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Departamento de Segundas Lenguas y Lenguas Extranjeras

English Teacher's Handbook Chapter3- LIVING CREATURES AROUND US

Chapter 3
LIVING
CREATURES
AROUND US

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

LIVING CREATURES AROUND US


SUGGESTED sequences of activities: K5 to 2nd Grade

Activity

Grade
K5

1st

2nd

+. Teacher introduces the


animals of a story through
flashcards, using Total
Physical Response
(T.P.R.). Students name
them and say their color.
Students count them.
Students act as these
animals in nature. The
other students guess the
animal.
Sing Good-bye.

+. Recall animals from


previous years through a
game: Volunteers pretend to
be different animals. The
rest of the class names the
animal. Teacher asks
students what their favorite
animal is. Students write in
their notebooks: My
favorite animal is......
Volunteers read aloud.
Draw. Sing Good-bye.

+.Recall animals names


from previous years
(flashcards or poster).
Students make short
simple oral descriptions
of them. Repeat the
activity in their
notebooks. Game:
Bingo. Say Good-bye.

+. Teacher recalls the


names of the animals of
previous class. Students
predict the content from
title and image. Teacher
tells the story. As students
look at the images, the
teacher asks: animals
name, color. Teacher
retells the story. Students
confirm if predictions
were right. Check
comprehension. Say
Good-bye.

+. Teacher introduces more


animals. Guessing game:
What animal is it? A student
at the front has the image of
an animal. Peers ask: Is it a
lion? The student at the
front answers: Yes, it is. No,
it isnt. This procedure can
be repeated several times.
Group Game: similar to the
one modeled previously, but
now with a reduced number
of students and labels
instead of images.
Sing Good bye

+.Game: Students try to


guess what animal their
classmate at the front
has or heard from the
teacher by asking: Is it
a lion?. He/She
answers: Yes, it is./No,
it isnt. until someone
guesses. What animal is
it?(in their notebooks)
Students listen to the
Teacher describing an
animal and write down
its name. Students
complete in their
notebooks: It is a .
It has got . It can .
Say Good-bye.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

+. Teacher recalls the


story of previous class.
Students describe the
animals briefly. Then, the
teacher names an animal
and the students act it,
imitating its movement or
ability. Recall how many
of each animal the story
mentions. Students match
the animal (flashcard)
with the number
(flashcard). Check with
the book. Say Good- bye.

+. Show a video: Rock,


scissors, paper. Stop it to
have students say the
animal. Teacher asks about
color and size. On the
board: Teacher writes the
names of the animals in the
video. Students have to
write them in the order they
appear in the video (if
possible, add extra
information like color and
size). Joint correction. Sing
Good bye

+.Teacher provides
students with a short
written description of an
animal (the animals
name is not included).
Volunteers read aloud.
Teacher checks
understanding.
Pairwork: Students read
and say what animal has
those characteristics.
Check studentsanswers.
Students unscramble the
sentences provided by
the teacher. Draw. Say
Good- bye.

+. Game: 7 up (revising
vocabulary previously
taught).Teacher provides
students with an image
(puzzle format) of the
main character of the
story previously seen.
Students describe the
picture. Then, color, cut
and stick. Sing Good-bye.

+. Teacher introduces a
story (fable). Have students
describe the cover and say
the name of the story.
Teacher reads the story.
Check comprehension:
What animal is it? What
color is it? Is it a..? What
the weather like?. Teacher
models a short simple
description. Pairwork:
Choose an animal and write
a description. Teacher reads
aloud without naming the
animal. Students guess.
Sing Good bye.

+.Read a story (Fable).


Have students predict
the content from title
and picture. Teacher
reads aloud and check
understanding. Students
describe the animals.
Teacher introduces: next
to and models: The lion
is next to the snake.
What is your favorite
animal in the story? (in
the notebook) My
favorite animal is........
Teacher models
sentences describing an
animal. Students write
down sentences about
the animal they have
chosen. Say Good-bye.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

+. Teacher shows students


a poster with animals.
Students name and say
their color. Teacher
introduces: big/small.
Students listen to the
teacher and imitate the
animals movements.
Watch a video: Rock,
scissors, paper. Students
identify big and small
animals in the video.
Teacher gives out a
worksheet where students
identify, count and write
down the number. Sing
Good-bye.

