Grade K CRM 5 Animals TEKS K.9BLesson 4

Animals Have Basic Needs

Essential Questions What does it mean to be alive? How does our planet support life? Where do organisms get their energy? How do organisms depend on their environment

and their structures to survive? What changes do organisms go through in their life

cycle? Why do organisms resemble their parents?

Enduring Understandings All organisms have basic needs to survive. Basic needs can be met through interactions with

living and nonliving things. Energy is passed from the Sun and soil into plants

and from plants into animals, and back into the soil. Organisms have inherited parts that help them

meet their needs. Organisms change over time.Intended Learning OutcomesStudents will know: Organisms have basic needs. Animals need air, food, water, and shelter.Students will be able to: Observe and gather evidence to show that

organisms have basic needs. Observe organisms in their natural environment.

TEKSK.9: Organisms and environments. The student knows

that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:

K.9B Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

Vocabulary basic need / necesidad básica breathe / respirar drink / beber eat / comer energy/ energía evidence/evidencia food / comida habitat / hábitat living thing/ seres vivo nonliving thing/ objetos inerte water / agua shelter / refugio

Language Objectives:Use lessons to learn and practice using new vocabulary about animals.

ELPS:1C-Learning Strategies- Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.5G-Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.College and Career Readiness Standards:Intellectual curiosity-Engage in scholarly inquiry and dialogue, accept constructive criticism, and revise personal views when valid evidence warrants.Work Habits-Work independently and collaboratively21st Century Skills:Problem Solving-analyze a situation to identify a problem to be solved. Work habits-Work independently and collaboratively.Prior Learning: Organisms have different characteristics, which help them to survive in their environment. Organisms have life cycles. Animals have basic needs to stay alive. Animals grow and change. Adult animals have young.TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3

minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…

Teacher ManagementEstimated Time for Completion: 5 days

Materials:12 Cups of soil, 2 tablespoons gravel for each cup, grass and bean seeds for each of the cups of soil, marker and tape to mark each cup.Day 3: Samples of different kinds of animal food for children to observe (e.g. dog, fish, bird, turtle, hamster), hand lensesDay 4: Supplies for building bird nests—yarn, tissue paper and other paper scraps, toothpicks, craft sticks, leaves, sticks, moss, etc.; liquid glue, cardboard bowls

Advanced Teacher PrepPlant bean plants and grass seed in the cups of soil so that each group will have 2 plants of each to observe next week Day 1. Plant 6 additional bean plants in cups for next week Day 2. CRM and Lesson Preparation Carry out with prepared plantsCRM 5 Lesson 4 CURRENT

Plant 2 grass and 8 bean seeds

CRM 5 Lesson 5 Explore with 2 bean seeds and 2 grass seeds to observe. Use 6 bean plants to experiment with basic needs.

CRM 7 Lesson 1 Ask students to start collecting seeds and put them in a sorting bin.

Set up 3 onion bulbs with students.Each student plants bean seed.

CRM Lesson 2 Ask your community to donate fruit with a variety of seeds inside.

Measure personal bean plant.Draw conclusions from Basic Needs experiment.Observe seed collection.

Day 1: Scope out places on the school grounds that will provide evidence of animals/animal homes for children to observe.Day 2: Make final arrangements with the guest expert (vet, trainer, or pet store employee)Day 3: Prepare 4 types of pet food samples for each small group; applesauce cups, coffee filters or small paper plates work well for holding samplesDay 4: Locate an area, on the school grounds, for children to gather materials to build a nestDay 5: Field trip preparations

Anchors of SupportDay 1 chart of animals basic needsSigns in the pretend vet office or pet store with names of animals, tools, jobs, etc.

Safety ConsiderationsScope out safe areas of the playground for the children to observe animals on Day 1. Be careful of fire ants! Make sure to review outdoor safety rules, especially not to touch animals or their shelters.

