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Project GLADWashoe County School DistrictBEARS AROUND THE WORLD

(Level 2)IDEA PAGES

I. UNIT THEME: Take Care of Each Other Today For a Better World Tomorrow Living things grow and change. Adaptation: Living things adapt to survive as their environments change. Evolution: Given time, everything in nature changes. Man can force changes too quickly. Conservation is a worldwide problem, all cultures need to look at how they will

protect their environments and wildlife.

II. FOCUSING/MOTIVATION Observation charts on different kinds of bears. Inquiry chart: What do you know about bears? What are you wondering about

bears? Big Book Super Scientist Awards Golden Pen Awards Poetry and Chanting Exploration Report Personal interaction: Which bear picture is most scientific and why?

III. CLOSURE Process all charts, especially inquiry Team Big Book using process grid Individual Portfolios about bears (expository, narrative, and poem) with rubric. Team plan for a better world tomorrow Teacher-made test Team presentations

IV. CONCEPTS: EARTH AND LIFE SCIENCE Evolution: Change can happen over long periods of time or instantaneously. Biological and geological changes occur to which the species must adapt. Systems and Interactions: Species become endangered or extinct when they

cannot change fast enough to keep up with the changes in their environments. Ecosystems are systems of balance between living/non-living components. Extinction is a natural process of evolution; humans can affect this process. There is a variety of living things found on the Earth, bio-diversity. Life cycles: Each generation of living things follows the same path of

development.

SCIENCE STANDARDS – GRADE 2LIFE SCIENCE6.0 Structure and Function: Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs.

6.2.1 Investigate and describe how living things grow and change.6.2.2 Distinguish living from non-living things using established criteria.6.2.3 Investigate and describe what animals require to survive.

8.0 Heredity and Diversity: Students understand that life forms are diverse, and that they pass some characteristics to their offspring.

8.2.1 Investigate and describe how particular animals have offspring that are the same kind of animal.8.2.2 Investigate and describe how some living things look alike and others do not.

EARTH AND SPACE SCIENCES11.0 Earth Models: Students understand that the Earth may be represented by a variety of maps and models.

11.2.2 Locate North and South Poles on a globe.12.0 Earth History: Students understand that Earth systems change or vary.

12.2.1 Investigate and describe how changes happen to many things on Earth.

ENVIRONMENTAL SCIENCES15.0 Ecosystems: Students will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among the life forms and the physical components of the Earth.

15.2.1 Investigate and describe the roles of plants as producers and animals as consumers, and how living things may depend on each other.15.2.2 Investigate and describe how animals eat plants and other animals for food and may also use plants or even other animals for shelter and nesting.

17.0 Conservation: Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole, and future generations.

17.2.1 Identify places where people and animals live in different places in different ways.17.2.2 Describe how daily some things change and other things stay the same.

21.0 Scientific Values and Attitudes: Students understand that science is an active process of systematically examining the natural world.

21.2.1 Make observations and give descriptions using words, numbers and drawing.

22.0 Communication Skills: Students understand that a variety of communication methods can be used to share scientific information.

22.2.1 Follow verbal instructions accurately.22.2.2 Produce simple pictographs and describe observations.22.2.3 Cooperate and contribute ideas within a group.

IV. SOCIAL STUDIES/GEOGRAPHY STANDARDS – Grade 2IV.0 The World in Spatial Terms: Students use maps, globes, and other

geographic tools and technologies to locate and derive information about people, places and environments.1.2.1 Identify the map titles and map symbols on a variety of maps.1.2.2 Describe what a map or globe represents.1.2.3 Recognize geographic information from maps, globes, photographs and graphs.1.2.7 Identify and locate land and water on a map or globe, using the terms continent and ocean.

2.0 Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.2.2.1 Identify basic types of landforms and bodies of water, such as mountains, valleys, islands, lakes, and rivers.

3.0 Physical Systems: Students understand how physical processes shape Earth’s surface patterns and ecosystems.3.2.3 Identify some basic elements of a simple ecosystem, such as plants and animals.

4.0 Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.4.2.9 Identify places where cooperation and conflict take place.

7.0 Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.7.2.1 Ask questions about location.7.2.2 Gather geographic information from books and pictures.7.2.3 Make simple lists and graphs and arrange visual materials to display geographic information.

V. SOCIAL STUDIES/CIVICS – Grade 21.0 Rules and Law: Students know why society needs rules, laws and

governments.1.2.1 Identify and follow classroom and school rules that guide behavior and establish order to accomplish tasks.1.2.4 Participate in class decision making.

VI. VOCABULARY

Endangered carnivore herbivore omnivoreDistribution habitat appearance sizeMammal warm-blooded viviparous populationConservation vacuoles continents carrionThreatened producer consumer shelterNesting reserves survival adaptationPolar regions tundra mapping evolutionLiving things resources rare cubNon-living things plantigrade global warming denEcology diurnal nocturnal solitary

ELD core vocabulary:Body parts colors numbers habitatsHomes family words foods

VII. ENGLISH/LANGUAGE ARTS STANDARDS –Grade 2READING1.0 Students know and use word analysis skills and strategies to

comprehend new words encountered in text.1.2.1 Use knowledge of high-frequency words to read text aloud with fluency, accuracy, and expression. 1.2.2 Use knowledge of phonics and structural elements (e.g., syllables, basic prefixes, roots and suffixes) to decode unfamiliar words of one or more syllables in context to make meaning.

1.2.3 Identify the meanings of common prefixes, suffixes, and abbreviated words in context, and use context clues to determine word meanings.1.2.4 Identify and use knowledge of spelling patterns such as special vowel spellings when reading; apply knowledge of basic syllabication rules when reading.1.2.5 Identify and use knowledge of synonyms, antonyms homophones, and homographs to expand vocabulary and understand text.1.2.6 Apply newly acquired vocabulary with attention to specialized words common to content areas.

