Polar Regions - Be GLAD · Web viewcarnivore toothed sub-Arctic mammal marine mammals marine herbivores regions zooplankton natural resources Inuit predator rookery ENGLISH/LANGUAGE

Polar Regionsby Patty Gray and Lorraine Highsmith

2nd Grade

IDEA PAGES

I. UNIT THEME: The Polar Regions are unique habitats that play an important role in the Earth’s climate.

The living things in these regions have similar needs. Polar animals have unique adaptations that allow them to survive in their

environment. The destruction of these regions has a major effect on the climate around the

world.

II. FOCUS AND MOTIVATION STRATEGIES Super Scientist Awards Observation Charts of habitats Big Book Inquiry chart: What do we know about the North Pole and the South Pole?

What do we want to know? Poetry and chants Exploration Report: Which polar photo is most scientific? Why?

III. CLOSURE Process all charts Team informative paragraph – polar animal Team presentations Individual portfolios on regions with three writing samples (informative,

friendly letter, and poem) Teacher made post test

IV. CONCEPTS: Life, Earth and Environmental Sciences All life forms use specialized structures and similar processes to meet life’s

needs. Life forms are diverse. Plants, animals and humans respond to internal and external influences. Because of their locations, the polar habitats are very different from other

habitats. Ecosystems display patterns of organization, are stable and rely on the

responsible use of our resources.

SCIENCE STANDARDS – GRADE 2LIFE SCIENCE

Polar Regions Level 2 1Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)

6.0 Structure and Function: Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs.

6.2.1 Investigate and describe how living things grow and change.6.2.2 Distinguish living from non-living things using established criteria.6.2.3 Investigate and describe what animals require to survive.

8.0 Heredity and Diversity: Students understand that life forms are diverse, and that they pass some characteristics to their offspring.

8.2.1 Investigate and describe how particular animals have offspring that are the same kind of animal.8.2.2 Investigate and describe how some living things look alike and others do not.

EARTH AND SPACE SCIENCES11.0 Earth Models: Students understand that the Earth may be represented by a variety of maps and models.

11.2.2 Locate North and South Poles on a globe.12.0 Earth History: Students understand that Earth systems change or vary.

12.2.1 Investigate and describe how changes happen to many things on Earth.

ENVIRONMENTAL SCIENCES15.0 Ecosystems: Students will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among the life forms and the physical components of the Earth.

15.2.1 Investigate and describe the roles of plants as producers and animals as consumers, and how living things may depend on each other.15.2.2 Investigate and describe how animals eat plants and other animals for food and may also use plants or even other animals for shelter and nesting.

17.0 Conservation: Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole, and future generations.

17.2.1 Identify places where people and animals live in different places in different ways.17.2.2 Describe how daily some things change and other things stay the same.

21.0 Scientific Values and Attitudes: Students understand that science is an active process of systematically examining the natural world.

21.2.1 Make observations and give descriptions using words, numbers and drawing.


22.0 Communication Skills: Students understand that a variety of communication methods can be used to share scientific information.

22.2.1 Follow verbal instructions accurately.22.2.2 Produce simple pictographs and describe observations.22.2.3 Cooperate and contribute ideas within a group.

IV. SOCIAL STUDIES/GEOGRAPHY STANDARDS – Grade 2IV.0 The World in Spatial Terms: Students use maps, globes, and other geographic

tools and technologies to locate and derive information about people, places and environments.1.2.1 Identify the map titles and map symbols on a variety of maps.1.2.2 Describe what a map or globe represents.1.2.3 Recognize geographic information from maps, globes, photographs and graphs.1.2.7 Identify and locate land and water on a map or globe, using the terms continent and ocean.

2.0 Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.2.2.1 Identify basic types of landforms and bodies of water, such as mountains, valleys, islands, lakes, and rivers.

3.0 Physical Systems: Students understand how physical processes shape Earth’s surface patterns and ecosystems.3.2.3 Identify some basic elements of a simple ecosystem, such as plants and animals.

4.0 Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.4.2.9 Identify places where cooperation and conflict take place.

7.0 Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.7.2.1 Ask questions about location.7.2.2 Gather geographic information from books and pictures.7.2.3 Make simple lists and graphs and arrange visual materials to display geographic information.

V. SOCIAL STUDIES/CIVICS – Grade 21.0 Rules and Law: Students know why society needs rules, laws and

governments.Polar Regions Level 2 3Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)

1.2.1 Identify and follow classroom and school rules that guide behavior and establish order to accomplish tasks.1.2.4 Participate in class decision making.

VI. VOCABULARYpermafrost continental continent adaptedadaptation blubber chemical insulateindigenous migrate extinction endangeredbaleen Arctic Antarctic camouflageextreme hibernate frigid scarcecarnivore toothed sub-Arctic mammalmarine mammals marine herbivores regionszooplankton natural resources Inuit predatorrookery

VII. ENGLISH/LANGUAGE ARTS STANDARDS –Grade 2READING1.0 Students know and use word analysis skills and strategies to comprehend new

words encountered in text.1.2.1 Use knowledge of high-frequency words to read text aloud with fluency, accuracy, and expression. 1.2.2 Use knowledge of phonics and structural elements (e.g., syllables, basic prefixes, roots and suffixes) to decode unfamiliar words of one or more syllables in context to make meaning.1.2.3 Identify the meanings of common prefixes, suffixes, and abbreviated words in context, and use context clues to determine word meanings.1.2.4 Identify and use knowledge of spelling patterns such as special vowel spellings when reading; apply knowledge of basic syllabication rules when reading.1.2.5 Identify and use knowledge of synonyms, antonyms homophones, and homographs to expand vocabulary and understand text.1.2.6 Apply newly acquired vocabulary with attention to specialized words common to content areas.

2.0 Students use reading process skills and strategies to build comprehension.2.2.1 Identify pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words, and setting a purpose.


2.2.2 Identify self-correcting strategies such as self-questioning, self-monitoring, cross-checking, reading ahead, and rereading.2.2.3 Restate facts in order to formulate the main idea of the text.2.2.4 Retell the main idea of text and form simple generalizations.

3.0 Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures and times.3.2.1 Analyze simple elements of a story, such as settings, characters, and plot (e.g., restate the logical and sequential development of a story and generate alternative endings to stories.) answering literal, inferential, and interpretive questions.3.2.2. Make basic inferences about character traits and predict story outcomes.3.2.3 Compare and contrast different versions of the same stories from different cultures and eras.3.2.5 Compare rhythm, rhyme, and alliteration in poetry.3.2.7 Distinguish between poetry and prose, and between realism and fantasy.

4.0 Students read to comprehend, interpret, and evaluate informational texts for specific purposes.4.2.1 Locate table of contents, index, and chapter headings; interpret information from diagrams, charts, graphs, maps, and glossaries. 4.2.2 Identify and explaining cause and effect, fact and opinion, and determine the main idea of a passage.4.2.3 Ask questions to gain understanding of important information in a text.4.2.6 Read and follow simple directions to perform a task.

WRITING5.0 Students write a variety of text that inform, persuade, describe, evaluate, or

tell a story and are appropriate to purpose and audience.5.2.1 Use at least two sources to write an informative paper.5.2.3 Write stories and poems.5.2.4 Write responses to literature.

