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P. 37R Grades K-2 Science Module 5

ANIMAL DIVERSITY

CONTEXTUNIT TOPIC: Animal Diversity

The fifth module of Grades K-2 Science is connected to student’s ideas about the characteristics of organisms and how they develop from basic concepts of living and nonliving things. Students are provided opportunities to investigate animals and how they compare to one another. Teachers should have students make observations about how the offspring of animals compare to their parents.

The module integrates literacy skills development as students read texts about the different animals and developing content for class slideshows or books about animal diversity. As part of the activities relevant to this module and connected to the CDOS standards, students can assume roles of a scientist.

The sample activities outlined are designed not only to elicit performances of content area thinking skills and behaviors but also to provide opportunities for students to engage with, read and/or use informational texts about the concepts explored in the module. Extension of this module might include community field trips or class trips to the zoo to reinforce concepts related to animal diversity.

Throughout time, animals have changed depending on their environment. In learning, how organisms have been successful in their habitats, students should observe and record information about animals. They should begin to recognize how differences among individuals within a species can help an organism or population to survive. Students at this level will identify the behaviors and physical adaptations that allow organisms to survive in their environment. Students describe animal life cycles and life spans.

Science notebooks are used to help students organize information, document experiences, data and thinking, and to record illustrations. Each notebook page should be devoted to a new activity. Entries in the science notebook can consist of student drawings; simple writing, including individual words or short phrases; cut out sentence strips and picture symbols; and visual and tactile artifacts. Sentence starters and frames, focus questions, basic diagrams and charts can be provided to the students.

P37R Curriculum K-2 Science Module 5: Animal Diversity 1

Conceptual Understandings drive the learning plans and activities that are addressed in this module:

Each animal has different structures that serve different functions in growth, survival, and reproduction.

Animals need air, water, and food in order to live and thrive. In order to survive in their environment, plants and animals must be adapted to

that environment. Plants and animals closely resemble their parents and other individuals in their

species. Some traits of living things have been inherited (e.g., color of flowers and number

of limbs of animals). Plants and animals can transfer specific traits to their offspring when they

reproduce. Plants and animals have life cycles. These may include beginning of a life,

development into an adult, reproduction as an adult, and eventually death. Each generation of animals goes through changes in form from young to adult.

This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.

Each kind of animal goes through its own stages of growth and development during its life span.

The length of time from an animal’s birth to its death is called its life span. Life spans of different animals vary.

Note Literacy Skills:

Class and Individual Books: To support the development of the class or individual books on matter, prior to beginning the module teachers may choose to develop a Table of Contents for the books.

Food Allergies/Allergies: Prior to engaging students in cooking activities or with food products, please identify and note any allergies that students may have.

Science concept: The concept of animal diversity is introduced to students. Though parts of the topics may be complex an introduction, we choose to acknowledge that students are introduced and exposed to the ideas and related material through cartoons such as Mammals, Vertebrates on BrainPop and Animal Diversity slideshow on ScienceNetLinks.

ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:

Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, as appropriate

Science Notebooks


PERFORMANCE BASED ASSESSMENT TASK

To prepare for this performance assessment, the teacher gathers pictures and videos on

animals. Additionally, the teacher prepares students for an animal parade where they

display costumes created based on the various animals they are learning about.

Task Directions for Students:

The principal has told you that the class will be responsible for a science project about

understanding animal diversity to display at our school science fair. There are many

different animals that you can find all over the world. Your teacher does not know what

animals to pick. To show off how animals are the same and different you are going to

create a display about the various types of animals. We want to see an animal that has

feathers, and animals that have scales, and all the other animals you studied during the

month.

Level D:When presented with two or three animal pictures students will sort pictures into

mammals, reptiles, amphibians, birds, fish and insects. Students will use these projects to

create a display for the fair.

Level C:Students will create a photo explaining the differences between two animals. Students use

a tri-fold board. They will place a picture of an animal on one side and a picture of their

second animal on the other. They will complete a chart with the similarities and

differences. The similarities can be listed in the middle of the tri-fold board and the

differences listed under each individual animal.

