Vertebrates and
Invertebrates
Through an integrated thematic chapter on
vertebrates and invertebrates, students will engage in
a series of learning activities that are rooted in the
reading process. Reading comprehension skills are
emphasized along with the following phonetic skills:
the consonant blend st and the op word family.
© 2002 CompassLearning, Inc.
Level One
Vertebrates and Invertebrates
Table of Contents
Classroom Connection
Connecting the Online Learning Activities to Your Classroom
1
Vocabulary and Phonics Word List for Online Story
Hermesta’s Treasure
3
Printed Version of Online Story
Hermesta’s Treasure
4
Student Work Page for Online Story
Hermesta’s Treasure
9
School-to-Home Connection
Parent Place
Let’s Connect
10
Paraprofessional Support
12
Weekly Overview
13
Daily Overviews and Student Work Pages
14
Student Work Pages Answer Key
29
Holistic Writing Rubric
30
Additional Activities
31
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates
Classroom Connection
Connecting the Online Learning Activities to Your Classroom
Online Story Connection – Hermesta’s Treasure
Day 1
Prior Knowledge
Try to obtain a land hermit crab to keep as a class pet for a week. Prior to introducing
students to the new pet, create a K-W-L chart on the board. Ask students to list what
they already know about hermit crabs. Before filling in the final column, ask students to
observe their invertebrate pet.
Read the Read to Me or Read Along version of the story. Then fill-in the final column of
the chart with the things students have learned about hermit crabs from the story and
their observations.
Day 2
Recall/Retelling through a Picture Walk
Use a slide projector to show all of the pictures from the online story to the class. Cover
the text so students cannot see it.
Instead of reading the story, have student volunteers recall what is happening in each
picture.
Have students then read the Read by Myself or I Can Read version of the story. Ask
students to check their own recall of the story.
Day 3
Application
In the story, the barracuda comes and Hermesta is forced to leave her shell behind and
hide. Ask students to think about how the ending of the story would change had this not
happened.
Ask students to write a different ending for the story.
Day 4
Analysis through Compare and Contrast
Have students read the printed version of the story.
Draw a T-chart on the board to compare and contrast the beginning and the end of the
story. Ask students to copy the T-chart in their journals. Prompt students with several
questions to graph on their T-chart: What is most important to Hermesta at the
beginning/end of the story? Does Hermesta have lots of stuff at the beginning/end of the
story? Does Hermesta have lots of friends at the beginning/end of the story? Is
Hermesta happier at the beginning/end of the story?
Beginning
Things are important to Hermesta.
Hermesta has more stuff.
Hermesta has no friends.
Ending
Friends are important to Hermesta.
Hermesta has less stuff.
Hermesta has lots of friends.
Have students write the lesson they think Hermesta learns.
Day 5
Personalization through Journaling
Ask students to think about how they feel when someone will not share. Ask students to
write in their journals what they would do in that situation.
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 1
Online Activities Connection
It’s
Puzzling!
Help students create riddles they can share with their families.
Explain to students that to make a riddle, they must ask a puzzling question that
contains clues.
Help students to create riddles using the online definitions of this week’s terms. For
example, ask students the riddle: Which vertebrates have hair or fur and nurse their
young? Answer: Mammals
Stegosaurus
Stumble
Before class, cut several bone shapes out of index cards. Divide the bone-shaped
cards into two equal piles. For each bone in pile one, write an st word. You may
choose to use some of the following words: stick, statue, stocking, star, stump, stop,
stem, story, starfish, wrist, vest, forest, test, fist, cast, ghost, toast, waist. For each
bone in pile two, draw a corresponding picture or cut and paste a corresponding
picture from a magazine.
Have students play a game of concentration with the bone cards.
Operation
X-Ray
Have students demonstrate op words in a game of charades. Write op words on
index cards that you will give to student volunteers. You may include the following
words: bop, shop, drop, flop, stop, mop, top, cop, hop, pop.
Have students write down the op word that the volunteer demonstrates before the
class.
Keep the cards in the order that they are performed, so that you can write the words
on the board at the end of the game. Have students check their words.
Story
Creator
Writing
Prompts
Using some of the characters, words, and props in the Story Creator, write your own
original story.
Write a story about what it would be like if you did not have a backbone. Where
would you live? What would you do all day? Who would your friends be?
