Family Child Care Home
Instructional Unit:
LAND ANIMALS
Family Child Care Home Instructional Unit:
LAND 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.
University of North Florida • University Center • 12000 Alumni Drive • Jacksonville, Florida 32224–2678
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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 - Land Animals
Florida Institute of Education at the University of North Florida
3
Land Animals
Ages 2+–3
Oral Language
Experiences
Learning
Experiences
Oral Language
# Listens to and responds
to songs and books about
land animals
# Says animal names
# Uses vocabulary words
Alphabet Knowledge
# Identifies land
animal pictures
Science
# Distinguishes between land
animals and air animals
# Identifies movements of land
animals
# Identifies sounds that two
land animals make
# Identifies two land animals
My Big
Animal Book
By Pridy Books
Core Vocabulary Words
rabbit
dog
cat
sheep
horse
cow
goat
pig
bear
zebra
elephant
tiger
Rich Vocabulary Words
cub
kid
foal
piglet
lamb
puppy
calf
bunny
kitten
Additional Children’s Books
A is For Animals, Marge Kennedy
At The Zoo, IIse Battistoni
Clifford’s Animal Sounds, Norman Bridwell
Down on the Farm, Greg Scelsa
Farm Alphabet Book, Jane Miller
Fat Cat on a Mat, Phil Roxbee Cox
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
4
Oral Language Activities
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Materials Needed
Book: My Big Animal Book, by Priddy Books
Cut out picture from Activity Pictures #1
Cut out pictures from Activity Pictures #2
Cut out pictures from Activity Pictures #8
Cut out pictures from Activity Pictures #9
Animals of All Kinds flash cards
Activities
# Tell the children that they will be learning about animals. Tell them some animals live on
the land, some animals live in the water and some animals are air animals. Show them the
picture from Activity Pictures #1 of the horse. As you show them the picture, tell them
that the horse is a land animal. Tell them that there are many land animals and that all
animals look different.
# Show children the book and tell them they are going to be reading a book about different
land animals. There are many land animals, and most of them have 4 legs. Land animals
use their legs to walk, run and gallop. Ask the children to stand up and use their legs to
walk around the room, to run around the room, and to gallop around the room.
# Remind the children that horses are land animals and they use their legs to walk, run and
gallop. Show the children the picture of the horse from Activity Pictures #1. Tell the
children that horses gallop and jump and say the sound of neigh. They like to eat grass
and hay. Sing the Horse song with the children.
Horse
If I were a horse, I’d gallop and jump.
I’d have so much fun.
If I were a horse, I’d neigh, neigh, neigh.
I’d have so much fun.
If I were a horse, I’d eat grass and hay all day.
If I were a horse, of course.
Family Home Instructional Unit 2012 - Land Animals
Florida Institute of Education at the University of North Florida
5
Activities
# Show the children the cover of the book. Ask the children to point to pictures of land
animals, water animals and air animals on the cover of the book. Point to and name the
following land animals on the cover of the book: elephant, tiger, zebra, kitten, bear, sheep,
dog, rabbit. When you point to the elephant, zebra, and sheep, count the legs on the
animals. Tell the children that most land animals have four legs. Point to the fish and
duckling and tell the children they are water animals. Point to the macaw and rooster and
tell the children they are air animals. Point to the dog and kitten and tell the children they
are land animals and are also pets. Ask the children what kinds of pets they have in their
homes. If there are dogs or cats as pets, sing the following songs:
Little Kitty
(Tune: I’m a Little Teapot)
I’m a little kitten, soft and furry.
I’ll be your friend, so don’t you worry.
I like to cuddle, I always want to play,
I like to purr, and run and hop, and
I don’t think I’ll ever stop.
Little Puppy
Call the little puppy, (clap, clap, clap)
Give him some milk, (hold cupped hands)
And brush his coat until it shines. (pretend to brush)
Give him a bone and scoop him up and take him home.
First Reading of the Book
Note: The format of the My Big Animal Book includes five sections. Four of those sections
deal with land animals. During the last two days of the unit, review the Bird section of the
book with the children. Display the word cards from Activity Pictures # 8 when
introducing new animal names. Point to and say the name of each animal.
