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This skills based Teacher Activity Pack (TAP) partners with the book Brandon Jones and The Field Trip to the Zoo to reinforce the vocabulary and learning content of the story. This TAP features: Comprehension and enrichment practice sheets Cross-curricula application in Science, Mathematics, Language Arts, Social Studies, and Technology Integration Higher-level thinking skills application Project and classroom activity information

Specific skills covered include: telling time, problem solving, adding and subtracting money, poetry, mapping skills, digital storytelling, and more!

The Field Trip to the Zoo

InSTEP Education Publishing Inc. www.InSTEP.Education/publishing

The Brandon Jones Book Series | Teacher Activity Pack

Appropriate for Grades 1 - 4

Brandon Jones and the Field Trip to the Zoo

Based on:

State curriculum standards and objectives Project Based Learning principles

Brandon Jones and The Field Trip to the Zoo

Teacher Activity Pack

Written By: Amber M. Brown InSTEP Educational Technologies

NOTE: This is a preview of the 100-plus page workbook that accompanies the text Brandon Jones and the Field Trip to the Zoo. To purchase, visit any of the following:

Published by InSTEP Education Publishing, Inc. PO Box 1912 Coppell, TX 75019 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without prior written permission from the publisher. For information regarding permission, write to: InSTEP Education Publishing, Inc., Attention: Permissions Department ISBN 978-0-9905149-1-6

For information about custom editions, special sales, premium and corporate purchases, please contact InSTEP Education Publishing at (214) 206-5926 or

Teacher Activity Pack

Project Ideas & Rubrics for -

Digital Storytelling Field Trip Scavenger Hunt Writing Prompt Small group/Center Activities

A variety of crosscurricula learning guides, sheets, and activites, including: -

Problem Solving Vocabulary Animal Research Writing (Haiku Poetry) Telling Time Mapping Skills ...and more!

Project Based Learning

Chapter Review Worksheets for Comprehension

This Teacher Activity Pack is designed for use with

The Brandon Jones Book Series

Brandon Jones and the Field Trip to the Zoo

How to Use the TAP Teacher Activity Packs (TAP) are used in conjunction with The Brandon Jones Series books to gauge student comprehension and to further enrichment and learning. Each TAP is designed to review learned objectives and correlates and adheres to Common Core standards, as well as state standards. TAPs from the Brandon Jones book series also ensures enrichment pages and activities incorporate higher-order thinking skills (based on the revised Bloom’s Taxonomy), and are easily adaptable for the differentiation needs of each learner. This TAP is divided into four main sections: Introduction, Comprehension, Enrichment, and Projects. Each section includes a guide to explain the contents and how they can be modified for your specific needs.

design, adapt construct, plan

Higher-Level thinking skills (“What can I do with this information?”)

(“W Low ha er-L t fa ev cts el th can ink I r ing em sk em ills be r? ” )

justify, prioritize, rate, evaluate, interpret, support compare, contrast, investigate distinguish, simplify, examine demonstrate, illustrate, solve, interview, organize

discuss, predict, restate, describe, explain, summarize list, identify, recall, define, select, match

All TAP enrichment activities and projects range among the six levels of Bloom’s revised Taxonomy, with emphasis focusing on the higher-level skills.


Tips to Implement PBL PBL takes a considerable amount of preparation and advance planning, but the benefits to learners (and educators, too!) are significant. Here are a few tips to implementing PBL in your classroom.

Start with the end in mind

When considering PBL, you should begin planning with the entire unit in mind. What is the main objective you want the learner to know? What are the smaller objectives that will help the learner achieve the overall goal? For example, a unit of study in Science may expect learners to understand how changes in the environment affect animal adaptions. Smaller objectives students would need to know may include being able to identify the different animal types and describing the habitats of each. Additional objectives might include analyzing population growth and decline based on the environmental changes. Consider all “need to knows” and include them in your project.

