unit 3 -living creatures around us

Upload: virginia-canabal

Post on 06-Jul-2018

248 views

Category:

Documents


0 download

TRANSCRIPT

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    1/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter! L"#"$% C&ET(&ES &)($D (S

     

    Chapter 3Chapter 3

    LIVING

    IVING

    REATURESREATURES

    AROUND USROUND US

    LIVING

    IVING

    REATURESREATURES

    AROUND USROUND US

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    2/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    3/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

     

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    4/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    5/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    LIVING CREATURES AROUND USSUGGESTED sequences of activities: *+ to ,nd %rade 

    ActivityGrade

    ! "st #nd

    "

    +. Teacher introduces the

    animals of a story through

    flashcards, using Total

    Physical Response

    (T.P.R.). Students name

    them and say their color.

    Students count them.Students act as these

    animals in nature. The

    other students guess the

    animal.

    Sing “Good-ye!.

    +. Recall animals from

     pre"ious years through a

    game# $olunteers pretend to

     e different animals. The

    rest of the class names the

    animal. Teacher as%s

    students &hat their fa"oriteanimal is. Students &rite in

    their noteoo%s# 'y

    fa"orite animal is......

    $olunteers read aloud.

    ra&. Sing “Good-ye!.

    +.Recall animals names

    from pre"ious years

    (flashcards or poster).

    Students ma%e short

    simple oral descriptions

    of them. Repeat the

    acti"ity in theirnoteoo%s. Game#

    ingo. Say Good-ye.

    #

    +. Teacher recalls the

    names of the animals of

     pre"ious class. Students

     predict the content from

    title and image. Teacher

    tells the story. *s students

    loo% at the images, the

    teacher as%s# animals

    name, color. Teacher

    retells the story. Students

    confirm if predictions&ere right. hec%

    comprehension. Say

    Good-ye.

    +. Teacher introduces more

    animals. Guessing game#

    hat animal is it * student

    at the front has the image of

    an animal. Peers as%# /s it a

    lion The student at the

    front ans&ers# 0es, it is. 1o,

    it isnt. This procedure can

     e repeated se"eral times.

    Group Game# similar to the

    one modeled pre"iously, utno& &ith a reduced numer

    of students and laels

    instead of images.

    Sing “Good ye!

    +.Game# Students try to

    guess &hat animal their

    classmate at the front

    has or heard from the

    teacher y as%ing# “/s it

    a lion!. 2e3She

    ans&ers# “0es, it is.31o,

    it isnt.! until someone

    guesses. hat animal is

    it(in their noteoo%s)

    Students listen to theTeacher descriing an

    animal and &rite do&n

    its name. Students

    complete in their

    noteoo%s# /t is a 4.

    /t has got 4. /t can 4.

    Say Good-ye.

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    6/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    $

    +. Teacher recalls the

    story of pre"ious class.

    Students descrie the

    animals riefly. Then, the

    teacher names an animal

    and the students act it,

    imitating its mo"ement or

    aility. Recall ho& many

    of each animal the story

    mentions. Students match

    the animal (flashcard)

    &ith the numer

    (flashcard). hec% &ith

    the oo%. Say Good- ye.

    +. Sho& a "ideo# “Roc%,

    scissors, paper!. Stop it to

    ha"e students say the

    animal. Teacher as%s aout

    color and si5e. 6n the

     oard# Teacher &rites the

    names of the animals in the

    "ideo. Students ha"e to

    &rite them in the order they

    appear in the "ideo (if

     possile, add e7tra

    information li%e color and

    si5e). 8oint correction. Sing

    “Good ye!

    +.Teacher pro"ides

    students &ith a short

    &ritten description of an

    animal (the animals

    name is not included).

    $olunteers read aloud.

    Teacher chec%s

    understanding.

    Pair&or%# Students read

    and say &hat animal has

    those characteristics.

    hec% studentsans&ers.

