ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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I. UNIT THEME—Include cross-cultural sensitivity theme
- Adaptations in physical structure or behavior improve an organism’s chance for survival
- Animals have adaptations according to their environment
- Animals adapt to changes in their environment, or move/die/become extinct
- Man has responsibility for stewardship of the natural resources
II. FOCUS/MOTIVATION
- Big Book – Animal Adaptations Important Book.
- Poems and Chants
- Inquiry Charts
- Observation Charts
- Biologist Award
- Cognitive Content Dictionary
III. CLOSURE
- Process charts
- Personal Exploration
- Framed poetry
- Presentation of chants and poems
- Portfolios
IV. CONCEPTS
CONTENT STANDARDS—HISTORY/SOCIAL SCIENCE
3.1Students describe the physical and human geography and use maps, tables graphs, photographs, and charts to organize information about people, places and environments in a spatial context by:
- identifying geographical features found in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes)
CONTENT STANDARDS—LIFE SCIENCES
3.0Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept, students know.
- Plants and animals have structures that serve different functions in growth, survival and reproduction.
- Examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
- Living things cause changes in the environment where they live; some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.
- When the environment changes, some plants and animals survive and reproduce and others die or move to new locations.
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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Investigation and Experimentation
5.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other three strands, students should develop their own questions and perform investigation.
a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.
b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
d. Predict the outcome of a simple investigation, and compare the result to the prediction.
V.VOCABULARY
Animals Adapt to Survive Level 2CA1
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
aggressive
anchored
anemones
arid
brilliant
colony
compressed
constrictor
consumes
crevice
detaches
echolocation
enormous
environment
immune
maintain
mammal
odor
plankton
predators
propel
protected
reefs
regurgitated
shallow
submerged
suffocates
swallow
symbiotic
temperature
tentacles
territorial
territory
unhinged
venom
vertebrate
viviparous
Animals Adapt to Survive Level 2CA1
Del Paso Heights School District - Project G.L.A.D (02/07 JB)
CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS
READING
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.
1.5 Demonstrate knowledge of levels of specificity among grade- appropriate words and explain the importance of these
relations (e.g., dog/ mammal/ animal/ living things).
1.6 Use sentence and word context to find the meaning of unknown words.
1.7 Use a dictionary to learn the meaning and other features of unknown words.
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.
2.0 Reading Comprehension students read and understand grade-level-appropriate material.
Structural Features of Informational Materials
2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.
2.4 Recall major points in the text and make and modify predictions about forthcoming information.
2.5 Distinguish the main idea and supporting details in expository text.
2.6 Extract appropriate and significant information from the text, including problems and solutions.
2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
3.0 Literary Response and Analysis
Structural Features of Literature
3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
3.4 Determine the underlying theme or author's message in fiction and nonfiction text.
3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
3.6 Identify the speaker or narrator in a selection.
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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WRITING
1.0 Writing Strategies
Organization and Focus
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.
Research
1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
2.0 Writing Applications (Genres and Their Characteristics)
2.1Write narratives:
a.Provide a context within which an action takes place.
b.Include well-chosen details to develop the plot.
c.Provide insight into why the selected incident is memorable.
2.2Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
2.3Write personal and formal letters, thank-you notes, and invitations:
a.Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b.Include the date, proper salutation, body, closing, and signature.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
Grammar
1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Punctuation
1.5Punctuate dates, city and state, and titles of books correctly.
1.6 Use commas in dates, locations, and addresses and for items in a series.
Capitalization
1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.
Spelling
1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare). 1.9 Arrange words in alphabetic order.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Comprehension
1.1 Retell, paraphrase, and explain what has been said by a speaker.
1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).
Organization and Delivery of Oral Communications
1.5 Organize ideas chronologically or around major points of information.
1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.
1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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Analysis and Evaluation of Oral and Media Communications
1.10 Compare ideas and points of view expressed in broadcast and print media.
1.11 Distinguish between the speaker's opinions and verifiable facts.
2.0 Speaking Applications (Genres and Their Characteristics
2.1 Make brief narrative presentations:
a.Provide a context for an incident that is the subject of the presentation.
b.Provide insight into why the selected incident is memorable.
c.Include well-chosen details to develop character, setting, and plot.