6.0 Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone and word choice.6.2.1 Generate possible ideas for writing by recalling experiences, talking, drawing, brainstorming, reading a literary work, and hearing stories.6.2.2 Organize ideas through activities such as listing and clustering.6.2.3 Write stories or other compositions such as a personal narrative, poetry, and writing in content areas.6.2.4 Revise writing for detail and clarity.6.2.5 Edit, with teacher assistance, for correct word usage.


6.2.6 Produce writing for given audiences and purposes.6.2.7 Share writing with others and listen to responses.

7.0 Students write using standard English grammar, usage, punctuation, capitalization, and spelling.7.2.1 Use nouns, verbs, pronouns, adjectives, and adverbs in writing.7.2.2 Identify complete and incomplete sentences in writing.7.2.3 Use commas with dates, and words in a series, and in the salutation and closure of a letter; use end punctuation, contractions, and possessives correctly.7.2.4 Capitalize first word of a sentence, proper nouns, and initials.7.2.5 Use correct spelling of words containing short, long, and r-controlled vowels, blends, digraphs, and irregular words.7.2.6 Create readable compositions that are legible.

LISTENING AND SPEAKING8.0 Students listen to and evaluate oral communications for content, style,

speaker’s purpose, and audience appropriateness.8.2.1 Determine the purpose(s) for listening, such as to obtain information, to solve problems, or for enjoyment.8.2.2 Attend and respond to public presentations and a variety of media.8.2.4 Follow two-step spoken directions to complete a task.

9.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.9.2.1 Select and use specific vocabulary to communicate ideas.9.2.2 Speak clearly at an understandable pace.9.2.3 Make oral presentations that maintain a clear focus.9.2.4 Recount experiences and tell stories that move through a logical sequence of events, and include character and setting.9.2.5 Give clear directions to complete a simple task.

10.0 Students participate in discussions to offer information, clarify ideas, and support a position.10.2.1 Demonstrate turn-taking and attentiveness in conversations and group discussions.10.2.2 Ask and answer questions to gather and provide information.10.2.3 Present ideas and information in groups.

RESEARCH


11.0 Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.11.2.1 Formulate questions to explore areas of interest.11.2.2 Locate and use information from reference materials and technology.11.2.5 Share research findings using various media.

ESL PERFORMANCE STANDARDSREADING

1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text in English.

Non-English Proficient – Level One1.1 Use knowledge of high frequency words to read text aloud with

fluency, accuracy, and expression.1.2 Use phonics to decode words in context by blending sound units.1.3 Identify simple prefixes, common suffixes, and abbreviated words

in context.1.4 Use knowledge of simple spelling patterns, blends, and digraphs

when reading; apply basic knowledge of alphabetical order.1.5 Identify synonyms and antonyms in context.1.6 Use prior knowledge/context clues for vocabulary.

Limited English Proficient - Level Two1.1 Read texts aloud with fluency, accuracy and appropriate intonation and

expressions; read high frequency words to build fluency.1.2 Use knowledge of phonics and structural elements to decode unfamiliar

words of one or more syllables in context to make meaning.1.3 Identify the meanings of simple prefixes, common suffixes, and

abbreviated words in context, and use context clues to determine word meanings.

1.4 Identify and use knowledge of spelling patterns, such as diphthongs and special vowel spellings when reading; apply knowledge of basic syllabication rules when reading.

1.5 Identify and use knowledge of synonyms, antonyms, homophones, and homographs to understand text.

1.6 Use context clues to determine word meaning.Fully English Proficient – Level Three


1.2 Use knowledge of prefixes, suffixes, roots or base words to determine the meaning of words in context and recognize and use inflectional endings such as s, es, ed, ing, ly, est, and er, understanding that meaning may change with ending.

1.3 Use dictionaries and glossaries to determine the meanings and other features of unknown words.

1.5 Use knowledge of synonyms, antonyms, homophones, and homographs to expand vocabulary.

1.6 Use dictionaries and glossaries to determine the meanings and other features of unknown words.

2.0 Students use reading process skills and strategies to build comprehension in English.

Non-English Proficient – Level One2.1 Use, with teacher assistance, pre-reading strategies that aid

comprehension such as accessing prior knowledge, predicting, previewing, and setting the purpose.

2.2 Use, with teacher assistance, the three cueing systems, self-monitoring, cross checking, and self-correcting strategies such as rereading, substituting, and reading on.

2.3 Demonstrate reading skills that contribute to comprehension including recalling details of the text while reading, drawing conclusions, and distinguishing between realism and fantasy.

2.4 Retell details of text including central ideas in English.2.5 Demonstrate directionality by tracking print from left to right knowing

concept of word and using return sweep.Limited English Proficient – Level Two

2.1 Identify pre-reading strategies that aid in comprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words and setting a purpose.

2.2 Identify self-correcting strategies such as self questioning, self-monitoring, cross checking, reading ahead and rereading.

2.3 Restate facts and details in order to recall the main idea of the text while reading.

2.4 Retell the main idea of text and form simple generalizations in English.2.5 Adjust reading to suit difficulty of text.

Fully English Proficient – Level Three2.1 Use pre-reading strategies such as accessing prior knowledge (schema),

predicting, previewing, and setting a purpose to make reasonable predictions and to improve comprehension.


2.2 Use self-correcting strategies such as self questioning; reading ahead and then rereading a word, phrase or sentence, and rereading to gain meaning from text.

2.3 Recall essential points in text while reading; make and revise predictions about coming information.

2.4 Restate facts and details in text to share information, distinguishes main idea, and organizes ideas in English.

2.5 Adjust reading to suit difficulty of text.3.0 Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.

Non-English Proficient - Level One3.1 Identify characters, setting, and sequence of events in English.3.2 Listen to and read stories from different cultures and eras in English.3.3 Read and identify poetry and prose in English.3.4 Identify rhythm, rhyme and alliteration in English.3.5 Compare and contrast different versions of the same stories from

different cultures and eras, recognizing diversity through a variety of literature.

Limited English Proficient – Level Two3.1 Analyze simple elements of a story such as settings, characters and plot, answering literal, inferential, and interpretive questions in English.3.3 Compare and contrast stories from different cultures and eras in English.3.4 Make inferences/interpretations about characters.3.5 Compare rhythm, rhyme, and alliteration in poetry in English.3.6 Compare and contrast different versions of the same stories from

different cultures and eras, recognizing diversity through a variety of literature.

3.7 Read, listen to and identify a variety of genres such as stories, plays, poetry, and nonfiction selections.

Fully English Proficient – Level Three3.1 Compare and contrast plots, settings, and characters in a variety of

works and by a variety of authors in English.3.2 Identify and compare themes or messages in reading selections.3.3 Make inferences about characters.3.4 Identify simile, metaphor, onomatopoeia, and hyperbole.3.5 Compare and contrast plots, settings, characters, and points of view in a

variety of works, and by a variety of authors from different cultures and times.


