Offical Intergrative Unit

Rational for choosing theme:
The reason I chose the theme of pets is because I am passionate

about animals. Since I am passionate about them, I feel that it is
important for my students to learn about animals and how to treat
them the right way. With that, I would make sure that I would have a
classroom pet where the children would be responsible for taking care
of it. I believe that having a pet in the classroom would teach my
children many things that they need to know in life. The biggest thing
it would teach the children is responsibility. With responsibility the
children would need to make sure that they classroom pet has enough
food, water and is clean everyday. Another important life lesson that a
classroom pet would teach my students would be the ability to learn
how to treat other things nicely. It teaches the students that they need
to treat not only their own things and self nicely, but others too
because no one wants to see a pet mistreated. Lastly, teaching the
children about pets, and lessons through the topic of pets is a direct
relation to most students, since many of them have their own pets at
home or would like their own. With that the children are going to be a
lot more interested in learning math, science, language arts, and social
science concepts when it is being taught in a way that the students
can relate and are interested in.
Proposal:
What do I want to do?
I want to teach my students about pets.
Why do I want to do it?

I want to teach them about pets because they are at a young enough
age where they are very interested in pets and might be getting pets
at home too.
How am I going to do it?

I am going to teach my students about pets by adopting a pet for the
classroom. I am also going to teach them through books, movies, and
other research.
What do I need to do it?

In order to do this I will need an adopted pet for the classroom, books,
movies, Internet, computer and the Smart Board.
How will I know Ive done it?

I will know that I have done it when the week is over and all my lessons
have been taught.
Anticipatory Set for the Week:

Adopt a pet for the classroom, like a hamster or fish. Bring the animal
in, in the cage, but keep it covered and have the students guess what
is under the cover.
Materials and Resources:

Math:
Marker
Big paper
White board/ Smart Board
Easel
Fish counting worksheet
Sorting worksheet
Pictures of pets for sorting worksheet
Glue
Bunny counting worksheet
(2007). Picturing pets. In Andrews, B.S. (Eds.), Pets (p.3). Greensboro,
NC: The Education Center, INC.
Free preschool counting math worksheets, free preschool math
activities, free kids learning activities, free printable early
childhood worksheets. (n.d.). Free worksheets and kids activities,
free school games. Retrieved November 26, 2012, from
http://prek-8.com/preschool/lessonPlans_pets_counting1.html
Wineberger, Beth. (2007). Whats in a name? In Andrews, B.S. (Eds.),
Pets (p.12). Greensboro, NC: The Education Center, INC.
Science:
Blank lined paper with space to draw a picture

Guinea pig
Chart paper
Marker
Easel
Pet care worksheet
Scissors
Glue
(2007). A labor of love. In Andrews, B.S. (Eds.), Pets (p.3). Greensboro,
(2007). Pet care. In Andrews, B.S. (Eds.), Pets (p.42). Greensboro, NC:
The Education Center, INC.
(2007). Pick a pet. In Andrews, B.S. (Eds.), Pets (p.44). Greensboro, NC:
Kids Crafts, Colouring Pages, Printables, Puzzles, Worksheets and
Holiday Fun!. (n.d.). Retrieved November 12, 2012, from
http://www.activityvillage.co.uk/Story_paper_handwriting_large_b
lack.pdf
Language Arts:
Nonfiction pet book on guinea pigs
Large paper
Thick marker
Lined paper with space for picture at the top
Pencils
Coloring supplies
Plain white paper
Smart Board
Picture of a pet
Lined paper
(2007). A pet investigation. In Andrews, B.S. (Eds.), Pets (p.9).
Greensboro, NC: The Education Center, INC.
(2007). From a pets perspective. In Andrews, B.S. (Eds.), Pets (p.10).

Kids Crafts, Colouring Pages, Printables, Puzzles, Worksheets and
Holiday Fun!. (n.d.). Retrieved November 12, 2012, from
http://www.activityvillage.co.uk/Story_paper_handwriting_large_b
lack.pdf
Social Sciences:
Books
Library
Notebooks
Chart paper
Easel
Marker
Lined paper with room for pictures
Content Area: Math

