Educational Materials for Grades K-4 Based on GLEs

Educational Materials
For Grades K-4
Based on GLEs
(Grade Level Expectations)
Courtesy of the Fur and Alligator Advisory Council

and the Louisiana Department of Wildlife and
Fisheries www.AlligatorFur.com
Table of Contents
Kindergarten page 3
Math: pages 4-9
Social Studies: pages 10-12
Language: pages 13-18
Science: pages 19-25
First Grade page 26

Math: pages 27-34
Second Grade page 49

Math: pages 50-55
Third Grade page 72

Math: pages 73-78
Fourth Grade page 94

Math: pages 95-101
For additional copies contact Tanya Sturman

318-354-1229 or furandgator@yahoo.com
2
Kindergarten
GLE
(Grade Level Expectation)
Based
Worksheets
&
Activities
3
Kindergarten: Grade Level Expectations for Math
Pages 5-7
Number and Number Relations

#8 Compare sets containing 20 or fewer objects using the words same/different and
more/less/greater/fewer. N-3-E, N-1-E
Data Analysis, Probability and Discrete Math

#23 Sort, represent, and use information in simple tables and bar/picture graphs.
D-2-E, D-3-E
Geometry
#20 Draw circles, squares, rectangles and triangles. G-4-E
Algebra
#11 Use the words same, different, equal, not equal, greater than, and less than while
using concrete objects for comparative models. A-1-E
Page 8
Patterns, Relations and Functions

#24 Recognize, copy, name, create, and extend repeating patterns. P-1-E
Page 9

#9 Use concrete objects to model simple real-life addition and subtraction problems.
N-4-E
#10 Use operational vocabulary (add, subtract, join, remove, minus, take away, put
together) to explore sets of objects. N-5-E
4
Name ______________________________
Date _______________________________
6
5
4
3
2
1
Raccoon Otter Muskrat Opossum
5
Name ______________________________
Date _______________________________
Fill in the blanks by looking at the graph on the previous page.
1, 2, 3, 4, 5, or 6
The raccoon ate _________ snails .
The otter ate ________ snails .
The muskrat ate ________ snails .
The opossum ate ________ snails .
6
Name ______________________________
Date _______________________________
Draw a circle around the two animals that ate the same number of snails.
Draw a rectangle around the animal that ate 5 snails.
Draw a square around the animal that ate more snails.
Draw a triangle around the animal that ate fewer snails.
7
Name ______________________________
Date _______________________________
Circle the animal that completes each series.
Make up your own pattern using circles, triangles and squares and
draw it below. Ask a friend or an adult to circle the object that
comes next in your pattern!
8
Name ______________________________
Date _______________________________
Write a math sentence in the boxes to represent the story below.
The muskrat had three (3) fish.
The otter ate one (1) of the muskrats fish. __
_________
How many fish did the muskrat have left? ________
Draw how many fish the muskrat had left in the box below.
Circle the correct phrase to complete this word problem.
Three (put together, take away) one equals two .
Solve the problem.
3
-2
9
Kindergarten: Grade Level Expectations for Social Studies
Pages 11-12
Geography: The World in Spatial Terms

#2 Recognize the shape of Louisiana on maps and globes. G-1A-E2
Places and Regions

#5 Identify the difference between and land and water and locate both on a map.
G-1B-E1
Name ______________________________
10
Date _______________________________
Foxes and
alligators live in Louisiana.
Circle the map of Louisiana.
Above maps are of Arkansas, Louisiana, Mississippi and Texas.
Name ______________________________
11
Date _______________________________
Foxes live in the woods and fields.
Alligators live near water.
Look at the map.
Circle the areas on the map where

foxes might live with a red
crayon.
Circle the areas on the map where

alligators might live with a blue
crayon.
Kindergarten: Grade Level Expectations for English Language Arts
12
Pages 14-16
Standard 7
#14 Demonstrate understanding of information in texts read aloud using a variety of
strategies.
Using at least five pictures to sequence the events of a story.
Drawing conclusions from text. ELA-7-E1
Page 17
Standard 1
#1 Demonstrate understanding of phonemic awareness by identifying when words begin
with the same sound. ELA-1-E1
Page 18
Standard 1
#3 Demonstrate understanding of phonics by matching each consonant sound to the
appropriate letter. ELA-1-E1
13
Teachers:
Read the following text aloud to the class. Then instruct the students recreate the story by
cutting out and placing the five pictures in the correct order and answer the following
true-false statements.
Busy Beaver
Text:
The beaver is eager to start his morning. He has a lot to do today. He will build a
home and catch his dinner. First he cuts down trees. Then he piles them into a
beaver den to make a home. After his den is built, he gathers leaves. He enjoys his
meal on top of his new home.
Read the following statements orally and ask students to respond. Ask students to correct
the false statements.
True or False
1. Beavers must work hard.

2. Beavers eat trees.
3. The beavers home is called a hut.
4. Beavers eat leaves.
5. The beavers home is called a den.
6. The beaver lives near the water.
14
Name ______________________________
Date _______________________________
Cut out the pictures and place them in the order that the story
took place.
15
Name ______________________________
Date _______________________________
Busy Beaver
Glue the pictures onto the paper in the order that the story
took place.
1 2
3 4
16
Name ______________________________
Date _______________________________
Write the word fox.
Fox
F
fox
f
These are the things a fox eats. Circle the things
that begin with the letter F.
17
Name ______________________________
Date _______________________________
Draw a line connecting the animal to the letter it begins with.
Rr
Cc
Ff
Aa
Animals are alligator, raccoon, fox and coyote.
18
Kindergarten: Grade Level Expectations for Science
Page 20
Life Cycles of Organisms

#29 Match models of baby animals with their parents. LS-E-B3
Pages 21-23
The Abilities to Do Scientific Inquiry

#7 Express data in a variety of ways by constructing illustrations, graphs, charts, tables,
and oral and written explanations as appropriate. SI-E-A5 and SI-E-B4
Pages 24- 25
Position and Motion of Objects

#16 Follow directions using vocabulary such as front/back, above/below,
inside/outside/between. PS-E-B1
19
Name ______________________________
Date _______________________________
Draw a line matching the baby animals to their parents.
20
Name ______________________________
Date _______________________________
The beaver caught four (4) fish, and the otter caught five (5) fish.
Draw four (4) fish in the rectangle next to the beaver.
Draw five (5) fish in the rectangle next to the otter.
Write the number four (4) next to the chart with 4 fish.
Write the number five (5) next to the chart with 5 fish.
21
Name ______________________________
Date _______________________________
Practice writing the numbers 4 and 5.
Fill in the blank.
The beaver caught ________ fish.
The otter caught _________ fish.
22
Name ______________________________
Date _______________________________
Remember:
The beaver caught four (4) fish and the otter caught five (5) fish.
Color the rectangles red to represent the number of fish the beaver
caught, and color the rectangles blue to represent the number of
fish the otter caught.
1 2 3 4 5 6
23
Name ______________________________
Date _______________________________
Inside, Outside and Between
The fox is inside the box. The fox is outside the box.
Write the position word on the line. Write the position word on the line.
left right
The fox is between the boxes.
24
Name ______________________________
Date _______________________________
This fox likes to eat mayhaw berries.
Draw three (3) mayhaw berries inside the box on the left.
Draw two (2) mayhaw berries outside the box on the right.
Draw one (1) mayhaw berry between the boxes.
left right
25
First Grade
GLE
Based
Worksheets
&
Activities
26
First Grade: Grade Level Expectations for Math
Page 28

#32 Given a set of data, construct and read information from bar graphs and charts.
D-1-E, D-2-E
Pages 29- 33
Algebra
#18 Use objects, pictures and number sentences to represent real-life problem situations
involving addition and subtraction. N-7-E

