animals - harding make up their own criteria for classifying the students in the class. ... animals...

Learning Module Activity Guide

Life Science 1

Animals

Visual Learning Tools

3-6 Science

Learning Module Activity Guide

Life Science 1

Animals


3-6 Science

Learning Activities developed by

Keys to Learning, LLC

© 2010 Varitronics®, A Brady Business. Brady Worldwide, Inc. All rights reserved.

Printed in the United States of America.

The purchase of this activity guide entitles the individual school to reproduce copies of the information for use

in a single school only. The reproduction by any means of any part of this activity guide for other schools or an

entire school district, or for commercial use is strictly prohibited. No form of this activity guide may be reproduced,

transmitted, transcribed, stored in a retrieval system, or translated into any other language in any form by any

means without the written permission of Varitronics and Brady Worldwide, Inc. Any school determined to be

in violation of this limited permission will be subject to a fine per school in addition to all other available legal

remedies.

Varitronics® and VariQuest® are registered trademarks of Brady Worldwide, Inc. Other brands and trademarks are

the property of their respective owners.

c o n t e n t s

Table of Contents

the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . . . . . 4

overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Activity 1: classifying our class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Activity 2: Dividing the Animal Kingdom . . . . . . . . . . . . . . . . . . . . . . . 8

Activity 3: Which of these is not a Mammal? . . . . . . . . . . . . . . . . . . . 10

Activity 4: take a Peak at some Beaks . . . . . . . . . . . . . . . . . . . . . . . 12

Activity 5: Reptiles on Parade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Activity 6: Fish and Amphibians – Alike and Different . . . . . . . . . . . . . . . 16

Activity 7: Insects – Who Am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Activity 8: Habitat Hustle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Activity 9: oceans and Deserts . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Activity 10: Life cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

4

The FOUNdATION OF VArIQUeST LeArNINg MOdULeS

VariQuest supports educators by providing countless opportunities to introduce a variety

of visuals and hands-on manipulatives into their classrooms. The use of visuals in the

classroom helps students understand and retain information, specifically abstract concepts.

Visuals can also help bridge the gap for students who struggle with vocabulary and/or

language barriers. hands-on manipulatives create learning experiences in which students

interact with knowledge kinesthetically. research shows that exposing students to a variety

of learning experiences, including visual and kinesthetic, will increase student retention and

help students learn to construct meaningful knowledge from information. The VariQuest

Visual Learning Tools enhance classroom teachers’ ability to provide learning experiences

that meet the learning styles of all students.

The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools

with lessons and activities that incorporate visual and hands-on learning strategies to reinforce

basic skills and provide fun and motivational activities that will supplement your school’s

curriculum. For best practices and additional information on how to customize VariQuest posters,

banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation

guide prior to use.

For the following learning activities, use construction paper for all cutouts unless otherwise

specified. Pre-laminating construction paper using a cold laminator adds durability to cut out

letters, shapes, numbers and collections.

5

LIFe SCIeNCe 1 OVerVIeW

This module focuses on the major groups of animals (mammals, reptiles, birds, fish, amphibians,

and insects), and how and why we classify them. Students will begin by looking at the differences

between vertebrates and invertebrates; they will learn the characteristics of each group of animals

and what makes them different from each other. They will learn how to recognize the differences

among the groups. Students will understand what a habitat is, what the characteristics of different

habitats are, and how different groups of animals can live in the same habitat. Finally, students will

begin to understand that certain groups of animals have a life cycle that is very different from the

one they are most familiar with: mammals. The learning activities in this VariQuest Learning Module

are designed to meet educational standards in innovative and creative ways. Before turning to the

learning activities, familiarize yourself with general information that will guarantee ease of use and

flexibility.

ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making

observational assessments of students’ abilities related to the objectives outlined in the learning

activities. It is recommended that you make a copy for each student to guide your ongoing

informal assessments, making anecdotal notes on the back when appropriate.

VArIQUeST CONTeNTYou will find a complete list of all of the content included in this module between the rubric

and Work Order template. The content Id #s (ex. VIS001) for content referenced in the learning

activities are listed in the materials section for each activity and are color-coded to help distinguish

between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and

collections for the Cutout Maker (gold).

