For Grades K-4. Based on GLEs (Grade Level Expectations)

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1 Educational Materials For Grades K-4 Based on GLEs (Grade Level Expectations) Courtesy of the Fur and Alligator Advisory Council and the Louisiana Department of Wildlife and Fisheries

2 Table of Contents Kindergarten Math: Social Studies: Language: Science: First Grade Math: Social Studies: Language: Science: Second Grade Math: Social Studies: Language: Science: Third Grade Math: Social Studies: Language: Science: Fourth Grade Math: Social Studies: Language: Science: page 3 pages 4-9 pages pages pages page 26 pages pages pages pages page 49 pages pages pages pages page 72 pages pages pages pages page 94 pages pages pages pages For additional copies contact Tanya Sturman or furandgator@yahoo.com 2

3 Kindergarten GLE (Grade Level Expectation) Based Worksheets & Activities 3

4 Kindergarten: Grade Level Expectations for Math Pages 5-7 Number and Number Relations #8 Compare sets containing 20 or fewer objects using the words same/different and more/less/greater/fewer. N-3-E, N-1-E Data Analysis, Probability and Discrete Math #23 Sort, represent, and use information in simple tables and bar/picture graphs. D-2-E, D-3-E Geometry #20 Draw circles, squares, rectangles and triangles. G-4-E Algebra #11 Use the words same, different, equal, not equal, greater than, and less than while using concrete objects for comparative models. A-1-E Page 8 Patterns, Relations and Functions #24 Recognize, copy, name, create, and extend repeating patterns. P-1-E Page 9 Number and Number Relations #9 Use concrete objects to model simple real-life addition and subtraction problems. N-4-E #10 Use operational vocabulary (add, subtract, join, remove, minus, take away, put together) to explore sets of objects. N-5-E 4

5 Raccoon Otter Muskrat Opossum 5

6 Fill in the blanks by looking at the graph on the previous page. 1, 2, 3, 4, 5, or 6 The raccoon ate snails. The otter ate snails. The muskrat ate snails. The opossum ate snails. 6

7 Draw a circle around the two animals that ate the same number of snails. Draw a rectangle around the animal that ate 5 snails. Draw a square around the animal that ate more snails. Draw a triangle around the animal that ate fewer snails. 7

8 Circle the animal that completes each series. Make up your own pattern using circles, triangles and squares and draw it below. Ask a friend or an adult to circle the object that comes next in your pattern! 8

9 Write a math sentence in the boxes to represent the story below. The muskrat had three (3) fish. The otter ate one (1) of the muskrat s fish. How many fish did the muskrat have left? Draw how many fish the muskrat had left in the box below. Circle the correct phrase to complete this word problem. Three (put together, take away) one equals two. Solve the problem

10 Kindergarten: Grade Level Expectations for Social Studies Pages Geography: The World in Spatial Terms #2 Recognize the shape of Louisiana on maps and globes. G-1A-E2 Places and Regions #5 Identify the difference between and land and water and locate both on a map. G-1B-E1 Name 10

11 Foxes and alligators live in Louisiana. Circle the map of Louisiana. Above maps are of Arkansas, Louisiana, Mississippi and Texas. Name 11

12 Foxes live in the woods and fields. Alligators live near water. Look at the map. Circle the areas on the map where foxes might live with a red crayon. Circle the areas on the map where alligators might live with a blue crayon. Kindergarten: Grade Level Expectations for English Language Arts 12

13 Pages Standard 7 #14 Demonstrate understanding of information in texts read aloud using a variety of strategies. Using at least five pictures to sequence the events of a story. Drawing conclusions from text. ELA-7-E1 Page 17 Standard 1 #1 Demonstrate understanding of phonemic awareness by identifying when words begin with the same sound. ELA-1-E1 Page 18 Standard 1 #3 Demonstrate understanding of phonics by matching each consonant sound to the appropriate letter. ELA-1-E1 13

14 Teachers: Read the following text aloud to the class. Then instruct the students recreate the story by cutting out and placing the five pictures in the correct order and answer the following true-false statements. Text: Busy Beaver The beaver is eager to start his morning. He has a lot to do today. He will build a home and catch his dinner. First he cuts down trees. Then he piles them into a beaver den to make a home. After his den is built, he gathers leaves. He enjoys his meal on top of his new home. Read the following statements orally and ask students to respond. Ask students to correct the false statements. True or False 1. Beavers must work hard. 2. Beavers eat trees. 3. The beaver s home is called a hut. 4. Beavers eat leaves. 5. The beaver s home is called a den. 6. The beaver lives near the water. 14

15 Cut out the pictures and place them in the order that the story took place. 15

16 Busy Beaver Glue the pictures onto the paper in the order that the story took place

17 Write the word fox. F f Fox fox These are the things a fox eats. Circle the things that begin with the letter F. 17

18 Draw a line connecting the animal to the letter it begins with. R r C c F f A a Animals are alligator, raccoon, fox and coyote. 18

19 Kindergarten: Grade Level Expectations for Science Page 20 Life Cycles of Organisms #29 Match models of baby animals with their parents. LS-E-B3 Pages The Abilities to Do Scientific Inquiry #7 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, and oral and written explanations as appropriate. SI-E-A5 and SI-E-B4 Pages Position and Motion of Objects #16 Follow directions using vocabulary such as front/back, above/below, inside/outside/between. PS-E-B1 19

20 Draw a line matching the baby animals to their parents. 20

21 The beaver caught four (4) fish, and the otter caught five (5) fish. Draw four (4) fish in the rectangle next to the beaver. Draw five (5) fish in the rectangle next to the otter. Write the number four (4) next to the chart with 4 fish. Write the number five (5) next to the chart with 5 fish. 21

22 Practice writing the numbers 4 and 5. Fill in the blank. The beaver caught fish. The otter caught fish. 22

23 Remember: The beaver caught four (4) fish and the otter caught five (5) fish. Color the rectangles red to represent the number of fish the beaver caught, and color the rectangles blue to represent the number of fish the otter caught

24 Inside, Outside and Between The fox is inside the box. Write the position word on the line. The fox is outside the box. Write the position word on the line. left right The fox is between the boxes. 24

