Tareas

Plants and Animals -> 2: Animal Structure

Lesson 2: Animal Structure
Getting Started

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Big Ideas P How do living things survive in their communities? P How do animals' designs help them to live in their communities? P How does the environment support the needs of plants and animals? P What do communities provide for their members? Facts and Definitions

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Animals' bodycoverings help them to live in their communities. An exoskeleton is a hard outer covering on the body of an animal.

Skills P Describe the needs of plants and animals (S) P Explore a wide variety of living things (S) P Ask and answer questions about organisms (S) P Sort organisms according to their parts and characteristics (S) P Compare objects according to attributes (M) P Identify and sortobjects according to attributes (M) P Create simple graphs (M) Materials "Body Coverings" "Coverings Graph (Option 1)" "Coverings Graph (Option 2)" "Animal Body Parts" "Animal Sort (Option 1)" "Animal Sort (Option 2)" red and green pen or marker* (Activity 2 - Option 1) scissors tape or glue

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Introduction Explain to your child that animals are designed so that they can live and grow intheir communities. Ask your child to describe any interesting animals that she knows about and how their design helps them to live. Activities Activity 1: Body Coverings Describe the different types of body coverings that animals can have. Explain to your child that animals' body coverings help them to live in their communities. For example, in the arctic region, it is very cold, so the polar bearhas very thick fur and a layer of fat to keep warm. On the sheet called "Body Coverings," ask your child to write the four different body coverings from the word box. (If your child is not familiar with an exoskeleton, look at pictures of animals that have exoskeletons and explain that an exoskeleton is a hard outer covering on the body of an animal like a crab, grasshopper, or ladybug.) Then askher to think of a word that describes the texture or feel of each covering. Next, ask her to think of an animal that has each covering. Finally, ask her to find an example of an item (living or nonliving) that has a texture that she thinks is similar to each body covering. Provide assistance as needed. She can look inside and outside for examples.

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Plants and Animals -> 2: Animal Structure Note: To extend this lesson, let your child go to a craft store and find different materials for the different body coverings. The materials she chooses should feel similar to the body coverings. For example, she might choose cotton balls to simulate fur. Yourchild could make a touch-and-feel book. Each page can show an animal and include a piece of the material that has a similar feel to the animal's body covering. Activity 2: Coverings Graph Option 1 For the "Coverings Graph" (Option 1) activity, your child will graph animals according to their body coverings. Ask her to circle the title of the graph in red and the labels in green. On the bottom of thepage are pictures of animals that she can cut out and paste on the graph according to their body coverings. If your child is not familiar with an animal locate pictures of the animal in books or on-line and discuss its body covering. Option 2 (Advanced) For the "Coverings Graph" (Option 2) activity, your child will graph animals according to their body coverings. Ask her to record a title for thegraph and to label the x- and y-axes. On the bottom of the sheet are names of animals that she can cut out and paste on the graph according to their body coverings. If your child is not familiar with an animal, locate pictures of the animal in books or online and discuss its body covering. When she has finished, ask her questions about the graph: P Which body covering had the highest number of...