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Author

Connecticut Department of Energy and Environmental Protection

Grades

6th, 7th, 8th, 9th, 10th

Subjects

Science, Biology

Resource Type

  • Articles and Websites

Regional Focus

North America, United States, USA - Northeast, Connecticut

Format

PDF

Wildlife Fact Sheets

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Synopsis
  • This collection of fact sheets will inform students about different species of animals in Connecticut, their status as endangered or threatened species, and the proper way to interact with them.
  • Students will learn about the animals' habitats, diets, and life cycles.
Teaching Tips

Positives

  • Each animal fact sheet is incredibly detailed and includes images of the animals.
  • The resource gives practical ways to handle encounters with animals as nuisances or threats.

Additional Prerequisites

  • Students may need the terms extirpated, deciduous, coniferous, carrion, brackish, plastron, quarry, neurological, and others defined before they read the sheets.
  • Students should know how animal populations fluctuate due to various pressures.
  • The link for hunting information on the coyote fact sheet is broken.

Differentiation

  • Teachers can assign the fact sheets according to students' reading stamina, as the fact sheets vary in length.
  • For ELL students, teachers can use tools like the Google Translate Chrome Extension to translate the page into the student's preferred language.
  • Students can use the fact sheets and other resources to research an animal of their choice and how climate change has influenced their survival, habitat, and other factors.
  • Language arts students can write narratives from the perspective of one of the animals, describing their life throughout the year.
  • Teachers can coordinate with woodshop classes to have students build the nest boxes described in some fact sheets.
Scientist Notes
This resource has students learn about Connecticut's fauna. It contains fact sheets that highlights information about common species found there. The fact sheets have been rigorously reviewed and have no scientific misconceptions. We suggest that teachers use this resource.
Standards
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
      • HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
      • MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
      • MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
      • HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
      • MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
      • MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
      • MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
      • HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    • LS4.C: Adaptation
      • HS-LS4-C.3. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3), (HS-LS4-4)
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
      • CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    • Reading: Science & Technical Subjects (6-12)
      • CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
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