Literary Resources Animal Hospital by Judith Walker-Hodge

A Day in the Life of a Veterinarian by Heather Adamson Biscuit Visits the Doctor by Alyssa Satin Cpucilli Do Cows Eat Cake by Michael Dahl Lunch at the Zoo by Joyce Altman What Do You Do When Something Wants to Eat You? By Steve Jenkins Where Do I Live? By Kristen Duehl DK Readers Animals at Home by David Lock Nests: Fifty Nests and the Birds that Built Them by Sharon Beals Read A Nest Full of Eggs by Priscilla Belz Jenkins Read Urban Roost: Where Birds Nest in the City by Barbara Bash

Technology ResourcesiPad Apps: How Do (visuals and sounds for processes, including dog feeding pups and other animal processes)Birch Aquarium Fish CamAnimal Planet Bird CamAnimal Planet Pacific Reef CamThe Magic School Bus Explores the World of Animals https://www.youtube.com/watch?v=VsZCSoG8bvYToads, Frogs, Pollywogs: the Amphibian Song https://www.youtube.com/watch?v=ti0HDtRY8u4Reptile Rap (very outdated but the chorus is catchy): https://www.youtube.com/watch?v=o_wFtlug3jk Treasures Leveled Readers, access through ConnectEDCRM 5 Animal Needs powerpoint in portfoliohttps://getkahoot.com/https://padlet.com/http://www.polleverywhere.com/Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.

Science Fusion Houghton Mifflin Harcourt (HMH) ResourcesBig Book of Science Vocabulary, p. 24Student Edition, pp. 115-118Big Book of Science Songs and Rhymes, p. 24Assessment Guide, p. AG 74Picture Sorting Cards, 9, 14, 18, 26, 32, 33, 34, 35, 36, 37

Background Information for the Teacher

Timeline of Concepts and QuestionsDay Concept Question in Child-Friendly Language1 Pets are very tame, domesticated animals that provide

companionship for people. People provide pets with shelter and food, clean and groom them, and make sure they get exercise.

Animals need food, water, air, and shelter.

What do we think animals need?¿Qué piensas que los animales necesitan?

Animales necesitan agua, comida, aire y albergue.

2 Observe animals in their natural habitat using a webcam.OR:Plan for a classroom visit from a Veterinarian, Dog Trainer, Zookeeper, Wildlife researcher, or

How do people help animals meet their needs? ¿Cómo las personas ayudan a los animales satisfacer sus necesidades?

knowledgeable pet store employee3 Different animals eat different types of food. Some

animals eat one kind of food while others eat whatever they can find. Some animals eat only plants; animals that eat meat have to look harder for their food.

What kinds of food do animals need? How do animals get their own food in the wild?¿Qué tipo de alimentos necesitan los animales? ¿Cómo los animales consiguen su propia comida en la naturaleza?

4 People create shelters for pets and domesticated animals. In the wild, animals build homes such as dams, dens, nests, burrows, and hives. They also find natural spaces to use as homes, such as tree hollows, hollow logs, caves, and corals.

What kinds of shelters do animals need? How do animals make their own shelter in the wild? ¿Qué tipo de albergue necesitan los animales? ¿Cómo construyen sus propias albergues en la naturaleza?

5 Reserved for Field Trip to the Zoo, Farm, or Nature Center

How do people give animals what they need at the zoo/farm/nature center? ¿Cómo las personas satisfacen las necesidades de los animals en el zoológico/granja?

Animal Homes from Home Science Tools The environment in which an animal lives (its habitat) must provide water, food, shelter and air. Its home must

also make the animal feel protected from predators, harsh weather, and other threats. Animal homes come in a variety of shapes and sizes and can be found from the deepest depths of the ocean to

the very top of a mountain. Some animal homes are easy to see, while others are camouflaged to protect them from predators. The structure of an animal's home depends on the type of animal, the environment it lives in, and what it needs to survive. Some homes are for just one animal or for a mother and her babies. Other homes are for a large group of animals to all live together.

Animal homes serve a variety of purposes. Many animals design their homes to trap heat in and keep the cold out, especially when there are babies living in the home, since baby animals cannot keep themselves warm like their parents can. Nests, dens, and burrows are examples of this type of home.

Types of Animal Homes from Home Science ToolsThere are many different types of animal homes. Here are some of the most common ones and the animals that use them. Barns and Houses - Domesticated animals are ones that live with humans. You may have a few domesticated

animals living with you right now. The most common animals that live in houses are dogs and cats. Some animals that live with humans are too big or too messy to live in a house. Animals like horses, cows, goats, sheep, and pigs can be pets, but they usually live in barns.

Webs - Spiders spin webs to live in. Webs are also perfect traps for catching insects for spiders to eat. Hives - Bees, wasps, and yellow jackets make wax inside their bodies. They use the wax to build homes called

hives. These insects like to live together in huge numbers. A hive makes a good home for a whole colony. Caves - Lions, tigers, bears, wolves, and bats make their homes in caves. Caves that make good homes are not

just found on dry land. Many animals that live in the water, especially eels, like to live in underwater caves. Some fish and sharks like to find an underwater cave to catch a quick nap in.