3.7 Read, listen to and identify a variety of genres such as stories, plays, poetry, and nonfiction selections.4.0 Students read to comprehend, interpret, and evaluate informational texts

in English for specific purposes.Non-English Proficient – Level One

4.1 Locate and use titles, pictures and names of authors and illustrators to obtain information.

4.2 Identify cause and effect and main ideas in English.4.3 Use text to answer questions in English.4.4 Read and follow a simple direction to perform a task in English.

Limited English Proficient – Level Two4.1 Locate table of contents, index, and chapter headings; interpret

information from diagrams, charts, maps, graphs, and glossaries in English.

4.2 Identify and explain cause and effect, fact and opinion, and determine the main idea of a passage in English.

4.3 Ask questions to gain understanding of important information in a text in English.

4.4 Read and follow simple directions to perform a task in English.Fully English Proficient – Level Three

4.1 Distinguish essential information from titles, tables of contents, chapter headings, glossaries, indexes, diagrams, charts, maps, and diagrams/map keys to locate information in texts for specific purposes.

4.2 Distinguish between cause and effect, fact and opinion, and main idea and supporting details in texts in English.

4.3 Ask questions and support answers by connecting prior knowledge with literal and inferential information in text in English.

4.4 Read and follow three and four step directions to complete a simple task in English.

WRITING5.0 Students write a variety of texts that inform, persuade, describe, evaluate or tell a story in English, appropriate to purpose and audience.

Non-English Proficient – Level One5.1 Use a source to write a simple informative paper in English.5.2 Write friendly notes in English.5.3 Write stories in English.5.4 Write responses to literature with teacher’s help in English.

Limited English Proficient – Level Two


5.1 Use two sources to write an informative paper in English.5.2 Write friendly letters in English.5.3 Write stories and poems in English.5.4 Write responses to literature in English.

Fully English Proficient – Level Three5.1 Use at least three sources to write an informative paper in English.5.2 Write friendly letters, formal letters, thank you letters, and invitations

that address audience concerns, stated purpose, and context and that include the date, proper salutation, body, closing, signature; correctly addresses envelopes in English.

5.3 Write a personal narrative and/or fictional story that moves through logical sequence of events, provides insight into why the incident is notable, and includes details to develop the plot in English.

5.4 Write responses to literature and experiences, making connections with personal life when possible in English.

6.0 Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.

Non-English Proficient – Level One6.1 Generate and select with teacher assistance, ideas for writing from a

variety of sources in English.6.2 Organize and sequence ideas with teacher assistance, through drawing

and discussing in English.6.3 Write across the curriculum with teacher assistance, stories and other compositions such as personal narratives, journal entries, friendly letters, and poems in English.6.4 Revise writing with teacher assistance, to include details in English.6.5 Edit with teacher assistance, for correct word usage in English.6.6 Identify an audience for writing in English.6.7 Read and share writing with others; respond with teacher assistance to

the writing of others in English.Limited Proficient English – Level Two

6.1 Generate possible ideas for future writing by recalling experiences, talking, drawing, brainstorming, reading a literary work, and hearing stories in English.6.2 Organize ideas through activities such as listing, webbing, and clustering in English.6.3 Write stories or other compositions such as personal narratives, poems, and writings in content areas in English.6.4 Revise writing for detail and clarity in English.


6.5 Edit with teacher assistance, for correct word usage and conventions in English.

6.6 Produce writing for given audiences and purposes in English.6.7 Share writing with others and listen to responses in English.

Fully English Proficient – Level Three6.1 Generate possible ideas for future writing through group activities such as brainstorming and discussions in English.6.2 Organize ideas through activities such as sequencing and classifying in English.6.3 Write simple compositions that address a single topic and include supporting sentences that use concrete sensory details of people, places, things, or experiences in English.6.4 Revise drafts, using an established rubric, to improve the coherence and logical progression of ideas with attention to introductions, transitions, and conclusions.6.5 Edit for use of standard English.6.6 Produce writing with voice for given audiences in English.6.7 Share writing with others, listen to responses, and make revisions to drafts based upon reader responses before publishing.

7.0 Students write using standard English grammar, usage, punctuation, capitalization, and spelling.

Non-English Proficient – Level One7.1 Use nouns, verbs, and pronouns in writing.7.2 Write complete sentences in English.7.3 Use end punctuation; identify contractions and possessives in English.7.4 Capitalize names, months, days of the week, and words at the beginning

of sentences in English.7.5 Use correct spelling of CVC words and frequently used words in English.7.6 Print legibly using left to right, top to bottom directionality and correct spacing between letters and words.

Limited Proficient English – Level Two7.1 Use nouns, verbs, pronouns, adjectives, and adverbs in writing.7.2 Identify complete and incomplete sentences in writing and English.7.3 Use correct punctuation, contractions, and possessives in sentences in English.7.4 Capitalize first word of a sentence, proper nouns, and initials in English.7.5 Demonstrate conventional spelling in English.7.6 Create readable compositions that are legible.


Fully English Proficient – Level Three7.1 Identify and correctly use subject/verb agreement and past, present, and future verb tenses in writing simple sentences.7.2 Demonstrate understanding of and write complete declarative, interrogative, imperative, and exclamatory sentences in English.7.3 Use quotation marks in a dialogue; punctuate cities and states, dates, and titles of books.7.4 Use rules of capitalization in English.7.5 Use correct spelling of frequently used words in writing and containing

affixes, contractions, compounds, common homophones, and words necessary to topic in English.

7.6 Use cursive writing, create readable and legible compositions, adhering to margins and correct spacing between letters in words, and words in sentences.

LISTENING AND SPEAKING8.0 Students listen to and evaluate oral communications for content, style,

speaker’s purpose and audience appropriateness.Non-English Proficient – Level One

8.1 Identify purposes for listening such as to obtain information, to solve problems, or for enjoyment in English.8.2 Attend and respond to presentations in English.8.3 Listen to a variety of dialects in English.8.4 Follow simple directions to complete a task in English.

Limited English Proficient – Level Two8.1 Determine the purpose(s) for listening, such as to obtain information, to

solve problems or for enjoyment in English.8.2 Attend and respond to public presentations and a variety of media in

English.8.3 Distinguish among different dialects in English.8.4 Follow two-step oral directions to complete a task in English.

Fully English Proficient – Level Three8.1 Retell by paraphrasing and summarizing to explain what has been said by a speaker in English. 8.2 Listen to connect prior experiences, insights, and ideas to the message of

a speaker to formulate thoughtful questions and statements in English.8.3 Identify language and sayings that reflect regions and cultures in English.8.4 Follow three and four-step directions in sequence to complete a simple

task in English.


9.0 Students speak English using organization, style, tone, voice, and media aids appropriate to audience and purpose.

Non-English Proficient – Level One9.1 Use varied vocabulary to communicate ideas in English.9.2 Speak clearly in an understandable pace in English.9.3 Present ideas and ask questions in English in small and large groups.9.4 Recount experiences and retell stories in sequence in English.9.5 Give clear directions to complete a simple task in English.

Limited English Proficient – Level Two9.1 Select and use specific vocabulary to communicate ideas in English.9.2 Speak clearly at an understandable pace in English.9.3 Make oral presentations that maintain a clear focus in English.9.4 Recount experiences and tell stories that move through a logical

sequence of events and include character and setting in English.9.5 Give clear directions to complete a simple task in English.

