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Grade: Elementary
Subject: Science

#2995. Animals, Animals, Everywhere

Science, level: Elementary
Posted Thu Dec 4 11:48:44 PST 2003 by Autumn Mount and Amy Gower (amount@triad.rr.com).
UNCG, Greensboro, NC
Materials Required: various books, computers, and art supplies
Activity Time: 1 month 2 weeks
Concepts Taught: animal adaptations

ANIMALS, ANIMALS,

EVERYWHERE

Index

Curriculum Map 3
Grade Level / Subjects 4
Time Frame 4
Essential Questions 5
Objectives 6-7
Task 1 8-9
Task 2 10-11
Task 3 11-13
Task 4 13-14
Task 5 15-16
Task 6 16-18
Final Project 18-20
Assessments 21-23
Resources and Materials 24
Curriculum Map

Subjects /
Months January February March
Science Finishing Rocks and Minerals Animals in their environment Finish animals begin electricity & magnetism
Math Spatial Sense &
Measurement Continue Measurement &
Geometry Patterns, Relationships and Functions
Social Studies 5 Themes of NC Geography Social & Political Institutions Economic Principles
Language Arts Genres of Text Elements of Fiction / Nonfiction Poetry
Grade Level – Fourth
Topic – Animals and their environment
Subjects – science, math, language arts, social studies, art, technology.


Time Line

Tasks Time Period
February 1 – March 15 Classes
( 1 Hour )
Task 1 First 3 days of week 1 3 classes
Task 2 Last 2 days week 1
First 3 days of week 2 5 classes
Task 3 First 3 days of week 3 3 classes
Task 4 Last 2 days week 3
First two days week 4 4 classes
Task 5 Last 3 days week 4 3 classes
Task 6 Week 5 5 classes
Final Project Week 3 – Week 6 Ongoing Project

Essential Questions

1. What are some similarities and differences among certain animals?
2. How can I classify animals?
3. What are some physical and behavioral adaptations of animals?
4. How do particular features help or hinder animals’ survival in a particular habitat?
5. What are some living and nonliving things that can affect animal life?

Objectives
Science
Objective 1-1
Relate structural characteristics and behavior of a variety of animals to the environment in which they are typically found.

Objective 1-2
Determine animal behaviors and body structures that have specific growth and survival functions in a particular habitat.

Math
Objective 2-3
Use manipulatives, pictorial representations, and appropriate vocabulary (e. g faces, edges, and vertices) to identify properties of polyhedra (solid figures); identify in the environment

Social Studies
Objective 1-2
Describe and compare physical and cultural characteristics of the regions.
Objective 1-3
Suggest some influences that location has on life in North Carolina such as major cities, recreation areas, industry, and farms.

Language Arts
Objective 1-4
Increase reading and writing vocabulary through:
- wide reading.
- word study.
- knowledge of homophones, synonyms, antonyms, homonyms.
- knowledge of multiple meanings of words.
- writing process elements.
- writing as a tool for learning.
- seminars.
- book clubs.
- discussions.
- examining the author’s craft.


Objective 1-5
Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.

Objective 2-6
Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.

Objective 2-7
Determine usefulness of information and ideas consistent with purpose.

Objective 4-2
Use oral and written language to present information and ideas in a clear, concise manner.
- discuss.
- interview.
- solve problems.
- make decisions.

Objective 4-3
Make oral and written presentations using visual aids with an awareness of purpose and audience.

Objective 4-10
Use technology as a tool to gather, organize, and present information.

Objective 5-8
Demonstrate evidence of language cohesion by:
logical sequence of fiction and nonfiction retells.
time order sequence of events.
sustaining conversations on a topic.

Objective 5-9
Create readable documents through legible handwriting and/or word processing.

Tasks

Task 1

“Similarities and Differences”

Students will view a film on animals and write down names and physical characteristics of each animal. After viewing the class will discuss and further take notes on the different animals. After the discussion of the film they will work together in groups to create a graphic organizer showing similarities and differences among different animals seen. It is not necessary to include all animals, but students should have at least 7-10 on the graphic organizer and write a 1-2 page explanation of why they are similar or different. This is to show what they include on the graphic organizer and to explain anything that might be difficult to understand. Students can create a Venn diagram, chart, table, or any other graphic organizer they choose.

Subjects – science, math, art, language arts

Students will be learning about how animals are alike and different which addresses science objectives. By creating a graphic organizer they are addressing graphing concepts from math. When creating the graphic organizer they are free to express themselves artistically. When writing the information they will be using spelling and grammar rules from language arts.

