Grade 1
Science
Unit: 10
Lesson: 01
Suggested Duration: 6 days
Science Grade 01 Unit 10 Exemplar Lesson 01: Investigating Animals
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will observe and explore ways that young animals often resemble their parents through coloration, body structure, and behavior.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.10
Organisms and environments. The student knows that organisms resemble their parents and have structures and
processes that help them survive within their environments. The student is expected to:
1.10C Compare ways that young animals resemble their parents.
Scientific Process TEKS
1.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and
school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:
1.1A Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and
outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.
1.2
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom
and outdoor investigations. The student is expected to:
1.2A Ask questions about organisms, objects, and events observed in the natural world.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Science Unit 10 PI 01
Create a graphic organizer, such as a T-Chart, Venn diagram, or comparison matrix, to compare ways that young animals resemble their parents. Include information, such
as coloration patterns, limb structure, and behavioral traits.
Standard(s): 1.2D , 1.10C
ELPS ELPS.c.1C , ELPS.c.4F
Key Understandings
Young animals often resemble their parents.
— How do young animals resemble their parents in appearance?
— How do young animals resemble their parents through behavior?
Vocabulary of Instruction
animal
young
adult
parent
color
body
behavior
resemble
Materials
book (about baby animals and their parents, 1 per class)
chart paper (per class) – Optional
crayons or colored pencils (per group)
paper (plain, cut into quarter-sheets, 4 per student)
Ways Young Animals Resemble their Parents chart (in classroom science notebook or chart paper, 1 per class)
Attachments
Last Updated 04/25/13
page 1 of 33 Grade 1
Science
Unit: 10
Lesson: 01
Suggested Duration: 6 days
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: PowerPoint: What Will I Be When I Grow Up?
Teacher Resource: What Will I Be Notes
Handout: Young Animal and Adult Animal Match (1 offspring or parent card per student or group)
Teacher Resource: Animal Young and Parent Posters (1 set per class)
Handout: Animal Fold Book (1 per student)
Handout: Animal Observations: Young Animals and their Parents (1 per student)
Handout: Act It Out Cards (1 per student)
Handout: Performance Indicator: Are You My Baby? (1 per student)
Optional Teacher Resource: Large Elephant Clipart
Optional Handout: Performance Indicator: Are You My Baby? Alternate Form (1 per student)
Optional Teacher Resource: Cat and Kitten Clipart
Resources
Suggested Websites:
http://www.project2061.org/publications/2061Connections/2007/media/KSIdocs/hurle_roseman_poster.pdf
http://www.bbc.co.uk/learningzone/clips/do-baby-animals-look-like-their-parents/57.html
http://www.project2061.org/publications/EducatorsGuide/online/Examples/Heredity/offspring_parents.html
http://www.okaloosa.k12.fl.us/technology/WOWLessons/RogersAnimalOffspringandParent.htm
http://fossweb.com/modulesK-2/AnimalsTwobyTwo/index.html (Find the Parent)
http://www.primarygames.com/science/babyanimalsasia/start.htm
http://www.pbs.org/wnet/nature/lessons/bringing-up-birdy/lesson-overview/4698/
http://www.funtrivia.com/trivia-quiz/Animals/Baby-Animals-and-Their-Parents-223896.html
Discovery.com: http://school.discovery.com/lessonplans/programs/animalinstincts/
Wild Animal Baby (National Wildlife): http://www.nwf.org/Kids.aspx
Zootles (Zoobooks): http://www.zoobooks.com/
National Geographic Kids: http://kids.nationalgeographic.com/kids/animals/
Wolf Behavior 101: http://www.wolfcenter.org/wolf-behavior.aspx
Suggested Books:
Eastman, P.D. (1960). Are you my mother? New York: Random House Books for Young Readers.
Olson, N. (2007). Animal patterns. New York: Capstone Press.
Ruurs, M. (2011). Amazing animals. Plattsburgh, NY: Tundra Books.
Advance Preparation
1. For the Engage:
Before the activity, the cards can be prepared by teacher or students. Cut one sheet of paper into fourths, creating four cards for each student.
