Set 2U N I T S 5 - 8
I N T E R M E D I A T E —
A D V A N C E D
Unit 5Chapter 4:
Critters and CreaturesThis Program Chapter
includes all the Teacher’s Guide and Resource Book materials associated with
Unit 5, Chapter 4.
Carousel of IDEASEnglish Language Development Program
L I S T E N I N G S P E A K I N G R E A D I N G W R I T I N G
Program Chapter Fourth Edition
1-800-321-4332www.ballard-tighe.com
Cat. #9-141
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 1
When reviewing any ELD program, it is important to ask the right questions before making a decision to purchase the program:
Q U E S T I O N S C A R O U S E L O F I D E A S , F O U R T H E D .
Does the program focus explicitly on language forms (e.g., nouns, adjectives, prepositions, etc.) and grammatical features of language (e.g., pluralizing, subject-verb agreement, etc.) while keeping students interested and engaged? YES NO
Does the program show teachers how to unlock the mystery of language by explaining how to present phonics and grammar rules to students? YES NO
Does the program focus on language forms by having students first experience the language in a meaningful way, and then isolating a feature of language and helping students recognize and internalize that form through practice? YES NO
Does the program focus explicitly on language functions (e.g., comparing and contrasting, asking questions, describing location, etc.) so that students know how to use language in a variety of contexts and for specific purposes? YES NO
Does the program show the connection between language functions and language forms? YES NO
Does the program have students learn to say, comprehend, read, and write basic everyday vocabulary as well as academic language associated with subjects such as social studies, science, and language arts? YES NO
Does the program specify language objectives as well as academic objectives for each lesson? YES NO
Are focused and structured reading and writing activities integrated into every chapter? YES NO
Are all vocabulary and concepts presented, practiced, and applied in the chapter in which they are introduced, and then continually reviewed and reinforced in subsequent chapters? YES NO
How do you choose the right ELD program for your students?Choosing an English language development (ELD)program is an important decision. There is anincreasingly large number of programs available, butwhich program is right for you and your students?Before you can answer this question, it is critical tounderstand the shift in thinking that has taken place in ELD instruction over the last several years.
For many years, second language acquisitionresearchers argued that exposure to comprehensibleinput and engagement in activities using meaningfullanguage were the keys to language acquisition. Inother words, students could acquire a second languagein very much the same way they acquired their firstlanguage.
Today, however, researchers and educators believethat ELD instruction requires a much more systematic,structured, and standards-based approach. Languageinstruction is not just “fun and games” anymore.
There must be a plan and a purpose for the languagethat is used in every ELD lesson. Without such a plan,English learners will not successfully master the lan-guage. They may be able to communicate socially, butthat communication will most likely include fossilizedgrammatical errors and not be sufficient for academicsuccess.
The Fourth Edition of the Carousel of IDEAS
program is on the cutting edge of this shift in think-ing. You won’t find the bells or whistles you see inmany other ELD programs. Instead, you will discover a systematic, structured, and standards-based approachto teaching language. Carousel has struck the perfect balance between providing comprehensible input,engaging activities, and opportunities for authenticcommunication, while facilitating explicit instructionon important aspects of language, such as phonics and grammar.
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 2
Unit 5: The World Around Me
Intermediate English Language Learners
Chapter 1 From Here to ThereChapter 2 One Day at a Time
Chapter 3 Just for FunChapter 4 Critters and Creatures
Chapter 5 Things I UseChapter 6 Shape Up
Unit 5 is designed for students at the intermediate stage of Englishlanguage acquisition. This unit focuses on our everyday environment,including modes of transportation, the days of the week, toys, wildanimals, common household objects, and shapes. Students alsoexplore topics related to weather, directions, feelings, habitats, andimportant signs and symbols. The overriding goal of this unit is tohelp English learners continue to develop the language and academicskills they need in order to succeed in classrooms where English is thelanguage of subject-area instruction.
