School In The Park Curriculum
2008-09
Zoo, Rotation 1, Grade 3
TOPIC
Life Science
Animal Diversity
“Many kinds of animals survive in many kinds of environments.”
(Rotation 2 focuses habitat diversity and how animals adapt to survive. Rotation 3 focuses
on the interdependence of all living things.)
1. California State Standards Addressed
Science Content Standards
Life Sciences
3. Adaptations in physical structure or behavior may improve an organism’s chance for
survival. As a basis for understanding this concept, students know:
a – (plants and) animals have structures that serve different functions in growth, survival, and
reproduction.
b – examples of diverse life forms (in different environments, such as oceans, deserts,
tundras, forests, grasslands, and wetlands.)
Investigation and Experimentation
5. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform investigations.
Students will:
a – Repeat observations to improve accuracy and know that the results of similar scientific
investigations seldom turn out exactly the same because of differences in the things being
investigated, methods being used, or uncertainty in the observation.
b – Differentiate evidence from opinion and know that scientists do not rely on claims or
conclusions unless they are backed by observations that can be confirmed.
c – Use numerical data in describing and comparing objects, events, and measurements.
d – Predict the outcome of a simple investigation and compare the result with the prediction.
e – Collect data in an investigation and analyze those data to develop a logical conclusion.
Textbook References: Harcourt Science, Unit A, Life Science, Survival of Living Things,
Chapter 2, Types of Animals, Lessons 1 (What Is An Animal?), 2 (What Are Mammals and
Birds?), and 3 (What Are Amphibians, Fish, and Reptiles?).
2. Instructional Goals & Objectives
By the end of the week, students are able to:
 name at least one characteristic that identifies each of the major groups of animals:
mammals, birds, reptiles, amphibians, fish and invertebrates.
 correctly identify at least one example species from the major groups of animals:
mammals, birds, reptiles, amphibians, fish and invertebrates.
 describe at least two survival needs common to all animals.
 observe an animal and describe at least two of its physical structures or behaviors.
 use oral or written language to describe at least one personal observation.
 identify themselves as part of the animal kingdom.
 identify insects and invertebrates as the largest groups of animals in the world.
3. Key Vocabulary
DAY 1 – MAMMALS
1. animal – a living thing that is not a plant. Most animals can move. All use plants or
other animals as food. All have sensory organs.
2. backbone – The column of bones (or spine) in the back of all mammals, birds,
reptiles, amphibians and fish; the backbone supports the body.
3. covering – what an animal has on the outside of its body such as fur, hair, feathers, or
scales; body covering
4. fur – the body covering of many mammals
5. live-born – not hatched from an egg. Mammals are live-born.
6. lungs – the organs of an animal’s body used for breathing air
7. mammal – the group of animals including humans that drink milk from their mother’s
breasts when they are young; a warm-blooded animal that has a backbone and hair or
fur on the body surface
8. milk – a white liquid produced by female mammals used for feeding their babies
9. warm-blooded – mammals and birds have a relatively high and constant body
temperature that stays close to the same, no matter what the temperature is of the air
around it.
10. young – a new plant or animal produced by a parent; offspring
DAY 2 – BIRDS
1. aviary – a large man-made enclosure where birds live and fly freely
2. beak - the hard mouth part of a bird and of some fishes and reptiles; can also be
called a “bill.”
3. bird - an animal that has two wings and is covered with feathers. Birds have a
backbone, are warm-blooded, breathe air with lungs, produce eggs, and walk on their
two legs. Most can fly. Bird beak shape is related to what a bird eats. Bird foot shape
is related to where a bird lives.
4. chick – a baby bird
5. egg – what an animal hatches from; the first stage of a life cycle; reproductive body
produced by many animals out of which young hatch after a period of incubation
6. feathers – the body covering of birds
7. hatch – to break out or come out of an egg; to emerge from an egg
8. nest – a safe place where animals live and raise their young
9. preening – bird grooming; how a bird takes care of its feathers
10. wing – the part of a bird’s body used for flying
DAY 3 – REPTILES, AMPHIBIANS, FISH
1. amphibian - an animal that begins life in the water and moves onto land as an adult.
