All About Animals

1
All About Animals

• Keri Grattagliano
• Ramapo MSET Program
• Summer 2012

2

• Target Audience
• First Grade Students
• Inclusion Classroom
• Science and Language Arts

• Students Will Be Able To
• Sort animals by their habitat, number of legs,
  different body parts, if they have fur, their
  color, how they move, what they eat, etc.
• Write an informative paragraph about their
  favorite animal including the categories listed
  above
• Create and describe their own animal

3
Essential Questions

• How are animals alike?
• How are animals different?
• How can you sort animals into categories?
• What can you learn from sorting animals?

4
Anticipatory Set

• What animals can you hear?
• How do you know?
• Think about these animals.
• How can you describe them?

5
Read Aloud

• Read Aloud What Do You Do With a Tail Like This?
  by Steve Jenkins and Robin Page
• Can you guess which animals we will be reading
  about?
• Lets think more like animals! Lets move!

Click on the book to hear the story again!
6
Categorizing And Sorting

• Lets sort the animals we have read into many
  different groups!
• We need to look at what they look like, where
  they live, what the animal eats, and how they
  move.
• Click on the blue word to learn more about where
  animals live.
• Click on this blue word to learn about
  classifying animals into categories.

7
Writing

• After sorting numerous animals, it is now time to
  construct a paragraph.
• remember to write the following details
• what the animal looks like
• where the animal lives
• what the animal eats
• any other interesting facts they have learned
• Dont forget to write an opening and closing
  sentence.

8
Read Aloud

• Read aloud If I Ran the Zoo by Dr. Seuss.
• Click on the picture below to listen and read
  along.

9
Project

• Now it is time for you to create your very own
  animal.
• You will need partners.
• Both of these pages are needed to help you focus
  on your topic.
• You will be presenting your projects to the class
  so be ready to answer questions. ?

Click on the alligator to open the directions and
get started.
Click on the lion to begin your writing.
10
Center Activities

• Play a game online!
• Magazine Fun
• Using clay, make real or imaginary animals.
• Rhyme Time
• Extra Activities
• Create another animal by
• clicking on the zebra.
• Go on a webquest!

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Evaluation

• Prewriting Page
• Categorizing animals worksheet
• Categorizing animals exit ticket
• Center Activities
• Informative Writing Rubric
• This will be used for both writing pieces.

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Teacher Page

• Storytelling Map 1
• Storytelling Map 2
• Understanding by Design template
• Standards
• Garners Multiple Intelligences
• Blooms Taxonomy
• Gregorcs Learning Styles
• Sense and Meaning
• Works Cited
• Images Cited

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Standards
Back to Teacher Page

• Language Arts Common Core Standards
• L.1.5(b) Define words by category and by one or
  more key attributes
• W.1.2 Write informative/ explanatory texts in
  which they name a topic, supply some facts about
  the topic, and provide some sense of closure
•  
• NJ CCCS
• Science
• 5.3.2.A.1 Group living and nonliving things
  according to the characteristics that they share.
• 5.3.2.E.2 Describe how similar structures found
  in different organisms (e.g., eyes, ears, mouths)
  have similar functions and enable those organisms
  to survive in different environments.

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Gardners Multiple Intelligences
Back to Teacher Page

• Bodily/ Kinesthetic
• Moving like an animal
• Creating an animal in clay

• Logical/ Mathematical
• Creating an animal
• Exploring how animals are alike/ different

• Visual/ Spatial
• Drawing
• Making charts
• Multimedia
• Creating a clay animal
• Magazine fun

• Musical
• Playing the animal movement song
• Playing animal sounds while working

• Naturalist
• Learning about nature (animals and their
  environments)

• Intrapersonal
• Writing their own paragraphs
• Working on center activities

• Linguistic
• Read aloud
• Paragraph writing
• Rhyme time

• Interpersonal
• Working with partners
• Class discussions

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Blooms Taxonomy
Back to Teacher Page
16
Gregorcs Learning Styles
Back to Teacher Page
17
Sense and Meaning

• Sense
• Students enjoy learning about animals. They begin
  mimicking sounds at a young age. They already
  categorize animals by where they live, such as
  the wild, the farm, or in their homes. Students
  understand that animals can be similar and can be
  very different. Students can connect to
  categorizing and sorting animals, because they
  have some prior knowledge of animals.