    Students unscramle the

    sentences pro"ided y

    the teacher. ra&. SayGood- ye.

    %

    +. Game# 9 up (re"ising

    "ocaulary pre"iously

    taught).Teacher pro"ides

    students &ith an image

    (pu55le format) of the

    main character of the

    story pre"iously seen.

    Students descrie the

     picture. Then, color, cut

    and stic%. Sing Good-ye.

    +. Teacher introduces a

    story (fale). 2a"e students

    descrie the co"er and say

    the name of the story.

    Teacher reads the story.

    hec% comprehension#

    hat animal is it hat

    color is it /s it a.. hat:

    the &eather li%e. Teacher

    models a short simple

    description. Pair&or%#

    hoose an animal and &rite

    a description. Teacher reads

    aloud &ithout naming the

    animal. Students guess.Sing “Good ye!.

    +.Read a story (;ale).

    2a"e students predict

    the content from title

    and picture. Teacher

    reads aloud and chec%

    understanding. Students

    descrie the animals.

    Teacher introduces# ne7t

    to and models# The lion

    is ne7t to the sna%e.

    hat is your fa"orite

    animal in the story (in

    the noteoo%) 'y

    fa"orite animal is........

    Teacher modelssentences descriing an

    animal. Students &rite

    do&n sentences aout

    the animal they ha"e

    chosen. Say Good-ye.

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    7/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    !

    +. Teacher sho&s students

    a poster &ith animals.

    Students name and say

    their color. Teacher

    introduces# ig3small.

    Students listen to the

    teacher and imitate the

    animals mo"ements.

    atch a "ideo# “Roc%,

    scissors, paper!. Students

    identify ig and small

    animals in the "ideo.

    Teacher gi"es out a

    &or%sheet &here students

    identify, count and &ritedo&n the numer. Sing

    Good-ye.

    +. Re"ie& action "ers

    from pre"ious year y

    ha"ing students listen and

    do. /ntroduce ne& "ers.

    Teacher as%s# an you

    &al% Students ans&er.

    Teacher repeats the

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    8/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    '

    +. Teacher ma%es a chart

    on a ig &hite paper#

    al%, s&im, run, fly.

    Teacher as%s aout &hat

    an elephant (and other

    animals) can do. Students

    stic% flashcards in the

    correct column. Teacher

    models# The elephant can

    &al%. The tiger can run,

    etc.Teacher encourages

    students to produce

    similar sentences. Say

    Good-ye.

    +. Group&or%# Teacher

     pro"ides students &ith short

    simple &ritten descriptions

    &ithout the name of the

    animal. Students read and

    &rite do&n the name of the

    animal. ra&. Sing “Good

     ye!

    +. Teacher models a

    short &ritten description

    on the oard including

    color, si5e, ody part,

    aility and location.

    Pair&or%# Students

    choose their fa"orite

    animal and descrie it.

    Then, dra& it. (for the

     ulletin oard)

    (

    +. Teacher pro"ides

    students &ith an

    incomplete image of an

    animal. Students guess

    &hat animal it is. 'a%e a

    simple description orally

    (color, si5e, aility).

    Students Aoin numers to

    disco"er the animal and

    confirm their pre"ious

    ans&er. olor and stic%.

    Say Good-ye.

    +.'atch the animal &ith the

    description.

    >isten and point.

    escrie orally.

    +. Teacher pro"ides

    students &ith a match

    acti"ity (&hat animals

    can do). >isten to the

    teacher descriing

    animals saying &here

    they are. Students &rite

    do&n their names.

    hoose one and &rite a

    short simple description.

    - aily routine acti.ity/ Sing a song0 say a poem0 say and 1rite the date and 1eather report23Sing a 4%ood!bye5song0 play a guessing game0 say 4%ood!bye50 say a poem or rhyme2

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    9/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    LIVING CREATURES AROUND USSUGGESTED sequences of activities: rd to +th %rade 

    ActivityGrade

    $rd %t) !t)

    "

    +. rainstorm names of

    animals. See if those

    names match the images

    the teacher pro"ides.