Grade Level: Kindergarten
Illinois Standards/Common Core:
C.C.K.CC.A When counting objects, say the number names in the
standard order, pairing each object with one and only one number
name and each number name with one and only one object.
C.C.K.CC.B Understand that the last number name said tells the
number of objects counted. The number of objects is the same
regardless of their arrangement or the order in which they were
counted.
C.C.K.CC.5 Count to answer how many? questions about as many as
20 things arranged in a line, a rectangular array, or a circle, or as many
as 10 things in a scattered configuration; given a number from 1-20,
count out that many objects.
C.C.K.CC.6 Identify whether the number of objects in one group is
greater than, less than, or equal to the number of objects in another
group, e.g., by using matching and counting strategies.
C.C.K.MD.3 Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count.
Lesson Objectives:
1. Students will be able to demonstrate that they know how to
count by using the one-to-one method.
2. Students will be able to use their counting skills to demonstrate
that the last number named tells them how many objects there
are.
3. Students will be able to use the one-to-one method and prior
knowledge of counting to answer questions like, how many
apples are in the bucket?
4. Students will be able to demonstrate that they know when the

number of objects in one group is greater then the next group by
counting the objects and displaying the totals.
5. Students will be able to demonstrate that they can classify
objects into given categories, and then use their prior knowledge
of counting to find out how many objects are in each category.
Materials:
Marker
Big paper
White board/ Smart Board
Easel
Fish counting worksheet
Sorting worksheet
Pictures of pets for sorting worksheet
Glue
Bunny counting worksheet
Procedures: Day 1
Whats in a Name?
Wineberger, Beth. (2007). Whats in a name? In Andrews, B.S. (Eds.),
Pets (p.12). Greensboro, NC: The Education Center, INC.
Skills: Participating in a classroom discussion, voting, counting Votes,

graph with the teacher.
Grouping: As a class
Instructional Strategy: Direct instruction, presentation, concept
teaching, cooperative learning and discussion.
Procedure:
1. The teacher will have all the students gather on the gathering
rug.
2. The teacher has already introduced the new classroom pet to the
class, but informs the class that their new pet needs a name.
3. The teacher will then ask students to give name ideas. The
teacher writes them out on the board.
4. Then once the teacher has about five name suggestions, the
teacher will then write the names going across the top of the a
big piece of paper. The teacher will separate the names with
vertical lines going down the paper between the names. A

horizontal line under each name. (Self-made chart/graph)
5. Then the teacher will ask each student individually what name
he or she want to vote for. Place the childs name under the pet
name they have voted for.
6. After each child has voted, as a class count up the number of
names under each suggested pet name and write the total of
each column under the last student name listed for that column.
7. The suggested name that has received the most votes is now the
guinea pigs new name.
Procedures: Day 2
Picturing Pets
(2007). Picturing pets. In Andrews, B.S. (Eds.), Pets (p.3). Greensboro,
Skills: Participating in voting, counting votes, graphing with the

teacher
Instructional Strategy: Direct instruction, presentation, and
concept teaching.
Procedure:
1.
2.
3.
4.
The teacher will review the graphing from the day before.
The teacher will have the pre-made graph hanging on the easel.
The teacher will have the students gather on the gathering rug.
The teacher will show the students the graph that they have
made, titled favorite pets and then lists about seven different
pets.
5. The teacher will then ask each student individually what is his or
her favorite pet.
6. The teacher will place a tally mark next to the type of pet each
student has voted for.
7. When all the voting is done, the students will add up the total
tallies for each pet as a class.
8. The teacher will write the total of tallies after each type of pet,
when they are done counting the tallies for that pet.
Procedures: Day 3
Counting Fish
Skills: Counting using the one-to-one method

Grouping: Individually
Instructional Strategy: Concept teaching and presentation
Procedure:
1. The teacher will review the graphing from the day before.
2. The teacher will pass out the fish work sheet to each student.
3. The teacher then tells the students that they are going to match
the number of fish on the left with the printed number on the
right.
4. The teacher then reminds the students that when they count,
each fish gets its own number. (Demonstrate by counting the
first row if fish and drawing a line from those fish to its number
on the right side of the paper.)
5. Have the students finish the rest by themselves.
6. When they have finished have them turn in the worksheet for the
teacher to look over to see who understands it and who still
needs more help with the one-to-one method.
Procedures: Day 4
Sorting Pets
Skills: Grouping and sorting pets based on different characteristics
Grouping: Groups of 2
teaching, and cooperative learning
Procedure:
1. The teacher will review the one-to-one counting from the day
before.
2. When that is done the teacher will explain that they are going to
do work on sorting again and the teacher will review how to sort
objects.
3. Once that is done the teacher will pair the students up.
4. The teacher will then demonstrate how to sort the pictures of
pets based on their size.
5. The teacher will then pass out the sorting worksheet and pictures
of pets to each group.
6. The students will then work in their groups of two to sort the
pictures of pets based on their size.
7. Once the students have finished sorting the pictures they will
then glue them down to the sorting worksheet.
8. Once that is done they will turn in their completed worksheet
that will get checked for accuracy.
Procedures: Day 5
Counting Bunnies/Assessment
Skills: Counting pictures by using the one-to-one method and writing

