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Project GLADAlbuquerque Public School District

Desert Life (3)Idea Pages

I. UNIT THEME – Include cross-cultural sensitivity theme Adaptation and Classification Similarities and Differences among organisms Cross-cultural theme: All cultures have studied the ecosystems, animals, and plant

life. All cultures have stories and legends that explain natural phenomenon and questions about the life.

II. FOCUS/MOTIVATION Cognitive Content Dictionary with signal words Big Book The Important Book About Desert Life… Desert Life Awards Inquiry Chart Observation Charts Interest Pieces Videos Picture File Cards/Exploration Report Fieldtrip to zoo/Talking Talons/Botanical Gardens

III. CLOSURE Process all charts Group presentations of team tasks Where’s my answer Reading Big Books, share individual poetry Chapter Test Student required writings

IV. CONCEPTS – SCIENCE – Grade 3 StandardsLife Science Strand 3, Standard II, Benchmark I, IIUnderstand the properties, structures, and processes of living things and the interdependence of living things and their environments. Know that living things have diverse forms, structures, functions, and habitats. Know that living things have similarities and differences and that living things change over time.

Power Standards Know that an adaptation in physical structure or behavior can improve an

organism’s chance for survival (e.g., horned toads, chameleons, cacti, mushrooms). (SC 3.3.1)

Desert Life – Level 3 NMErin Mayer & Susana Ibarra Johnson ,Albuquerque Public School District (Project GLAD - 11/06 JB)

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IDEA PAGE 2 Classify common animals according to their observable characteristics (e.g.,

body coverings, structure). (SC 3.3.3) Identify how living things cause changes to the environments in which they

live, and that some of these changes are detrimental to the organism and some are beneficial. (SC 3.3.5)

Content Standards Observe that plants and animals have structures that serve different

functions (e.g., shape of animals’ teeth). (SC 3.3.2) Classify plants according to their characteristics (e.g., tree leaves, flowers,

seeds). (SC 3.3.4) Know that some kinds of organisms that once lived on Earth have become

extinct (e.g., dinosaurs) and that others resemble those that are alive today (e.g., alligators, sharks). (SC 3.3.6)

Scientific Thinking and Practice Strand 1, Standard 1, Benchmark I, II & IIIUnderstanding the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.

Power Standards Collect data in an investigation and analyze those data. (SC 3.1.4) Understand that predictions are based on observations, measurements, and

cause-and-effect relationships. (SC 3.1.7) Content Standards

Make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy. (SC 3.1.1)

Recognize the difference between data and opinion. (SC 3.1.2) Use numerical data in describing and comparing objects, events, and

measurements. (SC 3.1.3) Know that the same scientific laws govern investigations in different times and

places (e.g., gravity, growing plants). (SC 3.1.5) Use a variety of methods to display data and present findings. (SC 3.1.6) Use numerical data in describing and comparing objects, events, and

measurements. (SC 3.1.8) Pose a question of interest and present observations and measurements with

accuracy. (SC 3.1.9) Use various methods of display data and present findings and communicate

results in accurate mathematical language. (SC 3.1.10)

Civics and Government/Social Studies – Strand 2, Standard II, Benchmark II-A & BStudents understand how physical, natural, and cultural processes influence where people live, the ways in which they live, and how societies interact with one another and their environments. Understand the concept of location by using and constructing maps, globes, and


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IDEA PAGE 3other geographic tools to identify and derive information about people, places, and environments. Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change.

Power Standards Identify and use the mapping tools of scale, compass rose, grid, symbols, and

mental mapping to locate and draw places on maps and globes. (SS 3.2.1) Content Standards

Describe how human and natural processes can sometimes work together to shape the appearance of places (e.g., post-fire reforestation). (SS 3.2.2)

Explore examples of environmental and social changes in various regions. (SS 3.2.3)

V. VOCABULARYorganism adaptation characteristicsmetamorphosis inherit photosynthesischlorophyll vertebrate mammalreptile amphibian invertebrateenvironment ecosystem habitatdesert instinct hibernatemigrate camouflage mimicryresource

VI. CONCEPTS – LANGUAGE ARTS – 3rd Grade StandardsReading Process Strand 1The student employs appropriate reading strategies to read and interpret increasingly complex texts for a variety of purposes. The student develops proficiency in basic reading skills and strategies and continues to develop vocabulary and fluency in reading across content areas.

Power Standards – Reading Strategies Uses a variety of strategies (e.g., rereads, reads ahead, asks for help, adjusts

reading speed, questions, paraphrases, retells) to comprehend text. (LA 3.1.4) Content Standards – Reading Strategies

Applies phonetic and structural analyses to decode words. (LA 3.1.1) Applies context clues to decode unfamiliar words. (LA 3.1.2) Self-corrects when reading. (LA 3.1.3) Uses text organizers (e.g., titles, tables of contents, chapter headings,

glossaries, indices) to identify the main idea(s) and locate information. (LA 3.1.5) Power Standards – Vocabulary Development

Increases vocabulary through reading, listening, and interacting in a variety of situations. (LA 3.1.7)

Content Standards – Vocabulary Development Demonstrates an expanding vocabulary: (LA 3.1.6)


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IDEA PAGE 4 Uses reference material (e.g., glossary, dictionary, thesaurus) and context

to confirm decoding skills, verify spelling, discover, and extend meaning of words

Identifies and uses knowledge of synonyms, antonyms, homophones, and homographs to determine multiple meanings of words.

