Page 2 - Kind News Teacher Guide, Sept Oct 2020

COMMON CORE AND NEXT GENERATION SCIENCE STANDARDS (NGSS) ALIGNED ACTIVITIES

Third grade: NGSS3-LS4-3. Construct an argument with evidence that in a particular habitat some
organisms can survive well, some survive less well, and some cannot survive at all.
To go with “Claude: michievous, chatty, silly, or shy?”: Ask students what they think parrots need to be happy and healthy.
What does Claude need that his people give him? Students may bring up that Claude has special needs beyond those of
other parrots due to his missing wing. Ask students to research tips for caring for parrots as pets
and include what is needed to fulfill their basic needs, as well as strategies to keep them
happy and entertained. After sharing their results, ask them how parrots’ needs
may differ from one another, beyond their basic needs of food, water and a safe living
space. What examples of needs can they think of related to parrots' individual interests
and personalities? How are parrots’ needs similar and different to those of humans?
More information can be found at:
parrots.org: (Click on Learn, then click on Reference Library)
aav.org/page/basiccare: (For basic pet bird care tips)

Fourth grade: NGSS 4-LS1-2. Use a model to describe that animals receive different types of information
through their senses, process the information in their brain, and respond to the information in different
ways./CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
To go with Critter Clues: After the students have guessed the critter, revisit clue #6, “Even though I
don’t have ears, I can still sense sound — the sensory hairs on my body take in sound wave
vibrations, which send signals to my brain.” Ask students if they have heard of other animals that
sense vibrations or sound waves without ears, such as caterpillars. Ask them to choose an animal
that “hears” differently than we do and research how this animal’s method of sensing sound helps
it survive. To extend the activity, ask students to create models or diagrams, by hand or on the
computer, that demonstrate how the animal senses sound.

Fifth grade: CCSS.ELA-LITERACY.W.5.4. Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience/CCSS.ELA-LITERACY.W.5.1. Write opinion
pieces on topics or texts, supporting a point of view with reasons and information.

To go with Humane Hero, “Ethan Speaks Up”: After reading the article, ask students how Ethan brought attention to his
cause. Explain how laws begin as bills and then are voted on by the local, state or federal legislative body to become laws.
Then have students brainstorm in groups ideas for laws they would like to introduce in their state. Have them choose one
to compose a letter to their state representative, like Ethan did. In their letter, they should include:
• A salutation/opening • A conclusion/closing
• What bill they would like to introduce • Why should the bill be passed?
Find state representatives at www.usa.gov/elected-officials.

Sixth grade: CCSS.ELA-LITERACY.W.6.3. Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-structured event sequences.
To go with “Be You!” on p. 4: Use the list of personality words as a starting point to
discuss animal personalities with students. What have they observed about animal
personalities? Then ask students why they think nature might favor animals of the
same species having different personalities. Ask them to choose one of the
scenarios listed below, select a species to focus on, and write a story about what
the world would be like if one of these things were true:
• All members of the species were highly curious and took risks often
• All members of the species avoided anything new and scary
Challenge students to consider how populations and resource availability
may be affected by their chosen scenario, but also to be creative and incorporate
descriptive details and imagery when telling the stories of their imaginary worlds. Where’s Raja?
RAJA IS HIDING ON PAGE 7!