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NOCTURNAL ANIMALS UNIT FOR PRESCHOOL, PREK AND KINDERGARTEN

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NOCTURNAL ANIMALS UNIT FOR PRESCHOOL, PREK AND KINDERGARTEN

This resource includes thematic lessons, activities, poems, songs and centers about nocturnal animals for your little learners.

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THIS RESOURCE INCLUDES

Lesson Resources

Week 9 Plans

This is a template for lesson plans during a nocturnal animals unit. Pick and choose what ideas and resources work for your learners.

Nocturnal Animals – Whole Group

These resources can be used during whole group instruction for a nocturnal theme. They include a poem, word cards, tracing page and table sign in sheets.

Night Animals Interactive Poem

Use this poem during a thematic lesson, whole group or a literacy center and have learners review animals that sleep during day.

Lesson Plans

Nocturnal Animals Thematic Plans

Use these plans as a guide for engaging nocturnal animals read alouds and activities in the classroom.

Day and Night

Read Forest Bright, Forest Night and complete the anchor chart using the definitions and examples of diurnal and nocturnal animals.

Diurnal and Nocturnal

Read Where are the Night Animals? and have learners match the definition and vocabulary cards in their booklet.

Nighttime Animals

Read Nighttime Animals and have learners paste and write about nighttime animals in their booklet.

Adaptation Game

Read Nightsong and have learners create a bat headband and bug shakers for a game about echolocation.

Scavenger Hunt

Read Flashlight and have learners search for nocturnal animals in the classroom using a flashlight.

Nighttime Sensory Charts

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

Night Predictable Chart Class Book

Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | ABC Order

Have learners put the alphabet cards in ABC or alphabetical order.

Literacy Center | Build a Word

Have learners use the letter cards to create each sight word.

Literacy Center | Rhyming Write the Room

Have learners find the cards around the room and color the word that rhymes.

Math Centers

Math Center | Counting Bats

Have learners count the correct number of bats on each mat.

Math Center | Number Order

Have learners order the number cards by counting up and counting down on a pocket chart.

Math Center | Shape Write the Room

Have learners find the shape cards around the room and draw the shapes they find.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSL.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
CCSSRF.K.1a
Follow words from left to right, top to bottom, and page by page.
CCSSRF.K.1c
Understand that words are separated by spaces in print.
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2a
Recognize and produce rhyming words.
CCSSRF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSSRF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSSRI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSSRI.K.4
With prompting and support, ask and answer questions about unknown words in a text.
CCSSSL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSSSL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSSSL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSSW.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

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.2
Correctly name shapes regardless of their orientations or overall size.

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-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.B.iv
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: identifying and reading at least 25 high-frequency words from a research-based list.
TEKSLA.K.2.C.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 spelling knowledge by: spelling words using sound-spelling patterns.
TEKSLA.K.2.C.iii
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 high-frequency words from a research-based list.
TEKSLA.K.2.D.iii
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: recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries.
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.
TEKSLA.K.5.F
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts… The student is expected to: make inferences and use evidence to support 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.
TEKSLA.K.6.F
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: respond using newly acquired vocabulary as appropriate.
TEKSLA.K.8.D.i
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres…The student is expected to: recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance.

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.
TEKSMA.K.6.A
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.

Science

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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