    Guessing game# (one

    student at the front, the

    class as%s) an it fly 0es,it can. 1o, it cant. This is

    to e repeated se"eral

    times. Teacher ma%es a

    chart &ith different action

    "ers and as%s &hat

    animal can do the actions.

    Students stic% laels of

    animalsnames in the

    correct column. Teacher

    models# The lion can run

     ut it cant fly. $olunteerssay similar sentences.

    Students &rite the

    sentences in their

    noteoo%s. Say “Good-

     ye!

    +. rainstorm names of

    animals. 2a"e "olunteers

    circle those that li"e in

    &ater. Teacher pro"ides

    students &ith a te7t related

    to sea life. Students predict

    from title and images.Students scan the te7t and

    circle sea creatures. Teacher

    chec%s comprehension.

    Students ans&er True or

    ;alse statements and find

    the e"idence in the te7t.

    8oint correction on the

     oard. Say “Good - ye!

    +.Teacher &rites an

    empty outline on the

     oard. Students

     rainstorm names of

    animals and complete

    the outline.Teacher

    models comparisons.Students compare. y

    using flashcards, the

    teacher models

    comparisons (the

    superlati"e form of

    adAecti"es). Students

    compare. Pair&or%#

    Students &rite some

    sentences in their

    noteoo%s.

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    10/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    #

    +.Teacher introduces

    some %ey "ocaulary of a

    story (fale). Students

     predict the topic from

    co"er and image. >isten to

    the story. Teacher chec%s

    comprehension. Teacher

    as%s# “hat is your

    fa"orite animal in the

    story! *s students

    ans&er the teacher as%s

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    11/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    %

    +.Teacher introduces

    cartoons (animals

     preferaly) &ith

    flashcards. Students

    descrie them orally &ith

    the teachers help.

    Teacher models first.

    Group&or%# Students

    choose a cartoon and

    ma%e a fact file to e

    e7posed on the class

     ulletin oard.

    +. Group&or%# Teacher

     pro"ides students &ith an

    image of a sea creature.

    ?ach group compares the

    animal assigned &ith one of

    another group. Students

    &rite a short description,

     ased on a file card &ith

    e7planations. Students

    e7pose their &or% to the

    class. Students include a

    dra&ing to e e7posed on

    the class ulletin oard.

    +.Pair&or%# students

    choose an animal from

    the te7t and ma%e a

    outline (name, si5e,

    color, ody parts, &here

    it li"es, etc). Teacher

    models an outline and

    then a short te7t from

    the outline. Pairs &rite a

    te7t from outline gi"en.

    !

    +. Teacher recalls

    cartoons descriptions andfact files. Students listen

    and guess &hat cartoon it

    is according to the clues.

    Teacher models# innie

    can &al% ut he cant run

    fast. Students say their

    o&n sentences. Teacher

    &rites some scramled

    sentences on the oard.

    Students unscramle

    some of them. The rest

    are to e unscramled on

    their o&n. lass

    correction. Say “Good-

     ye!

    +. Teacher introduces %ey

    "ocaulary and structures ofan audio aout t&o sea

    creatures. Teacher pro"ides

    &ith a fact file. Students

    listen to the audio and

    complete the fact file. 8oint

    correction. Pair&or%# &rite

    sentences comparing the

    animals from the audio.

    2ang man.

    Say “Good-ye!

    +. Teacher presents an

    outline of the content pre"iously introduced.

    Students ans&er True or

    ;alse and find the

    e"idence in the outline.

    &

    +.Teacher introduces

    some %ey "ocaulary

    related to a short te7t

    aout animals. Teacher

     pro"ides students &ith a

    te7t. Students predictfrom title and image.

    Teacher reads aloud and

    chec%s comprehension.

