Vertebrates & Invertebrates: Life Cycles & Adaptations

Size: px
Start display at page:

Download "Vertebrates & Invertebrates: Life Cycles & Adaptations"

Transcription

1

2 Vertebrates & Invertebrates: Life Cycles & Adaptations Table of Contents I. Concept Map II. Vertebrates a. Fish Life Cycle b. Amphibian Life Cycle c. Bird Life Cycle d. Reptile Life Cycle e. Mammal Life Cycle III. Invertebrates a. Butterfly Life Cycle IV. Animal Adaptations a. How Animals Adapt To Their Surroundings b. Adaptation Visuals V. Migration/Hibernation a. How Animals Adapt To Climate Changes VII. Learning Center VIII. Multiple-Choice Test

3 Concept Map 2

4 Topic: Vertebrates Duration: 40 Minutes Title: Animals With Backbones New York State Learning Standards: Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will learn about vertebrates. Students will be able to place vertebrates into specific groups based on similarities and differences. Materials/Resources: Bag containing pictures of various vertebrates (i.e. fish, amphibians, reptiles, birds, mammals), video of the life cycle of a frog. Procedure/Activities: Students are shown a video that displays the metamorphosis of a frog, starting with an egg. The teacher will lecture to the class about the similarities and differences between different types of vertebrates (i.e. some live exclusively in water, some fly, some have live births, etc.). Following the lecture, the students will break into groups and they will be given the bag of animal pictures and asked to group them based on similarities. After 5-10 minutes, the teacher will make a chart on the blackboard and group the animals based on what the groups suggest. Then, the teacher will lead a discussion based on the grouping of these vertebrates. Assessment: Following the group activity, the students will be asked why the animals were grouped in the categories they were grouped and why they cannot be placed into another category (i.e. birds cannot be placed into the same category as a snake, because, while both lay eggs, birds can fly). 3

5 Topic: Fish Life Cycle Duration: 50 Minutes Title: Life Cycle of A Salmon New York State Learning Standards: Standard 2 (Science): Students will access, generate, process, and transfer information using appropriate technologies. Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will understand that salmon are a type of fish and that they only survive in water. Students will be able to list the salmon life cycle stages in order. Students will be able to list three threats that salmon face throughout their lives. Students will understand the important role native fish play in aquatic food chains throughout their life cycles. The students will learn that these vertebrates live their entire lives in water and that most fish have scales and breathe through gills. Materials/Resources: Video showing life cycle of salmon, SMARTBoard, worksheet, construction paper, crayons. Procedure/Activities: Watch the selected video (from KidsTube.com) showing the life cycle of a salmon. After watching the video, the students will receive a worksheet showing the life cycle of a salmon. The teacher will discuss, with the class, each life cycle stage. As each life cycle stage is discussed, the students will be shown a picture to reinforce that image. List of Threats Egg Stage: Flooding that dislodges eggs from the redd; silt from bank development that crushes or suffocates eggs; crushing eggs by driving or walking through the redd; vulnerability to oil, gas spills, or other stream pollution; eggs are consumed by birds, insects, and other fish. Alevin: Similar dangers and predators to the egg stage. Fry: Eaten by many animals including pike, other salmon, kingfishers, mergansers, and terns. Smolt: Eaten by ocean fish, seals and sea lions when they reach the sea; they can become trapped behind beaver dams or flood debris during migration. Adults: Eaten by humans, whales, sharks, sea lions; vulnerable to oil spills and other ocean pollution. Spawners: Eaten by humans, bears, eagles, wolves, etc. They decompose, and release nutrients when they die. Assessment: The teacher will ask the students to remember the video and to brainstorm a list of the dangers the fish encounter at each stage. The teacher will also give the students a blank worksheet and construction paper, and they will be asked to cut out pictures symbolizing each part of the life cycle and they will then paste and color the parts of the salmon s life cycle onto the construction paper, in order. Extension/Follow-Up Activities: As part of a performance-based assessment, the students will act out the life cycle stages of a salmon s life. Also, the students may write a story from the viewpoint of a salmon describing its life. 4

6 Topic: Amphibian Life Cycles Duration: 50 Minutes Title: Life Cycle of A Frog New York State Learning Standards: Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will learn that frogs are amphibians and that amphibians live in water and on land. Students will understand how frogs are born, grow, and live. They will also be told about other types of amphibians, such as toads and salamanders. They get oxygen through their gills and through their moist skin, as youngsters, but as older animals, they begin to develop lungs and breathe through their mouths. Materials/Resources: Pictures of different stages of a frog s life cycle, book (Growing Frogs by Alison Bartlett), crayons, large paper. Procedure/Activities: Students will be broken into groups of four and each group will be given a picture of a different stage of a frog s life. Each group will discuss its picture within the group. Each group will draw on large paper the stage their group has and some adjectives to describe that stage. Then, as part of an interdisciplinary lesson with children s literature, the teacher will read Growing Frogs by Alison Bartlett, pausing briefly to show the pictures in the book and discuss what tadpoles are, why they grow legs, and how a frog s body is formed. Assessment: The teacher will provide pictures of the various stages and ask the students to order the pictures (on the classroom wall), so that they will understand what order the stages are supposed to be based on the book that was read. The stages will remain on the wall for the students to see each day. Extension/Follow-Up Activities: Students can be asked to draw the stages of another animal, with accompanying adjectives. This will reinforce the concept being taught. 5

