In this unit, students will be engaged from the start of the unit
with a hook that interests them and an authentic connection that
provides a meaningful purpose for their learning. Throughout this
unit, students will have access to nonfiction literature that will
provide motivation to their learning and answers to their questions.
Continuing throughout the unit students will work in small
groups to complete a Final Team Project. Working in teams of
three to four students will design and create a habitat that four
animals of their choice would live in. Students will be engaged in
different reading activities that will help students comprehend the
content of complex text and reach the benchmarks and Standards
for reading and science. Ongoing vocabulary review is
incorporated in the inquiry unit. Technology is integrated in the
unit through the use of a cyberhunt and websites.
Click here for Template
Survival
Adaptation
Habitats 3
Types or Categories 2
Animals Warm-Blooded Versus Cold-Blooded
Characteristics 1
Animals Warm-Blooded Vs. Cold Concept Map.mmp - 8/4/2005
Mammals
Reptiles
Click here to download Complete Unit
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Author: Julie Beasley
Title: Mammal Reptile Unit
Grade Level: Kindergarten
Goals/Standards: (#’S)
CONTENT
CONTEXT
Teaching and Learning Events*
Engaging the Learner
Science Goal 12: Understand the
Essential Question: Why do animals live where they do?
fundamental concepts, principles and
• Following the opening or Hook Activity, students will read
interconnections of the life, physical and
Hook: Treasure Hunt for Animal
letter and complete task analysis ask questions based on
earth/space sciences.
Picture Puzzle Pieces
openings activities and letter (LP)
Standard
(Teacher will hide pieces of an
•
-Inquiry begins with students seeking information from a
animal’s picture around the room.
A. Know and apply concepts that
variety of sources. Teacher will have an Oral Presentation
Students will work in groups find
explain how living things
of Literature (Read books and allow for wonder/wander”
each piece and try to assemble the
function, adapt and change.
questions) Opportunity for questioning will be allowed
picture.)
Benchmark 1.
throughout this activity. After students questions, teacher
Authentic Connection: First Grade
Differentiate and describe the differences
will use coaching or telling questions if not brought up
teacher will write a letter asking the
between mammals and reptiles based on
during student questions. (What differences in animals have
Kindergarten class to learn more
characteristics
you observed? How can we group animals according to their
about warm and cold blooded
characteristics? What individual differences in animals
animals so that the students will be
Benchmark 2.
determine where they live?) (LP)
prepared for their first grade field
Categorize and describe characteristics of
• Vocabulary List and Track List and Track Vocabulary
trip and be able to make
mammals and reptiles
Words) Put selected words on index cards or use provided
evaluations of warm or cold
B. Know and apply concepts that
sheet to have pairs of students find the words in the
blooded animals on the field trip.
describe how living things
nonfiction books. When they have found the words, they put
interact with each other and with
a sticky post-in on the page to be read by teacher. (LP)
their environment.
• Jigsaw information in teams, organize and share with class
Benchmark 3.
Use animal semantic features chart to work in groups to
Demonstrate and describe how
create checklist of animal characteristics and distinguishing
characteristics of mammals and reptiles
between warm and cold blooded groups (ex. mammal,
help them survive in and adapt to their
environment.
Individual Student Assessments
Final Team Performance
Assessment 1.
Working in groups of 3-4, students
STATE GOAL 10: Collect, organize and
will design and create a habitat that Differentiate and describe the differences between mammals
analyze data using statistical methods;
and reptiles based on characteristics by using a Touchy, Feely
4 animals of their choice would
predict results; and interpret
box. The student will infer if a warm or cold blooded animal is
live in (Synthesizing). Place
animals in that habitat, state several represented by the feature in the box. They will explain to the
teacher the evidence they used to base their decision. This will
facts about each animal, orally
be graded by Teacher generated checklist
√() = outcome is assessed
.
(Number refers to assessment)
*Numbers after Teaching and Learning Events refer to assessments
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Julie Beasley
Title: Animal Unit
Grade Level: Kindergarten
Goals/Standards: (#’S)
uncertainty using concepts of
probability.
Standard:
A. Organize, describe and make
CONTEXT
CONTENT
Engaging the Learner
W
predictions from existing data.
•
STATE GOAL 1: Read with
understanding and fluency.
Standard: B. Apply reading strategies
to improve understanding and fluency.
•
•
STATE GOAL 3: Write to
communicate for a variety of
purposes.
Standard:
B. Compose well-organized and
•
•
•
coherent writing for specific purposes
and audiences.
C. Communicate ideas in writing to
accomplish a variety of purposes.
√() = outcome is assessed
(Number refers to assessment)
©Emily Alford, 1998
Final Team Performance
evaluate why these animals
would live in this habitat.
Students will record each other
with the digital camera or video
tape to help the first graders to
make connections to what they
will see at the zoo. Use a student
made rubric to evaluate why
these animals would live in this
habitat. (FTP Assessment)
reptile) to determine what type the animal is.
Opportunity for questioning will be allowed throughout
this activity (LP)
Vocabulary List and Track (List and Track Vocabulary
Words) Write selected words on index cards or use
provided sheet to have pairs of students find the words
in the nonfiction books. When they have found the
words, they put a sticky post-in on the page to be read
by teacher (LP)
Cyberhunt- Students will use the computer to facilitate
learning. They will go on a Cyberhunt created by the
teacher. (LP)
Students evaluate the features of animals to decide if
animals should be categorized Warm-Blooded Mammal
or Cold-Blooded Reptile. Mammal Reptile Table Clipart
chart (LP)
Do the Animal Concept Circle worksheet (LP)
Do the Animal Mystery Bubbles worksheet (LP)
Do the Animal Connect Two worksheet (LP)
Note: Computer will be left on Ask Jeeves or Google for
Individual Student Assessments
Assessment # 2. Categorize mammals and reptile by sorting
animal groups of mammals and reptiles and explain to teacher
why the student chose those groups for those animals. Use
Teacher Generated checklist to grade..