WOrK OrderSYou will also find a work order template on the last page of the Activity guide. This template

can be photocopied and used for placing orders for customized VariQuest posters, banners,

stickers, awards, cutouts and collections. It is designed to be submitted to the primary user of the

VariQuest Visual Learning Tools by those who may not have direct access to them.

A c t I V I t y o n e

6

ACTIVITY ONe

Classifying our Classobjectives Students will be able to classify animals into major groups.

Students will know the purpose of different groupings.

MaterialsPOSTer MAKer:

hierarchy Chart Banner: BAn067

OTher:

Pencils or pens

Markers

Preparation edit hierarchy Chart Banner by changing the text of the title to read:

“Our Class”. Print four copies of the banner.

hierarchy Chart Banner

BAn067

Whole class

review background on scientific classification. Write this information on

the chalkboard.

1. Classification is the arrangement of objects, ideas, or information into

groups, the members of which have one or more characteristics in

common.

2. Classification makes things easier to find, identify, and study.

Brainstorm with students all the different ways they could classify the

members of their class so that they would have enough information to

pinpoint a specific student. examples include: neighborhoods; clubs

students belong to; after-school activities students participate in;

instruments they play (including no instrument); shoes they wear; eye

color, etc.

explain that each group is going to use what is called a hierarchy chart. It

will allow them to organize their information about the class, but may not

lead them to classify all the students in the class. They should classify as

many as they can.

cooperative Groupsdivide students into four groups. give each group a hierarchy Chart

Banner.

Challenge groups to come up with a plan for classifying as many of the

students in the class as they can, using the hierarchy Chart Banner.

Students make up their own criteria for classifying the students in the

class. Check and make sure each group has a different set of criteria.

Students use their criteria to create a hierarchy Chart Banner for their

class and give a brief presentation to explain their classification.

7

cLAssIFyInG ouR cLAss

MoDIFIcAtIon

Cut out multiple sets of Tangram:

MTh328 (Basic) in different colors

and sizes. have students practice

classification using these shapes as

manipulatives, classifying them in

different ways, such as by color, size,

shape, number of sides, etc.

extensIon

have students use the hierarchy Chart

Poster: VIS276 to classify animals they

are familiar with (e.g., pets).

8

A c t I V I t y t W o

ACTIVITY TWO

Dividing the Animal Kingdom objectives Students know that animals can be grouped into categories such as

animals with bones and animals without bones.

Materials

Preparation Print and display Vertebrate vs. Invertebrate Chart.

Print Invertebrate, Vertebrate, Fish, Amphibian, reptile, Bird, Mammal

and Insect Classification stickers and attach to cardstock to create a

flashcard. Make a set of flashcards for each pair of students.

8

POSTer MAKer:

Vertebrate vs. Invertebrate Chart:

ViS277

AWArdS MAKer:

Invertebrate Sticker: STK328

Vertebrate Sticker: STK327

Fish Classification Sticker: STK322

Amphibian Classification Sticker:

STK323

reptile Classification Sticker:

STK324

Bird Classification Sticker: STK325

Mammal Classification Sticker:

STK326

Insect Classification Sticker:

STK393

CUTOUT MAKer:

Sparrow: Ani176

Bee: Ani213

Caterpillar: Ani224

Centipede: Ani227

Cockroach: Ani230

Firefly: Ani242

Mosquito: Ani263

rattlesnake: Ani394

Starfish: Ani995

Worm: Ani2003

Vertebrate vs. Invertebrate Chart

ViS277

Invertebrate Sticker STK328

Vertebrate Sticker STK327

Fish Classification Sticker

STK322

Amphibian Classification Sticker

STK323

reptile Classification Sticker

STK324

Bird Classification Sticker

STK325

Mammal Classification Sticker

STK326

Insect Classification Sticker

STK393

Sparrow Ani176

Bee Ani213

Caterpillar Ani224

9

DIVIDInG tHe AnIMAL KInGDoM

Cut the following 10 animals: Worm, Bee, Caterpillar, Centipede,

Cockroach, Firefly, Mosquito, rattlesnake, Sparrow and Starfish out of

cardstock. Make one set of 10 animals for each pair of students.