7 Topic: Reptile Life Cycles Duration: 45 Minutes Title: Life Cycle of A Komodo Dragon New York State Learning Standards: Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will understand that a Komodo Dragon is a type of reptile and that lizards, snakes, and other cold-blooded animals with backbones are reptiles. Students will understand what a reptile is and how reptiles are grow and live. They will learn that snakes, crocodiles, and alligators are other types of reptiles and that they mostly have dry, scaly skin and breathe air through lungs. Materials/Resources: Book (Endangered Komodo Dragon by Bobby Kalman), photos, paper, crayons. Procedure/Activities: As part of an interdisciplinary lesson with children s literature, the teacher will read Endangered Komodo Dragon by Bobby Kalman to the class and as the story is being read, the teacher will show photos that coincide with the stages being read about. As the story is being read, the students will be asked to write down any terms that they do not understand. After the story is read, as part of the inquiry-based lesson, the students will be asked to draw pictures of each stage of a Komodo Dragon s life. The students will then break into small groups and converse on the words that they didn t know. Through group help, they should be able to get the definitions of most of the words and the words that they cannot get the definitions, they will look up and write down the definitions. The teacher will go over the stages and new terms learned, with the rest of the class. Assessment: As part of an interdisciplinary lesson with English, students will be given a paragraph with missing words and the students will be asked to fill-in the blanks. In addition, the students will be given four pictures, signifying the stages of a Komodo Dragon s life, and they will be asked to order them. 6

8 Topic: Bird Life Cycles Duration: 45 Minutes Title: Life Cycle of A Bird New York State Learning Standards: Standard 2 (Science): Students will access, generate, process, and transfer information using appropriate technologies. Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will understand the life cycle of a bird. (Spring: Mating; Hatching; Summer: Growing, Fall: Migration). They will learn that birds are vertebrates with feathers and bills and they do not have teeth. They breathe air through lungs. They will learn that their wings are made of light bones with help most birds to fly and that their feathers also help to keep them warm. Materials/Resources: Video on the life cycle of a bird. Crayons, paper. Procedure/Activities: The students will first be told about how unique birds are and how they hatch from eggs, can fly, and need to stay warm. The teacher will show a video describing the life cycle of a bird. Assessment: As part of an interdisciplinary lesson with art, the students will illustrate the life cycle of a bird (from egg hatching, to being fed by the mother bird, to growing, to migrating to warmer weather, to laying eggs of its own). Extension/Follow-Up Activities: The students can get their own chicken egg in the classroom, monitor it before it hatches, watch it hatch and donate it to a zoo. Then, they can visit it periodically to see the life cycle of the chicken, first hand. 7

9 Topic: Mammal Life Cycles Duration: 45 Minutes Title: Life Cycle of A Mammal New York State Learning Standards: Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will understand how mammals are born, grow, and live. They will learn that mammals typically have hair or fur for a portion of their lives, the hair helps to keep them warm, they are not hatched from eggs, they breathe through lungs, and they feed milk to their young. Materials/Resources: Book: The Bear (Life Cycles) by Sabrina Crewe Procedure/Activities: The teacher will read The Bear (Life Cycles) by Sabrina Crewe along with the class and show them the similarities between humans and bears (other mammals). The similarities of being grown in a mother before being born, of drinking a mother s milk as a baby, slowly getting bigger, and how bears hibernate to stay warm throughout the winter. Assessment: In order to gauge if the students have fully understood the life cycle of a bear (mammals), as part of the inquiry-based lesson, they will be asked to break into small groups and create a small skit to act out the different stages of a mammal s life cycle. They will relate the mammal their group selects, to that of a bear. Some groups may select elephants, lions, and other mammals. 8

10 Topic: Invertebrates Duration: 40 Minutes Title: Animals Without Backbones New York State Learning Standards: Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will learn what invertebrates are. Students will be able to place invertebrates into specific groups based on similarities and differences. Materials/Resources: Bag containing pictures of various invertebrates (i.e. jelly fish, mollusks, clams, snails, squid, and insects). Procedure/Activities: The teacher will lecture to the class about the similarities and differences between different types of invertebrates (i.e. some live in water, some live on land and fly, etc.). Following the lecture, the students will break into groups and they will be given the bag of pictures of invertebrates and they will be asked to group them based on similarities. After 5-10 minutes, the teacher will make a chart on the blackboard and group the invertebrates based on what the groups suggest. Then, as part of the inquiry-based lesson, the teacher will lead a discussion based on the groupings of these invertebrates. Assessment: Following the group activity, the students will be asked why the invertebrates were grouped in the categories they were grouped and why they cannot be placed into another category (i.e. insects cannot be placed in the same category as snails, because snails live in water). 9

11 Topic: Insect Life Cycles Duration: 40 Minutes Title: Life Cycle of A Butterfly New York State Learning Standards: Standard 2 (Science): Students will access, generate, process, and transfer information using appropriate technologies. Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Investigate relationships between plants and animals and how living things change during their lives. Students will learn words such as egg, larva, caterpillar, pupa, chrysalis, cocoon, and metamorphosis. Materials/Resources: The Very Hungry Caterpillar by Eric Carle, video to show metamorphosis of a butterfly, SMARTBoard. Procedure/Activities: After observing the stages of the video of the life cycle of the butterfly, as part of an interdisciplinary lesson with art, students will create their own illustrations of the butterfly life cycle and label each stage of development. (This could be done on the top half of a folded sheet of paper or on a paper plate divided into quarters.) Encourage use of the vocabulary terms listed in the Objectives. Assessment: Ask students to compare the life cycle of a butterfly with the life cycle of one of the vertebrates they have already learned about. How are butterfly life cycles similar to the life cycles of other animals? How are they different? How many stages are found in the life cycle of a butterfly and other animals? 10