2. For the Explore:
Go through the Teacher Resource: PowerPoint: What Will I Be When I Grow Up? There are notes in the presentation and also in the Teacher
Resource: What Will I be Notes. It is recommended to print a copy of the notes to read when showing the presentation to students.
3. For the Explore 2:
Decide the best method for the Handout: Young Animals and Adult Animal Match activity. Students will be provided with pictures of young
animals and their parents. Decide if you want:
Each student to get a copy of an animal, either the parent or the young animal picture. (OR) Use only a select number of the animal pictures;
distribute one per group of four students.
Students will either have a picture of a parent or the young animal and will work interactively to see if they can find the match.
4. For the Explain:
Make copies of the Teacher Resource: Animal Young and Parents Posters in color. Only one copy of each poster is needed for the
discussion activity.
Create a chart that looks like:
Last Updated 04/25/13
page 2 of 33 Grade 1
Science
Unit: 10
Lesson: 01
Suggested Duration: 6 days
The chart can be placed inside the classroom science notebook or another area, such as a whiteboard or chart paper, where the information
can be accessed throughout this lesson.
5. For the Elaborate:
The mini-book activity will work best utilized with guided reading strategies. Here are some suggested methods: teacher lead reading and
discussion as students are reading aloud; shared reading; interactive reading; or another of your choosing. The content of the mini-book will
provide important information for students to understand behavior, but will need to be reinforced with teacher directed questions and discussion.
For the Handout: Act It Out Cards, each student will only need one of the cards. (See the Instructional Notes to save on copies.) Optional: The
last page has question signs that can be utilized; if students have a question, they hold up the sign.
Decide the best cooperative learning group sizes for the Act It Out activity. (Suggested size: 2–4 students) 6. For the Evaluate:
Decide which delivery method works best for your students: individual work, teacher led small group, station or center activity, etc.
If you would like to create a large scale Venn diagram as a classroom activity, the Optional Teacher Resource: Large Elephant Clipart is
available to print. An alternative to the elephant Performance Indicator is available. A Venn diagram and large posters of an adult cat and young
kitten are available for use. See Optional Handout: Performance Indicator: Are You My Baby? Alternate Form and Optional Teacher
Resource: Cat and Kitten Clipart.
7. Prepare attachment(s) as necessary.
Background Information
According to the introductory TEKS material in Grade 1, “students observe and describe the natural world using their five senses. Students do science as inquiry in order to
develop and enrich their abilities to understand the world around them in the context of scientific concepts and processes.” “Students will also identify likenesses between
parents and offspring.”
In kindergarten, the students identified ways that young plants resemble the parent plant. This first grade lesson focuses on comparing ways that young animals resemble
their parents.
For more information on ways that young animals resemble their parents, please consider the following websites:
http://www.project2061.org/publications/2061Connections/2007/media/KSIdocs/hurle_roseman_poster.pdf
http://www.bbc.co.uk/learningzone/clips/do-baby-animals-look-like-their-parents/57.html
http://www.project2061.org/publications/EducatorsGuide/online/Examples/Heredity/offspring_parents.html
http://www.okaloosa.k12.fl.us/technology/WOWLessons/RogersAnimalOffspringandParent.htm
http://fossweb.com/modulesK-2/AnimalsTwobyTwo/index.html (Find the Parent)
http://www.primarygames.com/science/babyanimalsasia/start.htm
http://www.pbs.org/wnet/nature/lessons/bringing-up-birdy/lesson-overview/4698/
http://www.funtrivia.com/trivia-quiz/Animals/Baby-Animals-and-Their-Parents-223896.html
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – I Resemble…
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Begin the lesson by facilitating a class discussion.
Ask:
Materials
Have you ever heard someone say that you are like someone in your
family? Allow for students to have think time.
chart paper (per class) – Optional
paper (plain, cut into quarter-sheets, 4 per student)
2. Say:
Another word we use instead of “like” is “resemble”.
Write “resemble” where it can be displayed for students to see, such as in the
interactive science notebook or on chart paper or the whiteboard. Have students
practice saying the word resemble.
