Inside this packet, you will find the following curriculum to use in conjunction with the
award-winning children’s picture book Look Who Lives in the Desert! written by Brooke
Bessesen and published by Arizona Highways Books. The concepts are modifiable for
grades k-8, and much of the material teaches across multiple subjects. If you have any
questions, please contact the author at [email protected].
Rhyming Words (worksheet)
Vocabulary 1 (worksheet)
Vocabulary 1 KEY
Vocabulary 2 (worksheet)
Vocabulary 2 KEY
Four Square Grammar 1 (worksheet)
Four Square Grammar 2 (worksheet)
Informational Reading Comprehension 1 (worksheet)
Informational Reading Comprehension 1 KEY
Informational Reading Comprehension 2 (worksheet)
Informational Reading Comprehension 2 KEY
Character Analysis (worksheet)
Desert Animal Charades for Learning (lesson plan)
Desert Animal Charades for Learning (charade slips)
6+1 Traits of Writing in LWLD (information sheet)
Non-fiction Book Project (class project)
Non-fiction Book Project (template)
Arizona State Language Arts Standards met by LWLD (information sheet)
Animal Classification (worksheet)
Diurnal-Crepuscular-Nocturnal (worksheet)
Diurnal-Crepuscular-Nocturnal (coloring page)
Compare & Contrast (worksheet)
Compare & Contrast (Venn diagram)
Adaptations 1 (worksheet)
Adaptations 1 KEY
Adaptations 2 (worksheet)
Adaptations 2 KEY
Ectotherm Science Project (lesson plan)
Ectotherm Science Project (data log)
Vulture Science Projects for k-2: (lesson plan)
Wildlife Observation Journal (lesson plan)
Food Chain Pyramid (class project)
Arizona Endangered Species Project (lesson plan)
Desert Conservation (information sheet)
Arizona State Science Standards met by LWLD (information sheet)
Word Search (worksheet)
Word Search KEY
Coloring page (activity)
Mountain Lion Mask (activity)
LWLD bookmark (front & back)
LWLD book flyer (information sheet)
Look Who Lives in the Desert!
Rhyming Words
List the rhyming words found on the following pages of the book. On the single line under NEW WORD, write one
more word that also rhymes with the others. Try finding a multi-syllable word in a rhyming dictionary.
PAGE
COYOTES:
FIND THE WORDS THAT RHYME
sing ___________
tall
KANGAROO RAT:
JAVELINA:
BATS:
HAWK:
STINK BEETLE:
TORTOISE:
ROADRUNNER :
VULTURES:
KIT FOX:
RATTLESNAKE:
CLOSING PAGE:
___________ ___________
NEW WORD
_________________
_________________
bunch ___________
_________________
seeds ___________ ___________
_________________
stout ___________
_________________
clues ___________ ___________ ___________
_________________
night ___________
_________________
top
___________ ___________ ___________
_________________
sky
___________
_________________
breeze ___________
_________________
kite
_________________
___________ ___________
might ___________
_________________
alone ___________ ___________
_________________
back
___________
_________________
way
___________ ___________ ___________
_________________
speed ___________
_________________
move ___________ ___________
_________________
distinct ___________
_________________
had
___________ ___________ ___________
_________________
think
___________
_________________
size
___________
_________________
keep
___________ ___________ ___________
_________________
shake ___________ ___________
_________________
grace ___________ ___________
_________________
bare
_________________
___________ ___________
apart ___________ ___________ ___________
_________________
2005 Brooke Bessesen
Look Who Lives in the Desert!
Rhyming Words KEY
List the rhyming words found on the following pages of the book. On the single line under NEW WORD, write one
more word that also rhymes with the others. Try finding a multi-syllable word in a rhyming dictionary.
PAGE
COYOTES:
FIND THE WORDS THAT RHYME
sing fling
tall
KANGAROO RAT:
JAVELINA:
call
HAWK:
_________________
seeds weeds needs
_________________
stout snout
_________________
TORTOISE:
ROADRUNNER :
VULTURES:
KIT FOX:
RATTLESNAKE:
CLOSING PAGE:
use
hair-dos
night right
_________________
_________________
top
pop
sky
high
_________________
breeze ease
_________________
kite
STINK BEETLE:
_________________
bunch munch
clues news
BATS:
all
NEW WORD
_________________
sight
shop
stop
flight
_________________
_________________
might polite
_________________
alone cologne groan
_________________
back
shack
_________________
way
buffet gourmet day
_________________
speed lead
_________________
move improve groove
_________________
distinct extinct
_________________
had
bad mad
_________________
think
stink
_________________
size
rise
_________________
keep
deep asleep
heap
_________________
shake snake mistake
_________________
grace face place
_________________
bare
_________________
there
dare
apart smart art heart
_________________
2005 Brooke Bessesen
Look Who Lives in the Desert!
Vocabulary 1
Using colored pencils, connect each word on the left with its meaning on the right.
bleak
to make better
cologne
traditional beliefs on a subject
detective
a room or closet where food is stored
extinct
bare and exposed to the weather
gaze
a harmony of sounds
glorious
royal; stately; splendid
gourmet
a tool for eating
improve
one-of-a-kind; very special; unusual
lore
heavily built; sturdy and thick
pantry
scented spray worn by men
prance
to stare; to look steadily
precious
someone who searches for information
regal
shy; easily frightened
spry
gone forever; having no living members
stout
to move in a lively, upbeat manner
symphony
completely; entirely
timid
delightful; wonderful
unique
active; energetic
utensil
very valuable; dear; loved
utterly
high-quality food
2005 Brooke Bessesen
Look Who Lives in the Desert!
Vocabulary 1 KEY
Using colored pencils, connect each word on the left with its meaning on the right.
ANSWERS:
bleak
improve
to make better
cologne
lore
traditional beliefs on a subject
detective
pantry
a room or closet where food is stored
extinct
bleak
bare and exposed to the weather
gaze
symphony
a harmony of sounds
glorious
regal
royal; stately; splendid
gourmet
utensil
a tool for eating
improve
unique
one-of-a-kind; very special; unusual
lore
stout
heavily built; sturdy and thick
pantry
cologne
scented spray worn by men
prance
gaze
to stare; to look steadily
precious
detective
someone who searches for information
regal
timid
shy; easily frightened
spry
extinct
gone forever; having no living members
stout
prance
to move in a lively, upbeat manner
symphony
utterly
completely; entirely
timid
glorious
delightful; wonderful
unique
spry
active; energetic
utensil
precious
very valuable; dear; loved
utterly
gourmet
high-quality food
2005 Brooke Bessesen
Look Who Lives in the Desert!
Vocabulary 2
Using colored pencils, connect each word on the left with its meaning on the right.
arid
most active during dusk and dawn
carapace
eats both meat and plants
carnivore
hard outer-surface of a spider or insect
carrion
land animal; stays on the ground
cephalothorax
the long, sharp claws on a bird of prey
crepuscular
hunts and kills other animals for food
diurnal
moves pollen from flower to flower
echolocation
active at night
ectotherm
eggs hatch inside mother for live birth
exoskeleton
dry; lacking humidity
herbivore
bird of prey (e.g. hawks, eagles, owls)
nocturnal
meat-eater
omnivore
X-shaped feet; 2 toes front and 2 back
ovoviviparous
active during the day
pollinator
unable to regulate body temperature
predator
“head/body”; the main part of a spider
raptor
eats plant matter
talons
remains of a dead animal
terrestrial
using sound waves to “see”
zygodactyl
the top shell of a tortoise
2005 Brooke Bessesen
Look Who Lives in the Desert!
