Supplement overview

Teachers can use these activities however best fit their students and classroom. Many activities can be completed by individual students, small groups, the entire class, or as part of learning centers. In order to address all of the standards listed on the activity overview below, all of these supplemental activities need to be completed. Some of the content statements and elaborations are only addressed through the supplements and are not included in the versions written in the Growing Up WILD (GUW) guide. 

Note: All supplemental materials are protected by copyright and are owned by Ohio Environmental Education Fund and Ohio Environmental Protection Agency. They may be used, with attribution, for educational purposes but are not to be used commercially. Please include Curious KIDSS  and www.curiouskidss.org  when citing the supplemental materials.  All references to Growing Up WILD must include a reference to the Association of Fish and Wildlife Agencies, which holds the copyright to Growing Up WILD. Guides can be obtained through a workshop from the ODNR Division of Wildlife. 

When implemented as written, supplemental resources for the Growing Up WILD activities First Impressions and Wildlife as Symbols address the following content statements in the 2017-2018 Ohio Learning Standards for the following disciplines:

Science:

• K.LS.1 Living things have specific characteristics and traits.
• K.LS.2 Living things have physical traits and behaviors, which influence their survival.

Social Studies

• K.SS.4 Symbols and practices of the United States include the flag, Pledge of Allegiance and the National Anthem. Other nations are represented by symbols and practices too.
• K.SS.6 Models and maps represent real places. 
• K.SS.8 Individuals are unique but share common characteristics of multiple groups. 
• 2.SS.13 Information displayed on bar graphs can be used to compare quantities.

Mathematics

• K.CC.6 Orally identify (without using inequality symbols) whether the number of objects in one group is greater/more than, less/fewer than, or the same as the number of objects in another group, not to exceed 10 objects in each group.
• K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. The number of objects in each category should be less than or equal to ten. Counting and sorting coins should be limited to pennies.
• 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

     Reinforcement of Kindergarten Mathematics Standards:

• K.CC.3 Write numerals 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.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.

     Extension for 2nd Grade Mathematics Standards:

• 2.MD.10 Organize, represent, and interpret data with up to four categories; complete picture graphs when single-unit scales are provided; complete bar graphs when single-unit scales are provided; solve simple put-together, take-apart, and compare problems in a graph.

English Language Arts

• RL.K.1 With prompting and support, ask and answer questions about key details in a text.
• RL.K.4 Ask and answer questions about unknown words in a text
• RL.K.5 Recognize common types of text (e.g., storybooks, poems).
• RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
• RL.K.10 Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
• RI.K.1 With prompting and support, ask and answer questions about key details in a text.
• RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
• RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
• RI.K.5 Identify the front cover, back cover, and title page of a book.
• RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
• RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
• W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name what is being written about and supply some information about the topic.
• W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
• W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
• W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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