animalsk-reading -samples.pdf

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Animals, AnimalsA Science AZ Life Series

Word Count: 60

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Animals,Animals

Written by Ned Jensen

www.sciencea-z.com

Animals, Animals Learning AZ, Inc.Written by Ned Jensen

All rights reserved.

www.sciencea-z.com

KEY ELEMENTS US

The Big Idea: Understanding the divappreciate and enjoy the uniquenesthink about how we treat animals athe animal kingdom.

Key words:alike, animals, different, eat

Key comprehension skill:Compare and Other suitable comprehension skills:MaAuthors purpose

Key reading strategy:Connect the text tOther suitable reading strategies:Ask asummarize

Photo Credits:Front cover (top left), page 3 (top left, top right, bopage 7 (top), page 9 (bottom), page 10 (right cenright): Tim Davis/Getty Images; front cover (bott(bottom right): David Maitland/Getty Images; bImages; title page: Royalty-free/Sue McDonald/free/Natphotos/Getty Images; page 4 (bottom): 5 (bottom): Royalty-free/Jeremy Woodhouse/GImages-Peter Lillie/Getty Images; page 6 (bottom),Hart/Getty Images; page 7 (bottom): Royalty-fre(top left): Royalty-free/Fabian Guignard/iStockpPomortsev/iStockphoto; page 9 (top): Royalty-fr Royalty-free/George Doyle and Ciaran Griffin/Weakley/iStockphoto; page 10 (left center): Roy(bottom): Royalty-free/Gerry Ellis/Digital Vision/


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All animals mo

Animals moveways.

Animals are the same insome ways.

In some ways theyare different.

3 4

Cheeta

DogBats

Tiger Cat


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5

All animals eat.

Animals eat different foods.6

All animals gr

Animals growdifferent sizes

Chickens

Heron

Groundhog


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7 8

All animals need a placeto live.Animals live in differentplaces.

All animals haAnimals have

Rat

Duck

Birds in forest

Fish in coral reef


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9 10

How are these animalsdifferent?

How are thesealike?

Rabbit

Snake

Tarantula

Camel

Sheep


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Animals are everywhere.

What do animals need?

How are animals different?

3 4

Eggs in nest

Deer Basset hound

ZebrasGiantpanda

Horseand foal

Animals are livi

They can move

They eat and g

They can have


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Animals need things to live.

They need a place to live.

They need food and water.

They need air.

5

Animals live in

They live on or

They live in wa

6

Honey bees

Leopards


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7

There are many

They can be big

They can be ta

They can be on

Or they can be

8

Some live where it is hot.

Some live where it is cold.

Some live where it is dry.Some live where it is wet.

The blue whale

is the biggestanimal. It hasa heart as bigas a small car.

Camels

Emperorpenguins


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9 10

Animals have d

body coverings

Some have fur.

Some have fea

Fish

Polar bears

Hedgehog

A porcupine sharp quills o

Monkeys (fur)

Giraffe


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Some have scales.

Some have a shell.

And some just have skin.

12

Body parts look

on different ani

Some have diff

Some have diff

Some have diff

How are the an

13 different?

Tortoise (shell)

11

Cat

Corn snake(scales)

Tree frog(skin)


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13 14

Animals eat dif

Some animals o

Ring tailed lemur

African elephants

Caterpillar eating a

Groundhog eating

Duck

Rabbit

Rat


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Most animal ba

their parents.

Some animal b

look like their p

Tadpoles

15 16

Lion

When born, a bakangaroo is abousize of a large be

Some only eat other animals.

Some eat plants and animals.

Human beingEwe wita lamb


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Word Count: 469

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Bird eggs in nest

Table of Contents

Introduction ................................ 4

Body Coverings and Parts ............ 5

Where Animals Live ................... 10

How Animals Move and Eat ....... 12

Animal Babies ........................... 14

Conclusion ............................... 16

Glossary .................................. 16

3

Introd

Everywhere in the

see many kinds of

these animals are

move, eat, grow, a

All animals need c

They need food, w

They also need a p

4

Mexican red-kneed tarantula

Zeb

Deer


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Body Coverings and Parts

When you look at animals, you

probably see that some are coveredwith fur and others are covered

with feathers. Still others

have scales or a shell.

And some are covered

only with skin.

5 6

Tortoise (shell)

Animals come in m

sizes. Most animal

the same parts. Th

kind of animal ofte

from the parts of okinds of animals.