Vocabulary 2 KEY
Using colored pencils, connect each word on the left with its meaning on the right.
ANSWERS:
arid
crepuscular
most active during dusk and dawn
carapace
omnivore
eats both meat and plants
carnivore
exoskeleton
hard outer-surface of a spider or insect
carrion
terrestrial
land animal; stays on the ground
cephalothorax
talons
the long, sharp claws on a bird of prey
crepuscular
predator
hunts and kills other animals for food
diurnal
pollinator
moves pollen from flower to flower
echolocation
nocturnal
active at night
ectotherm
ovoviviparous eggs hatch inside mother for live birth
exoskeleton
arid
dry; lacking humidity
herbivore
raptor
bird of prey (e.g. hawks, eagles, owls)
nocturnal
carnivore
meat-eater
omnivore
zygodactyl
X-shaped feet; 2 toes front and 2 back
ovoviviparous
diurnal
active during the day
pollinator
ectotherm
unable to regulate body temperature
predator
cephalothorax “head/body”; the main part of a spider
raptor
herbivore
eats plant matter
talons
carrion
remains of a dead animal
terrestrial
echolocation
using sound waves to “see”
zygodactyl
carapace
the top shell of a tortoise
2005 Brooke Bessesen
Look Who Lives in the Desert!
Four Square Grammar 1
Select one animal from the book and inside the circle in the center of the rubric, write it down. Next, using the
page for that animal, locate all of the nouns, pronouns, action verbs and adjectives in the rhyming prose. List
them in their proper quadrants below.
DEFINITIONS:
Noun – a person, animal, place, thing or idea (EX: puppy, skirt, hotel, knick-knack, goal)
Personal pronoun – replaces or stands in for a noun (EX: he, she, it, you, they, his)
Action verb – an action word (EX: skate, run, sit, jump, laugh)
Adjective – describes, identifies or quantifies a noun (EX: large, pretty, green, many)
2005 Brooke Bessesen
Look Who Lives in the Desert!
Four Square Grammar 2
Select one animal from the book and inside the circle in the center of the rubric, write it down. Next, using the
page for that animal, locate all of the objects, adverbs, conjunctions and prepositions in both the rhyming prose
and the facts bar. List them in their proper quadrants below.
DEFINITIONS:
Object – a noun that follows a verb and completes the meaning (EX: Sally ate a red apple.)
Adverb – describes or modifies a verb; often ends in “ly” (EX: very, thoughtfully, entirely)
Conjunction – links words together (EX: and, but, yet, nor)
Preposition – indicates the relationship of a noun to another word (EX: at, with, against, across, before)
2005 Brooke Bessesen
Look Who Lives in the Desert!
Informational Reading Comprehension 1
Carefully read the rhyming prose in the book and then fill in the blanks below.
Although the _______________ is hot and dry, many animals live there.
_______________ howl in the evening to communicate with one another.
Javelina are not ___________ even though they look similar.
A kangaroo rat carries food in its ____________.
Bobcats have ___________ on the tips of their ears that improve their hearing.
A ______________________ is a desert bird that can move fast on the ground.
Scorpions have _______ legs, _______ pinchers and a ___________ at the tip of their tail.
A kit fox sleeps in a _____________ during the __________.
A jackrabbit thumps its ______________ to alert others to danger.
Gila monster’s colors are ___________ and ___________.
__________________ are soaring birds that eat the remains of dead animals.
A gecko can lose his __________ and it will grow back.
Cactus wrens build their ____________ among the spines of cholla cacti.
A tarantula looks like a ____________________ when she walks.
An ________ can turn its head three-quarters of the way around.
Some bats drink nectar from _________________ that grow on top of cacti.
Bighorn sheep get their name because they have __________ on top of their heads.
A _______________________warns intruders by shaking the tip of its tail.
Sometimes a hawk can be seen soaring in the ________.
The desert tortoise can pull its head and legs inside its _____________ for protection.
A _______________________ can squirt smelly liquid when he is threatened or afraid.
A cougar is considered a “small” cat because it cannot _____________.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Informational Reading Comprehension 1 KEY
Carefully read the rhyming prose in the book and then fill in the blanks below.
Although the desert is hot and dry, many animals live there.
Coyotes howl in the evening to communicate with one another.
Javelina are not pigs even though they look similar.
A kangaroo rat carries food in its cheeks.
Bobcats have tufts on the tips of their ears that improve their hearing.
A roadrunner is a desert bird that can move fast on the ground.
Scorpions have eight legs, two pinchers and a stinger at the tip of their tail.
A kit fox sleeps in a burrow during the day.
A jackrabbit thumps its hind feet to alert others to danger.
Gila monster’s colors are orange and black.
Vultures are soaring birds that eat the remains of dead animals.
A gecko can lose his tail and it will grow back.
Cactus wrens build their nests among the spines of cholla cacti.
The author thinks a tarantula looks like a ballerina when she walks.
An owl can turn its head three-quarters of the way around.
Some bats drink nectar from flowers that grow on top of cacti.
Bighorn sheep get their name because they have horns on top of their heads.
A rattlesnake warns intruders by shaking the tip of its tail.
Sometimes a hawk can be seen soaring in the sky.
The desert tortoise can pull its head and legs inside its shell for protection.
A stink beetle can squirt smelly liquid when he is threatened or afraid.
A cougar is considered a “small” cat because it cannot roar.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Informational Reading Comprehension 2
Read the book carefully, including the facts bars and then answer the questions below.
What four deserts are in the American Southwest?
______________________________
______________________________
______________________________
______________________________
Which American desert is the hottest? ______________________________
What are two other names for a cougar? ______________________
_______________________
Why is a cougar unable to roar? __________________________________________________________
How does a native tortoise escape the desert’s extreme temperatures? _________________________
______________________________________________________________________________________
Which is the most populous group of insects on the Earth? ____________________________
Why are Collared peccaries called “javelina”? _______________________________________________
______________________________________________________________________________________
In what two ways do nectar and pollen eating bats help propagate certain desert plants?
___________________________________
____________________________________
How does a snake use its forked tongue to sense its surroundings? ____________________________
______________________________________________________________________________________
Which is the largest hawk in North America? __________________________________
How many years does a female tarantula live? __________________
Why does the kit fox have non-retractable claws? ____________________________________________
Is a jackrabbit a rabbit or a hare? ______________________________
What is the difference between newborn rabbits and newborn hares? ___________________________
_______________________________________________________________________________________
How does a cactus wren clean itself and get rid of parasites? __________________________________
What two traits in a Bighorn sheep’s feet allow it to effectively leap between rock ledges?
