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Project GLADReynolds School District

Migration4th Grade

IDEA PAGESI. Unit Theme Many species migrate to fufill their basic needs for survival.

II. Focus and Motivation (Pre-Assessment)Observation chartsPrediction pageInquiry chart

III. Closure (Post Assessment)Expository report writingFound poetryAction PlansParent lettersStudent made projects (big book, poster, puzzle)

IV. ConceptsScience and Social Science

* Identify local patterns of and reasons for migration in animals (gray whale, monarch butterfly, salmon) and human beings.

* Understand how geographical landforms and climate affect migratory routes.

* Explain how migration has affected this region (Rockwood, Oregon, and the Pacific Northwest.)

* Understand how the physical environment and local socioeconomic conditions present opportunities for economic, recreational, political, and spiritual activity.

* Explain the relationship between an organism’s migratory and life cycles.

* Understand that all living things are interconnected.

V. Vocabularyjourney species citizenshipgeography deforestation magneticArctic border olefactorypopulation seasonal diversepermanent temporary dailylatitudinal Chukchi Sea localforeign abundant Bering Seanavigation culture shock relocationmobility movement Mexico

North South EastWest Mexico Michoacaninsect egg caterpillarlarva pupa milkweedchrysalis herbivore grasslandsBering Strait predators UkrainianAmerican communities nationalityimpact contributions New Worldimmigrant migration survivalbasic needs shelter fooddangers climate feeding groundsbreeding sites roost eucalyptusstrife hatch continenthabitat oyamel cycle

hope predators natalfreedom liberty laborersopportunity hardship challengespoverty hunger refugeesroutes homeland flockschool pod spawnredd degrees nectargeneration insecticides droughtcrops harvest beliefsanadromous

VI. English Language Arts SkillsReading* Use information in illustrations, graphs, charts, diagrams and

tables to help understand a reading passage.* Use context clues to choose the correct meaning for

identified words in the reading passage* Find information in specialized materials.* Use structural features found in informational text to

strengthen comprehension.* Identify and/or summarize sequence of events, main ideas,

facts, supporting details, and opinions in informational and practical selections.

Writing* Use a variety of strategies to prepare for writing such as

brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.

* Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively.

* Identify audience and purpose.* Choose the form of writing that best suits the intended

purpose-personal letter, letter to the editor, review, poem, report, or narrative.

* Use the writing process-prewriting, drafting, revising, editing, and successive versions.

* Focus on a central idea, excluding loosely related, extraneous, and repetitious information.

* Use a scoring guide to review, evaluate, and revise for meaning and clarity.

* Revise drafts by combining and moving sentences and paragraphs to improve the focus and progression of ideas

Listening* Summarize major ideas and supporting evidence presented

in spoken test.* Listen critically and respond orally to questions with

appropriate discussion.

Speaking* Communicate supported ideas using oral and visual forms.* Use language appropriate to topic for guided and

independent oral practice.* Use a variety of descriptive words that help convey a clear

message.

VII. Science/Social Studies Skills

Science* Classify a variety of living things into groups using various

characteristics.* Associate specific plant and animal structures with their

functions in the survival of the organism.* Describe the life cycle of a common organism.* Describe the relationship between animal behavior and

species survival.* Describe changes to the environment that have caused the

population of some species to change.* Identify conditions that might cause a species to become

endangered or extinct.* Describe weather in measurable quantities; e.g.

temperature.* Make observations. Ask questions or form hypotheses

based on those observations, which can be exploredthrough scientific investigations.

Social Studies* Identify patterns of migration and cultural interaction in the

United States.* Understand how physical geography affects the routes, flow,

and destinations of migration.* Explain how migrations affect the culture of emigrants and

native populations.* Understand how human activities are affected by the

physical environment.* Understand how the physical environment presents

opportunities for economic and recreational activity.

VIII. ResourcesFiction* Grandfather’s Journey, Allan Say; Houghton Mifflin Company* Watch the Stars Come Out, Ruth Levinson; Puffin Books* Coming to America, Debra P. Hershkowitz; Newbridge (Level 24)* An Mei’s Strange and Wondrous Journey, Stephan Molnar-

Fenton; D.K. Publishing, Inc.* Un Mundo Nuevo, D. H. Figueredo; Lee and Low Books, Inc.* Angel Child, Dragon Child, Michele Maria Surat; Scholastic* Friends from the Other Side/Amigos del otro lado, Gloria

Anzaldua; Children’s Book Press* How Many Days to America? A Thanksgiving Story, Eve Bunting;

Clarion Books* On the Day You Were Born, Debra Frasier; Trumpet Club Special Edition* Coming to America-the Story of Immigration, Betsy Maestro,

Scholastic* La Historia de una colcha, Tony Johnston and Tomie dePaola,

Scholastic* Home at Last: A Song of Migration, April Pulley Sayre; Henry Holt

and Company* Encounter, Jane Yolen; Voyager Books, Harcourt Brace and

Company* Tree of Birds, Susan Meddaugh; Houghton Mifflin Company* Where does Everybody Go? Dayle Ann Dodds; Houghton Mifflin

Company (Level 8)* Molly’s Pilgrim, Barbara Cohen, Bantam* Potato: A Tale from the Great Depression, Kate Lied; Houghton