Power Standards – Reading Applications Reads grade-level text aloud with natural rhythm, pace, and intonation and with

fluency and comprehension (LA 3.1.8)Reading Analysis – Strand 2The student responds to, examines, and critiques historically and culturally significant issues and events portrayed in literature that both illustrate and affect people, society, and individuals. The student reads, listens to, and responds to a variety of work from a diverse collection of quality texts.

Power Standards – Literacy Analysis Interacts with text before, during, and after reading (LA 3.2.1)

Sets a purpose Previews the text Makes predictions Asks questions Locates information for a specific purpose Uses story structure and text organization to comprehend

Content Standards – Literacy Analysis Makes connections between the text and personal experience/prior knowledge.

(LA 3.2.2) Content Standards – Literacy Elements

Analyzes literacy elements (e.g., problem-solution, cause-effect, climax) of text. (LA 3.2.3)

Distinguishes among common forms (e.g., poetry, drams, fiction, nonfiction) of literature. (LA 3.2.4)

Recognized archetypal patterns (e.g., hero, villain) depicted in literature and media around the world. (LA 3.2.5)

Power Standards – Literacy Applications Succinctly summarizes main idea(s) from text. (LA 3.2.7)

Content Standards – Literacy Applications Identifies and discusses similarities and differences in events and characters

across examples of literature. (LA 3.2.6) Makes inferences and draws conclusions about characters and events from

fiction, nonfiction, poetry, and drama. (LA 3.2.8) Draws conclusions, makes generalizations, and gathers support for answers by

referencing the text. (LA 3.2.9)


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IDEA PAGE 5 Reads, creates, and responds to a variety of text including fiction (e.g., short

stories, novels, fantasies, fairy tales, fables), nonfiction (e.g., biographies, letters, articles, essays), poetry, and drama (e.g., skits and plays). (LA 3.2.10)

Writing: Expressive Language – Strand 3The student writes effectively for different audiences and purposes (e.g., to describe, narrate, express, explain, persuade, and analyze) using appropriate writing strategies and conventions. The student develops and uses writing strategies and conventions across content areas to describe, narrate, express, explain, persuade, and analyze for a variety of purposes and audiences.

Power Standards – Writing Strategies Uses the writing process to create a final product: (LA 3.3.1)

composes two or more paragraphs with topic sentences, supporting details, appropriate, logical sequence, and sufficient elaboration,

proofreads own writing for spelling and edits for writing conventions and format,

reflects on and revises writing by:- clarifying ideas, adding descriptive words and phrases, sequencing events

and ideas, - combining short, related sentences, and strengthening word choice.

Content Standards – Writing Strategies Uses the elements of effective writing (i.e., idea, organization, voice, word

choice, sentence fluency, and conventions). (LA 3.3.2) Uses technology (e.g., word processors, e-mail, overhead projectors,

multimedia) to present information appropriate for the intended purpose and audience. (LA 3.3.3)

Power Standards – Writing Conventions Uses writing conventions (e.g., grammar, spelling, capitalization, punctuation):

(LA 3.3.4) uses legible handwriting to create documents, writes compositions that correctly use pronouns, adjectives, adverbial

forms, and coordinating conjunctions, begins to incorporate literary devices (e.g., elaborate descriptions,

figurative wording) and language patterns in written work, uses a variety of complete sentences (i.e., declarative, imperative,

interrogative and exclamatory) in written work, uses correct capitalization and punctuation, uses correct subject/verb agreement, and

Uses appropriate types of writing (i.e., descriptive, narrative, expressive, expository, persuasive, and analytical) for the intended purpose and audience: (LA

composes a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and multimedia,

creates and delivers presentations about familiar experiences or interests that are organized around a coherent statement, and

combines information from multiple sources when writing reports and stories, using technology as a tool.


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IDEA PAGE 6 Content Standards – Writing Conventions

Uses a variety of strategies (e.g., appropriate resources, spelling patterns, rules) for correct spelling. (LA 3.3.5)

Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes: considers the differences among genres, relates plots, settings, and characters to own experiences and ideas, considers main character’s point of view, participates in creative interpretations, and makes inferences and draws conclusions about characters and events.

Speaking: Expressive Language Strand 4The student speaks effectively for different audiences and purposes (e.g., to describe, narrate, express, explain, persuade, and analyze) using appropriate speaking strategies and conventions. The student develops and uses speaking strategies and appropriate speaking conventions to describe, narrate, express, explain, persuade, and analyze for a variety of purposes and audiences.

Content Standards – Speaking Strategies Uses speaking strategies: (LA 3.4.1)

develops and organizes information for a formal oral presentation, and answers open-ended questions.

Content Standards – Speaking Conventions Uses speaking and language conventions (e.g., grammar, standard English,

diction): (LA 3.4.2) demonstrates command of standard English, uses a variety of complete sentences (e.g., declarative, imperative, interrogative, exclamatory) and uses correct subject/verb agreement.

