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Lesson Plan - Animal Crossings
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Learning Objective
Students will understand how special pathways built for wildlife are helping to save the lives of animals and humans.
Text Structure
Problem and Solution
Content-Area Connections
Life Science; Environmental Science
Standards Correlations
CCSS: R.1, R.2, R.3, R.4, R.5, R.6, R.7, R.8, R.10, L.4, SL.1, W.1
NGSS: Ecosystems, Engineering Design
TEKS: Science 5.9, 6.12
1. Preparing to Read
Watch a Video: Wildlife CrossingsDiscuss: What is the purpose of animal crossings like the ones shown in the video?
Preview Words to KnowProject the online vocabulary slideshow and introduce the Words to Know.
Set a Purpose for ReadingNote the As You Read question. Define “win-win,” and have students think about why wildlife corridors are a win-win for people and animals.
2. Close-Reading Questions
1. Based on the article, what are some reasons a wild animal might try to cross a highway? Like the mountain lion described in the article, an animal might try to cross a highway to get prey, or food. An animal might also cross to escape a predator or to migrate from one place to another. R.1 Text Evidence
2. What is a wildlife corridor? A wildlife corridor is a pathway that is built over or under a busy road to enable wild animals to cross safely. Bridges and tunnels are two examples of wildlife corridors. R.4 Domain-Specific Vocabulary
3. How did scientists in Washington State guide wildlife to use the animal crossings they built along the I-90 highway? The article states that scientists put up fencing along the highway to guide animals to the crossings. R.2 Key Details
3. Skill Building
FEATURED SKILL: Making ConnectionsUse the skill builder “What’s the Problem?” to have students analyze the main problem and solution described in the article. R.8 Problem/Solution
Multilingual Learners While watching the video, display the closed captions to help students make connections between spoken and written English.
Striving Readers Point out compound words like highways, pathways, and wildlife. Demonstrate how breaking them into their component parts makes them easier to decode.
Small Groups Have students read the article in groups, using the before- and after-reading strategies in our Nonfiction Know-How graphic organizer. Find it in our Graphic Organizer Library.