+. Review action verbs


from previous year by
having students listen and
do. Introduce new verbs.
Teacher asks: Can you
walk? Students answer.
Teacher repeats the question
substituting the action.
Teacher asks: Can a fish
walk? Students answer: No,
it can't. Students answer in
their notebooks. Game:
listen and do it. Sing Good
bye

+. Teacher provides with


an image with different
animals (eg. A zoo).
Teacher asks where the
animals are. Teachers
models: The lion is next
to the elephant. Listen to
the Teacher and say Yes
or No. Look at the
picture, read and answer
Yes or No (in the
notebook). Say Goodbye.

+. Recall animalsnames
with poster. Teacher
assigns small groups an
animal. Teacher asks: Can
you walk/fly? etc.
Students answer. The
other groups try to guess
the animal assigned.
Teacher asks about other
animals (poster).
Whole class: Students
listen and do it: Elephants
can walk. (students walk
as elephants because they
are elephants) Sing Goodbye.

+. Teacher makes a chart on


the board and shows
students different actions.
As students name them, the
teacher writes the words in
the columns. Then, students
locate animals according to
the ability they have.
Teacher models: A lion can
walk. Volunteers create
their own sentences. Write
one sentence in the
notebook. Sing Good bye

+. Teacher recalls action


verbs and prepositions
of place from previous
years and introduces
new ones. Teacher
makes a chart on the
board with those verbs.
Students write (with the
Teachers help) the
name of an animal in the
correct column. Show a
video (Yes I can!)
Teacher models: The
lion is next to the
elephant. It can run.
Students write a couple
of sentences on their
own using the chart. Say
Good-bye.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

+. Teacher makes a chart


on a big white paper:
Walk, swim, run, fly.
Teacher asks about what
an elephant (and other
animals) can do. Students
stick flashcards in the
correct column. Teacher
models: The elephant can
walk. The tiger can run,
etc.Teacher encourages
students to produce
similar sentences. Say
Good-bye.

+. Groupwork: Teacher
provides students with short
simple written descriptions
without the name of the
animal. Students read and
write down the name of the
animal. Draw. Sing Good
bye

+. Teacher models a
short written description
on the board including
color, size, body part,
ability and location.
Pairwork: Students
choose their favorite
animal and describe it.
Then, draw it. (for the
bulletin board)

+. Teacher provides
students with an
incomplete image of an
animal. Students guess
what animal it is. Make a
simple description orally
(color, size, ability).
Students join numbers to
discover the animal and
confirm their previous
answer. Color and stick.
Say Good-bye.

+.Match the animal with the


description.
Listen and point.
Describe orally.

+. Teacher provides
students with a match
activity (what animals
can do). Listen to the
teacher describing
animals saying where
they are. Students write
down their names.
Choose one and write a
short simple description.

+ Daily routine activity: Sing a song, say a poem, say and write the date and weather report.7
Sing a Good-byesong, play a guessing game, say Good-bye, say a poem or rhyme.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

LIVING CREATURES AROUND US


SUGGESTED sequences of activities: 3rd to 5th Grade

Activity

Grade
3rd

4th

+. Brainstorm names of
animals. See if those
names match the images
the teacher provides.
Guessing game: (one
student at the front, the
class asks) Can it fly? Yes,
it can. No, it cant. This is
to be repeated several
times. Teacher makes a
chart with different action
verbs and asks what
animal can do the actions.
Students stick labels of
animalsnames in the
correct column. Teacher
models: The lion can run
but it cant fly. Volunteers
say similar sentences.
Students write the
sentences in their
notebooks. Say Goodbye

+. Brainstorm names of
animals. Have volunteers
circle those that live in
water. Teacher provides
students with a text related
to sea life. Students predict
from title and images.
Students scan the text and
circle sea creatures. Teacher
checks comprehension.
Students answer True or
False statements and find
the evidence in the text.
Joint correction on the
board. Say Good - bye

5th

+.Teacher writes an
empty outline on the
board. Students
brainstorm names of
animals and complete
the outline.Teacher
models comparisons.
Students compare. By
using flashcards, the
teacher models
comparisons (the
superlative form of
adjectives). Students
compare. Pairwork:
Students write some
sentences in their
notebooks.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

+.Teacher introduces
some key vocabulary of a
story (fable). Students
predict the topic from
cover and image. Listen to
the story. Teacher checks
comprehension. Teacher
asks: What is your
favorite animal in the
story? As students
answer the teacher asks
questions about the
appearance of the animal.
Teacher writes vocabulary
on the board. Students
write a piece of
information about their
favorite animal in the
story.(color, size).
Students draw. Say
Good-bye

+. Teacher recalls
information from the text
previously read. Have
students compare animals.
Teacher models first.
Students write some
sentences comparing
animals. Students exchange
notebooks to check their
peerswork. Hang man
(animals)

+.Teacher provides
students with a text
related to animals in
danger of extinction.
Predict from title and
image. Have students
circle the animals
mentioned in the text.
Compare. Students read
the text. Teacher checks
comprehension. Teacher
provides students with a
multiple choice exercise
to be solved in pairs.