numbers
Instructional Strategy: Direct instruction and concept teaching
Procedure:
1. The teacher will review with the students on how to count using
the one-to-one method.
2. The teacher will then pass out the bunny counting worksheet.
3. The teacher will explain to the students that they need to count
the number of bunnies in each grouping and then write the
appropriate number on the line to the right.
4. The teacher will then have the students complete the worksheet
on their own.
5. When the students are finished they will turn the worksheet in to
get graded based on if the student counted the right number of
bunnies in each grouping and wrote their numbers correctly.
Content Area: Science

State Goal 11: Understand the process of scientific inquiry and

technological design to investigate questions, conduct experiments,
and solve problems. A. Know and apply the concepts, principles and
processes of scientific inquiry. 1a. Describe an observed event.
State Goal 11: Understand the process of scientific inquiry and
technological design to investigate questions, conduct experiments,
and solve problems. A. Know and apply the concepts, principles and
processes of scientific inquiry. 1f. Compare observations of individual

and group results.
State Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences. A. Know
and apply concepts that explain how living things function, adapt and
change. 1a. Identify and describe the component parts of living things
(e.g., birds have feathers; people have bones, blood, hair, skin) and
their major functions.
State Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences. A. Know
and apply concepts that explain how living things function, adapt and
change. 1b. Categorize living organisms using a variety of observable
features (e.g., size, color, shape, backbone).
Lesson Objectives:
1. Students will be able to demonstrate how to describe an
observed event, either through writing it out or acting.
2. Students will be able to use their notes from an observed event
to compare results with their classmates.
3. Students will be able to list and describe parts of living things.
4. Students will be able to group living organisms based on
observable features.
Materials:
Guinea pig
Blank lined paper with space for pictures
Chart paper
Marker
Easel
Pet care worksheet
Scissors
Glue
Procedures: Day 1
Observing the guinea pig
Skills: Observing and writing about an event that took place
Grouping: Individually and as a class

teaching and discussion
Procedure:
1. The teacher will introduce the lesson to the class by having
everyone in the classroom look over at the guinea pigs cage.
2. During this, the teacher will think out loud about something he or
she just observed the guinea pig do.
3. Then the students will have five minutes to observe the guinea
pig from their own desks.
4. Once they are done observing they are going to write one to two
sentences about what they saw and draw a picture on the paper
provided.
5. When the class is done writing about what they have observed
they then can share what they wrote/observed with the class.
6. The class can discuss the different things they have observed.
Procedures: Day 2
A Labor of Love
(2007). A labor of love. In Andrews, B.S. (Eds.), Pets (p.3). Greensboro,
Skills: Understanding what pets need in order to survive

teaching, cooperative learning and discussion.
Procedure:
1. Review observations from the day before.
2. Have chart paper posted on the easel labeled with different types
of pets.
3. Have students gather on the gathering rug.
4. Ask students what each pet needs (one at a time) in order to live
a happy and healthy life.
5. Record the information provided by the students onto the chart
paper.
6. When all of the pets are done, compare the pets and take note
on how some pets need less than others in order to survive.
7. Overall conclude that the proper care for each pet is important.
Procedures: Day 3
Pet Care
(2007). Pet care. In Andrews, B.S. (Eds.), Pets (p.42). Greensboro, NC:
Skills: Learning the different needs of pets