Power Standards – Speaking Applications Uses appropriate types of speaking (i.e., descriptive, narrative, expressive,

expository, persuasive, and analytical) for a variety of purposes and audiences: (LA 3.4.3) presents information in a logical manner, clearly identifying main point,

explains own learning, sustains conversation on a topic and creates and delivers recitations and presentations that are organized around a coherent statement and are based on familiar experiences or interests.

Content Standards – Speaking Applications Responds to fiction, nonfiction, poetry, and drama using interpretive, critical,

and evaluative processes: (LA 3.4.4)o considers differences among genres, relates plots, settings, and characters to own

experiences and ideas, considers main character’s point of view, participates in creative interpretation, and makes inferences and draws conclusions about characters and events.


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IDEA PAGE 7

Listening & Viewing – Receptive Language – Strand 5The student demonstrates, analyzes, evaluates, and reflects upon the skills and processes used to communicate by listening to and viewing a variety of auditory and visual works. The student listens to, views, and responds to formal and informal visual and auditory works, including multimedia presentations.

Power Standards – Listening/Viewing Strategies Employs active listening skills (e.g., acknowledges understanding). (LA 3.5.1)

Power Standards – Listening/Viewing Applications Follows oral and written multi-step instructions.(LA 3.5.2)

Content Standards – Listening/Viewing Applications Confirms understanding by paraphrasing. (LA 3.5.3) Summarizes main idea(s) from spoken passages. (LA 3.5.4) Uses story structure, organization, and appropriate questions to assist

comprehension before, during, and after reading, listening, or viewing. (LA 3.5.5) States individual point of view about a given topic or media production. (LA

3.5.6)Research – Strand 6The student conducts and compiles research data, synthesizes findings, and develops an original conclusion to increase personal and community depth of knowledge. The student locates and uses a variety of resources to acquire information across content areas.

Power Standards – Research Strategies Uses print and electronic resources to gather information for a specific purpose.

(LA 3.6.1) Content Standards – Research Conventions

Uses reference materials (e.g., glossary, dictionary, thesaurus) to support decoding skills, verify spelling, discover, and extend meaning of words. (LA 3.6.2)

Content Standards – Research Applications Explains choice of research materials by citing purpose of information (e.g.,

solving problems, making decisions, and enjoyment). (LA 3.6.3)

VII. English Language Development Standards

STANDARDS - ENGLISH AS A SECOND LANGUAGE- New Mexico grades K-3 Goal 1, Standard 1: To use English to communicate in social settings: Students will use English to participate in social interactions. Goal 1, Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment. Goal 1, Standard 3: Students will sue learning strategies to extend their communicative competence Goal 2, Standard 1: To use English to achieve academically in all content areas: Students will use

English to interact in the classroom.


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Goal 2, Standard 2: Students will use English to obtain, process, construct, and provide subject matter

information in spoken and written form. Goal 2, Standard 3: Students will use appropriate learning strategies to construct and apply academic

knowledge. Goal 3, Standard 1: To use English in socially and culturally appropriate ways. Students will use the

appropriate language variety, register, and genre according to audience, purpose, and setting. Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and

setting. Goal 3, Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and

sociocultural competence.

Listening and Speaking (Grades 3-5 ESL Standards)

ComprehensionBeginning Begin to speak with a few words or sentences, using some English phonemes

and rudimentary English grammatical forms (e.g., single words or phrases).Answer simple questions with one- to two-word responses.Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.

Early Intermediate Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]).Ask and answer questions using phrases or simple sentences.Restate and execute multi-step oral directions.

Intermediate Ask and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”)Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details.

Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details.Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”)


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IDEA PAGE 9

Comprehension/Organization and Delivery of Oral CommunicationBeginning Independently use common social greetings and simple repetitive phrases

(e.g., “May I go and play?”).Early Intermediate Orally identify the main points of simple conversations and stories that are

read aloud using phrases or simple sentences.Orally communicate basic needs (e.g., “May I get a drink of water?”).Recite familiar rhymes, songs, and simple stories.

Intermediate Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Retell stories in greater detail including characters, setting, and plot, summary, and analysis.Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”).Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).

Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing.Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.Identify the main ideas, points of view, and fact/fiction in broadcast and print media.Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.


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IDEA PAGE 10

WORD ANALYSIS

Concepts of Print, Phonemic Awareness, Vocabulary and Concept DevelopmentBeginning Recognizes English phonemes that correspond to phonemes

Students already hear and produce while reading aloudEarly Intermediate While reading orally, recognize and produce English phonemes

that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants).

Intermediate Pronounce most English Phonemes correctly while reading aloud.Early Advanced Apply knowledge of common English morphemes in oral and

silent reading to derive meaning from literature and text in content area.Advanced Apply knowledge of word relationships, such as roots and affixes, to derive

meaning from literature and texts in content areas.

Phonemic Awareness, Decoding and Word RecognitionBeginning Recognize sound/symbol relationships in own writing.Early Intermediate Recognize common English morphemes in phrases and simple sentences

(e.g., basic syllabication rules and phonics).Intermediate Pronounce most English phonemes correctly while reading aloud.

Use common English morphemes in oral and silent reading.Early Advanced Apply knowledge of common English morphemes in oral and silent reading to

derive meaning from literature and texts in content areas.Advanced Apply knowledge of word relationships, such as roots and affixes to derive

meaning from literature and tests in content areas.

