Lesson 1

What animal
do you find
interesting
and why?
2
Theme: Knowing Others
Opener
Lesson 1
What animal do you find
interesting and why?
Week 1 | p. 24
Week 2 | p. 34

Lesson 2
What’s that animal’s
daily routine?
Week 3 | p. 46
Week 4 | p. 56

Lesson 3
What would you do if you were
that animal?
Week 5 | p. 68
Week 6 | p. 78
 What
would happen
if you were
an animal?
There are so very many animals that it’s difficult to imagine
a natural world without them. But, could you imagine the
world from an animal's perspective?

Think about what the world might look and feel like from
an animal’s point of view. How similar or different do you
think animals are from you? There may be some aspects of
animal life you have already imagined, but you are sure to
find other new and surprising parts!

Close your eyes for a second and imagine you are in a

completely natural place. It could be anywhere: a desert, a
rainforest, or even a taiga.

What do you feel? What smells do you imagine? What kinds

of things do you see? Are they living or non-living things?

You probably imagined some living things, especially animals.

The world is full of them and they come in every shape, color,
and size! A recent study estimated that there are 7.7 million
animal species, of which only 12% are familiar to us.

Unit Outline

18
During the next few weeks, you will reflect, discuss, and research to answer the
question What would happen if you were an animal?

You will choose an animal that is interesting to you and write

whatever you know, think, or feel about it.

You will organize into teams,

read each other’s reflections,
and discuss them.

You will research information to answer the question and

prepare a report. Finally, you will assess your results.

Set in motion! D o ne !
There are many interesting facts about animals and how they
perceive the world. Discuss possible explanations for each
of the following facts about animal perception. Can you find
examples? Start planning your work for the next weeks. Use
your to-do lists to help you!

• Dogs and cats can sense when their owners are about to
return home.
• Some animals can sense emotional states in humans.
• Some can find their way back to a particular place from a
distant and unfamiliar location.
• Some animals can locate objects and individuals by sonar,
such as bats.
• Some animals can sense storms, earthquakes, or other
natural disasters before they occur.
• Some animals, like insects, can detect electromagnetic fields.

19
 Constructive Interaction

20
21
 Let’s learn
Track

Read “Flora and Fauna” in your

. Flora and Fauna

about biomes! D o ne !
1 Complete the crossword puzzle with the correct words
from the reading.
1
Reading Tip!
Read the first and the 2
last sentence of each
page to get an idea of
what the text will be
about.
3 4

Across Down
2. cold-blooded animal 1. related to the night KEY WORDS
3. inactive 4. changing with each arid
5. extremely dry season 5 biome
6. the process of moving extremely
to a different place inactive
dromedary
mosses
6

2 Imagine your ideal biome. Would it be hot? Would it be

cold? What kind of plants and animals would you like to
live there? Fill in the graphic organizer.

Weather Location

My ideal biome

Plants Animals

Witty Reading

24
3 Write the words from the box in the correct category.

brown bear  mosses   cactus   tundra  grasslands   humid 

dromedary  reindeer  arid  lichen  desert  forest

Biomes: Weather words:

Animals: Plants:

4 Work in pairs. Exchange information about your ideal

biome with your classmate. Then write what you learned
about their biome.

Weather Lines of Research

Do you know how your favorite animal has
adapted to its environment?

Location Research ways in which animals have evolved

to adapt to their environment.

#KeyConcepts
adaptation / animals / evolution
Plants

SELF-AWARENESS
If your were an animal what
Animals would you like to be? Where
ill
would you like to live? Make
s

Sk
P e r s o n al
a collage to create your ideal
biome and draw yourself as the
animal you would like to be.

Week 1 Can identify characteristics of biomes

25
 1 Read the following text to find out what a tepee is
and what it's made of. KEY WORDS
claw
grazed
The Tepee herds
prey
Some Native Americans of the Great Plains hunted bison. The bison grazed tepee
all over the grassy lands. The tribes had to follow the herds, so they needed tribes
homes to take along with them.

A tepee was the perfect home for the plains tribes. It could be built and
broken down easily. Its frame was made of wooden poles placed together
in the shape of a cone and covered with bison skin pinned to the ground
with pegs. In the middle of the tepee was a fire pit. Smoke from the fire pit
escaped through an opening at the top of the tepee. The opening had flaps
to cover it in cold weather.

The tepee also had a round opening on the side, so that people could
walk in and out. This opening always faced east, towards the morning sun.
There was a flap to cover that opening, too. Some tepees were painted
with designs; others were decorated with ornaments made from beads,
stones, or parts of animals. A large tepee could house about seven
people. The tepee was very durable. It endured all kinds of weather: windy,
rainy, hot, or cold.

2 Read the text again and answer the questions.

1. In the text, which boldfaced word is a modal auxiliary?

2. Underline two more examples of this modal auxiliary.
3. What is the meaning of that auxiliary in the context of the
reading?
a. polite request b. ability c. recommendation
4. Explain the difference between these two sentences:
a. The tepee could house about seven people.
b. The city apartment can house about four people.

Quick Language

26
3 Check (✓) if the following sentences are in present or Language Key
in past tense and if they are affirmative or negative. We use the modal auxiliary can to talk about
someone's abilities. The negative form is can’t.
A verb in its simple form follows can or can't.
Sentence Present Past Affirmative Negative
Example:
You can speak English really well!
Native Americans She can't drive a car.
could not use
refrigerators. We use the modal auxiliary could to talk about
abilities in past. It's negative form is couldn't.

