Kindergarten
overview
Animals Two by Two
Content goals
Animals Two by Two provides young students with close and
personal interaction with some common land and water animals.
Appropriate classroom habitats are established, and students learn to
care for the animals. In four investigations the animals are studied in
pairs. Students observe and care for one animal over time, and then
they are introduced to another animal similar to the first but with
differences in structure and behavior. The firsthand experiences are
enriched with close-up photos of animals, some related to animals
that students have observed in class and some animals that are new.
This process enhances observation, communication, and comparison.
FOSS expects students to
• Develop a growing curiosity and interest in the living world
around them.
• Observe and describe the structures of a variety of common
animals—fish, snails, earthworms, and isopods.
• Compare structures and behaviors of different pairs of
animals.
• Acquire the vocabulary associated with the structure and
behavior of animals.
Overview CONTENTS
Content Goals
1
FOSS and CA Standards
2
Animals Two by Two
Module Matrix
4
Science Background
6
FOSS Components
8
The FOSS Teacher Guide Organization
10
The FOSS Investigation
Organization
11
• Describe positions of animals relative to other objects.
Science for Young Children
12
• Describe properties of objects, compare them, and sort them
by one physical attribute.
Assessing Progress
15
FOSS for All Students
16
Connecting the Experience
18
Organizing the Classroom
20
Scheduling the Module
22
Safety in the Classroom
25
• Observe interactions of animals with their surroundings.
• Communicate observations and comparisons orally and
through drawings.
• Handle animals carefully, and participate in the care and
feeding of classroom animals.
• Learn that stories sometimes give animals attributes they do
not really have.
Animals Two by Two
FOSS K–5 Scope and Sequence 26
animals Two by Two overview
FOSS and california Standards
The Animals Two by Two Module supports the following Life
Sciences Content Standards for kindergarten.*
Life sciences
LS2 Different types of plants and animals inhabit the earth. As a
basis for understanding this concept:
LS2a Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
“Kindergarten students expand
their observational skills and
vocabulary by learning to
describe the appearance and
behavior of different animals
and plants. They have the
opportunity to discuss the
principles of structure and
function at a simple level.Ӡ
LS2b
Students know stories sometimes give plants and animals attributes they do not really have.
LS2c
Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
†Science
Framework for California Public Schools: Kindergarten through
Grade Twelve (Sacramento: California Department of Education, 2003),
page 28.
full option science system
The Animals Two by Two Module supports the following
Investigation and Experimentation Content Standards for
kindergarten.*
Investigation and Experimentation
I&E4 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:
I&E4a Observe common objects by using the five senses.
I&E4c Describe the relative position of objects by using one reference (e.g., above or below).
I&E4d Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).
I&E4e Communicate observations orally and through drawings.
“The ability to observe and describe
common objects develops early
and is enhanced by kindergarten
instruction when students are
introduced to the properties of solids
and liquids, plants and animals, and
landforms and weather conditions.
Students can also be taught to
compare and sort objects on the
basis of the objects’ properties and
be encouraged to use mathematics
to communicate some of their
observations.Ӡ
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
†Science
Framework for California Public Schools: Kindergarten through
Grade Twelve (Sacramento: California Department of Education, 2003),
page 30.
Animals Two by Two
Animals Two by Two Module Matrix
Synopsis
1. Goldfish and Guppies
Students observe the structures and
behaviors of goldfish. They feed the
fish and enrich the environment in
which the fish live. They compare
the structures and behaviors of
the goldfish to those of other fish,
guppies. Students compare photos
of fish and read about fish.
2. Land and Water Snails
Students observe the structures
and behaviors of land snails.
They race the snails. Water snails
are compared to land snails.
Students work with a variety of
shells, discussing similarities and
differences in their size, shape, color,
and texture. Students match shell
pairs, make designs, and create
patterns. They read about snails.
3. Big and Little Worms
Students dig for red worms,
rinse them off, and look at their
structures. They study their
behavior. They compare the
red worms to night crawlers,
which are much larger. Students
compare photos and read about
worms.
CA Science CONTENT Standards
LS2a Students know how to observe and describe similarities and
differences in the appearance and behavior of plants and animals (e.g.,
seed-bearing plants, birds, fish, insects).
LS2b Students know stories sometimes give plants and animals attributes
they do not really have.
LS2c Students know how to identify major structures of common plants and
animals (e.g., stems, leaves, roots, arms, wings, legs).
I&E4c Describe the relative position of objects by using one reference (e.g.,
above or below).
I&E4e Communicate observations orally and through drawings.
LS2a Students know how to observe and describe similarities and
differences in the appearance and behavior of plants and animals (e.g.,
seed-bearing plants, birds, fish, insects).
LS2b Students know stories sometimes give plants and animals attributes
they do not really have.
LS2c Students know how to identify major structures of common plants and
animals (e.g., stems, leaves, roots, arms, wings, legs).
I&E4c Describe the relative position of objects by using one reference (e.g.,
above or below).
I&E4dCompare and sort common objects by one physical attribute (e.g.,
color, shape, texture, size, weight).
I&E4e Communicate observations orally and through drawings.
