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Title: Outrageous Animal Adaptations from Big-Eared Bats to Frill-necked Lizards

Author: Michael J. Rosen 2018

Book Review

This book is a great text to read for those who love animals and future zoologists. I really enjoyed the organization of the text starting with the table of context. It also has large pictures that describe each animal and their distinct features. There are charts and graphs that highlight the animals adaptations, facts and classifications to their species and the environment they live in. The text allows students to see the big picture and imagine being in their environment. The pictures have captions that explain each animal and its distinct physical feature such as the nocturnal primate aye-aye that uses echolocation and long flexible fingers to help it grab food quickly.

Rational

The text is very informative and helps students to understand with pictures and descriptions to imagine seeing these animals in their habitat. There is a glossary for students to learn the meaning of scientific vocabulary. Students will be able to identify animals' physical and behavioral adaptations that help animals survive in their habitat. The text has a variety of animals that allows students to learn about animals in other countries. It’s also important to have a variety of learning tools to help students learn and understand with educational videos, articles, fiction and audio books.

Possible Lesson Ideas

First I have practiced these strategies with a simple text and model the strategies, providing guided practice and independent practice following the science of reading model of I do, we do and you do to make sure students are understanding the topic.

Before reading the book we will activate prior knowledge with brainstorming using an anchor chart. This will help students to connect with prior experiences and make connections. We can explore the front cover and discuss what they notice about the illustration and see if they can predict what topic we will be learning about. During reading students will highlight information and write notes on the side to help keep track of their reading and understanding. Next students will have an opportunity to discuss with a partner about the information they gathered. During the discussion students will be able to ask questions if they do not understand and get help from the partner and teacher. This strategy helps students monitor and clarify what they are reading.

Students choose

After reading the text students will write a short paragraph summary of what they learned following a writing outline that was practiced prior with a simple text. Students will use their notes and what they discussed with their partner to write their summary. Lastly students will have the opportunity to share their summary with the class. They have the opportunity to ask questions about what they learned with their classmates. This also allows students to demonstrate speaking about what they learned as well as reading and writing comprehension.

Background and Content Knowledge

I want to build students' background knowledge with educational videos. This will help them grow curious about animals and also start to think about how animals' physical and behavioral adaptations help them survive in their environment. I also want them to learn using a variety of tools to help them stay engaged and love to learn and explore.

Additional Resources:

Brain Pop Videos- Animal adaptation:

https://www.brainpop.com/topic/adaptations/

PBS Kids learning videos:

https://cptv.pbslearningmedia.org/resource/rtl-2015-2020-teaching-animal-adaptations/animal-adaptations-teaching-tips-rtl-2015-2020/

Time for Kids:

https://www.timeforkids.com/k1/cave-living-k1/

Epic:

https://www.getepic.com/app/search

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Book Review:

This text is a great book to read to help students learn about how animals survive in the Rainforest. The text has beautiful illustrations to help the reader imagine by stepping into the rainforest and exploring. The pages are easy to read and very descriptive such as describing the tropical rainforest as “hot, steamy places”. (2012). It describes the physical features of each animal to understand how those features are special and help the animal survive in these warm temperatures. It has charts and a glossary to help students understand adaptations described in the book and meaning of scientific vocabulary. It also has suggestions for other texts and internet resources for additional exploration to deepen knowledge and understanding.

Rationale

The text is relevant to students' learning because it’s easy to read sentences and large pictures help students understand how animals live in the rainforest. It deepens their knowledge by describing the environment where the animals live, body parts and animal behavior. They are able to see the animals' physical adaptations and connect it to how they use it to survive in the environment. I notice the language in this book is student friendly which is a plus to helping them understand the importance of physical and behavioral adaptations.

Background and Content Knowledge

I want to build students' background knowledge with educational videos. This will help them grow curious about animals and also start to think about how animals' physical and behavioral adaptations help them survive in their environment. I also want them to learn using a variety of tools to help them stay engaged and love to learn and explore.

Possible Lesson Ideas

First I have practiced these strategies with a simple text and model the strategies, providing guided practice and independent practice following the science of reading model of I do, we do and you do to make sure students are understanding the topic.

Before reading the book we will activate prior knowledge with a KWL chart. This chart will remain in class  as a resource and guide for students learning. They will fill out what they know, which is the first column K. I will ask students to think of questions they may have using who, what, where, when, why and how as a focus to guide their thinking and learning. Students will fill out the W with these questions they have about the topic.During reading students will highlight information and write the information on a Research graphic organizer that I created to help keep track of their reading and understanding and answer the questions they have. Next students will have an opportunity to discuss with a partner about the information they gathered. During the discussion students will be able to ask questions if they do not understand and get help from the partner and teacher. This strategy helps students monitor and clarify what they are reading. They will complete what they learned in the last column.Lastly students will choose an animal and write a report about it. They will use the KWL chart and questions they had about the topic to write a report on a specific animal and its adaptations.

Students choose

After reading the text students will choose an animal and write a report showing their habitat and how they survive using adaptations from the information they learned about.  Students will use their notes and what they discussed with their partner to create a report. Lastly students will have the opportunity to present their report with the class.  They have the opportunity to ask questions about what they learned with their classmates. This also allows students to demonstrate speaking about what they learned as well as reading and writing comprehension.

Additional Resources:

Brain Pop Videos- Animal adaptation

https://www.brainpop.com/topic/adaptations/

PBS Kids learning videos

https://cptv.pbslearningmedia.org/resource/animal-adaptations-chameleons-macaw-video/lets-learn/

Time for Kids

https://www.timeforkids.com/k1/cave-living-k1/

Epic

https://www.getepic.com/app/search

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Book Review:

This text is a great book to read to help students learn about how animals survive in the North Pole and South Pole. The text has beautiful illustrations to help the reader imagine by stepping into the text and exploring. The pages are easy to read and very descriptive such as describing the cold weather in the poles like “giant freezers most of the year. Brrrr!” (2012). It describes the physical features of each animal to understand how those features are special and help the animal survive in their cold environment. It has charts and a glossary to help students understand adaptations described in the book and meaning of scientific vocabulary. It also has suggestions for other texts and internet resources for additional exploration to deepen knowledge and understanding.

