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Animal Coverings and Size: A Kindergarten Lesson Plan, Study notes of Natural Resources

A detailed lesson plan for teaching kindergarten students about animal coverings and size. The plan includes video lessons, activities, and worksheets to help students compare and contrast how animals are covered and identify their physical features. The unit's big idea is that plants and animals are living things that grow and develop.

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Rick Crosslin - Wayne Science Living Things
Grade KDG
U4-3 Animal Color, Cover, Size & Shape Lesson Plan
U4-3 Animal Color, Cover Video Lesson๎˜ ๎˜U4-3 Animal Size & Shape Video Lesson
Unit Big Idea: Plants and animals are living things that grow and develop.
Inquiry Question: How are animals alike and different? Topic: Animal Coverings and Color
Students will:
โ— Compare and contrast how animals are covered.
โ— Tell how some animals are alike and different by their coverings: skin, fur, feathers or scales.
โ— Identify the body parts that cover an animal
Vocabulary ๎˜ Students should begin to read, hear, and use the following:
โ— Covering, skin, fur, feathers, scales (wet - fish, dry - reptiles)
Learning Experience Introduction
View the last few minutes on Adobe Connect from last week: Garden City Elementary
Animal Coverings and Color
60 minutes
Science workbook page - none
Start the lesson by:
1. Colorful Animal Coverings Skin: Feathers, Fur, Scales
Writing the following on the board, โ€œAnimals are covered with fur, scales or feathers. What are
you covered with?โ€ Ask students the following questions:
โ—‹ Do you have feathers? What animals have feathers? - teacher list on board.
โ—‹ Do you have scales? What animals have scales? What animal has wet scales? - list on
board.
โ—‹ Do you have fur? What animals have fur? - list on board, and suggest that our hair,
beard, are types of fur.
Continue the discussion on animal coverings by telling students that all animals including us
are covered in skin. Skin can have fur, feathers or scales of many different colors. Aslk
students to name animals that are:
โ—‹ Yellow - duck, feathers, bird
โ—‹ Green - frog, skin, amphibian
โ—‹ Blue - parrot, feathers, bird
โ—‹ Red - cardinal, feathers, bird
โ—‹ Brown - horse, fur, mammal
โ—‹ White - polar bear, fur, mammal
โ—‹ Other
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Download Animal Coverings and Size: A Kindergarten Lesson Plan and more Study notes Natural Resources in PDF only on Docsity!

Rick Crosslin - Wayne Science Living Things Grade KDG U4-3 Animal Color, Cover, Size & Shape Lesson Plan U4-3 Animal Color, Cover Video Lesson U4-3 Animal Size & Shape Video Lesson

Unit Big Idea: Plants and animals are living things that grow and develop. Inquiry Question: How are animals alike and different? Topic: Animal Coverings and Color

Students will: โ— Compare and contrast how animals are covered. โ— Tell how some animals are alike and different by their coverings: skin, fur, feathers or scales. โ— Identify the body parts that cover an animal

Vocabulary Students should begin to read, hear, and use the following: โ— Covering, skin, fur, feathers, scales (wet - fish, dry - reptiles)

Learning Experience Introduction View the last few minutes on Adobe Connect from last week: Garden City Elementary

Animal Coverings and Color 60 minutes Science workbook page - none

Start the lesson by:

  1. Colorful Animal Coverings Skin: Feathers, Fur, Scales Writing the following on the board, โ€œAnimals are covered with fur, scales or feathers. What are you covered with?โ€ Ask students the following questions: โ—‹ Do you have feathers? What animals have feathers? - teacher list on board. โ—‹ Do you have scales? What animals have scales? What animal has wet scales? - list on board. โ—‹ Do you have fur? What animals have fur? - list on board, and suggest that our hair, beard, are types of fur. Continue the discussion on animal coverings by telling students that all animals including us are covered in skin. Skin can have fur, feathers or scales of many different colors. Aslk students to name animals that are: โ—‹ Yellow - duck, feathers, bird โ—‹ Green - frog, skin, amphibian โ—‹ Blue - parrot, feathers, bird โ—‹ Red - cardinal, feathers, bird โ—‹ Brown - horse, fur, mammal โ—‹ White - polar bear, fur, mammal โ—‹ Other

2. Brown Bear, Brown Bear, What Do You See? Read aloud Brown Bear, Brown Bear, What do you see? by Bill Martin Jr., to the class. When finished ask the students to list the different types of coverings and color: โ—‹ Brown bear - fur โ—‹ Red bird - feathers โ—‹ Green frog - skin โ—‹ Goldfish - scales โ—‹ Black sheep - fur โ—‹ Yellow duck - feathers โ—‹ Blue horse - fur โ—‹ Purple cat -fur โ—‹ White dog -fur โ—‹ Teacher - skin

Use the Colorful Animal Coverings Skin: Feathers, Fur, Scales student worksheet for students to take notes and make drawings of the different animal coverings they discover.

