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Project GLAD, WI

Organisms (1st Grade)

IDEA PAGES

I. Unit Themes

Organisms are living things that have needs, grow, reproduce, and die.

Plants and animals are organisms whose characteristics and life cycles have differences and similarities.

Organisms inhabit different kinds of environments and have adaptations that help them survive in their habitats.

Human beings are organisms that interact with their environments.

II. Focus /Motivation

Literacy Awards

Observation Charts

Inquiry chart

Picture File Cards

Realia

Observation walks and field trips

Important Big Book

Videos, movies, & filmstrips

III. Closure

Conference portfolios

Art

Living Wall (student generated)

Important Big Book (student generated)

Reading Important Big Books

Sharing Individual Poetry

Songs (student generated)

Portfolio/Learning Log

IV. Common Core Standards Addressed:

Reading Standards for Literature 1st grade

Key Ideas and Details

1.Ask and answer questions about key details in a text

2.Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3.Describe characters, settings, and major events in a story, using key details

Craft and Structure

4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

5.Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

6.Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

7.Use illustrations and details in a story to describe its characters, setting, or events

8.(Not applicable to literature)

9.Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

10.With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading for Information Text

Key Ideas and Details

1.With prompting and support, read prose and poetry of appropriate complexity for grade 1.

2.Identify the main topic and retell key details of a text.

3.Describe the connection between two individuals, events, ideas, or pieces of information in a text

Craft and Structure

4.Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

5.Know and use various text features (e.g.,headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

6.Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas

7.Use the illustrations and details in a text to describe its key ideas.

8.Identify the reasons an author gives to support points in a text.

9.Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

10.With prompting and support, read informational texts appropriately complex for grade 1.

Reading Standards Foundational Skills 1st grade

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Fluency

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards 1st grade

Text Types and Purposes

1.Write opinion pieces, in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

2.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

3.Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing

4.(Begins in grade 3)

5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

6.With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

7.Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions.

8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


Range of Writing


Speaking and Listening Standards

Comprehension and Collaboration

1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media

3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation and Knowledge of Ideas

4.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood clearly.

5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

Science

Scientific Processes and Thinking Skills

Explore, identify, describe and compare properties of objects or characteristics of organisms Use observations/data to describe and compare objects or organisms over time Make and record scientific observations Detect patterns in systems

Investigate questions about objects or organisms using prior knowledge Demonstrate, illustrate and communicate understandings using data

Curriculum and Assessment:

FOSS New Plants

Content Knowledge

Communicate that new plants grow from seeds, leaves, stem cuttings, roots and bulbs, and as plants grow, they develop structures that serve their basic life cycle needs.

Students will know that:WMAS connection

plants can grow from seeds, leaves, stem cuttings, bulbs and roots.F.4.1, F.4.2, F.4.3

plants have basic needs and life cycles.F.4.1, F.4.2, F.4.3, F.4.4

plants have structures that function in growth and survival. F.4.1, F.4.2, F.4.3

Conducting Investigations

Engage in scientific inquiry describe and compare properties or characteristics; make and record observations; investigate questions; detects patterns.

Students will know how to:WMAS connection

record observations of plant growth in a sequence called a life cycle.C.4.6, C.4.7, F.4.3

investigate questions about plant structures.C.4.1, C.4.2, F.4.1, F.4.2, F.4.3

Applications and Explanations

Demonstrate, illustrate, and communicate understandings using data.

Students will be able to:WMAS connection

use specific examples to demonstrate an understanding that plants have structures that help them meet their basic needs.A.4.2, C.4.6, C.4.7, F.4.1, F.4.2

use data to compare structural similarities among plant types.C.4.6, C.4.7, F.4.1, F.4.2, F.4.3

illustrate with several examples that new plants can be started in different ways.C.4.5, F.4.3

Social Studies

Geography

Key Concepts:

Map Construction Globe

Performance Standards

1. Use map vocabulary such as model, symbol, map, key, N, W, S, E.

2. Construct a simple map (house/room, backyard).

3. Identify a globe as a model of the earth and recognize land masses and bodies of water.

4.Use maps and globes as sources of information such as larger, smaller, near, or far.

What can you expect from different levels of language learners?

WIDA Can Do Descriptors for first and second grade

http://www.wida.us/standards/CAN_DOs/Booklet1-2.pdf

(WIDA was directly involved in the development of the NM ELD Standards)

New Mexico English Language Development Standards

ELD Standard 2: The Language of Language Arts, Formative Framework

Topic/ Strategy

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Level 6 Reaching

Listening

Sequence of story

(e.g., narrative input chart)

Match pictures to sentence read aloud

Order pictures of related sentences read aloud that use sequential language (e.g., first, second, last; first, then next)

Sequence pictures of stories read aloud by beginning, middle and end

Match story sequence read aloud to a series of pictures

Select logical outcomes or endings to stories read aloud

Speaking

Story elements


Name persons (characters) or settings for story from pictures and background

Describe characters or settings of story from picture and background

State main ideas or theme of story, including character or setting, from pictures

Narrate main events of plot sequence using pictures

Re/tell story using story elements from pictures

Reading

Sequence of story


Sequence a series of pictures to tell a story

Match a series of pictures that tell a story with sequence words (e.g., first, then, last)

Sequence a series of words or phrases to related pictures

Sequence a series of sentences to related pictures

Sequence short paragraphs to tell stories

Writing

Fiction


Copy words related to settings or character from review word cards or dialogue bubbles

Describe setting or characters in story from illustrations and word cards or dialogue bubbles (oral scaffold - do ELL retell first)

Identify beginning, middle and end using graphic organizer with a partner (e.g., story map)

Relate sequence of events to characters and settings in story using graphic organizer with a partner

Connect events, characters or morals in story to self

Reading

Phonics

(ex., chants)

Demonstrate awareness of unique sounds by pointing or through gestures

Match voice to print by pointing to icons, letters or illustrated words

Cross-check pictures with phonics clues

Use phonic clues to sound out illustrated words in context

Predict words or phrases based on context clues in grade-level text

ELD Standard 4: The Language of Science, Summative Framework

Topic/ Strategy

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Level 6 Reaching

Speaking

Animals and Habitats

Name animals and habitats from observation, photographs or models using a sentence stem

(e.g.,This is a ____.)

Describe animals and habitats from pictorial input charts, photographs or books using sentence stems.

(e.g., The (animal/habitat) is ____ and ______.

State relationships between animals and habitats using the process grid, pictorial input charts, photographs or books. using sentence stems.

(e.g., The (animal/ plant) can live in the (habitat) because ________.)

Discuss why different animals live in certain habitats using photographs, the process grid or the world map using sentence stems

(e.g., The (animal/ plant) can live in the (habitat) because (multiple reasons).)

Report, with details, on topics about different animals and habitats using the process grid, photographs or information from books

Reading

Living organisms

Identify living organisms from labeled diagrams, pictures in graphs or charts

Sort living organisms according to descriptions of their attributes using pictures and phrases with graphic organizers (e.g., T charts)

Transfer information on living organisms and their attributes using pictures and sentences to complete graphs or charts

Compare living organisms according to their attributes using illustrated graphs or charts and text

Interpret graphs or charts related to living organisms and their attributes using explicit grade-level text

ELD Standard 5: The Language of Social Studies, Summative Framework

Topic/ Strategy

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Level 6 Reaching

Writing

Homes & habitats

Draw and label pictures of different types of homes or habitats from models (e.g., on bulletin boards)

Identify different types of homes or habitats from pictures or models using general vocabulary (e.g., Birds here.)

Describe different types of homes or habitats from pictures using some specific vocabulary (e.g., Birds live in nests.)

