Family Child Care Home
Instructional Unit:
WATER ANIMALS
Family Child Care Home Instructional Unit:
WATER ANIMALS
AUTHOR
Dr. Janice Wood
Crawford Early Literacy Faculty Fellow
The Instructional Units presented here were funded in part by the U. S. Department of Education, Office of Innovation
and Improvement, Fund for the Improvement of Education as part of the Virtual School Readiness Incubator Project, the
Florida Institute of Education at the University of North Florida, and the Early Learning Coalition of Duval, Inc. These
materials are still in the refinement phase and should be used with this caution in mind. The content of these units does not
necessarily reflect the views or policies of or imply endorsement by the U. S. Department of Education, the University of
North Florida, and/or the Early Learning Coalition of Duval, Inc.
No claim is made on those materials that are in the public domain.
©2013 Florida Institute of Education at the University of North Florida
Reproduction of these materials for resale or distribution is prohibited.
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http://www.unf.edu/fie/Family_Childcare_Homes_Instructional_Units_(FCCH).aspx
Family Child Care Home Instructional Units
The Family Child Care Home Instructional Units are curriculum resource units for
Family Home providers and teachers. The Instructional Units are standards-based
and are strongly rooted in an evidence-based framework. The Instructional Unit
topics were determined by the needs of professional development providers and
teachers. They are easily adaptable to the needs of children, ranging in age from two
years through four years, in a variety of learning environments and inclusive settings.
Instructional Unit Topics
Colors
Shapes
Letters
Numbers
Counting
All About Me - Body Parts/Senses
All About Me - My Feelings
My Family and Friends
Weather
My Community
Transportation
Care of the Earth
Plants
Day and Night
Opposites
Water Animals
Air Animals
Land Animals
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
3
Water Animals
Ages 2+–3
Oral Language
Experiences
Learning
Experiences
Oral Language
# Listens to and responds
to songs and books about
water animals
Alphabet Knowledge
# Identifies and uses
water animal
words and names
# Says water animal names
Science
# Distinguishes between
water animals and air
animals
# Identifies movements of
water animals
# Identifies 2 water animals
# Uses vocabulary words
Have You Seen My
Duckling?
By Nancy Tafuri
Core Vocabulary Words – First Reading
duck
duckling
nest
fish
swim
Core Vocabulary Words – Second Reading
water
feathers
Rich Vocabulary Words
webbed feet
water animals
Additional Children’s Books
Baby Beluga, Raffi
Fish is Fish, Leo Lionni
In a Small, Small Pond, Denise Fleming
Life in a Pond, Carol K. Lindeen
Splash, Splash, Jeff Sheppard
Swimmy, Leo Lionni
The Shark, Mal Peet
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
4
Oral Language Activities
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Materials Needed
Book: Have You Seen My Duckling?
Cut out pictures from Activity Pictures #1
Cut out picture from Activity Pictures #2
Small plastic fish
Fish stickers
Activities
# Tell the children that they will be learning about animals that live in the water. Tell them
some animals live on the land, some animals live in the water, and some animals are air
animals. Tell the children that you are going to be reading a story about an animal that
swims in the water, but can also fly in the air. Ask the children to look at the cover of the
book, Have You Seen My Duckling? Point to the picture of the duck and say the word
duck. Tell the children that ducks usually swim in ponds. Point to the ducklings and tell
teh children that ducklings are baby ducks.
# Show the children the book and help them describe the duck that is shown on the cover.
Help them use words to describe the size and the color of the beak of the duck, and the
colors of the feathers on the body of the duck. Point to the large duck and the eight small
ducklings and tell the children that the large duck is the mother duck. Help them count
the eight ducklings on the bottom of the cover of the book.
# Remind the children that the bodies of the ducks are covered with feathers. Sing the
Duck Song with them.
Duck Song
Tune: I’m a Little Teapot
See the mother duck in the pool,
The sun is hot and the water is cool.
