Mesopotamia GLAD Unit€¦ · Web viewPlant and Animal Adaptations, Level 3 (CA) Idea Pages. UNIT...

PLANT AND ANIMAL ADAPTATIONS (3)Orange County Department of Education - Project GLADTM

San Diego County Office of EducationPlant and Animal Adaptations, Level 3 (CA)

Idea Pages

I. UNIT THEME – Living things survive by changing in response to new conditions or surroundings with special body parts and/or behavioral patterns called adaptations.

Adaptations in physical structure or behavior may improve an organism’s chance for survival. Plants and animals adapt to their surroundings over time.

Physical geography impacts living things Scientists differentiate evidence from opinion and do not rely on claims or

conclusions unless they are backed by observations or data that can be confirmed and repeated.

Humans have an ethical responsibility to protect the natural environment, and for survival of the species.

Cross-cultural theme: people around the world show respect and admiration for the natural world in many ways.

II. FOCUS/MOTIVATION Prediction/Reaction Guide Cognitive Content Dictionary Big Book Inquiry Chart – What do you know about adaptations? Read Aloud – Humphrey the Lost Whale Observation Charts Poetry and chants Personal Interaction

III. CLOSURE Student- and Teacher-made TestsProcess all charts Descriptive Essay Informational report on the adaptations of a plant or animal Learning Logs Team Task Presentations Team Feud or Jeopardy Multimedia Project (Team and Individual) Test

IV. CONCEPTS –Universal or Enduring Understandings Living things can be grouped or classified according to their similarities Adaptations of Kingdoms Animalia and Plantae The Earth is full of interesting and diverse organisms (life forms) whose body parts

(structures) and behaviors may help them survive in a variety of biomes. Organisms affect the environment in which they live and sometime cause changes

that make the environment impossible to live in. In that case, the organism adapts, moves away, or dies.

When all the organisms of a certain type have died, the organism is extinct.

Plant and Animal Adaptations Level 3 CASarah (“Sally”) Rice Fox, Laura Moreno Guzmán, Laurie L. Manville - San Diego County Office of Education (June 2012)

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PLANT AND ANIMAL ADAPTATIONS (3)V. CALIFORNIA STATE STANDARDS - 3rd GRADE

SCIENCELIFE SCIENCES3.0 Adaptations in physical structure or behavior may improve an organism’s chance for

survival.

Plants and animals have structures that serve different functions in growth, survival, and reproduction.

There are diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

Living things cause changes in the environment in which they live; some of these changes are detrimental to the organism or other organisms, and some are beneficial.

When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

Some kinds of organisms that once lived on Earth have completely disappeared and some of those resembled others that are alive today.

INVESTIGATION AND EXPERIMENTATION

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Student will:

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.

c. Use numerical data in describing and comparing objects, events, and measurements.d. Predict the outcome of a simple investigation and compare the result to the prediction.e. Collect data in an investigation and analyze those data to develop a logical conclusion.

HISTORY/SOCIAL SCIENCEContinuity and Change

Students in grade three learn more about our connections to the past and the ways in which particularly local, but also regional and national, government and traditions have developed and left their marks on current society, providing common memories. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society.

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.

1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).


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PLANT AND ANIMAL ADAPTATIONS (3)3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.

1. Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.

2. Understand that some goods are made locally, some elsewhere in the United States, and some abroad.

3. Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.

4. Discuss the relationship of students' "work" in school and their personal human capital.

ELA COMMON CORE STATE STANDARDS

English Language Arts Standards Reading Literature Key Ideas and Details

RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Craft and Structure

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Integration of Knowledge and Ideas

RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

English Language Arts Standards Reading Informational Text

Key Ideas and Details

RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.


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PLANT AND ANIMAL ADAPTATIONS (3)RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure

RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Integration of Knowledge and Ideas

RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

English Language Arts Standards Reading: Foundational Skills

Phonics and Word Recognition

RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode words with common Latin suffixes. Decode multisyllable words. Read grade-appropriate irregularly spelled words.

Fluency

RF.3.4. Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and

expression. Use context to confirm or self-correct word recognition and understanding, rereading

as necessary.

English Language Arts Standards - Writing

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas

within categories of information. Provide a concluding statement or section.


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PLANT AND ANIMAL ADAPTATIONS (3)

W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order. Provide a sense of closure.

Production and Distribution of Writing

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.3.7. Conduct short research projects that build knowledge about a topic.

W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Range of Writing

W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

English Language Arts Standards – Speaking and Listening Comprehension and Collaboration

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).


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PLANT AND ANIMAL ADAPTATIONS (3) Ask questions to check understanding of information presented, stay on topic, and

link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion.

SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and IdeasSL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

English Language Arts Standards – Language

Conventions of Standard English

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Ensure subject-verb and pronoun-antecedent agreement.* Form and use comparative and superlative adjectives and adverbs, and choose

between them depending on what is to be modified. Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences.

L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other studied words and for

adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based

spellings, syllable patterns, ending rules, meaningful word parts) in writing words.


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PLANT AND ANIMAL ADAPTATIONS (3) Consult reference materials, including beginning dictionaries, as needed to check

and correct spellings.

Knowledge of Language

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

1.Use sentence-level context as a clue to the meaning of a word or phrase.2.Determine the meaning of the new word formed when a known affix is added to a

known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

3.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

4.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

5. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

6. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

MATHEMATICS – MEASUREMENT AND DATA

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Represent and interpret data.

3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is Plant and Animal Adaptations Level 3 CASarah (“Sally”) Rice Fox, Laura Moreno Guzmán, Laurie L. Manville - San Diego County Office of Education (June 2012)

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PLANT AND ANIMAL ADAPTATIONS (3)marked off in appropriate units— whole numbers, halves, or quarters.

ENGLISH LANGUAGE DEVELOPMENT STANDARDS – Grade Span 3-5

The following ELD standards relate to ELA L/S 2.1 and 2.3

BEGINNING Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”)

EARLY INTERMED. Orally communicate basic needs (e.g., “May I get a drink of water?”).INTERMEDIATE Actively participate in social conversations with peers and adults on

familiar topics by asking and answering questions and soliciting information.

EARLY ADVANCED Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating, and soliciting information.

The following ELD standards relate to ELA L/S 1.4 and 1.9

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).

EARLY INTERMED. Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns he/she).

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).

EARLY ADVANCED Be understood when speaking, using consistent standard English grammatical forms and sounds, intonation, pitch, and modulation, but may have random errors.

ADVANCED Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch, and modulation.

The following ELD standards relate to ELA Writing – Strategies 1.2

BEGINNING Write the English alphabet legibly. Label key parts of common objects. During group writing activities, write brief narratives and stories using a few standard grammatical forms.

EARLY INTERMED. Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms.

INTERMEDIATE Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms. (Some rules may not be in evidence.)

EARLY ADVANCED Arrange compositions according to simple organizational patterns.ADVANCED Independently use all steps of the writing process.

The following ELD standards relate to ELA Writing – Written and Oral English Language Conventions 1.5, 1.6, and 1.7

BEGINNING Use capital letters when writing own name and the beginning of sentences. Use a period at the end of a sentence.


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PLANT AND ANIMAL ADAPTATIONS (3)EARLY INTERMED. Use capital letters to begin sentences and proper nouns. Use a period at

the end of a sentence, and use some commas appropriately.INTERMEDIATE Use standard word order but may have some inconsistent grammatical

forms (e.g., subject-verb agreement).EARLY ADVANCED Use standard word order but may have some inconsistent grammatical

forms, including inflections.ADVANCED Use complete sentences and correct word order. Use correct parts of

speech, including correct subject-verb agreement

I. MATH/SCIENCE/SOCIAL STUDIES SKILLS AND UNDERSTANDINGS

o Use of maps, map symbols, legends/keyso Cardinal directionso Distinguish between physical geographical featureso Higher-order thinking skills

o Observing, comparing/contrasting, recording datao Evaluating, analyzingo Classifying/categorizing

II. VOCABULARY

TIER I WORDS – Air Flowers PlantsAnimals Forest RiverBamboo Frog RootsBelly Grasslands SeedsBud Lake SnailCactus Leaf/leaves SnakeCreek Living things StalkDesert Map SunDust Mountain ThornEggs Ocean TongueEstuary Pond Water

Wetlands

TIER II WORDS – Adaptations Change ImportantAdult Classification ModifyAttract Detrimental ReproductionBehavior Different SpecializedBeneficial Environment StagesBlend Functions Structure Chance Generation Survival

TIER III WORDS –Anatomical Extinction RhizomeAnimalia Germinate SaguaroBiologist Habitat SidewinderBiome Herbivore SolarCamouflage Hibernation SucculentCarnivore Nocturnal TadpoleEcosystem Plantae Vernal pool


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PLANT AND ANIMAL ADAPTATIONS (3)Estivation Pollination

o Figurative language such as similes, metaphors, homonymso Affixes (prefixes and suffixes)o Compound wordso Comparative/superlativeo Fact and opiniono Sequencing, title, author, quotation marks, dialogue

o ACADEMIC WORD LIST (Averill Coxhead)

Sublists of the Academic Word List (AWL) – Adapted from Averil Coxhead, School of Linguisitics and Applied Language Studies at Victoria University of Wellington, New Zealand

Each word in italics is the most frequently occurring member of the word family in the Academic Corpus. For example, analysis is the most common form of the word family analyze. Sublist 1 contains the most common words in the AWL. Sublist 2 contains the next most common words, and so on. There are 60 families in each sublist, except for sublist 10 which has 30. This list was Americanized (or Americanised, as the Brits, Aussies, and Kiwis would say) by Sally Fox. For this GLAD unit, several word families from each sublist have been selected to teach.