Instructional Notes:
Cooperative Learning – Plan how to pair students up. An easy,
informal strategy is to use “shoulder partners”, the person sitting
beside you or “eyeball partners”, or the person sitting across from
you. A quick easy strategy such as this one can save instructional
time.
3. The teacher can share an example of how he/she resembles a family member or
provide another example using the word resemble. It is important for students to have
several examples before they participate in the next part of the discussion. This
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Check For Understanding:
page 3 of 33 Grade 1
Science
Unit: 10
Lesson: 01
Suggested Duration: 6 days
provides more background knowledge to do the suggested activity.
4. Say:
Chart student ideas from the lesson on a graphic organizer. This is
a quick way to gain information about students’ understandings
and misconceptions.
Think of the ways that you resemble members of your family.
5. Distribute four cards to each student. Inform students that they will each have four
cards, so they will need to come up with four ideas of ways that they resemble a
member of their family (one idea per card).
6. Provide time for students to write or draw their ideas on the cards. Remind students
that they are just jotting down simple ideas and to not focus on a lot of detail on the
cards. Have the extra cards on hand for students who need them.
7. Once the cards have been completed, instruct students to work in pairs. Students will
take turns sharing each of their cards and explaining their ideas.
8. Once each group has shared, bring the whole class together for a discussion on their
findings. Facilitate a class discussion after groups have shared.
9. Ask:
When you were sharing your ideas with one another, did you notice that
you might have had similar ideas on your cards?
Provide think time, and have a few groups share.
As students are sharing, look for examples that could be categorized into: color,
body, or behavior. Guide the conversation by recapping some of the examples
that students shared through each category (color, body, behavior).
10. Ask:
Did you notice that some of us shared that our hair or eye color was
similar to a family member? (Share an example.)
Did you also notice that some of us talked about our height? Or how our
body structure looked similar to a family member? (Share an example.)
Or perhaps, you talked about things that you do or ways that you act
similar to a family member. (Share an example.)
11. Say:
Now, take a look at your cards again. Sort them by:
color (example: hair and eye)
body (height, shape)
behavior (things you do)
(Write these categories on the board so that the students can refer back to them.)
12. Allot time for students to sort their cards. Provide assistance when necessary.
13. Ask:
Do you think that we could use the same ways to study and sort animals?
Why or Why not? Allow students to share ideas.
EXPLORE – What Will I Be?
Suggested Day 2
1. Review yesterday’s activity and the categories of color, body, or behavior.
Materials
2. Say:
Let’s take a look at some baby animals and see if we can match what they
would look like as a fully grown adult. Baby animals are often called
“young” or “offspring”. Sometimes, baby animals also have special
names, for example, a young cow is called a…? (Allow for student response;
calf is the correct response.)
3. Show the PowerPoint: What Will I Be When I Grow Up? to students. Ask questions
such as, but not limited to, the questions provided in the presentation and the
presentation notes.
4. The last slide offers an area to type in ideas that are shared during this discussion.
Ideas can be charted from the whole class discussion on a large graphic organizer in
the classroom science notebook.
Last Updated 04/25/13
book (about baby animals and their parents, 1 per
class)
Attachments:
Teacher Resource: PowerPoint: What Will I Be
When I Grow Up?
Teacher Resource: What Will I Be Notes
Instructional Notes:
Read a book such as: Are You My Mother? By P.D. Eastman.
page 4 of 33 Grade 1
Science
Unit: 10
Lesson: 01
Suggested Duration: 6 days
5. If time allows, read a book that reinforces the concept. See the Instructional Notes for
ideas.
(OR)
Conduct an Internet search for “Are You My Mother read by Beverly
Berwick” for a free online interactive story to share.
For an online Spanish version of Are You My Mother, conduct an
Internet search for “Are You My Mother read in Spanish”.
EXPLAIN 2 – Parent and Offspring Match
Suggested Day 3
1. Distribute the pictures of animals from the Handout: Young Animal and Adult
Animal Match.