Instructional Strategy: Direct instruction, presentation and
concept teaching
Procedure:
1. Have the chart paper out still from yesterday.
2. Review with the class what they all suggested that pets need in
order to live a healthy and happy lifestyle.
3. Once the teacher is done reviewing with the class have them
pass out the pet care worksheet to the class.
4. Then the teacher will explain to the students that the four needs
that pets have need to be cut out from the bottom of the page.
5. After they have finished cutting the needs out, they then need to
match each need with a picture from above.
6. Once the needs are all matched with the pictures the students
then need to glue the needs down in the grey boxes.
7. When the students are all done with their work sheets they will
turn them in for completion.
Procedures: Day 4
Pet Habitats
Skills: Understanding the different habitats that pets have

teaching, cooperative learning, and discussion
Procedure:
1. The teacher will have prepared chart paper with pet types on
them ahead of time.
2. The teacher will have the students come sit on the gathering rug.
3. The teacher will review the things pets need in order to live a
healthy life style.
4. The teacher will then explain to the students what a habitat is.
5. From there the teacher will ask the students what type of habitat
each animals lives in.
6. As the students list of different types of habitats for each pet the
teacher will write them down.
7. When they have listed habitats for each pet listed then they will
review what they have come up with as a class.
Procedures: Day 5
Pick a Pet/Assessment
(2007). Pick a pet. In Andrews, B.S. (Eds.), Pets (p.44). Greensboro, NC:
Skills: Taking care of a pet

Instructional Strategy: Direct instruction, presentation and
concept teaching
Procedure:
1. The teacher will review concepts from the weeks lessons.
2. Then the teacher will pass out the pick a pet worksheet.
3. Once those are all passed out the teacher will go over the
instructions with the class, then let them get to work.
4. When the students are done they will turn in their worksheet to
the teacher.
5. Then the teacher will grade it according to the rule brick.
Content Area: Language Arts


C.C.K.W.2 Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what they
are writing about and supply some information about the topic.
C.C.K.W.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
C.C.K.SL.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.
Lesson Objectives:
1. Students will be able to use drawing and writing to compose
informational pages on the topic they are writing about.
2. Students will be able to recall three facts they have already
learned or research new information with the help of an adult.
3. Students should be able to create a drawing for something they
have written in order to provide additional detail.
Materials:
Large paper
Thick marker
Pencils
Coloring supplies
Blank white paper
Smart Board
Picture of a pet
Lined paper
Procedures: Day 1
A Pet Investigation
(2007). A pet investigation. In Andrews, B.S. (Eds.), Pets (p.9).
Skills: Participating in a class discussion, sharing experiences or facts

that they already know, researching new facts with the help of an
adult.
Materials:

Large paper
Thick marker
Pencils
Coloring supplies
Grouping: Whole class, individual

Instructional Strategy: Direct instruction, presentation,
cooperative learning, and discussion.
Procedures:
1. Instruct students to meet quietly on the gathering rug.

2. Show the students the covered up cage that you have brought in
and ask them to take turns guessing what they think is under the
covers.
3. Reveal the new class pet and go over pre made rules about the
pet.
4. Ask the students if they know anything about guinea pigs. (As
they answer write down what they know on a big sheet of paper.)
5. Read the nonfiction book on guinea pigs to the class.
6. Ask students if they learned anything new about guinea pigs
from the book. (Add what they say to the previous list)
7. Instruct students to go back to their seats.
8. Pass out lined paper with spot for a picture to each student.
9. Instruct each student to pick a fact about guinea pigs and write a
sentence about guinea pigs that includes the fact they picked.
10.
When they are done writing have them draw a picture that
illustrates what they wrote.
Procedures: Day 2
From a Pets Perspective
(2007). From a pets persepective. In Andrews, B.S. (Eds.), Pets (p.10).
Skills: Putting themselves in the perspective of the guinea pig and