Sublist 1 of the Academic Word List


10


analyzeanalysisanalystanalystsanalyticanalyticalanalyticallyanalyzeanalyzedanalyzesanalyzing

availableavailabilityunavailable

benefit beneficialbeneficiarybeneficiariesbenefitedbenefitingbenefits

create

createdcreatescreatingcreationcreationscreativecreativelycreativitycreatorcreatorsrecreaterecreatedrecreatesrecreating

data

definedefinabledefined definesdefiningdefinitiondefinitionsredefineredefinedredefinesredefiningundefined

environment environmental environmentalist environmentallyenvironments

estimate estimatedestimatesestimatingestimationestimationsover-estimateoverestimateoverestimated

overestimatesoverestimatingunderestimateunderestimatedunderestimatesunderestimating

evidentevidencedevidenceevidential evidently

functionfunctionalfunctionallyfunctionedfunctioningfunctions

occur

occurredoccurrence occurrencesoccurringoccursreoccur reoccurred reoccurringreoccurs

processprocessedprocessesprocessing

similardissimilarsimilaritiessimilarity similarly

structurerestructurerestructuredrestructuresrestructuringstructuralstructurallystructured structuresstructuringunstructured


category categories categorization

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categorizedcategorizescategorizing

distinct distinctiondistinctions distinctive distinctivelydistinctlyindistinctindistinctly

impactimpactedimpactingimpacts

journal

journals

resourceresourcedresourcefulresourcesresourcingunresourcefulunder-resourced

selectselectedselectingselection selectionsselectiveselectivelyselectorselectors

selects

strategy strategic strategiesstrategicallystrategiststrategists

surveysurveyedsurveyingsurveys

text

textstextual

Sublist 3 of Academic Word List

commentcommentariescommentarycommentatorcommentatorscommentedcommentingcomments

illustrate illustrated illustrates illustratingillustration illustrationsillustrative

justify justifiablejustifiablyjustificationjustifications

justifiedjustifiesjustifyingunjustified

layerlayeredlayeringlayers

linklinkagelinkageslinkedlinkinglinks

outcomeoutcomes

partnerpartnerspartnership

partnerships

publishpublished publisher publisherspublishespublishingunpublished

relyreliability reliablereliablyreliancereliant reliedreliesrelyingunreliable

sequencesequenced

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sequencessequencingsequentialsequentially

specifyspecifiablespecified specifiesspecifyingunspecified

sufficientsufficiencyinsufficientinsufficientlysufficiently

tasktasks

technologytechnologicaltechnologically

validinvalidateinvalidityvalidatevalidatedvalidatingvalidationvalidityvalidly

volumevolumes


approximateapproximatedapproximatelyapproximatesapproximatingapproximationapproximations

attitudeattitudes

attributeattributable attributed attributesattributingattribution

contrast contrastedcontrastingcontrastivecontrasts

despite

emerge emerged emergence

emergent emerges emerging

errorerroneouserroneouslyerrors

goalgoals

hence

hypothesis hypotheseshypothesizehypothesizedhypothesizeshypothesizinghypothetical hypothetically

labellabeledlabelinglabels

predict

predictabilitypredictablepredictablypredictedpredictingpredictionpredictionspredictsunpredictability unpredictable

projectprojectedprojectingprojectionprojectionsprojects

summarysummariessummarizationsummarizationssummarizesummarizedsummarizessummarizing

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academyacademiaacademic academically academics academies

adjust adjusted adjusting adjustment

adjustments adjusts readjust readjusted readjusting readjustment readjustments readjusts

modify

modification

modifications modified modifies modifying unmodified

objective objectively objectivity

whereas


accurate accuracyaccurately inaccuracy inaccuracies inaccurate

acknowledge acknowledged acknowledges acknowledging acknowledgment

author

authored authoring authors authorship

cooperate cooperated cooperates cooperatingcooperation cooperative

cooperatively

diverse diversely diversification diversified diversifies diversify diversifying diversity

editeditedediting edition editions editor editorial editorials editors edits

expert expertise expertlyexperts

flexible flexibility inflexible inflexibility

furthermore

input inputs

migrate

migrant migrants migrated migrates migrating migration migrations migratory

minimum nevertheless


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adapt adaptability adaptable adaptation adaptations adapted adapting adaptive adapts

adult adulthood adults

globe globalglobally globalization

grade graded grades grading

quote quotation quotations quoted quotes quoting

somewhat

survive survival survived survives surviving

survivor survivors

topic topical topics

unique uniquely uniqueness

voluntary voluntarily volunteer volunteering volunteered volunteers


appreciate appreciable appreciably appreciated appreciates appreciating appreciation unappreciated

chart charted charting charts uncharted

eventual eventuality eventually

highlight highlighted highlighting highlights

paragraph paragraphing paragraphs

revise revised revises

revising revision revisions

schedule

reschedule rescheduled reschedules rescheduling scheduled schedules scheduling unscheduled

theme themes thematic thematically

thereby

visual visualize


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anticipate anticipated anticipates anticipating anticipation unanticipated

behalf

format formatted formatting formats

team teamed teaming teams


Convince forthcomingpersist

convincedpersisted

convinceslikewise persistenceconvincing

persistent

convincingly nonetheless

persistentlyunconvinced

persisting

notwithstanding

persists

enormous enormity

ongoing so-called enormously

whereby

SPECIFIC SPELLING PATTERNS/WORD STUDY –

Affixes: Prefixes Suffixes

bio- (Latin: life) -ist (Latin: person who…)

herbi- (Latin: plant) -tion (Latin: noun ending)

carni- (Latin: meat/flesh) -vore (Latin: eater)supra- (Latin: above) -ance (Latin: noun

ending)

EXAMPLE WORDS:

Biologist Herbivore/carnivoreAdaptation SupraocularImportance

III. RESOURCES AND MATERIALS –

Non-Fiction

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Adventures With Small Animals. Owen Bishop. (Adventures Series). John Murray Publishers, London, England (GNP), 1982. 60 p.

All About Whales. Dorothy Hinshaw Patent. Holiday House, New York (ALL), 1987. 48 p.

The Alligator and the Everglades. Dave Taylor. (Animals and Their Ecosystems Series - Bobbie Kalman Books) Crabtree, New York (CRA), 1990. 32 p.

Animal Adaptations. Malcolm Penny. (The Animal Kingdom Series). Wayland, East Sussex, England (NEL), 1988. 32 p.

Animal Migration. Malcolm Penny. (The Animal Kingdom Series). Wayland, East Sussex, England (NEL), 1987. 32 p.

The Animal World: From Single Cell Creatures to Giants of the Land and Sea . Donald M. Silver. (Random House Library Of Knowledge). Random House, New York (RAN), 1987. 112 p.

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Animals and Their Hiding Places. Jane R. McCauley. (Books for Young Explorers - Set XIII). National Geographic Society, Washington, D.C. (NGS), 1986. 34 p.

Animals in Winter. Henrietta Bancroft and Richard G. Van Gelder. Harper-Collins, 1997. 32 p.Bats. Gail Gibbons. Holiday House, New York, 1999. 30 p. Bats. Sylvia A. Johnson. (Lerner Natural Science Books). Lerner Publications, Minneapolis

(GEA), 1985. 48 p. Won New York Academy of Science Award.Frogs. Bill Ivy. (Nature's Children Series). Grolier, Toronto (GEA), 1985. 48 p. Living Fossils. Mary Pope. Raintree Steck-Vaughn Publishers, 1992. 47 p.The Reason for a Flower. Ruth Heller. Scholastic, New York (SCH), 1983. 43 p.The Snake Book. Mary Ling and Mary Atkinson. DK Books, 1997. 29 .Snakes. Sylvia A. Johnson. (A Lerner Natural Science Book). Lerner, Minneapolis (GEA), 1986. Survival: Could You Be a Deer? Roger Tabor. (Survival: Could You be Series). Macmillan of

Canada, Toronto (MCM), 1989. 28 p.Through the Microscope (Print-Non-Fiction). Ron Taylor. (The World of Science Series). Facts

on File, New York (CMG), 1986. 64 p.Weird Friends: Unlikely Allies in the Animal Kingdom. Jose Aruego and Ariane Dewey.

Gulliver Books, Harcourt, Inc., 2002. 30 p.

Fiction

A Salmon for Simon (Print-Fiction). Betty Waterton. Douglas & McIntyre, Vancouver, 1978. Why the Possum's Tail Is Bare: And Other North American Indian Nature Tales (Print-

Fiction). James E. Connolly. Stemmer House, Owings Mills, Maryland (VAN), 1985. 64 p.Sally Goes to the Mountains. Stephen Huneck. Abrams Books for Young Readers, 2001. Slowly, Slowly, Slowly, Said the Sloth. Eric Carle and Jane Goodall. Philomel Books, 2002. The Water Hole. Greame Base. Abrams Books for Young Readers, 2001. 32 p.

Teacher Resources

Biology (6th Edition). Neil A. Campbell and Jane B. Reece. Benjamin/Cummings, 2001.The Blue Planet. Andrew Blatt, Matthew Fothergill, Martha Holmes, British Broadcasting

Corporation. DK Publishing, 2002.The Living World. George B. Johnson. McGraw-Hill Science (3rd Edition), 2002. 816 p.

