦herbivore
◦eats grass, herbs and
desert plants
- humans and their
SUV’s
Desert Tortoise
◦reptile
◦shell 9-15 ft
◦gular horn on underside
◦50-80 year lifespan
◦lays 1-2 eggs
◦digs nest in sand
◦temperatures determine sex (Female= hot
Male=cool)
◦7 ft. wingspan
◦weigh 9 to 12 lbs.
◦deep
brown
feathers
except white head and tail
◦talons and bill yellow
◦North America
◦coastal ranges or near
rivers and lakes
◦nest on cliffs and tall trees
◦mainly
fish
◦also water fowl,
small mammals,
snakes
◦humans
(DDT,
hunting, stealing
eggs, destruction
of trees)
◦20-30 year lifespan
◦mates for life
◦lay 1-3 eggs
◦hoofed mammal
◦furry light brown coat
◦white patch on muzzle
and rump
◦long curving horns with
ridges (growth rings)
◦Lives in both
alpine
tundra
and desert areas
such as Mojave
◦keen eyesight up to 1 mile
◦2 centers of focus in each
eye (can see 4 things at the
same time
◦heavy powerful beak to tear
meat
◦strong talons lift 5 lbs.
◦eaglets have larger feathers
◦two-toed pads beneath hoofs
to easily move on rough
uneven ground
◦hollow hairs protect from
extreme
hot
or
cold
temperatures
◦powerful tail propel up to
15mph
◦coloration
blends
into
environment
◦Ampullae of Lorenzini, jelly
filled
canals
to
sense
electrical fields (detects prey
and navigates)
◦nose for smelling, one drop
of blood in 25 gal. Water
◦razor sharp teeth to tear prey
- Active at night and rests
during the day in the Joshua
Tree
- During the day hides in the
ground
- Evolved special organs
which collect and distribute
the pollen onto the surface of
the flower
◦herbivore
◦eats grasses, leaves,
shoots, twigs
◦wolves
◦mountain lions
◦bears
◦10-15 year lifespan
◦carnivore
◦fish
◦rays
◦other sharks
◦otters
◦carrion
◦humans
◦thought to live up to 100 years
◦gives birth to 2-14 pups
◦eggs fertilize and hatch internally
- Moth larvae feed on
the developing seeds
of the yucca
- Moths feed on the
foliage and nectar of
the Joshua Tree, and
other plants of the
desert
◦ Birds that live in
Mojave
- Humans are a
threat to through
their destruction of
the Joshua Tree
- The flower only blooms at certain times of
the year and only at night.
- When it blooms, immediately the young
pronuba moths break out of their cocoons
beneath the sand
- Can see ultra violet light
-endangered species
Bald Eagle
(Haliaetus
leucocephalus)
-threatened species
Bighorn Sheep
(Ovis canadesis)
Great White Shark
(Carcharodon
carcharis)
-endangered species
Pronuba Moth
◦
12-16’ long (23’
largest)
◦along shore of temperate
coastlines around world
◦weigh up to 7,000 lbs.
◦blue grey body
◦underbelly white
◦torpedo shaped body w/ 4
fins and crescent shaped
tail
- Feather like antennae
- When perched, 4 wings
lay flat
- Thick hairy bodies
- Delicate earth colored
wings
- Body and wings are
covered with tiny “dustlike
scales”
- Proboscis curled when
not in use
- 2 large compound eyes
- Wherever the Joshua tree
thrives; Mojave Desert
Animal Adaptations – 3rd Grade
Los Nietos School District CA (Project GLAD 06/08)
2