25 This fox likes to eat mayhaw berries. Draw three (3) mayhaw berries inside the box on the left. Draw two (2) mayhaw berries outside the box on the right. Draw one (1) mayhaw berry between the boxes. left right 25

26 First Grade GLE (Grade Level Expectation) Based Worksheets & Activities 26

27 First Grade: Grade Level Expectations for Math Page 28 Data Analysis, Probability and Discrete Math #32 Given a set of data, construct and read information from bar graphs and charts. D-1-E, D-2-E Pages Algebra #18 Use objects, pictures and number sentences to represent real-life problem situations involving addition and subtraction. N-7-E Number and Number Relations #15 Recognize and apply addition and subtraction as inverse operations. N-4-E Algebra #18 Use objects, pictures, and verbal information to solve for missing numbers. A-2-E, N-7-E #17 Use the equal sign to express relationships of equality. A-1-E, N-7-E Page 34 Patterns, Relations and Functions #36 Explain patterns created with concrete objects, numbers, shapes and colors. P-2-E 27

28 The raccoon ate 50 snails. The otter ate 30 snails. The muskrat ate 20 snails. The opossum ate 40 snails. Color in the chart to represent the number of snails each animal ate Raccoon Otter Muskrat Opossum 28

29 The raccoon ate 10 crawfish. The otter ate 5 crawfish. The muskrat ate 2 crawfish. The opossum ate 8 crawfish. 1. Would you use addition or subtraction to figure out how many more crawfish the raccoon ate than the otter? 2. Write a number sentence to show how many more crawfish the raccoon ate than the otter. 3. Would you use addition or subtraction to figure out how many crawfish you would need to feed both the muskrat and the opossum? 4. Write an equation to show how many crawfish you would need to feed the muskrat and the opossum. 29

30 Mother alligators lay eggs in June. The baby alligators hatch in August. Color the month when the eggs are laid blue. Color the month when the alligators hatch green. Circle the months when you might find alligator eggs in the marsh. January February March April May June July August September October November December 30

31 Using the calendar on the previous page, answer the questions below. In which season (winter, spring, summer or fall) are alligators born? About how many months do the eggs set before hatching? 31

32 Each nest represents ten (10) eggs. Alligator A laid. Alligator B laid. Alligator C laid Complete the chart below using the information above Alligator A B C 32

33 Using the information from the last page, answer the following questions. 1. Write an addition problem showing how many eggs alligators A, B, and C all laid combined. 2. Write a subtraction problem showing how many more eggs alligator C laid than alligator A. 3. Which alligator laid the most eggs? 4. Which alligator laid the fewest eggs? 33

34 Circle the animal that completes each series. Make up your own pattern and draw it below. Ask a friend or an adult to circle the object that comes next in your pattern! 34

35 First Grade: Grade Level Expectations for Social Studies Page 36 Geography: Physical and Human Systems #10 Identify and compare differences in land use. G-1C-E2 Page 37 Geography: The World in Spatial Terms #1 Identify and use simple map symbols, keys and legends. #3 Describe a map as a representation of a place. G-1A-E1 Page 38 Geography: Places and Regions #6 Identify Earth s various physical features. G-1B-E1 35

36 Show the pictures below to the class and then discuss the following questions. Louisiana Wetlands: Oh, the things we can do Some people like to grow rice in the marshes. Some people like to hunt alligators. Some people like to fish. What are some other ways that people can earn a living in Louisiana s wetlands? Name some other things that people do for recreation in Louisiana s wetlands. What would you like to do in the marsh? 36

37 Do more alligators live in northern or southern Louisiana? What part of Louisiana do you live in? 37

38 Foxes live in wooded areas and near pastures. Alligators live near water. Write the letter F on the map to the right where a fox might live. Write the letter A on the map to the right where an alligator might live. 38

39 First Grade: Grade Level Expectations for Language Arts Pages Standard 1 #1 Demonstrate understanding of phonemic awareness by: Distinguishing which words have the same target sounds (i.e., beginning, medial, and end) in given sets of spoken words. Distinguishing long- and short-vowel sounds related to the same letter in onesyllable words. ELA-1-E1 Page 42 Standard 7 #22 Demonstrate understanding of information in texts using a variety of strategies, including: Identifying the main idea and some details in a text. Make simple inferences about characters and events. ELA-7-E1 #24 Identify the author s purpose for writing. ELA-7-E3 Page 43 Writing, Standard 2 #29 Independently write simple informational descriptions. ELA-2-E4 Page 44 Writing/ Proofreading, Standard 3 #44 Alphabetize to the first letter. ELA-3-E5 39

40 Teachers: Review each of the pictures. Name each of the animals. Then ask the students to: Circle the Louisiana animals that begin with the same letter. 40

41 Draw a blue circle around the words with a short o sound and a red circle around the words with a long o sound. The fox goes hunting for moles and frogs. The muskrat hides in a hole from the owl. Draw a blue circle around the words with a short a sound and a red circle around the words with a long a sound. Nutria can take naps by the lake. Bobcats chase rats through swamps. Draw a blue circle around the words with a short e sound and a red circle around the words with a long e sound. Three beavers meet at their den. The wet mink eats meat. 41

42 Teachers: Read the following text aloud to the class. Then read the questions below and discuss answers with the class. Both gray and red foxes live in Louisiana. Foxes have a keen sense of sight, hearing and smell. They are shy, yet playful. They eat fruits, berries, corn, snakes, birds, and mice. Because they eat both plants and animals, they are called omnivores. Foxes generally live in wooded areas and pastures. Gray foxes can even climb trees, like a cat. Why did the author write this? To entertain? To inform? Or to describe? What color fur might a Louisiana fox have? What types of food do foxes eat? Would you be more likely to see a fox in the city or in the country? Which of the five senses help foxes find food? 42

43 Write three (3) complete sentences describing the fox. 43

44 Go fishing! Pull out the words below in alphabetical order and copy them on the lines to the right. fox muskrat bobcat alligator otter raccoon nutria 44

45 First Grade: Grade Level Expectations for Science Pages Organisms and Their Environments #32 Describe features of some animals that benefit them in their environments. LS-E-C1 Page 48 Life Science #27 Identify what animals and plants need to grow and develop. LS-E-A1 45