#15 Recognize and apply addition and subtraction as inverse operations. N-4-E
Algebra
#18 Use objects, pictures, and verbal information to solve for missing numbers.
A-2-E, N-7-E
#17 Use the equal sign to express relationships of equality. A-1-E, N-7-E
Page 34
Patterns, Relations and Functions

#36 Explain patterns created with concrete objects, numbers, shapes and colors. P-2-E
27
Name ______________________________
Date _______________________________
The raccoon ate 50 snails. The otter ate 30 snails. The muskrat ate
20 snails. The opossum ate 40 snails.
Color in the chart to represent the number of snails each animal ate.
60
50
40
30
20
10
Raccoon Otter Muskrat Opossum
28
Name ______________________________
Date _______________________________
The raccoon ate 10 crawfish. The otter ate 5 crawfish. The muskrat
ate 2 crawfish. The opossum ate 8 crawfish.
1. Would you use addition or subtraction to figure out how

many more crawfish the raccoon ate than the otter?
2. Write a number sentence to show how many more crawfish

the raccoon ate than the otter.
3. Would you use addition or subtraction to figure out how

many crawfish you would need to feed both the muskrat
and the opossum?
4. Write an equation to show how many crawfish you would

need to feed the muskrat and the opossum.
29
Name ______________________________
Date _______________________________
Mother alligators lay eggs in June. The baby alligators hatch in

August. Color the month when the eggs are laid blue. Color the
month when the alligators hatch green. Circle the months when
you might find alligator eggs in the marsh.
January February March
April May June
July August September
October November December
30
Name ______________________________
Date _______________________________
Using the calendar on the previous page, answer the questions

below.
In which season (winter, spring, summer or fall) are alligators

born?
About how many months do the eggs set before hatching?
31
Name ______________________________
Date _______________________________
Each nest represents ten (10) eggs.
Alligator A laid .
Alligator B laid .
Alligator C laid
Complete the chart below using the information above.
40
30
20
10
Alligator A B C
32
Name ______________________________
Date _______________________________
Using the information from the last page, answer the following
questions.
1. Write an addition problem showing how many eggs alligators

A, B, and C all laid combined.
2. Write a subtraction problem showing how many more eggs

alligator C laid than alligator A.
3. Which alligator laid the most eggs?
4. Which alligator laid the fewest eggs?
33
Name ______________________________
Date _______________________________
Circle the animal that completes each series.
Make up your own pattern and draw it below. Ask a friend or an

adult to circle the object that comes next in your pattern!
34
First Grade: Grade Level Expectations for Social Studies
Page 36
Geography: Physical and Human Systems

#10 Identify and compare differences in land use. G-1C-E2
Page 37

#1 Identify and use simple map symbols, keys and legends.
#3 Describe a map as a representation of a place. G-1A-E1
Page 38
Geography: Places and Regions

#6 Identify Earths various physical features. G-1B-E1
35
Show the pictures below to the class and then discuss the following questions.
Louisiana Wetlands: Oh, the things we can do
Some people like to grow rice in the marshes.
Some people like to hunt alligators.
Some people like to fish.
What are some other ways that people can earn a living in Louisianas wetlands?
Name some other things that people do for recreation in Louisianas wetlands.
What would you like to do in the marsh?
36
Name ______________________________
Date _______________________________
Do more alligators live in northern or southern Louisiana?
What part of Louisiana do you live in?
37
Name ______________________________
Date _______________________________
Foxes live in wooded

areas and near pastures.
Alligators live near

water.
Write the letter F on the map

to the right where a fox might
live.
Write the letter A on the map

to the right where an alligator
might live.
38
First Grade: Grade Level Expectations for Language Arts
Pages 40-41
Standard 1
#1 Demonstrate understanding of phonemic awareness by:
Distinguishing which words have the same target sounds (i.e., beginning, medial,
and end) in given sets of spoken words.
Distinguishing long- and short-vowel sounds related to the same letter in one-
syllable words.
ELA-1-E1
Page 42
Standard 7
#22 Demonstrate understanding of information in texts using a variety of strategies,
including:
Identifying the main idea and some details in a text.
Make simple inferences about characters and events. ELA-7-E1
#24 Identify the authors purpose for writing. ELA-7-E3
Page 43
Writing, Standard 2
#29 Independently write simple informational descriptions. ELA-2-E4
Page 44
Writing/ Proofreading, Standard 3

#44 Alphabetize to the first letter. ELA-3-E5
39
Name ______________________________
Date _______________________________
Teachers: Review each of the pictures. Name each of the animals. Then
ask the students to:
Circle the Louisiana animals that begin with the same letter.
40
Name ______________________________
Date _______________________________
Draw a blue circle around the words with a short o sound and a red circle
around the words with a long o sound.
The fox goes hunting for moles and frogs.
The muskrat hides in a hole from the owl.

Draw a blue circle around the words with a short a sound and a red circle
around the words with a long a sound.
Nutria can take naps by the lake.
Bobcats chase rats through swamps.

Draw a blue circle around the words with a short e sound and a red circle
around the words with a long e sound.
Three beavers meet at their den.
The wet mink eats meat.
41
Teachers:
Read the following text aloud to the class. Then read the questions below and discuss
answers with the class.
Both gray and red foxes live in Louisiana. Foxes have a keen sense of sight, hearing
and smell. They are shy, yet playful. They eat fruits, berries, corn, snakes, birds,
and mice. Because they eat both plants and animals, they are called omnivores.
Foxes generally live in wooded areas and pastures. Gray foxes can even climb trees,
like a cat.
Why did the author write this? To entertain? To inform? Or to describe?
What color fur might a Louisiana fox have?
What types of food do foxes eat?
Would you be more likely to see a fox in the city or in the country?
Which of the five senses help foxes find food?
42
Name ______________________________
Date _______________________________
Write three (3) complete sentences describing the fox.
43
Name ______________________________
Date _______________________________
Go fishing! Pull out the words below in alphabetical order and

copy them on the lines to the right.
fox
muskrat
bobcat
alligator
otter
raccoon
nutria
44
First Grade: Grade Level Expectations for Science
Pages 46-47
Organisms and Their Environments

#32 Describe features of some animals that benefit them in their environments. LS-E-C1
Page 48
Life Science
#27 Identify what animals and plants need to grow and develop. LS-E-A1
45
Teachers:
Read the description of alligators aloud to the class and discuss some of the benefits
alligators gain from these special features.
Read each statement aloud and have the class predict the benefits.
Baby alligators have what we call an egg tooth at birth. It is a small,

hard, boney bump on the tip of their nose. The egg tooth disappears
within a few weeks after birth. (This helps them crack the egg from inside
their shell)
Young alligators can replace their teeth every year or so. (Alligators
easily loose teeth, because they cant chew. They rip and tear their meat and
often tear out their own teeth in the process)
Alligators have a third eyelid, which is clear. It closes from front to
back. (Acts like goggles underwater)
Alligators have a powerful tail and webbed feet, kind of like a duck.
46
Teachers:
How to Dress a Beaver

This exercise is compliments of the education division of LDWF.
Ask for a volunteer with a good sense of humor.