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CHAPTER 4 Critters and Creatures 133
Chapter 4: Critters and Creatures
Target Vocabulary Words & PhrasesCarousel Nouns Adjectives Verbs Pronouns Other
owlbatfrogsquirrelratbeaverspidermoose
peacockchipmunkfawnpolar bearskunkwormbugfly
flewswamrandrank
thisthat
Key Chapter Functions Target Forms
Asking and answering questions Verbs and verb phrases in questions (e.g., Who has themoose?/Was there a frog in the pond?)
Comparing and contrasting Comparative structures (e.g., The frog is shorter than thesquirrel.)
Expressing likes and dislikes Present tense verbs, conjunctions (e.g., I don’t like skunksbecause they smell bad./I want to see bats at the zoo.)
Predicting Future tense verbs (e.g., I think this book will be about ...)Confirming predictions Past and present tense verbs (e.g., I found out .../Now I think ...)Describing things Present tense verbs, pronouns, nouns, adjectives (e.g., This is a
picture of the desert./The desert is hot and dry.) Describing actions Past tense verbs (e.g., The frog jumped in the garden./The beaver
ran under the tree.)
Content Emphasis: Science—animal habitats; Social studies—geography;Language arts—conducting research and writing a report; similes
Reading Selections: Suggested literature book: Owl Moon by JaneYolen; Nonfiction articles: “Owls,” “Polar Bears,” “Worms,” “Beavers,”“Frogs,” “Bats”
Enriching the Classroom Environment: Decorate the room withpictures of wild animals, different climates, regions, and animal habitats;stuffed animals; books about wild animals; and brochures from wildlifeorganizations, zoos, etc.
Assessing Student Progress: Before beginning each lesson,review the key objectives on the chart on pages 134-135. These key
objectives also are listed in the “Observing Student Progress” section ofeach lesson. At the end of each lesson, complete the Unit 5, Chapter 4 Evaluation Checklist for
each student.
terrariumtaller thanshorter thanlonger thanthere werethere was
mountainplainrain forestcave simile
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 4
134 UNIT 5 The World Around Me
LE
SS
ON
SK
ILL
EM
PH
AS
ISK
EY
OB
JEC
TIV
ES
1
Uni
t 5, C
hapt
er 4
Ove
rvie
w
1E
ach
less
on c
onta
ins
addi
tiona
l int
egra
ted
skill
obj
ectiv
es, b
ut th
e fo
cus
of e
ach
less
on is
on
the
key
obje
ctiv
es. M
ost k
ey o
bjec
tives
are
rei
nfor
ced
in s
ubse
quen
t cha
pter
s an
d un
its.
Con
tinu
ed o
n ne
xt p
age
1 2 3
Lis
teni
ng,
Spea
king
,R
eadi
ng &
Wri
ting
Lis
teni
ng,
Spea
king
,R
eadi
ng &
Wri
ting
Rea
ding
&W
ritin
g
4.1.
1L
iste
n at
tent
ivel
y to
pre
sent
atio
n of
targ
et v
ocab
ular
y: C
arou
sel
noun
s, w
ild a
nim
als;
oth
er(t
erra
rium
, tal
ler
than
, sho
rter
tha
n, l
onge
r th
an)
4.1.
2R
ecog
nize
and
dem
onst
rate
com
preh
ensi
on o
f ta
rget
voc
abul
ary
thro
ugh
verb
al a
nd n
onve
rbal
com
mun
icat
ion:
Car
ouse
lno
uns,
wild
ani
mal
s; o
ther
(te
rrar
ium
, tal
ler
than
, sho
rter
tha
n,lo
nger
tha
n)4.
1.3
Ask
and
ans
wer
que
stio
ns (
e.g.
, Who
has
the
skun
k? H
era
has
the
skun
k.)
4.1.
4C
ompa
re a
nd c
ontr
ast a
nim
als
usin
g co
mpa
rativ
e st
ruct
ures
(e.
g., T
he c
hipm
unk
is s
hort
erth
an th
e m
oose
.)
4.1.
5L
ook
up w
ords
in a
dic
tiona
ry a
nd r
ead
defi
nitio
ns a
nd s
ente
nces
4.1.
6W
rite
ori
gina
l sen
tenc
es u
sing
targ
et v
ocab
ular
y w
ords
4.1.