*Numbers after Teaching and Learning Events refer to assessments
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Title: Animal Unit
Goals/Standards: (#’S)
Authors: Julie Beasley
Grade Level: Kindergarten
CONTEXT
Engaging the Learner
CONTENT
•
•
•
•
•
students to seek answers to their questions. Assessment 1
Following assessment teams meet to share knowledge, return
to question; answer and ask more questions. The FTP
organizer is used to guide their work on FTP. (LP)
Make a chart of Mammals and Reptiles Characteristics (have
characteristics written on sentence strips and have students put
the strips under the right heading)(Cutting up with Facts)
(LP)
Teacher reads the books Mammals (ISBN 1 57572 883 4) and
Reptiles (1 57 572 884 2) aloud to students. (Making
Connections with text to self chart. Students make text-toself, text-to-world, and text-to-text connections and teacher
writes them on post-its. Students analyze and classify the
post-its onto a chart paper under the three headings listed
above. (LP)
Animal Fact lesson-Get information about mammals and
reptiles from computer hotlist sites, books, and fact file folders
(free from www.learningpage.com . Categorize mammals and
reptiles pictures with teacher describing characteristics (Have
students work on grouping different features paws, blubber,
stripes, scales, etc) Categorize plastic mammals and reptiles in
groups describing characteristics (LP)
Egg/Baby Mammal Hunt (Hide eggs with plastic reptiles or
Final Team Performance
Assessment 3 Demonstrate and describe characteristics of warm
and cold blooded animals in relationship to their environments by
setting up two habitats and letting students analyze which habitat 4
animals belong in and to provide support of what features the
animal has that allows it to survive in that habitat. It will be graded
by student created rubric.
√() = outcome is assessed
(Number refers to assessment)
©Emily Alford, 1998
*Numbers after Teaching and Learning Events refer to assessments
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Title: Animal Unit
Goals/Standards: (#’S)
Authors: Julie Beasley
Grade Level: Kindergarten
CONTEXT
Engaging the Learner
CONTENT
•
•
•
•
•
•
Final Team Performance
√() = outcome is assessed
•
pictures of reptiles and mammals (not in eggs) or pictures
of mammals around the room) Mammal Reptile Hunt
Graph . the reptiles and mammals from the Egg/Mammal
Hunt (Math Goal 10) Assessment 2 (LP)
Following assessment teams meet to share knowledge,
return to question; answer and ask more questions. The
FTP organizer is used to guide their work on FTP. (LP)
Have students trace each other’s bodies and label parts that
help us survive (LP)
Play the Chameleon Game (Students find environments
that they can blend into with the clothes they are wearing)
(LP)
Blubber glove activity directions sheet
(http://octopus.gma.org/surfing/antarctica/blubber.html )
(LP)
Play go fish with animal features cards (free from
http://bogglesworld.com/cards.htm ) (LP)
Get information about different habitats from computer
Hot list and nonfiction books. As a group, make a chart of
different habitats and the animals that live in them. Have
students create a mural of different habitats with animals
that live in them. (Sample Habitat Chart) (LP)
Hotlist sites, nonfiction books, or fact file folders. Get
information about mammals and reptiles that help them
survive from hot lists, non-fiction books and fact file
folders In groups, identify characteristics and features of
individual animals that help them survive. Complete a
Survival Semantics Feature Chart together as a class.
Opportunity for questioning will be allowed throughout
this activity Have teacher list the animals and the
features(with appropriate pictures that help them survive)
(Number refers to assessment)
©Emily Alford, 1998
*Numbers after Teaching and Learning Events refer to assessments
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Julie Beasley
Title: Animal Unit
Grade Level: Kindergarten
Goals/Standards: (#’S)
CONTEXT
CONTENT
Engaging the Learner
•
Final Team Performance
Assessment 3 (LP)
Following assessment teams meet to share knowledge,
return to question; answer and ask more questions. The
FTP organizer is used to guide their work on FTP. (LP)
Individual Student Assessments
√() = outcome is assessed
(Number refers to assessment)
©Emily Alford, 1998
*Numbers after Teaching and Learning Events refer to assessments
Dear Kindergarten class,
I am the first grade teacher in your school. The first
grade has a need for your help. We will be visiting the St.
Louis Zoo soon. My students need some help in
understanding what animals they will find in each habitat. I
need your help to remind them.
I know that your class is getting ready to study some
animals and where they live. Many of my students have
forgotten the differences between warm and cold-blooded
animals and how they survive in and adapt to their
environment. The St. Louis Zoo places animals in correct
habitats and we need to know which animals to look for in
each habitat. Could you help them find out if alligators live
in the desert or somewhere else? Do polar bears live in all
oceans?
I think it would be very helpful if your class could
make different models of different habitats with the animals
that live in them to share with the first grade? We also need
you to explain why certain animals thrive in certain
habitats. Could you explain this when you show us your
models?
Thanks for your help.
Sincerely,
Mrs. Bozett
Name:___________________________________________
Mammal Reptile Hunt Graph
Reptiles
Mammals
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 1 Opening Activities
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard A. Know and apply concepts that explain how living things
function, adapt and change.
• Differentiate and describe the differences between mammals and reptiles
based on characteristics
Teaching and Learning Event: Hook, Letter, task analysis, and Questioning
Description and Detailed Sequence of Activities:
Hook- Teacher will hide pieces of an animal’s picture around the room. Students will
work in groups of 3-4 to find each piece and try to assemble the picture.
Letter,- Read the letter from the first grade teacher.
task analysis- Write what the First grade teacher is asking you to do in the letter so
that you may answer the questions on chart paper. Use the task Analysis Sheet to
help you with these questions.