Give the project a “real-world” purpose

A good PBL project has a purpose beyond the walls of the classroom. Students should be simultaneously learning objectives and applying the newly-learned information into real-world situations. In continuing the use of the animal study unit example above, an ideal project may be aligned with city growth and the loss of natural animal habitat - how might this environmental change affect a particular animal species? Perhaps a new subdivision or shopping center is being constructed in your local area that may affect local wildlife, or scientists may have recently added a new animal to the endangered species list.

Consider how your project incorporates real-world problems. 6

Plan a PBL Experience Planning a PBL Experience takes a considerable amount of upfront effort. You may use this Planning Template as a starting point.


PBL Lesson Planning Template In this area, you will want to specify your project idea, essential question (the main objective), content/skill standards that will be covered, and new vocabulary terms to be covered. Also be sure to identify the connection to real-world problems and possible solutions.

Here you will need to plan for the following:


Attention grabber - How will you open the project? Assessments - How will you gauge your learner’s content or skill mastery? Be sure to include a variety of opportunities! Resources Needed - What materials will your learners need to complete each assessment?


Project Calendar

Debriefing - How will you pull the entire project together for the learner?

How will you manage the project on a daily basis? Depending on the project, a good time estimate may include 2-4 weeks of pre-planned class time.

How will your learners present the final assessment? A true PBL project should be able to be shared among peers and others. Consider a digital portfolio, gradelevel presentations, or even perhaps planning a mini-conference with parents, school administrators, or community leaders in attendance. *InSTEP Educational Technologies provides PBL training courses! Contact us for additional information! |


Name: __________________________________________ Date: _______________

Review Questions: Chapter 2 Directions: Read each question. Answer in complete sentences.

1. Can you name two reasons why Brandon didn’t want to go to the zoo?

__________________________________________________________________________________________ __________________________________________________________________________________________ 2. What is a veterinarian?

__________________________________________________________________________________________ __________________________________________________________________________________________ 3. Why didn’t David think the field trip would be at the Baseball Hall of Fame Museum?

__________________________________________________________________________________________ __________________________________________________________________________________________ 4. Why do you think Gabe thought going to the Baseball Hall of Fame Museum would be a good idea?

__________________________________________________________________________________________ __________________________________________________________________________________________

5. If you could choose the next field trip for your class, where would go? Why?

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo


Name: __________________________________________ Date: _______________ You have been assigned to plan the next class field trip. The trip must be educational, and must include what you are currently learning in class. What subject area will you choose? What will students learn if they attend your field trip? How will students have fun? How will your field trip connect to what you learned in class? Fill in the answers below to help you plan. Q: What Subject area? to go? re e h W : Q

ip? on your field tr rn a le s nt e ud st Q: What will

Q: How w ill stud

ents hav e fun on your field trip?

Q: How will the field trip connect what you learned in



The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo

Name: __________________________________________ Date: _______________

Review Questions: Chapter 3 Directions: Read each question. Answer in complete sentences. 1. What were the two parts to Brandon’s class Zoo Project?

__________________________________________________________________________________________ __________________________________________________________________________________________ 2. Is Brandon excited by the Zoo Project? How do you know?

__________________________________________________________________________________________ __________________________________________________________________________________________ 3. Do you think Brandon is a shy kid? Why or why not?

__________________________________________________________________________________________ __________________________________________________________________________________________ 4. How is digital storytelling like writing in your journal? How is it different?

__________________________________________________________________________________________ __________________________________________________________________________________________

5. Describe a time you have been really excited. What were you excited about?

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo


Name: __________________________________________ Date: _______________

Your best friend likes the idea of having a scavenger hunt at the zoo, but needs help understanding how it will help you both learn more about animals. Imagine you are sending a text message to your friend. What would you say to help your friend?


The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo

Name: __________________________________________ Date: _______________

Review Questions: Chapter 5 Directions: Read each question. Answer in complete sentences.

1. Can you describe the habitat of an alligator?

________________________________________________________________________ ________________________________________________________________________ 2. Why did Brandon’s mother joke about going on a field trip every day?