Mifflin (Level 15)* Arrow to the Sun, Gerald McDermott; Viking Press* El Camino de Amelia, Linda Jacobs Altmann; Scholastic

* Radio Man/Don Radio: A Story in English and Spanish, Arthur Dorros; Harper Collins

Nonfiction* Making a New Home in America, Maxine B. Rosenberg; Lothrop,

Lee, and Shepard Books* Hector Lives in the United States Now, Joan Hewett; Harper

Collins Publisher* Quien es de aqui? Una Historia Americana, Margy Burns Knight;

Tilbury House Publishers* Nosotros: The Hispanic People of Oregon, Erasmo Gamboa and

Carolyn M. Buan, editiors; Oregon Council for the Humanities

* Dreaming of America-An Ellis Island Story, Eve Bunting; Bridge Water Books

* If Your Name was Changed at Ellis Island, Ellen Levine; Scholastic

* The Trail of Tears, Joseph Bruchac; Scholastic* Harriet Tubman, Kate McMullan; Bantam Doubleday Dell

Publishers* En 1492, Jean Marzollo, Scholastic* The Story of Ruby Bridges, Robert Coles, Scholastic* How My Family Lives in America, Susan Kuklin; Alladin

Paperbacks* The Hungry Snowbird, Richard Farrar; Coward, McCann &

Geoghegan, Inc.* How do Birds Find Their Way? Gans, Roma; Harper Collins* Butterflies, Clara Reiff, Harcourt Brace and Company (Level 1)* Houses, Joy Cowley; Wright Group (Level 4)* Kids in Pioneer Times, Peter Sloan and Sheryl Sloan; Newbridge

(Level 28)* Whales, Lesley A. DuTemple; Haughton Mifflin (Level 24)* The Monarch Butterfly, Sarah Gaitanos; The Wright Group (Level 18)* The Pilgrims, Anne Miranda; Newbridge (Level 18)* Watching the Whales, Graham Meadows; Wright Group (Level 19)* If You Traveled West in a Covered Wagon, Ellen Levine;

Scholastic (Level 29)* Whales, Seymour Simon; Houghton Mifflin (Level 29)* Cesar Chavez: Una Biographia, Lucile Davis et al; Bridgestone

Books* Cesar Chavez y la Causa, Naurice Roberts; Children’s Press* Cosechando Esperanza: La Historia de Cesar Chavez, Kathleen

Krull et al; Libros Viajeros/Harcourt

* Harvesting Hope: the Story of Cesar Chavez, Kathleen Krull et al; Harcourt

* Monarch Butterflies: Mysterious Travelers, Bianca Lavies; Dutton* Monarch Butterfly, Bill Ivy; Grolier* How to Raise Butterflies, E. Jaediker Norsgaard; Dodd Mead* Diary of a Monarch Butterfly, Susan L. Thompson; Magic Circle

Press* Monarch Butterfly, Gail Gibbons; Holiday House* Come Back, Salmon, Molly Cone; Sierra Club* Red Tag Comes Back, Fred Phleger, Harper* Salmon, Elma Schemenaur; Grolier* Moolack: Young Salmon Fisherman, Mary M. Worthylake;

Melmont Publishers Magazines* Monarch Butterfly Population, National Geographic, August 1990* Mystery of the Monarch Butterfly, National Geographic, April 1963* Whale of a Victory in Mexico, National Geographic, September

2000* Whale Meat Feeds People-and Foxes, National Geographic, April

1998* Whale of an Idea Foils Salmon-Stealing Seals, National

Geographic, September, 1995* Gray Whales of San Ignacio, National Geographic, June 1987* Secrets of Animal Navigation, National Geographic, June 1991* Kodiak, Alaska’s Island Refuge, National Geographic, November,

1993* Catching Salmon Fever, National Geographic, May 1996* The Russian Realm of Stellar’s Sea Eagles, National Geographic,

March, 1999* Dust Bowl Voices, National Geographic, November 1998* Spectacle of Immigration, National Geographic, October 1998* Human Migration, National Geographic, October 1998*Discovered: The Monarch’s Mexican Haven, National Geographic,

August, 1976

Resources on the webMonarch butterfly

* http://www.nature.ca./notebooks/english/buttfly.htm* http://www.insecta-inspecta.com/butterflies/monarch/index.html* http://www.bigsurcalifornia.org/monarchs.html

*http://www.tpwd.state.tx.us/factscheet/insects/monarch/monarch.htm* http://www.monarchwatch.org/* http:kidzone.ws/animals/* http://www.smm.org/sln /monarchs/top.html* http://study-mexico.com/english/4/monarchs-mexico.cmf* http://surf-mexico.com/states/Michoacan/monarchs* http://butterflywebsite.com/articles/jschurr/journey.htm

Gray whale* http://www.bagheera.com/inthewild/van_anim_grywhale.htm* http://www.asconline.org/factpack/graywhl.htm* http://www.bigsurcalifornia.org/whalesgray.htm* http://www.nature.ca/notebooks/english/grwhale.htm* http://mexonline.com/sanignacio.htm* http://biosbcc.net/ocean/marinesci/05nekton/GWlagoons.htm* http://www.adfg.state.ak.us/pubs/notebook/fish/chinook/php