Questioning-Write students’ questions on chart paper. Post Essential Question and
make sure that telling questions end up on the chart if students don’t mention them.
Questioning
Essential Question
Why do animals live where they do?
Telling questions
*What differences in animals have you observed?
What special features do mammals have?
What special features do reptiles have?
*How can we group animals according to their characteristics?
What are some characteristics of a mammal?
What are some characteristics of a reptile?
*What individual differences in animals determine where they live?
What differences does a mammal have that determines where it would live?
What differences does a reptile have that determines where it would live
*These higher level questions will be posted first. The next set of questions are
posted if students need more guidance to understand content.
•
Time Line: 45 minutes
Books:
Equipment Name:
Materials: 3-4 laminated pictures of animals that have been cut up into pieces,
Letter, Task Analysis Sheet, Chart paper
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 2
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Differentiate and describe the differences between mammals and reptiles based on
characteristics
Teaching and Learning Event: Wonder Wander Questions
Description and Detailed Sequence of Activities: Teacher will ask students to think
about monkeys. Then teacher will say, “I wonder how moneys eat? How do they climb?”
“Do any of you wonder about monkeys.?” “Use sentence stems to capture their questions.
(I wonder _____________)” “Now, let’s wander through our books to find the answers..
Teacher will write students questions on chart paper. (Sample Wonder ) Students will
read different books and use different resources to answer the questions. (Read books and
allow for ”wonder/wander” questions)(Asking Questions) Teacher will read the book
Tails ISBN 140340022-9 aloud to students. Opportunity for questioning will be
allowed throughout this activity. After students ask their questions, teacher will use
coaching or telling questions if not brought up during student questions.( What
differences in animals have you observed? How can we group animals according to their
features? What individual differences in animals determine where they live? Teacher
will read other nonfiction books as time allows.
Time Line: 20-30 minutes
Books: Tails
ISBN 140340022-9, Book Bibliography
Equipment Name: computers
Materials: Nonfiction books, computer hot lists, computers
Resources - Web Sites: computer hot lists,
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 3
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Differentiate and describe the differences between mammals and reptiles
based on characteristics
Teaching and Learning Event: Vocabulary List and Track
Description and Detailed Sequence of Activities: Put selected words on index cards or
use provided sheet to have groups of students find the words in the nonfiction books.
When they have found the words, they put a sticky post-in on the page to be read by
teacher aloud to small groups one at a time. While teacher is working with one group,
other groups are browsing through other nonfiction literature. Student tries to figure and
read the word and decide what it means with help from the teacher. Do this activity 2
different days. On the first day concentrate on the words with an asterisk.
Time Line: 45-60 minutes
Books: Book Bibliography
Equipment Name:
Materials: index cards with words or List and Track Vocabulary Words
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 4
State Goal: 1: Read with understanding and fluency.
Standard
B. Apply reading strategies to improve understanding and fluency
• Establish purposes for reading, make predictions, connect important ideas,
and link text to previous experiences and knowledge
Teaching and Learning Event: Presentation of Literature, Jigsaw Activity,
Description and Detailed Sequence of Activities: Pair students to share a book and
allow children to browse and read through the nonfiction books and ask questions that
can be answered at the present time or later depending on the question. Record questions
on chart paper.
Teacher chooses 2-3 nonfiction books to read aloud to students. Teacher uses semantics
feature chart to checklist with students different features that mammals and reptiles have.
Do as a chart on chart paper or on an overhead projector as a class.
•
Time Line: 30 minutes
Books:
Animal Life Cycles
Noses
Seashore Animals
Reptiles *
Rain Forest Animals
Wetland Animals
Sea Animals
River Animals
Cave Animals
Desert Animals
Forest Animals
Pond Animals
Mountain Animals
Mammals *
Skin, Scales, and Shells
Paws and Claws
Legs and Feet
Mouths and Teeth
Ears
Fur and Feathers
Tails
ISBN 1-4034-5894-4
ISBN 140340019-9
ISBN 140340185-3
ISBN 157572884-2
ISBN 140340182-9
ISBN 140340186-1
ISBN 140340184-6
ISBN 140340183-7
ISBN 140340176-4
ISBN 140340178-0
ISBN 140340179-9
ISBN 140340181-0
ISBN 140340180-2
ISBN 157572883-4
ISBN 140340021-0
ISBN 140340020-2
ISBN 140340017-2
ISBN 140340018-0
ISBN 140340014-8
ISBN 140340016-4
ISBN 140340022-9
* denotes books that teacher should read aloud to students
Equipment Name: overhead projector
Materials: Nonfiction Animal Books (listed above)
Chart paper
Computer and internet to answer some questions
Semantics Features chart
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 5
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Differentiate and describe the differences between mammals and reptiles based on
characteristics
Teaching and Learning Event: Vocabulary List and Track
Description and Detailed Sequence of Activities: Put selected words on index cards or
use provided sheet to have groups of students find the words in the nonfiction books.
When they have found the words, they put a sticky post-in on the page to be read by
teacher aloud to small groups one at a time. While teacher is working with one group,
other groups are browsing through other nonfiction literature. Student tries to figure and
read the word and decide what it means with help from the teacher. Do this activity 2
different days. On the first day concentrate on the words with an asterisk. On second day
concentrate on words without asterisk.
Time Line: 20-30 minutes
Books: Book Bibliography
Equipment Name:
Materials: index cards with words or List and Track Vocabulary Words
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 6
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change
• Differentiate and describe the differences between mammals and reptiles based on
characteristics
Teaching and Learning Event:
Cyberhunt
Description and Detailed Sequence of Activities: Copy the Cyberhunt page to a
classroom computer. Bring students up in pairs to answer the questions and do the
cyberhunt. Teacher reads the questions to the students. Other students are reading and
browsing the nonfiction literature.