Explain that the volunteer will pose as a beaver.
Explain that various objects will represent the adaptations of the alligator to its
environment.
Place the following objects on the student model, and ask the class to suggest
what each object represents.
Object Animal Feature Benefit to Animal

Jacket Fur coat Protection from weather
Spatula Tail Used to pat down mud for
dams & home
Nose plugs Ability to seal the nostrils Keeps water out of the nose
while swimming long
periods under water
Ear plugs Ability to seal the ears Keeps water out of ears
(can stay submerged 15
min.)
Chisel Front teeth Used to cut down trees to
build dams
Flippers Webbed feet Support on sandy/ muddy
bottom
Bottle of oil Castor Oil Used to waterproof the fur
Perfume Castor Oil Used to mark territory
47
Teachers:
The purpose of the activity is to describe characteristics of different habitats

of animals. Habitat is defined as the place where a plant or an animal
naturally lives or grows. A habitat may be a very small area or may cover
miles of territory within a given set of climatic conditions. Some factors to
be considered are climate, density of the human population, availability of
food supply, availability of a suitable habitat for rearing young, and
protection from enemies.
1.) Discussion Activity "Theres no Place Like Home" - Discuss: a. Where

do you live? b. Why do you need a home? c. What kind of homes do pets
have? d. Why do pets need homes? e. Do wild animals need homes? f.
Where do wild animals live?
2.) Brainstorm and make a chart of animals that live in the water, on the land,
and underground.
3.) Brainstorm and make a chart of what animals eat.
48
Second Grade
GLE
Based
Worksheets
&
Activities
49
Second Grade: Grade Level Expectations for Math
Pages 51-52

#26 Construct and read line plots and tables. D-2-E

#8 Recognize, select, connect and use operations, operational words and symbols for
addition or subtraction situations. N-6-E, N-5-E
#9 Add and subtract one and two digit numbers. N-6-E, N-7-E
Algebra
#12 Use number sentences to represent real life problems involving addition and
subtraction. A-1-E, A-2-E
Pages 53-55
Algebra
#12 Use number sentences to represent real-life problems involving addition and
subtraction. A-1-E, A-2-E

#7 Know all basic facts for addition and subtraction and use them to solve real-life
problems. N-5-E, N-6-E, N-7-E, N-8-E
#8 Recognize, select, connect and use operations, operational words and symbols (+,-) for
addition (join, part/part/whole, take away, comparison, missing, and set) situations.
N-6-E, N-5-E
#2 Model the concepts of thirds, fourths, fifths, and sixths using regions, sets, and
fraction words. N-1-E
50
Name ______________________________
Date _______________________________
Answer the following questions by looking at the table below.
P 35
O 30
U 25
N 20
D 15
S 10
5
Beaver Bobcat Coyote Fox Nutria Raccoon Otter
1. How much does a beaver weigh? ___________
2. How much does a fox weigh? __________
3. Create a number sentence showing how much more a beaver weighs than a fox.
4. How much more does a beaver weigh than a fox? ________
5. Which three animals weigh about the same amount?

6. Create a number sentence showing how much the otter and the nutria weigh
together.
51
7. How much do the otter and the nutria weigh together? ________
8. Which animal weighs the same amount as the otter and nutria put together?
9. Do the bobcat and the fox together weigh more than one beaver? Show your work
with a number sentence.
10. List the animals that weigh less than 20 pounds.
11. List the animals that weigh more than 10 pounds.
12. Which animal weighs the same amount as the fox?
13. Which animal weighs the same amount as the bobcat and the nutria put together?
Show your work below.
52
Name ______________________________
Date _______________________________
Write a number sentence for each of the word problems below and solve the
problems.
1. A mother alligator lays 30 eggs. If 2/3 of her eggs are eaten by a raccoon, how
many eggs does she have left? Draw Xs over the pictures representing what
the raccoon ate. Circle the picture representing what the alligator has left.
The mother alligator has ____________ eggs left.
2. A mother nutria has 2 litters a year. She has 5 babies in each litter. How
many babies does a mother nutria have each year? Fill in the squares for the
addition problem below.
+
_________________
53
3. The nutria den is shared by one father nutria, two mother nutrias and their
children. How many nutrias live in the den if both mothers have only had one
litter?
________ + _________+ ________________ + ________________ = ___________

Father Mothers Babies of Mother #1 Babies of Mother #2 Total Nutria
4. Opossums carry their babies in a pouch, like a kangaroo. A mother opossum

has 12 embryos in her pouch. Only half of these survive. How many baby
opossums are in her litter?
Draw a picture to represent the number of baby opossums that will survive.
5. Opossums have 50 teeth, more than any other Louisiana land mammal. If
one loses 1/5 of its teeth eating, how many teeth does it have left?
Draw a picture to explain your answer.
54
6. Muskrats have 6 litters per year and 4 young per litter. How many baby
muskrats does one mama muskrat have in a year?
_______ + _______ + _________ + _______ + _______ + ________ = ________

litter 1 litter 2 litter 3 litter 4 litter 5 litter 6 total
7. Foxes are raised by both their mothers and fathers. If a mother has 4 pups in
her litter, how many foxes are in her family?
__________ + __________ + __________ = _____________

father mother pups total
8. A mother fox is 40 inches long. If her pup is half her length, how long is it?
9. Coyotes mate for life and the father takes care of the mother and their pups.
If the mother coyote has 7 pups, how many coyotes are in their family?
__________ + __________ + __________ = _____________

father mother pups total
55
Second Grade: Grade Level Expectations for Social Studies
Page 57
Geography: Environment and Society

#15 Identify and compare differences in land use. G-1D-E1
Page 58

#3 Use cardinal directions to locate places on maps. G-1A-E2
Page 59
Civics: Structure and Purposes of Government

#21 Explain the need/purpose/importance of having rules in the school, community and
society. C-1A-E7
56
Teachers:
Read the short text below and show the pictures below to the class. Then discuss the
following questions.
Louisiana is blessed with many other natural resources, from fish and wildlife to massive
forests and farmlands. Many people in Louisiana depend on our natural resources to
make a living. Farmers plant rice and sugarcane. Timber companies plant trees.
Shrimpers and fishermen fish in Louisianas coastal areas. Louisiana is wet and wild. It
is a hunters paradise. Ducks, deer, alligators, raccoons and foxes are just a few of the
animals, legally trapped and hunted in Louisiana.
What are some other ways that people can earn a living in Louisianas wetlands?
What types of things can people do with alligators after they are hunted?
Name some things you can do with lumber.
Name some of the natural resources in our environment that we use for food.
Name some of the natural resources in Louisiana that we use for clothing.
Name some of the natural resources in your area that are used for shelter.
57
Name ______________________________
Date _______________________________
Looking at the map above, which part of the state do you think
has the most water (northern or southern)?
Draw an X on the map where you live. Which part of the state
do you live in (northern, southern, central, eastern, or western)?
58
Teachers:
Read and discuss the following passage.
Hunters follow many rules and regulations. Some rules are mandatory. They must
follow the hunting rules of their state and national government or they can get in
trouble by the wildlife police. These rules include which animals they can hunt,
when they can hunt them, how they can hunt them, and how many of each type of
animal they can kill. Hunters also follow rules that they were taught in hunter
education class. These rules include gun safety rules, outdoor safety rules, and how
to create a hunting plan. A safe and responsible hunter will follow all of these rules.
Discuss the following questions with the class.
1. Why does the government forbid hunting of some animals?

