THEMATIC UNIT. Ants. Written by Pam East

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1 THEMATIC UNIT Ants Written by Pam East Teacher Created Resources, Inc Industry Way Westminster, CA ISBN: Teacher Created Resources, Inc. Reprinted, 2009 Made in U.S.A. Illustrator: Bruce Hedges Contributing Editor: Janet Hale Cover Artist: Agi Palinay The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

2 Table of Contents Introduction Ant Cities by Arthur Dorros (Harper, 1990) (Available in Canada & UK from Harper Collins Pub. Ltd.; in AUS from Harper Collins) Summary Sample Plan Overview of Activities KWL Chart Minibook Write On! A-maze-ing Ants Two Bad Ants by Chris Van Allsburg (Houghton Mifflin Co., 1988) (Available from Thomas Allen & Son, Canada; Cassell, UK; Jackaranda Wiley, AUS) Summary Sample Plan Overview of Activities Picnic Basket Fire Ants Game An Ant s Point of View Poetry and Writing Ant Chants Writing Experiences (Journal Writing Story Mapping Picnic of Ant Poems) Step Books Anthill Journal Pattern Across the Curriculum Language Arts: Science: Math: Social Studies: Art/Music: Life Skills: Homework: Ants on Your Pants Antonyms Are Opposites Comparing Ant Fables A Semantic Map Metamorphosis (Life Cycle) Wheel Ant Farms I m an Observant Watcher Ant Experiences Creepy Crawly Estimation Underground Place Value Fantastic Math Activities (Ants Go Marching Math Fantastic Calculations One Hundred Hungry Ants An Ant Goes Marching Game) Ants Around the World Ant Art Activities (Ants on the Move Ant Cities Crayon Rub Fingerprint Ants Ant Headbands Ant Eye Glasses Tablecloth Book Cover) Jubilant Songs (I ve Been Working in an Anthill There s a Little Anthill Digging Tunnels The Ants Go Marching) Anticipating Recipes (Chocolate Covered Anthills Ants on a Log Creepy Crawly Sandwiches Anthill Pudding Cups Honeydew Juice Ant Trail Grahams) Task Cards Culminating Activity: It s Picnic Time! Unit Management A Flamboyant Display Bulletin Board Anticipating Our Feelings Graph Poetry Picnic Place An Observant Career Awards Stationery An Enchanting Invitation Fascinating Facts About Ants (A Social Species Communication Ant Classes An Ant: Outside and Inside An Anthill: The Inside Story) Ant Glossary Annotated Bibliography #2113 Thematic Unit Ants 2 Teacher Created Resources, Inc.

3 by Arthur Dorros Summary Ants live in different places. They may be found in trees, in sidewalk cracks, in nests underground, or in anthills. Ants live in groups called colonies. Thousands of ants may live in one nest. The queen ant, female worker ants, and male ants keep the nest a bustle of activity. Ant Cities explains in detail how ants live and work together for the good of the colony. The outline below is a suggested plan for using the various activities that are presented in this unit. You should adapt these ideas to fit your own classroom situation. Sample Plan Lesson 1 Create Anticipating Our Feelings Graph (page 66). Begin KWL Chart (page 9). Assemble Amanda the Ant minibooks (page 10). Observe, write about, and illustrate ants (page 6, Enjoying the Book, #1). Read Ant Cities. Solve Creepy Crawly Estimation (page 42). Introduce students to DIRT (page 7, Extending the Book, #1). Make Anthill Pudding Cups (page 60). Assign homework task card 1 (page 61). Lesson 2 Reread Ant Cities. Make metamorphosis wheels (page 34). Add learned facts to KWL Chart (page 9). Assemble Ants on the Move projects (page 52). Learn about ant habitats (page 49). Make Ant Trail Grahams (page 60). Continue DIRT. Create ant art (page 53). Assign homework task card 2 (page 61). Lesson 3 Make Step Books (page 24) and write anthill stories. Learn about entomologists (page 68). Complete science experiences about ants (page 39). Research homemade Ant Farms (page 35). Add learned facts to KWL Chart (page 9). Complete Underground Place Value activities (page 43). Continue DIRT. Assign homework task card 3 (page 61). Lesson 4 Continue DIRT. Write acrostics (page 8, Extending the Book, #6). Play Fire Ants Game (page 19). Calculate weights (page 45). Make an ant farm (page 36). Make Chocolate Covered Anthills (page 59). Play Ants on Your Pants (page 26). Create ant art (page 53). Assign homework task card 4 (page 61). Teacher Created Resources, Inc. 5 #2113 Thematic Unit Ants