Time Line: 5 minutes per pair of students
Books: Book Bibliography
Equipment Name: computer
Materials: computer, nonfiction books
Resources - Web Sites:
Resources – Software: Cyberhunt
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 7
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change
• Differentiate and describe the differences between mammals and reptiles based
on characteristics
Teaching and Learning Event: Mammal Reptile chart
Description and Detailed Sequence of Activities: Teacher passes out Mammal Reptile
Table Clipart chart and nonfiction books. Students work in small groups to decide if the
animal is a warm blooded mammal or a cold blooded reptile. If the animal is a mammal,
students color the picture red. If animal is a reptile, students color the picture blue.
•
Time Line: 15-20 minutes
Books: Book Bibliography
Equipment Name:
Materials: Mammal Reptile Table Clipart chart
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 8
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Differentiate and describe the differences between mammals and reptiles
based on characteristics
Teaching and Learning Event: Animal Concept Circle
Description and Detailed Sequence of Activities:
Students will work in groups of 3-4 to read nonfiction books and complete the
Animal Concept Circle Teacher will circulate the room helping to answer questions that
groups have.
Time Line:
Books: Book Bibliography
Equipment Name: 15-20 minutes
Materials: Animal Concept Circle
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 9
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Differentiate and describe the differences between mammals and reptiles based on
characteristics
Teaching and Learning Event: Animal Mystery Bubbles
Description and Detailed Sequence of Activities: Teacher will make a large version of
Animal Mystery Bubbles PUBLISHER FILE NEED LINK. Teacher will read the clues
and ask students where they think each clue should go. Teacher will model moving the
clues to the correct bubble. Students will complete a small version of Animal Mystery
Bubbles PUBLISHER FILE NEED LINKby themselves. The large version will be left
up to assist students needing help.
Time Line: 20-30 minutes
Books: Book Bibliography
Equipment Name:
Materials: large and small version of Animal Mystery Bubbles PUBLISHER FILE
NEED LINK
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 10
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
STATE GOAL 3: Write to communicate for a variety of purposes.
Standard:
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
•
Differentiate and describe the differences between mammals and reptiles based on
characteristics
B. Compose well-organized and coherent writing for specific purposes and
audiences.
C. Communicate ideas in writing to accomplish a variety of purposes.
Teaching and Learning Event: Connect Two
Description and Detailed Sequence of Activities: Teacher will hand out Animal
Connect Two worksheet. Students will complete worksheet on their own. Teacher
will ask the student what their writing says (teacher may need to rewrite student’s
writing under original writing if the writing cannot be read). Students may refer to
nonfiction literature if needed to make a connection.
Assessment 1 given. Directions for Assessment One
Time Line: 15-20 minutes
Books: Book Bibliography
Equipment Name:
Materials: animal cards nonfiction books, Animal Connect Two
PUBLISHER FILE NEED LINK
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 11
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and interconnections
of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Differentiate and describe the differences between mammals and reptiles
based on characteristics
Teaching and Learning Event: Final Team Product
Description and Detailed Sequence of Activities:
• Revisit Questions
Teacher will divide class in groups of 3-4. Students will discuss features and decide
on animal to research. Students will use an electronic worksheet on the computer to
research different animals and their different features. Students will make a list of
special features. The group will decide on the habitat as a group. Students will video
tape the information about features.
Time Line: 30-40 minutes
Books:
Equipment Name: Digital camera, or video camera
Materials: Special Features chart
Resources - Web Sites: Adaptation hot list, Mammal and reptile hot list
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 12
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Categorize and describe characteristics of mammals and reptiles
Teaching and Learning Event: Cutting up Facts
Description and Detailed Sequence of Activities: Teacher will write a large version of
Cutting up Facts on sentence strips. Teacher will put 2 headings in a Pocket Chart.
One labeled Mammals and one labeled Reptiles. Teacher will help student read
sentence and student will place sentence chart under Mammal if that fact is true for
mammals or under Reptiles if the fact is true for Reptiles. Students may refer to
nonfiction books if they don’t know if the fact pertains to mammals or reptiles.
Time Line: 15-20 minutes
Books: Book Bibliography
Equipment Name: Pocket chart
Materials: Pocket chart, sentence strips, Cutting up Facts
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 13
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Categorize and describe characteristics of mammals and reptiles
Teaching and Learning Event: Text to Self Chart
•
Description and Detailed Sequence of Activities: Teacher reads the books
Mammals (ISBN 1 57572 883 4) and Reptiles (1 57 572 884 2) aloud to students.
(Making Connections with post-its chart). Students make text-to-self, text-toworld, and text-to-text connections and teacher writes them on post-its. Students
analyze and classify the post-its onto a chart paper under the three headings listed
above.
Text to self –Connections that readers make between the text and their past
experiences or background knowledge.
Text to World- Connections that readers make between the text and the bigger
issues, events, or concerns of society and the world at large.
Text to Text- Connections that readers make between the text they are reading
and another text.
Time Line: 20-30 minutes
Books: Mammals (ISBN 1 57572 883 4), Reptiles (1 57 572 884 2)
Equipment Name:
Materials: Text to Self Chart, post-its,
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 14
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt
and change.
Teaching and Learning Event: Animal Facts Lesson
Description and Detailed Sequence of Activities: Using hot lists, fact folders (free
from www.learningpage.com), and non-fiction books, students will learn more facts
about animals adaptations. Teacher will give small groups of students a bucket of
plastic animals. Teacher will model sorting by different features and adaptations.
Teacher will say categorize all the animals with paws in one group. Then students
will group animals on their own.
Time Line: 20-30 minutes
Books: Book Bibliography
Equipment Name:
Materials: plastic animals, nonfiction books
Resources - Web Sites: www.learningpage.com, hot lists
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 15
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Categorize and describe characteristics of mammals and reptiles
Teaching and Learning Event: Mammal Reptile Hunt
STATE GOAL 10: Collect, organize and analyze data using statistical methods;
predict results; and interpret uncertainty using concepts of probability.