Salmon* http://www.jsd.k12.ak.us/ab/jones-cl/jones.htm* http://www.aquarium.org/* http://www.cf.adfg.state.ak.us/geninfo/research/genetics/kids/* http://www.sierraclub.org/lewisandclark/species/salmon.asp

Migrant and Immigrant populations in the U.S.* http://www.tenement.org* http://www.scu.edu/SCU/Programs/Diversity/frjim.html* http:www.opb.org/programs/oregonstory/* http://www.weedpatchcamp/com

Immigration from the former Soviet Union* http://international.loc.gov/intld/mtfhtml/* http://memory.loc.gov/ammem/ndlpedu/features/immig/* http://pages.prodigy.net/lizmitchell/volksware/Oregon.htm* http://www.urban.org/Uploaded PDF/410917_Portland_OR.pdf* http://www.portlandtribune.com/archview.cgi?id=17147* http://ncsl.org/programs/immig/sites.htm* http://geography.uoregon.edu/infographics/projects/immigration/


Migration4th Grade

UNIT PLANNING PAGES

I. Focus and Motivation* Big Books: Migration* Observation Charts* Inquiry Chart* Super Scientist Awards* Cognitive Content Dictionary* Signal Words* Realia* Picture file cards* Guest Speakers

II. Input* Input Charts:

Pictorial: World Map Migratory RoutesPictorial: Monarch butterfly migratory and life cycleNarrative: Maria’s JourneyGraphic organizer: Dangers to Migrant Butterflies

* Read Alouds

III. Guided Oral Practice* Sentence Patterning Chart: Monarch butterflies* Chants, raps, poems* Process Grid* Expert groups: Migratory organisms* T-Graph: Cooperation* Team tasks* Exploration Report: Migratory animals and/or people* Picture file activity* Team flip chants

IV. Reading and WritingA. Whole Group Activities

* Listen and sketch: Radio Man* Found Poetry* Highlighting and sketching on chants and charts* Cooperative strip paragraph* Story Map

B. Small Group Activities* Ear-to-ear reading* Group frame for ELL and below grade level readers

* Team worksheets* Sentence patterning charts* Guided Reading* Literature circles* Team picture file activities* Flexible reading groups* Action plans

C. Individual Activities* Interactive journals* Learning logs* Analytical essay* Personal narrative* Poetry writing* Cognitive content dictionaries* Home-school connections

D. Writers’ Workshop* Mini Lesson* Writing* Revising* Editing* Conferences* Authors’ Chair* Publishing Party

V. Extensions/Activities for Integration* Guest speaker from immigrant community* Music from immigrant cultures* Plays* Write a letter to a public official or an organization * Design and build a butterfly garden* Field trip to salmon hatchery * Field trip to local business serving the immigrant community*Art projects using a variety of media: clay, watercolor, dyes

VI. Closure* Student made big book* Action plans* Processing of charts* Inquiry chart* Team evaluations* Read alouds* Team chants* Journal writing* Parent letter* Letter to teachers* Unit Test


SAMPLE DAILY LESSON PLANSDay 1FOCUS/MOTIVATION

* Signal word: “migration”* Super scientist awards* Cognitive Content Dictionary: Model whole group with signal word* Observation charts: Pictures on wall, realia on counters. Talk in groups

about pictures while walking around the room and write questions or comments relevant to pictures on paper.

* Big Book: Migration* Inquiry Chart: What do you know and what do you want to learn about

migration?* Unit folders* Prediction Page

INPUT*Pictorial Input: Worldwide Migration Patterns

READING/WRITING* Learning Log: Sketch examples of migration on land and in air and

water.GUIDED ORAL PRACTICE

* T-graph with mind map: Cooperation* Chant: Migration here, migration there*Picture File Card activity: catagorize in groups, agree on catagories,

and report to class*Exploration Report: Groups choose “most scientific” picture from picture

file card activity; teacher models exploration report with whole class.INPUT

* Pictorial Input: Migratory and Life Cycles of the Monarch butterflyGUIDED ORAL PRACTICE

* Chant: I Know a ButterflyREADING/WRITING

* Writers’ Workshop: Mini-lesson, prewriting, free choice writing, conferencing

* Authors’ ChairCLOSURE

* Home-School Connection: Ask your parents or other adult to tell you three things about butterflies.


* Signal word: impact*Cognitive Content Dictionary* Super Scientist awards* Home-School Connection: share, team points, collect

INPUT*Review Input Charts

GUIDED ORAL PRACTICE* Chant: Migration Bugaloo

INPUT* Narrative Input: Maria’s Journey

READING/WRITING* Learning logs

GUIDED ORAL PRACTICE*Team tasks, explain each task: Exploration report, World map with

migratory routes, Cognitive Content Dictionary, Input Chart on monarch butterfly life/migratory life cycle.

