Education Program Packet—1st Grade Zoo Atlanta Education Program: Zoo School Auditorium: Animal Adventures Zoo School Classroom: Fur, Feathers and Scales Zoomobile Outreach: Beastly Basics NightCrawler Overnight: Animals in Motion or Giant Pandas GEORGIA PERFORMANCE STANDARDS: For program information and Georgia Performance Standards for each program, click http://www.zooatlanta.org/education_school_programs.htm and follow the links to the program(s) you registered for.

Activity Packet Subject/Course: English/Language Arts, Life Science Grades: 1st

Activity Packet: Stage 1-Desired Results Packet Established Goals: • ELA1LSV1. The student uses oral and visual strategies to communicate. The student: d. Increases vocabulary to reflect a growing range of interests and knowledge. • S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change. • S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences. • S1CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. c. Use simple pictographs and bar graphs to communicate data. • S1L1. Students will investigate the characteristics and basic needs of plants and animals. b. Identify the basic needs of an animal: air, water, food, shelter. d. Compare and describe various animals—appearance, motion, growth, basic needs.

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Understandings: Students will understand that… • Animals have basic needs. They survive in environments in which their needs are met. • Each animal has different structures that serve different functions in growth, survival and reproduction. • Living organisms depend on one another and on their environment for survival.

Essential Questions:

Students will know…

Students will be able to…

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Physical characteristics of animals Animals depend on their environment. Basic needs of animals Collect and sort data Key vocabulary terms



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How do the physical characteristics of animals help them survive in their environment? How do the basic needs of animals help them survive? How are living organisms similar in appearance, size, motion, diet, body temperature or where they live? How are they different?

Identify the basic needs of an animal. Listen, read, and discuss books about animals. Collect and analyze data on animals. Describe, sort, compare, and explain how animals are grouped by their observable features. Use graphic organizers to record and analyze data Use vocabulary appropriate for the content.

Stage 2-Assessment Evidence Performance Tasks: • Students will create a diorama of clay models of animals with different physical characteristics. Students will construct and present a display that shows the basic needs of animals. They will design an animal pop-up or flipbook with researched animal information. Students will orally present their projects to the class. Key Criteria • Appropriate identification, sorting, and explanation of animal physical features • Knows the basic needs of animals • Quality of presentation • Communicated clearly, organized (logical and clear) and stayed on topic • Accurately graphed groups • Accurately sort groups (living and nonliving; appearance, size, motion, and where they live) Other Evidence • Observations, participation and dialogue with students • Performance task 2

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Graphic organizers Graphs, charts and tables Communication skills Journal writings

Stage 3-Learning Plan Materials: animal books, cameras, modeling clay, animal pictures, and realistic plastic animal models Vocabulary: mammals- any of the vertebrate animals that feed their babies with milk from the female mammary glands and produce living young; reptiles- any of the class of vertebrate coldblooded animals, including lizards, turtles, snakes, crocodiles, and the like, that breathe with lungs, are covered with scales or hard plates, and have short legs or none at all; offspring- the child, young, or descendant of a particular parent or ancestor; habitat- the natural environment of a plant or animal; camouflage- a method of concealing something from an enemy, by covering it or coloring it so as to imitate its surroundings; protection- the providing of security Learning Activities Pre-visit Classroom Activities • Read Animals by Janine Amos. Discuss the animals’ physical characteristics and basic needs. Have students describe, sort, compare, and explain how animals are grouped by their observable features using animal models. • Bring live animals/pets to class. Discuss the outer coverings, their appearance, color, size, shape and movement. Assist students with designing a checklist for identifying different features/characteristics of animals to be used at the Zoo. The checklist should include the following: outer covering, size, movement, etc. Post-Program Zoo Activities • At the start of your Zoo visit, tell students to observe the animals’ appearance, color, size, shape, movement and outer coverings. Discuss how these features help the animals adapt and survive. Keep a record of animals covered with fur, feathers, and scales, along with students. Retain the information for classroom discussion. Post-visit Classroom Activities • Collect animal photographs or magazine pictures. Students will sort pictures by physical characteristics: size, weight, color, or movement of things. Use the information to create a pictograph or bar graph. Design a photo collage according to the animals’ physical characteristics. Have students create a PowerPoint presentation, diorama, or animal model representing animal classification. Have students visit www.Wildinfo.com or other animal websites to research additional information and fact sheets on animals. • Assign students a specific animal to research. Students will produce a drawing of the assigned animal with all the animal’s needs included.

