Program Chapter Fourth Edition Carousel ofIDEAS...frog squirrel rat beaver spider moose peacock...

Set 2U N I T S 5 - 8

I N T E R M E D I A T E —

A D V A N C E D

Unit 5Chapter 4:

Critters and CreaturesThis Program Chapter

includes all the Teacher’s Guide and Resource Book materials associated with

Unit 5, Chapter 4.

Carousel of IDEASEnglish Language Development Program

L I S T E N I N G S P E A K I N G R E A D I N G W R I T I N G

Program Chapter Fourth Edition

1-800-321-4332www.ballard-tighe.com

Cat. #9-141

Carousel Set 2 Program Chapter.qxd:Carousel Set 2 5/8/09 3:28 PM

When reviewing any ELD program, it is important to ask the right questions before making a decision to purchase the program:

Q U E S T I O N S C A R O U S E L O F I D E A S , F O U R T H E D .

Does the program focus explicitly on language forms (e.g., nouns, adjectives, prepositions, etc.) and grammatical features of language (e.g., pluralizing, subject-verb agreement, etc.) while keeping students interested and engaged? YES NO

Does the program show teachers how to unlock the mystery of language by explaining how to present phonics and grammar rules to students? YES NO

Does the program focus on language forms by having students first experience the language in a meaningful way, and then isolating a feature of language and helping students recognize and internalize that form through practice? YES NO

Does the program focus explicitly on language functions (e.g., comparing and contrasting, asking questions, describing location, etc.) so that students know how to use language in a variety of contexts and for specific purposes? YES NO

Does the program show the connection between language functions and language forms? YES NO

Does the program have students learn to say, comprehend, read, and write basic everyday vocabulary as well as academic language associated with subjects such as social studies, science, and language arts? YES NO

Does the program specify language objectives as well as academic objectives for each lesson? YES NO

Are focused and structured reading and writing activities integrated into every chapter? YES NO

Are all vocabulary and concepts presented, practiced, and applied in the chapter in which they are introduced, and then continually reviewed and reinforced in subsequent chapters? YES NO

How do you choose the right ELD program for your students?Choosing an English language development (ELD)program is an important decision. There is anincreasingly large number of programs available, butwhich program is right for you and your students?Before you can answer this question, it is critical tounderstand the shift in thinking that has taken place in ELD instruction over the last several years.

For many years, second language acquisitionresearchers argued that exposure to comprehensibleinput and engagement in activities using meaningfullanguage were the keys to language acquisition. Inother words, students could acquire a second languagein very much the same way they acquired their firstlanguage.

Today, however, researchers and educators believethat ELD instruction requires a much more systematic,structured, and standards-based approach. Languageinstruction is not just “fun and games” anymore.

There must be a plan and a purpose for the languagethat is used in every ELD lesson. Without such a plan,English learners will not successfully master the lan-guage. They may be able to communicate socially, butthat communication will most likely include fossilizedgrammatical errors and not be sufficient for academicsuccess.

The Fourth Edition of the Carousel of IDEAS

program is on the cutting edge of this shift in think-ing. You won’t find the bells or whistles you see inmany other ELD programs. Instead, you will discover a systematic, structured, and standards-based approachto teaching language. Carousel has struck the perfect balance between providing comprehensible input,engaging activities, and opportunities for authenticcommunication, while facilitating explicit instructionon important aspects of language, such as phonics and grammar.


Unit 5: The World Around Me

Intermediate English Language Learners

Chapter 1 From Here to ThereChapter 2 One Day at a Time

Chapter 3 Just for FunChapter 4 Critters and Creatures

Chapter 5 Things I UseChapter 6 Shape Up

Unit 5 is designed for students at the intermediate stage of Englishlanguage acquisition. This unit focuses on our everyday environment,including modes of transportation, the days of the week, toys, wildanimals, common household objects, and shapes. Students alsoexplore topics related to weather, directions, feelings, habitats, andimportant signs and symbols. The overriding goal of this unit is tohelp English learners continue to develop the language and academicskills they need in order to succeed in classrooms where English is thelanguage of subject-area instruction.


