ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES I. UNIT THEME—Include cross-cultural sensitivity theme Adaptations in physical structure or behavior improve an organism’s chance for survival Animals have adaptations according to their environment Animals adapt to changes in their environment, or move/die/become extinct Man has responsibility for stewardship of the natural resources II. FOCUS/MOTIVATION Big Book – Animal Adaptations Important Book. Poems and Chants Inquiry Charts Observation Charts Biologist Award Cognitive Content Dictionary III. CLOSURE Process charts Personal Exploration Framed poetry Presentation of chants and poems Portfolios IV. CONCEPTS CONTENT STANDARDS—HISTORY/SOCIAL SCIENCE 3.1 Students describe the physical and human geography and use maps, tables graphs, photographs, and charts to organize information about people, places and environments in a spatial context by: 1. identifying geographical features found in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes) CONTENT STANDARDS—LIFE SCIENCES 3.0 Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept, students know. a. Plants and animals have structures that serve different functions in growth, survival and reproduction. b. Examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Living things cause changes in the environment where they live; some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. d. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 1 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Investigation and Experimentation 5.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other three strands, students should develop their own questions and perform investigation. a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation. b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. d. Predict the outcome of a simple investigation, and compare the result to the prediction. V. VOCABULARY aggressive anchored anemones arid brilliant colony compressed constrictor consumes crevice detaches echolocation enormous environment immune maintain mammal odor plankton predators propel protected reefs regurgitated shallow submerged suffocates swallow symbiotic temperature tentacles territorial territory unhinged venom vertebrate viviparous CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS READING 1.0 Word Analysis, Fluency and Systematic Vocabulary Development Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. Vocabulary and Concept Development 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words. 1.5 Demonstrate knowledge of levels of specificity among gradeappropriate words and explain the importance of these relations (e.g., dog/ mammal/ animal/ living things). 1.6 Use sentence and word context to find the meaning of unknown words. 1.7 Use a dictionary to learn the meaning and other features of unknown words. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 2 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words. 2.0 Reading Comprehension students read and understand grade-levelappropriate material. Structural Features of Informational Materials 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. 2.4 Recall major points in the text and make and modify predictions about forthcoming information. 2.5 Distinguish the main idea and supporting details in expository text. 2.6 Extract appropriate and significant information from the text, including problems and solutions. 2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). 3.0 Literary Response and Analysis Structural Features of Literature 3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). Narrative Analysis of Grade-Level-Appropriate Text 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them. 3.4 Determine the underlying theme or author's message in fiction and nonfiction text. 3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection. 3.6 Identify the speaker or narrator in a selection. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 3 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES WRITING 1.0 Writing Strategies Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details. Penmanship 1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. Research 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). Evaluation and Revision 1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. 2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives: a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable. 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. 2.3 Write personal and formal letters, thank-you notes, and invitations: a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. Grammar 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 4 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Punctuation 1.5 Punctuate dates, city and state, and titles of books correctly. 1.6 Use commas in dates, locations, and addresses and for items in a series. Capitalization 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly. Spelling 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare). 1.9 Arrange words in alphabetic order. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Comprehension 1.1 Retell, paraphrase, and explain what has been said by a speaker. 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 1.3 Respond to questions with appropriate elaboration. 1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia). Organization and Delivery of Oral Communications 1.5 Organize ideas chronologically or around major points of information. 1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea. 1.7 Use clear and specific vocabulary to communicate ideas and establish the tone. 1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts). 1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 5 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Analysis and Evaluation of Oral and Media Communications 1.10 Compare ideas and points of view expressed in broadcast and print media. 1.11 Distinguish between the speaker's opinions and verifiable facts. 2.0 Speaking Applications (Genres and Their Characteristics 2.1 Make brief narrative presentations: a. Provide a context for an incident that is the subject of the presentation. b. Provide insight into why the selected incident is memorable. c. Include well-chosen details to develop character, setting, and plot. 2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone. 2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS LISTENING AND SPEAKING Comprehension Beginning Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). Answer simple questions with one- to two-word responses. Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects. Early Intermediate Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]). Ask and answer questions using phrases or simple sentences. Restate and execute multi-step oral directions. Intermediate Ask and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”) Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses. Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details. Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details. Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”) Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 6 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Comprehension/Organization and Delivery of Oral Communication Beginning Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”). Early Intermediate Orally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences. Orally communicate basic needs (e.g., “May I get a drink of water?”). Recite familiar rhymes, songs, and simple stories. Intermediate Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns). Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing. Early Advanced Retell stories in greater detail including characters, setting, and plot, summary, and analysis. Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors. Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information. Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter. Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”). Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”). Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing. Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter. Identify the main ideas, points of view, and fact/fiction in broadcast and print media. Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 7 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES WORD ANALYSIS Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development Beginning Recognizes English phonemes that correspond to phonemes Students already hear and produce while reading aloud Early Intermediate While reading orally, recognize and produce English phonemes that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants). Intermediate Pronounce most English Phonemes correctly while reading aloud. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and text in content area. Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas. Phonemic Awareness, Decoding and Word Recognition Beginning Recognize sound/symbol relationships in own writing. Early Intermediate Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics). Intermediate Pronounce most English phonemes correctly while reading aloud. Use common English morphemes in oral and silent reading. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas. Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas. READING Fluency and Systematic Vocabulary Development Vocabulary & Concept Development Beginning Read aloud simple words in stories or games (e.g., nouns and adjectives). Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play). Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 8 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Early Intermediate Apply knowledge of content related vocabulary to discussions and reading. Read simple vocabulary phrases and sentences independently. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences. Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud. Read own writing of narrative and expository text aloud with some pacing, intonation, and expression Intermediate Create a dictionary of frequently used words. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written texts Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression. Use content related vocabulary in discussions and reading. Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker). Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words. Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time). Use some common roots and affixes when attached to known vocabulary. Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”). Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading. Use some common idioms in discussions and reading (e.g., “scared silly”). Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression. Advanced Apply knowledge of common roots and affixes when attached to known vocabulary. Recognize that words sometimes have multiple meanings and apply this knowledge consistently. Apply this knowledge of academic and social vocabulary to achieve independent reading. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 9 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Use common idioms, some analogies and metaphors in discussion and reading. Use a standard dictionary to determine measuring of unknown words. Read narrative and expository text aloud with appropriate pacing, intonation, and expression. Reading Comprehension Comprehension & Analysis of Grade-Level Appropriate Text Beginning (Blank) Early Intermediate (Blank) Intermediate Use detailed sentences to orally respond to comprehension questions about written text (e.g., ”The brown bear lives with his family in the forest.”). Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts. Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made. Early Advanced Describe main ideas and supporting details of a text. Generate and respond to comprehension questions related to the text. Describe relationships between text and their experience. Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations. Comprehension Beginning Respond orally to stories read to them by answering factual comprehension questions, using one- or two-word responses (e.g., “brown bear”). Orally identify relationship between simple text read to them and their won experience using key words and/or phrases. Understand and follow simple one-step directions for classroom or work-related activities. Early Intermediate Read and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”) Read and orally identify relationships between written text and their own experience using simple sentences. Understand and follow simple two-step directions of classroom or work-related activities. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 10 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Intermediate Early Advanced/ Advanced Read and use more detailed sentences to orally describe relationships between text and their own experiences. Understand and follow some multi-step directions for classroomrelated activities. Locate and identify the function of text features such as format, diagrams, charts, glossaries, and indexes. Comprehension and Analysis of Appropriate Text Beginning Identify the basic sequences of events in stories read to them, using key words or pictures Identify the main idea in a story read aloud using key word and/or phrases. Point out text features such as title, table of contents, and chapter headings. Early Intermediate Orally identify the basic sequence of written text using simple sentences. Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences. Read and identify basic text features such as title, table of contents, and chapter headings. Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts. Early Advanced Describe main ideas and supporting details of a text. Generate and respond to comprehension questions related to the text. Describe relationships between text and their experience. Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations. Literacy Response Narrative Analysis of Grade-Level-Appropriate Text /Structural Features Beginner Listen to a story and respond orally in one or two words to factual comprehension questions. Identify orally different characters and settings in simple literary texts by using words or phrases. Distinguish between fiction and nonfiction by giving one- or twoword oral responses. Create pictures, lists, charts, and tables to identify the characteristics of fairy tales, folktales, myths, and legends. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 11 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Early Intermediate Respond orally to factual comprehension questions about brief literary texts by answering in simple sentences. Read literary texts and orally identify the main events of the plot by using simple sentences. Recite simple poems. Describe orally in simple sentences the setting of a literary work. Distinguish orally between poetry, drama, and short stories by using simple sentences. Describe orally in simple sentences a character in a literary selection according to his or her actions. Intermediate Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts. Apply knowledge of language to derive meaning from literary texts and comprehend them. Early Advanced Identify and describe figurative language (e.g., similes, metaphors, and personification). Distinguish between literary connotations and symbols from culture to culture. Read a literary selection and orally identify metaphors and similes. Identify the motives of characters in a work of fiction. Recognize and describe themes stated directly in a text. Read a literary selection and orally identify the speaker or narrator by using simple sentences. Read a literary selection and orally identify the main conflict in the plot and its resolution. Recognize the difference between the first-person and third-person points of view in a literary text. Advanced Describe the major characteristics of poetry, drama, fiction, and nonfiction. Identify various techniques to influence readers’ perspectives and evaluate the author’s use of the techniques. Recognize and describe themes stated directly or implied in literary texts. Compare and contrast the motives of characters in a work of fiction. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 12 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES WRITING Beginner Write simple sentences using key words commonly used Write phrases and simple sentences that follow syntactical order Intermediate Following a model given by the teacher, write a short paragraph of at least four sentences Write legible simple sentences that respond to topics from language arts and other content areas Create cohesive paragraphs that develop a simple idea with consistent use of Standard English grammatical forms Write simple sentences about an event/character from written text Produce independent writing that is understood when read regardless of the inclusion of some inconsistent use of standard grammatical forms Advanced Develop a clear thesis and support it using analogies and quotations and facts appropriately Write a multi-paragraph essay with consistent use of standard grammatical forms Writing Conventions Beginner Use capital letters to write own name Intermediate Use capital letters to begin a sentence and for proper nouns Advanced Use a period or question mark at the end of a sentence Produce independent writing that includes partial consistency in the use of capitalization, periods, and correct spelling Produce independent writing with consistent use of capitalization, punctuation and correct spelling MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS Math --graphing --use math skills to solve problems --functional relationships between two quantities --area and perimeter Science --names of animals --organizing --classifying --sequencing --grouping --developing hypotheses Social Science --use maps, tables, graphs, photographs to organize information Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 13 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES VI. RESOURCES AND MATERIALS -Nonfiction How do Animals Adapt? (The Science of Living Things) by Bobbie Kalman ISBN: 0865059578 Anacondas (World's Largest Snakes) by Valerie J. Weber ISBN: 0836836537 The Puffins Are Back! by Gail Gibbons (Illustrator) "A small boat comes close to an island off the coast of Maine ISBN: 0060216034 A Salamander's Life (Nature Up close) by John Himmelman "In spring, a salamander lays her eggs in a pond..." ISBN: 0516263552 Salamander Rain: A Lake and Pond Journal (Sharing Nature With Children Book) by Kristin Joy Pratt-Serafini ISBN: 1584690178 Animal by DK Publishing "Animals are a diverse group of living things that are found in nearly all parts of the world, including the depths ISBN: 0756611318 Animals Without Backbones: Grades 1-3 (Animals Without Backbones) by Jo Ellen Moor ISBN: 1557996849 Animals Without Backbones: Grades 1-3 (Animals without Backbones) by Jo Ellen Moor ISBN: 1557996849 Animal Habitats: Discovering How Animals Live in the Wild (Facts on File Natural Science Library) by Tony Hare ISBN: 0816045933 Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 14 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES Do Animals Need Umbrellas? (Parker, Steve. Ask About Animals). by Steve Parker, Graham Rosewarne ISBN: 0761404953 Cold, Colder, Coldest: Animals That Adapt To Cold Weather (Animal Extremes)by Michael Dahl, Brian Jensen ISBN: 1404810145 Hot, Hotter, Hottest: Animals That Adapt To Great Heat (Animal Extremes) by Michael Dahl, Brian Jensen ISBN: 140481017X Extreme Animals: The Toughest Creatures on Earth by Nicola Davies, Neal Layton ISBN: 0763630675 Skin (Adaptation for Survival) by Stephen Savage ISBN: 1568473532 RESOURCES AND MATERIALS – Fiction A Curious Clownfish by Eric Maddern, Adrienne Kennaway ISBN: 0711207577 Pauly, the Adventurous Pallid Bat by Heather Irbinskas, Brian Anthis (Illustrator) ISBN: 1583690328 The Seal Oil Lamp - An Adaptation of an Eskimo Folktale by Dale De Armond ISBN: 0871568586 Gift of Gab Special Episode Adaptation by Cathy West, Jim Durk ISBN: 0689832303 The Magic School Bus Hops Home: A Book About Animal Habitats (Magic School Bus) by Pat Relf, Nancy Stevenson The Mole's Daughter: An Adaptation of a Korean Folktale (Paperback) by Julia Gukova ISBN: 1550375245 Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 15 ANIMALS ADAPT TO SURVIVE (Grade Level 3) IDEA PAGES RESOURCES AND MATERIALS – Poetry At The Zoo, William Makepeace, Thackeray Clownfish / Anemone Bugaloo, Phil Brown Adaptation Yes Ma’am, Phil Brown Clownfish Sound Off, Phil Brown Animals Here There, Phil Brown RESOURCES AND MATERIALS – Community (Field Trips/local Resources) Science Discover Museum 3615 Auburn Blvd Sacramento, CA 95821 (916) 575-3941 Sacramento Zoo 3930 W Land Park Dr, Sacramento, CA (916) 264-5888 Steinhart