She’s a mother duck, looking for her ducklings,
She found them in a nest, all nice and cool.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
5
Activities
# Tell the children that ducks spend time in the water and so do fish. Show the children the
Activity Pictures #1 and have them help you describe the fish. Point out the scales, the
fins, and the gills on the fish. Tell the children that fish are many different colors. Fill a
large plastic container and give each child a small plastic fish to place in the water. Ask the
children to describe each fish that is placed in the water. While removing the fish, count
them.
# Show the children the book, Have You Seen My Duckling? Go through the pages and
point out some of the water animals. Ask the children to point to and describe different
water animals such as fish, tadpoles, dolphins, turtles, and frogs. Give each child a piece
of blue construction paper, crayons, and markers. Ask them to draw pictures of two water
animals.
# Make Fish Bookmarks. Measure four equal columns on blue construction paper. Cut
them out. Give each child a fish sticker to place at the top of the bookmark. Ask them to
draw additional fish on the bookmark.
# Ask the children to pretend to be fish and swim around the classroom. Ask the children
to pretend to be a frog and jump in the water.
# Read the following information about water animals before reading and discussing the
book.
• The duck is a bird that spends the majority of its time in the water. They are
considered aquatic birds.
• A duckling is a baby duck.
• Fish are animals that live in the water.
• Fish spend all of their time underwater.
• Fish bodies are covered with scales.
• Fish have fins on their bodies that help them swim.
• Fish breathe underwater through their gills.
• Some fish live in fresh water and some fish live in salt water.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
6
First Reading of the Book
# Show the children the book, Have You Seen My Duckling?. Point to the mother duck
and the smaller ducklings on the cover of the book and ask the children what they see.
Point out that one of the ducks is larger than the other ducklings, because the big duck is
the mother duck. Tell them that the title of the book is Have You Seen My Duckling?
and the author’s name is Nancy Tafuri. Turn to the first page and describe to the children
that the mother duck is swimming in the pond and she sees her small ducklings in a nest.
Introduce and reinforce the words duck, duckling, and nest. Point to and count the
ducklings in the nest. Tell the children that one duckling is missing. Ask them if they can
find the missing duckling. Go to the next page and talk about the mother duck at the nest
of ducklings. Point to and count the ducklings with the children. Ask them to find the
missing duckling on the page.
# Open the book to the third page and ask the children what the baby ducklings are doing.
Remind them that ducks like to swim in the water; they have wings and feathers on their
bodies; and they have beaks on their heads. Turn the page and read it to the children.
When you read the pages with the mother duck and the bird, point to the duck and the
bird, and tell the children that birds are animals of the air. Ask the children if they can
point to the missing duck on the page. Continue reading the book, pausing to look at
and discuss the illustrations. Help the children find the missing duck on each page.
While reading the book, emphasize the words duck, duckling, fish, nest, water, and swim.
Identify the first letter and sound of each word.
# As you continue reading the story, point out that ducks have webbed feet that help them
swim. Ask the following questions while reading the book:
• When the ducklings followed their mother, did they walk or swim? (swim)
• Point to the bird and ask the children if birds fly or swim. (fly)
• When you get to the last page, ask the children to help you count the ducklings. Ask
the children if the mother duck found all of her ducklings? (yes)
# Review the vocabulary words with the children. Display Activity Pictures #1 while
discussing the words.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
7
Second Reading of the Book
# Read the book again. Show the children the cover of the book and ask them to tell you
what the book is about. Point to and count the baby ducklings. Remind the children that
there are eight baby ducklings and that the mother duck wants to find her missing
duckling. Open the book and read the first few pages. Point to the mother duck and
remind the children that her body is covered with feathers. Ask the children to point to
her beak. Continue reading the book and stop at the page where the ducks are standing
with the turtle and the beaver. Ask them how many legs does a duck have? (2). Talk about
the ducks swimming in the water using their webbed feet. While reading the book,
emphasize the words dolphins, fish, gills, water, and water animals. Identify the first letter
and sound of each word.