Standard:
A. Organize, describe and make predictions from existing data.
Description and Detailed Sequence of Activities: Teacher will hide plastic baby
mammals around the room. Teacher will hide plastic reptile in plastic eggs around
the room. Students will find the mammals and reptiles and graph the results on
Mammal Reptile Hunt Graph
Assessment 2 given.
Time Line: 30-40 minutes
Books:
Equipment Name:
Materials: plastic eggs with reptiles inside, plastic baby mammals, Mammal Reptile
Hunt Graph.
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 16
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and interconnections
of the life, physical and earth/space sciences.
Standard
A. Know and apply concepts that explain how living things function, adapt and
change.
• Categorize and describe characteristics of mammals and reptiles
Teaching and Learning Event: Final Team Product
• Revisit Questions
Description and Detailed Sequence of Activities: Teacher will put students back in
their groups to work on Final Team Product. The group will decide on 4 animals to
place in their habitat (2 mammals and 2 reptiles). Students will select an individual
animal to place in the habitat.
Time Line: 15 minutes
Books:
Equipment Name:
Materials:
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 17
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
B. Know and apply concepts that describe how living things interact with
each other and with their environment
• Demonstrate and describe how characteristics of mammals and reptiles help
them survive in and adapt to their environment.
Teaching and Learning Event: Tracing Bodies
Description and Detailed Sequence of Activities: Have students trace each other’s
bodies and label parts that help us survive. Students will discuss in small groups or
pairs the different features that they have that help them survive. Students will then
post their drawings and give a small presentation on the body parts.
Time Line: 15-20 minutes
Books:
Equipment Name:
Materials: Large Chart paper
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 18
State Goal: STATE GOAL 12: Understand the fundamental concepts, principles
and interconnections of the life, physical and earth/space sciences.
Standard
B. Know and apply concepts that
describe how living things
interact with each other and with
their environment.
•
Demonstrate and describe how characteristics of mammals and reptiles help them
survive in and adapt to their environment.
Teaching and Learning Event: Chameleon Game
Description and Detailed Sequence of Activities: Teacher can do this in the room
or outside depending on weather. Teacher gives students 5 minutes to hide and blend
into their surroundings depending on what their wearing. Then each child describes
why they chose that location (It matched my clothes and made it harder for people to
see me.)
Time Line: 10-15 minutes
Books:
Equipment Name:
Materials:
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 19
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
B. Know and apply concepts that describe how living things
interact with each other and with their environment.
• Demonstrate and describe how characteristics of mammals and reptiles help them
survive in and adapt to their environment.
Teaching and Learning Event: Blubber Glove Activity
• Description and Detailed Sequence of Activities: See Blubber glove activity
Time Line: 40 minutes
Books:
Equipment Name:
Materials:
Resources - Web Sites: http://octopus.gma.org/surfing/antarctica/blubber.html
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 20
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
B. Know and apply concepts that describe how living things
interact with each other and with their environment.
•
Demonstrate and describe how characteristics of mammals and reptiles help them
survive in and adapt to their environment.
Teaching and Learning Event: Go Fish
Description and Detailed Sequence of Activities: Play go fish with animal features
cards (free from http://bogglesworld.com/cards.htm .Teacher downloads animal cards
from http://bogglesworld.com/cards.htm. Teacher models how to play Go Fish with
whole group. One student goes first. He asks for animals with a certain feature
(animals with claws). The other player has to give him all the cards with that feature.
He lays down pairs or sets. First one to lay all cards down wins.
Time Line: 15-20 minutes
Books: Book Bibliography
Equipment Name: computer
Materials: nonfiction books, animal cards (free from
http://bogglesworld.com/cards.htm )
Resources - Web Sites: http://bogglesworld.com/cards.htm
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 21
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
B. Know and apply concepts that describe how living things
interact with each other and with their environment.
•
Demonstrate and describe how characteristics of warm and cold blooded animals
help them survive in and adapt to their environment.
Teaching and Learning Event: Habitat Lesson
Description and Detailed Sequence of Activities: Get information about different
habitats from computer hot lists and nonfiction books. As a group, make a chart
(Sample Habitat Chart) of different habitats and the animals that live in them. Have
students create a mural of different habitats with animals that live in them.
Time Line: 1-2 hours
Books: Book Bibliography,
Equipment Name: computers
Materials: nonfiction books, hot lists, chart paper, Sample Habitat Chart
Resources - Web Sites: hot lists
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 22
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Standard
B. Know and apply concepts that describe how living things
interact with each other and with their environment.
•
Demonstrate and describe how characteristics of warm and cold blooded animals
help them survive in and adapt to their environment.
Teaching and Learning Event: Survival Semantics Feature Chart
Description and Detailed Sequence of Activities: Hot list sites, nonfiction books, or
fact file folders. Get information about mammals and reptiles that help them survive
from hot lists, non-fiction books and fact file folders In groups, identify
characteristics and features of individual animals that help them survive. Complete a
Semantics Feature Chart together as a class. Survival Semantics Feature Chart
Assessment 3 given.
Time Line: 40-50 minutes
Books: Book Bibliography
Equipment Name: computers,
Materials: animal cards nonfiction books, Survival Semantics Feature Chart
Resources - Web Sites: Hot list, www.learningpage.com ,
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Beasley’s Animal Unit
Author(s): Julie Beasley
Lesson Plan 23
State Goal:
Science Goal 12: Understand the fundamental concepts, principles and interconnections
of the life, physical and earth/space sciences.
Standard
B. Know and apply concepts that describe how living things
interact with each other and with their environment.
•
Demonstrate and describe how characteristics of mammals and reptiles help them
survive in and adapt to their environment.