Frogs and salamanders are amphibians.
2. cold-blooded – an animal having a body temperature that varies with the temperature
of the air or water surrounding it. Cold-blooded organisms cannot produce their own
body heat.
3. crocodiles, crocodilians – a kind of reptile characterized by a large mouth with many
teeth
4. fish - an animal that lives its whole life in water and breathes with gills
5. frog – a type of amphibian characterized by having no tail and having long hind legs
6. gills – what some animals use for breathing; the body part of fish and many other
water animals used for breathing (taking in oxygen from the water)
7. lizard – a type of land-dwelling reptile characterized by a tail and four legs
8. metamorphosis – the process of change. The changes in shape and abilities that
certain animals go through as they grow from young animals to adults. Tadpoles
become frogs and caterpillars become butterflies through metamorphosis.
9. moist – wet; damp, having a small amount of liquid
10. reptile - a class of air breathing, cold-blooded animals with backbones Crocodilians,
lizards, turtles, snakes and tuataras are reptiles. They have dry skin covered by
scales; most reproduce by laying eggs.
11. salamander – a type of amphibian that has a tail as an adult
12. scales, scaly – what covers the bodies of reptiles and most fish; the small, thin, flat
plates that help protect the bodies of fish and reptiles
13. snake – a kind of reptile characterized by a long, thin body with no legs
14. turtle -- a type of reptile characterized by its shell
DAY 4 – INSECTS AND OTHER INVERTEBRATES
1. insect – an animal that has six legs and three body parts; a class of arthropods with
three body parts (head, thorax, and abdomen), three pair of legs, and typically one or
two pair of wings; flies, ants, grasshoppers and beetles are examples of these small
animals without backbones.
2. invertebrate – an animal that does not have a backbone. Invertebrates include
arthropods (insects, arachnids, crustaceans), sponges, coelenterates, worms,
mollusks, and echinoderms.
3. snail – an invertebrate animal characterized by having a shell
4. spider – an invertebrate animal characterized by having eight legs
5. vertebrate – any animal that has a backbone; mammals, birds, reptiles, amphibians
and fish; the bones that make up the backbone (spinal column) are called vertebrae
6. worm – an invertebrate animal characterized by having a long, thin body
DAY 5 – ANIMAL CLASSIFICATION
1. classify – the process of grouping animals according to similar characteristics
classification – animals are placed in groups according to traits they share; sorted by
their features into many different groups; the act of bringing together those things
which most resemble each other and separating those that differ
2. endangered – animals or plants that survive in such low numbers that they could
become extinct in a few years unless something is done to help the populations
increase.
3. extinct - when the last individual of a species dies and that organism is gone forever;
no longer in existence.
4. needs, basic needs – the things animals must have in order to live; e.g. food, water,
space, shelter, protection from weather and predators
5. non-living things – things in the world that are not made up of cells; e.g. minerals;
everything that isn’t an organism
6. organism – a living thing; anything that is alive; made of cells that contain carbon;
diverse and found almost everywhere in the world; plants and animals are organisms
7. protect – to keep from harm; to defend
8. shelter – a safe place where animals live; a place where an animal is protected from
the weather or from other animals
9. space – area to live
10. survival – the ability of an organism to continue living or existing in its environment;
survive – to stay alive
4. Days 1 – 5 Activity Descriptions
DAY 1: Mammals
1. Welcome (Classroom)
a. Seating and nametags
b. Introductions
c. Make a leaf for the tree
2. Overview of Rotation 1 (Classroom)
a. The big idea of the week: “Many different kinds of animals live on the Earth.”
b. Students take a pre-test that introduces the vocabulary and concepts they will
learn by Friday.
c. Behavior expectations at the Zoo: respect and safety
3. Discover and Describe: Who am I? I am a mammal! (Classroom)
a. Students use themselves as examples when they complete section 1 of “Who
am I?” They label themselves as mammals and as animals.
b. Introduce expectations for the activity and also behavior in the Zoo. Put papers
and pencils on clipboards.