Compare different types of homes or habitats from illustrated scenes using specific vocabulary (e.g., hives v. caves)

Produce stories about different types of homes or habitats using grade-level vocabulary

V. Vocabulary

General: organism, life cycle, habitat, living, description, location, biologist, zoologist, mammalogist

Plants: water, food, air, roots, stem, branches, leaves, green, fruit, seeds, seed pod, sunlight, absorb, soil, grass, tree, vine, prickly, juicy, pollinate, fertilize, ripe, seedling

Animals: eat, teeth, drink, water, breathe, arms, legs, wings, fur, scales, flippers, paws, shell, tail, feathers,

five senses: see, eyes, hear, ears, smell, nose, taste, tongue, touch, skin, fly, swim, crawl, swing, prehensile, predator,

Life cycle: cycle, grow, reproduce, die, adult, baby, young, old, mature

Habitats: desert, rainforest, polar, savannah, grassland, woodland, woods, river

Human: resource, human, natural, environment, change, building, park, playground

Vocabulario

General: el organismo, el ciclo de vida, el hbitat, los seres vivos, la descripcin, la ubicacin, el bilogo, el zologo, el mastozologo

Las plantas: el agua, la comida, el aire, las races, los tallos, las ramas, verde, la fruta, las semillas, las vainas, la luz del sol, absorber, la tierra, la via, espinoso/a, jugoso/a, polinizar, fertilizar, maduro/a, la plntula

Los animales: comer, los dientes, tomar, el agua, respirar, los brazos, las piernas, las alas, el pelaje, las aletas, las patas, la concha, la cola, las plumas, los cinco sentidos: ver, los ojos, escuchar, los odos, oler, la nariz, saborear/sentir, tocar, la piel, volar, nadar, trepar, columpiar, prensil

El ciclo de vida: el ciclo, crecer, reproducirse, morirse, adulto, beb/cra, joven, viejo/a, maduro/a

Los hbitats: el desierto, la selva tropical, la zona polar, la sabana, la pradera, el bosque, el ro

Los seres humanos: recursos, humano, natural, el medio ambiente, cambiar, construir/ el edificio, el parque, el parque de recreo

VI. RESOURCES AND MATERIALS

Non-Fiction

Zoo books: Baby Animals, Birds of Prey, Reptiles, Lets Look at an Egg

Millions of Years of Eggs, S. May

The Icky Bug Alphabet Book, J. Pallota

The Reason for a Flower Ruth Heller

Cactus Hotel

Fiction

Are You My Mother?

If I Ran the Zoo, Seuss

Baby Rattlesnake, Te Ata

Literacy 2000, Andrea Butler

Chickens arent the Only Ones, Ruth Heller

Web Sites

http://www.enchantedlearning.com

http://www.about.com

http://www.americanhistory.si.edu

http://www.googlemaps.com

www.brainpop.com

Field Trips

Botanical Gardens

Zoo

Nature Center - Bosque

Walk in the desert (e.g. volcanoes)

Schoolyard and neighborhood

Project GLAD, New Mexico


PLANNING PAGES

I. Focus /Motivation

Literacy awards

Signal Words

Cognitive Content Dictionary (CCD)

Big Book (teacher generated)

Observation Charts

Exploration report

Inquiry chart: What we know about organisms. & What we want to learn about organisms.

Picture File Cards

Realia

Nature walks (field trips): observe, sketch, & label plants and animals in schoolyard.

Guest speaker(s)

Videos, movies, & filmstrips

II. Input

World Map seven continents, five oceans, U.S.A., New Mexico, city, habitats around the world: desert, forest, grassland, polar

Pictorial life cycle of a plant

Pictorial of Chihuahuan High Desert habitat: prickly pear cactus (plant) and Western box turtle (animal). Focus on adaptations to environment

Narrative Input Year of the Toad

Narrative Input Dear Joseph, Dear Marissa

Expert Groups Habitats: polar, Amazon Rain Forest, Saharan Hot Desert, African Savanna

Research from books and internet

Chants

III. Guided Oral Practice

Poetry, raps, songs, chants

Im an Organism

Organisms Everywhere

Plants Everywhere

Living Things

Animal Babies

I Can Spell!

Habitat Military Cadence

Life Cycle Bugaloo

Life Cycle Drill

Animals Everywhere

Animales

Farmer-in-the-Dell/Sentence Patterning Chart (SPC) Noun: animals

T-graph for social skills (Caring, Cooperation, or Sharing)

Team Tasks

Retelling Narrative

Primary Language Groups

Word card review with input charts

Home School Connections

Personal Interactions

IV. Reading / Writing Activities

A. Whole Class

Flip Chant

Found poetry

Narrative story map

Cooperative strip paragraph with responding, revising, and editing (use pocket chart)

B. Team/Group/Cooperative

Flip Chant

Team tasks

Expert Groups

Ear-to-ear reading

Mind mapping

Process Grid

Flexible Group reading with student generated text

C. Individual

Flip Chant

Interactive Journals

Writers Workshop with Authors Chair

Learning logs

Personal Exploration

V. Extended Activities

Observation Nature Walk

Field Trips

Pen pals (real or imaginary)

Classification of: human/natural, plant/animal, living/non-living

Creative Drama/Plays

VI. Closure/Evaluation

Learning logs/Portfolios

Art/Projects

Expert Group Presentations

Team Task Presentations

Living Walls

Important Big Book (student generated)

Vocabulary Strips wheres my answer?

Sharing Individual Poetry



SAMPLE DAILY LESSON PLAN (5 DAY)

Day (Week) 1

FOCUS/MOTIVATION

Three Standards and Super Scientist Awards

Cognitive Content Dictionary (CCD) with signal word and interactive writing (_ _ _ _ _ _ _ )

Observation Charts

Inquiry Chart key word = organisms

Big Book: The Important Book about Organisms

Portfolios

INPUT

Chants

Big picture pictorial input chart: Habitat World Map

10/2 could include primary language

Learning Log, ELD review

GUIDED ORAL PRACTICE

T-Graph for social skills cooperation

Colored pencils, team task key

Picture File Sort

Exploration Report

INPUT

ABC book

Pictorial input chart: Chihuahuan High Desert



Narrative Input Chart: Life Cycle of a Toad


Learning log, ELD review

CLOSURE

Home-School connection

Interactive Journal

Process Inquiry Chart




Day (Week) 2

FOCUS/MOTIVATION


Cognitive Content Dictionary (CCD) with signal word and interactive writing (_ _ _ _ _ _ )

Home/ School Connection share out

INPUT

Read aloud - Process Inquiry Chart

Review Habitat World Map and the Chihuahuan High Desert with word cards and pictures

Chant- highlight, sketch, add picture file cards

READING AND WRITING

Review T-Graph, Preview team tasks

Expert groups

Team Tasks: Exploration Report, ABC Book, Habitat World Map, Chihuahuan High Desert


Sentence Patterning Chart (Farmer in the Dell)

Reading Game

Trading Game

Review narrative input chart with word cards and conversation bubbles

Learning log, ELD review

READING AND WRITING

Writers Workshop

Mini-lesson sketch and write

Write

Authors chair

CLOSURE

Home-School Connection

Interactive Journals




Day (Week) 3

FOCUS/MOTIVATION


Cognitive Content Dictionary (CCD) with signal word and interactive writing (_ _ _ _ _)


INPUT

Pictorial input chart: Life Cycle of a Plant




Chants

Review SPC, add verb ing strip

Flip Chant (Here, There frame)

Narrative Input: Review with dramatizing

READING AND WRITING

Review T-graph

Oral team evaluation

Expert groups

Team Tasks: Exploration Report, ABC book, habitat world map, Chihuahuan

high desert pictorial, Inquiry Chart, Flip Chant, Sentence Patterning Chart

Writers Workshop


Mind Map

Process grid with numbered heads together

READING AND WRITING

Cooperative Strip Paragraph

respond, revise and edit

Research center

Listen and sketch

CLOSURE



Interactive Journal




Day (Week) 4

FOCUS/MOTIVATION


Cognitive Content Dictionary (CCD) with signal word and interactive writing (_ _ _ _ _)



Chants

Review narrative with story map

READING AND WRITING

Ear-to-ear reading with poetry booklet

highlight and sketch

Flexible reading group: ELD retell of narrative (ELD / far below grade level)

Review T-graph

Team Tasks

Flexible reading groups:

Clunkers and links (at or above grade level)

Group Frame: rebuilding the cooperative strip paragraph (below or at grade level in second grade)

Found Poetry

Writers Workshop

CLOSURE



Interactive Journal Writing




Day (Week) 5

FOCUS/MOTIVATION

Three Standards and Super Citizenship Awards

Cognitive Content Dictionary (CCD) with stumper word

Process home school connection

Review big book

READING AND WRITING

Flexible reading groups: DRTA, struggling/ emergent readers with coop strip paragraph

Team tasks, team written self-evaluation

Team Writers workshop: story modeled on narrative input

Listen and sketch

Focused reading with personal CCD

Poetry Frame

Graffiti Wall


Chants

Team presentations

CLOSURE

Process inquiry chart

Simultaneous Numbered Heads Together

Portfolios

Letter home to parents

Evaluate week What helped you learn?

Clipart free from http://www.1clipart.com

Zoologist Award

Zebras graze on grass and live in herds.Zoologist Award

The fastest land animal is the cheetah. They can run up to 70 miles per hour.

Zoologist Award

A young goat- called a kid- can follow its mother on steep rock slopes by the time it is one week old.Zoologist Award

Most penguins feed on krill, fish, squid, and other forms of sea life caught while swimming underwater. They spend half of their life on land and half in the oceans.

Mammalogist Award

Elephants generally have no natural predators, although lions may take calves and occasionally adults. In some areas, lions may regularly take to preying on elephants. Mammalogist Award

Elephants are mammals, and the largest land animals alive today. The elephant's gestation period is 22 months, the longest of any land animal.