2.0 Students use reading process skills and strategies to build comprehension.2.2.1 Identify pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words, and setting a purpose.2.2.2 Identify self-correcting strategies such as self-questioning, self-monitoring, cross-checking, reading ahead, and rereading.2.2.3 Restate facts in order to formulate the main idea of the text.2.2.4 Retell the main idea of text and form simple generalizations.

3.0 Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures and times.3.2.1 analyze simple elements of a story, such as settings, characters, and plot (e.g., restate the logical and sequential development of a story and generate alternative endings to stories.) answering literal, inferential, and interpretive questions.3.2.2. Make basic inferences about character traits and predict story outcomes.3.2.3 Compare and contrast different versions of the same stories from different cultures and eras.3.2.5 Compare rhythm, rhyme, and alliteration in poetry.3.2.7 Distinguish between poetry and prose, and between realism and fantasy.

4.0 Students read to comprehend, interpret, and evaluate informational texts for specific purposes.4.2.1 Locate table of contents, index, and chapter headings; interpret information from diagrams, charts, graphs, maps, and glossaries. 4.2.2 Identify and explaining cause and effect, fact and opinion, and determine the main idea of a passage.4.2.3 Ask questions to gain understanding of important information in a text.4.2.6 Read and follow simple directions to perform a task.

WRITING5.0 Students write a variety of text that inform, persuade, describe,

evaluate, or tell a story and are appropriate to purpose and audience.5.2.1 Use at least two sources to write an informative paper.5.2.3 Write stories and poems.5.2.4 Write responses to literature.

6.0 Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone and word choice.

6.2.1 Generate possible ideas for writing by recalling experiences, talking, drawing, brainstorming, reading a literary work, and hearing stories.6.2.2 Organize ideas through activities such as listing and clustering.6.2.3 Write stories or other compositions such as a personal narrative, poetry, and writing in content areas.6.2.4 Revise writing for detail and clarity.6.2.5 Edit, with teacher assistance, for correct word usage.6.2.6 Produce writing for given audiences and purposes.6.2.7 Share writing with others and listen to responses.

7.0 Students write using standard English grammar, usage, punctuation, capitalization, and spelling.7.2.1 Use nouns, verbs, pronouns, adjectives, and adverbs in writing.7.2.2 Identify complete and incomplete sentences in writing.7.2.3 Use commas with dates, and words in a series, and in the salutation and closure of a letter; use end punctuation, contractions, and possessives correctly.7.2.4 Capitalize first word of a sentence, proper nouns, and initials.7.2.5 Use correct spelling of words containing short, long, and r-controlled vowels, blends, digraphs, and irregular words.7.2.6 Create readable compositions that are legible.

LISTENING AND SPEAKING8.0 Students listen to and evaluate oral communications for content,

style, speaker’s purpose, and audience appropriateness.8.2.1 Determine the purpose(s) for listening, such as to obtain information, to solve problems, or for enjoyment.8.2.2 Attend and respond to public presentations and a variety of media.8.2.4 Follow two-step spoken directions to complete a task.

9.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.9.2.1 Select and use specific vocabulary to communicate ideas.9.2.2 Speak clearly at a understandable pace.9.2.3 Make oral presentations that maintain a clear focus.9.2.4 Recount experiences and tell stories that move through a logical sequence of events, and include character and setting.9.2.5 Give clear directions to complete a simple task.

10.0 Students participate in discussions to offer information, clarify ideas, and support a position.10.2.1 Demonstrate turn-taking and attentiveness in conversations and group discussions.10.2.2 Ask and answer questions to gather and provide information.10.2.3 Present ideas and information in groups.

RESEARCH11.0 Formulate research questions, use a variety of sources to obtain

information, weigh the evidence, draw valid conclusions, and present findings.11.2.1 Formulate questions to explore areas of interest.11.2.2 Locate and use information from reference materials and technology.11.2.5 Share research findings using various media.

ESL PERFORMANCE STANDARDS

READING1.0 Students know and use word analysis skills and strategies to

comprehend new words encountered in text in English.

Non-English Proficient – Level One1.1 Use knowledge of high frequency words to readtext aloud with fluency, accuracy, and expression.1.2 Use phonics to decode words in context by blendingsound units.1.3 Identify simple prefixes, common suffixes, andabbreviated words in context.1.4 Use knowledge of simple spelling patterns, blends,and digraphs when reading; apply basic knowledge of alphabetical order.1.5 Identify synonyms and antonyms in context.1.6 Use prior knowledge/context clues for vocabulary.

Limited English Proficient - Level Two1.1 Read texts aloud with fluency, accuracy andappropriate intonation and expressions; read high frequency words to build fluency.1.2 Use knowledge of phonics and structural elementsto decode unfamiliar words of one or more syllables in context to make meaning.1.3 Identify the meanings of simple prefixes, commonsuffixes, and abbreviated words in context, and use context clues to determine word meanings.1.4 Identify and use knowledge of spelling patterns,such as dipthongs and special vowel spellings when reading; apply knowledge of basic syllabication rules when reading.1.5 Identify and use knowledge of synonyms, antonyms,homophones, and homographs to understand text.1.6 Use context clues to determine word meaning.

Fully English Proficient – Level Three1.2 Use knowledge of prefixes, suffixes, roots or basewords to determine the meaning of words in context and recognize and use inflectional endings such as s, es, ed, ing, ly, est, and er, understanding that meaning may change with ending.1.3 Use dictionaries and glossaries to determine themeanings and other features of unknown words.1.5 Use knowledge of synonyms, antonyms, homophones,and homographs to expand vocabulary.1.6 Use dictionaries and glossaries to determine themeanings and other features of unknown words.