What would you do in Stanley Rooster’s place? How would you wake up the farm if
you lost your cock-a-doodle-do?
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 2
Vocabulary and Phonics Word List
Hermesta’s Treasure
admire (admiring)
sigh (sighed)
snatch (snatched)
treasure (n.)
to think highly of
any of various large fish of warm seas that
have strong jaws and sharp teeth
to give hope and strength
to make unclear
a living being
any of various crabs having soft bellies
and living in empty mollusk shells
To let out a long, loud breath
to take hold of something quickly
to value highly; something of great value
st
op
Hermesta
instead
stingy
biggest
least
best
first
stop
stylish
just
stared
most
stuff
stuffed
boasted
boast
starfish
stormed
boasting
stubborn
stop
popped
pop
barracuda
comfort (comforted)
confuse (confused)
creature (creatures)
hermit crab
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 3
Hermesta’s Treasure
written by Nicole Marie Droz
illustrated by Ann Michelle Pfluger
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 4
Hermesta was a hermit crab. She lived in a shell. Every year, as
Hermesta grew bigger, she moved into a bigger shell.
But instead of giving away her old shells, Hermesta kept them all to
herself. Hermesta knew it was stingy, but she didn’t care.
One day, Hermesta found the biggest and best shell ever. Another
crab was the first to spot the shell, but Hermesta snatched it
from him.
“Please, stop” the crab cried. Hermesta did not stop. She popped
herself right into the very big, very stylish shell.
“I shall treasure this shell forever,” Hermesta said. Hermesta
loved her new home, even though it was three sizes too big.
Why don’t we switch shells?” the kind crab asked. “My shell is too
small, and your shell is too big.”
Hermesta just stared at the crab and told him to go away. “Ha!”
Hermesta said to herself. “He only wants this shell because it is
the most stylish shell in the sea!”
“If my shell is too big, I will just have to stuff it!” And Hermesta
did just that. She began collecting stuff from all over the sea
floor to stuff inside her shell.
Hermesta stuffed seaweed into her shell. Hermesta stuffed
pearls into her shell. She even stuffed other shells into her shell!
5
(1)
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 5
“Look at all the stuff I have! Look at all my treasure,” Hermesta
boasted.
But, when Hermesta looked around, there was no one to boast to.
She had no friends. And even though Hermesta lived in the
biggest and best shell in all the sea, she was very lonely.
“I have no one to show my stuff to,” Hermesta said. “I must find
some friends!”
Finally, Hermesta found a group of sea creatures playing. “Look at
me,” Hermesta shouted. “Look at all my treasure! Look at all my
stuff!”
“Wow,” a starfish said. “Would you like to play with us? We like to
share our stuff.”
“No! You just want my stuff!” Hermesta did not want to share
with the starfish, or anyone else.
As Hermesta stormed off, she spotted a shiny pearl. “Oooh,”
Hermesta said, her eyes growing big, “more stuff!”
Hermesta had so much stuff in her shell that she had to squeeze
herself halfway out of it to fit the giant pearl! “Whew!” she
sighed. “It’s tight in here, but at least I have lots of stuff!”
Just as Hermesta was boasting to herself, a barracuda was
circling. “Hermesta, watch out!” the starfish and crabs shouted.
(2)
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 6
Hermesta was too busy admiring her shell. The sea creatures
swam to her side. “Hurry, Hermesta! Hide in your shell! The
barracuda is coming!”
But, Hermesta could not hide. Hermesta had too much stuff! “I
can’t squeeze back in,” Hermesta cried.
“Then we’ll pull you out! You can hide under a rock!” The sea
creatures tried to pull Hermesta out of her shell, but she was very
stubborn.
“No,” Hermesta cried. “I will not leave my treasure! I will not
leave my stuff!”
But, the sea creatures kept pulling Hermesta. Pop! Just in time,
they popped Hermesta out of her shell! Stuff went everywhere!
The barracuda was confused and swam away.
“Oh, no!” Hermesta cried. “My stuff! My treasure! It’s all gone!”
“Come, Hermesta” the sea creatures comforted her. “We’ll find
you more treasure.”
A few hours later, Hermesta was in a new shell. It wasn’t big or
shiny, but it fit her just right. She made friends and forgot all
about her stuff.
“Thank you,” Hermesta smiled as they played.
(3)
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 7
“What are you thanking us for, Hermesta?” they asked.
“You told me you would find me more treasure, and you did.
