Creating Crazy Creatures
Help students understand how to use the site and learn about the animals.
Spend time learning about animals on the SwitchZoo site. Choose a few favorites and decide what traits you like best about each one. Try the Switchzoo quest to get started http://switchzoo.com/quest.htm
Or read about each animal from this list: http://switchzoo.com/animallist.htm
2 Direct Instruction and Practice
Students will arrow through the instructions on the left to learn how to create an animal on the site.
Take the Guided Tour to learn how to create a new animal.
3 Independent Practice
Demonstrate for the students by creating your own animal and brainstorm with the class to come up with ideas about how this animal came to be and what adventures it might have.
Make sure to include real animal traits and facts that were learned from the site in the story.
- Create a new animal based on your favorites. Understand the traits of the animal you created.
- Choose a head, leg, and tail for your animal.
- Be sure to read about each of the traits you choose for your animal.
- You will use these traits to write about your animal in your creative story.
When you write include:
- How was your animal discovered?
- What are some special things your animal can do?
- Is there a special adventure your animal has taken?
4 Wrap Up
Tell students whether they are allowed to print stories or save.
Have students share stories and compare and contrast the newly created animals.
Save or print your animal picture and story.
When you are finished share your stories and then try the online "Scavengers" hunt.
Key Standards Supported
|RI.2: Key Ideas and Details|
|RI.2.1||Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.|
|RI.2.2||Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.|
|RI.2.3||Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.|
|Craft and Structure|
|RI.2.4||Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.|
|RI.2.5||Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.|
|RI.2.6||Identify the main purpose of a text, including what the author wants to answer, explain, or describe.|
|Integration of Knowledge and Ideas|
|RI.2.7||Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.|
|RI.2.8||Describe how reasons support specific points the author makes in a text.|
|RI.2.9||Compare and contrast the most important points presented by two texts on the same topic.|
|Range of Reading and Level of Text Complexity|
|RI.2.10||By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.|
|W.2.2||Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.|
|Research to Build and Present Knowledge|
|W.2.7||Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).|
|W.2.8||Recall information from experiences or gather information from provided sources to answer a question.|
|W.2.9||(Begins in grade 4)|
|Range of Writing|
|W.2.10||(Begins in grade 3)|