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Learning Module Activity Guide
Life Science 1
Animals
Visual Learning Tools
3-6 Science
Learning Module Activity Guide
Life Science 1
Animals
Visual Learning Tools
3-6 Science
Learning Activities developed by
Keys to Learning, LLC
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c o n t e n t s
Table of Contents
the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . . . . . 4
overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity 1: classifying our class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Activity 2: Dividing the Animal Kingdom . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 3: Which of these is not a Mammal? . . . . . . . . . . . . . . . . . . . 10
Activity 4: take a Peak at some Beaks . . . . . . . . . . . . . . . . . . . . . . . 12
Activity 5: Reptiles on Parade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Activity 6: Fish and Amphibians – Alike and Different . . . . . . . . . . . . . . . 16
Activity 7: Insects – Who Am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Activity 8: Habitat Hustle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Activity 9: oceans and Deserts . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity 10: Life cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
4
The FOUNdATION OF VArIQUeST LeArNINg MOdULeS
VariQuest supports educators by providing countless opportunities to introduce a variety
of visuals and hands-on manipulatives into their classrooms. The use of visuals in the
classroom helps students understand and retain information, specifically abstract concepts.
Visuals can also help bridge the gap for students who struggle with vocabulary and/or
language barriers. hands-on manipulatives create learning experiences in which students
interact with knowledge kinesthetically. research shows that exposing students to a variety
of learning experiences, including visual and kinesthetic, will increase student retention and
help students learn to construct meaningful knowledge from information. The VariQuest
Visual Learning Tools enhance classroom teachers’ ability to provide learning experiences
that meet the learning styles of all students.
The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools
with lessons and activities that incorporate visual and hands-on learning strategies to reinforce
basic skills and provide fun and motivational activities that will supplement your school’s
curriculum. For best practices and additional information on how to customize VariQuest posters,
banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation
guide prior to use.
For the following learning activities, use construction paper for all cutouts unless otherwise
specified. Pre-laminating construction paper using a cold laminator adds durability to cut out
letters, shapes, numbers and collections.
5
LIFe SCIeNCe 1 OVerVIeW
This module focuses on the major groups of animals (mammals, reptiles, birds, fish, amphibians,
and insects), and how and why we classify them. Students will begin by looking at the differences
between vertebrates and invertebrates; they will learn the characteristics of each group of animals
and what makes them different from each other. They will learn how to recognize the differences
among the groups. Students will understand what a habitat is, what the characteristics of different
habitats are, and how different groups of animals can live in the same habitat. Finally, students will
begin to understand that certain groups of animals have a life cycle that is very different from the
one they are most familiar with: mammals. The learning activities in this VariQuest Learning Module
are designed to meet educational standards in innovative and creative ways. Before turning to the
learning activities, familiarize yourself with general information that will guarantee ease of use and
flexibility.
ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making
observational assessments of students’ abilities related to the objectives outlined in the learning
activities. It is recommended that you make a copy for each student to guide your ongoing
informal assessments, making anecdotal notes on the back when appropriate.
VArIQUeST CONTeNTYou will find a complete list of all of the content included in this module between the rubric
and Work Order template. The content Id #s (ex. VIS001) for content referenced in the learning
activities are listed in the materials section for each activity and are color-coded to help distinguish
between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and
collections for the Cutout Maker (gold).
WOrK OrderSYou will also find a work order template on the last page of the Activity guide. This template
can be photocopied and used for placing orders for customized VariQuest posters, banners,
stickers, awards, cutouts and collections. It is designed to be submitted to the primary user of the
VariQuest Visual Learning Tools by those who may not have direct access to them.
A c t I V I t y o n e
6
ACTIVITY ONe
Classifying our Classobjectives Students will be able to classify animals into major groups.
Students will know the purpose of different groupings.
MaterialsPOSTer MAKer:
hierarchy Chart Banner: BAn067
OTher:
Pencils or pens
Markers
Preparation edit hierarchy Chart Banner by changing the text of the title to read:
“Our Class”. Print four copies of the banner.
hierarchy Chart Banner
BAn067
Whole class
review background on scientific classification. Write this information on
the chalkboard.
1. Classification is the arrangement of objects, ideas, or information into
groups, the members of which have one or more characteristics in
common.
2. Classification makes things easier to find, identify, and study.
Brainstorm with students all the different ways they could classify the
members of their class so that they would have enough information to
pinpoint a specific student. examples include: neighborhoods; clubs
students belong to; after-school activities students participate in;
instruments they play (including no instrument); shoes they wear; eye
color, etc.
explain that each group is going to use what is called a hierarchy chart. It
will allow them to organize their information about the class, but may not
lead them to classify all the students in the class. They should classify as
many as they can.
cooperative Groupsdivide students into four groups. give each group a hierarchy Chart
Banner.
Challenge groups to come up with a plan for classifying as many of the
students in the class as they can, using the hierarchy Chart Banner.
Students make up their own criteria for classifying the students in the
class. Check and make sure each group has a different set of criteria.
Students use their criteria to create a hierarchy Chart Banner for their
class and give a brief presentation to explain their classification.
7
cLAssIFyInG ouR cLAss
MoDIFIcAtIon
Cut out multiple sets of Tangram:
MTh328 (Basic) in different colors
and sizes. have students practice
classification using these shapes as
manipulatives, classifying them in
different ways, such as by color, size,
shape, number of sides, etc.
extensIon
have students use the hierarchy Chart
Poster: VIS276 to classify animals they
are familiar with (e.g., pets).
8
A c t I V I t y t W o
ACTIVITY TWO
Dividing the Animal Kingdom objectives Students know that animals can be grouped into categories such as
animals with bones and animals without bones.
Materials
Preparation Print and display Vertebrate vs. Invertebrate Chart.
Print Invertebrate, Vertebrate, Fish, Amphibian, reptile, Bird, Mammal
and Insect Classification stickers and attach to cardstock to create a
flashcard. Make a set of flashcards for each pair of students.