CHAPTER 4 Critters and Creatures 133

Chapter 4: Critters and Creatures

Target Vocabulary Words & PhrasesCarousel Nouns Adjectives Verbs Pronouns Other

owlbatfrogsquirrelratbeaverspidermoose

peacockchipmunkfawnpolar bearskunkwormbugfly

flewswamrandrank

thisthat

Key Chapter Functions Target Forms

Asking and answering questions Verbs and verb phrases in questions (e.g., Who has themoose?/Was there a frog in the pond?)

Comparing and contrasting Comparative structures (e.g., The frog is shorter than thesquirrel.)

Expressing likes and dislikes Present tense verbs, conjunctions (e.g., I don’t like skunksbecause they smell bad./I want to see bats at the zoo.)

Predicting Future tense verbs (e.g., I think this book will be about ...)Confirming predictions Past and present tense verbs (e.g., I found out .../Now I think ...)Describing things Present tense verbs, pronouns, nouns, adjectives (e.g., This is a

picture of the desert./The desert is hot and dry.) Describing actions Past tense verbs (e.g., The frog jumped in the garden./The beaver

ran under the tree.)

Content Emphasis: Science—animal habitats; Social studies—geography;Language arts—conducting research and writing a report; similes

Reading Selections: Suggested literature book: Owl Moon by JaneYolen; Nonfiction articles: “Owls,” “Polar Bears,” “Worms,” “Beavers,”“Frogs,” “Bats”

Enriching the Classroom Environment: Decorate the room withpictures of wild animals, different climates, regions, and animal habitats;stuffed animals; books about wild animals; and brochures from wildlifeorganizations, zoos, etc.

Assessing Student Progress: Before beginning each lesson,review the key objectives on the chart on pages 134-135. These key

objectives also are listed in the “Observing Student Progress” section ofeach lesson. At the end of each lesson, complete the Unit 5, Chapter 4 Evaluation Checklist for

each student.

terrariumtaller thanshorter thanlonger thanthere werethere was

mountainplainrain forestcave simile


134 UNIT 5 The World Around Me

LE

SS

ON

SK

ILL

EM

PH

AS

ISK

EY

OB

JEC

TIV

ES

1

Uni

t 5, C

hapt

er 4

Ove

rvie

w

1E

ach

less

on c

onta

ins

addi

tiona

l int

egra

ted

skill

obj

ectiv

es, b

ut th

e fo

cus

of e

ach

less

on is

on

the

key

obje

ctiv

es. M

ost k

ey o

bjec

tives

are

rei

nfor

ced

in s

ubse

quen

t cha

pter

s an

d un

its.

Con

tinu

ed o

n ne

xt p

age

1 2 3

Lis

teni

ng,

Spea

king

,R

eadi

ng &

Wri

ting

Lis

teni

ng,

Spea

king

,R

eadi

ng &

Wri

ting

Rea

ding

&W

ritin

g

4.1.

1L

iste

n at

tent

ivel

y to

pre

sent

atio

n of

targ

et v

ocab

ular

y: C

arou

sel

noun

s, w

ild a

nim

als;

oth

er(t

erra

rium

, tal

ler

than

, sho

rter

tha

n, l

onge

r th

an)

4.1.

2R

ecog

nize

and

dem

onst

rate

com

preh

ensi

on o

f ta

rget

voc

abul

ary

thro

ugh

verb

al a

nd n

onve

rbal

com

mun

icat

ion:

Car

ouse

lno

uns,

wild

ani

mal

s; o

ther

(te

rrar

ium

, tal

ler

than

, sho

rter

tha

n,lo

nger

tha

n)4.

1.3

Ask

and

ans

wer

que

stio

ns (

e.g.

, Who

has

the

skun

k? H

era

has

the

skun

k.)

4.1.

4C

ompa

re a

nd c

ontr

ast a

nim

als

usin

g co

mpa

rativ

e st

ruct

ures

(e.

g., T

he c

hipm

unk

is s

hort

erth

an th

e m

oose

.)

4.1.