# Show the book My Big Animal Book to the children. Point to the zebra on the cover of
the book. Ask the children to describe the zebra – 4 legs, 2 eyes, a mouth, a nose, stripes.
Now point to the sheep and ask the children to describe the sheep – 4 legs, 2 eyes, a mouth,
a nose and fur. Ask the children how the zebra and the sheep are different (one has thick fur
and one has stripes). Point to the elephant and ask the children what is different about the
elephant – trunk. Remind the children that land animals all look different.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
6
First Reading of the Book
# Tell the children the name of the book is My Big Animal Book. Tell them they are going
to be looking for land animals in the book. Open the book and show the children the
pictures of the baby animals. Point out and name the lion cub, the goat kid, the foal, the
tiger cub, the piglets and the lamb. While showing the book to the children, review the
following with them:
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Some baby land animals have pointed ears. (lion cub)
Some baby land animals have small horns on their heads. (goat kid)
Some baby land animals have a hairy mane down their necks. (foal)
Some baby land animals have striped faces and whiskers. (tiger cub)
Some baby land animals have pointed ears and a large nose. (piglets)
Some baby land animals have fur covering their bodies. (lamb)
# Point to the pictures on the first page and as you are pointing to the following animals,
say the adult names of the animals.
lion cub
goat kid
foal
tiger cub
piglets
lamb
lion
goat
horse
tiger
pigs
sheep
# Show the children the Vocabulary Word cards from Activity Pictures#8 and ask them to
say the name of the animals.
Second Reading of the Book
# Open the book to the second page and tell the children that they are going to see some
more baby land animals. Point out and name the puppies, the elephant calf, the calf, the
bunny, and the kitten. Review the following with the children:
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•
•
•
Some baby land animals have a long nose called a trunk. (elephant calf)
Some baby land animals have big ears and long legs. (calf)
Some baby land animals have long ears and fluffy fur. (bunny)
Some baby land animals have furry feet and whiskers. (kitten)
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
7
Second Reading of the Book
# Point to the pictures on the second page of the book and, as you point to the following
animals, say the adult names of the animals:
puppies
elephant calf
calf
bunny
kitten
dogs
elephant
cow
rabbit
cat
# Point to the following animals and make the sound that the animals make:
foal – horse
piglets – pigs
lamb – sheep
puppies – dogs
elephant calf – elephant
calf – cow
kitten – cat
As you point to the animals, ask the children to make the animal sounds with you.
# While reading the first two pages of the book, emphasize the words cub, kid, foal, piglets,
lamb, puppies, calf, bunny and kitten.
Third Reading of the Book
# Show the children the cover of the book and tell them that they will be learning about
pets that are land animals. Open the book to the page titled Pets.
Point to the land animal pets listed below and discuss the following:
• Rabbits — they eat grass, flowers, leaves and rabbit pellets. They like to run and hop
everyday.
• Chinchillas — they are either brown or grey and like to spend most of the day sleeping.
The best time to play with a chinchilla is at night.
• Cats — they have soft, furry bodies and purr when they are happy.
• Dogs — they like to run outdoors and bark.
• Guinea pigs — they are small, round, furry animals. They do not have tails.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
8
Fourth Reading of the Book
# Show the children the My Big Animal Book. Tell them you are going to be reading about
farm animals. Open the book to the page titled On the Farm. Point to and name the land
animals on the pages: sheep, pig, goat, horse, and cow. As you are pointing to the animals,
ask the children to use descriptive words to describe the animals. Summarize the following
information while reviewing the pictures:
• Sheep have fur covering their bodies and give us wool.
• Pigs roll in the mud to keep cool. They have round snouts. A snout is a nose and a
mouth together.
• Goats like to eat shrubs, leaves, berries, weeds, and plants. Goats give us milk, cheese,
and butter.
• Horses have hair down their necks called a mane and we like to take rides on horses.
• Cows say “moo” and like to eat grass. They give us meat and milk.
