Teaching Baby Animals - Lerner Publishing Group

TEACHING
GUIDE
TEACHING
Baby
Animals
1st Grade Reading Level
2
TEACHING
BABY ANIMALS
Table of Contents
Standards
3
Multiple Intelligences Utilized
3
Why Teach Nonfiction Skills?
4
Guided Reading
5
Lesson 1 Picture Stories
6
Lesson 2 Survival
7
Lesson 3 My Own Book
8
Lesson 4 Growing Up
9
Additional Resources
10
Reproducible Sheets
11–15
© 2002 by Lerner Publications Company
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Manufactured in the United States of America
1 2 3 4 5 6 — JR — 07 06 05 04 03 02
ISBN 0-8225-3338-3 PMS Green 355U
TEACHING
BABY ANIMALS
Standards
Life Science
• Understands the principles of heredity and related concepts.
• Understands relationships among organisms and their physical environment.
Art
• Understands the characteristics and merits of one’s own artwork and the artwork of
others.
• Knows how to use structures (e.g. sensory qualities, organizational principles, and
expressive features) and functions of art.
• Knows a range of subject matter, symbols, and potential ideas in the visual arts.
Writing
• Uses the general skills and strategies of the writing process.
• Uses the stylistic and rhetorical aspects of writing.
• Uses grammatical and mechanical conventions in written compositions.
Reading
• Uses the general skills and strategies of the reading process.
• Uses reading skills and strategies to understand and interpret a variety of literary texts.
• Uses reading skills and strategies to understand and interpret a variety of
informational texts.
• Uses listening and speaking strategies for different purposes.
Listening and
Speaking
Viewing
• Uses viewing skills and strategies to understand and interpret visual media.
Multiple Intelligences Utilized
• Linguistic, logical, spatial, naturalistic, intrapersonal, and interpersonal
3
4
TEACHING
BABY ANIMALS
WHY teach nonfiction skills?
• As students grow from beginning readers to fluent
readers, it is vital that they continue to learn and
appreciate how nonfiction can be useful to them.
• Increased exposure to nonfiction not only helps
students acquire research skills, it can also awaken
and broaden a child’s interest in a variety of topics
across the curriculum.
• To use nonfiction effectively, students must gain a
firm understanding of the different types,
components, and organizational patterns of
nonfiction.
• The more experience students have reading a variety
of nonfiction texts, the better able they will be to
gather, synthesize, and summarize new information.
A Nonfiction Book
What Every Child Should Know
• book title
• name of author
• name of photographer and/or illustrator
• photographs and/or illustrations
• captions
• page numbers
• graphic aids:
boldface
italics
section headings
boxes
lists
highlighted text
WHAT aspects of nonfiction and
its use can be introduced to
fluent readers?
• chapters
• subheadings and layers of subdivision
• captions
• sidebars
• timelines
• simple charts and graphs
• pronunciation guides
• identification of main ideas and supporting
information
• analysis using thesis statements, supporting
statements, and summaries
• fact vs. opinion
• use of prior knowledge to help understand new
information
• skimming and scanning
• note taking
• outlining
• maps
• diagrams
• table of contents
• glossary
• index
• The idea that nonfiction exists in all disciplines: fine
arts, geography, health, history, language arts,
mathematics, science, social studies, and more.
• The idea that nonfiction exists in many forms:
biographies, cookbooks, dictionaries, textbooks,
newspaper articles, diaries, and more.
TEACHING
BABY ANIMALS
Guided Reading
Before Reading
• Select four to six students for the group based on
instructional needs and interests.
• Select and preview text.
• Decide what the students will need help with.
• Choose a reading skill or strategy to focus on.
Book Introduction
• Allow students to preview the text.
• Set the purpose for reading.
• Assess prior knowledge.
• Make connections.
• Discuss plot, setting, title, or author.
• Make predictions.
• Talk about the pictures.
• Introduce challenging vocabulary, language structure,
or concepts.
• Discuss reading strategies.
How to Read a Nonfiction Book
• Where do you start reading?