46 Teachers: Read the description of alligators aloud to the class and discuss some of the benefits alligators gain from these special features. Read each statement aloud and have the class predict the benefits. Baby alligators have what we call an egg tooth at birth. It is a small, hard, boney bump on the tip of their nose. The egg tooth disappears within a few weeks after birth. (This helps them crack the egg from inside their shell) Young alligators can replace their teeth every year or so. (Alligators easily loose teeth, because they can t chew. They rip and tear their meat and often tear out their own teeth in the process) Alligators have a third eyelid, which is clear. It closes from front to back. (Acts like goggles underwater) Alligators have a powerful tail and webbed feet, kind of like a duck. 46

47 Teachers: How to Dress a Beaver This exercise is compliments of the education division of LDWF. Ask for a volunteer with a good sense of humor. Explain that the volunteer will pose as a beaver. Explain that various objects will represent the adaptations of the alligator to its environment. Place the following objects on the student model, and ask the class to suggest what each object represents. Object Animal Feature Benefit to Animal Jacket Fur coat Protection from weather Spatula Tail Used to pat down mud for dams & home Nose plugs Ability to seal the nostrils Keeps water out of the nose while swimming long periods under water Ear plugs Ability to seal the ears Keeps water out of ears (can stay submerged 15 min.) Chisel Front teeth Used to cut down trees to build dams Flippers Webbed feet Support on sandy/ muddy bottom Bottle of oil Castor Oil Used to waterproof the fur Perfume Castor Oil Used to mark territory 47

48 Teachers: The purpose of the activity is to describe characteristics of different habitats of animals. Habitat is defined as the place where a plant or an animal naturally lives or grows. A habitat may be a very small area or may cover miles of territory within a given set of climatic conditions. Some factors to be considered are climate, density of the human population, availability of food supply, availability of a suitable habitat for rearing young, and protection from enemies. 1.) Discussion Activity "There s no Place Like Home" - Discuss: a. Where do you live? b. Why do you need a home? c. What kind of homes do pets have? d. Why do pets need homes? e. Do wild animals need homes? f. Where do wild animals live? 2.) Brainstorm and make a chart of animals that live in the water, on the land, and underground. 3.) Brainstorm and make a chart of what animals eat. 48

49 Second Grade GLE (Grade Level Expectation) Based Worksheets & Activities 49

50 Second Grade: Grade Level Expectations for Math Pages Data Analysis, Probability and Discrete Math #26 Construct and read line plots and tables. D-2-E Number and Number Relations #8 Recognize, select, connect and use operations, operational words and symbols for addition or subtraction situations. N-6-E, N-5-E #9 Add and subtract one and two digit numbers. N-6-E, N-7-E Algebra #12 Use number sentences to represent real life problems involving addition and subtraction. A-1-E, A-2-E Pages Algebra #12 Use number sentences to represent real-life problems involving addition and subtraction. A-1-E, A-2-E Number and Number Relations #7 Know all basic facts for addition and subtraction and use them to solve real-life problems. N-5-E, N-6-E, N-7-E, N-8-E #8 Recognize, select, connect and use operations, operational words and symbols (+,-) for addition (join, part/part/whole, take away, comparison, missing, and set) situations. N-6-E, N-5-E #2 Model the concepts of thirds, fourths, fifths, and sixths using regions, sets, and fraction words. N-1-E 50

51 Answer the following questions by looking at the table below. P 35 O 30 U 25 N 20 D 15 S 10 5 Beaver Bobcat Coyote Fox Nutria Raccoon Otter 1. How much does a beaver weigh? 2. How much does a fox weigh? 3. Create a number sentence showing how much more a beaver weighs than a fox. 4. How much more does a beaver weigh than a fox? 5. Which three animals weigh about the same amount? 6. Create a number sentence showing how much the otter and the nutria weigh together. 51

52 7. How much do the otter and the nutria weigh together? 8. Which animal weighs the same amount as the otter and nutria put together? 9. Do the bobcat and the fox together weigh more than one beaver? Show your work with a number sentence. 10. List the animals that weigh less than 20 pounds. 11. List the animals that weigh more than 10 pounds. 12. Which animal weighs the same amount as the fox? 13. Which animal weighs the same amount as the bobcat and the nutria put together? Show your work below. 52

53 Write a number sentence for each of the word problems below and solve the problems. 1. A mother alligator lays 30 eggs. If 2/3 of her eggs are eaten by a raccoon, how many eggs does she have left? Draw X s over the pictures representing what the raccoon ate. Circle the picture representing what the alligator has left. The mother alligator has eggs left. 2. A mother nutria has 2 litters a year. She has 5 babies in each litter. How many babies does a mother nutria have each year? Fill in the squares for the addition problem below. + 53

54 3. The nutria den is shared by one father nutria, two mother nutrias and their children. How many nutrias live in the den if both mothers have only had one litter? = Father Mothers Babies of Mother #1 Babies of Mother #2 Total Nutria 4. Opossums carry their babies in a pouch, like a kangaroo. A mother opossum has 12 embryos in her pouch. Only half of these survive. How many baby opossums are in her litter? Draw a picture to represent the number of baby opossums that will survive. 5. Opossums have 50 teeth, more than any other Louisiana land mammal. If one loses 1/5 of its teeth eating, how many teeth does it have left? Draw a picture to explain your answer. 54

55 6. Muskrats have 6 litters per year and 4 young per litter. How many baby muskrats does one mama muskrat have in a year? = litter 1 litter 2 litter 3 litter 4 litter 5 litter 6 total 7. Foxes are raised by both their mothers and fathers. If a mother has 4 pups in her litter, how many foxes are in her family? + + = father mother pups total 8. A mother fox is 40 inches long. If her pup is half her length, how long is it? 9. Coyotes mate for life and the father takes care of the mother and their pups. If the mother coyote has 7 pups, how many coyotes are in their family? + + = father mother pups total 55

56 Second Grade: Grade Level Expectations for Social Studies Page 57 Geography: Environment and Society #15 Identify and compare differences in land use. G-1D-E1 Page 58 Geography: The World in Spatial Terms #3 Use cardinal directions to locate places on maps. G-1A-E2 Page 59 Civics: Structure and Purposes of Government #21 Explain the need/purpose/importance of having rules in the school, community and society. C-1A-E7 56