7E
xpre
ss li
kes
and
disl
ikes
ora
lly a
nd in
wri
ting
(e.g
., I
like
peac
ocks
bec
ause
they
hav
e be
auti-
ful f
eath
ers.
)4.
1.8
Ask
inte
rvie
w q
uest
ions
and
rec
ord
resp
onse
s
4.2.
1U
se r
egul
ar a
nd ir
regu
lar
plur
als
oral
ly a
nd in
wri
ting
4.2.
2L
iste
n at
tent
ivel
y to
pre
sent
atio
n of
targ
et v
ocab
ular
y: o
ther
(th
ere
was
, the
re w
ere)
4.
2.3
Rec
ogni
ze a
nd d
emon
stra
te c
ompr
ehen
sion
of
targ
et v
ocab
ular
y th
roug
h ve
rbal
and
non
verb
alco
mm
unic
atio
n: o
ther
(th
ere
was
, the
re w
ere)
4.2.
4A
sk a
nd a
nsw
er q
uest
ions
(e.
g., W
as th
ere
a fr
og in
the
pond
? Y
es, t
here
was
a f
rog
in th
e po
nd.)
4.3.
1L
iste
n at
tent
ivel
y to
pre
sent
atio
n of
targ
et v
ocab
ular
y: p
rono
uns
(thi
s, t
hat)
; oth
er (
mou
ntai
n,pl
ain,
rai
n fo
rest
, cav
e)4.
3.2
Rec
ogni
ze a
nd d
emon
stra
te c
ompr
ehen
sion
of
targ
et v
ocab
ular
y th
roug
h ve
rbal
and
non
verb
alco
mm
unic
atio
n: p
rono
uns
(thi
s, t
hat)
; oth
er (
mou
ntai
n, p
lain
, rai
n fo
rest
, cav
e)4.
3.3
Use
pro
noun
s or
ally
and
in w
ritin
g (e
.g.,
Thi
s is
a b
at. T
hat i
s a
frog
.)4.
3.4
As
a cl
ass,
cre
ate
grap
hic
orga
nize
rs a
nd s
ente
nces
des
crib
ing
vari
ous
habi
tats
(e.
g., T
hede
sert
is h
ot a
nd d
ry. T
here
is li
ttle
wat
er in
the
dese
rt. T
here
are
sna
kes
in th
e de
sert
.)4.
3.5
Rea
d a
shor
t non
fict
ion
artic
le w
ith a
sm
all g
roup
and
ans
wer
com
preh
ensi
on a
nd c
ritic
alth
inki
ng q
uest
ions
4.3.
6W
ith a
gro
up, c
reat
e a
grap
hic
orga
nize
r an
d se
nten
ces
desc
ribi
ng a
n an
imal
(e.
g., A
n ow
l is
aty
pe o
f bi
rd. T
he b
igge
st o
wl i
s th
e gr
eat g
ray
owl.
Ow
ls a
re n
octu
rnal
.); p
rese
nt in
form
atio
n to
the
clas
s4.
3.7
Use
ref
eren
ce m
ater
ials
to r
esea
rch
an a
nim
al a
nd r
ecor
d da
ta4.
3.8
Ask
inte
rvie
w q
uest
ions
and
rec
ord
resp
onse
s
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 5
CHAPTER 4 Critters and Creatures 135
LE
SS
ON
SK
ILL
EM
PH
AS
IS
Chap
ter M
ater
ials
Che
cklis
t:gl
ue/p
aste
scis
sors
blan
k tr
ansp
aren
cies
nonf
ictio
n bo
oks,
enc
yclo
pedi
as,
man
ila fo
lder
scr
ayon
s/m
arke
rspe
rmis
sion
form
/par
ent l
ette
r an
d we
b si
tes
abou
t wild
ani
mal
spo
cket
cha
rtch
art p
aper
(for f
ield
trip
)st
rips
of p
aper
zoo
broc
hure
s
4 5 6
Lis
teni
ng,
Spea
king
,R
eadi
ng &
Wri
ting
Lis
teni
ng,
Spea
king
,R
eadi
ng &
Wri
ting
Lis
teni
ng,
Spea
king
,R
eadi
ng &
Wri
ting
4.4.
