Teachers can use the Oh Deer activities in the Growing Up WILD (GUW) guide as written, or modify them based on the needs of their students. These supplemental instructional materials are intended to add additional content and skills found in Ohio's Learning Standards for Science, Social Studies, Mathematics and English Language Arts. Some of the supplements below provide additional supports for the activities found in the guide.
There is no required sequence for using these activities. Teachers can use these activities however best fits their students and classroom. Many activities can be completed by individual students, small groups, the whole class, or as part of learning centers. In order to address all of the standards listed on the activity overview, 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 Oh Deer as written in GUW.
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 www.curiouskidss.org when citing the supplemental materials.
After completing the Oh Deer activity, students will use an Idea Circle approach to find additional information about the animal or plant they chose. Each student will select a book about a specific animal or plant. These non-fiction books can be in the teacher’s classroom library, the school library, borrowed from public libraries or online libraries. See “Resources for eBooks and Digital Media” for suggestions on finding content online.
Epic!’s “Living Things” or “Science and Nature” collections contain many books about animals. Books can also be browsed by topic and filtered by grade level or reading level. “Magic Readers” are a series of books on the same animal written at different reading levels. Some books are also available as “Read-to-Me” versions that read the text aloud to students. These features allow teachers to differentiate for reading level, delivery method and student interest.
INFOhio provides free access to BookFlix. Their “Animals and Nature” category contains many books about animals that would be appropriate for this activity.
This research can be completed during time allocated for science instruction, as a center activity, or during time allocated for reading.
After individual students or student groups have read their books about, they will share the information with the larger group. Students should write down the student or group name that is sharing and the animal they chose. Then the large group of students write down the information shared.
Depending on the age and readiness of the class, teachers could scribe as the groups share out, or individuals/small groups could add their research findings to a class chart as part of a rotation through centers.
Download Discoveries at Willow Creek from GLOBE Elementary http://www.globe.gov/web/elementary-globe/overview/seasons/story-book The book is available in several languages and can be viewed online or downloaded and printed.
Before reading the book, ask students to predict why the hummingbirds left and where they might have gone and their responses on the graphic organizer. Read pages 1-16.
After reading page 16, prompt the students to complete the next part of the graphic organizer asking where students think the hummingbirds went and why they think they left. Read pages 16-24.
On pages 23-24 read the information the class wrote on their chart papers. When reading about the needs of the hummingbirds, emphasize how each of those examples fulfill food, water, and shelter. Begin discussing the temperature during the seasons. Hummingbirds, as well as other animals and plants, can only survive within a specific range of temperatures. During the winter season in Pennsylvania, ask students to determine if Pennsylvania is meeting the needs of the hummingbirds. Contrast the needs met (or not met) in Pennsylvania to the needs able to be met in Costa Rica.
Read the remainder of the story aloud to the students. After the finishing the book, ask the students to complete their graphic organizer by answering why the hummingbirds left and why they were able to return in the spring. Student responses should emphasize that the birds were able to meet their needs for food, water, and shelter in Pennsylvania during the spring and summer but they had to fly to Costa Rica to meet their needs during Pennsylvania’s winter and fall.
Food, Water and Shelter in Spring vs Fall shown in Discoveries at Willow Creek
Download Discoveries at Willow Creek from GLOBE Elementary http://www.globe.gov/web/elementary-globe/overview/water/story-book The book is available in several languages and can be viewed online or downloaded and printed.
This story contains wonderful examples of students doing science observations and investigations. In order to specifically address the Content Statements and Elaborations for 1st Grade Life Science, selected pages and paragraphs will be omitted from this particular activity.
While the abbreviated story is being read, students should complete their Venn Diagram comparing and contrasting the types of food, water, and shelter available to plants and animals during the spring visit and the fall visit. Students should be prompted to look for changes in food, water, shelter (cover) and space from fall to spring.
GLOBE offers a very detailed Teacher’s Guide with chapters containing data collection protocols, activities and information on the atmosphere, biosphere, hydrosphere, soil, and Earth as a System. This guide can be used as a reference for teachers if additional information is needed. http://www.globe.gov/do-globe/globe-teachers-guide .
Eat Like a Bear by April Pulley Sayre, illustrated by Steve Jenkins
While the book is being read, students can fill in the graphic organizer showing how a bear’s diet changes over the seasons.
Teachers can ask students to predict how they think the food, water and shelter available to the bear might change over the year. As the book is read, students draw or write on the graphic organizer what the bear eats during the year.
Ohio Department of Natural Resources Map Series (1803-1903-2003)
This Wildlife History Timeline is available as a poster from ODNR. You can download the form from http://wildlife.ohiodnr.gov/portals/wildlife/pdfs/publications/educators/pub174.pdf to order the poster. The Spring 2003 edition of Wild Ohio Magazine contains the map series. This magazine also contains pictures of people in the past and present hunting, fishing and cooking.
Students can analyze the photographs in the magazine to determine if they are from the past or present. The class can discuss what might be learned about the past by looking at the photographs (transportation, clothing, finding and cooking food, recreation).
The Spring 2003 edition of Wild Ohio provides a series of maps of Ohio from 1803, 1903, and 2003. Analyzing the maps can lead to conversations comparing and contrasting the way basic needs of living things were met in the past and present.
* When using the term “animal” in a scientific context, this category includes all animals - fish, insects, birds, humans, etc. Though classification systems vary, most recognize plants, animals, bacteria, protists and fungi as different groups of living things.
Students can compare and contrast the eating habits of deer and bears using at least two texts. Eat Like a Bear could serve as one of the texts addressing a bear’s diet. Books already in a teacher’s classroom or school library might be applicable.
Use the search feature in Epic! to find books about deer. Clicking on “Advanced Search” under the search box allows filtering the results by reader age, Lexile Measure or AR Level and if the book is fiction or non-fiction. Filtering the results to only show non-fiction books is recommended for this activity. The books Bears Eat and Grow and Deer Eat and Grow in the “Magic Readers” series work well for this activity. Deer and Bears in the Blastoff! Readers: Backyard Wildlife series are other options.
Draw and write about the habitat of a favorite animal. Include what the animal eats, where it lives and where it finds water. Crinkleroot’s Guide to Animal Habitat can be used as an anchor text.
As the poems are read, students can identify words and phrases that suggest feelings or appeal to the senses. They can also use the illustrations and details in the poem to describe the characters, setting and events of the poem. Outside Your Window: A First Book of Nature, written by Nicola Davies and illustrated by Mark Herald, contains many poems that support science instruction.