Animal Life
1st Grade
st
1 Grade
Rebekah Host – SCI 495
TABLE OF CONTENTS
Introduction…………………………………………………………3
Standards & Objectives………………………………………..4
Scientific Background…………………………………………..6
Lesson 1 – Animals, Animals, Animals!
(Basic Needs and Habitats)…………………………………..10
Lesson 2 – Circle of Life (Life Cycles)…………………….16
Lesson 3 – Heredity……………………………………………..20
Vocabulary…………………………………………………………..23
Spelling List………………………………………………………….24
INTRODUCTION
This unit is an introduction to animal life for the first grade level. This
unit covers animal needs, animal habitats, life cycle of animals, and
introduces the topic of heredity. Throughout this unit, students will be
using a variety of learning strategies such as media, field trips, reading,
projects and discussion. Much of the unit is student-centered ways such
as, reading and exploring materials on their own and sharing their
findings with classmates.
The lesson plans are organized in a way that each lesson can be used
separately and does not have to be a part of this particular unit plan.
The lessons are set up by stating the standards that each lesson meets
and listing three to four objectives that are aligned with the stated
standards. Materials for each lesson are listed next, followed by the
procedure. At the bottom of each procedure a red F (F:) can be found,
this addresses areas in which formative assessment can take place.
Possible spelling words and vocabulary lists have been included, as well
as many of the worksheets that can be used throughout the unit plan.
STANDARDS & OBJECTIVES
Standards
L.OL.01.13 Identify the needs of animals.
L.OL.01.21 Describe the life cycle of animals including the following stages: egg, young, adult; egg, larva,
pupa, adult.
L.HE.01.11 Identify characteristics (for example: body coverings, beak shape, number of legs, body
parts) that are passed on from parents to young.
L.HE.01.12 Classify young animals based on characteristics that are passed on from parents (for
example: dogs/puppies, cats/kittens, cows/calves, chicken/chicks).
S.IA.01.13 Communicate and present findings of observations.
S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations,
conduct simple investigations, and watch a video).
Objectives
Objective 1: TSW identify the four basic needs of an animal: food, water, shelter, and air.
Objective 2: TSW list three types of habitats found in the area in which the live in. (Ex: Pond, Forest,
Field, Wetlands)
Objective 3: TSW categorize animals in the environment in which they can be found based on their basic
needs.
Objective 4: TSW create a diorama that will show the characteristics of a habitat of their choosing and
include at least three animals that would live in that habitat.
Objective 5: TSW draw and label the four stages of a butterfly’s life cycle.
Objective 6: TSW verbally discuss what happens during the four stages of a butterfly’s life cycle.
Objective 7: TSW create a project that identifies the three stages of the chicken life cycle with labels.
Objective 8: TSW describe through writing what is happening during the three stages of the chicken’s life
cycle.
Objective 9: TSW identify characteristics that specific animals possess. (Ex: Turtle – Shell, Birds –
Feathers)
Objective 10: TSW classify which young animals belongs with each parents when given a set of pictures
that includes offspring and parents of five different types of animals.
Objective 11: TSW write or explain to the teacher why they match each offspring with each parent when
given a set of pictures that includes offspring and parents of five different types of animals.
SCIENTIFIC BACKGROUND
Basic Needs: In order for an animal to live, it must have the following: food,
water, shelter and air to breathe.
- Food is the main source of energy for an animal is required for life. Food
can come in a variety of sources from grasses, to vegetables, to other
animal life. Particular animals tend to have a particular diet. For
example: deer are herbivores which means they only eat plant life. Deer
can be found feeding on grasses and berries. Tigers however are
carnivores and can be found feeding only on meats from other animals.
- Water is used in our bodies to regulate metabolism, help to regulate
body temperature, transport materials through our bodies and most
importantly to flush toxic materials out of our bodies.
- Shelter is a necessary component to life. Shelter allows animals to
escape danger from predators and weather. Shelter also provides an
area for animals to breed and raise their young.