Mammalogist Award

Elephants use tusks for peeling bark off trees, digging for roots, herding young, drilling for water and sometimes as a weapon. Mammalogist Award

Elephants can live 50 to 60 years.

Los zologos saben que

Las cebras pastan en hierbas y viven en manadas.Los zologos saben que

El animal terrestre ms rpido es el leopardo. Puede llegar a correr hasta 70 millas por hora.

Los zologos saben que

Una cabra joven es un cabrito. A la edad de una semana el cabrito puede seguirle a su mam subiendo una escarpa de rocas.Los zologos saben que La mayora de los pinginos comen krill, peces, calamares y otras formas de vida marina que encuentran mientras nadan en el mar. Los pinginos viven la mitad de sus vidas en el mar y la otra mitad sobre la tierra.

Los mastozologos saben que

Los elefantes no tienen depredadores naturales. A veces los leones cazan los bebs o adultos dbiles. Los mastozologos saben que

Los elefantes son mamferos. El embarazo de la hembra dura 22 meses, el ms largo de todos los animales terrestres.

Los mastozologos saben que

Los elefantes usan sus colmillos para quitarle la corteza de un rbol, excavar races, reunir los jvenes, agujerear en busca de agua, y, a veces, como una arma. Los mastozologos saben que

Los elefantes pueden vivir de 50 60 aos!

Biologist Award


Adaptation by Rima Haroun

We just know what weve been told.


Habitats can be hot or cold.


Providing food, water, shelter, and air.


Plants and animals can live almost anywhere.


Sound off!Ecology!

Sound off!Ecosystem!

1, 2, 3, 4.SCIENCE RULES!

Animal Babies By Lisa Meyer-Jacks

Biologist Award

Little ducklings swimming in the lake

Mother ducks dont want to be late

Furry cubs hiding in the trees

Mother bears peering through the leaves.

Sound off ducklings

Sound off- bear cubs

Sound off 1, 2, 3, 4 Growing up!

Tiny owlets waiting hungrily

Mother owls hunting happily

Playful chicks snuggling patiently

Father penguins walking carefully

Sound off owlets

Sound off little chicks


Reconocimiento cientfico

Reconocimiento cientfico

I love to write!

The Important Book about Organisms

By Eva Thaddeus

The important thing about all organisms is that they are living things.

Animals are organisms. In order to live, they need food and air. Animals use food and air to give them energy, and help their bodies grow. Animals also need water, to keep their bodies from drying out.

But the important thing about all organisms is that they are living things.


Organisms grow, reproduce, and die. Some animals hatch from eggs, and others are born alive. They start very small, and grow bigger. When they are grown up and become adults, animals can reproduce, which means they have babies. At the end of an animals life, it dies.



Plants are organisms. In order to live, they need sunlight and air. The leaves of the plant turn the sunlight and the air into food. Plants also need water to stay alive.



Organisms grow, reproduce, and die. Plants are organisms that begin their life as seeds. The seeds sprout, grow taller, and grow leaves. When the plant is big, it flowers. The flowers turn into fruit, or seed pods. Inside the fruit or the seed pods, new seeds are forming. When the seeds are ripe, they fall to the ground. A new plant is ready to grow. Meanwhile, old plants are dying. Their bodies fall to the ground, and become part of the earth.



There are many different kinds of organisms. Some are animals, and some are plants. Mammals, reptiles, fish, and insects are different kinds of animals. Flowering plants, ferns, and mosses are different kinds of plants. What kind of organism do you think a human being is?

Remember: The important thing about all organisms is that they are living things.

Lo ms importante sobre los organismos Por Eva Thaddeus

Lo ms importante sobre los organismos es que son seres vivos.

Los animales son organismos. Para poder vivirnecesitan agua, comida y aire. Los animales usan la comida y el aire para obtener energa y para ayudar a sus cuerpos crecer. Los animales necesitan agua para que sus cuerpos no se sequen.

Pero lo ms importante sobre los organismos es que son seres vivos.


Los organismos crecen, se reproducen y mueren. Algunos animales nacen de los huevos. Otros nacen vivos. Comienzan sus vidas siendo bien chiquitos y crecen hasta ser ms grandes. Al crecer y ser adultos, los animales se pueden reproducir. Eso quiere decir que pueden tener bebs. Al final de la vida, el animal se muere.



Las plantas son organismos. Para vivir necesitan la luz del sol y el aire. Las hojas de una planta pueden transformar la luz del sol en su comida. Las plantas tambin necesitan agua para mantenerse vivos.



Los organismos crecen, se reproducen y mueren. Las plantas son organismos que comienzan su vida como semillas. Las semillas germinan, la planta crece y brotan las hojas. Cuando la planta es ms grande, florece. Las flores cambian a fruta o a vainas de semillas. Dentro de la fruta o la vaina, nuevas semillas se forman. Cuando las frutas sean maduras, las semillas caern a la tierra. Una nueva planta se prepara para crecer. Mientras, las plantas maduras van muriendo. Sus cuerpos caen, se transforman y pasan a ser parte de la tierra.



Hay muchos tipos diferentes de organismos. Algunos son animales. Algunos son plantas. Mamferos, reptiles, peces e insectos son diferentes tipos de animales. Flores, rboles y musgos son diferentes tipos de plantas. Qu tipo de organismo es un ser humano?

Recuerden: Lo ms importante sobre los organismos es que son seres vivos.

Notes for Introducing World Habitat Map to Students

This could be done in multiple ways so find an order that makes sense for you. One possible order:

Day 1 (could be divided into two sessions)

1) Intro title and trace around the outside oval.

2) Trace and identify the compass rose, continents and the equator.

3) Add oceans. (These could be left out or added later.)

4) Trace the key and explain what the different colors mean.

5) Add the different habitats. Outline the area and write the name of a habitat. Show a photo of the habitat after you add it to the map. Tape the photo to a white spot near the habitat.

Day 2

Review the chart using word cards.

1) Write key words on the chart on white paper. Use the same colors that you used on the original chart. Cut out the words.

2) When you review the chart in class, give individual students a word card. Have students talk to a partner about the word they have and where it is on the chart.

3) Talk back through the chart with the students. As students hear their word, they come up, take a piece of tape and put it over the original word on the chart.

The pictorial input chart can then be added to the team task key. Youll want to leave this chart up so students can continue to access it and use it as a resource throughout the unit. It is part of your living wall.

Narrative Input Option 1:

Dear Joseph, Dear Marissa

1.

Dear Joseph,

My name is Marissa. I live in Albuquerque, New Mexico. I'm in first grade just like you! I have two brothers, two dogs, a guinea pig, my mom and grandma at home. I like pizza and ice cream. I'm happy we're going to be pen pals. The picture is a picture of me.

Write back!

Your friend,

Marissa

2. Dear Marissa, I also like pizza but I am allergic to ice cream. I like chocolate. Here is a picture of me. I live with my mother, my father, my brother and a cat.

Write back!

Your friend,

Joseph

3. Dear Joseph,

My teacher wants me to describe my community for you, so I'm going to tell you what I see when I stand on my playground at school.

I see our main building, and then a lot of portables. Our school is growing, with more children all the time. When our classes get crowded, a truck comes in pulling a new portable and puts it down near the playground. That makes a new classroom for the new kids coming to our school. My classroom is in portable P-12. Here is a picture of it. We have a field with grass, and a big dirt patch, and a nice playground with three slides and a new piece of climbing equipment.

Those things are all made by people. I can also see natural things. The Sandia Mountains are very tall. In the winter they are often covered with snow, even when it doesn't snow down here in the valley. Where I live is called a river valley because the Rio Grande runs through it. The river is far from here and I can just see the line of trees that tells me where it is. Of course, I can also see the sky. I can see lots of sky! It is usually very blue, with no clouds, or maybe a few clouds hanging over the mountains. Most days are sunny here. When it rains or snows, we are excited and we jump in the puddles or slide on the ice.

Please write back!

Your friend,

Marissa

4.

Dear Marissa,

Boy, my community is really different from yours! I live in a part of New York City called Manhattan. When I stand in my schoolyard, I see the school on three sides of me, and it is four stories tall. My classroom is on the fourth floor. I have never heard of portables before. Our playground is really small and it is mostly paved. There is a basketball court and a place to play handball against one of the walls. But there is one thing about our school that is like yours. We have a new piece of play equipment with three slides, too! Here is a picture of my school.

Most of what we see in Manhattan is made by people. But across the street there is a park with lots of trees, and past the trees I can see a teeny piece of the Hudson River. I can't see a lot of sky at all. I can see a piece of sky and sometimes it is blue but many days it is grey and cloudy. It rains and snows a lot here. I don't like the rain because then we have to stay inside for recess. I don't understand why you get excited when it rains. I think rainy days are boring.

5.

