Theme - Education Place®...THEME 6: Animal Encounters SELECTION 2: The Golden Lion Tamarin Comes...

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THEME 6: Animal Encounters

Selections

1 The Grizzly BearFamily Book

2 The Golden Lion TamarinComes Home

3 My Side of the Mountain

Animal Encounters

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:

The Grizzly Bear Family Book

1. Wildlife Photography Exhibit

What makes wildlife photographyunique among kinds of photography?Why do some photographers like totake pictures in the wilderness?

Research the Topic

In a group, talk about ways in whichyou can find answers to the questionsabove. Your teacher or librarian canhelp you. Next, as a group, decide whowill research what topics, such asphotographers, what they need, whatthey’ve said about their experiences,and so on.

Make the Exhibit

Meet to share your findings. Talk about different ways to displayyour information and images. Plan an exhibit and begin making it.

Share What You Know

When your exhibit is finished, give the class or other viewers a “walk-through” tour. Tell what you know about wildlifephotography. Answer their questions.

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THEME 6/The Grizzly Bear Family Book

CH 6–1 Challenge Master Grade 5 Theme 6: Animal Encounters

Goal: Research and display information on wildlife photography andphotographers.

• When you do research,look for common topicsamong your sources.

• Look for photo creditsto find names ofphotographers.

• Write captions for thephotos in your display.

Challenge Master CH 6–1

1. Wildlife Photography Exhibit150 MINUTES SMALL GROUP

(Social Studies)Materials: wildlife books, Internet access (optional), periodicals, acopy machine (optional), crayons, markers, paints, scissors, drawingpaper, and glue

Research the TopicTell students to divide the tasks fairly among group members.

Students continue to work on this project.

Make the ExhibitCheck with students on the progress of their exhibits. Brainstormwith them visual aids and other ways they can present theirinformation.


Share What You KnowAllow time for students to give tours of their exhibits.

Expected OutcomeA good exhibit will include

✔ information about wildlifephotography andphotographers

✔ visual representations ofinformation

✔ captions and photocredits

✔ a well-informed tour

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SELECTION 1: The Grizzly Bear Family Book

2. Animal Studies

With a small group, find out aboutanimals that live in the wildernessareas of national parks. Choose sixparks and six animals to focus on. For example, for the Everglades, youcould find out about alligators. Takenotes on

• the animal’s daily life—what iteats, where it sleeps, and so on

• what the park is like—its land orwater features

Decide as a group how you would like to put your findingstogether in a book. What images can you add? What title is best?Organize your materials, bind the book, and display it for classmates.

3. Grizzly Bears

Study the photographs in TheGrizzly Bear Family Book, and thenthink about how they might illustrate astory for young children about a bearand its family. Write your story andshare it.

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Grade 5 Theme 6: Animal Encounters Challenge Master CH 6–2

THEME 6/The Grizzly Bear Family Book

Goal: Make a book about animals that live in national parks.

Goal: Write a fictional story based on photographs.

• Find out the featuresand wildlife that theparks are famous for.

• Make sure that the text is neat and easy to read.

• Look carefully at thedetails in the picture.

• Use what you knowabout characters, plot,and story structure.


Expected OutcomeA good book will include

✔ information on sixNational Parks and sixanimals

✔ information about thedaily life of animals

✔ information about landand water features ofparks

✔ neat text that is easy toread

2. Animal Studies 60 MINUTES SMALL GROUP

(Social Studies)Materials: an encyclopedia, Internet access, books on national parks,poster board, drawing paper, crayons, and markers

Refer students to the National Park Service website for informationat http://www.nps.gov

3. Grizzly Bears 60 MINUTES INDIVIDUAL PAIR

Tell students to think about who the main character will be andwhat happens to him or her. Students can reorder the photographs if needed.

Additional Independent WorkConnecting/Comparing Literature

Have students compare the Leveled Reader selection The Return ofWild Whoopers with the anthology selection The Grizzly BearFamily Book, using what they have learned about MakingGeneralizations. Students may discuss or write about theircomparisons.

Other Activities• Theme 6 Assignment Cards,

2, 3, 4

• TE p. 616, LiteratureDiscussion

• TE p. 623, Writing Poetry

• TE p. 623E, Challenge WordPractice

• TE pp. R9, R15, Challenge

• Education Place: www.eduplace.comMore activities related to The Grizzly Bear Family Book

• Accelerated Reader®, TheGrizzly Bear Family Book

Expected OutcomeA good story will include

✔ attention to details in thepictures

✔ elements of fiction,character, setting, plot;problem and solution

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SELECTION 2:

The Golden Lion Tamarin Comes Home

1. Animal Rescue

Write the Script

Research endangered animals in therain forests of Central and SouthAmerica. Brainstorm a list of ideas forplots about rescuing animals. Once youchoose an idea, make a story maplisting characters, a setting, a problem,events, and a resolution. Then writethe story’s dialogue. In parentheses,describe camera shots—close-ups,medium shots, and long shots—as wellas the actors’ feelings and actions.Allow for two commercial breaks.