Some animals are rare. Some animals in the past have been hunted to extinction. Only
plentiful animals can be hunted.
2. Why does the government set seasons for hunting particular animals?
The laws and traditions surrounding hunting are complex. Most animals that are shot
or hunted need a time of year when they are left alone, in order to reproduce.
Governments set seasons whereby certain animals cannot be hunted or shot at certain
times of the year. For obvious reasons this can vary from species to species and from
place to place
3. Why is it important to create a hunting plan (writing down where and when
you plan to hunt).
If there were a family emergency at home, the police would know where to find you.
If you were hurt while hunting and did not show up when you said you would be
home, they would know where to look for you. If you were already hunting and your
friends decided to come hunt the same area, they would know where you were so they
could avoid disturbing your hunt or putting themselves or you in a dangerous
situation.
59
Second Grade: Grade Level Expectations for Language Arts
Page 61
Standard 1
#2 Demonstrate understanding of phonemic awareness by using common affixes
(prefixes and suffixes) to understand word meanings. ELA-1-E1
#5 Determine word meaning and appropriate word choices using reference aids,
including dictionaries and thesauruses. ELA-1-E1
Pages 62- 63
Standard 1
#3 Identify and explain common synonyms, antonyms and homonyms. ELA-1-E1
Page 64
Standard 7
#19 Identify the authors viewpoint (i.e., perspective) in a text. ELA-7-E4
Page 65
Writing, Standard 2
#21 Write compositions of one or more paragraphs, organized with a central idea and a
coherent beginning, middle and end. ELS-2-E1
Page 66

#36 Alphabetize to the second and third letters. ELA-3-E5
60
Name ______________________________
Date _______________________________
Which word is a root word?
a. deeper b. beaver
c. singer d. braver
Use the class dictionary and write the definition for the words above.
deeper:
beaver:
singer:
braver:
61
Name ______________________________
Date _______________________________
Synonyms
A synonym is a word that has almost the same meaning as another word.
Read each sentence and circle the word in parentheses that has almost the
same meaning as the underlined word.
Can you think of another synonym for the underlined word? If so write it on
the blank line.
1. Beavers enjoy many woody plants, such as sweet gum, yellow poplar and
willow.
(like, need, hate) _________________________
2. I really admire responsible hunters, who follow all of the wildlife laws.
(respect, dislike, recommend) _________________________
3. Opossums are notorious for playing dead.

(humble, famous, cheap) _________________________
4. He only uses modern traps, which are gentle on the animals.

(handsome, out-dated, current) _________________________
5. Alligators sleep during the cold weather, which means they hibernate.
(snooze, talk, rest) _________________________
6. I am responsible for my actions.

(accountable, known, reasonable) _________________________
7. You are a remarkable person.

(ungrateful, outstanding, selfish) _________________________
8. Raccoons are magnificent foragers.

(horrible, huge, great) _________________________
9. Coyotes have a keen sense of smell.

(sharp, funny, tasteless) _________________________
62
Name ______________________________
Date _______________________________
Antonyms
Directions: Read each sentence. Circle the letter of the answer that has the opposite
meaning from the underlined word in the sentence.
1. Alligators are giant reptiles! 5. The mama mink lost her kit.
A. small A. misplaced
B. huge B. found
C. big C. read
2. The beaver went in its den. 6.The nutria ate many aquatic
A. through plants.
A. plenty
B. out
B. lots
C. enter
C. few
3. The nutria pulled the plant out of
the ground. 7. Alligators live in hot places.
A. dragged A. warm
B. pushed B. cool
C. held C. humid
4. A fox works hard at catching rats! 8. The mama coyote is always kind
A. try to her pups.
A. caring
B. study
B. mean
C. play
C. giving
9. Our Governor hates losing
wetlands. 10. I will finish all of my homework.
A. likes A. begin
B. dislikes B. complete
C. despises C. start
63
Teachers:
Read the following texts aloud to the class. Discuss the authors viewpoints.
First allow the students to use a dictionary to define habitat and environment.
1. It is mean to keep an animal in a cage. All zoos should let their animals go
back to the wild. I hate to see animals locked up in the zoo, because those
poor animals would be much happier if they could run free.
2. It is okay to use animals for food and clothing. That is what they are here for.
Animals eat other animals just like we eat them. Farmers must be
responsible and treat animals well. It is never okay to hurt animals.
3. Hunting and fishing is good for nature. Too many animals in an area can
hurt the environment by eating too many plants. We should only hunt
animals that are plentiful. The most important thing is to keep a healthy
habitat so the animals have a beautiful place to live.
Further Information for the Teacher:

There are three main viewpoints on animal use.
Animal Rights Activists believe:
that all animals, human and non-human, have certain basic rights, including the
right to life and liberty.
that animals should not be caged as they are in zoos, used for medical or other
research or killed for food, shelter or clothing.
Animal Welfare Advocates believe:
that humans are entitled to use animals for certain purposes (medical research,
food, clothing)
that animals should be treated well and that animal cruelty must be abolished
Environmental Conservationists believe:
in biological value (maintenance of the ecosystem)
in educational value (what we learn from nature)
in commercial value (economic benefits from the wilderness)
in recreational value (nature appreciation)
in aesthetic value (beauty of nature)
64
Name ______________________________
Date _______________________________
Write how you feel animals should be treated and how they
should be used.
65
Name ______________________________
Date _______________________________

1 8
2 9
fox muskrat 3 10
fur
coyote 4 11
bobcat
mink
5 12
alligator
6 13
beaver
otter 7 14
bayou
raccoon
marsh 15
nutria
wetlands
Louisiana
66
Second Grade: Grade Level Expectations for Science
Pages 68-69
Life Science: Characteristics of Organisms

#27 Match the appropriate food source and habitat for a variety of animals. LS-E-A1
Page 70

#30 Identify physical characteristics of organisms. LS-E-A4
Page 71
Science and the Environment

#46 Illustrate and describe a simple food chain located within an ecosystem. SE-E-A2
67
Name ______________________________
Date _______________________________
Read the following text. Then circle the best match to complete
columns two and three.
Beaver
Food Habits: strictly vegetarian, eats cambium layer of many woody plants, such as
sweet gum, yellow poplar, and willow.
Habitat: wooded rivers, streams, lakes, swamps, and backwaters.
Bobcat
Food Habits: rabbits, mice, rats, squirrels, small birds, young livestock.
Habitat: heavily forested areas, swamps, bottomland hardwoods; dens in thick
vegetation.
Coyote
Food Habits: opportunistic with food; rabbits, birds, plants, insects, carrion, livestock,
and poultry.
Habitat: prefers open country and idle farmlands adjacent to wooded areas; dens in
gulleys under roots, thickets, and dense cover.
Fox
Food Habits: rats, mice, rabbits, insects, snakes, poultry, berries, fruits, corn, and
acorns.
Habitat: mixed wooded areas and pastures.
Muskrat
Food Habits: primarily live vegetation, some fish, mussels, insects and snails.
Habitat: coastal marshes, bayous, lakes.
Nutria
Food Habits: vegetarian, eats aquatic plants such as cattail, duckweed, and hyacinth.
Habitat: swamps, marshes, rivers, lakes, streams and backwaters.
Opossum
Food Habits: eats about anything, including insects, fruits, berries, and small mammals.
Habitat: wooded areas with water close by is preferred.
68
Name ______________________________
Date _______________________________
Animals What They Eat Where They Live
Beavers Rats Willow Leaves River Field
Bobcats Squirrels Fish Woods Pasture
Coyotes Strawberries Rabbits Fields Marsh
Fox Crawfish Mice Marsh Woods
Muskrat Snails Squirrels Bayous Fields
Nutria Fish Roots Marsh Woods
Opossum Owls Mice Woods Plains
69
Name ______________________________
Date _______________________________
Mammals: have backbones, hair, and make milk for their babies. They also have bones
in their ears, which make them unique. Most mammals have different types
of teeth for tearing and chewing.
Reptiles: have backbones and scales all over their bodies. They breathe with lungs.
Amphibians: have backbones and smooth, shiny bodies. Some of them have lungs and
some breathe through their skin.
Circle the correct classification of each animal.
1. Frogs are (mammals, reptiles, amphibians).
2. Alligators are (mammals, reptiles, amphibians).
3. Skunks are (mammals, reptiles, amphibians).
4. Beavers are (mammals, reptiles, amphibians).
5. Lizards are (mammals, reptiles, amphibians).
6. Turtles are (mammals, reptiles, amphibians).
7. Skunks are (mammals, reptiles, amphibians).
8. Toads are (mammals, reptiles, amphibians).
9. Snakes are (mammals, reptiles, amphibians).
10. Bobcats are (mammals, reptiles, amphibians).
11. I am a (mammal, reptile, amphibian).
70
Name ______________________________
Date _______________________________
A food chain shows how each living thing gets its food energy. Some animals eat plants
and some animals eat other animals. For example, a simple food chain links the plants,
the herbivores (animals that eat plants), and the carnivores (animals that eat the other
animals). Each link in this chain is food for the next link. These food chains start with
plant life and ends with an animal.
Put the following in the right order to make a food chain.
1. berries, coyote, skunk: ____________________________________
________________________________________________________
2. crawfish, water plants, raccoon, alligator:______________________
________________________________________________________
3. snail, plants, fox, muskrat: __________________________________
________________________________________________________
4. bird, berries, horned owl, opossum: ____________________________
_________________________________________________________
5. alligator, nutria, cattail: ______________________________________
_________________________________________________________
71
Third Grade
GLE
Based
Worksheets
&
Activities
72
Third Grade: Grade Level Expectations for Math
Pages 74-76