12 Topic: Animal Adaptations Duration: 60 Minutes Title: How Animals Adapt To Their Surroundings New York State Learning Standards: Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will understand that animals adapt to their surroundings to better survive in their environments. Materials/Resources: Paper, crayons, scissors, construction paper. Procedure/Activities: The teacher will have a lecture/discussion with the class to better understand that all animals have different ways to adapt to their surroundings. I. Open Discussion Asking If Students Know Definition of Adaptation a. Relate adaptation to humans, lead discussion in this direction. b. How do humans adapt to changes? c. What changes to humans adapt to? II. Aside From Humans, Who Else Adapts To Things? a. Animals adapt to their surroundings. b. What are some kinds of things that animals may adapt to? c. Discuss climate changes, location of food, predators, etc. III. What Are Some Examples of Animals Adapting? a. Examples will be offered, as well as received, in a class discussion. Students will be told about giraffes having long necks to reach leaves in trees for food, about how chameleons camouflage their skin color to blend into their surroundings to avoid predators, about camels that can store water while living in the desert, some animals have venom to protect them from predators, etc. As part of a discovery-activity, the students will venture outside to look for different animals and observe how they adapt to their surroundings. They may see squirrels climbing trees, gathering and burying acorns before the winter, they may find birds eating berries from a tree or building a nest with sticks they have found, they may not find any birds at all, they may find spiders spinning a web in a particular location, etc. Assessment: When the students return to the classroom, the students will break into groups to share with their group what they observed and what animals they found adapting to their surroundings. Then, as part of an interdisciplinary lesson with art, they will each draw a picture of an animal they observed in its surroundings and how it has adapted to its surroundings. Each group will share their pictures with the class to show they understand the concept. Extension/Follow-Up Activities: The student-created pictures will be hung-up, in the classroom. 11

13 Adaptation Visuals 12

14 Topic: Migration/Hibernation Duration: 40 Minutes Title: How Animals Adapt To Climate Changes New York State Learning Standards: Standard 2 (Science): Students will access, generate, process, and transfer information using appropriate technologies. Standard 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Objectives: Students will learn how animals adapt to climate changes in their habitats. Students will learn the differences between migration and hibernation. Materials/Resources: Short videos (from KidsTube.com) displaying migration and hibernation, SMARTBoard. Procedure/Activities: The teacher will explain to the students that migration is the act of moving from one place to another, while hibernation is to become inactive during the winter. The teacher will explain that certain birds in colder climates will instinctively fly to warmer climates when the weather gets colder and those same birds will fly back when that climate warms up, again. The teacher will explain to the students that some animals, like bears, sleep throughout the winter and come out of their hibernation when the weather becomes warm, again. The concepts will be reinforced through the use of technology (short videos from KidsTube.com). Assessment: Students will act out each word. Discuss the similarity between these behaviors (both are in response to changes in the season) and differences (migration involves movement, while hibernation involves a long rest). 13

15 Learning Center 14

16 Multiple-Choice Test 1.) Which of the following animals is an invertebrate? a. Squid b. Salmon c. Shark d. None of the above 2.) Which kind of animal develops inside its mother? a. Insect b. Mammal c. Amphibian d. Fish 3.) A chameleon can change its skin color to blend in with its surroundings, to help avoid predators. This is an example of a. Hibernation b. Chrysalis c. Venom d. Camouflage 4.) What is the name of the stage in the life cycle of a butterfly during which it changes into an adult? a. Pupa b. Larva c. Butterfly d. Caterpillar 5.) Which of the following animals is a vertebrate? a. Snail b. Octopus c. Shrimp d. None of the above 6.) What do jelly fish, spiders, and earthworms have in common? a. They are all animals without backbones b. The can all sting predators c. None of them have legs d. They are all animals with backbones 7.) What do we usually call a butterfly when it is a larva? a. Egg b. Caterpillar c. Chrysalis d. Pupa 8.) Which of the following animals is not an amphibian? a. Frog b. Salamander c. Toads d. Alligator 9.) Which of the following animals hibernate when their climate gets cold? a. Octopus b. Butterfly c. Bear d. Pigeon 15

17 10.) Which of the following animals migrate when their climate gets cold? a. Jelly Fish b. Spider c. Lion d. Pigeon 11.) Which of the following animals breathe through gills? a. Tuna b. Crocodile c. Butterfly d. Snake 12.) Which of the following animals is not a vertebrate? a. Bear b. Blue Jay c. Fish d. Spider 13.) Why do animals camouflage their skin color? a. In order to being hibernation b. To blend in with their surroundings and avoid predators c. They don t have a backbone d. So they can fly 14.) Which type of animal breathes through gills in early stages of life, but breathes through lungs in later stages of life? a. Reptile b. Amphibian c. Mammal d. Bird 15.) Which animal does not hatch from an egg? a. Ostrich b. Fish c. Frog d. Squirrel 16

characteristic Definition: what a thing has that makes the thing different from others; it identifies and individual or a group.

characteristic Definition: what a thing has that makes the thing different from others; it identifies and individual or a group. characteristic what a thing has that makes the thing different from others; it identifies and individual or a group. Synonyms: attribute, feature, property, quality, trait fur the thick, soft hair that

More information

Third Grade Introduction to Classification of Animals Assessment

Third Grade Introduction to Classification of Animals Assessment Third Grade Introduction to Classification of Animals Assessment 1a. How do scientists classify animals? a. according to the characteristics animals share b. according to their habitats or where they live

More information

ANIMAL CLASSIFICATIONS Scavenger Hunt GRADES K-3

ANIMAL CLASSIFICATIONS Scavenger Hunt GRADES K-3 ANIMAL CLASSIFICATIONS Scavenger Hunt GRADES K-3 Scavenger Hunt Animal Classification (K-3) Teacher s Guide Updated Summer 2011 APPROXIMATE TIME: 60 Minutes Because the animals at the Zoo are living creatures

More information

Classifying Organisms

Classifying Organisms Grouping Organisms Classifying Organisms When you look for socks to wear, you probably go to your sock drawer. Your shirts might be in a different drawer. The clothes are grouped so that you can find them.

More information

Worksheets to be used with Progression of Life

Worksheets to be used with Progression of Life Ancient Vertebrates pictures of ancient vertebrate animals. Vertebrates: Animals that have backbones. Includes animals such as amphibians, birds, fish, mammals, and reptiles. People are vertebrate animals.

