Name:
All animals have been designed with different parts, which we call structures, that
make up their bodies. Each of these structures is important as it is used to perform a
specific function.
Activity 1
Look at the picture of the dog. What structures make up its body? Use the word
bank to help you label the diagram.
WORD BANK
mouth
tongue
head
nose
eyes
ears
body
legs
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hair
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Grade 4 Term 1-Structure of animals
GRADE 4
Structures of animals
GRADE 4
1) What is the most important organ in the body, which is found in the head?
2) What function does it perform? Animals have a head that contains their brain. Some animals have bigger brains than
other animals. The brain is the most important organ in the body because it controls
all of the other organs and parts of the body.
The head contains other organs as well, such as the eyes, ears, nose and mouth,
which are very important sense organs.
THE SENSE ORGANS
Do you know what the five senses are? Match up the sense in Column A with the
organ we use to perform that sense, in Column B.
COLUMN A (SENSE)
Sight
Hearing
Touch
Taste
Smell
COLUMN B (ORGAN)
Nose
Tongue
Eyes
Skin
Ears
Animals also have these senses, but different
animals may use a particular sense more than
another, depending what they need it for. For
example, an owl relies on its good eye-sight to
see in the dark, as it is nocturnal and hunts and
flies at night. A dog has a very powerful sense
of hearing and smell which give it the ability to
sense things that humans cannot. This is why
we use dogs to sniff out bombs and drugs.
Bats are blind and rely on a special sense called echolocation to help them sense
where objects are and identify objects. Echolocation is a series of sound waves the
bat sends out through their nose or mouth. When the sound
hits the objects it echoes back to the bat and it matches the
sound to an animal or object.
Snakes “taste” the air with their tongues and can sense even
the slightest vibrations in the ground through their bodies.
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Grade 4 Term 1-Structure of animals
THE HEAD
GRADE 4
An animal uses its limbs to move around. These limbs make walking, running, climb
and swim. Different animals rely on different types of limbs. Monkeys have very long
arms to help them climb and swing from branch to branch. Cheetahs have long, thin
legs and flexible paws which help them move quickly and easily. A fish has fins that
keep it balanced in the water, assist it with swimming and help it change direction as
it swims. Birds have wings which enable them to fly.
TAIL
Many animals have tails. These tails are used for different purposes. Look at the
pictures and decide what these animals are using their tails for.
1.
2.
3.
4.
1.
2.
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Grade 4 Term 1-Structure of animals
LIMBS
GRADE 4
4.
Other animals use their tails in other ways: Monkeys and lemurs use their tails to help
them climb and swing in the trees. Crocodiles use their tails to help them spin in the
water when they are killing their prey. Scorpions have venom in their stings in their
tails to kill their prey. Beavers use their tails to help them build their homes. Squirrels
use their fluffy tails to keep them and their offspring warm. Dogs and some antelope
use their tails to communicate – dogs communicate their emotions with their tails;
some antelope lift their tails so the white underside shows to warn others of danger.
Other animals like lizards and geckos use their tails as a defense mechanism – they
drop them off to distract the predator.
BODY COVERINGS
Think about and name a few reasons why people wear clothes?
Animals have coverings over their skin as well. Each animal’s body covering is
designed to provide protection suited to its habitat (where it lives). An animal that
lives in a cold area will have thicker fur or hair than an animal living in a hot area.
Body coverings protect the animal’s body from the weather, but they have other
purposes as well. Fish have scales covering their body – these help them to be
streamlined so they can glide through the water easily and quickly. Snails have a
slime that covers their bodies which keeps them moist and protects them from the
rough surfaces they glide over. Whales and seals have a layer or blubber under their
skin that helps to keep them warm in the cold water they swim in.
Some animials, like the chameleon, have body coverings that help the animal blend
into its surroundings (camouflage). This makes them less visible to predators. Body
coverings are also used to attract mates – male birds have brightly coloured feathers
to attract the females.
Activity 2
Examine the animals pictured on the following page.
1) Label the following parts of each animal: Head, limbs, tail, sense organs (eyes, ears, nose, mouth, skin) and type of body covering.
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Grade 4 Term 1-Structure of animals
3.
GRADE 4
Grade 4 Term 1-Structure of animals
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Crocodile:
Baboon:
3)Use the table below to describe each animal’s body covering and explain how it helps the animal.
BODY COVERING
HOW IT HELPS THE ANIMAL
Elephant:
Crocodile:
Baboon:
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GRADE 4
Grade 4 Term 1-Structure of animals
2) Look at each animal’s tail. What do you think each animal uses its tail for?
Elephant:
Activity 1
Teacher to check diagram for accurate labelling.
THE HEAD
1) What is the most important organ in the body, which is found in the head?
The brain
2) What does it do? Controls all the body parts and sense organs.
THE SENSE ORGANS
Do you know what the five senses are? Match up the sense in Column A with the
organ that helps us have that sense, in Column B.
COLUMN A (SENSE)
Sight
Hearing
Touch
Taste
Smell
COLUMN B (ORGAN)
Nose
Tongue
Eyes
Skin
Ears
TAIL
COW: Swatting flies.
PEACOCK: Attracting a mate.
KANGAROO: Balance while hopping.
FISH: swimming forward, changing direction.
BODY COVERINGS
Think about this: Why do people wear clothing? To cover themselves, Protection from
the weather, Attract attention, Specific activities (eg: Costume – to swim in), School
clothes – go to school in (blend in with the rest of the children) Activity 2
Examine the animals pictured here.
Note: Teacher to check and mark according to accuracy. Label line must line up
on the right hand side of the diagram with the label written next to, rather than
on top of, the line. Label lines must not cross one other.
2) Look at the animal’s tail. What do you think each animal uses its tail for?
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Grade 4 Term 1-Structure of animals
GRADE 4
Memorandum
Crocodile: Swimming. The tail acts like a propeller, powering the crocodile through the water.
Baboon: Used to grip branches while climbing trees. 3) Use the table below to describe each animal’s body covering and explain how it helps the animal.
BODY COVERING
HOW IT HELPS THE ANIMAL
Elephant:
Thick, tough skin covered in short wiry
Protects them from the hot sun, thorny
hair.
bushes and trees.
Grey and brown in colour.
Crocodile:
Thick leathery skin with scales.
Usually a brown/dark green colour.
Baboon:
Short hair covering whole body.
Grey colour with white and black areas.
Helps them blend into the vegetation
Protects them from sharp rocks in the
water, makes them difficult to attack.
Helps them blend into the vegetation.
Protects them from the cold and from
scratches from branches and thorns.
Helps them blend into the shadows in
the trees.
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GRADE 4
Elephant: Swatting insects and also used for communication. Baby elephants also hold onto an adult’s tail while walking.
Grade 4 Term 1-Structure of animals