2.0 Students use reading process skills and strategies to build comprehension in English.

Non-English Proficient – Level One2.1 Use, with teacher assistance, pre-readingstrategies that aid comprehension such as accessing prior knowledge, predicting, previewing, and setting the purpose.2.2 Use, with teacher assistance, the three cueingsystems, self-monitoring, cross checking, and self-correcting strategies such as rereading, substituting, and reading on.2.3 Demonstrate reading skills that contribute to

comprehension including recalling details of the text while reading, drawing conclusions, and distinguishing between realism and fantasy.2.4 Retell details of text including central ideas inEnglish.2.5 Demonstrate directionality by tracking print fromleft to right knowing concept of word and using return sweep.

Limited English Proficient – Level Two2.1 Identify pre-reading strategies that aid incomprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words and setting a purpose.2.2 Identify self-correcting strategies such as selfquestioning, self-monitoring, cross checking, reading ahead and rereading.2.3 Restate facts and details in order to recall themain idea of the text while reading.2.4 Retell the main idea of text and form simplegeneralizations in English.2.5 Adjust reading to suit difficulty of text.

Fully English Proficient – Level Three2.1 Use pre-reading strategies such as accessing priorknowledge (schema), predicting, previewing, and setting a purpose to make reasonable predictionsand to improve comprehension.2.2 Use self-correcting strategies such as self questioning; reading

aheadand then rereading a word, phrase or sentence, and rereading to gainmeaning from text.2.3 Recall essential points in text while reading; make and revise

predictionsabout coming information.2.4 Restate facts and details in text to share information,

distinguishesmain idea, and organizes ideas in English.2.5 Adjust reading to suit difficulty of text.

3.0 Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.

Non-English Proficient - Level One3.1 Identify characters, setting, and sequence of events in English.3.2 Listen to and read stories from different cultures and eras in

English.3.3 Read and identify poetry and prose in English.3.4 Identify rhythm, rhyme and alliteration in English.3.5 Compare and contrast different versions of the same stories

fromdifferent cultures and eras, recognizing diversity through a variety ofliterature.

Limited English Proficient – Level Two3.1 Analyze simple elements of a story such as settings, characters and plot, answering literal, inferential, and interpretive questions in English.3.3 Compare and contrast stories from different cultures and eras

in

English.3.4 Make inferences/interpretations about characters.3.5 Compare rhythm, rhyme, and alliteration in poetry inEnglish.3.6 Compare and contrast different versions of the same stories

fromdifferent cultures and eras, recognizing diversity through a variety of literature.3.7 Read, listen to and identify a variety of genres such as stories, plays, poetry, and nonfiction selections.

Fully English Proficient – Level Three3.1 Compare and contrast plots, settings, and characters in a

variety ofworks and by a variety of authors in English.3.2 Identify and compare themes or messages in reading

selections.3.3 Make inferences about characters.3.4 Identify simile, metaphor, onomatopoeia, and hyperbole.3.5 Compare and contrast plots, settings, characters, and points of

view ina variety of works, and by a variety of authors from different cultures and times.3.7 Read, listen to and identify a variety of genres such as stories, plays, poetry, and nonfiction selections.

4.0 Students read to comprehend, interpret, and evaluate informational texts in English for specific purposes.

Non-English Proficient – Level One4.1 Locate and use titles, pictures and names of authors and

illustrators toobtain information.4.2 Identify cause and effect and main ideas in English.4.3 Use text to answer questions in English.4.4 Read and follow a simple direction to perform a task in English.

Limited English Proficient – Level Two4.1 Locate table of contents, index, and chapter headings;

interpretinformation from diagrams, charts, maps, graphs, and glossaries in English. 4.2 Identify and explain cause and effect, fact and opinion, and

determinethe main idea of a passage in English.4.3 Ask questions to gain understanding of important information

in a text inEnglish.4.4 Read and follow simple directions to perform a task in English.

Fully English Proficient – Level Three4.1 Distinguish essential information from titles, tables of

contents, chapterheadings, glossaries, indexes, diagrams, charts, maps, and diagrams/map keys to locate information in texts for specific purposes.4.2 Distinguish between cause and effect, fact and opinion, and

main ideaand supporting details in texts in English.4.3 Ask questions and support answers by connecting

prior knowledge with literal and inferential information in text in English.4.4 Read and follow three and four step directions to complete a

simple taskin English.

WRITING5.0 Students write a variety of texts that inform, persuade, describe,

evaluate or tell a story in English, appropriate to purpose and audience.

Non-English Proficient – Level One5.1 Use a source to write a simple informative paper in English.5.2 Write friendly notes in English.5.3 Write stories in English.5.4 Write responses to literature with teacher’s help in English.

Limited English Proficient – Level Two5.1 Use two sources to write an informative paper in English.5.2 Write friendly letters in English.5.3 Write stories and poems in English.5.4 Write responses to literature in English.

Fully English Proficient – Level Three5.1 Use at least three sources to write an informative paper in

English.5.2 Write friendly letters, formal letters, thank you letters, and

invitationsthat address audience concerns, stated purpose, and context and that include the date, proper salutation, body, closing, signature; correctly addresses envelopes in English.5.3 Write a personal narrative and/or fictional story that moves

throughlogical sequence of events, provides insight into why the incident is notable, and includes details to develop the plot in English.5.4 Write responses to literature and experiences, making

connections withpersonal life when possible in English.

6.0 Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.

Non-English Proficient – Level One6.1 Generate and select with teacher assistance, ideas for writing

from avariety of sources in English.6.2 Organize and sequence ideas with teacher assistance, through

drawingand discussing in English.6.3 Write across the curriculum with teacher assistance, stories and other compositions such as personal narratives, journal entries, friendly letters, and poems in English.6.4 Revise writing with teacher assistance, to include details in English.6.5 Edit with teacher assistance, for correct word usage in English.6.6 Identify an audience for writing in English.6.7 Read and share writing with others; respond with teacher

assistance tothe writing of others in English.