*Expert Group: 1-gray whale

GUIDED ORAL PRACTICE*Chant: Migration Rap

INPUT*Graphic organizer: Dangers to the Monarch Butterfly

GUIDED ORAL PRACTICE*Chant: Yes, Ma’am*Sentence Patterning Chart

READING/WRITING*Writer’s Workshop

Mini-lesson: genreConferencingAuthors’ Chair

*Interactive Journal

CLOSURE*Home-School Connection:


*Signal word: opportunity*Process/share home-school connections*Team points*Cognitive Content Dictionary-Student choose

INPUT*Review narrative input chart

GUIDED ORAL PRACTICE*Process chants*Sentence patterning chart: parts of speech trading game with word

cards*Team tasks: Flip chant, Sentence patterning chart, Yes, Ma’am, Dangers

to the Monarch butterfly graphic organizer*Expert group 2: Latino migrant child*Process team behavior*Mind map of monarch butterfly*Process grid

READING/WRITING*Dialogue journal*Cooperative strip paragraph*Writer’s workshop*Found poetry

CLOSURE*Process charts*Home-School Connection


*Signal word: immigrant*Awards*Share home-school connections*Cognitive content dictionary

READING/WRITING*Read aloud Radio man *Listen and sketch*:Story star: genre, author’s purpose, characters, setting, purpose*Ear-to-ear reading*Reading the walls/fill in individual content dictionaries

GUIDED ORAL PRACTICE*Team tasks: Process grid, team evaluation sheet, team found poetry,

team cooperative paragraph, team poster

READING/WRITING*Flexible reading groups

Group Frame: ELL learnersCooperative Strip Paragraph: Struggling readersDRTA for at or above grade level readers

GUIDED ORAL PRACTICE*Numbered Heads Together: Team game to review acts on process grid

READING/WRITING*Writers’ Workshop Mini-lesson: personification, alliteration, imagery

ConferencingAuthor’s chairInteractive journals:

CLOSURE*Process charts*Home-School Connection:

SAMPLE DAILY LESSON PLANSDay 5

FOCUS/MOTIVATION*Home/School Connection*Review charts

process inquiry chart

GUIDED ORAL PRACTICE*Chant: Gray Whale Cadence*Review other chants

READING/WRITING*Read aloud*Story Map

GUIDED ORAL PRACTICE*Team tasks: Team cooperative paragraph

READING/WRITING*Expert group 3: Ukrainian immigration

GUIDED ORAL PRACTICE: *Numbered heads together *Process grid: continue to fill in using numbered heads together

READING/WRITING*Writers’ Workshop

mini lesson: similesconferencingAuthor’s chair

CLOSURE*Team evaluations*Team action plans*Process all charts*Journals*Letters to teachers

Preface by the Authors of this unit at Reynolds School District

Our unit, Migration, represents the culmination of a process to synthesize the needs of all students, including English language learners, and the high standards to which we, as educators, are being held.

Our school is unique. The majority (approximately 70%) of our student population has a native language other than English. Among these students, there are many who speak a minority language from their family’s country of origin; many of our students from Mexico speak Purapech’a, Maya, Mixtec, or another indigenous language. Among our students of eastern European origin, many are of Ukrainian descent. Some of these students speak only Ukrainian, others Russian, and many both. In addition, our school has had a recent influx of students from Moldava, a country that was formerly an autonomous republic of the USSR. These students speak Romanian (a Romance language, related to Spanish, Italian, French, and Portuguese) at home. Many of these students know, to one degree or another, Russian and Ukrainian as well.

In addition to our Latino/indigenous Mexican and eastern European students, Alder School has a sizable population of students of southeast Asian origin, including Hmong, Mien, and Vietnamese speakers, and an increasing number of African American children.

While remaining firmly committed to native language instruction whenever possible, we more and more recognize the need of all our students to be able to communicate and learn, not only in their native language, but in a common language as well.

We designed our migration unit with this in mind. It reflects, we hope, the background and experience of our learning community. We have come to understand that academic language and cognition, while of extreme importance in the school, are not more valuable than learning to respect each other, to embrace our commonalities, and to accept our differences. This, we believe, represents the best of what it means to be educated. Literacy, critical thinking, appreciating our own cultures and those of others define a holistic pedagogy.

In refining our unit, we have come to appreciate our own differences and the insights we have shared in this collaborative effort, and we encourage you to embark on your own journey as well.

Migration Map Input

this will be a map showing the migration routes of some animals and people in NA.

1. continent of NA, SA, Europe, Africa,2. body of water Pacific, Atlantic, Arctic, Bering and Chukchi3. NSEW

Northern Hemisphereequator

4. lines of latitude60 deg. , 0 deg. , 30 deg.10/2 2 contintents, 2 bodies of water

5. When animals and people migrate from north to south or from south to north, that is called “latitudinal migration”

6. monarch*livesfallnectar*winter/instinctswest/CA, Rocky Mts/Mexico, east/cubasouth/rest, breed*latitudinal and 2-way migration10/2 where do butterflies go?

Migration: Monarch ButterflyInput chart description

Purpose of MigrationMonarch butterflies are the most widely known of all butterflies. To avoid freezing winter weather, these butterflies head south to roost, or rest. They return to the north to drink nectar from flowers that grow during the summer months.