LS2a Students know how to observe and describe similarities and
differences in the appearance and behavior of plants and animals (e.g.,
seed-bearing plants, birds, fish, insects).
LS2c Students know how to identify major structures of common plants and
animals (e.g., stems, leaves, roots, arms, wings, legs).
I&E4e Communicate observations orally and through drawings.
4. Pill bugs and Sow bugs
Students begin by observing
structures of the two kinds of
isopods. They learn to identify
which are pill bugs and which are
sow bugs. They may have isopod
races. Students make a terrarium
in which all the land animals live
together. Students compare photos
and read about isopods. They read
about and compare illustrations of
a variety of animals.
LS2a Students know how to observe and describe similarities and differences
in the appearance and behavior of plants and animals (e.g., seed-bearing
plants, birds, fish, insects).
LS2c Students know how to identify major structures of common plants and
animals (e.g., stems, leaves, roots, arms, wings, legs).
I&E4cDescribe the relative position of objects by using one reference (e.g., above or
below).
I&E4dCompare and sort common objects by one physical attribute (e.g., color,
shape, texture, size, weight).
I&E4eCommunicate observations orally and through drawings.
full option science system
Concepts
•Fish have identifiable structures.
Reading and Writing
•Fish behavior is influenced by conditions
in the environment.
•Science Resources: Animals Two by
Two, “Learning about Animals” and
“Goldfish and Guppies”
•Fish have basic needs.
•A Fish out of Water by Helen Palmer
•Fish change their environment.
• Science Notebook: Students draw the
structures of a goldfish. They write
about how goldfish and guppies are
the same and different.
•Each kind of fish has unique structures
and behaviors.
•All animals deserve respect and gentle
care.
• Snails have identifiable structures and
behaviors.
•Science Resources: Animals Two by Two, “Land and Water Snails”
•Snails have senses.
•Some Smug Slug by Pamela Duncan
Edwards
• Snail behavior is influenced by
conditions in the environment.
• Snails have basic needs.
•There is great diversity among snails.
•Science Notebook: Students draw a
land snail. They write about how land
snails and water snails are the same
and different.
Assessment
Teacher Observation
•Knows animals have structures and
behaviors.
•Knows animals have needs.
•Communicates observations orally and
by drawing, dictating, and writing.
•Uses relative position words
appropriately.
•Knows that sometimes stories give
animals attributes they don’t have.
Teacher Observation
•Knows animals have structures and
behaviors.
•Compares structures and behaviors of
animals.
•Communicates observations orally and
by drawing, dictating, and writing.
•Incorporates new vocabulary.
•Uses relative position words
appropriately.
•Knows that sometimes stories give
animals attributes they don’t have.
•Worms have identifiable structures.
•Worm behavior is influenced by
conditions in the environment.
•Worms have basic needs.
•Each kind of worm has unique
structures and behavior.
•Science Resources: Animals Two by Two,
“Big and Little Worms”
•Science Notebook: Students draw an
earthworm. They write about how red
worms and night crawlers are the same
and different.
Teacher Observation
•Knows animals have structures and
behaviors.
•Knows animals have needs.
•Compares structures and behaviors of
animals.
•Communicates observations orally and
by drawing, dictating, and writing.
•Incorporates new vocabulary.
• Isopods have identifiable structures and
behaviors.
•Science Resources: Animals Two by
Two, “Isopods,” “Eggs and Chicks”
• Animals have similar needs.
•Animals Two by Two by Larry Lowery
• Each kind of isopod has unique
structures and behavior.
•Science Notebook: Students sort pill
bugs and sow bugs and write about
how they are the same and different.
• Isopod behavior is influenced by
conditions in the environment.
Teacher Observation
•Knows animals have structures and
behaviors.
•Knows animals have needs.
•Compares structures and behaviors of
animals.
•Communicates observations orally and
by drawing, dictating, and writing.
•Incorporates new vocabulary.
•Uses relative position words
appropriately.
Animals Two by Two
animals Two by Two overview
Scheduling the module
The Getting Ready section for each part of the investigation helps
you prepare. It provides information on scheduling the activities
and introduces the tools and techniques used in the activity. Be
prepared—read the Getting Ready section first.
The first item in the Getting Ready section gives an estimated amount
of time the part should take. Parts generally take one 60–80 minute
session. A general rule of thumb is to plan 10 minutes to introduce
the activity to the whole class, about 20 minutes at the center for each
group, about 10 minutes to wrap up the activity with the whole class,
and a few minutes to transition the groups.
Plan ahead for the scheduling of the parts. On the next page
is a sample teaching schedule for a week during the module.
Interdisciplinary extensions require additional class time. One way
to make the best use of time is to integrate the module into the other
learning centers in the classroom. Readings, notebook writing, math,
or art extensions can be conducted at other learning centers during
the same time period as the science center investigation.
We suggest that the investigations be conducted in their numbered
order, as the concepts build upon each other from investigation to
investigation. Take your time and explore the subject thoroughly.