#42 Match a data set to a graph, table or chart and vice versa. D-2-E
Algebra
#16 Use number sentences to represent real-life problems involving multiplication and
division. A-1-E, N-4-E
Pages 77-78
Algebra
#16 Use number sentences to represent real-life problems involving multiplication and
division. A-1-E, N-4-E

#7 Recognize and apply multiplication and division as inverse operations. N-4-E
#8 Recognize, select, connect, and use operations, operational words, and symbols to
solve real-life situations. N-4-E, N-6-E, N-7-E
73
Name ______________________________
Date _______________________________
Fill in the table after studying the facts below.
There are 365 days in a year.

There are approximately 30 days in a month.
Beavers reach reproductive maturity at 2 years.

Use a number sentence to show how many days?
Muskrats reach reproductive maturity at 2 months.

Nutria reach reproductive maturity at 5 months.

Coyotes reach reproductive maturity at one year.

74
Name ______________________________
Date _______________________________
Fill in the table below using the data from the previous page.
Reproductive Maturity
750
700
650
D 600
A 550
Y 500
S 450
400
O 350
L 300
D 250
200
150
100
50
Beavers Muskrats Coyotes Nutrias
75
Name ______________________________
Date _______________________________
Alligator Harvest
1. Has the harvest of farmed alligators or wild alligators increased the most?
2. About how many farmed alligators were harvested in 2003?
3. About how many wild alligators were harvested in 2003?
4. About how many more farmed alligators were harvested in 2003 than wild
alligators? Write a number sentence to show your work.
76
Name ______________________________
Date _______________________________
Write a number sentence for each of the word problems below and solve the
problems.
1. The beaver was repairing its dam. It can hold its breath for 15 minutes. It
had to come up for air 4 times while working on its dam. How long did it
take the beaver to finish the repair job.
2. A male coyote roams 40 miles to cover its territory. He travels 20 miles a day.
How long does it take him to look over his area?
3. A gray fox weighs an average of 11 pounds. Five (5) fox share a den. What is
the total weight for all the fox in the den?
4. About 30,000 wild alligators are hunted each year in Louisiana. About how
many wild alligators were harvested in the past three years?
5. About 300,000 alligator eggs are sold to farmers each year. Farmers harvest
about half that many alligators. How many alligators do they harvest in a
year?
77
6. Only about 1/10 wild alligators survive. If the farmers didnt take the 300,000
eggs to their farms to raise, how many of those alligators would make it in
the wild?
7. There are 750,600 acres of cypress-tupelo swamp which make up the

alligator habitat in Louisiana. Round up the acres of cypress-tupelo swamp
to the nearest hundred thousand.
8. About 240,000 farmed alligators were harvested in 2003 and 180,000 were
harvested in 2002. How many more farmed alligators were harvested in 2003
than in 2002?
78
Third Grade: Grade Level Expectations for Social Studies
Pages 80-81

#1 Describe characteristics and uses of various maps. G-1A-E1
#4 Use a compass rose and cardinal directions to locate and interpret a map of the
community and Louisiana. G-1A-E2
Pages 82-83
History:Historical Thinking Skills

#46 Complete a timeline based on given information. H-1A-E1
Civics:Structure and Purposes of Government

#23 Identify the necessity of state government and how it helps meet the basic needs of
society. C-1A-E2
History: Louisiana and United States History

#53 Identify people and their influence in the early development of Louisiana. H-1C-E1
#54 Describe the importance of events and ideas significant to Louisianas development.
H-1C-E1
Economics: Fundamental Economic Concepts

#31 Define scarcity and abundance and give examples of both for individuals and society.
E-1A-1E
Economics: Individuals, Households, Businesses, and governments

#45 Identify major goods and services produced in Louisiana. E-1B-E5
79
Name ______________________________
Date _______________________________
Alligator Range
Shaded area represents the alligators range.
Gulf of Mexico
1. Circle Louisiana on the map above.
2. This map shows where ______________________ live.
3. Alligators inhabit only two states completely. What are the abbreviations for those
two states?
4. How many states can you find alligators in?
5. What body of water is south of Louisiana?
80
6. Texas (TX) is (north, south, east, or west) of Louisiana (LA).
7. Louisiana (LA) is (north, south, east, or west) of Mississippi (MS).
8. Louisiana (LA) is (north, south, east, or west) of Arkansas (AR).
9. Alligators inhabit the (southern or northern) half of Alabama (AL).
10. Which three states touch Louisianas borders?
11. If NC is the abbreviation for North Carolina, what do you think SC stands for?
81
Teachers:
Read the following passage aloud to the students. Have the students complete the
timeline and then discuss the topics below.
Wild alligators have been hunted for a couple of hundred years. Alligators were first
hunted in Louisiana in great numbers in the early 1800s. These alligators were
hunted for their skins which were used to make boots, shoes and saddles, and for
their oil used to grease steam engines and cotton gins.
In the late 1800s and early 1900s tanning processes were developed, which made
the skins soft and durable. Many alligators were hunted, and by the 1960s there
were only a few alligators left in Louisiana.
The Louisiana Government forbade alligator hunting between 1962 and 1971,
because there were not enough alligators left to hunt. The wild population naturally
increased during this time and scientists discovered that more alligators could be
raised on farms than would naturally survive in the wild.
Today, with a wild population of over 1.5 million, there are more alligators in
Louisiana than there were in the mid-1800s. Louisiana produces more alligators
than all other alligator producing states put together. The alligator industry
generates about 54 million dollars a year.
82
Name ______________________________
Date _______________________________
1. Draw a timeline based on the information above.
_____/____________________/_________________/________/__________________/_
Early 1800s Late 1800s/Early 1900s 1960 1962-1971 Today
2. Discuss what happens to a natural resource when it is not well regulated; use
the alligator industry as an example.
3. Why was it important for the Government to create laws to protect the
alligator?
4. At what point in Louisiana history were alligators scarce?
5. At what two points in Louisiana history were alligators abundant?
6. Would alligators be considered one of Louisianas major goods?
7. What other major goods and services are produced in Louisiana.
83
Third Grade: Grade Level Expectations for Language Arts
Pages 85-87
Reading and Responding