Level B:


Students will create a shoebox diorama on animals to display for the fair. The diorama

must contain one habitat and pictures or models of the various animals that would live in

that habitat. Each student is encouraged to select a different habitat (i.e.- dessert,

wetlands, ocean, grassland, fresh water, forest, tundra, grass land, coral reef, ect.)

STANDARDSELA COMMON CORE ANCHOR STANDARDS:ELA/Literacy

RI.1.1: Ask and answer questions about key details in a text.

RI.1.2: Identify the main topic and retell key details of a text.

RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and

phrases in a text.

RI.1.6: Distinguish between information provided by pictures or other illustrations &

information provided by words in a text.

RI 1.7: Use the illustrations and details in a text to describe the key ideas.

RI.1.10: With prompting and support, read informational texts appropriately complex for

Grade 1.

W.1.2: Write informative/explanatory texts in which they name a topic, supply some

facts about the topic and provide some sense of closure.

L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on Grade 1 reading and content, choosing flexibility from an array of

strategies.

L.1.4A: Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.5.A: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts

the category represents.

L1.5.B: Define words by category and by one or more key attributes (e.g., a duck is a bird

that swims; a tiger is a large cat with stripes).


SL.1.1: Participate in collaborative conversations with diverse partners about Grade 1

topics and texts with peers and adults in small and larger groups.

SL.1.2: Ask and answer questions about key details in a text read aloud or information

presented orally or through other media.

SL.1.3: Ask and answer questions about what a speaker says in order to gather additional

information or clarify something that is not understood.

Mathematics

MP.2: Reason abstractly and quantitatively.

MP.5: Use appropriate tools strategically.

SCIENCE KEY IDEAS: ANIMAL DIVERSITY

Key Idea 1: Living things are both similar to and different from each other and

from nonliving things. LE.

Key Idea 2: Organisms inherit genetic information in a variety of ways that result

in continuity of structure and function between parents and offspring.

Key Idea 3: Individual organisms and species change over time.

Key Idea 4: The continuity of life is sustained through reproduction and

development

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2.1: Integrated Learning

Integrated learning encourages students to use essential academic concepts, fact, and

procedures in applications related to life skills and the world of work. This approach

allows students to see the usefulness of the concepts that they are being asked to learn

and to understand their potential application in the world of work.

Standard 3a. Universal Foundation Skills

2. Thinking Skills


Thinking skills lead to problem solving, experimenting, and focused observation and

allow the application of knowledge to new and unfamiliar situations.

ESSENTIAL QUESTIONS

1. How are animals alike and different?

2. How do animals adapt to their environments?

VOCABULARYNote: Over the course of the module, it is expected that students are exposed multiple

times to the vocabulary listed below as they participate in the learning plans and activities

of this module. However, it is not expected that students are able to use all the words in

the correct context.

Adapt

Air

Alike

Animal

Amphibians

Aquatic

Behavior

Bird

Birth

Butterfly

Caterpillar

Class

Classification

Cold Blooded

Death

Fish

Food

Fur

Genus

Genetic

Growth

Kingdom

Insects

Invertebrates

Leaf

Legs

Life Cycle

Life Span

Living

Lizard

Mammals

Metamorphosis

Marsupials

Monotremes

Nocturnal

Nonliving

Organism

Offspring

Parent

Plant

Predator

Placental Mammals

Pupa

Reptiles

Reproduce


Different

Diversity

Endothermic

Family

Fins

Larva

Egg

Habitat

Sound

Species

Survival

Trait

Vertebrates

Water

Wing

LESSON STRANDS OVERVIEW1. Living things are both similar to and different from each other and from nonliving things2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. 3. Individual organisms and species change over time. 4. The continuity of life is sustained through reproduction and development.

Lesson Strand 1: Living things are both similar to and different from each other

and from nonliving things.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attend to teacher presentation about the similarities and differences of animals

(e.g. look at similar animals and use photos to compare

kittens/cats/tigers/lions/panthers and find how they are the same. Use photos to

compare differences in animal such as shark/butterfly/dog/bird)

Attend to multimedia presentations on animal diversity from BrainPop, YouTube

and Discovery Education.