Dear Joseph,

Thanks for the picture! I have never seen a school with four stories before. Here all the schools are one story or maybe two stories at the most. In this letter I'm sending you a picture of the habitat we live in. Albuquerque is in the Chihuahuan High Desert. It is cold in the winter and hot in the summer. We don't have much water here. Some years we are only allowed to water outdoors every other day. My teacher says water is a precious resource and we need to be careful how we use it. It is really dry here and in the summer it hurts to be out in the sun. If you go under a tree, you feel better. But we don't have a whole lot of trees in Albuquerque because they have to be watered a lot. Who waters the trees in your park?

Your friend,

Marissa

6.

Dear Marissa,

What do you mean, who waters the trees? Nobody waters the trees in the park. The rain does. Believe me; it really rains a lot here. That's why we get so sick of it. Sometimes we think we're never going to see the sun again.

About our habitat, we live in the Eastern Woodlands. Heres a picture. Its cold in the winter and hot in the summer. But it's not dry at all. Especially in the summer, even when it doesn't rain, it's muggy and humid. That means there's a lot of water in the air. We have lots of trees, but going in the shade doesn't really help. It's hot and muggy there too. People like to go to the beach on hot days to go swimming and cool off. My family can't do that very often, but they do take me to the public pool. Now that's a cool way to get cool.

According to my teacher, the Eastern Woodlands have many different kinds of trees, and lots of animals like deer, raccoons, skunks, squirrels and lots of birds and insects. But if you came to see me in Manhattan you wouldn't understand why they say we live in the Eastern Woodlands. There aren't any woods at all. Except for a few parks, all you see is buildings, buildings, buildings. The main animals are pigeons and cockroaches. I pointed this out to my teacher and she said that just shows how much human beings can change their environment. This is a fancy way of saying that once Manhattan was covered with trees, but people cut them all down and built tall buildings instead.

Write back!

Your friend,

Joseph

7.

Dear Joseph,

My schoolyard doesn't look much like High Chihuahuan Desert either. The desert has prickly pear cactuses in it, and lots of little shrubs and grasses, and animals like roadrunners, rattlesnakes, and Western Box Turtles. But near my school there's an empty lot that does look like the desert. And near my house there's a big piece of desert where I like to go play. It's sandy there and if I wear flip flops, sometimes I get prickles in my toes. Sometimes I see a roadrunner or a jackrabbit. So it sounds like we have more natural habitat around here than you do there. Our lives sound very different! What are you learning in school? We are studying reading and writing, and math, and also habitats. My favorite subject is art. I want to be an artist! Here is a picture of a roadrunner that I drew.

Your friend,

Marissa

8.

Dear Marissa,

Guess what! I want to be an artist too. Here is a picture of a pigeon that I drew. And we are studying reading, writing and math in school too, and guess what else? We are also learning about habitats. Come visit me in New York some day and I will try to visit you in New Mexico. But you know what? Even if we never meet, I sort of feel I know you now.

Your friend,

Joseph

Narrative Input Option 1: (Checked by Juan Delgadillo)

Querido Jos, Querido Marisa:

1.

Querido Jos,

Me llamo Marisa. Y vivo en Albuquerque, Nuevo Mxico. Estoy en el primer grado igual que t. Yo tengo dos hermanos, dos perros, un conejillo de indias, mi mam, y mi abuela en mi casa. Me gusta la pizza y el helado. Me encanta escribirte cartas y leer las tuyas. Te mando una de mis fotos. Escrbeme una carta.

Tu amiga, Marisa

2.

Querida Marisa,

A mi tambin me gusta la pizza pero soy alrgico al helado. A mi me gusta el chocolate. Te mando una foto ma. Yo vivo con mi mam, mi pap, mi hermano y un gato. Escrbeme otra carta.

Tu amigo, Jos

3.

Querido Jos,

Mi maestra quiere que yo te escriba de mi comunidad. Yo voy a decirte lo que veo cuando estoy en el patio de recreo de mi escuela.

Yo veo un edificio grande y muchos salones porttiles. Nuestra escuela est creciendo con ms estudiantes todo el tiempo. Cuando nuestras clases crecen demasiado, una camioneta viene jalando un saln porttil nuevo y lo pone cerca del patio de recreo. Esto hace una clase nueva para los nuevos estudiantes que vienen a nuestra escuela. Mi clase est en el edificio porttil P-12. Aqu hay una foto de mi saln. Tenemos un campo con zacate y una parte con tierra y un patio de recreo muy suave con tres resbaladeras y equipo para subirnos. Esas son cosas hechas por humanos. Tambin veo cosas de la naturaleza. Las montaas Sandias son muy altas. Muchas veces en el invierno estn cubiertas de nieve aunque no tenemos mucha nieve en el valle. Donde yo vivo se llama el Valle del Ro Grande. Se llama as porque el Ro Grande corre por en medio. El ro esta lejos de aqu pero yo puedo ver el bosque. Es una lnea de rboles que me muestra donde est el ro. Por supuesto, yo tambin puedo ver el cielo. Veo mucho del cielo! Es muy azul, sin muchas nubes. A veces hay unas nubes colgadas sobre las montaas. Muchos das son soleados aqu. Cuando llueve o nieva estamos muy emocionados y brincamos en los charcos o resbalamos en el hielo.

Favor de escribirme otra carta.

Tu amiga, Marisa.

4.

Querida Marisa,

Ufff, mi comunidad es muy diferente a la tuya! Yo vivo en una parte de la ciudad de Nueva York. Se llama Manhattan. Cuando estoy en el patio de mi escuela, veo el edificio de mi escuela alrededor de mi y tiene 4 pisos de altura. Mi saln de clase est en el cuarto piso. Yo nunca he odo de clases porttiles. Nuestro patio de recreo es muy chiquito y tiene mucho cemento. Hay un lugar para jugar el baloncesto y un lugar para pegar las pelotas con las manos por una pared. Pero s hay una cosa similar a tu escuela. Nosotros tenemos tres resbaladeras tambin. Aqu hay una foto de mi escuela. En Manhattan, casi todo lo que vemos est hecho por humanos. Pero al otro lado de la calle hay un parque con muchos rboles. Al otro lado de los rboles yo puedo ver el Ro Hudson. Yo no puedo ver mucho cielo - puedo ver un pedazo del cielo. A veces parece azul pero la mayora del tiempo es gris y nublado. Hay mucha lluvia y nieve aqu. A m no me gusta la lluvia porque tenemos que quedarnos adentro durante el recreo. Yo no entiendo porque ustedes se emocionan con la lluvia. Yo creo que los das lluviosos son aburridos.

5.

Querido Jos,

Gracias por la foto! Yo nunca he visto una escuela de cuatro pisos de altura. Aqu todas las escuelas son de un piso de altura y algunos tienen dos. En esta carta, te mando una foto del hbitat donde vivimos. Albuquerque est en el alto desierto Chihuahuense. Est fro en el invierno y caliente en el verano. No tenemos mucha agua aqu. Algunos aos, podemos dar agua a las plantas cada dos das. Mi maestra dice que el agua es un recurso precioso y debemos tener mucho cuidado al usarla. Es muy rido aqu y en el verano, puedes hacerte dao si ests afuera en el sol por mucho tiempo. Si te pones en la sombra de un rbol te sientes mejor. Pero no tenemos muchos rboles en Albuquerque porque necesitan mucha agua. Quin da agua a los rboles en tu parque?

Tu amiga, Marisa

6.

Querida Marisa,

De qu hablas? quin da agua a los rboles? Nadie. La lluvia lo hace. Creme cuando te digo que de verdad llueve mucho aqu. Por eso nos cansamos tanto de la lluvia. A veces parece que nunca vamos a ver el sol otra vez. As es nuestro hbitat. Se llama el Bosque oriental. Te mando una foto. Hace fro en el invierno y calor en el verano. Pero no es rido, especialmente en el verano. Hasta cuando no hay lluvia es muy hmedo. Es porque hay mucha agua en el aire. Cae mucha lluvia pero la sombra de los rboles nos ayuda mucho. Hace calor aqu tambin. A la gente le gusta ir a la playa para refrescarse. Mi familia no puede ir muy a menudo pero s me llevan a la alberca pblica.

Mi maestra dice que el Bosque oriental tiene muchos rboles diferentes y muchos animales como venados, mapaches, zorrillos, ardillas, pjaros, e insectos. Pero si llegars a Manhattan, no entenderas porque dicen que vivimos en un bosque. Hay algunos parques y muchsimos edificios. No hay bosques aqu en la ciudad de Nueva York. Los animales que s hay, son palomas y cucarachas. Yo le dije esto a mi maestra y ella dijo que esto es un ejemplo de lo tanto que los humanos pueden cambiar al medio ambiente. Dicen que antes, Manhattan estaba lleno de rboles pero la gente los cort para poner los edificios.

Escrbeme otra carta.