Ask the children the following questions:
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Which animals have four legs? (sheep, pigs, goats, horses, cows)
What do the sheep have covering their bodies? (fur)
What animals have two small horns? (goats)
Which animals “moo” and give us meat and milk? (cows)
What animals do we like to ride? (horses)
What animals have round snouts that include a nose and a mouth? (pigs)
Ask the children to point to and name the five air animals from the farm (duck, chicken,
goose, turkey, rooster).
Fifth Reading of the Book
# Show the children the My Big Animal Book. Open the book to the page titled At the
Zoo. Tell the children that you are going to be showing them some pictures of animals
that live at the zoo. Point to and name the following land animals on the two pages:
chimpanzees, panda bear, wolf, camel, polar bear, cheetah, zebra, gorilla, elephant, lion,
giraffe and rhinoceros. Review the following information and share it with the children
throughout the week:
• Chimpanzees are noisy and curious and spend lots of time climbing, playing and
sleeping in trees.
• Panda bears are black and white and live in the mountains.
• Wolves are members of the dog family and live together in groups called packs.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
9
Fifth Reading of the Book
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Polar bears have thick fur and swim in ice cold water.
Cheetahs can run faster than any other animal.
Zebras have black stripes on their bodies.
Gorillas are very intelligent. They like to climb trees. They often sleep in trees.
Elephants are the largest land animals. Their trunks are their noses. They use their
trunks to smell, drink and eat.
Lions are very strong and are called the “king of beasts.”
Rhinoceroses are huge animals that have horns above their noses. They smell and hear
very well, but can’t see very well.
Giraffes are the tallest animals in the world. They sleep standing up.
Snakes do not have arms and legs. They move along the ground.
Close the book and ask the children to name two animals that live at the zoo. Ask them if
they have ever been to a zoo. Ask them to tell you about it. Plan a field trip to the zoo.
Note: Spend some time reviewing the page titled Birds. Point to and identify the air
animals on the two pages.
# 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.
# Read the book several times throughout the week.
# Read the books suggested in the Additional Children’s Books section.
# Give each child a Take-Home Bracelet from Activity Pictures #9.
Activities
# Remind the children that land animals have 4 legs and fur on their bodies. Show them
the pictures from Activity Pictures #2. Tell the children that these are pictures of land
animals. Show each picture, name the animal and point out characteristics of each animal
(rabbit, bear, horse, cat, dog, and sheep). Show the children one picture at a time and tell
them to move like the animals move. Ask the children if they can think of other land
animals.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
10
Activities
# Place the rabbit, bear, horse, dog, cat, and sheep animals from Activity Pictures #2 on
the floor. Sing the Land Animals song with the children.
Land Animals
Tune: If Your Happy and You Know It
Verse 1
There are land animals on the floor, on the floor.
There are land animals on the floor, on the floor.
There are animals on the floor, rabbit, bear and horse.
There are land animals on the floor, on the floor.
Verse 2
Find the brown rabbit on the floor, on the floor.
Find the brown rabbit on the floor, on the floor.
Find the brown rabbit on the floor, hold it up and find some more.
Find the brown rabbit on the floor, on the floor.
Continue singing the song, until all of the animals are picked up. Include the bear, horse,
cat, dog, and sheep pictures and do the same.
# Use the Animals of All Kinds flash cards for this activity. Select an assortment of land
animal cards, water animal cards, and air animal cards and place them on the table. Place
two plastic bins with the words, air, and land printed on them. Ask the children to select
the animal picture cards and tell you the names of the animals, and use descriptive words
to describe the animals. Ask the children to place each animal in the corresponding bin.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
11
Learning Activities
Materials Needed
# Book: My Big Animal Book
# Cut out pictures of the horse from Activity Pictures #1
# Cut out pictures of the horse from Activity Pictures #2
Activities
# Review with the children the basic characteristics of land animals. Show them the cover
of the My Big Animal Book. Show the children the picture of the horse from Activity
Pictures #1. Point to the four legs, the ears, the mouth, the two eyes, one nose, and the
mane. Display the picture of the horse at the table and give the children paper and
crayons. Ask them to draw a picture of a horse. While the children are drawing, remind
them about the characteristics of the horse. When they complete their pictures, display
them around the room.
