Animal Parents

Activity card

Graphic Organizer: What’s the same? What’s different?

Name/s:

WorldWise

™

Compare and contrast different animal parents

Lesson Plan

Content-based Learning

Two types of mammals

Xx

Level N (30)

Xxxxxxxxx

Animal Parents reports on a range of animals and how they care for their offspring. The book compares and contrasts the life cycles of various animals and how these animals give their offspring the best possible chance of surviving, so they too can reproduce.

Informational text types: Report

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.B Growth and development of organisms • LS2.D Social interactions and group behavior • LS3.A Inheritance of traits

A type of bird and a type of fish

Key concepts

• Animals have unique and diverse life cycles • Some animals are raised by parents, some care for themselves Content vocabulary amphibians, breed, fertilize, hatchlings, hibernate, incubate, larvae, mammals, mucus, offspring, paralyze, predator, pupa, regurgitating, reproduce, reptiles, species, tentacle, venom

Text features

• Tables, diagram, captions, text boxes, glossary Reading strategy

• Comparing and contrasting information

Finish this sentence: All animal parents

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Animal Parents © 2019 EC Licensing Pty Ltd.

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(6) (G) Evaluate details read to determine key ideas.

3(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.

© 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Writing 3(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Reading with teacher support

Support the students in activating their prior knowledge.

Ask: What do you know about different types of animals and their offspring? Give each student a copy of the book Animal Parents.

Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.

Say: Get yourself ready to read by thinking about what you have already read about birds and their offspring. Have the students read chapter 2 to themselves. Invite the students to ask questions about what they have read.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write a report about an animal parent.

Provide the students with a template detailing how to plan and write a report.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about how animals care for their offspring? Have the students work with a partner and record a list of words on sticky notes. Say: When you are finished, read out your list and we will create a group list. If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.

Introducing the reading strategy focus Say: This book compares and contrasts different types of animals and how they care for their offspring. What do I mean by compare and contrast? Discuss and draw out that it means looking at the things that are the same and the things that are different.

Say: When you compare and contrast information in a factual book it helps you to fully understand what you are reading about.

Reading with teacher support Say: Read the introduction and chapter 1 to yourself. As you read, think about what all mammals have in common as parents and the ways that they are different. When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary. Have students share their thinking with the group. Ask: What is the same about all mammal parents? Give some examples of how different mammals look after their young in different ways.

Guide the students in filling out their Graphic Organizer.

Say: This Graphic Organizer will help you think about comparing and contrasting information. First, choose two mammals from the book, and write their names on either side of the Venn diagram. Then, write what these mammal parents have in common in the center of the Venn diagram, and write the things that are different in the other two sections.

Say: Read chapter 3 to yourself. When you have finished, discuss your thinking with your partner. Ask: What things do bird and fish parents have in common? In what ways can they be different?

Have the students add to their Graphic Organizer. Say: Talk with your partner about the type of bird and the type of fish you chose to compare and contrast. Discuss the similarities and differences you noted.

Independent and partner work Have the students read chapter 4 and the conclusion without your support.

Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: How did identifying what is the same and different help you to understand this information?

What do all animal parents have in common? What are the main similarities between all mammal parents? What is similar between many reptile and insect parents? (Literal) Why do mammals usually have very few offspring at one time? Compare this to the amount of eggs that saltwater fish and many insects lay. Why is there such a difference? How can the amount of offspring and the care they require affect the overall numbers of a species? (Inferential) What are the advantages and disadvantages of having very few offspring? What are the advantages and disadvantages of having lots of offspring? (Synthesizing) How did the photos add to the information in the book? What other visuals did the author include? What is the main concept or idea in this book? Did the author explain this clearly? What other animal parents would you like to know more about? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students take turns playing a game of “Who am I?” Assign one student the name of an animal from the book, without them knowing what it is. This student then asks a series of questions to work it out. The rest of the students give “yes” or “no” answers.

Vocabulary Have students list ten words related to animal parents. Students take turns saying at least two of the words in the one sentence.

Visual literacy Have students turn to the life cycle diagram on page 21.

Using this as a model, students create a labeled life cycle diagram of a different animal.

Download the template at www.worldwise-reading.com/teacherresources Say: Follow the template to write about an animal and how it gives its offspring the best chance of survival. Choose an animal from the book or another animal that you know about.

Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of a report. Say: Begin your report by introducing the animal. Then write about that animal and their young. Include information such as how many offspring it has, where and how they are born, and how the offspring are looked after.

Activity card

Graphic Organizer: What’s the same? What’s different?

Name/s:

WorldWise

™

Compare and contrast different animal parents

Lesson Plan

Content-based Learning

Two types of mammals

Xx

Level N (30)

Xxxxxxxxx

Animal Parents reports on a range of animals and how they care for their offspring. The book compares and contrasts the life cycles of various animals and how these animals give their offspring the best possible chance of surviving, so they too can reproduce.

Informational text types: Report

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.B Growth and development of organisms • LS2.D Social interactions and group behavior • LS3.A Inheritance of traits

A type of bird and a type of fish

Key concepts

• Animals have unique and diverse life cycles • Some animals are raised by parents, some care for themselves Content vocabulary amphibians, breed, fertilize, hatchlings, hibernate, incubate, larvae, mammals, mucus, offspring, paralyze, predator, pupa, regurgitating, reproduce, reptiles, species, tentacle, venom

Text features

• Tables, diagram, captions, text boxes, glossary Reading strategy

• Comparing and contrasting information

Finish this sentence: All animal parents

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Animal Parents © 2019 EC Licensing Pty Ltd.

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(6) (G) Evaluate details read to determine key ideas.

3(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.

© 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Writing 3(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.