Attachments:
2. Explain to students that they will be playing a matching game. Each student or group
received either a baby animal (also called offspring) or the adult animal (parent).
3. Write the words “offspring” and “parent” on the white board or in the class interactive
science notebook for students to see the vocabulary that they will be using.
4. Instruct students to determine, individually or as a group, if they think that they have
the young animal or the parent.
5. Instruct students to take turns providing clues to the class describing how the animal
looks. The class will listen to the clues and observe their animal cards to see if they
have a match. If a student/group thinks that they have a match, have them raise their
hand(s) and say “match”. Both groups can reveal their pictures to the class to see if
they have a match.
6. If they do have a match, have the class observe the pictures, and find similarities
among the parent and the young animal. Differences can also be explored.
7. If they do not have a match, ask the class who else thinks they have a match and
repeat the steps above.
Handout: Young Animal and Adult Animal Match
(1 offspring or parent card per student or group)
Instructional Notes:
By adding a visual through a quick sketch or sharing a picture of a
young animal and its’ parent, this strategy provides an opportunity
for students to make a connection between the words and their
meaning.
Misconception:
Students may think that all young animals (babies)
look like their parents.
STAAR Notes:
8. In the classroom science notebook, title a blank page: What We Know.
TEKS 1.10C - compare ways that young animals resemble their
parents. It is important to use the phrase “young animal” in the
9. Instruct students to demonstrate their learning by sharing ideas generated from the
activity. Write down the ideas that are shared on the What We Know page. Focus
the discussion on how young animals often resemble their parents. (See the
Instructional notes for discussion points.)
classroom discussions to match the language of the TEKS.
However, it is also important to talk about synonyms for young and
adult animals in this lesson. Young animals can also be called
baby animals or offspring. Sometimes, young animals also have
special names such as a young cow is called a calf, while adult
animals can also be referred to as the parent. The more language
connections that can be made in science, the more it can help
students be successful in future grade levels. This concept will
build and be revisited in Grade 3 with the TEKS 3.10B. The term
offspring will be formally introduced in the TEKS in Grade 4. It is
also important to have a quick discussion at the end of this lesson
to address the misconception above. Share with students that
young animals often resemble their parents, but not always. An
example that can be used is that of an adult swan and a baby
swan, also called a cygnet.
An insect can also be used to show a more dramatic comparison.
EXPLAIN - Coloration, Body Structure, and Behavior
Suggested Day 4
1. Ask:
Materials:
How can you tell one animal from another? For example, when you see a
dog, how do you know it is a dog? Allow for various responses. Focus
conversation on the physical features such as limbs, tail, coloration, etc. Include
animal behaviors such as barking, wagging tails, etc.
2. Ask students to think about their last lesson with the matching game. Ask students to explain how
they were able to match the young animal (offspring) with their parent. Allow for a few students to share
their understandings. Ask clarifying questions if necessary.
3. Say:
We have been learning about how young animals, or offspring, resemble
their parents. Scientists, called biologists, study these similarities too.
There are three major things that we can look for when studying young
animals and their parents. Allow students to think about what they are. Provide
time for students to share their ideas.
Last Updated 04/25/13
Ways Young Animals Resemble their Parents
chart (in classroom science notebook or chart
paper, 1 per class)
crayons or colored pencils (per group)
Attachments:
Teacher Resource: Animal Young and Parent
Posters (1 set per class)
Handout: Animal Fold Book (1 per student)
Instructional Notes:
Clarifying questions are questions to ask students in order to better
understand their thinking or help foster stronger connections
page 5 of 33 Grade 1
Science
Unit: 10
Lesson: 01
Suggested Duration: 6 days
4. Show and discuss each of the Animal Young and Parent Posters with students (from the Teacher
between their background schema and the content being
Resource: Animal Young and Parent Posters).
5. Hold up the Color poster.
introduced in this activity.
Ask:
How do young animals resemble their parents in appearance?
It can be as simple as asking “Tell me more” or “can you elaborate
on that?”
Explain to students that coloration (color) is one way that young animals can resemble their parents.