4. Bathroom break (Raintree Grove)
While waiting, students learn a song about mammal characteristics.
5. Who am I? (Children’s Zoo)
Teachers will have a small video camera to record student’s oral responses and
observations.
a. Class # 1 meets a mammal (animal presentation in Clark Theater). They
complete section 2 of “Who am I?” Classroom teacher or facilitator writes
vocabulary and responses on a white board.
b. Class #2 visits the petting paddock to observe and touch mammals.
c. Class #2 also chooses a mammal enclosure and completes section 3 of “Who
am I?” They read for information, make and record oral observations, and write
information. (Teachers and facilitators have a Children’s Zoo map showing all
the mammal enclosures.)
d. Classes switch places.
6. Mammals Summary (Classroom)
a. Think-Pair-Share about mammal experiences in the Children’s Zoo.
b. Students write vocabulary words to complete cloze sentences that describe the
characteristics (features, structures, attributes) of mammals. Zoo teacher uses
biofacts, artifacts and illustrations. (Classroom)
7. Homework question of the day: Are you an animal, yes or no? Explain the reasons for
your answer.
The Mammal Song:
We are mammals, we have hair.
We are mammals, we breathe air.
We’re live-born, no hatching for us…
(except the echidna and the platypus.)
Babies drink milk that’s made by mom,
to help them grow up big and strong.
Our bodies are warm, we make our own heat.
We’re warm-blooded. Isn’t that neat?
Cloze Sentence Vocabulary Practice:
What is a MAMMAL?
WORD BANK:
hair or fur
live young
lungs
milk
warm-blooded
1. Mammals are the only animals that have _____________________ covering their
body. It helps keep the body warm and dry.
2. Mammals are __________________________, which means their body stays the
same temperature no matter how warm or cold their environment is.
3. In order to stay alive, all animals need oxygen. Mammals use a body
part called __________________________ to breathe oxygen from the air. When a
mammal goes under water it must hold its breath.
4. Female mammals give birth to _________________________.
All mammals are live-born except two very unusual mammals that hatch from eggs:
the echidna and the platypus.
5. Mammal babies are the only animals that drink _________________ from their
mothers’ bodies.
Prompts for observation and small group discussion at animal exhibits:
I see an animal that has _____________________________________________________
on its body.
Describe one or two physical features. For example:
spotted fur, blue feathers, scaly skin, long claws, pointed teeth, big ears, etc.
This animal is _____________________________________________________________.
Describe what is it doing. For example: resting, walking, eating, etc.
I see a ___________________________________________________________________.
Read the species name of the animal on the sign.
It is a ____________________________________________________________________.
Name an animal group this species belongs to. For example:
mammal, bird, reptile, amphibian, invertebrate, etc.
It lives ___________________________________________________________________.
Read for information about habitat and range.
It eats ____________________________________________________________________.
Read for information about diet.
It is special because ________________________________________________________
_________________________________________________________________________.
Read for information.
Is this animal endangered? If so, why?
I don’t understand…
I wonder…
What…? How…? When…? Who…? Why…?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Student Focus Sheet (to stimulate written and oral descriptions):
Discover and Describe: Who am I?
1. I am a/an……………
I eat ………………..
I live ………………..
I am special because …
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
2. I am a/an……………
I eat ………………..
I live ………………..
I am special because …
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
3. I am a/an ……………
I eat ………………..
I live ………………..
I am special because …
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
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Day 2: Birds
1. Introduction (Classroom)
a. Students contribute to a Venn diagram illustrating the similarities and
differences of mammal characteristics and bird characteristics.
b. Zoo teacher introduces academic and behavioral expectations for the bird
observation activity and also behavior in the aviary.
c. Students learn how to use their bird observation chart.
2. Bathroom break (Raintree Grove)
While waiting, students learn a song about bird characteristics.
3. Meet a bird: parrot or lory animal presentation (Clark Theater)
Students describe observations and ask questions.