Whole class

review that the biggest categories scientists have created for classifying

animals are vertebrates and invertebrates: animals with backbones and

animals without backbones. read through the information and examples

of invertebrates on the chart.

Partnershave students play “Backbone, Yes? Backbone, No?,” in pairs. give

each pair a set of flashcards and cutouts. The Invertebrate and Vertebrate

flashcards sit face up on a desk. The other flashcards and cutouts are in a

pile face down.

One student turns over a flashcard or a cutout and the students have to

slap the appropriate card: vertebrate or invertebrate. Whoever hits the

correct card first, wins. If both hit the correct card, the student who hits it

first is the winner. If both hit the incorrect answer, the flashcard or cutout

goes back into the pile.

The student who hits the correct card first, gets to keep the cutout or

flashcard. Students who hit the correct card at the same time put the

cutout or flashcard back in the pile.

The teacher makes the final decisions about whether the animal is a

vertebrate or an invertebrate.

MoDIFIcAtIon

Students use flashcards and cutouts

from above to sort the animals into two

groups: vertebrates and invertebrates.

extensIon

give students 10-15 additional cutouts

to add to the game. recommended

animals include amphibians and marine

animals.

9

Centipede Ani227

Cockroach Ani230

Firefly Ani242

Mosquito Ani263

rattlesnake Ani394

Starfish Ani995

Worm Ani2003

10

A c t I V I t y t H R e e

ACTIVITY Three

Which of these is NOT a Mammal? objectives Students know different ways that living things can be grouped.

Students know the purpose of different groupings.

Materials:

Preparation Print and display Animal Classification Chart.

Cut the following 14 animals: Blue Jay, Swordfish, Snow goose,

Chimpanzee, Iguana, American Alligator, gorilla rain Forest, Camel,

Jackrabbit, humpback Whale, Turkey, Bighorn Sheep, Prairie dog, and

Snail out of cardstock. do not write the names of the animals on the

cutouts.

display the cutouts around the Animal Classification Chart.

POSTer MAKer:

Animal Classification Chart: ViS270

CUTOUT MAKer:

Blue Jay: Ani071

Swordfish: Ani1000

Snow goose: Ani102

Chimpanzee: Ani1033

Iguana: Ani1037

American Alligator: Ani1058

gorilla: Ani1036

Camel: Ani350

Jackrabbit: Ani371

humpback Whale: Ani927

Turkey: Ani1115

Bighorn Sheep: Ani343

Prairie dog: Ani389

Snail: Ani989

OTher:

Yarn

Markers

Other art materials, as needed

Animal Classification Chart

ViS270

Blue Jay Ani071

Swordfish Ani1000

Snow goose Ani102

Chimpanzee Ani1033

Iguana Ani1037

American Alligator Ani1058

gorilla Ani1036

Camel Ani350

Jackrabbit Ani371

humpback Whale Ani927

Turkey Ani1115

11

Bighorn Sheep Ani343

Prairie dog Ani389

Snail Ani989

WHIcH oF tHese Is not A MAMMAL?

Whole class gather students around the Animal Classification Chart; review the list of

characteristics and decide which ones are characteristics of mammals.

Invite volunteers to write the correct answers in the Mammals column.

Look at the animal cutouts around the Animal Classification Chart.

Challenge students to state which ones are NOT mammals. As students

correctly choose the animals that are NOT mammals, they may come up

and remove the cutout of that animal. Tell the students the name of the

animal they’ve chosen and ask the student his or her reasons for stating

that this animal is not a mammal.

At the end of the game, connect the mammal cutouts, with yarn, to the

word Mammals on the Animal Classification Chart.

Mammals are: Chimpanzee, gorilla, Camel, Jackrabbit, humpback Whale,

Bighorn Sheep, and Prairie dog.

MoDIFIcAtIon

Ask students to draw in the details

of each of the mammal cutouts, as

accurately as possible. They may need

to look up the animals online or in

research books.

extensIon

Using the Venn diagram: Org032

(Basic), ask students to list all the

mammal cutouts and find sets of

characteristics that the mammals have

in common, and others that they do

not share. For example, a humpback

whale is a mammal that lives in the

ocean. have them fill out the Venn

diagram, showing the similarities and

differences among the mammals.