Fully English Proficient – Level Three9.1 Use specific vocabulary and apply Standard English to communicate

ideas.9.2 Use appropriate public speaking techniques such as volume control and

eye contact.9.3 Present ideas and supporting details in a logical sequence with a

beginning, middle, and ending in English.9.4 Read aloud and recite prose and poetry with fluency, rhythm, pace,

appropriate intonation, and vocal patterns in English.9.5 Give clear three and four step directions in sequence to complete a

simple task in English.10.0 Students participate in discussions to offer information, clarify ideas, and support a position in English.

Non-English Proficient – Level One10.1 Demonstrate turn-taking in conversations and group discussions in

English.10.2 Ask and answer questions to gather and provide information in English.10.3 Share ideas and information in small groups in English.

Limited English Proficient – Level Two10.1 Demonstrate turn-taking and eye contact in conversations and group

discussions in English.


10.2 Ask and answer questions to gather and provide information in English.10.3 Present ideas and information in groups in English.

Fully English Proficient – Level Three10.1 Speak and listen attentively in conversations and group discussions,

comparing points of view other than one’s own in English.10.2 Ask pertinent questions; respond to questions with relevant details in

English.10.3 Share ideas and information to complete a task in English.10.4 Distinguish between a speaker’s opinion and a verifiable fact.


Guidelines for working with English Language LearnersLanguage Proficiency Levels

NEP(Non-English Proficient)PreLAS 1 or 2LAS Oral - 1 or 2LAS Reading/Writing -1

LEP(Limited-English Proficient)PreLAS - 3LAS Oral - 3LAS Reading/Writing - 1 or 2

FEP(Nearly Fluent English Proficient)PreLAS - 4 or 5LAS Oral - 4 or 5LAS Reading/Writing - 2 or 3

Beginning and Early Intermediate+ minimal comprehension+ minimal verbal production+ one/two word responses

Intermediate and Early Advanced+ increased comprehension+ simple sentences+ some basic errors in speech

Advanced+ very good comprehension+ more complex sentences+ fewer errors in speech

Appropriate Activities*listen, draw ,name*point, select, label*move, choose, group*mime, act/act out, respond*match, circle, categorize*listen, tell/say

Appropriate Activities*recall, summarize*retell, categorize*describe, role-play*define, restate*explain, contrast*compare

Appropriate Activities*analyze, evaluate*create, justify*defend, support*debate, examine*predict, hypothesize

Student Responses Include:• “Yes” or “No” answers• One word answers• Two word strings• Guided responses• Fill-in-the blank responses

Student Responses Include:• Three word/short phrases• Complete sentences• Dialogues• Extended narratives• May write short sentences

Student Responses Include:• Conversations/discussions• Complete paragraphs• Original essays• Content-related activities• Complex sentences


VIII. Book List:Ahoy there, little polar bear, by De Beer, Hans. J E DEBAmazing arctic animals, by Glassman, Jackie. J 591.7586 GLAAnimal babies in polar lands, by Schofield, Jennifer. J 591.7586 SCHAnimals of the polar regions, by Johnson, Sylvia A. J 599.1758 JOHArctic & antarctic, Dorling Kindersley Vision. J VIDEO 591 ARCArctic & antarctic, by Taylor, Barbara. J 998 TAYArctic and antarctic regions, by Sabin, Francene. J 919.8 SABThe arctic and the antarctic : what lives there, by Huntington, Lee Pennock. CH 591.9 HArctic foxes, by Townsend, Emily Rose. J 599.776 TOWArctic tundra and polar deserts, by Woodford, Chris. J 577.586 WOOGood morning, little polar bear, by Votaw, Carol J. Ituko : an inuit child, Blackbirch PressKiller whales and other frozen world wonders, by Pearce, Q. L. J 577.586 PEALittle penguin's tale, by Wood, Audrey. J E WOOLittle polar bear, by De Beer, Hans. J E DEBNorth pole, south pole, by Levinson, Nancy Smiler. J 508.311 LEVThe polar bear son : an inuit tale, by Dabcovich, Lydia. J 398.297 DABPolar prowl, Distributed by Columbia Tristar Home Video. J VIDEO 591 POLPolar animals, by Barrett, Norman J 599.09 BAQuestions and answers about polar animals, by Chinery, Michael. J 591.7586 CHITundra animals, by Butz, Christopher. What if the polar ice caps melted?, by Friedman, Katherine. J 363.7387 FRITo the top of the world: adventures with arctic wolves, by Brandenberg, Jim.

IX. RESOURCES:

http://library.thinkquest.org/3500/www.enchantedlearning.comhttp://www.abcteach.com/directory/theme_units/habitats/http://www.nationalgeographic.com/geographyaction/habitats/educators.htmlhttp://school.discovery.com/lessonplans/programs/habitats/http://www.everythingesl.net/lessons/habitats.phphttp://www.mapsofworld.com/thematic-maps/http://www.saskschools.ca/~gregory/arctic/Awildlife.htmlhttp://en.wikipedia.org/wiki/arctichttp://www.coolantarctica.comhttp://www.cia.gov/cia/ciakids/games/geography/2003/arctic.shtml


http://www.cia.gov/cia/ciakids/games/geography/2003/arctic.shtml

http://www.coolantarctica.com/

http://en.wikipedia.org/wiki/arctic

http://www.saskschools.ca/~gregory/arctic/Awildlife.html

http://www.mapsofworld.com/thematic-maps/

http://www.everythingesl.net/lessons/habitats.php

http://school.discovery.com/lessonplans/programs/habitats/

http://www.nationalgeographic.com/geographyaction/habitats/educators.html

http://www.abcteach.com/directory/theme_units/habitats/

http://www.enchantedlearning.com/

http://library.thinkquest.org/3500/

Polar Regionsby Patty Gray and Lorraine Highsmith

2nd Grade

UNIT PLANNING PAGES

I. Focusing/Motivation Observation charts Big Book Read alouds—fiction, nonfiction, periodicals Poetry, chants World map Super Scientist Awards Exploration reports with picture file cards Videos and filmstrips on the Arctic and Antarctica

II. Input Read alouds 10/2 lecture World map Narrative input Comparative input chart: Emperor Penguin / Arctic Tern Cognitive Content Dictionary

III. Guided Oral Practice T-graph on Cooperation Poetry and chants Process Grid Farmer-in-the-Dell Think-pair-share Numbered heads together Author’s chair Expert groups


IV. Reading/WritingA. Whole Group

Expository interactive writing - “Polar Regions.” Found poetry Poetry Frame – “_____ here, ______ there.” Friendly letter to a parents Narrative story map Cooperative strip paragraph

B. Small Group work (various structures) Ear-to-ear reading (poetry, guided reading texts) Team exploration reports Expert Groups Team world map, comparative input chart, process grid, poetry

sequencing Team narrative retell

C. Individual Learning logs Interactive journals Independent reading Portfolio: expository, poetry, friendly letter Found poetry, create word cards, labeled sketches, magazines, read

the room Personal inquiry projects (dioramas, plays, brochures, commercials,

interviews, letter-writing)

D. Writer’s Workshop Mini-lessons Pre-write, draft, revise, edit, publish Conferencing (peer and teacher) Author’s chair

V. CLOSURE Team project presentations Home/School connections Inquiry chart revision Process charts and map Objective unit test Personal inquiry projects Letter to family

Polar Regions Pre / Post Testby Lorraine Highsmith and Patty Gray2nd GradeName____________________ Date______________


Read the following sentences and circle the correct answer.