Aquarium 875 Howard Street San Francisco, Ca RESOURCES AND MATERIALS – Technology www.junglewalk.com www/calacademy.org www.storyit.com www.poetryzone.ndirect www.gotpetsonline.com www.discovery.com Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 16 ANIMALS ADAPT TO SURVIVE (Grade Level 3) PLANNING PAGES I. FOCUS/MOTIVATION Big Book Inquiry Charts Observation Charts Cognitive Content Dictionary Exploration Report Personal Interaction Biologist Awards Read Aloud II. INPUT Pictorial Input: Clownfish and it’s characteristics World Map: Habitat of the Clown Anemone Fish Narrative Input: A Curious Clownfish Mind Map: Adaptations of the Clown Anemone Fish Six Kingdoms of Living Things III. GUIDED ORAL PRACTICE T-graph for social skills - cooperation Picture file activities Personal interaction Poetry / Chants Sentencing Patterning Chart Expert Groups Process Grid Exploration Report IV. READING/WRITING A. Total Class: Modeling Group Frame Coop Strip Paragraph Pocket Poetry Poetry Frames Flip charts Found Poetry Strip books Story map Big Book DRTA Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 17 ANIMALS ADAPT TO SURVIVE (Grade Level 3) PLANNING PAGES B. Small Group/Practice – (anything modeled whole class) Expert group #Heads together Process grids Small group shared reading Student generated text Flexible Grouping Reading Partner reading—ear-to-ear Reading Mind mapping Strip books Flip chants Team tasks C. Individual Activities Learning logs Interactive journals Silent sustained reading Sketch and Write Descriptive language D. Writer’s Workshop Mini lesson Write – student choice Conferencing Author’s Chair V. EXTENDED ACTIVIES FOR INTEGRATION Music Art Guided Imagery Poetry V. CLOSURE Process all charts and information Personal Exploration Framed poetry Team Exploration Presentation of chants and poems Process Big Book Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 18 ANIMALS ADAPT TO SURVIVE (Grade Level 3) SAMPLE DAILY LESSON PLAN DAY 1: FOCUS/MOTIVATION Standards—Super Biologists Awards Cognitive Content Dictionary with Signal word Observation Charts Inquiry Chart Big Book – Personal Interaction (10/2) Portfolios INPUT World Map - (10/2) lecture, primary language groups - learning log - ELD Review Six Kingdoms of Living things - - (10/2) lecture, primary language groups - learning log - ELD Review Pictorial Input Chart – Classification and Description of Clownfish - - (10/2) lecture, primary language groups - learning log - ELD Review Read Aloud Poetry GUIDED ORAL PRACTICE Chants T-Graph – Cooperation - Team Points Picture file card Activity - List, group, label - Exploration Report Poetry READING/WRITING Flex group reading Team Tasks WRITER’S WORKSHOP - Mini-lesson- choices - Write - Author’s Chair CLOSURE Process Charts Home / School Connection Interactive Journals Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 19 ANIMALS ADAPT TO SURVIVE (Grade Level 3) SAMPLE DAILY LESSON PLAN DAY 2: FOCUS/MOTIVATION Cognitive Content Dictionary with Signal word Process Home/School Connection Review Input charts with word cards Poetry; highlight, sketch, add picture files Read aloud INPUT Narrative Input Chart - 10/2 lecture - Learning Log GUIDED ORAL PRACTICE Chant T-Graph Process Expert Groups - Anaconda - Pallid Bat - Atlantic Puffin - Blue-Spotted Salamander Team Tasks WRITER’S WORKSHOP Mini-lesson- Fiction / Nonfiction Write Author’s Chair CLOSURE Review Inquiry Charts Home/School connection Interactive Journal Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 20 ANIMALS ADAPT TO SURVIVE (Grade Level 3) SAMPLE DAILY LESSON PLAN DAY 3: FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home/School connection Read Aloud— Pauly, the Adventurous Pallid Bat INPUT Review Narrative with word cards and conversation bubbles GUIDED ORAL PRACTICE Sentence Patterning Chart - Read, trade - Flip Chant Chant Expert Groups - Team Tasks Mind Map Process Grid READING/WRITING Coop strip paragraph - Respond - Revise - Edit Flex group reading Writer’s Workshop - Mini-lesson- Adaptation of the Narrative - Write - Author’s Chair CLOSURE Process Charts Home/School connection Interactive Journals Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 21 ANIMALS ADAPT TO SURVIVE (Grade Level 3) SAMPLE DAILY LESSON PLAN DAY 4: FOCUS/MOTIVATION Cognitive Content Dictionary with Self-selected Signal Word Process Home/School Connection Review Narrative with Story Map Poetry GUIDED ORAL PRACTICE Chants/Poetry Strip book: Clownfish are ________ Clownfish are not ___________ READING/WRITING Ear-to-ear reading Flex group reading - ELD Group Frame - Clunkers and Links (at or above grade level) Team Tasks WRITER’S WORKSHOP Mini-lesson- descriptive language Write Author’s Chair CLOSURE Process Charts Poetry Home/School connection: Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 22 ANIMALS ADAPT TO SURVIVE (Grade Level 3) SAMPLE DAILY LESSON PLAN DAY 5: FOCUS/MOTIVATION Cognitive Content Dictionary with Self-selected Signal Word Process Home/School Connection Review charts GUIDED ORAL PRACTICE Listen and Sketch Flex group reading -Reading with co-op strip paragraph (Struggling or Emergent Readers) Team Tasks - Team Evaluation, Team Presentations READING/WRITING Found Poetry Focused Reading with Individual Cognitive Content Dictionary DRTA WRITER’S WORKSHOP Mini-lesson- similes Write Author’s Chair CLOSURE Process Inquiry Chart individual presentations Process all charts Evaluate week Letter Home Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 23 Animal Adaptations An Important Book By Robin Posmanter Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 24 Table of Contents Clown Anemone Fish…………Page 1 Reptiles…………………………..Page 2 Mammals………………………..Page 3 Sea Birds…………………………Page 4 Amphibians……………………..Page 5 Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 25 Big Book Repeated Phrase: The important thing about animal adaptations is that they improve an organism’s chance for survival. …But the important thing about animal adaptations is that they improve an organism’s chance for survival. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 26 Big Book Text: The Clown Anemone fish is a brilliantly colored orange and white striped vertebra that lives in the warm shallow waters of the Pacific and Indian Oceans among the anemones in the coral reefs. The Clown Anemone fish adaptations for survival are: It eats live food such as plankton and small shell fish. It grows in the anemone where it is protected by the anemone’s stinging tentacles. It is protected from the stinging tentacles by its slimy body covering. It is very aggressive and territorial. The male and female protect their small orange eggs from predators by hiding them in the anemone. The Clown fish protects the anemone by chasing away other fish that eat anemone. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 27 Reptiles inhabit every continent except Antarctica. Most reptiles are cold-blooded which means that they do not generate their own body heat. They rely on gathering or loosing heat from their environment by moving from sun to shade. This allows reptiles to survive with much less food than warm-blooded animals. The Komodo dragon has developed the ability to run very fast so that it can catch and eat wild boars and deer. The Snapping Turtle is Canada’s largest freshwater turtle. The Snapping Turtle has adapted its behavior to be aggressive if confronted on land, but will slip quietly away from any disturbance in water. Mammals are warm-blooded vertebrates that have made many adaptations to help them survive in various environments: The squirrel, a forest animal, has developed sharp claws to climb tree trunks. Squirrels make nests in trees to breed and to avoid its predators. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 28 The bad-smelling spray from a skunk helps it survive attacks from its enemies. The zebra’s stomach has adapted to its grassland environment by its ability to break down tough grasses. Lions have good eyesight, sharp claws, and coloring that blends in with the grass. Lions also hunt in teams. Sea birds are birds that have adapted to life in the marine environment. Most sea birds nest in colonies, have fewer young than other birds and spend more time raising them. The Pelican is a sea bird that has a large pouch under its bill so that it can hold large quantities of fish. Herons have long legs and long bills to help them fish in shallow water. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 29 The word amphibian comes from a Greek word meaning “double life”. Amphibians are four legged vertebrates that spend part of their life under water breathing with gills and the remainder of their life on land breathing with lungs. Amphibians are cold-blooded; their body temperature depends on the temperature of their environment. Amphibians lay their eggs in water, and their young tend to resemble small fish. The tadpole, or newborn frog, is born and lives in water. It has a tail that allows it to swim like a fish. It also has gills so that it can breathe under water. As the tadpole grows into a frog, it looses its gills and tail, and develops legs for moving fast on land. Most amphibians can both walk and swim in water. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 30 N WORLD MAP W E Arctic Ocean S Asia Europe North America Atlantic Ocean Africa Pacific Ocean Pacific Ocean South America Indian Ocean Clownfish Habitat Australia Southern Ocean Antarctica Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 31 Pictorial Input Chart Clown Anemonefish Coral Reef Eats live food (Plankton and small shellfish) Vertebrate Protected By stinging Anemone Tentacles slimy body covering protects it from the tentacles very aggressive and Territorial (protects their Territory or home) Symbiotic Relationship It helps the anemone and the anemone helps the clownfish Lives in warm shallow Waters of the Indian and Pacific Oceans Eggs are protected By anemone’s tentacles And male and female Clown anemonefish Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 32 Curious Clownfish By Adrienne Kennaway Story by Eric Maddern Adapted by Rebecca L. Hemphill In the warm waters of the coral reef in the Pacific Ocean swam many fabulous fish. But one fish always stayed at home in the anemones and never even went out to play. This was timid Clown Anemone Fish whose color was orange with three white stripes. She spent all day in the waving arms of Anemone. Nibbling plankton and small shell fish, she kept Anemone clean, and because of her slimy body covering the stinging tentacles protected her from danger. So it went on for a long time, until one day a different little Clown Anemone Fish was born. She was very aggressive like most Clown Anemone Fish. This baby Clown Anemone Fish that was born from the orange eggs protected by her father and mother, spun into the world and said, “I’m Clownfish! I don’t want to spend all my life in Anemone. I’m going to explore the reef! With a swish and a swirl, off she swam, looking for an adventure. She frisked through the pool of salt water, past blue Sea Star, past fans and fingers of coral. Then suddenly she saw slinky Sea Slug, waving and dancing through the water. “I’d love to dance like that,” she thought, and swam up close to join in. But the water near Sea Slug tasted Horrible, so Clown Anemone Fish quickly swam off again.) Next Clown Anemone Fish saw a huge spiky fish crunching on the coral. “Poor thing, he looks sad,” she thought. “I’ll cheer him up.” And she swam close to give him a clean. But ole Porcupine Fish must have frightened himself, because he puffed up like a big prickly ball. “Whoops!” said Clown Anemone Fish, and stopped just in time. She didn’t want prickly lips. “Isn’t anyone friendly?” Clown Anemone Fish was wondering, when Spottyfish sailed by with her babies. “Ah!” thought Clownfish, “Can I come too?” Just as she was thinking “This is fun!” Spotty-fish hurried them into the coral. When Clown Anemone Fish looked to see the trouble, she saw … fiery Dragonfish! Gliding along with her long spines waving, she was quite a pretty sight. But the little fish were all dashing to hide, and soon Clown Anemone Fish saw why. One poor fish was stung by a spine and instantly rolled over dead. Dragonfish gobbled him up in one mouthful and floated on by. Clown Anemone Fish was frightened by Dragonfish and knew she had to take care. She left Spottyfish and swam around looking for a place to rest. A big empty shell looked all right, and she was just about to swim in when out shot the claws of crabby old Hermit Crab. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 33 Clown Anemone Fish escaped with a scratch on her tail. Spiraling slowly through the water Clown Anemone Fish came upon Sweetlips. She could hardly believe her eyes, for dancing in and out of his mouth were two little Blue-Streaked Cleaners, keeping Sweetlips clean. “That’s what I do for Anemone!” She cried. “Please, please can I help?” But she never began her cleaning job, because suddenly Cuttlefish was there. What a dazzling creature, he could change his colours! Clown Anemone Fish was very impressed. Then he squirted out a murky black cloud and quickly disappeared. Clown Anemone Fish was wishing she could do clever tricks, when she saw why Cuttlefish had vanished. Through the black cloud the face of Eel came snapping, and Clown Anemone Fish’s heart skipped a beat. Eel was looking right at her. She knew it was time to go. She turned and swam but was so scared she didn’t know how to go straight. Twisting, frisking, looping and drooping, she made the Eel confused. But slowly, slowly his snapping jaws came closer, closer and closer. The Clown Anemone Fish saw the most welcome sight she’d seen for a long, long while. It was a ring of waving tentacles. Anemone at last. In she slipped just in time and Eel got stung on the nose. 12(Clown Anemone Fish developed her territory in the nest of tentacles of the Anemone anchored to the coral reefs. What an adventure she’d had! From that day on, if she saw friendly fish she would lead other Clown Anemone Fish out to play. But if she saw Dragonfish or the shadow of the Eel, she would hurry them all back home. And so it was that the lives of Clown Anemone Fish were never quite the same again. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 34 Curious Clownfish By Adrienne Kennaway, Story by Eric Maddern Adapted by Rebecca Hemphill Page 1 In the warm waters of the coral reef in the Pacific Ocean swam many fabulous fish. But one fish always stayed at home in the anemones and never even went out to play. This was timid Clown Anemone Fish whose color was orange with three white stripes. She spent all day in the waving arms of Anemone. Nibbling plankton and small shell fish, she kept Anemone clean, and because of her slimy body covering the stinging tentacles protected her from danger. Page 2 So it went on for a long time, until one day a different little Clown Anemone Fish was born. She was very aggressive like most Clown Anemone Fish. This baby Clown Anemone Fish that was born from the orange eggs protected by her father and mother, spun into the world and said, “I’m Clownfish! I don’t want to spend all my life in Anemone. I’m going to explore the reef! With a swish and a swirl, off she swam, looking for an adventure. Page 3 She frisked through the pool of salt water, past blue Sea Star, past fans and fingers of coral. Then suddenly she saw slinky Sea Slug, waving and dancing through the water. “I’d love to dance like that,” she thought, and swam up close to join in. But the water near Sea Slug tasted Horrible, so Clown Anemone Fish quickly swam off again. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 35 Page 4 Next Clown Anemone Fish saw a huge spiky fish crunching on the coral. “Poor thing, he looks sad,” she thought. “I’ll cheer him up.” And she swam close to give him a clean. But old Porcupine Fish must have frightened himself, because he puffed up like a big prickly ball. “Whoops!” said Clown Anemone Fish, and stopped just in time. She didn’t want prickly lips. Page 5 “Isn’t anyone friendly?” Clown Anemone Fish was wondering, when Spottyfish sailed by with her babies. “Ah!” thought Clownfish, “Can I come too?” Just as she was thinking “This is fun!” Spotty-fish hurried them into the coral. When Clown Anemone Fish looked to see the trouble, she saw … Page 6 fiery Dragonfish! Gliding along with her long spines waving, she was quite a pretty sight. But the little fish were all dashing to hide, and soon Clown Anemone Fish saw why. One poor fish was stung by a spine and instantly rolled over dead. Dragonfish gobbled him up in one mouthful and floated on by. Page 7 Clown Anemone Fish was frightened by Dragonfish and knew she had to take care. She left Spottyfish and swam around looking for a place to rest. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 36 A big empty shell looked all right, and she was just about to swim in when out shot the claws of crabby old Hermit Crab. Clown Anemone Fish escaped with a scratch on her tail. Page 9 Spiraling slowly through the water Clown Anemone Fish came upon Sweetlips. She could hardly believe her eyes, for dancing in and out of his mouth were two little Blue-Streaked Cleaners, keeping Sweetlips clean. Page 9 But she never began her cleaning job, because suddenly Cuttlefish was there. What a dazzling creature, he could change his colors! Clown Anemone Fish was very impressed. Then he squirted out a murky black cloud and quickly disappeared. Clown Anemone Fish was wishing she could do clever tricks, when she saw why Cuttlefish had vanished. Page 10 Through the black cloud the face of Eel came snapping, and Clown Anemone Fish’s heart skipped a beat. Eel was looking right at her. She knew it was time to go. She turned and swam but was so scared she didn’t know how to go straight. Twisting, frisking, looping and drooping, she made the Eel confused. But slowly, slowly his snapping jaws came closer, closer and closer. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 37 Page 11 The Clown Anemone Fish saw the most welcome sight she’d seen for a long, long while. It was a ring of waving tentacles. Anemone at last. In she slipped just in time and Eel got stung on the nose. Page 12 Clown Anemone Fish developed her territory in the nest of tentacles of the Anemone anchored to the coral reefs. What an adventure she’d had! From that day on, if she saw friendly fish she would lead other Clown Anemone Fish out to play. But if she saw Dragonfish or the shadow of the Eel, she would hurry them all back home. And so it was that the lives of Clown Anemone Fish were never quite the same again. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 38 Biologist Bugaloo By Rebecca L. Hemphill I’m a biologist and I’m here to say I study how animals adapt everyday Adaptations is what they do To improve their change for survival it’s true Survival, Growth, and Reproduce Adaptations is what they do Environment is important too It’s a Biologist Bugaloo Clown anemone is a fish That’s a brilliantly colored vertebrate It eats live food like small shell fish And helps the anemone not become a tasty dish Refrain Reptiles inhabit most continents They get their heat from their environments Moving from the shade to the sun keeps them cool and hot This cold-blooded animal doesn’t eat a lot Refrain Mammals are warm-blooded vertebrates That have adapted to survival in their environments Squirrels live in trees to avoid becoming prey And the skunk has a very bad-smelling spray Refrain Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 39 Sea birds have adapted to marine environment They live in colonies and their time is well spent Taking care of their young everyday They only have a few, that’s the sea bird way Refrain Amphibians is Greek meaning “Double Life” Their four-legged vertebrates that spend their life Partly in the water and partly on the land They have gills in the water, and lungs on the sand Refrain Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 40 Animals Here There – Phil Brown Animals here, animals there, Animals, animals everywhere! Submerged animals watching covertly, Flying animals echo locating skillfully, Winged animals swimming gracefully, And tailless animals escaping rapidly. Animals in the rain forest, Animals in the desert, Animals in the tundra, And animals in the wetlands. Animals here, animals there, Animals, animals everywhere! ANIMALS! ANIMALS! ANIMALS! Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 41 Clownfish / Anemone Bugaloo By Phil Brown People call me a clownfish; that’s the common way, Because “clown anemonefish” is a lot to say. I reside among anemones to get my name, With the other little clownfish doing just the same. Chorus Shelter, defense, hospitality Are the things the anemones offer me. Symbiosis! I assist them too; It’s a clownfish/anemone bugaloo. The anemones are anchored; they can’t move like I. They don’t eat until their meals come a-swimming by. But the brilliance of my color beckons many fish Who become for the anemones a tasty dish. Chorus When I dart to the anemones for my escape, All the predators who chase me get into a scrape. They are stunned and then they’re eaten by their deadly foe, While the remnants of their bodies keep me strong, you know. Chorus While anemones are poisonous to many things, My small body has adapted to their toxic stings. Since my body’s coat of mucus keeps me safe from harm, All their tentacles with poison cause me no alarm. Chorus Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 42 Adaptation Yes Ma’am By Phil Brown Do animals adapt? Did the clownfish adapt? What keeps it safe? How does that help? How did it adapt? What keeps it safe? Do animals adapt? Did the clownfish adapt? Yes Ma’am! Yes, Ma’am! Anemone’s sting. Its enemies die. Its body’s immune. Mucus on its skin. Yes, Ma’am! Yes, Ma’am! Do animals adapt? Did the anaconda adapt? What has adapted? Where are they found? Their function is what? Do animals adapt? Did the anaconda adapt? Yes, Ma’am! Yes, Ma’am! Its eyes and its nose On top of its head. To help find the prey. Yes, Ma’am! Yes, Ma’am! Do animals adapt? Did the pallid bat adapt? What has adapted? How did they adapt? What do bats hear? What does that do? Do animals adapt? Did the pallid bat adapt? Yes, Ma’am! Yes, Ma’am! The size of its ears They grew large to hear. Their cries echo back. It locates their prey. Yes, Ma’am! Yes, Ma’am! Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 43 Clownfish Sound Off Phil Brown Clownfish have a spine. This trait Classifies them “vertebrate”. Clad in orange with stripes of white, Just three inches, full of fight. Sound off – Clownfish Sound off – Classify Sound off – 1,2, 3, 4, - vertebrate! Ocean reefs are their milieu, Indian, Pacific too, Where anemones are found, Shallow waters, coral-bound. Sound off – Clownfish Sound off – Environment Sound off – 1,2, 3, 4, - The reefs! Zooplankton float along, Eating these keep clownfish strong. Copepods they also eat, Tiny shellfish, what a treat! Sound off – Clownfish Sound off – Growth Sound off – 1,2, 3, 4, - Live food! Clownfish flee from enemies Into the anemones. But their mucous coverings Keep them safe from toxic stings. Sound off – Clownfish Sound off – Survival Sound off – 1,2, 3, 4, - Anemones! Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 44 Clownfish lay their eggs among Tentacles which shield their young. Male and female guard the spot, Standing sentry o’er the lot. Sound off – Clownfish Sound off – Reproduce Sound off – 1,2, 3, 4, - Lay eggs! Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 45 Project GLAD Home School Connection – Animal Adaptations #1 Sketch a picture of the Anemone Clownfish. Interview a member of your family. Ask them what they know about the Clown Anemone Fish, what they eat, and where they live. Student:_______________ Parent/family member:____________ Project GLAD 10/27/2006 Animal Adaptations Unit Project GLAD Conexión entre escuela y hogar – adaptaciones de animales #1 Dibujar el anémona clownfish. Haga una entrevista con tu familia. Pregúntale lo que sabe del anémona clownfish, que come y donde vive. Estudiante:____________________ familiar:_______________ Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 46 Project GLAD Home School Connection – Animal Adaptations #2 Tell a family member about the Clown Anemone Fish. Write down how they are protected by the Anemone and how they help the Anemone. Student:_______________ Parent/family member:____________ Project GLAD 10/27/2006 Animal Adaptations Unit Project GLAD Conexión entre escuela y hogar – adaptaciones de animales #2 Hablar con tu familia sobre el anémona clownfish. Escribir como el anémona le proteja y como el pez ayuda al anémona. Estudiante:__________________ Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) familiar:_______________ 47 Project GLAD Home School Connection – Animal Adaptations #3 Tell your family about what a biologist does. What do you want to be when you grow up? Sketch a picture and tell about the job you would like to have. Student:_____________ Parent/family member:_____________ Project GLAD 10/27/2006 Animal Adaptations Unit Project GLAD Conexión entre escuela y hogar – adaptaciones de animales #3 Hablar con tu familia sobre lo que hace un biólogo. ¿Qué trabajo quieres hacer en el futuro? Dibujarlo. Estudiante:___________________ familiar:_______________ Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 48 Project GLAD Home School Connection – Animal Adaptations #4 Sketch a picture of the Anaconda or the Pallid Bat. Tell your family about what it eats and where it lives. Student:______________ Parent/family member:_____________ Project GLAD Conexión entre escuela y hogar – adaptaciones de animales #4 Dibujar la anaconda o el murciélago pálido. Hablar con tu familia sobre lo que come y donde vive. Estudiante:__________________ Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) familiar:_______________ 49 Clunkers and Links Text California Science: Houghton Mifflin Grade Three Listen and Sketch. Book: Coral Reef Hideaway The story of a Clown Anemonefish By Doe Boyle Illustrated by Steven James Petruccio Pages 4 – 6 Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 50 Expert Group 1 Anaconda Classification and Description The anaconda is the largest snake in the world. It can grow up to 37 feet in length and weigh up to 200 pounds. Anacondas share the features of other reptiles: they are cold-blooded and their bodies are covered in scales. Like all reptiles, the anaconda is a vertebrate, which means that it has a spine or backbone. It is a member of the boa constrictor family. Environment The anaconda is found in the rain forests of South America. It lives on the forest floor. As the name implies, rain forests are wet places, receiving over 80 inches of rain per year. Because much of South America lies in the Tropic Zone, its rain forests are usually quite warm. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 51 Adaptations for growth The anaconda can grow to be very large because of an unusual adaptation: It is able to eat animals larger than the size of its mouth! It first coils and constricts its prey to suffocate it or crush it to death. Then the anaconda’s unique adaptation comes into play when its jaws unhinge. This allows it to swallow very large prey. Adaptations for survival The anaconda survives by hunting for its food. It often coils up in a murky shallow pool along the river’s edge. Its body is adapted for this because its eyes and nostrils are positioned on top of its head. This allows it to hide in the water yet see its prey while it is submerged. Because the anaconda is hidden, its prey approaches unawares and can be easily taken. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 52 Adaptations for reproduction The anaconda is viviparous, which means it bears live young instead of laying eggs. It typically gives birth to 20 to 30 babies at a time. A newborn anaconda is 2 feet long. Although baby anacondas are prey for other animals because of their small stature, they are able to hunt, swim, and care for themselves within hours after their birth. Since the babies are not laid in eggs which would be subject to predation for a longer period of time, they have a better chance of maturing to adulthood. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 53 Expert Group 2 Pallid Bat Classification and Description Although the pallid bat has wings, it is not a bird; it is a mammal. The pallid bat is classified as a mammal because it has fur and gives birth to live young which feed on their mother’s milk. Like all mammals, the pallid bat is a vertebrate, which means that it has a spine or backbone. The pallid bat weighs less than one ounce, but its wingspan is nearly nine inches. Its fur is beige and white. One of its most distinctive features is its enormous ears. Environment The pallid bat lives in the hot deserts of the southwestern United States. They roost in caves and crevices during the day to protect themselves from the heat. At night they may roost in more open sites. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 54 Adaptations for growth The pallid bat has adapted to ensure the growth of its young by roosting in groups ranging from 20 to 160 bats. Being clustered together allows the bats to share their body heat, thus keeping them warmer. Young bats are kept near the center of the cluster. This means that less of the food they consume is used to heat their bodies, and more of it supports their growth. The adult pallid bat is insectivorous; it consumes large arthropods such as crickets and scorpions. Adaptations for survival The pallid bat’s ears have adapted to help it forage. Emerging late at night, the pallid bat feeds primarily on the ground. It can use echolocation to locate its prey. With its large ears, it can also hear the footsteps of insects on the ground, and will swoop down to catch them. The pallid bat has adapted to life in the desert by developing an immunity to scorpion venom. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 55 Adaptations for reproduction Pallid bats give birth in their colonies deep in canyon crevices. This protects the babies from predators. When a female gives birth she hangs right side up by her thumbs. Within a week, the baby is carried by the mother on her nightly hunts. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 56 Expert Group 3 Atlantic Puffin Classification and Description The Atlantic puffin is a bird. Like all birds, it is warm-blooded and covered with feathers. It is also a vertebrate, which means that it has a spine or backbone. Although it has wings, the Atlantic puffin is a poor flier. It has a short neck. Its beak has grooves on the sides and is laterally compressed: tall from top to bottom but narrow from side to side. Environment The Atlantic Puffin lives in the tundra, which is a treeless region marked by permafrost. Being a seabird, it is found mostly in the North Atlantic Ocean along the coast of Maine, Canada, the British Isles, and Norway. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 57 Adaptations for growth The adult puffin’s mouth has a series of backwards-pointing spines which project from its tongue and the top of its mouth. These spines allow the puffin to hold caught fish crossways in its bill while it hunts for more. With this adaptation, the puffin can carry more than 60 fish back to its nest in order to feed its babies, called puff lings. The puff ling is brooded, or kept warm by a parent, for the first week of its life until it can maintain its body temperature. Adaptations for survival The puffin uses its wings to propel itself underwater in search of prey. It flies through the air or swims on the surface of the sea like a duck, then dives underwater headfirst. It swims down through the water until it reaches the depth where its prey lives, then catches fish such as capelin and sand lance. It regularly dives to depths of more than 40 meters. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 58 Adaptations for reproduction The Atlantic Puffins nest in colonies on small, rugged islands free of mammal predators. They nest in burrows which are dug by both parents, but primarily by the male. They excavate the burrows by removing loose soil with their bills and webbed feet. Once they are dug, puffins often occupy the same burrows year after year. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 59 Expert Group 4 Blue-spotted Salamander Classification and Description The blue-spotted salamander is amphibian. It is classified as an amphibian because as a larva it has gills and lives in the water, but as it reaches adulthood it develops lungs and moves onto land to breath air. Like all amphibians, it is a vertebrate, which means it has a spine or backbone. The blue-spotted salamander is scaleless and has soft moist skin. It grows to be about 5” long. As its name suggests, it is dark with light blue spots. Environment The blue-spotted salamander lives in wetlands. It is found in moist wooded areas near small ponds, and usually takes shelter under debris such as rotten logs, in leaf litter, or in moss. It ranges from the northeastern United States to Southeastern Cananda. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 60 Adaptations for growth As the blue-spotted salamander grows, its gills and tail fins are absorbed into its body. Its lungs take over to provide it with oxygen. Its legs grow stronger to enable it to move easily on land. It then moves from the water to land, often hiding in pondside leaf litter. As a larva the salamander has yellow spots which help camouflage it in the water; however, its spots turn blue when the salamander moves to land in order to camouflage it better in its new environment. Adaptations for survival The blue-spotted salamander absorbs water and breathes through its skin. It has two methods of escaping danger. If a predator approaches, the salamander lashes its tail and produces a noxious secretion from two glands at the base of its tail. If this fails to deflect the predator and the salamander is caught by the tail, it can detach its tail in order to escape. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 61 Adaptations for reproduction The blue-spotted salamander returns to a pond to reproduce. It lays its eggs in protective, jellylike masses which it attaches to underwater twigs or vegetation. It can lay up to 500 eggs a year, making it likely that at least some of its young will survive. Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 62 PROCESS GRID Animal Classification / description Animal Environment Adaptations for Growth Adaptations for survival Clown Anemone Anaconda Pallid Bat Atlantic Puffins Blue Spotted Salamander Animals Adapt to Survive Level 2 CA Del Paso Heights School District - Project G.L.A.D (02/07 JB) 63 Adaptations for reproduction