+.Teacher recalls the story


previously read. Teacher
makes a fact file on the
board and completes it
with the studentshelp.
Pairwork: Students
complete another fact file
with information about
the other animals of the
story. Correction on the
board made by volunteers.
Say Good- bye

+.Teacher displays an image


of sea creatures and their
habitat. Teacher models
sentences telling about the
sea creatures and other
elements location based on
a fact file with explanations.
Volunteers say their own
sentences. Teacher fosters
the description of the
animals including their
location in the image.
Teacher writes a model on
the board. Students register
the description. Draw.
Say Good-bye

+. Guessing game
(flashcards or labels
with names of animals).
Teacher models
questions (on the board).
Students ask a partner
who is at the front and
try to guess the animal.
This procedure is
repeated several times.
Groupwork: groups are
given an outline
completed with
information about an
animal. Ask another
group to find out what
animal they have.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

+.Teacher introduces
cartoons (animals
preferably) with
flashcards. Students
describe them orally with
the teachers help.
Teacher models first.
Groupwork: Students
choose a cartoon and
make a fact file to be
exposed on the class
bulletin board.

+. Groupwork: Teacher
provides students with an
image of a sea creature.
Each group compares the
animal assigned with one of
another group. Students
write a short description,
based on a file card with
explanations. Students
expose their work to the
class. Students include a
drawing to be exposed on
the class bulletin board.

+.Pairwork: students
choose an animal from
the text and make a
outline (name, size,
color, body parts, where
it lives, etc). Teacher
models an outline and
then a short text from
the outline. Pairs write a
text from outline given.

+. Teacher recalls
cartoons descriptions and
fact files. Students listen
and guess what cartoon it
is according to the clues.
Teacher models: Winnie
can walk but he cant run
fast. Students say their
own sentences. Teacher
writes some scrambled
sentences on the board.
Students unscramble
some of them. The rest
are to be unscrambled on
their own. Class
correction. Say Goodbye

+. Teacher introduces key


vocabulary and structures of
an audio about two sea
creatures. Teacher provides
with a fact file. Students
listen to the audio and
complete the fact file. Joint
correction. Pairwork: write
sentences comparing the
animals from the audio.
Hang man.
Say Good-bye

+. Teacher presents an
outline of the content
previously introduced.
Students answer True or
False and find the
evidence in the outline.

+.Teacher introduces
some key vocabulary
related to a short text
about animals. Teacher
provides students with a
text. Students predict
from title and image.
Teacher reads aloud and
checks comprehension.
Volunteers read aloud.
Students answer multiple
choice questions. Class
correction. Find the
evidence. Say Goodbye

+. Teacher provides
students with some written
descriptions. Groupwork:
Students read and write
down the name of the
animal. As each group has a
different description,
students will be able to read
about different animals.
Each group completes a fact
file with explanations and
then, writes a description. A
member of the group reads
aloud. Peers listen and
name the animal. Say
Good-bye

+. Teacher tells students


they are going to listen
to some information
about animals. Teacher
introduces some key
words. Students read the
questions first. Students
listen (at least three
times) and answer the
questions or complete
an outline. Use the
information in the
listening activity to
write full sentences.
Teacher models first.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

+. Pairwork: Bingo:
animals. Choose one of
the animals/cartoons in
the bingo, complete a fact
file and then, describe it.
Teacher models first.
Each pair reads their
description without
naming the animal. The
rest tries to guess what
animal it is. Say Good,
bye

+. Learning Stations: 1Memory game: Animals


descriptions and images. 2Read and answer True or
False. 3- Read and answer
questions. 4- Unscramble
sentences. Groups have a
few minutes to work on
each station.
Class correction. Say
Good-bye

+. Each student is given


an image with an animal
in danger of extinction.
He/she makes a fact file
about it. Then students
exchange fact file and
writes about the animal
using full sentences.