More information

Have you ever wondered how animals are able to survive in the wild? Animals have certain adaptations that help them to survive.

Have you ever wondered how animals are able to survive in the wild? Animals have certain adaptations that help them to survive. Animal Adaptations Have you ever wondered how animals are able to survive in the wild? Animals have certain adaptations that help them to survive. I. What is an adaptation? A. An adaptation is a change

More information

Grade 4 Book 5. Life and Living 2 Animals and their Habitats 1

Grade 4 Book 5. Life and Living 2 Animals and their Habitats 1 Grade 4 Book 5 Life and Living 2 Animals and their Habitats 1 1 Animals and their habitats 1 The wild things of this earth are not ours to do with as we please. They have been given to us in trust, and

More information

Developed and Published by. AIMS Education Foundation

Developed and Published by. AIMS Education Foundation Concerning Critters: Observations & Classification TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating

More information

Exploring the differences between animals!

Exploring the differences between animals! Exploring the differences between animals! Created by- Lindsay Watson School- University of South Carolina Grade Level- Second Subject- Science Science Standard: 2-2.2 Classify animals (including mammals,

More information

Educator Guide: Life Cycles

Educator Guide: Life Cycles Educator Guide: Life Cycles This document is a resource for teachers whose classes are participating in the Museum of Science s Grade K 2 Life Cycles Traveling Program. The information in this document

More information

3rd GRADE MINIMUM CONTENTS UNIT 11: ANIMALS-VERTEBRATES

3rd GRADE MINIMUM CONTENTS UNIT 11: ANIMALS-VERTEBRATES 3rd GRADE MINIMUM CONTENTS UNIT 11: ANIMALS-VERTEBRATES VERTEBRATES Vertebrates are animals which have a backbone and an internal skeleton. The skeleton protects vital organs and supports the weight of

More information

A. attract a mate B. reproduce C. sleep D. hunt for prey

A. attract a mate B. reproduce C. sleep D. hunt for prey 2. Fill in the blank. A crocodile's eyes are on top of its head, and its nostrils are on top of its snout. Having its eyes and nostrils in special places help the crocodile.. A. attract a mate B. reproduce

More information

Animal Classification. Contents. Preparation

Animal Classification. Contents. Preparation Animal Classification A collaborative sorting activity for Key stages 2 & 3 Teachers notes Contents Animal Cards: 8 Pictures per card (54 +2 blanks) Alphabetical list of pictured animals Group cards: VERTEBRATE/INVERTEBRATE

More information

Eubacteria: Known as the true bacteria, they are unicellular and do not have a nucleus

Eubacteria: Known as the true bacteria, they are unicellular and do not have a nucleus Name: Section: Date: Ms. Mallon CDW Key vocabulary to know: Classification: Grouping similar things together Kingdom: Large groups Eubacteria: Known as the true bacteria, they are unicellular and do not

More information

Ateneo de Zamboanga University Grade School PAASCU Level III Accredited ALTERNATIVE ACADEMIC ACTIVITIES IN SCIENCE GRADE TWO

Ateneo de Zamboanga University Grade School PAASCU Level III Accredited ALTERNATIVE ACADEMIC ACTIVITIES IN SCIENCE GRADE TWO Ateneo de Zamboanga University Grade School PAASCU Level III Accredited ` I. LEARNING OBJECTIVES ALTERNATIVE ACADEMIC ACTIVITIES IN SCIENCE GRADE TWO At the end of the lessons, the students are expected

More information

Caring about Animals Learning Booklet

Caring about Animals Learning Booklet Caring about Animals Learning Booklet 1 Caring about Animals Learning Booklet Content Chapter 1: Animal Kingdom 3 Activity 1 4 Activity 2 4 Activity 3 5-8 Chapter 2: Do You Know Where I Grew Up? 9 Activity

More information

Classification of Animals. adapted from

Classification of Animals. adapted from Classification of Animals Animals With Backbones AMPHIBIAN FISH MAMMAL BIRD REPTILE Animals With Backbones Animals with backbones are called vertebrates. Vertebrates include many different kinds of animals.

More information

2. Get the things you need. Remember to ask an adult to help you with the scissors.

2. Get the things you need. Remember to ask an adult to help you with the scissors. Animal Flash Cards What You Need... A printed copy of the Animal Flash Cards Scissors* * Remember to ask an adult to help you with Scissors. They may be sharp! How to Prepare the Animal Flash Cards...

More information

Chapter Twelve: Page 152

Chapter Twelve: Page 152 Chapter Twelve: Page 152 Chapter Twelve: Page 153 Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle

More information

OAT Practice 5 th Grade Science Life Science. Brought to you by:

OAT Practice 5 th Grade Science Life Science. Brought to you by: OAT Practice 5 th Grade Science Life Science Brought to you by: Many plants and animals live in and around the pond. One year the pond dried up. 1) Which organism in the pond ecosystem was still able to

More information

Ohio Plants & Animals

Ohio Plants & Animals Ohio Plants & Animals GOAL: To study and observe local plants and animals in various life stages and habitats. Small Group Procedures Concept: A field experience is enhanced when students are able to focus

More information

Metamorphosis Rock, Paper, Scissors

Metamorphosis Rock, Paper, Scissors Teacher Lesson Plan Animal Life Cycles Pre-Visit Lesson Duration: 30-40 minutes Minnesota State Science Standard Correlations: 3.4.3.2.1. Wisconsin State Science Standard Correlations: C.4.1, C.4.2, F

More information

Young Learners teacher s notes

Young Learners teacher s notes Children will learn to: recognize the difference between vertebrates and invertebrates; classify animals into groups: mammals, reptiles, amphibians, birds, fish, insects, arachnids, molluscs; identify

More information

Chapter 1. Classifying Plants and Animals

Chapter 1. Classifying Plants and Animals Chapter 1 Classifying Plants and Animals Lesson 1 Cells A cell is the building block of life. It is the smallest unit of a living thing and can perform all life processes. All living things are made of

More information

All about Animals. This pack consists of activity sheets for individual and group work, and whiteboard pictures for class discussion.

