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Learners read a story about a turtle’s seasonal behavior, define migration and hibernation, and list additional winter survival techniques. Students use a riddle box to identify animals and record answers on a labeled chart, then illustrate selected animals or research and present findings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/animals-and-plants-prepare-for-winter-do-not-disturb-post-activity-all-grades-objective/511929/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/animals-and-plants-prepare-for-winter-do-not-disturb-post-activity-all-grades-objective/511929.png","ImageObject",300,407,{"name":92,"@type":93},"iuabcfuw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-06",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of this winter activity?","Question",{"text":112,"@type":113},"Students explore strategies animals use to survive winter, including migration and hibernation, and connect these to specific animals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students use the riddle box during the activity?",{"text":117,"@type":113},"Students pull riddles, read them aloud, and determine which animal fits each description, using pictures or clues if needed.",{"name":119,"@type":110,"acceptedAnswer":120},"What do students do after the riddles are completed?",{"text":121,"@type":113},"Each child chooses an animal to illustrate; older students may research and present, and students can also play charades to guess the animal.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},511929,1791357487,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},3985747874027,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Animals and Plants Prepare for Winter  \nDo Not Disturb  \nPost-activity, all grades  \nObjective  \nStudents will explore some of the different strategies animals use to survive the winter.  \nMaterials  \n• Riddle game pieces, cut apart  \n• 1 small box  \n• Writing/drawing utensils  \n• Paper  \n• Blackboard or dry-erase board  \n• Pictures of animals (optional)  \n•  How the Turtle Flew South for the Winter  \nProcedure  \nRead \"How the Turtle Flew South for Winter\" to your students. Ask your students to tell you the two survival techniques listed in the story. Define migration and hibernation and ask the students to list other animals that use those techniques for winter survival.  \nIf you have not already done so, introduce the four other techniques animals use to make it through the winter. Make six columns on the board, label with the new vocabulary words.  \nBring out a box with the riddles inside. Tell students you have a box of riddles. They will have to figure out what animal the riddle refers to and what that animal does to make it through the winter. Many of the animals do more than one thing.  \nHave students take turns pulling the riddles from the box and reading them aloud. Read riddles aloud to younger students. Have a different student try and solve the riddle. If students are having trouble solving the riddle, show them a picture of the animal, only revealing a portion of the picture at a time or give them clues.  \nRecord the animal in the appropriately labeled column(s) on the board.  \nAfter reading all the riddles, let each child choose an animal to illustrate, perhaps in the midst of its winter activity. Older students can also research and write about their animals and then give presentations. Students can also act out charades ofthe animals as their classmates try to guess which one they are depicting.  \nAnimal Riddles  \n1. I am the only mammal that can fly. I come out at night for insects moving by. I like to sleep through the winter with all of my furry friends around me.  \n2. I am a round, spotted, red and black insect. I like to eat aphids before my long winter nap. When winter comes around, I find thousands of friends and we cuddle up under logs and leaves on the ground.  \n3. In the summer I buzz around to make honey for my hive. When winter comes, I stay in with my friends, and we eat the honey to help keep usalive.  \n4. I have longs legs and a large white rump. I like to eat plants all winter long and my fur is hollow and brown. During the winter, from the mountains I come down.  \n5. Many people don’t like me because of my smell. Although I am a cute little black and white mammal. I nap for most of the cold winter days, popping my head out of my burrow when it’s warm enough to play.  \n6. I’m an insect with long front legs that I use to hop around. In winter I die, but don’t worry about me, I left my eggs in the ground.  \n7. I like to climb pine trees and chew on their bark. I’m not soft and cuddly; in fact, I’m rather sharp. You can still see me nibbling around when the snow is falling to the ground.  \n8. I’m often green and sometimes brown. I hop to find my way around. When the pond freezes over with ice all above, being down below in the gooey mud is what I love.  \n9. I sit in a tree and call out “Dee, Dee, Dee”. I fluff out my feather to hold in the heat and flap quickly around finding insects to eat.  \n10. I live high in the mountains eating berries and meat. I make a small den for my winter retreat.  \n11. I like to fill my red belly with worms, but I fly away south when the weather starts to turn.  \nAnswer Key  \n1. Bat – Congregate & Hibernate  \n2. Ladybug – Congregate & Hibernate  \n3. Honeybees-Congregate, Generate  \n4. Mule Deer – Migrate, Generate  \n5. Skunk – Hibernate  \n6. Grasshopper – Propagate  \n7. Porcupine – Generate  \n8. Frog – hibernate  \n9. Chickadee – Insulate, Generate  \n10. Black bear – Hibernate  \n11. Robin-Migrate","cbCaioFekCW1iRk4","https://ap.wps.com/l/cbCaioFekCW1iRk4","pdf",85960,"English","# Objective\n## Materials\n## Procedure\n## Animal Riddles\n## Answer Key","[{\"question\":\"What is the main objective of this winter activity?\",\"answer\":\"Students explore strategies animals use to survive winter, including migration and hibernation, and connect these to specific animals.\"},{\"question\":\"How do students use the riddle box during the activity?\",\"answer\":\"Students pull riddles, read them aloud, and determine which animal fits each description, using pictures or clues if needed.\"},{\"question\":\"What do students do after the riddles are completed?\",\"answer\":\"Each child chooses an animal to illustrate; older students may research and present, and students can also play charades to guess the animal.\"}]","Animals and Plants Prepare for Winter - Do Not Disturb - Post-activity, all grades - Objective | PDF",1791262496]