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:

1. Identify where certain animals live.
   
2. Match similar animals and their habitats.
   
3. 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:

1. Move the students onto the carpet in their book spots.
   
2. Read a book to them about zoo animals and their habitat.
   
3. Talk about the book and make comments about where each animal lived.
   
4. 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.
   
5. Pass around two zoo animal pictures with their names underneath their picture to each student.
   
6. Give them a short time to figure out which side of the poster they would put their animal on.
   
7. Tell them that some may live in either and their animal can go in the middle on the line.
   
8. Go around the circle allowing each student to put his/her animal where they think it will go.
   
9. The student should tell the class why they think this, and how they decided.
   
10. After everyone has had a turn, go over each animal and see if they agree or disagree.
    
11. 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:

1. Why do polar bears have so much fur?
   
2. Why can some animals live in both types of climate?

E-Mail

Berit Shellstrom

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