Migration Route and PatternIn the autumn, monarchs begin their 2,000- 3,000 mile journey south from many areas in the northern United States and Canada. By pure instinct, flocks of monarch butterflies return to the the same eucalyptus trees in Big Sur, California, or to groves of oyamel, or fir trees in a few , high mountain top forests in Michoacan, Mexico, as their ancestors have for generations. As many as 3 million spend the winter in Mexico. Other flocks of butterflies from the east coast fly to Cuba. They mate in their southern roosting grounds, leave for the north in early spring, and along the way, they lay their eggs and die. Two to three more generations will be hatched before the last generation returns to the summer feeding grounds. It takes four or five generations complete this long, two-way migration.

Human InterferenceMonarch butterfly populations are growing fewer in number. There are many reasons for this. First of all, Logging has resulted in the deforestation of butterfly roosts in Mexico. Second, fields that once had milkweed and flowers are being destroyed to make room for new houses. Third, cars kill many butterflies while they are on their migratory route. Fourth, some scientific experiments with pollen have killed butterflies. Fifth, many farmers spray insecticide to stop milkweed from growing near their crops because milkweed is considered a harmful weed to crops.

Impact on Our Environment and EconomyMonarch butterflies are a beautiful and necessary part of many ecosystems. Scientists, school children and tourists are interested in following the great migrations, in order to observe and learn more about them.

Narative Input

Maria’s Journey

Maria Chavez woke up early one Saturday morning in October and went for a walk to see the butterflies. She hiked deep into the quiet woods, enjoying the bright sun, the cool air, and the scent of the oyamel trees.

Maria was ten years old, and she had lived on a small farm in Michoacan, Mexico, ever since she was born. Each year, thousands and thousands of monarch butterflies came in flocks so dense they seemed like shiny orange clouds, so thick that they covered the blue sky and the sun. The butterflies came from far away, from eastern Canada and the United States, to spend the winter in Michoacan’s milder climate. Maria looked forward to their arrival. She marveled at their beauty and their graceful flight. At times they would even fly by the window of her bedroom, rest for a moment on the window sill in the early morning or just before nightfall, and then fly on. Maria felt that the monarch butterflies were her friends, and how she wished that she, too, could grow wings and flutter afar to strange and beautiful places, and then return home.

Narrative Review with dialogue text cards Maria’s JourneyThese cards have some things that the characters in Maria’s Journey say in the story, or might say as part of the story. Students sit in mixed pairs (not L1)

1. Pass out cards (12) to pairs of students

2. When you hear the signal word, take a little time with your partner or by yourself, and try to read the words on the cards, or as many as you can. Then we’ll see if we can find the right place to put them in the story.

opportunities

3. In the beginning of the story, Maria goes for a walk in the woods to see the butterflies. Who has the card that says what might she say about the thousands of butterflies in flocks when she sees them?[Teacher gives more clues as needed][Student put card up on input chart next to pictures]

4. That evening, Maria’s Papa announces that they are going to be moving. Who has the card that says what he tells his family?

5. The next morning as the family is packing the car for the trip north, she sees the butterflies in sunny sky.Who has the card that says what she might say about the butterflies? (or what she is thinking about the butterflies.)

6. As the family drives on their journey north to Santa Cruz, along the mountain range, they pass lots of farms.Who has the card that says what mama might say as she’s looking out the window?

7. When Maria started going to her new school, she was surprised to see monarch butterflies when they went on a field trip. Who has the card that says what she and the teacher both said about the butterflies?

8. After the first picking season was over in Santa Cruz, Maria’s Papa says they will be moving again. Who has the card that tells how Papa explains this to his family?

9. Finally they arrived at their Uncle’s house. Who has the card that says what both Maria and Lupe said?

10. At Maria’s new school, with Lupe, the teacher, Mrs. Jones, is asking questions about migration.Who has the card that says what the teacher asks the students?

10/2 Turn to someone next to you and try and answer Mrs. Jones’ question.

11. Next Mrs. Jones asks the students to sketch some animals that migrate. Who has the card that says what Maria shared with the class?

12. Maria’s teacher also explains that butterflies may have a problem surviving.Who has the card that says what Mrs. Jones asks the students next?

13. Soon Maria made friends with other students who’s families also migrated here. Who has the card that says what Maria might say about her new friends?

14. One day in October, Uncle Juan says the family should go somewhere. Who has the card that tells what Uncle Juan says and what Maria thinks as she sees the salmon migrating?

Review for Maria’s Journey“conversation bubbles”

“Wow!” Maria exclaimed, “These flocks of monarch butterflies look like shiny orange clouds covering the sky! I wish I could fly away with them.”page 1

“Well kids, I’ve decided that we should pack up and head north to California, where I’ll have more opportunities for work, and they have better schools, too.” Papa explained.page 2

The next morning as they packed the car, Maria wondered, “Will I ever see my friends, the butterflies again? page 3

“Look at all the farms!” Mama pointed out to Papa, as they drove on through miles of countryside to Santa Cruz. page 4

“What a surprise!” Maria thought, “There are thousands of butterflies here in Santa Cruz!”“The monarch butterflies are resting here on their migratory route,” explained Maria’s teacher.page 5

“It would be better to live in Oregon,” Papa decided. “We can stay with Uncle Juan and we won’t have to move so much.”page 6

“I’m so happy to be here with you, Lupe!” Maria exclaimed. “Me too,” Lupe said. “Now tell me all about your trip.” page 7

“Why do animals migrate?” asked Mrs. Jones. “Turn to someone sitting next to you and tell each other what basic needs animals must meet in order to survive.”page 8