___________________________________
____________________________________
Why is a bobcat’s coat spotted or mottled? _________________________________________________
How do Gila monsters get venom into their prey? ____________________________________________
_______________________________________________________________________________________
What trait allows an owl to fly so quietly?____________________________________________________
How far around can an owl turn its head? _____________________________________
Why can’t a stink beetle fly? ______________________________________________________________
What trait gives the roadrunner such good standing balance? __________________________________
______________________________________________________________________________________
2005 Brooke Bessesen
Look Who Lives in the Desert!
Informational Reading Comprehension 2 KEY
Read the book carefully, including the facts bars and then answer the questions below.
What four deserts are in the American Southwest?
Great Basin
Sonoran
Mohave
Chihuahuan
Which American desert is the hottest? the Sonoran
What are two other names for a cougar? mountain lion; puma; catamount; painter; panther
Why is a cougar unable to roar? The bones in its voice box are too small and tightly connected.
How does a native tortoise escape the desert’s extreme temperatures? They spend most of their time in
underground burrows.
Which is the most populous group of insects on the Earth? beetles
Why are Collared peccaries called “javelina”? Their sharp canine teeth resemble an ancient spear-like
weapon called a javelin.
In what two ways do nectar and pollen eating bats help propagate certain desert plants?
pollinators; move pollen from flower to flower
eat fruit and disperse seeds in their droppings
How does a snake use its forked tongue to sense its surroundings? The forked tip picks up particles from
the air and then the snake places them into a sensory organ (Jacobson’s Organ) in the roof of its mouth.
Which is the largest hawk in North America? ferruginous
How many years does a female tarantula live? 20-30 years
Why does the kit fox have non-retractable claws? better traction for running
Is a jackrabbit a rabbit or a hare? Despite its name, a jackrabbit is a hare.
What is the difference between newborn rabbits and newborn hares? Rabbits are born hairless and with
their eyes closed, while hares are born covered with fur and eyes open.
How does a cactus wren clean itself and get rid of parasites? dust baths; kicks dirt up into its feathers
What two traits in a Bighorn sheep’s feet allow it to effectively leap between rock ledges?
hard outer edges help catch small projections of rock
soft soles cling and soften the impact
Why is a bobcat’s coat spotted or mottled? camouflage; helps it blend into its surroundings
How do Gila monsters get venom into their prey? They have a strong, chewing bite and their venom,
secreted from glands along the gum line, flows into the open wound.
What trait allows an owl to fly so quietly? The feathers on its wings have soft edges.
How far around can an owl turn its head? 270 degrees; three-quarters of the way around
Why can’t a stink beetle fly? Its wing covers (electra) are fused and its flying wings are missing.
What trait gives the roadrunner such good standing balance? X-shaped feet; zygodactyl; two toes facing
front and two toes facing back.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Character Analysis
We learn about a picture book’s characters from both written and visual clues. We also use our knowledge of the world
and the way the material is presented to decide which traits are based in fact and which are fiction. Below, share one
factual trait obtained from each component of that animal’s pages. Note: Carefully analyze the illustrations to
distinguish fact from fiction.
BOX 1: ILLUSTRATION
BOX 2: PROSE
BOX 3: PHOTOGRAPH
BOX 4: FACTS BAR
SCORPION
OWL
JAVELINA
KIT FOX
STINK BEETLE
2005 Brooke Bessesen
Look Who Lives in the Desert!
Animal Charades
1. As a class, recall desert animals from the book and write them down on a page of paper. Pick as many
animals as there are students in the class—think of additional desert animals if more than 21 are needed.
2. Cut the paper into small slips with one animal on each slip. Fold the slips so the writing cannot be easily
seen. Put all the slips into a box and stir them up.
3. Each student should select one slip from the box and “act out” the animal for the class while everyone tries
to guess what it is. Remember: NO SPEAKING! If it is an easy one, try not to give the animal away too
quickly. To keep the audience guessing, offer universal clues first (ex: flying could be a bat or a bird) and
then move toward more specific characteristics (eating something nasty would confirm it’s a vulture).
For younger classes:
Choose several animals from the book that are especially interesting or new. As a group, write them down, say
them aloud and then act them out. Discuss how different animals move.
For older classes:
Make the game more complex by adding a timer plus one factually descriptive word before each animal on its slip
of paper. The performing student should act out details, including how many words, how many syllables, what it
rhymes with, what it sounds like, etc., following the traditional gestures of charades.
Divide the class into two teams. A player from Team A draws a slip from the box. After he/she has had a short time
to review the slip, the timekeeper starts the clock. Team A then has three minutes to guess the animal phrase. If
they figure it out, the timekeeper records how long it took. If they do not figure it out in three minutes, the timekeeper stops them and records a time of three minutes. Repeat the process with a player from Team B. The game
should continue until every player has had a chance to act out an animal phrase. Total up the time that each team
needed for all of the rounds. The team with the shortest time score wins.
Gestures
• A performer usually starts by indicating how many words are in the phrase. From then on, the usual
procedure is to act out the words one at a time (although not necessarily in the order that they appear in the
phrase). In some cases, however, it may make more sense to try to act out the "entire concept" of the
phrase at once.
• Number of words: Hold up the number of fingers.
• Which word you're working on: Hold up the number of fingers again.
• Number of syllables in the word: Lay the number of fingers on your arm.
• Which syllable you're working on: Lay the number of fingers on your arm again.
• Length of word: Make a "little" or "big" sign as if you were measuring a fish.
• "The entire concept:" sweep your arms through the air.
• "On the nose" (i.e., someone has made a correct guess): point at your nose with one hand, while pointing
at the person with your other hand.
• "Sounds like": Cup one hand behind an ear.
• "Longer version of :" Pretend to stretch a piece of elastic.
• "Shorter version of:" Do a karate chop with your hand
• "Plural": link your little fingers.
• "Past tense": wave your hand over your shoulder toward your back.
• A letter of the alphabet: move your hand in a chopping motion toward your arm (near the top of your
forearm if the letter is near the beginning of the alphabet, and near the bottom of your arm if the letter is
near the end of the alphabet).
2005 Brooke Bessesen
RUNNING COYOTE
ROADRUNNER “BROKEN LEG” ACT
UPSIDE DOWN GECKO
RESTING COUGAR
CACTUS WREN DUST BATH
VOMITING VULTURE
KANGAROO RAT POUCHES
KIT FOX EARS
PRANCING TARANTULA
LEAPING BIGHORN SHEEP
SNORTING JAVELINA
HUNGRY BOBCAT
SWOOPING BAT
RATTLESNAKE PITS
VENOMOUS GILA MONSTER
NOCTURNAL OWL
HAWK TALONS
SCORPION BABIES
STINKY STINK BEETLE
ZIGZAGGING JACKRABBIT
TORTOISE SHELL
Look Who Lives in the Desert!
6+1 Traits of Writing
As an author, the 6+1 Traits of Writing play an important role in my work. Below, I have listed precisely how they
applied to creating my book, Look Who Lives in the Desert! Can you see them reflected in of the final product?
Ideas
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•
I decided to write a book about animals because this is a topic I know very well.
I narrowed it to desert animals because it made the information more manageable.