+.Read a text (animal


information) and
complete a fact file.
Listen and guess the
cartoon.
Students write a simple
description based on the
fact file provided by the
teacher.

+.Read about two animals


and complete a fact file
including explanations.
Compare them. Listen and
circle the information you
hear.

+.Listen and complete


an outline about an
animal. Teacher
provides students with a
complete fact file
(including
comparisons). Students
compare animals in a
written form .

+ Daily routines: Suggestions: Say and write the date, weather report, season. Sing a song. Say
a poem or a rhyme.

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter3 LIVING CREATURES AROUND US

LIVING CREATURES AROUND US


SUGGESTED sequences of activities: 6th Grade

Activity

Grade
6th

+. Teacher displays a poster of animals.


Students name and compare. Teacher models
examples of comparisons (superlative form).
Students write down some examples in their
notebooks. Volunteers read aloud. Teacher
provides students with sentences using the
superlative form of an adjective without
naming the animal. Students guess. Say
Good bye.

+. Teacher introduces key vocabulary of a


text. Students match words and definitions.
Teacher provides students with a text.
Students predict from title and images.
Students scan the text to find some specific
information. Teacher checks comprehension.
Students answer some questions in their
notebooks. Say Good-bye

+. Students make a list of animals taken from


the text previously read. Teacher asks to
compare these animals (including
comparative and superlative). Groupwork:
students think of an animal. Teacher asks
questions to guess what animal it is. Teacher
does this two or three times. Game: two
groups join to ask each other about an
animal. Whenever students guess, the group
gets a point. Volunteers ask the teacher to
guess what animal he/she has in mind. Say
Good-bye

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 3 LIVING CREATURES AROUND US

+.Teacher provides students with a text that


includes information about two animals
(including graphs). Students predict from title
and images. Students scan the text to circle
some information required by the teacher.
Teacher asks to compare these animals.
Pairwork: Students answer True or False
questions and find the evidence of their
answers in the text. Joint correction. Say
Good-bye

+. Teacher recalls information about the


animals in the text. Teacher makes a fact file
on the board. Teacher and students complete
the fact file orally. Pairwork: Students
complete the fact file in their notebooks.
Teacher exposes the information with full
sentences. Volunteers do the same.

+. Teacher recalls fact file layout and have


students revise some vocabulary related to
the audio they are going to be exposed to.
Listen to the audio about pets. Listen again
and complete the fact file. Listen one more
time and check. Volunteers answer and
complete on the board. Teacher plays the
audio again and stops where the answers can
be found. Students use the information to
write a short description of the pet. Say
Good-bye

+. Teacher asks students to write down the


name of their favorite animal. Peers ask
questions to guess what animal it is. Have
students write on a separated piece of paper a
short description of their favorite animal
including a drawing. Volunteers expose it to
the class. All descriptions will be displayed
on the class bulletin board. Say Good-bye

+.Read a text (animal information) and


answer questions. Listen and complete a fact
file. Teacher provides students with the image
of an animal to be described.

Daily routines: Suggestions: Say and write the date, weather report, season. Sing a song.
Say a poem or a rhyme.

K5
Activity

Link or Drive

1. Hello song

https://www.youtube.com/watch?v=gdeB9kDT6uI
https://www.youtube.com/watch?v=fN1Cyr0ZK9M (super simple song)
https://www.youtube.com/watch?v=_BmfySrvVKM (Bubba monkey)

2. Flashcards (animals)

http://singaporebaby.com/wp-content/uploads/2014/06/Sea-Creatures-FlashCards1.pdf
http://esl-kids.com/flashcards/animals.html

3. Story about animals

Brown bear, brown bear, what do you see?


https://primaryschoolenglish.wikispaces.com/file/view/Brown%20Bear%20%20minibook2.pdf/376471212/Brown%20Bear%20-%20minibook2.pdf (printable
book)
https://primaryschoolenglish.wikispaces.com/Brown+Bear,+Brown+Bear,
+What+Do+You+See%3F (audio and images)

4. Flashcards (numbers)

http://pdf.mrprintables.com/mrprintables-fc12-number1-30-ltr.pdf

5. Puzzle of an animal (image)

Use the same flashcards (animals).


http://www.itsybitsyfun.com/uploads/9/8/7/6/9876061/animal_puzzles_1014.pdf
http://www.activityvillage.co.uk/sites/default/files/pdf/printable_jigsaw_sheep.pdf

