Theme - Education Place®€¦ · THEME 4: Animal Habitats Selections 1 Nights of the Pufflings 2...

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THEME 4: Animal Habitats28

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THEME 4: Animal Habitats

Selections

1 Nights of the Pufflings

2 Seal Surfer

3 Two Days in May

Animal Habitats

C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R

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SELECTION 1:

Nights of the Pufflings

1. Animal Habitat Mural

Gather Information

Working in a small group,brainstorm a list of animals. Haveeach member of your group look upan animal in an encyclopedia orbooks on animals. Find out about your animal’s habitat. Answer these questions:

• What does the habitat look like?

• What is the animal’s home?

• What does the animal eat?

Make notes about your animal and its habitat on index cards.

Draw Your Mural

Plan out your mural panel.

• Draw a sketch of what you want to include in your panel.

• Use the sketches to decide the order of your panels.

• Draw and color your panel on a large sheet of butcherpaper.

• Label the animals and plants in your habitat.

Present Your Mural

Hang your mural on the board with tape and present it to theclass. Each member of the group should present his or her panel.

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THEME 4/Nights of the Pufflings

CH 4–1 Challenge Master Grade 3 Theme 4: Animal Habitats

Goal: Create and present a muralthat shows animals in their habitats.

• Be sure to make asketch of your panelbefore you draw.

• Present your mural inthe order it is drawn.

Challenge Master CH 4–1

1. Animal Habitat Mural160 MINUTES INDIVIDUAL SMALL GROUP

(Science)Materials: encyclopedia, books about animals, index cards, butcherpaper, markers, crayons, paints, tape, and drawing paper

Gather InformationTell students to pick animals they are interested in learning moreabout. Remind them to take notes on their animals and habitats foruse in the presentation.

English Language Learners: Pair English language learners duringplanning and research.

Students continue to work on this project.

Draw Your MuralCheck with students on the progress of their murals. Remindstudents to sketch their drawing and include details from theirresearch. Provide space on the classroom floor or a table forstudents to draw their mural. Make sure each student has at leastthree feet of paper.


Present Your MuralHelp students hang their murals on the board. Provide class time forthem to present their murals.

Expected OutcomeA good mural will include

✔ details on the animaland its habitat

✔ well-organized panels

✔ a presentation includinginformation fromstudents’ notes

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SELECTION 1: Nights of the Pufflings

2. Animals Around Us

What wild animals do you see all the time? Choose one kind of animal and write a description of it. Tell what facts you know about it. Use an encyclopedia to learn more about it. Give your opinion of it. Be sure to

• tell where you see the animal

• describe what it looks like

• tell what you know about how it lives

3. Dear Halla

Halla looks forward to the nights of the pufflings. She and her friends stay up late to help the young birds. Write a letter to Halla and tell her about something that you do with your friends. Tell her what you do, when you do it, why you do it, and what you like about it.

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Grade 3 Theme 4: Animal Habitats Challenge Master CH 4–2

THEME 4/Nights of the Pufflings

Goal: Write a description of a wild animal that you see every day.

Goal: Write a letter to Halla. Tell her about something important you do with your friends every year.

• Select an animal thatyou find interesting.

• Be specific. Tell whatthe animal looks andsounds like. Describeits behavior.

• List details aboutyour activity.Number them in theorder you want totell about them.

• Write a friendlyletter. Use the wordsI and we.


Expected OutcomeA good description willinclude

✔ factual information aboutthe appearance,behavior, and life of theanimal

✔ specific, descriptivedetails

2. Animals Around Us 60 MINUTES INDIVIDUAL

(Science)Materials: encyclopedia (optional)

Point out that no matter where they live, students will see wildanimals every day. Have students choose one wild animal that isinteresting to them and that they have observed with some care.Tell them to write a description of it, using Nights of the Pufflingsas an example. Emphasize that they should provide as many facts aspossible. However, they can also give opinions.

3. Dear Halla 60 MINUTES INDIVIDUAL

(Social Studies)

Review the parts of a friendly letter. Tell students to keep in mindthat Halla might not be familiar with everyday life in the UnitedStates. In their letter students may need to explain things to her thatthey take for granted.

Additional Independent WorkConnecting/Comparing Literature

Have students compare the Leveled Reader selection Urban Wildlifewith the anthology selection Nights of the Pufflings, using whatthey have learned about Fact and Opinion. Students may discuss orwrite about their comparisons.

Other Activities

• Theme 4 Assignment Cards 1, 2

• TE p. 32, LiteratureDiscussion

• TE p. 39, Field Guide

• TE p. 39E, Challenge WordPractice

• TE pp. R9, R15, Challenge

• Education Place:www.eduplace.comMore activities related toNights of the Pufflings

• Accelerated Reader®,Nights of the Pufflings

Expected OutcomeA good letter will include

✔ all the elements of afriendly letter: heading,greeting, body, closing,and signature

✔ the use of I and we

✔ an explanation of terms,ideas, and activities thatwill not be familiar to the reader

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SELECTION 2:

Seal Surfer

1. Two Kinds of Seals

Gather Information

Did you know there are many kinds of seals? Do research andlearn about some of these seals. Pick two kinds of seals to compareand contrast. Think about

• what they look like

• where they live

• how they live

Take Notes

Take notes as you read. Writeeach main idea at the top of anindex card. Write details that tellmore about each main idea on each card.

