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Amazing Animals
In this unit, students begin their exploration of animals and animal adaptations by reading a collection of nonfiction texts.
ELA
Unit 3
1st Grade
Unit Summary
In this science-based unit, students begin their exploration of animals and animal adaptations. Over the course of the unit, students explore three main topics: how different animals use their body parts and senses in different ways to survive, the ways the behavior of different animal parents and offspring help the offspring survive, and the similarities and differences among individual animals of the same kind. This unit is part of a larger progression in understanding animals and the animal kingdom. In Kindergarten, students learn about how animals meet their basic survival needs and how that varies depending on the season. In 2nd Grade, students learn about different habitats and how animals in the habitat rely on the environment for survival. Then in 3rd Grade, students study animal adaptations and the different ways animals adapt in order to survive, especially when threatened by environmental changes. It is our hope that this unit, in combination with others in the sequence, will help students develop a deeper understanding of the animal kingdom and life science.
In this unit, students begin to think about how details in an informational text are connected. While the standard does not explicitly name cause and effect, students are noticing how one event makes something else happen. Additionally, students build a deeper understanding of the connection between the illustrations and the text, and how illustrations help the reader learn more about a particular idea or topic. Students continue to follow agreed-upon rules for discussions, using specific vocabulary, asking and answering questions, and producing complete sentences.
Students continue to work on building their writing fluency by writing daily in response to the Target Task question. Throughout the unit, students learn a variety of strategies for writing complete sentences and varying the types of sentences they are writing depending on the type of information they are sharing. Students also have opportunities to work on both their narrative and informational writing over the course of the unit. Students use their content knowledge about how animals use their color to survive to write a narrative with a clear beginning, middle, and end. Students also engage in two different research reports, learning how to research and share important facts about their chosen topics.
Please Note: In June 2025, this unit and its lesson plans received a round of enhancements. The text Red-Eyed Tree Frog by Joy Cowley is out of print and has been removed from the unit. Gecko: Read and Wonder by Raymond Huber (ISBN: 978-1536233278, Teacher Copy) has been added to the unit. This unit will now be 30 instructional days (previously 32 days).
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Texts and Materials
Some of the links in the sections below are Bookshop affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.
Core Materials
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Book: What Do You Do with a Tail Like This? by Steve Jenkins (Clarion Books; Reprint edition, 2008) — 510L
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Book: What Color Is Camouflage? by Carolyn B. Otto (HarperCollins, 1996) — 610L
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Book: Living Color by Steve Jenkins (Clarion Books, 2012) — NC950L
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Book: Gecko by Raymond Huber (Candlewick, 2019) — AD820L
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Book: What Do You Do When Something Wants to Eat You? by Steve Jenkins (Clarion Books; Reprint edition, 2001) — AD760L
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Book: Sisters and Brothers: Sibling Relationships in the Animal World by Steve Jenkins and Robin Page (Clarion Books; Reprint edition, 2012) — 980L
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Book: Lizards by Laura Marsh (National Geographic Children's Books, 2012) — 460L
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Book: Frogs by Elizabeth Carney (National Geographic Children's Books, 2009) — 470L
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Article: “A World of Animals” by TIME for Kids
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Article: “Hope for Tigers” by Brian S. McGrath (TIME for Kids)
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Article: “Eagles Soar” by Lillian Stone (TIME for Kids)
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Assessment Text: “My First Day” by Robin Page; Steve Jenkins (Clarion Books, 2013) — 590L
Supporting Materials
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Rubric: Narrative Writing Rubric (G1)
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Rubric: Editing Checklist 1 (G1, U3)
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Rubric: Editing Checklist 2 (G1, U3)
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Resource: Animal Fact Card Template (G1, U3)
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Resource: Mentor Text (G1, U3, L8)
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Resource: Book Template
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Resource: Word Work Worksheet (G1, U3, L15)
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Resource: Discussion Recording Sheet (G1, U3, L16)
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Resource: Mentor Text (G1, U3, L17)
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Resource: Discussion Recording Sheet (G1, U3, L22)
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Resource: Mentor Text (G1, U3, L24)
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Resource: Nonexemplar Text (G1, U3, L24)
- Resource: Book List for Further Reading
Assessment
The following assessments accompany Unit 3.
Content Assessment
The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.
Cold Read Assessment
The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.
Unit Prep
Intellectual Prep
Essential Questions
- How do animals use their body parts to survive?
- What behaviors do parents, siblings, and babies engage in to help each other survive?
- In what ways are individual animals of the same kind similar? In what ways can they differ?
Reading Focus Areas
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To understand details in an informational text, readers think about how details are connected.
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Illustrations help the reader learn more about a particular idea or topic.
Writing Focus Areas
Narrative Writing
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Stories have a beginning, middle, and end.
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Writers introduce the characters and the setting in the beginning of the story.
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Organize ideas with a clear begining, middle, and end.
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Writers engage readers by starting with a sound effect.
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Write an ending that provides a sense of closure.
Informational Writing
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Writers plan their writing by identifying 2–3 details and a main idea about a topic.
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Writers plan their writing by carefully selecting facts that tell the reader more about a problem and a related solution.
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Writers determine the main idea of a topic by thinking, "What do these facts tell about the topic?"
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Writers introduce the main idea in the first sentence.