Have students spend time observing the poster. Have students discuss with one another how the
coloration between the young zebra (also called a foal) and the adult look like or resemble each other.
6. Hold up the Body poster. Explain to students that body structure, or the way the body is built, is
When discussing the zebras, point out the pattern in their
coloration.
another way to see how young animals resemble their parents. Body structure is the term that
scientists use to describe an animal’s height, shape, and size. Allow time for students to observe the
poster and discuss the similarities that they see in the body structure of the young elephant (called a
calf) and its parent.
Wolf Behavior 101 – To show examples of wolf behaviors go to:
http://www.wolfcenter.org/wolf-behavior.aspx
7. Hold up the Behavior poster.
Ask:
Animal Fold Book Example:
How do young animals resemble their parents through behavior?
Explain to students that it’s more difficult to see behavior similarities in pictures because behavior is
how an animal acts. It’s best to observe the animal either in nature or by video. Biologists study
animals in nature to research their behaviors and look for patterns. A wildlife biologist studies animals
that live in the wilderness, such as the gray wolf (also called a pup) in this poster. Examples of how
young wolves resemble their parents’ behaviors are snarling when they are in danger or positioning
their tails to communicate. (See the Instructional note for a link to the wolf behavior 101 website.)
8. In the science notebook or on chart paper or a whiteboard, show the chart that was previously
created.
Science Notebooks:
9. Say:
The classroom science notebook is a quick and easy way to collect
We have learned that young animals resemble their parents. Some ways
that they resemble their parents are coloration, body structure, or
behavior.
student ideas during a whole class discussion. Revisit ideas, and
as new information is learned, add it to the notebook. Try adding a
chart such as the one in this lesson to the classroom notebook.
This chart will act as a way to activate new learning, but will also be
10. Have students come up with other ideas of how animal young resemble their parents through
a valuable tool to revisit in the future to make connections.
color, body, or behavior. Add the ideas to the chart. Reinforce that the animals can share all three of the
categories (color, body, and behavior).
11. Distribute the Handout: Animal Fold Book. Instruct students that they will come up with their own
examples of colors, body, and behaviors between young animals and their parents. Students can
choose three different young animals and parent drawings. (OR) Students can choose one young
animal and its parent to demonstrate the three different categories of color, body, and behavior.
(OR)
Assign an animal that students are familiar with, and have them draw and/or write about its color, body,
and behavior.
12. The handout can be folded to create a fold book for students to add information on as they learn.
(Refer to the picture in the Instructional Notes.)
ELABORATE – Animal Behavior – Act It Out!
Suggested Day 5
1. As students read the Handout: Animal Observations: Young Animals and their
Parents, reinforce the following concepts:
We look for patterns between young animals and their parents.
Attachments:
There are three major things that we look for:
color
body (shape, size, limbs)
Handout: Animal Observations: Young Animals
and their Parents (1 per student)
Handout: Act It Out Cards (1 per student)
Instructional Notes:
Guided Reading Resource: Guided Reading, Good First Teaching
for All Children by Irene C. Fountas and Gay Su Pinnell Heinemann
Press (1996).
This book utilizes a wide range of literacy strategies that can be
incorporated in every day instruction. This book focuses on Grades
K–3 reading strategies, such as reading aloud, shared reading,
interactive reading, and other approaches.
behavior
2. Share with students that they will be focusing on behavior today.
3. Say:
Remember, behavior is the way an animal acts.
Ask:
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page 6 of 33 Grade 1
Science
Unit: 10
Lesson: 01
Suggested Duration: 6 days
Think of an animal. How does it act? Turn to your partner, and describe
how that animal acts. Provide time for students to share. Listen to students
ideas, and choose a few to share.
Want to save on copies? Instead of using the Handout: Act It Out
Cards, have a list of animals you can assign to students, tell them
what animal they will act out or have students come up with their
own animals to share.
4. As a small cooperative group (suggested size: 2–4 students), students will participate
in the “Act It Out” activity.