8
POSTer MAKer:
Vertebrate vs. Invertebrate Chart:
ViS277
AWArdS MAKer:
Invertebrate Sticker: STK328
Vertebrate Sticker: STK327
Fish Classification Sticker: STK322
Amphibian Classification Sticker:
STK323
reptile Classification Sticker:
STK324
Bird Classification Sticker: STK325
Mammal Classification Sticker:
STK326
Insect Classification Sticker:
STK393
CUTOUT MAKer:
Sparrow: Ani176
Bee: Ani213
Caterpillar: Ani224
Centipede: Ani227
Cockroach: Ani230
Firefly: Ani242
Mosquito: Ani263
rattlesnake: Ani394
Starfish: Ani995
Worm: Ani2003
Vertebrate vs. Invertebrate Chart
ViS277
Invertebrate Sticker STK328
Vertebrate Sticker STK327
Fish Classification Sticker
STK322
Amphibian Classification Sticker
STK323
reptile Classification Sticker
STK324
Bird Classification Sticker
STK325
Mammal Classification Sticker
STK326
Insect Classification Sticker
STK393
Sparrow Ani176
Bee Ani213
Caterpillar Ani224
9
DIVIDInG tHe AnIMAL KInGDoM
Cut the following 10 animals: Worm, Bee, Caterpillar, Centipede,
Cockroach, Firefly, Mosquito, rattlesnake, Sparrow and Starfish out of
cardstock. Make one set of 10 animals for each pair of students.
Whole class
review that the biggest categories scientists have created for classifying
animals are vertebrates and invertebrates: animals with backbones and
animals without backbones. read through the information and examples
of invertebrates on the chart.
Partnershave students play “Backbone, Yes? Backbone, No?,” in pairs. give
each pair a set of flashcards and cutouts. The Invertebrate and Vertebrate
flashcards sit face up on a desk. The other flashcards and cutouts are in a
pile face down.
One student turns over a flashcard or a cutout and the students have to
slap the appropriate card: vertebrate or invertebrate. Whoever hits the
correct card first, wins. If both hit the correct card, the student who hits it
first is the winner. If both hit the incorrect answer, the flashcard or cutout
goes back into the pile.
The student who hits the correct card first, gets to keep the cutout or
flashcard. Students who hit the correct card at the same time put the
cutout or flashcard back in the pile.
The teacher makes the final decisions about whether the animal is a
vertebrate or an invertebrate.
MoDIFIcAtIon
Students use flashcards and cutouts
from above to sort the animals into two
groups: vertebrates and invertebrates.
extensIon
give students 10-15 additional cutouts
to add to the game. recommended
animals include amphibians and marine
animals.
9
Centipede Ani227
Cockroach Ani230
Firefly Ani242
Mosquito Ani263
rattlesnake Ani394
Starfish Ani995
Worm Ani2003
10
A c t I V I t y t H R e e
ACTIVITY Three
Which of these is NOT a Mammal? objectives Students know different ways that living things can be grouped.
Students know the purpose of different groupings.
Materials:
Preparation Print and display Animal Classification Chart.
Cut the following 14 animals: Blue Jay, Swordfish, Snow goose,
Chimpanzee, Iguana, American Alligator, gorilla rain Forest, Camel,
Jackrabbit, humpback Whale, Turkey, Bighorn Sheep, Prairie dog, and
Snail out of cardstock. do not write the names of the animals on the
cutouts.
display the cutouts around the Animal Classification Chart.
POSTer MAKer:
Animal Classification Chart: ViS270
CUTOUT MAKer:
Blue Jay: Ani071
Swordfish: Ani1000
Snow goose: Ani102
Chimpanzee: Ani1033
Iguana: Ani1037
American Alligator: Ani1058
gorilla: Ani1036
Camel: Ani350
Jackrabbit: Ani371
humpback Whale: Ani927
Turkey: Ani1115
Bighorn Sheep: Ani343
Prairie dog: Ani389
Snail: Ani989
OTher:
Yarn
Markers
Other art materials, as needed
Animal Classification Chart
ViS270
Blue Jay Ani071
Swordfish Ani1000
Snow goose Ani102
Chimpanzee Ani1033
Iguana Ani1037
American Alligator Ani1058
gorilla Ani1036
Camel Ani350
Jackrabbit Ani371
humpback Whale Ani927
Turkey Ani1115
11
Bighorn Sheep Ani343
Prairie dog Ani389
Snail Ani989
WHIcH oF tHese Is not A MAMMAL?
Whole class gather students around the Animal Classification Chart; review the list of
characteristics and decide which ones are characteristics of mammals.
Invite volunteers to write the correct answers in the Mammals column.
Look at the animal cutouts around the Animal Classification Chart.
Challenge students to state which ones are NOT mammals. As students
correctly choose the animals that are NOT mammals, they may come up
and remove the cutout of that animal. Tell the students the name of the
animal they’ve chosen and ask the student his or her reasons for stating
that this animal is not a mammal.
At the end of the game, connect the mammal cutouts, with yarn, to the
word Mammals on the Animal Classification Chart.
Mammals are: Chimpanzee, gorilla, Camel, Jackrabbit, humpback Whale,
Bighorn Sheep, and Prairie dog.
MoDIFIcAtIon
Ask students to draw in the details
of each of the mammal cutouts, as
accurately as possible. They may need
to look up the animals online or in
research books.
extensIon
Using the Venn diagram: Org032
(Basic), ask students to list all the
mammal cutouts and find sets of
characteristics that the mammals have
in common, and others that they do
not share. For example, a humpback
whale is a mammal that lives in the
ocean. have them fill out the Venn
diagram, showing the similarities and
differences among the mammals.
12
A c t I V I t y F o u R
ACTIVITY FOUr
Birds: Take a Peak at Some Beaks objectives Students know that living organisms have distinct structures and body
systems that serve specific functions for survival.
Students know different ways living things can be grouped.
Materials
Preparation display the Animal Classification Chart poster from Activity Three, or
print and display Animal Classification Chart.