• Meaning
• - Students will find meaning in this exploration
  of animals, because they will be creating their
  own animal in the end. They will be building new
  knowledge about animals throughout the lesson and
  are expecting to show what they know through a
  creative way.

Back to Teacher Page
18
Works Cited
Back to Teacher Page

• Animal Action song. Harry Kindergarten, 2010.
  Film. 28 Jul 2012. lthttp//www.youtube.com/watch?v
  _lhYjSgkZgggt.
• Churches, Andrew. "Bloom's Taxonomy Blooms
  Digitally." TechLearning. N.p., April 1, 2008.
  Web. 28 Jul 2012. lthttp//www.techlearning.com/art
  icle/blooms-taxonomy-blooms-digitally/44988gt.
• Gardner, H. (1983). Frames of Mind The Theory of
  Multiple Intelligences. New York Basic Books.
• Grade 3, Theme 4, Animal Habitats.wmv . Dir.
  curriculum companion. Houghton Mifflin, 2009.
  Film. 28 Jul 2012.
• Gregorc, A. (1985). Gregorc style delineator. a
  self-assessment instrument for adults.
• Houghton Mifflin, , prod. Grade 3, Theme 4,
  Animal Habitats.wmv. curriculumcompanion, 2009.
  Film. 28 Jul 2012.
• Introduction. Prod. 100 Educational Videos. 100
  Educational Videos, 2000. Discovery Education.
  Web. 29 July 2012. lthttp//www.discoveryeducation.
  com/gt.
• Jenkins, Steve, and Robin Page. What Do You Do
  With a Tail Like This?. Boston Houghton Mifflin,
  2003. Print.
• "New Jersey Core Curriculum Content Standards."
  New Jersey Core Curriculum Standards Resource.
  New Jersey Department of Education. 22 Jan. 2006
  lthttp//education.state.nj.us/njsdb/gt.
• Seuss, Dr. If I Ran the Zoo. Oceanhouse Media,
  eBook.
• Sousa, D. (2001). How The Brain Learns. 2nd
  Edition. California, Corwin Press, Inc.
• Sweger, Kara. "School Zoo Adventure." . N.p.,
  n.d. Web. 28 Jul 2012. lthttp//www.nycsd.k12.pa.us
  /tchr/sweger/questks/index.htmlgt.
• "The Standards English Language Arts
  Standards." Common Core State Standards. N.p.,
  n.d. Web. 28 Jul 2012. lthttp//www.corestandards.o
  rg/the-standards/english-language-arts-standards/gt
  .
• "What Kind of Animal Is This?." Sheppard
  Software. N.p., n.d. Web. 28 Jul 2012.
  lthttp//www.sheppardsoftware.com/content/animals/k
  idscorner/kidscorner_games.htmgt.

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Image Credits
Back to Teacher Page

• Background
• http//office.microsoft.com/en-us/templates/CT0102
  38336.aspx
• celebaddicts.com (cheetah print)
• Pictures
• Clip art (all animals not listed below)
• cartoon-animals-homepage.clipartonline.net (Clip
  Art Animals)
• onceuponagoodtime.com (book)
• doyourownpestcontrol.com (Mole)
• en.wikipedia.org (jackrabbit)
• globalanimal.org (humpback whale)
• giraffes.org (giraffe)
• quantumbiologist.wordpress.com (four eyed fish)
• southwesternherp.com (horned lizard)
• wildadventures.com (bush baby)
• homewithpurpose.blogspot.com (blue-footed booby)
• fcps.edu (water strider)
• biolib.cz (gecko)
• thefeaturedcreature.com (archerfish)
• sciencephoto.com (egg-eating snake)