Compare and Contrast

Use a Venn diagram.

• Label each circle with the names of the two kinds of seals.

• Fill in the center circle with phrases that tell how the sealsare alike. Fill in each side circle with phrases that tell howthe seals are different.

• Give an oral report to a group of classmates to tell aboutthe seals you picked. Use illustrations and a map to givemore information.

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THEME 4/Seal Surfer


Goal: Compare and contrast two kinds of seals.

• Include only factsabout your topic.

• Use illustrations toshow the differentkinds of seals. Usemaps to show wherethey live.


1. Two Kinds of Seals 160 MINUTES INDIVIDUAL

(Science)Materials: encyclopedia, Internet, index cards, art paper, markers,and Graphic Organizer Master 2

Gather InformationRefer students to these websites for information on seals:

http://www.terraquest.com/va/science/seals/seals.html

http://www.seaworld.org/Pinnipeds/introduction.html

Remind students to look at headings and subheadings in articles.Remind them that important details can be found in captions andillustrations.


Take NotesCheck on students’ progress. Tell them to take their notes on indexcards. Tell students to write

• one main idea at the top of each card

• details that specifically support each main idea on the same card,beneath the main idea

English Language Learners: Allow students to take notes in theirprimary language.


Compare and ContrastIf necessary, review with students how to use a Venn diagram.Students with strong graphic skills might want to prepare anannotated map. Encourage students to personalize their presentationin some way.

English Language Learners: You may wish to pair students withfluent English speakers for peer editing and proofreading.

Expected OutcomeA good activity will include

✔ a clear explanation ofthe similarities anddifferences shown in theVenn diagram

✔ the presentation of factsand not opinions

✔ illustrations that showdifferent kinds of seals

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SELECTION 2: Seal Surfer

2. Surfing

What do you know about surfing?Think about these questions:

• How and where do people surf?

• What skills are needed forsurfing?

Research surfing in an encyclopedia.Then organize your information andwrite a paragraph. Use pictures tohelp tell about surfing. Write captionsfor each picture. Put your work on theclassroom bulletin board.

3. In Good Hands

Hannah works hard at the raptorcenter to save birds. Do you think itis important to save an orphanedowl? Look for information in InGood Hands and in other books aswell. Think about why it might beimportant to help things in nature.Then get together with threeclassmates. Talk about and give reasons for your opinion.Discuss some ways people can help animals and plants.

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THEME 4/Seal Surfer

Goal: Write and illustrate a report on surfing.

Goal: Have a discussion about howpeople can help animals and plants.

• Be sure to include aclear topic sentence.

• Think about someonewho knows nothingabout surfing. Whatdetails would he orshe need to know tounderstand it?

• Think about whatyou’ve learned fromreading about thistopic.

• Listen carefully toyour classmates’opinions.


Expected OutcomeA good report will include

✔ a clearly stated topicsentence

✔ specific, descriptivedetails

2. Surfing 60 MINUTES INDIVIDUAL

(Social Studies)Materials: encyclopedia, art paper, and markers

• Tell students they can limit their reports to a specific aspect of surfing, such as where people surf, types of surfing, or skillsneeded.

• You may wish to review types of organization with students.Order of importance may be most appropriate for explanatoryparagraphs if, for example, students are explaining where or whypeople surf. Time order might be used if students are explaininghow to surf.

3. In Good Hands 60 MINUTES INDIVIDUAL SMALL GROUP

(Challenge Theme Paperback) (Social Studies) (Science)

You may want to recommend additional reading on the topic of people working to save animals and plants. Someday a Tree fromthe Houghton Mifflin Social Studies Bookshelf is one possibility.


Have students compare the Leveled Reader selection HometownTurtles with the anthology selection Seal Surfer, using what theyhave learned about Compare and Contrast. Students may discuss orwrite about their comparisons.

Other Activities

• Challenge Theme Paperback,In Good Hands

• Theme 4 Assignment Cards 3, 4, 5


• TE p. 69, Careers

• TE p. 69E, Challenge WordPractice

• TE pp. R6, R11, R17,Challenge

• Education Place:www.eduplace.comMore activities related to Seal Surfer

• Accelerated Reader®,Seal Surfer

Expected OutcomeA good discussion willinclude

✔ opinions that are well-supported by facts anddetails from In GoodHands and other sources

✔ listening carefully toclassmates’ opinionsand considering themseriously

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SELECTION 3:

Two Days in May

1. Nowhere to Go

Gather Information

Animals are losing their homes. What can people do to help? Usebooks, magazines, and encyclopediasto do research. Look for facts about

• how animal habitats are changing

• what kinds of animals are losing their homes

• what people are doing to help

Think About the Problem

Make a problem-solving chart like the one below. List asmany possible solutions as you can. List the pros and cons ofeach solution. Select the best idea.