Rationale

The text is relevant to students' learning because it’s easy to read sentences and large pictures help students understand how animals live in the Poles. It deepens their knowledge by describing the poles where the animals live, body parts and animal behavior. They are able to see the animals' physical adaptations and connect it to how they use it to survive in the environment. I notice the language in this book is student friendly which is a plus to helping them understand the importance of physical and behavioral adaptations.

Background and Content Knowledge

I want to build students' background knowledge with educational videos. This will help them grow curious about animals and also start to think about how animals' physical and behavioral adaptations help them survive in their environment. I also want them to learn using a variety of tools to help them stay engaged and love to learn and explore.

Possible Lesson Ideas

First I have practiced these strategies with a simple text and model the strategies, providing guided practice and independent practice following the science of reading model of I do, we do and you do to make sure students are understanding the topic.

Before reading the book we will learn important science vocabulary by listing words and explaining the meaning with student friendly definitions on an anchor chart. This anchor chart will remain in class to add to our science word wall. Next we will connect with prior experiences and make connections. I will ask a question and have students think-pair share with a partner. During reading students will highlight information and write the information on a Research graphic organizer that I created to help keep track of their reading and understanding. Next students will have an opportunity to discuss with a partner about the information they gathered. During the discussion students will be able to ask questions if they do not understand and get help from the partner and teacher. This strategy helps students monitor and clarify what they are reading. Lastly students will be creative and choose an animal they learned about and create a scene from the text. They will work with their group and create a scene assigning each member a role in the scene and present to the class.

Students choose

After reading the text students will choose an animal and create a scene showing their habitat and how they survive using adaptations from the information they learned about.  Students will use their notes and what they discussed with their partner to create the scene. Lastly students will be creative and choose an animal they learned about and create a scene from the text. They will work with their group and create a scene assigning each member a role in the scene and present to the class. They have the opportunity to ask questions about what they learned with their classmates. This also allows students to demonstrate speaking about what they learned, working in a team as well as reading and writing comprehension.

Additional Resources:

Brain Pop Videos- Animal adaptation

https://www.brainpop.com/topic/adaptations/

PBS Kids learning videos

https://cptv.pbslearningmedia.org/resource/nat15.sci.lisci.arctanim/adaptations-of-arctic-animals/

Time for Kids

https://www.timeforkids.com/k1/cave-living-k1/

Epic

https://www.getepic.com/app/search

# data[].attributes.body
Book Review:

This text is a great book to read to help students learn about how animals survive in the ocean environment. The text has beautiful illustrations to help the reader imagine by stepping into a submarine and exploring. The pages are easy to read and very descriptive such as describing the ocean as“deep or shallow, cold or warm”.(2012). It describes the physical features of each animal to understand how those features are special and help the animal survive in their ocean environment. It has charts and a glossary to help students understand adaptations described in the book and meaning of scientific vocabulary. It also has suggestions for other texts and internet resources for additional exploration to deepen knowledge and understanding.

Rationale

The text is relevant to students' learning because it’s easy to read sentences and large pictures help students understand how animals live in the Poles. It deepens their knowledge by describing the poles where the animals live, body parts and animal behavior. They are able to see the animals' physical adaptations and connect it to how they use it to survive in the environment. I notice the language in this book is student friendly which is a plus to helping them understand the importance of physical and behavioral adaptations.

Background and Content Knowledge

I want to build students' background knowledge with educational videos. This will help them grow curious about animals and also start to think about how animals' physical and behavioral adaptations help them survive in their environment. I also want them to learn using a variety of tools to help them stay engaged and love to learn and explore.

Possible Lesson Ideas

First I have practiced these strategies with a simple text and model the strategies, providing guided practice and independent practice following the science of reading model of I do, we do and you do to make sure students are understanding the topic.

Before reading the book we will learn important science vocabulary by listing words and explaining the meaning with student friendly definitions on an anchor chart. This anchor chart will remain in class to add to our science word wall. Next we will connect with prior experiences and make connections. I will ask a question and have students think-pair share with a partner. During reading students will highlight information and write the information on a Research graphic organizer that I created to help keep track of their reading and understanding. Next students will have an opportunity to discuss with a partner about the information they gathered. During the discussion students will be able to ask questions if they do not understand and get help from the partner and teacher. This strategy helps students monitor and clarify what they are reading. Lastly students will be creative and choose an animal they learned about and create a scene from the text. They will work with their group and create a scene assigning each member a role in the scene and present to the class.

Students choose

After reading the text students will choose an animal and create a scene showing their habitat and how they survive using adaptations from the information they learned about.  Students will use their notes and what they discussed with their partner to create the scene. Lastly students will be creative and choose an animal they learned about and create a scene from the text. They will work with their group and create a scene assigning each member a role in the scene and present to the class. They have the opportunity to ask questions about what they learned with their classmates. This also allows students to demonstrate speaking about what they learned, working in a team as well as reading and writing comprehension.

Additional Resources:

Brain Pop Videos- Animal adaptation

https://www.brainpop.com/topic/adaptations/

PBS Kids learning videos

https://cptv.pbslearningmedia.org/collection/inheritance-and-traits-of-animals/t/ocean-life/

Time for Kids

https://www.timeforkids.com/k1/cave-living-k1/

Epic

https://www.getepic.com/app/search