Friends are the best stuff of all!”
The End
(4)
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 8
Name
Date
Hermesta’s Treasure
Directions: After reading the story, Hermesta’s Treasure, answer the questions below.
1. Look at the picture of Hermesta. Circle the correct answer to the question.
Which type of animal is Hermesta?
a. octopus
b. crab
c. barracuda
d. snail
2. What does Hermesta treasure at the beginning of the story? Circle one.
a. friends
b. stuff
c. other sea creatures
3. What does Hermesta treasure at the end of the story? Circle one.
a. stuff
b. her special shell
c. friends
4. In your own words, tell the lesson Hermesta learns in the story.
876
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 9
Parent Place
New News From My
Classroom!
Things We Can Do Together!
This week, our class is talking
about invertebrates (animals
without backbones) and
vertebrates (animals with
backbones). The backbone
is a system of bones that
supports the body of some
animals. A mammal is a type
of vertebrate that has hair or
fur and nurses its young.
Another type of vertebrate is
an amphibian, which lives
partly on land and partly in
water. Most invertebrates
are found in the ocean. One
type of invertebrate is a
mollusk; a mollusk has a
soft
body.
Another
invertebrate, the arthropod,
has a segmented body and a
hard outer covering.
This week, our class is reading
Hermesta’s Treasure. This is a story
about a hermit crab that learns the value
of sharing with her friends. Read this
story with your child and discuss sharing.
Have your child learn about sharing by
sharing time
with
you
and
a
friend/sibling. This week, have your child
invite a friend or sibling on an outing.
Take your child and guest to a place
where they may observe a number of
vertebrates and invertebrates, such as a
zoo or a pet shop. Encourage your child
(and guest) to categorize the animals
into their respective groups.
Find shells from the beach or buy them
at the store. Talk to your child about the
kinds of creatures that lived inside of
these shells. There are many types of
invertebrates in the ocean. Go to the
library and look up information on sea
creatures, and read about these
invertebrates with your child.
Ask your child to share with you what his
or her favorite pet would be. Ask if it
Connect!
would Let’s
be a vertebrate
or invertebrate.
Write a story together about your child’s
dream pet. Make a pet out of household
items, such as a sock puppet.
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 10
Let’s Connect
Date
Dear
,
This week, I learned all about
.
Three things I discovered were:
.
.
.
One question I have is:
?
Here is my very own sentence:
.
Sincerely,
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 11
Paraprofessional Support
Did you know?
Dr. Howard Gardner’s Theory of Multiple Intelligences fundamentally suggests that a
human brain is comprised of many types of intelligences and these varied intelligences
provide us, among other things, with different potentialities for learning. Dr. Gardner’s
theory proposes the following types of intelligences: verbal/linguistic, logical/
mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal,
and naturalist. His theory also suggests, however, that the majority of school instruction
reflects only two types of intelligences: verbal/linguistic and logical/mathematical.
It is important to provide ample opportunity for students to exercise all of their
intelligences, for all students learn and assimilate information differently. Providing
multiple opportunities to support Gardner’s model can enhance each student’s capacity
to learn. Practicing sounds kinesthetically is one way to implement Dr. Gardner’s theory
in the classroom.
Objective
Students will practice sound and letter relationships using techniques associated with
bodily/kinesthetic intelligence.
Activity
There are many ways to mesh the bodily/kinesthetic intelligence with sound and letter
relationship learning and practice. Here are a few activities to try:
• Have students attempt to make the shape of a letter with their bodies. While
doing so, students should say the letter, the sound the letter makes, and a word
that begins with the letter. Small groups of students can make words.
• Have students use clay to mold letters. As they are molding the letters, have
students repeat the letter and the sound it makes. Students can mold multiple
letters to make words. Encourage students to verbalize while they are using their
fingers to mold the word(s).
• Take students to a playground with a sandbox. Have students use their fingers
to write letters in the sand. As they are carving out each letter, students should
verbalize the letter and its sound. (This can also be simulated with a pan full of
whipped cream or a pan full of sand.)
• Using a mirror, have students say letters and the sounds they make. Instruct
students to over-exaggerate the movements of their mouths and faces, as they
speak. Students should feel their faces change, as they say different letters.
They will also see their faces change in the mirror. This technique can be
extended into blends and words, too.