Internet Resources

http://plants.usda.govhttp://www.bamboooftheamericas.org (Spanish and English versions)

Instructional Materials

Snails Aquarium frogs FeathersPoems Observations charts Picture File CardsButcher paper Bamboo plant Roses

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http://www.bamboooftheamericas.org/

http://plants.usda.gov/

Project GLADPlanning Pages

San Diego County Office of EducationLevel 3

I. FOCUS/MOTIVATION Cognitive Content Dictionary Big Book Observation Charts Inquiry Chart Realia – garden snails, aquarium frogs, bamboo stalks Prediction/Reaction Guide Portfolios

II. INPUT Graphic Organizer: Six Kingdoms of Living Things Graphic Organizer: Geography (World Map Input) Comparative Pictorial Input Chart – Terrestrial Snail vs. Aquatic Snail Narrative Input Chart – Adaptation of La Fontaine’s and Aesop’s fable, “The Fox and

the Crane” 10/2 Lecture with Primary Language Read Aloud

III. GUIDED ORAL PRACTICE T-graph for Social Skills (Cooperation) and Team Points Picture File Cards Sort – Observe, Classify, Label Chants and Poetry

o Chants/Songs (Biologist Bugaloo, Snails Here/There, Adaptations Yes Ma’am , Adaptations Sound Off, I Can’t Spell Biologist [Yes, I Can!], )

o Class Poetry Booklet Exploration Report Sentence Patterning Chart (snails) Mind Mapping Team Tasks Process Grid (terrestrial and aquatic snail, bamboo, aquatic frog, saguaro cactus,

sidewinder rattlesnake) Comparison T-chart (Snails are… Snails are not… for Strip Book) Personal Interaction; 10/2 Lecture Oral Book Sharing

IV. READING/WRITINGA. Whole Group (Total Class Modeling)

Story Map for Narrative Input Chart Cooperative Strip Paragraph: Read, Resond, Revise, Edit, Publish Step Books Frame (for Comparison T-chart) Poetry Frames and Flip Chant Realia Exploration Report

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Listen and SketchB. Cooperative Reading and Writing

Team Tasks – Team Writer’s Workshop (inspired by illustrated desert scene) ELD Preview/Review of Input Charts ELD Review and Group Frame of Narrative Input Chart Guided Reading – Flexible group of emergent readers using student-generated

text extension of Cooperative Strip Paragraph Guided Reading – Expert Group – Direct instruction in study skills and

summarizing Guided Reading – Proficient readers – Clunkers and Links, SQ3R Action Plan Ear-to-ear Reading (Poetry Booklet) Focused Reading

C. Individual Activities Learning Log Interactive Journal Writing Poetry Booklet Focused Reading with the Personal Cognitive Content Dictionary Diagrams and Illustrations Personal Process Grid (Cloze)

D. Writer’s Workshop Mini-lesson Planning and Writing Author’s Chair Conference Publish

V. EXTENDED ACTIVITIES FOR INTEGRATION Science Explorations and Observations of Living Things Guided Art Lesson Diorama for the Living Wall Reader’s Theatre

VI. CLOSURE/EVALUATION/ASSESSMENT Portfolio Assessment: Teacher- and self-assessment Assessment of Skills in Group Frame and Learning Logs Assessment of Personal Process Grid Read the Walls, Add to Observation Charts Team Feud Game Process Inquiry Chart Team Tasks Presentation/Multimedia Presentation Collaborative Project/Team Exploration Individual Presentation Project - technology Chapter Test Graffiti Wall

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Jeopardy Game

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Project GLADSan Diego County Office of Education

Level 3

Sample Daily Lesson Plan for Demonstration Training Session

Day 1

FOCUS/MOTIVATION Three Personal Standards with

Literacy Awards: Biologist Awards Prediction/Reaction Guide Cognitive Dictionary/Signal Word with Signal Word Observation Charts Inquiry Chart Big Book - “Plant and Animal Adaptations” Read Aloud Here-There Poem: Snails Here, Snails There. Personal Interaction: Plants and animals adapt to survive. How do people change their

behavior to survive? Portfolios

INPUT Graphic Organizer – Six Kingdoms of Living Things

o 10/2 Lecture with Primary Languageo Learning Logso ELD Review

Graphic Organizer – World Map/Biomeso 10/2 Lecture with Primary Languageo Learning Logso ELD Review

GUIDED ORAL PRACTICE T-graph for Social Skills – Team Points Picture File Cards

o Free explorationo List, Group, Labelo Exploration Report

Poetry and Chants

INPUT Comparative Input Chart – Terrestrial vs. Aquatic Snails

o 10/2 Lecture with Primary Languageo Learning Logso ELD Review

*Strategies appearing in italics are presented daily in the classroom.

Day 1 of the SDLP represents 1 to 1 ½ weeks of instruction

READING/WRITING Interactive Journal Flexible Group Reading – Leveled, skill, heterogeneous, homogeneous, ELD

WRITER’S WORKSHOP Mini-lesson Free-choice Writing Author’s Chair Conference

CLOSURE Personal Interaction: How are animal adaptations similar to human adaptations? Home/School Connection Process all charts

Day 2

FOCUS/MOTIVATION Cognitive Content Dictionary/ Signal Word Process Home-School Connection in Teams Three Personal Standards with Literacy Awards Review graphic organizers with word cards Review comparative input with word cards and picture file cards Process changes by highlighting, sketching, and adding picture file cards

INPUT

GUIDED ORAL PRACTICE Personal Interaction: How do dogs and cats adapt to survive? Free Exploration of aquarium frogs and snails Partner sharing Class Discussion Poetry and Chants

INPUT Narrative Input Chart – “The Fox and the Crane”

o Learning Logso ELD Review

Personal Interaction: How did the fox and the crane behave like people in the fable? Do real foxes and cranes act that way? Why do you think so, or why not?

READING/WRITING Flexible Group Reading – Leveled, skill, heterogeneous, homogeneous, ELD

o T-graph for Social Skillso Expert Groups: aquatic frog, saguaro cactus, sidewinder rattlesnake, bamboo

o Team Tasks (Team pictorial, team map, here/there poem, SPC) L1 Preview of “Expert” information

Team Evaluation and Goal-Setting

WRITER’S WORKSHOP Mini-lesson Prewriting/Writing Author’s Chair Conference

CLOSURE Poetry, chanting Interactive Journals Read Aloud Home/School Connection

Day 3

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home/School Connection Three Personal Standards with Literacy Awards Review Narrative Input Chart with Word Cards and Dialogue Bubbles Read Aloud Strip Book: Snails are… but snails are not… Process Poetry: Highlighting, Sketching, Add Picture file Cards

GUIDED ORAL PRACTICE Sentence Patterning Chart (“Farmer in the Dell”)

o Chanto Reading Gameo Trading Gameo Flip Chant


o Review T-grapho Team Taskso Expert Groups

GUIDED ORAL PRACTICE Mind Map Process Grid

READING/WRITING Cooperative Strip Paragraph – describe, compare/contrast

o Model “walking the Process Grid,” Writeo Read, respond, revise, edito Interactive Journal Writing

WRITER’S WORKSHOP Mini-lesson Pre-writing/Writing Author’s Chair Conference Publishing

CLOSURE Process Charts Read Aloud Home/School Connection

Day 4

FOCUS/MOTIVATION Cognitive Dictionary and Signal Word with Self-selected Vocabulary Process Home/School Connection in Teams Three Personal Standards with Literacy Awards Read Aloud – “Cactus Hotel” Review of Narrative Input Chart with Story Map Process Poetry: Highlighting, Sketching, Add Picture File Cards Personal Interaction: What happens to plants and animals when people pollute the

environment?


o Team Tasks T-graph with Oral Evaluation Team Share

o Clunkers and Links: at- or above-level readerso ELD Group Frame – English learners at contiguous proficiency levels

GUIDED ORAL PRACTICE Poetry and chants

WRITER’S WORKSHOP Mini-lesson Pre-writing/Writing, Share and Teacher Conferences Author’s Chair

CLOSURE Process Inquiry Chart

Choral reading Home/School Connection

Day 5

FOCUS/MOTIVATION Cognitive Dictionary and Signal Word with Self-selected Vocabulary Process Home/School Connection in Teams Three Personal Standards with Literacy Awards Process Poetry: Highlighting, Sketching, Add Picture File Cards


o Team Tasks T-graph with Written Evaluation Team Share

o Coop Strip Paragraph Group: struggling or below-level readers

GUIDED ORAL PRACTICE Poetry and Chants

READING/WRITING Ear-to-ear Reading Focused Reading with personal Cognitive Content Dictionary

CLOSURE

Process all Charts, especially the Inquiry Chart Read Aloud Team Big Book with Student-created Rubric Letter Home Team Feud Student-made Tests Projects – Technology Chapter Test Graffiti Walls

BIG BOOK of PLANT and ANIMAL ADAPTATIONS

Project GLAD Unit 3rd Grade Life Science

California State Standards

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By Sally FoxCertified Trainer for Project GLAD

2012

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Plants and animals have adaptations in their structures or behavior that may improve their

chance for survival. Plants and animals are living things that have

structures that serve different functions, or ways to do needed things.

Some functions are related to growth. Some functions are related to survival. Some functions are related to reproduction, or

having a new generation of the life form.

Hence, an important thing about plants and animals is they have

adapted to survive in their environment, or habitat.

A-D-A-P-T, adapt !

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chance for survival. Plants are living things that have structures

related to growth. Many plants grow from seeds after the seed

germinates in the ground. Flowering plants, for example, grow roots

downward toward water. Stalks, leaves, buds, and flowers grow upward

toward the sun.



A-D-A-P-T, adapt !

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chance for survival. Animals are living things that have structures

related to growth. Animals grow bigger after they are born or

hatched from eggs. Some animals go from baby size to adult size

gradually over years; others grow quickly in days or weeks.

Yet other animals grow in stages that are very different from each other.



A-D-A-P-T, adapt ! of 101


chance for survival. Plants have structures related to survival, that is,

they have parts that help them survive. Cactus plants like the saguaro have spiny needles

instead of leaves to protect against herbivores, which are animals that eat plants.

Bamboo plants have woody stalks to grow tall and support leaves to gather sunlight.

Rosebushes have thorns to protect them from being eaten by herbivores, too.





chance for survival. Animals have developed body parts or structures

to survive in their environment. Snails, frogs, and snakes have unique anatomical

structures to survive. For example, snails have a belly foot to glide

along. Frogs have webbed feet to swim fast. Snakes are carnivores—they eat other animals. They have specialized tongues to sense their prey (food).





chance for survival. Many plants have unique structures, which help

them to reproduce themselves. Cactus plants, such as the saguaro, grow flowers

with seeds that can grow into a new cactus. Bamboo plants have rhizomes that grow

underground and pop up to grow a new plant. Rosebushes also grow flowers with seeds that

fall on the ground, germinate, and grow.





chance for survival. Many animals have unique structures to help

them reproduce themselves in their environment. Snails, for example, lay eggs that hatch into

miniature snails. Frogs also lay eggs that hatch into tadpoles

(sometimes called polliwogs). Snakes are interesting because some species lay

eggs that hatch into tiny snakes whereas other species of snake are born alive, like people!





chance for survival. Diverse types of plants have adapted to live in

many different environments. Saguaro cactuses have adapted to live in deserts

by having succulent stems that store water during a drought.