# Play the I Am Thinking game with the children. Invite them to listen as you call out the
following land animal clues. Ask them to identify the land animals. Display the animals
from Activity Pictures #2 during this activity.
Clues:
I am thinking about an animal that has two long ears and a fluffy tail. The word begins
with the letter r. (rabbit)
I am thinking about an animal that has four legs and says meow-meow. The word begins
with the letter c. (cat)
I am thinking about a very large animal that gallops and says neigh-neigh. The word
begins with the letter h. (horse)
I am thinking of an animal that has thick fur all over his body. The word begins with the
letter s. (sheep)
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
12
Land Animals
Ages 3+–4
Oral Language
Experiences
Learning
Experiences
# Listens to and responds
to songs and books about
land animals
# Uses animal names and
words in conversation
# Uses vocabulary words in
conversation
# Makes predictions and
synthesizes information
about land animals
Science
# Describes how land animals
are alike and how they are
different
# Identifies two characteristics
of land animals
# Demonstrates how land
animals move
# Identifies five land animals
Alphabet Knowledge
# Recognizes some
land animal names
# Independently
writes names of
land animals
Brown Bear, Brown
Bear, What Do You See?
By Bill Martin Jr.
and Eric Carle
Core Vocabulary Words
bear
bird
duck
horse
frog
cat
dog
sheep
goldfish
white
black
Rich Vocabulary Words
mammals
red
yellow
blue
green
purple
Additional Children’s Books
At the Zoo: Learning the Z Sound, Ilse Battistoni
Did You See That Rabbit?, Anne Schreiber
Follow the Paw Prints, Bill Yotive and Alex Starr
Panda Bear, Panda Bear, What Do You See?, Eric Carle
The Biggest Animal on Land, Allan Fowler
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
13
Oral Language Activities
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Materials Needed
Book: Brown Bear, Brown Bear, What Do You See?
Cut out pictures from Activity Pictures #2
Cut out pictures from Activity Pictures #3
Cut out pictures from Activity Pictures #4
Assorted plastic land animals
Cut out pictures from Activity Pictures #10
Cut out pictures from Activity Pictures #11
Animals of All Kinds Flash Cards
Activities
# Tell the children that they will be learning about land animals. Tell them some animals
live on the land, some animals live in the water and some animals are air animals. Show
them the pictures, from Activity Pictures #3, of the horse, the bird, and the fish. As you
show them each picture, ask them where the rabbit lives, where the bird flies, and where
the fish lives (land, air, water). Ask the children to describe each animal using descriptive
words. Show the word cards from Activity Pictures #10 to the children while talking
about the animals.
# Show the book to the children and tell them they are going to be reading a book about
animals. Tell them that most of the animals in the book are land animals, but there are
also some air animals and water animals in the book. Display some land animal pictures
and point to and describe some of the characteristics of land animals to the children – 4
legs, 2 long ears, fluffy tail, 2 eyes, 1 nose, 1 mouth.
• Most land animals have 4 legs or limbs. The animals use their legs to walk, run, hop,
and jump. Ask the children to stand up and use their legs to walk around the room, to
run around the room, and to hop around the room.
• Land animals are mammals. If an animal drinks milk when it is a baby it is a
mammal.
• Land animals have fur or hair on their bodies to keep them warm.
• Land animals eat plants and meat.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
14
Activities
# Show the children the picture cards from Activity Pictures #10. Tell the children that
they are the pictures of the animals that they will be reading about in the book. Ask them
to name the land animals. Tell them that most of the animals are land animals but some
of them are water and air animals: bird, duck, frog, and goldfish. While looking at the
pictures, point out the characteristics of land animals and show the Vocabulary Word
cards to them. Ask the children to say the name of each animal.
# Tell the children that the bear in the book will be looking for different animals. Some
will be land animals, some will be water animals and some will be air animals.
Sing the Bear song with the children while pointing out the animals in the Brown Bear,
Brown Bear book.
Bear
Brown bear, brown bear, what do you see?