5L

ook

up w

ords

in a

dic

tiona

ry a

nd r

ead

defi

nitio

ns a

nd s

ente

nces

4.1.

6W

rite

ori

gina

l sen

tenc

es u

sing

targ

et v

ocab

ular

y w

ords

4.1.

7E

xpre

ss li

kes

and

disl

ikes

ora

lly a

nd in

wri

ting

(e.g

., I

like

peac

ocks

bec

ause

they

hav

e be

auti-

ful f

eath

ers.

)4.

1.8

Ask

inte

rvie

w q

uest

ions

and

rec

ord

resp

onse

s

4.2.

1U

se r

egul

ar a

nd ir

regu

lar

plur

als

oral

ly a

nd in

wri

ting

4.2.

2L

iste

n at

tent

ivel

y to

pre

sent

atio

n of

targ

et v

ocab

ular

y: o

ther

(th

ere

was

, the

re w

ere)

4.

2.3

Rec

ogni

ze a

nd d

emon

stra

te c

ompr

ehen

sion

of

targ

et v

ocab

ular

y th

roug

h ve

rbal

and

non

verb

alco

mm

unic

atio

n: o

ther

(th

ere

was

, the

re w

ere)

4.2.

4A

sk a

nd a

nsw

er q

uest

ions

(e.

g., W

as th

ere

a fr

og in

the

pond

? Y

es, t

here

was

a f

rog

in th

e po

nd.)

4.3.

1L

iste

n at

tent

ivel

y to

pre

sent

atio

n of

targ

et v

ocab

ular

y: p

rono

uns

(thi

s, t

hat)

; oth

er (

mou

ntai

n,pl

ain,

rai

n fo

rest

, cav

e)4.

3.2

Rec

ogni

ze a

nd d

emon

stra

te c

ompr

ehen

sion

of

targ

et v

ocab

ular

y th

roug

h ve

rbal

and

non

verb

alco

mm

unic

atio

n: p

rono

uns

(thi

s, t

hat)

; oth

er (

mou

ntai

n, p

lain

, rai

n fo

rest

, cav

e)4.

3.3

Use

pro

noun

s or

ally

and

in w

ritin

g (e

.g.,

Thi

s is

a b

at. T

hat i

s a

frog

.)4.

3.4

As

a cl

ass,

cre

ate

grap

hic

orga

nize

rs a

nd s

ente

nces

des

crib

ing

vari

ous

habi

tats

(e.

g., T

hede

sert

is h

ot a

nd d

ry. T

here

is li

ttle

wat

er in

the

dese

rt. T

here

are

sna

kes

in th

e de

sert

.)4.

3.5

Rea

d a

shor

t non

fict

ion

artic

le w

ith a

sm

all g

roup

and

ans

wer

com

preh

ensi

on a

nd c

ritic

alth

inki

ng q

uest

ions

4.3.

6W

ith a

gro

up, c

reat

e a

grap

hic

orga

nize

r an

d se

nten

ces

desc

ribi

ng a

n an

imal

(e.

g., A

n ow

l is

aty

pe o

f bi

rd. T

he b

igge

st o

wl i

s th

e gr

eat g

ray

owl.

Ow

ls a

re n

octu

rnal

.); p

rese

nt in

form

atio

n to

the

clas

s4.

3.7

Use

ref

eren

ce m

ater

ials

to r

esea

rch

an a

nim

al a

nd r

ecor

d da

ta4.

3.8

Ask

inte

rvie

w q

uest

ions

and

rec

ord

resp

onse

s



LE

SS

ON

SK

ILL

EM

PH

AS

IS

Chap

ter M

ater

ials

Che

cklis

t:gl

ue/p

aste

scis

sors

blan

k tr

ansp

aren

cies

nonf

ictio

n bo

oks,

enc

yclo

pedi

as,

man

ila fo

lder

scr

ayon

s/m

arke

rspe

rmis

sion

form

/par

ent l

ette

r an

d we

b si

tes

abou

t wild

ani

mal

spo

cket

cha

rtch

art p

aper

(for f

ield

trip

)st

rips

of p

aper

zoo

broc

hure

s

4 5 6

Lis

teni

ng,

Spea

king

,R

eadi

ng &

Wri

ting

Lis

teni

ng,

Spea

king

,R

eadi

ng &

Wri

ting

Lis

teni

ng,

Spea

king

,R

eadi

ng &

Wri

ting

4.4.