4. Bird Watching (Zoo Grounds)
a. Walk to Owens Aviary.
b. Observe birds in the aviary.
c. Use a chart to collect data about bird behavior,
d. Identify the species of one bird by finding its picture and reading its name on a
sign.
e. If time allows, stop at Flamingo Lagoon to observe the birds.
5. Birds Summary (Classroom)
a. Think-Pair-Share
b. Students write vocabulary words to complete cloze sentences that describe the
characteristics (features, structures, attributes) of birds. Zoo teacher uses
biofacts and demonstrates how birds preen their feathers.
c. If time allows, students will use a magnifying lens to observe and draw a
feather.
6. Homework question of the day: What was it like to sit alone quietly in the aviary observing
the birds? How did you feel?
The Bird Song:
Feathers make us birds a sight!
Some can’t fly but that’s all right.
Birds lay eggs and you should know
That chicks hatch out and then they grow.
Their bodies are warm, they make their own heat.
They’re warm-blooded. Isn’t that neat?
Bird have beaks and wings and feet
To help them nest and fly and eat.
Cloze Sentence Vocabulary Practice:
What is a BIRD?
WORD BANK: beaks
eggs
feathers
legs
lungs
warm-blooded
wings
1. Birds are the only animals that have ________________________ covering their
bodies. They help keep the body warm and dry. They also help birds fly.
2. In order to stay alive, all animals need oxygen. Birds use a body part
called ___________________ to breathe oxygen from the air.
If a bird goes under water it must hold its breath.
3. Birds are _____________________________, which means their body stays the
same temperature no matter how warm or cold their environment is.
4. Birds have a body with two ______________ and two
_______________. Most birds can fly but there are some that do not.
5. Birds have a ______________________ with no teeth.
It is used for getting food, nest-building, and preening (taking care of feathers).
6. All birds hatch from hard-shelled _________________________.
Student Focus Sheet
Bird Watching in the Zoo Aviaries
1.
Sit alone quietly for five minutes and look for birds.
Make a tally mark on the line for every bird you see.
_____________________________________________________________
At the end of five minutes, count your tally marks and write the number in the
box.
2.
Walk with a partner.
Observe what the birds are doing.
Make tally marks to record what you see and hear.
Eating
Drinking
Flying
Walking
Swimming
Wading in the water
Preening themselves
Preening another bird
Resting in a tree
Resting on the ground
Making a nest
Sitting in a nest
Vocalizing
Communicating
Eliminating body waste
Other
3.
Look carefully at one bird. Walk to a bird picture sign and identify that bird:
Write the name of its species here: _________________________________
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DAY 3: Reptiles, Amphibians and Fish
1. Introduction (Classroom)
a. Students touch and observe reptile, amphibian and fish biofacts and
artifacts.
b. Zoo teacher introduces the academic and behavioral expectations for the
Reptile Mesa observation activity.
c. Students learn how to use a chart to record data about the numbers and
kinds of reptiles, amphibians and fish that are living at the Zoo.
2. Bathroom break (Raintree Grove)
While waiting, students learn a song about reptiles and/or amphibians
3. Discover and Describe (Reptile Mesa)
a. Walk to the Reptile House
b. Observe reptiles, amphibians and fish in the Zoo.
c. Use a chart to collect data.
4. Meet and touch a snake (Otto Center Steps)
Students make observations and ask questions.
5. Summary (Classroom)
a. Think-Pair-Share
b. Use vocabulary words to complete cloze sentences that describe the
characteristics of reptiles, amphibians and fish (3 pages).
6. If time allows, listen to a reading of The Salamander Room.
7. Homework question of the day: You are going to write about one animal group.
Choose either reptiles, amphibians or fish. What do you think is interesting about
those animals?
The Reptile Song
Reptiles, reptiles, they have scales.
Reptiles, reptiles, they have tails.
Warm their bodies in the sun
Cold-blooded animal survival fun !
12
The Amphibian Song
Frogs lay eggs and you should know
Into tadpoles they will grow.