5. Distribute one card to each student. Instruct students to look at the card. It has a
picture of the animal with the name. Provide time for students to think of ways that
animal acts.
Activity Directions:
Look at your card. It has the name and picture of the animal.
Think about how your animal acts, for example: how it sounds, moves, and eats.
If you have a question, there is a question card in your group. Hold up the sign if
you have a question to ask, and the teacher will help.
Take turns acting out the animal, while the other group members guess what that
animal is.
You will have one minute to act it out. If the group members have not guessed
your animal, show them your card.
6. Students will then take turns acting out their animal, while their group/partner
observes and comes up with an idea of what the animal is. After the first student acts
it out, the other student will share his/her ideas on what animal he/she thinks that it is
and why. (It is very important to stress to students to justify their thinking). The “actor”
will then reveal their animal card and discuss their ideas. Repeat the same steps with
the next student and his/her card.
7. Write the word “behavior” on a new page. Ask students to define behavior (the way
an animal acts).
8. Have students share some of their “acting” and write down ideas about different
behaviors. Examples could be: the way an animal sounds, walks, or eats.
EVALUATE – Performance Indicator
Suggested Day 6
Attachments:
Grade 01 Science Unit 10 PI 01
Create a graphic organizer, such as a T-Chart, Venn diagram, or comparison matrix, to compare
ways that young animals resemble their parents. Include information, such as coloration patterns,
limb structure, and behavioral traits.
Standard(s): 1.2D , 1.10C
ELPS ELPS.c.1C , ELPS.c.4F
1. Distribute copies of the Handout: Performance Indicator: Are You My Baby?
2.
Handout: Performance Indicator: Are You My
Baby? (1 per student)
Optional Teacher Resource: Large Elephant
Clipart
Optional Handout: Performance Indicator: Are
You My Baby? Alternate Form (1 per student)
Optional Teacher Resource: Large Cat Clipart
Read through the instructions with the class. Each student will make observations of
the adult elephant and the elephant calf to see if these animals are a match. (See the
Example of the alternative Venn diagram:
example below.)
3. Students will need to compare the adult elephant to the elephant calf. They will write
or draw which features the animals have in common and which features are unique.
Once the Venn diagram has been completed, students will need to share if they think
that these animals are a match by either writing or drawing their ideas on the back of
the page. A modification could be to orally share their ideas with the teacher.
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page 7 of 33 Grade 1
Science
Unit: 10 Lesson: 01
What Will I Be - Notes
Slide 1
WHAT
WILL I
BE
WHEN I
GROW
UP?
Explain to students that they will
be looking at baby pictures of
animals. Students will have to
formulate an idea of what they
think the baby animal will grow
up to be.
INVESTIGATING ANIMALS
©2011, TESCC C
Slide 2
Click: Kitten will appear
Ask: “Do you know what this
animal is?” ( K itten)
Ask: “What does a kitten grow up
to be?”
Click on each of the pictures,
and have students share their
ideas.
Ask: “Which one of these pictures
represents this?”
Have students justify their answers.
WHAT WILL I BE WHEN
I GROW UP?
©2011, TESCC C
©2012, TESCCC
10/10/12
page 1 of 4
Grade 1
Science
Unit: 10 Lesson: 01
Slide 3
Click: Calf will appear
Ask: “Do you know what this
animal is?” (Calf)
Ask: “What does a calf grow up to
be? Click on each of the pictures,
and have students share their
ideas.
Ask: “Which one of these
pictures represents this?”
Have students justify their answers.
WHAT WILL I BE WHEN
I GROW UP?
©2011, TESCC C
Slide 4
Slide 5
Click: Caterpillar will appear
Ask: “Do you know what this animal
is?” (Caterpillar)
Ask: “What does a caterpillar grow
up to be?”
Click on each of the pictures, and
have students share their ideas.
Ask: “Which one of these pictures
represents this?”
Have students justify their answers.
Click: Fawn will appear
Ask: “Do you know what this
animal is?” ( F awn)
Ask: “What does a fawn grow up
to be?”
Click on each of the pictures,
and have students share their
ideas.