57 Teachers: Read the short text below and show the pictures below to the class. Then discuss the following questions. Louisiana is blessed with many other natural resources, from fish and wildlife to massive forests and farmlands. Many people in Louisiana depend on our natural resources to make a living. Farmers plant rice and sugarcane. Timber companies plant trees. Shrimpers and fishermen fish in Louisiana s coastal areas. Louisiana is wet and wild. It is a hunter s paradise. Ducks, deer, alligators, raccoons and foxes are just a few of the animals, legally trapped and hunted in Louisiana. What are some other ways that people can earn a living in Louisiana s wetlands? What types of things can people do with alligators after they are hunted? Name some things you can do with lumber. Name some of the natural resources in our environment that we use for food. Name some of the natural resources in Louisiana that we use for clothing. Name some of the natural resources in your area that are used for shelter. 57

58 Looking at the map above, which part of the state do you think has the most water (northern or southern)? Draw an X on the map where you live. Which part of the state do you live in (northern, southern, central, eastern, or western)? 58

59 Teachers: Read and discuss the following passage. Hunters follow many rules and regulations. Some rules are mandatory. They must follow the hunting rules of their state and national government or they can get in trouble by the wildlife police. These rules include which animals they can hunt, when they can hunt them, how they can hunt them, and how many of each type of animal they can kill. Hunters also follow rules that they were taught in hunter education class. These rules include gun safety rules, outdoor safety rules, and how to create a hunting plan. A safe and responsible hunter will follow all of these rules. Discuss the following questions with the class. 1. Why does the government forbid hunting of some animals? Some animals are rare. Some animals in the past have been hunted to extinction. Only plentiful animals can be hunted. 2. Why does the government set seasons for hunting particular animals? The laws and traditions surrounding hunting are complex. Most animals that are shot or hunted need a time of year when they are left alone, in order to reproduce. Governments set seasons whereby certain animals cannot be hunted or shot at certain times of the year. For obvious reasons this can vary from species to species and from place to place 3. Why is it important to create a hunting plan (writing down where and when you plan to hunt). If there were a family emergency at home, the police would know where to find you. If you were hurt while hunting and did not show up when you said you would be home, they would know where to look for you. If you were already hunting and your friends decided to come hunt the same area, they would know where you were so they could avoid disturbing your hunt or putting themselves or you in a dangerous situation. 59

60 Second Grade: Grade Level Expectations for Language Arts Page 61 Standard 1 #2 Demonstrate understanding of phonemic awareness by using common affixes (prefixes and suffixes) to understand word meanings. ELA-1-E1 #5 Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses. ELA-1-E1 Pages Standard 1 #3 Identify and explain common synonyms, antonyms and homonyms. ELA-1-E1 Page 64 Standard 7 #19 Identify the author s viewpoint (i.e., perspective) in a text. ELA-7-E4 Page 65 Writing, Standard 2 #21 Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle and end. ELS-2-E1 Page 66 Writing/ Proofreading, Standard 3 #36 Alphabetize to the second and third letters. ELA-3-E5 60

61 Which word is a root word? a. deeper b. beaver c. singer d. braver Use the class dictionary and write the definition for the words above. deeper: beaver: singer: braver: 61

62 Synonyms A synonym is a word that has almost the same meaning as another word. Read each sentence and circle the word in parentheses that has almost the same meaning as the underlined word. Can you think of another synonym for the underlined word? If so write it on the blank line. 1. Beavers enjoy many woody plants, such as sweet gum, yellow poplar and willow. (like, need, hate) 2. I really admire responsible hunters, who follow all of the wildlife laws. (respect, dislike, recommend) 3. Opossums are notorious for playing dead. (humble, famous, cheap) 4. He only uses modern traps, which are gentle on the animals. (handsome, out-dated, current) 5. Alligators sleep during the cold weather, which means they hibernate. (snooze, talk, rest) 6. I am responsible for my actions. (accountable, known, reasonable) 7. You are a remarkable person. (ungrateful, outstanding, selfish) 8. Raccoons are magnificent foragers. (horrible, huge, great) 9. Coyotes have a keen sense of smell. (sharp, funny, tasteless) 62

63 Antonyms Directions: Read each sentence. Circle the letter of the answer that has the opposite meaning from the underlined word in the sentence. 1. Alligators are giant reptiles! A. small B. huge C. big 2. The beaver went in its den. A. through B. out C. enter 3. The nutria pulled the plant out of the ground. A. dragged B. pushed C. held 4. A fox works hard at catching rats! A. try B. study C. play 9. Our Governor hates losing wetlands. A. likes B. dislikes C. despises 5. The mama mink lost her kit. A. misplaced B. found C. read 6.The nutria ate many aquatic plants. A. plenty B. lots C. few 7. Alligators live in hot places. A. warm B. cool C. humid 8. The mama coyote is always kind to her pups. A. caring B. mean C. giving 10. I will finish all of my homework. A. begin B. complete C. start 63

64 Teachers: Read the following texts aloud to the class. Discuss the author s viewpoints. First allow the students to use a dictionary to define habitat and environment. 1. It is mean to keep an animal in a cage. All zoos should let their animals go back to the wild. I hate to see animals locked up in the zoo, because those poor animals would be much happier if they could run free. 2. It is okay to use animals for food and clothing. That is what they are here for. Animals eat other animals just like we eat them. Farmers must be responsible and treat animals well. It is never okay to hurt animals. 3. Hunting and fishing is good for nature. Too many animals in an area can hurt the environment by eating too many plants. We should only hunt animals that are plentiful. The most important thing is to keep a healthy habitat so the animals have a beautiful place to live. Further Information for the Teacher: There are three main viewpoints on animal use. Animal Rights Activists believe: that all animals, human and non-human, have certain basic rights, including the right to life and liberty. that animals should not be caged as they are in zoos, used for medical or other research or killed for food, shelter or clothing. Animal Welfare Advocates believe: that humans are entitled to use animals for certain purposes (medical research, food, clothing) that animals should be treated well and that animal cruelty must be abolished Environmental Conservationists believe: in biological value (maintenance of the ecosystem) in educational value (what we learn from nature) in commercial value (economic benefits from the wilderness) in recreational value (nature appreciation) in aesthetic value (beauty of nature) 64