1M
ake
pred
ictio
ns u
sing
the
futu
re te
nse;
con
firm
pre
dict
ions
fol
low
ing
a m
odel
(e.
g., I
fou
ndou
t ___
__. N
ow I
thin
k __
__.)
4.4.
2L
iste
n to
a s
tory
and
res
pond
ora
lly b
y an
swer
ing
com
preh
ensi
on, r
ecal
l, an
d cr
itica
l thi
nkin
gqu
estio
ns4.
4.3
As
a cl
ass,
dec
ode
and
crea
te d
escr
iptiv
e se
nten
ces
4.4.
4L
iste
n at
tent
ivel
y to
pre
sent
atio
n of
targ
et v
ocab
ular
y: o
ther
(si
mil
e)4.
4.5
Rec
ogni
ze a
nd d
emon
stra
te c
ompr
ehen
sion
of
targ
et v
ocab
ular
y th
roug
h ve
rbal
and
non
verb
alco
mm
unic
atio
n: o
ther
(si
mil
e)4.
4.6
Rec
ogni
ze s
imil
ean
d si
mil
aras
cog
nate
s4.
4.7
Rea
d an
d id
entif
y si
mile
s an
d m
etap
hors
; wri
te a
n or
igin
al s
imile
4.4.
8R
etel
l a s
tory
to a
fam
ily m
embe
r4.
4.9
Ask
inte
rvie
w q
uest
ions
and
rec
ord
resp
onse
s
4.5.
1L
iste
n at
tent
ivel
y to
pre
sent
atio
n of
targ
et v
ocab
ular
y: v
erbs
(fl
ew, s
wam
, ran
, dra
nk)
4.5.
2R
ecog
nize
and
dem
onst
rate
com
preh
ensi
on o
f ta
rget
voc
abul
ary
thro
ugh
verb
al a
nd n
onve
rbal
com
mun
icat
ion:
ver
bs (
flew
, sw
am, r
an, d
rank
)4.
5.3
Iden
tify
regu
lar
and
irre
gula
r pa
st te
nse
verb
s4.
5.4
App
ly r
ules
for
reg
ular
pas
t ten
se v
erbs
(-e
d)4.
5.5
Des
crib
e ac
tions
ora
lly a
nd in
wri
ting
(e.g
., T
he f
rog
jum
ped
in th
e ga
rden
. The
bea
ver
ran
unde
r th
e tr
ee.)
4.
5.6
Wri
te a
n or
igin
al s
tory
in th
e pa
st te
nse
4.6.
1E
xpre
ss o
rally
wha
t stu
dent
wan
ts to
see
at t
he z
oo (
e.g.
, I w
ant t
o se
e ba
ts.)
4.
6.2
Follo
w m
ulti-
step
wri
tten
inst
ruct
ions
4.6.
3Ta
ke d
etai
led
note
s4.
6.4
Ret
ell e
xper
ienc
es4.
6.5
Wri
te a
nd p
rese
nt a
rep
ort b
ased
on
a fi
eld
trip
KE
Y O
BJE
CT
IVE
S
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 6
Presentation• Write the words this and that on the board. Hold the moose PICTURE
CARD in your hand, and put the polar bear PICTURE CARD on thechalk rail or in another part of the classroom. Hold up the moose and say:This is a moose. Point to the polar bear and say: That is a polar bear.Continue making statements using this and that: This animal lives in theforest where there are lots of trees. That animal lives in a cold areawhere there’s lots of snow. This animal has antlers on its head. Thatanimal has thick fur. Explain to students that the words this and that aresometimes used to describe people or things based on their distance fromthe speaker. If something is close, we often use the word this. If some-thing is far away, we often use the word that.
Practice• Hand out half of the PICTURE CARDS to students. Display the other
half in the pocket chart. Have students take turns describing the picturethey are holding and another picture in the pocket chart. Write the follow-ing model on the board for students to follow: This is a _________. Thatis a _________.