Summarize the story by asking the following questions:
• What does a duck have covering its body? (feathers)
• Name some other animals that swim in the water? (fish, turtles, tadpoles).
• Did the mother duck find all of her ducklings? (yes)
• Have you ever seen a duck?
# Give each child a Take Home Bracelet from Activity Pictures #12.
# While reading the book, point to the CORE and Rich Vocabulary words. When you
introduce the words, identify the first letter of each word and emphasize the beginning
sounds of the words.
# When reading the book, highlight and talk about the CORE and Rich vocabulary words.
# Read the book several times throughout the week.
# Read the books suggested in the Additional Children’s Books section.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
8
Activities
# Remind the children that some animals live in the water, some live on land, and some fly
in the air. Show them the picture of the fish from Activity Pictures #1. Tell the children
that fish swim in the water and they have fins. Point out the fins, the eyes, and the mouth
of the fish. Ask the children if they can identify other water animals.
# Sing the I’m a Little Fishy song with the children.
I’m a Little Fishy
I’m a little fishy, watch me swim.
My body is covered with scales,
And my fin helps me swim.
When I want to have fun with my friends,
I wiggle my fins and dive right in.
# Place the fish, turtle, and frog animal pictures from Activity Pictures #2 on the floor.
Sing the Water Animals song with the children.
Water Animals
(Tune: If You’re Happy and You Know It)
Verse 1
There are water animals on the floor, on the floor.
There are water animals on the floor, on the floor.
There are water animals on the floor, a fish, a turtle, and a frog.
There are water animals on the floor, on the floor.
Verse 2
Find the fish on the floor, on the floor.
Find the fish on the floor, on the floor.
Find the fish on the floor, hold it up and find some more.
Find the fish on the floor, on the floor.
Continue singing the song, until the turtle and frog are picked up.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
9
Learning Activities
Materials Needed
# Book: Have You Seen My Duckling?
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Cut out picture from Activity Pictures #3
Cut out pictures from Activity Pictures #4
Copy pictures from Activity Pictures #5
Paper plates
Frosting
Fish gum drops
Large round cookies
Activities
# Use the picture of the duck from Activity Pictures #3 for this activity. Show the
children the picture of the large duck on the cover of the book, Have You Seen My
Duckling? Tell the children they will be putting together a duck puzzle. Place the duck
puzzle pieces on the table and ask the children the following questions. When they
answer, point to a piece of the puzzle.
•
•
•
•
What does the duck use to find food and eat?
What covers the duck’s body?
What feathers are in the back of teh duck? (tail)
What does the duck use to walk? (webbed feet)
Talk about the duck’s beak, the duck’s feathers, and the duck’s webbed feet. Sing the
Little Duckling song with the children.
Little Duckling
A little duckling once lived in a pool,
The sun was hot and the water was cool.
He sat in the pool, all day long,
And sang for his little ducklings, this little song;
Quack quack, quack quack, quack, quack, quack.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
10
Activities
# Use the fish pictures from Activity Pictures #4 for this activity. Place the fish on a table,
beginning with the largest fish. As you place the fish on the table, count them. After
counting the fish and making note of the sizes of the fish from large fish to small fish, give
each child a fish. Ask the children to place the fish in order on the table.
# Cut out one fish picture from Activity Pictures #1 for each child. Give each child a fish
cut out. Let the children blow bubbles onto their fish using straws or bubble wands. Add
a little food coloring or diluted paint to the container of bubbles for added color.
# Create an underwater bulleting board. Use the Animals of All Kinds flash cards with
this activity. Select the following animals to show the children: turtle, whale, walrus, seal,
dolphin, fish, penguins, ducks, frog. Show the children the cards and tell them these are
animals that spend time in the water. Place a large piece of butcher paper or blue tag
board on the bulletin board. Give your children multi-colored construction paper, crayons
and markers and ask them to make different types of fish and sea creatures (fish, octopus,
jelly fish, starfish, crabs). Let the children decorate the sea creatures any way they want.