65 Write how you feel animals should be treated and how they should be used. 65

66 Go fishing! Pull out the words below in alphabetical order and copy them on the lines to the right fox fur mink muskrat bobcat alligator coyote beaver otter bayou raccoon marsh nutria wetlands Louisiana

67 Second Grade: Grade Level Expectations for Science Pages Life Science: Characteristics of Organisms #27 Match the appropriate food source and habitat for a variety of animals. LS-E-A1 Page 70 Life Science: Characteristics of Organisms #30 Identify physical characteristics of organisms. LS-E-A4 Page 71 Science and the Environment #46 Illustrate and describe a simple food chain located within an ecosystem. SE-E-A2 67

68 Read the following text. Then circle the best match to complete columns two and three. Beaver Food Habits: strictly vegetarian, eats cambium layer of many woody plants, such as sweet gum, yellow poplar, and willow. Habitat: wooded rivers, streams, lakes, swamps, and backwaters. Bobcat Food Habits: rabbits, mice, rats, squirrels, small birds, young livestock. Habitat: heavily forested areas, swamps, bottomland hardwoods; dens in thick vegetation. Coyote Food Habits: opportunistic with food; rabbits, birds, plants, insects, carrion, livestock, and poultry. Habitat: prefers open country and idle farmlands adjacent to wooded areas; dens in gulleys under roots, thickets, and dense cover. Fox Food Habits: rats, mice, rabbits, insects, snakes, poultry, berries, fruits, corn, and acorns. Habitat: mixed wooded areas and pastures. Muskrat Food Habits: primarily live vegetation, some fish, mussels, insects and snails. Habitat: coastal marshes, bayous, lakes. Nutria Food Habits: vegetarian, eats aquatic plants such as cattail, duckweed, and hyacinth. Habitat: swamps, marshes, rivers, lakes, streams and backwaters. Opossum Food Habits: eats about anything, including insects, fruits, berries, and small mammals. Habitat: wooded areas with water close by is preferred. 68

69 Animals What They Eat Where They Live Beavers Rats Willow Leaves River Field Bobcats Squirrels Fish Woods Pasture Coyotes Strawberries Rabbits Fields Marsh Fox Crawfish Mice Marsh Woods Muskrat Snails Squirrels Bayous Fields Nutria Fish Roots Marsh Woods Opossum Owls Mice Woods Plains 69

70 Mammals: have backbones, hair, and make milk for their babies. They also have bones in their ears, which make them unique. Most mammals have different types of teeth for tearing and chewing. Reptiles: have backbones and scales all over their bodies. They breathe with lungs. Amphibians: have backbones and smooth, shiny bodies. Some of them have lungs and some breathe through their skin. Circle the correct classification of each animal. 1. Frogs are (mammals, reptiles, amphibians). 2. Alligators are (mammals, reptiles, amphibians). 3. Skunks are (mammals, reptiles, amphibians). 4. Beavers are (mammals, reptiles, amphibians). 5. Lizards are (mammals, reptiles, amphibians). 6. Turtles are (mammals, reptiles, amphibians). 7. Skunks are (mammals, reptiles, amphibians). 8. Toads are (mammals, reptiles, amphibians). 9. Snakes are (mammals, reptiles, amphibians). 10. Bobcats are (mammals, reptiles, amphibians). 11. I am a (mammal, reptile, amphibian). 70

71 A food chain shows how each living thing gets its food energy. Some animals eat plants and some animals eat other animals. For example, a simple food chain links the plants, the herbivores (animals that eat plants), and the carnivores (animals that eat the other animals). Each link in this chain is food for the next link. These food chains start with plant life and ends with an animal. Put the following in the right order to make a food chain. 1. berries, coyote, skunk: 2. crawfish, water plants, raccoon, alligator: 3. snail, plants, fox, muskrat: 4. bird, berries, horned owl, opossum: 5. alligator, nutria, cattail: 71

72 Third Grade GLE (Grade Level Expectation) Based Worksheets & Activities 72

73 Third Grade: Grade Level Expectations for Math Pages Data Analysis, Probability and Discrete Math #42 Match a data set to a graph, table or chart and vice versa. D-2-E Algebra #16 Use number sentences to represent real-life problems involving multiplication and division. A-1-E, N-4-E Pages Algebra #16 Use number sentences to represent real-life problems involving multiplication and division. A-1-E, N-4-E Number and Number Relations #7 Recognize and apply multiplication and division as inverse operations. N-4-E #8 Recognize, select, connect, and use operations, operational words, and symbols to solve real-life situations. N-4-E, N-6-E, N-7-E 73

74 Fill in the table after studying the facts below. There are 365 days in a year. There are approximately 30 days in a month. Beavers reach reproductive maturity at 2 years. Use a number sentence to show how many days? Muskrats reach reproductive maturity at 2 months. Use a number sentence to show how many days? Nutria reach reproductive maturity at 5 months. Use a number sentence to show how many days? Coyotes reach reproductive maturity at one year. Use a number sentence to show how many days? 74

75 Fill in the table below using the data from the previous page. Reproductive Maturity D 600 A 550 Y 500 S O 350 L 300 D Beavers Muskrats Coyotes Nutrias 75

76 Alligator Harvest 1. Has the harvest of farmed alligators or wild alligators increased the most? 2. About how many farmed alligators were harvested in 2003? 3. About how many wild alligators were harvested in 2003? 4. About how many more farmed alligators were harvested in 2003 than wild alligators? Write a number sentence to show your work. 76

77 Write a number sentence for each of the word problems below and solve the problems. 1. The beaver was repairing its dam. It can hold its breath for 15 minutes. It had to come up for air 4 times while working on its dam. How long did it take the beaver to finish the repair job. 2. A male coyote roams 40 miles to cover its territory. He travels 20 miles a day. How long does it take him to look over his area? 3. A gray fox weighs an average of 11 pounds. Five (5) fox share a den. What is the total weight for all the fox in the den? 4. About 30,000 wild alligators are hunted each year in Louisiana. About how many wild alligators were harvested in the past three years? 5. About 300,000 alligator eggs are sold to farmers each year. Farmers harvest about half that many alligators. How many alligators do they harvest in a year? 77