• What do you do when you get to a picture or a
caption?
• What do you do when you get to a word you do not
know?
• How do you read the table of contents, index, and
glossary?
Student Reading
• Students read independently to themselves.
• Teacher observes and helps struggling students as
needed.
Group Discussion
• Discuss and clarify understanding.
• Share favorite parts.
Mini-Lesson
• Phonics
• Spelling
• Vocabulary
• Word study
• Reading strategies
Student Response
• Read again.
• Read with a partner.
• Take home to share.
• Reading response projects and extension activities.
5
6
TEACHING
BABY ANIMALS
Lesson 1
Picture Stories
Purpose: Students will analyze and discuss the
information presented in a book’s pictures.
Materials
• Baby Animals books
• drawing paper
• pencil
• crayons
Objectives
• Name the objects and animals in pictures.
• Describe pictures.
• Translate what is happening in pictures.
• Analyze the emotions or behaviors portrayed in
pictures.
• Formulate what kind of place is presented (home,
beach, desert, etc.) in the pictures.
• Compare the activities of animals in the books to the
activities of animals you know.
Activity Procedures
Prepare
(teacher)
• Distribute drawing paper and materials for each
student.
Pretest
(class)
• Discuss the kinds of things baby animals do.
Read
(teacher, partner)
• Baby Animals books
Model
(teacher)
• Describe a picture from one of the books.
• Talk about everything you see in the picture.
Practice
(student)
• Draw a picture of something you do in a day. Draw a
comparable activity done by one of the baby animals
in the books.
• Teacher circulates and talks to students about their
drawings.
Discuss
(teacher, class)
• Describe the animals, colors, places, behaviors,
relationships, and other things you see in the
pictures.
• What seems to be happening in the photos?
• Why is it happening?
• Repeat the activity with as many photos as desired.
Evaluate
(class)
• Have students share the pictures they drew.
TEACHING
BABY ANIMALS
Lesson 2
Survival
Model
(teacher)
• Define habitat, needs, and survival.
Purpose: Through reading and constructing a chart,
students will learn what baby animals need in order to
survive.
Read
(teacher, class)
• Baby Animals books
Materials
• Baby Animals books
• pencil, pen, or
marker
• K. W. L. chart p. 13
• tagboard or butcher
paper
Objectives
• Define habitat, needs, and survival.
• Identify the resources an animal needs in order to
survive (food, shelter, water).
• Apply general animal needs to the specific needs of a
baby animal.
• List the needs that must be met for a baby animal to
thrive.
• Organize the list by type.
• Rate the needs by importance, from most important
to least important.
Activity Procedures
Prepare
(teacher)
• Copy the K. W. L. chart p. 13.
Pretest
(teacher, class)
• Demonstrate how to fill out the K. W. L. chart p. 13.
• Complete the first two sections of the K. W. L. chart
p. 13. List what students know and want to know
about baby animals’ needs.
Practice
(teacher, class)
• On a piece of tagboard or butcher paper, list
resources that baby animals need. Were some of
these things provided by the humans in the books?
(List the ideas in a chart according to category.)
Discuss
(group, partner)
• In some of the books, why did humans care for the
baby animals instead of the animals’ parents?
Evaluate
(class)
• What is a habitat? What kinds of human-made
habitats are shown in the books?
• Students complete the last section of the K. W. L.
chart p. 13 by listing what they have learned about
animal needs and survival.
7
8
TEACHING
BABY ANIMALS
Lesson 3
My Own Book
Purpose: Students will create a picture book
comparing humans and the animals in the Baby
Animals books.
Materials
• Baby Animals books
• Venn Diagram p. 14
• Book Plan p. 12
• Group Picture Book
Rubric p. 11
• drawing paper
• colored pencils or
crayons
Objectives
• Recall information from the Baby Animals books.
• Identify similarities and differences between humans
and animals.
• Practice completing a Venn Diagram.
• Question classmates.
• Compile information into a book.
• Compare information from two books.
