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Animal Group Chart

Animal Group Chart

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Published by akgiaquinto

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Published by: akgiaquinto on Apr 19, 2010
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10/24/2012

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BASIC INFORMATIONAllison G.
Animals groups and life cycles based upon their group classification.
 2
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
 
Insects:
 
 
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
 
Reptiles:
 
 
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
 
Amphibians:
 
 
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
 
Fish:
 
 
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
 
Birds:
 
 
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
 
Mammals:
 
 
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
 STANDARDS AND KEY CONCEPTS
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 :
Comprehension
 
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 :
Mathematics
 
 
 
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 :
Science
 
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
whole 
life?
 
 
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
 

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