78 6. Only about 1/10 wild alligators survive. If the farmers didn t take the 300,000 eggs to their farms to raise, how many of those alligators would make it in the wild? 7. There are 750,600 acres of cypress-tupelo swamp which make up the alligator habitat in Louisiana. Round up the acres of cypress-tupelo swamp to the nearest hundred thousand. 8. About 240,000 farmed alligators were harvested in 2003 and 180,000 were harvested in How many more farmed alligators were harvested in 2003 than in 2002? 78

79 Third Grade: Grade Level Expectations for Social Studies Pages Geography: The World in Spatial Terms #1 Describe characteristics and uses of various maps. G-1A-E1 #4 Use a compass rose and cardinal directions to locate and interpret a map of the community and Louisiana. G-1A-E2 Pages History:Historical Thinking Skills #46 Complete a timeline based on given information. H-1A-E1 Civics:Structure and Purposes of Government #23 Identify the necessity of state government and how it helps meet the basic needs of society. C-1A-E2 History: Louisiana and United States History #53 Identify people and their influence in the early development of Louisiana. H-1C-E1 #54 Describe the importance of events and ideas significant to Louisiana s development. H-1C-E1 Economics: Fundamental Economic Concepts #31 Define scarcity and abundance and give examples of both for individuals and society. E-1A-1E Economics: Individuals, Households, Businesses, and governments #45 Identify major goods and services produced in Louisiana. E-1B-E5 79

80 Alligator Range Shaded area represents the alligator s range. Gulf of Mexico 1. Circle Louisiana on the map above. 2. This map shows where live. 3. Alligators inhabit only two states completely. What are the abbreviations for those two states? 4. How many states can you find alligators in? 5. What body of water is south of Louisiana? 80

81 6. Texas (TX) is (north, south, east, or west) of Louisiana (LA). 7. Louisiana (LA) is (north, south, east, or west) of Mississippi (MS). 8. Louisiana (LA) is (north, south, east, or west) of Arkansas (AR). 9. Alligators inhabit the (southern or northern) half of Alabama (AL). 10. Which three states touch Louisiana s borders? 11. If NC is the abbreviation for North Carolina, what do you think SC stands for? 81

82 Teachers: Read the following passage aloud to the students. Have the students complete the timeline and then discuss the topics below. Wild alligators have been hunted for a couple of hundred years. Alligators were first hunted in Louisiana in great numbers in the early 1800 s. These alligators were hunted for their skins which were used to make boots, shoes and saddles, and for their oil used to grease steam engines and cotton gins. In the late 1800 s and early 1900 s tanning processes were developed, which made the skins soft and durable. Many alligators were hunted, and by the 1960 s there were only a few alligators left in Louisiana. The Louisiana Government forbade alligator hunting between 1962 and 1971, because there were not enough alligators left to hunt. The wild population naturally increased during this time and scientists discovered that more alligators could be raised on farms than would naturally survive in the wild. Today, with a wild population of over 1.5 million, there are more alligators in Louisiana than there were in the mid-1800s. Louisiana produces more alligators than all other alligator producing states put together. The alligator industry generates about 54 million dollars a year. 82

83 1. Draw a timeline based on the information above. / / / / /_ Early 1800 s Late 1800 s/early 1900 s Today 2. Discuss what happens to a natural resource when it is not well regulated; use the alligator industry as an example. 3. Why was it important for the Government to create laws to protect the alligator? 4. At what point in Louisiana history were alligators scarce? 5. At what two points in Louisiana history were alligators abundant? 6. Would alligators be considered one of Louisiana s major goods? 7. What other major goods and services are produced in Louisiana. 83

84 Third Grade: Grade Level Expectations for Language Arts Pages Reading and Responding Standard 7 #19 Identify an author s purpose for writing, including persuading, entertaining and informing. #20 Explain the author s viewpoint using information from the text. ELA-7-E3 #21 Identify differences between fact and opinion. ELA-7-E4 Page 88 Writing/ Proofreading Standard 3 #29 Use standard English punctuation, including commas to separate phrases in a series. #30 Capitalize the first word in proper adjectives. ELA-3-E2 #31 Write using standard English structure and usage, including making subjects and verbs agree in sentences with simple and compound subjects and predicates. ELA-3-E3 Page 89 Writing/ Proofreading, Standard 3 #35 Alphabetize to the second and third letters. ELA-3-E5 84

85 Teachers: Read the following passage aloud to your students paragraph by paragraph and then discuss/ answer the questions on the following page. Protecting America's Important Wetland's - with Regulated Trapping The coastal wetlands are among the most productive and important habitat types found in the United States. The largest expanse of coastal wetlands in the contiguous U.S. occurs in Louisiana. These wetlands are home to literally hundreds of species of birds, mammals, reptiles and amphibians. Louisiana is losing much of its wetlands due to the nutria. Nutria are a large semi-aquatic rodent native to South America. Approximately 150 nutria escaped during a hurricane in These nutria established a population in the wild and began to thrive in coastal wetlands. Nutria are herbivores and eat plants and other vegetation. Nutria will pull and eat plant roots that anchor into the marsh. When many nutria live in an area, they kill all the plants in that area, and then the salt water comes in from the gulf and erosion occurs. Sparse areas of vegetation can be seen in these aerial photos. The water-filled areas between the vegetation were caused by nutria eating up the plants. This is called nutria eat-out. Over 100,000 acres of coastal wetlands have been effected. This mash can never be replaced once it is gone. Regulated trapping is the predominant method used in management of nutria populations. In the past, the harvest of nutria during regulated seasons in the fall and winter months have resulted in harvests between 390,000 to over one million nutria annually. Such controlled and managed utilization of wildlife allows managers to protect coastal wetlands by keeping nutria populations at levels suitable with existing habitat conditions, and thereby insuring this ecosystem for hundreds of other fish and wildlife species. 85

86 Teachers: Discuss these questions as you read the passage on the previous page. 1. Name one of the most important habitats in the United States. 2. Which state has the most coastal wetlands? 3. List some of the animals that live in these wetlands? 4. What do nutria eat? 5. What happens to the wetlands once the plants die? 6. Define nutria eat-out. 7. Name one way to decrease the nutria population? 8. What will happen to the wetlands if the nutria population decreases? 9. What is author s purpose for writing? (persuading, entertaining or informing) 10. Does the author approve of trapping? 86