“This is a monarch butterfly. They migrate to warmer places in the winter I used to see them every year in Mexico and I saw them last year in California,” Maria shared.page 9

“We used to have many more monarch butterflies in the past, but as their habitat is destroyed by deforestation and building of houses, fewer can survive every year. Who knows what a monarch caterpillar needs for food?” Mrs. Jones asks.page 10

“I didn’t know that so many different people have migrated here, to have more opportunities just like our family,” Maria realized. “I like all my new friends here and having my family together again.”page 11

“Today is a beautiful day. Let’s all go have a picnic down by the river,” suggested Uncle Juan. At the river, Maria said, “Look at all the salmon migrating upstream to their spawning grounds.” She added, “Many animals and people have traveled a long way to come here, just like me.” page 12

The Important Book aboutMigration By Alejandro CantúFor my friends, Kathy and Erin_______________________________________________________The important thing about migration is that it helps many species in their struggle for survival.

The monarch, as light as a feather,Flies to the south in flocks as denseAs clouds that cover summer’s sunTo seek a refuge from cold weather.

But the important thing about migration is that many species are helped by it in their struggle to survive._______________________________________________________The important thing about migration is that it helps many species in their struggle for survival.

The gray whale, like a giant, great shipLeaves cold Alaskan northern seas,It swims in pods to warm lagoons,Off Mexico--it’s quite a trip!


Small as a finger, salmon frySwim in a school out to the sea.When they mature in ocean waterThey come back home to spawn and die.


And people, too, all over the earthWill migrate far for better livesBy driving, flying, sailing, walkingThey leave their homes, the land of their birth.


We soar like dandelion seeds,We drift afar, blown by the windWe all seek refuge, we hope to liveBy meeting our most basic needs.


What do we all need to survive?Food, water, air, and shelter, freedom.A place to live, a place to grow,And opportunities to thrive.


The gray whale pods, the butterfly flocksThe salmon schools, and human beingsAll migrate in these many ways-Through seas or skies or over rocks.

But the important thing about migration is that many species are helped by it in their struggle to survive.

Migration Prediction PageName:____________________

True or False

1). Many animals migrate to survive. T F

2). The monarch butterfly is an example of a migratory animal. T F

3). Latitudinal migration means migration from east to west. T F

4). Many people migrate as well. T F

5). People who migrate, migrate only to find work. T F

6). The monarch butterfly spend the winter in Canada. T F

7). People share many things with migratory animals. T F

9). Butterflies that have spent their winter in California or Mexico will get back to their homes in Canada or the northern United States In the spring. T F

10). Many people have migrated to our neighborhood from other countries, and it has had a large impact on this community. T F

11). Sketch an animal or person that you think might migrate or has migrated. Write a description of where they have come from and where they are going to.

Migration Here! Migration There!By: Alejandro Cantu

Migration here, migration thereSpecies migrating everywhere!

Monarch butterflies flutteringGray whales swimmingSalmon thrashing andHuman beings relocating

Migration here, migration thereSpecies migrating everywhere!

Migration in the skyMigration through the oceansMigration down riverMigration across continents.

Migration here, migration thereSpecies migrating everywhere!Migration! Migration! Migration!

I Know a ButterflyBy: Erin DeCristo

I know a butterflyA monarch butterfly

An orange and black butterflyThat migrates far.

Over the mountains,Across the fields, Down the coast, resting in treesUnder the stars

One hundred miles a dayFrom north to southTo warm pine forestsOr eucalyptus groves.

She never will see Her birthplace afarTheir grandchildren’s grandchildren Will find her home.

I know a butterflyA monarch butterflyAn orange and black butterflyThat migrates far.

Immigrant Bugaloo!By: Kathy Rhodes

I’m an immigrant and here to sayI set out from my homeland with hope today.For basic needs and a better lifeShelter, food, water and a place without strife.

Jobs, opportunity, freedom tooDoing the immigration bugaloo!

From the Ukraine we left our homePersecuted for our faith we went to RomeWe had to wait months to knowWhere in America we would go.


From Michoacan my family droveTo work on farms and in forest groves.We looked for a new communityWith jobs, school and more opportunities.


Migration RapBy: Alejandro Cantu

If you’ve got a minute, come rap with meAbout migrating species, and you will seeAnimals and people journey farFlying, swimming, or driving in cars.Butterflies, whales, people tooLeave their homes; yes it’s true-Seeking the basic needs of lifeFood, Shelter, water-freedom from strife.Some move on year after yearSome stay put, yes, it’s clearWhether they stay, or whether they goThey seek better conditions so they can grow.Some from cold, some for foodSome for a while, some for good.Some fly in planes, others drive

For new opportunities to stay alive.Butterflies, whales, people as wellMigrate to live better-now you can tellWe’re all interconnected from our birthWe share our oceans, skies and the earth.

Salmon are Anadromous(to the tune of Frere Jacques)

By: Erin DeCristo

Salmon are anadromous, anadromous, anadromous.Salmon are anadromous, anadromous, anadromous.They migrate to the sea.

They migrate to eat and grow, eat and grow, eat and grow.They migrate to eat and grow, eat and grow, eat and grow.Swimming as they go.