As a snake grows it has to shed its

old skin and grow new skin.Rabbit

Tree frog (skin)

Duck


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7

Animals come in m

animals are only o

animals have man

Some have stripes,

have spots.

8

Polar bears

African elephants

Angel Fish

For example, the nose of an elephant

looks different from the nose of a

rabbit. The elephants ears lookdifferent than the ears of a rat.

What parts of the animals on page 6

look different?

The blue whale is the biggest animal.

It can be as long as three school buses.It has a heart as big as a small car.


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9 10

Some animals change color to matchthe color of their surroundings.

Others change color from one

season to another.

Where An

The place where a

called its habitat. A

many different hab

on land. Some live

and dry. Some live

cold. Many live on

some live under the

Chameleon

Arctic fox in the winter

Arctic fox in the summer

Emperor penguins

Camels

Chameleon


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11 12

Some animals live in fresh water.

They live in lakes, rivers, and ponds.

Others live in salt water. They live

in oceans

and seas.

How Animals

Move and Eat

Animals move in

many different

ways. Some have

strong legs for

running or hopping

over the ground.

Some have wings

for fl ying throughthe air. Others hav

fi ns and fl at tails fo

swimming through

water. Others hav

special feet fordigging through

the ground or for

climbing trees.

River otter

Green seaturtle

Bottlenose dolphins

Horned frog


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Some animals eat

both plants and

animals. They have

fl at and sharp teet

for eating plantsand animals.

Ewe with lamb

Animals eat many different things.

Some only eat other animals. They

have claws, talons,or special arms

for catching other animals. They have

sharp teeth or beaks for ripping and

tearing their food.

Some animals only eat plants. They

have special body parts for eating

plants. They have fl at teeth for

grinding their food.

13 14

Eagle talons

Animal

When most anima

they have the sam

their parents.

Horse teeth

Eagle catching a fish

Horse grazing


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15 16

When some animal babies are born,

they do not look like their parents.They change as they grow. They

grow through different stages. In

time they will look like their parents.

Conc

Animals have man

live where their ne

Different animals h

and parts to help t

survive in their hab

Glos

fresh water water lakes a

habitat the plaanimal

salt water water and se

talons claws olike ow

Frog

Monarch butterfly, caterpillar, and pupa

When born, a baby k

the size of a large bea

crawls into a pouch on

Tadpoles


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ANIMALS

Animals, Animals

Learning AZ, Inc. All rights reserved. www.sciencea-z.com

1

INTRODUCTION This book is available in three reading levels, as indicated by the one, two,or three dots beside the Science AZ logo on the front cover. In this unit, the

low level book is intended for developing readers.

This guide offers general instructions that can be used with any or all ofthe leveled books. When appropriate, tips are provided for modifying theinstruction for a specific level. The dots in this guide indicate elements ofthe instruction that are only applicable to certain book levels.

can only be used with low level

can only be used with middle level

can only be used with high level

can be used with low and middle levels

can be used with middle and high levels

can be used with all three levels

Throughout the unit, places to refer back to the unit spark (see Unit Guide)are identified with this symbol:

BOOK SUMMARY The bookAnimals, Animalsintroduces the common needs of all animals.It goes on to explain how animals differ. Labeled photographs support thetext at all three levels.

The low level book explains how animals are alike and how they differ.

The middle and high level books begin with the necessities of life and traitsthat all animals have in common. Then they introduce ways animals differ,including their body coverings and parts, habitats, offspring, and how theymove and eat.

The high level book provides elements of nonfiction text, including a tableof contents, section heads, bold-faced glossary terms, and a glossary.

Preview the book title, cover, and table of contents (if applicable) withstudents. Ask students to predict what the book will be about. Invitestudents to preview the remainder of the book, looking at pictures andcaptions, as well as special features, section heads, and the glossary.Encourage them to use this information to continually make and revisetheir predictions while reading. Invite students to name any animals theyrecognize in the book.

BEFOREREADING


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NONFICTION BOOK GUIDE AnimalsAnimals, Animals


2

VocabularyInstruction for the units vocabulary terms can be found in the Unit Guide.It defines core and other science terms, and offers links to puzzles andworksheets you can use to teach vocabulary before, during, or afterthe reading.

These terms are found in the glossary of the high level book.

habitat salt water

fresh water talons

Reading StrategyConnect to Prior Knowledge

Connecting the content of a text to students own experiences helps thempersonalize and remember new information. Invite students to briefly tella story about a time they have seen an animal. Have them note how theanimal behaved, what it looked like, and what they can remember aboutwhere the animal lived.

