Classification of Animals

255 Pages·2014·4.05 MB·English

Classification of Animals
Tell It Again!™ Read-Aloud Anthology
d
n
a
r
t
S

™
g
n
i
n
r
a
e
L

&

g
n
i
n
e
t
s
i
L

•

®
s
t
r
A

e
g
a
u
g
n
a
L

e
g
d
e
l
w
o
n
K

e
r
o
C
3

e
d
a
r
G

Classification of Animals
Tell It Again!™ Read-Aloud Anthology
Listening & Learning™ Strand
GrAde 3
Core Knowledge Language Arts®
Creative Commons Licensing
This work is licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License.
You are free:
to Share — to copy, distribute and transmit the work
to Remix — to adapt the work
Under the following conditions:
Attribution — You must attribute the work in the
following manner:
This work is based on an original work of the Core
Knowledge® Foundation made available through
licensing under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License. This
does not in any way imply that the Core Knowledge
Foundation endorses this work.
Noncommercial — You may not use this work for
commercial purposes.
Share Alike — If you alter, transform, or build upon this
work, you may distribute the resulting work only under
the same or similar license to this one.
With the understanding that:
For any reuse or distribution, you must make clear to
others the license terms of this work. The best way to
do this is with a link to this web page:
http://creativecommons.org/licenses/by-nc-sa/3.0/
Copyright © 2013 Core Knowledge Foundation
www.coreknowledge.org
All Rights Reserved.
Core Knowledge Language Arts, Listening & Learning,
and Tell It Again! are trademarks of the Core Knowledge
Foundation.
Trademarks and trade names are shown in this book strictly
for illustrative and educational purposes and are the property
of their respective owners. References herein should not
be regarded as affecting the validity of said trademarks and
trade names.
Table of Contents
Classification of Animals
Tell It Again!™ read-Aloud Anthology
Alignment Chart for Classification of Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Introduction to Classification of Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 1: Classifying Animals by Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson 2: Cold-Blooded and Warm-Blooded Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 3: Vertebrate Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 4: Fish: Fins and Gills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 5: Amphibians: From Water to Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Pausing Point 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 6: Reptiles: Cold-Blooded Scaly Vertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Lesson 7: Birds: Wings and Feathers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson 8: Mammals: Live-Bearing Milk Producers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 9: Vertebrate Animals Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Pausing Point 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Domain Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Alignment Chart for Classification of Animals
The following chart contains core content objectives addressed in this
domain. It also demonstrates alignment between the Common Core State
Standards and corresponding Core Knowledge Language Arts (CKLA) goals.
Alignment Chart for Lesson
Classification of Animals 1 2 3 4 5 6 7 8 9
Core Content Objectives
Observe and describe basic characteristics of an animal P P P P P P P P P
Explain that scientists classify animals by common or shared P P P P P P P P P
characteristics
Explain that scientists classify animals in order to study them and P P P P P P P P P
show relationships
Demonstrate familiarity with the poem “The Crocodile” P
Identify cold-blooded/warm-blooded and vertebrate/invertebrate P P P P
as important characteristics used to classify animals
Describe basic characteristics of vertebrate/invertebrate animals P P P
Classify particular animals as vertebrates or invertebrates P P P P P P P P
Describe basic characteristics of cold-blooded/warm-blooded P P P
animals
Classify particular animals as cold-blooded or warm-blooded P P P P P P P P
Identify fish, amphibians, reptiles, birds, and mammals as groups P P P P P P
of vertebrates
Identify basic characteristics of fish, amphibians, reptiles, birds, P P P P P P P P
and mammals
Classify particular animals as fish, amphibians, reptiles, birds, or P P P P P P P P
mammals
Compare and contrast two groups of vertebrates P P P P P P
Identify insects as invertebrates P P P P
Identify insects as the most numerous group of animals that have P P P P
currently been identified
Explain that there are a large number of animals that have not yet P P
been identified
Classification of Animals | Alignment Chart v
© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Classification of Animals 1 2 3 4 5 6 7 8 9
Reading Standards for Informational Text: Grade 3
Key Ideas and Details
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
STD RI.3.1
answers.
Ask and answer questions (e.g., who, what,
where, when, why, how), orally or in writing,
P
requiring literal recall and understanding of the