Use glue to adhere the sea creatures on the bulletin board.
# Make Sea Cookies with the children. Bake cookies with the children or use large round
cookies. Frost the cookies with blue frosting, made by using blue food coloring. Create
ocean swirls in the frosting. Then add fish to the top using fish gum drops.
# Cut off the top of paper plates to make it look like a fishbowl. Tell the children that some
fish live in fishbowls in homes. Give each child a paper plate fishbowl. Ask the children
to create an aquarium scene of the bottom of the plate by using multi-colored
construction paper to cut out fish shapes. Glue to the fishbowls. Use crayons and
markers to color the background. Display around the room.
# Either go to an aquarium or purchase a few fish. Ask the children to watch the fish while
you point out the parts of the fish, such as body, fins, eyes, and mouth. Ask them to tell
you the colors of the different fish. Ask them to point to the biggest fish, and then the
smallest fish.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
11
Water Animals
Ages 3+–4
Oral Language
Experiences
# Listens to and responds
to songs and books about
water animals
# Uses water animal words
in conversations
# Uses vocabulary words in
conversations
# Makes predictions and
synthesizes information
about water animals
Learning
Experiences
Science
# Distinguishes among water
animals
# Describes how water
animals are alike and how
they are different
# Demonstrates how water
animals move
# Identifies five water animals
Alphabet Knowledge
# Recognizes some
water animal
names
# Independently
writes names of
water animals
If a Dolphin Were
a Fish
By Loran Wlodarski
CORE Vocabulary Words
dolphin
fish
gills
fins
Rich Vocabulary Words
blubber
water
water animals
Additional Children’s Books
Froggy Learns to Swim, Jonathan Londone
Frogs and Toads, Kate Petty
Getting to Know Sharks, Jennifer Jacobson
In Arctic Waters, Laura Crawford
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
Jump, Frog, Jump! Robert Kalan
The Rainbow Fish, Marcus Pfister
Water Beds, Gail Langer Karwoski
What’s It Like to Be a Fish? Wendy Pfeffer
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Oral Language Activities
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Materials Needed
Book: If a Dolphin Were a Fish
Cut out pictures from Activity Pictures #1
Cut out pictures from Activity Pictures #6
Cut out pictures from Activity Pictures #7
Cut out pictures from Activity Pictures #8
Cut out pictures from Activity Pictures #13
Cut out pictures from Activity Pictures #15
Crayons
Animals of All Kinds flash cards
Sponges
Paper plates
Activities
# Tell the children that they will be learning about animals that live in the water. Remind
them that some animals fly in the air and some animals live on land. Tell them that they
are going to be reading about a fish and a dolphin. Show the children the cover of the
book, If a Dolphin Were a Fish, and point to the fish and the dolphin. Tell them that
fish swim in the ocean or in lakes, and they swim close to the top of the water. Tell the
children that dolphins swim in the ocean and they swim down deep in the water.
Introduce and sing the Down in the Water song to the children. .
Down in the Water
(Tune: Down by the Station)
Down by the water, early in the morning,
See the ocean creatures, swimming all around.
You can see the parents swimming with their babies,
On top of the water, and even down below.
Ask the children if they can name other water animals that might be swimming around in
the ocean.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
13
Activities
# Tell the children that fish use their fins to swim. Tell them that the body of a fish is
covered with scales. Ask them to pretend their arms are fins and to “swim” around the
room. Sing the Fishy Pokey with the children.
Fishy Pokey
Tune: Hokey Pokey
Put your left fin in, take your left fin out,
Put your left fin in, and you shake it all around.
You do the fishy pokey and turn yourself around,
That’s what it’s all about.
