Going for a Walk: Animals With Backbones

Transcription

1 Going for a Walk: Animals With Backbones We have taken a walk through the woods by the river, and we looked for signs of animal life in this habitat. Imagine that you actually saw an animal. It could be an animal from the river, from the woods, from a tree or from under the ground. You must identify the animal and determine what kind of animal it is: amphibian, reptile, fish, bird or mammal. On your recording sheet, circle one name for the type of animal you found. Draw a picture of the animal in its habitat, and use labels to show any characteristics that helped you decide what type of animal it is. You can also write about some of the characteristics you know about this animal. You must label or write at least four characteristics. 1 of 10

2 Suggested Grade Span K 2 Task We have taken a walk through the woods by the river, and we looked for signs of animal life in this habitat. Imagine that you actually saw an animal. It could be an animal from the river, from the woods, from a tree or from under the ground. You must identify the animal and determine what kind of animal it is: amphibian, reptile, fish, bird or mammal. On your recording sheet, circle one name for the type of animal you found. Draw a picture of the animal in its habitat, and use labels to show any characteristics that helped you decide what type of animal it is. You can also write about some of the characteristics you know about this animal. You must label or write at least four characteristics. Big Ideas and Unifying Concepts Form and function Interdependence Order and organization Life Science Concepts Evolution, diversity and adaptations Regulation and behavior Reproduction and heredity Structure and function Mathematics Concepts Data collection, organization and analysis Diagrams Time Required for the Task One hour or more. 2 of 10

3 Context This assessment follows a series of hands-on activities in which students have studied characteristics of the different types of animals with backbones and have recorded information about them. Through activities and projects, the students observed and identified unique characteristics of each of five animal groups: amphibian, reptile, fish, bird and mammal. What the Task Accomplishes Students will demonstrate their understanding of animals with backbones by drawing a picture of them in their habitat and by identifying at least four characteristics of their animal. How the Student Will Investigate Students will use their prior knowledge and experiences to draw a picture of an animal, either amphibian, reptile, fish, bird or mammal. They will then label what their animal is and write about the characteristics that helped them determine what type of animal it is. Interdisciplinary Links and Extensions Language Arts There are many stories that highlight the unique characteristics of animals with backbones. Stories such as Stellaluna, by Janell Cannon, focus on the similarities between bats (mammals) and birds, yet it confronts the unique differences between the two groups of animals. Some other books that help students understand the unique features of animals include: The Enormous Crocodile, by Roald Dahl Tyrannosaurus, Stegosaurus, Apatosaurus and Triceratops, by Janet Riehecky Goldilocks and the Three Bears (various versions) Any of the many animal books by Jim Arnosky are a good resource as well. There are numerous children's books written with different types of animals as a theme or as main characters. Select books that give accurate information for learning about the characteristics, but also read some fiction with students so that they may recognize how an author often gives human characteristics to animals. Students may wish to write their own narratives about an animal with a backbone, creating one that is based upon either fact or fiction. In addition to giving children opportunities to identify characteristics of each group of animals, the lessons should allow students to make comparisons between groups by using books, videos and other resources, or actual animals, when possible. Mathematics Students can research the sizes of different types of animals and compare these with standard and nonstandard units of measurement. 3 of 10

4 Science Students can sort pictures of animals into categories that they determine: fur or feathers, eggs or live babies, air or land, etc. This unit is also a good opportunity to introduce students to field guides. Birds are a wonderful place to start and often more observable. Using binoculars, students can go bird-watching in the schoolyard habitat or local forest/meadow area and use the field guides to help identify the types of birds that live in their area. Students can also investigate and observe their local schoolyard habitat and answer the question "Who lives here and why?" They can then begin to understand the nature of interdepence between all living things. Teaching Tips and Guiding Questions If possible, review the characteristics of the various animals prior to this assessment. You may also allow students to use their journals or any other work they have completed to assist them with this task. Students should have prior experience with labeling. Some possible guiding questions to ask students: What animal did you find on your walk? What does this animal look like? What type of animal is it? How do you know? How and where will you draw your animal? What will you label? What are the characteristics of your animal? How will you show those characteristics? How will you write about them? What observations from your journal will help you with this task? How is your animal different from other types of animals? Concepts to be Assessed (Unifying concepts and big ideas and science concepts to be assessed using the Exemplars Science Rubric under the criterion: Science Concepts and Related Content) Life Science Structure and Function: Students observe, explain and represent characteristics of animals with backbones. Students categorize animals into groups and determine/identify characteristics for the group. Students observe that each animal has different structures that serve different functions in reproduction, growth and survival. Life Science Regulation and Behavior; Evolution, Diversity and Adaptations: Students observe that an organism s behavior is related to how it has adapted to its environment. Life Science Reproduction and Heredity: Students can explain that how a species reproduces, obtains food and changes is related to physical characteristics that have been passed on from the last generation. 4 of 10

5 Mathematics: Students use diagrams and collect, organize and analyze data appropriately. Skills to be Developed (Science process skills to be assessed using the Exemplars Science Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing, recording observations and data, categorizing, using data to construct a reasonable explanation, drawing conclusions, communicating findings and challenging misconceptions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Scientific Theory: Students look for evidence that explains why things happen, and modify explanations when new observations are made. Life Science: Students recognize that scientists categorize living organisms by similar characteristics and that there are five main animal groups: amphibians, reptiles, fish, birds and mammals. Communication: Students use verbal and nonverbal skills to express themselves effectively. Suggested Materials Paper Pencils,markers and/or crayons Journals (optional) Possible Solutions Depending on the animal the students selected, look to see if students labeled, wrote about or showed the following for their particular animal: Mammals: hair or fur, baby nursing, location of the animal's backbone, breathing air with lungs, warm-blooded Birds: feathers, eggs, beaks, two wings and/or two legs, breathing air with lungs, warmblooded, location of backbone Fish: scales, fins, eggs, breathing air with gills, cold-blooded, location of backbone Reptile: scales, eggs, cold-blooded, breathing air with lungs, location of backbone 5 of 10

6 Amphibian: smooth and moist skin, eggs, presence of a tadpole, breathing air with gills or lungs, cold-blooded For the animal that is selected, students should have at least four of these characteristics, and the animal should be drawn in its proper habitat. Task-Specific Assessment Notes Novice The student draws a picture of a bird in its proper habitat and labels one characteristic in the drawing. The appropriate category is selected. The student writes about two characteristics, but only one is correct (birds are not cold-blooded). Apprentice The student draws a picture of a bird in its proper habitat and labels one characteristic in the drawing. The appropriate category is selected. The student writes about two accurate characteristics. Practitioner The student draws a picture of an animal in its proper habitat and labels three characteristics in the drawing. The appropriate category is selected. The student writes about two accurate characteristics. S/he also includes some facts about the animal. Expert The student draws a detailed picture of an animal in its proper habitat. S/he labels four characteristics in the drawing and selects the appropriate category. The student writes about four accurate characteristics. S/he also includes some facts about the animals. 6 of 10

7 Novice 7 of 10

8 Apprentice 8 of 10

9 Practitioner 9 of 10

10 Expert 10 of 10