NOCTURNAL ANIMALS SCIENCE UNIT - Image 2

NOCTURNAL ANIMALS SCIENCE UNIT

Name: NOCTURNAL ANIMALS SCIENCE UNIT
SKU: 25561
Availability: InStock

$11.00

Engage learners with hands-on activties to help them learn more about nocturnal animals. Your little ones will stay engaged the entire time!

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File Type: ZIP

Total Pages: 150

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Get ready to see the dark in a whole new light as we dive into the fascinating world of nocturnal animals! This resource includes easy to follow lessons, activities that focus on the difference between nocturnal and dinural animals, literacy and match centers.

This unit does a great job of joining science and literacy together with shared reading, writing activities as well as my popular interactive poem.

The easy to follow thematic lesson plans provide a daily objective to learn more about nocturnal animals and their habitats. A list of fun picture books are included that are easy to find by just using one click!

Here is what you’ll get:

-Detailed lessons plans that are easy to read and follow

–Daily slides to guide your teaching

-A list of suggested read alouds with links

–Shared Reading and Writing activities

-Directed Drawings

-Emergent Readers

-Interactive Poems

-A week of thematic activities on nocturnal animals

-Math Centers

-Literarcy Centers

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Common Core

L.K.1a- print many upper- and lowercase letters

L.K.4- determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content

RF.K.1a- follow words from left to right, top to bottom, and page by page

RF.K.1c- understand that words are separated by spaces in print

RF.K.1d- recognize and name all upper- and lowercase letters of the alphabet

RF.K.2a- recognize and produce rhyming words

RF.K.3- know and apply grade-level phonics and word analysis skills in decoding words

RF.K.3c- read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)

RI.K.3- with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

RI.K.4- with prompting and support, ask and answer questions about unknown words in a text

SL.K.2- confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood

SL.K.3- ask and answer questions in order to seek help, get information, or clarify something that is not understood

SL.K.5- add drawings or other visual displays to descriptions as desired to provide additional detail

W.K.2- use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

K.CC.A.2- count forward beginning from a given number within the known sequence (instead of having to begin at 1)

K.CC.A.3- write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)

K.CC.B.4- understand the relationship between numbers and quantities; connect counting to cardinality

K.CC.B.4b- understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted

K.CC.B.5- count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects

K.G.A.2- correctly name shapes regardless of their orientations or overall size

Next Generation Science Standards

SK-ESS3-1- use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system

SK-LS1-1- use observations to describe patterns of what plants and animals (including humans) need to survive. Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water

Texas Essential of Knowledge and Skills

LA.K.2.B.iv- identifying and reading at least 25 high-frequency words from a research-based list

LA.K.2.C.ii- spelling words using sound-spelling patterns

LA.K.2.C.iii- spelling high-frequency words from a research-based list

LA.K.2.D.iii- recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries

LA.K.2.D.v- identifying all uppercase and lowercase letters

LA.K.5.B- generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance

LA.K.5.F- make inferences and use evidence to support understanding with adult assistance

LA.K.5.I- monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance

LA.K.6.B- provide an oral, pictorial, or written response to a text

LA.K.6.F- respond using newly acquired vocabulary as appropriate

LA.K.8.D.i- recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance

MA.K.2.A- count forward and backward to at least 20 with and without objects

MA.K.2.B- read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures

MA.K.2.C- count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

MA.K.6.A- identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

SCI.K.9.B- examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants

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