Animal Shelters

Activity card

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

Name/s:

Choose two animals for each heading to compare and contrast.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Animals that build shelters

Level Q (40)

Xxxxxxxxx

Animal Shelters explores the types of shelters that animals use to help them survive. It looks at reasons why animals need shelters, the tools they use to build their shelters, and the different types of shelters they use.

Informational text types: Report/Explanation/Recount

WorldWise

Animals that dig shelters

Content-based Learning

Next Generation Science Curriculum links

• • • •

LS1.A Structure and function LS1.D Information processing ESS2.A Earth materials and systems ESS2.E Biogeology

Key concepts • D ifferent animals found in different habitats have particular adaptations that help them to live in those habitats • D ifferent animals found in different habitats are suited to their environments

Content vocabulary absorbent, bind, biologist, chamber, code, colony, compost, dormant, excavate, hatchlings, incubate, lagoon, larvae, lightweight, lodge, marsupial, network, offspring, pollen, predators, snowdrift, spiderlings, weave

Animals that take their shelters with them

Text features • L abeled diagram, text boxes, compare and contrast table, lists, recount log, design brief, sidebars, glossary

Reading strategy • C omparing and contrasting

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Animal Shelters © 2019 EC Licensing Pty Ltd. © 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

Reading 4(7) (C) Use text evidence to support an appropriate response.

4(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as compare and contrast.

Writing 4(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics Speaking and Listening 4(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

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

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 shelter.

Provide the students with a template detailing how to plan and write a report. Remind them to include information such as the type of shelter, why and how the animal uses it, and how it is made.

Give each student a copy of the book Animal Shelters. Have the students browse through the book. Say: As you browse through the book, think about what you already know about the kinds of shelters that animals use and how they make them. What connections are you making?

Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about animal shelters? Have students work with a partner to create a list of words. Say: When you are finished, share your list with the group.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: By reading this book you will learn new information about animal shelters. One way of sorting out and understanding information is to compare and contrast it. This means to think about what is similar and what is different between two sets of information. Have students turn to pages 22 and 23 and scan the pages. Say: We will compare and contrast different animal shelters like the author has done here.

Reading with teacher support Say: Read chapters 1 and 2. As you read, think about each different animal shelter; how, where, and why does the animal build its shelter?

Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What are the ways that animals build shelters? What is the same and what is different about their methods? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapters 3 and 4 independently. Say: As you read, use the same process we used with chapters 1 and 2.

Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the similarities and differences between the animal shelters you chose.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book and complete their Graphic Organizer. 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.

Reading with teacher support Ask: What have we learned so far about why animals build shelters in so many different ways? Share your ideas with a partner. Have the students read chapter 3 to themselves. Review what the students have read. Ask: What new information do you have about animal builders? Invite the students to talk about their understandings. Have the students read chapter 4 to themselves. Say: Now add your thinking about animal builders to your Graphic Organizer. 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 thinking about what is the same and what is different about animal shelters help you understand what you read?

Why do some animals need shelters? What are the advantages of living in a colony? What, if any, are the disadvantages? Do you think that research done by biologists like Rena is important? Why? (Inferential) How does an animal’s body features reflect the type of shelter it uses?

Use examples to explain your answer. Which shelter did you find the most interesting? Why? (Synthesizing) The author chose to compare and contrast information in a table. Do you think this is a good way to present this information? Why? How does this help you as a reader? The book contains a range of devices to present information such as diagrams, lists, fact boxes, etc. Which ones do you think worked well? Why? What could have improved the book?

(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 create a slide show about an animal featured in Animal Shelters. Have them present their slide show to the group by talking through each slide.

Vocabulary Have students list ten animals from Animal Shelters down the left-hand side of a piece of paper. Have them choose a word/s that relates to each animal (e.g. polar bear – snowdrift; woodpecker – absorbent skull), and list these in random order down the right-hand side.

Have students swap their lists with a partner who tries to match each animal to its specific word.

Visual literacy Have students read the Design your own animal box on page 31 of Animal Shelters.

Have them follow the directions and design their own animal.

Download the template at www.worldwise-reading.com/teacherresources Say: Look through the book for ideas on what animal you could write about. Encourage the students to talk about their plans with a partner.

Say: You will need to research to find out information about an animal that makes and/or builds a shelter, then write a report on this animal shelter.

Alternatively, the students could choose to write a procedural text outlining the steps an animal/s takes to build its shelter.

Activity card

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

Name/s:

Choose two animals for each heading to compare and contrast.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Animals that build shelters

Level Q (40)

Xxxxxxxxx

Animal Shelters explores the types of shelters that animals use to help them survive. It looks at reasons why animals need shelters, the tools they use to build their shelters, and the different types of shelters they use.

Informational text types: Report/Explanation/Recount

WorldWise

Animals that dig shelters

Content-based Learning

Next Generation Science Curriculum links

• • • •

LS1.A Structure and function LS1.D Information processing ESS2.A Earth materials and systems ESS2.E Biogeology

Key concepts • D ifferent animals found in different habitats have particular adaptations that help them to live in those habitats • D ifferent animals found in different habitats are suited to their environments

Content vocabulary absorbent, bind, biologist, chamber, code, colony, compost, dormant, excavate, hatchlings, incubate, lagoon, larvae, lightweight, lodge, marsupial, network, offspring, pollen, predators, snowdrift, spiderlings, weave

Animals that take their shelters with them

Text features • L abeled diagram, text boxes, compare and contrast table, lists, recount log, design brief, sidebars, glossary

Reading strategy • C omparing and contrasting

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Animal Shelters © 2019 EC Licensing Pty Ltd. © 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

Reading 4(7) (C) Use text evidence to support an appropriate response.

4(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as compare and contrast.

Writing 4(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics Speaking and Listening 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.