    $olunteers read aloud.

    Students ans&er multiple

    choice

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    12/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    '

    +. Pair&or%# ingo#

    animals. hoose one of

    the animals3cartoons in

    the ingo, complete a fact

    file and then, descrie it.

    Teacher models first.

    ?ach pair reads their

    description &ithout

    naming the animal. The

    rest tries to guess &hat

    animal it is. Say “Good,

     ye!

    +. >earning Stations# C-

    'emory game# *nimalsD

    descriptions and images. E-

    Read and ans&er True or

    ;alse. F- Read and ans&er

    isten and guess the

    cartoon.

    Students &rite a simple

    description ased on the

    fact file pro"ided y the

    teacher.

    +.Read aout t&o animals

    and complete a fact file

    including e7planations.ompare them. >isten and

    circle the information you

    hear.

    +.>isten and complete

    an outline aout an

    animal. Teacher pro"ides students &ith a

    complete fact file

    (including

    comparisons). Students

    compare animals in a

    &ritten form .

    - aily routines/ Suggestions/ Say and 1rite the date0 1eather report0 season2 Sing a song2 Saya poem or a rhyme2

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    13/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    LIVING CREATURES AROUND USSUGGESTED sequences of activities: 6th %rade 

    ActivityGrade

    &t)

    "

    +. Teacher displays a poster of animals.

    Students name and compare. Teacher models

    e7amples of comparisons (superlati"e form).

    Students &rite do&n some e7amples in their

    noteoo%s. $olunteers read aloud. Teacher

     pro"ides students &ith sentences using the

    superlati"e form of an adAecti"e &ithoutnaming the animal. Students guess. Say

    “Good ye!.

    #

    +. Teacher introduces %ey "ocaulary of a

    te7t. Students match &ords and definitions.

    Teacher pro"ides students &ith a te7t.

    Students predict from title and images.Students scan the te7t to find some specific

    information. Teacher chec%s comprehension.

    Students ans&er some

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    14/31

    Departamento de Segundas Lenguas y Lenguas Extranjeras

    English Teacher's Handbook – Chapter – L"#"$% C&ET(&ES &)($D (S

    %

    +.Teacher pro"ides students &ith a te7t that

    includes information aout t&o animals

    (including graphs). Students predict from title

    and images. Students scan the te7t to circle

    some information reisten to the audio aout pets. >isten again

    and complete the fact file. >isten one more

    time and chec%. $olunteers ans&er and

    complete on the oard. Teacher plays the

    audio again and stops &here the ans&ers can e found. Students use the information to

    &rite a short description of the pet. Say

    “Good-ye!

    '

    +. Teacher as%s students to &rite do&n the

    name of their fa"orite animal. Peers as%

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    15/31

     

    Activity Link or Drive

    1. Hello song   https://www.youtube.com/watch?v=gdeB9k!"u#https://www.youtube.com/watch?v=$%1&y'()K9* +supe' s,mple song-https://www.youtube.com/watch?v=Bm$y'v0K* +Bubba monkey-

    . 2lashca'ds +an,mals-   http://s,ngapo'ebaby.com/wp3content/uploads/(14/("/ea3&'eatu'es32lash3&a'ds1.pd$ http://esl3k,ds.com/$lashca'ds/an,mals.html

    . to'y about an,mals 6B'own bea'7 b'own bea'7 what do you see?8https://p',ma'yschoolengl,sh.w,k,spaces.com/$,le/v,ew/B'own(Bea'(3(m,n,book.pd$/"411/B'own(Bea'(3(m,n,book.pd$  +p',ntablebook-https://p',ma'yschoolengl,sh.w,k,spaces.com/B'own;Bea'7;B'own;Bea'7;ule o$ an an,mal +,mage- @se the same $lashca'ds +an,mals-.http://www.,tsyb,tsy$un.com/uploads/9/A//"/9A"("1/an,malpules1(14.pd$ http://www.act,v,tyv,llage.co.uk/s,tes/de$ault/$,les/pd$/p',ntable,gsawsheep.pd$ 