1M

ake

pred

ictio

ns u

sing

the

futu

re te

nse;

con

firm

pre

dict

ions

fol

low

ing

a m

odel

(e.

g., I

fou

ndou

t ___

__. N

ow I

thin

k __

__.)

4.4.

2L

iste

n to

a s

tory

and

res

pond

ora

lly b

y an

swer

ing

com

preh

ensi

on, r

ecal

l, an

d cr

itica

l thi

nkin

gqu

estio

ns4.

4.3

As

a cl

ass,

dec

ode

and

crea

te d

escr

iptiv

e se

nten

ces

4.4.

4L

iste

n at

tent

ivel

y to

pre

sent

atio

n of

targ

et v

ocab

ular

y: o

ther

(si

mil

e)4.

4.5

Rec

ogni

ze a

nd d

emon

stra

te c

ompr

ehen

sion

of

targ

et v

ocab

ular

y th

roug

h ve

rbal

and

non

verb

alco

mm

unic

atio

n: o

ther

(si

mil

e)4.

4.6

Rec

ogni

ze s

imil

ean

d si

mil

aras

cog

nate

s4.

4.7

Rea

d an

d id

entif

y si

mile

s an

d m

etap

hors

; wri

te a

n or

igin

al s

imile

4.4.

8R

etel

l a s

tory

to a

fam

ily m

embe

r4.

4.9

Ask

inte

rvie

w q

uest

ions

and

rec

ord

resp

onse

s

4.5.

1L

iste

n at

tent

ivel

y to

pre

sent

atio

n of

targ

et v

ocab

ular

y: v

erbs

(fl

ew, s

wam

, ran

, dra

nk)

4.5.

2R

ecog

nize

and

dem

onst

rate

com

preh

ensi

on o

f ta

rget

voc

abul

ary

thro

ugh

verb

al a

nd n

onve

rbal

com

mun

icat

ion:

ver

bs (

flew

, sw

am, r

an, d

rank

)4.

5.3

Iden

tify

regu

lar

and

irre

gula

r pa

st te

nse

verb

s4.

5.4

App

ly r

ules

for

reg

ular

pas

t ten

se v

erbs

(-e

d)4.

5.5

Des

crib

e ac

tions

ora

lly a

nd in

wri

ting

(e.g

., T

he f

rog

jum

ped

in th

e ga

rden

. The

bea

ver

ran

unde

r th

e tr

ee.)

4.

5.6

Wri

te a

n or

igin

al s

tory

in th

e pa

st te

nse

4.6.

1E

xpre

ss o

rally

wha

t stu

dent

wan

ts to

see

at t

he z

oo (

e.g.

, I w

ant t

o se

e ba

ts.)

4.

6.2

Follo

w m

ulti-

step

wri

tten

inst

ruct

ions

4.6.

3Ta

ke d

etai

led

note

s4.

6.4

Ret

ell e

xper

ienc

es4.

6.5

Wri

te a

nd p

rese

nt a

rep

ort b

ased

on

a fi

eld

trip

KE

Y O

BJE

CT

IVE

S


Presentation• Write the words this and that on the board. Hold the moose PICTURE

CARD in your hand, and put the polar bear PICTURE CARD on thechalk rail or in another part of the classroom. Hold up the moose and say:This is a moose. Point to the polar bear and say: That is a polar bear.Continue making statements using this and that: This animal lives in theforest where there are lots of trees. That animal lives in a cold areawhere there’s lots of snow. This animal has antlers on its head. Thatanimal has thick fur. Explain to students that the words this and that aresometimes used to describe people or things based on their distance fromthe speaker. If something is close, we often use the word this. If some-thing is far away, we often use the word that.

