Supplement Instructions

Teachers can use these activities however best fit 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 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 activity Oh Deer address the following content statements in the 2017-2018 Ohio Learning Standards for the following disciplines:

Science

• 1.ESS.1: The sun is the principal source of energy.
• 1.ESS.2: Water on Earth is present in many forms.
• 1.LS.1: Living things have basic needs, which are met by obtaining materials from the physical environment.
• 1.LS.2: Living things survive only in environments that meet their needs.

Social Studies

• 1.SS.1. Time can be divided into categories (e.g., months of the year, past, present and future).
• 1.SS.2  Photographs, letters, artifacts and books can be used to learn about the past.
• 1.SS.3  The ways basic human needs are met have changed over time.
• 1.SS.4  Maps can be used to locate and identify places.
• 1.SS.5 Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
• 1.SS.11 Wants are unlimited and resources are limited. Individuals make choices because they cannot have everything they want.

Math

• 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.
• 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.

     Mathematical Practices
​     1. Make sense of problems and persevere in solving them.
     3. Construct viable arguments and critique the reasoning of others.
     4. Model with mathematics.
     6. Attend to precision.

     Reinforcement of 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.
• 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.

English Language Arts

• RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• RI.1.7 Use the illustrations and details in a text to describe its key ideas.
• RI.1.8 Identify the reasons an author gives to support points in a text.
• RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
• RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
• RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
• W.1.2 Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.
• W.1.3 Write narratives to recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
• W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
• W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
• SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small and larger groups.
• SL.1.2 Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).
• SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
• SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
• SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
• SL.1.6 Produce complete sentences when appropriate to task and situation. 

     

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