Animals, animals, animals

In this lesson students will learn to observe special characteristics and senses which influence the life of an animal and become aware of threats to animals and their habitats and how this affects everyone.

A lesson plan for grades K–1 Science

By Joyce Poplin

Provided by Teachers Connect

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Related topics

• Learn more about animal characteristics, animals, biology, habitats, and science.

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Learning outcomes

Students will:

• develop positive attitudes toward science
• learn how to find information and share it with others through projects
• observe special characteristics and senses which influence the life of an animal
• begin to classify animals in groups according to habitat
• become aware of threats to animals and their habitats and how this affects everyone

Teacher planning

Time required for lesson

45 Minutes

Materials/resources

• Live animals if available (to introduce lesson), stuffed animals work just as well
• animal models to be used in science center (jungle animals, forest animals, endangered animals, sea animals, arctic animals, etc.)
• biodiversity information from Pizza Hut’s Book It! Program informational animal books
• zoobooks
• playdoh
• animal stamps
• pencils
• paper
• graphing paper

Technology resources

Computer optional for media center activities.

Pre-activities

• Class-made Animal Chart
• Study of five senses
• What We Know - What We Want To Know - What We’ve Learned
• Class list of all animals we can name
• Field trip to Catawba Science Center or other facility where there are animals to learn about and related activities
• Daily written message on board about animal study

Activities

1. Use class rabbit (or other animal) to focus attention of students. Guide children to describe rabbit. As characteristics are mentioned, e.g. long ears, discuss why the rabbit might have long ears and what uses would the ears have. Also, use some stuffed animals such as a lion or monkey to show varying characteristics.
2. Question students about characteristics observed - and what the characteristic means to the animal and his life. Fur, color, size, eye, ear, nose size, teeth, etc. are important points to discuss. All are easily observed by students. Questioning should encourage thinking skills. How would this animal get food, what kinds of food could he eat, where would he be able to survive, etc.
3. Song - Animals! Animals! Animals! (tune to “Row, Row, Row, Your Boat.”) by Joyce Poplin
   
   1st verse
   Animals, animals, animals
   We see them everywhere
   They’re in the water, on the land, and some are in the air
4. Group Circle game using animal models allowing students to take a turn placing an animal in the appropriate habitat. Students are instructed that upon completion of game, they will visit various centers in the classroom and media center to work on animal activities. During this time, teacher and assistant will conference with individual students about choice of animal project. One child might want to learn about a jaguar. Another might want to set up frog habitat.

Centers will include:

• Science Center - animal books, models, habitat models, playdoh, paper, pencils graphing paper and stamps.
• Water Center - Sea animal models
• Sand Center - Desert animal models
• Book Center - Animal books to read
• Art/Writing Center - Endangered animal words and pictures are posted. Students draw pictures and write cards or letters about endangered animals to organizations and individuals.
• Media Center - Media Coordinator will assist small groups in finding project information in books and on computer.
• Activity Center - Students will record an animal activity they have completed in a journal provided for this purpose.
• Activity Center - Material available for recording project data. Activities stemming from this lesson will continue over a period of weeks or until projects are complete. On project sharing day, we will invite the media coordinator and our principal to see and listen as students share.

Assessment

• Teacher observation
• Teacher will listen and observe as students gather information for projects, vocabulary knowledge and investigative skills.
• Teacher will keep anecdotal records.

Comments

This lesson plan is from the collection of the Tried *n* True lesson plan database from the Department of Public Instruction.