Their journey is very dangerous, dangerous, dangerous.Their journey is very dangerous, dangerous, dangerous.Dodging predators and dams.

They return to their natal stream, natal stream, natal stream.

They return to their natal stream, natal stream, natal stream.To spawn and then to die.

They need clean stream to build their redds, build their redds, build their redds.They need clean stream to build their redds, build their redds, build their redds.In the early fall.

Gray Whale CadenceBy: Kathy Rhodes

I don’t know what you’ve been toldGray whales migrate from the coldOf the Arctic’s stormy seasDown South to a warmer breeze.Frigid waters let them knowIt’s time to leave - time to go.Ten thousand miles, maybe moreEach year to a warmer shore.

Sound offOne, twoOnce again Three, fourNo other mammal migrates more!

When they get to MexicoThe cows give birth and we knowThe bulls and cows will not feed.But calves get all the milk they need.In spring when the calves are strongThey swim North - their journey’s long.Off Alaska they can feastTheir year’s migration now complete.

Sound off One, twoOnce again Three, fourNo other mammal migrates more!

For found poetry use:

Found at Last: the Monarch’s Winter Homeby Fred A. Urquhart, National Geographic, August, 1976, page 161

Home School Connection 1

Ask your parents or another adult to tell you three things about butterflies.

Pidanles a sus padres o cualquier otro adulto, que les relaten tres cosas acerca de la mariposa.

Parent’s Signature firma de padre o madre


Look around your neighborhood and find ways that animals and people have made an impact on where you live.

Investiguen la vecindad y busquen varias indicaciones que demuestran el impacto hecho de parte de los animals y seres humanos.

_________________________________________________Parent’s Signature firma de padre o madre


Talk to your family about the opportunities that you have living in America.

Platiquen con la familia acerca de las oportunidades que hay, viviendo en los Estados Unidos.



List immigrants at home or school and where they are from.

Hagan una lista de nombres de inmigrantes en el hogar o la escuela y escriben de que pais vinieron.


Migration: SalmonExpert Group

Purpose of MigrationSalmon are born in fresh water streams of the Pacific North West. They migrate to the ocean because they need more food to grow to adulthood. Salmon are called anadromous because they go from fresh to salt water. They will eat small fish and grow for one to three years. Then they return to their natal streams to spawn.

Migration Route and PatternSalmon have a two-way migration route. Most species make this trip once in their lives. After they complete the journey and spawn they will die. Salmon migration routes are located from the Siberian coast to Monterey California. Some may travel up to 2,000 miles from their natal streams. Some only migrate a short distance out in the ocean. In the spring, Oregon’s native salmon travel from streams such as the tributaries of the Columbia R. out to the Pacific Ocean. In the fall the mature adults return from the ocean using olfactory senses to find their way back to their spawning grounds.

Human InterferenceHumans cause many dangers to salmon species. Some species have become extinct or are endangered because of overfishing. Also, many salmon die trying to swim past the dams, especially on the Columbia River. Young Salmon need cool, clear, clean streams to live but people often pollute the water or destroy stream habitat. When trees are cut, or cattle are allowed to trample the bushes to drink from the stream,

the streams aren’t shaded enough to keep the water cool, and dirt runs down into the water making it muddy.

Impact on Environment or EconomyMigrating and dead salmon provide food for larger animals. Salmon, in turn, eat many insects and small fish, keeping the ecosystem balanced. Salmon fishing provides jobs, food and sport for many people. Because dams have endangered salmon, people now design dams that provide areas where fish may pass safely, called fish ladders.

Migration: Gray WhalesExpert Group

Purpose of MigrationGray whales migrate farther than any other animal in the world, as a part of their life cycle. Pods of whales leave their summer home and feeding grounds in the north, to mate and have their young in warmer waters. They do not migrate for food, so they will live off of energy stored up in thick layers of blubber.

Migration Route and PatternBeginning in October, Gray whales swim south about 100 miles a day to make a 10,000 - 14,000 mile round trip journey. As they leave the Bering and Chukchi Seas near Alaska, they swim south along the coast of North America to their breed-ing grounds in the warm, shallow lagoons of Baja California. The pods will stay there until spring, leaving by April. The females remain with their new born young 2-3 months, as the calves gain weight and strength from their mothers’ rich milk. The males and pregnant females begin the return journey home a little sooner, in February. The two way migration is complete as the whole pod feasts together again in the cold northern waters by early June.

Human InterferenceMany species of whales are on the endangered list, or are extinct because humans have hunted them. In the past, Gray whales of the North Pacific have been close to extinction, but since 1937 they have been protected and are no now longer at risk. Humans need to continue to protect all animals and their environments against pollution and destruction of habitat.

Impact on Our Environment or EconomyMany tourists like to visit the lagoons in Baja, where they can observe cows and their calves from the shore or a boat. All the people who come to see the whales, along the northern coast as well, support the local town’s economy. Restaurants, hotels and shops benefit from the whale watchers’ business.

Migration: People from MexicoExpert Group

Purpose of MigrationFor many years people from Mexico have migrated to the United States. They have come for many reasons. Some people have come to join family members who already live here. Others come for seasonal work, such as feild work, fishing or foresty, and for better education. Many young people want to go to college and be bilingual. They hope to have more opportunities to earn money and have a better way of life.