I see a red bird looking at me.
Brown bear, brown bear, what do you see?
I see a yellow duck looking at me.
Brown bear, brown bear, what do you see?
I see a blue horse looking at me.
Brown bear, brown bear, what do you see?
I see a green frog looking at me.
Brown bear, brown bear, what do you see?
I see a purple cat looking at me.
Brown bear, brown bear, what do you see?
I see a white dog looking at me.
Brown bear, brown bear, what do you see?
I see a black sheep looking at me.
Brown bear, brown bear, what do you see?
I see a goldfish, swimming in the water,
While looking at me.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
15
Activities
# Remind the children that land animals use their legs to walk, run, gallop, jump, and hop.
They also have fur or hair on their bodies and they eat plants and meat. Sing the Old
MacDonald Had Some Animals song with the children. Show them the pictures from
Activity Pictures #2 while singing the song.
Old MacDonald Had Some Animals
Old MacDonald had some bears,
E I E I O.
With a growl, growl here,
And a growl, growl, there.
Here a growl, there a growl,
Everywhere a growl, growl.
Old MacDonald had some animals,
E I E I O.
Continue to sing the song, adding the following animals:
Horse: neigh–neigh
Cat: meow–meow
Dog: woof–woof
Sheep: baa–baa
# Read the following information about land animals before reading the book and
discussing the book throughout the week:
• Most land animals have 4 legs or limbs. The animals use their legs to walk, run, gallop,
hop, and jump.
• Land animals are mammals. If an animal drinks milk when it is a baby, it is a mammal.
• Land animals have fur or hair on their bodies to keep them warm.
• Brown bears hibernate or live in caves in the winter time. They eat a lot of food to get
big and fat and sleep all winter long.
• In the spring and summer time, brown bears walk around during the day time to look
for food.
• Brown bears run very fast, and they like to swim.
• Brown bears eat grass, fruit, berries, insects, roots, and plants. They also like fish.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
16
Activities
# Remind the children that bears hibernate and go to sleep in the winter time and wake up
in the spring time. Sing the Big Brown Bear song with the children.
Big Brown Bear
Are you sleeping, are you sleeping,
Big brown bear? Big brown bear?
You will sleep all winter, in your great big cave.
You will wake in springtime,
Warm, warm springtime.
# Tell the children that when bears wake up, they are very hungry. They have to find food to
eat. Tell the children that bears like to eat grass, berries, fruit, insects, roots, plants and
fish. Tell them to pretend that they are waking up from a long winter nap and they are
very hungry. Sing the Wake Up Bear song with the children.
Wake Up Bear
Wake up bear, wake up bear,
It is spring, it is spring.
Let’s eat berries from the bush, from the bush,
Now that it is spring.
Wake up bear, wake up bear,
It is spring, it is spring.
Let’s eat fish from the brook, from the brook,
Now that it is spring.
First Reading of the Book
# Show the book, Brown Bear, Brown Bear, What Do You See?, to the children. Ask
them to tell you what they see on the cover. Ask the children to describe what the bear
looks like (2 ears, 2 eyes, one nose, one mouth, brown fur, 4 legs).
# Point to the picture of the bear on the cover of the book. Tell the children that it is a
picture of a brown bear. Tell them that brown bears are also called Grizzly bears. They like
to walk around during the day and look for food. They also see many other land animals
during their walks. Open the book and point to and name the following land animals:
horse, cat, dog, sheep.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
17
First Reading of the Book
# Select the following animals from the Animals of All Kinds flash cards: bear, cats, dogs,
sheep, and horse. Place the cards on the table and point to and say the name of each
animal. Give the following descriptions of the animals and ask the children to point to
the corresponding animal:
• It is a very large animal, has fur on its body and hibernates all winter. What animal is
it? (bear)
• They are very playful land animals, have soft fur, and are often pets. What are they?
(cats)
• They are very popular pets and love to chase and catch balls. What are they? (dogs)
• They have very thick fur on their bodies and when it is cut, it is called wool. (sheep)
• They run very fast and have hoofs on their feet. It is fun to ride them. They say
“neigh.” What are they? (horses)
Ask the children to name additional land animals.