- Air, without air an animal cannot breathe. Oxygen is a necessary
component to life and without this component, the body will not be
able to regulate and the heart will not be able to beat, sending blood
flow.
Habitats: Animals can be found in many different habitats. A habitat is a type of
environment in which an organism exists. Examples of habitats in which animals
can be found in West Michigan are the forest, pond, wetlands, and even areas
such as farms! Humans’ habitat is their home! Below is a list of other habitats and
common organisms that can be found there:
Forest
Deer
Squirrels
Blue Jays
Bears
Pond
Ducks
Blue Gill
Frogs
Tadpoles
Ocean
Whales
Dolphins
Crabs
Marine Fish
Jungle
Gorilla
Parrots
Tiger
Monkeys
Polar
Penguins
Polar Bears
Seals
Walruses
Grasslands
Zebras
Giraffes
Rabbits
Lions
Butterfly Life Cycle: The butterfly life cycle has four different stages: the egg, the
larva/caterpillar, the pupa and the adult stage. The first stage is the egg stage in
which the egg is fertilized by a male butterfly. During this stage, the embryo is
developing and growing. The egg is a cylindrical/oval shape and is very small.
After about 1-3 weeks, the caterpillar or larva will eat its way out from the egg.
The caterpillar is long and small in structure. During the caterpillar/larva stage,
growing and feeding takes place. The caterpillar also sheds its skin many times
during this stage. The next stage is considered a transformation change where the
caterpillar builds a cocoon. The caterpillar will remain inside the cocoon for a
matter of weeks or months where the caterpillar skin will be shed and the adult
features of a butterfly will be formed. Once this larva stage is complete, the
butterfly will emerge from the cocoon. During the adult butterfly stage, the
butterflies will mate and lay eggs, which in turn will begin the life cycle over again.
The adult butterfly only lives for a matter of weeks up to eight months.
Chicken Life Cycle: The chicken life cycle has three stages: the egg, the chick, and
the adult chicken. The mother chicken will lay an egg in a nest which will become
fertilized by a rooster. Once the egg is fertilized, the embryo will begin to grow
and use the nutrients inside of the egg. The mother chicken (hen) must lie on the
eggs to keep them warm. The chicks will then hatch out of the eggs once they
have formed. The chick will continue to grow and feed during the chick stage and
after about three months, the chick will become and adult chicken. The life cycle
will then repeat itself.
Animal Characteristics: Many animals can be recognized by the different traits or
characteristics that they possess. A characteristic is a feature that is belonging
particularly to that animal or plant. Different types of animals and plants can be
distinguished and classified by the characteristics in which they possess. When
knowing the common characteristics that animals have, this allows young children
to identify animals/plants. Common characteristics of various animals can be
found in the chart below.
Fish
Scales
Gills
Found in
water
Turtle
Hard Shell
Green in
color
Cold Blooded
Chicken
Feathers
Lays Eggs
Yellow/Orange
Feet
Elephant
Tusks
Rough Skin
Gray in Color
Large
Tiger
Sharp Teeth
Striped Body
Paws
Claws
Heredity: Heredity is the passing on of physical features and traits from parent to
offspring. Examples of these physical traits can be eye color, skin tone, and nose
shape. Each of these physical traits are found in our genes. Genes refer to a
coding in your body or a set of instruction that help to determine physical
features and other body functions. Genes can also determine what you may or
may not be talented in. Each offspring has one gene from each parent and this
will be the determinate of what physical features the offspring will possess.
As these physical characteristics or traits are passed from generation to
generation, it is easy to identify what type of parent an offspring will have and
what that parent may look like.
References
"Animal Information." SeaWorld/Busch Gardens ANIMALS - HOME. SeaWorld Parks and Entertainment,
n.d. Web. 17 June 2013. <http://www.seaworld.org/animal-info/>.
"Butterfly Life Cycle." Butterfly Life Cycle. N.p., n.d. Web. 17 June 2013.
<http://www.butterflylifecycle.org/>.