My goal was to make it funny but educational.
I wanted to add a variety of interesting details that most people don’t know.
Organization
• I opened with a simple premise: despite its harsh appearance, the desert is home to many animals.
• Next, I covered 21 animals very systematically, but with little surprises in the prose and illustrations.
• I kept the facts for each animal together so they could be shown separately from the main text.
• I made a “book-end” conclusion—it confirms the original premise using similar language to the first page.
Voice
• I chose to write the main text in rhyme—in my own style, which I call “wordplay”.
• I carefully worked with the text so the facts were presented in a unique and funny way.
Word Choice
• When writing in metered rhyme, word choice is very, very important! I chose each word with care.
• It took a lot of puzzling and editing to make the prose work. I didn’t stop until it was right.
• By selecting vivid words, I was able to bring my ideas to life.
• I had limited space for my facts, so I had to keep the sentences tight and precise.
Sentence Fluency
• I knew the rhythm of my writing was just as important as the rhyme. In poetry, it’s called “meter”.
• I read each stanza aloud over and over (and over…) to “hear” any spots that weren’t working.
• I added alliterations where I could to create little tongue-twisters for the reader.
Conventions
• I double and triple-checked my spelling, grammar, punctuation, etc. and edited any mistakes.
• Finally, I reread everything to be sure it made sense and was easy to comprehend.
+
Presentation
• A lot of effort went into the design and layout of Look Who Lives in the Desert!
• The colorful and well-organized result showcased my writing very nicely!
2005 Brooke Bessesen
Look Who Lives in the Desert!
Non-fiction Book Project
This project addresses Language Arts (informational text comprehension + literary and expository writing), Science
(researching and collecting data), Art (illustrating to support language) and Presentation (design + appearance).
The Book Layout page should be copied on legal paper (8.5 x 14).
1. As a class, choose a habitat that you want to focus on and decide which animals will be included in
the book (brainstorm as many animals as there are students).
2. Each student should choose, draw from a box or be given one animal and then follow steps 3-8.
3. Research the animal using books, Internet, videos, etc. to gain as much knowledge as possible.
4. Write a short story or poem about the animal using the Six Traits of Writing. Make it creative but
realistic!
5. Make a list of the four most interesting facts about that animal—edit until they are correct and
concise.
6. Using a Book Layout page, carefully copy the final drafts of writing in the appropriate space given.
7. Cut out a photograph of the animal from a magazine or Internet picture and paste it in the lower left
box.
8. Draw an illustration of the animal in the large box on the right and color it. Consider doing a few
practice drafts on scrap paper before drawing the final art on the Book Layout page.
9. Fold each of the student pages in half along the dotted line.
10. Stack all the folded pages on their sides (not inside one another) with the folded edges together (be
sure they are all “upright” in the book).
11. Wrap the stack with a colored construction paper cover that has the book title, class, year and a
good visual (photo or drawing) that supports the title and shows the reader what the book is about.
Inside the cover, list all of the authors/illustrators and which animal they each contributed.
12. Staple the cover and pages together along the folded edge.
13. Inside, use double-stick scotch tape to adhere the blank sides of the pages together.
14. Present the book at a parent’s night and then consider donating the book to the library for other
students to read and learn from.
NOTE: If each student is making their own book, follow the direction above EXCEPT: print the Book Layout pages
double-sided and before the student begins, fold the pages, stack them one inside the other, add a blank cover and
staple the entire book together along the folded edge. You will not have to tape blank edges together.
2005 Brooke Bessesen
Look Who Lives in the Desert!
LANGUAGE ARTS STANDARDS
READING
Strand 1: Reading Process
•
•
•
•
•
•
•
•
•
•
•
•
•
Distinguish spoken rhyming words from non-rhyming words.
Identify and manipulate the sounds of speech.
Make predictions based on the title, cover, illustrations and text.
Ask relevant questions in order to comprehend text.
Determine the meaning of common synonyms, antonyms and homonyms.
Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation
and vocal patterns.
Use knowledge of root words and affixes to determine the meaning of unknown words.
Determine the meanings, pronunciations, syllabication, synonyms, antonyms and parts of speech of
words by using a variety of reference aids, including dictionaries, thesauri, glossaries and Internet.
Predict text content using prior knowledge and text features (e.g. illustrations, titles, topic sentences,
key words).
Confirm predictions about text for accuracy.
Determine the meaning of figurative language, including similes, personification and idioms.
Determine the meaning of vocabulary using linguistic roots and affixes (e.g. Greek, Anglo-Saxon,
Latin).
Connect information and events in text to experience and to related text and sources.
Strand 2: Comprehending Literary Text
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Determine whether a literary selection, that is heard, is realistic or fantasy.
Identify differences between fiction and non-fiction.
Identify rhyme, rhythm, repetition and sensory images in poetry.
Describe a character’s traits using textual evidence (narrations, illustrations).
Strand 3: Comprehending Informational Text
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Restate facts from listening to expository text.
Locate specific information from organizational features in expository text. (USE facts bar)
Interpret information from graphic features in expository text. (USE illustrations)
Determine the author’s main purpose (to inform, to describe, to explain) for writing the expository
text.
Draw valid conclusions based on information gathered from expository text.
Identify cause and effect relationships (stated and implied).
Determine and author’s position regarding a particular idea, subject, concept or object using
supporting evidence from the text. (consider using introduction)
Explain how authors use elements (e.g. language choice, organization) of expository text to achieve
their purposes.
Evaluate the effectiveness of the facts used to support an author’s argument regarding a particular
idea, subject, concept or object.
WRITING
Strand 1: Writing Process
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Generate ideas through prewriting activities (brainstorming, webbing, drawing, writer’s notebook ,
group discussion).
Draw a picture about generated ideas
Organize ideas using simple webs, maps or lists.
Determine the purpose (e.g. to entertain, to inform, to communicate) of a writing piece.
Determine the intended audience of a writing piece.
2005 Brooke Bessesen
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Add additional relevant details for audience understanding.
Organize writing into a logical sequence that is clear to the audience.
Add details to the draft to more effectively accomplish the purpose.
Apply proofreading marks to indicate errors in conventions.
Rearrange words, sentences and paragraphs to clarify the meaning of the draft.
Use resources and reference materials to select more precise vocabulary.
Prepare writing in a format (e.g. oral presentation, manuscript, multimedia) appropriate to audience
and purpose.
Share the writing with the intended audience.
Use organizational strategies (outline, chart, table, graph, Venn Diagram, web, story map, plot
pyramid) to plan writing.
Use graphics (e.g. drawings, charts graphs) when applicable to enhance the final product.
Strand 2: Writing Components
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Show a clear sense of coordination between text and pictures (e.g. a reader can readily see that they
go together).
Incorporate details in pictures and text.
Write text that is expressive, individualistic, engaging and lively.
Use the following parts of speech correctly in simple sentences: nouns, action verbs, personal
pronouns, adjectives.
Use subject/verb agreement in simple sentences.
Convey a sense of originality, sincerity, liveliness or humor appropriate to the topic and type of
writing.
Use a variety of specific and accurate words that effectively convey the intended meaning.