They live in water and breathe like
fish
Use their tails to swim – swish-swish
Grow four legs so they can hop
Out of the water to the land on top
Amphibians are kind of strange.
Watch them grow – their shape will
change.
Lay their eggs where it is wet.
They’re not reptiles, don’t forget!
Cloze Sentence Vocabulary Practice:
What is a REPTILE?
WORD BANK: cold-blooded
crocodilian
eggs
lizards
scaly snakes turtles
1. Reptiles are _____________________________ animals. This means their body
temperature is the same temperature as their environment. They must get
warmth from their environment because they cannot make their own body heat.
2. Reptiles are covered with skin that is dry, tough and
_________________________________.
3. Most reptiles hatch from ____________________ that are laid on land.
4. These kinds of animals are all reptiles: ___________________________,
____________________________ , _________________________ ,
and ____________________________ .
•
The oldest living reptiles are called tuataras. They look like lizards and live only
on a few islands near New Zealand.
•
All reptiles breathe oxygen from the air with lungs. If a reptile goes under water it
must hold its breath.
What is an AMPHIBIAN?
WORD BANK: eggs
frogs
metamorphosis
moist skin
1. Amphibians are covered with ____________________________. They do not
have scales.
2. Most amphibians hatch from ___________________ laid in moist places.
3. Amphibian young do not look like their parents. They live under water and
breathe with gills. As the amphibian grows its body changes. This is called
_______________________________. Lungs replace gills and the adult
amphiban can live on the land and breathe air.
4. _____________________________ , toads, salamanders and newts are kinds of
amphibians.
13
• Amphibians are cold-blooded animals. This means their body temperature is the
same temperature as their environment. They must get warmth from their
environment because they cannot make their own body heat.
What is a FISH?
WORD BANK: fins
gills
scales
1. Fish breathe (get oxygen) under water through structures on both sides of their
head called __________________________ .
2. Most fish have _____________________ on their body to help them move
through the water. They are excellent swimmers.
3. Most fish are covered with skin that has tough, smooth
_______________________.
14
•
Fish are cold-blooded animals. This means their body temperature is the same
temperature as their environment. They must get warmth from their environment
because they cannot make their own body heat.
•
Some fish, like sharks, have a skeleton made out of cartilage instead of bone.
DAY 4 : Insects and Other Invertebrate Animals
1. “Discover and Describe” (Children’s Zoo)
a. Introduce expectations for the activity. Put papers and pencils on clipboards.
b. Class #1 goes with SITP facilitators to the “Spineless Marvels” House in the
Children’s Zoo.
c. Students make observations of and record information about invertebrate animals
and their habitats.
d. Bathroom break (Children’s Zoo Picnic Area)
2. What’s That?! (Classroom)
a. Class #2 remains in the classroom with the Zoo teacher
b. Students will use a magnifying lens to observe a diverse assortment of invertebrate
biofacts including a tarantula and silkworm cocoons and swatches of silk. Students
describe their observations orally to a partner at their table.
c. Students formulate questions and discuss ways they could find answers to their
questions.
Classes switch places: Class #2 goes with facilitators to the Children’s Zoo and Class #1 works
in the classroom with the Zoo teacher.
3. Describe Through Drawing (Classroom)
The Zoo teacher will lead an observation drawing activity focusing on invertebrates.
4. Summary (Classroom)
a. Think-Pair-Share
b. Use vocabulary words to complete cloze sentences that describe the characteristics
of reptiles, amphibians and fish (3 pages).
5. Homework Question of the Day: Look for an invertebrate animal that is living near your home
or school. Where did you find it? What does it look like? (You may use words and pictures.)