Ask students what they know or think they know about a few of the animalsthey noticed in the books pictures. Model how to connect to prior knowledge.

Think-aloud:Before I start to read, it helps me to think about what Ialready know about some of the things in the book. I find I want to learnmore about those topics. I get more excited to read it, and I usuallyremember more of what I have read once I finish.

This book is most appropriate for students who need more guidancewith reading. You may want to read the book together in a readinggroup, and discuss the concepts together. Guide students to look atthe pictures and make connections with the text as they read along

with you.

These books are most appropriate for developing and successfulreaders. You may want to have these students read the bookindependently, in pairs, or in small groups. Then have studentsdiscuss the concepts and reinforce the content with associatedresources, including vocabulary activities.


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3

Download and print the KWLgraphic organizer. Introduce it, and havestudents complete the first column with things they know about animals.Then have them write some questions in the second column about whatthey want to know about animals. Prepare students to fill in the thirdcolumn with things they have learned after they have read each section.

The graphic organizer can also be used with each of the Quick Reads.

You may want to review the key science terms before students read.Encourage students to read one page or section at a time, and then discussin pairs, groups, or as a class what was read. (See Discussion Questions.)

You may wish to have students read the special features in the book tobuild on the concepts within each section. Some vocabulary terms can bereinforced in these features.

Comprehension Skill FocusCompare and Contrast

Explain to students that one way to understand what we read in a book isto think about how topics are alike and different. Create a large T-chart onthe board or butcher paper. Label the left column Alike and the right columnDifferent. Model how to fill in the T-chart to compare something familiar tostudents, such as foods, fairy tales, or articles of clothing.

Now have individual students, pairs, or small groups create a similarchart on paper to compare how animals are alike and different. Above the

chart have them write a title such as Are All Animals Alike? Help studentsunderstand what kinds of things to write on the T-chart and where to writethem. As students read, remind them to pause and fill in the chart whenthey read about similarities and differences of animals.

After reading, invite students to present their charts to the class. Reviewhow comparing and contrasting can help them understand what they read.

You can also download and print the Venn Diagramgraphic organizer.Have individuals, pairs, or groups choose two animals from the book andcompare them on the graphic organizer. Alternatively, you can have studentchoose two new animals to research, then use the graphic organizer to

compare them.

The graphic organizer can also be used with each of the Quick Reads.

As students read, they should use other comprehension skills in addition tocompare and contrast.

DURINGREADING


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4

Discussion Questions

Use the Discussion Cardsduring or after reading. The cards are structuredso they can be used for whole-group discussion, or assigned to individuals,pairs, or groups. Choose the activity that best serves your purposes. It maybe helpful to allow students to use their books, T-charts, and completedgraphic organizers as they try to answer the questions. Here are somesuggested activities:

Divide the class into groups and have each group discuss the questionsfrom one section of the book. Then have groups report their responsesto the class.

Place discussion cards at centers and have groups talk about or writetheir responses as they rotate through them.

Have each student choose a card and write an answer on the back.Collect and review these with the whole class.

Assign certain questions to groups or individuals for homework.

Each question can be answered with certain book levels as noted with dotsin the upper left corner. You may want all students to think about all thequestions, even if their book level is not noted on certain cards. The booksection or topic most closely related to the question appears on each card.Question types are noted in parentheses.

All questions can be answered with allthree book levels, except where noted.

Introduction

Only the high level books separatethis content in an introduction.

What makes all animals thesame? (comprehension)

What are some ways animalscan be different?(comprehension)

What if an animal had all but

one of its needs? (synthesis)

Body Coverings and Parts

Name some different waysanimals bodies are covered.(knowledge)

Which animal is your favoritelooking animal and why?(evaluation)

Compare the parts of any twoanimals pictured in the book.(analysis)

Where Animals Live

What does habitat mean?(knowledge)

Pick an animal and finish thesentence: The habitat of a(n)

_______ is _______.(application)

Name an animal that can liveon land and in water.(application)

Name an animal that can liveon land and in the air.(application)


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5

AFTERREADING Encourage students to reread the book for reinforcement of the content and

for reading fluency.

Reflect on the Reading Strategy: Connect to Prior KnowledgeReview the strategy of connecting to prior knowledge. Invite students toshare how this strategy helped them understand what they read.

