animal presentation.ppt

7/28/2019 Animal Presentation.ppt

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AnimalsSuggested lessons and

resources to support

environmental education

curriculum


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State Standards 6.1 Structure and Function: Living and non-living systems are organized groups of related

parts that function together and have characteristics and properties.

6.1P.2 Compare and contrast the characteristic properties of forms of energy.

6.1L.1 Compare and contrast the types and components of cells. Describe the functions andrelative complexity of cells, tissues, organs, and organ systems.

6.2 Interaction and Change: The related parts within a system interact and change.

6.2L.2 Explain how individual organisms and populations in an ecosystem interact and howchanges in populations are related to resources.

6.3 Scientific Inquiry

6.3S.2 Organize and display relevant data, construct an evidence-based explanation of theresults of an investigation, and communicate the conclusions.

6.4 Engineering Design: Engineering design is a process of identifying needs, definingproblems, developing solutions, and evaluating proposed solutions.

6.4D.1 Define a problem that addresses a need and identify science principles that may be

related to possible solutions.


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Animal

Classification

UNIT #1


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ANIMAL CLASSIFICATIONPREPARATION:

Writing/Reflection journals Picture file cards 30-40 pictures of animals representing a

variety of species and animal groups, cut out of magazines

and laminated on a construction paper background


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ANIMAL CLASSIFICATION

KEY UNIT VOCABULARYinvertebrate

vertebrate

mollusk

gastropodarthropod

crustacean

arachnid

centipede

millipede

insect

cold-blooded

warm-blooded

fish

anadromousamphibian

reptile

bird

mammal

species


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Lesson 1: What makes an animal an

animal?

Essential Question: What characteristics do all

animals share?

Journal Activity: PromptWhat makes an animal an

animal? Students can write about what they need in

order to survive. Then, students predict what they

believe are the needs that all animals share in

common.

Lesson Details: Encourage students to share their

journal responses. Teacher records responses as

predictions to the essential question on poster, etc.

Teacher models task of completing an explorationreport. Using a single picture file card of animal,

teacher will think aloud and record observations,

questions and predictions on the exploration report

sheet. Other focus questions What do these animals

need/require in order to survive? (can be written in

predictions section of exploration report)


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Hand out several different animal picture file cards to small groups of

students (3-4 ideal). Each group will decide upon one picture to use

for their exploration report. Give students time to record their

observations, questions and predictions.

Allow student groups to present their pictures and observations,

questions and predictions.

Return to poster of predictions. Using student feedback from

presentations, identify the key characteristics that all animals share: An animal cannot make its own food. It depends on other living things

to provide energy to survive.

Some animals eat plants, some animals eat other animals, and some

animals eat both plants and animals.

Animals have adaptations that allow them to survive.

Animals move to find food, shelter, escape from danger and to findmates.

Lesson 1 (continued)


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Lesson 2: Animal

Classification*

Essential Question: How are living things classified?

Journal Activity: Think of something that you like to

keep organized (CDs, clothes, schoolwork, etc).

Describe and/or sketch how you organize these

materials.

Lesson Details: Provide background knowledge for

students by conducting the shoe classification lesson.

Guide students through the Classification powerpoint

(Carolus Linnaeus), which highlights some history ofclassification, and examples of animals Genus/species

identifications.
http://teachers.net/lessons/posts/1228.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Carolus.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Carolus.pptxhttp://teachers.net/lessons/posts/1228.html


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Jigsaw research task: In small groups, students select an animal group. Using

internet, library resources, etc, students will identify what all animals in their

group have in common. (Note: Some animal groups, like fish, are so large and

diverse, that it may be difficult to identify a significant number of common

characteristics. It may be easier to narrow this category down to sharks, for

example.) Notes can be gathered in student journals/teacher provided

worksheet, etc.

Students will come back to these same animal groups at the conclusion of the

animals unit to create individual reports on a specific Northwest forest animal

species.


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Lesson 3: Animal TrackingEssential Question: What do tracks left by animals

tell us about their behaviors?

Journal Activity: Students will use their journals to

research a northwest forest animal, specifically

focusing on their physical characteristics, habitat

type, diet, etc.

