Jungleanimals

Jungle Animals

A Science Perspective

Helen Merrill

EDU 553

Fall, 2004

Dr. Stoloff

Lesson One-Jungle Animals-Identifying and Classifying

Standards Alignment: NCES-Content Standard C-Students will develop an understanding of the characteristics of organisms and their environment.�� Connecticut Framework-B INQ.1-Make observations and ask questions about objects, organisms and their environment.

Grade level: 4th

Lesson Objectives: Students will identify and classify animals. Students will choose an animal for a report.

Vocabulary needed:

Students can learn the vocabulary in context as the material is covered. They will need to know the following: fur, scales, fins, beaks, wings feathers, horns, flippers, antennae, claws, exoskeleton, head, thorax, abdomen, web, backbone, lungs, breathe, gills, hatch, alive, warm-blooded, cold-blooded, skeleton, feelers, carnivore, herbivore, omnivore, desert, polar region, ocean, forest, grasslands, jungle.

Materials or Resources

Pictures of a large number of animals from different classes; pictures of animal body parts and skin coverings; Concept Science: Animals or another book on animal classification.� Classification charts.

Lesson Initiation:

1. Make a KWL chart with your students. Begin by asking them what they (K)now, and what they (W)ant to know about jungle animals.� At the end of the unit you will ask what they have (L)earned and compare it to what they knew at the beginning.

2. Introduce animal skin coverings and body parts to all students with pictures. This vocabulary includes such words as webbed, scales, antlers, claws and whiskers. Ask students to point to the animal that has fur, the animals with claws, etc

3. Introduce the classification of animals and the characteristics for each.� Explain terms such are invertebrate, vertebrate, warm-blooded, cold-blooded, live birth, hatched from egg. Etc.

Lesson Explanation:

�Hand out classification chart. Have students classify a list of animals as a mammal, insect, bird, fish, amphibian, or reptile.� Ask them to explain their classifications.

Lesson Expansion:

Students will choose a jungle animal and write a report on it.� The report will include information of where the animal lives, what it eats, how it moves, and what animal group it is in.�� It will be due at the end of the unit.

Assessment:

�The teacher will assess how well they have learned about animal classification by reviewing their classification charts with them.

Accommodations:

Classification charts may be revised by adding the characteristics for each group under the title to help students.� They may also work in pairs or groups.

Lesson Two-Habitats

Standards Alignment:� NCES-Content Standard C-Organisms and environments.� Connecticut Framework-4,2-All organisms depend on the living and nonliving features of the environment for survival.

Lesson Objective: �Students will learn what a habitat is and where different jungle animals live.

Materials:� Books on animal habitats, crayons, markers, large white paper or poster board.

Lesson Initiation:�

�Define and discuss habitats using books and pictures. A habitat is the kind of countryside or surrounding in which a plant or animal naturally lives. The home of the plant or animal is within its habitat. A raccoon may live in a hollow log which is its home and in a forest which is its habitat. Some animals prefer woodland, others prairies, and many can live only in ponds, rivers, lakes, or streams. Many animals live underground or in crevices or caverns Habitat can also be thought of as the food, water, shelter and space that all species need in order to survive.

Lesson Explanation:

Describe the three main levels of the rain forest?canopy, understory, and forest floor. Project:� Students make a diagram or model showing examples of animals and plants that live on each level. Choose an animal from each level and explain how it is adapted to its particular place in the tropical rain forest. (Canopy examples: monkeys can use arms and legs and sometimes even tails to swing from branch to branch; birds such as parrots have specialized feet with two curling front toes and two curling back toes to help them hang on to branches. Understory example: snakes such as boa constrictors spend their days curled around branches or vines. Forest floor example: jaguars? spots help them to be better hunters by making them hard to see among the speckled shadows of the rain forest floor.)� Students may use books or the internet to research this project.

Lesson Expansion:

Have students look for signs of animal homes in their neighborhood, park, etc. by listening for animal sounds such as birds singing , the rustling of animal movement, and the sounding of alarms. Tell them to observe tracks and trails found in mud, sand, or snow and to notice feeding signs such as chew marks on plants, animal remains, and droppings or scat. Suggest that they look for traces of feathers, fur, antlers, shells, and skins. By learning about the habits and characteristics of animals, they will be able to locate and identify many of their homes.

Assessment:

Evaluation of student?s learning will be done by looking at their diagram or model for the animal they have chosen to see if it is appropriate.

Accommodations:

Students may use book which show the animals and their habitat to get an accurate home for their animal.

Safety:

�Students using the internet should be monitored

Lesson Three-Growth and Development of Jungle Animals

Standard Alignment:� NCES-Content Standard C-Students will develop an understanding of characteristics and life cycles of organisms.� Connecticut Framework-4.2-All organisms depend on the living and nonliving features of� the environment for survival.

Lesson Objective:� Students will learn about the life cycles of different jungle animals.

Materials: Computer lab,� floppy disks or set of Life Cycles videos dealing with jungle animals,�� roll of white paper, markers, crayons, etc..

Lesson Initiation:

1. Discuss and review the groups of animals.� Talk about the life cycles of these animals; Are the young born alive?,� What do they eat?,� How do they survive in the jungle?, etc

2. Introduce websites or videos that provide information about the lives of jungle animals.

Lesson Explanation:

Students will research the life cycle of the animal they are doing a report on.� They will take notes on information they need and record the websites.

Lesson Expansion:

Students may draw a jungle scene on a roll of paper the length of a bulletin board or wall.� They will draw the jungle animals they have learned about in the appropriate habitat in the scene.

Assessment:

�This research activity will be evaluated by how well they used the information they got on their animal report and if they recorded the source of information.

Accommodations:

Students who are not familiar with computer research may work with another student, or adult, on this activity.

Safety:

�Internet use must be monitored

Webliography

http://www.abcteach.com/RainforestFacts/Rainforestfacts.htm

http://www.africam.com/

http://www.bbc.co.uk/nature/wildfacts/

http://arthur.k12.il.us/arthurgs/rainfor.htm

http://www.christiananswers.net/kids/sounds.html

http://www.enchantedlearning.com/subjects/rainforest/

http://www.everythingesl.net/lessons/animals.php