6. Goodbye song

https://www.youtube.com/watch?v=Xcws7UWWDEs
https://www.youtube.com/watch?v=rCr2t34vkIE

7. Animal poster

http://scm.ulster.ac.uk/~B00612754/des311/images/image42.jpg
http://www.africas-eden.com/MediaFiles/Image/Gabon/Africas%20Eden%20poster
%20mammals%20big.jpg

8. Rock, paper, scissors video

https://www.youtube.com/watch?v=P65yE_EXLd8
https://www.youtube.com/watch?v=fYxcZQaQJJM (animals)
http://freesongsforkids.com/videos/if-i-were-animal-action-song

9. Image with numbers to discover an


animal

See the image below the list of resources

1st
Activity

Link or Drive

1. Hello song

https://www.youtube.com/watch?v=gdeB9kDT6uI
https://www.youtube.com/watch?v=fN1Cyr0ZK9M (super simple song)
https://www.youtube.com/watch?v=_BmfySrvVKM (Bubba monkey)

2. Goodbye song

https://www.youtube.com/watch?v=Xcws7UWWDEs
https://www.youtube.com/watch?v=rCr2t34vkIE

3. Weather song

https://www.youtube.com/watch?v=I8GeA3anPdo
https://www.youtube.com/watch?v=XcW9Ct000yY
https://www.youtube.com/watch?v=26dHd2XT-vo

4. Flashcards (animals)

http://singaporebaby.com/wp-content/uploads/2014/06/Sea-Creatures-FlashCards1.pdf
http://esl-kids.com/flashcards/animals.html

5. Rock, paper, scissors video

https://www.youtube.com/watch?v=P65yE_EXLd8
https://www.youtube.com/watch?v=fYxcZQaQJJM (animals)
http://freesongsforkids.com/videos/if-i-were-animal-action-song
https://www.youtube.com/watch?v=9wAUxIVN_po

6. Book (fable)

http://www.taleswithmorals.com/aesop-fable-the-ant-and-the-grasshopper.htm
The tortoise and the hare https://www.youtube.com/watch?v=isSG1skiMwY (video)
The lion and the mouse https://www.youtube.com/watch?v=TzyvmC1FAt0
Video

7. Written descriptions, w/o animal names See the text below the list of resources

2nd
Activity

Link or Drive

1. Flashcards (animals)

http://singaporebaby.com/wp-content/uploads/2014/06/Sea-Creatures-FlashCards1.pdf
http://esl-kids.com/flashcards/animals.html

2. Animal poster

http://scm.ulster.ac.uk/~B00612754/des311/images/image42.jpg
http://www.africas-eden.com/MediaFiles/Image/Gabon/Africas%20Eden%20poster
%20mammals%20big.jpg

3. Written descriptions w/o animal names

See the text below the list of resources

4. Fable

http://www.taleswithmorals.com/aesop-fable-the-ant-and-the-grasshopper.htm
The tortoise and the hare https://www.youtube.com/watch?v=isSG1skiMwY (video)
The lion and the mouse https://www.youtube.com/watch?v=TzyvmC1FAt0
Video

5. Image with different animals

http://www.nuttinbutpreschool.com/wp-content/uploads/2012/07/Zoo-AnimalPicture.jpg

6. Flashcards with action verbs and song

https://www.youtube.com/watch?v=_Ir0Mc6Qilo
https://www.youtube.com/watch?v=7MKmbyfhkkE
https://www.youtube.com/watch?v=hzo9me2fdzg

3rd
Activity

Link or Drive

1. Flashcards (animals)

https://science-santaisabel.wikispaces.com/file/view/wildanimals.png/489764828/wild-animals.png
https://science-santaisabel.wikispaces.com/file/view/Farm
%20Animals.GIF/489764812/Farm%20Animals.GIF
https://sciencesantaisabel.wikispaces.com/file/view/domestic.jpg/489764806/domestic.jpg

2. Fable

https://squareheadteachers.files.wordpress.com/2012/11/the-tortoise-and-the-hare.pdf
https://squareheadteachers.files.wordpress.com/2012/11/the-shepherd-boy-and-thewolf.pdf
http://www.enchantedlearning.com/stories/aesop/antgrasshopper/story/

