Education Program Packet 2 nd Grade

Transcription

1 Education Program Packet 2 nd Grade Zoo Atlanta Education Programs: Zoo School Auditorium: Animal Adventures Zoo School Classroom: Growing Up WILD Zoomobile Outreach: Beastly Basics NightCrawler Overnight: Animals in Motion or Giant Pandas GEORGIA PERFORMANCE STANDARDS: For program information and Georgia Performance Standards for each program, click and follow the links to the program(s) you registered for. Activity Packet Subject/Course: English/Language Arts and Life Science Grades: 2nd Activity Packet: Stage 1-Desired Results Packet Established Goals: ELA2R3. The student acquires and uses grade-level words to communicate effectively. The student: d. Determines the meaning of unknown words on the basis of context. M2D1. Students will create simple tables and graphs and interpret their meaning. a. Organize and display data using picture graphs, Venn diagrams, bar graphs, and simple charts/tables to record results. S2CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. c. Use simple pictographs and bar graphs to communicate data. S2L1. Students will investigate the life cycles of different living organisms. a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly. 1

2 Understandings: Students will understand that Animals have basic needs. They survive in environments in which their needs are met. Each animal has different structures that serve different functions in growth, survival and reproduction. Animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. Students will know Physical characteristics of animals Basic needs of animals Life cycle patterns of animals, such as butterflies and frogs. Key vocabulary terms Essential Questions: How do the characteristics and basic needs of animals help them survive? How are living organisms similar in appearance, size, motion, diet, body temperature or where they live? How are they different? How do the physical characteristics of animals help them to survive? Students will be able to Identify the basic needs of an animal. Listen, read, and discuss books about animals. Collect and analyze data on animals. Describe, sort, compare and explain how animals are grouped by their observable features. Use graphic organizers to record and analyze data. Ask and answer relevant questions from data represented in charts, tables, and graphs. Use vocabulary appropriate for the content. Stage 2-Assessment Evidence Performance Tasks: Students will create a natural habitat for tadpoles, crayfish, mealworms, or other living organisms. They will identify, describe, and record observations using their habitat, including other living plants or animals as well as non-living items within their habitat. They will then show how the habitat provides food and meets the other needs of the organism. Students will construct and present an illustration of the needs of a plant or animal they have been observing for one month. They will collect and record data about the plant/animal, and use their data to identify that all living things have similar needs such as, food, water and sunlight. Students will present their projects and report their findings to the class using the following criteria: 2

3 o Illustrate sequence and label the four stages of some animals/insects: egg, larva, pupa, and the adult; or the three stages: egg, nymph, and adult. o Correct life cycle stages will be illustrated, sequenced, and labeled. o The rubric rates three items: sequence accuracy, labeling or life cycle stages and the use of time on tasks for completing the project. Key Criteria Appropriate identification, sorting, explanation of animal physical features Knows the basic needs and life cycles of animals Distinguish between mammals, reptiles, amphibians, fish and birds. Quality of presentation Communicates clearly, was well-organized (logical and clear) and stayed on topic Accurately graph groups Accurately sort groups (living and nonliving; appearance, size, motion, and where they live) Other Evidence Observations, participation and dialogue with students Performance task Graphic organizers Graphs, charts and tables Communication skills Journal writings Stage 3-Learning Plan Materials: cameras, modeling clay, books about animals and their life cycles, animal pictures, graphic organizers, pencil and paper Vocabulary: mammals- any of the vertebrate animals that feed their babies with milk from the female mammary glands and produce living young; reptiles- any of the class of vertebrate cold-blooded animals, including lizards, turtles, snakes, crocodiles, and the like, that breathe with lungs, are covered with scales or hard plates, and have short legs or none at all; warmblooded- designating animals whose body temperature remains relatively constant and warm, independent of the surrounding temperature; cold-blooded- of animals such as fishes and reptiles, having blood whose temperature is dependent upon the temperature outside the organism.; parents- a mother or a father; offspring- the child, young, or descendant of a particular parent or ancestor; vertebrate- having a backbone, invertebrate- without a backbone; habitat- the natural environment of a plant or animal; camouflage- a method of concealing something from an enemy, by covering it or coloring it so as to imitate its surroundings; protection- the providing of security Learning Activities Pre-visit Classroom Activities Read What is a Life Cycle? by Bobbie Kalman. Discuss the different animals and the life cycle stages. Compare and contrast the life cycles of several animals. 3