Enduring Understanding

In this book, students have read about what makes animals alike anddifferent. They have also read about what animals need to grow andsurvive. Discuss the following question with students:

How can you use what you know about animals to choose a new pet and

care for it?

Home Project

Have students draw a picture of an outdoor area near their home(e.g., a backyard, park, or apartment complex courtyard). Have theminclude animals they have seen there.

Assess

Download and print the Unit Quiz.

Use the Nonfiction Retelling Rubricto assess understanding.

Quick Check: For individual or group assessment, have students respondorally to the following prompt:

Describe how animals are similar and different.

How Animals Move and Eat

What are some parts on ananimals body that help itmove? (knowledge)

Why do some animals havesharp teeth while others havedull teeth? (comprehension)

Name three animals that movethe same way. (application)

Animal Babies

Name some animals whosebabies look a lot like theirparents. (comprehension)

Name some animals whosebabies look different from theirparents. (comprehension)

Why do you think animalshave babies? (analysis)


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Which animals have shells?

Which animals have needles?

Which animals have skin?

Photos.com

Photos.com

i

Stockphoto,GuillermoLobo

GettyImages,Royalty-free,

GalloImages,

AnthonyBannister

P

hotos.com

GettyImages,Royalty-free,

Im

ageSource

Beetle

SnailCrab

Hippopotamus Frog Pig

Lion fishPorcupine

Photos.com

Learning AZ, Inc. All rights reserved.www.sciencea-z.com

ANIMALS

Shells, Skin, and Spines

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yty

,


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A New Skin

This is a snake getting

rid of its skin.

It got too big for its skin.

It grew new skin.

Its old skin came off.

Tortoisescome inmany sizes.

G

ettyImages,

JimM

erli

Tortoise keeping safefrom a lion.

King snake shedding.

Slow to Walk,

Hard to EatThe tortoise has a shell.

The shell is hard. The tortoise

can hide inside its shell.

The shell keeps the tortoise safe.

Why did the snakego to the police?

Itlostitsskin.

Getty Images, Royalty-free, Gerry Ellis

Getty Images, Royalty-free, Digital Vision


ANIMALS

Shells and Skin


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Tortoises come

in many sizes.

Slow To Walk, Hard To Eat

The tortoise has a big, hard shell.

The shell is hard like your bones.

The tortoise can pull its legs and

head inside its shell. The shell keeps

the tortoise safe. Its easy to catch

a tortoise, but its hard to eat one!

A New Skin

When a snake grows, it gets too

big for its skin. It grows new skin

under the old skin. The old skin

gets dry and falls off.

You shed your skin, too, but

you do it one tiny bit at a time.

Snakes shed theirs all at once.G

ettyImages,

JimM

erli

King snake shedding.

Getty Images, Royalty-free, Gerry Ellis


ANIMALS

Shells and Skin

Getty Images, Royalty-free, Digital Vision

Tortoise keeping safe from a lion.


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ANIMALS

Sow BugsPurpose

To discover how sow bugs react to light and touch.

Process Skill(s)Observe, Measure, Collect data, Interpret data, Predict,Indentify and control variables, Draw conclusions

Background

Sow bugs (Armadillidium vulgare) are called bugs, but theyare not actually insects; they are isopods. An isopod is atype of crustacean, meaning they are related to shrimp andcrayfish. Sow bugs are known by many names, includingpill bug, doodle bug, potato bug, woodlouse, armadillobug, roly-poly, cheesybug, and chuggy pig! They are

generally nocturnal and live in damp, dark places (try notto share this with students before the experiment). They areseen as helpful to gardeners, because they recycle nutrientsback into the soil. But when they are overly abundant theycan damage plants. Students may be familiar with Tuckand Roll, the acrobatic wood lice in the film A Bugs Life.

Time Approximately 45 minutes 1 hour

Grouping Pairs or small groups (35)

Procedure

Preparation

1. Introduce sow bugs to the class. Gatherany prior knowledge students have aboutthese creatures.

2. Explain that sow bugs are animals. Theydeserve to be treated gently, just like otheranimals. Because they are so small, theycan easily be hurt, so students need to bevery careful and use the lightest of touchif they handle them.

3. Preview the experiments beforedistributing the sow bugs. Explain tostudents that they will be observing thesow bugs to learn about them. First theywill see how they react to being touched.Then they will test the sow bugs reactionto light.

4. Get students into groups. Distribute onedata sheet to each student. Have groupmembers discuss predictions for each ofthe two experiments, and then write theseon their data sheet.