# Tell the children the name of the book is Brown Bear, Brown Bear, What Do You See?
and the authors’ names are Bill Martin Jr. and Eric Carle. Open the book and show the
children the large brown bear. Remind them that bears live on the land, they have fur
covering their bodies, and they have four legs to use when they walk and run. When you
read pages that show the red bird, point to the bird and tell the children that birds are
animals of the air. When you get to the page with the goldfish, point to the fish and tell
the children that fish are animals of the water. Continue reading the book, pausing to
discuss where each of the animals live. While reading the book, emphasize the words bear,
horse, cat, dog, and sheep and display the word cards from Activity Pictures #10. Point to
and say the name of each animal.
Ask the following questions while reading the pages of the book:
• Is the brown bear a land animal, an air animal, or a water animal? (land)
• How many legs do bears have? (4)
• What covers the bears’ body? (fur)
• Is the red bird a land animal, or an air animal? (air)
• Is the goldfish a land animal, an air animal, or a water animal? (water)
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
18
Second Reading of the Book
# Read the book again. Show the children the cover of the book and ask them to identify
some of the animals that the brown bear saw in the story. Remind the children that many
of the animals in the book are land animals. Ask them if they can name one of the land
animals they saw in the book. Open the book and read the first few pages. Point to the
bear and remind the children that his body is covered with brown fur. Continue reading
the book and stop at the page with the illustration of the horse. Ask the children to count
the legs of the horse and tell you what kind of animal the horse is (land animal). Tell the
children that horses eat grass and oats. Continue reading and stop at the page with the
illustration of the white dog. Ask the children what dogs eat (meat and plants). While
reading the book, emphasize the words bird, duck, frog, goldfish, and land animals. Review
the Vocabulary Word cards from Activity Pictures #10 before reading the book.
Summarize the story by asking the following questions:
• How many legs do land animals have? (4)
• What covers the bodies of land animals? (hair or fur)
• What do bears do during the daytime? (walk and look for food)
• Where do bears live during the winter time? (in caves)
# Read the book several times throughout the week.
# Read the books suggested in the Additional Children’s Books section.
# 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.
# Give each child a Take-Home Bracelet from Activity Pictures #11.
Activities
# Place one set of the animal pictures from Activity Pictures #4 (bear, giraffe, horse,
sheep, elephant, zebra) 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 land animals, but they all look different.
Ask them to identify the differences in the animals.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
19
Activities
# Place one set of animal pictures from Activity Pictures #4 (bear, giraffe, horse, sheep,
elephant, zebra) on the table. Display the pictures of the bear and the zebra. Ask the
children how these two animals are the same and how these two animals are different.
Display the pictures of the giraffe and the elephant on the table and ask the children how
these two animals are the same and how they are different. Continue this activity using all
of the animal pictures.
# Remind the children that animals not only look different, but they move differently too.
Give each child one of the plastic animals and ask them to name their animals. Remind
the children that land animals move differently, such as kangaroos jump and horses
gallop. Ask the children to move the same way their animal moves.
Learning Activities
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Materials Needed
Cut out pictures from Activity Pictures #4
Cut out word cards from Activity Pictures #5
Cut out pictures from Activity Pictures #6
Cut out word cards from Activity Pictures #7
Assorted plastic land animals
Animals of All Kinds Flash Cards
Activities
# Place assorted plastic land animals on the table. Ask the children to find the matching
animal.
# Place assorted plastic land animals on the table. Give each child one of the animals and
ask them to name the animal. As each child names an animal, ask the child to describe
the animal, such as, “This elephant is very large, has 4 legs, and a long trunk.”
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Activities
# Sing the If I Were song with the children.
If I Were
Tune: Mulberry Bush
If I were a little rabbit, little rabbit, little rabbit,
If I were a little rabbit, I’d hop around the room.
If I were an elephant, an elephant, an elephant,
If I were an elephant, I’d stomp around the room.
It I were a kangaroo, a kangaroo, a kangaroo,
If I were a kangaroo, I’d jump around the room.