    ". Coodbye song   https://www.youtube.com/watch?v=Dcws@

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    16/31

    1st

    Activity Link or Drive

    1. Hello song https://www.youtube.com/watch?v=gdeB9k!"u#https://www.youtube.com/watch?v=$%1&y'()K9* +supe' s,mple song-https://www.youtube.com/watch?v=Bm$y'v0K* +Bubba monkey-

    . Coodbye song   https://www.youtube.com/watch?v=Dcws@

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    17/31

    nd

    Activity Link or Drive

    1. 2lashca'ds +an,mals-   http://s,ngapo'ebaby.com/wp3content/uploads/(14/("/ea3&'eatu'es32lash3&a'ds1.pd$ http://esl3k,ds.com/$lashca'ds/an,mals.html

    . Fn,mal poste'   http://scm.ulste'.ac.uk/GB(("154/des11/,mages/,mage4.pghttp://www.a$',cas3eden.com/*ed,a2,les/#mage/Cabon/F$',cas(Eden(poste'(mammals(b,g.pg

    .

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    18/31

    5

    'd

    Activity Link or Drive

    1. 2lashca'ds +an,mals-   https://sc,ence3santa,sabel.w,k,spaces.com/$,le/v,ew/w,ld3an,mals.png/4A9"4AA/w,ld3an,mals.pnghttps://sc,ence3santa,sabel.w,k,spaces.com/$,le/v,ew/2a'm(Fn,mals.C#2/4A9"4A1/2a'm(Fn,mals.C#2https://sc,ence3santa,sabel.w,k,spaces.com/$,le/v,ew/domest,c.pg/4A9"4A("/domest,c.pg

    . 2able   https://sMua'eheadteache's.$,les.wo'dp'ess.com/(1/11/the3to'to,se3and3the3ha'e.pd$ 

    https://sMua'eheadteache's.$,les.wo'dp'ess.com/(1/11/the3shephe'd3boy3and3the3wol$.pd$ http://www.enchantedlea'n,ng.com/sto',es/aesop/antg'asshoppe'/sto'y/ 

    . &a'toon an,mals   http://www.an,mals3one.com/top3ten3most3$amous3ca'toon3an,mals

    4. !eJt about an,mals 1   http://k,ds.nat,onalgeog'aph,c.com/an,mals/g,'a$$e/Ng,'a$$e3pa,'3eat,ng.pg

    5. !eJt about an,mals   http://k,ds.nat,onalgeog'aph,c.com/an,mals/a$',can3elephant/Na$',can3elephant3mud3$am,ly3baby.pg