4. Animal Toss Game This is a game to reinforce animal coverings. Start with having your student form a circle on the floor or meeting rug. Hold up one animal. A stuffed brown bear would be a perfect start, but is not necessary. Tell students in this game you take turns naming an animal covering type (fur, feather, or scale) or color. Say aloud, โ€œBear, bear, what do you see?โ€ Ask students to raise their hand. Call on one student and give them the stuffed animal. After they respond (fur or brown) ask the student to repeat, โ€œBear, bear, what do you see?โ€. Pick another student to respond to fur or brown. Once both have been identified move to the next animal and the next two students. You can also do this with images on the computer or drawings. 5. Animal Bulletin Board Reinforce this weekโ€™s science lesson by creating a classroom bulletin board in the same manner as the student worksheet. Provide student drawings, pictures, and images of various animals. Ask students to sort them and place them on the board.

Resources โ— Colorful Animal Coverings Skin: Feathers, Fur, Scales - student worksheet โ— Brown Bear, Brown Bear, What do you see? by Bill Martin Jr., illustrated by Eric Carle โ— Animal Toss Game materials โ—‹ Soft stuffed animals - Beanie Babies or other - six or more โ— Animal Images: โ—‹ Scales - fish and reptiles โ—‹ Fur - mammals various colors โ—‹ Feather - birds various colors โ—‹ Skin - humans, frogs, toads - amphibians

Animal: Shape and Size Unit Big Idea: What can you tell about living things? Inquiry Question: How are animals alike and different? Topic: Size, Shape, and Weight

Students will: โ— Use pictures and context to aid comprehension and to draw conclusion or make predictions about story content. โ— Observe and draw physical features of common plants and animals. โ— Describe and compare living animals in terms of shape, texture of body covering, size, weight, color, and the way they move.

Vocabulary Students should begin to read, hear, and use the following: โ— fur, feathers, scales, size, weight

Learning Experience Introduction View the last few minutes on Adobe Connect from last week: from Westlake Elementary School

Animals: Alike & Different - Size, Shape, and Weight 60 minutes Teacher Edition Science book page 133- Flipchart page 47 & 48

How are Animals Alike and Different?

Start the lesson by:

  1. Writing the following on the board: I will know some ways that animals are alike and different.
  2. Review what was learned in the last two lesson: animals move, and animals are covered in colorful skin, scales, fur, or feathers.
  3. Ask children to think about a pet or any animals they have seen in the neighborhood, zoo, or a farm. Chart their responses on the board.
  4. Display and read aloud the flipchart page 47 - How are animals alike and different?

a. Ask students to tell what covers each animal: snake - scales, frog - skin, giraffe - fur, bird - feathers, fish -scales. b. Ask students to tell how each animal moves: snake - crawls, frog - hops and swims, giraffe - walks and runs, bird - flies and hops, fish - swims and jumps. c. Ask student to tell where each animal can move or live: snake - land or water, frog - land or water, giraffe - land, bird - land or air, fish - water. d. Write the five animal names on the board: snake, frog, giraffe, bird, fish. Ask student to list ways they are alike and different. Use the following chart to record responses. Possible student responses are italicized.

Animals Alike and Different

Alike Animal Different

Eyes Move Alive Ears Bones Eat Mouth Colorful

SNAKE No legs, no arms, scales

FROG Hop, swim, green, croaks, skin

GIRAFFE Run, tall, fur

BIRD Flies, feathers, beak

FISH Gills, swims

  1. You will find additional teaching strategies, ideas, and resources in the science teacherโ€™s edition pages 134 - 135.

How Big Are Some Animals?

Start the lesson by:

  1. Writing the following on the board: I will know that animals are different sizes and weights.
  2. Display and read aloud the flipchart page 48 - How big are some animals? a. Ask the students to name the two animals in the picture (hippopotamus, mouse). Which animal is big? Which animal is small? Discuss which animal weighs more. Help children understand that the size and weight of the hippopotamus is much greater than that of the mouse. Ask students tell how they are alike and how they are different.

Animals: Alike and Different - Size, Shape, and Weight

Name: ___________________________________ Date: _____________

Live Animals I Observed

Alike Animal Different - Special

SNAKE

LIZARD

FISH