Burrows and Holes - Many animals dig into the ground to make their homes. Foxes, rabbits, prairie dogs, worms and ants all live underground. Some underground homes are very simple with just one large hole and a single exit while others are quite complex with many rooms, entrances, and exits.

Shells - Many animals with soft bodies actually carry their homes with them! These homes are called shells and the hard exterior of the shells help protect the animals inside. Most animals such as snails, crabs, and turtles have "built on" shells. Hermit crabs use old shells from other animals as their homes; they find new shells as they grow.

Nests - Birds make nests to lay their eggs in. Nests can be built in the branches of a tree or on the ground, and some city birds build their nests in the nooks and crannies of buildings.

Hollow Logs - Animals that live in the woods, such as bobcats, mink, foxes, otters, skunks, and weasels often like to make their homes in hollow logs.

Tree Hollows - Squirrels, owls, porcupines, and raccoons all like to make their homes in the hollow (an empty hole in the trunk) of a tree. Black bears also like to live in tree hollows.

Misconceptions It is easy for animals to find food. Bugs and other creepy-crawlies eat grass. All animals have feelings/emotions the same way that people do—e.g. we can make them “happy” or

“scared.”

Probing Questions What do we think animals need? ¿Qué es lo que pensamos que necesitan los animales? How do people help animals meet their needs? ¿En qué manera las personas le ayudan a los animales? What kinds of food do animals need? How do animals get their own food in the wild? ¿Qué tipos de alimentación necesitan los animales? ¿Cómo atrapan sus propia alimentación los animales? What kinds of shelters do animals need? ¿Qué tipos de albergue necesitan los animales? How do animals make their own shelter in the wild? ¿Cómo construyen los animales sus propios albergues? How do people give animals what they need at the zoo/farm/nature center? ¿Cómo las personas ayudan satisfacer las necesidades de sus mascotas en los zoológicos/granjas/ centros de

naturalezas?

Day 1: Directed Inquiry: What do we think animals need?

Engage (15 minutes)CHOOSE ONE OF THESE ACTIVITIESConcept Attainment: (adapted from Teaching For Biliteracy by Karen Beeman and Cheryl Urow)A backwards design of a word web. Instead of you giving them the topic, you will leave the spot for the topic blank and show them pictures or objects of needs so that they can connect the dots and infer what the topic of study is for today. See the powerpoint “CRM 5 Animal Needs” to provide visuals on three different animals to help lead them to the conclusion that the topic is what animals need. At each slide, ask students ¨What do you see?” and “How does this relate to the other photos?”

OR

This activity is adapted from Home Science Tools: The Gateway to Discovery.“Over the last few weeks, you have become zoologists and biologists! Last week we did some deep thinking about what makes something living, or non-living. This week we are going to learn even more about what animals need to stay alive. Let’s find out what we think about that. What do you think animals need?” Facilitate a “Gathering Ideas” discussion to find out children’s prior knowledge. Listen carefully for childrens’ misconceptions, and help them make connections to what they already know about classroom or home pets and how people provide what those animals need. Place the animal needs (see cards below) on an anchor chart.

“It sounds like most of us agree that to be happy and healthy, animals need to have food to eat and water to drink. Some of us have also mentioned that animals might need a shelter—a place and space to live—and maybe protection, too. The best way for us to learn more about what animals need, in their natural environment, is to observe them. Today we are going to head outside, and look very carefully for signs of animals living in our schoolyard. We want to be as respectful as possible because outside is the animals’ home, not ours. So if we find a living creature, we can watch it but try not to disturb it, and definitely do not touch it.” Review additional safety rules for outdoor observations.

Explore (20 minutes) and Dual Language Activity 1Children work in partners and go outside to observe animals, and signs of animals, in their natural habitat. Advise children to: Look for homes such as a bird’s nest in tree branches, a spider’s web on bushes, anthills, and any other places

they think an animal might be living. (Safety: Please make sure students do not touch, and make sure you do not have any students with insect bite allergies.)

Without getting too close to the possible home, watch for signs of activity. E.g. Are there birds flying close to the nest or ants walking near the ant hill?

If you see an animal or insect, watch what it is doing and where it is going. Is it gathering food? Is it making a noise? Is it cleaning itself?