1. Antarctica has the world’s largest _______________. volcano desert

2. The Arctic Circle is at the ________________ Pole. North South

3. ___________________ is at the South Pole. Antarctica The Arctic

4. Permanently frozen ground is called _________________. tundra permafrost

5. This is the only animal that migrates from the Arctic to the Antarctic and back again. Arctic tern Arctic fox

Read the sentences below and decide if each is true or false.Circle T for true or F for false.

6. Penguins live at the North Pole. T F

7. Most of the world’s fresh water is frozen at the Poles. T F

8. There are a lot of trees in the Polar Regions. T F

9. When animals sleep through the winter it is called migrating. T F

10. Camouflage helps the animals blend into the environment. T F


Reinforcers (just add pictures)

Antarctica is the icy continent at the South Pole. It is covered by permafrost (permanently frozen ground), is surrounded by water, and is about 1 1/2 times larger than the United States.

The Arctic is a very cold, windy, and often snowy biome located around the North Pole. Although there is no land at the North Pole, the icy Arctic Ocean is teeming with life ranging from the microscopic (like zooplankton) to the huge (like whales).

The Arctic tern is a small bird that makes the longest migration of any bird. It breeds in the Arctic tundra, but flies to the edge of the Antarctic ice pack during the winter. It flies over 21,750 miles each year.

The Arctic fox is a furry mammal that lives in the far north, in the tundra and coastal areas of North America, Iceland, Greenland, Scandinavia, and Siberia. The Arctic fox is found farther north than any other land mammal.

The Greenland shark is also called the sleeper shark and the gurry shark. This large, slow-swimming shark has glow-in-the-dark eyes. It lives in very deep waters of the North Atlantic Ocean.

Polar Bears are large, meat-eating bears who are well adapted for life in their frozen Arctic environment. They are powerful swimmers who hunt seals in the water. Polar bears can run in bursts up to 25 mph.

Animals that live in the Arctic are adapted to extreme conditions. Many animals who overwinter in the Arctic (like the Arctic fox and the Arctic Hare) have a coat that thickens and changes color to white during the winter as camouflage in the snow.Polar Regions Level 2 21Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)

Puffins have thick, waterproof feathers that protect them from the cold. They have webbed feet that help them swim. Their huge, parrot-like bill stores fish as they hunt underwater.

Arctic tundras are frozen, windy, desert-like plains in the Arctic that are dotted with bogs and ponds. Permafrost covers the ground, so there is very little drainage of water.

Zooplankton are microscopic animals that float freely with oceanic currents and in other bodies of water. Zooplankton eat tiny microscopic plants.

The South Pole is the coldest, windiest, and driest place on Earth. The coldest temperature ever recorded on Earth was at the South Pole; it went down to -128.6°F! The Antarctic land does not support many life forms.

All of the Antarctic animals have adapted to life in extremely cold conditions. Some, like the whales, seals, and birds, have an insulating layer of fat to protect them from the cold. Others, like many fish and insects, have special chemicals in their blood that keep them from freezing.

Some animals leave Antarctica duringits coldest months, from June until August. Animals like the Humpback whale migrate to warmer waters to reproduce after eating huge amounts of krill in Antarctic waters.

Antarctic Krill are small, shrimp-like animals that swim in the seas. These pink, translucent animals congregate in large, dense masses called "swarms" or "clouds," that turn areas of the ocean's surface pink. Krill are very important in the food web since many animals eat them.

Glaciers are accumulations of snow, ice, air pockets, water and rock debris. They can fill valleys or entire continents. They have enough mass to flow


across a landscape, moving as little as a few feet per year, up to thousands of feet per year.

Icebergs form from the edge of glaciers when the glacier reaches the sea and breaks off in pieces to form an iceberg. An average iceberg will be about 80-90% beneath the surface.

Antarctica has about 87% of the world’s ice.

Antarctica is surrounded by water and is about 1 ½ times larger than the United

States.

The Earth's tilt makes the North Pole face toward the Sun in summer (keeping it in sunlight even as the Earth spins) and away from it in winter (keeping it dark).

It is hard for plants to grow in the Arctic. Even in the summer it is cold and windy. There are just a few months of sunshine. When snow melts, plants grow on the tundra.


Big Book Text:

The Important Book About Glaciersby P. Gray


The important thing about glaciers is that they are ice.

Most of the world’s glaciers are found near the Poles, but they can be found on every continent. A glacier forms when snow accumulates over time, turns to ice, and begins to flow outwards and downwards under the pressure of its own weight.The important thing about glaciers is that they help to shape the Earth.Polar Regions Level 2 25Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)

Glaciers are rivers of frozen water. They slowly flow over the land, carving valleys and wearing away rocks. Glaciers are in parts of the world where it is so cold the ice never melts.

The important thing about glaciers is that they are habitats for many animals.

Polar bears, whales, seals, penguins and many other animals rely on the glaciers to stir up their food in the ocean water. These animals have adapted to the freezing cold weather and


cannot live where it is warmer. Many animals will die if the glacial habitats are destroyed.

The important thing about glaciers is that they help keep the Earth’s temperatures stable.

Glaciers are full of frozen freshwater. In the poles, there is more freshwater that is frozen than in all of the lakes and rivers in the world. This ice keeps the Earth from getting too hot or too cold.


But, the most important thing about glaciers is that they are ice.

If glaciers start to melt there is a lot more water in our oceans and the sea levels rise. Many cities along the coasts could flood. This will also change the temperature of the ocean water and the Earth’s weather patterns will change.





“What’s happening?”

“How Many Toes Does a Fish Have?”

Narrative Input Chart: Tacky the Penguin by Helen Lester


“Sunrise on the Iceburg”


“What’s Happening?”

“Pennnnnguins? Do you mean those birds that march neatly in a row?”

“We’re hunting for penguins. That’s what’s happening.”

“We’re gonna catch some pretty penguins, And we’ll march ‘em with a switch,And we’ll sell ‘em for a dollar, And get rich, rich, RICH!”

“Do you mean those birds that dive so gracefully?”


“Do you mean those birds that sing such pretty songs?”

“HOW MANY TOES DOES A FISH HAVE?

AND HOW MANY WINGS ON A COW?

I WONDER, YUP,

I WONDER.”

