Welcome to Scribd. Sign in or start your free trial to enjoy unlimited e-books, audiobooks & documents.Find out more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Animal Group Chart

Animal Group Chart

Ratings: (0)|Views: 614|Likes:
Published by akgiaquinto

More info:

Published by: akgiaquinto on Apr 19, 2010
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





Animals groups and life cycles based upon their group classification.
The Animal Group Chart lesson will be the first topic introduced in our Life Cycle Unit. Students willwork as a group identifying animals and assigning them to groups while the instructor conductscorresponding direct instruction. It is important to first distinguish animal groups with the students inorder to form the base of our life cycle knowledge. Since every animal's life cycle is dependent upontheir animal group, we cannot necessarily talk about one without the other.
 Language Arts (English), Mathematics, Science
A chart will need to be constructed on butcher paper or a felt board including 6 columns; Columnheadings: Insects, Fish, Reptiles, Amphibians, Birds, Mammals; Column (animalgroup) information/characteristics; Shapes of different animals; Sticky tape or Velcro to mount theanimal shapes to the board
Are cold blooded
Lay eggs
Usually go through a process called "metamorphosis"
Have skeletons on the outside
Have six legs
Will be represented by a Honey Bee, Butterfly and a Grasshopper on the chart
Are cold blooded
Have back bones - aka "vertebrates"
Most hatch from eggs
Have dry, scaly skin
Most shed their skin as they grow
Will be represented by a Snake, Turtle and an Alligator on the chart
Are cold blooded
Lay eggs
Breathe with gills OR lungs
Spend life as babies in the water
Have moist skin
Have back bones - aka "vertebrates"
Will be represented by a Frog and a Newt on the chart
Most are covered in scales
Are cold blooded
Have fins; no legs
Live all their life in water
Lay eggs
Breathe with gills
Will be represented by a Salmon, Goldfish and an Shark on the chart
Have feathers
Lay eggs
Are warm blooded
Have two legs and two wings
Have a beak or bill
Will be represented by a Penguin, Dove and a Parrot on the chart
Have fur or hair
Are warm blooded
Have four limbs
Most are born from mothers alive - not from visible eggs
Breathe with lungs
Drink milk from mothers
Will be represented by a Bear, Tiger and a Human on the chart
CA- California K-12 Academic Content Standards
Subject :
English Language Arts
Grade :
Grade Two
Area :
Listening and Speaking
Sub-Strand 1.0:
Listening and Speaking StrategiesStudents listen critically and respond appropriately to oral communication. They speak in a manner thatguides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Concept :
Standard 1.1:
Determine the purpose or purposes of listening (e.g., to obtain information, tosolve problems, for enjoyment).
Standard 1.2:
Ask for clarification and explanation of stories and ideas.
Subject :
Grade :
Grade TwoBy the end of grade two, students understand place value and number relation-ships in addition and subtraction,and they use simple concepts of multiplication. They measure quantities with appropriate units. They classifyshapes and see relationships among them by paying attention to their geometric attributes. They collect andanalyze data and verify the answers.
Area :
Statistics, Data Analysis, and Probability
Sub-Strand 1.0 (Key Standard):
Students collect numerical data and record, organize, display, andinterpret the data on bar graphs and other representations:
Standard 1.2:
Represent the same data set in more than one way (e.g., bar graphs and charts withtallies).
Standard 1.4:
Ask and answer simple questions related to data representations.
Subject :
Grade :
Grade Two
Area :
Life Sciences
Sub-Strand 2:
Plants and animals have predictable life cycles. As a basis for understanding this concept:
Standard b:
Students know the sequential stages of life cycles are different for different animals,such as butterflies, frogs, and mice.
Students will demonstrate an understanding of animal groups, group and individualcharacteristics and the similarities and differences between them.
Which groups of animals are cold blooded?
Which groups of animals are warm blooded?
Which groups of animals lay eggs?
Which groups of animals are born alive?
Which groups of animals drink milk from their mothers?
Which groups of animals live in the water their
Which groups of animals spend time in the water as babies?
Which groups of animals have fins?
Which groups of animals breathe with gills?
Which groups of animals breathe with lungs?
Which groups of animals have exoskeletons?
A chart must be constructed on a felt board, the white board, butcher paper, etc. Whicheverway it is constructed, it is most important that the chart can be on display throughout the LifeCycle Unit
The chart will need 6 columns/headings: Insects, Amphibians, Reptiles, Fish, Birds andMammals
For each column/animal group, characteristics of the animal group must be available to alsoattach to the board
Animal cut-outs, column headings and animal group characteristics are provided in thelesson plan, but should be laminated, cut out and given some sort of attachment point for thechart (i.e., Velcro square, double sided tape, magnet, etc)
Students will be grouped as a whole either while in desks or sitting together in a group

Activity (2)

You've already reviewed this. Edit your review.
1 thousand reads
1 hundred reads

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->