Cut the following 23 birds: Blue Jay, Whooping Crane, Vulture, great
Blue heron, Bald eagle 1, Mallard, Pelican, Pileated Woodpecker,
Falcon, greater Flamingo, American goldfinch, hummingbird, Parakeet,
Sparrow, Trumpeter Swan, horned Puffin, Northern Cardinal, Barn Owl,
POSTer MAKer:
Animal Classification Chart: ViS270
(from Activity Three)
Types of Beaks: ViS278
CUTOUT MAKer:
Blue Jay: Ani071
Northern Cardinal: Ani075
Whooping Crane: Ani081
Falcon: Ani093
greater Flamingo: Ani095
American goldfinch: Ani099
Vulture: Ani1116
great Blue heron: Ani117
hummingbird: Ani120
Mallard: Ani136
Barn Owl: Ani145
Parakeet: Ani153
horned Puffin: Ani160
California Quail: Ani163
Sparrow: Ani176
Trumpeter Swan: Ani181
Tufted Titmouse: Ani192
Pileated Woodpecker: Ani202
Cactus Wren: Ani205
Bald eagle 1: Ani089
house Wren: Ani1124
Pelican: Ani155
Wild Turkey: Ani194
OTher:
White cardstock
reference books on birds
Bird-watching guides
Computer with Internet access
Yarn
Animal Classification
Chart ViS270
Types of Beaks
ViS278
Blue Jay Ani071
Northern Cardinal Ani075
Whooping Crane
Ani081
Falcon Ani093
greater Flamingo Ani095
American goldfinch Ani099
Vulture Ani1116
great Blue heron
Ani117
humming-bird
Ani120
Mallard Ani136
Barn Owl Ani145
Parakeet Ani153
horned Puffin
Ani160
California Quail
Ani163
Sparrow Ani176
Trumpeter Swan
Ani181
13
MoDIFIcAtIon
have students use one of the bird
cutouts to trace or draw a picture
of the bird. Then have them write a
caption that explains the characteristics
of the bird’s beak.
extensIon
have students use a bird-watching
guide to sort the birds commonly found
in your part of the country by beak
structure. Ask them, “What does each
bird eats? What if that food source
disappeared?”
B I R D s
Wild Turkey, California Quail, Tufted Titmouse, Cactus Wren, and house
Wren out of white cardstock. display the cutouts around the Animal
Classification Chart. do not write the names of the birds on them.
Cut out several versions of one bird from each category of beaks to
give to students at the end of the activity. All students should have a
cutout bird from their category to take home.
Whole classgather students around the Animal Classification Chart; review the list of
characteristics and decide which ones are characteristics of birds.
Invite volunteers to write the correct answers in the Birds column.
review with students the idea that all animals have different structures that
are used for different purposes. Look at the list of beak types and types of
foods birds eat and have student volunteers explain why each beak type
would be ideal to catch each type of food.
cooperative Groupsdivide students into eight groups. Assign a category of beaks or bills to
each group of students. groups meet to decide which of the 23 bird
cutouts belong in their group.
Once students have collected their birds according to the descriptions of
their beaks (or bills), ask students to predict what each of their birds eats
and why. Then challenge students to research their predictions. Were they
correct? If no, they need to find out what food their birds do eat. Then
they can do further research to find out what the beak type does for the
bird and why those characteristics of a beak would be helpful to the bird
in catching and eating food. Ask students to use art materials to add
important details about the beak on the cutout birds.
each group reports their findings to the class. Collect the decorated birds
from each group and connect them to the word Birds on the Animal
Classification Chart. At the end of the presentations, each group receives
a cutout bird representative of their group.
Tufted Titmouse Ani192
Pileated Woodpecker
Ani202
Cactus Wren Ani205
Bald eagle 1 Ani089
house Wren Ani1124
Pelican Ani155
Wild Turkey Ani194
14
A c t I V I t y F I V e
ACTIVITY FIVe
Reptiles on Paradeobjectives Students know that living organisms have distinct structures and body
systems that serve specific functions for survival.
Students know different ways living things can be grouped.
Materials
Preparation display the Animal Classification Chart poster from Activity Four, or print
and display Animal Classification Chart.
Print four hierarchy Chart posters, one for each of the groups.
Cut the following 10 reptiles: rattlesnake, Sea Turtle, Snake, Python,
Komodo dragon, horned Lizard, gila Monster, American Crocodile,
American Alligator, Tortoise out of white cardstock. Make four sets, one
for each group.
Cut out several Circle Word Bubbles for each group.
Whole class
gather students around the partially completed Animal Classification Chart;
review what they know about reptiles. Show them the reptile cutouts, one
by one, and fill in the reptiles column.
Animal Classification Chart
ViS270
hierarchy Chart ViS276
rattlesnake Ani394
American Alligator Ani1058
American Crocodile Ani1061
gila Monster Ani1067
horned Lizard Ani1068
Komodo dragon Ani1071
Python Ani1073
Snake Ani1076
Tortoise Ani1078
Sea Turtle Ani1080
POSTer MAKer:
Animal Classification Chart: ViS270
(from Activity Four)
hierarchy Chart: ViS276
CUTOUT MAKer:
rattlesnake: Ani394
American Alligator: Ani1058
American Crocodile: Ani1061
gila Monster: Ani1067
horned Lizard: Ani1068
Komodo dragon: Ani1071
Python: Ani1073
Snake: Ani1076
Tortoise: Ani1078
Sea Turtle: Ani1080
Circle Word Bubble: WRi052 (Basic)
OTher:
reptile reference books
Pencils
Art materials
15
Circle Word Bubble WRi052
R e P t I L e s o n PA R A D e
Invite volunteers to write in the correct information in the reptiles column.
cooperative Groupsdivide students into four groups, then pass out one hierarchy Chart
poster, several Circle Word Bubble and reptile cutouts to each group. Say,
“Let’s look at all the different reptiles we’ve got here. They look so different.
Some have legs, some don’t, some have shells, some don’t. What do you
think it means?”
give students time to think and discuss as a group. Circulate around the
room, asking students questions to help guide discussion, if necessary.
Note: we want students to understand that these reptiles live in different
climates under different conditions and their body parts have evolved to
help them survive.
Ask students to divide their reptiles into subgroups, based on observable
characteristics. They can choose the characteristics they think distinguish
one group of reptiles from another. They can choose the number of
subgroups of reptiles they create. Make sure students have enough time
to illustrate their cutout reptiles. have reptile reference books with detailed
photos available.