Limited Proficient English – Level Two6.1 Generate possible ideas for future writing by recalling experiences, talking, drawing, brainstorming, reading a literary work, and hearing stories in English.6.2 Organize ideas through activities such as listing, webbing, and clustering in English.6.3 Write stories or other compositions such as personal narratives, poems, and writings in content areas in English.6.4 Revise writing for detail and clarity in English.6.5 Edit with teacher assistance, for correct word usage and

conventions in English.6.6 Produce writing for given audiences and purposes in English.6.7 Share writing with others and listen to responses in English.

Fully English Proficient – Level Three6.1 Generate possible ideas for future writing through group activities such as brainstorming and discussions in English.6.2 Organize ideas through activities such as sequencing and classifying in English.6.3 Write simple compositions that address a single topic and include supporting sentences that use concrete sensory details of people, places, things, or experiences in English.6.4 Revise drafts, using an established rubric, to improve the coherence and logical progression of ideas with attention to introductions, transitions, and conclusions.6.5 Edit for use of standard English.6.6 Produce writing with voice for given audiences in English.6.7 Share writing with others, listen to responses, and make revisions to drafts based upon reader responses before publishing.

7.0 Students write using standard English grammar, usage, punctuation, capitalization, and spelling.

Non-English Proficient – Level One7.1 Use nouns, verbs, and pronouns in writing.7.2 Write complete sentences in English.7.3 Use end punctuation; identify contractions and possessives in

English.7.4 Capitalize names, months, days of the week, and words at the

beginning of sentences in English.7.5 Use correct spelling of CVC words and frequently used words in

English.7.6 Print legibly using left to right, top to bottom directionality and correct spacing between letters and words.

Limited Proficient English – Level Two7.1 Use nouns, verbs, pronouns, adjectives, and adverbs in

writing.7.2 Identify complete and incomplete sentences in writing and English.7.3 Use correct punctuation, contractions, and possessives in sentences in English.7.4 Capitalize first word of a sentence, proper nouns, and initials in English.7.5 Demonstrate conventional spelling in English.7.6 Create readable compositions that are legible.

Fully English Proficient – Level Three7.1 Identify and correctly use subject/verb agreement and past, present, and future verb tenses in writing simple sentences.

7.2 Demonstrate understanding of and write complete declarative, interrogative, imperative, and exclamatory sentences in English.7.3 Use quotation marks in a dialogue; punctuate cities and states, dates, and titles of books.7.4 Use rules of capitalization in English.7.5 Use correct spelling of frequently used words inwriting and containing affixes, contractions, compounds, common homophones, and words necessary to topic in English.7.6 Use cursive writing, create readable and legible compositions, adhering to margins and correct spacing between letters in words, and words in sentences.

LISTENING AND SPEAKING8.0 Students listen to and evaluate oral communications for content,

style, speaker’s purpose and audience appropriateness.Non-English Proficient – Level One

8.1 Identify purposes for listening such as to obtain information, to solve problems, or for enjoyment in English.8.2 Attend and respond to presentations in English.8.3 Listen to a variety of dialects in English.8.4 Follow simple directions to complete a task in English.

Limited English Proficient – Level Two8.1 Determine the purpose(s) for listening, such as to obtain

information, tosolve problems or for enjoyment in English.8.2 Attend and respond to public presentations and a variety of

media in English.8.3 Distinguish among different dialects in English.8.4 Follow two-step oral directions to complete a task in English.

Fully English Proficient – Level Three8.1 Retell by paraphrasing and summarizing to explain what has been said by a speaker in English. 8.2 Listen to connect prior experiences, insights, andideas to the message of a speaker to formulate thoughtful questions and statements in English.8.3 Identify language and sayings that reflect regions and cultures

in English.8.4 Follow three and four-step directions in sequence tocomplete a simple task in English.

9.0 Students speak English using organization, style, tone, voice, and media aids appropriate to audience and purpose.

Non-English Proficient – Level One9.1 Use varied vocabulary to communicate ideas in English.9.2 Speak clearly in an understandable pace in English.9.3 Present ideas and ask questions in English in small and large

groups.9.4 Recount experiences and retell stories in sequence in English.9.5 Give clear directions to complete a simple task in English.

Limited English Proficient – Level Two9.1 Select and use specific vocabulary to communicate ideas in

English.9.2 Speak clearly at an understandable pace in English.9.3 Make oral presentations that maintain a clear focus in English.

9.4 Recount experiences and tell stories that move through a logical

sequence of events and include character and setting in English.9.5 Give clear directions to complete a simple task in English.

Fully English Proficient – Level Three9.1 Use specific vocabulary and apply Standard English to

communicate ideas.9.2 Use appropriate public speaking techniques such as volume

control andeye contact.9.3 Present ideas and supporting details in a logicalsequence with a beginning, middle, and ending in English.9.4 Read aloud and recite prose and poetry withfluency, rhythm, pace, appropriate intonation, and vocal patterns in English.9.5 Give clear three and four step directions insequence to complete a simple task in English.

10.0 Students participate in discussions to offer information, clarify ideas, and support a position in English.

Non-English Proficient – Level One10.1 Demonstrate turn-taking in conversations and groupdiscussions in English.10.2 Ask and answer questions to gather and provide information in

English.10.3 Share ideas and information in small groups in English.

Limited English Proficient – Level Two10.1 Demonstrate turn-taking and eye contact in conversations and

groupdiscussions in English.10.2 Ask and answer questions to gather and provideinformation in English.10.3 Present ideas and information in groups in English.

Fully English Proficient – Level Three10.1 Speak and listen attentively in conversations and group

discussions,comparing points of view other than one’s own in English.10.2 Ask pertinent questions; respond to questions withrelevant details in English.10.3 Share ideas and information to complete a task in English.10.4 Distinguish between a speaker’s opinion and a verifiable fact.