Opler, Paul A. “Life Cycle of Butterflies and Moths. The Children's Butterfly Website. Butterfly and Moth
Information Network, n.d. Web. 17 June 2013. <http://www.kidsbutterfly.org/life-cycle>.
"Heredity." ThinkQuest : Library. Oracle Think Quest Education Foundation, n.d. Web. 17 June 2013.
<http://library.thinkquest.org/28599/heredity.htm>.
Sexton, Colleen A.. The life cycle of a chicken. Minneapolis, MN: Bellwether Media, 2011. Print.
"Wildlife Survival Needs: Food, Water and Shelter." Wildlife Survival Needs: Food, Water and Shelter.
Queen's Printer for Ontario, 5 Aug. 2011. Web. 15 June 2013
Lesson #1– Animals, Animals, Animals!
Standards
L.OL.01.13 Identify the needs of animals.
S.IA.01.13 Communicate and present findings of observations.
S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations,
conduct simple investigations, and watch a video).
Objectives
Objective 1: TSW identify the four basic needs of an animal: food, water, shelter, air.
Objective 2: TSW list three types of habitats found in the area in which the live in. (Ex: Pond, Forest,
Field, Wetlands)
Objective 3: TSW categorize animals in the environment in which they can be found based on their basic
needs.
Objective 4: TSW create a diorama that will show the characteristics of a habitat of their choosing and
include at least three animals that would live in that habitat.
Materials/Set-Up
Engage
- Technology to show YouTube Video: Animal Habitats – West Michigan – 1st Grade
Explore
- Permission slip from parents to attend field trip
- Exploring the Zoo! worksheet to fill out at zoo (attached)
Explain
- Library Resources (Animal Books, National Geographic magazines, etc)
- Poster Paper
- Art Supplies
Elaborate
- Computer or technology for students to access online game
Evaluate
- Art supplies for dioramas
- Real life habitat material such as grass, sand, wood
- Shoe boxes
- Colored Paper
- Markers
-Bring these Animals Home! worksheet/quiz (attached)
Lesson Plan
Engage
Students will watch the video “Animal Habitats – West Michigan – 1st Grade” on YouTube as a class .
This video shows habitats of animals that can be found in the backyards of West Michigan, such
as grass fields, forest areas, and ponds/wetlands. Students will have the opportunity to share
animals that they have seen in their backyard and describe the type of habitat in which that
animal lives in (ex: grass field, woods, pond, and creek).
F: Listen for misconceptions students may have about habitats when they are sharing their ideas of
habitats and animals with the group.
Explore
Students will have the chance to visit a local zoo. While at the zoo, they will be asked to work
with their peers to identify the type of area that each animal is found in. They will talk about
the foods that that animal eats, the environment found around that animal, and different
adaptations that animal has to its environment (such as bears having fur to keep warm in the
polar areas). They will then draw on the attached worksheet (Explore the Zoo!) and draw the
animals in their environments.
F: Ask students to turn in their Explore the Zoo! Worksheets for review, pass back to students.
Explain
Students will have the opportunity to go to the library and browse through books of animals that are
appropriate reading materials for their age group. They are also able to browse through magazines such
as National Geographic that show animals in their environments. After browsing through the materials,
students will choose one animal and will answer the following questions.
- What type of habitat does this animal live in?
- What types of food does this animal feed on?
- What types of shelter is there for this animal to go to?
Students will then come back to the classroom and sit in a circle. Each student will get a chance to make
the noise of their chosen animal that they found in the books at the library. They will then tell the other
students about the places in which they saw the animal living in, what foods this animal feeds on, as well
as where this animal can go for shelter. Discussion will continue to the ideas of what animals need to
survive such as food, water, shelter and air.
Art Integration: Student’s whose animals shared the same type of habitat will work together to draw a
poster of the animals in that habitat, and displaying all four of the basic needs – the food they eat,
water, a place for shelter and air! For example: A forest poster will have pictures of deer, bears,
raccoons and squirrels, grasses for the animals to eat, shelter under trees, a water source and of course
air in the atmosphere. These posters may be placed around the room for peers to look at.