Lesson Details: (Details of lesson in AnimalTracking document.) After researching a northwest

forest animal, students will create a stamp of that

animals track using cardboard. Using all track

stamps made of different species, student groups

will create a track story on butcher paper. Using

the story, students then learn how to identify partsof a track to use in the field hopefully at outdoor

school!

Students can use the animal they selected during

this lesson for their final animal reports, described

at the conclusion of entire Animals Unit.


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ANIMAL HABITAT &ADAPTATIONS

UNIT #2


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ANIMAL ADAPTATION &

HABITATKEY UNIT VOCABULARY

habitat

exoskeleton

metamorphosis

cartilage

monocular vision

binocular visioncamouflage


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Lesson 4: Habitat For Sale*

Essential Question: What is a habitat, and why is it so important for an animal?

Journal Activity: Students describe or make a rough sketch of their living space at

home. What areas of home are the most important for survival?

Lesson Details: Students complete the Habitat For Sale lesson. Students will designreal-estate ads for a particular animals habitat. The activity can be played as a

game, as students attempt to guess the animal from the description of their habitat

real-estate advertisement.
http://cf.nwf.org/schoolyard/pdfs/LessonPlan_HabitatsforSale.pdfhttp://cf.nwf.org/schoolyard/pdfs/LessonPlan_HabitatsforSale.pdf


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Lesson 5: Adaptations*

Essential Question: Why are adaptations important for animal survival?

Journal Activity: Outdoor journal Teachers locate an appropriate outdoor

setting (school park, courtyard,etc) where students can quietly journal. Have

students take in their surroundings, and prompt them to consider what skills or

physical characteristics they would need in order to survive: in a tree; in the soil;

in the grass; etc.

Lesson opener: Read a childrens book highlighting animal adaptations.

Possible suggestion: An Elephant Never Forgets Its Snorkel by Lisa Gollin Evans

Lesson Details: Introduce adaptation as a vocabulary word on

poster/board/overhead. Ask students to make a prediction. Gather predictions.

Record the definition as any physical structure or behavior that enables an

organism to live successfully in its habitat or environment.


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Lesson 5: Adaptations (continued)

Teacher models the task by selecting an animal picture file card.Adaptations are identified by naming a known behavior and/or physical

characteristic and explaining how this trait helps the animal to survive in

its environment. Model the identification of typical examples (fur for heat

regulation, canine teeth to tear food, eyes for vision) as well as more

animal specific examples (ie. warning coloration of dart frogs).

Hand out several different animal picture file cards to small groups of

students (3-4 ideal). Students work collaboratively to identify as many

adaptations as they can.

Each group then presents one of their animals and adaptations they have

identified. Ensure that students are not only identifying the physical traitor behavior, but are also outlining how these traits help the animals

survive in their environment.

Additional Resource: Camel Adaptation Song
http://www.youtube.com/watch?v=YX8VQIJVpTghttp://www.youtube.com/watch?v=YX8VQIJVpTg


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Lesson 6: Camouflaged

Moths

Essential Question: How does camouflage

help animals survive?

Journal Activity: Show examples ofLiu

Bolins camouflage art. Prompt students towrite about how their lives would be

different if they had the ability to disguise

themselves in their environments.

Lesson Details: Students will demonstrate

the effectiveness of camouflage byconducting a moth camouflage art activity.

Extensions: Peppered Moth simulator and

its effect on populations.
http://www.odditycentral.com/pics/meet-the-real-life-invisible-man.htmlhttp://www.odditycentral.com/pics/meet-the-real-life-invisible-man.htmlhttp://apps.carleton.edu/curricular/ents/resources/stu_projects/manual/camouflage/http://www.biologycorner.com/worksheets/pepperedmoth.htmlhttp://www.biologycorner.com/worksheets/pepperedmoth.htmlhttp://apps.carleton.edu/curricular/ents/resources/stu_projects/manual/camouflage/http://www.odditycentral.com/pics/meet-the-real-life-invisible-man.htmlhttp://www.odditycentral.com/pics/meet-the-real-life-invisible-man.html


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Lesson 7: Make it a Habitat*

Essential Question: What adaptations are essential in allowing animals to

survive in different environments?