Scout the Location

Where will you shoot the script? Decide on a location near a city.Then use a travel guide to find out what your actors and crew need toknow to be comfortable there.

• What language is spoken?

• What kind of money is used?

• What is the climate like?

Write a memo to all actors and crew members giving them theanswers to these questions.

Share What You Know

Hold open casting. Invite members of the class to read the scriptfor different roles.

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Goal: With a partner, write a script and scout a location for atelevision adventure show about rain forest animals.

• Make sure the scriptincludes a problem and its resolution.

• Be sure to includeaccurate informationabout an endangeredrain forest species.


1. Animal Rescue 150 MINUTES PAIR

(Science) (Social Studies)Materials: an encyclopedia of animals or other books such as Back to the Wild by Dorothy Hinshaw Patent and travel guides to Centraland South America

Write the ScriptHave students use Practice Book page 154 as a model for their storymap. Remind students that dialogue helps to create a character andthat they should give each character a unique voice.


Scout the LocationIf necessary, write the following headings for a memo on the board:

To:

From:

Date:

Subject:

Remind students to keep their memo brief but to include all theimportant information.


Share What You KnowIf a video camera is available, have students tape test pilots of thereadings. Show the test pilots to the class.

English Language Learners: Instruct speakers of Spanish andPortuguese to include words from their language in the script.

Expected OutcomeA good television script willinclude

✔ a problem and itsresolution

✔ accurate informationabout an endangeredrain forest species

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SELECTION 2: The Golden Lion Tamarin Comes Home

2. Tracking Information

Draw a chart like the one on page 222 of the Practice Book. Fill inthe chart with information from thearticle. On top of the chart, write atopic sentence for the article. In eachbox in the top row, write the page andparagraph number. Then write themain idea of the paragraph. In the boxbelow each main idea, list the detailsthat support it. You should have tenparagraphs total.

3. To the Top of the World

On separate sheets of paper, drawpictures of each member of the pack inTo the Top of the World: Adventureswith Arctic Wolves. Below eachpicture, write a character sketch thatbegins with a sentence summing upthe subject’s major traits. Then includeseveral details that support yoursummary. Make covers, add a title, andthen bind your book by stapling ortying it together.

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THEME 6/The Golden Lion Tamarin Comes Home

Goal: Chart the topic, main ideas, and details in “Tuning in onAnimals.”

Goal: Make a wolf family book with descriptive captions.

• Treat the second andthird paragraph onpage 645 as oneparagraph.

• Use the subtitles inblue to help you statemain ideas.

• Your drawings shouldreveal the animals’traits.

• Use descriptive wordsto tell about the packmembers.


Expected OutcomeA good chart will include

✔ a topic sentence broadenough to apply to theentire article

✔ the main idea anddetails from each majorparagraph

2. Tracking Information 60 MINUTES INDIVIDUAL

Ask students to share their charts with the class.

3. To the Top of the World60 MINUTES INDIVIDUAL

(Challenge Theme Paperback)Materials: art paper, markers, map pens, poster board, scissors, three-hole punch, string, or ribbon

Tell students to include a brief anecdote in the details about eachmember of the pack. Have them base their character sketches onfacts from To the Top of the World: Adventures with Arctic Wolves.


Have students compare the Leveled Reader selection Invaders!with the anthology selection The Golden Lion Tamarin ComesHome, using what they have learned about Topic, Main Idea, andSupporting Details. Students may discuss or write about their comparisons.

Other Activities• Challenge Theme Paperback,

To the Top of the World:Adventures with Arctic Wolves

• Theme 6 Assignment Cards,6, 7, 8, 9

• TE p. 634, Monitor/Clarify


• TE p. 647, Research


• TE pp. R6, R11, R17,Challenge

• Education Place: www.eduplace.comMore activities related to The Golden Lion TamarinComes Home

• Accelerated Reader®,The Golden Lion TamarinComes Home

Expected OutcomeA good book will include

✔ drawings that revealsomething about eachanimal’s traits

✔ descriptions that pointout the uniqueness ofeach wolf

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SELECTION 3:

My Side of the Mountain

1. Wild Animal Park

You might not live in the wild asSam Gribley did, but you can design apark to bring the wild closer to you.