87 Fact or Opinion Write an F next to each statement which is a fact. Write an O next to each statement which is an opinion. 1. The largest expanse of coastal wetlands in the contiguous U.S. occurs in Louisiana. 2. Coastal wetlands are beautiful as well as productive. 3. Nutrias are large, ugly rodents. 4. Nutria are herbivores. 5. Over 100,000 acres of coastal wetlands have been effected by nutria eat-out. 6. Trappers have hunted between 390,000 to over one million nutria annually. 7. Trapping is good. 87

88 Correct the following sentences. 1. hatchling alligators eats insects, frogs minnows and small birds. 2. beavers can hold their breath for 15 minutes travel a half mile underwater and build dams. 3. eagles mountain lions and dogs eats coyote pups. 4. a mink have a long slender body a long neck and a short head. 88

89 Go fishing! Pull out the words below in alphabetical order and copy them on the lines to the right fox fur baby beaver bayou fish first forest belt bobcat boat berries farm

90 Third Grade: Grade Level Expectations for Science Pages Science and the Environment #60 Explain how renewable and nonrenewable resources can be replenished or depleted. SE-E-A4 Page 93 Science and the Environment #61 Explain how selected animals once classified as endangered have recovered. SE-E-A4 #62 Identify animals in Louisiana that have recovered and that are no longer considered endangered. SE-E-A5 90

91 Renewable Resources: resources that are replaced faster than or at the same rate as they are used. Most living things are considered renewable, unless they are over-harvested. Examples of living renewable resources are trees and wildlife. Non-living renewable resources include wind and solar energy. Non-Renewable Resources: resources that are not renewed as fast as they are used. Mineral and fossil fuels are considered non-renewable resources because they take millions of years to form. Put an R next to the Louisiana resources that are renewable. Put an N next to the Louisiana resources that are not renewable. 1. wood 2. natural gas 3. cotton 4. rice 5. coal 6. fur 7. oil 8. leather 9. salt Discuss how each of these resources are depleted and renewed with your students. Discuss how humans use each of these resources for energy, food, clothing or shelter. Wood: reseeding naturally in unmanaged forests; replanted on tree-farms and in managed forests. Natural gas and oil: comes from the remains of microscopic plants that lived in the surface waters of ancient oceans. These plant remains settled into muddy sediment. Over millions of years, and under pressure and heat, the mud became mudrock (shale) and the plant matter decomposed to natural gas and oil and became trapped deep within the earth. 91

92 Coal Formation: starts with accumulation of organic matter (bits of dead plants) in a low oxygen setting such as a peat bog. The organic matter accumulates and forms a bed of peat. The peat bed gets buried by other sediments and under heat and pressure begins to transform to a low grade coal - a Lignite. More heat and pressure further metamorphose the lignite into Bituminous coal. Even more heat and pressure metamorphose the bituminous coal into nice hard shiny Anthracite. From: Cotton and Rice: replanted Furbearers: animals that naturally reproduce in the wild. In other states they are also raised on farms. Leather Producers: Some, such as alligators and deer, naturally reproduce in the wild. Sheep, cows, and other farm animals are mated on farms. Salt: Geologists believe that all salt deposits were formed from the oceans or from enclosed bodies of salt water. Evaporating water left beds of salt, which in many cases were buried by rock strata formed from other sedimentary deposits. Beds of salt range from a few feet to well over a 100 feet in thickness. Layers of salt deeply buried by rock strata may become mobilized by great pressure and flow upward to form salt domes. Salt domes are a source of salt for many salt mining operations. From: 92

93 Teachers: Read the following text aloud to your students. Discuss the following questions as a group. An endangered species is one that is in danger of extinction throughout all or a significant portion of its range. When a species is listed as endangered, the government, with the help of wildlife scientists, determines the cause of its decline and creates laws to protect the animal. The purpose of these laws is to allow the species to recover, so that they are reproducing faster than they are dying. Many things can cause a species to decline. Habitat destruction can take away its food and shelter. Disease and pollution can kill animals. Over-hunting can take reproductive females out of the habitat and cause population declines. The American alligator has made a full recovery. Alligators were endangered in the 1960s due to over harvesting. Hunting was banned from and during that time the alligator population naturally recovered. Scientists realized that very few of the hatchling alligators survived in the wild, so a farming program was started in order to protect the baby alligators until they were old enough to survive in the wild on their own. The brown pelican is still endangered in Louisiana, but it has made a complete recovery in many states. The brown pelican population declined due to pesticides. Once DDT was banned, brown pelicans started recovering. 1. Define endangered. 2. Name four things that can cause an animal to become endangered. 3. Explain how animals can recover from being endangered. 93

94 Fourth Grade GLE (Grade Level Expectation) Based Worksheets & Activities 94

95 Fourth Grade: Grade Level Expectations for Math Pages Data Analysis, Probability and Discrete Math #36 Analyze, describe, interpret and construct various types of charts and graphs using appropriate titles, axis labels, and scales. D-2-E, D-1-E 95

96 Answer the questions below using the charts, tables, and graphs. Title 1. About 60,000 farmed alligators were harvested in How many farmed alligators were harvested in 1998? 2. Look at the pink bars.the number of farmed alligators about doubled each year from 1984 to. 3. Although there are some small decreases every few years, generally the farmed alligator harvest has (increased slightly / increased a lot). 4. Wild alligator harvest has also had a general increase between 1979 and Wild harvests have (increased slightly / increased a lot). 5. Give the graph above a title. 96

97 Title 1. What year did Louisiana start selling farmed alligators? 2. What year did wild alligators and farmed alligators generate about the same amount of money? 3. Which years did wild alligators generate more money than farmed alligators? 4. About how many millions of dollars were farmed and wild alligators worth together in 1999? 5. Give the graph above a title. 97

98 Title 1. France bought 30% of Louisiana s wild alligator skins in 2002 and 42% of Louisiana s farmed alligator skins in What percentage did Singapore buy of each? of wild alligator skins; of farmed alligator skins. 2. Which country only bought farmed skins? 3. Which two countries bought wild skins but no farmed skins? 4. Which country bought more, the U.S. or Germany? 5. Which country bought the most? 6. Give the graph above a title. 98