details and/or facts of a nonfiction/informational
read-aloud
CKLA
Ask and answer questions, orally or in writing,
Goal(s)
that require making interpretations, judgments,
or giving opinions about what is heard in a
P
nonfiction/informational read-aloud, including
asking and answering why questions that
require recognizing or inferring cause/effect
relationships
STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Determine the main idea of a nonfiction/
CKLA informational read-aloud; recount the key details P
Goal(s)
and explain how they support the main idea
Craft and Structure
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3
STD RI.3.4
topic or subject area.
Determine the literal and nonliteral meanings
of and appropriately use common sayings and P P P
phrases
CKLA
Goal(s) Determine the meaning of general academic
and domain-specific words and phrases in a P
nonfiction/informational read-aloud relevant to a
Grade 3 topic or subject area
STD RI.3.6 Distinguish their own point of view from that of the author of a text.
CKLA Distinguish their own point of view from that of P P
Goal(s) the author of a text
vi Classification of Animals | Alignment Chart
© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Classification of Animals 1 2 3 4 5 6 7 8 9
Integration of Knowledge and Ideas
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
STD RI.3.7
understanding of the text (e.g., where, when, why, and how key events occur).
Describe images, orally or in writing, and how
they contribute to what is conveyed by the words P
in a nonfiction/informational read-aloud (e.g.,
where, when, why, and how key events occur)
CKLA
Use images (e.g., maps, photographs)
Goal(s) P
accompanying a nonfiction/informational read-
aloud to check and support understanding
Interpret information from diagrams, charts, P
graphs, and/or graphic organizers
STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Compare and contrast the most important
CKLA points and key details presented in two P
Goal(s) nonfiction/informational read-alouds on the
same topic
Writing Standards: Grade 3
Text Types and Purposes: Informative/Explanatory
STD W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
STD W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Identify and use parts of a paragraph, including
a topic sentence, supporting details, and P P
a concluding statement, in an informative/
CKLA explanatory piece
Goal(s)
Introduce a topic and group related information
together; include illustrations P P
when useful to aiding comprehension
STD W.3.2b Develop the topic with facts, definitions, and details.
CKLA Develop an informative/explanatory topic with P P
Goal(s) clearly presented ideas, facts, and details
STD W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Use linking words and phrases (e.g., also,
CKLA another, and, more, but) to connect ideas within P P
Goal(s)
categories of information
STD W.3.2d Provide a concluding statement or section.
CKLA Provide a concluding statement or section for an P
Goal(s) informative/explanatory piece
Classification of Animals | Alignment Chart vii
© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Classification of Animals 1 2 3 4 5 6 7 8 9
Production and Distribution of Writing
With guidance and support from adults, produce writing in which the development and organization are appropriate
STD W.3.4
to task and purpose. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)
With guidance and support from adults,
produce writing in which the development
CKLA P
and organization are appropriate to task and
Goal(s)
purpose, i.e., ideas and paragraphs presented
clearly and in a logical order
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
STD W.3.5 and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including
Grade 3 on pages 28 and 29.)
With guidance and support from peers and
CKLA adults, use the writing process of plan, draft, P P
Goal(s) edit, and publish to develop and strengthen
writing
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as
STD W.3.6
well as to interact and collaborate with others.
P
Share writing with others
CKLA
With guidance and support from adults, use
Goal(s)
technology to produce and publish writing (using P
keyboarding skills) as well as to interact and
collaborate with others**
Research to Build and Present Knowledge
STD W.3.7 Conduct short research projects that build knowledge about a topic.
CKLA Conduct short research projects that build P P P
Goal(s) knowledge about a topic
Recall information from experiences or gather information from print and digital sources; take brief notes on sources
STD W.3.8
and sort evidence into provided categories.
Make personal connections (orally or in
writing) to events or experiences in a fiction P P P P P P P
or nonfiction/informational read-aloud, and/or
make connections among several read-alouds
CKLA
Gather information from print and digital
Goal(s) sources; take brief notes on sources and sort P P P P P P
evidence into provided categories
Categorize and organize facts and information P
within a given domain
viii Classification of Animals | Alignment Chart
© 2013 Core Knowledge Foundation