• Organize students into pairs. Giveeach student a copy of ACTIVI-TY SHEET 34 (“This and That”)and review the directions andexamples. Student pairs will writesentences using the words thisand that. Display the PICTURE& WORD CARDS for studentreference. Circulate around theroom and help students as needed.Have students put their activitysheets in the Chapter 4 Portfolio.
• Review with students the meaningof the word habitat. (Animal habi-tats were covered in Set 1.) Havestudents look up habitat in theIDEA Picture Dictionary 2 andread the definition and sentencealoud. Tell students that they willbe reading about the habitats of the wild animals they are studying in thischapter.
LESSON 3
144 UNIT 5 The World Around Me
Lesson 3
You will need:Chapter 4 PICTURE &WORD CARDSACTIVITY SHEET 34(“This and That”)IDEA PictureDictionary 2Chapter 4 ACTIVITYPICTURES TRANSPARENCY 5(“Habitats”)ACTIVITY SHEET 35A-F(“Owls,” “PolarBears,” “Worms,”“Beavers,” “Frogs,”“Bats”)ACTIVITY SHEET 36(“And the HabitatIs …”)ACTIVITY SHEET 37(“All About the ____”)TEMPLATE 3 (“DoingResearch”)ACTIVITY SHEET 38(“Where on EarthHave You Been?”)TEMPLATE M(“Habitats”)
Activity Sheet 34
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 7
LESSON 3
CHAPTER 4 Critters and Creatures 145
Organize students into pairs and give each pair the Chapter 4 ACTIVITYPICTURES. Have students cut out the pictures and then split them (halfto one student and half to the other). Both students should display theirpictures on their desks. Then students should take turns making state-ments about the animals and their habitats using the words this and that.Model this for students: This is a frog. It lives in wet places. That is arat. It lives in dark places. Circulate around the room and help studentsas needed.
• Tell students: Today we are going to learn more about the naturalhabitats of the wild animals we have been studying. Display TRANS-PARENCY 5 (“Habitats”) and write the following words on the board:desert, grassland, mountain, plain, forest. Ask students if they knowwhich words match with which pictures on the transparency. Have stu-dents share their predictions by coming to the front of the class and point-ing out the habitats. Have them use the following sentence structures intheir predictions: I think this is a desert. I think that is a forest. ... andso forth. After several students have shared their predictions, have stu-dents look up the words in the IDEA Picture Dictionary 2. Ask studentvolunteers to read the definitions and sentences and see if students’ pre-dictions about the pictures were correct. In small groups or as a class, cre-ate a graphic organizer on chart paper that describes each habitat.
Example:
Once each graphic organizer is completed, write a few sentences on chartpaper as a class about each picture on the transparency:
This is a picture of the desert. The desert is hot and dry. There islittle water in the desert. There are snakes in the desert.
Next, write the words rain forest and cave on the board. Say: In someparts of the world, you can find a special kind of forest. It is called arain forest. Look at the two words—rain and forest. What do youthink this means? That’s right—a rain forest is a forest that gets alot of rain. Some of the animals we are learning about live in the rainforest. Show students different pictures of rain forests. Next, show pic-tures of caves and say: This is a cave. Caves are dark, cool openingsin the sides of mountains and hills. There are very few plants incaves. Some of the animals we are learning about live in caves.Create graphic organizers and sentences describing rain forests andcaves. Display all the graphic organizers and sentences on the walls ofthe classroom.
little waterhot
dry snakes
desert
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 8
LESSON 3
146 UNIT 5 The World Around Me
Apply & Extend• Tell students they are going to read
about animals that live in these dif-ferent habitats. There are a total ofsix readings on ACTIVITY SHEET35A-F (“Owls,” “Polar Bears,”“Worms,” “Beavers,” “Frogs,”“Bats”). You can use these in sever-al different ways:
1) Divide students into groups andhave each group read a differentselection.
2) Divide the class into two teams.Have one team read one selectionand have the other team readanother selection. Continue withadditional selections if desired.
3) Choose two or three selectionsand read them as a class.
4) Read all selections as a class.