Multiple Intelligences:
 Verbal/Linguistic: Students will be writing an explanation of their graphic organizer.
 Logical/Mathematical: Students will be creating a graphic organizer to show similarities and differences between animals.
 Interpersonal/Social: Students will be creating the graphic and writing the explanation while working in a group situation with other students.

Life Skills:
 Lifelong Learning: Initiates own learning. The students will need to organize their time efficiently. Manages information. They will also be asked to organize information where they evaluate, interpret, organize and synthesize information.
 Complex Thinking: Integrates new information with existing knowledge and experience. The students will be organizing and managing information. They will also combine information in new and unique ways.
 Effective Communication: Uses appropriate methods to communicate with others. The students will be communicating in oral, artistic, written and non-verbal forms. Responds appropriately when receiving communication. The students will also be watching a video during this task and taking notes, therefore they will be receiving and understanding ideas communicated through a variety of modes, not just lecturing.
 Collaboration: Understands and serves in a variety of roles. Students will each have active roles in the group project. They will capitalize on each other’s strengths to make the best possible project. Facilitates groups effectively. If the task runs smoothly all areas should be met including defining goal, evaluates quality of ideas, generate options, reviews group process and analyzes effectiveness. Uses resources effectively. Students will work effectively within the constraints of the resources. Responds appropriately to complex interrelationships. Students will recognize the role of group dynamics.
 Responsible Citizenship: Demonstrates individual responsibility. The students will recognize their own dignity, talents, and skills to perform the task most effectively.
 Employability: Functions effectively within a system. Students will evaluate their own role within systems. The students will be learning to function inside the classroom system to follow directions, complete assignments, etc.

Task 2

“Vertebrates and Invertebrates”

Individually, students will be asked to pick one invertebrate and one vertebrate to focus on during this activity. Students will become experts on those specific animals. They will be required to find information relating to this animal including pictures, classification information, habitat, adaptations, and individual characteristics. During a week (5 classes), students will be using the internet and the library to gather information about their animals. Students will be asked to make a small booklet depicting each animal, including the information listed previously with pictures and factual information. Students will be presenting these booklets in small groups to their peers.

Subjects – science, language arts, art

Students will learn information about classifying vertebrates and invertebrates. They will be asked to create booklets with scientific information while writing about the animals. The students will also learn about specialized characteristics of these animals and tell others about their lives in particular habitats. Students will also be asked to use creativity while creating these booklets using pictures and other art supplies.

Multiple Intelligences:
 Verbal/Linguistic: Students will be writing about their animals in their booklets. They will also be presenting their booklets verbally to their peers in small groups.
 Visual/Spatial: Students will be working on their booklet throughout the week. They will be creating a booklet about their animals using pictures and colors.
 Interpersonal/Social: Although, students will create these booklets individually, they will be asked to share the information with other classmates. They will share and compare their ideas with others in their group discussing their animals.
 Intrapersonal/Introspective: Students will work individually on gathering the information and creating their booklets. They will work alone and can set their own goals within the time allotted.


Life Skills:
 Effective Communication: Students will use appropriate methods to communicate with others. They will plan and select ideas to put in their booklets and present to others in their group. Students will also talk respectfully with others about their ideas and their work.

Task 3

“Classifying Animals”

After discussing characteristics of each classification of animals (mammal, amphibian, reptile, bird, and fish & invertebrates) students will create a poster individually including all 5 vertebrates and 6 invertebrates (sponges, hollow-bodied animals, worms, mollusks, arthropods, spiny-skinned animals). The students will be allowed to research these animals further in the library or on the Internet. The poster should be divided into two sections. One section will be vertebrates, the other invertebrates. Students will list the groups of animals under the appropriate headings. They will also name at least one type of these animals and describe the characteristics of the group. They will also draw a picture of this animal or print one from the computer. The main portion of the grade is to classify the animals appropriately and describe the characteristics. Students will also be graded on creativity and presentations in a small group of 4-5 students. Students will present their posters orally to several peers to show their findings.

Subjects – science, language arts, art, technology
While studying and researching animals they will meet science objectives. When creating the poster they will meet language arts objectives. The drawing of animals allows the students to express themselves creatively. Students will also be using the Internet to research their animals.