Tu amigo,

Jos

7. Querido Jos,

El patio de mi escuela no parece tanto como un alto desierto Chihuahuense tampoco. El desierto tiene muchos cactus nopales y zacates; animales como el correcaminos, vboras y Tortugas de caja del oeste. Al lado de mi escuela, hay una parte de tierra que parece desierto. Cerca de mi casa hay un pedazo grande de desierto donde me gusta ir a jugar. Uso sandalias all y hay mucha arena. A veces quedan picos entre los dedos de mis pies. A veces veo un correcaminos o un conejo. Parece que tenemos ms natural nuestro hbitat que el que tienes all. Nuestras vidas deben ser muy diferentes. Qu ests aprendiendo en tu escuela? Leemos y escribimos mucho. Hacemos matemticas y estudiamos los hbitats. Mi rea favorita es el arte. Yo quiero ser artista. Aqu hay un dibujo de un correcaminos que hice.

Tu amiga,

Marisa

8.

Querida Marisa,

Adivina qu! Yo tambin quiero ser artista. Aqu hay un dibujo de una paloma que dibuj. Nosotros tambin estamos estudiando cmo leer y escribir. Tambin hacemos matemticas y sabes qu ms? Tambin estudiamos hbitats. Ven a visitarme en Nueva York un da y yo intentar visitarte en Nuevo Mxico. Pero sabes qu? Si nunca nos juntramos, yo siento como si ya te conociera desde ahora.

Tu amigo,

Jos

Narrative Input Option 2:

Year of the Toad

The first thing I know is that I feel kind of squishy and crowded. I start to wiggle. I'm in some kind of jelly-like stuff. I really don't want to be in here anymore, so I wiggle as hard as I can. Pop! Suddenly I'm free of the jelly. I'm swimming in clear water. I see a lot of other little animals like me. They're all swimming, too. http://www.amonline.net.au/factsheets/canetoad.htm

I've never been swimming before, but somehow I know how. I wiggle the little part of me that sticks out behind. That's my tail. When I wiggle it, I move forward in the water. The rest of me is all head. I have two eyes and a big mouth, and with my mouth, I eat. Eat, grow bigger, eat, grow bigger. A head and a tail - that's me, a tadpole. http://www.plpt.nsn.us/environmental/Wetlands/Amphib/images/Western%20Toad%20Tadpoles%202.JPG

Now I'm a lot bigger, and I've started to grow some back legs. There are other animals that want to eat me, and I have to watch out. If I see a strange shadow coming toward me, I dart away and hide in the mud. I'm the color of mud myself, so it's easy to hide there until the danger is gone. http://www.arkive.org/species/ARK/amphibians/Bufo_bufo/ARK008944.html

I have four legs now - two in front, and two in back. My tail is getting shorter. I can feel the water I live in getting more and more shallow. There isn't much left, and somehow I know it's going to be time to leave soon. My head is changing too. I'm growing a nose. Soon I can stick my nose out of the water. I can breathe air now! This tells me that it's time to say goodbye to my puddle, and goodbye to being a tadpole. I am now a toad. http://www.californiaherps.com/frogs/pages/b.b.halophilus.html

Being a toad is different. My tail is gone, but I have big, strong back legs. I can hop! I eat insects and other small animals that I grab with my sharp mouth. I need to be near water to stay moist and cool, but I spend most of my time on land. I am still growing. I came out of the water as a small toad. Now I am medium-sized. Next year, I will be a big toad, big enough to lay a string of jelly-like eggs in a puddle. The eggs will hatch into new toad tadpoles. http://www.californiaherps.com/frogs/images/bbhalophilusmeta606group.jpg

It's starting to get cold outside. Again, somehow, I know it's time. I dig a hole down in the mud. I sit very quietly down there. I stop eating. My heart slows down. I hardly breathe. I spend the winter like this, hibernating. When the spring comes, and I feel the mud get warm, it will be time to come out. I will dig my way out of the mud, blink my eyes, and look around me. A toad, awake again and ready for business. http://www.californiaherps.com/frogs/pages/b.b.halophilus.html

http://www.agpix.com/catalog/AGPix_FrDAt17/AGPix_FrDAt17_0048.jpg

El ao del Sapo

translated by Holly Call and Deborah Magaa

La primera cosa que s es que me siento poquito esponjoso y apretado. Empiezo a sacudirme. Estoy envuelto en algo que parece gelatina. No quiero estar aqu ms, pues empiezo a sacudirme mucho, mucho, muchohasta POP! De repente estoy lejos del material pegajoso. Estoy nadando en agua dulce. Veo muchos animalitos como yo. Todos ellos estn nadando tambin.

http://www.amonline.net.au/factsheets/canetoad.htm

Nunca he ido a nadar, pero increblemente yo ya s como nadar bien. Me sacudo la parte de mi cuerpo de atrs que es como una cola. Es mi cola. Cuando la sacudo me voy muy bien en el agua. El resto de mi cuerpo es pura cabeza. Tengo dos ojos y una boca grande, y con mi boca, yo como. Yo como, yo crezco ms grande, como, crezco ms grande. Una cabeza y una cola eso soy yo, un renacuajo.

http://www.plpt.nsn.us/environmental/Wetlands/Amphib/images/Western%20Toad%20Tadpo

Ahora soy mucho ms grande, y ya empec crecer algunas patas. Hay otros animales que me quieren comer, y tengo que cuidarme contra ellos. Si una sombra extranjera me viene, voy rpido y me escondo en el lodo. Soy del mismo color del lodo y es fcil esconderme all hasta que pase el peligro.

http://www.arkive.org/species/ARK/amphibians/Bufo_bufo/ARK008944.html

Tengo cuatro patas ahora dos en frente y dos atrs. Mi cola est desapareciendo. En el agua donde vivo se siente menos profundo. Ya s que enseguida tendr que salir de mi lugar donde he vivido toda mi vida. Sabes qu? Mi cabeza est cambiando tambin. Est creciendo una nariz. En seguida ya voy a poder poner mi nariz afuera del agua. Puedo respirar el aire ahora! Este me dice que es tiempo para decir adis a mi charco, y adis de ser un renacuajo. Ahora soy un sapo.

http://www.californiaherps.com/frogs/pages/b.b.halophilus.html

Ser un sapo es muy diferente. No tengo ms mi cola, pero tengo patas grandes y fuertes. Puedo brincar! Yo como insectos y otros animalitos que agarro con mi boca grande. Necesito quedarme cerca del agua para estar fresco y hmedo, pero usualmente me quedo afuera del agua. Todava estoy creciendo como t. Sal del agua como un sapo pequeo. Ahora soy de tamao mediano. El ao prximo voy a ser un sapo grande tan grande que podr dejar unos huevos en forma de un hilo y en un material como mermelada adentro de mi charco. Estos huevos van a cambiar a renacuajos nuevos.

http://www.californiaherps.com/frogs/images/bbhalophilusmeta606group.jpg

Est cambiando el clima y hace frio otra vez. De nuevo, yo ya s que es el tiempo. Escarbo un hoyo en el lodo. Me siento adentro de mi hoyo bien calladito y tranquilo. Yo no como ms. Mi corazn late muy lentamente. Casi no respiro. Me quedo en el invierno as, hibernando. Cuando viene la primavera otra vez, y me siento el lodo calentarse un poquito ms cada da, ser tiempo para salir. Escarbar otra vez para salir de mi hoyo, guiar mis ojos, e investigar alrededor de m. Soy un sapo, despierto otra vez y estoy listo para vivir.

http://www.californiaherps.com/frogs/pages/b.b.halophilus.html

http://www.agpix.com/catalog/AGPix_FrDAt17/AGPix_FrDAt17_0048.jpg

Im an Organism By Eva Thaddeus

Im an organism. I have hands.

Seal, what do you have? Flippers.

Shark, what do you have? Fins.

Jaguar, what do you have? Paws.

Hands, flippers, fins and paws,

Im an organism too!

My human hands can wave at you.

Im an organism. I have skin.

Monkey, what do you have? Fur.

Eagle, what do you have? Feathers.

Goldfish, what do you have? Scales.

Skin, fur, feathers, scales,

Im an organism too!

My human skin can feel you.

Im an organism. I have eyes.

Seal, what do you have? Eyes.

Eagle, what do you have? Eyes.

Shark, what do you have? Eyes.

Eyes, eyes, we all have eyes,

Im an organism too!

You see me and I see you.


By J. Beig N. Afzal, and E. Thaddeus

Organisms here, organisms there,

Organisms, organisms everywhere.

Quick zebras running,

Slow turtles crawling,

Evergreen trees growing,

And wet seaweed floating.

Cacti in the desert,

Grass on the savanna,

Monkeys in the rainforest,

And seals in polar regions.

Plants here, animals there.


Plants! Animals! Organisms!

