Animals undercover

Students will learn about the different animal coverings using the inquiry method. They will learn about how the covering is used for protection and to control body temperatures.

A lesson plan for grade K English Language Arts and Science

By Anne Ellis

Learn more

• Aviary Photos Gallery of photos from the North Carolina Zoo
• Enchanted Learning Subscription based educational website

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Related topics

• Learn more about biology and life science and science.

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Learning outcomes

The students will observe and compare animal body coverings. They will observe, describe, compare, sort and recognize the various kinds of body coverings of animals and how each helps the animal.

Teacher planning

Time required for lesson

5 days

Materials/resources

• small piece of furry fabric
• patch of sequins
• turtle shell (if possible)
• feathers
• pictures of animals (be sure to include some from all covering types)
• construction paper
• nature items (straw, leaves, etc.)
• fabric scraps
• craft items (small buttons, pasta, etc.)
• drawing paper
• chart paper

Technology resources

Computer with KidPix program and web access overhead projector.

Pre-activities

Have students look at pictures of different kinds of birds and animals. These could be on a table for the children to look at as they come in the classroom.

Activities

The centers will be completed during the week.

Math center:

Have approximately ten pictures in a ziplock bag for each student at the center. Have each student sort the pictures according to the animal’s covering and then graph the results.

Computer center:

Ahead of time, make a template, dividing it into four sections—fur, feathers, scales and uncovered skin. Have students stamp, from the Kid Pix program, examples of covering type into the correct section.

Discovery center:

Animal Matching Game: spread out the animal picture cards face down. Have the children take turns picking up two cards in hopes of getting two animals with the same covering. If the child gets a match, he or she keeps the two cards. If not, the cards are turned back over and remain in the game. The child with the most matched pairs is the winner.

Art center:

Have students draw an animal on drawing paper. They should design a covering for their animal using fabric scraps, nature, and other craft items.

Writing center:

Students will write or dictate a sentence describing their animal’s covering. They could also name their animal. These could be made into a class book.

DAY 1

Students should have looked at pictures of animals as a pre-activity. On chart paper, make a list of the things students observe from these pictures. Next, make a list of questions students have about the animals. Divide the students into four groups. Give each group an animal picture with a different type of covering. On chart paper, list the observations of each group. Also, list any questions the group may have. Ask the students, “Using the observations you have made, how can we group these animals?”

DAY 2

Divide the children into groups. Give each group some animal pictures with a variety of animal coverings. Have them sort the animals according to the kind of covering they have.

Make a circle thinking map or graph on chart paper for each covering type. Draw a smaller circle on the inside and write the covering type inside (ex: fur, feathers, etc.). Have the students give characteristics of each covering. List these in the outer circle.

DAY 3

Begin discussion by asking children:

• What kind of covering do you have?
• What is the job of your covering?
• How does your covering help you?

Make a tree map as follows. On chart paper, draw a line horizontal to the top. Divide it into four sections. Label each section with an animal covering type. Have students list the ways these coverings help the animals. You may refer to the circle thinking maps made on day two.

DAY 4

Divide students into groups. Give each group a picture whose covering color or pattern helps the animal to blend in with its environment. Have the students in each group give ideas as to how the covering helps to protect the animal. List these on the overhead or chart paper. Give each group an environment type (jungle, forest, ocean, etc.). Have them create an animal and design a covering that would help the animal blend in with its environment. Paints, fabrics, nature items, etc. can be used.

DAY 5

Review animal covering types and purposes. Allow the children to show the animal they designed in the art center, describing the covering type and how it would help the animal. They could give the name they came up with for the animal.

Assessment

• Teacher observation of participation in group activities
• Center work samples
• Children’s drawings
• Notes made as children describe their animal creations

Supplemental information

Videos:

• “The Big Zoo” ASIN6303924662
• Amazing Animals
  • “Animal Disguises”
  • “Animal Colors”
  • “Armored Animals”

  (DK Partridge Films)

Additional activity

A visit to the North Carolina Zoo would be a great addition to this plan. The students could look for animals that would fit into each covering type. The class could be divided into groups with each group having a different animal covering type. They could take or draw pictures of the animals that they find at the zoo for their particular animal covering. These could be compiled into a class book with a page describing that covering type and purpose at the beginning of each section.

Comments

This plan is one of three units created by Anne Ellis and Anne Allen using the inquiry method to study animals: “Animals Undercover,” “Animals Movin’ On Up” and “Birds by Inquiry”. They may be used together or individually.