Multiple Intelligences:
 Verbal/Linguistic: The students will be writing about their animals, researching, and presenting the project to small groups.
 Logical/Mathematical: The students will be creating a chart showing the two main classifications of animals and the groups in each classification.
 Visual/Spatial: The students will be creating a poster with drawings or pictures to represent animals in each classification group.
 Interpersonal/Group: Students will be presenting their project to a small group of peers. They will have a chance to discuss their work with their peers and make comments about each other’s work.
 Intrapersonal/Introspective: Students will be working on this project alone, recognizing their own strengths and weaknesses and setting goals.


Life Skills:
 Lifelong Learning: Initiates own learning. The students will have to organize resources and time efficiently to meet their deadline. Since students will be working independently, this adds to that responsibility. Manages information. They will also be asked to organize information where they evaluate, interpret, organize and synthesize information.
 Complex Thinking: Integrates new information with existing knowledge and experience. The students will be organizing and managing information. They will also combine information in new and unique ways.
 Effective Communication: Uses appropriate methods to communicate with others. The students will plan, organize and select ideas to communicate. They will also communicate clearly in oral, artistic, written and non-verbal forms.

Task 4

“Animal Adaptations”

Students will create an animal out of geometric shapes to fit in the habitat provided. Students should create the animal so that it will be camouflaged from predators in the environment. Have students “map” out their animal on notebook paper before beginning to cut and paste. Have teacher approve map before beginning. Students will use rulers and protractors to draw geometric shapes and cut the shapes out to make an animal. When the animal is complete students will tape their animal in their habitat. After all animals are completed students will share with the class the characteristics shown to camouflage the animal and point out a few of the geometric shapes used. Students will be permitted to work in groups and help each other, but each should create their own animal. For the “habitat” a shower curtain showing a nature scene works well. Markers and construction paper work well to create 2D animals with patterns. Before this lesson the class should discuss how animals adapt or camouflage themselves in their environment to help hide from predators or to help themselves blend in to the environment to attack animals.

Subjects – science, math, art

Students will be studying animals and their camouflage for survival in science. The geometry aspect of making the animals meets math objectives. The creation of the animals out of construction paper and drawing meets art objectives.


Multiple Intelligences:
 Verbal/Linguistic: Students will present their animal orally to the class.
 Logical/Mathematical: Students will be using geometry to create an animal in a certain environment. This will require using symbols to make the body and using patterns to make the camouflage. Students will also be using outlining in designing their animal before they begin to create it.
 Visual/Spatial: Students will be using construction paper, markers, glue, scissors, and tape to create original artwork of 2D animals with adaptations that help them survive or hunt in a particular environment.
 Bodily/Kinesthetic: Students will be creating their animal with their hands which is kinesthetic.
 Interpersonal/Social: This project is designed to be fun and social for the students. They are permitted to get help from peers and discuss what they are working on at their tables, but are to create their own animal.

Life Skills:
 Lifelong Learning: Students will initiate their own learning. They will be organizing resources and time efficiently when mapping out their animals and beginning to work on their projects.
 Complex Thinking: Students will demonstrate a variety of thinking processes. When making the animals they will be demonstrating multiple thinking processes by creating camouflaged animals and using math skills.
 Effective Communication: Students will use appropriate methods to communicate with others. They will communicate clearly in oral artistic and non-verbal forms when presenting their animals to the entire class.


Task 5

“Animals in their environments”

As a class, students will design an animal for the arctic and desert environments. When separated into groups, students will discuss how different features may hinder or help their survival in particular habitats.

The teacher will bring in items that represent animal adaptations in the arctic and desert environments. In the arctic, for example: a faux fur coat, vampire teeth (carnivore adaptation), and a small travel pillow (fat layer). In the desert, for example: large eyes (nocturnal), tan felt (camouflage), and fluffy tail (store food and water). Using these items and two students to help out with the demonstration, students will create their own arctic and desert animal. Students will determine what items can be placed on each animal and how the can help them in their environment. The teacher can coax the class with questions, such as, “If you lived in the desert, would you be active in the day or night? Why?” Students can discuss how and why these adaptations will be important for animals’ survival in these environments.
After this, students will get into groups of 3-4 students and discuss how features can help or hinder survival in particular habitats? Ask students to think about aquatic and/or forest animals. Ask them to think about animals that have small young and those who have been injured. How would they survive in these environments? Get students to brainstorm in their groups about different situations where animals may find themselves in their environments. Each group should write a description (2-3 paragraphs) about animal adaptations with the positive and negative aspects depending on their habitat. Each group will be asked to tell the class one important topic they discussed while in their groups.