Continue to sing the song and substitute the word fin with scales. Ask the children to
jump their whole bodies in while singing the song.
# Cut various fish shapes out of sponges. Tell the children they are going to make fish
pictures. Give each child a piece of blue construction paper. Place the fish sponges and
various colored paint on the table. Ask the children to use the sponges to paint their fish
pictures. The children can also play with the fish sponges at the water table.
# Use the Animals of All Kinds flash cards with this activity. Select the fish card and tell
the children to look at the different fish. Ask them to describe the various fish. Tell them
that fish do not have arms or legs and they move through the water by wiggling their
bodies from side to side. Ask the children to pretend they are fish and move around the
room while wiggling their bodies. Tell them that fish eat plants and animals and live
under the water. Give each child a paper plate. Draw a triangle mouth shape on a paper
plate. Have the children cut out the triangle and have them glue it on the back of the fish
as a fin. Use markers to make the mouth and eyes. Ask the children to decorate their fish
with markers or tissue paper.
# Use the Animals of All Kinds flash cards with this activity. Select the following flash
cards: fish, dolphin, seal, walrus, frog, whale, turtle, penguins, ducks. Place the cards on a
table and ask the children to name each sea animal and describe the animals. Encourage
them to use descriptive words when describing them. Ask the children to sit in a circle.
Tell them you are going to be calling out the names of some water animals and some land
animals. When the children hear the name of a water animal, have them make swimming
movements with their arms. When they hear a land animal name, they sit still. This game
can be played several times throughout the week.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
14
Activities
# Talk about the many sizes, colors and shapes of fish. Tell the children that even though
fish are different colors and sizes, they all swim in the water. Sing the Fish in the Water
song with them.
Fish in the Water
Fish, fish, in the water, (make swimming movements with arms)
Fish, fish, in the water.
Fish are tiny, fish are big. (make a small size with hands, make a large size with hands)
Fish are round, in a silent world. (make a round size with arms)
Fish never make a sound. (Hold index finger over lips)
SHHHHHHHHHH!
# Read the following information about water animals before reading the book and
discussing the book.
•
•
•
•
•
•
•
There are more than 25,000 kinds of fish.
Fish bodies are covered with scales.
Fish have fins on their bodies that help them swim.
Fish breathe underwater through their gills.
All fish have a backbone.
Some fish live in fresh water and some fish live in salt water.
Fish are cold-blooded animals.
First Reading of the Book
# Review with the children the basic characteristics of water animals. Show the children the
cover of the book, If a Dolphin Were a Fish and point out the dolphin and fish on the
cover of the book. Show them the picture of the dolphin and the fish from Activity Page
#5. Point to the fish and point out the scales, the fins, the mouth, and the eyes of the
fish. Show the children the picture of the dolphin and point out the fins and the flipper,
the mouth, and the eyes. Tell them that dolphins have a blowhole on top of their heads
to help them breathe. Talk about the characteristics of these two water animals:
Dolphin
• Dolphins are very intelligent animals.
• Dolphins have about 100 teeth, all the same size and shape.
• Dolphins have fins and flippers to help them swim.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
15
First Reading of the Book
• Dolphins live in oceans and eat other small sea animals.
• Dolphins come out of the water to breathe. They have a blowhole on top of their
heads that they breathe through.
• Dolphins use their back fins to jump high in the air.
• Dolphins have blubber under their skin to keep them warm.
• Although dolphins spend all of their time in the water, they are not fish, they are
mammals.
Fish
• Fish bodies are covered with scales.
• Fish have fins on their bodies that help them swim and turn their bodies.
• Fish breathe, while under the water, through their gills
Highlight the following points while reading the book:
• A dolphin is a water animal.
• A dolphin breathes through a blowhole on top of its head.
• Dolphins cannot smell but can see very well.
• A dolphin eats other animals, like fish
• Dolphins keep warm by a layer of blubber.
