Vocabulary generaciones medio ambiente población crías conservar hábitat selvas tropicales dosel vegetal. Comprehension Make Inferences

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1 Teaching Plan EDL Level 50 Guided Reading Level U Lexile Measure 800L How do the characteristics of many animal species change over time to help the species survive? In Supervivencia: Adaptaciones de los animales, examples of this phenomenon are described and shown in photographs. Nonfiction Genre Informational Text Nonfiction Features Captions Glossary Illustrations Index Labels Photographs Sidebars Text Structure Cause and Effect Problem and Solution Description generaciones medio ambiente población crías conservar hábitat selvas tropicales dosel vegetal Comprehension Make Inferences Writing Write an informational text. Content Area Connections: Life Science Understand how adaptation in different species works. Identify ways in which animals bodies change as they adapt to their environments. Curriculum Support You may want to use Supervivencia: Adaptaciones de los animales when teaching the following science topics: Animal physiology and behavior Habitats Cross-Text Reading Frank Greenaway: Fotógrafo de la naturaleza, an iopeners Grade 5 science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the cover of the book, and read the title and the author s name. Tell students that informational texts can explain what causes things in the natural world to happen. Point out that topics in an informational text are often grouped together so they can be compared or categorized easily. Add that the author of an informational text may use photographs, illustrations, labels, captions, and sidebars to present information. Nonfiction Text Features Photographs: Point out the photographs on pages 4 5. Explain that nonfiction books often use photographs to show real-life examples of things described in the text. Captions: Use the captions on pages 6 7 as examples. Tell students that captions can summarize information in the main text or provide additional information about a photograph. Sidebars: Draw attention to the sidebar on page 9. Explain that sidebars provide additional information about interesting topics related to the main text. They are usually set off by a border or a background tint that makes them easy to identify. Labels: Point out the labels on page 11. Explain that labels identify parts of a photograph, illustration, or diagram. Here, the labels help readers compare and contrast the two camels. Introduce You may want to introduce the following words and concepts before reading: generaciones: grupos de animales que nacieron aproximadamente al mismo tiempo medio ambiente: todas las influencias alrededor que afectan a un ser vivo población: todos los animales que viven en un área determinada crías: hijos de un animal conservar: evitar la pérdida hábitat: el área donde una planta o animal normalmente vive selvas tropicales: selvas muy densas, usualmente en un área tropical, con lluvias fuertes dosel vegetal: la capa superior de ramas en una selva Preview and Predict Ask students to read the contents and skim the book, focusing on the headings, subheadings, and photographs. Ahora que ya le has dado un vistazo al libro, sabes que explica cómo diferentes animales se adaptan, o cambian, para sobrevivir. Sobre cuáles animales leerás en este libro? Qué otro tipo de información crees que encontrarás? Explica tu respuesta. Activate or Build Background Discuss the meaning of the word adaptarse. Point out that, when something adapts, it changes or adjusts to fit a new situation. Explain that an adaptation is a feature that a group of living things develops to help it survive. Show students a photograph of a grizzly bear in its forest habitat from a classroom reference book. Point to the photographs of polar bears on pages of Supervivencia: Adaptaciones de los animales. Encourage students to identify how the two bears are alike and different. Tell students that grizzly bears have long claws on their paws, while polar bears have slightly webbed front paws. Ask students to brainstorm reasons for these differences. Explain that the bears claws and the webbed paws are examples of adaptations. Suggest that students read to find out how adaptations occur and why they are important for an animal s survival.

3 2 Read the Book SET THE PURPOSE pages 4 8 As students read, encourage them to find examples of adaptations that help animals to survive. generaciones, medio ambiente, población, crías pages 9 12 Invite students to share any information they already know about camels. As students read, encourage them to discover what adaptations help camels survive in the desert. conservar pages Ask students to read to find out why polar bears have webbed front paws. hábitat Por qué la adaptación es tan importante en el mundo natural? Generalize Compara las maneras en que la polilla de abedul y la mantis religiosa se adaptaron. Compare and Contrast Por qué crees que es importante para los científicos aprender cómo se adapta el cuerpo de diferentes animales a su alrededor? Make Inferences; Synthesize Draw students attention to the illustration of elephants and their ancestors on pages 4 5. Cómo te ayuda esta ilustración a ver la manera en que los cuerpos de los elefantes se han adaptado? Have students reread the sidebar on page 5. Por qué la autora incluyó información sobre taxonomía en este libro que trata de adaptaciones de animales? Cómo se ha adaptado el cuerpo del dromedario a las condiciones desérticas? Summarize Qué le habría pasado al dromedario arábigo y a la gente que dependía de él si este animal no se hubiera adaptado? Identify Cause and Effect Crees que el cuerpo de los dromedarios podría continuar cambiando y adaptándose? Por qué? Predict Direct students attention to the photograph on pages Cómo te ayuda esta fotografía a entender lo que describe la autora en este capítulo? Have students turn to the sidebar on page 11. Qué información provee esta columna lateral que no aparece en el texto principal? Cómo se adaptó el oso polar a su hábitat? Summarize Por qué la dieta de un oso polar consiste en carne de foca en lugar de plantas? Make Inferences Cómo crees que los científicos aprendieron la manera en que los osos polares se adaptaron al Ártico? Synthesize Draw students attention to the photographs on pages 13 and 15. De qué manera te ayudan estas fotografías a entender cómo es el medio ambiente del oso polar? Ask students to use the sidebar on page 16 to describe the adaptations of the Arctic hare.