VIII. RESOURCES AND MATERIALS – Non-fiction

599.786GIB Polar Bears599.786BIE Polar Bears, Zoobooks599.78HOF Animals in the Wild – Bear599.78WAR Wild Bears of the World599.78HOD BEARS, Polar Bears, Black Bears and Grizzly Bears599.78RIC BEARS, Paws, Claws and Jaws599.78HOL Bears599.78SIM Wild Bears599.78WEX Bears, Zoobooks599.78KAL Bears599.78BUX Baby Bears and How They Grow599.789KAL Giant Pandas

599.789ARN Panda599.789GIB Giant Pandas599.789WEX Giant Pandas, Zoobooks599.789HOF Animals in the Wild – Panda599.789DOL Pandas Have Cubs599.789RYD Little PandaThe Grizzly Bear Family Book, Michio HoshinoAnimals Born Alive and Well, Ruth HellerQuestions and Answers About Polar Animals, Michael ChineryA Look Around Endangered Animals, Ed PerezBears, Zoobooks, John Bonnet WexoPandas, Zoobooks, John Bonnet WexoPandas, Highlights, Jinny Johnson

RESOURCES AND MATERIALS – Fiction

Spotted Bear, A Rocky Mountain Folktale, Hanneke IppischGrizzwold, Syd HoffSnow Bear, Jean Craighead GeorgeBerlioz, The Bear, Jan BrettPi-shu, the Little Panda, John ButlerA River Ran Wild, Lynne CherayThe Great Kapok Tree, Lynne ChevyThe Giving Tree, Shel SilversteinAnimals Should Definitely Not Act Like People,Judi BarretJaguarundi, Virginia HamiltonWhere Once There Was A Wood, Denise FlemingLong Live Earth, Meighan MorrisonThree Days On A River In A Red Canoe, Vera B. WilliamsLittle Polar Bear Take Me Home!, Han de BeerGoldilocks and the Three Hares, Heidi PetachLet’s Go Home, Little Bear, Martin WaddellAmazing Animals, Ingrid and Dieter SchubertWhere the Forest Meets The Sea, Jeannie BakerThe Magic School Bus Explores the World of Animals, Nancy WhiteRain Forest Secrets, Arthur DorrosThe Lorax, Dr. Seuss

DISTRICT TEXTS

Science, Units A and B, Harcourt, Inc.Social Studies, Work Together, Grade2,Houghton-Mifflin

Unit Theme 3 – We Learn Our Rules and Laws Unit Theme 4 – We Explore Community Changes Our Geography Atlas Our Citizenship Handbook

English/Language Art Series, Literacy Place, Scholastic Unit 2, Super Solvers

“Pigsty”“Miss Nelson Has A Field Day”

Unit 4, Story Studio“Abuelo and The Three Bears”“Who’s Been Sleeping In My Porridge”

“Wake Me In Spring”“Little Grunt and the Big Egg”

Unit 5, Animal World“The Old Ladies Who Liked Cats” “Kitten Care and Critters Too”“Balto, The Dog who Saved Nome”“Who Eats What?”“Koko’s Kitten”“Harry Hates Shopping”“Ibis, A True Whale Story”“Will We Miss Them? Endanged Species”“Working With Whales”“Lisa Stevens, Zoo Curator”“When The Monkeys Came Back”“In The Jungle”“Kid Heroes of The Environment”“The Earth Game”

Unit 6, Lend A Hand“Come Back Salmon”

Leveled Guided Reading BooksBear Goes Fishing, Beverly Randall RR9Baby Bear’s Present, Beverly Randall RR 9Baby Bear’s Hiding Place, Beverly Randall RR10Mushroom’s For Dinner, Beverly Randall RR11House Hunting, Beverly Randall RR12Brown Bears, Beverly Randall RR19Polar Bears, Beverly Randall RR22

POETRY

Earth Songs, Myra Cohn LivingstonOn The Day You Were Born, Debra FrasierA Poem A Day, Helen H. Moore

RESOURCES AND MATERIALS – People/Community

National Wildlife Federation Wildlife Conservation Society1400 16th Street, N.W. 185th St. and Southern BoulevardWashington, D.C. 20036-2266 Bronx, NY 10460

Defenders of Wildlife National Geographic Society1244 19th Street, N.W. Educational DepartmentWashington, D.C. 20036 1145 17th Street, N.W.

Washington, D.C. 20036-4688World Wildlife Fund1250 24th Street N.W. Nevada Department of WildlifeWashington, D.C. 20037 1100 Valley Road Reno, NV 89512

World Wide WebBearbiology.com worldwildlife.orgBearden.com bearden.orgEnchantedlearning.com kidsplanet.org

Project GLAD

Washoe County School DistrictBEARS AROUND THE WORLD

(Level 2)UNIT PLANNING PAGES

I. FOCUSING/MOTIVATION Big Book Read Alouds – variety of sources Poetry and Chants Inquiry Charts Observation Charts World map of bears Exploration Reports with Picture File Cards Zoologist Awards/reinforcements Golden Pen Awards Flip Book Awards Bookmarks

II. INPUT Read Aloud, 10/2 lecture ESL preview/review Graphic Organizer, World Map Narrative Input Comparative Input Chart, Polar Bears and Giant Pandas

III. GUIDED ORAL PRACTICE T-graph on cooperation Poetry and chants Choral reading Process Grid Farmer- in-the-Dell Numbered Heads Together Picture Files Personal Interactions Author’s Chair Expert Groups

IV. READING/WRITINGA. Whole Group

Expository frame – Bears are scientific in many ways.Poetry frame – “Bears Here, Bears There”Descriptive frame – “Bears Are…, Bears Are Not…”Story Map – Found poetry-

B. Small Group/Cooperative Group/Flexible GroupingSentences made and read by teams with word cards from “Farmer-in-

the-dell” chart. Team flip chant or strip booksTeam big bookEar-to-ear reading, poetry booklet/articleTeam exploration reportTeam world map, comparative input chart, story map, process grid, poems, poetry sequencing

Team action plan: How to protect endangered bears.Expert groups #1-4Flexible grouping for ESL reinforcement/review, reading instruction and skill reinforcement

C. Individual Choices/Portfolios/TasksReading/writing choices: stickies in books, Picture file cards, add to charts, make word cards, highlight charts, focused reading, poetry booklets, flip chants, pocket poetry, independent reading time, news articles, Farmer in the DellCognitive content dictionaryLearning logsInteractive journal writingPersonal inquiryPortfolio: narrative, expository and poetry samples.