12

A c t I V I t y F o u R

ACTIVITY FOUr

Birds: Take a Peak at Some Beaks objectives Students know that living organisms have distinct structures and body

systems that serve specific functions for survival.

Students know different ways living things can be grouped.

Materials

Preparation display the Animal Classification Chart poster from Activity Three, or

print and display Animal Classification Chart.

Cut the following 23 birds: Blue Jay, Whooping Crane, Vulture, great

Blue heron, Bald eagle 1, Mallard, Pelican, Pileated Woodpecker,

Falcon, greater Flamingo, American goldfinch, hummingbird, Parakeet,

Sparrow, Trumpeter Swan, horned Puffin, Northern Cardinal, Barn Owl,

POSTer MAKer:


(from Activity Three)

Types of Beaks: ViS278

CUTOUT MAKer:

Blue Jay: Ani071

Northern Cardinal: Ani075

Whooping Crane: Ani081

Falcon: Ani093

greater Flamingo: Ani095

American goldfinch: Ani099

Vulture: Ani1116

great Blue heron: Ani117

hummingbird: Ani120

Mallard: Ani136

Barn Owl: Ani145

Parakeet: Ani153

horned Puffin: Ani160

California Quail: Ani163

Sparrow: Ani176

Trumpeter Swan: Ani181

Tufted Titmouse: Ani192

Pileated Woodpecker: Ani202

Cactus Wren: Ani205

Bald eagle 1: Ani089

house Wren: Ani1124

Pelican: Ani155

Wild Turkey: Ani194

OTher:

White cardstock

reference books on birds

Bird-watching guides

Computer with Internet access

Yarn

Animal Classification

Chart ViS270

Types of Beaks

ViS278

Blue Jay Ani071

Northern Cardinal Ani075

Whooping Crane

Ani081

Falcon Ani093

greater Flamingo Ani095

American goldfinch Ani099

Vulture Ani1116

great Blue heron

Ani117

humming-bird

Ani120

Mallard Ani136

Barn Owl Ani145

Parakeet Ani153

horned Puffin

Ani160

California Quail

Ani163

Sparrow Ani176

Trumpeter Swan

Ani181

13

MoDIFIcAtIon

have students use one of the bird

cutouts to trace or draw a picture

of the bird. Then have them write a

caption that explains the characteristics

of the bird’s beak.

extensIon

have students use a bird-watching

guide to sort the birds commonly found

in your part of the country by beak

structure. Ask them, “What does each

bird eats? What if that food source

disappeared?”

B I R D s

Wild Turkey, California Quail, Tufted Titmouse, Cactus Wren, and house

Wren out of white cardstock. display the cutouts around the Animal

Classification Chart. do not write the names of the birds on them.

Cut out several versions of one bird from each category of beaks to

give to students at the end of the activity. All students should have a

cutout bird from their category to take home.

Whole classgather students around the Animal Classification Chart; review the list of

characteristics and decide which ones are characteristics of birds.

Invite volunteers to write the correct answers in the Birds column.

review with students the idea that all animals have different structures that

are used for different purposes. Look at the list of beak types and types of

foods birds eat and have student volunteers explain why each beak type

would be ideal to catch each type of food.

cooperative Groupsdivide students into eight groups. Assign a category of beaks or bills to

each group of students. groups meet to decide which of the 23 bird

cutouts belong in their group.

Once students have collected their birds according to the descriptions of

their beaks (or bills), ask students to predict what each of their birds eats

and why. Then challenge students to research their predictions. Were they

correct? If no, they need to find out what food their birds do eat. Then

they can do further research to find out what the beak type does for the

bird and why those characteristics of a beak would be helpful to the bird

in catching and eating food. Ask students to use art materials to add

important details about the beak on the cutout birds.

each group reports their findings to the class. Collect the decorated birds

from each group and connect them to the word Birds on the Animal

Classification Chart. At the end of the presentations, each group receives

a cutout bird representative of their group.