__________________________________________________________________________________________ __________________________________________________________________________________________ 3. How are extinct and endangered animals alike? How are they different?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 4. Why do you think some animals are becoming endangered?

__________________________________________________________________________________________ __________________________________________________________________________________________

5. Imagine you are a scientist. What are some ways you would advise people to protect endangered animals?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo


Enrichment The Enrichment portion of each TAP includes related content from all content areas. These worksheets can be used in conjuction with classroom instruction or for group work or individual homework assignments. Our enrichment worksheets are designed to span ability and grade levels (1-4), allowing you to determine the best fit for your specific learner(s). This also allows for ease of differention within a classroom and provides multiple opportunities to challenge learners. In conjuction with Brandon Jones and the Field Trip to the Zoo, this TAP includes zoo and animal-related content in the following areas:

Science Math

• Telling time on an analog clock • Adding/subtracting money • Identify Haiku poetry • Composing Haiku poetry

Social Studies

• Identifying correct animal groups • Researching specific animal information • Learning facts about endangered animals


Enrichment Learning Content

• Mapping Skills

Educator guides are available for each enrichment sheet. These guides detail the subject area, grade-level, learning connection, and Bloom’s taxonomy level of each enrichment page. Higher-level skills are indicated with this image [ ].


Educator Guide Title: Understanding Vocabulary Subject Area: Science Grade Level: 1-4 Students complete vocabulary worksheet, similar to the homework assignment completed by Brandon in the book. They match terms and definitions, then provide an example of each. Learning Connection: vocabulary Blooms Level: Remembering, Understanding Title: Vocabulary Crossword Puzzle Subject Area: Science

Grade Level: 1-4

Students use clues to complete crossword puzzle with vocabulary terms from the story. Learning Connection: vocabulary Blooms Level: Remembering

Title: Animal Characteristics Chart Subject Area: Science

Grade Level: 1-4

Informational sheet with animal characteristics from each group. May be reproduced and used as a study aid. Learning Connection: study aid Blooms Level: Remembering


Educator Guide Title: Let’s Eat!

Subject Area: Science Grade Level: 1-4 Students read descriptions of an animal’s diet and must categorize by types of eater (herbivore, carnivore, or omnivore) Learning Connection: herbivore, carnivore, or omnivore, using context clues Blooms Level: Applying, Analyzing

Title: Animal Clues

Subject Area: Science

Grade Level: 1-4

Students read clues about an unknown animal and must determine the correct group and type of eater. Learning Connection: habitat, animal type, herbivore/ carnivore/omnivore, using context clues Blooms Level: Analyzing, Evaluating Title: Animal Fact or Opinion? Subject Area: Literacy

Grade Level: 1-4

Students view a conversation to distinguish statements of fact or opinion. Learning Connection: animal facts, literacy skills Blooms Level: Analyzing


body covered by scales

body covered by feathers



have dry skin

have a backbone

have a backbone

lay eggs

most lay eggs

body covered by hair or fur give birth to live young warm-blooded have a backbone produce milk

have no bones

live on land and in water

were the earliest animals


many have 6 or more legs

lay eggs

some have no legs at all

have moist skin webbed-feet


Name: __________________________________________ Date: _______________

Which Group Do I Belong In?

Directions: Look at each picture below. Use the Animal Characteristics chart on page 46 to determine which group the animal belongs in. Then list 2 characteristics the animal has that lets you know you chose the right group.


Group: ___________________________________________________ Characteristics: __________________________________________ __________________________________________


Group: ___________________________________________________ Characteristics: __________________________________________ __________________________________________


Group: ___________________________________________________ Characteristics: __________________________________________ __________________________________________ Gabe and Mya can’t agree which group the animal below belongs to. Mya says it is a reptile, but Gabe says it’s an amphibian. Use the characteristics chart to explain why Gabe is correct. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________


The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo

Name: __________________________________________ Date: _______________

Working with Animals

Many different people decide they want to spend their lives working with animals. The cards below describe 3 different careers that involve working with animals.

gist o l o o Z



e Veterinarians are doctors who dy th also u t s take care of sick and injured hey gists Zoolo animals. T les and animals. They can perform r of rite artic n io v a h e w t be surgery, fix broken bones, and ch to ey are of g r a e s re teach owners how to care for ts. Th ectin repor ed in prot ls and their pets to help keep them involv red anima well. ge ts. endan eir habita th


Marine bio and anim logists study a ll p al ocean. T life that live lant in he the oce y work to pro the an tec the sea habitat and all t crea of the oce tures that ne an to s ed urvive.