Model
(teacher, student)
• Show students how to fill out the Venn Diagram. In
the “People” circle, write things that are unique to
people. In the “Animals” circle, write things that are
unique to animals. Write things that refer to both
people and animals in the overlapping “People and
Animals” part.
• Guide students as they complete their own Venn
Diagram.
Practice
(small groups)
• Divide the class into small groups.
• Each group will create a book similar to the Baby
Animals books, except theirs will be about the
students in their group. (For example, students will
write about the kinds of activities they do and their
needs at various ages of development. They could
even extend the story to tell what they will need or
do when they are adults. )
• Share Group Picture Book Rubric p. 11 with the class.
• Groups should design their book in the same way as
the Baby Animals books. Students could use drawings
or photos. Text could be written or typed.
• Design a book cover and bind the pages.
Activity Procedures
Prepare
(teacher)
• Divide the class into six groups.
• Copy Venn Diagram p. 14 for each student.
• Copy Book Plan p. 12 for each group.
• Copy Group Picture Book Rubric p. 11 for each
group.
Pretest
(class)
• How are people and animals different?
• How are people and animals the same?
Read
(teacher, student)
• Baby Animals books
Discuss
(small group, class)
• Have each group read their book to the class.
• Each group could also read a Baby Animals book
aloud and compare the two books.
Evaluate
(teacher)
• Complete Group Picture Book Rubric p. 11 for each
group.
TEACHING
Lesson 4
Growing Up
Purpose: Students will complete a timeline that
shows their understanding of how animals change and
learn as they grow.
Materials
• Baby Animals books
• Growing Up p. 15
• pencils
• crayons
BABY ANIMALS
Model
(teacher)
• Using the Baby Animals books, list examples of what
each animal is capable of at various stages of
development.
• Introduce Growing Up p. 15.
Practice
(student)
• Students fill in each square of Growing Up p. 15 with
drawings and descriptions.
Discuss
(class)
• How are the animals similar? How are they different?
Objectives
• Translate details from a book to written and picture
form.
• Diagram the developmental levels of an animal.
• Arrange the developmental levels in the correct
order.
• Compare how different animals develop.
Activity Procedures
Prepare
(teacher)
• Copy Growing Up p. 15 for each student.
Pretest
(class)
• Talk about the different stages of animal
development.
Read
(class)
• Baby Animals books
Evaluate
(class)
• Choose two animals from the Baby Animals books to
compare. Discuss how they are the same and how
they are different.
9
10
TEACHING
BABY ANIMALS
Additional Resources
BOOKS
Arnold, Caroline. Zoo Animals series (Mealtime for
Zoo Animals, Mother and Baby Zoo Animals,
Noisytime for Zoo Animals, Playtime for Zoo
Animals, Sleepytime for Zoo Animals, and
Splashtime for Zoo Animals). Minneapolis:
Carolrhoda Books, 1999.
Hanna, Jack. Jungle Jack Hanna’s What ZooKeepers
Do. New York: Scholastic, 1998.
Irvine, Georgeanne. Blanca and Arusha: Tales of Two
Big Cats. New York: Simon & Schuster, 1995.
Lowry, Linda. Earth Day. Minneapolis: Carolrhoda
Books, 1991.
Rinard, Judith E. At the Zoo: A National Geographic
Action Book. Washington, DC: National
Geographic Society, 1993.
Wallace, Karen. Wild Baby Animals. London, UK:
Dorling Kindersley Publishing, 2000.
Welsbacher, Ann. Wading Birds. Minneapolis:
Carolrhoda Books, 1999.
WEBSITES
The Birmingham Zoo Animal Omnibus
<http://www.birminghamzoo.com/ao/>
This is a child-friendly site where you can find
web sources for many different kinds of animals.
Also includes teacher lesson plans.
Smithsonian National Zoological Park
<http://natzoo.si.edu/>
Take a tour of this zoo near Washington, D.C.
Zoo in the Wild
<http://www.naturalia.org/zoo/welcome.html>
Students come face to face with African
mammals and birds. For each creature, students
will find colorful photos, basic facts, and maybe
even a sound byte.