Share Your Information

Share what you’ve learned. You might write an opinion essayto read to the class, or make a pamphlet that states the problemand solution to hang on a classroom bulletin board.

Problem: How to help animals who are losing their habitats.

Which solution is best and why?

Solutions: Pros: Cons:1.2.3.

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THEME 4/Two Days in May


Goal: Decide what people can do to help animals who are losing theirhabitats.

• Express your opinionclearly.

• Give reasons for yoursolution.

• Support your reasonswith facts.


1. Nowhere to Go 160 MINUTES INDIVIDUAL

(Science) (Social Studies)Materials: encyclopedia, books on animals, and articles on the environment from children’s magazines, such as Ranger Rick orNational Geographic World

Gather Information

• Urge students to talk to family members and neighbors who mayhave knowledge about habitat loss. Students should also includeany first-hand knowledge or experience they have as they gatherinformation on the topic.

• Tell students to take careful notes, jotting down main ideas andsupporting details. They can use index cards or an outline formatfor note taking.

English Language Learners: Allow students to take notes in theirprimary language. Tell them to collect vocabulary words as theyread to prepare to write about and discuss their subject.


Think About the ProblemCheck-in with students to see how well they are progressing. Ifnecessary, review the use of a problem-and-solution chart, such as the one on TE page 87. Emphasize that the chart will help themanalyze and compare different solutions to find the best choice.Point out that sometimes the best solution is a combination of alternatives.


Share Your InformationEncourage students to develop their own ideas for sharing the infor-mation they’ve gathered and the solutions they’ve chosen. Provideclass time for students to present their work and share ideas.

Expected OutcomeA good presentation willinclude

✔ facts that clearlydescribe the problem

✔ a well-consideredsolution

✔ strong reasons and factsto support opinions andthe solution

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SELECTION 3: Two Days in May

Expected OutcomeA good opinion essay willinclude

✔ a clearly stated opinion

✔ supporting reasons andfacts

✔ a conclusion thatrestates the writer’sopinion and summarizesreasons

2. In My Opinion . . . 60 MINUTES INDIVIDUAL

(Science) (Social Studies)Materials: articles on the environment from children’s magazines,such as Ranger Rick or National Geographic World

Refer students to Practice Book page 39 to develop their decisionchart. Remind students that there may be more than one correctdecision since opinions are involved. Emphasize they should providestrong evidence to support their opinions.

3. Two Days in May 60 MINUTES INDIVIDUAL

(Challenge Theme Paperback) Remind students that since they are writing a first-person narrative,they should use the pronoun I. Tell them to include the same eventsthat occur in Two Days in May. Point out that the deer might expe-rience these events differently from the way Sonia does. Encouragestudents to imagine additional events, such as what happened beforeor after the events related in Two Days in May.


Have students compare the Leveled Reader selection Poor LittleKittens with the anthology selection Two Days in May, using whatthey have learned about Making Judgments. Students may discuss orwrite about their comparisons.

Other Activities

• Challenge Theme Paperback,Two Days in May

• Theme 4 Assignment Cards 6, 7, 8


• TE p. 99, Writing Poetry

• TE p. 99E, Challenge WordsPractice

• TE pp. R6, R13, R19,Challenge

• Education Place:www.eduplace.comMore activities related to Two Days in May

• Accelerated Reader®,Two Days in May

Expected OutcomeA good story will include

✔ an engaging beginning,

✔ details that tell what thedeer saw, heard, and felt

2. In My Opinion . . .

Read a magazine article or a book about an animal habitat or the environment. Make sure it states a problem and offers a solution. Think about the opinions, reasons, and facts given. Make a decision chart similar to the one on Practice Book page 39 to help you weigh the ideas. Decide if you think the solution is the best one. Then write an essaystating whether you agree or disagree, and why. If you disagree,tell what you think should be done.

3. Two Days In May

Imagine what it might have been like for the deer in Two Days in May.Think about these points:

• The deer were hungry and far from home.

• They were in a strange placefilled with humans, buildings,and cars.

Now rewrite the story. Tell it fromthe point of view of one of the deer.

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THEME 4/Two Days in May

Goal: Read about a problem and make a judgment about the solution.

Goal: Write the story from the point of view of one of the deer.

• State your opinion inthe opening.

• Give reasons andfacts to support youropinion.

• Sum up your reasonsand opinion in yourclosing.

• Write a beginningthat makes youraudience curious.

• Include details thattell what the deersaw, heard, and felt.


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Theme - Education Place®€¦ · THEME 4: Animal Habitats Selections 1 Nights of the Pufflings 2...

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