Use descriptive words and phrases that energize the writing.
Apply vocabulary and/or terminology appropriate to the type of writing.
Use a structure that fits the type of writing (e.g. letter format, narrative, lines of poetry).
Create an ending that provides a sense of resolution or closure.
Choose appropriate voice (e.g. formal, informal) for the audience and purpose.
Use the following parts of speech correctly in simple sentences: adverbs, conjunctions, prepositions,
interjections.
Use vocabulary that is original, varied and natural.
Strand 3: Writing Applications
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Write expository texts (e.g. labels, lists, observations, journals).
Paraphrase information from at least one source (e.g. Internet, reference materials).
Write in a variety of expressive forms (e.g. poetry, skit) that may employ: figurative language, rhythm,
dialogue, characterization, plot, appropriate format).
Record information (e.g. observations, notes, lists, charts, map labels and legends) related to the
topic.
Write a variety of expository forms (e.g. assay, summary, newspaper article, log, journal).
Organize notes in a meaningful sequence.
Write an informational report that includes main idea(s) and relevant details.
Write persuasive text (e.g. essay, paragraph, written communications) that: establishes and
develops a controlling idea, supports arguments with detailed evidence, includes persuasive
techniques, excludes irrelevant information.
Write a response that demonstrates an understanding of a literary selection, and depending on the
selection, include: evidence from the text, personal experience, comparison to other text/media.
Write an explanatory essay that includes: a thesis statement, supporting details, introductory, body
and concluding paragraphs
*Write communications, including thank-you notes and formal letters (see science standards and use
knowledge gained to seek positive environmental changes through communications with lawmakers and
legislation, including State Representatives and Congressmen/women).
2005 Brooke Bessesen
Look Who Lives in the Desert!
Animal Classification
Kingdom Animalia is divided into six Classes: mammals, birds, reptiles, invertebrates, amphibians and fishes. In each box below, list the traits that define that
category. Based on those traits, categorize all of the animals from the book into their correct boxes. Lastly, offer three additional animals that fit in each category.
MAMMALS
INVERTEBRATES
WHAT IS A MAMMAL? ____________________________
_______________________________________________
_______________________________________________
IN LWLD (9): __________________, _________________,
______________________, ________________________,
______________________, ________________________,
______________________, ________________________,
______________________
3 OTHERS: ____________________, ________________,
BIRDS
WHAT IS A BIRD? ________________________________
_______________________________________________
_______________________________________________
IN LWLD (5): _________________, __________________,
________________________, ______________________,
________________________
3 OTHERS: __________________, __________________,
WHAT IS AN INVERTEBRATE? _____________________
_______________________________________________
_______________________________________________
IN LWLD (3): _________________, __________________,
______________________
3 OTHERS: __________________, __________________,
______________________
ANIMALS
REPTILES
AMPHIBIANS
WHAT IS A REPTILE? _____________________________
_______________________________________________
_______________________________________________
IN LWLD (4): _________________, __________________,
________________________, ______________________
3 OTHERS: __________________, __________________,
________________________
WHAT IS AN AMPHIBIAN? _________________________
_______________________________________________
_______________________________________________
IN LWLD (0)
3 OTHERS: _________________, ___________________,
_______________________
FISHES
WHAT IS A FISH? ________________________________
_______________________________________________
_______________________________________________
IN LWLD (0)
3 OTHERS: ___________________, _________________,
________________________
Do fishes and amphibians live in the desert? _________ Where? __________________________________ Discuss possible reasons why they are not in the book.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Animals Around-the-Clock
Color the desert animals on the attached page and then carefully cut them out. Paste each animal in the box below that represents the period it is most active: daytime, dusk/dawn, nighttime. At the bottom of each
box, list several other animals that you have seen or heard, which are also active at that time. Discuss reasons why certain animals are active at certain times.
DIURNAL
active during the day
CREPUSCULAR
active during dusk and dawn
NOCTURNAL
active at night
Name some other diurnal animals:
Name some other crepuscular animals:
Name some other nocturnal animals:
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
2005 Brooke Bessesen
Look Who Lives in the Ocean! and Look Who Lives in the Desert!
COMPARE & CONTAST
Consider how humans and animals are similar and how they are different. (Perhaps include
humans from another culture or time.) Choose one animal from each book and write it in the
appropriate box. Using checkmarks, identify the correct characteristics in the following columns:
HUMANS
OCEAN ANIMAL
DESERT ANIMAL
Life span
0-20 years
21-50 years
51+ years
Diet
Plant matter (herbivore)
Meat (carnivore)
Both (omnivore)
Shelter
Different each night
Build a home
Family Structure
Live with family members
Live in groups of 50+
Live alone
Standard Movement
Walk or run
Fly
Swim
Other ________________
Intelligence
Navigational
Architectural
Finding food
Senses
Sight
Smell
Touch
Taste
Hearing
Other ________________
Daily Challenges
Working to get food
Finding/building a home
Tending their young
2009 Brooke Bessesen
COMPARE & CONTAST
page 2
Create a Venn diagram: each column on the previous page is represented as a circle below.
Using the information from each column, add the appropriate characteristics to the circles. Properly
place them to demonstrate whether they exist in only one circle, are shared by two circles, or exist
in all of the circles.
HUMAN
OCEAN ANIMAL
DESERT ANIMAL
2009 Brooke Bessesen
Look Who Lives in the Desert!
Adaptations 1
An adaptation is a special design in an animal’s body that has developed over time to help it survive. Adaptations can
serve many purposes such as protection or getting food. Some animals require special adaptations to live in the desert
because it is such a harsh, dry environment. Read the book and using the animals below, fill in each blank with the one
that properly completes the sentence.
cougar
tortoise
roadrunner
kangaroo rat
gecko
owl
kit fox
rattlesnake
bobcat
javelina
vulture
jack rabbit
A ___________________ has fur on the bottom of its feet to protect them from the hot sand.
A ___________________ has a bald head to keep from getting messy when it eats at a carcass.
A ___________________ has extra long ears to help it control its body temperature.
A ___________________ has a tail that falls off to escape from predators.
A ___________________ has course, bristly hair to protect it from prickly cactus and bushes.
A ___________________ has retractable claws to help it move silently.
A ___________________ has a hard shell to pull inside for protection.
A ___________________ has large, yellow eyes to help it see well at night.
A ___________________ has a noisy tail to shake and warn intruders.
A ___________________ has pouches in its cheeks to help it carry food.
A ___________________ has X-shaped feet to help it run faster.
A ___________________ has mottled or spotty coloring to help it blend into its surroundings.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Adaptations 1 KEY
An adaptation is a special design in an animal’s body that has developed over time to help it survive. Adaptations can
serve many purposes such as protection or getting food. Some animals require special adaptations to live in the desert
because it is such a harsh, dry environment. Read the book and using the animals given below, fill in each blank with the
one that properly completes the sentence.
cougar
tortoise
roadrunner
kangaroo rat
gecko
owl
kit fox
rattlesnake
bobcat
javelina
vulture
jack rabbit
A ______kit fox________ has fur on the bottom of its feet to protect them from the hot sand.