Teaching and Learning Event: Final Team Product
Description and Detailed Sequence of Activities: Students will create habitat (habitat
material will be student choice.) Students will give input in order to create Final
Team Product Rubric. Students will work on Final Team Product. Teacher will fill
in student’s answer on Assessment Sheet. The group will make video tape. While
teacher is working with one group, other groups can be doing other aspects of FTP.
Time Line: 40-50 minutes
Books:
Equipment Name: Video Camera, or Digital Camera
Materials: Final Team Product Rubric, Final Team Product Description Sheet
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Directions for Assessment One
Differentiate and describe the differences between warm and
cold blooded animals based on characteristics by sticking their hands into a Touchy,
Feely box and inferring if a warm or cold blooded animal is represented by the feature in
the box and explain to the teacher on what evidence the student based his decision.
Graded by Teacher generated checklist.
A Touchy, Feely box is a covered box with 4 individual holes. Student puts hand in the
hole and feels each individual item and tells if it belongs to a warm blooded or a cold
blooded animal.
Put these items or others of your choice in the holes (hair, milk, leathery egg (made by
soaking in vinegar), turtle shell or snake skin).
Hair and milk= warm blooded.
Turtle shell, snake skin, and leathery egg = cold blooded
Students should get at least 3 out of 4 items correctly to pass.
.
Assessment 1
Teacher Checklist
Name __________________________________________
☺
Student correctly inferred that the
feature represented was warm or cold blooded in
box number one.
☺
Student correctly inferred that the
feature represented was warm or cold blooded in
box number two.
☺
Student correctly inferred that the
feature represented was warm or cold blooded in
box number three.
☺
Student correctly inferred that the
feature represented was warm or cold blooded in
box number four.
Assessment 2 Teacher Checklist and Interview
Name _________________________________
☺
Student correctly put at least 8 out of 10
animals in the correctly labeled circle.
☺
Student was able to give a valid reason
for placing the animals in that circle.
I will have students help set up this rubric but I
would like it to be similar to this one.
Assessment 3
Student Generated Rubric
Name ________________________________
☺
I put all 10 animals in the right habitats.
☺
I put 8 or 9 animals in the right habitats.
☺
I put 6 or 7 animals in the right habitats.
☺
I put 4 or 5 animals in the right habitats.
☺
Did I explain to the teacher why I put
those animals in that environment.
☺
Did I describe to the teacher the
characteristics that make it suitable for
that habitat.
Sample Habitat Chart
List habitat on top (with a drawn picture of habitat) and put animal’s picture under
correct heading
Ocean Animals
Arctic Animals
Sea Lion
Polar bear
dolphin
Mammal Reptile Table Clipart
Color warm-blooded mammals-red
Color cold-blooded reptiles-blue
Name:__________________________________
Name _______________________________
Animal Concept Circle
What concepts are represented?
________________________________
Why?
______________________________________________________________
______________________________________________________________
Survival
Adaptation
Habitats 3
Types or Categories 2
Animals Warm-Blooded Versus Cold-Blooded
Characteristics 1
Animals Warm-Blooded Vs. Cold Concept Map.mmp - 8/4/2005
Mammals
Reptiles
Name_____________________________________________________
Connect Two
snake
turtle
___________________
dolphin
camel
hippo
crocodile
and ____________________
are connected because________________________________
__________________________________________________.
Name: _______________________________
Cutting up Facts
Mammal and Reptile Characteristic Chart
All are covered in scaly skin.
Most hatch from eggs females lay on land.
Most are colored to match their surroundings.
Most have to move back and forth between sun
and shade to keep warm or cool down.
All get milk from their mother’s body.
All have hair on their bodies.
Most grow babies inside the mother’s body.
Most give birth to live babies.
Most live on land and walk on four legs.
Mammals
Reptiles
Kindergarten Cyberhunt for Mammals/Reptiles
*After asking these questions some higher level questions will be asked.
http://www.cg132.com/knightme/pictures/pages/Animal_Squirrel_Chubby8.
htm Find the animal. Is this a mammal or a reptile? Describe some of the
characteristics. Where do you think it would live? What do you think the
squirrel could be doing?
http://www.lwvnorthamptonarea.org/H/pages/animal%20lizard%20leaf.htm
Find the animal. Is this a mammal or a reptile? Describe some of the
characteristics. Where do you think it would live? What do you notice about
this animal?
http://www.bear.org/SlideShows/HiddenWorldOfBears/Slide_49.html
http://www.kodiak.org/images/bear-c2.jpg
http://www.sharpphoto.com/kb202.html
Find the predator. What is the prey? Is this animal a mammal or a reptile?
What do you think the bear will do next? Why?
http://www.northrup.org/photos/crap/Animals/nl-68.htm
Find the animal. Is this a mammal or a reptile? Describe some of the
characteristics. Where do you think it would live?
Blubber Glove
How do Antarctic animals stay warm in bone-chilling water?
1. Discuss how quickly our bodies are chilled in cold water. What do we do to
stay warm? (move around, wear insulating wetsuits, get out of the water).
2. Ask students to list ways in which animals are able to stay warm in cold water
(blubber, air in feathers, oil on fur, low surface area to volume ratio).
3. Have the students cover one hand with a plastic bag.
4. Put a generous amount of solid shortening into another bag. Have the student
put the plastic-covered hand into the bag with the shortening. Knead the
shortening to make sure the hand is completely surrounded by shortening.
5. Wrap duct tape around the portion of the bag covering your wrist to seal the
bag (optional).
6. Cover the other hand with two plastic bags (without shortening). This is the
"control."
7. Place both hands simultaneously into a bucket of cold water.
8. Have a student time how long each hand remains underwater.
9. Whales, Weddell seals, and penguins all have blubber.
Discuss how the solid shortening is like the blubber that these Antarctic animals
have.
10. Discuss what other advantages blubber gives marine animals besides
warmth. (buoyancy)
11. Remove the bags from the students' hands and seal the bags so water won't
get in. Attach weights to the outer bag of each "glove."