99 Title 1. 69% of Louisiana s alligators are found in the coastal marshes. What percentage is found in dewatered wetlands? 2. What percentage is found in swamps? Write a number sentence showing how to figure out this answer. 3. Are more alligators found in dewatered wetlands or in the Atchafalaya Basin Swamps? 4. Where are the fewest alligators found in Louisiana? 5. Give the graph above a title. 99

100 Title Period Numbers and Notes Use 1718 No commercial trade in Louisiana Exact figure unknown, but several thousands 1827 estimated Exact figure unknown, but several thousands estimated. Interest in alligator skins declined. Exact figure unknown, but several thousands estimated. Boots, shoes and saddles, Shoes, boots and novelty items. Tanning process was not very good so the leather didn t last long. Used by Confederate Troops; shoes and saddles. Commercial trade. Tanning in New York ,815 per year ,885 LA Skins. Commercial trade ,041 LA Skins. Commercial trade ,005 per year. Commercial trade Season Closed Statewide 1. 36,041 alligators were harvested and sold in How many alligators were harvested in 1925? 2. What year did hunters start harvesting alligators in Louisiana for boots, shoes and saddles? 3. The table mentions a decrease in alligator use around When did the use of alligators increase again? 100

101 4. What happened at this time to create a new interest in alligator leather? 5. The alligator harvest dropped from almost 65,000 per year in 1880 to only 18,000 in The season was then closed by the Louisiana government in Before 1962 alligator hunting was not regulated at all. Why do you think alligator hunting was made illegal? 6. Give the table above a title. What If? 1. If you wanted to show how much money your lemonade stand made each summer for the past three years, would you create a pie chart, a table or a graph? Why? 2. Create a chart, table or graph showing that you made $50 this past summer, $60 the summer before, and $45 two summers ago. 3. If you wanted to create an exercise and healthy eating chart for each day of the week, showing what type of exercises you do and what types of fruit you eat, would you create a pie chart, a table or a graph? 4. Create a chart, table or graph showing that you eat bananas on Mondays, Wednesdays and Fridays and apples and Tuesdays, Thursdays, Saturdays and Sundays. You do aerobics on Mondays and Fridays, jog on Tuesdays and Thursdays, lift weights on Wednesdays and Saturdays, and rest on Sundays. 101

102 Fourth Grade: Grade Level Expectations for Social Studies Pages Geography: The World in Spatial Terms #3 Locate and label places on a map or globe: the seven continents, the United States and its major land forms, waterways, referring to the poles, the equator, latitude, longitude and meridians. #4 Identify all U.S. states by shapes and position on map. G-1A-E2 #5 Draw, complete and add features to a map (including such map elements as a title, compass rose, legend and scale). G-1A-E3 102

103 Complete the map below and answer the questions. Title 1. Name the six continents shown on this map Which continent is not shown on this map? 3. Draw a compass rose to go with this map. 103

104 4. American alligators live in the southern part of the United States, between Texas and Florida. Color their range green. 5. Chinese alligators live in the southern part of China, Asia s largest country. Color their range orange. 6. Crocodiles live in South America, Africa, the southern part of Asia (south of China), and Australia. Color their range red. 7. Give this map a title. Hint: alligators and crocodiles together are called crocodilians. 8. No crocodilians live in Europe! Look at where alligators live (your green and orange areas) compared to where crocodiles live (your red areas). Which ones live further south? 9. How is the climate different between Africa and the United State? 10. Comparing the two maps above, which animal would be considered tropical, living in the tropics between the two parallels of latitude on the earth, of north of the equator and south of the equator? 104

105 American Alligator Range Gulf of Mexico 12. Name the states where American alligators can be found. 13. Which two states do you think has the most alligators? 14. Which two states do you think have the least alligators? 15. Texas, Florida and Louisiana allow a very controlled alligator hunting program. Name three states that do not have enough alligators to open a hunting season. 105

106 Fourth Grade: Grade Level Expectations for Language Arts Pages Reading and Responding Standard 7 #16 Distinguish an author s purpose for writing, including entertaining, expressing an opinion, an argument, or conveying information. #18 Explain how an author s purpose influences organization of a text, word choice, and sentence structure. ELA-7-E3 #19 Demonstrate understanding of information in grade-appropriate texts by supporting differences between fact and opinion with information from texts and skimming/ scanning texts for various purposes. ELA-7-E4 106

107 Read the following passage and discuss/ answer the questions on the following page. Alligator Egg Collecting: Conservation of the Wetlands In July and August, landowners and farmers pick up alligator eggs out of the nests in the wild. These alligators are hatched on farms, and they are called "hatchlings", when they are young. On the farms, they are raised under ideal conditions, so that they grow faster (4 feet in months) than they do in the wild (4 feet in 4 to 5 years). Every year, farmers return 14% of their healthy, big (4 feet or more) alligators to the wild. Only 10-20% of the wild alligators ever reach 4 feet in the wild, because birds, snakes, raccoons, and lots of other wetland creatures like to eat them when they're small. So, the farmers are returning bigger ones to the wild faster than they can grow in the wild. The alligator population has increased from less than 100,000 to around 2 million in the past 30 years. The alligator used to be an endangered species, but now there are many of them in the wild, and they are no longer endangered. Farmers or landowners fly over the marshes in a helicopter to look for the nests. When they find one, they throw a pole down, so that they can spot it later from an airboat on the ground. They also mark the spot, where they saw the nest, on the map. Then they go out in airboats to collect the eggs. The man pictured on the left is studying the map. Then he spots the pole on the right. The mother alligator builds her nest in the grasses. They lay on average about 35 eggs each year. There are five layers of calcium deposited in the eggs. Bacteria growing in the moist, grassy nest, helps break down the calcium, so the hatchlings can emerge. If the farmers keep their eggs too clean, they won't hatch. 107

108 Here, the egg collector has just found a nest. He will open the nest and then mark each egg with a magic marker across the top. Because of the way the baby alligator's placenta attaches to the egg, if the egg is rolled over the alligator will drown in the egg. So, the eggs are marked carefully and then set gently into a bucket and covered with grass. If the mama 'gator is around, she may try to protect her nest. This one opens her mouth and hisses at the airboat. As one person takes the eggs, the other person holds the mama off with a big stick. 108

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