    https://science-santaisabel.wikispaces.com/file/view/wild-animals.png/489764828/wild-animals.pnghttps://science-santaisabel.wikispaces.com/file/view/wild-animals.png/489764828/wild-animals.pnghttps://science-santaisabel.wikispaces.com/file/view/Farm%20Animals.GIF/489764812/Farm%20Animals.GIFhttps://science-santaisabel.wikispaces.com/file/view/Farm%20Animals.GIF/489764812/Farm%20Animals.GIFhttps://science-santaisabel.wikispaces.com/file/view/domestic.jpg/489764806/domestic.jpghttps://science-santaisabel.wikispaces.com/file/view/domestic.jpg/489764806/domestic.jpghttps://squareheadteachers.files.wordpress.com/2012/11/the-tortoise-and-the-hare.pdfhttps://squareheadteachers.files.wordpress.com/2012/11/the-shepherd-boy-and-the-wolf.pdfhttps://squareheadteachers.files.wordpress.com/2012/11/the-shepherd-boy-and-the-wolf.pdfhttp://www.enchantedlearning.com/stories/aesop/antgrasshopper/story/http://www.animals-zone.com/top-ten-most-famous-cartoon-animalshttp://kids.nationalgeographic.com/animals/giraffe/#giraffe-pair-eating.jpghttp://kids.nationalgeographic.com/animals/african-elephant/#african-elephant-mud-family-baby.jpghttp://kids.nationalgeographic.com/animals/african-elephant/#african-elephant-mud-family-baby.jpghttps://science-santaisabel.wikispaces.com/file/view/wild-animals.png/489764828/wild-animals.pnghttps://science-santaisabel.wikispaces.com/file/view/wild-animals.png/489764828/wild-animals.pnghttps://science-santaisabel.wikispaces.com/file/view/Farm%20Animals.GIF/489764812/Farm%20Animals.GIFhttps://science-santaisabel.wikispaces.com/file/view/Farm%20Animals.GIF/489764812/Farm%20Animals.GIFhttps://science-santaisabel.wikispaces.com/file/view/domestic.jpg/489764806/domestic.jpghttps://science-santaisabel.wikispaces.com/file/view/domestic.jpg/489764806/domestic.jpghttps://squareheadteachers.files.wordpress.com/2012/11/the-tortoise-and-the-hare.pdfhttps://squareheadteachers.files.wordpress.com/2012/11/the-shepherd-boy-and-the-wolf.pdfhttps://squareheadteachers.files.wordpress.com/2012/11/the-shepherd-boy-and-the-wolf.pdfhttp://www.enchantedlearning.com/stories/aesop/antgrasshopper/story/http://www.animals-zone.com/top-ten-most-famous-cartoon-animalshttp://kids.nationalgeographic.com/animals/giraffe/#giraffe-pair-eating.jpghttp://kids.nationalgeographic.com/animals/african-elephant/#african-elephant-mud-family-baby.jpghttp://kids.nationalgeographic.com/animals/african-elephant/#african-elephant-mud-family-baby.jpg

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    19/31

    4

    th

    Activity Link or Drive

    1. ea l,$e teJt   http://ocean.nat,onalgeog'aph,c.com/ocean/ocea n3l,$e/  

    . >oste' o$ sea c'eatu'es ,n hab,tat   http://www.bbc.com/news/sc,ence3env,'onment31(1A5https://www.p,nte'est.com/eJplo'e/ocean3,llust'at,on/ 

    . #mage o$ sea c'eatu'e   http://www.spa'kleboJ.co.uk/p'ev,ews/(135/sb53sea3an,mal3$lash3ca'ds.htmlN.0g'0vlOko

    4. I,sten,ng about sea an,mals   ownload !he /,J /enses o$ /ha'ks   $o' o$$l,ne l,sten,ng +. *B-ownload

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    20/31

     

    th

    Activity Link or Drive

    1. 2lashca'ds +an,mals-   http://www.k,ds3pages.com/$olde's/$lashca'ds/Fn,mals4/page1.htmhttp://www.k,ds3pages.com/$olde's/$lashca'ds/

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    21/31

    "

    th

    Activity Link or Drive

    1. Fn,mals poste'   https://www.p',ma'yt'easu'echest.com/,mages/sto',es/'esou'ces/>oste's(3(2o'est(and(

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    22/31

    K5: Activity 9

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    23/31

    1st Grade : activity 7 2nd Grade: activity 3

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    24/31

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    25/31

    3rd grade activity 4

    Roly-Poly Pill Bugsby Cynthia Sherwood

     

    Some people are afraid of bugs such as spiders or beetles. But there is one bug that

     just about everybody likes—pill bugs. If you ever pick one up, you know why its

    nickname is “rolypoly.! " pill bug rolls up into a tight little ball to protect itself. #his bug is

    scared of you, not the other way around$

    #hese little gray or brown bugs can be found almost everywhere in the %nited States

    e&cept the desert. #hat is because they need to stay moist. But they can live in dry

    places like 'alifornia thanks to lawn sprinklers. (ne of their favorite hangouts is under

    damp flower pots.