Bamboo plants have adapted to live in forests by growing tall so their leaves collect sunlight.

Rosebushes have adapted to live all over with flowers that attract insects for pollination.





chance for survival. Diverse types of animals have adapted to live in

different environments. Snails have adapted to live in oceans and on land

in places like forests, grasslands, and wetlands. Frogs have adapted to live in ponds and creeks,

even in vernal pools. Snakes have adapted to live in deserts,

grasslands, and rainforests. People have adapted to live almost anywhere!





chance for survival. Sometimes the environment, or habitat, of plants

and animals changes. If the plants and animals adapt to the changes,

they survive. If the plants and animals do not adapt to the

changes, they die, unless they can move to a new location where they can survive.

Adaptations, then, are ways living things adjust, modify, and change in order to survive.





chance for survival. Throughout Earth’s history, many environments,

habitats, or biomes of plants, animals and other living things have changed.

Some environments change suddenly because of geologic changes like earthquakes or volcanic eruption.

Some environments change because living things eat everything, damage things, or leave piles of waste to cover everything up.





chance for survival. Some changes, beneficial changes, make life

easier. Some changes, detrimental changes, make life harder or even impossible.

Some living things have survived for a long, long time because the changes have been beneficial for them.

Some kinds of living things from the past have completely disappeared and gone extinct due to detrimental changes.





chance for survival. Some adaptations are behaviors, not body parts

or structures. Behaviors that help snails survive include

estivating. Estivation refers to a snail closing itself up inside its shell and “sleeping” until the environment is safe and wet again.

Estivation is similar to hibernation, when a bear, for example, “sleeps” through the winter.

Estivation is like “sleeping” through the summer.





chance for survival.

Behaviors that help frogs survive also include estivating. Frogs burrow into the mud and “sleep” until the environment is safe and cool and wet again in their vernal pool, for example.

Frogs bask in the sun to warm up their bodies and collect solar energy to stay alive.

Frogs stay very still to blend in with their surroundings (camouflage) so predators don’t see them.





chance for survival.

Behaviors that help snakes survive also include basking in the sun and using camouflage so predators don’t see them on the rocks.

Some snakes are nocturnal, which means they are awake at night and sleep in the day, to avoid high heat during the day in the desert.

The Rat Snake (scientific name Elaphe obsoleta) climbs straight up tree trunks to find birds and eggs to eat.





chance for survival. Behaviors that help plants survive include

toward the sun and growing colorful flowers to attract bees and other insects for pollination.

Some desert cacti have flowers that only bloom at night during the hot summer, when it’s cool so more pollinators are likely to spread their pollen.

Some shrubs in the rainforest grow against a tall tree, sending up a vine that climbs up and wraps around the tree, reaching for sunlight.




SNAILS,FROGS,

AND SNAKES,OH MY!

SO MANY WAYS TO ADAPT AND

SURVIVE!

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FACTS ABOUT SNAILS, FROGS, AND SNAKES

The snail is a mollusk like clams, oysters, squids, and octopuses. They are invertebrates in the scientific class called gastropods, which means “belly-foot”

in Greek. Snails live all over the world. Some snails live in water, some snails live on land. There are over 80,000 kinds of snails! Snails have a rasp-like tongue called a radula (rad’-you-la) to scrape bits off the edges of

leaves or other food into their mouth. They slide along the leaves of plants on their belly foot, scraping as they go. They slide along on a mucus trail. If you’re very quiet, you can sometimes hear them rasping their food! Snails live in a shell they carry along with them. It’s like a mobile home. The shell grows as the snail grows so it’s always the right size. Snail shells are in a twisted, coiled shape that can be round or conical (like a cone). The shell protects the snail’s soft body from the heat of the sun. Snails can go inside the shell to escape danger. Snails have four eyes on the tips of their tentacles. The two eyes on the short tentacles look down for food and the two eyes on the long

tentacles look out for danger. When snails sense danger they can retract (pull in) their tentacles and close their whole

body up into their shell quickly. Snails are nocturnal. That means they eat at night and hide inside their shell during the

day. Their mucus trails are visible on the sidewalk in the morning, showing where they’ve

been. When the weather is too hot or too dry, snails estivate. That means they rest inside their

shell for a long time and close off the opening with a thin, hard mucus film. After estivating, snails come out when it rains and the environment is healthy again. Snails are usually hermaphroditic. That means they have female and male parts. They can play either role in the process of reproduction, male or female. Once two snails mate, one lays about 100 eggs. The eggs hatch in two to four weeks. The tiny snails look like miniature adult snails. They start eating and growing right away. Aquatic frogs are adapted to living in water. They are vertebrates in the scientific class called amphibians. They have very thin skin that must stay moist all the time. Adult dwarf African frogs take in oxygen from water and air directly through their skin and

also breathe in oxygen through their lungs by burbling at the water’s surface. Some frogs can change color depending on the temperature around them. When it gets cold, their body’s pigment-changing cells, called chromatophores, make

their skin darker so they can camouflage in their pond. If it’s very cold frogs can hibernate. If it’s hot, they can estivate in the muddy bottom of their pond or river habitat. Frogs hatch from unshelled, moist eggs and undergo metamorphosis. Metamorphosis means the process in which their body structures change significantly

from the egg to the tadpole stage to the froglet stage to the adult stage. As they grow in the adult stage, frogs molt their old skin the way snakes do.

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Their body gets bigger until the skin is too small and has to be shed and left behind. Snakes are vertebrates in the scientific class called reptilia—the reptiles. Lizards, turtles, alligators, and crocodiles are also reptiles. Snakes are reptiles in the sub-order called serpenta. People who study reptiles are called herpetologists. Herpetologists love to study the thousands of different kinds of snakes in the world. Snakes have adapted to many different environments, from deserts to jungles to rivers. Desert snakes lie in wait for their prey by flattening their bodies under the sand with only

their nostrils and eyes showing, whereas some aquatic snakes have paddle-shaped tails to push quickly through the water and catch their prey.

Many arboreal (tree) snakes have prehensile tails to grab tree branches as they move. These snakes match the trees; camouflage helps them hide from predators and prey,

alike.

Facts about plants - http://plants.usda.gov/about_plants.html

COMMON BAMBOO Kingdom Plantae – Plants Subkingdom Tracheobionta – Vascular plants Superdivision Spermatophyta – Seed plants Division Magnoliophyta – Flowering plantsClass Liliopsida – Monocotyledons Subclass Commelinidae Order Cyperales Family Poaceae – Grass family Genus Bambusa Schreb. – bamboo Species Bambusa vulgaris Schrad. ex J.C. Wendl. – common bamboo

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http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=BAVU2&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=BAMBU&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Poaceae&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Cyperales&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Commelinidae&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Liliopsida&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Magnoliophyta&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Spermatophyta&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Tracheobionta&display=63

http://plants.usda.gov/java/ClassificationServlet?source=profile&symbol=Plantae&display=63

THE FOX AND THE CRANE

Narrative Input Chart Derived from the Fable by AesopBy Sally Fox

PICTURE #1 (fox)

Once upon a time, a beautiful fox lived in a den near an estuary in Imperial Beach. Do you know what an estuary is? An estuary is the wetland area where a river meets the ocean. The fox’s den was a hole she had burrowed deep into the ground near the estuary. The fox spent many hours each night hunting for rodents like rats and rabbits. The fox’s excellent night vision is an adaptation to help her see the quick little field mice and rats. Her fast reflexes and running speed are adaptations to help her catch them! However, this story is not about a dinner of rats and rabbits. It’s about a delicious tortilla soup made by the fox.

PICTURE #2 (estuary)

The estuary the fox lived near is called the Tijuana River Estuary because the Tijuana River meets the Pacific Ocean there. It is a small intertidal coastal estuary on the international border between California and Mexico. An estuary is primarily a shallow water habitat, though at different times of the year it can be flooded. The estuary is a perfect home for shore birds, including one very good friend of the fox, the sandhill crane.

PICTURE #3 (map)

The Tijuana River Estuary is one of the few salt marshes remaining in Southern California, where over 90% of wetland habitat has been lost when people built houses and hotels and resorts where the wetlands used to be. The Pacific Flyway passes by the estuary for over 370 species of migratory and native birds, including six endangered species. Most of the waterfowl that travel this route come from Alaska. Many go to the Salton Sea and then on to winter quarters in western Mexico.

PICTURE #4 (crane)

Every year, a tall sandhill crane would come to visit the estuary during the winter months, on her way flying south to sunny Mexico. She was a long-legged, long-necked wading bird with slate grey plumage and a red crown. The fox could distinguish her friend by her distinctive call and by her habit of flying with her neck outstretched. Sandhill cranes nest in shallow wetlands where they forage for insects, seeds, roots, rodents, and amphibians. Did you know that birds have the adaptation of hollow bones so they aren’t too heavy to fly?

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PICTURE #5 (Fox lapping, Crane struggling)

Last year, the fox watched in November for her friend, the crane, to arrive from Canada. When the crane arrived, the fox invited her over for dinner. The fox hadn’t seen her friend all summer and had forgotten that her friend has special eating needs. The fox prepared a delicious tortilla soup and served the soup in a shallow bowl. The fox lapped up the soup with her tongue. Foxes’ tongues and mouths are adapted to lap water from a flat surface. The crane tried to drink some soup, but her long beak couldn’t get any of the soup to reach her mouth. The crane’s beak is an adaptation for reaching deep into the muddy bottom of the estuary to suck out yummy insects and aquatic invertebrates.

PICTURE #6 (Crane with tall bowl)

Finally, the fox noticed her friend’s predicament. Using her kindest voice, she said, “Silly me! I’ve forgotten to serve you in the special bowl I had made just for you!” The fox then retired to the kitchen to pour some soup into a special container. When she returned to the dining room, the crane looked at her with grateful eyes. She inserted her delicate long beak into the delicate tall bowl. Now she could drink the soup in satisfying swallows. “My dear, this soup is heavenly!” said the crane to the fox. “I’m so glad you like it!” said the fox to the crane. And their friendship continued, happily ever after.