Engage with representations of different animals (e.g. touch a paper with feathers

(Bird) on it or touch a paper with scales (fish). Teacher will chart their responses

and explain why they are documenting/journaling their ideas, questions, and

observations.

Attend to teacher as (s)he reviews the concept that we are all scientists and

explains that we can be scientists by:


Observation: Observing using pictures, photos and/or words. Teacher can

use a large set of eyes or a picture of eyes or large over-sized pair of clown

glasses to engage students in the process of observation.

Making a guess / prediction: teacher models how to make a prediction etc.

Teacher can create a giant question mark on a stick to hold up when

making a prediction.

Doing an experiment: importance of following the sequence, ordinal

numbers etc. (Teacher can demonstrate this process by having students put

on a white lab coat etc.)

Recording observations and results/what happened (Teacher can make a

giant graph or pie chart on a stick, or a large 3-D tactile graph to show this

process).

Drawing conclusions (teacher can create a giant magnifying glass to show

this process).

o Engage with adapted books (page turners, raised textures within the books,

larger print books, simple pictures, Smartboard book with sound effects

etc.) about animals and animal diversity.

o Engage with materials by participating in a “living vs. non-living”

scavenger hunt: (e.g. desks are nonliving, Fish are living, pencil is non-

living and people are living etc.).

o Create an Animal Classification List. (I.E. Mammals- Body Covering-

Hair or fur, Reptiles- Body Covering- Dry and Rough Skin, Amphibians-

Body Covering- Smooth and Wet Skin, Birds- Body Covering- Feathers,

Fish-Body Covering- Scales)

o Create “Animal” posters or slides of each student. Students dress their

favorite animals (Throughout the module, photos and/or slides will be

compiled for a final class slideshow on Animals.

LEARNING PLANS AND ACTIVITIES LEVEL C:


Participate in a read aloud of The Adventures of Marco and Polo, by Dieter Wiesmuller Participate in a real aloud of Z is for Zookeeper by Roland Smith Participate in a read aloud of What does an animal eat? By Lawerence F. Lowery Participate in a real aloud of Biggest, Strongest, Fastest by Steve Jenkins Participate in a read aloud of What do you do with a tail like this? By Robin Page

o Attend to teacher as (s)he reviews the concept that we are all scientists and

explains that we can be scientists by:

o Observation: Observing using pictures, photos and/or words,

teacher can use a large set of eyes or a picture of eyes or large

over-sized pair of clown glasses to engage students in the process

of observation)

o Making a guess /Prediction: teacher models how to make a

prediction (guess) etc. Teacher can create a giant question mark on

a stick to hold up when making a prediction.

o Doing an experiment: importance of following the sequence,

ordinal numbers etc. (Teacher can demonstrate this process by

having students put on a white lab coat etc.)

o Recording results/ what happened: Teacher can make a giant graph

or pie chart on a stick, or a large 3-D tactile graph to show this

process.

o Drawing conclusions (teacher can create a giant magnifying glass

to show this process).

o Attend to an informational text about animal diversity and answer

“WH” questions (e.g. generate a list of animals with scales,

animals with feathers, animals with tails, animals with fur, etc.)

o Attend to multimedia presentations on animal diversity and answer

“WH” questions about the presentation.

o Participate in a read aloud of What does an animal eat? By

Lawerence F. Lowery. After the read aloud have students make a

list of the different types of food animals eat. Generate and answer

“WH” questions about the text.


o Complete a worksheet on identifying mammals. Students will write next

to worksheet if the animal is or is not a mammal.

o Participate in sorting objects and/or pictures of animals into their

classifications (fish, mammals, insects and birds). Pictures can be color

coded to represent classification.

o Participate in Animal Jeopardy Game: Teacher will provide information

about animals and students will guess what the mystery animal is.

o Students participate in writing a class book about Animals. Each student

will draw/write about a different animal they learned about. Students will

write about at least two different animals and create a class book on the

different types of animals.