Ask: “Which one of these
pictures represents this?”
Have students justify their answers.
WHAT WILL I BE
WHEN I GROW UP?
©2011, TESCC C
Slide 6
Click: Eaglet will appear
Ask: “Do you know what this
animal is?” (Eaglet)
Ask: “What does an eaglet grow up
to be?”
Click on each of the pictures
have students share ideas
Ask: “Which one of these
pictures represent sthis? “
Have students justify their answers.
WHAT WILL I BE
WHEN I GROW UP?
©2011, TESCC C
©2012, TESCCC
10/10/12
page 2 of 4
Grade 1
Science
Unit: 10 Lesson: 01
Slide 7
Click: Polar bear cub will appear
Ask: “Do you know what this
animal is?” ( Polar bear cub)
Ask: “What does a polar bear
cub grow up to be?”
Click on each of the pictures,
and have students share their
ideas.
Ask: “Which one of these
pictures represents this?”
Have students justify their answers.
WHAT WILL I BE
WHEN I GROW UP?
©2011, TESCC C
Slide 8
Click: Colt will appear
Ask: “Do you know what this
animal is?” (Colt)
Ask: “What does a colt grow up to
be? Click on each of the pictures,
and have students share their ideas
Ask: “Which one of these
pictures represents this?”
Have students justify their answers.
WHAT WILL I BE
WHEN I GROW UP?
©2011, TESCC C
Teacher Notes: Ask students to
share their ideas of how young
animals (or offspring) resemble
their parents. Leave the PowerPoint
slideshow setting so that you can
type in ideas on this slide. Be sure
to save the PowerPoint after you
add ideas.
The Big Idea: When observing
young animals and their parents,
students should see some
similarities in appearance. More
specifically, they should notice
coloration, limb structure, and
behavior.
Slide 9
What We Know:
©2012, TESCCC
10/10/12
page 3 of 4
Grade 1
Science
Unit: 10 Lesson: 01
©2012, TESCCC
10/10/12
page 4 of 4
Grade 1
Science
Unit: 10 Lesson: 01
Young Animal and Adult Animal Match
©2012, TESCCC
10/10/12
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Grade 1
Science
Unit: 10 Lesson: 01
©2012, TESCCC
10/10/12
page 2 of 2
Grade 1
Science
Unit: 10 Lesson: 01
Young and Parent Posters
COLOR
Adult Zebra and Foal
©2012, TESCCC
10/10/12
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Grade 1
Science
Unit: 10 Lesson: 01
BODY
Adult Elephant and Calf
©2012, TESCCC
10/10/12
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Grade 1
Science
Unit: 10 Lesson: 01
BEHAVIOR
Adult Gray Wolf and Pup
©2012, TESCCC
10/10/12
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Grade 1
Science
Unit: 10 Lesson: 01
Animal Fold Book
Color
©2012, TESCCC
Body
10/10/12
Behavior
page 1 of 2
Grade 1
Science
Unit: 10 Lesson: 01
Title Page Labels for Fold Book (optional):
Young
Animals
Young
Animals
Young
Animals
Young
Animals
and
their
and
their
and
their
and
their
Parents
Parents
Parents
Parents
Young
Animals
Young
Animals
Young
Animals
Young
Animals
and
their
and
their
and
their
and
their
Parents
Parents
Parents
Parents
©2012, TESCCC
10/10/12
page 2 of 2
Can you see that the color
is similar between the
baby squirrel and its
parent?
One thing scientists
look for is the animals’
color.
©2012, TESCCC
10/10/12
page 1 of 1
Animal
Observations: Young
Animals and Their
Parents
Grade 1
Science
Unit: 10 Lesson: 01
Grade 1
Science
Unit: 10 Lesson: 01
Did you know that
many baby animals look
like their parents?
A baby animal is called
an offspring.
Adults are called
parents.
When scientists study
baby animals and their
parents, they look for
patterns.
©2012, TESCCC
10/10/12
page 1 of 1
•
•
•
Color
Limbs
Behavior
ideas in observing offspring (baby animals) and
their parents (adults):
Remember: The big
©2012, TESCCC
10/10/12
page 1 of 1
How would you describe the
limbs on this horse?