If you know where an animal keeps its home, look around the area to determine if it’s a good place for the home. Is there food or water nearby? Is there shelter from the sun or rain? Is there enough space? Is it protected from danger?

Children record in their notebooks their observations of animals in their natural habitat that they saw during their observations.Wildlife Observations Info: (http://www.nhptv.org/wild/observing.asp)

*Assessment See K Rubric 3 rd 9 weeks TEK K.9A,B. At level 4, Mastery, students are able to identify and give examples of animal basic needs including water, shelter, and food.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Explain (10 minutes)Ask children, “What interesting observations did you make today? What signs of living things did you see?” Encourage children to explain, in particular, how they think animals meet their basic needs of food, water, shelter, and protection. Have students draw four things an animal must have to stay alive: water, food, air, shelter.

ElaborateMake a habitat. If there are organisms such as beetles, pill bugs, or worms on your school grounds, children can create an indoor home for it based on what they observe and learn about the animal in the wild. Collect the items needed based on the answers to the questions below: What was the animal’s environment like? Was it grass, on a tree, or in a bush? Try to include all these things to

help make the animal feel at home. Many insects don’t need to drink much water, but they often prefer their habitat (dirt, leaves, moss, etc.) to

be moist. What kind of food does the animal need? If the animal was observed eating a particular leaf, make sure to add

it to the habitat. Otherwise, research what the animal will need for food to ensure that it is included in its new home.

Did the animal like to hide? Try to make a shelter where it will feel safe. Use leaves, twigs, or anything the animal was observed using in nature.

To prepare the habitat, use a clean empty container with many air holes smaller than the organism so it can’t escape. Add the animal after the habitat is prepared. Observe the animal closely for a day or two to make sure it is acting similar to the way it was in nature.

Day 2: Building Concepts and VocabularyHow do animals meet their needs? Can people help animals meet their needs?

Engage: (5-15 minutes)

“Scientists, yesterday we made observations of animals in the wild, in their natural habitat. We will also observe animals in the wild so we can observe what they eat in the wild. Do you think that all animals eat the same things? How does the planet support animal life?” Make a list of children’s ideas.

Explore (20-40 minutes) and Dual Language Activity 1Use live cams to observe more animal behavior. (Both wild and rescue animals.) Discuss some of the ways animals make a shelter in their habitat. Use the information above in the teacher background section. Revisit the Animal Cams to talk about differences between natural and captive habitats:Birch Aquarium Fish CamAnimal Planet Bird CamAnimal Planet Pacific Reef Cam

Read to Understand (as time permits)Read any book on animals, especially one on the animals you watched on the live cams.Place a box of non-fiction and fiction books, with animals, for children to read independently.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Optional Work with the Guest Expert, prior to the visit, to provide background information on what children have been learning and together plan the visit. Some ideas include: Presentation of tools and medicines that the veterinarian provides Presentation of food, toys, grooming tools, etc. sold at the pet store Examination of a class pet, visiting pet from home, or the vet’s own pet (You might want to borrow an animal

from SHRC or one checked out by another grade level teacher) Grooming or training session of a class pet, pet visiting from home, or the trainer/pet store employee’s own

pet Children re-enacting the examination, grooming, or training with stuffed animals Children drawing and recording using tools and supplies in their science notebooks Questions and Answer session Guest Expert helping to set up a vet office or pet store in the classroom

Read one of the following books to extend children’s learning:Animal Hospital by Judith Walker-Hodge A Day in the Life of a Veterinarian by Heather AdamsonBiscuit Visits the Doctor by Alyssa Satin Cpucilli

Day 3: Guided Inquiry: How do animals get their own food in the wild?Engage (10 minutes)“We know a bit already about what animals eat from our studies over the last few weeks and from our experiences with pets. Today we’re going to learn even more about the types of foods animals eat. What types of food do you think animals eat? Why do you think living things need to eat? Do you think all living things need to eat? Do plants need to eat?” Facilitate a short discussion to find out what students know. Summarize by saying, “Food gives us energy. People and animals eat plants and animals for energy. Plants can get their energy from the sun. All of our energy begins with the Sun.” Read a book, such as Do Cows Eat Cake? by Michael Dahl or Lunch at the Zoo by Joyce Altman, to further pique students’ interest.