Companions politely

greeted marched

graceful chanting

hearty puzzled

dreadfully


Poetry Booklet forPolar Regions

G.L.A.D. Unit for Second Grade


Arctic Terns(I’m a Nut) by L. Highsmith

In Canada and Antarctica, tooI love summer just like you My babies are born in the northern sunThen south we go for more summer funI’m a T-e-r-n… An Arctic T-e-r-n

My nest is hard to see where I lodgeIn rocks my eggs are well camouflagedTwo or three eggs with speckles all aroundI lay them right out on the groundI’m a T-e-r-n… An Arctic T-e-r-n

My children stay South ‘til two years oldAnd fly back North without being toldOur instincts guide us and we’re not stressing.But we still keep the scientists guessing.I’m a T-e-r-n… An Arctic T-e-r-n I’m a bird that flies real farFrom North to South in just one yearI see the sun more days than youMore days than anyone else, it’s true.I’m a T-e-r-n… An Arctic T-e-r-n

I hate the dark and love the sun 20,000 miles I fly for funThe only ones that go as far as meAre whales and some people, you seeI’m a T-e-r-n… An Arctic T-e-r-n


Arctic Wolf FactsAdapted by L. Highsmith from the song “Bear Facts” by Norma L. Gentner

(see attached music)

Oh did you know,Did you know,Did you knowThat wolves have leaders, leadersWho keep the rules, who keep the rulesThe pack will follow, the pack will follow?

Oh did you know,Did you know,Did you knowThose wolves go hunting, hunting…As a small pack, as a small pack?They chase caribou, and chase rabbits, too.

Oh did you know,Did you know,Did you knowTheir pups need baby sitters?An aunt or uncle stays behindTo keep them safe, to keep them safe.

Oh did you know,Did you know,Did you knowThat wolves like singing, singing?They howl to talk and just for funWith their own note, with their own note.

Oh did you know,Did you know,Did you knowThat wolves change colors, colors?When winter comes, when winter comesThey turn more white, they turn more white.


Bear Facts (song)By Norma L. GentnerLyrics not included due to no copyright permission granted.


Penguins

Penguins here, penguins there,Penguins, penguins everywhere!

Sleek penguins diving,Hungry penguins hunting,Slippery penguins sliding,And social penguins huddling.

Penguins in a rookery,Penguins on the ice,Penguins in the ocean,And penguins in Antarctica!

Penguins here, penguins there,Penguins, penguins everywhere!Penguins, penguins, penguins!Adapted from Joyce Densmore-Thomas and Diane Burns


The Two Polar Regions Rap(Yes, Ma’am)by L. Highsmith

Arctic

Is this the Arctic? Yes, ma’am.Is this the Arctic? Yes, ma’am.How do you know? It’s a polar region.How do you know? It’s around the North Pole.

Is this the Arctic? Yes, ma’am.Is this the Arctic? Yes, ma’am.How do you know? It’s an ocean of ice and glaciers.How do you know? It’s in the Arctic Circle.

Is this the Arctic? Yes, ma’am.Is this the Arctic? Yes, ma’am.How do you know? There are people, plants and animals.How do you know? They’re adapted to the cold.

Is this the Arctic? Yes, ma’am.Is this the Arctic? Yes, ma’am.How do you know? It’s teaming with life.Can you name a few? Inuit, Arctic wolves, Greenland

sharks, and terns.


Antarctic

Is this the Antarctic? Yes, ma’am?Is this the Antarctic? Yes, ma’am?How do you know? It’s a continent down south.How do you know? It’s at the South Pole.

Is this the Antarctic? Yes, ma’am?Is this the Antarctic? Yes, ma’am?How do you know? It’s the coldest place on Earth (-128˚ F).How do you know? It’s covered with an ice sheet.

Is this the Antarctic? Yes, ma’am?Is this the Antarctic? Yes, ma’am?How do you know? It’s a windy, dry desert.How do you know? It gets 2 inches of snow a year.

Is this the Antarctic? Yes, ma’am?Is this the Antarctic? Yes, ma’am?How do you know? No people are born there.How do you know? Scientists go there to work.

Is this the Antarctic? Yes, ma’am?Is this the Antarctic? Yes, ma’am?How do you know? There are hardly any animals.Can you name a few? There are penguins, seals, and tern


Greenland Shark(I’m a Little Teapot)by L. Highsmith

We’re the biggest dolphin in the family. We live in the oceans and most of the seas.We’re mammals with a blowhole and a dorsal fin.We’re black with white patches beneath our chin.

In very cold places we like to stayLike near the North Pole to catch our prey.We hunt in Antarctic waters, too,For seals and squid. We eat quite a few.

We may be the very best hunters around.We sometimes eat whales when they can be found,Our teeth are so sharp, that sharks stay back.But we never hurt humans. We made a pact.

Our big brains are 4 times denser than yoursTo help us to live and care for ourselves.We talk to each other with whistles and clicksAnd sometimes with “accents” when communities mix.

The funny thing about us, though killers we be,Is we never get in fights in our family.Orcas are peaceful and kind to each other.You may try our ways with your sister and brother.

But global warming threatens our habitat.And fish are getting scarcer so we can’t get fat. Please help to stop pollution and end our strife.So orcas will be here for all of your life.


The Greenland Shark(My Boyfriend’s Name is Fatty/Miss Suzie Had a …)by L. Highsmith

The biggest fish in the ArcticIs nicknamed the sleeper shark.It moves so slow and lazyBut mostly in the dark.

It hunts for other fishesAnd seals that quickly squirmBy fooling them with 2 eyeballsThat host a parasite worm.

Inuit hunters like to eat itBut they have quite a time.Its meat is really stinkyIt smells like ammonia brine.


Name ___________________________ Date ___________________

Project GLADPolar Regions

Home/School Connections #1

Describe to your parents/family what you know about glaciers. Sketch a glacier.

Parent signature: _________________________________ProjectGLAD

Polar Regions/06


Name ___________________________ Date ___________________



Describe to your parents/family where the Arctic and Antarctic is on the Earth. Sketch and label a picture of the earth with the Artic and Antarctic

regions.

Parent signature: _________________________________Project GLAD

Polar Regions/06


Name ___________________________ Date ___________________



Describe to your parents/family 3 things you know about penguins and Arctic terns. Sketch a penguin and a tern.


Polar Regions/06


Name ___________________________ Date ___________________



Retell the story, Tacky the Penguin, to your parents/family. Sketch your favorite part.


Polar Regions/06


Name ___________________________ Date ___________________



Read one poem from your Poetry Booklet to your parents/family. Explain it to them. Write three interesting words and sketch them.


Polar Regions/06


Name ___________________________ Date ___________________



Take your portfolio home. Sit down in a quiet place with your parents/family. Show them all the work in your folder. Have them ask

you interesting questions about the important work you did. When finished, have your parents/family write three new things they learned

from you.


Polar Regions/06


Nombre ___________________________ Fecha __________________

Proyecto GLAD“Regiones Polares”

Conección entre Hogar y Escuela #1

Explica a tus padres o a otros miembros de tu familial as características de glaciares. Haz un dibujo glaciar abajo.

Firma del padre o de la madre: _________________________________Proyecto GLAD

Regiones Polares/06


Nombre ___________________________ Fecha __________________



Explica a tus padres o a otros miembros de tu familial as características de regiones polares. Haz un dibujo Ártico y Antártico in la Tierra abajo.


Regiones Polares/06


Nombre ___________________________ Fecha __________________



Explica a tus padres o a otros miembros de tu familial as características de pingüinos y pájaros árticos. Haz un dibujo pingüino y pájaro ártico abajo.