Animals have limbs too.
Another thing that you can
look for are the limbs of an
animal.
What are limbs? Humans
have limbs called arms and
legs.
Grade 1
Science
Unit: 10 Lesson: 01
Grade 1
Science
Unit: 10 Lesson: 01
Behavior is the way a
human or an animal acts.
Some behaviors we are
born with. For example:
How to parents know to
protect their young?
How do birds know to fly
south for the winter?
How do salamanders know how
to swim?
Animals are not taught this, they
just do it on their own. This is
what we call instinct.
©2012, TESCCC
10/10/12
page 1 of 1
Grade 1
Science
Unit: 10 Lesson: 01
Act It Out Cards
©2012, TESCCC
dog
lion
monkey
cow
duck
cat
fish
horse
10/10/12
page 1 of 7
Grade 1
Science
Unit: 10 Lesson: 01
Act It Out Cards
sheep
frog
kangaroo
snake
chicken
bear
elephant
shark
©2012, TESCCC
10/10/12
page 2 of 7
Grade 1
Science
Unit: 10 Lesson: 01
Act It Out Cards
©2012, TESCCC
turkey
pig
rabbit
rooster
10/10/12
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Grade 1
Science
Unit: 10 Lesson: 01
Act It Out Cards
©2012, TESCCC
10/10/12
page 4 of 7
Grade 1
Science
Unit: 10 Lesson: 01
Act It Out Cards
©2012, TESCCC
10/10/12
page 5 of 7
Grade 1
Science
Unit: 10 Lesson: 01
Act It Out Cards
©2012, TESCCC
10/10/12
page 6 of 7
Grade 1
Science
Unit: 10 Lesson: 01
Act It Out Cards
Activity Directions:
 Look at your card. It has the name and picture of the animal.
 Think about how your animal acts, for example: how it sounds, moves, and
eats.
 If you have a question, there is a question card in your group. Hold up the
sign if you have a question to ask, and the teacher will help.
 Take turns acting out the animal, while the other group members guess
what that animal is.
 You will have one minute to act it out. If the group members have not
guessed your animal, show them your card.
©2012, TESCCC
10/10/12
page 7 of 7
Grade 1
Science
Unit: 10 Lesson: 01
Performance Indicator: Are You My Baby?
There are two animals in this Venn diagram: a baby and an adult. Use the Venn diagram to see if they are a match. Write or draw in the middle of
the Venn diagram what they have in common. On each side, under the picture of the animal, write or draw what is unique to this animal. ARE
THESE ANIMALS A MATCH? HOW DO YOU KNOW? (WRITE OR DRAW YOUR ANSWER ON THE BACK OF THIS PAGE.)
Adult
Baby
BOTH
©2012, TESCCC
10/10/12
page 1 of 1
Grade 1
Science
Unit: 10 Lesson: 01
Large Elephant Clipart
©2012, TESCCC
10/10/12
page 1 of 2
Grade 1
Science
Unit: 10 Lesson: 01
©2012, TESCCC
10/10/12
page 2 of 2
Grade 1
Science
Unit: 10 Lesson: 01
Performance Indicator: Are You My Baby? Alternate Form
There are two animals in this Venn diagram: a baby and an adult. Use the Venn diagram to see if they are a match. Write or draw in the middle
of the Venn diagram what they have in common. On each side, under the picture of the animal, write or draw what is unique to this animal. ARE
THESE ANIMALS A MATCH? HOW DO YOU KNOW? (WRITE OR DRAW YOUR ANSWER ON THE BACK OF THIS PAGE.)
Baby
Adult
BOTH
©2012, TESCCC
10/10/12
page 1 of 1
Grade 1
Science
Unit: 10 Lesson: 01
Cat and Kitten Clipart
©2012, TESCCC
10/10/12
page 1 of 2
Grade 1
Science
Unit: 10 Lesson: 01
©2012, TESCCC
10/10/12
page 2 of 2