Watch video and learn the song about animals needs:
http://www.schooltube.com/video/5a770a9acb2d2a651196/
F: Listen closely to student’s explanations of the areas in which the animal of their choice lives in as they
explain to the class the habitat. Take into account which students are participating in making the posters
and the role they played in the creation, does the poster make sense? Does the poster include all four of
the basic needs of life?
Elaborate
Students will play a game online in which they have the opportunity to match certain animals in the
habitat that it lives in at the following website:
http://www.scholastic.com/magicschoolbus/games/habitat/
Students can spend time at home with adult exploring habitats in their backyards.
F: Student’s worksheets will be collected and reviewed as assessment.
Evaluate
Students will choose a habitat that they are most comfortable with and will be asked to make a diorama
to show what this habitat looks like. They will then be asked to include at least three animals that live in
this habitat. Examples of what this may look like are shown below:
The diorama will be graded using a rubric that includes the following: main ideas of the habitat are
included; at least three animals are included in the habitat/area, effort put into project.
Name:__________
Date:__________
Exploring the Zoo!!
Animal Name:
Draw this animal and where it lives:
Animal Name:
Draw this animal and where it lives:
(Back page of Exploring the Zoo! worksheet)
Animal Name:
Draw this animal and where it lives:
Animal Name:
Draw this animal and where it lives:
What four things do these animals all need in order to live?
Name:_____________
Date: _____________
Bring these Animals Home!
Directions: These animals are lost and cannot find their homes. Help them by drawing a
line from the animal to the home in which they live in! (Red Lines = Answers)
Lesson #2– The Circle of Life
Standards
L.OL.01.21 Describe the life cycle of animals including the following stages: egg, young, adult; egg, larva,
pupa, adult.
S.IA.01.13 Communicate and present findings of observations.
S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations,
conduct simple investigations, and watch a video).
Objectives
Objective 1: TSW draw and label the four stages of a butterfly’s life cycle.
Objective 2: TSW verbally discuss what happens during the four stages of a butterfly’s life cycle.
Objective 3: TSW create a project that identifies the three stages of the chicken life cycle with labels.
Objective 4: TSW describe through writing what is happening during the three stages of the chicken’s life
cycle.
Materials/Set-Up
Engage
- From Caterpillar to Butterfly by Deborah Heiligman
Explore
- Butterfly larva in a large aquarium
- Scientific Notebooks
Explain
- Marker/Chalk to write on board
- Butterfly Life Cycle by Jeff Bauer
- Scientific Notebooks
- Butterfly Life Cycle worksheet (attached)
Elaborate
- Signed field trip permission slips from parents
- Scientific Notebooks
- Pencils
- Note cards
Evaluate
- Paper
- Colored Pencils/Pencils
Lesson Plan
Engage
Students can find a comfortable spot to sit for a read-aloud! Ask students to have their scientific
notebooks with them and to take notes and draw pictures as the book From Caterpillar to Butterfly by
Deborah Heiligman is read to them.
A familiar soundtrack from the Lion King will be played “The Circle of Life”, students will be asked “What
do you think this song means by the circle of life?”
F: Look over the notes that the students had taken after the read aloud. Listen closely to students
responses when they describe what the possible meaning of the “The Circle of Life” is.
Explore
Class is presented with butterfly larva in large aquariums that are suitable for their life cycle to take
place in. The class is able to observe the butterfly larva and make predictions as to what will happen.
Over an extended period of time, students will take notes and draw pictures in their scientific notebooks
of what they observe happening. They will also be asked to make predictions as to what will have
happened by the next time they have a chance to observe.
F: Read over students notes and listen to discussions and predictions after observations have taken
place.
