Family Child Care Home. Instructional Unit: LAND ANIMALS

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, 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 Reproduction of these materials for resale or distribution is prohibited. University of North Florida University Center 12000 Alumni Drive Jacksonville, Florida 32224 2678 (904) 620 2496 FAX (904) 620 2454 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 Letters Counting All About Me - My Feelings Weather Transportation Plants Opposites Air Animals Shapes Numbers All About Me - Body Parts/Senses My Family and Friends My Community Care of the Earth Day and Night Water Animals Land Animals 3

Land Animals Ages 2 + 3 Oral Language Experiences Learning Experiences Science 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 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 4

Oral Language Activities 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 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. 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: 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 lion goat kid goat foal horse tiger cub tiger piglets pigs lamb 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: 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) 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 dogs elephant calf elephant calf cow bunny rabbit kitten 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. 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: 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. 9

Fifth Reading of the Book 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. 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. 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) 12

Land Animals Ages 3 + 4 Oral Language 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 Learning Experiences Alphabet Knowledge Recognizes some land animal names Independently writes names of 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 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 Rich Vocabulary Words mammals red yellow blue green purple white black 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 13

Oral Language Activities 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. 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. 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. 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. 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) 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. 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 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. 20

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. 21

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. 22

Land Animals Activity Pictures #1 23

Land Animals Activity Pictures #2 24

Land Animals Activity Pictures #3 25

Land Animals Activity Pictures #4 26

Land Animals Activity Pictures #5 bear sheep giraffe elephant zebra horse 27

Land Animals Activity Pictures #6 28

Land Animals Activity Pictures #7 Land Animals Water Animals Air Animals 29

Land Animals Activity Pictures #8 rabbit dog cat sheep horse cow 30

Land Animals Activity Pictures #8 goat pig bear zebra elephant tiger 31

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. 32

Land Animals Activity Pictures #10 bear bird duck horse frog 33

Land Animals Activity Pictures #10 cat dog sheep goldfish 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. 35