Tufted Titmouse Ani192

Pileated Woodpecker

Ani202

Cactus Wren Ani205

Bald eagle 1 Ani089

house Wren Ani1124

Pelican Ani155

Wild Turkey Ani194

14

A c t I V I t y F I V e

ACTIVITY FIVe

Reptiles on Paradeobjectives Students know that living organisms have distinct structures and body



Materials

Preparation display the Animal Classification Chart poster from Activity Four, or print

and display Animal Classification Chart.

Print four hierarchy Chart posters, one for each of the groups.

Cut the following 10 reptiles: rattlesnake, Sea Turtle, Snake, Python,

Komodo dragon, horned Lizard, gila Monster, American Crocodile,

American Alligator, Tortoise out of white cardstock. Make four sets, one

for each group.

Cut out several Circle Word Bubbles for each group.

Whole class

gather students around the partially completed Animal Classification Chart;

review what they know about reptiles. Show them the reptile cutouts, one

by one, and fill in the reptiles column.

Animal Classification Chart

ViS270

hierarchy Chart ViS276

rattlesnake Ani394

American Alligator Ani1058

American Crocodile Ani1061

gila Monster Ani1067

horned Lizard Ani1068

Komodo dragon Ani1071

Python Ani1073

Snake Ani1076

Tortoise Ani1078

Sea Turtle Ani1080

POSTer MAKer:


(from Activity Four)

hierarchy Chart: ViS276

CUTOUT MAKer:

rattlesnake: Ani394

American Alligator: Ani1058

American Crocodile: Ani1061

gila Monster: Ani1067

horned Lizard: Ani1068

Komodo dragon: Ani1071

Python: Ani1073

Snake: Ani1076

Tortoise: Ani1078

Sea Turtle: Ani1080

Circle Word Bubble: WRi052 (Basic)

OTher:

reptile reference books

Pencils

Art materials

15

Circle Word Bubble WRi052

R e P t I L e s o n PA R A D e

Invite volunteers to write in the correct information in the reptiles column.

cooperative Groupsdivide students into four groups, then pass out one hierarchy Chart

poster, several Circle Word Bubble and reptile cutouts to each group. Say,

“Let’s look at all the different reptiles we’ve got here. They look so different.

Some have legs, some don’t, some have shells, some don’t. What do you

think it means?”

give students time to think and discuss as a group. Circulate around the

room, asking students questions to help guide discussion, if necessary.

Note: we want students to understand that these reptiles live in different

climates under different conditions and their body parts have evolved to

help them survive.

Ask students to divide their reptiles into subgroups, based on observable

characteristics. They can choose the characteristics they think distinguish

one group of reptiles from another. They can choose the number of

subgroups of reptiles they create. Make sure students have enough time

to illustrate their cutout reptiles. have reptile reference books with detailed

photos available.

When students have finished, discuss as a class which characteristics

each group chose and why. Which body parts did they use? Why?

discuss the number of subgroups they created and why. If the groups

wish to make any changes to their subgroups, give them time to do so.

have them record the subgroups they created on their hierarchy Chart

poster. have students write phrases to describe the reptiles, based on the

subgroups, on the word bubble cutouts, such as “We have shells.” or “We

don’t have legs.” Then have students create a display in the hallway or on

a bulletin board using the reptiles, word bubbles and charts. encourage

students to add decorations to give the display a parade atmosphere.

MoDIFIcAtIon

Write the name of each reptile on an

index card. give students a set of

index cards and reptile cutouts. have

them use reference books to match

each reptile to the correct name,

then write a short paragraph about

the characteristics reptiles have in

common.

extensIon

give students an alligator and a

crocodile cutout. have them find out

the difference between alligators and

crocodiles and explain the difference to

the class, with diagrams and pictures.

16

A c t I V I t y s I x

ACTIVITY SIX

Fish and Amphibians – Alike and Different objectives Students know that living organisms have distinct structures and body



Materials

Preparation Print and display Fish Facts and Amphibians posters.

display the Animal Classification Chart poster from Activity Five, or print

and display Animal Classification Chart.