D. Writer’s WorkshopMini-lessonsPlan, share, write, revise, edit, publishConferencingAuthor’s chair

V. EXTENDED ACTIVITIES FOR INTEGRATIONMake a team poster about endangered animalsDesign a slogan to save an endangered animalMake a team commercial to encourage conservationDesign a brochure to educate the public Make a project out of recycled materials – reduce/reuse

VI. CLOSUREAuthor’s chairPersonal inquiry Portfolio conferencesGroup presentations of projects Read AloudHome/School Connection Process charts and inquiryObservation chart assessment Objective unit test

Project GLADWashoe County School DistrictBEARS AROUND THE WORLD

(Level 2)SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUSING/MOTIVATION Signal Word – Cognitive Content Dictionary Super Scientist Awards – standards Observation Charts Inquiry Chart: What do you know about endangerment and extinction?

What are you wondering? Big Book: Will We Miss Them?

INPUT Pictorial Input – Mammals 10/2/Primary Language Learning log

GUIDED ORAL PRACTICE T-graph (cooperation) – team points Picture File Activity (Mammals)/Exploration Report Chants: Yes, Ma’am – “Mammals”, and “I’m an Ecologist” Personal interaction – “What do you like about mammals? Why?”

INPUT Pictorial Input – World Map Narrative Input – Pi-shu the Little Panda Read Aloud Animals Born Alive and Well

READING/WRITING/LANGUAGE ARTS Writer’s Workshop

Mini-lesson – sketchWritingAuthor’s Chair

Flexible Group ReadingGuided ReadingTeam Tasks

CLOSURE Home/School Connection Reread inquiry chart, poetry, and input charts

Project GLAD 2004Clements/Milligan WCSD

Project GLADBEARS AROUND THE WORLDSAMPLE DAILY LESSON PLANPage 2

DAY 2:

FOCUSING/MOTIVATION Home/School Connection Signal Word – Cognitive Content Dictionary Review with Word Cards – mammals/world map

INPUT Comparative Input – Panda/Polar Bear Learning Log ELD review of comparative input chart

GUIDED ORAL PRACTICE Chants: “Bears” and “Giant Panda” Farmer-in-the-Dell

ReadingTrading gameFlip chant

READING/WRITING/LANGUAGE ARTS Retell Narrative with word cards Flexible Groups

Expert Groups 1Team Tasks

CLOSURE Interactive Journals Review charts and chants Read alouds: Polar Bears and Giant Pandas by Gail Gibbons Home/School Connection

DAY 3:

FOCUSING/MOTIVATION Home/School Connection Signal word – Cognitive Content Dictionary


Project GLADBEARS AROUND THE WORLDSAMPLE DAILY LESSON PLANPage 3

Review with word cards – Comparative Input Panda/Polar Highlight poetry - Bears Golden Pen Awards

INPUT Read aloud Flexible Groups

Team TasksClunkers and Links (at and above readers)Expert Groups 2

GUIDED ORAL PRACTICE Chants: “Marine Cadence” and “I’m a Grizzly” Process Grid Cooperative Strip Paragraph

Read, revise, edit

READING/WRITING/LANGUAGE ARTS Narrative (review with word cards and dialogue bubbles) Writer’s Workshop

Mini-lessonWriteAuthor’s Chair

CLOSURE Review charts Home/School Connection

DAY 4:

FOCUSING/MOTIVATION Signal word – Cognitive Content Dictionary Process charts

INPUT Narrative – story map Mind-map – Bear

GUIDED ORAL PRACTICE Chants Strip Book – model

Project GLADBEARS AROUND THE WORLDSAMPLE DAILY LESSON PLANPage 4 READING/WRITING/LANGUAGE ARTS

Leveled Reading GroupsCoop-strip Paragraph (struggling/emergent readers)ELD Group Frame (story retell)

Team Tasks Ear-to-Ear Reading Listen/sketch

CLOSURE Reading the walls Process inquiry chart Home/School Connection

DAY 5:

FOCUSING/MOTIVATION Signal word – Cognitive Content Dictionary Poems and Chants Read Aloud

READING/WRITING/LANGUAGE ARTS Flexible Groups

ELD Group Frame (Story retell)Guided ReadingTeam Tasks

Reading/Writing Workshop

GUIDED ORAL PRACTICE Chants (review all) Read the Walls Found Poetry

CLOSURE Process Inquiry Chart Framed letter home Evaluate week

Team Big Book Process Observation Charts


POETRY

BOOKLET

Name___________________

Mammals

Are these mammals? Yes, ma’am.Are these mammals? Yes, ma’am.How do you know? They’re viviparous.How do you know? They’re born alive.

Are these mammals? Yes, ma’am.Are these mammals? Yes, ma’am.How do you know? They nurse their young.How do you know? Their babies drink milk.

Are these mammals? Yes, ma’am.Are these mammals? Yes, ma’am.How do you know? They’re warm blooded.How do you know? Their temperature stays

the same.

Are these mammals? Yes, ma’am.Are these mammals? Yes, ma’am.How do you know? They have hair or fur.How do you know? It covers their bodies.

Are these mammals? Yes, ma’am.Are these mammals? Yes, ma’am.Can you name a few? Yes, ma’am.Please tell me now. Whales, bats, dogs, and

even us!By J. Clements and J. Milligan

Bears

Bears here, bears there,Bears, bears everywhere!

Polar bears swimming,Spectacled bears climbing,Grizzly bears hibernating,And sun bears licking.

