Animal Unit Lesson Plans

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					                                      Animal Unit
Objectives:
TSW identify characteristics of living things.
TSW identify animals and plants as being living things.
TSW sort items as living or nonliving.
TSW recognize that animals have various kinds of similarities and differences.
TSW identify characteristics of mammals, birds, reptiles, fish, insects, and amphibians.
TSW recognize various kinds of body coverings of animals and how each helps the
animal.
TSW identify camouflage and its importance to animals.
TSW identify animals by their habitat and explain how habitat loss can endanger them.
TSW explain how plants and animals interact with and depend on each other.
TSW recognize ways in which animals move.
TSW identify some of the homes that animals live in.
TSW determine the difference between wild animals and pets.
TSW recognize that animals grow, change, and go through a life cycle.
TSW observe, describe, and sequence how animals grow and change.
TSW recognize that some young animals look like their parents and some do not.

Day 1- Living/Nonliving
    Tell the children that this poem can help them predict what they are going to learn
       about in this science unit.
    Read “How We Go” on page A9 of the manual.
    Predictions as to what we will learn about.
    Name animals they know. What does this animal look like? What do you know
       about this animal?
    Point to the picture on page 2 of the big book. What animal do you see in the
       picture?
    Explain that every person in this room is a living thing. Think about a way you
       can show someone you are a living thing.
    Call on volunteers to demonstrate.
    What makes a thing living?
    Make a web of the characteristics.
    What makes a thing nonliving?
    Show big book page 3. Read the text. Explain that all living things need food,
       air, water, and shelter to survive.
    Call on volunteers to point out the living and nonliving things in the picture.
    Hand out clip art pictures to each child. Ask them to think about whether their
       picture shows a living or nonliving thing.
    Call children one at a time to come and place picture under the correct category.
    Concluding ?‟s: What do all living things need? Is a daisy a living or nonliving
       thing? How do you know? Name 2 nonliving things.

Day 2- Living/Nonliving
      Hold up a plant. What does a plant need to survive? Can a plant live without air?
       What happens when rain falls on a plant? What do people need to live? Can you
       live without air? Do you drink water? What about shelter? Do plants need
       shelter?
      Review characteristics of living things from the web.
      Explain that we are going to play a living things game today. We are going to
       divide into groups and play a memory game. You are going to see who can find
       the most pairs of things that all living things need to survive.
      All children to play 1 round.
      Review the items the children found that the living things need to survive.
      Have children complete living and nonliving collage from magazine pictures.

Day 3-What is an animal?
    Play charades-Call on volunteers to come up and act out the animal given. As
      each is given, paste the name and picture of the animal on the chart.
          o Dog-Explain that a dog is a mammal. Mammals have hair or fur and feed
              their young with their milk. They have warm blood.
          o Bird-A bird is an animal with feathers, wings, and two legs.
          o Snake-A snake is reptile that has dry, tough, scaly skin.
          o Fish-A fish has gills and takes oxygen from the water.
          o Bee-A bee is an insect. An insect has 6 legs and 3 body parts.
          o Frog-A frog is an animal that is an amphibian. Amphibians have moist,
              hairless skin for water to pass through.
    Explain that animals are grouped by body coverings and body parts.
    All of these are types of animals. There are many different kinds of animals.
      Review all 6 animals and their characteristics.
    Even though they are in a group, they still have different colors, body parts, body
      coverings, and are different sizes.
    Show page 5 of the big book. Read text. Explain that some animals have bones.
      Animals that have bones are called vertebrae. Cats, dogs, snakes, and lizards
      have bones.
    Some animals do not have bones. Animals that do not have bones are called
      invertebrates. Spiders, lobsters, worms, and bees do not have bones.
    Go through web of the different animals and determine whether or not they have
      bones. Are they vertebrae or invertabrae?
    Concluding ?‟s: How are animals alike? How are animals different? How are
      animals grouped?

