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Title - Zoo Animals and their Climate
By - Berit Shellstrom
Primary Subject - Science
Secondary Subjects - Social Studies
Grade Level - Kindergarten
Texas Essential Knowledge Standards:
112.2.b. Science, Kindergarten. Knowledge and Skills.
(K.7) Science concepts. The student knows that many
types of change occur. The student is expected to:
(D) observe and record stages in the life cycle of
organisms in their natural environment.
Learning Objectives:
- Identify where certain animals live.
- Match similar animals and their habitats.
- Describe the differences between animals and how they live.
List of Materials Needed:
- Book about zoo animals and their habitat
- Pictures of zoo animals (2 per student)
- Pictures of different environments
- Poster board
- Markers
- Glue/Tape
Pre-Activity Preparation:
- Make a line down the middle of the poster board with a marker and write COLD on one side and HOT on the other before class begins.
- Find pictures of zoo animals and place them on separate pieces of paper with their name under them. These can be cut-out or from the internet. If would be helpful if many were the same animals as in the book you select. You will need two animals per student.
- To begin the lesson, talk about the different animals and where they think they live, and then begin the activity on the carpet.
Transition:
The students will be on the carpet for the whole activity.
Establishing Set/Motivation/Introduction:
Read a book about zoo animals showing the habitat of each animal.
Learning Experiences/Presentation/Procedure:
- Move the students onto the carpet in their book spots.
- Read a book to them about zoo animals and their habitat.
- Talk about the book and make comments about where each animal lived.
- Get the poster board (that is divided down the middle with COLD on one side and HOT on the other) and set it on the book holder.
- Pass around two zoo animal pictures with their names underneath their picture to each student.
- Give them a short time to figure out which side of the poster they would put their animal on.
- Tell them that some may live in either and their animal can go in the middle on the line.
- Go around the circle allowing each student to put his/her animal where they think it will go.
- The student should tell the class why they think this, and how they decided.
- After everyone has had a turn, go over each animal and see if they agree or disagree.
- Re-read the book and look over the book's idea of where they live and compare it to the ideas from the class of where the different animals live.
Closure:
Review all of the animals and what the class has learned about each one in specific.
Questions to Ask:
- Why do polar bears have so much fur?
- Why can some animals live in both types of climate?
E-Mail Berit Shellstrom!
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