# Show the book to the children and tell them they are going to be reading a book about
water animals. Describe some of the characteristics of water animals to the children. Look
through the book and point out the following characteristics of water animals:
• Water animals spend most of their time under water.
• Most of the water animals do not have legs, they have fins.
• Water animals use their fins to swim.
• Water animals use gills to breathe under water.
• Some water animals live towards the top of the ocean (like fish) to keep warm, and
some (like dolphins) live towards the bottom of the ocean.
# Ask the following questions after reading the book:
• Where do fish spend most of their time? (under water)
• What do water animals use to swim? (fins)
• How do water animals breathe under water? (use their gills)
• Delfina is a dolphin. Describe how Delfina looks.
# Review the vocabulary words from Activity Pictures #15. Display the words.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
16
Second Reading of the Book
# Read the book again. Show the children the cover of the book and ask them to name the
two water animals that are on the cover. Remind them that most of the animals in the
book are water animals. Ask them if they can name one of the water animals they saw in
the book. Open the book and read the first few pages. Point to the picture of the dolphin
jumping in the air. Remind the children that dolphins come out of the water to breathe
and that they use their blowholes to help them breathe the air.
# Continue reading the book and stop at the page with the illustration of the manatee and
dolphin. Remind the children that some water animals, like the manatee, eat only plants
and some water animals, like the dolphin, eat fish and squid. When you get to the page
with the turtle, point to the turtle and tell the children that turtles go up on the land to
lay their eggs in the sand. After they lay their eggs, they go back to the water. Tell them
that turtles live in the water and have flippers that help them swim. Continue reading and
stop at the last page with the illustration of the dolphin. Ask the children to describe the
dolphin that is illustrated on the page. Summarize the story by asking the following
questions:
• Where do dolphins live? (in the water)
• What helps dolphins keep warm? (blubber)
• Why do fish and dolphins have fins? (to help them swim)
# Use Activity Pictures #13 for this activity. Give each child a Take Home Bracelet.
# While reading the book, point to the CORE and Rich Vocabulary words. When you
introduce the words, identify the first letter of each word and emphasize the beginning
sounds of the words.
# When reading the book, highlight and talk about the CORE and Rich vocabulary words.
# Read the book several times throughout the week.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
17
Activities
# Remind the children that some animals live on land, some animals live in the water, and
some animals fly in the air. Show them the pictures from Activity Pictures #6 of the
fish, rabbit, and bird. As you show them each picture, ask them where the fish lives, where
the rabbit lives, and where the bird flies. Tell the children that all animals look different.
# Tell the children they are going to draw a picture of a fish. Place the picture of the fish
from Activity Pictures #1 on the table and give the children paper and crayons. Ask
them to draw a picture of the fish. While the children are drawing, point out the body
characteristics of the fish. Remind them to draw scales and fins. When the pictures are
complete, ask the children to write the word fish under their pictures.
# Show the children the picture of the turtle in the book and tell them that turtles use their
flippers to help them swim. Remind the children that turtles live in the water and that
they go up on the land to lay their eggs. After they lay their eggs, they go back into the
water. When the turtles walk on land, they walk very slowly. When turtles get into the
water, they can swim as fast as humans can. Point to the shell and explain that the turtle’s
shell helps protect the turtle, and that turtles can pull their head, flippers and tail into the
shell. The shell is the turtle’s house. Sing the Mr. Turtle song with the children.
Mr. Turtle
Mr. Turtle, round and low. (use arms to make a circle and bend down low)
We know you move so very slow. (Bend over and walk slowly)
You carry such a heavy load, (move slowly)
Moving your house down the road.
# After singing the Mr. Turtle song, ask the children to identify some of the other water
animals from the book (dolphin, fish, manatee, shark, octopus). Continue talking about
the water animals from the book. Sing the Ocean Song with the children.
Ocean Song
(Tune: Take Me Out to the Ballgame)
Take me out to the ocean,
Take me out to the sea.