Regiones Polares/06


Nombre ___________________________ Fecha __________________



Cuenta de Nuevo la historia, “Tacky the Penguin” a tus padres o a otros miembros de tu familia. Dibuja tu parte favorita abajo.


Regiones Polares/06


Nombre ___________________________ Fecha __________________



Lee un poema de tu libro de poesía a tus padres o a otros miembros de tu familia. Explícaselo a ellos. Escribe tres palabras interesantes del poema abajo y haz un

dibujo relacionado a lado de cada una de ellas.


Regiones Polares/06


Nombre ___________________________ Fecha __________________



Lleva tu carpeta a casa. Siéntate en un lugar callado con tus padres u otros mimbres de tu familia. Enséñales todo el trabajo de tu carpeta. Ponlos a que te

pregunten sobre trabajo importante que hiciste. Cuando terminas, pon a tu familia a escribir tres cosas nuevas que han aprendido de tu trabajo.


Regiones Polares/06


Expert group: Greenland Shark (somniosus microcephalus)

The Greenland Shark is a brown shark that can grow to over 8-14 feet long and weigh up to 2 tons. They are the largest Arctic fish. Its sense of smell is very good. Its teeth are small but scalpel-sharp. The Greenland, also called the sleeper shark, is noted for its lethargic nature.

It is one of the few sharks found in polar waters year-round. It lives in depths up to 1,800 feet (550 meters) in summer and moves into shallower waters in winter months. They are found all over several of the major fjord systems.

Despite its well-known slowness, this carnivore is known to consume much livelier animals, such as squid, herring, salmon, and seals. Some scientists think it manages to do this by attracting its prey with bioluminous worms that attach to the shark’s eyes. This shark eats a wide variety of food, from fish to seals, carrion, flesh from dead whales, and even (in one captured specimen) an entire reindeer.

The status is unknown, but scientists are concerned about dwindling food supplies and global warming harming Greenland sharks. Inuit hunters often catch this fish by luring it to a hole chopped in the ice and either harpooning it or simply dragging it out of the water by hand.


The Greenland shark is viviparous, bearing live young. It is said to have highly toxic flesh and causes symptoms similar to those caused by too much alcohol unless dried or boiled in several changes of water. The Greenland shark’s lower teeth are made into a tool for cutting hair.

Eskimo mythology has a story that all other Greenland fishes were created from chips of wood, but the Greenland shark smells so strongly of ammonia, its origin is different. Long ago, as legend has it, an old woman washed her hair with urine and was drying it with a cloth. A gust of wind carried the cloth to sea and there it turned into skalugsuak, the Greenland shark.


Expert Group: Orcas (orcinus orca)

Orcas are marine mammals and the largest of the dolphin family. The Orca's skin is mostly black with white patches. They are 27-33 feet (8-10 m) long, weighing more than 8,000-12,000 pounds (4 to 6 tons). They have a tall dorsal fin and large, paddle-like flippers. The dorsal fin of the male is taller (up to 6 ft tall) and more upright than that of the female (whose dorsal fin is up to 4 ft tall). They live in groups called pods.

Orcas are most common in the Arctic and Antarctic, although they are found in all oceans of the world and are often spotted off the west coast of the United States and Canada. Orcas don't make long seasonal migrations. They may, however, cover an area of hundreds of miles in order to find prey.

These carnivores are also called “killer whales” because they are such good hunters. Orcas eat a diet of fish, squid, sharks, marine mammals (including whales and seals), turtles, octopi, and birds (penguins and gulls). The members of a pod cooperate in hunts, attacking large prey and then sharing it. They have even been known to attack young blue whales and other large whales. They have from 40 to 52 teeth about 3 inches (7.6 cm) long and about 1 inch in diameter. An average-sized orca will eat 550 pounds (250 kg) of food a day.


The status of Orcas is endangered or threatened in the north Pacific because of dwindling food supplies, pollutants that cause disease, and global warming. They are doing better in other parts of the Earth.

Orcas live in pods of 6-40 whales. The pod members protect the young, the sick and the injured. They have highly developed brains, almost 4 times the mass of the human brain. Orcas are very social animals. They make sounds like clicks, whistles, and scream-like pulses. The sounds are used to communicate with other orcas, and for locating prey. Different pods have "accents" and can recognize each other by this accent. Orca society is peaceful, and cooperative.


Expert Group: Leopard Seal (hydrurga leptonyx)

The Leopard Seal’s body is dark gray to silver with darker gray flippers and spotting on the shoulders, throat and sides. It has a very large head, long snout and gaping jaws, so it looks kind of like a reptile. These seals grow to over 13 feet long and weigh about 850 pounds.

Leopard Seals live only near the pack ice surrounding Antarctica. Sometimes young animals will stray as far north as the Australian beaches. They like open and coastal waters off Antarctica and occasionally off the coasts of Australia, New Zealand, South Africa, and South America. In winter, it migrates toward the shores of various Antarctic islands.

Along with the Killer Whale, the Leopard Seal is the top predator of the Antarctic seas. Leopard Seals are fast powerful swimmers who catch prey such as fish, squid and even other seals. It eats many kinds of prey, but it prefers penguins. It pursues and kills penguins under the water. The penguin is then carried to the surface where it is slammed against the water with such violence that it may be dismembered. The teeth are specifically adapted to holding on to prey and tearing it to pieces.


Their solitary existence has made population numbers difficult to estimate. However it is not a species that is usually threatened by human hunters.

They are called Leopard seals because of their spots and because they are fierce hunters. Scientists don’t know how many there are because they are solitary animals; they live alone, and are hard to count. Unlike orcas and many other animals, the males are slightly smaller than the females. Killer whales sometimes eat leopard seals and leopard seals eat penguins. This is the Antarctic food chain. The adults molt, or shed, in February.


Expert Group: Arctic Wolf (canis lupus arctos)

The Arctic wolf is a wild dog sometimes called the tundra wolf. They live alone or in packs of about 6 to 20 wolves. The Arctic Wolf lives about 10-15 years in the wild. Arctic Wolves have long, thick fur that gets whiter and thicker in the winter. They also grow fur on the bottom of their feet. Arctic wolves are not afraid of people because they live far to the north of human communities.

Artic wolves live in the “high Arctic” of northern Canadian, Alaska , and Eurasia. The temperatures range from -70 F in winter to 60 F in summer. They use dens only for birthing and protecting pups.

These wolves are fast-running carnivores (meat-eaters) that hunt in packs and often prey upon much larger animals. Wolves have very good eyesight, acute hearing, and a keen sense of smell which help them hunt. They mostly eat caribou, but also Arctic hares, lemmings and musk oxen. They kill their prey with a deadly bite on the neck. They swallow food in large chunks, barely chewing it. When they return from the hunt, wolves regurgitate some of the food for the hungry pups. Wolves can eat up to 20 pounds (9 kg) of meat at one meal. Like other wolves, they have strong jaws with sharp teeth, including long canine teeth which tear flesh.


The status of Arctic wolves is unknown. They will suffer from global warming, but they are too far from humans to be in danger of hunting.