All about Animals. This pack consists of activity sheets for individual and group work, and whiteboard pictures for class discussion. All about Animals This pack consists of activity sheets for individual and group work, and whiteboard pictures for class discussion. Teacher guidance notes can be downloaded here. What do you know about

More information

In your last science lesson, you used posters to learn about five of the classes of vertebrates.

In your last science lesson, you used posters to learn about five of the classes of vertebrates. Science 4 Physical Life Earth and Space LESSON 31 Identifying characteristics of classes of vertebrates Lesson Preparation Program Materials Child s Booklet C Investigating Characteristics of Animals (pp.

More information

Many organisms can be classified into two major groups plants or animals based on their similar and different characteristics.

Many organisms can be classified into two major groups plants or animals based on their similar and different characteristics. Standard 4-2 Organisms and Their Environment Notes Many organisms can be classified into two major groups plants or animals based on their similar and different characteristics. Plants Plants are organisms

More information

OBJECTIVE. The student will be able to know about animal kingdom vertebrates. The student will be able to understand the classification of animal

OBJECTIVE. The student will be able to know about animal kingdom vertebrates. The student will be able to understand the classification of animal OBJECTIVE The student will be able to know about animal kingdom vertebrates The student will be able to understand the classification of animal The student will be able to give examples of each of the

More information

Animal and Plant Classification

Animal and Plant Classification Animal and Plant Classification The Building Blocks of Living Things Think about the building blocks you played with when you were younger. You started with just one block. If you put a few blocks together,

More information

fish bird mammal reptile insect amphibian

fish bird mammal reptile insect amphibian A Write the correct word from the box that describes the animal. fish bird mammal reptile insect amphibian 1. salamander 2. whale 3. penguin 4. shark 5. butterfly 6. snake B Write one more word or phrase

More information

Grades 3-5. Sharks: Survival at Sea Teacher Resource Guide. Contents: Welcome to SEA LIFE Orlando Aquarium! Educational Objectives:

Grades 3-5. Sharks: Survival at Sea Teacher Resource Guide. Contents: Welcome to SEA LIFE Orlando Aquarium! Educational Objectives: 1 Sharks: Survival at Sea Teacher Resource Guide Grades 3-5 Welcome to SEA LIFE Orlando Aquarium! Arrival and Entry Please allow ample time for parking and obtaining tickets. To book a FREE on-site educational

More information

Grouping animals - Classification Teacher Notes/ Activity/Worksheets

Grouping animals - Classification Teacher Notes/ Activity/Worksheets Grouping animals - Classification Teacher Notes/ Activity/Worksheets What can we offer At Hamilton Zoo we can provide educational opportunities for students of all levels. This programme gives students

More information

Reptiles and Amphibians by Guy Belleranti

Reptiles and Amphibians by Guy Belleranti Name: Take a look at the four animals pictures below. Do you know which ones are reptiles and which ones are amphibians? The chameleon is an unusual lizard that can change the color of its scaly body.

More information

You CAN Judge an Animal by its Cover

You CAN Judge an Animal by its Cover You CAN Judge an Animal by its Cover National Mississippi River Museum and Aquarium Conservation Education Curriculum Target Grades: Pre K 3 rd Key Words: vertebrate, invertebrate, warm-blooded, cold-blooded

More information

6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.

6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4. NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same

More information

FOR THOUSANDS of years, people have sought to

FOR THOUSANDS of years, people have sought to Classifying Animals FOR THOUSANDS of years, people have sought to classify living creatures into general categories. An ongoing process, classification aids in research, education, and communication about

More information

reflect What about other living things? Do all animals look the same as their parents?

reflect What about other living things? Do all animals look the same as their parents? reflect Look at the boy and his father. How do they look the same? They both have two arms and two legs. They both have eyes and a nose. They look a lot alike! People can look like their parents. We get

More information

ANIMAL WORLD: TYPES AND HABITATS

ANIMAL WORLD: TYPES AND HABITATS ANIMAL WORLD: TYPES AND HABITATS Octubre-Desembre 2009 Name: Date: Worksheet 1 1.- Complete this Venn Diagram. Put the sentences into the box below. They grow. They can move from one place to another.

More information

Teaching Activities. for

Teaching Activities. for Teaching Activities for Questions to Ask Before & after reading the book 2 Reading this book aloud Questions to ask before reading the book What do children already know? With charts After reading the

More information

5th Grade Science - Ecosystems Assessment

5th Grade Science - Ecosystems Assessment 5th Grade Science - Ecosystems Assessment 1. In the daylight, organisms that have chlorophyll, such as plants, algae, and some bacteria, can use the sun s energy, water, and carbon dioxide to make their

More information

S7L Which characteristic distinguishes Monerans from all other kingdoms of life?

S7L Which characteristic distinguishes Monerans from all other kingdoms of life? S7L1-1 1. Which characteristic distinguishes Monerans from all other kingdoms of life? A. They are always unicellular. B. They have single cells without a nucleus. C. They move by waving their flagella.

More information

Ontario Science and Technology Curriculum 1999 Strand: Life Systems Topic: Growth and Changes in Animals Grade 2

Ontario Science and Technology Curriculum 1999 Strand: Life Systems Topic: Growth and Changes in Animals Grade 2 Name: Ontario Science and Technology Curriculum 1999 Strand: Life Systems Topic: Growth and Changes in Animals Grade 2 Goggled Science, 2001 All rights reserved Developed by T. Tasker May be photocopied

More information

LER Ages. Grades. Animals. A fun game of thinking & linking!