When students have finished, discuss as a class which characteristics
each group chose and why. Which body parts did they use? Why?
discuss the number of subgroups they created and why. If the groups
wish to make any changes to their subgroups, give them time to do so.
have them record the subgroups they created on their hierarchy Chart
poster. have students write phrases to describe the reptiles, based on the
subgroups, on the word bubble cutouts, such as “We have shells.” or “We
don’t have legs.” Then have students create a display in the hallway or on
a bulletin board using the reptiles, word bubbles and charts. encourage
students to add decorations to give the display a parade atmosphere.
MoDIFIcAtIon
Write the name of each reptile on an
index card. give students a set of
index cards and reptile cutouts. have
them use reference books to match
each reptile to the correct name,
then write a short paragraph about
the characteristics reptiles have in
common.
extensIon
give students an alligator and a
crocodile cutout. have them find out
the difference between alligators and
crocodiles and explain the difference to
the class, with diagrams and pictures.
16
A c t I V I t y s I x
ACTIVITY SIX
Fish and Amphibians – Alike and Different objectives Students know that living organisms have distinct structures and body
systems that serve specific functions for survival.
Students know different ways living things can be grouped.
Materials
Preparation Print and display Fish Facts and Amphibians posters.
display the Animal Classification Chart poster from Activity Five, or print
and display Animal Classification Chart.
Cut the following eight Fish: Tiger Shark, Piranha, Angel Shark, Blue Fin
Tuna, galapagos Shark, Mako Shark, Marlin, and Salmon, out of white
cardstock.
Animal Classification
Chart ViS270
Fish Facts ViS279
Amphibians ViS280
Tiger Shark Ani1002
Piranha Ani1047
Angel Shark Ani875
Blue Fin Tuna Ani880
galapagos Shark
Ani918
Mako Shark Ani935
Marlin Ani939
Salmon Ani958
Manta ray 2 Ani845
POSTer MAKer:
Animal Classification Chart: ViS270
(from Activity Five)
Fish Facts: ViS279
Amphibians: ViS280
CUTOUT MAKer:
Tiger Shark: Ani1002
Piranha: Ani1047
Angel Shark: Ani875
Blue Fin Tuna: Ani880
galapagos Shark: Ani918
Mako Shark: Ani935
Marlin: Ani939
Salmon: Ani958
Manta ray 2: Ani845
Musky: Ani2014
Bluegill: Ani2015
Tree Frog: Ani1079
Newt: Ani1127
Salamander: Ani1128
Frog: Ani687
Tadpole: Ani1129
Poison dart Frog: Ani1130
Caecilian: Ani1131
Toad: Ani1132
Flap Facts 4: SiW184 (Basic)
OTher:
reference books
Computer with Internet access
Art materials (colored pencils,
pastels, markers, crayons)
Paper
PencilsMusky
Ani2014Bluegill
Ani2015Tree Frog Ani1079
Newt Ani1127
Salamander Ani1128
Frog Ani687
17
F I s H A n D A M P H I B I A n s
MoDIFIcAtIon
Make 8 ½” x 11” copies of Fish
Facts and Amphibians posters and
cut them apart into pieces with one
fact on each piece. Then, mix all of
the facts together and give them to
students to sort into two groups.
extensIon
Ask students to do some more
research on amphibians. how many
major groups of amphibians are there?
how many species under each major
group? Ask students to choose one
species and write a report about it.
Cut the following eight Amphibians: Manta ray 2, Tree Frog,
Newt, Salamander, Frog, Tadpole, Poison dart Frog, and Caecilian
(pronounced seh-SILL-yen), out of white cardstock.
Cut out enough duplicate fish and amphibians so that there are
enough for each student to have one cutout.
Cut Flap Facts 4 out of cardstock, custom-sized to largest possible on
page, one for each student.
Whole class
gather students around the Animal Classification Chart. review the list of
characteristics as you hold up and name the cutout animals, first the fish,
then the amphibians.
Invite volunteers to write in the correct
information in the Fish and Amphibians
columns.
Use the Fish Facts and Amphibians posters
to review some of the unique things about
fish and amphibians.
IndividualTell students that they will be selecting either a fish or an amphibian to
research. They will need to be able to answer the following questions
about their animal:
Where does it live?
What does it eat?
What body features have evolved to help it find
and eat food?
What is the most unusual thing about it?
have students record the answers to each question from
above on a Flap Facts cutout.
have students pick one cutout and distribute Flap Facts. When students
have completed their research, ask each student to write a short
paragraph describing their fish or amphibian, then add color and detail
to their cutout.
Tadpole Ani1129
Poison dart Frog Ani1130
Caecilian Ani1131
Toad Ani1132
Flap Facts 4 SiW184
18
A c t I V I t y s e V e n
ACTIVITY SeVeN
Insects – Who Am I? objectives Students know that living organisms have distinct structures and body
systems that serve specific functions for survival.
Students know different ways living things can be grouped.
Materials
Preparation Print and display Insect diagram poster.
Cut the following 16 insects: Monarch Butterfly, Cockroach, Field
Cricket, dragonfly, Firefly, Black Fly, Praying Mantis, Mosquito, Termite,
Walking Stick, Wasp, giant Water bug, Weevil-Boll, Yellow Jacket,
Carpenter Ant, and diving Beetle, out of white cardstock.
Cut out enough duplicate insects so that there are enough for each
student to have one cutout. Write names on the back of the insect
cutouts.
POSTer MAKer:
Insect diagram: ViS281
CUTOUT MAKer:
Monarch Butterfly: Ani1031
Cockroach: Ani230
Field Cricket: Ani234
dragonfly: Ani239
Firefly: Ani242
Black Fly: Ani243
Praying Mantis: Ani258
Mosquito: Ani263
Termite: Ani281
Walking Stick: Ani285
Wasp: Ani286
giant Water bug: Ani287
Weevil-Boll: Ani289
Yellow Jacket: Ani291
Carpenter Ant: Ani208
diving Beetle: Ani215
OTher:
reference books
Computer with Internet access
Pencil
Paper
Insect diagram ViS281
Monarch Butterfly
Ani1031
Cockroach Ani230
Field Cricket Ani234
dragonfly Ani239
Firefly Ani242
Black Fly Ani243
Praying Mantis
Ani258
Mosquito Ani263
Termite Ani281
Walking Stick Ani285
Wasp Ani286
giant Water bug
Ani287
Weevil-Boll Ani289
Yellow Jacket
Ani291
Carpenter Ant
Ani208
diving Beetle Ani215
19
Insects – WHo AM I?