Explain
Art and Language Arts Integration: The class will come together and a chart will be created on
the whiteboard that shows the butterfly in its four different stages of life: egg, larva, pupa and
adult (butterfly). The students will work with the teacher to discuss what is happening during
these four stages. Students will have the opportunity to come up to the board and show
pictures of the four stages. The notes taken during the observations and read-aloud will help
this discussion. The students will then partner read Butterfly Life Cycle by Jeff Bauer to clarify
anything that they have missed during the prior learning strategies and discussion. They will have a
chance to fill out the Butterfly Life Cycle worksheet during this time in which they will draw pictures
during each life stage as well as a short description as to what is happening during that stage of life. A
wrap-up discussion will be had to add anything to the chart on the board that may have been missed
during the previous exercise.
F: Collect the students Butterfly Life Cycle worksheets to assess for understanding. Listen to
conversations students have and to discussion about the life cycle of the butterfly.
Elaborate
Students will have the opportunity to visit a local farm. Permission slips for this field trip should be sent
home two weeks prior to the field trip and should be signed by parents or guardians. Parent volunteers
will be asked to accompany the students on the field trip. While at the local farm, the students will have
the chance to observe chickens in three stages of life; the egg, the chick, as well as the adult chicken.
They will be asked to take notes and draw pictures of these three life stages on a worksheet provided.
Before the field trip, students will be asked to write down questions they have for the farmer, “the
expert” that pertains to the life cycle or lives of chickens on note cards. They will then be encouraged to
ask these questions during the field trip. When leaving the farm, students will be asked to discuss with a
partner what they have learned during the field trip about life cycles. Students should be taking notes in
their scientific notebooks.
Social Studies Integration: Ask the farmer to talk to students about the ways in which the farm supplies
eggs, milk, beef, and other products to the community. This will help students to understand the impact
of farms in their area.
F: Listen to the questions that students are asking the farmers; make sure that at least one of their
questions relates to the life cycle of the chicken. Listen to discussions had by classmates. Read notes
that the students have taken.
Evaluate
Students will be asked to create a poster or project that shows the life cycle of a chicken. This project
will be graded using a rubric. Students will also be asked to label each stage of the life cycle and write a
three-four word description of what is happening during that stage (ex: chick: growing and feeding).
Students will also be asked to draw the life cycle of a butterfly without looking at any other sources and
verbally tell the teacher or a teacher’s aide what is happening during each of these stages.
Name: ____________________
Date:___________
Butterfly Life Cycle
Egg
Larva
Pupa
Adult
Lesson #3– Heredity
Standards
L.HE.01.11 Identify characteristics (for example: body coverings, beak shape, number of legs, body
parts) that are passed on from parents to young.
L.HE.01.12 Classify young animals based on characteristics that are passed on from parents (for
example: dogs/puppies, cats/kittens, cows/calves, chicken/chicks).
S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations,
conduct simple investigations, and watch a video).
Objectives
Objective 1: TSW identify characteristics that specific animals possess. (Ex: Turtle – Shell, Birds –
Feathers)
Objective 2: TSW classify which young animals belongs with each parents when given a set of pictures
that includes offspring and parents of five different types of animals.
Objective 3: TSW write or explain to the teacher why they match each offspring with each parent when
given a set of pictures that includes offspring and parents of five different types of animals.
Materials/Set-Up
Engage
- Does Kangaroo have a Mother too? by Eric Carle
- Paper
- Drawing supplies
Explore
- Signed field trip permission slips from parents
- Scientific Notebooks
Explain
- Marker/chalk to write on board
- Student’s scientific notebooks with notes from their field trip during Explore section of lesson
Elaborate
- Students pictures of family members and them or pictures of a famous family
- Worksheet where students can identify alike characteristics of an offspring of an animal and
its parent
- Computer or technology in which students can access internet
Evaluate
- Pictures of five offspring and five matching parents
Lesson Plan
Engage
Language Arts Integration: The book Does Kangaroo have a Mother too? by Eric Carle will be read aloud
to students during circle time. Students will be asked to pay close attention to the characters in the book
and what they look like in comparison to their parents.
