Grade 2
Science
Unit: 09
Lesson: 03
Suggested Duration: 8 days
Science Grade 02 Unit 09 Exemplar Lesson 03: How Do Animals Meet Their Needs?
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
In this lesson, students will learn how the physical characteristics and behaviors of animals help them to meet their basic needs. Students will observe
external characteristics such as fins, wings, tails, heads, feet, legs, body covering, feathers, fur/hair, and scales.
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.
2.9
Organisms and environments. The student knows that living organisms have basic needs that must be met for them
to survive within their environment. The student is expected to:
2.9A
Identify the basic needs of plants and animals.
2.10
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:
2.10A Observe, record, and compare how the physical characteristics and behaviors of animals help them meet their
basic needs such as fins help fish move and balance in the water.
Scientific Process TEKS
2.2
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom
and outdoor investigations. The student is expected to:
2.2E Communicate observations and justify explanations using student-generated data from simple descriptive investigations.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Science Unit 09 PI 02
Create an imaginary animal. Label the external characteristics, and record the basic need each characteristic meets.
Standard(s): 2.2E , 2.9A , 2.10A
ELPS ELPS.c.3B , ELPS.c.5A
Key Understandings
Animals have basic needs that need to be met in order for the animal to thrive and grow.
— What are the basic needs of animals that need to be met in order for the animal to thrive and grow?
Animals have a variety of physical characteristics that help them meet their basic needs.
— What are some physical characteristics that help animals meet their basic needs?
— In what way do the physical characteristics help animals meet their basic needs?
Vocabulary of Instruction
growth
behavior
external characteristic
physical characteristic
fins
wings
tails
heads
feet
legs
body covering
feathers
fur/hair
scales
Materials
pencils (1 per student)
resealable plastic bags (to hold card sets, 1 per group)
KLEW chart (on chart paper, 1 per class)
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page 1 of 17 Grade 2
Science
Unit: 09
Lesson: 03
Suggested Duration: 8 days
chart paper (per class)
samples (of patterned fabric or wallpaper, cut into 6” x 6” pieces, 1 piece per student)
scissors (per group)
paper (drawing, 1 sheet per student)
crayons, markers, or colored pencils (per group)
glue (sticks or white liquid, per group)
resealable plastic bags (to hold card sets, 1 per group)
KLEW chart (on chart paper, 1 per class)
paper (drawing, 1 sheet per student)
pencils (per group)
crayons, colored pencils, or markers (per group)
books (about various physical characteristics, 1–2 per class)
tape (masking, 6–8 inch pieces, 1 per student) OR bandage (adhesive, 1 per student) –Optional
Attachments
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.
Handout: Physical Characteristics (1 set per group)
Teacher Resource: KLEW Chart SAMPLE KEY
Teacher Resource: PowerPoint: Animal Coloration For Survival
Handout: Animal Defenses (1 for projection and 1 set per group)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Copy the Handout: Physical Characteristics (1 set per group) onto sturdy paper. It is not necessary for them to be in color. Laminate the
handouts for greater durability. Cut out each set, and place them in resealable, plastic bags for more efficient distribution.
2. Gather books on physical characteristics of animals and how the characteristics assist the animals in meeting their basic needs.
3. Copy the Handout: Animal Defenses (1 set per group) onto sturdy paper. It is not necessary for them to be in color. Laminate the handouts for
greater durability. Cut out each set, and place them in plastic, resealable bags for more efficient distribution.
4. Prepare attachment(s) as necessary.
Background Information
Prior to Grade 2, students have learned the difference between a living organism and a non-living object, and they have sorted animals into groups based on physical
characteristics. During this lesson, students will continue to identify the basic needs of animals. They will observe, compare, and record how physical characteristics and
certain behaviors of animals help them meet these basic needs. After this lesson, students will focus on environmental changes (both natural and man-made) and how the
changes impact the balance in nature. How well organisms are able to adapt to those changes determines their survival.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – I’m All Thumbs
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Ask:
Materials:
What are the basic needs of animals that need to be met in order for the
animal to thrive and grow? Choose a few students to answer this. They should
recall from Lesson 01 that the basic needs are air, water, food, and shelter. (If
any say clothing, accept this answer as long as the student understands that
humans are the only animals that wear clothing as a form of protection.)