Plants Everywhere

by Lisa Meyer-Jacks and Eva Thaddeus

Plants here, plants there.

Plants, plants everywhere.

Green plants growing,

Prickly plants poking,

Dying plants withering,

And flowering plants blooming.

Plants on the mountains,

Plants along the arroyo,

Plants under the ocean

And plants in my schoolyard.

Plants here, plants there.

Plants, plants everywhere.

Plants! Plants! Plants!

Living Things

by Eva Thaddeus

Think about a fish.

Yes, maam.

Is it a living thing?

Yes, maam.

How do you know?It grows, it grows.

How do you know? It reproduces.

How do you know? At the end it dies.

What does it need?

Water, air and food.

What does it need? Water, air and food.

Think about a tree.

Yes, maam.


Yes, maam.

How do you know?It grows, it grows.

How do you know? It reproduces.

How do you know? At the end it dies.

What does it need?

Water, air and sun.

What does it need? Water, air and sun.

Think about a rock.Yes, maam.


No, maam.

How do you know?It doesnt grow.

How do you know? Cant reproduce.

How do you know? It doesnt die.

What does it need?

Doesnt have needs.

What does it need? Doesnt have needs.

Animal Babies

By Lisa Meyer-Jacks

Little ducklings swimming in the lake

Mother ducks dont want to be late

Furry cubs hiding in the trees

Mother bears peering through the leaves.

Sound off ducklings

Sound off- bear cubs


Tiny owlets waiting hungrily

Mother owls hunting happily

Playful chicks snuggling patiently

Father penguins walking carefully

Sound off owlets

Sound off little chicks


I Can Spell!

Adapted by Lisa Meyer-Jacks

I can spell bird.

b-i-r-d

I can spell turtle.

t-u-r-t-l-e

I can spell zebra.

z-e-b-r-a

But, I cant spell ecologist!

I can spell animal.

a-n-i-m-a-l

I can spell plant.

p-l-a-n-t

I can spell habitat.

h-a-b-i-t-a-t


I can spell arctic.

a-r-c-t-i-c

I can spell desert.

d-e-s-e-r-t

I can spell ocean.

o-c-e-a-n


Yes, I can! Yes, I can! ECO-LOG-IST.ecologist!


Adaptation by Rima Haroun









Sound off!Ecology!

Sound off!Ecosystem!

1, 2, 3, 4.SCIENCE RULES!

Plant Life Cycle Bugaloo

By Eva Thaddeus

Im a plant and Im here to say,

I grow a little every day.

With roots and a stem and green leaves too,

Doing the life cycle bugaloo!

I start as a seed, under the ground.

Next, as a seedling I can be found.



When I grow up, I make some buds.

The buds open up, turn into flowers.



Pollen lands on top of me,

I make fruit then, dont you see.



Inside the fruit the seeds are formed.

When they are ripe, they fall to the ground.



Then it comes my time to die.

My seeds will grow, so dont you cry.



Life Cycle Drill

By Eva Thaddeus

What comes first? A seed

What comes next? Roots and stem

What comes next? Green leaves

What comes next? Flowers

What comes next? New seeds

What comes last? Dead plant

What do you have? Life cycle

Say it again.

Life cycle!

Animals Everywhere

By Lisa Meyer-Jacks

Animals here, animals there.

Animals, animals everywhere.

Colorful animals soaring,

Furry animals hopping,

Slippery animals swimming,

And scaly animals shedding.

Animals on the mountains,

Animals along the arroyos,

Animals under the ground

And animals at my school.

Animals here, animals there.

Animals, animals everywhere.

Animals! Animals! Animals!

Animales

por Lisa Meyer-Jacks

Animales aqu, animales all

Animales, animales, Ra! Ra!Ra!

Ranas verdes saltando

Osos polares nadando

Pjaros rojos volando

y monos negros comiendo

Ranas en los charcos

Osos en el ocano

Pjaros en los nidos

y monos en los rboles


Animales, animales, Ra! Ra!Ra!

Animales Animales! Animales!

Porra del ciclo de vida de una planta

por Eva Thaddeus, traducida por Clarissa Flores ,Mara Gonzlez y Ruth Kriteman

Qu viene primero?

Una semilla

Y luego?

Races y tallo

Y enseguida?

Hojas verdes

Y entonces?

Brotan flores

Y despus?

Semillas nuevas

Al ltimo?

La planta muere

Y esto qu es?

El ciclo de vida

Dilo otra vez.

El ciclo de vida!

Soy un organismo

Soy un organismo. Tengo manos

Foca, foca, qu tienes t? Tengo aletas.

Pjaro, pjaro, qu tienes t? Tengo alas.

Tigre, tigre, qu tienes t? Tengo patas.

Manos, aletas, alas y patas,

Somos todos organismos.

Mis manos te saludan.

Soy un organismo. Tengo piel.

Mono, mono, qu tienes t? Tengo pelaje.

Aguila, guila, qu tienes t? Tengo plumas.

Pececito, pececito, qu tienes t? Tenga escamas.

Piel, pelaje, plumas y escamas.


Mi piel humana te siente.

Soy un organismo. Tengo ojos.

Foca, foca, qu tienes t? Tengo ojos.

Aguila, guila, qu tienes t? Tengo ojos.

Tigre, tigre, qu tienes t? Tengo ojos.

Ojos, ojos, todos tenemos ojos.

Yo te veo a ti, y t me ves a m.

Cmo son las plantas?

Escrito por Liliana Jimnez

Coro: Cmo son las plantas?, Cmo son las plantas?

ya vers, ya vers;

escucha mi canto, escucha mi canto

y aprenders, y aprenders

Las races, las races

en la tierra estn, en la tierra estn

transportan el agua y los minerales

suben ya, suben ya.

Coro

Y el tallo, y el tallo

duro o blando, duro o blando,

sostiene las hojas, sostiene las hojas

y el fruto, y el fruto.

Coro

Y las florecitas, y las florecitas,

de mucho color, de mucho color,

grandes o chiquitas, grandes o chiquitas,

de muy rico olor, de muy rico olor.

Coro

Y las hojas, y las hojas,

de gran variedad, de gran variedad

fabrican el alimento, fabrican el alimento

y ayudan a respirar, y ayudan a respirar.

Las semillas


Las semillas duermen ya,

pronto, pronto despertarn

siembro algunas en la tierra,

voy a ver qu pasar?

Riego agua, riego ms,

viene el sol y las abrazar.

Mis semillas germinarn,

Y una planta grande ser.

Primero sale la raz,

luego el tallo muy feliz,

las hojitas brotarn,

y las flores aroma darn.

Usos de las plantas


Soy una planta y te voy a contar, todos los usos que te puedo dar. (2)

De las semillas puedes obtener,

cebada, trigo, arroz y mucho ms.


En mis tallos vitaminas encontrars,

minerales, protenas que fuerza te darn.


Ensalada de verduras con mis hojas preparars,

nutritivas, deliciosas, que muy sano te pondrn.


Mis races y mis frutas en los jugos comers,

mermeladas, ricos dulces de mango y mucho ms.


Algodones y linos el vestido te darn,

la madera de los rboles, casas, muebles construirn.


El papel y los pegantes, de los tallos se obtendrn,

y si enfermo hoy te sientes, eucalipto puedes tomar.

Soy una planta y te voy a contar, todos los usos que te puedo dar. (2


Animales aqu, animales all,

Animales, animales,

Ra, Ra, Ra!

Animales nocturnos escondindose,

Animales marinos nadando,

Animales gruesos creciendo,

y animales fuertes cazando.

Animales en las selvas,

Animales dentro del cacto,

Animales en los nidos

y animales debajo del mar.

Animales aqu, animales all,

Animales, animales,

Ra, Ra, Ra!

Seres Vivos

por Eva Thaddeus

Piensa en un pez.

S, seor

Es un ser vivo?

S, seor

Cmo lo sabes?

crece y crece

Cmo lo sabes?

reproduce

Cmo lo sabes?

al final, se muere

Y qu requiere?

comida, aire, y agua

Y qu requiere?

comida, aire, y agua

Piensa en un rbol.

S, seor

Es un ser vivo?

S, seor

Cmo lo sabes?

crece y crece

Cmo lo sabes?

reproduce

Cmo lo sabes?

al final, se muere

Y qu requiere?

agua, aire, y sol

Y qu requiere?

agua, aire, y sol

Piensa en una piedra.

S, seor

Es un ser vivo?

No, seor

Cmo lo sabes?

nunca crece

Cmo lo sabes?

no reproduce

Cmo lo sabes?

nunca se muere

Y qu requiere?

no requiere nada

Y qu requiere?

no requiere nada

Project GLAD

Home/ School Connection - Organisms #1

All living things are organisms. That means all plants and animals are organisms. What organisms can you find in your home or your neighborhood? Write and sketch.