Practice• Hand out half of the PICTURE CARDS to students. Display the other

half in the pocket chart. Have students take turns describing the picturethey are holding and another picture in the pocket chart. Write the follow-ing model on the board for students to follow: This is a _________. Thatis a _________.

• Organize students into pairs. Giveeach student a copy of ACTIVI-TY SHEET 34 (“This and That”)and review the directions andexamples. Student pairs will writesentences using the words thisand that. Display the PICTURE& WORD CARDS for studentreference. Circulate around theroom and help students as needed.Have students put their activitysheets in the Chapter 4 Portfolio.

• Review with students the meaningof the word habitat. (Animal habi-tats were covered in Set 1.) Havestudents look up habitat in theIDEA Picture Dictionary 2 andread the definition and sentencealoud. Tell students that they willbe reading about the habitats of the wild animals they are studying in thischapter.

LESSON 3


Lesson 3

You will need:Chapter 4 PICTURE &WORD CARDSACTIVITY SHEET 34(“This and That”)IDEA PictureDictionary 2Chapter 4 ACTIVITYPICTURES TRANSPARENCY 5(“Habitats”)ACTIVITY SHEET 35A-F(“Owls,” “PolarBears,” “Worms,”“Beavers,” “Frogs,”“Bats”)ACTIVITY SHEET 36(“And the HabitatIs …”)ACTIVITY SHEET 37(“All About the ____”)TEMPLATE 3 (“DoingResearch”)ACTIVITY SHEET 38(“Where on EarthHave You Been?”)TEMPLATE M(“Habitats”)

Activity Sheet 34


LESSON 3


Organize students into pairs and give each pair the Chapter 4 ACTIVITYPICTURES. Have students cut out the pictures and then split them (halfto one student and half to the other). Both students should display theirpictures on their desks. Then students should take turns making state-ments about the animals and their habitats using the words this and that.Model this for students: This is a frog. It lives in wet places. That is arat. It lives in dark places. Circulate around the room and help studentsas needed.

• Tell students: Today we are going to learn more about the naturalhabitats of the wild animals we have been studying. Display TRANS-PARENCY 5 (“Habitats”) and write the following words on the board:desert, grassland, mountain, plain, forest. Ask students if they knowwhich words match with which pictures on the transparency. Have stu-dents share their predictions by coming to the front of the class and point-ing out the habitats. Have them use the following sentence structures intheir predictions: I think this is a desert. I think that is a forest. ... andso forth. After several students have shared their predictions, have stu-dents look up the words in the IDEA Picture Dictionary 2. Ask studentvolunteers to read the definitions and sentences and see if students’ pre-dictions about the pictures were correct. In small groups or as a class, cre-ate a graphic organizer on chart paper that describes each habitat.

Example:

Once each graphic organizer is completed, write a few sentences on chartpaper as a class about each picture on the transparency:

This is a picture of the desert. The desert is hot and dry. There islittle water in the desert. There are snakes in the desert.

Next, write the words rain forest and cave on the board. Say: In someparts of the world, you can find a special kind of forest. It is called arain forest. Look at the two words—rain and forest. What do youthink this means? That’s right—a rain forest is a forest that gets alot of rain. Some of the animals we are learning about live in the rainforest. Show students different pictures of rain forests. Next, show pic-tures of caves and say: This is a cave. Caves are dark, cool openingsin the sides of mountains and hills. There are very few plants incaves. Some of the animals we are learning about live in caves.Create graphic organizers and sentences describing rain forests andcaves. Display all the graphic organizers and sentences on the walls ofthe classroom.

little waterhot

dry snakes

desert


LESSON 3


Apply & Extend• Tell students they are going to read

about animals that live in these dif-ferent habitats. There are a total ofsix readings on ACTIVITY SHEET35A-F (“Owls,” “Polar Bears,”“Worms,” “Beavers,” “Frogs,”“Bats”). You can use these in sever-al different ways:

1) Divide students into groups andhave each group read a differentselection.

2) Divide the class into two teams.Have one team read one selectionand have the other team readanother selection. Continue withadditional selections if desired.

3) Choose two or three selectionsand read them as a class.

4) Read all selections as a class.