22
full option science system
Half-day and full-day kindergarten classes
One advantage of conducting investigations at learning centers is the
flexibility it provides. Full-day classes may conduct an investigation
part over the course of the day, completing the module in less than 8
weeks. Half-day kindergarten classes may spread out one part of an
investigation over 2 or 3 days, allowing one or more groups a day at
the center, and wrapping up the investigation after all students have
had the experience. This will mean having to set up the materials in
the morning and again in the afternoon. The Getting Ready section of
each part will provide tips for managing materials in this case.
Combined half-day and full-day classes might also plan to spend
a few days on one center, while incorporating science notebooks or
extension activities for students that stay for the full day.
Sample 1-Week Teaching Schedule for half-day kindergartens
MONDAY
a.m.
TUESDAY
FRIDAY
THURSDAY
Part 2: Caring for Goldfish
Part 1: The Structure of
Goldfish
Center: 2 groups
Wrap-up: whole class
(45 min.)
Introduce: whole class
Center: 2 groups
(45 min.)
p.m.
WEDNESDAY
repeat
repeat
Introduce: whole class
Center: 2 groups
(45 min.)
Center: 2 groups
Wrap-up: whole class
(45 min.)
repeat
Open center
Notebook: whole class
repeat
for full-day or combination kindergartens
MONDAY
Part 1: The Structure of
Goldfish
Introduce: whole class
Center: 3 groups
Wrap-up: whole class
Notebook: whole class
(2 45-minute sessions)
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Part 2: Caring for Goldfish
Open center
Animals Two by Two
Introduce: whole class
Center: 3 groups
Wrap-up: whole class
Notebook: whole class
(2 45-minute sessions)
Open center
Open center
23
animals Two by Two overview
Investigation Parts and Classroom Organization
investigation
24
Organization
Part
1
Goldfish and
Guppies
(2 weeks)
Purchase goldfish, guppies, and Elodea
1: The Structure of Goldfish
2: Caring for Goldfish
3: Goldfish Behavior
4: Comparing Guppies to Goldfish
center
center
center
center
2
Land and
Water Snails
(2 weeks)
Get land snails and pond snails
1: Land Snails
2: Snail Races
3: Observing Water Snails
4: Shells
center
center
center
center
3
Big and Little
Worms
(2 weeks)
Purchase worms
1: The Structure of Red Worms
2: Red Worm Behavior
3: Comparing Red Worms to Night Crawlers
4
Pill Bugs and
Sow Bugs
(2 weeks)
Get pill bugs and sow bugs
1: Isopod Observations
2: Identifying Isopods
3: Isopod Races
4: Animals Living Together
center
center
center
center
center
center
center
full option science system
safety in the classroom
Young children must be allowed to demonstrate that they can act
responsibly with materials, but they must be given guidelines for
safe and appropriate use of materials. Work with students to develop
those guidelines so they participate in making behavior rules and
understand the rationale for the rules. Encourage responsible actions
toward other students. Look for the safety-note icon in the Getting
Ready section, which will alert you to safety concerns throughout the
module.
General classroom safety rules to share with students include
1. Listen carefully to your teachers’s instructions. Follow all
directions. Ask questions if you don’t know what to do.
2. Tell your teacher if you have any allergies.
3. Never put any materials in your mouth. Do not taste anything
unless your teacher tells you to do so.
4. Never smell any unknown material. If your teacher asks you to
smell something, wave your hand over the material to draw the
smell toward your nose.
5. Do not touch your face, mouth, ears, nose, or eyes while working
with chemicals, plants, or animals.
6. Always protect your eyes. Wear safety goggles when necessary.
Tell your teacher if you wear contact lenses.
7. Always wash your hands with soap and warm water after
handling chemicals, plants, or animals.
8. Never mix any chemicals unless your teacher tells you to do so.
9. Report all spills, accidents, and injuries to your teacher.
10. Treat animals with respect, caution, and consideration.
11. Clean up your work space after each investigation.
12. Act responsibly during science investigations.
These safety rules are on the FOSS safety poster.
Materials Safety Data Sheets (MSDS) for materials used in the FOSS
program can be found on the Delta Education website. If you have
questions regarding any MSDS, call Delta Education toll free at 800258-1302 (Monday–Friday 8 a.m. to 6 p.m. EST).
Animals Two by Two
25
animals Two by Two overview
Scope and Sequence for
FOSS California 2007 Edition
Grade
Physical Sciences
Life Sciences
Earth Sciences
5
Mixtures and Solutions
Living Systems
Water Planet
4
Magnetism and Electricity
Environments
Solid Earth
3
Matter and Energy
Structures of Life
Sun, Moon, and Stars
2
Balance and Motion
Insects and Plants
Pebbles, Sand, and Silt
1
Solids and Liquids
Air and Weather
Plants and Animals
Air and Weather
Animals Two by Two
Trees
Wood and Paper
Trees
K
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1-800-258-1302
26
Wood and Paper
The FOSS program was developed with
the support of National Science
Foundation grants Nos. MDR-8751727
and MDR-9150097. However, any
opinions, findings, conclusions, statements, and recommendations expressed
herein are those of the authors and do
not necessarily reflect the views of NSF.
Developed by
Full Option
Science System
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510-642-8941
full option science system