Art Integration: Students will then be asked to draw a picture of their favorite animal and what the
offspring of that animal may look like. Students will have the chance to present their picture to the class
or to a partner and tell the partner what the characteristics are that both the parent and offspring have
in common.
F: Ask students to turn in their pictures of their favorite animals and the babies of the animals for
review, look for misconceptions.
Explore
Students will have the opportunity to visit a local farm after parents have completed a field trip
permission slip. (This field trip will be the same as the one in prior lesson.) On the trip to the farm,
students will be asked to observe offspring with their parents. They will be asked to take notes on the
similarities and differences that there are between the offspring and the parent animals. Students will
be encouraged to ask the farmer questions about the animals they see at the farm, specifically the
characteristics that the farmer notices that mother/fathers pass to their young.
Math Integration: Ask students to count the number of baby animals that each parent has or ask them
to count the number of each kind of animal on the farm; this could help get them to their goal of
counting to 100!
F: Look through student’s scientific notebooks at the notes that they were taking at the farm, as well as
the pictures that they drew. Listen to questions that students are asking of the farmer. Listen to
counting of animals, are the numbers in order and did they count correctly? (Chaperones can be asked
to help assess these things as well and give feedback to teacher.)
Explain
A classroom discussion will be had about the characteristics that the class noticed being passed
down from generation to generation. Begin the discussion with the vocabulary word of
characteristic and ask students to help identify this word. Then work together to establish
characteristics of certain animals such as turtles having shells, fish having scales, birds having
feathers, etc. Then move the discussion towards their observations at the farm. Questions that
could be asked:
- What characteristics did you notice that the baby animals and their parents had in
common?
- What did you notice was different about the baby animals and parents?
- Did all of the baby animals have the same characteristics as their parents?
Be sure to address that this passing of characteristics is a common occurrence and introduce
the vocabulary word – heredity! Move on to discussing what type of characteristics are
normally hereditary versus those that are not (personality).
F: Listen to students responses as to what a characteristic is and specific characteristics that they noticed
being specific to certain animals. Also listen to their explanations about their observation that they had
at the farm as well as their ideas of what is hereditary versus what is not during discussion.
Elaborate
Students will be asked to bring in a picture of their mother, father or even a sibling. Students
can use a famous family if they would like (this allows comfortable alternative for those who
may be adopted). Students will then be asked to identify characteristics that they or the
offspring had inherited from the parents. Class discussion will be had to present findings and to
link that characteristics are hereditary in humans too! Ask students what they think their
children might look like one day.
Students can visit the website:
http://www.fossweb.com/modulesK2/AnimalsTwobyTwo/activities/findtheparent.html
and play the “what will I grow up to be?” game on this website. This game shows students
pictures of baby animals and gives them three options of the animals that it could grow up to
be. This allows further practice in identifying the characteristics that are common in each type
of animal and reinforces the idea that these characteristics are passed on to their offspring.
Or this website!
http://www.bbc.co.uk/schools/digger/5_7entry/9.shtml
This is another website that allows students to match baby animals or animals in different
stages of the life cycles with the parent animal. This activity also allows students to choose the
foods that those baby animals need to eat to survive (a great review from lesson #1 and #2).
F: By looking at the pictures of the relatives, are the students really grasping what characteristics are
truly passed from generation to generation? Can they predict what their children might look like? Are
they answering correctly on the above games or having difficulty answering these questions? Observe
students playing the games on the websites and asking them to record their scores.
Evaluate
Students will be asked to meet with teacher or adult in the classroom briefly and show that they can
match five offspring with their parents. They will then be asked to explain why they think each offspring
is a match with the parents by describing the characteristics that both of the animals share.
Vocabulary
Habitat
Environment
Animal
Hereditary
Characteristic
Similar
Different
Offspring
Cycle
Need
Want
Spelling List
Air
Water
Zoo
Pond
Grass
Food
Cycle
Adult
Egg
Grow
Baby
Parent (Challenge)
Animal (Challenge)