Preview the readings that will be covered. Have students read the title,look at the pictures, and read the defined vocabulary and captions. Afterstudents have read the selection(s), have them discuss the “Think andDiscuss” questions. Then assign each animal that was covered to a groupof students. Give each group butcher paper and markers. Students shouldfirst create a graphic organizer with details about the animal, and then usethe graphic organizer to write sentences describing the animal. Do thisfirst as a class so students have a model to follow.

Example:

An owl is a type of bird. The biggest owl is the great gray owl. Owls arenocturnal. This means they sleep during the day and stay awake at night.Owls hunt other animals. They have good vision and hearing. Owls live inmany different habitats. They live in forests, caves, and grasslands.

Activity Sheet 35A

type of birdgoodvision andhearing

hunts other ani-mals great gray owl

lives in forests,caves, and grasslands

nocturnal

owl


LESSON 3


Circulate around the class and help students as needed.Have each group present its graphic organizer and sen-tences to the class.

• Give each student a copy of ACTIVITY SHEET 36(“And the Habitat Is …”) and review the directions.Complete the activity sheet as a class using the informa-tion students learned from the six reading selections.(You may skip questions related to readings that werenot covered.) As you answer each question, display atransparency of the corresponding reading. Show stu-dents how they can skim the reading to find the infor-mation they are looking for. This activity will help pre-pare students for reading comprehension questions theymay encounter on standardized tests. Have students puttheir work in the Chapter 4 Portfolio.

• This activity is most appropriate for older students whowill be required to do research in their subject areaclasses. Organize students into pairs and have each pairchoose one of the animals in the target vocabulary thatwas not covered in a reading. Give each student a copyof ACTIVITY SHEET 37 (“All About the _______”).Have them write the name of the animal they choose inthe blank. Tell students that they will be researchingtheir animal using nonfiction books, encyclopedias, andthe Internet. (Arrange to have the school librarian givestudents a tour of the library.) Before students begintheir research, give them a copy of TEMPLATE 3(“Doing Research”) and review it with the class. Thistemplate can be used throughout the program for refer-ence and reinforcement.

As pairs research their animals, they should answer thequestions on ACTIVITY SHEET 37. Before they begin,give each student a copy of a completed activity sheetand review the language structures students should useto answer each question. Alternatively, you can makethis process more interactive by completing the activitysheet first as a class, providing corrective feedback onthe language structures as needed. As students completethis assignment, circulate around the room and help stu-dents as needed. Call on a few student volunteers toshare their findings with the class. Have students puttheir papers in the Chapter 4 Portfolio.

Activity Sheet 37

Template 3


LESSON 3


Involving FamilyGive each student a copy of ACTIVITY SHEET 38(“Where on Earth Have You Been?”) and TEM-PLATE M (“Habitats”) and review the directionsand questions. Students are to interview a familymember to find the continents and habitats to whichthe family member has been. Allow students toshare the results of their surveys with the class.Have students place their completed activity sheetsin the Chapter 4 Portfolio.

NOTE: The parents and/or guardians of many of your students may not speak English. As appropriate, encouragestudents to use their home language in completing these assignments. Model how to complete the assignment beforestudents take it home. Research consistently shows that a parent/guardian’s interest in and support for education arethe key factors in student academic success. In this sense, the specific assignment is not the target.

Observing Student ProgressDo students meet these KEY OBJECTIVES …� Listen attentively to presentation of target vocabulary: pronouns (this,

that); other (mountain, plain, rain forest, cave)� Recognize and demonstrate comprehension of target vocabulary through

verbal and nonverbal communication: pronouns (this, that); other (moun-tain, plain, rain forest, cave)

� Use pronouns orally and in writing (e.g., This is a bat. That is a frog.)� As a class, create graphic organizers and sentences describing various

habitats (e.g., The desert is hot and dry. There is little water in the desert.There are snakes in the desert.)

