1. All About Animals Created by L.Crespo & A. Halsey

2. Table of Contents 1.Lesson Plans 2.Key Concepts 3.Lesson 4.Lesson 5.Lesson 6.Filamentality Website 7.References

3. Lesson 2 What Do Animals Need? Blooms Taxonomy Knowledge : Recall data or information. define, describe, list, match, and recall define, describe, list, match, and recall Linguistic - using words effectively Linguistic - using words effectively Logical -Mathematical - reasoning, calculating. Think conceptually Logical -Mathematical - reasoning, calculating. Think conceptually

4. Lesson 2 – What Do Animals Need? Behavioral Objectives: Behavioral Objectives: Students will be able to list and describe types of animals and their needs. Students will be able to list and describe types of animals and their needs. Students will be able to use vocabulary that help describe parts of animals and their needs. Students will be able to use vocabulary that help describe parts of animals and their needs.

5. Lesson 2 – What Do Animals Need? Scavenger Hunt – In Prospect Park Scavenger Hunt – In Prospect Park Students will be asked to walk around Prospect Park and locate an animal, they will need to locate the animals source of feed, water, and shelter.

6. Lesson 2 – What Do Animals Need? Procedures 1.Teacher will help students build a temporary home for meal worms. (hands on activity) 2.Students will then (turn and talk, or stop and jot) down items they think the meal worms will need to survive in their temporary home. 3.Students will then observe the meal worms home and draw/write about what they see.

7. Lesson 3 – How Can We Group Animals Bloom’s Taxonomy Remembering - Can the student recall or remember the information Remembering - Can the student recall or remember the information Understanding – Can the student explain ideas or concepts Understanding – Can the student explain ideas or concepts Applying – Can the student use the information in a new way Applying – Can the student use the information in a new way Gardner’s Multiple Intelligence Interpersonal – Understanding, interacting with others Interpersonal – Understanding, interacting with others Linguistic – Using words effectively Linguistic – Using words effectively Visual – Think in terms of physical space Visual – Think in terms of physical space

8. Lesson 3 – How Can We Group Animals Behavioral Objectives Students will be able to list different types of animals (recall) and give two supporting details about these animals (comparing) Students will be able to create lists of animals based on their characteristics (classification, grouping, categorizing and sorting). Students will be able to complete an Animal Body Covering graphic organizer.

9. Lesson 3 – How Can We Group Animals? Procedure 1.Teacher will use text book pages (44-48) www.hspscience.com and display the pages on the smart board. www.hspscience.com 2.Students will join a choral reading of these pages. The teacher will highlight the types of animals (fish, reptile.) and highlight characteristics of each. 3.Teacher will then pull up a digital copy of the graphic organizer and guide students in fill-in the blanks.

10. Graphic Organizer Animal Body Coverings Mammal hair_________Reptile Scaly and _______

11. Lesson 4 – How Do Animals Grow and Change? Bloom’s Taxonomy Bloom’s Taxonomy Remembering- Can the student recall or remember the Remembering- Can the student recall or remember the Understanding – Can the student explain ideas or concepts Understanding – Can the student explain ideas or concepts Applying – Can the student use the information in a new way Applying – Can the student use the information in a new way Gardner’s Multiple Intelligence Interpersonal – Understanding, interacting with others Interpersonal – Understanding, interacting with others Linguistic – Using words effectively Linguistic – Using words effectively Visual – Think in terms of physical space Visual – Think in terms of physical space

12. Lesson 4 – How Do Animals Grow and Change? Procedures 1.Students will look at picture cards and match each adult animal with its young. (smart board activity) 2.Students will create/fill-in a chart to compare adult animals with their young. 3.Students will write/draw about how each adult animal is like its young and how it is different (compare and contrast).

13. Lesson 4 – How Do Animals Grow and Change? Hands on Activity: http://www.harcourtschool.com/menus/science/up _close1.html http://www.harcourtschool.com/menus/science/up _close1.html

14. Lesson 4 – How Do Animals Grow and Change? Worksheet: fill in the chart with types of animals and list one AnimalSameDifferent Ex. Sea turtleBoth have flippers. One is big one is small.

15. References www.hspscience.com www.hspscience.com www.hspscience.com http://www.kn.att.com/wired/fil/pages/listallabo upu.html http://www.kn.att.com/wired/fil/pages/listallabo upu.html http://www.kn.att.com/wired/fil/pages/listallabo upu.html http://www.kn.att.com/wired/fil/pages/listallabo upu.html