MoDIFIcAtIon
give students the following insect
cutouts: Black Fly, Cockroach,
Mosquito, and Praying Mantis, and an
8 ½” x 11” copy of the Insect diagram.
have students use the diagram
to color the parts of each insect a
different color.
extensIon
Students have a lot of misconceptions
about insects. Some common
misconceptions include:
There is no difference between
bugs and insects.
You can tell the age of a ladybug
by counting the spots on its wings.
It is illegal to harm a praying
mantis.
Insects drown in water.
Bees gather honey from flowers.
Spiders are insects.
Challenge students to find out the
truth along with the details about one
of these misconceptions. Invite each
student to the bulletin board and use
the insect cutouts to explain the truth
about each of the misconceptions.
Whole classreview with students some statistics about insects.
1. There are over one million species of insects.
2. All insects have an exoskeleton (they are invertebrates), a thorax, a
head, an abdomen, and six legs. Point out these different parts of an
insect on the Insect diagram poster.
3. Of all the invertebrates, there are almost four times as many insect
species as all other invertebrates combined.
4. A Canadian biologist estimates that there are one quintillion individual
insects on earth. That’s 1,000,000,000,000,000,000.
IndividualTo prepare for the “Who Am I?” game, have each student choose a
different insect to investigate. In some cases, more than one student may
need to research the same insect. Make sure students know the name of
the insect they choose. have students find the answers to the following
questions:
1. What is the most unusual thing about your insect?
2. Where in the world does your insect live?
3. What is its habitat (e.g., lake, desert, forest, rain forest, ocean,
other)?
4. What does it eat?
5. What makes it different from all the other insects?
Ask students to add color and other detail to their insect to make it look as
realistic as possible, then label the parts of the insect. display the insects
on the bulletin board.
Students then use their research to write a few
facts about their insect from the insect’s point of
view on a piece of paper.
Students take turns reading their “Who Am I?”
statements about their insect to the class. The
class tries to guess which insect it is. When a
student guesses correctly, he or she can walk up
to the bulletin board and take down the cutout for that insect. The
student with the most cutouts at the end of the game is the winner.
20
A c t I V I t y e I G H t
ACTIVITY eIghT
Habitat Hustle objectives Students know that an animal’s patterns of behavior are related to the
nature of that animal’s environment (e.g., kinds and numbers of other
organisms present, availability of food and resources, and physical
characteristics of the environment).
Materials
Preparation Print the following posters: Lake habitat, rain Forest habitat, and Forest
habitat, two of each. display one of each habitat poster, next to each
other, on one classroom wall. On the opposite wall display the other set
of three posters.
Cut the following forest animals: White Tailed deer, Quail, Firefly 2,
Snake and Salamander, out of cardstock. Make two sets.
Cut the following lake animals: Tortoise, Common Loon, dragonfly,
Beaver, Toad and Musky, out of cardstock. Make two sets.
Cut the following rainforest animals: gorilla, Iguana, Macaw, Piranha,
Poison dart Frog and Mosquito, out of cardstock. Make two sets.
POSTer MAKer:
Forest habitat: ViS187
Lake habitat: ViS188
rain Forest habitat: ViS189
CUTOUT MAKer:
White Tailed deer: Ani1104
Quail: Ani1114
Firefly 2: Ani257
Snake: Ani1076
Salamander: Ani1128
Tortoise: Ani1078
Common Loon: Ani133
dragonfly: Ani239
Beaver: Ani798
Toad: Ani1132
Musky: Ani2014
gorilla: Ani1036
Iguana: Ani1037
Macaw: Ani1040
Piranha: Ani1047
Poison dart Frog: Ani1130
Mosquito: Ani263
OTher:
Index cards
Tape
Computer with Internet access
Forest habitat ViS187
Lake habitat ViS188
rain Forest habitat ViS189
White Tailed deer Ani1104
Quail Ani1114
Firefly 2 Ani257
Snake Ani1076
Salamander Ani1128
Tortoise Ani1078
Common Loon Ani133
dragonfly Ani239
Beaver Ani798
21
Write the name of one of the habitats and one of the classes of animals
onto each index card. For example, Lake Insect; Lake reptile; Lake
Mammal; Lake Fish: Lake Amphibian; Lake Bird. Create a set like this
for each of the three habitats. Note: there will not be a fish for the forest
habitat. Make two sets of 17 cards.
Whole class
review with students the meaning of a habitat. Say, “A habitat is the
place where a population lives. Several populations may share a habitat.
A population is a group of living organisms of the same kind living in the
same place at the same time. All of the populations interact and form a
community. The habitat must supply the needs of organisms, such as
food, water, temperature, oxygen, and minerals.”
Point to one of the sets of posters and ask students to name the habitats
(lake, rain forest, forest). discuss the conditions in each of the habitats.
Tell students that they will be playing a game to match up different animals
to the correct habitat.
how to Play:
1. Scatter the animal cutouts on a table in front of the posters on either
side of the room.
2. Mix up the index cards and place them face down in a pile next to
the animal cutouts.
3. divide the class into two teams and have students line up behind
their team’s table.
4. The first person in line will pull one of the habitat/animal class cards
from the pile, find the correct animal cutout, place it on the correct
habitat poster, then walk to the end of the line.
5. Students may consult with other team members, if necessary.
6. Once all animal cutouts have been placed on the appropriate habitat
poster, have all students in the group sit down.
7. When all groups have finished, score each team. give each team
two points for each correctly placed animal and give five points
to the team that finished first.
H A B I tAt H u s t L e
MoDIFIcAtIon
give students a set of the cutouts
used for habitat hustle and have them
sort them into three categories: forest,
lake and rainforest.
extensIon
have students write an essay
comparing and contrasting two of the
habitats of their choice.