3. Cartoon animals

http://www.animals-zone.com/top-ten-most-famous-cartoon-animals

4. Text about animals 1

http://kids.nationalgeographic.com/animals/giraffe/#giraffe-pair-eating.jpg

5. Text about animals 2

http://kids.nationalgeographic.com/animals/african-elephant/#african-elephant-mudfamily-baby.jpg

4th
Activity

Link or Drive

1. Sea life text

http://ocean.nationalgeographic.com/ocean/ocean-life/

2. Poster of sea creatures in habitat

http://www.bbc.com/news/science-environment-17013285
https://www.pinterest.com/explore/ocean-illustration/

3. Image of sea creature

http://www.sparklebox.co.uk/previews/7701-7725/sb7725-sea-animal-flashcards.html#.VgrSVvl_Oko

4. Listening about sea animals

Download The Six Senses of Sharks for offline listening (2.23 MB)
Download What Does a Sick Fish Look Like? for offline listening (1.8 MB)

5. Written descriptions about animals

http://www.instantdisplay.co.uk/animalfactsposters.htm

6. Animal descriptions w/ text and images http://web.calstatela.edu/faculty/eviau/edit557/oceans/linda/loceans.htm


http://www.sciencekids.co.nz/sciencefacts/animals/jellyfish.html
7. Text about two animals

http://www.ducksters.com/animals/fish.php
http://www.ducksters.com/animals/lionfish.php
http://www.ducksters.com/animals/goldfish.php

8. Listening about two animals

http://www.voanews.com/MediaAssets2/learningenglish/2009_06/audio/mp3/se-sn-sharks-16jun09_0.mp3

5th
Activity

Link or Drive

1. Flashcards (animals)

http://www.kids-pages.com/folders/flashcards/Animals_4/page1.htm
http://www.kids-pages.com/folders/flashcards/Wild_Animals_3/page1.htm

2. Text of animals in danger of


extinction

See the text below the list of resources

3. Listening about animals in exinction


(1)

http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2013/03/130314
_6min_extinction_crisis.shtml

4. Images of animals in extinction

http://www.slideshare.net/gracielanoemi/animals-in-danger-4706550

5. Listening about animals exinction (2)

https://learnenglish.britishcouncil.org/en/magazine-articles/animal-conservation
http://gallery.usgs.gov/audios/184#.Vgwcefl_Oko

At home

Labels

6th
Activity

Link or Drive

1. Animals poster

https://www.primarytreasurechest.com/images/stories/resources/Posters%20%20Forest%20and%20Wood%20Animals.pdf

2. Text about animals (1)

http://www.kidzone.ws/animals/gorillas/index.htm
http://easyscienceforkids.com/all-about-giant-pandas/

3. Text about animal information

http://www.englishexercises.org/makeagame/viewgame.asp?id=5373 (online game to


compare animals)
See the text below the list of resources(word document)

4. Listening about pets

http://learningenglish.voanews.com/content/cat-scared-copycat-fat-cat-catnap/1760743.html

5. Text about animals (2)

See the text below the list of resources

6. Listening about pets

http://www.listenaminute.com/d/dogs.html

7. Image about animals and pets

http://teacherlaurasclass.blogspot.com.uy/2015/04/living-things.html

K5: Activity 9

1st Grade : activity 7 2nd Grade: activity 3

3rd grade activity 4

Roly-Poly Pill Bugs


by Cynthia Sherwood

Some people are afraid of bugs such as spiders or beetles. But there is one bug that
just about everybody likespill bugs. If you ever pick one up, you know why its
nickname is roly-poly. A pill bug rolls up into a tight little ball to protect itself. This bug is
scared of you, not the other way around!
These little gray or brown bugs can be found almost everywhere in the United States
except the desert. That is because they need to stay moist. But they can live in dry
places like California thanks to lawn sprinklers. One of their favorite hang-outs is under
damp flower pots.
Did you know that pill bugs have something in common with kangaroos? After her eggs
hatch, the mother pill bug carries her young in a pouch under her belly. The little pill
bugs stay there until
they are big enough to be on their own.
Pill bugs also have something in common with snakes. Just as snakes shed their skin
when it gets too small, pill bugs do too. This is called molting. A pill bug molts about
five times until it is full-grown.
Pill bugs are a little like owls, too. Pill bugs are nocturnal, meaning they are most active
at night. That is when they most like to wander around and look for food. And just like
earthworms, pill bugs help break down plants in the soil.

Pill bugs arent just nice bugs.

They are also interesting ones!