Cut the following eight Fish: Tiger Shark, Piranha, Angel Shark, Blue Fin

Tuna, galapagos Shark, Mako Shark, Marlin, and Salmon, out of white

cardstock.

Animal Classification

Chart ViS270

Fish Facts ViS279

Amphibians ViS280

Tiger Shark Ani1002

Piranha Ani1047

Angel Shark Ani875

Blue Fin Tuna Ani880

galapagos Shark

Ani918

Mako Shark Ani935

Marlin Ani939

Salmon Ani958

Manta ray 2 Ani845

POSTer MAKer:


(from Activity Five)

Fish Facts: ViS279

Amphibians: ViS280

CUTOUT MAKer:

Tiger Shark: Ani1002

Piranha: Ani1047

Angel Shark: Ani875

Blue Fin Tuna: Ani880

galapagos Shark: Ani918

Mako Shark: Ani935

Marlin: Ani939

Salmon: Ani958

Manta ray 2: Ani845

Musky: Ani2014

Bluegill: Ani2015

Tree Frog: Ani1079

Newt: Ani1127

Salamander: Ani1128

Frog: Ani687

Tadpole: Ani1129

Poison dart Frog: Ani1130

Caecilian: Ani1131

Toad: Ani1132

Flap Facts 4: SiW184 (Basic)

OTher:

reference books


Art materials (colored pencils,

pastels, markers, crayons)

Paper

PencilsMusky

Ani2014Bluegill

Ani2015Tree Frog Ani1079

Newt Ani1127

Salamander Ani1128

Frog Ani687

17

F I s H A n D A M P H I B I A n s

MoDIFIcAtIon

Make 8 ½” x 11” copies of Fish

Facts and Amphibians posters and

cut them apart into pieces with one

fact on each piece. Then, mix all of

the facts together and give them to

students to sort into two groups.

extensIon

Ask students to do some more

research on amphibians. how many

major groups of amphibians are there?

how many species under each major

group? Ask students to choose one

species and write a report about it.

Cut the following eight Amphibians: Manta ray 2, Tree Frog,

Newt, Salamander, Frog, Tadpole, Poison dart Frog, and Caecilian

(pronounced seh-SILL-yen), out of white cardstock.

Cut out enough duplicate fish and amphibians so that there are

enough for each student to have one cutout.

Cut Flap Facts 4 out of cardstock, custom-sized to largest possible on

page, one for each student.

Whole class

gather students around the Animal Classification Chart. review the list of

characteristics as you hold up and name the cutout animals, first the fish,

then the amphibians.

Invite volunteers to write in the correct

information in the Fish and Amphibians

columns.

Use the Fish Facts and Amphibians posters

to review some of the unique things about

fish and amphibians.

IndividualTell students that they will be selecting either a fish or an amphibian to

research. They will need to be able to answer the following questions

about their animal:

Where does it live?

What does it eat?

What body features have evolved to help it find

and eat food?

What is the most unusual thing about it?

have students record the answers to each question from

above on a Flap Facts cutout.

have students pick one cutout and distribute Flap Facts. When students

have completed their research, ask each student to write a short

paragraph describing their fish or amphibian, then add color and detail

to their cutout.

Tadpole Ani1129

Poison dart Frog Ani1130

Caecilian Ani1131

Toad Ani1132

Flap Facts 4 SiW184

18

A c t I V I t y s e V e n

ACTIVITY SeVeN

Insects – Who Am I? objectives Students know that living organisms have distinct structures and body



Materials

Preparation Print and display Insect diagram poster.

Cut the following 16 insects: Monarch Butterfly, Cockroach, Field

Cricket, dragonfly, Firefly, Black Fly, Praying Mantis, Mosquito, Termite,

Walking Stick, Wasp, giant Water bug, Weevil-Boll, Yellow Jacket,

Carpenter Ant, and diving Beetle, out of white cardstock.

Cut out enough duplicate insects so that there are enough for each

student to have one cutout. Write names on the back of the insect

cutouts.