4 Overview of Activities 1. Prepare the room for the Ants unit. Locate ant books and materials (see Annotated Bibliography, page 78). A library media specialist may serve as a good resource for locating additional materials, as well as tell you when those materials will be available for your use. Setting the Stage 2. Create a bulletin board, as suggested on page 63. Allow each child to color and cut out the pattern on page 65. Have each child add his or her name to the ant body by first writing the name with white glue and then sprinkling wet glue with gold glitter and shaking of f the excess. Allow the glue to dry thoroughly. Attach the name ants to the bulletin board background. 3. Set up a Poetry Picnic Place, using the suggestions on page Purchase an ant farm or build your own (pages 35 37) for children to observe. (See ant farm resources listed on page 80.) Make magnifying glasses available for children to use during observation times. 5. Find out how children feel about ants. Record their responses, using the pre-post graphing activity on page Prepare a KWL Chart (page 9). With children s input, record what they know and want to know about ants. Use these child-centered facts and questions to plan activities for the unit. Enjoying the Book 1. Introduce the book by asking children to name places they have seen ants. Possibilities include inside a dead tree, under a rock, under the ground, near an anthill, and in the cracks of a sidewalk. Take an observant walk around school and look for signs of ant activity. Upon returning to the classroom, have children write about and illustrate where they saw ants. (Y oung children can illustrate while an adult writes dictated sentences.) Display the illustrations on a bulletin board (Setting the Stage, #2, above), matching the illustration to the child s displayed name ant. 2. Read and discuss Ant Cities, focusing on the ant s life cycle. Have children identify the four stages (eggs, larvae, pupae, adult ants), using the book s photographs. Make metamorphosis wheels, as suggested on page 34. Completed wheels may be displayed in the room or a hallway or taken home and shared with family members. egg larva pupa adult #2113 Thematic Unit Ants 6 Teacher Created Resources, Inc.

5 Overview of Activities (cont.) Enjoying the Book (cont.) 3. Talk about the fact that ants have three main body parts. (See diagram on page 75.) Help children learn these parts by making the Amanda the Ant minibook on pages Instruct children to cut the pages along the dashed lines. Have them assemble pages in order and staple the compiled pages together along the left side. Children may color the pictures either during the discussion time for each page or after discussion of the entire minibook. Encourage children to take the minibooks home to read or share with family members. 4. Reproduce and laminate page 13 to create an ant write-on-wipe-of f practice mat. Place the mat in a free time or assigned time center area along with eraseable markers and an eraser. Children practice writing the ant s main body part names on the mat. If children have learned the differentiating characteristics of the four classes of ants (for reference, see page 74), encourage them to draw in each class s features and name the features, using an eraseable marker. 5. Reread Ant Cities. Review the process of building an anthill and the job of each type of ant. Have children add ant facts to the KWL Chart (page 9) under the section titled What We Learned. Extending the Book 1. Introduce children to DIRT (Daily Independent Reading Time). Allow children time each day to read materials about ants. Encourage children to write down or tell you new facts to add to the Learned section of the KWL Chart at the end of each reading time. Remember to tell children each day when it s time to get DIRT-y. They ll love it! Note: DIRT is meant to be a silent individual reading time. For most young readers, silent equals noisy! Since younger children use word attack skills which include sounding out words, this silent time can become rather loud at times. Do not require absolute silence. Do ask children to read or look at pictures by themselves, not with a friend or neighbor. For kindergarten and first grade, allow five to ten minutes maximum reading time. For second grade and beyond, fifteen minutes of reading is appropriate. Reading materials should include magazines, child-made books, and new articles, as well as a variety of fiction and nonfiction books. (See the Annotated Bibliography, pages 78 80, for suggested books.) 2. Using the teacher s ant information on pages as a resource, create a daily critical thinking game focusing on fascinating facts about ants. On the chalkboard or flip-chart paper, write a true and a false ant statement. Ask children to share, based on their prior knowledge, which statement is true and which is false. (The critical thinking process can also be achieved by children first talking in small discussion groups and then in a lar ge discussion group format). Review or teach why statements are true and false. Add true ant facts to the KWL Chart (page 9). 3. Information focusing on ant species is provided on pages 49 and 50. Familiarize children with some of the thousands of ant species by having them complete the activities on page 51. Teacher Created Resources, Inc. 7 #2113 Thematic Unit Ants

6 Overview of Activities (cont.) Extending the Book (cont.) 4. Take a walk around the school and find an active anthill. Drizzle an eight- to ten-inch (25.5 cm) trail of sugar leading away from the anthill s opening. Have children observe what happens. Children will be amazed at how quickly ants work as a team to move the newly discovered sweet food treat. If time permits, try several other types of food placed in dif ferent locations around the anthill. Observe the ants behaviors. 5. Begin researching the materials needed for creating a homemade ant farm. Pages list a variety of ant farms to get the thought processes going and raise anticipation about creating a homemade ant farm. Younger children can help gather facts as you read information. Older children may be placed in cooperative groups and assigned specific research tasks. 6. Using acrostics is a fun way to allow children to be creative writers and share information learned. Have each child or cooperative group create and illustrate an Ant Acrostic Card Chart (procedure outlined below). Display the chart in a hallway or the room when completed. Divide the class into cooperative groups of five students. Provide each child with five 5'' x 7'' (13 cm x 18 cm) index cards. Each child writes ANTS on the first (top) card and illustrates. This is the title card. Each child writes one letter on the left side of the remaining four cards: A-N-T-S. Each child writes on a card a sentence or word about ants that begins with the letter on that card. The child them draws a picture. (Note: Young children can dictate words or sentences and then illustrate.) 7. Make anthill-shaped books, using the pattern on page 25. To create a cover, copy the pattern onto brown construction paper. Cut out the pattern. Write All About Ants on the cover. Create a back cover from the second piece of brown construction paper. Writing pages may be either lined or unlined paper cut in the anthill shape. Collate the front cover, writing pages, and back cover. Staple pages together at the top of the anthill. Use the anthill books as daily writing journals or science journals or to write and illustrate facts from the Know and Learned sections of the KWL Chart. #2113 Thematic Unit Ants 8 Teacher Created Resources, Inc.

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