12. Put the bags into the bucket of water. How much weight can each bag hold
before it sinks to the bottom of the bucket?
Blubber as a food reserve
Once penguins have laid their egg, the parents take turns incubating it. The
parent that stays on the nest keeps the egg warm while the other is off feeding on
krill and fish. Adelie penguins trade off every two weeks, while Gentoo
penguins switch every day.
How are the Adelie penguins able to survive for so long while sitting on the
nest? How are the Gentoo penguins able to find enough food to sustain
themselves while remaining relatively close to shore? What strategies for
nesting and incubating do other penguins species undertake?
Materials
four large, resealable, clear plastic bags, one pound of solid vegetable shortening (such as
Crisco), duct tape, a bucket of cold water with ice cubes, a watch with a second hand or a
stop watch, weights (stones or weights used on a balance)
Coping with the cold | Salt Concentration | Penguin Adaptation
Chick Die-Off | Changes in Antarctic Ice | Creating Plankton
Space Available
Gulf of Maine Aquarium Home Page
Updated May 31, 2000.
Copyright (c) 2000. Gulf of Maine Aquarium.
All rights reserved.
Please email comments to [email protected]
Adaptations in a Hostile World
Marine Mammals - The Blubber Glove
Introduction:
"The Blubber Glove" is a popular teaching tool for discussing marine mammal
adaptations to cold environments. So, just in case you have never tried it
before, please follow these simple (if not a little messy) steps.
Background Information:
Marine mammals (like land mammals) are Endothermic and can heat their
bodies from the inside. This is different from reptiles such as snakes and turtles
which are Ectothermic and need to bask in the sun on a warm rock in order to
increase their body temperature. The benefit to being endothermic is that the
animal can live in places where an ectothermic animal could not survive. (This
is one of the reasons why there are no reptiles living in the North or the South
Pole.) However, in extremely cold environments like Antarctica, even
endothermic animals need extra help to keep warm. This is why many marine
mammals possess a layer of blubber that helps to insulate their bodies. Try the
following demonstration to show your students just how effective this layer of
blubber can be.
Materials:
A large bucket or bowl
Ice
Water
Lard or shortening
2 plastic bags (quart size)
Duct tape
Towels
Preparation:
Build the blubber glove ahead of time by filling ? of a quart size plastic bag
with shortening or lard. Place the second bag inside the first and smooth out the
shortening so that it is spread evenly between the two bags. (Think of a
sleeping bag, and the shortening is the stuffing.) Wipe off any excess
shortening and check the inner bag to be sure there isn't any shortening in it.
Use duct tape to seal the top edges of the bags together. Remember that
children will be using this blubber glove, so be generous in reinforcing the seal
between the two bags.
Fill a bucket or a large bowl with ice and add water. The colder it is, the better.
(This activity works best when there is at least 10 inches of water.) Also, don't
forget to gather towels for the inevitable spills and splashes.
Activity:
Note for Teachers: This and the other Antarctica activities can be used
simultaneously to have an "Antarctica Day" series of lessons, or can be used
separately. Either way, I recommend having multiple stations for the students
to visit for any class with more than 10 students.
Use a world map or a globe to show the students where Antarctica is located.
Ask the students what they think the weather is like in Antarctica. What type of
clothing would they wear if they lived in Antarctica? Would they want to go
swimming in Antarctic waters? How come the other mammals living in
Antarctica don't freeze? Have each student (one at a time) place their hand in
the ice water. How long can they "comfortably" leave it in the water? Have the
first student remove their hand and dry it off on a towel. Then have them put on
the blubber glove and place their hand in the water again. (Remind them not to
place their hand horizontally in the water, as the glove will flood.) After a
minute or so, have the student remove their hand from the ice water and take
off the blubber glove. Ask the student how their hand feels? Is it warm or cold?
Have the next student step up.
Ask the following questions while the students are using the blubber glove.
Would they want to live in this water? Was there a difference with the glove
on? Which do they prefer, with or without the blubber glove? Could a person
survive for very long in water this cold? What if they were wearing a blubber
suit? Would that make a difference? What does this information tell us about
marine mammals?
Duration:
Preparation time is about 25 minutes. Activity time is about 2 to 3 minutes per
student.
Name ________________________________
Features
warm-blooded
cold-blooded
skeleton
lungs
hair
scales
tails
born from egg
born alive
Mammals
Jigsaw
Reptiles
List and Track Vocabulary Words
*Mammals
*Reptiles
*Scales
*Hair
Mouths
*Tails
Teeth
Legs
Feet
Paw
Claw
*Habitat
*Lungs
*Camouflage
Predator
prey
Name ___________________________________________
Animal Mystery Bubbles
sn a
ke
rn
Bo
e
iv
al
Mammals
Lay eggs
Reptiles
horse
scales
Body hair
Essential and telling questions will be
introduced after the task analysis and before the
mini-lessons begin. (The teacher will say now I
have some questions of my own).
Essential Question
Why do animals live where they do?
Telling questions
Differentiate and describe the differences between warm and cold blooded animals based
on characteristics
*What differences in animals have you observed?
What special features do mammals have?
What special features do reptiles have?
Categorize and describe characteristics of mammals and reptiles
*How can we group animals according to their characteristics?
What are some characteristics of a mammal?
What are some characteristics of a reptile?
Demonstrate and describe how characteristics of warm and cold blooded animals help
them survive in and adapt to their environment.
*What individual differences in animals determine where they live?
What differences does a mammal have that determines where it would live?
What differences does a reptile have that determines where it would live?
*These higher level questions will be posted first. The next sets of
questions are posted if students need more guidance to understand
content.
Survival Semantics Feature Chart
Animal's Name
Reptile
Mammal
Survival Feature
Habitat
Complete Task Analysis
Read Mrs. Bozett’s letter and ask, “What are we expected to do”?