If I were a big black horse, a big black horse, a big black horse,
If I were a big black horse, I’d gallop around the room.
# Place one set of the animal pictures from Activity Pictures #4 on the table (bear, sheep,
horse, giraffe, elephant, zebra). Ask each child to select one animal picture. Give each
child a piece of paper and a crayon or pencil. Ask them to draw a picture of one of the
animals and/or write the name of the animal. Continue this activity so the children can
draw different animals and write different animal names. Ask them to read their animal
names.
# Place one set of the animal pictures from Activity Pictures #4 on the table (bear, rabbit,
giraffe, elephant, and zebra). Review the names of each animal with the children. Place
the word cards from Activity Pictures #5 on the table and ask the children to match the
animal picture with the word card.
# Tell the children that they will be making an imaginary land animal. Brainstorm with the
children and ask them to decide how their animals are going to move: walk, run, jump,
and hop. Ask if their animal will have fur or hair. Ask the children to think about how big
their animal will be and what color their animal will be. Give each child a piece of paper
and some crayons and encourage them to create an imaginary land animal.
# Use the Animals of All Kinds flash cards with this activity and the assorted plastic
animals. Select the following Animals of All Kinds flash cards and the plastic animals:
gorilla, elephant, jaguar, panda bear, giraffe, tiger, and zebra. Place the cards and the
animals on the table. Ask the children to match the animal cards with the plastic animals.
Ask the children to name and describe each animal. Encourage them to use descriptive
words.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Activities
# Ask the children to sit in a circle. Give each child one of the plastic land animals: (gorilla,
elephant, jaguar, panda bear, giraffe, tiger, and zebra). Tell them you are going to be
calling out the names of some land animals. When the children hear the name of a land
animal, have them place the appropriate animal in the center of the circle. If the children
have difficulty with this activity, show them the pictures of the animals. This game can be
played several times throughout the week.
# Place one set of the animal pictures from Activity Pictures #4 on the table. Show the
children the animal word cards from Activity Pictures #5. Help them match the animal
pictures with the animal names. As the children are matching the pictures with the
names, ask them to say the names of the animals.
# Give each child a piece of paper to draw a land animal. Help them write the name of the
animal.
# Use the animal pictures and Vocabulary Word cards from Activity Pictures #6 and #7
for this activity. Remind the children that land animals live on the land, air animals fly in
the air and water animals live in and near the water. Place the words from Activity
Pictures #7 on the table – Land Animals, Water Animals, and Air Animals. Give each
child one or two pictures from Activity Pictures #6. As you give out the animal pictures,
ask the children if the animal is a land animal, an air animal, or a water animal. Ask the
children to place the appropriate animal pictures under the printed headings.
# After the children have become familiar with land animals and some water and air
animals, use the Animals of All Kinds Flash Cards to encourage them to become
familiar with additional land, water and air animals. Place labels from Activity Pictures
#7 on the table – Land Animals, Water Animals, and Air Animals. Select 5 land animal
cards, 5 water animal cards and 5 air animal cards and place them on the table. Review
the names of each of the animals with the children. Give each child 3–4 cards and ask
them to place the picture cards under the appropriate word cards. Review with the
children that some animals live in the water, some live on land, and some fly in the air.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #1
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #2
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #3
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #4
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #5
bear
sheep
giraffe
elephant
zebra
horse
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #6
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #7
Land Animals
Water Animals
Air Animals
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #8
rabbit
dog
cat
sheep
horse
cow
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #8
goat
pig
bear
zebra
elephant
tiger
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #9
Take-Home Bracelets
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
We read My Big Animal Book.
Ask me to tell you the name of two land animals.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #10
bear
bird
duck
horse
frog
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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Land Animals
Activity Pictures #10
cat
dog
sheep
goldfish
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
34
Land Animals
Activity Pictures #11
Take-Home Bracelets
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
We read Brown Bear, Brown Bear What Do You See?
Ask me to tell you the name of five land animals that we read about.
Family Child Care Home Instructional Unit 2013 - Land Animals
Florida Institute of Education at the University of North Florida
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