LEARNING PLANS AND ACTIVITIES LEVEL B: Participate in a read aloud of What Pet Should I Get? By Dr. Seuss

o Review science notebooks and establish a routine of using the

notebooks to record information and observations.

o Teacher will speak about the different type of animals. Students will

identify the animals that they know. Students will describe these

animals to the class. Teacher will review the various types of animals

and students will then share their ideas with teacher and the class will

compose a KWL chart to post in the class as a reference throughout

the unit.

o Participate in Animal Jeopardy Game: Teacher will provide

information about animals and students will guess what the mystery

animal is.

o Students participate in writing a class book about Animals. Each

student will draw/write about a different animal they learned about.

Students will write about at least two different animals and create a

class book on the different types of animals.


o Students participate in playing a teacher created bingo game about

types of Animals. The teacher asks students to place a marker on an

example of a type of animal. Students put their bingo markers on a

picture representing the identified species of animal.

o Students will create a map of the globe. Around the world there are

seven continents; Africa, Australia, Antarctica, Asia, Europe, North

America and South America. Animals all live in different continents

around the world. Students will work on a project in which they will

identify the homes of animals they have been studying. They will

place a picture of the animals in the continent where you can find

them. Students will try to find at least two animals per continent.

o Students will be participating in the Create-An- Animal project.

Students will present that they are a zoologist and they discovered a

new species of animals. They will design a fact sheet highlighting this

new animal discovery. They will include the animals name, basic

needs, how the needs are met, where the animal lives and a colored

illustration of your animal and it habitat.

o Students will be participating in the Create-A-Plant project. Students

will pretend they are a botanist who has just discovered a new type of

plant. Design a fact sheet highlighting your new plant discovery

including your plants name, your plants basic needs, how the plants

needs are met and a colored illustration of your plant in its natural

habitat.

Lesson Strand 2: Organisms inherit genetic information in a variety of ways that

result in continuity of structure and function between parents and offspring.

LEARNING PLANS AND ACTIVITIES LEVEL D:


o Attend to teacher presentation about baby animals and their parents (e.g.

look at similar animals and use photos to compare kitten to a cat, a puppy

to a dog, etc.)

o Attend to multimedia presentations on animals and their young song from

BrainPop, YouTube and Discovery Education.

o Read the book baby Animals from Reading A-Z and answer “Wh”

questions about the baby animals.

o Engage with adapted books (page turners, raised textures within the books,

larger print books, simple pictures, Smartboard book with sound effects

etc.) about animals and animal diversity.

o Utilizing flash cards students will identify animals and their young.

o Students will create a hand and finger print representation of a bird for

mammas and their babies. Students will use yellow paint and make a hand

print and then four finger prints. Hand print should be in center of the page

and finger prints along the bottom of the page. Student can add a beak,

eyes and legs to the baby chicks and their parent. Students can then label

the parent and the baby.

o Students will participate in an animal matching board. They will match

pictures of an animal’s offspring to the correct parent.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in a read aloud of Animal Babies by Harry McNaught

o Attend to a book about animal babies and answer “WH”

questions.

o Participate in a read aloud of Are you my mother? By P.D.

Eastman


Students will complete an “Are you my mother”

worksheet matching the baby animals to their parents.

o After attending to a Youtube video about parents and their

young, students will complete a worksheet matching the names

of baby animals to their parents.

o Students will create a hand and finger print representation of a

bird for mammas and their babies. Students will use yellow

paint and make a hand print and then four finger prints. Hand

print should be in center of the page and finger prints along the

bottom of the page. Student can add a beak, eyes and legs to

the baby chicks and their parent. Students can then label the

parent and the baby.

o Students will complete a worksheet in which they draw a line

from the parent animal (picture) to their baby (picture).

o Participate in Animal Jeopardy Game: Teacher will provide a

fact about animals and students will guess if it is a parent or a

baby. Extra points if they can tell you the correct name of the

animal.