    )id you know that pill bugs have something in common with kangaroos* "fter her eggs

    hatch, the mother pill bug carries her young in a pouch under her belly. #he little pill

    bugs stay there until

    they are big enough to be on their own.

    +ill bugs also have something in common with snakes. ust as snakes shed their skin

    when it gets too small, pill bugs do too. #his is called “molting.! " pill bug molts about

    five times until it is fullgrown.

    +ill bugs are a little like owls, too. +ill bugs are nocturnal, meaning they are most active

    at night. #hat is when they most like to wander around and look for food. "nd just like

    earthworms, pill bugs help break down plants in the soil.

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    26/31

    +ill bugs aren-t just nice bugs. #hey are also interesting ones$

    1. hy are pill bugs nicknamed “rolypoly!* __________________________________________________________ 

     _______________________________________________________________________ 

     _______________________________________________________________________ 

     ________________________________ 

     

    2. here would you be least likely to find a pill bug*

    a. under a large rock near a pond b. under a log near a downspout

    c. in a vegetable garden d. hiding in the roots of a cactus

    3. /ow is a pill bug like a kangaroo* __________________________________________________________ 

     _______________________________________________________________________  _______________________________________________________________________ 

     ________________________________ 

    4. hat does the word “molting! mean*

    a. active at night b. shedding its skin

    c. crawling in a damp place d. crawling like a snake

    5. /ow are pill bugs and earthworms alike* _______________________________________________________________________ 

     _______________________________________________________________________ 

     _______________________________________________________________________ 

     ________________________________________________________________________ 

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    27/31

    6. hich statement from the article is an opinion*

    a. #his bug is scared of you, not the other way around.

    b. " pill bug molts about five times until it is fullgrown.

    c. +ill bugs aren0t just nice bugs1 they are interesting ones.

    d. (ne of their favorite hangouts is under damp flower pots.

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    28/31

    2&tra information

    Bug

    3ormally, an insect of the order /emipterans, known as the 4true bugs4

    Informally, a land invertebrate, including individuals or species of 

     "rthropod —e&cept a5uatic crustaceans — including Insect, "rachnid, Myriapod,oodlouse, #errestrial crab, Oligochaeta, and Gastropod.

    Pill Bug: An Isopod

    The pill bug (also called the wood louse and the rolypoly bug! is a s"all# seg"ented land creature that

    can roll into a tiny ball $or protection% The pill bug is &OT an insect# but is an isopod (another type

    o$ arthropod!%

    Habitat and Distribution: 'ill bugs are co""on invertebrates that are $ound in "any bio"es around the

    world# including te"perate $orests# rain$orests# and grasslands% They pre$er "oist areas# o$ten living in

    soil and under decaying leaves# rocs# and dead logs%

    Life Cycle: ) pill bug begins its li$e as a tiny egg% The young pill bug loos al"ost lie a "iniature adult% )s

    it grows# it "olts (sheds its old# outgrown e*oseleton! 4 to + ti"es%

    Anatoy: 'ill bugs are covered by a hard e*oseleton (also called the cuticle! "ade $ro" chitin% They

    have three basic body parts# the !ead (which is $used to the $irst seg"ent o$ the thora*!# the t!ora" (the

    http://en.wikipedia.org/wiki/Myriapodhttp://en.wikipedia.org/wiki/Oligochaetahttp://en.wikipedia.org/wiki/Gastropodhttp://en.wikipedia.org/wiki/Oligochaetahttp://en.wikipedia.org/wiki/Gastropodhttp://en.wikipedia.org/wiki/Myriapod