Explain (25-30 minutes) and Dual Language Activity 1Use the sheets below and tell students they will be observing what different animals eat using the films scientists have made of animals in the wild. You may have to stop the film or show it several times so students can draw the

food. You can also do this under a document camera, after the film, to see if students remember what each animal eats. What do animals eat? This video segment samples the diversity of feeding habits among some of the world's

creatures.More films if time permits. Cute Animals Eating Animals Making a Living This video segment explores the wide range of food-finding strategies that exist in

the animal world and identifies some of the physical and behavioral adaptations that make them effective.

Invite children to explain what they noticed about the different types of animal foods. Some probing questions:Do all animals eat the same thing? ¿Comen todos los animales lo mismo?What would happen if all the animals did eat the same thing?¿Qué pasaría si todos los animales comieran lo mismo?How do the animals get their food?¿Cómo obtienen los animales su comida?Do you think it is easy or difficult for animals to get their food?¿Crees que es fácil ó difícil para los animales obtener su comida?Is it easier for some animals? Which ones? [Animals eating plants, such as grass, usually have an easier time.]¿Crees que es más fácil para algunos animales? Si es así, ¿cuáles? [los animales que comen plantas como el pasto la pasan mejor]

*Assessment See K Rubric 3 rd 9 weeks TEK K.9A,B. At level 4, Mastery, students are able to identify and give examples of animal basic needs including water, shelter, and food.

Elaborate (5-10 minutes)Lessons, such as this one, set the stage for later-grade studies of food chains. Read What Do You Do When Something Wants to Eat You? By Steve Jenkins. This book addresses the fact that animals eat other animals. “What would you do if something wanted to eat you? Walk on water? Stick out your tongue? Play dead? Animals in the wild use all kinds of methods to protect themselves from their enemies.”

Take students to a live cam of a waterhole in Africa called Pete’s Pond What are the dangers of drinking water from the waterhole? What do animals do if there is no rain and there is no water? ¿Cuáles son los riesgos de tomar agua de charco? ¿Qué hacen los animales si no hay lluvia y no hay agua?

Day 4: Full InquiryWhat kinds of shelters do animals need? How do animals make their own shelter in the wild?

Engage (15 minutes)“Scientists, earlier this week, we observed animals in their natural habitat of our schoolyard. We saw a few animal homes (bird nests, spider webs, anthills, etc.). Today, we are going to look at photographs and videos so that we can see more homes of animals that live beyond our school grounds…even outside of our country.”

Use one or more of the following resources to learn about habitats:Photographs of Animal HomesAnimal Habitats (video, 3:26)Sid the Science Kid: Exploring Habitats (video, 6:02)Where Do I Live? By Kristen DuehlDK Readers Animals at Home by David Lock

How is each shelter compatible to the specific animal? What makes it good for that animal? ¿Cómo es cada albergue compatible con cada animal en específico? ¿Qué le conviene a ese animal?

Did the animal make the shelter or find it in nature? ¿Hizo un albergue el animal o lo encontró? How does the space in the shelter compare to the size of the animal? ¿Cómo compara el espacio del refugio al tamaño del animal? How does the shelter protect the animal? ¿De qué manera el albergue protege el animal? What does the animal do in the shelter? ¿Qué hace el animal en el albergue?

Show students the bird’s nest or a photograph of a bird’s nest. Ask children, “What is it made of? How do you think a bird made it?” “To help us get an idea of what great architects and builders birds are, we can try to build our own bird nests today!” Watch the video Sid the Science Kid Bird’s Nest Investigation to excite children about the task at hand. You may need to click > investigations > click the up or down arrow until you find Bird Nest Exploration.Review the Design Process, see Inquiry Flipchart p. 9: Talk about the Problem, Plan a Solution. Test your design and improve it. Redesign and talk about it.

Explore (25 minutes) and Dual Language Activity 2Children go outside to gather materials to use in their nests—twigs, grass, leaves, etc. Back in the classroom, show children the additional materials that they can use to build their nests—yarn, toothpicks, tissue paper scraps, feathers, etc. Children build their nests using glue or weaving to hold their materials together.

You can have children work in small groups to build a nest like the students in the video, or they can make individual nests using cardboard bowls to provide structure.

*Assessment See K Rubric 3 rd 9 weeks TEK K.9A,B. At level 4, Mastery, students are able to identify and give examples of animal basic needs including water, shelter, and food.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Explain (5 minutes)Provide children the opportunity to explain why they chose certain materials for their nest (they saw that real birds used them, they would make the nest soft, they would make the nest strong, etc.) Guide children toward appreciating how tricky the process of building a nest was—and birds do it without glue! Birds use their beaks and feet as tools and also sometimes use weaving as a strategy.

