Hibernation and Migration NGSS LS4:C An Informational Text Unit

Grade Levels
4th - 6th, Homeschool
Standards
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Pages
52 pages
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Description

Hibernation and Migration: This is a unit of close reading passages for winter reading comprehension. These reading comprehension passages on hibernation and migration will have your students practicing reading informational text and increase your students' science literacy as they learn about behavioral adaptations such as hibernation and migration. The text-dependent questions will encourage your students to read back into the text to answer the comprehension questions. Students will be engaged with this great set of winter reading passages and activities.

This unit includes:

  • six pages of high-interest informational text
  • reading response pages
  • comprehension questions
  • worksheets
  • writing prompts
  • a quiz
  • interactive notebook flaps
  • answer keys
  • a slideshow concept attainment lesson on hibernation.
  • a suggested schedule

 This is a very low prep unit that would be great for students in grades 3-6. This is a great start to teaching about animal adaptations and the difference between behavioral adaptations and structural adaptations. We will also look at why and how animals migrate and hibernate. Great for winter reading activities.

There is a suggested schedule for this unit. It will take about 12 days if all the pages are used. There are six pages of informational text: three on hibernation and three on migration.

The reading level is appropriate for high 3rd grade- 6th-grade students.

Science Topic Addressed:

Animal Adaptations

Behavioral vs. Structural adaptations

Migration

Hibernation

Survival in Winter

Making an argument from evidence

Critical thinking

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This resource is aligned with NGSS LS4.C: Adaptation

From the Strand Biological Evolution: Unity and Diversity and CCSS for reading informational text. The focus is on the behavioral adaptation of hibernation and migration and how organisms benefit from these behavioral adaptations. The informational text passages go along nicely with the following NGSS standards:

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same

NGSS 3-LS2-1. Construct an argument that some animals form groups that help members survive.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive

less well, and some cannot survive at all.

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support

survival, growth, behavior, and reproduction.

species may provide advantages in surviving, finding mates, and reproducing

NGSS MS LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Please leave feedback on this great winter reading activity.

Created by Lynda R. Williams

Teaching Science With Lynda


Remember that leaving feedback earns you TPT points toward future purchases. Also, FOLLOW ME to be notified when new products are added. This is a huge bonus because my products are always 50% off for the first 24 hours they are posted

This resource is created by Lynda R. Williams. If you have questions about Teaching Science resources, please contact me at lywilliams1@gmail.com

Please see my other reading passages and comprehension questions:

Reading Comprehension Passages and Questions on Otters

Ladybug Reading Passage and Comprehension Questions NGSS 3-LS1-1

Total Pages
52 pages
Answer Key
Included
Teaching Duration
3 Weeks
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Standards

to see state-specific standards (only available in the US).
NGSS3-LS4-2
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
NGSS3-LS4-3
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

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