Student Signature: ________________________ Adult Signature: ____________________

Proyecto GLAD

Conexin Entre Escuela y Hogar - Organismos #1

Todos los seres vivos son organismos. Todos los animales y las plantas son organismos. Busca organismos en tu casa o en tu vecindario. Escribe y dibuja sobre ellos.

Firma del estudiante: ________________________ Firma del adulto: ____________________

Project GLAD

Home/ School Connection Organisms #2

Explain the story Year of the Toad to someone in your family. Sketch a picture that shows how the toad changed throughout the year.


Proyecto GLAD

Conexin Entre Escuela y Hogar Organismos #2

Explica el cuento de El Ao del sapo (Year of the Toad) a alguien en tu familia. Realiza un dibujo que muestra cmo cambia el sapo durante el ao.


Project GLAD

Home/ School Connection Organisms #3

Teach the Organisms chant and the actions to someone in your family.


By J. Beig, N. Afzal, and E. Thaddeus

Organisms here, organisms there,


Quick zebras running,

Slow turtles crawling,

Evergreen trees growing,

And wet seaweed floating.

Cacti in the desert,

Grass on the savanna,

Monkeys in the rainforest,

And seals in polar regions.

Plants here, animals there.


Plants! Animals! Organisms!


Proyecto GLAD

Conexin Entre Escuela y Hogar Organismos #3

Ensea el poema y las acciones de Animales a alguien en tu familia.

Animales

Por Lisa Meyer-Jacks


Animales, animales RA! RA! RA!

Ranas verdes saltando

Osos polares nadando

Pjaros rojos volando

Y monos negros comiendo

Ranas en los charcos

Osos en el ocano

Pjaros en los nidos

Y monos en los rboles

Animales all, animales aqu

Animales, animales RA! RA! RA!

Animales! Animales! Animales!


SHAPE \* MERGEFORMAT

Expert Group 1

Habitat: Amazon Rainforest

Location: The Amazon rainforest is in South America.

Description: It is hot all year and very rainy. Many small rivers run into the Amazon River, which is the biggest river in the world.

Animal

The wooly monkey lives in the Amazon rainforest. It moves through the trees by swinging with its arms, legs, and large prehensile tail. It eats leaves and fruit.

Plant

The philodendron is a vine that grows in the rainforest. It wraps around trees to support itself as it grows. The philodendron likes lots of water and warm temperatures.

Expert Group 2

Habitat: Saharan hot desert

LocationThe Sahara desert is in Africa.

Description: The Sahara is hot all year. It is very dry and sandy with little rain.

AnimalThe dromedary camel is an animal that lives in the Sahara desert. It has a big hump where it stores fat. Because of its hump, it does not need to eat or drink very often. It has tough hooves that help it walk on the hot sand.

PlantSaharan mustard is a plant that lives in the Sahara desert. When it rains, the mustard seeds sprout and grow very, very fast. It does not need much water to complete its life cycle.

Expert Group 3

Habitat: African savannaLocation: The African savanna is in Africa.

Description: It is hot all year. There is a dry season and a wet season. It is grassland.

Animal: The zebra lives on the African savanna. It stays in herds for protection. It can run fast to protect itself from predators. It grazes on grass.

Plant: Wire grass grows on the African savanna. It has long, deep roots that keep it alive during the dry season. When the rains come, it quickly turns green and grows.

Expert Group 4

Habitat: Arctic

LocationThe Arctic is at the far north of the Earth. It is between the Arctic Circle and the North Pole.

Description: It is cold all year. There is ice in winter and summer.

AnimalThe harp seal is an animal that lives in the Arctic. It has a thick layer of fat that keeps it warm. It swims with its tail and flippers. It eats fish.

PlantKelp are large seaweeds which grow in the ocean. They hold fast to the rocky ocean bottom. Their leaf bladders have bubbles of gas which help the leaves float.

Habitat

Location

Description

Animal

Plant

Chihuahuan high desert

North America

hot in summer

cold in winter

dry

Western box turtle

thick shell

tough mouth

can eat cactus fruit

Prickly pear cactus

juicy stems hold water

in dry times does not die

Amazon rainforest

South America

hot all year

rainy

Amazon River

Wooly monkey

prehensile tail

swings through trees

eats leaves and fruits

Philodendron

vine

twines around trees

likes water and heat

Saharan hot desert

Africa

hot all year

dry

sandy

Dromedary camel

hump stores fat

does not need to eat or drink often

tough hooves

Saharan mustard

grows fast

does not need much water

African savanna

Africa

hot all year

wet and dry seasons

grassland

Zebra

runs fast

eats grass

stays in herds for protection

Wiregrass

deep roots

grows fast when rain comes

Arctic

* Far north part of world

*between Arctic Circle and North Pole

cold all year

ice winter and summer

Seal

flippers to swim

layer of fat for warmth

eats fish

Kelp

attached to ocean bottom

leaves float

Possible topic sentences: Each world habitat has plants and animals that live there.

Simplified Expert Groups for late kinder or early first

Name ____________________

Expert Group 1

Habitat: Amazon Rainforest

Description: It is hot all year and very rainy.

Animal

The wooly monkey lives in the Amazon rainforest.

Adaptations

It moves through the trees by swinging with its arms, legs, and large prehensile tail. It eats leaves and fruit.

Name ____________________

Expert Group 2

Habitat: Saharan hot desert

Description: The Sahara is hot all year. It is very dry and sandy with little rain.

AnimalThe dromedary camel is an animal that lives in the Sahara desert.

Adaptations

The dromedary camel has a big hump where it stores fat. Because of its hump, it does not need to eat or drink very often. It has tough hooves that help it walk on the hot sand.

Name ______________________

Expert Group 3

Habitat: African savanna

Description: There is a dry season and a wet season. It is grassland.

Animal

The zebra lives on the African savanna.

Adaptations

The zebra stays in herds for protection. It can run fast to protect itself from predators. It grazes on grass.

Name ______________________

Expert Group 4

Habitat: Arctic

Description: It is cold all year. There is ice in winter and summer.

AnimalThe harp seal is an animal that lives in the Arctic.

Adaptations

The harp seal has a thick layer of fat that keeps it warm. It swims with its tail and flippers. It eats fish.

Habitat

Description

Animal

Adaptations

Chihuahuan high desert

hot in summer

cold in winter

dry

Western box turtle

thick shell

tough mouth

can eat cactus fruit

Amazon rainforest

hot all year

rainy

Amazon River

Wooly monkey

prehensile tail

swings through trees

eats leaves and fruits

Saharan hot desert

hot all year

dry

sandy

Dromedary camel

hump stores fat

does not need to eat or drink often

tough hooves

African savanna

hot all year

wet and dry seasons

grassland

Zebra

runs fast

eats grass

stays in herds for protection

Arctic

cold all year

ice winter and summer

Seal

flippers to swim

layer of fat for warmth

eats fish

Possible topic sentence: Animals have adaptations that help them survive in their habitats.

El hbitat

La ubicacin

La descripcin

El animal

La planta

El alto desierto chihuahense

Norteamrica

caliente en el verano

fro en el invierno

rido

La Tortuga de caja occidental

caparazn duro

boca dura

Puede comer las tunas del nopal

El nopal

Tallos jugosos que acumulan agua

En temporadas ridas no mueren

La selva tropical amaznica

Sudamrica

Caliente todo el ao

lluvioso

el Ro amazonas

El mono lanudo

cola prensil

columpia por los rboles

come hojas y frutas

El filodendro

una via

se enreda en los rboles

prefiere un ambiente hmedo y caluroso

El desierto Sahara

Africa

caliente todo el ao

rido

arenoso

El camello dromedario

la joroba guarda grasa

raramente come y toma

cascos duros

La mostaza sahariana

crece rpido

no necesita mucha agua

La sabana africana

Africa

caliente todo el ao

temporadas de lluvia y de sequedad

pradera

Cebra

corre rpido

come hierba

vive en manadas

La hierba de elefante

races profundas

cuando llueve crece rpido

El rtico

* ms al norte del mundo

*entre el Polo norte y el Crculo polar rtico

fro todo el ao

helado en verano e invierno

Foca harpa

aletas para nadar

capa de grasa para mantenerse caliente

come pescado

Las algas

conectas a las piedras

flotan

Oracin principal posible: Cada hbitat tiene animales y plantas que viven en ese ambiente natural.

Nombre:____________________________

Grupo de Expertos 1

Hbitat: La Selva Tropical Amaznica

Ubicacin: La Selva Tropical Amaznica est en Sudamrica.

Descripcin: Hace calor todo el ao y llueve mucho. Muchos ros chiquitos corren para formar el Ro Amaznas. Es el ro mas grande del mundo.