• Teach students the letters of the alphabet in American Sign Language. (The
following Web site can be used as a resource: http://www.masterstechhome.com/The_Library/ASL_Dictionary_Project/ASL_Tables/Alphabet.html.)
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 12
Weekly Overview
Day One
Day Two
Each Living Thing
Daily Overview Page 14
The Snail’s Spell
Daily Overview Page 17
It’s Puzzling!
Hermesta’s Treasure – Read to Me
Hermesta’s Treasure – Read by Myself
or I Can Read
or Read Along
A Home for Hermesta
An Animal and Me
Student Work Page 15
No Bones About It
Student Work Page 18
You’re an Animal
Student Work Page 16
The Perfect Pet
Student Work Page 19
Online Story Connection
Prior Knowledge
Online Story Connection
Recall/Retelling through a Picture Walk
Day Three
Day Four
Monkey Do!
Daily Overview Page 20
Who Hops?
Daily Overview Page 23
Phonics Fun Factory
Stegosaurus Stumble
Phonics Felt Board
Operation X-Ray
The Best Monkey Treat
Student Work Page 21
Help Froggy Hop Home
Student Work Page 24
Stegosaurus Scramble
Student Work Page 22
Operation X-Ray
Student Work Page 25
Online Story Connection
Application
Online Story Connection
Analysis through Compare and
Contrast
Key
Day Five
Two Bad Ants
Daily Overview Page 26
Story
Time
Jump Rope Jams
Stanley Rooster
Story Creator
Rhino and Spider’s Busy Day
Student Work Page 27
Writing
Prompt
Online
Activities
Reading
Comprehension
Phonics
Organize the Animal Library
Student Work Page 28
Online Story Connection
Personalization through Journaling
© 2002 CompassLearning, Inc.
Content
Activity
Online
Story
Activity
Vertebrates and Invertebrates 13
Daily
Overview
Day One
Story Time
Warm-up
• As a class, brainstorm a list of living things. Record all answers.
• With students’ input, circle all of the animals on the list.
• Introduce the storybook by inviting students to look carefully at each page, for
they might see living things hiding in the pictures.
Story
Ryder, Joanne. Each Living Thing. New York: Harcourt, Inc., 2000.
Story Synopsis
With gentle, poetic language, rich illustrations, and a child’s poignant perspective,
this book highlights many of the animals that roam our world. By example, it
teaches children to respect all living things.
Post-reading
• Discuss the theme of the story by asking students to offer ideas about the lesson
in the story.
• Have each student choose one of the animals from the list generated in the
warm-up. Instruct students to draw a picture and write a sentence about how we
can respect (treat kindly) the animal he or she chose from the list.
• Have students present their drawings and explanations to the rest of the class.
Today’s Centers
•
•
•
Student Work Page 15: An Animal and Me
Student will compare and contrast himself or herself with an animal. Student will
complete a Venn diagram to show his or her thoughts.
Student Work Page 16: You’re an Animal
Student will respond to a prompt about an animal of his or her choice. Holistic
Writing Rubric on page 30 can be used for assessment.
Online Learning Activities: It’s Puzzling!, Hermesta’s Treasure – Read to Me or
Read Along
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 14
Name
Date
An Animal and Me
Directions: Choose one of the animals below, and circle it. Think about how you and the animal you choose are the same
and how you are different. Complete the Venn diagram with your ideas.
different
different
you
animal
same
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 15
Name
Date
You’re an Animal
Directions: If you could be any animal in the world, which animal would you choose?
Why?
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 16
Daily
Overview
Day Two
Story Time
Warm-up
• As a class, complete the first two columns of a KWL chart about snails:
(K) Have students offer everything they already know about snails. Record
answers.
(W) Ask students what they would like to know about snails. Record answers in
question form.
• Introduce the storybook by explaining that it is an interesting way to learn about
snails.
Story
Ryder, Joanne. The Snail’s Spell. New York: Frederick Warne & Co., Inc., 1982.
Story Synopsis
This Children’s Science Book Award book is a wonderful mesh of factual
information about snails, full-page illustrations, and engaging prose. Each reader
is asked to imagine him or herself in a garden, experiencing the unique and
varied aspects of a snail’s life.
Post-reading
• Read the storybook again, but this time have students mime the narration (as
exemplified by the young boy in the illustrations). Present the classroom as a
garden and instruct students to find their own place in the garden.
• As a class, discuss how it feels to be a snail.