Migration Routes and PatternPeople use several different migration routes to come to the U.S. from Mexico. Sometimes they move one way and stay permanently, returning to visit family whenever they can. Others return home to Mexico often, making two way seasonal trips throughout the year. Also, some people migrate in nomadic patterns, following the seasonal crops all over the western U.S., picking apples, grapes and onions for example.

Human interference All people who move to a different country have experienced difficulties. For example, most newcomers do not speak English. They may have difficulty meeting their basic needs, such as shelter, food and healthcare. Often people who are seasonal laborers do not have the same rights as other workers. They are paid lower wages and may not have clean water and a safe place to sleep.

Impact on Our Environment or EconomyOur communities have become a much more diverse and interesting place to live since migrant people have come here. Many new Mexican stores, restaurants and shops have opened. These businesses provide goods and services, and employ many people in the community. Here in the N.W. we also enjoy lower prices of many kinds of food because the migrant workers earn such low wages.

Migration: People from UkrainExpert Group

Purpose of MigrationPeople have been migrating from Ukrain to the United States for many years, and even more so recently. Years ago, most people came here to worship freely because Christians were persecuted in Ukrain. They could not go to the schools they wanted or choose the jobs they wanted. Ukrainian government does not treat all citizens fairly. They come here to have a better way of life and live in peace.

Migration Route and PatternThe journey to the U.S. from Eastern Europe can be a long, difficult process. It can cost a lot of money to get permission from the government needed to leave the country. Many families have to travel to Moscow, then to Vienna, then to Rome where they hope to get a sponser, and finally they get on a plane to travel many miles across the ocean. Most Ukrainian people make this one way migration to stay in the U.S. permanently. Some people visit their family in Europe if they can save a lot of money for the trip. Some people come to stay with family that lives here, and hope to buy a farm or a house of their own.

Human Interferece with MigrationAll people who move to a different country have experienced difficulties. For example, most newcomers do not speak English. They may have difficulty meeting their basic needs, such as shelter, food and healthcare. Many people who do not speak English are not able to use their skills to get jobs that can support their families. Although people from Ukrain may have been to college and had a good job, our government will not approve of their education so they have to start all over. Before the rest of their family can join them they may need to become citizens of the U.S. , which could take several years.

Impact on our Environment or EconomyOur communities have become a much more diverse and interesting place to live since migrant people have come here.

Glossary

Anadromous- The ability to live in both fresh water and salt water.

Arctic-The north pole, or the region near it.

Baja California-A narrow peninsula in NW Mexico between the Gulf of California and the Pacific forming two territories of Mexico.

Basic Needs-Food, shelter, clothing

Bering Sea- A part of the North Pacific.

Bering Strait- A strait between Alaska and the Soviet Union in Asia connecting the Bering Sea and the Arctic Ocean.

Breeding Sites-A place where animals breed, or to which they return to breed.

Caterpillar-The worm like larva of a butterfly or moth.

Chrysalis-The hard-shelled pupa of a moth or butterfly.

Chukchi Sea- A part of the Arctic Ocean, north of the Bering Strait.

Citizenship-The state of being vested with the rights, privileges, and duties of a citizen.

Continent-One of the main land masses of the globe.

Eucalyptus-Tall trees that have evergreen leaves.

Geography-The topographical features of a region, usually the earth or other planets.

Grasslands-An area, as a prairie, in which the natural vegetation consists largely of grasses.

Hardship-A condition that is difficult to endure;suffering, deprivation and oppression.

Hatch-To cause young to emerge from the egg.

Hebivore- Feeding on only plants.

Immigrant- A person who migrates to another country, usually for permanent residence.

Impact-Influence.

Insect- Any small arthropod that is divided into 3 parts; head, thorax an abdomen.

Insecticide- A substance or preparation used for killing insects.

Journey- A traveling from one place to another, usually taking a rather long time.

Larva- The immature, wingless, feeding stage, of an insect that undergoes complete metamorphosis.

Latitudinal- Of or pertaining to latitude.

Migrant- A person or animal that migrates.

Migrate- To go from one country, place or region to another. To pass periodically from one region or climate to another.

Migratory - Periodically migrating.

Milkweed- Any of several plants that secrete a milky juice.

Natal-Of or pertaining to birth.

Nationality-The states of belonging to a particular nation. Whether by birth or naturalization.

Nectar- The saccharine secretion of a plant or flower that attracts birds and insects.

Olfactory- Pertaining to the sense of smell.

Opportunity-A situation or condition favorable for attaining a goal.

Oyamel- A type of tree.

Permanent-Intended to exist or function for a long indefinite period.

Pod- A small herd or school of seals or whales.

Poverty- The state or condition of having little or no money, goods, or means of support.

Predators- Any organism that exists by preying upon other organisms.

Pupa- An insect in the non feeding, usually immobile, transformation stage.

Redd- The spawning area or nest of a trout or salmon.

Roost- A place for sitting, resting or lodging. To settle or stay especially for the night.

Spawn- The mass of eggs deposited by fish.

Strife- Vigorous or bitter conflict, discord or antagonism.

Survival-The act or fact of surviving especially under adverse or unusual circumstances.

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