2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS
LISTENING AND SPEAKING
Comprehension
BeginningBegin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).
Answer simple questions with one- to two-word responses.
Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.
Early IntermediateBegin to be understood when speaking, but may have some inconsistent use of standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]).
Ask and answer questions using phrases or simple sentences.
Restate and execute multi-step oral directions.
IntermediateAsk and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”)
Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.
Early AdvancedListen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details.
AdvancedListen attentively to stories and subject area topics, and identify the main points and supporting details.
Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”)
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
IDEA PAGES
Comprehension/Organization and Delivery of Oral Communication
BeginningIndependently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”).
Early IntermediateOrally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences.
Orally communicate basic needs (e.g., “May I get a drink of water?”).
Recite familiar rhymes, songs, and simple stories.
IntermediateBe understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).
Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.
Early AdvancedRetell stories in greater detail including characters, setting, and plot, summary, and analysis.
Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.
Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.
Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.
Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”).
Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).
AdvancedNegotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing.
Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.
Identify the main ideas, points of view, and fact/fiction in broadcast and print media.
Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
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WORD ANALYSIS
Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development
BeginningRecognizes English phonemes that correspond to phonemes
Students already hear and produce while reading aloud
Early IntermediateWhile reading orally, recognize and produce English phonemes
that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants).
IntermediatePronounce most English Phonemes correctly while reading aloud.
Early AdvancedApply knowledge of common English morphemes in oral and
silent reading to derive meaning from literature and text in content area.
AdvancedApply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.
Phonemic Awareness, Decoding and Word Recognition
BeginningRecognize sound/symbol relationships in own writing.
Early IntermediateRecognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics).
IntermediatePronounce most English phonemes correctly while reading aloud.
Use common English morphemes in oral and silent reading.
Early AdvancedApply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.
AdvancedApply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas.
READING
Fluency and Systematic Vocabulary Development
Vocabulary & Concept Development
BeginningRead aloud simple words in stories or games (e.g., nouns and adjectives).
Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
IDEA PAGES
Early IntermediateApply knowledge of content related vocabulary to discussions and reading.
Read simple vocabulary phrases and sentences independently.
Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.
Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud.
Read own writing of narrative and expository text aloud with some pacing, intonation, and expression
IntermediateCreate a dictionary of frequently used words.
Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written texts
Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.
Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.
Use content related vocabulary in discussions and reading.
Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker).
Early AdvancedUse knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.
Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time).
Use some common roots and affixes when attached to known vocabulary.
Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”).
Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.
Use some common idioms in discussions and reading (e.g., “scared silly”).
Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.
AdvancedApply knowledge of common roots and affixes when attached to known vocabulary.
Recognize that words sometimes have multiple meanings and apply this knowledge consistently.
Apply this knowledge of academic and social vocabulary to achieve independent reading.
ANIMALS ADAPT TO SURVIVE
(Grade Level 3)
IDEA PAGES
Use common idioms, some analogies and metaphors in discussion and reading.
Use a standard dictionary to determine measuring of unknown words.
Read narrative and expository text aloud with appropriate pacing, intonation, and expression.
Reading Comprehension
Comprehension & Analysis of Grade-Level Appropriate Text
Beginning(Blank)
Early Intermediate(Blank)
IntermediateUse detailed sentences to orally respond to comprehension questions about written text (e.g., ”The brown bear lives with his family in the forest.”).
Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.
Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.
Early AdvancedDescribe main ideas and supporting details of a text.
Generate and respond to comprehension questions related to the text.
Describe relationships between text and their experience.
AdvancedUse resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.
Comprehension
BeginningRespond orally to stories read to them by answering factual comprehension questions, using one- or two-word responses (e.g., “brown bear”).
Orally identify relationship between simple text read to them and their won experience using key words and/or phrases.
Understand and follow simple one-step directions for classroom or work-related activities.
Early IntermediateRead and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”)