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Read-Aloud Anthology for Ecology

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Read-Aloud Anthology for Ecology Grade 3 Core Knowledge Language Arts® • Listening & Learning™ Strand Tell It Again!™ Read-Aloud Anthology Read-Aloud Again!™ It Tell Ecology Ecology Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand GradE 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Table of Contents Ecology Tell It again!™ read-aloud anthology Alignment Chart for Ecology v Introduction to Ecology 1 Lesson 1: Animals and Their Habitats 14 Lesson 2: Food Chains: Part I 30 Lesson 3: Food Chains: Part II 44 Lesson 4: Balance of Nature 60 Pausing Point 1 72 Lesson 5: Natural Changes to the Environment 78 Lesson 6: Human Changes to the Environment 92 Lesson 7: Protecting the Environment 104 Pausing Point 2 119 Domain Assessment 127 Appendix 129 Alignment Chart for Ecology The following chart contains core content objectives addressed in this domain. It also demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Lesson Alignment Chart for Ecology 1 2 3 4 5 6 7 Core Content Objectives Describe ecology as the study of relationships between living things and their environment P Describe and provide an example of a habitat PPP Explain why certain organisms live in certain habitats and how they adapt to those habitats PP Describe and provide an example of an ecosystem PP Describe how organisms in an ecosystem depend on each other and their environment PP Describe what happens in a food chain PP Identify the three essential parts of a food chain: producers, consumers, and decomposers P Sequence a food chain of two or more trophic levels P Classify members of a food chain as producers, consumers, or decomposers PP Provide an example of a food chain in a given food web PP Explain why nature and ecosystems are not static but are constantly changing PP Describe the balance of nature in an ecosystem PP Explain how changes in an ecosystem are caused by natural events and by humans PP Explain why sometimes animals must leave their habitats when the natural balance is lost PP Explain how ecosystems are affected by changes in the environment P Explain how humans affect ecosystems and the environment PP Describe and identify human-made threats to the environment PP Ecology | Alignment Chart v © 2013 Core Knowledge Foundation Lesson Alignment Chart for Ecology 1 2 3 4 5 6 7 Identify different types of resources including renewable and nonrenewable P Explain the importance of conservation and recycling to the health of the environment P Identify different ways to protect and restore the environment P Reading Standards for Informational Text: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for STD RI.3.1 the answers. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts P of a nonfiction/informational read-aloud CKLA Ask and answer questions, orally or in writing, Goal(s) that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/ informational read-aloud, including asking and P answering why questions that require recognizing or inferring cause/effect relationships STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Determine the main idea of a nonfiction/ CKLA informational read-aloud; recount the key details and Goal(s) P explain how they support the main idea Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical STD RI.3.3 procedures in a text, using language that pertains to time, sequence, and cause/effect. Sequence four to six pictures or sentences illustrating/describing events from a nonfiction/ PP P informational read-aloud Describe the relationship between a series of historical events, scientific ideas or concepts, CKLA or steps in technical procedures in a nonfiction/ Goal(s) PPPPPP informational read-aloud, using language that pertains to time, sequence, and cause/effect Distinguish nonfiction/informational read-alouds that describe events that happened long ago from those PP that describe contemporary or current events vi Ecology | Alignment Chart © 2013 Core Knowledge Foundation Lesson Alignment Chart for Ecology 1 2 3 4 5 6 7 Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a STD RI.3.4 Grade 3 topic or subject area. Determine the literal and nonliteral meanings of and appropriately use common sayings and phrases PP CKLA Determine the meaning of general academic and Goal(s) domain-specific words and phrases in a nonfiction/ informational read-aloud relevant to a Grade 3 topic P or subject area STD RI.3.6 Distinguish their own point of view from that of the author of a text. CKLA Distinguish their own point of view from that of the Goal(s) author of a text P Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate STD RI.3.7 understanding of the text (e.g., where, when, why, and how key events occur). Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a nonfiction/informational read-aloud (e.g., where, PPPPP when, why, and how key events occur) CKLA Use images (e.g., maps, photographs) Goal(s) accompanying a nonfiction/informational read-aloud to check and support understanding P Interpret information from diagrams, charts, graphs, and/or graphic organizers PPPP Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, STD RI.3.8 cause/effect, first/second/third in a sequence). Describe the logical connection between particular CKLA sentences and paragraphs in a nonfiction/ Goal(s) informational read-aloud (e.g., comparison, cause/ P effect, first/second/third in a sequence) STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Compare and contrast the most important points CKLA and key details presented in two nonfiction/ Goal(s) PPP P informational read-alouds on the same topic Ecology | Alignment Chart vii © 2013 Core Knowledge Foundation Lesson Alignment Chart for Ecology 1 2 3 4 5 6 7 Writing Standards: Grade 3 Production and Distribution of Writing With guidance and support from adults, produce writing in which the development and organization are STD W.3.4 appropriate to task and purpose. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) With guidance and support from adults, produce CKLA writing in which the development and organization Goal(s) are appropriate to task and purpose, i.e., ideas and P paragraphs presented clearly and in a logical order With guidance and support from adults, use technology to produce and publish writing (using keyboarding STD W.3.6 skills) as well as to interact and collaborate with others. CKLA Share writing with others Goal(s) P Research to Build and Present Knowledge STD W.3.7 Conduct short research projects that build knowledge about a topic. CKLA Conduct short research projects that build Goal(s) knowledge about a topic PP Recall information from experiences or gather information from print and digital sources; take brief notes on STD W.3.8 sources and sort evidence into provided categories. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/ informational read-aloud, and/or make connections PP P among several read-alouds CKLA Gather information from print and digital sources; Goal(s) take brief notes on sources and sort evidence into P provided categories Categorize and organize facts and information within a given domain PPPPP Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a STD W.3.10 single sitting or a day or two) for a range of discipline-specific
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