There goes a dolphin and a fish,
They are having such fun, swishing in the sun.
Oh, it’s swim, swim, swim, underwater,
Catch a ride on a dolphin,
For the water animals are friends,
Let’s give them a great big cheer!
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
18
Activities
# Give each child two pieces of paper folded in half. Tell them they are going to be making
a Water Animal book. Show them the pictures from Activity Pictures #8. Say the name
of each animal and ask the children to describe each one. Ask them to draw a picture of a
water animal on each page. After they have drawn the pictures, ask them to write the
name of each water animal under the pictures. Place the word cards from Activity
Pictures #9 on the table to help them spell the words. Each child should draw a picture
for the cover of their book and write their names on the cover of their book. Staple the
pages together on the left-hand side to create books.
Learning Activities
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Materials Needed
Cut out pictures from Activity Pictures #1
Cut out pictures from Activity Pictures #8
Cut out word cards from Activity Pictures #9
Cut out pictures from Activity Pictures #10
Cut out pictures from Activity Pictures #11
Animals of All Kinds Flash Cards
Blue Jello
Clear plastic cups
Shark or fish gummies
Colored tissue paper
Large sheet of blue paper
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
19
Activities
# Place the water animal pictures from Activity Pictures #8 (dolphin, fish, turtle, octopus)
on the table. Look at the pictures with the children. Ask them to name and describe each
animal. After each animal has been named and described, remind the children that all of
the animals are water animals, but they look different. Place the pictures of the turtle and
the fish on the table. Ask the children to tell you what is different about the animals (fish
have fins, turtles have a shell and flippers). Point to the pictures of the dolphin and the
octopus. Ask the children to tell you what is different about the animals.
# Place one set of the animal pictures from Activity Pictures #8 (dolphin, fish, turtle,
octopus) on the table. Review the names of each animal with the children. Place the
word cards from Activity Pictures #9 on the table and ask the children to match the
animal’s picture with the animal words.
# Talk with your children about the different sizes and colors of fish. Tell them they are
going to be making their own fish. You will need construction paper, glue, colored tissue
paper, black markers, and scissors for this activity. Show the children the pictures of the
fish from Activity Pictures #1. Give each child a large piece of construction paper. Ask
the children to draw a large picture of a fish on the construction paper. Help them glue
pieces of various colored tissue paper or construction paper on the fish to form the scales.
Glue small pieces of tissue paper on the fins and the tail. When the glue is dry, draw the
eyes and the mouth on the fish. Ask the children to cut out their fish. Ask the children
why fish have scales and fins.
# Place the word cards from Activity Pictures #10 on the table. Read the words on each
card with the children. Place the pictures of the land, water, and air animals, from
Activity Pictures #11, on the table. Ask the children to identify and name each animal
(rabbit, horse, elephant, dolphin, fish, turtle, bird, butterfly, eagle). Give each child one or
two of the pictures and ask them to place each picture card under either Land Animal,
Water Animal, or Air Animal.
# Use the Animals of All Kinds flash cards for this activity. Place the word cards from
Activity Pictures #10 on the table – Land Animals, Water Animals, and Air Animals.
Select 5 pictures of water animals, 5 pictures of land animals, and 5 pictures of air animals
and place them on the table. Review the names of each of the animals with the children.
Give each child 2-3 animal flash cards. Ask them to place their animals under the
appropriate word card. Take the cards away and ask the children to tell you the name of
five water animals.
Family Child Care Home Instructional Unit 2013 - Water Animals
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Activities
# Use the Animals of All Kinds flash cards for this activity. Place the following animal
cards on the table: dolphin, fish, frog, whale, seal, and walrus. Show the children one
picture at a time and review the following facts:
Dolphins: Dolphins breathe through a blowhole on their heads and are very smart.
Fish: Fish use their fins to help them move through the water.
Whales: Whales are mammals that live in the ocean and have to breathe air.