Standard 7
#19 Identify an authors purpose for writing, including persuading, entertaining and
informing.
#20 Explain the authors viewpoint using information from the text. ELA-7-E3
#21 Identify differences between fact and opinion. ELA-7-E4
Page 88
Writing/ Proofreading
Standard 3
#29 Use standard English punctuation, including commas to separate phrases in a series.
#30 Capitalize the first word in proper adjectives. ELA-3-E2
#31 Write using standard English structure and usage, including making subjects and
verbs agree in sentences with simple and compound subjects and predicates.
ELA-3-E3
Page 89

#35 Alphabetize to the second and third letters. ELA-3-E5
84
Teachers:
Read the following passage aloud to your students paragraph by paragraph and
then discuss/ answer the questions on the following page.
Protecting America's Important Wetland's - with Regulated Trapping
The coastal wetlands are among the most

productive and important habitat types found
in the United States. The largest expanse of
coastal wetlands in the contiguous U.S. occurs
in Louisiana. These wetlands are home to
literally hundreds of species of birds,
mammals, reptiles and amphibians.
Louisiana is losing much of its wetlands due

to the nutria. Nutria are a large semi-aquatic
rodent native to South America.
Approximately 150 nutria escaped during a hurricane in 1940. These nutria established a
population in the wild and began to thrive in coastal wetlands. Nutria are herbivores and
eat plants and other vegetation. Nutria will pull
and eat plant roots that anchor into the marsh.
When many nutria live in an area, they kill all
the plants in that area, and then the salt water
comes in from the gulf and erosion occurs.
Sparse areas of vegetation can be seen in these

aerial photos. The water-filled areas between
the vegetation were caused by nutria eating up
the plants. This is called nutria eat-out. Over
100,000 acres of coastal wetlands have been effected. This mash can never be replaced
once it is gone.
Regulated trapping is the predominant method used in management of nutria populations.

In the past, the harvest of nutria during regulated seasons in the fall and winter months
have resulted in harvests between 390,000 to over one million nutria annually. Such
controlled and managed utilization of wildlife allows managers to protect coastal
wetlands by keeping nutria populations at levels suitable with existing habitat conditions,
and thereby insuring this ecosystem for hundreds of other fish and wildlife species.
85
Teachers:
Discuss these questions as you read the passage on the previous page.
1. Name one of the most important habitats in the United States.
2. Which state has the most coastal wetlands?
3. List some of the animals that live in these wetlands?
4. What do nutria eat?
5. What happens to the wetlands once the plants die?
6. Define nutria eat-out.
7. Name one way to decrease the nutria population?
8. What will happen to the wetlands if the nutria population decreases?
9. What is authors purpose for writing? (persuading, entertaining or

informing)
10. Does the author approve of trapping?
86
Name ______________________________
Date _______________________________
Fact or Opinion
Write an F next to each statement which is a fact. Write an O next to each

statement which is an opinion.
1. The largest expanse of coastal wetlands in the contiguous U.S. occurs

in Louisiana.
2. Coastal wetlands are beautiful as well as productive.
3. Nutrias are large, ugly rodents.
4. Nutria are herbivores.
5. Over 100,000 acres of coastal wetlands have been effected by nutria

eat-out.
6. Trappers have hunted between 390,000 to over one million nutria

annually.
7. Trapping is good.
87
Name ______________________________
Date _______________________________
Correct the following sentences.
1. hatchling alligators eats insects, frogs minnows and small birds.
2. beavers can hold their breath for 15 minutes travel a half mile underwater
and build dams.
3. eagles mountain lions and dogs eats coyote pups.
4. a mink have a long slender body a long neck and a short head.
88
Name ______________________________
Date _______________________________

1 8
2 9
fox forest
fur 3 10
belt
bobcat 4 11
baby
boat
5 12
beaver
berries 6 13
bayou
farm 7
fish
first
89
Third Grade: Grade Level Expectations for Science
Pages 91-92

#60 Explain how renewable and nonrenewable resources can be replenished or depleted.
SE-E-A4
Page 93

#61 Explain how selected animals once classified as endangered have recovered.
SE-E-A4
#62 Identify animals in Louisiana that have recovered and that are no longer considered
endangered. SE-E-A5
90
Name ______________________________
Date _______________________________
Renewable Resources: resources that are replaced faster than or at the same
rate as they are used. Most living things are considered renewable, unless
they are over-harvested. Examples of living renewable resources are trees
and wildlife. Non-living renewable resources include wind and solar energy.
Non-Renewable Resources: resources that are not renewed as fast as they

are used. Mineral and fossil fuels are considered non-renewable resources
because they take millions of years to form.
Put an R next to the Louisiana resources that are renewable. Put an N next to
the Louisiana resources that are not renewable.
1. wood
2. natural gas
3. cotton
4. rice
5. coal
6. fur
7. oil
8. leather
9. salt
Discuss how each of these resources are depleted and renewed with your
students. Discuss how humans use each of these resources for energy, food,
clothing or shelter.
Wood: reseeding naturally in unmanaged forests; replanted on tree-farms and in

managed forests.
Natural gas and oil: comes from the remains of microscopic plants that lived in the
surface waters of ancient oceans. These plant remains settled into muddy sediment. Over
millions of years, and under pressure and heat, the mud became mudrock (shale) and the
plant matter decomposed to natural gas and oil and became trapped deep within the earth.
91
Coal Formation: starts with accumulation of organic matter (bits of dead plants) in a low
oxygen setting such as a peat bog. The organic matter accumulates and forms a bed of
peat. The peat bed gets buried by other sediments and under heat and pressure begins to
transform to a low grade coal - a Lignite. More heat and pressure further metamorphose
the lignite into Bituminous coal. Even more heat and pressure metamorphose the
bituminous coal into nice hard shiny Anthracite.
From: http://www.athro.com/geo/trp/gub/coal.html
Cotton and Rice: replanted
Furbearers: animals that naturally reproduce in the wild. In other states they are also
raised on farms.
Leather Producers: Some, such as alligators and deer, naturally reproduce in the wild.
Sheep, cows, and other farm animals are mated on farms.
Salt: Geologists believe that all salt deposits were formed from the oceans or from
enclosed bodies of salt water. Evaporating water left beds of salt, which in many cases
were buried by rock strata formed from other sedimentary deposits. Beds of salt range
from a few feet to well over a 100 feet in thickness. Layers of salt deeply buried by rock
strata may become mobilized by great pressure and flow upward to form salt domes. Salt
domes are a source of salt for many salt mining operations.
From: http://www.saltinstitute.org/42j.html
92
Teachers:
Read the following text aloud to your students. Discuss the following
questions as a group.
An endangered species is one that is in danger of extinction throughout all or a

significant portion of its range. When a species is listed as endangered, the
government, with the help of wildlife scientists, determines the cause of its decline
and creates laws to protect the animal. The purpose of these laws is to allow the
species to recover, so that they are reproducing faster than they are dying.
Many things can cause a species to decline. Habitat destruction can take away its
food and shelter. Disease and pollution can kill animals. Over-hunting can take
reproductive females out of the habitat and cause population declines.
The American alligator has made a full recovery. Alligators were endangered in the
1960s due to over harvesting. Hunting was banned from 1962-1971 and during that
time the alligator population naturally recovered. Scientists realized that very few of
the hatchling alligators survived in the wild, so a farming program was started in
order to protect the baby alligators until they were old enough to survive in the wild
on their own.
The brown pelican is still endangered in Louisiana, but it has made a complete
recovery in many states. The brown pelican population declined due to pesticides.
Once DDT was banned, brown pelicans started recovering.
1. Define endangered.
2. Name four things that can cause an animal to become endangered.
3. Explain how animals can recover from being endangered.
93
Fourth Grade
GLE
Based
Worksheets
&
Activities
94
Fourth Grade: Grade Level Expectations for Math
Pages 96-101