writing on how they think guinea pigs see things.
Materials:
Blank white paper
Pencils
Coloring supplies
Instructional Strategy: Direct instruction and presentation.
Procedures:
1. Start off the lesson by reviewing the facts that the students have
learned about guinea pigs the day before.
2. Then ask the students if they have ever wondered how the
guinea pig might see a pencil?
3. From there show them the teacher created example of how you
think a guinea pig would see a pencil, drawn out, and write a
sentence describing it.
4. Then tell the students that they are now going to pick an object
from around the room and draw how they think a guinea pig sees
it.
5. Pass out the white blank paper to the students and have them
get out their pencils and coloring supplies.
6. Have them first draw a picture of how a guinea pig would see the
object they chose and then write a sentence describing how the
guinea pig sees it.
7. Have the students turn in their work so it can be hung up on a
class bulletin board.
Procedures: Day 3
What Does My Pet Look Like?
Skills: Using descriptive words
Materials:
Blank paper
Coloring supplies
Pencils
teaching
Procedures:
1. Review the pets perspective writing activity from the day before.
2. Mention to the students that they used their descriptive words
from before with out noticing it.
3. Tell the students that today they are going to use their
descriptive words today and are going to describe a pet they
have at home or one they wish they had.
4. Show the students an example of what my pet looks like with
description.
5. Have the students get out their pencils and pass out white blank
paper.
6. Have them first draw their pet, but not to color it yet.
7. Then have them write one to two sentences describing their pet.
8. Once they have finished describing their pet they can get out
their coloring supplies and add color to their drawing.
Procedures: Day 4
Future Pet
Skills: Explaining why they like something
Materials:
Blank paper
Pencils
Coloring supplies
Instructional Strategy: Direct instruction, discussion
Procedures:
1. The teacher will review the descriptive writing of a pet they have
or want.
2. The teacher will explain that now they are going to write about a
pet that they want.
3. This time they are going to name the pet that they want and
then explain why they want that animal as a pet in a sentence or
two.
4. The teacher will pass out blank paper to the students while they
get out their pencils.
5. Once they receive their paper the students will write about what
kind of pet they want.
6. Once they are doe writing they may draw and color a picture of
what they want their pet to look like.
7. When everyone is finished, the students will take turns sharing
the type of pet they want and why.
Procedures: Day 5
Assessment
Skills: Students should be able to write about a picture of a pet that
has been shown on the smart board.
Materials:
Smart Board
Picture of a pet
Lined paper
Grouping: Individual
Instructional Strategy: Direct instruction
Procedures:
1. The teacher will review with the class on how they have been
writing about pets for the past week.
2. The teacher then will pass out blank paper to everyone in the
class and put up a picture of a pet on the smartboard.
3. The students then have to write a couple sentences about the
picture or the type of pet in the picture.
4. Once they are done they will hand in their sentences.
Content Area: Social Sciences

State Goal 16: Understand events, trends, individuals and movements
shaping the history of Illinois, the United States and other nations. A.
Apply the skills of historical analysis and interpretation. 1b. Ask
historical questions and seek out answers from historical sources.
Lesson Objectives:
1. The students will be able to use books, and the Internet to come
up with at least three historical facts about pets.
Materials:
Library
Books
Notebooks
Easel
Chart paper
Marker
Lined paper with room for pictures
Procedures: Day 1
Gathering Information
Skills: Finding books to use for research
Instructional Strategy: Direct instruction, presentation, inquiry
learning, cooperative learning, and discussion
Procedure:
1. The teacher is going to explain to the class that they are going to
do some research on the history of guinea pigs.
2. The teacher asks the students if they know where they could find
good historical information on guinea pigs. (Library, internet)
3. The teacher then explains that they are going to go down to the
library as a class to find books about guinea pigs.
4. Have the students line up at the door.
5. Walk to the library.
6. Enter the library and instruct the students to follow you over to
the librarian.
7. Tell the librarian that as a class you are researching guinea pigs
and are looking for some books to help you.
8. Once the librarian shows you where the books are that you need
have the students help you pick out two books to check out.
9. After the books are checked out have the class line up back at
the door.
10.
Bring the class back to the classroom.
Procedures: Day 2
Gathering Information Day 2
Skills: Looking through books for facts
Grouping: In groups of two
Instructional Strategy: Direct instruction, presentation, inquiry
learning, cooperative learning and discussion.
Procedure:
1. The teacher will review with the students on how they went to
the library to find a book about guinea pigs so they can learn
about them some more.
2. Show the students that the librarian pulled all the books from the
library about guinea pigs and brought them down to our
classroom for use to use.
3. Explain to the students that they are going to be looking through
the books to find historical facts about guinea pigs.
4. The teacher will take a book off the cart, open it and show the
students how to look through a book for facts.
5. Once the teacher finds a fact they write it in their notebook.
6. The teacher will pair the students up.
7. Once the students are paired up they are going to pick a book
from the books provided by the library and they need to find
three historical facts about guinea pigs.
8. Each time a student finds a fact they should write it in their
notebook.
Procedures: Day 3
Gathering Information Day 3
Skills: Putting facts together with other facts
Grouping: As a whole class
Instructional Strategy: Direct instruction, concept teaching,
cooperative learning and discussion
Procedure:
1. The teacher will remind the students about the research they did
with books yesterday.
2. The teacher will then have all the students get out their
notebooks from yesterday.
3. The teacher will have chart paper on the easel to write down
student responses.
4. Students will then take turns telling the teacher, one at a time,
one fact they learned yesterday from research.
5. The teacher will record each fact stated by the students.
Procedures: Day 4
Putting Information Together
Skill: Taking information gathered and pulling from it
Instructional Strategy: Direct instruction and concept teaching
Procedure:
1. The teacher will pull out the chart paper from the day before with
the class gathered facts on it.
2. The teacher will then remind the students about how they
gathered the facts on the chart paper.
3. From there the teacher will explain that they worked together as
a class to come up with many historical facts about guinea pigs.
4. After that the teacher will have the students get out their
notebooks.
5. Once the notebooks are out the teacher will have the students
each copy down five facts they find interesting from the chart
paper into their own notebook.
Procedures: Day 5
Assessment
Skill: Creating an informational book from gathered facts
Instructional Strategy: Direct instruction and concept learning
Procedure:
1. The teacher will review with the students the facts that they
have found as a class about the history of guinea pigs.
2. From there the teacher will have the students pull out their
notebooks and open them to the five facts they wrote down the
day before.
3. The teacher will pass out the blank lined paper to the students
while they are getting their notebooks out.
4. Then the teacher will remind the students about the five
historical facts that they wrote down from the day before.
5. From there the teacher will show the students that they are going
to pull two facts from the list of five that they have in their
notebooks and write one to two sentences using those two facts.
6. Once the students are done with their writing they can draw their
picture and then turn it in to the teacher.
7. The teacher will then grade the papers based on a rule brick.
8. From there the teacher will then bind all the pages together to
make a classroom historical fact book about guinea pigs.
Sources for Pictures