Toad Ani1132
Musky Ani2014
gorilla Ani1036
Iguana Ani1037
Macaw Ani1040
Piranha Ani1047
Poison dart Frog Ani1130
Mosquito Ani263
22
A c t I V I t y n I n e
ACTIVITY NINe
Oceans and Desertsobjectives Students understand that an animal’s patterns of behavior are related
to the nature of that animal’s environment (e.g., kinds and numbers
of other organisms present, availability of food and resources, and
physical characteristics of the environment).
Students understand that changes in the environment can have
different effects on different organisms.
Students understand that all organisms cause changes in their
environments, and the changes can be beneficial or detrimental.
MaterialsCUTOUT MAKer:
Tiger Shark: Ani1002
Manta ray 2: Ani845
Angel Shark: Ani875
Beluga Whale 1: Ani878
Blue Fin Tuna: Ani1880
Bottlenose dolphin: Ani884
galapagos Shark: Ani918
humpback Whale: Ani927
Whale Killer: Ani929
Mako Shark: Ani935
Marlin: Ani939
Salmon: Ani958
Sperm Whale: Ani991
Starfish: Ani995
Antelope: Ani335
Armadillo: Ani338
Bighorn Sheep: Ani343
Bobcat desert: Ani346
Wild Burro: Ani347
Camel: Ani350
Coyote: Ani352
dingo: Ani355
Jackrabbit: Ani371
Peregrine Falcon: Ani385
Prairie dog: Ani389
rattlesnake: Ani394
Scorpion: Ani269
Centipede: Ani227
OTher:
Butcher paper
Crayons
Markers
Other art materials as needed
desert & ocean reference books
Computer with Internet access
Tiger Shark Ani1002
Manta ray 2 Ani845
Angel Shark Ani875
Beluga Whale 1 Ani878
Blue Fin Tuna Ani1880
Bottlenose dolphin Ani884
galapagos Shark
Ani918
humpback Whale
Ani927
Killer Whale Ani929
Mako Shark Ani935
Marlin Ani939
Salmon Ani958
Sperm Whale
Ani991
Starfish Ani995
Antelope Ani335
Armadillo Ani338
Bighorn Sheep
Ani343
Bobcat desert
Ani346
23
o c e A n s A n D D e s e Rt s
MoDIFIcAtIon
give students Ocean and desert animal
cutouts. have them sort them into
two groups, based on the appropriate
habitat.
extensIon
edit Compare and Contrast Matrix:
Org067 (Basic) to show four types of
habitats and five habitat characteristics
(rainfall, temperature, etc.). have
students research each habitat and
record the information on the organizer.
Preparation Cut the following 14 Ocean animals: Tiger Shark, Angel Shark, Beluga
Whale 1, Blue Fin Tuna, Bottlenose dolphin, galapagos Shark,
humpback Whale, Killer Whale, Mako Shark, Marlin, Salmon, Sperm
Whale, Starfish, and Manta ray 2, out of cardstock.
Cut the following 14 desert animals: Antelope, Armadillo, Bighorn
Sheep, Bobcat desert, Wild Burro, Camel, Coyote, dingo, Jackrabbit,
Peregrine Falcon, Prairie dog, rattlesnake, Scorpion, and Centipede,
out of cardstock.
divide the both the Ocean and desert animal cutouts into two groups
of seven, so you have four groups of animal cutouts.
Whole classreview with students what they have learned about habitats. explain
that they are now going to create an ocean habitat and a desert habitat
by doing some research on the animals that live there, making a mural of
each habitat, then placing the animals in their habitat. divide students
into four groups and assign groups one of the sets of animals.
cooperative GroupsStudents need to answer the following questions about their animals:
What does it eat?
Where does it sleep?
What else does it need to survive?
What class of animals does it fall in (mammal, fish, insect, bird,
reptile, amphibian)?
how is the animal adapted for life in its particular habitat?
have students research their animal and list everything that needs to
be present in their habitat mural based on their research. Then have the
two ocean groups and and two desert groups work together to create
one ocean mural and one desert mural on large pieces of butcher paper.
encourage students to use cutouts and other art materials to add color
and detail to their habitat mural.
Wild Burro Ani347
Camel Ani350
Coyote Ani352
dingo Ani355
Jackrabbit Ani371
Peregrine Falcon:
Ani385
Prairie dog Ani389
rattlesnake Ani394
Scorpion Ani269
Centipede Ani227
24
A c t I V I t y t e n
ACTIVITY TeN
Life Cyclesobjectives Students know that animals progress through life cycles of birth,
growth and development, reproduction, and death. The details of these
life cycles are different for different organisms.
MaterialsCUTOUT MAKer:
Butterfly Life Cycle Collection: Sci188
Frog Life Cycle Collection: Sci190
OTher:
Stopwatch
Large envelopes or small bags
Preparation Cut the Butterfly and Frog Life Cycle collections, custom-sized to 36”
width, using pre-laminated construction paper. Assemble the following
multi-piece shapes by gluing the pieces together: Tadpoles/Frogs, egg
Mass, Larva, Caterpillar, Chrysalis and Butterfly. Note: you will not need
the light blue background, algae, rock or sand pieces from the Frog Life
Cycle Collection for this activity.
Cut four sets of each collection. Place two collections in each envelope
or bag.
Butterfly Life Cycle Collection Sci188
Frog Life Cycle Collection Sci190
25
L I F e c y c L e s
MoDIFIcAtIon
give students the pieces to either the
Butterfly or Frog Life Cycle Collection.
have students place the pieces and
names of the phases in order, explaining
the process verbally.
extensIon
Invite students to look at the life cycles
of other amphibians or insects and
compare them to frog or butterfly. how
are they the same and how are they
different? have them create a life cycle
diagram for the animal and present it to
the class.
Whole classreview with students the life cycle that many insects and amphibians go
through by holding up the pieces of the butterfly and/or frog life cycle and
naming the stages as you show what they look like.
Tell students that you are going to give them an opportunity to show what
they know about a frog’s life cycle and a butterfly’s life cycle by putting
together the pieces in the right order. Warn students that the stages of a
frog’s life cycle have different names than the stages of a butterfly’s life cycle.
cooperative Groupsdivide the class into four groups and give each group an envelope with the
butterfly and frog life cycle cutouts inside. Tell them that you are going to
time them as they work together to put the two life cycles together in the
proper order, separating the frog life cycle from the butterfly life cycle.