A ______vulture________ has a bald head to keep from getting messy when it eats at a carcass.
A _____jackrabbit_______ has extra long ears to help it control its body temperature.
A ______gecko________ has a tail that falls off to escape from predators.
A _____javelina________ has course, bristly hair to protect it from prickly cactus and bushes.
A ______cougar________ has retractable claws to help it move silently.
A ______tortoise_______ has a hard shell to pull inside for protection.
An_______owl_________ has large, yellow eyes to help it see well at night.
A _____rattlesnake______ has a noisy tail to shake and warn intruders.
A ____kangaroo rat_______ has pouches in its cheeks to help it carry food.
A _____roadrunner______ has X-shaped feet to help it run faster.
A ______bobcat________ has mottled or spotty coloring to help it blend into its surroundings.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Adaptations 2
An adaptation can be a design, function or behavior that has developed over time to help a species better survive.
Adaptations may benefit the animal in getting food, hiding, moving, protection, etc. and some animals require special
adaptations to live in the desert because it is such a harsh, dry environment. Using the book, answer the following
questions.
What purpose do the “pits” on the face of a rattlesnake serve? ______________________________________
____________________________________________________________________________________________
What adaptation allows some geckos to walk on walls and inverted surfaces? ________________________
____________________________________________________________________________________________
Why are a mountain lion’s hind legs longer than the front legs? _____________________________________
____________________________________________________________________________________________
How does a roadrunner’s sharp, 2-inch beak help it get food? _______________________________________
What unique adaptation helps bats get around in the dark of night? ___________________________________
____________________________________________________________________________________________
Why does a tarantula have tiny hairs on the back of its abdomen?____________________________________
____________________________________________________________________________________________
Why do owls and hawks cast “pellets”? __________________________________________________________
____________________________________________________________________________________________
How can a kangaroo rat survive without drinking any water? _________________________________________
_____________________________________________________________________________________________
What adaptation helps a stink beetle discourage predators? _________________________________________
____________________________________________________________________________________________
How does a scorpion’s pinchers and stinger help it to eat? __________________________________________
____________________________________________________________________________________________
Why are a jackrabbit’s large eyes on the sides of its head instead of in the front? _______________________
____________________________________________________________________________________________
Why does a vulture dribble urine down its legs? ___________________________________________________
What purpose does the scent gland on the rump of a javelina serve? _________________________________
____________________________________________________________________________________________
What body part on a Gila monster is designed to store fat? _________________________________________
Why are a tortoise’s front legs flatter and covered in protective scales? _______________________________
____________________________________________________________________________________________
What adaptation helps a bobcat to see well in low light? ___________________________________________
____________________________________________________________________________________________
2005 Brooke Bessesen
Look Who Lives in the Desert!
Adaptations 2 KEY
An adaptation can be a design, function or behavior that has developed over time to help a species better survive.
Adaptations may benefit the animal in getting food, hiding, moving, protection, etc. and some animals require special
adaptations to live in the desert because it is such a harsh, dry environment. Using the book, answer the following
questions.
What purpose do the “pits” on the face of a rattlesnake serve? The pits detect temperature changes. A rattlesnake
has poor eyesight, but can use its pits to sense warm-blooded prey like rodents nearby.
What adaptation allows some geckos to walk on walls and even ceilings? Certain geckos have microscopic hairs
called setae on the pads of their feet that help them cling to vertical and inverted surfaces.
Why are a mountain lion’s hind legs longer than the front legs? Having longer hind legs makes a mountain lion a
powerful jumper—some can leap 18 feet from a standstill.
How does a roadrunner’s long, sharp beak help it get food? The roadrunner stabs and kills prey with its beak.
What unique adaptation helps bats get around in the dark of night? The ability to echolocate—sending out sound
waves that bounce off objects and return to the bat—gives them a 3-D sense their surroundings in the dark.
Why does a tarantula have tiny hairs on the back of its abdomen? These hairs can be flicked off with the spider’s
hind legs and act as an irritant to an intruder’s eyes and skin.
Why do owls and hawks cast “pellets”? Birds of prey often eat whole animals (especially small creatures like mice)
but they cannot digest the fur and bones, so they regurgitate the indigestible parts in small clumps called “pellets”.
How can a kangaroo rat survive without drinking any water? A kangaroo rat’s body is designed to extract all the
moisture from the foods it eats, mostly seeds, grasses and grains.
What adaptation helps a stink beetle discourage predators? A stink beetle can squirt a repulsive-smelling liquid from
the end of its abdomen.
How does a scorpion’s pinchers and stinger help it to eat? A scorpion uses it pinchers like hands to catch its prey
and then uses its stinger to inject deadly venom. Once the prey is dead, the scorpion can eat it.
Why are a jackrabbit’s large eyes on the sides of its head instead of in the front? Using peripheral vision, a
jackrabbit can see almost 360 degrees around itself to watch out for predators.
Why does a vulture dribble urine down its legs? This evaporative cooling helps the vulture cool off when it’s too hot.
What purpose does the scent gland on the rump of a javelina serve? Since javelina have poor eyesight, the scent
gland, which produces a musky smell, helps them identify one another and keep their herd together.
What body part on a Gila monster is designed to store fat? The tail stores fat and can get quite plump.
Why are a tortoise’s front legs flatter and covered in protective scales ? A tortoise spends most of its time in
underground burrows. Its front legs are designed for digging (and they sport long claws, too.)
What adaptation helps a bobcat see well in low light? Like other cats, a bobcat has a shiny layer of cells behind the
retina called the tapetum lucidum that reflects light back through the retina to improve its night vision.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Ectotherm Science Project
Warm-blooded animals (mammals and most birds) naturally keep a consistent body temperature.
For humans it is around 98.6 degrees Fahrenheit. If we are cold, we shiver to warm up and if we
are hot, we sweat to cool off.
Ectotherms are animals that cannot regulate their own body temperature—these include reptiles
and invertebrates. Their bodies are generally the same temperature as the air and elements
around them. So to warm up or cool off they must rely on external sources, like sunshine, hot
rocks, water and moist soil. Because they can get warm, the term “cold-blooded” is inaccurate.
This project can be done as a whole class or by smaller groups.
WHAT YOU WILL NEED:
Sponges
Water
Scissors
Thermometers
Timer
Heating pad in a plastic bag
Refrigerator
HUMAN BODY TEMPERATURE
In the classroom, have one or more volunteers take their body temperature. Use another
thermometer to note the ambient temperature of the room.
Have the same volunteers go outside for 10 minutes and take a second reading. Note the outside
temperature.
Have the volunteers hold the heating pad for 10 minutes (and/or do several pushups, jumping jacks
or other calisthenics until they feel physically heated) and take a third and final temperature. Place
the thermometer on the heating pad and note the temperature.
Record the findings.
ECTOTHERMIC BODY TEMPERATURE
Dampen the sponges with water (remember, living organisms are made up largely of water). The
teacher should cut a small but deep slit in the thin edge of each sponge; be sure it is deep enough
to fully insert a thermometer.