Cat Coloring Pages | Cat Pictures | Printable Coloring Pages. (n.d.). Free
Coloring | Coloring Pages for Children | Cool Coloring Pages.
Retrieved November 11, 2012, from
http://www.freecoloring.info/printstyle/cat2.php?id=3
Coloring page Worm - img 17615. (n.d.). Coloring pages, photos and
crafts | Images for education. Retrieved November 11, 2012,
from http://www.edupics.com/coloring-page-worm-i17615.html
Dogs Coloring Pages | Dog Pictures | Printable Coloring Pages. (n.d.).
Free Coloring | Coloring Pages for Children | Cool Coloring Pages.
Retrieved November 11, 2012, from

http://www.freecoloring.info/printstyle/dog2.php?id=2
My Sew Called Life: Beware of Dog(s). (n.d.). My Sew Called Life.
Retrieved November 11, 2012, from http://kikimysewcalledlife.blogspot.com/2010/11/beware-of-dogs.html
Red Fish Coloring Page - Twisty Noodle. (n.d.). Coloring Pages - Twisty
Noodle. Retrieved November 11, 2012, from
http://twistynoodle.com/red-fish-coloring-page/
www.preschoolcoloringbook.com / Bird Coloring Page. (n.d.). Preschool
Coloring Book: Let's Get Ready To Color. Retrieved November 11,
2012, from
http://www.preschoolcoloringbook.com/color/cpbird13.shtml

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Offical Intergrative Unit

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Rational for choosing theme:

The reason I chose the theme of pets is because I am passionate

Why do I want to do it?

How am I going to do it?

What do I need to do it?

How will I know Ive done it?

Anticipatory Set for the Week:

Materials and Resources:

Blank lined paper with space to draw a picture

(2007). From a pets perspective. In Andrews, B.S. (Eds.), Pets (p.10).

Content Area: Math

4. Students will be able to demonstrate that they know when the

Skills: Participating in a classroom discussion, voting, counting Votes,

vertical lines going down the paper between the names. A

Skills: Participating in voting, counting votes, graphing with the

Skills: Counting using the one-to-one method

Skills: Counting pictures by using the one-to-one method and writing

Content Area: Science

State Goal 11: Understand the process of scientific inquiry and

processes of scientific inquiry. 1f. Compare observations of individual

Instructional Strategy: Direct instruction, presentation, concept

Skills: Understanding what pets need in order to survive

Skills: Learning the different needs of pets

Skills: Understanding the different habitats that pets have

Skills: Taking care of a pet

Content Area: Language Arts

Illinois Standards/Common Core:

Skills: Participating in a class discussion, sharing experiences or facts

Nonfiction pet book on guinea pigs

Grouping: Whole class, individual

1. Instruct students to meet quietly on the gathering rug.

Skills: Putting themselves in the perspective of the guinea pig and

Content Area: Social Sciences

Sources for Pictures

Retrieved November 11, 2012, from

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