Record responses on chart paper
Then ask, “ If this is what we need to do, what questions do we
have now? What do we need to learn?”
Define the Task
State what FTP will be
The Final Team Product
will be Working in groups of 3-4
students will design and create a
habitat that 4 animals of their choice
would live in. Place animals in that
habitat, state several facts about each
animal, orally evaluate why these
animals would live in this habitat, and
record each other with the digital
camera or video tape that will help the
first graders to make connections to
what they will see at the zoo. Use a
student made rubric to evaluate why
these animals would live in this
habitat.
• Make an habitat
• Learn several facts
• Evaluate why these
animals would live in this
habitat
• Record each other by
video
Ask Questions
What questions do we
have now?
Why do animals live where they
do?
•
•
•
What differences in animals
have you observed?
How can we group animals
according to their features?
What individual differences
in animals determine where
they live?
Text to Self, Text to World, and Text to Text
(Sample Chart to put Post-its on)
Text to Self
Text to World
Text to Text
Wonder/Wander Questions
1.
2.
3.
4.
I wonder …
Why do animals have tails?
What kinds of tails do animals have?
What happens when some animals lose their
tails?
Essential Question: Why do animals live where they do?
Final Product: Animal Habitat
Audience: First Grade
Team work 1 Mammals versus Reptiles
Benchmark: 1 Differentiate and describe the differences between mammals and reptiles based on
characteristics
Questions to be answered:
ƒ
What differences in animals have you observed?
What special features do mammals have?
What special features do reptiles have?
What are students supposed to do?
Divide in groups of 3-4
Discuss features and decide on animal to research
Use an electronic worksheet on the computer to research different animals and their
different features
Make a list of special features
Decide on a habitat as a group
Video tape the information about features
Team work 2 Characteristics
Benchmark: Categorize and describe characteristics of mammals and reptiles
Questions to be answered:
ƒ How can we group animals according to their characteristics?
What are some characteristics of a mammal?
What are some characteristics of a reptile?
What are students supposed to do?
Decide on 4 animals to put in their habitat(2 mammals & 2 reptiles)
Have students select an individual animal to put in the habitat
Team work 3 Survival
Benchmark: Demonstrate and describe how characteristics of warm and cold blooded animals help
them survive in their environment
Questions to be answered:
ƒ What individual differences in animals determine where they live?
What differences does a mammal have that determines where it would live?
What differences does a reptile have that determines where it would live
What are students supposed to do?
Create habitat (Habitat material will be student choice.)
Work on Final Team Product Description Sheet
Work on Final Team Product Rubric
Make Video Tape
Final Team Task Working in groups of 3-4 students will design and create a habitat that 4
animals of their choice would live in. Create those animals; place them in that habitat, state several
facts about each animal, orally evaluate why these animals would live in this habitat, and record
each other with the digital camera or video tape recorder. Make a video tape that will help the first
graders to make connections to what they will see at the zoo.
Team Evaluation: Use rubric to judge the product and refine as needed
Final Team Performance Assessment
Name_______________________________________
Look at the picture of the habitat your group chose and the animal
that you chose to put in that habitat. Why would this be a good
place for your animal to live?
Tell about your Final Team Performance:
The animal I chose to put in the habitat is ___________________.
Special features of my animal are: _________________________
______________________________________________________
______________________________________________________
_____________________________________________________
Other facts about my animal are:
______________________________________________________
______________________________________________________
______________________________________________________
My animal is (warm or cold-blooded).
I know this because:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
I chose to put this animal in this habitat because
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
The habitat I chose was a (good or bad choice ) for my animal.
Why?
______________________________________________________
______________________________________________________
______________________________________________________
_____________________________________________________
Rubric for Final Team Product
Name_____________________________________________
We drew a picture of the habitat.
☺
We put our animals in the habitat.
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We have special features about our animals.
☺
We know if our animals are mammals or reptiles . ☺
We know other facts about our animals.
☺
The habitat chosen was a good choice.
☺
Mammal and Reptile Hot List
1.
2.
3.
4.
5.
Reptiles- http://animal.discovery.com/guides/atoz/snakes.html
Large Mammals- http://animal.discovery.com/guides/atoz/lmammals.html
Small Mammals- http://animal.discovery.com/guides/atoz/smammals.html
http://www.oaklandzoo.org/atoz/atoz.html
http://www.azasweb.com/default.aspx?tabindex=3&tabid=152
Adaptations, Characteristics, and Habitats Hot List
1. http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/coldwarm.html (warm vs. cold)
2. http://www.teachervision.fen.com/tv/curriculum/weeklywebadventures/animal_adapt/t_home.html
3. http://www.scholastic.com/magicschoolbus/games/habitat/
4. http://www.sandiegozoo.org/kids/games/index.html
5. Habitats- http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3792
Book Bibliography
Animal Life Cycles
Noses
Seashore Animals
Reptiles
Rain Forest Animals
Wetland Animals
Sea Animals
River Animals
Cave Animals
Desert Animals
Forest Animals
Pond Animals
Mountain Animals
Mammals
Skin, Scales, and Shells
Paws and Claws
Legs and Feet
Mouths and Teeth
Ears
Fur and Feathers
Tails
ISBN 1-4034-5894-4
ISBN 140340019-9
ISBN 140340185-3
ISBN 157572884-2
ISBN 140340182-9
ISBN 140340186-1
ISBN 140340184-6
ISBN 140340183-7
ISBN 140340176-4
ISBN 140340178-0
ISBN 140340179-9
ISBN 140340181-0
ISBN 140340180-2
ISBN 157572883-4
ISBN 140340021-0
ISBN 140340020-2
ISBN 140340017-2
ISBN 140340018-0
ISBN 140340014-8
ISBN 140340016-4
ISBN 140340022-9