Elaborate Sid the Science Kid Home Tweet Home episode available with a PBS Learning Media membership (free) Nests: Fifty Nests and the Birds that Built Them by Sharon Beals, has incredible photographs of a wide variety

of nests. Read A Nest Full of Eggs by Priscilla Belz Jenkins Read Urban Roost: Where Birds Nest in the City by Barbara Bash People's homes vary greatly, too, in structure, style, and material depending on where people live. Observe

different types of homes in Austin through walks and photographs, as well as around the world. See how homes vary in material—mud, straw, stone, ice, bricks, etc. –and structure—multi-story apartment buildings, ranch-style homes, Victorians, etc.

Day 5: Closure Activities How do people give animals what they need at the zoo/farm/nature center?

This day is reserved for a Field Trip to a zoo, farm, or nature center.

An optional template is provided for students to do research on the trip. The template includes drawing and writing about one animal’s eating habits and shelter. Have students utilize a mapping program, Kidspiration or ComicLife, on the computer to tell how their animal has its needs met.

ORIf not field trip was planned this week…Engage (10 min)Brainstorm around the Essential Question: How do organisms depend on their environment and their structures to survive? If needed, guide the discussion to animals that live near the school. Make a list of their ideas on chart paper and help students make connections between different aspects of the environment that support life.

Explore (35 min) and Dual Language Activity 2(If working with a Project-Based Learning framework, this would be a time for students to prepare for their presentations.)Depending on teacher’s choice, students could turn the classroom into a particular ecosystem by making plants and animals to place around the walls and hang from ceiling. Or students could make dioramas with shoeboxes and scrap paper, yarn and other materials. With either choice, students write index cards as in a museum display to describe their work. As the work is being done, encourage students to ask each other how they knew to put the animals or plants they made in a certain ecosystem or other probing questions. Early finishers, of their part, may make posters advertising for their Habitat Museum to display in the hallway. Coordinating with other grade levels in the coming weeks, students should be given an opportunity to share their work.

Conceptual Refinement (10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

*Assessment See K Rubric 3 rd 9 weeks TEK K.9A,B. At level 4, Mastery, students are able to identify and give examples of animal basic needs including water, shelter, and food.

Differentiation:ELL and SPED Strategy: Provide struggling writers with sentence stems during writing tasks. Provide sentence stems during oral discussions so that students can participate more readily. Dramatic play provides an excellent context for ELL and SPED students to practice new vocabulary and

implement their learning. Give these students priority access to the pretend pet store or vet clinic. Enrichment: Provide writing paper so that students capable of producing more text can label their pictures, write additional

description, and write questions they are wondering about. Provide texts at appropriate reading levels so that advanced students can do independent research on animal

habitats and behaviors. Project-Based Learning: Remember that PBL is always based on questions brought by the students, the

following are suggestions for Entry Events which should be followed by forming a Driving Question. Consider giving students choice to pick an animal from the list of Endangered Species http://www.tpwd.state.tx.us/huntwild/wild/wildlife_diversity/nongame/listed-species/ to research and make a creative presentation that highlights real-world connections. They could also come up with a way to raise funds to adopt the species through the WWF: http://gifts.worldwildlife.org/gift-center/gifts/Species-Adoptions.aspx The Monarch Butterfly is on this list and may be very familiar for students. Browse the WWF site for information on specific threats to animals and students could present on the threat that is most pertinent to their animal of choice.

Date

Animals in Our Schoolyard

What animals did you see in the schoolyard today?

Draw a picture of one animal you saw. Show what the animal was doing.

What do animals eat? Draw their food here.

Date

Animal ResearchThe animal that I observed is a

Here is my drawing of what it looks like.

The animal eats….

The animal’s shelter or habitat has…

Basic Needs Card Sort

Fecha

Animales en el patio de la escuela

¿Qué animales viste hoy en el patio de la escuela?

Haz un dibujo de un animal que hayas visto. Muestra lo que estaba haciendo.

¿Qué comen los animales? Dibuja su comida aquí

Fecha

Investigación sobre un animalEl animal que observé fue un….

Este es el dibujo de cómo es

El animal come…

El refugio ó albergue del animal tiene…

Tarjetas de sorteo