LEARNING PLANS AND ACTIVITIES LEVEL B:

o After watching the YouTube video about parents and their young

students will be broken into groups. Each group will be assigned

an animal and it’s offspring. The group will draw a picture of the


animals and have several characteristics of the animal visible. Then

groups will present their pictures to the class.

o Students participate in writing a class book animals babies and their

parents. Each student will draw/write about a different animal and

their parent they learned about. Students will include at least one fact

about the animal. Students will write about at least two different

animals and create a class book on the different types of animals.

o Participate in Animal Jeopardy Game: Teacher will provide a fact

about animals and students will guess if it is a parent or a baby. Extra

points if they can tell you the correct name of the animal.

o Students will complete a worksheet in which they draw a line from the

parent’s name to their baby name. (i.e.- cat to kitten, goose to gosling,

pig to piglet, horse to calf, etc.)

o Students will create a painting or drawing of an animal and its baby.

o Students will make a poster labeling all the different animals and their

young to hang in the classroom.

o Students will create a flip chart on a poster for other students on

animals and their young. Students can utilize pictures they find on the

internet (or pictures provided to them) of the different animals and

their young.

o Assign each student an animal or have them choose. Invite them to

create a poster showing the life cycle of that creature. (i.e.- frog,

ladybug, chick, butterfly)

o Discuss the ways that humans protect and care for their young and the

signals human babies/children use to communicate their needs to their

parents. Have students choose either an amazing protective parent or a

surprising tough baby and share about it in a short report, a poster, or a

presentation to the class. You might want to have a list of possible P37R Curriculum K-2 Science Module 5: Animal Diversity 14

choices to direct students to some of the more interesting creatures.

(i.e.- Some animal parents have unusual or extraordinary strategies for

protecting their young. For example, Arowana (fish) fathers are mouth

brooders. They protect their young from predators by holding them in

their mouths. Baby animals also have ways to signal their needs to

their parents. Many baby birds have bright spots in their mouths that

scream “place food here” to the parent. Some baby animals have to be

scrappier than others to survive. Baby komodo dragons climb trees to

avoid predators that may include their own parents!)

Lesson Strand 3: Individual organisms and species change over time.

LEARNING PLANS AND ACTIVITIES LEVEL D:o Students will participate in read aloud of Polar Animal Adaptations by

Lisa J. Amstutz. Students will match a picture of the type of

adaptation to the animal. (I.E.- thick fur to polar bear, blubber to seals,

etc.)

o Students will participate in read aloud of Rain Forest Animal

Adaptations by Lisa J. Amstutz. Students will match a picture of the

type of adaptation to the animal. (I.E.- chameleon will camouflage,

scarlet macaw has a strong beak, etc.)

o Teachers will show a brain pop movie on the Smart Board. This Brain

pop movie is about with natural selection.

(

https://www.brainpop.com/science/cellularlifeandgenetics/naturalselec

tion/). Students will participate in a Smart Board Activity and match

all the animals that are the same.


pop Movie is about animals and how they camouflage themselves.

(https://jr.brainpop.com/science/animals/camouflage/). Students will P37R Curriculum K-2 Science Module 5: Animal Diversity 15

https://www.brainpop.com/science/cellularlifeandgenetics/naturalselection/


participate in a Smart Board Activity and place animals into the

correct environment where they will be camouflaged.

o Students will create a piece of art highlighting the adaptations of

animals.

o Students will play an Animal Adaptations Bingo Game. Students will

have to dot the animal when they hear its adaptation.

o Students will go on a trip to the zoo and identify the different types of

animal adaptations with support from a teacher.

o Students will watch the video Adaptation on Flocabulary

(https://www.flocabulary.com/unit/adaptation/) and complete the

appropriate online activities.

LEARNING PLANS AND ACTIVITIES LEVEL C:o Students will participate in read aloud of Polar Animal Adaptations by

Lisa J. Amstutz. Students will answer “wh” about the what

adaptations polar animals have.


Adaptations by Lisa J. Amstutz. Students will answer “wh” questions

about the what adaptations Rainforest animals have.

o Teachers will show a brain pop movie on the SmartBoard. This

Brainpop movie is about with natural selection.

(


tion/). Students answer “wh” questions about animal adaptations and

complete a worksheet identifying the different types of animal

adaptations.



(https://jr.brainpop.com/science/animals/camouflage/). Students will




answer “wh” questions about animal camouflaging and complete a

worksheet finding the animals camouflaged in their environments.

o Students will create a piece of art picking one type of animal

adaptation.


animal adaptations.

o Students will play an Animal Adaptations Bingo Game. Students will

have to match the animal when they hear its adaptation.


(https://www.flocabulary.com/unit/adaptation/).