Directions: Read each question below. Decide which professional can best answer the question. Write zoologist, marine biologist, or veterinarian on the line. 1. What can we do to help protect the habitats of whales and seals? ____________________ 2. What has caused tigers to become an endangered species? _________________________ 3. What is the best diet to feet my new pet rabbit?


4. What does the natural habitat of an ostrich look like?


5. What sea animals and plants do coral reefs provide a habitat for? _____________________

Create your own questions. Pretend you were going to interview a zoologist. What are some questions you may want to ask? Jot them down below. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________


The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo

Name: __________________________________________ Date: _______________

Research an Animal

Directions: Use the internet to visit the National Geographic website for kids. Search for the animal name on each card. Use the information you find to complete the cards below.


atlantic puffin

spotted salamander

sea stars

beluga whale

The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo


Name: __________________________________________ Date: _______________

Time at the Zoo

Mya is learning how to tell time on a clock. Can you help her? Directions: Look at each clock below. Write the correct time on the line.


10 10










Mya made a schedule for the zoo in her notebook. Use her plan to draw the correct time the group should be at area on the clocks below.

The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo










Name: __________________________________________ Date: _______________

It’s About Time

Directions: Look at each clock. Write the correct time on the lines below.









Directions: Read each problem. Write the letter of the clock from above that displays the correct answer. 1. __________ David read a book about herbivores, carnivores, and omnivores for twenty minutes. If it is 6:15 pm when he finishes, what time did he start reading? 2. __________ JB and Mya plan to watch a video about animal habitats on tv after they finish their homework. The homework should take about thirty-five minutes to complete. If they start their homework at 4:25 pm, what time will they be able to start the habitat video? 3. __________ Brandon’s class has to draw their own zoo maps using markers and crayons at school. Each group has eight minutes to present their map to the class. The class starts their presentations at 11:10. If Brandon’s group is fourth in line, what time will they present their map to the class? 4. __________ Gabe is excited because a veterinarian will be coming to speak to the class soon. He looked at the clock at 10:19. An hour and 28 minutes later, the veterinarian knocked on the classroom door. What time did the veterinarian arrive to speak to the class? Directions: Use the clock to the right to create your own problem. 5. ____________________________________________________________ ______________________________________________________________ ______________________________________________________________ The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo


Name: __________________________________________ Date: _______________

Count Your Words Directions: See how many words can you make using the letters in “invertebrate�. Write as many words as you can on the lines.


1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16 17 18 19 20 The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 28 39 40 60

Name: __________________________________________ Date: _______________

Meet an Endangered Animal The Black-footed ferret is a member of the weasel family and the only ferret native to North America. At one time, there were tens of thousands of these creatures across the Great Plains, in states shuch as Colorado, Kansas, Montana, Oklahoma, Texas, and more. By 1986, only 18 black-footed ferrets remained. The black-footed ferret’s favorite meal is the prairie dog. They may eat more than 100 prairie dogs in a year! Farmers didn’t like prairie dogs, and thought they were pests because they would eat all the grass needed for cows to graze. The farmers began poisoning the prairie dogs to save their farm lands. Without the prairie dogs as their main source of food, the black-footed ferrets didn’t have much left to eat and their numbers began to decrease. By 2013 there were more than 500 black-footed ferrets living in the wild due to the great efforts by scientists and wildlife officials to save these animals, but they are still an endangered animal species.

Directions: Answer the questions below: 1. Is the black-footed ferret a carnivore or herbivore? How do you know?