LER Ages. Grades. Animals. A fun game of thinking & linking! Animals Ages 7+ LER 2890 Grades 2+ Card Game A fun game of thinking & linking! Contents 45 Picture cards 45 Word cards 8 New Link cards 2 Super Link cards Setup Shuffle the two decks together to mix word

More information

Educator Guide: Animal Habitats

Educator Guide: Animal Habitats Educator Guide: Animal Habitats This document is a resource for teachers whose classes are participating in the Museum of Science s Animal Habitats Traveling Program. The information in this document may

More information

1 What Is Classifying?

1 What Is Classifying? Class: Date: 1 What Is Classifying? Fill in the blanks! C means putting things into groups based on whether they are a or d. Things in the same group share common f. We can classify living things into

More information

The World of Animals. Habitat

The World of Animals. Habitat 1 The World of Animals The earth is a home to a variety of plants and animals. Like plants, even the animals found on this planet are very diverse in nature. These creatures differ from each other in their

More information

1 50 minutes N/A Whole class, Individual N/A 03.SC.TE.04, 03.SC.LS TE.2.1, 3-5.LS.0.3 Amphibian, Bird, Diagram, Fish, Insect, Mammal, Reptile

1 50 minutes N/A Whole class, Individual N/A 03.SC.TE.04, 03.SC.LS TE.2.1, 3-5.LS.0.3 Amphibian, Bird, Diagram, Fish, Insect, Mammal, Reptile 3.D.5 Animal Life Cycles Creating a diagram of an animal life cycle Grade Level 3 Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks MA Frameworks Key Words 1 50 minutes N/A Whole class,

More information

Who Am I? Who Am I? Amphibian. Mammal

Who Am I? Who Am I? Amphibian. Mammal Amphibian Mammal I am one of the only types of animal that can learn behaviors from copying my parents. I m a warm blooded vertebrate that can live in many different climates. I am often characterized

More information

Unit 4L.3: Life cycles of animals and plants

Unit 4L.3: Life cycles of animals and plants Unit 4L.3: Life cycles of animals and plants Life cycles of animals Life cycles of plants Science Skills Observing By the end of this unit you should: Know that living organisms produce young. Recognise

More information

Life Cycles. Plant Life Cycles. What Is a Life Cycle? Name Date

Life Cycles. Plant Life Cycles. What Is a Life Cycle? Name Date TEKS investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs Life Cycles What Is a Life Cycle? Every

More information

Year 5 (Entry into Year 6) 10 Hour Revision Course Biology

Year 5 (Entry into Year 6) 10 Hour Revision Course Biology Year 5 (Entry into Year 6) 10 Hour Revision Course Biology This page has been intentionally left blank Biology 4 Hours Life Cycle of Mammals and Birds (0.5 hour): Mammals Characteristics They have hair

More information

www.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans.

www.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. www.irishseedsavers.ie POND LIFE FACT SHEET Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. A pond is a small body of fresh water shallow enough for sunlight

More information

Vertebrate Characteristics

Vertebrate Characteristics Vertebrate Characteristics Classification of Vertebrates!! a. Phylum: Chordata!!!Common Characteristics: "!notochord, pharyngeal gill slits, hollow dorsal nerve cord! b.!sub-phylum: Vertebrata!!!Common

More information

What is ecology? The study of the interactions that take place among organisms and their environment

What is ecology? The study of the interactions that take place among organisms and their environment Animal Adaptations What is ecology? The study of the interactions that take place among organisms and their environment Adaptations How do adaptations help animals survive in their environment? An adaptation

More information

Classifying Vertebrates Grade 4 Classroom Activity

Classifying Vertebrates Grade 4 Classroom Activity Classifying Vertebrates Grade 4 Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends

More information

World Oceans Day at ZSL Whipsnade Zoo

World Oceans Day at ZSL Whipsnade Zoo World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on

More information

1.- Have a look at these words and predict what this unit is about. be born: nacer Birds: aves Oviparous: ovíparo

1.- Have a look at these words and predict what this unit is about. be born: nacer Birds: aves Oviparous: ovíparo 1.- Have a look at these words and predict what this unit is about. Animals 2.- Find the words. You can use your dictionary or a computer. be born: nacer Birds: aves Oviparous: ovíparo Grow up: crecer

More information

Materials For each student (or group of students): Caterpillar data sheets Pencil For teacher: Chart paper Markers

Materials For each student (or group of students): Caterpillar data sheets Pencil For teacher: Chart paper Markers Insects! Concepts Life cycles and metamorphosis are common to all insects. Butterflies, like most insects, go through complete metamorphosis involving four distinct phases egg, caterpillar (larva), chrysalis

More information

How Tuatara Use Energy from the Sun

How Tuatara Use Energy from the Sun How Tuatara Use Energy from the Sun Cold-blooded and warm-blooded animals Scientists put animals into two groups. One group is cold-blooded animals, like fish, frogs, snakes and tuatara. The other group

More information

My Animal Report. (Write the full name of your animal on this line.)

My Animal Report. (Write the full name of your animal on this line.) Name: 1 My Animal Report (Write the full name of your animal on this line.) Draw a large picture of your animal, or paste a picture of your animal in the space above. If you are drawing the animal, be

More information

Observing animals. Year 3. South Australian Museum Education Program. Crustacean. Insect. Fish. Arachnid. Reptile. Amphibian.