Zoological Society of San Diego
<http://www.sandiegozoo.org/>
This site includes the world famous San Diego
Zoo, Wild Animal Park, and a live panda cam.
SOFTWARE
Hop, Skip, Jump-a-roo Zoo. Diamar Interactive, 1997.
This interactive storybook also features six activity
centers to help kids learn animal sounds and
names, animal facts and history, and the
environments in which animals live.
Available for PC or Mac.
<http://www.kidsdomain.com>
ThemeWeavers: Animals. Edmark.
Choose from dozens of animal-centered activities
such as writing pet poems, identifying desert
animals, measuring with snails, and more. For
grades K-1.
Available for PC and Mac.
<http://www.edmark.com/>
VIDEOS
All About Animal Needs. Schlessinger Science Library,
1999. 23 minutes.
Explore some of the ways animals stay healthy
and full of energy. This title includes a teacher’s
guide. For grades K-4.
<http://www.libraryvideo.com>
Amazing Animals: Animal Babies. Disney Channel,
1997. 30 minutes.
Join Henry the lizard as he explores some
extraordinary wildlife, crazy characters and
unexpected animal surprises. Based on The Really
Amazing Animal Book. For grades PreK-4.
<http://shopping.yahoo.com/shop?d=v&id=
1803470583>
For the Love of Animals. Animal Adventures Video
Collection, 1994.
Travel to Busch Gardens to study animals in their
natural habitats. Tour the African veldt to
observe a wide range of animals, from rhinos to
giraffes, and join the children at the petting zoo.
Part of the Animal Adventures with Jack Hanna
series. For grades 3 and up.
<http://www.junglestore.com>
Keepers of the Wild. National Geographic, 1993.
Learn about the people who protect animals and
the animals that rely on them. Visit a rhino
sanctuary in Kenya, take a walk in the Toronto
snow with a herd of elephants saved from the
circus, and find out how a mistreated Hollywood
orangutan was rescued. For grades 1-5.
<http://www.nationalgeographic.com/store>
ZooLife with Jack Hanna: Bonkers for Babies. Animal
Adventures Video Collection, 1997.
Get an up-close look at how baby animals are
cared for. Visit the Busch Gardens in Florida,
home to more than 300 little ones of all shapes,
sizes and species. 40 minutes.
<http://shopping.discovery.com/product/11151407-177287.html>
11
Group Picture Book Rubric
Score
Elements
3
Excellent
• The cover includes a creative and attractive picture, a title, and
the names of the authors.
• The book was constructed carefully and neatly. The artwork is
colorful and neat. The text clearly explains the drawings or
photos.
• The pictures and text directly relate to the topic of the book.
• The group worked together cooperatively.
2
Satisfactory
• The cover includes a picture, a title, and the names of the authors.
• Some artwork is colorful and neat, and some may be incomplete
or pencil sketches. Some text may not explain the drawings or
photos.
• Most pictures and text directly relate to the topic of the book.
• The group usually worked together cooperatively.
1
Beginning
• The cover may be incomplete.
• Artwork may be incomplete. Single-word labels are used in place
of text.
• Pictures and text may not directly relate to the topic.
• The group needed much assistance working together.
Teaching Baby Animals
12
Book Plan
Our book is about __________________________________________________________
Our book will be written by____________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Cover
Title ______________________________________________________________________
Picture on the cover__________________________________________________________
Cover will be created by ______________________________________________________
Pages
Page
Information
Writer
1
2
3
4
5
6
7
8
9
10
Teaching Baby Animals
Illustrator
What I KNOW:
Teaching Baby Animals
What I WANT to know:
KWL Chart
What I LEARNED:
Date
Name
13
Topic
People
Teaching Baby Animals
People and
Animals
Venn Diagram
Topic
Date
Name
Animals
14
15
Growing Up
Name
Date
➡
➡
➡
➡
Teaching Baby Animals
➡
Additional books and teaching
guides available in the following
subject areas:
Social Studies
Science
Reading/Literacy
Mathematics
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