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pencils (1 per student)
tape (masking, 6–8 inch pieces, 1 per student)
OR
bandage (adhesive, 1 per student) –Optional
page 2 of 17 Grade 2
Science
Unit: 09
Lesson: 03
Suggested Duration: 8 days
2. Ask:
What are some physical characteristics that animals have that might help
them meet one of the basic needs? If students do not know the word
“physical characteristic”, you may need to pause and provide some background
information.
Safety Notes:
Instruct students to tape the fingers gently- not too tight. An
alternate system would be to distribute an adhesive bandage to
each student and use this to wrap the two limbs together.
3. Divide the class so that students are working in pairs.
Instructional Notes:
The teacher may need to define the term “physical characteristic”
4. Say:
Each of you has external characteristics that help you each day. For
example, you use your nose to smell.
With your partner, list the external characteristics that you have that help
you each day. (Students should list things such as eyes, ears, legs, feet, and
hands.)
for students. Since there is a lot of academic vocabulary used in
this lesson, the terms could be displayed on a word wall.
5. After students have had 3–5 minutes to discuss this with their partner, allow about
five minutes for each pair to share a characteristic that helps them each day.
Ask: (but do not respond to these questions yet)
Did anyone have “thumbs” on their list?
Why do you think thumbs are important?
Are there any activities that would be harder if you didn’t have a thumb?
6. Instruct students to have a pencil and their science notebooks on their desks.
7. Distribute two (6–8 inch) pieces of masking tape to each pair of students (or one
adhesive bandage – see Notes for Teacher). Instruct students to carefully wrap their
partner’s thumb and index finger. They should wrap the fingers of the dominant hand
(So, if the student is right handed, the right thumb and index finger would be taped.).
8. When all thumbs are taped up, facilitate a discussion:
Pick up your pencil, and write your name at the top of the page in your
science notebook. (Students should turn to the page in their notebook that you
instruct.)
In what way does this change how you are able to write your name? Most
students should say it is harder.
What other daily tasks would be more difficult without the use of your
thumb? Answers will vary, but could include getting dressed, brushing teeth,
buttoning shirts, tying shoes, eating, and so forth.
Why do you think thumbs are important? Answers will be somewhat similar to
the previous question.
9. Instruct students to carefully remove the tape. It should be disposed of properly in a
waste receptacle.
10. Say:
Thumbs are just one external characteristic that humans have that help
them each day.
Different animals have different characteristics that help them each day.
11. To summarize,
Say:
In your science notebook, write 1–2 sentences about how it felt when you
couldn’t use your thumb.
EXPLORE – Classifying Animals
Suggested Day 2
1. Say:
Materials:
In our last science class, we discussed one of our physical
characteristics that help us meet our basic needs - the thumb.
Today, we will explore the physical characteristics of other animals.
2. Divide the class into groups.
Say:
resealable plastic bags (to hold card sets, 1 per
group)
Attachments:
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page 3 of 17 Grade 2
Science
Unit: 09
Lesson: 03
Suggested Duration: 8 days
Each table group will be receiving a set of pictures of animals.
You will observe these pictures and communicate your observations with
your group.
When I give the signal (this will be whatever the teacher usually does to
indicate the changing of an activity), you will then sort and classify the
pictures.
When all groups are finished, we will discuss our observations and how
we sorted and classified the pictures.
3. Distribute one bag of the card sets from the Handout: Physical Characteristics to
each group.
4. After groups have sorted and classified the cards, facilitate a discussion where
students can explain why they placed the cards in particular groups. At this time, do
not give students any indication of “correct” categories.
An in-depth explanation of each category (fins, wings, tails, heads, feet, legs, body
covering, feathers, fur/hair, and scales) will follow in the next activity.
5. Students should place the cards back in the resealable plastic bags as they will be
needed for the next activity.
EXPLAIN – External Characteristics
Handout: Physical Characteristics (1 set per
group)
Instructional Notes:
The discussion will be particularly important for students who have
not had a great deal of experience with a wide variety of animals.
Some students may not realize that animals include amphibians,
birds, fish, insects, mammals, and reptiles.
Check For Understanding:
As students justify their groups, listen for any misconceptions or
misunderstandings. This is an opportunity to assess where
students are in their understanding of physical characteristics.
Misconception:
Students may think that all animals live on land.