I can play lots Example:

of sports. When my dog was a puppy, he could run very fast.
When you were a baby, you couldn’t walk at all.

reYourIdea
Sha s
My family and 5 Get into teams of four and play

#
LIVE

I can’t live in "Guess the animal!". sT U DI

O
a tepee!
• Each of you should think of an animal, from
the present or the past, and think of its
People could hunt abilities.
bison to eat. • Take turns to tell your classmates your
animal's abilities using can or could.
• Guess your classmate's animal. Is it an
animal from the past, or does it still exist?

4 Complete the sentences using the words in the box EM

INDFU
L
and the correct verb, “could” or “can.”
B

eat carrots  claw     kill prey

climb trees  move quickly   growl
1. A T-Rex Focus and writnely

an ability that o
you have.

2. A rabbit

Week 1 Can contrast sentences using can and could to express

present and past ability
27
 1  o you know what a dragonfly is? In the space below,
D Figurative language goes beyond the literal meaning
write what you think a dragonfly is. Then, ask your
classmates what they think a dragon fly is and write
their ideas in the other box.
My classmates’
My opinion opinion
of words to give the reader new insights. Similes and
metaphors are figurative language.
A simile compares two things and always includes the
words like or as.
Example:
The bird’s feathers were like flames of gold.

A metaphor makes a comparison based on common

characteristics. It does not use the words like or as.

Example:
2  ead the following poem. What is life like for
R Her eyes were two shiny emeralds.
a dragonfly?

3 Read the poem again. Circle the similes and

The Dragonfly underline the metaphors.

I am a dragonfly,
a day tripper on the breeze, KEY WORDS
between the reeds and rushes, behavior
between the sun and the trees. dragonfly
figurative language
I am a dragonfly floating
and my wings are like water, metaphor
or as sharp as two swords, simile
two leaves made of amber.

I am a dragonfly
and my eyes are like glass,
as round as the moon,
as bright as fresh grass.

I am a dragonfly
and my body’s a spear,
a light blue needle Write a simile
about yourself
that my prey should fear.

with your full

I am a dragonfly,
I’m a floating dancer,
how is my life?
you should know the answer. attention.

Clever Writing

28
4 Choose two metaphors and two similes from the poem and write
them in the graphic organizer below using different words. Which one is
your favorite?

Similes

Metaphors

5  ork in pairs. Choose an animal from the box. Write two similes
W
MULTICULTURAL AWARENESS
Read this stanza from “I Know Why and two metaphors about its characteristics and its behavior.
the Caged Bird Sings", by the African
ill
American poet Maya Angelou:
s

Sk
P e r s o n al
cat  bear  mouse  parrot  rabbit
The caged bird sings with a fearful trill
of things unknown, but longed for still,
and his tune is heard on the distant hill,
for the caged bird sings of freedom.
Name of the animal:
Who do you think the “caged bird” is? Simile Metaphor

6  lay a guessing game. Read your simile and

P
metaphor to the class without mentioning the name
of the animal and have them guess which animal you
have written about.

Week 1 Can identify similes and metaphors in a poem

29
 1  ead the following news headlines. Discuss with a classmate what you
R
think happened in each situation and choose which one is the most
interesting.

Dog Captures Diamond Thieves

A Feathered Thief

Baby Tiger Found in the City

h a t
W g really i s Parrot Helps to Save His O wner

o m e th i n
s c u lt fo r
diffi o w can
Cat Inherits Big Fortune

you? H eward Hikers Find Giant Kangaroo

you r if you
yo u rs e l f 2 Listen to the news report and write the headline from activity 1
that best fits the story. Breaking News
Track

do it? ;--- --;

3 Answer the questions about the news report.

1. Who? -. ._ --

2. What? -.  
. _  --

3. When? -. ._     
-

KEY WORDS 4. How? -. ._ --

broadcast news anchor
headline reporters 5. Why? -. ._ --
news slogan

Sharp Speaking

30
4  hoose another headline from activity 1 and plan a
C
news report. Answer the following questions to help you
organize it. Then, write your report on a separate piece
of paper.

1. Who?

2. What?

3. When?

4. Where?

5. Why?

6. How?

reYourIdea
Sha s

5 Get into teams of five. Plan a TV news program to

#
LIVE
broadcast the stories you wrote. sT U DI

O
• Assign the roles of news anchor and four reporters.
• Give your program a name and create a slogan for it.
• Prepare and rehearse your program. When you’re ready,
present your program to your class; they are going to be
the viewers.

News anchor: ---   

--

Reporters: ---      --

Name of the program: -

WELL-BEING
-   --

Reading good news can be good for

you! Find some good news in today’s
r newspaper or in an online blog and News to present: ---
o
Agenda f
   
--

t h e fu t u r
e share it with your friends or family.

Week 1 Can present a news story

31
 Test Yourself
Listening - Part 4
Listen and tick (✓) the box. There is one example. Track

Test: Dog Training

What time was the training session?

A B C
1 What must Jerry do first?

A B C
2 What should Jerry bring from the car?

A B C
3 Where should Jerry look for the balls?

A B C
4 What should Jerry put on?

A B C

Strategy: Listen for specific information and choose the correct option.

32
 What animal do This week, you have learned a little more about the Ste by p
natural world. Now, it is time to decide on an animal
Ste
p

you would like to in order to answer the key question

you find interesting What would happen if you were an animal?

and why? First of all, choose an animal that is interesting to you

and think about it using the questions below. Write
your answers in the organizer.
al Reflec
on t

io
Per

n
My animal:
St e p 1

Why do I identify with

this animal?

Why do I like it?

What do I know about it?

BE Aware of Your Progress

Write “yes” or “not yet” for each category.

According According to According to

Can I . . . ? to me my classmates my teacher

identify characteristics of biomes

contrast sentences using can and could to express
present and past ability
identify similes and metaphors in a poem

present a news story

Consolidation Week 1
33