Observing animals. Year 3. South Australian Museum Education Program. Crustacean. Insect. Fish. Arachnid. Reptile. Amphibian. Observing Animals Observing animals Year 3 This Outreach Education Program for schools is made possible by the partnership between the South Australian Museum and the Department of Education and Children

More information

Animal Instincts: Teacher s Guide

Animal Instincts: Teacher s Guide Animal Instincts: Teacher s Guide Grade Level: 5-6 Curriculum Focus: Animals Lesson Duration: Two class periods Program Description Humpback whales swim 3,000 miles to mate. Polar bears can wander hundreds

More information

Pond Vocabulary Words and Meanings

Pond Vocabulary Words and Meanings Pond Vocabulary Words and Meanings Adapt: to adjust to a use or situation Aquatic: from or in the water Bacteria: tiny organisms, too small to be seen with the naked eye Carnivore: an animal that eats

More information

Why Do Animals Do What They Do? Exploring Adaptations (3-5)

Why Do Animals Do What They Do? Exploring Adaptations (3-5) Why Do Animals Do What They Do? Exploring Adaptations (3-5) At a glance Students observe different types of animals and answer questions to determine why animals have different adaptations. Time requirement

More information

Effective August

Effective August 6-3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds,

More information

Elementary Science: The Living Environment

Elementary Science: The Living Environment Elementary Science: The Living Environment Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical

More information

BUTTERFLIES OVERVIEW:

BUTTERFLIES OVERVIEW: Second Grade BUTTERFLIES OVERVIEW: This unit, The Life Cycle of Butterflies, introduces students to life cycles using butterflies as the main organism to study. Throughout this unit students will learn

More information

Life Cycles 4.10C. baby mammals look like their parents. But most insects do not start

Life Cycles 4.10C. baby mammals look like their parents. But most insects do not start A tiny fish called the pygmy goby lives in coral reefs. It begins its life as an egg. The goby hatches and then floats through the ocean. After about three weeks, it becomes an adult. Then, the goby lays

More information

Butterflies and Beyond

Butterflies and Beyond Butterflies and Beyond Grade Levels: kindergarten 2 nd Description: Students will explore the lifecycle of butterflies, looking at what they need to survive, how they change during metamorphosis, and the

More information

ì<(sk$m)=bdhhcf< +^-Ä-U-Ä-U

ì<(sk$m)=bdhhcf< +^-Ä-U-Ä-U Life Science Genre Comprehension Skills Text Features Science Content Nonfiction Alike and Different Glossary Vertebrates and Invertebrates Scott Foresman Science 2.2 by May Evans ì

More information

Amanda Pierce Lesson Plan #5. Fish Facts. Grade Level: 2. Subject/Content Area(s): Science; English/Language Arts

Amanda Pierce Lesson Plan #5. Fish Facts. Grade Level: 2. Subject/Content Area(s): Science; English/Language Arts Amanda Pierce apierce@martin.k12.nc.us Lesson Plan #5 Grade Level: 2 Fish Facts Subject/Content Area(s): Science; English/Language Arts Science Competency Goal 1: The learner will conduct investigations

More information

STANDARD 4: THE LIVING ENVIRONMENT

STANDARD 4: THE LIVING ENVIRONMENT Key Idea 1: Living things are both similar to and different from each other and from nonliving things. There are basic characteristics, needs, and functions common to all living things. Nonliving things

More information

Table of Contents Diagnostic Pre-test Lesson 5: Habitats Lesson 1: Biomes Lesson 6: Living Organisms Lesson 2: Aquatic Biomes Lesson 7: Plants

Table of Contents Diagnostic Pre-test Lesson 5: Habitats Lesson 1: Biomes Lesson 6: Living Organisms Lesson 2: Aquatic Biomes Lesson 7: Plants Table of Contents Diagnostic Pre-test..................5 Lesson 1: Biomes A Biome Experiment............... 11 What Are Biomes?................. 12 Comparing Biomes................ 13 Biomes Vocabulary................

More information

Science Mural. Françoise Freynet. Date created March Grade 2. Life systems: animals

Science Mural. Françoise Freynet. Date created March Grade 2. Life systems: animals Science Mural Creator Françoise Freynet Date created March 2006 Grade 2 Subject Topic Science Life systems: animals Description This lesson explores animals through their shape, their habitat, the way

More information

Ecosystems. Food Webs, Chains Adaptation, Survival, & Extinction

Ecosystems. Food Webs, Chains Adaptation, Survival, & Extinction Ecosystems Food Webs, Chains Adaptation, Survival, & Extinction Goals Be able to predict how changes in the environment affect a community of organisms within an ecosystem Be able to predict the effect

More information

Student Name: Grade 3 ELA Unit 4 Post test Assessment ID: ib Comparing Tortoises and Turtles

Student Name: Grade 3 ELA Unit 4 Post test Assessment ID: ib Comparing Tortoises and Turtles Directions: Read the passage below and answer the question(s) that follow. Comparing Tortoises and Turtles Have you ever wondered what the difference is between a tortoise and a turtle? They both have

More information

Structures of animals

Structures of animals Structures of animals Name: All animals have been designed with different parts, which we call structures, that make up their bodies. Each of these structures is important as it is used to perform a specific

More information

These pages build on the reproduction topics from Units 2B & C and the habitat/habitat loss topics from Unit 4B

These pages build on the reproduction topics from Units 2B & C and the habitat/habitat loss topics from Unit 4B Unit 5B Life Cycles Teaching Notes These pages build on the reproduction topics from Units 2B & C and the habitat/habitat loss topics from Unit 4B Curriculum, resource and other links Sc1 & Sc2 Resources

More information

The Very Hungry Caterpillar and Its Life Cycle

The Very Hungry Caterpillar and Its Life Cycle This website would like to remind you: Your browser (Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop The Very Hungry Caterpillar

More information

Marine Animals Classroom Activity

Marine Animals Classroom Activity Marine Animals Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess.