Preview the readings that will be covered. Have students read the title,look at the pictures, and read the defined vocabulary and captions. Afterstudents have read the selection(s), have them discuss the “Think andDiscuss” questions. Then assign each animal that was covered to a groupof students. Give each group butcher paper and markers. Students shouldfirst create a graphic organizer with details about the animal, and then usethe graphic organizer to write sentences describing the animal. Do thisfirst as a class so students have a model to follow.
Example:
An owl is a type of bird. The biggest owl is the great gray owl. Owls arenocturnal. This means they sleep during the day and stay awake at night.Owls hunt other animals. They have good vision and hearing. Owls live inmany different habitats. They live in forests, caves, and grasslands.
Activity Sheet 35A
type of birdgoodvision andhearing
hunts other ani-mals great gray owl
lives in forests,caves, and grasslands
nocturnal
owl
Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM Page 9
LESSON 3
CHAPTER 4 Critters and Creatures 147
Circulate around the class and help students as needed.Have each group present its graphic organizer and sen-tences to the class.
• Give each student a copy of ACTIVITY SHEET 36(“And the Habitat Is …”) and review the directions.Complete the activity sheet as a class using the informa-tion students learned from the six reading selections.(You may skip questions related to readings that werenot covered.) As you answer each question, display atransparency of the corresponding reading. Show stu-dents how they can skim the reading to find the infor-mation they are looking for. This activity will help pre-pare students for reading comprehension questions theymay encounter on standardized tests. Have students puttheir work in the Chapter 4 Portfolio.
• This activity is most appropriate for older students whowill be required to do research in their subject areaclasses. Organize students into pairs and have each pairchoose one of the animals in the target vocabulary thatwas not covered in a reading. Give each student a copyof ACTIVITY SHEET 37 (“All About the _______”).Have them write the name of the animal they choose inthe blank. Tell students that they will be researchingtheir animal using nonfiction books, encyclopedias, andthe Internet. (Arrange to have the school librarian givestudents a tour of the library.) Before students begintheir research, give them a copy of TEMPLATE 3(“Doing Research”) and review it with the class. Thistemplate can be used throughout the program for refer-ence and reinforcement.
As pairs research their animals, they should answer thequestions on ACTIVITY SHEET 37. Before they begin,give each student a copy of a completed activity sheetand review the language structures students should useto answer each question. Alternatively, you can makethis process more interactive by completing the activitysheet first as a class, providing corrective feedback onthe language structures as needed. As students completethis assignment, circulate around the room and help stu-dents as needed. Call on a few student volunteers toshare their findings with the class. Have students puttheir papers in the Chapter 4 Portfolio.
Activity Sheet 37
Template 3
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LESSON 3
148 UNIT 5 The World Around Me
Involving FamilyGive each student a copy of ACTIVITY SHEET 38(“Where on Earth Have You Been?”) and TEM-PLATE M (“Habitats”) and review the directionsand questions. Students are to interview a familymember to find the continents and habitats to whichthe family member has been. Allow students toshare the results of their surveys with the class.Have students place their completed activity sheetsin the Chapter 4 Portfolio.
NOTE: The parents and/or guardians of many of your students may not speak English. As appropriate, encouragestudents to use their home language in completing these assignments. Model how to complete the assignment beforestudents take it home. Research consistently shows that a parent/guardian’s interest in and support for education arethe key factors in student academic success. In this sense, the specific assignment is not the target.
Observing Student ProgressDo students meet these KEY OBJECTIVES …� Listen attentively to presentation of target vocabulary: pronouns (this,
that); other (mountain, plain, rain forest, cave)� Recognize and demonstrate comprehension of target vocabulary through
verbal and nonverbal communication: pronouns (this, that); other (moun-tain, plain, rain forest, cave)
� Use pronouns orally and in writing (e.g., This is a bat. That is a frog.)� As a class, create graphic organizers and sentences describing various
habitats (e.g., The desert is hot and dry. There is little water in the desert.There are snakes in the desert.)