Place one damp sponge in the classroom, one outside, one on the plastic wrapped heating pad
and one in a refrigerator and leave them for 10 minutes.
Take the temperature of each sponge and record the findings. Discuss the differences between the
human temperatures and the sponge temperatures.
2005 Brooke Bessesen
Body Temperature in Relation to Ambient Temperature
Record all temperature readings in the corresponding boxes below.
Classroom
Outside
Heating Pad
Refrigerator
AMBIENT TEMP.
HUMAN BODY TEMP.
(Warm-blooded)
If more than one…
Never shut a living
thing in a refrigerator!
Using the other data
obtained, speculate
what a human’s
body temperature
would be after
10 minutes
in a refrigerator:
Average: ________
Average: ________
Average: ________
________
Average: ________
Average: ________
Average: ________
Average: ________
SPONGE TEMP.
(Ectotherm)
If more than one…
Based on the findings, how much/little does the temperature of a human body vary as the ambient temperature changes?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Based on the findings, how much/little does sponge temperature vary as the ambient temperature changes?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
NOTE: Lower outside temperatures tend to cause lower metabolism (rate of energy production) and make ectotherms less
active. That is why animals like rattlesnakes and scorpions are seen less often in the winter months.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Vulture Science Projects
(for young classes)
Vultures are known for some very gross behaviors! Nevertheless, they are interesting and
important animals. Besides, even their yuckiest behaviors are done for good purpose. Here
are two simple science projects to help students understand why vultures do what they do:
Evaporative Cooling
Have you ever noticed how cold you get when you come out of a swimming pool? Or how
your body sweats when you are hot?
These are examples of evaporative cooling—as moisture evaporates into the air, energy is
lost and temperature drops.
Since the desert is so hot and vultures cannot sweat, they have a unique but effective way
to cool off: they let pee dribble down their legs. The scientific word is ureohydrosis but it’s
really just evaporative cooling.
Go outside and roll up both of your sleeves. Dip one arm in water (or spritz some on
with a spray bottle). How does the temperature of the wet arm compare to the dry
arm? Discuss the results.
Weight vs. Lift
Have you ever noticed how a rock falls to the ground fast than a feather?
It’s because gravity—the pull of the Earth—makes a heavier object harder to keep in the air.
When it comes to flying, every bit of weight can affect how quickly a vulture gets off the
ground. If a vulture is eating a big meal and a predator approaches, the bird simply
regurgitates (throws up) the food to make itself lighter for flight. Of course it can always
come back and eat it again later…. Gross!
Place several pebbles in one deflated balloon. Then fill that balloon plus one that is
empty with equal amounts of helium. Attach a string to each. Make two copies of a
vulture photo and tape them on the balloons. Hold the balloons down by the strings
so they are touching a flat surface. Release them at the same time. How quickly does
the empty balloon rise compared to the balloon with pebbles in it? Discuss the
results.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Wildlife Journal
Create a journal with several pages of folded paper. Then spend at least one week watching some
of the animals that live in your neighborhood without touching or disturbing them. What species of
wildlife do you see between home and school, out for a walk or riding a bike? Be sure to look up in
the sky, in trees and buildings, on the ground and in the water. Write down your observations and
thoughts in the journal.
Watch a minimum of four animals for ten minutes each, following these steps:
1. Name the animal and carefully describe it.
2. List all the behaviors you observe.
3. Ask yourself some of the following questions and write your answers in your journal:
• What is the animal doing? What is its goal?
• What time of day is it (morning, midday, evening, night)? Why is that animal active during
this time of day?
• How is the animal interacting with its environment?
• Does the animal notice me? If yes, what is its response? Why?
• Did I observe anything unexpected? If yes, what?
• How does that animal make me feel (happy, excited, nervous, peaceful)? Why?
Is my response based in fact or fiction? Perhaps a past experience?
• What is beautiful or interesting about the animal?
• Why is that animal important to the environment? What role does it play?
4. Name at least two unique physical qualities that you notice about that animal. Try to pick things
that might go unnoticed with a casual glance.
5. If possible, take a photo or draw a sketch of the animal. Your images can be either artistic or
used as diagrams to show specific details. By adding visuals to your journal, you will better recall
the animal and the experience later.
6. Research the four animals you watched in Look Who Lives in the Desert! and/or other books
and resources to discover two interesting facts about each animal that you didn’t already know.
Include them in your journal.
7. Share observations/information from your journal with your classmates.
2005 Brooke Bessesen
Look Who Lives in the Desert!
Food Chain Pyramid
The desert is a unique ecosystem. An ecosystem is a biological community of interacting organisms and their
environment. Sun, rain and soil help create a habitat but every plant and animal plays a specific and valuable role in
keeping the ecosystem working. One of the most important elements of any ecosystem is the food chain.
This project can be done as a class or by smaller groups.
WHAT YOU WILL NEED:
Legal size piece of paper
10 paper cups
Masking tape
Pen
BUILDING A FOOD CHAIN PYRAMID
Across the sheet of paper, write the words: LARGE AREAS OF NATURAL LAND WITH HEALTHY SOIL.
Turn the cups upside down and using strips of masking tape (so the cups can be re-used), label each of them with one
of the following 10 desert plants or animals: PRICKLY-PEAR CACTUS, SAGUARO, MESQUITE, AGAVE,
KANGAROO RAT, JACKRABBIT, DESERT TORTOISE, COUGAR, HAWK and HUMAN.
Lay the paper flat and balance the cups in a pyramid formation on top of it. The bottom row of cups should be the four
plants because they use the space and nutrients the land provides and they are the foundation of any ecosystem.
The second row should be the three herbivores, those animals who eat the plants that live on the land. They rely on
both plants and land for survival.
The third row up should be the two carnivores who eat the herbivores who eat the plants that live on the land. The
carnivores need everything below them for survival.
The top cup of the pyramid should be the human. Human life is dependent on stable ecosystems for food, oxygen,
drinking water, waste management, a sense of beauty and so much more! We need carnivores, herbivores, plants and
land for our survival.
The pyramid should look like this:
HUMAN
COUGAR
HAWK
KANGAROO RAT
JACKRABBIT
DESERT TORTOISE
PRICKLY-PEAR
SAGUARO
MESQUITE TREE
AGAVE
(LARGE AREAS OF NATURAL LAND WITH HEALTHY SOIL)
KEEPING THE BALANCE
Like the cups, everything in the natural world is dependent on all the other things. There must be balance. If one
animal disappears, others are affected, perhaps even destroyed.
Try to pull a single cup out of the pyramid. Try to slip the paper out from under the stack. Does the pyramid stay
standing? Notice what happens to the HUMAN cup when any other creatures, plants or natural land are removed from
the stack.
Discuss the results.
2005 Brooke Bessesen
ARIZONA’S ENDANGERED SPECIES
Research Project
Pick an endangered or threatened animal in Arizona and research the history of that species to answer the
questions below. Write a report, give an oral presentation or follow the directions below to share the data obtained.