• As a class, complete the (L) column of the KWL chart generated in the warm-up.
Encourage students to offer additional information that does not specifically
answer a question in the (W) column. Students should draw on their mime
experience to generate information to be included in the (L) column.
Today’s Centers
•
Student Work Page 18: No Bones About It
Student will identify invertebrates by recognizing them as different in vertebrate
groupings.
• Student Work Page 19: The Perfect Pet
Student will complete a story starter about a perfect pet. Holistic Writing Rubric
on page 30 can be used for assessment.
• Online Learning Activities: Hermesta’s Treasure – Read by Myself or I Can Read,
A Home for Hermesta
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 17
Name
Date
No Bones About It
Directions: Look at the animals in each group. Find the one animal in each group that
does not have a backbone, and circle it.
1.
2.
3.
4.
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 18
Name
Date
The Perfect Pet
Directions: Complete the story starter below. Then draw a picture to match your story.
The best animal to have as a pet is
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 19
Daily
Overview
Day Three
Story Time
Warm-up
• Read the title of the story: Monkey Do!
• Have students work in pairs to generate a list of things a monkey can do.
• Have teams share their lists with the rest of the class.
• Introduce the story by explaining that the main character is a monkey who likes to
do many things.
Story
Ahlberg, Allan. Monkey Do! Cambridge: Candlewick Press, 1998.
Story Synopsis
Told in fun, rhyming fashion, this story follows a mischievous monkey throughout
the day, as it makes itself a part of the lives of various people. In the end,
Monkey returns to his home at the zoo and to the arms of his mommy. Large
illustrations augment the playful tone of the story and its main character.
Post-reading
• Return to each page of the storybook. Have one student at a time focus on the
illustration on one page and verbally explain what is happening at that point in the
story based on the illustration.
• If desired, focus on the other animals illustrated in the story (a python, a panda, a
kangaroo, a kitten, a zebra, a brown bear, and a crocodile) and discuss whether
or not each has a backbone and would be classified as a vertebrate.
Today’s Centers
•
•
•
Student Work Page 21: The Best Monkey Treat
Student will match words with the consonant blend st to pictures
Student Work Page 22: Stegosaurus Scramble
Student will unscramble and write words with the consonant blend st.
Online Learning Activities: Phonics Fun Factory, Stegosaurus Scramble
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 20
Name
Date
The Best Monkey Treat
Directions: Read the words on the bananas aloud. All of the words have the st blend.
Circle the word that matches each picture.
steak
star
star
rest
story
test
stairs
states
stump
stamp
stop
pest
must
stem
step
stomp
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 21
Name
Date
Stegosaurus Scramble
Directions: Unscramble the letters on each Stegosaurus to make a word with the st
blend. Write the words on the lines provided. If you need help, use the word bank at
the bottom of the page.
lost
pustm
estv
cksti
solt
oyrts
wtsti
tatse
spet
mest
story
vest
© 2002 CompassLearning, Inc.
stem
stick
pest
stump
state
twist
Vertebrates and Invertebrates 22
Daily
Overview
Day Four
Story Time
Warm-up
• Have students stand up and form a circle. Explain to them that they are going to
be imitating different living creatures and they must follow your instructions. In
this order, ask students to: hop, fly, slither, swim, and crawl.
• Show students the cover of the storybook and read the title aloud. Elicit
predictions from the class to answer the question posed in the title. If desired,
discuss whether the predicted creatures are vertebrates or invertebrates.
Story
Davis, Katie. Who Hops? San Diego: Harcourt Brace & Company, 1983.
Story Synopsis
This story is wonderfully unique in its simplicity and silliness. It lightheartedly
highlights living things that hop, fly, slither, swim, and crawl. The final riddle
draws a simple comparison between animals and humans.
Post-reading
• Create a class book by having each student contribute one page. Have each
student choose one verb to put in context and illustrate. Students may choose
hop, fly, slither, swim, or crawl. Instead of using animals, however, students can
use their names (Johnny crawls.) and illustrate the page accordingly. Compile
the book, and read it aloud.
Today’s Centers
•
•
•
Student Work Page 24: Help Froggy Hop Home
Student will identify words that rhyme with pictures in the op word family.
Student Work Page 25: Operation X-Ray
Student will identify a set of words in the op word family. Student will use the
same words to complete two sentences. Student will also write a sentence of his
or her own using one of the words.