� Read a short nonfiction article with a small group and answer compre-hension and critical thinking questions
� With a group, create a graphic organizer and sentences describing an ani-mal (e.g., An owl is a type of bird. The biggest owl is the great gray owl.Owls are nocturnal.); present information to the class
� Use reference materials to research an animal and record data� Ask interview questions and record responses� Complete assignments neatly, accurately, and on time
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Unit 5: The World Around Me • Chapter 4: Critters and Creatures
Activity Sheet 34
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Name: ____________________________________
Date: _____________________________________
This and ThatDirections: On the left, write sentences that start with the word this. On theright, write sentences that start with the word that. Follow the examples.
This is an owl. That is a worm.
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The Birds That Sleep All Day
Unit 5: The World Around Me • Chapter 4: Critters and Creatures
Activity Sheet 35A
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Name: ____________________________________
Date: _____________________________________
Owls
THINK AND DISCUSS• Where do owls live?• What is the most interesting fact about the owl? Why is this fact interesting?• How would your life be different if you slept during the day and stayed
awake at night?
An owl is a type of bird. Owlshave feathers and wings to helpthem fly. There are more than 200known owl species in the world.
Owls come in many shapesand sizes. The smallest owl iscalled the least pygmy owl. It cangrow to 4½-inches tall. The biggestowl is called the great gray owl. Itcan be as tall as 33 inches. Thewingspan of the great gray owl canbe as long as 60 inches. That’s fivefeet!
Owls are nocturnal. Thismeans that they sleep during theday and are awake at night. Owlsare also birds of prey, which meansthey hunt other animals for food.Owls like to eat mice and otherrodents. They also eat insects, frogs,fish, small birds, rabbits, and foxes.
Owls have very good vision andhearing. This helps them to bequiet hunters. Owls live on all con-tinents except for Antarctica. Theylive in many habitats, includingforests, caves, and grasslands.
Teacher: See the Teacher’s Guide for detailed instructions.
Owls have very goodvision and hearing.
species: a type of a living thing; a categoryof living things with common traitsvision: eyesightwingspan: the length measured from thetip of one wing to the tip of the other
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Unit 5: The World Around Me • Chapter 4: Critters and Creatures
Activity Sheet 36
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Name: ____________________________________
Date: _____________________________________
And the Habitat Is …
1. Owls live in many habitats. List three. _____________________________
_______________________________________________________________
2. Polar bears are found in one place. What is this place called?
_______________________________________________________________
3. Where do earthworms live? _______________________________________
4. In which habitat do beavers live? __________________________________
5. In which four habitats can frogs be found? __________________________
_______________________________________________________________
6. Where do most bats live?
_______________________________________________________________
Draw a picture of one of the habitats you learned about.
Habitat: ______________________________
Teacher: See the Teacher’s Guide for detailed instructions.
Directions: Answer each question below.
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Activity PicturesUnit 5: The World Around Me • Chapter 4: Critters and Creatures
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Template 3
Doing Research 1 Make a list of questions about your
topic. What do you want to find out?2 Make a list of key words related
to your topic.
Key Words:• rats• rodents• animal habitats
3 Decide where to do your research.
Search the Computer Catalog bySubject. Type in the name of yourtopic. Write orprint the namesand call numbersof the books thatinterest you.Search the Card Catalog bySubject. Look up your topic.Write the names and call numbersof the books that interest you.Search Printed Materials. Look atthe end of a book or article for a bibliography. Choose the booksthat fit your topic.
4 Evaluate your sources!
Books/Articles—Is the author credible? Is the information cur-rent?
Web Sites—Is the web site writ-ten by a credible source?
TIP: University, government, and non-profit organizations usuallyhave objective and accurate infor-mation. If you are not sure if asource is credible, ask yourteacher for help.
1. Find the searchengine’s “Search”box.
2. Type in yourtopic or keywords.
3. Use the mouse to click on thestart button.
4. Read the descriptions of websites.
5. Click on the hyperlinks to visitthe web sites that interest you.
5 Take notes on the information you find.
Keep a list of the books, maga-zines, and Internet sites you use.Write the author’s name and thepage number(s) you use from ofeach source.
• Interviewadults aboutthe topic andtake notes.
• Read aboutyour topic inencyclopedias,magazines, and books.
• Watch a video on your topic.
• If you have a home computer,use it to search the Internet.
6 Use your research towrite a report or make apresentation.
At the Library On the Internet At Home
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