#36 Analyze, describe, interpret and construct various types of charts and graphs using
appropriate titles, axis labels, and scales. D-2-E, D-1-E
95
Name ______________________________
Date _______________________________
Answer the questions below using the charts, tables, and graphs.
_______________________________
Title
1. About 60,000 farmed alligators were harvested in 1989. How many farmed
alligators were harvested in 1998?
2. Look at the pink bars.The number of farmed alligators about doubled each year
from 1984 to ________.
3. Although there are some small decreases every few years, generally the farmed
alligator harvest has (increased slightly / increased a lot).
4. Wild alligator harvest has also had a general increase between 1979 and 2003.
Wild harvests have (increased slightly / increased a lot).
5. Give the graph above a title.
96
Name ______________________________
Date _______________________________
_______________________________
Title
1. What year did Louisiana start selling farmed alligators?
2. What year did wild alligators and farmed alligators generate about the same
amount of money?
3. Which years did wild alligators generate more money than farmed alligators?
4. About how many millions of dollars were farmed and wild alligators worth
together in 1999?
97
Name ______________________________
Date _______________________________
_______________________________
Title
1. France bought 30% of Louisianas wild alligator skins in 2002 and 42% of
Louisianas farmed alligator skins in 2002. What percentage did Singapore buy of
each? _________ of wild alligator skins; _________ of farmed alligator skins.
2. Which country only bought farmed skins?
3. Which two countries bought wild skins but no farmed skins?
4. Which country bought more, the U.S. or Germany?
5. Which country bought the most?
98
Name ______________________________
Date _______________________________
_______________________________
Title
1. 69% of Louisianas alligators are found in the coastal marshes. What percentage
is found in dewatered wetlands?
2. What percentage is found in swamps? Write a number sentence showing how to

figure out this answer.
3. Are more alligators found in dewatered wetlands or in the Atchafalaya Basin

Swamps?
4. Where are the fewest alligators found in Louisiana?
99
Name ______________________________
Date _______________________________
_______________________________
Title
Period Numbers and Notes Use

No commercial trade in
1718
Louisiana
Exact figure unknown,
1800-
but several thousands Boots, shoes and saddles,
1827
estimated.
Exact figure unknown, Shoes, boots and novelty items.
but several thousands Tanning process was not very
1855
estimated. Interest in good so the leather didnt last
alligator skins declined. long.
Exact figure unknown,
1860- Used by Confederate Troops;
but several thousands
1865 shoes and saddles.
estimated.
1880- Commercial trade. Tanning in
64,815 per year.
1933 New York.
1925 21,885 LA Skins. Commercial trade.
1926 36,041 LA Skins. Commercial trade.
1939-
18,005 per year. Commercial trade.
1960
1962- Season Closed
1971 Statewide
1. 36,041 alligators were harvested and sold in 1926. How many alligators were
harvested in 1925?
2. What year did hunters start harvesting alligators in Louisiana for boots, shoes and
saddles?
3. The table mentions a decrease in alligator use around 1855. When did the use of
alligators increase again?
100
4. What happened at this time to create a new interest in alligator leather?
5. The alligator harvest dropped from almost 65,000 per year in 1880 to only 18,000
in 1960. The season was then closed by the Louisiana government in 1962.
Before 1962 alligator hunting was not regulated at all. Why do you think alligator
hunting was made illegal?
6. Give the table above a title.
What If?
1. If you wanted to show how much money your lemonade stand made each summer
for the past three years, would you create a pie chart, a table or a graph? Why?
2. Create a chart, table or graph showing that you made $50 this past summer, $60
the summer before, and $45 two summers ago.
3. If you wanted to create an exercise and healthy eating chart for each day of the
week, showing what type of exercises you do and what types of fruit you eat,
would you create a pie chart, a table or a graph?
4. Create a chart, table or graph showing that you eat bananas on Mondays,
Wednesdays and Fridays and apples and Tuesdays, Thursdays, Saturdays and
Sundays. You do aerobics on Mondays and Fridays, jog on Tuesdays and
Thursdays, lift weights on Wednesdays and Saturdays, and rest on Sundays.
101
Fourth Grade: Grade Level Expectations for Social Studies
Pages 103-105

#3 Locate and label places on a map or globe: the seven continents, the United States and
its major land forms, waterways, referring to the poles, the equator, latitude, longitude
and meridians.
#4 Identify all U.S. states by shapes and position on map. G-1A-E2
#5 Draw, complete and add features to a map (including such map elements as a title,
compass rose, legend and scale). G-1A-E3
102
Name ______________________________
Date _______________________________
Complete the map below and answer the questions.
___________________________
Title
1. Name the six continents shown on this map.

1.
2.
3.
4.
5.
6.
2. Which continent is not shown on this map?
3. Draw a compass rose to go with this map.
103
4. American alligators live in the southern part of the United States, between
Texas and Florida. Color their range green.
5. Chinese alligators live in the southern part of China, Asias largest country.
Color their range orange.
6. Crocodiles live in South America, Africa, the southern part of Asia (south of
China), and Australia. Color their range red.
7. Give this map a title. Hint: alligators and crocodiles together are called
crocodilians.
8. No crocodilians live in Europe! Look at where alligators live (your green and
orange areas) compared to where crocodiles live (your red areas). Which
ones live further south?
9. How is the climate different between Africa and the United State?
10. Comparing the two maps above, which animal would be considered
tropical, living in the tropics between the two parallels of latitude on the
earth, of 2327 north of the equator and 2327 south of the equator?
104
Name ______________________________
Date _______________________________
American Alligator Range
Gulf of Mexico
12. Name the states where American alligators can be found.
13. Which two states do you think has the most alligators?
14. Which two states do you think have the least alligators?
15. Texas, Florida and Louisiana allow a very controlled alligator hunting program.
Name three states that do not have enough alligators to open a hunting season.
105
Fourth Grade: Grade Level Expectations for Language Arts
Pages 107-110
Reading and Responding

Standard 7
#16 Distinguish an authors purpose for writing, including entertaining, expressing an
opinion, an argument, or conveying information.
#18 Explain how an authors purpose influences organization of a text, word choice, and
sentence structure. ELA-7-E3
#19 Demonstrate understanding of information in grade-appropriate texts by supporting
differences between fact and opinion with information from texts and skimming/
scanning texts for various purposes. ELA-7-E4
106
Name ______________________________
Date _______________________________
Read the following passage and discuss/ answer the questions on the following page.
Alligator Egg Collecting:

Conservation of the Wetlands
In July and August, landowners and farmers pick up alligator eggs out of the nests in the
wild. These alligators are hatched on farms, and they are called "hatchlings", when they
are young. On the farms, they are raised under ideal conditions, so that they grow faster
(4 feet in 12-18 months) than they do in the wild (4 feet in 4 to 5 years).
Every year, farmers return 14% of their healthy, big (4 feet or more) alligators to the wild.
Only 10-20% of the wild alligators ever reach 4 feet in the wild, because birds, snakes,
raccoons, and lots of other wetland creatures like to eat them when they're small. So, the
farmers are returning bigger ones to the wild faster than they can grow in the wild.
The alligator population has increased from less than 100,000 to around 2 million in the
past 30 years. The alligator used to be an endangered species, but now there are many of
them in the wild, and they are no longer endangered.
Farmers or landowners fly over the marshes

in a helicopter to look for the nests. When
they find one, they throw a pole down, so
that they can spot it later from an airboat on
the ground. They also mark the spot, where
they saw the nest, on the map. Then they go
out in airboats to collect the eggs. The man
pictured on the left is studying the map.
Then he spots the pole on the right.
The mother alligator builds her nest in the grasses. They