Suggested Days 3, 4, and 5
1. Prepare a KLEW chart with the following physical characteristics: fins, wings, tails,
heads, feet, legs, body covering, feathers, fur/hair, and scales. (An example is
Teacher Resource: KLEW Chart SAMPLE KEY.)
2. During the next three days, students should have the opportunity to observe, record,
and compare how the physical characteristics and behaviors of animals help them to
meet their basic needs.
Materials:
KLEW chart (on chart paper, 1 per class)
chart paper (per class)
books (about various physical characteristics, 1–2
per class)
3. The sequence of learning will be the same for each category (fins, wings, tails,
heads, feet, legs, body covering, feathers, fur/hair, and scales).
Attachments:
4. Distribute the Handout: Physical Characteristics (same cards that students use in
the previous activity) to each group. Instruct students to find the pictures that they
claim are the physical characteristic: fins.
5. Ask:
What kinds of animals have fins?
In what ways do you think a fin helps a fish meet their basic needs?
6. It will take several days to fully discuss each category. The questions should always
include those such as:
What kinds of animals have ___________ (the physical characteristic)?
In what ways do you think a ____________ (the physical characteristic)
helps a _________ (the animal) meet their basic needs?
7. As you discuss each category, fill in the sections on the class KLEW chart. The
Teacher Resource: KLEW Chart SAMPLE KEY has information that may assist in
each day’s discussion.
8. Enrich the discussion by reading a book (or books) on the various physical
characteristics.
Teacher Resource: KLEW Chart SAMPLE KEY
Handout: Physical Characteristics (from previous
activity) (1 set per group)
Instructional Note:
This lesson will need a lot of visual representation and discussion
with students.
Check For Understanding:
This activity provides the opportunity for the teacher to informally
assess student’s understanding of each physical characteristic.
Review as any misconceptions are heard.
Science Notebooks:
Students should have the opportunity to record their observations
and comparisons in their science notebooks.
9. To summarize:
Ask :
What are some physical characteristics that help animals meet their basic
needs? (Students should be able to list the categories of fins, wings, tails, heads,
feet, legs, body covering, feathers, fur/hair, and scales.)
In what way do the physical characteristics help animals meet their basic
needs? Students should be able to recall the information you have been writing
on the KLEW chart.
EXPLAIN/ELABORATE – Can You Find Me?
Suggested Day 6
1. Show the Teacher Resource: PowerPoint: Animal Coloration For Survival. There
are teacher notes under each slide to assist with guiding students to the focus of
each picture.
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Materials:
page 4 of 17 Grade 2
Science
Unit: 09
Lesson: 03
Suggested Duration: 8 days
2. Say:
You have seen how animals use coloration to meet their basic needs.
3. Hold up a piece of patterned fabric or patterned wallpaper.
Ask:
What would an animal need to look like in order to hide in this
environment?
samples (of patterned fabric or wallpaper, cut into
6” x 6” pieces, 1 piece per student)
scissors (per group)
paper (drawing, 1 sheet per student)
crayons, markers, or colored pencils (per group)
glue (sticks or white liquid, per group)
Attachments:
Teacher Resource: PowerPoint: Animal
Coloration For Survival
4. Say:
Study the natural features of the fabric (or wallpaper).
Your goal is to design an organism that can hide in the wallpaper (or on
the fabric) “environment”. You may use a pair of scissors, paper, and
colored pencils, crayons, or markers.
5. Allow students time to create their organisms.
Instructional Note:
It will be important for a variety of patterns of wall paper or fabric to
be available for students to use. (See numbers 6 and 7.)
Science Notebooks:
6. Say:
Place your species on the fabric (or wallpaper). Communicate your
observations, and justify explanations on how your organism fits in the
environment.
Students should tape or glue their “environment” (wallpaper or
fabric) and their organism in their science notebooks. Their
reflections should be recorded under this.
7. Say:
Place your species on your partner’s fabric (or wallpaper). Communicate
your observations, and justify explanations on how your organism stands
out in the environment.
8. Ask:
What features allow it to either blend in or stand out in the
“environment” you chose? Record your thinking in your science notebook.
9. After students have had time to reflect in their science notebook, allow them to share
with the rest of the class.