Online Learning Activities: Phonics Felt Board, Operation X-Ray
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 23
Name
Date
Help Froggy Hop Home
Directions: Help Froggy hop on each lily pad to make it across the pond. On each lily pad, circle the word that rhymes
with the picture.
drop
drip
duck
flap
flop
mat
end
step
star
shop
begin
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 24
Name
Date
Operation X-Ray
Directions: Read the words in the x-ray machines. Circle the machine with two rhyming
words.
Directions: Use the two words you circled above to complete the sentences below.
Write each word in the space provided.
A bunny is a mammal.
A bunny has a spine.
A bunny uses its legs to
A bunny has ears that
.
.
Directions: Use one of the rhyming words above in a sentence of your own!
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 25
Daily
Overview
Day Five
Story Time
Warm-up
• Display a photograph of an ant. Ask students: Is an ant a mammal, an
amphibian, or an arthropod? If needed, prompt students by offering some of the
characteristics of each. Once it is confirmed that an ant is an arthropod, remind
students that arthropods are invertebrates. Have students review in unison,
“Invertebrates do not have backbones.”
• Give each student an every day kitchen item (spoon, measuring cup, ladle,
spatula, Tupperware item, scrub brush, or any other item that is safe to touch.)
• Have each student draw a picture of what his or her item would look like through
the eyes of an ant.
• Introduce the story by explaining that it is seen through the eyes of an ant.
Story
Van Allsburg, Chris. Two Bad Ants. Boston: Houghton Mifflin, 1988.
Story Synopsis
Two ants venture beyond their boundaries and find danger in a kitchen. An ant’s
perspective is vividly displayed in the illustrations.
Post-reading
• Have students recall and interpret the story by asking the following questions:
What do the ants do?
What do the ants see?
What do the ants learn
Today’s Centers
•
•
•
Student Work Page 27: Rhino and Spider’s Busy Day
Student will read a very short story and choose from pictures to answer literal
questions that relate to the story.
Student Work Page 28: Organize the Animal Library
Student will differentiate fiction titles from non-fiction titles.
Online Learning Activities: Jump Rope Jams, Stanley Rooster, Story
Creator
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 26
Name
Date
Rhino and Spider’s Busy Day
Directions: Read the story about a vertebrate (Rhino) and an invertebrate (Spider) that
play together. Then draw a line to the correct picture to complete each sentence.
Rhino and Spider had a busy day.
They walked in the pond.
They ate ants and flies.
They played in the sun.
They rested in the shade.
Rhino and Spider can always find
something to do together.
1. Rhino and Spider ate
.
2. Rhino and Spider walked in the
.
3. Rhino and Spider rested in the
.
4. Rhino and Spider played in the
.
5. The two characters in the story are
© 2002 CompassLearning, Inc.
.
Vertebrates and Invertebrates 27
Name
Date
Organize the Animal Library
Directions: This animal library is full of books about animals! Help Lolly separate the
storybooks from the fact books. Storybooks tell a story. Fact books give true
information. Read each title. Color all of the storybooks blue. Color all of the fact
books red.
Mammals
and Their
Backbones
Facts
about
Bats
Alison the
Alligator
Takes a
Vacation
Stanley
Sheep
Becomes
President
All about
Animals
Without
Backbones
The Busy
Bee Picnic
The Life
Cycle of a
Frog
© 2002 CompassLearning, Inc.
Betty
Bird
Teaches
Felix Fish
to Swim
The
Mammal
Kingdom
Vertebrates and Invertebrates 28
Answer Key
Story Work Page 9
Hermesta’s Treasure
Student Work Page 15
An Animal and Me
Student Work Page 18
No Bones About It
1. (b) crab
2. (b) stuff
3. (c) friends
All responses will vary. Verify
student work.
The following pictures should
be circled:
1.
Explanations will vary. Main
ideas should reflect an
understanding that Hermesta
learns that friendship is more
important than material
possessions.
2.
3.
4.
Student Work Page 21
The Best Monkey Treat
Student Work Page 22
Stegosaurus Scramble
Student Work Page 24
Help Froggy Hop Home
The following words should
be circled:
stump
vest
stick
From left to right, the
following words should be
circled: flop, shop, drop.
star
stairs
lost
story
twist
state
pest*
stem
stamp
stop
*step may also be accepted
Student Work Page 25
Operation X-Ray
The machine with the words
flop and hop should be
circled.