Wolves howl as a signal to other wolves, telling of the beginning and end of a hunt, of a wolf separated from its pack, as a warning to other wolf packs, and simply for the fun of it. Each wolf finds his or her own tone while howling. When the mother Arctic wolf goes hunting, another member of the pack will stay behind to “baby-sit” the pups. During blizzards they curl up to protect their faces with their tails.


Mind Map for ___________________________Name ___________________________

Description Habitat

Diet/Prey Status/Enemies

Interesting Facts


______________________________

Teacher Process Grid ArcticPlant types Animals Climate Geography Interesting

Facts

Arctic* lichen* dark red leaves* cushion plants* cotton plants* tundra= treeless living carpet of plants in summer over permafrost

* humans-Inuit* arctic wolf* arctic tern* polar bear* Greenland shark* reindeer* ringed seal * whales* zooplankton

* very cold, windy, snowy winter storms* summer milder with low sun angle* polar ice helps regulate the earth’s temperature* polar ice is melting more every year

* ice but no land at the North Pole* land within Arctic Circle, parts of Asia, Europe, and North Amer* High Arctic Zone-less than 5% plant covered*Low Arctic Zone-90% plant covered

* 6 months of day and 6 months of night* Northern lights* “Arctic” comes from Greek meaning “bear” for the Big and Little Dippers* natural resources are furs, whale products, fish and minerals

Antarctica*none * penguins

* Antarctic krill* leopard seal* orca* blue whale

* coldest, windiest and driest place on Earth* less than 2 inches of snowfall each year* coldest temperature ever recorded -128.6°F

*covered by a continental ice sheet

*covered by permafrost *surrounded by water

* 87% of the world’s ice* 70% world’s fresh water is frozen here*no permanent human residents

Students Process GridDescription Habitat Diet/Prey Predators /

Enemies/Status

Interesting Facts

Arctic Tern*14-17'' long *2/3 lb. *wingspread of 29-33'' *white with black caps and gray mantles *deeply-forked tail *short red legs *webbed feet

*Arctic and Antarctic*nest in Arctic on ground*speckled eggs blendwith rocks

*carnivores*swoop down to catch prey in water like small fishes like capelin, sand launae, sand eel, and small crustaceans

Status: unknownPredators: Foxes, raccoons, weasels, rats, gulls, seabirds Dangers: spraying of marshes with DDT for mosquito control

*can fly 20,000 mi /yr *most days of any animal in the daylight*born in Arctic, fly south w/parents.*2 year fledglings fly north without parents

Emperor Penguin

*flightless bird *swims*biggest penguins *1.1 m (3’, 9”) tall, 65 lb * black head and wings, white abdomen, back * golden circles on neck

*Antarctic pack ice,* blubber and feathers insulate*good swimmers, spend most of life in the sea

*carnivores*fish and squid*moms hunt and feed for 2 mos. after laying egg then regurgitate food for new chick

Status: no statusPredators: leopard seals, orca, sharks, skus, giant petralsDangers: global warming

*fathers keep eggs and chicks warm on their feet in a brood pouch*fathers have “milk”*stand in huddle to keep warm

Arctic Wolf*white wolf* fur thickens in winter, grows on feet*not afraid of humans* packs of 6 to 20

*high Arctic’ north Alaska, Canada and Eurasia *-70 F winter lows, 60 F summer highs *use dens only for birthing and pups

*carnivores*caribou, Arctic hares, lemmings, musk oxen*hunt in packs for larger prey*regurgitate food for young pups

Status: unknownDangers: global warming (too far from humans for hunting)

*howl for fun, warning, communicate, each has own tone*other wolves baby-sit so mom can hunt*cover face w/tail in snow storms

Orca*marine mammal, *largest dolphin*27-33 “ (8-10 m) long *black w/ white patches*6 ft tall dorsal fin *8,000-12,000 pounds *live in groups called pods

*Arctic and Antarctic *all the world's oceans *west coast of the United States and Canada.*don't make long, seasonal migrations

*carnivore, fierce hunters *fish, squid, sharks, turtles, marine mammals like leopard seals, octopi, and penguins and gulls *550 lbs. of food a day.

Status: endangered or threatened in north Pacific Dangers: dwindling food supplies, pollutants, global warming

*highly developed brains, 4 X the mass of humans,*females live 90 years. *pods are peaceful, and cooperative*pods have distinctive "accents"

Leopard Seal*marine mammal*gray, spotted seal*large head, huge mouth, reptilian looking*excellent sight and

*Antarctic open and coastal waters*off Southern coasts of Australia, New Zealand, Africa, and

*carnivore, fierce hunter* prefers penguins, fish, squid, other seals,

Status: unknownPredators: orcasDangers: global warming

*males slightly smaller than the females*solitary animals*slam penguins on the surface of the water to

smell South America *hunts and kills penguins under water

skin them

Greenland Shark

*largest Arctic fish *lethargic, slow-moving, also called sleeper shark*8 to 14 feet (4.2 m) *brown

*Arctic polar waters *fjord systems

*carnivores*squid, herring, salmon, and seals, carrion, entire reindeer.

Status: UnknownPredators: Inuit huntersDangers: global warming, dwindling food supplies

*viviparous-bears live young*has bioluminescent parasites that live in its eyes and attract prey*Inuit eat its toxic flesh

GLAD and CELL Elements

Week One Week Two Week Three Week Four Week Five Week Six

CCDpolarglacierregions

continentspermafrost

adaptationinsulate

migraterookery

extinctionendangered

Whole Week: Wrap up with a review of all charts

Observation Chartsglaciers, ice bergs, Arctic and Antarctic animals

Inquiry ChartsAnd Learning Logs

what we know/want to know about the polar regions

introduce and practice logsreview / revise inquiry chart

practice logsreview / revise inquiry chart



complete inquiry chart: what we learned

Big Book, Narrative and Read Alouds

The Important Book About Glaciers

Narrative: Tacky the PenguinDays 1 & 2




Shared ReadingArctic / Antarctic Yes, Ma’am poem 1

Penguins here, penguins there poem 2review poem 1

Arctic Tern poem 3review poems 1 & 2

Arctic Wolf poem 4review poems 1,2 & 3

Expert GroupsExpert groups 1 & 2arctic wolf / orca

Expert groups 3 &4leopard seal / Greenland shark

begin process grid

Pictorial Inputsworld map of polar regions with animals

comparative emperor penguin / arctic tern

IAWT Chart: cooperation Farmer In The Dell

penguinsStory map: Tacky the Penguin

Cooperative Strip Paragraph

IW expository paragraph expository paragraph Arctic animal here, there poem

Letter to parents about what was learned.

Team TasksTeam Task Keyworld map pictorialYes, ma’am cut poemExploration Reports

Comparative input chartFarmer in the DellNarrative inputworld map word cards

Team Here, There poemPicture DictionaryFlip Chant bookArctic Tern cut poem

Process GridTeam Found PoetryTeam Narrative

Team Cooperative Strip ParagraphIllustrate Team Paragraphs

Documents

Polar Regions - Be GLAD · Web viewcarnivore toothed sub-Arctic mammal marine mammals marine herbivores regions zooplankton natural resources Inuit predator rookery ENGLISH/LANGUAGE