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Poetry BookletPlant and Animal Adaptations

Name:_____________________________ Room: _____ of 101

Snails Here, Snails There!

Snails here, snails there,Snails, snails everywhere!

Belly-footed snails sliding, Tentacle-headed snails estivating,

Lettuce-eating snails rasping,And slimy snails leaving a mucus trail.

(How scientific!)

Snails in the garden,Snails in the woodland,

Snails in the pond,And snails in the oceans where snails evolved.

Snails, here, snails there,Snails, snails, everywhere!

SNAILS, SNAILS, SNAILS!!!

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By Sally Fox, 6-15-02

I Know an Aquatic SnailI know an aquatic snail

A graceful aquatic snailA very graceful aquatic snail

That glides slowly through my aquarium.

It slowly chews the center from a slice of zucchini, It presses its mouth against the side,It eats the algae from the tank,And twirls its antennae in every direction.

I know an aquatic snailA graceful aquatic snailA very graceful aquatic snail

That glides slowly through my aquarium.

By Sally Fox, 2012

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Biologists Here, Biologists There

Biologists here, biologists there,Biologists, biologists everywhere!

Scientific biologists hypothesizing,Intelligent biologists investigating,Curious biologists discovering,And cooperative biologists reporting.

Biologists on the deserts,Biologists around the rainforests,Biologists through the savannah,And biologists in the everglades.

Biologists here, biologists there,Biologists, biologists everywhere!

BIOLOGISTS! BIOLOGISTS! BIOLOGISTS!

By Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, and Cynthia Sorensen2009

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BIOLOGIST BUGALOO

I’m a biologist and I’m here to say I study living things around the world todaySometimes I write a paper, sometimes I read a book,But usually I prefer to go and take a look!

Adaptations, habitat, survival, too!Doing the biologist’s bugaloo!

Living things have structuresTo help them to survive.These body parts just suit their needsTo keep the thing alive.


Environmental changesMake a creature’s life more stressful.‘Til a new animal behaviorMakes its life more successful.


By Sally Fox, 10-4-02 of 101

ADAPTATIONS -- YES MA’AM!Is this an adaptation? Yes, ma’am!Is this an adaptation? Yes, ma’am!How do you know? Matter of life or death.How do you know? Without it extinction is likely.Give me an example. How an organism gets its energy.Give me another example. It defends itself from enemies.

Is this a structural adaptation? Yes, ma’am!Is this a structural adaptation? Yes, ma’am!How do you know? Helps the animal survive.How do you know? Helps it meet its needs.Give me an example… An eagle’s strong talons.What are the talons for? To grasp and tear its prey.

Is this a behavioral adaptation? Yes, ma’am!Is this a behavioral adaptation? Yes, ma’am!How do you know? Specialized behavior.How do you know? The way the animal survives.Give me an example… Wolves hunt in packs.What’s the pack for? Teamwork to kill their prey.

Is this a plant adaptation? Yes, ma’am!Is this a plant adaptation? Yes, ma’am!How do you know? Helps the plant to survive.How do you know? Study and come to conclusions.Give me an example… Protective bark and thorns.Give me another example. Seeds that float on the breeze.

Sally Fox, LMSVSD

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Sally Fox, 10-5-02

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I Can Spell

I can spell bat b-a-tI can spell ray r-a-yI can spell sand s-a-n-dBut, I can’t spell biologist!

I can spell root r-o-o-tI can spell stem s-t-e-mI can spell leaf l-e-a-fBut, I can’t spell biologist!

I can spell air a-i-rI can spell sun s-u-nI can spell water w-a-t-e-rBut, I can’t spell biologist!

Yes, I can! Yes, I can! I can spell biologist! B-I-O L-O-G I-S-T! Biologist!

By Irene Cannon, Heidi Bergener, Perry Colapinto, Laura Guzman, and Cynthia Sorensen2009

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Adaptations Sound Off!

We all know ‘cause we’ve been told.Adaptations are manifold.Plants and animals want to live,So they’ve become adaptive.

CHORUS: Sound off! Structures! Sound off! Behavior! Sound off! 1, 2, 3, 4… ADAPT!

Plants have structures, yes it’s true!One example is bamboo.Bamboo grows so tall and strongRhizomes spreading all year long.

CHORUS

Animal bodies are made to serve.Body parts meet needs we observe.To camouflage Alaskan fox turns white,Hides in the snow out of enemies’ sight.

CHORUS

Animals’ behavior helps them, too!Observe them closely to find a clue.Hibernating makes good senseIn freezing winter environments.

CHORUS

By Sally Fox, 10/5/2002

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INFORMATION FOR PICTORIAL COMPARATIVE INPUT CHART

TERRESTRIAL AND AQUATIC SNAILS

COMMON NAME AND CLASSIFICATION

Terrestrial (land) snails are members of Kingdom Animalia. So are aquatic (water) snails. They are both invertebrates (no backbones) in the phylum called mollusca. Other mollusks are clams, oysters, squids, and octopuses.

SCIENTIFIC NAME

Snails are in the class gastropoda. Gastro- means “belly” (gastroenterologists are doctors who treat people with stomach problems) and –pod means “foot” in Greek (a tripod is a way to give a three feet to a camera so it can stand still at a certain altitude). Snails move along on their belly as if it were a foot. The typical terrestrial garden snail’s scientific name, its genus-species, is Helix aspera. Helix means “twirling and aspera means “rough” because it has a rough, rasping tongue to eat leaves, fruits, and vegetables. A typical aquatic snail is the apple snail. Its scientific name is Pomacea canaliculata. It has the same kind of rasping tongue as the terrestrial snail.

HABITAT AND FOOD

Terrestrial (land) snails live in nearly all land biomes where there is sufficient moisture and plant matter to meet their needs. They are especially found in forests and gardens. Snails eat plants and soft fruits like strawberries. Aquatic (water) snails live in aquatic environments like lakes, streams, wetlands, and oceans. They also eat plant matter, aquatic plants. People who keep aquatic snails as pets have seen them eat slices of zucchini.

STRUCTURAL ADAPTATIONS

Terrestrial (land) snails often have a functional lung to get oxygen from the air around them. The mantle cavity walls have become heavily vascularized and form a lung sac. Along with their rasp-like tongue, they have eyes on two pairs of retractable tentacles, and a slimy, muscular foot. Terrestrial (land) snails move slowly on a shiny mucus trail. Aquatic snails generally do not have lungs, they have gills to get oxygen from the water around them. Aquatic snails also have a rasp-like tongue, they have eyes on the base of their one pair of retractable

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tentacles, and a slimy, muscular foot. Aquatic snails also have an operculum, a little door that can close them into their shell and protect them from the outer environment.

BEHAVIORAL ADAPTATIONS

The terrestrial snail lays eggs on a leaf or a rock. Baby land snails hatch from eggs and look like miniature adult snails. Terrestrial snails hide inside their shell when they sense danger. They can also seal themselves up in the shell by creating a mucus shield that dries into a hard door keeping them moist inside. If the environment becomes too dry or hot, they may rest safe inside for a long time. This resting is called estivating and helps the snail survive until the environment is safe again. Aquatic snails can close themselves up inside their shell—they have a little door on their back that is the last thing that pulls shut when they go inside. They also lay eggs, some above the water line and some in the water, embedded in a gelatinous mass.

INTERESTING FACTS

In France, people eat terrestrial snails as a delicacy called escargot. Not all species of snails are equally edible—some species are more palatable than others. In France, the species Helix pomatia is most often eaten. The "petit-gris" Helix aspersa is also eaten in France (and in French restaurants around the world). Aquatic snails

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Mind Map

Habitat and FoodScientific Name

____________Name and

Classification_

BehavioralAdaptations

Interesting Facts

Structural Adaptations

EXPERT GROUP #1 – Saguaro Cactus

COMMON NAME AND CLASSIFICATION - The saguaro is a member of Kingdom Plantae (pronounced ‘plan-tee’). They are a type of succulent cactus found in the Sonoran desert of northern Mexico and Arizona in the United States. Succulents are fleshy, juicy plants able to exist in arid (dry) or salty conditions by using water stored in their fleshy tissues.

SCIENTIFIC NAME - The cactus’s scientific name is Carnegiea gigantea. It was named after Andrew Carnegie (Carnegie Hall), a wealthy industrialist and philanthropist of the 19th and early 20th centuries. Gigante means gigantic in Latin. Saguaros are the largest cactus in North America. They can live over 150 years and can grow to be 50-70 feet tall.

HABITAT AND FOOD - The saguaro lives exclusively in the Sonoran desert biome of Northern Mexico and the Southwest United States (Arizona) where there is barely sufficient rainfall to keep plants and animals alive. Unlike animals that have to hunt, graze, or go shopping for food (people!), cactus plants make their own food through photosynthesis. Photosynthesis is a process that makes carbohydrates from carbon dioxide and water, using the sun for energy, and soil nutrients and chlorophyll to make it all happen and to make its own food.

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STRUCTURAL ADAPTATIONS - Saguaro cactus plants have adapted to drought by developing large, tree-like, columnar stems covered with protective spines. They hold, or conserve, a lot of water inside their barrel-like stem to take advantage when it does rain. They also can grow up to 25 arms to reserve more water to gradually use during dry weather conditions.

BEHAVIORAL ADAPTATIONS – Cactus plants don’t move much, except when they grow, and they grow very, very slowly so they gradually build the strength and water conservation to survive, rather than growing quickly in a rainy period and then immediately dying in a hot, dry spell. The saguaro sends its shallow (6 inches under ground) root system out almost as far as it is tall; it sends one root, the tap root, straight down about 2 feet This behavior allows it do collect as much water as possible to send up into the stem and conserve for dry, hot days.

INTERESTING FACTS – After the saguaro dies its woody ribs can be used to build roofs, fences, and parts of furniture. The holes that birds nested in or "saguaro boots" can be found among the dead saguaros. Native American Indians used these boots as water containers long before the canteen was available.