� Read a short nonfiction article with a small group and answer compre-hension and critical thinking questions

� With a group, create a graphic organizer and sentences describing an ani-mal (e.g., An owl is a type of bird. The biggest owl is the great gray owl.Owls are nocturnal.); present information to the class

� Use reference materials to research an animal and record data� Ask interview questions and record responses� Complete assignments neatly, accurately, and on time


Unit 5: The World Around Me • Chapter 4: Critters and Creatures

Activity Sheet 34

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Name: ____________________________________

Date: _____________________________________

This and ThatDirections: On the left, write sentences that start with the word this. On theright, write sentences that start with the word that. Follow the examples.

This is an owl. That is a worm.


The Birds That Sleep All Day


Activity Sheet 35A

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Name: ____________________________________

Date: _____________________________________

Owls

THINK AND DISCUSS• Where do owls live?• What is the most interesting fact about the owl? Why is this fact interesting?• How would your life be different if you slept during the day and stayed

awake at night?

An owl is a type of bird. Owlshave feathers and wings to helpthem fly. There are more than 200known owl species in the world.

Owls come in many shapesand sizes. The smallest owl iscalled the least pygmy owl. It cangrow to 4½-inches tall. The biggestowl is called the great gray owl. Itcan be as tall as 33 inches. Thewingspan of the great gray owl canbe as long as 60 inches. That’s fivefeet!

Owls are nocturnal. Thismeans that they sleep during theday and are awake at night. Owlsare also birds of prey, which meansthey hunt other animals for food.Owls like to eat mice and otherrodents. They also eat insects, frogs,fish, small birds, rabbits, and foxes.

Owls have very good vision andhearing. This helps them to bequiet hunters. Owls live on all con-tinents except for Antarctica. Theylive in many habitats, includingforests, caves, and grasslands.

Teacher: See the Teacher’s Guide for detailed instructions.

Owls have very goodvision and hearing.

species: a type of a living thing; a categoryof living things with common traitsvision: eyesightwingspan: the length measured from thetip of one wing to the tip of the other



Activity Sheet 36

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Name: ____________________________________

Date: _____________________________________

And the Habitat Is …

1. Owls live in many habitats. List three. _____________________________

_______________________________________________________________

2. Polar bears are found in one place. What is this place called?

_______________________________________________________________

3. Where do earthworms live? _______________________________________

4. In which habitat do beavers live? __________________________________

5. In which four habitats can frogs be found? __________________________

_______________________________________________________________

6. Where do most bats live?

_______________________________________________________________

Draw a picture of one of the habitats you learned about.

Habitat: ______________________________

Teacher: See the Teacher’s Guide for detailed instructions.

Directions: Answer each question below.


Activity PicturesUnit 5: The World Around Me • Chapter 4: Critters and Creatures

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�


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Template 3

Doing Research 1 Make a list of questions about your

topic. What do you want to find out?2 Make a list of key words related

to your topic.

Key Words:• rats• rodents• animal habitats

3 Decide where to do your research.

Search the Computer Catalog bySubject. Type in the name of yourtopic. Write orprint the namesand call numbersof the books thatinterest you.Search the Card Catalog bySubject. Look up your topic.Write the names and call numbersof the books that interest you.Search Printed Materials. Look atthe end of a book or article for a bibliography. Choose the booksthat fit your topic.

4 Evaluate your sources!

Books/Articles—Is the author credible? Is the information cur-rent?

Web Sites—Is the web site writ-ten by a credible source?

TIP: University, government, and non-profit organizations usuallyhave objective and accurate infor-mation. If you are not sure if asource is credible, ask yourteacher for help.

1. Find the searchengine’s “Search”box.

2. Type in yourtopic or keywords.

3. Use the mouse to click on thestart button.

4. Read the descriptions of websites.

5. Click on the hyperlinks to visitthe web sites that interest you.

5 Take notes on the information you find.

Keep a list of the books, maga-zines, and Internet sites you use.Write the author’s name and thepage number(s) you use from ofeach source.

• Interviewadults aboutthe topic andtake notes.

• Read aboutyour topic inencyclopedias,magazines, and books.

• Watch a video on your topic.

• If you have a home computer,use it to search the Internet.

6 Use your research towrite a report or make apresentation.

At the Library On the Internet At Home


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