Day 4-What body coverings do animals have?
    Review characteristics of living things.
    Review the animal groups and their characteristics.
    Pass around a feather and a piece of fur.
    Compare how they look and feel.
    Name an animal that has coverings similar to each.
    What body coverings do humans have?
      Explain that our skin and hair protect our insides and keep us warm. The body
       coverings like feathers and fur protect the animal‟s insides and keep them warm.
      To see how body coverings work, I have made some blubber. Blubber is what
       covers the outside of a penguin. I am going to have you put your hand in it, then
       in a bag of ice to see how our body coverings keep us warm.
      Turn to page 7 in the big book.
      Have volunteers name the animal coverings they see in the picture.
      Make a t-chart with the different body coverings on it.
      Pass out a picture of an animal to each child. Have them come up and place it in
       the correct body coverings category. Have the name what category the animal fits
       into.
      Concluding ?‟s: Why are body coverings important? What are some body
       coverings an animal can have? How are body coverings the same? Different?


Day 5-How do animals play hide and seek?
    Review characteristics of living things, each animal‟s family, and name body
      coverings an animal can have.
    Today we are going to learn how animals play hide and seek.
    Do you play hide and seek with your friends? How do you play this game? What
      do you need to do so you won‟t be found?
    Do you think animals play hide and seek too? How? Why?
    Hand out fabric cutouts to each student.
    Examine the cutout.
    Explain that we are going to divide into two groups; natural animal color and
      unusual animal color. The animals with natural animal color are those they are
      hard to see in their natural environment. They blend into their surroundings.
      Those who are unusually colored animals are easy to see in their surroundings
      because their color makes them stand out.
    Separate into groups.
    Why do you think unusually colored animals would be easy to see?
    What would the area around them need to look like for them to blend in?
    Why would the other be hard to see?
    Introduce term camouflage. Explain that camouflage means to blend into your
      surroundings. Those animals that look like their surroundings have camouflage
      which makes them hard to see.
    Why do you think animals want to blend into their surroundings?
    Give each child a sticker. Have the children color a background to camouflage it.

Day 6-What do animals need?
    Call on volunteers to dramatize the activities of a bird such as flying, pecking at
      food, or building a nest.
    Have the other children guess what the bird is doing and explain why a bird
      would perform that behavior.
   Remind children that they acted like birds in the activity above. What are some
    characteristics of birds that we learned about?
   What are some things birds need to survive?
   Explain that all animals need food, air, and water to survive. Even though they
    may live in different places, they all need these things to survive.
   Turn to page 8 in the big book. Read the text. How are all these animals alike?
    Describe the scene. What would it feel like in the desert in the day? Why do you
    think there are not as many plants? Explain that animals that live in the desert
    still need food, air, and water to survive. The animals that live there get their
    water from the food they eat. Only certain kinds of plants and animals can live in
    the desert because it is so dry.
   Turn to page 9. Read text.
   How is the rabbit using the plant to meet its needs? How is the deer using the
    water? What needs do both the plants and animals have?
   How could the squirrel be helping the plant that dropped the seed?
   What might happen to the deer if the trees were cut down?
   What might happen to the grass if all of the rabbits left the forest?
   What would happen to all of the animals if the streams dried up and it stopped
    raining?
   Explain that where an animal lives is very important to help it live. If it does not
    have food, air, and water, the animals will die.
   Turn to page 10. Read text. How are the animals using the pond?
   Animals and plants interact or use each other.
   Name 2 ways the animals in this picture can use the plants.
   Review characteristics of a desert, forest, and pond. Hold up picture cards
    1,2,5,7-11, and 17 and have children name where they would live.
   Since it is spring, and the temperature is rising, today we are going to make a bird
    feeder to help the birds meet their needs. Why might we be making a bird feeder?
   Where would be a good place to put them?
   What do you think will happen when you put the feeder outside?
   Make feeder shown on page A32 of manual.