4 Bring live animals/pets to class. Discuss the outer coverings, their appearance and their life cycles. Assist students with designing a checklist for identifying different features/characteristics of animals. The checklist should include the following: covering, size, movement and species of animal. Post-Program Zoo Activities At the start of your Zoo visit, tell students to observe the animals appearance, color, size, shape, movement and outer coverings. Discuss how these features help the animals adapt and survive. Keep a record of animals covered with fur, feathers, and scales, along with students. Retain the information for classroom discussion. Post-visit Classroom Activities Collect animal photographs or magazine pictures. Students will sort and make a graph or photo collage according to the animals physical characteristics. Have students create a presentation, poster or a display model on animal classification and their life cycles. Have students visit or other animal websites to research additional information and fact sheets on animals. Assign students a specific animal to research. Students will produce a drawing of the life cycle of the assigned animal. Provide modeling clay for students to show the life cycles of an insect (butterfly), mammal (dog), amphibian (frog) or reptile (alligator). Write a narration from the perspective of the organism about its life cycle. Suggested Reading 1. What is a Life Cycle? by Bobbie Kalman 2. Snails by Jens Olesen (Silver Burdett, 1986) 3. The Ladybug by Sabrina Crew (Raintree Steck-Vaughn, 1997) 4. Octopus by Carol Carrick (Clarion Books, 1978) 5. My Puppy is Born by Joanna Cole (Morrow Junior, 1991) 6. Our Puppies Are Growing by Carolyn Otto (Harper Collins, 1998) 7. Tadpole to Frog by Wendy Pfeffer (Harper Collins, 1994) 8. See How They Grow by Jane Burton (Lodestar Books, 1992) 9. Butterflies by Gail Saunders-Smith. (Capstone Press, 1998) 10. Bugs for Lunch by Darlene Murawski (National Geographic, 2000) 11. The Very Hungry Caterpillar; The Very Busy Spider; The Very Quiet Cricket by Eric Carle 12. Who Sees You at the (ZOO, FARM, FOREST, OCEAN) (Pop-up Books) by Darla Dijs 13. Animals Defenses by Jeremy Cherfas (The Learner Publishing Group, 1991) 14. What Color is Camouflage? by Carolyn Otto (HarperCollins Children s Books, 1996) 15. Eyewitness Junior Books Amazing Animal Disguises by Sandie Sowler (Alfred A. Knopf, 1982) 16. Amazing Armored Animals by Sandie Sowler (Alfred A. Knopf, 1992) 17. How to Hide a Parakeet and Other Birds by Ruth Heller (Putnam Publishing Group, 1995) 4

5 18. How to Hide a Polar Bear and Other Mammals by Ruth Heller (Putnam Publishing Group Suggested Websites Zoo Atlanta Association of Zoos and Aquariums World Wildlife Fund - Enchanted Learning - Animal Needs - The Electronic Zoo (Animal Resources) - Animal Diversity Web - 5

6 Graphic Organizers COMPARISON AND CONTRAST Name: Date: Features Unique to A: Features Unique to B: Features Common to A and B 6

7 KWL Chart Name: Date: Topic What I Know What I Want to Know What I Learned 7

8 COMPARISON CHART Name: Date: Title/Topic 8

9 Life Cycle of a Name Date 9

10 CYCLE GRAPH Name: Date: Title:

11 Life cycles and Animals coverings Name Date Directions: Label and color the different stages. Tadpole Adult Eggs Froglet Growing Tadpole Caterpillar Adult Egg Pupa 11

12 Name Date Solve the puzzles. I am a bird. I am among the heaviest flying birds in the world and can weigh up to 36 pounds. I can be found in east and south Africa, often around the great herds of zebra and wildebeest. What am I? I have cheek pouches for storing my food. The pouches, which begin at the lower teeth and run along both sides of the neck, can hold as much food as the stomach. I eat a variety of foods, like grains, roots, wild honey, bird eggs, and snails. What am I? Visit to research other animals. Write a one or two riddles about an animal for your classmates to solve. Answers: Male Kori Bustard, Mona Monkey 12

13 Classification Exemplary 4 Consistently demonstrates the ability to sort animals into the proper groups. Rubric Accomplished 3 Usually demonstrates the ability to sort animals into the proper groups. Developing 2 Sometimes demonstrates the ability to sort animals into the proper groups. Beginning 1 Rarely demonstrates the ability to sort animals into the proper groups. Use of Scientific Language Identification Consistent, accurate usage of terms Demonstrates full understanding of vertebrate and invertebrates. Adequate usage of scientific terms Displays a complete and accurate understanding of vertebrate and invertebrates. Occasional use with few errors Displays an incomplete understanding of vertebrate and invertebrates. No terms of frequent errors in usage Demonstrated severe misconceptions about vertebrate and invertebrates. Teamwork Application to the Real World Communication Presentation Assumed leadership role within group; strong contributions Able to apply learning Uses rich, vivid, and powerful description in a variety of ways to clearly communicate observations, data, and conclusions. Presents information in logical, interesting sequence; demonstrates full knowledge (more than required); Maintains eye contact; Uses a clear voice. Participated with good contributions Usually finds practical application Consistently communicates information effectively through accurately recording and describing observations and conclusions. Presents information in logical sequence; Feels at ease with expected answers; Maintains eye contact most of the time. Voice is clear, pronounces most words correctly. Participated with weak contributions Occasionally relates to real life skills Communicates plausible facts but lacks clarity in presenting facts and observations. Audience has difficulty following presentation because student jumps around; Student Is uncomfortable with information; Occasionally uses eye contact; Voice is low and incorrectly pronounces terms. Did not participate in group discussions No practical application Is ineffective in communicating information. Audience cannot understand presentation due to no sequence; Does not have grasp of information; Reads all of the report with no eye contact; Mumbles or incorrectly pronounces terms. 13