4 pages As students read, ask them to find out why some animals adapt by traveling from one habitat to another. selvas tropicales, dosel vegetal Compara y contrasta las maneras en que el perezoso y la ballena jorobada se han adaptado a sus diferentes medios ambientes. Compare and Contrast Cómo afecta la gente la vida en las selvas tropicales del mundo? Identify Cause and Effect Por qué crees que los científicos consideran la migración animal como una adaptación? Draw Conclusions Draw students attention to the sidebar on page 17. Cómo te ayuda esta descripción de la selva tropical a entender el hábitat natural del perezoso? Ask students to use the photograph of the three-toed sloth on pages to identify the sloth s adaptations as described in the main text. pages Talk about why animals might change their appearance to adapt to their surroundings. Encourage students to keep these ideas in mind as they read. Cuáles son cuatro tipos de camuflaje que los animales han desarrollado? Summarize Un insecto ortóptero es un insecto que puede verse como una hoja, una rama o una roca. Qué tipo de camuflaje usa un insecto ortóptero? Classify/Categorize Si los diferentes animales que aparecen en esta sección no hubieran desarrollado una adaptación de camuflaje, qué les habría sucedido? Generalize; Make Inferences Qué puede hacer la gente para salvar a los animales de la extinción? Synthesize Por qué algunas palabras de las páginas 24 y 25 están en negrita? Cómo averiguarías el significado de cada palabra? Ask students to identify which kind of camouflage is being pictured in each photograph on pages ESL/ELL Strategy Write the following Spanish words in a column on the chalkboard: adaptación, especie, migración, and camuflaje. Explain to students that these words have cognates in English (words that look and/or sound similar). Ask volunteers to guess the corresponding English term for each word, then write the English term in another column. Have students copy both lists in their notebooks. Ask them to add to the lists as they come across other words in the book that have English cognates. Reread the Book As students reread the text, have them look for cause-and-effect relationships that explain why different animals adapted in specific ways to their environment. Have students record their findings in the chart on the back cover. Discuss the book s organization. Por qué la autora empezó el libro con una descripción de adaptación y luego incluyó varios capítulos sobre adaptaciones en diferentes climas? Por qué terminó con capítulos sobre migración y camuflaje? Invite students to identify several animals that live in your state or region. Discuss how and why the animals might have adapted to their environment over time. Answers to Student Book Questions 1. Por clima y tipo de plantas y animales, sin embargo, algunos tipos de adaptaciones tienen sus propios capítulos. 2. La migración tiene que ver con la conducta: dejar un lugar y viajar a otro. 3. Los depredadores con camuflaje pueden esconderse de su presa. La presa con camuflaje puede esconderse a plena vista de los depredadores. 4. Es más probable que viva más tiempo y por lo tanto se reproduzca más seguido. 5. Las respuestas variarán pero pueden incluir: Con el tiempo, los animales han desarrollado muchas características físicas y conductas que les ayudan a florecer en su medio ambiente. Aquéllos que no se adaptan a su medio ambiente se extinguen.

5 3 Learn Through the Text SCIENCE: Adapting to the Environment Use Supervivencia: Adaptaciones de los animales to reinforce your teaching about animals adaptations to their environments. Review the different ways that animals adapt to survive, such as through bodily changes, migration, and different forms of camouflage. Explain that many animals make more than one adaptation to survive in their environment. Assign groups of students different animals discussed in the book. Ask each group to identify all the adaptations the animal has made in order to survive in its habitat. Encourage students to classify their findings and record the information in a chart. When students have completed their charts, invite each group to share their findings with the class. COMPREHENSION: Make Inferences Explain to students that readers use information from the text, along with personal experience or knowledge, to make educated guesses about ideas not directly stated by the author. This is called making inferences. Use the following example: Imagina que miras hacia fuera por la ventana y ves gente usando gruesos abrigos, sombreros y guantes. Puedes inferir que hace frío afuera. Tu propia experiencia te dice que la gente usa ropa abrigada cuando hace frío. Make a three-column chart on the chalkboard with these headings: Información de la autora, Mi propia experiencia, and Inferencia. Invite pairs of students to make their own chart and fill it in with three examples of inferences they made as they read the book. Have students share their examples with the class. WRITING Write an Informational Text Have students use what they learned about informational text to write a report about another animal that adapted to its environment. Invite students to brainstorm a list of animals not included in the book that adapted to their environment, especially animals living in your own state or region. Ask individuals or groups of students to choose one animal to research. Suggest that students use the library or the Internet to locate information about their topic. Have students use their information to write and illustrate a brief informational report explaining how the animal adapted to its habitat over time. Remind students to revise their writing to make sure the information is accurate and that their grammar, spelling, and mechanics are correct. Invite students to present their report in class.

6 Supervivencia: Adaptaciones de los animales Organizador gráfico Nombre Encuentra relaciones de causa y efecto en el libro que explican porqué se adaptaron diferentes animales. Escribe abajo las causas y efectos. Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Lexile is a U.S. registered trademark of MetaMetrics, Inc. All rights reserved