Subjects – science and language arts

The students will learn about animal adaptations from this task. They will learn how animals can adapt to their environment and how different features can affect the way they live. Students will also write a short description about what they learned during the activity and in their groups. Students will also be expected to work cooperatively in groups of 3-4 students.

Multiple Intelligences:
 Verbal/Linguistic: The student will talk to others while adding features to the ‘animals’. Students will also express themselves through writing and thinking in words.
 Visual/Spatial: The students will imagine animals in their own habitats while thinking about adaptations. They will also think visualize how animals may react in certain situations.
 Interpersonal/Social: The students will work cooperatively in groups while listening to others and organizing ideas to write a short description about the discussion.

Life Skills:
 Effective Communication: The students will use appropriate methods to communicate with others. They will also receive and understand ideas from others while responding in an appropriate and respectful way while communicating.
 Collaboration: The students will work well with others and facilitate group work effectively. Students will evaluate ideas and work toward closure while determining what to write in their paper. Students will also work cooperatively and value group participants.


Task 6

“Living and Nonliving Things”

Students will be given a chance to make their own model after discussing how living and nonliving things affect animal life. These models will pertain to other animals, plants, climate, water, air, and location. These models will contain previous and current material covered in class. Students will also be required to present their model to the class and talk about the living and nonliving things that affect animal life. Students will be asked to turn in the model and a short paper describing their model and what they learned from this activity (reflection).

The model can be made with a variety of materials. Students will be able to individually decide how they would like to make their model and the material they would like to include. Students can use clay, plastic animals or plants, household materials, paints, cloth, paper, or any other materials they think are necessary. For example, students can use cotton as clouds and a squirt bottle to make rain. Students can also use other animals as predators or make it a very difficult winter. A model will be provided as an example for students to know about teacher expectations. Students should try to include at least four of the following items that affect animal life: other animals, plants, climate, water, air, and location.

Subjects – science, art, language arts

Students will learn about living and nonliving things that affect animal life while completing this task. Students will also be asked to use this information to make a creative artwork depicting the things they learned during the lessons. They will be asked to present this model to the class while describing the scenery. A short paper will also be written for the teacher describing the activity and what they learned from the exercise.

Multiple Intelligences:
 Verbal/Linguistic: Students will be asked to write and talk about their model to the class. They will be required to answer questions about their model and ask questions about other students’ models.
 Visual/Spatial: Students will be creating an imaginary world through a model depicting an animal’s life. The student will design a model and create a new environment.
 Bodily/Kinesthetic: Students will be using a creative side to create a model, possibly a diorama or a mobile. They will be using their hands and a variety of materials to create this animal environment.
 Intrapersonal/Introspective: Students will be creating this model individually. They will be able to determine their own strengths and weaknesses while creating this model. They will be capable of working alone and will be writing a reflection for the teacher about what they learned during this activity.

Life Skills:
 Lifelong Learning: Students will initiate their own learning by taking personal responsibility for creating their own model. They will use appropriate strategies to identify and meet needs and goals. Students will also use the reflection for self-evaluation and growth. Students will organize and synthesize the information they learned during the lessons to create their model.
 Complex Thinking: Students will use a variety of thinking processes and use new information with existing knowledge and experience. By creating this model students will be able to integrate their knowledge and think about the different situations animals may find themselves in while in their environment.
 Effective Communication: Students will use appropriate methods to communicate with others and will respond appropriately when receiving communication. Students will have to decide what to tell the other students about their model during presentation. They will also need to write their ideas and reflect in a paper to the teacher.

Final Project

“Design your own animal”

Each student will create an animal that can live in one of the three geographical regions of North Carolina.

Students will be working on this from week three to week six while working on other assignments. They will be designing an animal that can suitably live in an environment in North Carolina. One third of the class will be assigned to create an animal living in the mountains, one third will be assigned to the coast, and the last third of the class will be assigned to the piedmont. Students must remember the climate, weather, landforms, cities, and recreational areas located in these regions. They must also think about size, diet, eating behaviors (catching and eating food), adaptations to keep warm or cool, habitat/environment, other animals, plants, water, air, protection from predators, and shelter. These factors should be included in their presentation and paper. Students will be asked to create a model or draw a picture (painting or poster) of their new animal. They will also be asked to write a paper (1-2 pages) describing their animal and the aspects of its’ life. The animal should have a name and be suited to live in its’ environment. They should use a dictionary or thesaurus to identify new words while writing this paper. Students will introduce this animal to the class in a 3-5 minute presentation. Students will be able to give and receive feedback relating to their new animals.