READINGFluency and Systematic Vocabulary Development

Vocabulary & Concept DevelopmentBeginning Read aloud simple words in stories or games (e.g., nouns and adjectives).

Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).

Early Intermediate Apply knowledge of content related vocabulary to discussions and reading.Read simple vocabulary phrases and sentences independently.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud.Read own writing of narrative and expository text aloud with some pacing, intonation, and expression


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Intermediate Create a dictionary of frequently used words.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written textsDemonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.Use content related vocabulary in discussions and reading.Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker).

Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time).Use some common roots and affixes when attached to known vocabulary.Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”).Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.Use some common idioms in discussions and reading (e.g., “scared silly”).Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.

Advanced Apply knowledge of common roots and affixes when attached to known vocabulary.Recognize that words sometimes have multiple meanings and apply this knowledge consistently.Apply this knowledge of academic and social vocabulary to achieve independent reading.Use common idioms, some analogies and metaphors in discussion and reading.Use a standard dictionary to determine measuring of unknown words.Read narrative and expository text aloud with appropriate pacing, intonation, and expression.

Reading Comprehension

Comprehension & Analysis of Grade-Level Appropriate TextBeginning Answer fact questions using one/two word response

Connect simple test read aloud to personal experienceUnderstand & follow one-step directionsSequence events from stories read aloud using key words/phrase


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IDEA PAGE 12Identify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings

Early Intermediate Use simple sentences to give details from simple storiesConnect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentencesRead & identify main ideas to draw inferencesIdentify text features: title, table of contents, chapter headingsIdentify fact/opinion in grade level text read aloud to students

Intermediate Use detailed sentences to orally respond to comprehension questions about written text (e.g.,”The brown bear lives with his family in the forest.”).Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.

Early Advanced Describe main ideas and supporting details of a text.Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

ComprehensionBeginning Respond orally to stories read to them by answering factual comprehension

questions, using one- or two-word responses (e.g., “brown bear”).Orally identify relationship between simple text read to them and their won experience using key words and/or phrases.Understand and follow simple one-step directions for classroom or work-related activities.

Early Intermediate Read and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”)Read and orally identify relationships between written text and their own experience using simple sentences.Understand and follow simple two-step directions of classroom or work-related activities.

Intermediate Read and use more detailed sentences to orally describe relationships between text and their own experiences.Understand and follow some multi-step directions for classroom-related activities.

Early Advanced/ Locate and identify the function of text features such asAdvanced format, diagrams, charts, glossaries, and indexes.


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IDEA PAGE 13

Comprehension and Analysis of Appropriate TextBeginning Identify the basic sequences of events in stories read to them, using key

words or picturesIdentify the main idea in a story read aloud using key words and/or phrases.Point out text features such as title, table of contents, and chapter headings.

Early Intermediate Orally identify the basic sequence of written text using simple sentences.Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences.Read and identify basic text features such as title, table of contents, and chapter headings.

Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts.

Early Advanced Describe main ideas and supporting details of a text.Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

VIII. Math/Science/Social Science Skills Observing, comparing, communicating, organizing Making inferences, drawing conclusions, predicting Information and research skills, cite sources Scientific Observations Cause and effect relationships Timelines, maps and globes Critical thinking skills

IX. Resources and Materials - Non-Fiction Hampton Brown. A Hole is a Great home.Steck-Vaughn. Lions.Hampton Brown. Looking for the Queen.Rigby. Animal Scavengers.Children’s Press. Coyotes.Rourke. Deserts.Weelky Reader. Roadrunners.Capstone Press. Desert Plants.Children’s Press. Saguaro Cactus.Sierra Club Books. Desert Giant The World of the Saguaro Cactus.


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IDEA PAGE 14Children’s Press. Desert Birds.Children’s Press. Cactuses.Harcourt Brace Publisher. Science.Scholastic. Reptiles and Amphibians Dictionary.Meridith. Buggin’ with Ruud.World Book. Animals.Carolrhoda Books. Animal Predators Owls.Story Kids. Raptor.Laronze Books. Lizards.Scholastic. Frogs and Other Amphibians.Scholastic. All Kinds of Reptiles.Scholastic. Animal Families.Scholastic. What Has Wings.Scholastic. Plants.Harcourt School Publisher. Could Polar Bear Survive in the Desert.Harcourt School Publisher. Types of Plants.Harcourt School Publisher. Types of Living Things.Harcourt School Pubishers. Where Living things are Found.Harcourt School Publishers. Types of Animals.Harcourt School Publisher. Understanding the Food Chain.Harcourt School Publisher. What Kind of Animal.Harcourt School Publisher. The Wonerful World of Plants.Harcourt School Publisher. Living Things Grow and Change.Harcourt School Publisher. Living Things Depend on One Another.Harcourt School Publisher. Amazing Plants.Harcourt School Publisher. Living Things Are All Around Us.

Resources and Materials – FictionTambourine, 1996. Camel CaravanPinata Books, 1994. The Desert is My Mother/El desierto es mi madre.Dutton Children’s Books, 1999. Two Cool CoyotesTony Johnston. Desert Song.Susan Lowell. The Tortoise and the Hare.Rigby. Visiting the Eagle Hotel.Scholastic Inc. Prairie Dogs.Harcourt Brace Publisher. Prairie Dogs.Harcourt Brace Publisher. Folktales from Ecosystems Around the World.Scholastic. My Home is Just Right for Me.