Day 7-How do animals move?
 Review characteristics of living things.
 Review animal families and characteristics.
 Review body coverings and purpose.
 Have children move their bodies like a bird, dog, rabbit, and fish.
 How does a bird move from place to place? What body parts does a bird use to
   fly? What other animals fly?
 How does a dog move from place to place? What body parts are moved? What
   other animals run?
 Repeat with rabbit and fish.
 How do you move? What are some ways you can get from one place to another?
   What body parts do you use?
 Turn to page 11 in the big book.
       Point to each animal one at a time and have a volunteer explain how it moves.
       Read text. Explain that an animals body parts help it move. For instance, a bird
        has wings so it can fly. A dog does not have wings, but four legs to run or walk.
        Can a kangaroo run or walk? Why?
       Divide the board into a chart with the categories „run, hop, fly, swim‟.
       Pass out a picture card to each child and have them sort it into the correct
        category.
       Concluding ?‟s: What are some ways animals can move? What body parts do
        animals use to move?

Day 8    -Where do animals live?
       Review previously introduced facts.
       Model the behaviors of a lion. Include motion and sound it makes.
       Have them act out the same behaviors and name the animal. Repeat for other
        animals including a dog, bee, cow, and horse.
       Invite children to describe visits made to a zoo or a farm. Name animals they
        saw.
       Name pets they have or other pets they know.
       Imagine you are a wild animal in the woods. What kind of shelter would you
        need and why?
       Would you build a home? What kind? What would you use to make it?
       Turn to page 12 in the big book. Describe animals shown in the picture.
       How are the animals in the picture alike?
       Talk about the different homes each animal would have.
       Explain that a home is an animal‟s shelter. It is the place where the animals go to
        be safe from harsh weather and other animals.
       All animals live in different homes. Wild animals are animals that live without
        help from humans. Their home is outside. Pets are animals that live with help
        from humans. They usually live in someone‟s home or near their house.
       Turn to page 13. Call on volunteers to come up and point to a scene and describe
        it.
       Which animal lives on a farm? Why do some animals live in a zoo? Name some
        animals that make good pets.
       Read text. Explain that some animals are not wild. They live with humans or on
        a farm and are taken care of by humans.
       Most zoo animals are wild but live in a place that humans built from them.
       Pass out animal cards and animal home cards. Have children hold up animal and
        child with home match to it.
       Concluding ?‟s: Why do animals need homes? What are wild animals? Name 2
        places a dog could live.

Day 9-How do animals grow?
    Show pictures of a baby. When you were a baby what did you look like? What
      could you do? What did others do for you?
    What do you think you will be like when you get bigger?
   Show life cycle pictures. Go over stages.
   What do you think happens to young animals when they become adults?
   Turn to page 14 in the big book. What animal do you see in the top picture?
    What can you tell about the dog in the pictures? What happens as the dog grows?
    What do you think a puppy needs so it can live and grow? How might the grown
    dog look different from its parents?
   What type of animal is a dog? What are some characteristics of mammals?
    Explain that the newborn puppy does not have its eyes open. The mother gives
    birth to the puppies and gives it milk. It keeps it clean and safe until it is ready to
    live with a human family.
   Repeat with ?‟s about duck.
   What kind of animal is a duck? Ducks hatch from eggs. Baby ducks are called
    ducklings. The mother and father keep the duck eggs warm with their bodies
    until they hatch. When the egg hatches, the young duck stays with its mother.
   Turn to page 15. Explain that all animals change as they grow. Some animals
    like dogs and ducks get bigger. Some animals like frogs and butterflies change
    how they look completely.
   Explain that frogs lay eggs in the water. Tadpoles hatch from the eggs. They
    have tails and gills. The tadpoles begin to grow front legs. Their tails get smaller.
    Soon they look like frogs.
   Butterflies also change how they look as they grow. The adult butterfly lays an
    egg on a leaf. A caterpillar then comes out of the egg and eats leaves and grows.
    It then attaches itself to a stick and becomes a pupa. A butterfly then comes out
    of the pupa.
   Frogs and butterflies are special because they have more noticeable changes as
    they grow, turning into different animals.
   Concluding ?‟s: How do animals change during their lives? How are the life
    cycles of some animals different from others?
   Complete tadpole life cycle activity.

				
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