5. Pass out a paper plate with a damp papertowel on it to each group. Place one livesow bug on the paper towel. Students maynot touch it yet. Be sure the plate is in asafe place on the table.

Materials

data sheet one sow bug per group paper plate for each

sow bug damp paper towel construction paper flashlights

(or a bright lamp) magnifying lenses pencils with rubber

erasers

stopwatch Note:If you cannot find

sow bugs outdoors, thereare many online sources,or you can check withlocal nurseries, gardeningstores, or fishing stores.Also, if it is not feasibleto provide one flashlightfor each group, you can

use one light and shine iton groups plates one ata time.

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Experiment 1: Touchy Feely

1. Have groups observe the sow bugscarefully without touching them. Gatherdescriptions of the sow bug, includingits size, color, parts, number of legs, andunique features. Also ask what the animalis doing. Have students sketch the sowbug in the appropriate box of their datasheet, and then circle the picture thatbest shows the sow bugs position beforebeing touched.

3. Tell students that, when you start thestopwatch, they will touch the sow bugwith a pencil eraser to see what happens.

After that, they will see how long it takesfor the bug to return to its starting position.

3. Start the stopwatch. Instruct one memberof each group to touch the bug very, verylightly with a pencil eraser, then leave italone and watch what happens. Directstudents to circle the picture on their datasheet that is closest to the bugs positionafterbeing touched. (If students demon-strate respect for the delicate nature of the

sow bugs, you might allow them to usetheir fingers.)

4. Ask one member from each group toreport to you when the bug returns toits uncurled position. As students wait forthe sow bugs to uncurl, you may want toset a maximum cut-off time if no changehas been observed. The sow bugs mayuncurl sooner if not crowded by curiousfaces. Look at the stopwatch and record

each groups elapsed time on the board.Discuss what might have caused thedifferences in these times (each bug isunique, some may have been touchedharder than others, and so forth).

5. Encourage students to reflect on theirpredictions. Were they correct? Remindthem that it is okay for a prediction to beproven wrong. Either way, you can learnfrom the results. Making a prediction helps

us start thinking about what will happen.

Experiment 2: Lights Out!

1. Ask students to check their predictionsof how the sow bugs will react to light.Have a group member use the constructionpaper to shade part of the paper plateacross from the sow bug. Direct studentsto circle the picture showing the bugslocation beforeshining the light on it.

2. Pass out one flashlight to each group.Model for students how to make half ofthe plate dark. Have students shine thelight on the sow bug from above andobserve what it does.

3. Instruct students to circle the pictureshowing the bugs location afterthe lightshines on it. Discuss the results andcompare these to students predictions.Ask students why they think the sow

bugs behaved the way they did.

4. Tell the students holding the light and theconstruction paper to remove them andobserve the sow bugs (no data recordingis necessary).

5. Safely return the sow bugs to theircontainer.

Safety: Students should avoid touchingtheir face and should wash their hands

after handling live animals.

EXPERIMENT AnimalsSow Bugs

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Extensions and Variations

Research:Gather and record any questionsstudents have about sow bugs. Offer avariety of research materials to helpstudents learn more about these creatures.

Variation:Have students help design asimilar experiment using other student-friendly creatures, remembering rules forsafe and ethical animal handling. Discussthe feasibility of experiments they wouldlike to conduct to learn more about theanimals behavior. Please ensure that noharm comes to the animal subjects.

Writing:Invite students to write a diary

entry as if they were sow bugs. What didthey do today?

EXPERIMENT AnimalsSow Bugs

Math:Use the recorded times it tooksow bugs to uncurl to create a manual orelectronic graph. This will visually displaydifferences between groups bugs.

Art:Have students study the sow bugswith hand lenses. Then help them usetheir observations to make masks, posters,nametags, or other art projects featuringsow bugs.

Data Sheet:Answers will vary. Generally, thesow bugs will curl up for some time after beingtouched. Being nocturnal, they will tend to seekshade from the flashlight.

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Collect Data

Prediction

When we touch the sowbug

Prediction

When we shine light on thesow bug

Drawing of our

sow bug

Experiment 1: Touchy Feely

Sow bug before being touched Sow bug after being touched

Experiment 2: Lights Out!

Sow bug before flashlight Sow bug after flashlight

Name________________________________________ Date_____________

EXPERIMENT AnimalsSow Bugs Data Shee

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