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Resources and Materials – PoetryAlma Flor Ada. A Chorus of CulturesMillbrook Press. The Paisano Roadrunner.Harcourt Brace Publisher. Storm on the Desert.

Resources and Materials – Internetwww.drseward.com

www. desert usa.com www.nps.gov/archive/moja/mojadewd.htm www.livingdesert.org/ deserts www.indianchild.com


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http://www.livingdesert.org/deserts

http://www.nps.gov/archive/moja/mojadewd.htm

http://www.desertusa.com/

http://www.drseward.com/


Desert Life (3)Planning Pages

I. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Desert Life Awards Observation Charts Inquiry charts: What do you know about desert life? What are you wondering? Big book, The Important Thing About Desert Life… Chant Fieldtrip Zoo/Talking Talons/Botanical Gardens Poetry Interest Pieces Pre/post mind mapping with webbing

II. INPUT World Map (desert area focus) Pictorial Comparison Pictorial Narrative Input (“The Desert is My Mother”) Expert Groups 10/2 with primary language Interest pieces

III. GUIDED ORAL PRACTICE T-Graph for Social Skills: Teamwork Mind mapping, list-group-label Team Tasks Poetry Exploration Report Sentence Patterning Chart Daily review and processing of charts Narrative Retell Jeopardy

IV. Reading/Writing Activities1. Whole Class

Process Grid: Saguaro Cactus, Ferruginous Hawk, Gila Monster, Cicada, Joshua Tree Story Mapping Expository Reading/Writing Model Editing Process


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PLANNING PAGE 2

Group Frames (Teacher uses information from students to model appropriate)o Big Book – The Important Book About Desert Life…o Cooperative strip paragraph – The Important Thing Adaptation…

Plus supporting details (expository, metaphors)o Poetry – Stars are Silver Reindeer; they….(poetry)o Found Poetry

Listen and Sketch2. Flexible and Cooperative Groupings

Sentence Patterning Chart with Word Cards (read and trade games) Ear-to-Ear Reading Cooperative Strip Paragraph Team Tasks Expert Groups Flexible Grouping for ELD differentiation, primary language, reading instructions, skill

reinforcement (ELD review/retell)3. Individual Work

Learning Logs Reading/Writing Choice Interactive Journals Individual tasks

Reading/Writing choices: picture file cards, add to charts, make word cards, highlight poetry booklets, focused reading, poetry booklet, flip chants

4. Writer’s Workshop Mini-Lessons Plan, Share, Write, Revise, Edit, Publish Conferencing Author’s Chair

V. Extension Activities

VI. Daily Activities Read Aloud Silent Sustained Reading/Book Sharing Silent Sustained Writing Listening Activities Daily News/Interest Piece Personal Interaction Flexible group reading


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PLANNING PAGE 3

VII. Closure/Evaluation Re-visit Inquiry Chart Student-Made Big Books Team Task Presentations Expert Group Presentations Portfolios Graffiti Wall Living wall Vocabulary strips of “Where’s my answer?”


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Desert Life (3)Sample Daily Lesson Plans

Day 1FOCUS/MOTIVATION

Introduce 3 standards, Making good decisions, Solving problems, Showing respect Super Scientist (Desert Life) Reinforcers Signal Word processing w/Cognitive Content Dictionary Observation Charts Inquiry Chart on Desert Life Big Book

INPUT Graphic Organizer Input Chart of the World Map

Learning Log

GUIDED ORAL PRACTICE Personal interaction – What do you know about desert life? What are you wondering? T-graph – teamwork Picture Files/Exploration Report Poetry – The Great Basin Cadence

READING/WRITING Flex group reading

INPUT Comparison Input Chart Poetry – Desert Life

WRITER’S WORKSHOP Mini-lesson (Plan, share, write, respond) (Ecosystem Folktale) Students write, teacher conferences Author’s chair

CLOSURE Interactive Journal Highlight Poetry Process Inquiry Chart Home/School Connection With parents or siblings, remedies that are made with the wildflowers from our

desert , sketch/write what you see


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Super Scientist (desert life) Reinforcers Share Home/School Connection share out Signal Word processing w/Cognitive Content Dictionary Review chart with word cards Interest pieces/language wall “The Stars are Silver Reindeer” Chants – Highlight Review with word cards – World Map – Learning Logs

INPUT Narrative Input Chart

Learning log Vocabulary cards – “Where’s my answer?”