More information

Life Cycles of Animals

Life Cycles of Animals Life Cycles of Animals 1. Animals go through the same life cycle as their parents. It starts as a fertilised egg. The fertilized egg develops into an embryo. The embryo develops into a young animal. The

More information

Materials Copies of Life in a Pond cards for each group Scissors & glue Large sheets of construction paper Copies of student worksheets

Materials Copies of Life in a Pond cards for each group Scissors & glue Large sheets of construction paper Copies of student worksheets Purpose: As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they create food webs. Students will

More information

3 rd Grade Cards and Answers. 5. Which of these animals lays eggs to reproduce? A. kangaroo B. dolphin C. mouse D. spider

3 rd Grade Cards and Answers. 5. Which of these animals lays eggs to reproduce? A. kangaroo B. dolphin C. mouse D. spider 3. Solve this riddle. I come in many shapes and sizes. I am the first stage in a life cycle. A plant will grow from me. What am I? A. a petal B. a seed C. a stem D. a root 16. Paper cups, cans, cigarette

More information

Performance Standards Framework for Science. Unit Organizer: (Approximate Time: 12 days) OVERVIEW:

Performance Standards Framework for Science. Unit Organizer: (Approximate Time: 12 days) OVERVIEW: Performance Standards Framework for Science Unit Organizer: (Approximate Time: 12 days) OVERVIEW: Students will observe specimens from animal and plant groups. They create a "field guide" to compare and

More information

Animal Adventures. Herpetology. Activity Journal. Journal Questions (Continued)

Animal Adventures. Herpetology. Activity Journal. Journal Questions (Continued) Journal Questions (Continued) Can you list the names of the 6 venomous snakes found in the state of Alabama? 1. C 2. C 3. C 4. D R 5. T R 6. P R An Extension of the Alabama 4-H Center s Environmental Field

More information

T E A C H E R S N O T E S

T E A C H E R S N O T E S T E A C H E R S N O T E S Focus: Students explore how animals grow and change. They will also learn how animals are the same and different, how baby animals live, change, and grow, how animals take care

More information

How plants grow. Activity

How plants grow. Activity How plants grow Objectives When you have completed this lesson you will be able to: describe how living things grow gradually record the germination and growth of different seeds arrange pictures of seedlings

More information

Emperor Penguins. by Roberta Edwards

Emperor Penguins. by Roberta Edwards UNIT THEME Communities by Roberta Edwards Penguin communities are called colonies. Children read about a colony of emperor penguins in this book. It helps them explore the theme question: What is a community?

More information

Plants that Make Seeds

Plants that Make Seeds Plants and Animals Plants that Make Seeds Scientists often classify, or group, plants by how they reproduce. When a plant reproduces, it makes more of the same kind of plant. One group of plants makes

More information

Lesson. Essential Question What Are Some Animal Adaptations? Engage

Lesson. Essential Question What Are Some Animal Adaptations? Engage 2 Lesson Objectives Describe physical adaptations of animals. Identify behavioral adaptations of animals. Describe some animal behaviors that are learned. Vocabulary camouflage.... p. 70 mimicry.......

More information

Classify that Animal Pre-Visit Activities

Classify that Animal Pre-Visit Activities Classify that Animal Pre-Visit Activities The activities in this pre-visit packet have been designed to help you and your students prepare for your upcoming program at the St. Joseph County Parks. These

More information

9 Living Life Cycles 3-6

9 Living Life Cycles 3-6 EXPLORE 9 Living Life Cycles 3-6 60-90 minutes Developmental Modifi cations: Older students may focus on the different types of life cycles that organisms undergo and create skits that allow students to

More information

Interactions in an Environment

Interactions in an Environment Earth is full of living things. Our planet has many kinds of organisms including bacteria, fungi (like mushrooms), plants, and animals. In some ways, living things are alike. Almost all living things need

More information

3rd GRADE MINIMUM CONTENTS UNIT 10: LIVING THINGS

3rd GRADE MINIMUM CONTENTS UNIT 10: LIVING THINGS 3rd GRADE MINIMUM CONTENTS UNIT 10: LIVING THINGS LIVING AND NON-LIVING THINGS Living things are born, grow, reproduce, grow old, and die. People, plants and animals are all living things. Living things

More information

Marine Animals Classroom Activity

Marine Animals Classroom Activity Marine Animals Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess.

More information

Hudson Explorers. Frog Quest Activity Guide

Hudson Explorers. Frog Quest Activity Guide Hudson Explorers Frog Activity Guide Frog Introduction Dear Educator, Welcome! Today you and your group will learn all about frogs and how they grow and live at Hudson Gardens. You will find an Activity

More information

insect life cycles reflect

insect life cycles reflect reflect Most animals look like their parents when they are born. The babies are just smaller. They might look like small grown-ups. Kittens look like small cats. Insects are different. Newborn bees do

More information

Grade Level: 1-2. Next Generation Sunshine State Standards SC.1.L.14.1; SC.1.L.17.1; SC.1.N.1.1 SC.2.L.17.1; SC.2.L.17.2; SC.2.N.1.

Grade Level: 1-2. Next Generation Sunshine State Standards SC.1.L.14.1; SC.1.L.17.1; SC.1.N.1.1 SC.2.L.17.1; SC.2.L.17.2; SC.2.N.1. Grade Level: 1-2 Next Generation Sunshine State Standards SC.1.L.14.1; SC.1.L.17.1; SC.1.N.1.1 SC.2.L.17.1; SC.2.L.17.2; SC.2.N.1.1 Program Overview Explore the scaly-skinned world of reptiles from agile

More information

Reptile Scavenger Hunt Activity

Reptile Scavenger Hunt Activity Reptile Scavenger Hunt Activity Materials: Reptile questions worksheet (pages 2-3) 18 reptile fact cards (pages 4-8) Tape and scissors Preparation: Print the fact cards on card stock or brightly-colored

More information

Do A Zoo. Students will be able to:

Do A Zoo. Students will be able to: Lesson 1 Lesson Description Animal Groups In this lesson, students list the things that they want at their zoo. They learn that wants are wishes (desires) for goods (items) and services (activities) that

More information