As each group finishes, note their time and check to make sure they’ve
assembled it correctly. Later in the week, try this activity again to see if
each group can beat its time.
IndividualStudents should choose either the butterfly or the frog life cycle to write a
paragraph that explains the different stages of the animal’s life cycle.
26
ADDIt IonAL ActIV It Ies
ADDITIONAL ACTIVITIES hIerArChY eXAMPLeSdivide students into groups and give each group a Taxonomic
hierarchy: VIS186 poster. have students define each term
and give an example for each term. have students write the
definition and example in each blank box, then display each
group’s poster. have students take a gallery walk through the
posters and record five similarities and five differences between
their definitions and examples, and those of other groups.
SPeCIeS VArIATIONSPick a group of animals, such as snakes, and explain to
students that there are variations within this group that make
up different species. Some examples of species include
pythons, cobras, rattlesnakes, copperheads, water moccasins,
ball pythons, garden snakes, vipers, adders, coral snakes,
sea snakes, etc… Cut out enough Snakes: ANI1076 so that
each student has one. Write the name of a species of snake
on each cutout and place them in a bag. have students pick a
snake from the bag and research about the species of snake
they chose. repeat for other types of animals such as frogs,
whales or sharks.
NOTeS
27
LIFe
SC
IeN
Ce
1 r
UB
rIC
N
ame
R u B R I c
cate
gori
es
cri
teri
aValu
eM
inim
al
Basi
cP
rofi
cie
nt
Adva
nced
cla
ssifi
es
anim
als
in
to g
roups
base
d o
n
chara
cte
rist
ics
Stu
dent
can
list
the
mai
n
grou
ps th
at a
nim
als
are
clas
sifie
d in
to.
Stu
dent
can
list
the
mai
n
grou
ps th
at a
nim
als
are
clas
sifie
d in
to a
nd g
ive
exam
ples
of a
nim
als
from
each
gro
up.
Stu
dent
can
list
the
mai
n
grou
ps th
at a
nim
als
are
clas
sifie
d in
to, g
ive
exam
ples
of a
nim
als
from
each
gro
up a
nd e
xpla
in th
e
char
acte
ristic
s th
at m
ake
each
gro
up u
niqu
e.
Stu
dent
can
list
the
mai
n
grou
ps th
at a
nim
als
are
clas
sifie
d in
to, g
ive
exam
ples
of a
nim
als
from
eac
h gr
oup,
expl
ain
the
char
acte
ristic
s
that
mak
e ea
ch g
roup
uni
que
and
clas
sify
thes
e gr
oups
into
subg
roup
s.
Identi
fies
and
exp
lain
s how
the
stru
ctu
res
and
syst
em
s of
org
anis
ms
serv
e s
pecifi
c
functi
ons
Stu
dent
iden
tifies
str
uctu
res
and
syst
ems
of o
rgan
ism
s.
Stu
dent
iden
tifies
str
uctu
res
and
syst
ems
of o
rgan
ism
s
and
expl
ains
thei
r fu
nctio
ns.
Stu
dent
iden
tifies
str
uctu
res
and
syst
ems
of o
rgan
ism
s,
expl
ains
thei
r fu
nctio
ns
and
the
varia
tions
of t
hese
stru
ctur
es a
nd/o
r sy
stem
s
amon
g di
ffere
nt s
peci
es.
Stu
dent
iden
tifies
str
uctu
res
and
syst
ems
of o
rgan
ism
s,
expl
ains
thei
r fu
nctio
ns
and
the
varia
tions
of t
hese
stru
ctur
es a
nd/o
r sy
stem
s
amon
g di
ffere
nt s
peci
es a
nd
how
thes
e ha
ve e
volv
ed o
ver
time
base
d on
env
ironm
enta
l
fact
ors.
unders
tands
how
anim
als
’ patt
ern
s of
behavi
or
are
aff
ecte
d
by
their
envi
ronm
ent
Stu
dent
und
erst
ands
that
anim
als
live
in h
abita
ts.
Stu
dent
und
erst
ands
that
cer
tain
ani
mal
s liv
e
in h
abita
ts b
ased
on
thei
r
char
acte
ristic
s.
Stu
dent
und
erst
ands
that
cer
tain
ani
mal
s liv
e
in h
abita
ts b
ased
on
thei
r
char
acte
ristic
s an
d gi
ves
exam
ples
of s
peci
fic h
abita
ts
and
how
they
affe
ct a
nim
als’
beha
vior
s.
Stu
dent
und
erst
ands
that
cert
ain
anim
als
live
in h
abita
ts
base
d on
thei
r ch
arac
teris
tics
and
that
thei
r ch
arac
teris
tics
and
beha
vior
s ha
ve e
volv
ed
over
tim
e to
hel
p th
em s
urvi
ve.
unders
tands
that
anim
als
pro
gre
ss
thro
ugh a
lif
e c
ycle
and t
hat
these
are
dif
fere
nt
for
dif
fere
nt
org
anis
ms
Stu
dent
und
erst
ands
that
anim
als
have
life
cyc
les.
Stu
dent
can
iden
tify
the
maj
or
stag
es in
the
life
cycl
es o
f
sele
cted
ani
mal
s.
Stu
dent
can
iden
tify
and
desc
ribe
the
maj
or s
tage
s
in th
e lif
e cy
cles
of s
elec
ted
anim
als.
Stu
dent
can
iden
tify
and
desc
ribe
the
maj
or s
tage
s
in th
e lif
e cy
cle
of s
elec
ted
anim
als
and
com
pare
them
to
the
life
cycl
es o
f oth
er a
nim
als.
tota
l:(P
leas
e no
te th
at a
ll ha
ve p
erm
issi
on to
repr
oduc
e th
is r
ubric
pag
e.)