____________________________________________________ ____________________________________________________

More Facts Black-footed ferrets spend most of their time underground, where they eat, sleep and raise their young in prairie dog burrows


Young black-footed ferrets are called kits

2. What is the primary reason the species became endangered?

____________________________________________________ ____________________________________________________ ____________________________________________________ 3. How many years did it take for scientists to help increase the black-footed ferret’s population from 18 to 500?



Kits are born blind and helpless and stay below ground until they are about two months old. Black-footed ferrets are nocturnal, and leave their burrows at night to hunt prairie dogs

The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo

Name: __________________________________________ Date: _______________

Haiku Poetry Syllables are impo Haiku is an ancient form of Japanese poetry. They are short poems rtant in Haiku poetry! that usually speak about the beauty of nature. They consist of 3 lines, and the entire poem has only 17 syllables! Look at the example haiku Line 1 has 5 syllables Line 2 has 7 syllabl es below. It was written in the 1600s by Basho Matsuo, a great haiku Line 3 has 5 syllabl es poet.

An old silent pond... A frog jumps into the pond, Splash! Silence again. Directions: Look at each poem below. Decide if it is a haiku poem, then write yes or no in the Identify Haiku box. If it is not a haiku, explain why not in the Justify box. Poem


b. c. d. e.

Identify Haiku


As the wind does blow Across the trees, I see the Buds blooming in May Beautiful sunsets Gentle breeze of the wind Fall is here again! Animals grazing Green grass growing everywhere These are the days of summer Falling to the ground, I watch a leaf settle down In a bed of brown. Join me in the spring Listening to the birds sing Such beautiful songs

Challenge: Choose a poem from above that is not a haiku. Make corrections so that it can become a haiku poem.

The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo

_____________________________________________ _____________________________________________ _____________________________________________


Name: __________________________________________ Date: _______________

Mapping Skills Directions: Use the map and compass below to answer the questions.


1. Which animals are located southeast of the 2. Gabe is standing on Big Cat Street. Which hippo area? direction will he need to walk to catch the elephant show?

_________________________________________ _________________________________________ 3. Which street is directly west of Cafe Way? a) Water Ln b) Zoo St c) Safari Loop

4. Which street is northeast of S. Safari Loop? a) Big Cat St b) Tiger Dr c) Reptile Row

5. Brandon’s group is on N. Safari Loop by the playground. Give them directions to the aviary.

Head south on N. Safari Loop. Then go __________ on ______________________.

Turn __________ on ___________________. The birds will be on the ____________ side. The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo


Name: __________________________________________ Date: _______________

Lunch at the Cafe Directions: Brandon and his friends are in the zoo cafe for lunch. Read each problem below. Use the food menu to help you solve the problem.

Zoo Cafe Food Menu

sandwich $2.25

fries $0.75

hot dog $1.75

chips $0.55

1. Gabe orders a hot dog, chips, and a juice box. How much is his total? __________________

pizza slice $2.50

fruit cup $0.95

juice $ 1.00

milk $0.85

2. JB orders a pizza slice, chips, and a milk. What is his total? __________________

3. David can’t decide if he wants a sandwich and milk or a pizza slice and juice. How much money will he save if he orders the sandwich and milk? __________________

4. Mya orders a sandwich and a fruit cup. If she pays with a five dollar bill, how much change will she get back? __________________

5. Brandon has $4.25 and wants to spend it all. He wants a juice to drink, but what can he buy to eat for lunch? *Remember, he doesn’t want to have any change left over! _______________________________________________________________________________________________

The Brandon Jones Series Teacher Activity Pack

Compatible with Brandon Jones and the Field Trip to the Zoo


Projects & Activities The Project section of this TAP provides activity ideas and sample rubrics for student-created works that can be utilized within the classroom setting. Like the book, Brandon Jones and the Field Trip to the Zoo, the project ideas and rubrics included here align with national educational standards and include technology integration activities.