Student Focus Sheet
Discover and Describe Invertebrate Animals
Insect
Name of species _________________________________________________________
How many can you find? ___________________________________________________
What do you think their food is? _____________________________________________
_______________________________________________________________________
Can you see water? Describe it: _____________________________________________
_______________________________________________________________________
Name another non-living thing in this habitat: ___________________________________
Spider
Name of Species _________________________________________________________
How many can you find? ___________________________________________________
What do you think their food is? _____________________________________________
_______________________________________________________________________
Can you see water? Describe it: _____________________________________________
_______________________________________________________________________
Name another non-living thing in this habitat: ___________________________________
Other
Invertebrate
Name of Species ___________________________________________________
How many can you find? _____________________________________________
What do you think their food is? _______________________________________
_________________________________________________________________
Can you see water? Describe it: _______________________________________
_________________________________________________________________
Name another non-living thing in this habitat: _____________________________
Day 5: Animal Classification
1. What is an Animal? – Classification Activities
a. Students sort (classify) objects and pictures according to their similarities and
differences.
b. Students meet a lizard and/or a salamander and classify it (them).
c. Complete cloze sentences for vocabulary practice.
2. Zoo Walk
3. Scrapbook Time! Performance Assessment
a. Students assemble their pages into a book.
b. Students glue animal pictures to correctly illustrate their writing activities.
Assessment: Are students able to match pictures of animal examples with the correct
description? Can they do it without assistance/prompts? Or do they need
assistance/prompts?
4. Post test
Cloze Sentence Vocabulary Practice
What is an ANIMAL?
WORD BANK: food
water
living things
move
oxygen
reproduce
senses
shelter
1. All animals need _________________ to grow and to get energy.
Animals get ____________________ by eating plants or other animals.
2. Animals also need ______________________ to live.
Some animals get it from the air with lungs. Other animals get it from the water with gills.
3. The bodies of animals contain ______________________. Animals need
_________________________ to stay alive. Most animals get it by drinking. Other animals
get it from the foods they eat.
4. Most animals need ______________________ from the weather and protection from
predators.
5. Animals are _____________________________________________. They are also called
organisms and their bodies are made up of cells.
6. Animals must ___________________________ (make babies) for their species to survive.
7. Animals can hear, see, smell, touch and taste. They use their
__________________________ to find out about the world around them.
8. Most animals can ___________________________ their body.
What is CLASSIFICATION?
WORD BANK: sort trait
1.
When you classify things you __________________ them into groups.
2.
You put things into a group because they share a common
__________________. Other words for ________________ are feature, characteristic,
and attribute.
•
Scientists classify animals (and plants, too).
•
Every animal belongs to many groups and has many words that label it.
5. Final Assessment Instrument
Page 1 DIRECTIONS: Circle the letter of the best choice.
1. Which is a characteristic of all animals?
A All animals have a skeleton.
B All animals hatch from eggs.
C All animals can fly.
D All animals must eat plants or other animals.
2. What are you doing when you classify animals?
When you classify animals you are ____________________________.
A sorting animals into groups.
B going to school to study.
C explaining how animals become extinct.
D measuring an animal’s temperature.
3. Complete this sentence: Most of the animals in the world are ___________________________.
A people and other kinds of mammals.
B sharks and other kinds of fish.
C insects and other kinds of invertebrates.
D snakes and other kinds of reptiles.
4. Are human beings a kind of animal?
A YES
B NO
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Page 2 DIRECTIONS:
Read the list of characteristics that describe each animal group.
Write the correct name of the animal group on the line.
NAMES OF ANIMAL GROUPS
CHARACTERISTICS OF ANIMAL GROUPS
Amphibians
1. __________________________________
• have a covering of fur or hair
• mothers make milk to feed their
babies
• give birth to live-born offspring
• are warm-blooded
2. __________________________________
• have a covering of feathers
• have wings, two feet, and a beak
• breathe air with lungs
• hatch from a hard-shelled egg
3. __________________________________
• have a covering of dry, scaly skin
• have a backbone
• are cold-blooded
• breathe air with lungs
4. __________________________________
• have a covering of moist skin
• go through metamorphosis
• live in water and on land
• are cold-blooded
5. __________________________________
• breathe under water using gills
• use fins to swim
• have a backbone
• are cold-blooded
6. __________________________________
• do not have a backbone
• There are more kinds of these
animals than all the other kinds of
animals put together!
Birds
Fish
Insects and Other Invertebrates
Mammals
Reptiles