Bears through the Arctic,Bears in South America,Bears throughout Asia,And bears around the world.

Bears here, bears there,Bears, bears everywhere!Bears! Bears! Bears!By J. Clements and J. Milligan

Giant Panda

I know a giant panda,An endangered giant panda,An endangered giant panda,

Who lives in China.

His life depends on bamboo,With strong molars he chews. As his habitat continues to shrink,This black and white creature may soon be extinct.

I know a giant panda,An endangered giant panda,An endangered giant panda,

Who needs our help!

By J. Clements and J. Milligan

Ecologist Bugaloo

I’m an ecologist and I’m here to sayI study bear environments everyday.Sometimes I write a paper,Sometimes I read a book,But usually I go and take a look.

Conservation, population, resources, too,Doing the ecology BUGALOO!

I’m concerned about bears, don’t you know?Their habitats are changing, populations are low.Bears can’t change or adapt that fast.We must conserve now or bears won’t last.


Bears need their environment to survive,Drinking water, eating berries keep them alive,Everything in nature has responsibility,Bears disperse seeds for you and me.


Human population will continue to rise,We’ll need more space, but we must be wise. Human beings have a responsibility,Make smart choices and build carefully!



Marine Cadence

We just know what we’ve been told,Conservation is good as gold.Protecting wildlife and habitats too,Means a better world for me and you.

Sound off --- protectingSound off --- saving1-2-3-4, --- conservation!

Save those grizzlies and polar bears too,Threatened they are, this is true.Their populations are way too small.We must try very hard to help them all.


Giant pandas are special bears,Endangered they are, they need our care.They’re almost extinct, they’ll be a memory,Protect them now or they’re history.


These precious bears are fun to share,Extinct they’ll become if we’re not aware.Like the do-do bird and the dinosaur,These important bears will be no more.

Sound off --- protecting

Sound off --- saving1-2-3-4, --- conservation!

By J. Clements and J. MilliganI’m A Grizzly

I’m a grizzly, furry and strong,My fur is dark brown, cream or tan,I run real fast with my large paws, Climb up trees with my sharp claws.

I’m a g-r-i-z-z-l-yI’m a g-r-i-z-z-l-y

I’m an omnivore with real strong jaws.After a winter nap, I eat carrion.Salmon on the river is a real big treat.In autumn it’s mostly berries I eat.


All winter long I hibernate,In my den for spring I wait.My cubs are born in here with me,Nursing is my responsibility.


My habitats are forested lands.I live alone, I’m a solitary bear.When campers come we all must share,Hopefully they’re bear aware!

I’m a g-r-i-z-z-l-yI’m a g-r-i-z-z-l-y!


Text for Big Book

Will We Miss Them?Big Book


Will we miss them?

Will we miss…the grizzlies, fast, powerful, and free?the spectacled bears, glasses of white fur,

nesting high in trees?the sun bears, honey-lovers, named for the sun,

yetplay in the night?

the black bears, solitary, lazy, wandering through the

forest, searching for a bite?the giant pandas, large and slow, da xiang mao,

China’sprecious creatures?

the polar bears, largest land carnivores, pearly-white,

arctic swimmers?

Will we miss them? We will miss the bears of our world,magnificent animals who fascinate and frighten.

Project GLADBears Around the World

Bears Around the WorldExpert Group- Sun Bear

The sun bear is the smallest member of the bear family. It is the size of a large dog. Its fur is black, short and shiny with a large, yellow patch on its chest

resembling the rising sun. That is how the sun bear got its name.

The sun bear’s habitat is in Southeast Asia. There they live in lowland tropical rain forests. The temperatures are mild to warm, so sun bears do not hibernate.

Sun bears are omnivores and eat termites, honey, birds, small mammals, and tips of palm trees. They use their long claws to rip open beehives. Sun bears ignore the bees and eat them along with the honey. They’re called honey bears for that reason.

Sun bears are threatened because man is clear-cutting the rain forest for farmland, thus destroying their habitat. Poachers hunt the bears for fur, internal parts, and use in Asian medicine.

Sun bears are nocturnal or are awake at night. Like most bears they are playful, and when young make good pets. At about four years old, they become hard to handle and must be given to zoos. Sun bears use their long tongues to dig out honey from hives, and termites from trees.


Bears Around the WorldExpert Groups – Spectacled Bear

Spectacled bears are small, black bears with cream markings around their eyes, which make them look like they’re wearing eyeglasses. They weigh between l50 to 250 pounds.

Spectacled bears are the only bears found in South America. Mostly they are found in the cloud forests, which are dense, moist habitats. The climate

is warm so they don’t hibernate. Spectacled bears build nests in trees where they eat and sleep.

They are omnivores. The diet of spectacled bears includes fruit, bromeliads, insects, and rodents.

Spectacled bears are threatened because of clear-cutting of forestlands for farmland. Farmers protecting their crops often kill them. Although hunting for spectacled bears is illegal, poachers hunt the bears for their gallbladders, fat, and bones for medicine.

The word spectacles is another word for eyeglasses, which explains how spectacled bears got their name. They are shy, solitary animals who are nocturnal so they sleep in the daytime. The mother has litters of one to three cubs, and carries her young on her back. The cubs leave their mother in one year.

Project GLADBears Around The World

Project GLADExpert Groups - American Black Bear

Black bears have cinnamon brown, dark brown, pale blue, or black fur with long, straight noses and large ears. They are medium-sized bears. Black bears have strong, curved claws for climbing trees.

Black bears prefer to live in forests with lots of trees and bushes. They spend winters in dens that range from caves to holes in the ground. Black bears avoid sharing space with grizzlies because they can’t compete with them.

Black bears are omnivores, eating berries, fruits, acorns, roots, grasses, insects, deer, moose, fawns,

carrion, and salmon. Be careful, they also eat anything humans leave in trash cans, cars or picnic coolers.