Digital Storytelling Project and Rubric Scavenger Hunt Field Trip information Writing Prompt and Rubric Activities for small groups and learning centers

The suggested projects, prompts, and activities also implement the use of higher-level thinking skills as students brainstorm, plan, and create work products.


Digital Storytelling In the book Brandon Jones and the Field Trip to the Zoo, Brandon and his group of friends are given a digital storytelling project assignment to complete. Here we provide the answers to a few frequently asked general questions about using Digital Storytelling in the classroom.

What is Digital Storytelling?

Digital storytelling can best be described as short multimedia projects that may combine photographs, images, audio, and animation to convey a story or message. Digital stories can be used in the classroom to demonstrate understanding or expand concepts of material taught in class. Students can work individually or collaboratively to produce their own digital stories. Once completed, these stories are easily be uploaded to a digital portfolio or can be made available to a local, national, or nternational audience, depending on the topic and purpose of the project.

What subject area is digital storytelling best used for?

Digital storytelling can be used across all content areas (Math, Science, Literacy, Social Studies, Music, Art) and for various skills and activities.

*InSTEP Educational Technologies provides training courses for Digital Storytelling! Contact us for additional information! |


Digital Storytelling Ideas We’ve included sample digital storytelling ideas that can be incorporated while reading Brandon Jones and the Field Trip to the Zoo. Take a look! A sample assignment sheet and rubric for assessing follows.

Using the project from the book, students must choose five animals from the scavenger hunt card deck. They use actual pictures taken during field trip as images for each animal, and must explain which characteristics led them to determine the correct type of each animal. They should also include habitat information for the animal, dietary information, and perhaps an interesting fact learned.

Students create their own animal, either by combining different characteristics or completely designed from their imagination. They must draw and upload an image of their new animal, as well as include slides describing its habitat and dietary information. They should also include slides that explain which characteristics determine the group the animal belongs to, as well as how its body features help with its survival.


Sorting Animals by Type Directions: Look at the characterisitics of each type of animal below. Then, read the description of a mystery animal on each “Sort It!� card. Decide if the animal described is a mammal, reptile, bird, invertebrate, or amphibian. Record your answer on the repsonse sheet. When you are finished, use the Check It page to review your answers.

body covered by hair or fur give birth to live young warm-blooded have a backbone produce milk

body covered by scales cold-blooded have dry skin have a backbone most lay eggs

have no bones were the earliest animals many have 6 or more legs some have no legs at all

body covered by feathers warm-blooded have a backbone lay eggs

live on land and in water cold-blooded lay eggs have moist skin webbed-feet

Items you will need: Sort It! Cards Response Sheet

Sort It! Cards


The Brandon Jones Series

Compatible with Brandon Jones and the Field Trip to the Zoo

Teacher’s Note!

Duplicate the Sort It! cards onto cardstock and cut them out. Place them in your center activities station along with the Directions and Response sheets. You may consider having the cards laminated for re-use next year!

This animal hatches with gills, but can breathe oxygen through its skin, so it must stay moist. It makes its home close to lakes and ponds. It hunts at night for worms, insects, and spiders to eat. It can live up to 55 years!

Sort It Card #

The Brandon Jones Book Series


This animal eats fruits, leaves, twigs, and plant stems. It lives on the ground, and can be found in forests and grasslands. It loves to climb trees! Its young is born live and stays with its mother for only six months. It is nocturnal, and is mainly active at night. It has soft hair on its back, but beware - don’t touch!

Sort It Card #

The Brandon Jones Book Series

This warm-blooded animal has strong legs and can run over 40 miles per hour. It eats plants, roots, and seeds, but will also eat insects and lizards. It lives in desert land areas and does not need to stay moist. It weighs between 200-300 pounds and lays eggs that weigh up to 3 poundsthat’s equal to 24 chicken eggs!

Sort It Card #

The Brandon Jones Book Series


The Brandon Jones Series: Field Trip to the Zoo Workbook  
The Brandon Jones Series: Field Trip to the Zoo Workbook