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EXPERT GROUP #2 – African Dwarf Frogs

COMMON NAME AND CLASSIFICATION - African dwarf frogs are members of Kingdom Animalia. They are vertebrates in the phylum chordata, class amphibia. Amphibians live on land and in water at some stage of their lives. Other amphibians are toads, salamanders, newts, and mudpuppies.

SCIENTIFIC NAME - The African dwarf frog’s scientific name is Hymenochirus boettgeri. The Hymenochirus part means “membrane fish-like” in Greek and boettgeri refers to a German zoologist named Oskar Boettger.

HABITAT AND FOOD - The natural habitat of the African dwarf frog is Central Africa in shallow rivers, creeks and ponds during the dry season and in the flooded areas of the forests during the wet season. They prefer eating near the bottom, where their coloration blends with the mud and leaf litter and they can be safe from predators. African dwarf frogs are bottom feeders and eat bits of plants, worms, larvae, and fleas.

STRUCTURAL ADAPTATIONS - African dwarf frogs have long hind legs for jumping with webbed feet to swim and propel them through water. They live in water all their lives yet they do not have

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gills, so they have to come to the surface and take a tiny breath of air every few minutes. They have no teeth or tongue; they swallow their food whole. The female lays eggs one at a time on the surface of the water, then the male fertilizes them. Babies hatch from eggs in the form of tadpoles and go through stages to grow legs and become frogs.

BEHAVIORAL ADAPTATIONS - African dwarf frogs have adapted to living in water by staying at the bottom where predators cannot see them. They hover in the water with their arms and legs stretched out and rest then float to the surface for a bubble of air. Some scientists call this burbling. If the environment becomes too dry or hot, the frogs may dig down into the mud and “sleep” safely for a long time. This resting is called estivating and helps the frog survive until the environment is safe again.

INTERESTING FACTS -The word amphibian comes from the Greek amphi (both or double) and bios (life) meaning they live two lives, one in water and one on land. Although frogs are generally considered amphibians, African dwarf frogs are aquatic animals. They can only survive a few minute on land and live their whole life in water. Like other amphibians, they do go through metamorphosis.

EXPERT GROUP #3 – Bamboo

COMMON NAME AND CLASSIFICATION - Bamboo is a giant, light green, grass that grows very tall. It may grow as high as 130 feet and be as wide around as 12 inches. Biologists classify it in the grass family of Kingdom Plantae (pronounced plan-tee).

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SCIENTIFIC NAME - Common bamboo that grows in Florida and the southeast United States is called Bambusa Schreb Bambusa vulgaris Schrad ex J. C. Wendl.

HABITAT AND FOOD - Different types of bamboo grow naturally in almost every part of the world except Europe. It is found in diverse climates from high mountains to hot, tropical forests. Unlike animals that have to hunt, graze, or go shopping for food (people!), plants make their own food through photosynthesis. Photosynthesis is a process that makes carbohydrates from carbon dioxide and water, using the sun for energy, and soil nutrients and chlorophyll to make it all happen. to make its own food.

STRUCTURAL ADAPTATIONS - Bamboo plants have adapted to cooler conditions by spreading underground. They create massive forests of clonal colonies from one parent. Aerial stems (culms) known as canes grow from underground stems called rhizomes. Roots are borne at the nodes on the canes, where leaf-like scales grow. Essentially clones, they allow the bamboo plant to spread from underground shoots. The structure of the bamboo’s root system brings water from the soil is its stalk, stems, and leaves. These shallow roots are called rhizomes or creeping rootstalks.

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BEHAVIORAL ADAPTATIONS - Behavior means actions and reactions of a thing, whether living or non-living. As a plant, bamboo behavior is relatively limited since plants do not run away or jump. Plants do move slowly and bamboo will move toward sunlight, as will most plants. Scientists say bamboo is the fastest growing plant on earth and can grow many inches in a day. That might be a behavior in that the plant is responding to conditions (and taking advantage of them) by growing faster than other plants.

INTERESTING FACTS – Bamboo is very useful to people and provides useful articles like bamboo houses, bamboo chairs, bamboo mats, bamboo cages, bamboo sandals, and bamboo fences. Bamboos make shade, and tender young bamboo sprouts are eaten as vegetables. Paper, rafts, sails, cloth, tools, and ropes are also made from it. Bamboo probably has more uses than any other plant in tropical countries.

EXPERT GROUP #4 – Sidewinder Rattlesnake

COMMON NAME AND CLASSIFICATION -Sidewinder rattlesnakes are members of Kingdom Animalia. They are in Phylum chordata (they have a skeleton) in the Class reptilia. They are in the sub-order serpents and are elongated and legless. Snakes do not have eyelids or external ears.

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SCIENTIFIC NAME - Sidewinder rattlesnakes have the scientific name Crotalus cerastes. Crotalus comes from Greek word for rattle or castanet. Cerastes comes from the Greek word for horn because this snake has supraocular (above the eyes) scales that look a bit like horns on its head.

HABITAT AND FOOD - Sidewinder rattlesnakes live in the deserts of the American Southwest: California, Nevada, and Arizona, and Northern Mexico. They are carnivorous. Young snakes eat lizards, birds, and eggs. Adult snakes eat rodents like rats, rabbits, squirrels, and mice.

STRUCTURAL ADAPTATIONS - The sidewinder is light in color to blend in and camouflage with its sandy habitat. A mature adult grows 18 to 32 inches long. It has a dark eye strip on the head and rough, keeled scales, Above the eyes are horny protrusions, or supraocular scales, as the scientists would say—hence the nickname “horned rattlesnake.” The female sidewinder gives birth to 12-18 baby snakes but they do not hatch out of eggs like many snakes. Like all snakes, it has a highly mobile jaw (and other flexible joints in the skull can spread open) so the mouth can open wide enough to swallow its prey, even if its prey is larger in diameter than the snake itself.

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BEHAVIORAL ADAPTATIONS - The sidewinder moves in a unique style of side winding locomotion. It moves sideways, like a crab, but without legs, of course. The motion looks like an s-shaped curve sidling across the desert floor and is thought to help it get traction and not slip down a sand dune, and also less of the body is touching the hot sand at a time, making it able to cross the hot sands with less heat damage. It may also protect it from avian (bird) predators like hawks.

INTERESTING FACTS - Sidewinder rattlesnakes poison their prey with venom that comes out through their hollow fangs. When they are small and young, they prey on lizards and birds, holding the lizard or bird in their jaw until the venom takes effect. When older, they prey on small and medium-sized rodents, which are bitten, the venom is injected, then the victim is released and tracked down until it collapses. Snakes swallow their food whole.

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Project GLAD Process Grid – Animal Adaptations, Grade 3

COMMON NAME AND CLASSIFICATION

SCIENTIFIC NAME

HABITAT AND FOOD STRUCTURAL ADAPTATIONS

BEHAVIORAL ADAPTATIONS

INTERESTING FACTS

Snails (Terrestrial and Aquatic)

Kingdom AnimaliaMollusk GastropodInvertebrate

Saguaro cactus

Kingdom Plantae

Dwarf African Frogs

Kingdom AnimaliaPhylum chordata(Vertebrate)Class Amphibia

BambooKingdom Plantae

Sidewinder Snake

Kingdom AnimaliaPhylum chordataClass reptilia

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Name _________________________

Date ______________

HOME-SCHOOL CONNECTION #1

Life Science: Plant and Animal Adaptations

Take home your paper entitled “Predicting Questions” with the map you labeled and pictures you drew earlier today. Ask someone in your family (or an adult friend) the questions and ask him/her to write some of his/her ideas on this paper. Discuss the answers with him/her. Did he/she agree with you? Does s/he think you labeled the map correctly?

Ask your adult helper to draw a favorite animal or plant and label its special structures with a short explanation of how they help it survive.

Signature of adult __________________________ of 101

1.

2.

3.

4.

Nombre y apellido _________________________

Fecha ______________

CONEXIÓN ENTRE ESCUELA Y HOGAR #1

Ciencia biológica: adaptaciones de plantas y animales

Lleva a casa tu dibujo y tus preguntas predictivas de la hoja titulada “Predicting Questions.” Plantea la preguntas a alguien de tu familia o un amigo adulto y pídenle que escriba algunas de sus ideas aquí abajo. Hablen acerca de las respuestas. ¿Estuvo de acuerdo contigo? ¿Cree que tengas razón en el mapa? Pídele que firme esta hoja con un comentario.

Pídele a tu adulto que dibuje una planta o un animal, y que nombre y explique sus estructuras corporales (cómo le ayudan a sobrevivir).

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1.

2.

3.

4.

Firma del adulto ___________________________

Name _________________________

Date ______________



Write what you remember about the ways snails, frogs and snakes have adapted to survive. Draw a picture of each animal in the space next to the facts you remember. Ask a family member or adult friend to discuss your facts and pictures with you and to sign the bottom of your homework along with a comment.

Snails

Frogs

Snakes

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Signature of adult ________________________


Fecha ______________


Ciencia biológica: adaptaciones

Escribe lo que recuerdas sobre los caracoles, las ranas, y las víboras y cómo se han adaptado para sobrevivir. Dibuja cada animal en el espacio dado para escribir los hechos que recuerdas. Muéstra tus hechos y tus dibujos a tu familia o a un amigo adulto y tengan una conversación sobre los animales. Pídele a alguien que firme esta hoja con un comentario.

Caracoles

Ranas

Víboras

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Firma del adulto _________________________

Name _________________________

Date ______________



Identify and label the continents and oceans of the world along with the major world biomes. Include a few examples of ocean, mountain, desert, rivers, arctic, and rainforest biomes. Draw several plants and animals near the place on the map where you might find them. Discuss with a family member or adult the biomes for your animals and also those in which snails, frogs, bamboo, Saguaro cactus, and snakes may be found. Do some research to add other living things you or your family members are interested in. Ask that person to sign the bottom of the home-school connection.