Student Work Page 27
Rhino and Spider’s Busy
Day
Lines should be drawn as
indicated below:
1.
A bunny uses its legs to hop.
2.
A bunny has ears that flop.
3.
Sentences will vary. Verify
that student has used either
hop or flop correctly in the
sentence.
4.
5.
© 2002 CompassLearning, Inc.
Student Work Page 28
Organize the Animal
Library
The following books should
be colored blue:
Alison the Alligator Takes a
Vacation / Stanley Sheep
Becomes President / The
Busy Bee Picnic / Betty Bird
Teaches Felix Fish to Swim
The following books should
be colored red:
Mammals and Their
Backbones / Facts about Bats
/ All about Animals Without
Backbones / The Life Cycle of
a Frog / The Mammal
Kingdom
Vertebrates and Invertebrates 29
Name
Date
Holistic Writing Rubric
Holistic Point Value
Explanation
•
•
3
•
•
•
•
•
•
2
•
•
•
•
•
1
•
•
Not able to score
•
The writing focuses on the topic.
The topic is well developed with a beginning,
middle, and end.
The writing has supporting ideas or examples.
Effective and creative use of language and
sentence patterns is evident.
Errors (if any) in the conventions of language
do not interfere with the flow of
communication.
The writing generally focuses on the topic.
The topic is developed, although development
may be uneven.
The writing has some supporting ideas or
examples.
Experimentation with language and sentence
patterns is evident.
Errors in the conventions of language may
interfere with the flow of communication.
The writing vaguely relates to the topic.
The topic is only beginning to be developed.
The writing has few supporting ideas or may
be void of supporting ideas.
Experimentation with language and sentence
patterns is not evident.
Errors in the conventions of language largely
interfere with or prevent communication.
The response is completely unrelated to the
topic.
Student Score:
Comments:
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 30
Additional Activities
Recommended Literature
Amazing Armored Animals by Sandie Sowler
The Animal Kingdom (A Guide to Vertebrate Classification and Biodiversity) by Kate
Whyman
Animals with Backbones: Grades 1-3 by Jo Ellen Moor
Animals without Backbones: Grades 1-3 by Jo Ellen Moor
Are You a Snail? by Judy Allen and Tudor Humphries
Bugs, Beetles, and Butterflies by Harriet Zeifert
Fantastic Frogs! by Fay Robinson
Interesting Invertebrates by Elaine Landau
Invertebrates by Lionel Bender
Mollusks by Joy Richardson
On Beyond Bugs! by Tish Rabe
Skeletons: An Inside Look at Animals by Jinny Johnson
Snail Started It! by Katja Reider
Snails by Kevin J. Holmes
Vertebrates by Dr. Alvin, Virginia, and Robert Silverstein
What Makes An Amphibian? by Lynn M. Stone
Why do a Cat’s Eyes Glow in the Dark? (And Other Questions Kids Ask about Animals
with Backbones) by Joanne Settel
Extensions
Art:
Have students use clay to create animal models. Parts of the animal, especially those
characteristics that classify it as a mammal, amphibian, arthropod, or mollusk, can be
labeled with flags made with paper and toothpicks.
Create a class animal book with two chapters: Vertebrates and Invertebrates. Have
each student contribute one page of the book with a picture and a description of one
animal. Display the book and use it as a reference in the classroom.
Drama:
Play animal charades. Students act out different vertebrates and invertebrates and
other students guess which type of animal is being imitated.
Language Arts:
Have students create ABC animal books. Recognition can be given to books with the
most unique animals.
I am an Animal. Have each student research one animal. Each student then presents
his or her information to the class by becoming the animal and speaking in the first
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 31
person. (The non-fiction books listed in Recommended Literature as well as the Web
sites would be good resources to use.)
Math:
Count and compare the number of bones in the backs of different vertebrates.
Have students work in pairs to create counting books. Pairs can use one animal or a
group of animals to create an original counting book. Provide examples of counting
books.
Science:
Have students create animal flashcards. Students should include either vertebrate or
invertebrate on the flipside description.
Organize a class trip to a local zoo. Have students keep a log of all of the animals they
see. Then have students classify all of the animals into groups. Students can compare
and contrast animals in the same classification group, as well as animals from different
classification groups.
© 2002 CompassLearning, Inc.
Vertebrates and Invertebrates 32