Seals: Seals use their flippers to swim and eat other water animals.
Walruses: Walruses have two very large teeth called tusks.
Give each child a picture. Ask the children to describe their water animals. Give each
child a piece of paper and ask him/her to draw of picture of one water animal and write
the name of the animal. Continue the activity throughout the week with the remaining
water animal cards.
Ducks: Ducks are water and air animals. Ducks live near water and have waterproof
feathers and webbed feet.
Turtles: Turtles have a large top shell and do not have any teeth.
Frogs: Frogs are water and land animals. Baby frogs (tadpoles) live in the water.
Penguins: Penguins are water and air animals. They cannot fly but use their wings to
swim under water.
Give each child a picture. Ask the children to describe their water animals. Give each
child a piece of paper and ask him/her to draw of picture of one water animal and write
the name of the animal.
# Tell the children that some water animals live in the ocean. The ocean has salt water.
Make salt water by dissolving salt in a cup of water. Let the children taste a small amount
of the salt water. Talk about how the ocean is made up of salt Water. Mountain Tell the
children that fish and turtles, live in both fresh water and salt water. Whales, dolphins,
seals, walruses, and penguins, live in the ocean with in salt water.
# Cut a dolphin pattern out of light gray construction paper for each child. Show the
children the cover of the book, If a Dolphin Were a Fish. Ask the children to color in
eyes, nose mouth, blow hole, and fins. Ask them to write the word dolphin on the body of
the cutout. Sing the Dolphin in the Sea song with the children.
Dolphin in the Sea
Dolphins in the sea. Dolphins wild and free.
Swimming, swimming in the sea,
Just as free as you and me.
Dolphins in the sea, swimming, swimming wild and free.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Activities
# Use masking tape to outline a large circle on the floor. Choose one child to be a
“dolphin.” Have the dolphin stand in the middle of the circle (which is now the sea) and
ask the other children to stand on the outside of the circle. When the dolphin says,
“Swim in the sea,” the children must quickly step in and then out of the sea while the
dolphin tries to touch one of the children before he/she steps out of the sea. The child
who is touched, is now the dolphin. Review with the children that dolphins are very
intelligent water animals and they breathe under water.
# Tell the children that they are going to make an imaginary ocean picture. Attach a large
sheet of blue paper to a wall. Place paint, crayons and markers on a nearby table. Talk
about the animals that they read about in the book, If a Dolphin Were a Fish. Show the
children the pictures of the dolphin, fish, manatee, turtle, shark and octopus. Ask each
child to paint or draw a picture of one of the water animals that they read about in the
book. Write the name of the water animal under each picture.
# Make Jello aquariums with the children. Make blue Jello as directed and pour into one
clear plastic cup for each child. Refrigerate and let cool and set. When chilled, and ready
to serve, give each child a few fish or shark gummies and let them push them into their
aquarium.
# If there is an aquarium or a pond nearby, ask the children to watch the fish or the
minnows in the water. Ask them to describe what they see. Ask them to look for the fins,
the gills, and the mouth of the fish.
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Pictures #1
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Pictures #2
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Pictures #3
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #4
2
4
5
3
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #5
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #6
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #7
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #8
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #9
dolphin
fish
turtle
octopus
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #10
Land Animals
Air Animals
Water Animals
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #11
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #12
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
We read Have You Seen My Duckling?
Ask me if ducks are water animals, air animals, or land animals. Why?
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #13
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
We read If a Dolphin Were a Fish. Ask me the following questions.
Where do dolphins live? (the ocean) How do dolphins breathe.
(through a blow hole) What do dolphins eat? (fish and squid)
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #14
duck
duckling
fish
nest
water
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #14
swim
feathers
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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Water Animals
Activity Picture #15
dolphin
fish
gills
water
blubber
Family Child Care Home Instructional Unit 2013 - Water Animals
Florida Institute of Education at the University of North Florida
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