1. Kindergarten Animal Characteristics Unit
by Ginny Lyon (Burling)

2. Georgia Performance Standards
SKL1.b Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (for example: A green frog has four legs and hops. A rabbit also hops.)
SKL2 Students will compare the similarities and differences in groups of organisms.
SKL2.a Explain the similarities and differences in animals (color, size, appearance, etc.)

3. Misconceptions Student misconceptions about animals include –
•A animal is a land mammal.
•Birds, fish, and insects are not animals.
•A human being is not an animal.
From research, classroom teachers need to start students with familiar animals (i.e. pets, farm animals, zoo animals) and use a variety of animals in the referenced group. Also, teachers need to refer to specific animals, such as bees and ladybugs, as insects and as animals.

4. Lesson 1: What’s on the outside?
Engage
Day 1 – The students will make playdough turtles; one with a shell and one without.
Day 2 - The teacher will read a fiction book titled Fur and Feathers by Janet Halfmann. The students will get to touch examples of animal coverings.
Day 3 – The students will play a animal names game called “I Have, Who Has?”
Explore
The students will do a whole group animal sort with the following headings: fur, feathers, scales, and smooth skin.
The students will participate in four centers: Center 1: interactive website on computer. Center 2: Students will draw a specific animal on the Smartboard Center 3: Students will complete an animal coverings sort in their Science Journals. Center 4: Students will read a leveled guided reading book titled Animal Coverings by Kira Freed.
Explain
The teacher will read Comparing Body Coverings by Rebecca Rissman.
Evaluate
There will be formative assessments throughout this lesson. An individual formative assessment will take place during the student’s journal work.

5. Lesson 2: Can you move like me?
Engage
Day 1 – The students will exercise using a You-Tube animal movement song.
Day 2 - The students will watch an animal movement video on You-Tube.
Day 3 – The teacher will read animal movement riddles for the students to make their best guess. Then the teacher will read Feathers – Not Just for Flying by Melissa Stewart.
Explore
The students will do a whole group animal movement sort with the following headings: walk/run, hop, fly, and swim.
The students will participate in four centers: Center 1: interactive website on computer. Center 2: Students will make a page in the class book about a specific animal movement Center 3: Students will complete an animal movement sort in their Science Journals. Center 4: Students will read a leveled guided reading book titled Animal Can Move by Pam Bull.
Explain
The teacher will read Move by Steve Jenkins and Robin Page.
Evaluate
There will be formative assessments throughout this lesson. An individual formative assessment will take place during the student’s journal work.

6. Lesson 3: Where do animals live?
Engage
The teacher will read a fictional book about size called Who Eats First? by Ae-hae Yoon. The students will sort animal models by size.
The teacher will ask the students where they think our animals live and could we use that for a sort.
Explore
Using hula hoops as a venn diagram, the students will sort the animal models by land, water, and land & water.
Explain
The students will discuss our venn diagram and the teacher will use books and the websites on Destiny to verify our answers.
Extend
The teacher will begin asking student to talk with their carpet partners about other ways to sort our animals. The teacher will make a chart on easel to use with tomorrow’s extension activity.
Evaluate
The teacher will make a formative assessment by listening to the student conversations during the venn diagram activity and during the carpet partner talk activity.

7. Lesson 4: I am an animal expert!
Engage
The teacher will show real life examples of informational pamphlets. Students will learn that they will be using their new animal sorting knowledge to make an informational pamphlet.
Explore
Using the chart from yesterday’s animal sort discussions, the students will select two animals. With their carpet partner, students will talk about how they could give information to other people about their animals.
Explain
The teacher will select two animals and model how to make the pamphlet.
Extend
The students will use their journals, the classroom charts, classroom animal library, and the word walls to make a tri-fold pamphlet to display in the media center.
Evaluate
Using the Cobb County Standards Assessment Toolbox, the teacher will make a summative evaluation by interviewing and observing students while they make their pamphlets.
Examples on next slide.

8. Summative Assessment Examples - Score of “3”
Rubric from the Cobb County Standards Assessment Toolbox
A green frog has four legs and hops. A rabbit also hops.
Fish and snakes have scales. They have 0 legs.
A snake and lizard have similar colors, but the snake doesn’t have any legs.
A bird has wings and can fly. A dog has legs and can walk and run.
Exceeds 3+
In addition to the 3, makes applications and inferences beyond applications and inferences beyond expectations. 3
Explains (verbalize, draw, or write) two or more similarities AND differences in animals using observable features. 2
Explains one similarity or one difference in animals using observable features. 1
Does not explain similarities or differences in animals by observable features.