28
LIFe SCIeNCe 1 CONTeNT LIST
c o n t e n t L I s t
Poster Maker ID name ActivitiesBAN067 hierarchy Chart Banner 1
VIS186 Taxonomic hierarchy Additional
VIS187 Forest habitat 8
VIS188 Lake habitat 8
VIS189 rain Forest habitat 8
VIS270 Animal Classification Chart 3, 4, 5, 6
VIS276 hierarchy Chart 1, 5
VIS277 Vertebrate vs. Invertebrate Chart 2
VIS278 Types of Beaks 4
VIS279 Fish Facts 6
VIS280 Amphibians 6
VIS281 Insect diagram 7
Awards Maker ID (cont.) name Activities
STK253 Taxonomic hierarchy Sticker
STK322 Fish Classification Sticker 2
STK323 Amphibian Classification Sticker 2
STK324 reptile Classification Sticker 2
STK325 Bird Classification Sticker 2
STK326 Mammal Classification Sticker 2
STK327 Vertebrate Sticker 2
STK328 Invertebrate Sticker 2
STK393 Insect Classification Sticker 2
cutout Maker ID name Activities
ANI071 Blue Jay 3, 4
ANI075 Northern Cardinal 4
ANI081 Whooping Crane 4
ANI089 Bald eagle 1 4
ANI093 Falcon 4
ANI095 greater Flamingo 4
ANI099 American goldfinch 4
ANI1000 Swordfish 3
ANI1002 Tiger Shark 6, 9
ANI102 Snow goose 3
ANI1031 Monarch Butterfly 7
ANI1033 Chimpanzee 3
ANI1036 gorilla 3, 8
ANI1037 Iguana 3, 8
ANI1038 Jaguar
29
c o n t e n t L I s t
LIFe SCIeNCe 1 CONTeNT LIST (cont.)
cutout Maker ID (cont.) name Activities
ANI1040 Macaw 8
ANI1045 Orangutan
ANI1046 Parrot
ANI1047 Piranha 6, 8
ANI1049 Sloth
ANI1053 Tapir
ANI1056 Toucan
ANI1058 American Alligator 3, 5
ANI1061 American Crocodile 5
ANI1064 Texas Banded gecko
ANI1067 gila Monster 5
ANI1068 horned Lizard 5
ANI1071 Komodo dragon 5
ANI1073 Python 5
ANI1076 Snake 5, 8, Additional
ANI1078 Tortoise 5, 8
ANI1079 Tree Frog 6
ANI1080 Sea Turtle 5
ANI1102 Bobcat Woodland
ANI1103 Caribou
ANI1104 White Tailed deer 8
ANI1108 Snowshoe hare
ANI1114 Quail 8
ANI1115 Turkey 3
ANI1116 Vulture 4
ANI1124 house Wren 4
ANI1127 Newt 6
ANI1128 Salamander 6, 8
ANI1129 Tadpole 6
ANI1130 Poison dart Frog 6, 8
ANI1131 Caecilian 6
ANI1132 Toad 6, 8
ANI117 great Blue heron 4
ANI120 hummingbird 4
ANI133 Common Loon 8
ANI136 Mallard 4
ANI145 Barn Owl 4
ANI153 Parakeet 4
30
c o n t e n t L I s t
LIFe SCIeNCe 1 CONTeNT LIST (cont.)
cutout Maker ID (cont.) name Activities
ANI155 Pelican 4
ANI160 horned Puffin 4
ANI163 California Quail 4
ANI176 Sparrow 2, 4
ANI181 Trumpeter Swan 4
ANI192 Tufted Titmouse 4
ANI194 Wild Turkey 4
ANI2003 Worm 2
ANI2014 Musky 6, 8
ANI2015 Bluegill 6
ANI202 Pileated Woodpecker 4
ANI205 Cactus Wren 4
ANI208 Carpenter Ant 7
ANI213 Bee 2
ANI215 diving Beetle 7
ANI224 Caterpillar 2
ANI227 Centipede 2, 9
ANI230 Cockroach 2, 7
ANI234 Field Cricket 7
ANI239 dragonfly 7, 8
ANI242 Firefly 2, 7
ANI243 Black Fly 7
ANI257 Firefly 2
ANI258 Praying Mantis 7
ANI261 Mite
ANI263 Mosquito 2, 7, 8
ANI269 Scorpion 9
ANI276 Spider
ANI277 Spider Web
ANI281 Termite 7
ANI282 Tick
ANI285 Walking Stick 7
ANI286 Wasp 7
ANI287 giant Water bug 7
ANI289 Weevil-Boll 7
ANI291 Yellow Jacket 7
ANI335 Antelope 9
ANI338 Armadillo 9
31
c o n t e n t L I s t
LIFe SCIeNCe 1 CONTeNT LIST (cont.)
*Indicates Cutout Maker collection
cutout Maker ID (cont.) name Activities
ANI343 Bighorn Sheep 3, 9
ANI346 Bobcat 1 9
ANI347 Wild Burro 9
ANI350 Camel 3, 9
ANI352 Coyote 9
ANI355 dingo 9
ANI371 Jackrabbit 3, 9
ANI385 Peregrine Falcon 9
ANI389 Prairie dog 3, 9
ANI394 rattlesnake 2, 5, 9
ANI687 Frog 6
ANI798 Beaver 8
ANI842 Musk Ox
ANI845 Manta ray 2 6, 9
ANI875 Angel Shark 6, 9
ANI878 Beluga Whale 1 9
ANI880 Blue Fin Tuna 6, 9
ANI884 Bottlenose dolphin 9
ANI918 galapagos Shark 6, 9
ANI927 humpback Whale 3, 9
ANI929 Killer Whale 9
ANI935 Mako Shark 6, 9
ANI939 Marlin 6, 9
ANI958 Salmon 6, 9
ANI989 Snail 3
ANI991 Sperm Whale 9
ANI995 Starfish 2, 9
SCI188* Butterfly Life Cycle Collection 10
SCI190* Frog Life Cycle Collection 10
32
W o R K o R D e R
VArIQUeST WOrK Order TeMPLATe This template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.
date Order Placed: __________________________________ Order #: _________________________________________
date Order Needed By: ______________________________ date Completed: _________________________________
Staff Name: ___________________________________________________________________________________________
room #: _________________________ Phone #: ___________________________________________________________
e-mail: ________________________________________________________________________________________________
special Instructions:
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Visual Learning Tools
For additional resources and
standards alignment visit
www.variquest.com
800-328-0585
MOd016 00