Environmental Science Activities Manual: K-2
| Life Science
|| Animals E5.00||Science in Society
|| Economics 4.5 ab
GRADE: ESAM: K-2
CONTENT STANDARD: Life Science
CONTENT TOPIC: Animals
CONCEPT: Animals are living things with specific needs and characteristics.
CONTENT OBJECTIVE: E5.00 To understand ways animals are grouped
INSTRUCTIONAL OBJECTIVES: The learner will.
5.01 classify animals according to their environmental types.
OUTLINE OF CONTENT:
5.02 classify animals according to the ways they move about.
5.03 classify animals according to body coverings.
5.04 arrange animals in order by relative size of the adult.
5.05 classify animals as farm, pet or zoo (wild) animals.
I. Environmental types
A. Hot or cold
B. Wet or dry
C. Land or air
A. Walking or running
III. Body coverings
A. Hair or fur
A. Small (mouse, hummingbird)
V. Farm animals
B. Medium (wolf, Canada goose)
C. Large (elephant, emu)
VII. Wild animals
C. Gold fish
B. Gray squirrel
TN COMPONENT OF SCIENCE: Science In Society
To enable students to demonstrate attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
4.5 ECONOMICS - Scientific knowledge should provide a premise for understanding the economic value of applied technology as it relates to society.
TN STANDARD(S): The learner will understand that:
4.5a Science and technology impact economic growth and productivity.
BENCHMARK Advances in science and technology have a direct influence on any society's economic climate.
4.5b Needs and interests of society influence financial support and problems that scientists and engineers pursue.
BENCHMARK Throughout history people have provided support for development of ideas that relate to their needs and interests.
Two lessons - one instructional period each
Flannel board; pictures of animals (See outline for suggestions), trees, water, and grass; record player; head phones; crayons; paper; miniature animals; clay
This classroom connector addresses Instructional Objectives 5.01, 5.02, 5.03, and 3.04.
Raise your hand if you have a pet. (response) Show me thumbs up if you have an elephant for a pet. (response) Do you have a dog? (response) Do you have a fox? (response) Can your pet fly? (response) Does it crawl? (response) All of the living things we have talked about are animals but they are all different. Today we will learn about many different ways to group animals.
There are many places where animals can live. If you were a camel where would you live? (Desert) Where would you live if you were a beaver? (Near water) What if you were a fox? (Woods) What about a horse? (Land) Did all the animals just mentioned live in the same place? (No) No, they did not. We can group animals according to where they live.
Do all animals have the same body covering? (No) Animals can be grouped by how their bodies are covered. Are all animals the same size? (No) We can group animals by their size. Do all animals move on four legs? (No) Animals can be grouped according to how they move.
(1. Game - WHAT AM I? Write several hints about an animal in each group. Call students up to pick a slip of paper, read the hint and say "What am I?". An example is: I live in the forest and am covered with fur. I am very big. What am I? "Bear" After your hints are all done, let children make up their own hints.
(2. Draw a tic-tac-toe grid on the board. Divide the class into two groups (X's and O's). Teams take turns correctly grouping an animal you name. (Example: Its O's turn. You say turtle. O person says either crawl, land or shell turn. If he misses, he loses his turn.) puts O anywhere on the grid. And it's X's turn. If he misses, he loses his turn.)
(Let the students place names of the animals studied in ABC order.)
Animals can be grouped in several different ways. On your slates, write one way of grouping animals. (Size, body covering, where they live, how they move about)
Set up four centers in the room.
1. Flannel board, flannel backed animals, trees, water and grass. Children put environment on board. Put animals in appropriate places.
2. Collect lots of pictures of animals. Have them at trays labeled according to environment "land, water, air, forest, desert;" movement "swim, fly, hop, walk, crawl;" coverings "fur, shells, feathers, skin, scales;" size "tiny, small, large." Have more than one picture of each animal because they can be grouped more than once.
3. Have pictures of different animals. Arrange from smallest to largest.
4. Listening center use tapes or records available at your school with player and head phones.
This classroom connector addresses Instructional Objective 5.05.
Yesterday we talked about where animals live, how they move about, if they have fur or not and the different sizes of the animals. Today we will talk about another way to group animals.
The way we will classify animals today is to decide if they live on farms, at our homes or at the zoo. Here are some pictures of animals. When I show you a picture, you tell me where the animal lives. (response) Let's think about why some animals are good home pets and some are not. (response) Name some wild animals and tell me what environment is especially good for them. (pause followed by discussion) Now let's list some animals that live on a farm. (response)
(Have students draw or color their favorite farm animal, zoo animal, or pet.)
Animals can be classified according to whether they live on farms, at homes or in zoos. Tell your neighbor one animal that lives in a zoo and let your neighbor tell you one animal that lives on a farm. (pause, then summarize)
(Place a picture of an animal and the name of the animal on a card. Cut away the name of each animal in different patterns so that students may fit them together as a two-part puzzle.)
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