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Signature of adult _________________________


Fecha ______________


Ciencia biológica: adaptaciones de plantas y animales

Identifica y escribe los nombres de los continents y océanos del mundo con los tipos más importantes de habitats. Incluye ejemplos de los hábitats del océano, de las montañas, del desierto, de los ríos, del árctico, y de la selva tropical. Dibuja algunos animales cerca del habitat donde viven. Ten una conversación con alguien de tu familia o un adulto familiar sobre los habitats de los caracoles, las ranas, el bambú, el cacto saguaro y las víboras. Haz una investigación para agregar otros seres vivientes que te interesan o que le interesan a la persona que te ayuda con esta tarea. Pídele que esta persona firme la parte abajo de esta hoja.

Firma del adulto ___________________________ of 101

Name _________________________

Date ______________

Home-School Connection #4Plants & Animal Adaptations

Interview your family. What is their favorite zoo animal? What adaptations does that animal have? What food does that animal eat? Sketch and write.

Name Favorite Zoo Animal Animal Adaptations (Structures or Behaviors)

Animal Food

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Parent/Family Signature: ___________________________________________Nombre y apellido del alumno/de la alumna _________________________

Fecha ______________

Conexión de Escuela y Hogar #4Adaptaciones de los animales y las plantas

Entrevista a una persona de tu famillia. ¿Cuál es su animal favorito del zoológico? ¿Cuáles son las adaptaciones de su animal favorito—estructurales o de comportamiento? ¿Qué comida come el animal? Escribe sus respuesta y dibuja.Nombre de la persona que responde al cuestionario

Animal favorito Adaptaciones de animales¿estructuras o comportamientos?

Comida de animales

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Firma del Padre/Tutor: ______________________

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Phylogenetic Tree of Life (Alternative Graphic Organizer for DNA Approach to Classification System)

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INSPIRATIONAL ILLUSTRATION FOR TEAM DESCRIPTIVE WRITING

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WORLD MAP INPUT CHART

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Portfolio Rubric for GLAD Unit (Individual Tasks)

Adapted from Cien Aguas International School, Paty Garcia and Eva Thaddeus

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Requirement 1 - beginning 2 - developing 3 - proficient 4 - advanced

Cognitive Content Dictionary

• Words are not related to topic OR• Words have already been studied by class• Incomplete prediction and/or final meaning

• Not all words are high level OR Some have already been studied• Predictions sound like they might have come after the final meaning• Reader is not sure if final meaning comes from reference materials

• Words come from your own research• Words relate to topic• Words are high level• Predictions are your own • Final meaning comes from reference materials and source is cited

All of #3 plus• Predictions show you are using context clues and other clues• Final meaning is restated in your own words and source is cited

Inquiry Chart and/or Exploration Report

• Knowledge and /or questions are not your own• Knowledge and/or questions do not relate to topic• Incomplete

• Knowledge and questions are somewhat your own• At least half of knowledge and questions relate to topic• Teacher cannot tell if answers come from research.

• Knowledge and questions are your own• Knowledge and questions relate to topic• Answers to questions come from research and sources are cited.

All of #3 plus• Knowledge and questions tie directly to important ideas of unit • Multiple sources of research are cited.

Expository paragraph or paragraphs

• Not on topic• Incomplete• Doesn’t make sense to reader

• Writing was not enough.• Writing looks like a list.• Writing relates to topic but main idea is unclear.• Lots of errors and/or messiness make it hard to read.

• You wrote the required number of paragraphs.• Writing has a clear main idea.• Writing develops the main idea with accurate details.• Writing is mostly correct and easy to read.

All of #3 plus• Writing has an original introduction & conclusion.• The whole piece stays focused on developing the main idea.• Writing develops the main idea fully with significant details.• Writing is almost all correct and easy to read.

Input chart• Not organized• Copied• Incomplete• Inaccurate

• Relates to topic.• Contains organized pictures and labels that present information.• Important information may be copied instead of summarized• Some opinions included

• Relates to topic • Contains pictures and labels organized in a way that is easy to learn from.• Important information is chosen and summarized.• Research presents accurate information.

All of #3 plus• Additional interesting facts/categories included• Sources cited• Organization includes color coding

Chant / poem • Off topic• Form is confused• Information absent

• Relates to the topic• Uses the form we have studied• Teaches at least some accurate information

• Relates to the topic• Correctly uses a form we have studied• Uses the chant to teach a variety of information.• Information is accurate

• Relates to the topic• Uses a model to create an original form• Information is accurate and expands on what we have already learned

PICTORIAL COMPARATIVE INPUT CHART

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GRAPHIC ORGANIZER – CLASSIFICATION OF LIVING THINGS“PLANT AND ANIMALS ADAPTATIONS”

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Plant and Animal Adaptations - Sample ELD Review Questions(by stages of language acquisition - Krashen)

For the “big picture of life science” (tree of life) input chart

Preproduction: Bloom’s TaxonomyPoint to the bamboo. (knowledge)Point to the snake. (knowledge)Point to the frog. (knowledge)Point to the saguaro cactus (knowledge)Point to the snail. (knowledge)Which is a carnivore, the snake or the bamboo? (comprehension)Which is a vertebrate, the frog or the cactus? (comprehension)What do herbivores eat? (comprehension)Which living thing on the chart is most interesting to you? Point to it. (evaluation)

Early Production:Is Kingdom Animalia where animals are classified? (knowledge)How many kingdoms are in the tree of life? (knowledge)What kingdom of living things includes human beings? (knowledge)What kingdom of living things include bamboo? (knowledge)Where to plants get their food? (comprehension)Which kingdom has microscopic organisms? (comprehension)Which living thing is most interesting to you? Say its name. (evaluation)

Speech Emergence:Tell me the names of the six kingdoms of living things. (knowledge)Which kingdom includes brown algae and kelp? (knowledge)How is Phylum Chordata different from the other phyla in Kingdom Animalia? (comprehension)What does ‘invertebrate mean? (comprehension)What is special about Kingdom Plantae? (analysis)Explain the basic difference between the six kingdoms of living things. (analysis)Which living thing is most interesting to you? Say its name and tell why. (evaluation)

Intermediate Fluency:What are the scientific names of the two major categories of kingdoms? (knowledge)How many phyla without backbones does Dr. Cavalier-Smith count? (knowledge)Name the five divisions of Kingdom Plantae. (knowledge)Is green algae in Kingdom Plantae or Kingdom Chromista? (comprehension)How is a land snail the same as a water snail? (analysis)How are flowering plants the same as mosses? (analysis)Which living thing is most interesting to you? Say its name and explain why. (evaluation)

Advanced Fluency:What similarity is there in the classification of mushrooms and mold? (knowledge)Where does Dr. Cavalier-Smith categorize microscopic organisms? (knowledge)How do scientists divide the six kingdoms into two empires? (knowledge)Which phyla include boneless animals and which includes animals with backbones? (comprehension)Would you be willing to live in Tornado Alley? Why or why not? (synthesis)Would you be willing to live in Florida? Why or why not? (synthesis)What aspects of the tree of life are most interesting to you? Why? (evaluation)

For the world map for “plant and animal adaptations” graphic organizer input chart

Preproduction:Point to North America. (knowledge)

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Point to the Pacific Ocean. (knowledge)Point to the place where the Saguaro cactus lives. (knowledge)Point to the equator. (knowledge)Point to the Southern Ocean. (knowledge)Point to San Diego. (knowledge)Teacher mismatches one habitat with another type and asks, “Is this where African dwarf frogs live? (comprehension)Point to the place you like best. (evaluation)

Early Production:Is the Pacific Ocean near Spain? (knowledge)Is the Pacific Ocean near San Diego? (knowledge)Where is North America, north or east of South America? (comprehension)Where does the saguaro cactus live? (comprehension)Which place on Earth do you like best? (evaluation)

Speech Emergence:Where is California? On what continent? (knowledge)On what continent are saguaro cactuses found? (knowledge)Do terrestrial (land) snails live in the Southern Ocean? (comprehension)Is Asia north or south of Africa? East or west? (comprehension)Would you like to be a biologist? If yes, what would you study? (evaluation)

Intermediate Fluency:Tell me the names of the continents and oceans. (knowledge)Tell me where San Diego is located (point and explain) (knowledge)What side of the Prime Meridian is California located on? (knowledge)Where in the United States are most sidewinder rattlesnakes? (comprehension)What fraction of the world map is north of the equator? (comprehension)How is South America similar to Africa? (analysis)Where in the world you would like to live, besides here in San Diego? Why? (evaluation)

Advanced Fluency:Which continent is north of and connected to South America? (knowledge)Why is the Southern Ocean the “newest” ocean, according to geographers? (comprehension)What are the similarities and differences between Africa and North America? (analysis)If you could build a continent that would be a comfortable, sustainable, beautiful place to live, where would you build it (latitude and longitude), what shape and characteristics would it have, and why? (synthesis)What’s the most interesting part of the world, in your opinion? Why? (evaluation)

For the “Terrestrial vs. Aquatic Snails” pictorial comparative input chart

Preproduction:Point to the aquatic snail. (knowledge)Point to the terrestrial snail. (knowledge)Point to the operculum of the aquatic snail. (knowledge)Point to the scientific name of the apple snail. (knowledge)Show me where the snails’ eyes are—both terrestrial and aquatic. (comprehension)Teacher mismatches one snail photo with another snail photo, and asks, “Is this an aquatic snail or a terrestrial snail?” (comprehension)Show me with your hands the shape of a snail shell. (comprehension)Show me with your hands the shape of a snail’s antenna. (comprehension)Which body part is used for eating? (analysis)

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Which type of snail do you like best? (evaluation)

Early Production:What is the name of this type of snail? (knowledge)What body part does an aquatic snail have that the terrestrial snail does not? (knowledge)What is the scientific name of the common garden snail? (knowledge)Does the aquatic snail breathe the same way a terrestrial snail does? How do you know? (comprehension)What body part do snails use to eat? (comprehension)Tell three similarities and three differences between aquatic and Terrestrial snails. (analysis)Which type of snail do you like most? (evaluation)

Speech Emergence:

Is the common garden snail terrestrial or aquatic? (knowledge)Is the apple snail terrestrial or aquatic? (knowledge)What are two structural adaptations of snails? (knowledge)What is a behavioral adaptation of snails? (knowledge)What do snails eat? Give me examples. (comprehension)Would you like to have a pet snail? Why or why not? (evaluation)What is your favorite type of snail? Why? (evaluation)

Intermediate Fluency:How many antennae does a terrestrial snail have? (knowledge)Which type of snail has an operculum? (knowledge)Which type of snail live in watery habitats? (knowledge)Why do snails estivate? (comprehension)What are the foods snails eat? (comprehension)Which type of snail do you like best? Why? (evaluation)

Advanced Fluency:What does the word ‘gastropod’ mean and why is it the name of snails? (knowledge)What language does the word gastropod come from and what other words in English have that same roots? (knowledge)How are terrestrial and aquatic snails similar? How are they different? (analysis)How do snails protect themselves from danger? (comprehension)Tell me about the most interesting things about snails, in your opinion. (evaluation)

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Super Scientist Biology Award

Life on earth is classified by some biologistsinto three dominions called bacteria,archaea, and eucaryota.