GUIDED ORAL PRACTICE Expert Groups

o Team tasks

READING/WRITING Flex group reading Total class poetry frame “The Stars are Silver Reindeer” Expert Groups

Team Tasks: World Map Input Chart, Mind Maps

WRITER’S WORKSHOP Mini-lesson: type of writing – picture books, labeling, etc. Writing/Planning conferencing Author’s Chair

GUIDED ORAL PRACTICE Review with words cards – Narrative Input

CLOSURE Process charts/poems Interactive Journals Home/School Connection Interview parents about cognates (words that English borrowed from Spanish), teacher

models with cognates


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Super Scientist (Desert Life) Reinforcers Share Home/School connection Signal Word processing w/Cognitive Content Dictionary (w/VSS) Interest Pieces Review Narrative with word cards and conversation bubbles Learning log – what an ecosystem would look like

GUIDED ORAL PRACTICE Sentence Patterning Chart (Farmer-in-the-Dell)

Reading GameTrading GameFlip Chant

Finish Expert Groups – Team tasks Mind Map Process Grid

READING/WRITING Co-op Strip Paragraph - Expository

READING/WRITING WORKSHOP Mini-lesson Planning/Writing conferences Author’s chair

CLOSURE Interactive Journals Process Inquiry Chart Home/School Connection


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Super Scientist (Desert Life) Reinforcers

Share Home/School connection Signal Word processing w/Cognitive Content Dictionary (stumper word) Read Aloud –fiction- characteristics of genre from narrative Review narrative with Story Map

READING/WRITING Flex group reading

o ELD – emergento At/Above level – Clunkers & Links

Team taskso Team eval from T-graph

Team Writing Workshopo Fictional character graphic organizero Story Mapo “Three before me” responding/editingo Rough drafto Final proof by teacher, can be typed on computer

READING/WRITING WORKSHOP Writer’s workshop Mini Lesson – traits of writing Plan, Write, Conference Author’s chair Strip Book

CLOSURE Review charts Share Team Stories


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Share Home/School connection Signal Word processing w/Cognitive Content Dictionary (stumper word)

READING/WRITING Flex Group Reading

o Struggling/emergent with coop strip paragrapho Team Tasks: evaluation, presentation

Interactive Journals Listen and sketch Found poetry DRTA Ear-to-Ear Reading Read walls with personal CCD

CLOSURE Process Inquiry Chart Team Jeopardy game Evaluate week Share Team Big Books Letter Home


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The important thing about desert life is……

The important thing about desert life is that physical structure and behavior adaptations can improve an organism’s chance for survival.

But, the important thing about desert life is that physical structure and behavior adaptations can improve an organism’s chance for survival.

The Saguaro Cactus is able to live in the hot climate of the desert because of the adaptation it has for holding water.

The Saguaro Cactus has a smooth and waxy skin with 2 inch spines on the ribs of the cactus.

When it rains the Saguaro Cactus expands its ribs to hold water for when there isn’t any rain.

The Saguaro Cactus has flowers that only open when it is cool.The Saguaro Cactus is Arizona’s state flower.

The Gila Monster is able to survive during the long winter because it is able to storing fat in its tail and abdomen.

The Gila Monster has bead-like scales on its body that protect it like armor.

The venom in the Gila Monsters teeth enables it to overpower its prey.

The Ferruginous Hawk has adapted its hunting style in order to be more successful.


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The Ferruginous Hawk can hunt by flying high above the ground and diving down to catch their prey.

The Hawk can fly low to the ground and search for prey.Sometimes the Ferruginous Hawk perches on a branch, waiting for prey to

move under them.The Ferruginous Hawk also waits outside the preys opening.


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OurDesert Life

Poetry Booklet

Name:

The Great Basin CadenceWe just know what we’ve been toldThe Great Basin Desert is very coldIt spans from Sierra Nevada to Rocky Mountains,So the Great Basin vegetation is plain.

Sound off - Big SagebrushSound off - BlackbrushSound off – 1, 2, 3, 4Vegetation! Several other deserts are in the Great Basin,It is the Colorado Plateau and the Navajoan.The Plateau has juniper and pinyon,You can see spectacular Grand Canyon.

Sound off - Red RockSound off - CamelbackSound off – 1, 2, 3, 4Landforms!

The Colorado Plateau has spectacular formation,This desert usually has higher elevation.Garden of the Gods leaves you in awe,Something that artist often draw.

Sound off - Monument ValleySound off - DesertSound off – 1, 2, 3, 4.Barren and dry!


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Deserts

Deserts here, deserts thereDeserts, deserts everywhere.

Sandy desert floor blowing,Rocky desert standing,Sand dunes piling,Monument Valley forming.

Plants in the desert,Animals behind the cactus,Lizards under the hot rocks,And owls in the Saguaro.

Deserts here, deserts thereDeserts, deserts everywhere.

Cactus! Gila Monster! Wild Flowers! Ocatillo!


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Desert System Bugaloo

I’m a scientist and I’m here to say,I study the desert ecosystem.Sometimes I measure rainfall; sometimes I map a gully,But I like to use my compass to study the environment Lizards, Vultures, Owls tooDoing the Desert Ecosystem BUGALOO!

The desert nearest our city is White SandsIts desert habitat is white as snow.The rainfall level is 8.5 inches,It provides water for our desert organisms.

Chorus

Desert vertebrate survive in the desert,They prey on each other, but others protect and escape.Owl and Gila Woodpecker nest on the Saguaro Cactus,Vultures are scavengers and keep the desert clean.

Chorus

Our deserts cover one-fifth of the Earth,We love the different landscapes.The New Mexico ecosystem is full of color,The Mesas and canyons are the reason why.

