Page 2 - Kind News Jan/Feb 2021, Teacher Guide

COMMON CORE, NEXT GENERATION SCIENCE STANDARDS (NGSS), AND CASEL-ALIGNED ACTIVITIES
Third grade: CCSS.ELA-LITERACY.SL.3.2. Determine the main ideas and supporting details of a
text read aloud or information presented in diverse media and formats, including visually, quantitatively,
and orally. CASEL Core Competency: Social Awareness.
To go with, “Mice Make Faces!”: After reading the article once, ask students to re-read it
and highlight or underline at least four fun or interesting facts about mice, and share them with
a partner. Which facts told them about how mice might show emotions or feelings? Then ask
students to research an animal of their choice and find five to ten fun or interesting facts to share
with the class. In their presentation, ask them to include:
• at least two facts that explain how that animal shows their emotions
• one fact that surprised them
• one fact they found the most interesting

Fourth grade: CCSS.ELA-LITERACY.W.4.2.A. Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful
to aiding comprehension/CCSS.ELA-LITERACY.W.4.2.D. Use precise language and domain-specific
vocabulary to inform about or explain the topic. CASEL Core Competency: Responsible Decision-Making.
To go with Pet Corner, “Healthy, happy pets have healthy coats!”: After reading the article, ask students to notice how the
article was structured, with an introduction to the topic of pet grooming, list of benefits, and tips. Ask students to think of
something they know how to do very well that helps others, such as bathing a pet, or assisting a younger sibling or friend
with doing a chore or task. (Students doing distance learning could demonstrate how to use the platform in video format
to show a parent or new student.) Ask them to write a how-to guide on that topic in a similar format to the article and
pretend that the reader doesn’t know anything about the topic. They should make sure to include headings and define
vocabulary that may be unfamiliar to their peers. Then ask students to swap their guides with a writing partner. After
students read each other’s guides, ask for volunteers willing to try to summarize for the class what their partner wrote.
Fifth grade: NGSS 3-5-ETS1-2. Generate and compare multiple possible solutions to
a problem based on how well each is likely to meet the criteria and constraints of
the problem. CASEL Core Competencies: Self-awareness, Social awareness.
To go with, "Mice Make Faces!": Discuss the paragraph about the use of mice for animal
testing with students and how alternatives such as computer models are sometimes
used instead. Ask students to choose one of the below animal testing alternatives
and research how successful it is at testing the safety and effectiveness of household
products and medicines, and what the advantages and disadvantages are. Allow
students to choose between multiple methods of reporting their research, such as a
visual display, written report, or video.
• Use of computer models/algorithms Helpful resources:
• Testing on humans aavs.org, Alternatives tab
• Use of organoids leapingbunny.org
(human organs grown in a lab) livescience.com, search “animal testing alternatives”
Sixth grade: CCSS.ELA-LITERACY.W.6.2. Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and analysis of relevant
content. CASEL Core Competencies: Social Awareness, Self-Awareness.
To go with “Mice Make Faces!”: If possible, before reading the article, ask students to
write down three words they think of when they hear the word “mice.” After reading the
article, ask students if their opinion of mice has changed at all. Did the article confirm any
of their previous ideas about mice? Did it go against any of them? Discuss why they think
people sometimes fear mice. Ask students to choose an animal that people often fear,
such as snakes or wolves, and research that animal’s habitat, diet, and behavior, as well as
some interesting facts. Ask students to write an informational piece about their chosen
animal, similar to the mouse article, and then swap articles with a writing partner who
researched a different animal. What new things did they learn about their partner’s Where’s Raja?
animal? Did the new facts change how they felt about that animal? Why or why not? RAJA IS HIDING ON PAGE 3!