Students will complete the fill in the blank and quiz.

LEARNING PLANS AND ACTIVITIES LEVEL B:o Students will participate in read aloud of Polar Animal Adaptations by

Lisa J. Amstutz. Students will answer “wh” about the what

adaptations polar animals have.

Students will create a diagram of the animal highlighting the

adaptations that they have to survive in the polar region.


Adaptations by Lisa J. Amstutz. Students will answer “wh” about the

what adaptations Rainforest animals have.

Students will create a diagram of the animals highlighting the

adaptations they have to survive in the rain forest.

o Teachers will show a brain pop movie on the SmartBoard. This

Brainpop movie is about with natural selection.

(




https://www.flocabulary.com/unit/adaptation/

tion/). Students answer “wh” questions about animal adaptations and

complete the brain pop quiz online.



(https://jr.brainpop.com/science/animals/camouflage/). Students

answer “wh” questions about animal camouflage and complete the

brain pop quiz online.

o Students will create a piece of art highlighting the adaptations of

animals.


animal adaptations with support from a teacher.

o Students will create an Animal Adaptations Bingo Game for other

students. Students will have to research animal adaptations and create

it into a bingo board. They can then play the game and share it with

their classmates and other classes.


(https://www.flocabulary.com/unit/adaptation/) and complete all the

online activities and quiz.

Lesson Strand 4: The continuity of life is sustained through

reproduction and development.

LEARNING PLANS AND ACTIVITIES LEVEL D:o Students will view a video about life cycles for kids. This is a

wonderful way to introduce this strand.

(https://www.youtube.com/watch?v=-pHav-3QZkI) Students answer


https://www.youtube.com/watch?v=-pHav-3QZkI


questions and identify the different animals that go through a life

cycle. (i.e.- frog, butterfly, human, mosquito and bird)

o Students will view a video and listen to the Life Cycle Rap from

Flocabulary (https://www.flocabulary.com/unit/life-cycles/). Students

will identify stages of a life cycle (born, growth, reproduction, death).

Students will also complete appropriate activities from the Flocabulary

website.

o Students will listen to the song from MightyKidsBooks called

Metamorphosis.

o Teachers will order butterflies to keep in their classrooms. Students

will participate in lessons on Butterflies. Teachers can create lessons

on the life cycle of the Butterfly.

o Students will participate in read aloud of The Life Cycle of an Apple

by Ruth Thompson.

Students will participate in a smart board activity matching

items displayed on the board to the proper stage in the life

cycle of an apple.

o Students will participate in read aloud of An Apples Life by Nancy

Dickmann.

Students will answer “wh” questions about the life cycle of an

Apple.

o Students will view the Pollination Rap from Flocabulary

(https://www.flocabulary.com/unit/pollination/). Students will identify

the flower, pistol and stamen. Students will also complete appropriate

work from Flocabulary’s website.

LEARNING PLANS AND ACTIVITIES LEVEL C:P37R Curriculum K-2 Science Module 5: Animal Diversity 19

https://www.flocabulary.com/unit/pollination/

o Teachers will order butterflies to keep in their classrooms. Students




by Ruth Thompson.

Students will participate in a smart board activity matching

items displayed on the board to the proper stage in the life

cycle of an apple.


Dickmann.

Students will complete a worksheet identifying the various

stages in the life cycle of an Apple.




Students will also complete selected activities from the Flocabulary

website.


(https://www.flocabulary.com/unit/pollination/). Students will answer

“wh” questions about pollination and complete selected work from

Flocabulary’s website.

LEARNING PLANS AND ACTIVITIES LEVEL B:o Teachers will order butterflies to keep in their classrooms. Students






by Ruth Thompson.

Students will participate in a smart board activity where parts

of the life cycle of an apple are displayed on the smart board

and within the lesson the student must places these parts under

the correct life cycle stage.


Dickmann.

Students will complete a worksheet in which they name and

draw the life cycle of an apple.




Students will also complete appropriate activities from the Flocabulary

website and the quiz.


(https://www.flocabulary.com/unit/pollination/). Students will answer

“wh” questions about pollination and complete all work and quiz from

Flocabulary’s website.



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