Animal

El mono lanudo vive en la selva tropical amaznica. Se columpia por los rboles usando sus brazos, sus piernas y su cola grande y prensil. El mono lanudo come hojas y fruta.

Planta

El filodendro es una via que crece en la selva tropical. Se enreda en los rboles para apoyarse cuando crece. El filodendro prefiere un ambiente hmedo y temperaturas clidas.

Nombre: ________________________

Grupo de Expertos 2

Hbitat: El Desierto Sahara

Ubicacin:El Desierto Sahara est en frica.

Descripcin: En el Desierto Sahara, hace calor todo el ao. El aire es muy rido. Hay mucha arena y muy poca lluvia.

AnimalEl camello dromedario es un animal que vive en el Desierto Sahara. Tiene una joroba grande donde guarda grasa. No necesita tomar ni comer mucho gracias a su joroba. Tiene cascos duros que le ayudan a caminar en la arena caliente.

PlantaLa Mostaza sahariana es una planta que vive en el Desierto Sahara. Cuando llueve, las semillas de mostaza brotan y crecen muy, muy rpido. No necesita mucha agua para completar su ciclo de vida.

Nombre: ________________________

Grupo de expertos 3

Hbitat: La Sabana Africana

Ubicacin: La Sabana Africana est en el continente de frica.

Descripcin: Hace calor todo el ao. Hay una estacin seca y una temporada de lluvias. Es una pradera.

Animal: La cebra vive en la Sabana Africana. Vive en una manada para su seguridad. La cebra puede correr rpido para protegerse de los depredadores. La cebra come hiebra.

Planta: La hierba de elefante crece en la Sabana Africana. Tiene races largas que le ayudan a vivir durante la estacin seca. Cuando hay lluvia, cambia pronto a ser verde y crece ms.

Nombre: ________________________

Grupo de expertos 4

Hbitat: El rtico

Ubicacin:El rtico est en la parte ms al norte de la tierra. Est entre el Crculo polar rtico y el Polo norte.

Descripcin: Hace fro todo el ao. Hay hielo tanto en el invierno y el verano.

AnimalLa Foca harpa es un animal que vive en el rtico. Tiene una capa gruesa que le ayuda a mantenerse caliente. La Foca harpa usa su cola y sus aletas para nadar. Come pescado.

PlantaEl Alga es una hierba que crece en el ocano. Se conecta fuertemente a las piedras grandes del ocano. Entre sus hojas, hay burbujas que le ayudan a flotar.

Listen and sketch:

(Look for books in your resource center that would be good for this as well.)

I am a zebra. I stroll over the African savannah chomping on wiregrass. I stay with my herd for protection. We keep a lookout for predators that might want to eat us. If we see a lion, its time to get out of here! Luckily, we can run very fast. Its hot and dry here, but the grass is still good. Mmm, grass. Heres a really good patch, and nearby I know theres a water hole where we can drink. I can see it from here, with all kinds of animals already there drinking giraffes, hyenas uh oh, better wait till that hyena leaves. I dont trust them. Usually they cant get a zebra, but I dont want to take a chance. Good, the hyena left. Time to get a drink. I take a long drink, then a deep breath of air. Food, water, air what more do I need? Life is good.

Soy una cebra. Paseo por la sabana Africana comiendo la hierba de elefante. Trato de quedarme siempre muy cerca a la manada para protegerme. Nos mantenemos alertas de los depredadores que nos quieren comer. Si vemos un len nos alargamos rpidamente. Menos mal que corremos muy rpido. La sabana es rida y caliente pero la hierba es rica. Mmmmm hierba. Aqu hay un lugarcito rico de hierba con un lago cerca donde podemos tomar agua. Lo veo de donde estoy con diferentes animales tomando agua jirafas, hienas uh oh, ser mejor esperar tantito hasta que se vaya el hiena. No confo en ellos. Ahora s puedo ir a tomar. Tomo un trago largo, respiro profundamente el aire dulce. Comida, agua, y aire que ms necesito? Que buena es la vida!

I am a Western box turtle. Its a hot and dry day here in New Mexico. I am looking for a prickly pear to take a bite from. Prickly pears are one of my very favorite kinds of food. Other animals have trouble with the prickles. Not me! I have one tough mouth, honey. A few prickles dont bother me. In fact, Im tough all over. My skin is tough, my feet are tough, and my shell is extra-tough. If a predator comes, I cant run very fast, but whats the rush? My home is right here on my back, and if I need protection, Ill just hide inside my shell until they go away again.

Soy una Tortuga de caja occidental. Aqu en Nuevo Mxico hace calor y es muy rido. Voy en busca de un nopal para tomar un gran mordisco. Mi comida favorita el la tuna. Para algunos animales, las espinas de las tunas causan problemas. Pero, a m no. Tengo una boca bien dura, amigo. Las espinas no me molestan para nada. Por cierto, yo soy totalmente dura. Tengo la piel dura, las patas duras y el caparazn super duro. Si viene un depredador no puedo correr rpidamente, pero qu prisa tengo? Mi casa est aqu mismito. Si necesito proteccin me escondo debajo del caparazn hasta que me dejen sola.

I am a wooly monkey, swinging my way through the Amazon Rain Forest. Guess what its raining! No surprise around here. Ill just hide under the leaves of this philodendron vine until the rain stops again. Its nice and dry under here, and my thick wooly fur helps me stay dry .too. Once the rain stops, Ill go looking for some of my favorite fruits. I like those guavas so sweet and juicy! I love swinging through the trees, high above the forest floor. And I stay safe this way, too. If a jaguar comes looking for me, I jump from tree to tree, and swing from branch to branch, and that big cat is left far behind. I bet the jaguar wishes she had a prehensile tail like mine but she doesnt, and Im glad! With two hands, two feet, and one tail, I can move faster than anybody through the rainforest canopy. Believe me; its good to be a monkey, especially when the guava fruit are ripe!

Yo soy un mono lanudo, columpiando por la selva tropical. A que no sabes est lloviendo! Qu sorpresa! No importa me escondo debajo de este filodendro hasta que pare de llover. Aqu en este lugarcito me siento cmodo y seco. Mi pelaje grueso y lanoso me ayuda a mantenerme seco. Cuando acabe la lluvia ir a buscar mi fruta favorita. Me encantan las guayabas dulces y jugosas. Y me encanta columpiarme por los rboles muy arriba del suelo de la selva. As me quedar a salvo. Si viene un jaguar brinco de rbol en rbol y rama en rama para dejar ese jaguar muy detrs. Apuesto a que ese jaguar quisiera tener una cola prensil como el mo. Pero no lo tiene qu bueno! Con dos manos, dos patas y una cola me muevo ms rpido por el dosel de la selva tropical.

Libro de abecedario diferentes tipos de plantas

(These could be used in the class ABC book as the example. Then teams make their own pages and add additional words and sketches to go with it.)

el azucena

el bamb

los chiles

el durazno

los esprragos

la fresa

el girasol

el helecho

el iris

el jacinto

el kiwi

el lirio

la menta

el narciso

la caa

el olea

el pino

la rosa

el cacto saguaro

el tomate

las uvas

la verbena

la wistaria

las plantas xerfilas

la yuca

el zacate, el csped, el pasto

Taller de escritura

Nombre ___________________

Mi librito de poesa

Los organismos

Nombre _______________

Writing Checklist

Revising

I read my paper out loud.

I changed things to make it sound better.

I have a concluding sentence.

I added words from the SPC.

There is a title.

Editing

Authors name

Date (May 22, 2007)

Capitals (A, B, C)

Punctuation (. ? !)

Spelling

REVISION DEL TRABAJO

REVISAR

Le lo que escrib en voz alta.

Cambi palabras para expresarme mejor.

Inclu una oracin final.

Inclu palabras de la tabla de patrones de oraciones.

Escrib un ttulo.

REDACTAR

Nombre del autor

Fecha

Letras maysculas (A,B,C)

Puntuacin (. ? ! , )

Deletreo

El ciclo de vida de una planta

Qu viene primero? Una semilla

Y luego? Races y tallo

Y enseguida? Hojas verdes

Y entonces? Flores

Y despus? Semillas nuevas

Y al final? Planta muerta

Y esto, qu es? El ciclo de vida

Dlo otra vez El ciclo de vida

Soy un organismo

Soy un organismo. Tengo manos

Foca, foca, qu tienes t? Tengo aletas.

Pjaro, pjaro, qu tienes t? Tengo alas.

Tigre, tigre, qu tienes t? Tengo patas.

Manos, aletas, alas y patas,


Mis manos te saludan.

Name _______________________

Habitat

Name ________________________

Habitat

La ubicacin

La descripcin

El animal

La planta

Nombre ________________________

El hbitat

Nombre _______________

Organisms, 1st Grade, NM

Eva Thaddeus and Lisa Meyer-Jacks - Project GLAD (May, 2012)

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