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Animals in Winter Unit for Preschool, Pre-K and Kindergarten

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ANIMALS IN WINTER UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resources includes thematic lessons, activities, poems, songs and centers about animals in winter for your little learners.

Buy the BUNDLE and SAVE! You can purchase this resources in the Thematic Activities for Little Learners Bundle and the Little Learners Mega-Bundle!
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THIS RESOURCE INCLUDES

Lesson Resources

Week 17 Plans
This is a template for lesson plans during a winter unit on hibernation. Pick and choose what ideas and resources work for your learners.

Animals in Winter – Whole Group
These resources can be used during whole group instruction for a winter theme. They include a poem, word cards, tracing page and table sign in sheets.

Animals in Winter Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners review animals that sleep during winter.

Lesson Plans

Animals in Winter Thematic Plans
Use these plans as a guide for engaging read alouds and activities in the classroom.

Animals in Winter Song
Use this song throughout the unit to review hibernation, migration and adaption of animals for winter.

Animals in Winter
Read Bear Has a Story to Tell, begin an anchor chart to explore how animals survive winter and have learners create their Animals in Winter trifold.

Animals in Winter
Read When It Starts to Snow and have learners match animals to their winter habitat. Learners may also complete a writing activity on a specific animal.

Hibernation
Read Hibernation Station and work together to add animals that hibernate to the anchor chart. Learners may add animals to their Animals in Winter trifold.

Migration
Read Going Home and work together to add animals that migrate to the anchor chart. Learners may add animals to their Animals in Winter trifold.

Adaptation
Read Winter Dance work together to add animals that adapt to the anchor chart. Learners may add animals to their Animals in Winter trifold.

Winter Sensory Charts
Explore winter with the five senses. Complete the charts together and have learners draw and write about what they believe animals experience with winter using their senses on the interactive page.

Winter Predictable Chart Class Book
Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Final Sound
Have learners find the pictures around the room and write the final sound on the printable included.

Literacy Center | Alphabet Match Up
Have learners choose a card and find the lowercase letter on the printable to trace.

Literacy Center | Syllable Sorting Pocket Chart
Have learners sort the pictures by the number of syllables in each.

Math Centers

Math Center | Addition Clip Cards
Have learners count the animals and clip the correct number.

Math Center | Missing Number
Have learners write or place the missing number card on each mat.

Math Center | Positional Words
Have learners match the picture to the correct positional word sentence.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSL.K.2c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
CCSSL.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2b
Count, pronounce, blend, and segment syllables in spoken words.
CCSSRF.K.2d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
CCSSL.K.5a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
CCSSRI.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSSRI.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).
CCSSRL.K.1
With prompting and support, ask and answer questions about key details in a text

Math

CCSSK.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.B.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSSK.CC.B.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.
CCSSK.G.A.1
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Next Generation Science Standards

NGSSK-ESS3-1
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
NGSSK-ESS2-2
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.
NGSSK-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive. Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.K.2.A.iv
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate phonological awareness by: identifying syllables in spoken words.
TEKSLA.K.2.A.vi
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate phonological awareness by: segmenting multisyllabic words into syllables.
TEKSLA.K.2.A.ix
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate phonological awareness by: manipulating syllables within a multisyllabic word.
TEKSLA.K.2.B.ii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.
TEKSLA.K.2.C.i
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply spelling knowledge by: spelling words with VC, CVC, and CCVC.
TEKSLA.K.2.D.v
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters.
TEKSLA.K.5.B
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance.

Language Arts

TEKSLA.K.5.E
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: make connections to personal experiences, ideas in other texts, and society with adult assistance.
TEKSLA.K.5.H
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: synthesize information to create new understanding with adult assistance.
TEKSLA.K.5.I
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.
TEKSLA.K.6.B
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: provide an oral, pictorial, or written response to a text.

Math

TEKSMA.K.2.A
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects.
TEKSMA.K.2.B
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
TEKSMA.K.2.C
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;

Science

TEKSSCI.K.2.A
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: ask questions about organisms, objects, and events observed in the natural world.
TEKSSCI.K.9.B
Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

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