Make a Chart

Make a chart using the headings:Animal, Food, and Shelter. UnderAnimal, list ten kinds of wild animalscommon to your area. In anencyclopedia, animal guide, or otherbook, find the plants and landformsthat provide each animal with food and shelter. Write theinformation in the correct columns.

Draw a Picture Map

On a sheet of art paper, draw a grid of one-inch squares. Estimatethe size of the park you want to design. Then determine the map’sscale—the area of land that each inch on the map represents. Showthe scale at the bottom of the grid. Draw landmarks, such as walls ortrees, around the area’s boundaries. Then match sections of the areawith the needs of different animals. Label the plants in one color andwrite the names of the animals they attract in another color. Includeat least five kinds of animals and plants. Make a key to the leftshowing an enlarged detail of each plant.

Share What You Know

Display your drawing on a bulletin board.

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THEME 6/My Side of the Mountain


Goal: Plan an environment for wild animals in your community.

• Think of plants thatprovide shelter as wellas food for animals.

• Include accurateinformation about theanimals’ habits.


1. Wild Animal Park 150 MINUTES INDIVIDUAL

(Science) (Social Studies) (Math)Materials: an encyclopedia, animal guide, or other book aboutanimals, a plant guide (optional), art paper, ruler, and map pencils

Make a ChartHave students look in regional nature guides or travel guides foryour state if they have difficulty listing wild animals for their area.


Draw a Picture MapIf students are unsure of the size of the area they plan to map, makethese suggestions:

• Keep the area small enough to be able to show plants andlandforms in some detail.

• Consider using the size of the classroom, the school cafeteria,or other space as a model.


Share What You KnowAllow space for displaying the picture maps. Ask students to bring in actual samples of plants in the plans to decorate the display.

Expected OutcomeA good planned environmentwill include

✔ plants and landforms(including water)appropriate to theanimals chosen

✔ drawing relatively to scale

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SELECTION 3: My Side of the Mountain

2. Forest Food Chain

Reread My Side of the Mountainand note what Sam and the forestanimals eat. Research the forestanimals’ diets in an encyclopedia orother source. Then draw a pyramid-shaped diagram showing various formsof life on the different levels of thefood chain, with Sam at the top andplants at the bottom.

3. Dr. Hughes’s Clues

Make a chart with five rows of threecolumns each. Label the first twocolumns Clues. Label the third columnConclusions. Scan Dr. Robin Hughes:Wildlife Doctor for four conclusions shereaches. Copy them into theConclusions boxes. Then write twoclues she used to reach each conclusionin the Clues boxes. In the fifth row,write a conclusion you have reachedabout Dr. Hughes and the clues thatled you to that conclusion.

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THEME 6/My Side of the Mountain

Goal: Draw a diagram of a food chain in the forest.

Goal: Make a conclusions chart showing the clues Robin Hughesused to draw conclusions.

• Write a title and labelson your diagram.

• Share the research sothat your food chain isaccurate.

• Focus on conclusionsthat Dr. Hughes drawsabout animals.

• State the clues so thattheir connection to theconclusion is clear.


Expected OutcomeA good diagram will include

✔ a title, drawings, andlabels

✔ an accurate picture of a food chain

2. Forest Food Chain 60 MINUTES PAIR

(Science)Materials: encyclopedia or other source, poster board, and markers

Instruct students to discuss the following questions as they do theirresearch:

• What animals does Sam hunt or catch?

• What kinds of food do these animals eat?

3. Dr. Hughes’s Clues 60 MINUTES INDIVIDUAL

Have students use Practice Book page 237 as a model for their con-clusions chart.

English Language Learners: Have students work in pairs on theirconclusions chart.


Have students compare the Leveled Reader selection TheObservations of Emma Boyle with the anthology selection My Sideof the Mountain, using what they have learned about DrawingConclusions. Students may discuss or write about their comparisons.

Other Activities• Theme 6 Assignment Cards,

11, 12, 13


• TE p. 671, Science


• TE pp. R13, R19, Challenge

• Education Place: www.eduplace.comMore activities related to My Side of the Mountain

• Accelerated Reader®, My Sideof the Mountain

Expected OutcomeA good chart will include

✔ conclusions stated orimplied in the article

✔ clues that clearlysupport the conclusions

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Theme - Education Place®...THEME 6: Animal Encounters SELECTION 2: The Golden Lion Tamarin Comes...

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