Illegal poachers kill black bears for use in

medicine. Drought (too little rain) has caused black bears to wander into neighborhoods where they easily eat food in trashcans, cars, and homes. Black bears that destroy human property have to be killed.

Black bears live in the Sierra Nevada. If we are “bear aware” we can avoid contact with these bears. When camping, it is important to lock up food from the bears so they don’t learn to eat human food. If they never learn this behavior they won’t be a problem for humans.


Project GLADExpert Groups – Grizzlies

Grizzly bears are medium-sized brown bears. The have a large hump of muscle and fat over their shoulders. They have small ears and long, thick fur. The tips of the hairs are white which give them a grizzled or gray appearance. This is why they are called grizzly bears.

Grizzly bears are only found in North America in dense forests, tundra, and lower alpine regions. They dig their dens in the ground or hillsides before the snow falls.

Grizzlies eat grasses, fruits, bulbs and roots, insects, carrion, caribou, moose, and salmon. They have long claws for digging mice, roots, and bulbs out of the ground.

Grizzlies are threatened bears, meaning their populations are small. Habitat destruction and illegal poaching are causing the small populations.

Grizzly bears can run as fast as a car on a city street, about 30 miles per hour. Grizzly bears are solitary animals that are very territorial. They will tolerate each other at the rivers, but then return to their own space for winter.


Name:_____________________Date:__________________

Project GLADBEARS AROUND THE WORLD

HOME/SCHOOL CONNECTION #1

Describe to your parents/family the characteristics of mammals. Sketch your favorite mammal.

Parent Signature: _________________________________Project GLAD

Bears Around the World/03Name:_____________________ Date:__________________



Sketch a polar bear and a giant panda. Tell your parents/family three ways the bears are different.





Retell the story, Pi-shu the Little Panda to your parents/family. Sketch your favorite part.





Read one poem from your Poetry Booklet to your parents/family. Explain it to them. Write three interesting words and sketch them.


Bears Around the World/03

Name:_____________________ Date:__________________



Explain endangered, threatened, and extinct to your parents/family. Give an animal example for each one. Draw one.


Bears Around the World/03

Name:_____________________ Date:__________________



Take your portfolio home. Sit down in a quiet place with your parents/family. Show them all the work in your folder. Have them ask you interesting questions about the important work you did. When finished, have your parents/family write three new things they learned from you.


Bears Around the World/03Comparative Pictorial Input Facts

Giant Panda Polar Bear

Family: Ailuropoda melanoleuca Family: Ursus maritimusDa xiang mao, big bear cat means sea bear

Habitat: China, high mountainous Habitat: Arctic regions of

areas where bamboo grows Canada, U.S.(Alaska) Russia,Norway and Denmark

Description: Beautiful black and Description: Colorless fur, each hair

white fur, round ears, black is hollow and reflects light which patches around the eyes. Fur ismakes the bear look white. Skin is stiff, coarse, thick, and may be black which traps in light keeping two inches long. The skin under the bear warm – a built-in solar- the dark fur is dark. The skin heating system! Thick layer of fat under the white fur is pink. Panda or blubber for insulation. Thick hairbones are large, thick, and twice grows between the pads on the as heavy they ought to be for an bottom of their feet, which helps animal this size. They have five warm the feet, keeps bear from fingers per hand and five toes slipping on ice, and softens their per foot with long, sharp claws. sound as they approach prey.TheThe back legs are not as strong small, tapered head cuts through as the front legs which explains water like the bow of a ship, the why they move slowly. They have front feet are webbed, and backstrong hands and jaws, and feet act as rudders for steering.flexible bodies. Scent glands Small ears so they won’t freeze.under tail used to communicateNo eyelashes, they’d collect ice.with other pandas. Poor eye- Extra clear, thin eyelid to protectsight but excellent hearing and from bright sunlight. Black nosesmell. 42 teeth are big, wide, smells seals 20 miles away.and thick to crush and grind

bamboo. Strong, thick jaw bonesand huge cheek muscles help crushbamboo. Has special humanlike thumb that grabs things as tightlyas humans.Diet/Prey: Omnivores.99% of Diet/Prey: Carnivores. Eat seals, diet is bamboo, which is not walruses, fish, crabs, arctic foxes,very nutritious so each panda and arctic terns. Huge stomachs has to eat 10,000 lbs. of hold 150 lbs.of food. Eat a sealbamboo a year. They also eat every 4 days.meat, honey, grass, vines, Predators: People are their enemies. roots, and flowers. Hunting, drilling for oil and gas

causing pollution, and global warming Predators: People are their threaten Polar bears’ existence. enemies. Destruction of their Global warming causes ice caps to natural habitat, accidental melt, therefore less area for thedeaths in traps set for other bears to hunt.animals, and hunting for their fur threaten their existence. Interesting Facts: Run 30 miles per

hour. Can swim for at least 40 miles. When a male Polar bear

Interesting Facts: Sleep where- stands, he can be 10 feet tall.ever and whenever, on ground, Tricky hunters: hide black nose inhollow trees, or in branches. snow to camouflage from prey; Playful – somersaults, climb pretend they are floating ice to trees, and swim with head sneak up on a seal. Favorite foodabove water. After mating, is the Ringed Seal. Cubs can’t hearFemales make a bed of bamboo, or see, and weigh one pound at twigs, and grasses in a cave, birth.among rocks, or in a hollow tree, called a den. Baby cubs weigh Litter size: 1-4 cubs

3oz. and are 6 inches long. Mothers give birth to two cubs, Life Span: Up to 30 years in thebut only raise one. wild.

Litter size: 1-2 cubs Status: threatened

Life span: 25-30 years

Status: endangered


Process Grid

Bear Description Habitat Food/Prey Enemies/Predators

Interesting Facts

project glad unit1 glad.doc · web viewthe word spectacles is another word for eyeglasses, ......

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