lay on average about 35 eggs each year. There are five
layers of calcium deposited in the eggs. Bacteria
growing in the moist, grassy nest, helps break down the
calcium, so the hatchlings can emerge. If the farmers
keep their eggs too clean, they won't hatch.
107
Here, the egg collector has just found a nest. He will open the nest
and then mark each egg with a magic marker across the top.
Because of the way the baby alligator's placenta attaches to the egg,
if the egg is rolled over the alligator will drown in the egg. So, the
eggs are marked carefully and then set gently into a bucket and
covered with grass.
If the mama 'gator is around, she may try to protect her nest.
This one opens her mouth and hisses at the airboat. As one
person takes the eggs, the other person holds the mama off
with a big stick.
108
Name ______________________________
Date _______________________________
After the eggs are collected, the farmers buy the eggs from the landowners. The
landowners use money, that they get from selling the eggs, to protect the wetlands. The
wetlands have been eroding, and seawater has been seeping in. Much of the wildlife
living in the wetlands cannot live there if the water is too salty. So the landowners build
land barriers between the wetlands and the sea and plant grasses to protect the area from
erosion and saltwater.
11. How long does it take a hatchling to grow to four feet on a farm?
12. How long does it take a hatchling to grow to four feet in the wild?
13. Where do alligator farmers get their alligator eggs?
14. Why do many hatchlings die in the wild?
15. What is the average number of eggs a mother alligator will lay?
16. Why does the farmer mark the top of the egg and carefully put the egg
in the bucket the same way it came out of the nest?
17. Who earns money from egg sales?
18. Why do you think the eggs will not hatch if the farmers keep them
too clean?
109
Name ______________________________
Date _______________________________
Fact or Opinion
Write an F next to each statement which is a fact. Write an O next to each

statement which is an opinion.
1. Only 10-20% of the wild alligators ever reach 4 feet in the wild,
because birds, snakes, raccoons, and other wetland creatures like to
eat them when they're small.
2. The alligator used to be an endangered species, but now there are
many of them in the wild and they are no longer endangered.
3. The mother alligator is angry when the farmers come to take her eggs.
4. The mother alligator lays an average of 35 eggs each year.
5. Landowners wouldnt protect the wetlands if they didnt sell alligator
eggs.
6. Farmers take better care of the hatchlings than the mother alligators.
110
Fourth Grade: Grade Level Expectations for Science
Pages 112-113

#41 Describe how parts of animals bodies are related to their functions and survival.
LS-E-A3
Page 114
Organisms and Their Environments

#50 Explain how some organisms in a given habitat compete for the same resources.
LS-E-C1
#51 Describe how organisms can modify their environment to meet their needs. LS-E-C1
#54 Describe the effect of sudden increases or decreases of one group of organisms upon
other organisms in the environment. LS-E-C3
111
Name ______________________________
Date _______________________________
Match the Body Parts with their Function
Alligator: Transparent Third Eyelid Smoothing and packing mud
Alligator: Webbed Feet Seeing well underwater
Beaver: Flat tail Waterproofing fur
Beaver: Webbed Feet Carrying young
Beaver: Castor Oil Glands Climbing trees
Muskrat: Musk Glands Attracting a mate
Muskrat: Sharp Front Claws Swimmingpropelling
Opossum: Abdominal Pouch Swimmingbalance
Opossum: Long Tail Digging
* Note to teacher: alligators use their powerful tails to propel themselves in the water and
their webbed feet for balance and direction (their webbed feet act like the rudder on a
boat).
112
Name ______________________________
Date _______________________________
Mammals Predator Prey

Sight Forward facing eyes Side facing eyes
Binocular vision Peripheral vision
Narrow, focused view Wide field
Hearing Ears forward Ears swivel
Smell Usually long nose with Usually long nose also- if
many small bones around short, good hearing and
olfactory (smelling) tissue eyesight
Movement Crouch and spring Fast or devious
Teeth Incisors- designed for Grinders- less specialized
biting, cutting and stripping
Brain Large- relatively intelligent Smaller in size
Typical predators and prey are designed differently. What makes our food web so
complicated is that many animals can be both predator and prey. For example minks
are typically predators. They eat only meat, including fish, crabs, frogs, rabbits, rats and
birds. But since they are a small mammal they are also prey to owls, foxes, coyotes,
bobcats and dogs.
Put the following animals in the right column.
Muskrat, Fox, Coyote, Otter, Nutria, Bobcat, Beaver, Mouse
Typically Predators Typically Prey
113
Name ______________________________
Date _______________________________
Animal Food Louisiana Habitat

Beaver Plants- including aquatic plants North-central
Bobcat Rabbits, Mice, Birds Widespread
Coyote Rabbits, Mice, Birds, Berries Northern & Central
Fox Rabbits, Mice, Birds, Berries Widespread
Mink Fish, Frogs, Rabbits, Mice Widespread
Muskrats Primarily Aquatic Plants, Fish Southern
Nutria Aquatic Plants Widespread
1. Which animal competes with nutria for the same food source?
2. Which animals compete with bobcats for the same food source?
3. Do beaver and muskrats compete for the same plant foods? Why or why not?
4. What animal might flourish if muskrats were removed from the habitat?
5. Which animals populations might increase if bobcats were eliminated from the
habitat?
114

Educational Materials for Grades K-4 Based on GLEs

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Educational Materials for Grades K-4 Based on GLEs

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Educational Materials

For Grades K-4

Courtesy of the Fur and Alligator Advisory Council

First Grade page 26

Second Grade page 49

Third Grade page 72

Fourth Grade page 94

For additional copies contact Tanya Sturman

Number and Number Relations

Data Analysis, Probability and Discrete Math

Patterns, Relations and Functions

Number and Number Relations

Raccoon Otter Muskrat Opossum

Fill in the blanks by looking at the graph on the previous page.

The raccoon ate _________ snails .

The otter ate ________ snails .

The muskrat ate ________ snails .

The opossum ate ________ snails .

Draw a rectangle around the animal that ate 5 snails.

Draw a square around the animal that ate more snails.

Draw a triangle around the animal that ate fewer snails.

Circle the animal that completes each series.

Write a math sentence in the boxes to represent the story below.

The muskrat had three (3) fish.

The otter ate one (1) of the muskrats fish. __

How many fish did the muskrat have left? ________

Circle the correct phrase to complete this word problem.

Three (put together, take away) one equals two .

Solve the problem.

Geography: The World in Spatial Terms

Places and Regions

alligators live in Louisiana.

Circle the map of Louisiana.

Above maps are of Arkansas, Louisiana, Mississippi and Texas.

Foxes live in the woods and fields.

Alligators live near water.

Look at the map.

Circle the areas on the map where

Circle the areas on the map where

Kindergarten: Grade Level Expectations for English Language Arts

1. Beavers must work hard.

Write the word fox.

Draw a line connecting the animal to the letter it begins with.

Animals are alligator, raccoon, fox and coyote.

Life Cycles of Organisms

The Abilities to Do Scientific Inquiry

Position and Motion of Objects

Draw a line matching the baby animals to their parents.

Practice writing the numbers 4 and 5.

Fill in the blank.

The beaver caught ________ fish.

The otter caught _________ fish.

Inside, Outside and Between

This fox likes to eat mayhaw berries.

Data Analysis, Probability and Discrete Math

Number and Number Relations

Patterns, Relations and Functions

Raccoon Otter Muskrat Opossum

1. Would you use addition or subtraction to figure out how

2. Write a number sentence to show how many more crawfish

3. Would you use addition or subtraction to figure out how

4. Write an equation to show how many crawfish you would

Mother alligators lay eggs in June. The baby alligators hatch in

____ + _+ __ + = _

___ + _ + ___ + _ + _ + = ____

+ + = ___

+ + = ___