Journal Activity: Students respond to the following prompt: Explain how

successful a polar bear would be living in the desert?

Lesson Details: Students will conduct the Make it a Habitatlesson, which

allows them to explore Earths variety of biomes. Students create fictitious

animals that could successfully survive in a particular biome, with a focus on

identifying key adaptations.
http://school.discoveryeducation.com/lessonplans/activities/makeitahabitat/http://school.discoveryeducation.com/lessonplans/activities/makeitahabitat/


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Inquiry: PillbugsEssential Question: What habitat characteristics do

pillbugs prefer?

Required Resource:

The Pillbug Project: A guide to investigation by

Robin Burnett

Lesson Details: This resource is designed as an

extensive 10 day unit that allows students to explorea very common, yet very mysterious organism, the

pillbug (sowbug, rolly polly, etc). Though the entire

unit is fascinating, the inquiry piece is ideal for

inclusion in this animals unit. Students hypothesize

what food/shelter/light conditions/etc. pillbugs

prefer by designing an environment with twochoices, then observe the pillbugs over the course of

several days.


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ANIMALRELATIONSHIPS

UNIT #3


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Animal Relationships

KEY UNIT VOCABULARY

niche

food pyramid

producer

primary consumer

herbivore

omnivore

carnivoresecondary consumer

tertiary consumer

decomposer

food chain

scavenger

predatorprey

food web

food pyramid

resources


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Lesson 8: Food

Web/Energy Pyramid*

Essential Question: How does food energy

flow through the environment?

Journal Activity: Students predict how the

energy from the sun finds its way to our

dinner tables in the form of what foods we

eat.

Lesson Details: Using an online resource on

Food Webs, students will simulate their own

food webs.
http://www.vtaide.com/png/foodchains.htmhttp://www.vtaide.com/png/foodchains.htm


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Lesson 9: Worm bin food

web

Preparation: Access to a worm bin. METRO offers in

class demonstrations ofworm bin science.

Essential Question: How does a worm bin

demonstrate the relationships in a food web? How can

worm bins help reduce garbage waste?

Journal Activity: During lesson, students can sketch

organisms identified in worm bin, then organize the

animals into a food web.

Lesson Details: Students will explore the organicmaterial that makes up a worm bin (Lesson in Worm

Bin Activity document).

Extended Resources: Online Food Web Extension

activity
http://www.oregonmetro.gov/index.cfm/go/by.web/id=29961/level=4http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/http://www.oregonmetro.gov/index.cfm/go/by.web/id=29961/level=4


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BIODIVERSITYUNIT #4


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Lesson 10: Charting Diversity

Essential Question: How do environmental conditions dictate the kinds ofanimals that inhabit a location?

Journal Activity: Ask students to brainstorm the following topics:

What are different environments that animals might live in?

What are different ways that animals move in their environments?

What are the different adaptations animals possess for their outer

covering?

Lesson Details: (Details of lesson found in WORD document.) Given options

from the questions posed above in the journal activity, students will identify

animals that fit a description of a certain environment, with a certain modeof movement, in addition to a particular adaptation they possess for an

outer body covering.

Students can then pair up and play a game where they must find an animal

that fits within a selected group of these three criteria.


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Lesson 11: Northwest Forest Animal Report

Essential Question: What are local examples of animal biodiversity?

Journal Activity: Brainstorm and select a species of northwest forest animal that

falls within your animal group from lesson 2.

Lesson Details: Students will reconvene in their animal groups from lesson two.

Each student will select a northwest forest animal representative of their animal

group. Key information to be found will include:Common Name

Scientific Name

Specific habitat

Diet

Food pyramid role (consumer, scavenger, etc)

Other interesting factsInformation can be displayed in many formats (trading card/small

poster/powerpoint, mobile, etc).

As a large group, students will then combine their animals into a food web. Using

yarn or string, connections should be made between animal species according to

their roles in their habitat.

animal presentation.ppt

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