Biologists have been classifyingliving things for hundredsof years. In the beginning,people thought there werejust two categories:animal and vegetable.Now there are differentways to classify living things.The most recent uses DNA.

(On the back of this award, please sketch one animal and one vegetable.)

Thank you for following the 3 personal standards!!


Life on earth has been changing for billions of years. The earliest species just had one cell. There are many types of single-celled living things on earth to this day, classified in the kingdoms of bacteria and protozoa.

(On the back of this award, please sketch one bacterium and one protozoon.)

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Trees, shrubs, flowers, and broccoli are all parts of the plant kingdom, kingdom plantae. Some plants are microscopic, while other plants are hundreds of feet tall.

Microscopic phytoplankton

Tall palm trees towering over a 2-story building

(On the back of this award, please sketch one phytoplankton and one palm tree.)



Plants reproduce in different ways. Some of them produce seeds or spores that grow into baby plants (sprouts) after germinating.

Bamboo plants reproduce by sending shoots called rhizomes underground that

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send up new plants that then grow into new bamboo stalks.

(On the back of this award, please sketch a seed, a sprout, a shoot, and a young plant.)



You might think that mushrooms are part of the plant kingdom. They grow in dirt just like plants. They aren’t green, but not all plants are green, so why aren’t they part of the plant kingdom? The difference is that mushrooms are fungi that eat up dead plant matter and plants make their own food through photosynthesis.

(On the back of this award, please sketch a mushroom and write whether you like to eat them or not. Write two kinds of foods that have mushrooms in them.)



Amoeba radiosa

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Amoeba is in Kingdom Protozoa. Other protozoa commonly range from 10 to 52 micrometers, but can grow as large as 1 mm, and are seen easily by microscope. The largest protozoa known are the deep-sea dwelling xenophyophores, which can grow up to 20 cm in diameter.

(On the back of this award, please sketch amoeba radiosa in a drop of water.)



The type of scientist who studies all sorts of life is called a biologist.

Biologists work in zoos, in medical offices, and in laboratories.

(On the back of this award, please sketch a biologist and list at least five adjectives that describe biologists. Write about what kind of biologist you would like to become.)



\

Some biologists are trying to find cures for diseases

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like cancer. Other biologists whospecialize in animals (called

zoologists) are working to save animals like pandas

from extinction.

(On the back of this award, please sketch and label a panda and one other animal that is on the verge of extinction in the wild.)



One of the animals that was here on earth before the dinosaurs and is still here today is the nautilus. It has sixty to ninety arms attached to its soft body. It lives in the front compartment in a snail-like shell. When it grows out of that compartment it grows a new one. An old nautilus is a big nautilus.

(On the back of this award, please sketch a nautilus and write a sentence telling what its shape reminds you of.)



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A snail has one foot and is part of the mollusk phylum. It does not jump around on its one foot. Instead it eases around on its huge muscular foot contracting its muscles forward like waves at the beach reaching the shore. Snails pull into their shell to rest and to hide, but they cannot move until their body’s huge foot is sticking to a rock, plant, the ground, or the sea floor.

(On the back of this award, please sketch a terrestrial snail and label its body parts. Write a sentence or two about one of its adaptations for survival.)



Animals come in many forms. Some have internal skeletons like humans. Some have exoskeletons as do cockroaches and beetles. Some have no skeleton at all, like the octopus or worm.

(On the back of this award, please sketch a human skeleton compared to a cockroach or an octopus. Complete these sentences: A human has a skeleton whereas a cockroach has an ______________.

An octopus has no ___________ and neither does a worm.)



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Some of the largest plants have the smallest seeds.

The California redwood is one of the tallest trees

in the world, yet it grows from a microscopic seed.

That seed must fall off of the top of the tree

and float into a tiny pinecone and fall into soft,

fertile dirt to grow into a giant redwood.

(On the back of this award, please sketch a California redwood tree with pinecones.)



Many scientific words come from the Latin language. Latin is the “grandfather” of Spanish, French, Italian, Romansch, and Portuguese. Latin is considered “dead” because a community of speakers no longer teaches it as a home language, but it’s alive through literature, science, history, and philosophy.

Latin Root Meaning Examples

bio-- “life” biologist, biology, biographygastro-- “stomach” gastro-intestinal, gastritismicro-- “tiny” microscope, micrometerherbi-- “plant” herbivore, herbivorouscarni-- “meat” carnivore, carnivorous

(On the back of this award, please write three words with Latin roots, from this list or others.)


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Mammals have hair, give milk, breathe air and grow their babies inside their bodies. The largest mammal on earth does not live on land. It is the blue whale, and it lives in the ocean. Fish breathe through their gills, frogs breathe though their skin, but all whales must come up to the surface to breathe air.

(On the back of this award, please sketch a blue whale, fish and frog.)



Whales have lungs just like ours, but their lungs are thousands of times bigger and they can stay underwater for up to forty-five minutes. They breathe thorough their blowhole as well as through their mouth.

(On the back of this award, please write about a time you or someone you know held your breath under water. How long was it held? How did it feel?)


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Krill are shrimp-like marine invertebrate animals. These small crustaceans are important organisms of the zooplankton, particularly as food for baleen whales, manta rays, whale sharks, crab-eater seals and other seals, and a few seabird species that feed almost exclusively on them.

(On the back of this award, please sketch a krill being eaten by one of its predators.)



Most krill species display large daily vertical migrations, thus providing food for predators near the surface at night and in deeper waters during the day.

(On the back of this award, please sketch several krill at different levels of the ocean.)


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Krill are crustaceans and have a chitinous [kite-in-us] exoskeleton made up of three segments: the cephalon [sef-a-lun] or head, the thorax, and the abdomen. This outer shell of krill is transparent in most species, so you can see through it.

(On the back of this award, please sketch the three segments of a krill, labeling the parts.)



The seahorse has the structural adaptation of a long, prehensile tail. It will curl the tail around any support such as seaweed to prevent being swept away by currents.

(On the back of this award, please sketch a seahorse grabbing onto some seaweed or kelp.)

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Like all sharks, hammerheadshave electro-location sensory

pores. Hammerheads have more of these pores because

of their wide, flat heads so they can sweep for prey more effectively. These sharks have been able

to detect a tiny electrical signal of half a billionth

of a volt.

(On the back of this award, please sketch a hammerhead shark and label its parts.Write a sentence about its adaptations to survive.)


Team Feud Questions – “Plant and Animal Adaptations” - Grade 3

1. Into how many dominions do some scientist classify living things? (three)2. What are the two kingdoms of living things that include microscopic and

unicellular organisms? (bacteria and protozoa)3. How many cells did the earliest species of living things have? (one)4. Are there still single-celled living things on earth today? (yes)5. Are there microscopic plants or are all plants hundreds of feet tall? (yes,

some are microscopic)6. How do bamboo plants reproduce? (by sending shoots called rhizomes

underground that send up new plants)7. Are mushrooms members of the plant kingdom? (no, fungi)

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8. Are amoeba part of the protozoa kingdom? (yes)9. How big does the largest protozoa grow? (up to 20 cm in diameter)10. What is name of the type of scientist that studies all sorts of life? (biologist)11. What kind of biologists are working to save pandas from extinction?

(zoologists)12. What is the name of the sea animal with 60-80 arms that has survived on

Earth since before the time of the dinosaurs? (nautilus)13. What is the name of the phylum into which snails are classified? (mollusks)14. Do cockroaches and beetles have exoskeletons or internal skeletons?

(exoskeletons)15. How big is the seed of the California redwood? (microscopic)16. Name at least three languages that came from Latin. (French, Spanish,

Italian, Romansch, and Portuguese)17. What is the meaning of the Latin root “bio?” (life)18. Say two examples of English words that include the Latin root for “tiny.”

(microscope and micrometer)19. What is the largest mammal on earth that does not live on land? (blue

whale)20. How long can whales stay underwater? (45 minutes)21. Are krill crustaceans or arthropods? (crustaceans)22. What does the term “migratory” means related to krill? (they go up and down

in the ocean at different times of day)23. Is the exoskeleton of the krill solid or transparent in most species?

(transparent)24. What is the adjective that describes the grabbing ability of the seahorse’s

tail? (prehensile)25. What kind of sensory pores to hammerhead sharks have? (electro-location)

Name_________________________

Date_________________

PREDICTING QUESTIONS – Plant and Animal Adaptations, Grade 3

Predict the answer to the following questions. Draw a sketch if applicable.

1. What do you think the word adaptations means?

2. Why do you think elephants have a long, prehensile trunk?

3. Draw and label the parts of a saguaro cactus.

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4. Draw and label the parts of a rattlesnake.

5. Label the continents, oceans, and anything else you remember about the world map below, including any missing parts (hint, hint):

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Mesopotamia GLAD Unit€¦ · Web viewPlant and Animal Adaptations, Level 3 (CA) Idea Pages. UNIT...

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