Chorus


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Yes, of course

Is this a reptile? Yes, of courseIs this a reptile? Yes, of courseHow do you know? Cold-blooded creaturesHow do you know? It is a mammalGive me an example. Our Horned –lizardGive me two more. Gila Monster and Fringed-toed lizard

Is this a vertebrate? Yes, of courseIs this a vertebrate? Yes, of courseHow do you know? It has a backboneHow do you know? It is a mammalGive me an example. RoadrunnerTell me the fastest. Coyote

Is this an amphibian Yes, of courseIs this an amphibian? Yes, of courseGive me an example. A SalamanderGive me two more. Frogs and toads

Is this a bird? Yes, of courseIs this a bird? Yes, of courseHow do you know? It migrates to the south How do you know? Adapts and hibernates Give me an example. Gila WoodpeckerGive me two names. Elf Owl and Vulture

Is this a succulent cactus? Yes, of courseIs this a succulent cactus? Yes, of courseHow do you know? It’s a water resourceHow do you know? It gets wider when full Tell me more. It adapts without much waterTell me more. It is a living organismGive me an example. The desert cactusWhere is this? In our Desert Ecosystem


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Name: _________________________ Date:_______________

Home to School Connection #1Desert Life

Ask someone in your family or an adult about any medicinal remedies that are made with the wildflowers from our desert. For example: Yerba Buena, Chamomile, etc. Sketch a picture and/or write about your findings

Preguntale a alquien de tu familia sobre remedios medicinales que estan hechos con yerbas de nuestro desierto. Por ejemplo: Yerba Buena y Manzanilla. Dibuja y escribe tu investigación.

______________________ ______________________ Parent Student

Name: _________________________ Date:_______________


Ask your family members if they know about cognates (words that English borrowed from Spanish). For example: Saguaro, a kind of cactus or Coyote a desert animal. If they know other cognates please list below. Sketch or write the information.


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Pregúntale a tu familia si saben sobre cognados (palabras que el español presto a las ingles). Por ejemplo: Saguaro, un tipo de cactus o Coyote un animal del desierto. Si saben de otros cognados por favor hagan una lista. Dibuja o escribe la informacion.

List Cognates

English Spanish ____________ ____________ ____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________________ ___________________ Parent Student

Name: _________________________ Date:_______________


Observe the desert ecosystem in Albuquerque, New Mexico from your backyard then sketch and or write the information.

Observa el ecosistema del desierto desde tu patio en Alburquerque, Nuevo México y luego dibuja o escribe la información.


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____________________________ __________________________ Parent Student


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Name: _________________________ Date:_______________


Tell a family member about the narrative story of The Desert is My Mother by Pat Mora. Why do you think that the author thinks that the desert is her Mother? Discuss with a family member. Sketch or write the information.

Diga a un miembro de la familia el cuento narrativo de El desierto es mi madre por Pat Mora. Por que creas que la autora piensa que el desierto es su madre? Discutir con un miembro de la familia. Dibuja o escribe la informacion.

________________________________ _____________________________Parent Student


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Saguaro CactusCharacteristics

The Saguaro Cactus has smooth waxy skin with 2 inch spines. The Saguaro Cactus has vertical ribs that expand when it rains to hold water for times when it doesn’t rain. This cactus stands upright and can be 18 to 24 inches in diameter. The Saguaro Cactus yields white and yellow flowers that open when the temperature is cooler and they bloom for only one day. The Saguaro Cactus has an interesting root system; it has a tap root that isn’t very long and it has two sets of radial roots. One of the radial roots is think and short, while the other one is thin and long.

LocationThe Saguaro Cactus lives in the Sonoran Desert in southeastern California, southern Arizona, and northwestern Mexico. The Saguaro Cactus lives on rocky terrain in bajadas or low lands.


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AdaptationThe Saguaro Cactus has vertical ribs that are able to expand when it rains to hold large amounts of water. When it is a long time between days that there is rain the Saguaro Cactus can use this stored water to survive. There are downward spines that help guide the water to the roots when it rains.

Interesting Facts

The Saguaro Cactus can live up to 200 years, grow as high as 50 feet, and weigh up to 10 tons (that’s as much as 3 or 4 cars!)! The roots of the cactus can spread out as much as 90 feet! The form the shape of a giant bowl. It is the Arizona state flower.


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Ferruginous (fer-OO-jin-us) Hawk or Buteo (BEW-tee-oh) CharacteristicsThe Ferruginous Hawk is the largest of the Buteos and is a bird of prey. They are medium to large birds with broad, long wings and short tails. Ferruginous Hawks can soar in the air for long periods of time. These hawks can be up to 22.5-25 inches long. Their wingspan is 53-56 inches long. Ferruginous Hawks range in colors from rusty red to dark brown with white on their tails. Their bird call is a harsh sound like kree-a or kaah. These hawks build their nests out of large twigs and roots on rocky pinnacles, hillsides and trees. They lay eggs between February and July. They usually lay 3-4 eggs. The collection of eggs are called a clutch. Young hawks leave the nest when they are 38 to 50 days old.

Location

Ferruginous Hawks can be found in more high desert areas such as, northern and southern Arizona and northern New Mexico. They do migrate to Baja and central Mexico during the winter months.


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Adaptation

The Ferruginous Hawks ability to hunt in different ways allows for more opportunities to catch prey. These hawks can hunt four different ways: hunting from the ground, low from the air, high from the air, and from a perch.