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Writers pose a question within their introduction to capture the readers' interest.
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Writers add text features including captions and headings to tell the reader more information.
Speaking and Listening Focus Areas
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Follow agreed-upon rules for discussions.
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Use specific vocabulary. Use vocabulary that is specific to the subject and task to clarify and share their thoughts.
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Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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Produce complete sentences when appropriate to task and situation.
Vocabulary
Text-based
cooperatedetectdisguiseendangeredexcessextinctimitateintrudermaneuverpoisonouspredatorprey
To see all the vocabulary for Unit 3, view our 1st Grade Vocabulary Glossary.
Supporting All Students
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting All Students Teacher Tool.
Content Knowledge and Connections
- Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, and move from place to place, and to seek, find, and take in food, water, and air.
- Adult animals can have young, and the parents engage in behaviors that help the offspring survive.
- Animals have body parts that capture and convey different kinds of information needed for growth and survival.
- Different animals respond to different behaviors to help them survive.
- Individuals of the same kind of animal are recognizable as similar but also vary in many ways.
Previous Fishtank ELA Connections
Future Fishtank ELA Connections
Lesson Map
3 days
Write a narrative about an animal using its color to camouflage and survive.
- Living Color
- What Color Is Camouflage?
- Narrative Writing Rubric (G1)
- Single Point Narrative Writing Rubric (G1, U3, L8)
- Editing Checklist 1 (G1, U3)
- Narrative Writing Brainstorm Graphic Organizer (GK–2)
- Mentor Text (G1, U3, L8)
- Book Template
Brainstorm a narrative with a beginning, middle, and end.
- Living Color
- What Color Is Camouflage?
- Single Point Narrative Writing Rubric (G1, U3, L8)
- Narrative Writing Brainstorm Graphic Organizer (GK–2)
- Mentor Text (G1, U3, L8)
- Book Template
- Completed Animal Fact Cards
Standards
W.1.3W.1.5
Draft a narrative with a beginning, middle, and end.
- Living Color
- What Color Is Camouflage?
- Single Point Narrative Writing Rubric (G1, U3, L8)
- Mentor Text (G1, U3, L8)
- Book Template
- Narrative Writing Brainstorm Graphic Organizer (GK–2) — from Day 1
Standards
W.1.3W.1.5
Revise compound sentences to remove and replace repetitive words.
- Narrative Writing Rubric (G1)
- Editing Checklist 1 (G1, U3)
- Single Point Narrative Writing Rubric (G1, U3, L8)
- Mentor Text (G1, U3, L8)
- Book Template
Standards
L.1.1.dL.1.1.gL.1.1.jRI.1.3W.1.3W.1.5
3 days
Write an informational report about how an animal group survives.
- Gecko
- Sisters and Brothers
- Living Color
- What Color Is Camouflage?
- What Do...
- What Do...
- Informational Writing Rubric (G1)
- Single Point Informational Writing Rubric (G1, U3, L17)
- Editing Checklist 2 (G1, U3)
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text (G1, U3, L17)
- Creature Feature Report Template (G1, U3)
Brainstorm the main idea and supporting facts about an animal group before writing an informational report.
- All unit texts
- Informational Writing Rubric (G1)
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text (G1, U3, L17)
Standards
L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8
Draft an informational report to teach a reader about an animal and how it survives.
- Informational Writing Rubric (G1)
- Single Point Informational Writing Rubric (G1, U3, L17)
- Creature Feature Report Template (G1, U3)
- Main Idea and Details Graphic Organizer (GK–5) — from Day 1
Standards
L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8
Revise an informational text by adding text features to tell the reader more information.
- Informational Writing Rubric (G1)
- Single Point Informational Writing Rubric (G1, U3, L17)
- Editing Checklist 2 (G1, U3)
- Creature Feature Report Template (G1, U3) — from Day 2
Standards
L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8
3 days
Write an informational report about an endangered species.
- “Hope for Tigers”
- “Eagles Soar”
- Informational Writing Rubric (G1)
- Single Point Informational Writing Rubric (G1, U3, L24)
- Editing Checklist 2 (G1, U3)
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text (G1, U3, L24)
- Creature Feature Report Template (G1, U3)
- Nonexemplar Text (G1, U3, L24)
Brainstorm the main idea and supporting facts about an endangered animal group before writing an informational report.
- Informational Writing Rubric (G1)
- “Hope for Tigers”
- “Eagles Soar”
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text (G1, U3, L24)
Standards
L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8
Draft an informational report to teach a reader about an endangered animal, the challenges it faces, and a potential solution to its challenges.
- Informational Writing Rubric (G1)
- Single Point Informational Writing Rubric (G1, U3, L24)
- Mentor Text (G1, U3, L24)
- Creature Feature Report Template (G1, U3)
- Main Idea and Details Graphic Organizer (GK–5) — from Day 1
Standards
L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8
Revise an informational text by adding text features to tell the reader more information.
- “Hope for Tigers”
- Informational Writing Rubric (G1)
- Editing Checklist 2 (G1, U3)
- Single Point Informational Writing Rubric (G1, U3, L24)
- Nonexemplar Text (G1, U3, L24)
- Creature Feature Report Template (G1, U3) — from Day 2
Standards
L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8
Common Core Standards
Core Standards
Supporting Standards
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