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Suggested Reading • • • • • • • • • • • • • • • •

Animals by Janine Amos Animals’ Defenses by Jeremy Cherfas (The Learner Publishing Group, 1991) What Color is Camouflage? by Carolyn Otto (HarperCollins Children’s Books, 1996) Eyewitness Junior Books Amazing Animal Disguises by Sandie Sowler (Alfred A. Knopf, 1982) Amazing Armored Animals by Sandie Sowler (Alfred A. Knopf, 1992) How to Hide a Parakeet and Other Birds by Ruth Heller (Putnam Publishing Group, 1995) How to Hide a Polar Bear and Other Mammals by Ruth Heller (Putnam Publishing Group What Plants and Animals Need: Set C (Phonic Readers) by Nancy Leber Investigating Animals & Their Needs: Teacher's Edition (Level one) by Carlye Calvin Amazing Facts About Animals (Doubleday balloon books) by Gyles Daubeney Brandreth 50 Facts About Animals by Ron Taylor First Facts About Animals by Caroline Arnold Giant Pandas Eat All Day Long : And other amazing facts about giant animals by Cecilia Fitzgerald A-Z of Fascinating Facts about Animals by Graham Meadows Fascinating Facts About Animals: A Flap Book Full of Surprises by Sue Cassin 1000 Facts About Wild Animals by Moira Butterfield

Suggested Websites •

Zoo Atlanta – www.zooatlanta.org



Association of Zoos and Aquariums – www.aza.org



World Wildlife Fund - www.wwf.org



Enchanted Learning - www.enchantedlearning.com/subjects/animals/animalbabies.shtml



Animal Needs - http://www.harcourtschool.com/activity/animalneeds/

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Graphic Organizers

Student Name ____________________________ Date ___________________

WHERE DO I GO? Write the name of animals that fit the descriptions below. Big

Little

Covered with feathers

Covered with fur

Covered with scales

Moves slow

Moves fast

Heavy

Light

Other_____________

Use this information to create a bar graph. Unscramble the animal names. 1. gaorknao ____________________

2. onil ____________

4. ramatin ____________________

5. esiottor ____________________

Answers 1. kangaroo

2. lion

3. panda

4. tamarin

3. aadnp

____________

5. tortoise

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Rubric

Classification Use of Scientific Language

Identification

Teamwork Application to the Real World

Communication

Presentation

Exemplary 4 Consistently demonstrates the ability to sort animals into the proper groups. Consistent, accurate usage of terms

Accomplished 3 Usually demonstrates the ability to sort animals into the proper groups. Adequate usage of scientific terms.

Developing 2 Sometimes demonstrates the ability to sort animals into the proper groups. Occasional use with few errors.

Beginning 1 Rarely demonstrates the ability to sort animals into the proper groups. No terms of frequent errors in usage.

Demonstrates full understanding of living and nonliving items.

Displays a complete and accurate understanding of living and nonliving items. Participated with good contributions.

Displays an incomplete understanding of living and nonliving items.

Demonstrated severe misconceptions about living and nonliving items.

Participated with weak contributions.

Did not participate in group discussions.

Usually finds practical application. Consistently communicates information effectively through accurately recording and describing observations and conclusions. Presents information in logical sequence; Feels at ease with expected answers; Maintains eye contact most of the time. Voice is clear; pronounces most words correctly.

Occasionally relates to real life skills.

No practical application.

Communicates plausible facts but lacks clarity in presenting facts and observations.

Is ineffective in communicating information.

Audience has difficulty following presentation because student jumps around; Student Is uncomfortable with information; Occasionally uses eye contact; Voice is low and incorrectly pronounces terms.

Audience cannot understand presentation due to no sequence; Does not have grasp of information; Reads all of the report with no eye contact; Mumbles or incorrectly pronounces terms.

Assumed leadership role within group; strong contributions. Able to apply learning. Uses rich, vivid, and powerful description in a variety of ways to clearly communicate observations, data, and conclusions. Presents information in logical, interesting sequence; demonstrates full knowledge (more than required); Maintains eye contact; Uses a clear voice; pronounces words correctly.

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