EXPLAIN/ELABORATE – Behavioral Characteristics
Suggested Day 7
1. Project the Handout: Animal Defenses so that students can see all of the cards.
Read the text boxes so that students know what is written.
2. Students will either play “memory” or “go fish” with their partner.
Materials:
resealable plastic bags (to hold card sets, 1 per
group)
3. Distribute the Handout: Animal Defenses cards to student pairs.
4. Allow time for students to play the game (either memory or go fish) twice through.
Attachments:
5. Instruct students to bag up the cards.
6. Summarize by saying the name of the animal (or projecting the picture) and calling
on students to recall the behavior they use and why.
Handout: Animal Defenses (1 for projection and 1
set per group)
Instructional Notes:
It is up to the teacher to decide the type of pair game that they would
like their students to use. The students need to be aware that
animals use behaviors to meet their needs. Often, the need is
defending itself (survival).
EVALUATE – Performance Indicator
Suggested Day 8
Grade 02 Science Unit 09 PI 02
Materials:
Create an imaginary animal. Label the external characteristics, and record the basic need each
characteristic meets.
Standard(s): 2.2E , 2.9A , 2.10A
ELPS ELPS.c.3B , ELPS.c.5A
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment
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KLEW chart (on chart paper, 1 per class)
paper (drawing, 1 sheet per student)
pencils (per group)
crayons, colored pencils, or markers (per group)
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Science
Unit: 09
Lesson: 03
Suggested Duration: 8 days
Attachments:
Teacher Resource: Performance Indicator
Instructions KEY
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Science
Unit: 09 Lesson: 03
Physical Characteristics
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Unit: 09 Lesson: 03
KLEW Chart SAMPLE KEY
What do we think
we
What are we
What is our
What are we
Know?
Learning?
Evidence?
Wondering?
Fins
Used for balance and
steering
Wings
Flight (movement). Insects,
bats, and birds have wings.
Penguins use wings for
steering.
Tails
Tails have many purposes:
counterbalance, an “extra”
hand, aid in comfort, escape
predators, and attract a
mate.
Heads
Owls: heads that can turn
almost backwards;
heads that have antlers,
horns, or tusks for
protection
Feet
Movement
Legs
Movement
Body Covering
(feathers, fur/hair, scales)
Feathers: insulation, flight,
and display
Fur/hair: warmth, protection
Scales: protection, warmth,
and temperature regulation
(reptiles)
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Grade 2
Science
Unit: 09 Lesson: 02
Animal Defenses
Plays “dead”
Sprays a smelly
mist
©2012, TESCCC
Microsoft. (Designer). (2010). Opossum, porcupine, turtle, elk [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Venegas, A. (Photographer) (2012). Skunk [Print].
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Rolls up
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Grade 2
Science
Unit: 09 Lesson: 02
Quills protect it
against
predators.
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Appears larger
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Defends itself
using tusks
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Science
Unit: 09 Lesson: 02
Pulls soft body
parts in shell
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Uses stinger to
defend itself
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Defense against
predator
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Grade 02
Science
Unit: 09 Lesson: 03
Performance Indicator Instructions KEY
Performance Indicator
Create an imaginary animal. Label the external characteristics, and
record the basic need each characteristic meets.
(2.2E; 2.9A; 2.10A)
3B; 5A
Materials:
KLEW chart (on chart paper, 1 per class)
paper (drawing, 1 sheet per student)
pencils (per group)
crayons, colored pencils, or markers (per group)
Instructional Procedures:
1. Read the Performance Indicator to students. The type of book and number of pages is up to the individual teacher.
2. Inform students that they need to demonstrate their understanding of the way the different parts of the plant help the plant meet its
basic needs.
3. Review a plants’ basic needs:
Water - Taken in through the roots (and to some degree by the leaves) and carried to the rest of the plant by the stem
Air - Taken in through the leaves
Light - The leaves use the light to make food.
Nutrients - Some are carried through the roots and stem (minerals), but most are produced by the plant in the leaves
Environment - Flowers produce the fruit; fruit holds the seeds; and seeds are able to travel through a variety of mechanisms
and find the perfect place to grow.
Instructional Notes:
There is a lot of information in this lesson. Take a few minutes to review the information before students begin the Performance
Indicator in order to assist students with success in this activity. A word bank is suggested to assist students with the academic
vocabulary used during this lesson.
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