1. Why are pill bugs nicknamed roly-poly?


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________________________________

2. Where would you be least likely to find a pill bug?


a. under a large rock near a pond

b. under a log near a downspout

c. in a vegetable garden

d. hiding in the roots of a cactus

3. How is a pill bug like a kangaroo?


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_______________________________________________________________________
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________________________________
4. What does the word molting mean?
a. active at night

b. shedding its skin

c. crawling in a damp place

d. crawling like a snake

5. How are pill bugs and earthworms alike?


_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________

6. Which statement from the article is an opinion?


a. This bug is scared of you, not the other way around.
b. A pill bug molts about five times until it is full-grown.
c. Pill bugs aren't just nice bugs; they are interesting ones.
d. One of their favorite hang-outs is under damp flower pots.

Extra information
Bug
Formally, an insect of the order Hemipterans, known as the "true bugs"
Informally, a land invertebrate, including individuals or species of
Arthropod except aquatic crustaceans including Insect, Arachnid, Myriapod,
Woodlouse, Terrestrial crab, Oligochaeta, and Gastropod.

Pill Bug: An Isopod

The pill bug (also called the wood louse and the roly-poly bug) is a small, segmented land creature that
can roll into a tiny ball for protection. The pill bug is NOT an insect, but is an isopod (another type
of arthropod).
Habitat and Distribution: Pill bugs are common invertebrates that are found in many biomes around the
world, including temperate forests, rainforests, and grasslands. They prefer moist areas, often living in
soil and under decaying leaves, rocks, and dead logs.
Life Cycle: A pill bug begins its life as a tiny egg. The young pill bug looks almost like a miniature adult. As
it grows, it molts (sheds its old, outgrown exoskeleton) 4 to 5 times.
Anatomy: Pill bugs are covered by a hard exoskeleton (also called the cuticle) made from chitin. They
have three basic body parts, the head (which is fused to the first segment of the thorax), the thorax (the

7 segments of the thorax that are not fused to the head are called the pereon), and the abdomen (which
is also called the pleon). Pill bugs have 7 pairs of jointed legs and 2 pairs of antennae (but one pair is
barely visible). The antennae, mouth and eyes are located on the head. A pair of abdominal uropods are
at the posterior end of the pill bug, but only the terminal exopods are visible from the top of the pill bug.
Pill bugs are less than an inch long.
Diet: Pill bugs eat decaying plants and animals and some living plants.
Predators: Pill bugs are eaten by many animals. Their main protection is rolling into an armored ball.
Classification: Kingdom Animalia (animals), Phylum Arthropoda, Subphylum Crustacea, Class
Malacostraca, Order Isopoda (isopods), Family Armadillidiidae, Genus Armadillidium, Oniscus, etc. Many
species, including A. vulgare (the common pillbug).

5th grade activity 2

Panda bears
Panda bears are endangered animals that live in a few mountain ranges in central
China, in Sichuan, Shaanxi, and Gansu provinces.
The panda has a body typical of bears. It has black fur on ears, eye patches,
muzzle, legs, and shoulders. The rest of the animal's coat is white.
The panda bears eat bamboo. They spend at least 12 hours each day eating
bamboo. They also eat leaves.
Adapted from:
http://kids.nationalgeographic.com/animals/giant-panda/#giant-panda-eating.jpg

http://nationalzoo.si.edu/animals/giantpandas/pandafacts/

Complete the file card using the information


Area
Habitat
Food
Physical Characteristics

6th grade. Activity 3

TIGERS
Easily recognized by its coat of reddish-orange with dark stripes, the tiger is the largest
wild cat in the world. The big cat's tail is 1 meter long.
Tigers wait until dark to hunt. The tiger sprints to an unsuspecting animal, usually pulling
it off its feet with its teeth and claws. Tigers eat up to 27 kilograms of meat in one night,
but more often they consume about 5 kilograms during a meal.
Unlike most members of the cat family, tigers seem to enjoy water and swim well.
Some tigers live where it gets very coldin India and parts of southeast Asia. The
whole species is endangered throughout its range. Tigers have been overhunted for
their fur as well as for other body parts that many people use in traditional medicines.
They can live 20 years in the grassland or forests.

HEAVIER THAN A PIANO

SLOWER THAN A CAR

SHORTER THAN A SCHOOL BUS

720 lbs

500 lbs

40 mph

60 mph

6 feet

37 feet

Adapted from: http://kids.nationalgeographic.com/animals/tiger/#tiger-swimming.jpg