Interesting FactsThe word Ferruginous means “rusty color” which refers to the coloration on the

hawks legging and wing feathers. The species name Regalis means “kingly” or “royal” in Latin. The female hawk lays an egg every two days until she is done, so the young birds can be several weeks apart in age. Hawks tear apart their prey in to chunks and then regurgitate a pellet. Pellets are made up of fur, feathers, bone, and other materials that the hawks cannot digest.


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Cicadas

Characteristics

Cicadas are insects with large-heads; they have thick bodies and sucking mouth parts. They can be green with red and black markings, their bodies can be an inch or more with 2 pairs of wings. Cicadas have a 3-jointed beak, an abdomen of six segments, and 3 prominent compound eyes. There are more than 1,500 species of Cicadas; over 100 species live in North America.

Location

Cicadas live in the Mojave, Great Basin, Chihuahuan and Sonoran Deserts throughout the southwest.


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Adaptation

Cicadas like to fly when it is hot, they do not fly when their body temperature is below 72°. Most predators of the Cicadas do not hunt midday when it is hot out, so the Cicadas are less likely to become prey.

Interesting Facts

The 17-Year Cicada lives only in the United States. It lives underground for 17 years and than emerges for 5 weeks of activity in the sunlight, and then dies. This Cicada is one of the longest living insects. During mid-summer to early fall, male Cicadas can be found in treetops making ticks, buzzes, or whines to attract a female. These sounds are made by vibrations from the drum-like abdominal membranes called timbals.


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Joshua TreeCharacteristics

The Joshua Tree is the largest of the yuccas. It grows naturally only in the Mojave Desert. It is an evergreen, meaning it is green all year round. It can stand up from 15-40 feet and be 1-3 feet in diameter. The Joshua Tree is actually a member of the Lily Family. The Joshua Tree has bell-shaped flowers that do not smell good and oval green-brown fruit that can be 2.5 to 4 inches long. The Joshua Tree is very slow growing, they grow only 4 inches a year. The trunk is made of thousands of small fibers. The tree system is also shallow like the Saguaro Cactus and can fall over easily.

Location

The Joshua Tree can be found in the Mojave Desert of extreme southwest California, Nevada, Utah and Arizona. This plant likes dry soils and often grows in clumps or stands.


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Adaptation

The Joshua Tree is able to survive the harsh, hot climate of the desert by being able to hold water and go long periods of time in dry, hot heat. Some years when there is little rain the Joshua Tree will not make any flowers, this helps the plant conserve energy.

Interesting Facts

The Joshua Tree lives only because of the female Pronuba Moth. Only this moth can transfer pollen from one Joshua Tree flower to another. The female moth lays her eggs in the flower and when the larvae hatch, they eat the Joshua Tree seeds. Like the Saguaro Cactus, the Joshua Tree can live a couple hundred years.


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Mind Map

Characteristics

AdaptationsInteresting Facts Organism

Location


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Process Grid

Organism CharacteristicsLocation Adaptation Interesting Facts


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Completed Process GridOrganism Characteristics Location Adaptation Interesting Facts

Gila Monster-18 to 24 inches long-Venom in teeth-Bead-like scales-Burrows in the ground-Dinural

-Mojave Desert-Sonoran Desert-Chihuahuan Desert

-Stores fat in tail and abdomen for winter when food is scarce

-One of two venomous species of lizards

Saguaro Cactus

-2 inch spines-flowers-thick, whitish pith-fleshy tissue-ribs that form pleats

-Sonoran Desert-SE California-S Arizona-NE Mexico

-ribs expand to hold water for dry desert days

-Can live up to 200 years-weighs up to 10 tons-roots up to 90 feet long

Ferruginous Hawk

-largest buteo breed-bird of prey-rusty colored-22.5 to 25 inches long-53 to 56 inch wingspan

-N & SE Arizona-N New MexicoMigrates to:-SW Baja-Central Mexico

-able to hunt four ways

-make pellets-name origin “royal” “kingly”-eggs hatch up to two weeks apart

Cicada-insect-inch or more in length-green with red and black-3-jointed beak-2 pair of wings

-Mojave Desert-Chihuahuan Desert-Sonoran Desert

-can fly when its hot, avoids predators

-17 year Cicada comes out after 17 years-makes noises to attract a female-uses abdominal membranes to make noises (timbals)

Joshua Tree-has fruit-has unpleasant odor-largest yucca-15-40 feet tall-1-3 feet around

-Mojave Desert-SW California, Nevada, Utah, and Arizona

-stores water for hot, dry periods-conserves energy by not producing flowers

-can only reproduce with the aid of the Pronuba moth-can live several 100 years


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THE STARS ARE SILVER REINDEER

THE STARS ARE SILVER REINDEER,

THEY ARE _____________________________________________________________________

THEY ARE _____________________________________________________________________

THEY ARE _____________________________________________________________________

THEY ARE _____________________________________________________________________

THEY ARE _____________________________________________________________________

THE STARS ARE SILVER REINDEER.

Adapted from Natalia Belting by

_______________________________


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CREATING YOUR ECOSYSTEM

Facts about environment Facts about organisms

My Organism


Looks like:

Feelings

Family:

Friends:

Likes:

Dislikes:

Is afraid of:

Wants to do:

Sketch the Organism on the back.

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project glad … · web viewintermediate pronounce most english phonemes correctly while reading...

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