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    29/31

    7 seg"ents o$ the thora* that are not $used to the head are called the pereon!# and the abdoen (which

    is also called the pleon!% 'ill bugs have 7 pairs o$ ,ointed legs and 2 pairs o$ antennae (but one pair is

    barely visible!% The antennae# "outh and eyes are located on the head% ) pair o$ abdo"inal uropods are

    at the posterior end o$ the pill bug# but only the ter"inal e*opods are visible $ro" the top o$ the pill bug%

    'ill bugs are less than an inch long%

    Diet: 'ill bugs eat decaying plants and ani"als and so"e living plants%

    Predators: 'ill bugs are eaten by "any ani"als% Their "ain protection is rolling into an ar"ored ball%

    Classification: -ingdo" )ni"alia (ani"als!# 'hylu" )rthropoda# .ubphylu" /rustacea# /lass

    Malacostraca# Order 0sopoda (isopods!# a"ily )r"adillidiidae# Genus )r"adillidiu"# Oniscus# etc% Many

    species# including A. vulgare (the co""on pillbug!%

    http://www.enchantedlearning.com/subjects/invertebrates/arthropod/Arthropodprintouts.shtmlhttp://www.enchantedlearning.com/subjects/invertebrates/crustacean/http://www.enchantedlearning.com/subjects/invertebrates/crustacean/http://www.enchantedlearning.com/subjects/invertebrates/crustacean/http://www.enchantedlearning.com/subjects/invertebrates/arthropod/Arthropodprintouts.shtmlhttp://www.enchantedlearning.com/subjects/invertebrates/crustacean/

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    30/31

    +th grade activity 2

    Panda bears 

    'anda bears are endangered ani"als that live in a $ew "ountain ranges in central

    /hina# in .ichuan# .haan*i# and Gansu provinces%

    The panda has a body typical o$ bears% 0t has blac $ur on ears# eye patches#

    "ule# legs# and shoulders% The rest o$ the ani"als coat is white%The panda bears eat ba"boo% They spend at least 12 hours each day eating

    ba"boo% They also eat leaves%

    )dapted $ro":

     http:ids%nationalgeographic%co"ani"alsgiantpanda5giantpandaeating%,pg

    http:nationaloo%si%eduani"alsgiantpandaspanda$acts

    /o"plete the $ile card using the in$or"ation

    Area

    Habitat

    #ood

    P!ysical C!aracteristics

    http://kids.nationalgeographic.com/animals/giant-panda/http://nationalzoo.si.edu/animals/giantpandas/pandafacts/http://kids.nationalgeographic.com/animals/giant-panda/http://nationalzoo.si.edu/animals/giantpandas/pandafacts/

  • 8/17/2019 UNIT 3 -Living Creatures Around Us

    31/31

    6th grade% )ctivity 3

    TIGERS

    2asily recogni6ed by its coat of reddishorange with dark stripes, the tiger is the largestwild cat in the world. #he big cat0s tail is 7 meter long.

    #igers wait until dark to hunt. #he tiger sprints to an unsuspecting animal, usually pulling

    it off its feet with its teeth and claws. #igers eat up to 89 kilograms of meat in one night,but more often they consume about : kilograms during a meal.

    %nlike most members of the cat family, tigers seem to enjoy water and swim well.

    Some tigers live where it gets very cold—in India and parts of southeast "sia. #hewhole species is endangered throughout its range. #igers have been overhunted fortheir fur as well as for other body parts that many people use in traditional medicines.

    #hey can live 8; years in the grassland or forests.

    HEAVIER THAN A PIANO 720 lbs   500 lbs

    SLOWER THAN A CAR 40 mph   60 mph

    SHORTER THAN A SCHOOL BUS 6 feet   37 feet

    )dapted $ro": http:ids%nationalgeographic%co"ani"alstiger5tigerswi""ing%,pg

    http://kids.nationalgeographic.com/animals/tiger/#tiger-swimming.jpghttp://kids.nationalgeographic.com/animals/tiger/#tiger-swimming.jpghttp://kids.nationalgeographic.com/animals/tiger/#tiger-swimming.jpg