Here are some endangered/threatened Arizona animals to choose from:
MAMMALS
BIRDS
Mexican Grey wolf
California condor
Jaguar
Thick-billed parrot
Sonoran pronghorn
Cactus pygmy-owl
Black-footed ferret
SW willow flycatcher
Lesser Long-nosed bat
Ocelot
AMPHIBIANS
Sonoran tiger salamander
Lowland leopard frog
•
•
•
•
•
•
•
•
FISHES
Humpback chub
Gila Trout
Desert pupfish
REPTILES
Desert tortoise
Ridge-nosed Rattler
INVERTEBRATES
Kanab ambersnail
How many were originally living in the state?
How many are currently living in the state?
When did their number begin to dramatically decline?
Why? What factors caused them to become endangered or threatened?
What has been done to recover this species in the wild?
What groups and organizations are involved in their protection and recovery?
What are the challenges facing the recovery effort?
Might the species ever return to its original numbers? If yes, how? If no, why not?
Here’s a great way to offer this lesson:
1. Break into groups of four. Each group picks one endangered/threatened animal then each student within
the group researches and answers two of the eight questions above on their own using all available
resources (books, newspapers, Internet, calling authorities).
2. The groups come back together to share the data they have obtained about their animal. All four students
should complete the answers to their remaining questions so they are fully informed about their animal.
3. Each group creates one visual aid that represents the information they have learned about their animal
(dioramas, stuffed animals, posters, clay sculptures, etc + use written elements to better explain details).
4. Students rotate counter-clockwise from project to project to teach and learn about all the animals:
a. Place all the groups with their projects in a large circle around the room.
b. Each group should count off 1-4.
c. The number 1 person will stay with their project while 2, 3, and 4 rotate to the right. Number 1
person then teaches the arriving students about their animal for 5 minutes using their project to
demonstrate.
d. Next, every number 2 person stays with the animal they just learned about, while 1, 3 and 4 rotate
again to the right. The number 2 person then teaches the arriving students about that animal.
e. Then person 3 stays. Then person 4 stays. Then back to 1.
f. Continue until every student has gone fully around the room and is back at their original project.
Through the process, each student plays the roles of both teacher and pupil, so they must listen carefully to
the information at each project because they may have to teach it to the next group.
2005 Brooke Bessesen
How can we help protect the desert?
Conserve water!
• A running tap wastes 4 gallons a minute!
• Turn off the tap while brushing your teeth.
• Use ice to make cold water instead of running the
tap until the water cools down.
• Use a sink of clean water to rinse dishes that have
been hand-washed.
• Keep your shower under five minutes long and save
up to 1000 gallons a month!
• Add native, water-efficient plants and trees to your
home’s landscape.
• Water the lawn between dusk and dawn to reduce
evaporation.
Support the environment and the wildlife!
• Pick up litter—trash can injure or kill animals.
• Keep wild spaces wild.
• Switch from chemical pesticides to natural, organic
solutions.
• Help sick or injured wildlife by calling the experts:
Liberty Wildlife 480-998-5550
Southwest Wildlife 480-471-9109
• Never keep wild animals as pets.
Get involved!
• Study wildlife and educate others!
• Be aware of changes in the community that could
damage desert habitat and animals.
• Write your senator and state representatives to
encourage them to protect the desert and its wild
inhabitants.
• When age permits, serve as a volunteer to help
animals in wildlife rehabilitation centers.
• Start a Roots & Shoots club at your school.
2005 Brooke Bessesen
Look Who Lives in the Desert!
SCIENCE STANDARDS
Strand 1: Inquiry Process
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Formulate relevant questions about the properties of objects, organisms and events of the
environment using observations and prior knowledge.
Locate information (e.g. book, article, website) related to an investigation.
Select appropriate resources for background information related to a question for use in the design
of a controlled investigation.
Organize data using the following methods with appropriate labels: bar graphs, pictographs, tally
charts.
Develop new questions and prediction based upon the data collected in the investigation.
Choose an appropriate graphic representation for collected data: bar graph, line graph, Venn
Diagram, model.
Write clear, step-by-step instructions for following procedures (without the use of personal
pronouns).
Strand 2: History and Nature of Science
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Identify how diverse people and/or cultures, past and present have made important contributions to
scientific innovations (e.g. John Muir, naturalist).
“When one tugs at a single thing in nature, he finds it attached to the rest of the world” – John Muir
• Describe how, in a system (e.g. terrarium, house) with many components, the components usually
influence one another.
• Explain why a system many not work if a component is defective or missing.
• Explain the cycle by which new scientific knowledge generates new scientific inquiry.
Strand 3: Science in Personal and Social Perspectives
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Describe the beneficial and harmful impacts of natural events and human activities in the
environment (e.g. forest fires, flooding, pesticides).
Evaluate the consequences of environmental occurrences that happen either rapidly (e.g. fire, flood,
tornado) or over a long period of time (e.g. drought, melting ice caps, the greenhouse effect, erosion)
Propose a solution, resource or product that addresses a specific human, animal or habitat need.
Evaluate the possible strengths and weaknesses of that proposed solution, resource or product.
Analyze the risk factors associated with natural, human-induced and/or biological including: waste
disposal of industrial chemicals, greenhouse gases.
*(see language arts standards and use knowledge gained in science to seek positive environmental changes
through communications with lawmakers and legislation, including State Representatives and
Congressmen/women).
Strand 4: Life Science
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Distinguish living thing from non-living things.
Identify structures that serve different functions (e.g. sensory, defense, locomotion).
Classify animals by identifiable group characteristics: vertebrates (mammals, birds, fish, reptile,
amphibians), invertebrates (insects, arachnids).
Relate the following structure of living organisms to their functions: respiration (gills, lungs,
spiracles), digestion (stomach, intestines), circulation (heart, veins, arteries, capillaries), locomotion
(muscles, skeleton, exoskeleton).
Describe the life cycles of various insects (and arachnids).
Describe the life cycles of various mammals.
Identify that plants and animals need the following to grow and survive: food, water, air and space.
Compare the habitats (e.g. desert, forest, prairie, water, underground) in which plants and animals
live.
2005 Brooke Bessesen
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Describe how plants and animals within a habitat are dependent on each other.
Describe how environmental factors (e.g. soil composition, range of temperature, quantity and quality
of light or water) in the ecosystem may affect a member organism’s ability to grow, reproduce and
thrive.
Describe how the following environmental conditions affect the quality of life: water, climate,
population density, smog.
Compare food chains in a specific ecosystem with their corresponding food web.
Explain how organisms obtain and use resources to develop and thrive in: niches, predatory/prey
relationships.
Create a model of the interactions of living organisms within an ecosystem.
Recognize that successful characteristics of populations are inherited traits that are favorable in a
particular environment.
Analyze the following behavioral cycles of organisms: hibernation, migration, dormancy (plants).
Strand 6: Earth and Space Science
• Identify ways to conserve natural resources (e.g. reduce, reuse, recycle, find alternatives).
“The love for all living creatures is the most noble attribute of man” - Charles Darwin
• Describe ways humans use Earth materials (e.g. fuels building materials, growing food).
• Differentiate between weather and climate as they relate to the southwestern United States.
“LWLD” ALSO MEETS REQUIREMENTS FOR THE STATE DESERT UNIT
2005 Brooke Bessesen