Subjects – science, language arts, art

Students will design this animal with the knowledge they have gained from the unit. They will use the information we have previously discussed in class to design this animal capable of living in North Carolina. They will show their peers and teacher about this new animal. Students will write a short paper describing this animal. This paper should be grammatically correct and use appropriate vocabulary. While designing their animal, students will create a model or piece of artwork depicting this new animal.

Multiple Intelligences:
 Verbal/Linguistic: The student will write about their animal in a short paper. They will also give a presentation to the class talking about this new animal they created.
 Visual/Spatial: Students will create a painting, poster, or model depicting their animal. They will use this to show other students and the teacher their new animal.
 Interpersonal/Social: Students will discuss their animal with other students in the class. They will give and receive feedback relative to their animals.
 Intrapersonal/Introspective: Students will design their animal and write their paper on their own. They will individually create this animal while incorporating the information they have gained throughout this unit.

Life Skills:
 Complex Thinking: Students will demonstrate a variety of thinking processes while integrating new information with existing knowledge and experiences. While creating their new animal, students will think in concrete and abstract ways. They will also organize and manage information while designing this new animal.
 Effective Communication: Students will communicate with others and respond appropriately when receiving communication. Students will present their new animal to the class in a 3-5 minute presentation. They will be required to respond appropriately while giving and receiving feedback relating to their animals.
 Employability: Students will assume responsibility for growth. They will also function effectively within a system. The students will commit to goals and will strive to accomplish these goals.
Assessments

This unit on animals will be worth a total of 100 points. Each task 1-5 will be worth 10 points each, task 6 will be 20 points and the final project 30 points.

Task 1 – 10 points

The grade for this task will be determined by the following criteria:
7-10 animals compared on poster (5pts)
Organization of poster (2pts)
Write up of explanation (3pts)

Task 2 – 10 points

The grade for this assignment will be determined by the following rubric:

Excellent Average Weak
Factual material 4 2-3 0-1
Creativity 2 1 0
Organization 2 1 0
Presentation 2 1 0

Task 3 – 10 points

The grade for this assignment will be determined by the following rubric:

Excellent Average Weak
Classification of Animals 3 2 0-1
Description of Animals 5 3-4 0-2
Creativity/Presentation 2 1 0

Task 4 – 10 points

The grade for this task will be determined by the following criteria:

Use of camouflage and/or adaptations (coloring) (5pts)
Use of geometry (shapes, & ruler/protractor as needed) (3pts)
Presentation to the class and explanation (2pts)

Task 5 – 10 points

The grade for this task will be determined by the following criteria:

Clear and concise ideas about adaptations (5pts)
Effective & cooperative group work (3pts)
Presentation to the class and thoughtfulness of statement (2pts)

Task 6 – 20 points

This task is weighted more heavily than the other 5 tasks due to the length of time and effort required to complete. It will be scored on the following rubric:

Excellent Average Weak
Model complete with 4 factors (plants, climate, location, etc.) 8-10 4-7 0-3
Oral Presentation 4 2-3 0-1
Reflection 3 2 0-1
Creativity 3 2 0-1
Final Project – 30 points

This task is more heavily weighted than tasks 1-6 because of the length and complexity of the project. It will test students’ knowledge of information from the entire unit.

Excellent Average Weak
Model/drawing shows creativity 5 3-4 0-2
Paper is organized and grammatically correct 5 3-4 0-2
Paper addresses all aspects of animal survival 5 3-4 0-2
Presentation is clear and well planned 5 3-4 0-2
Presentation includes creativity and needed information 5 3-4 0-2
Student accepts and gives feedback appropriately 5 3-4 0-2
Resources

www.learnnc.org
www.enc.org
www.seaworld.org
www.enchantedlearning.org
http://teachers.net/lessons
www.discovery.com
www.nsf.gov
http://www.accessexcellence.org/AE/ATG/data/released/0542-BehmLisa/
http://www.lessonplanspage.com/printables/PScienceAnimalAdaptations58.htm
http://www.utm.edu/departments/ed/cece/fourth.shtml

Materials:

Video about different animals
Pencils
Crayons
Variety of art supplies
Paper
Shower curtain with nature scene
Computers (internet use)
Access to library or collection of books relative to animal life
Scissors
Poster Board
Glue
Protractors
Rulers
Tape
Construction paper
Demonstration materials (Task 5-faux fur coat, badminton rackets, small travel pillow, vampire teeth, tan felt, goggles, sponges, etc.)