POSTer MAKer:

Insect diagram: ViS281

CUTOUT MAKer:

Monarch Butterfly: Ani1031

Cockroach: Ani230

Field Cricket: Ani234

dragonfly: Ani239

Firefly: Ani242

Black Fly: Ani243

Praying Mantis: Ani258

Mosquito: Ani263

Termite: Ani281

Walking Stick: Ani285

Wasp: Ani286

giant Water bug: Ani287

Weevil-Boll: Ani289

Yellow Jacket: Ani291

Carpenter Ant: Ani208

diving Beetle: Ani215

OTher:

reference books


Pencil

Paper

Insect diagram ViS281

Monarch Butterfly

Ani1031

Cockroach Ani230

Field Cricket Ani234

dragonfly Ani239

Firefly Ani242

Black Fly Ani243

Praying Mantis

Ani258

Mosquito Ani263

Termite Ani281

Walking Stick Ani285

Wasp Ani286

giant Water bug

Ani287

Weevil-Boll Ani289

Yellow Jacket

Ani291

Carpenter Ant

Ani208

diving Beetle Ani215

19

Insects – WHo AM I?

MoDIFIcAtIon

give students the following insect

cutouts: Black Fly, Cockroach,

Mosquito, and Praying Mantis, and an

8 ½” x 11” copy of the Insect diagram.

have students use the diagram

to color the parts of each insect a

different color.

extensIon

Students have a lot of misconceptions

about insects. Some common

misconceptions include:

There is no difference between

bugs and insects.

You can tell the age of a ladybug

by counting the spots on its wings.

It is illegal to harm a praying

mantis.

Insects drown in water.

Bees gather honey from flowers.

Spiders are insects.

Challenge students to find out the

truth along with the details about one

of these misconceptions. Invite each

student to the bulletin board and use

the insect cutouts to explain the truth

about each of the misconceptions.

Whole classreview with students some statistics about insects.

1. There are over one million species of insects.

2. All insects have an exoskeleton (they are invertebrates), a thorax, a

head, an abdomen, and six legs. Point out these different parts of an

insect on the Insect diagram poster.

3. Of all the invertebrates, there are almost four times as many insect

species as all other invertebrates combined.

4. A Canadian biologist estimates that there are one quintillion individual

insects on earth. That’s 1,000,000,000,000,000,000.

IndividualTo prepare for the “Who Am I?” game, have each student choose a

different insect to investigate. In some cases, more than one student may

need to research the same insect. Make sure students know the name of

the insect they choose. have students find the answers to the following

questions:

1. What is the most unusual thing about your insect?

2. Where in the world does your insect live?

3. What is its habitat (e.g., lake, desert, forest, rain forest, ocean,

other)?

4. What does it eat?

5. What makes it different from all the other insects?

Ask students to add color and other detail to their insect to make it look as

realistic as possible, then label the parts of the insect. display the insects

on the bulletin board.

Students then use their research to write a few

facts about their insect from the insect’s point of

view on a piece of paper.

Students take turns reading their “Who Am I?”

statements about their insect to the class. The

class tries to guess which insect it is. When a

student guesses correctly, he or she can walk up

to the bulletin board and take down the cutout for that insect. The

student with the most cutouts at the end of the game is the winner.

20

A c t I V I t y e I G H t

ACTIVITY eIghT

Habitat Hustle objectives Students know that an animal’s patterns of behavior are related to the

nature of that animal’s environment (e.g., kinds and numbers of other

organisms present, availability of food and resources, and physical

characteristics of the environment).

Materials

Preparation Print the following posters: Lake habitat, rain Forest habitat, and Forest

habitat, two of each. display one of each habitat poster, next to each

other, on one classroom wall. On the opposite wall display the other set

of three posters.

Cut the following forest animals: White Tailed deer, Quail, Firefly 2,

Snake and Salamander, out of cardstock. Make two sets.

Cut the following lake animals: Tortoise, Common Loon, dragonfly,

Beaver, Toad and Musky, out of cardstock. Make two sets.

Cut the following rainforest animals: gorilla, Iguana, Macaw, Piranha,

Poison dart Frog and Mosquito, out of cardstock. Make two sets.

POSTer MAKer:

Forest habitat: ViS187

Lake habitat: ViS188

rain Forest habitat: ViS189

CUTOUT MAKer:

White Tailed deer: Ani1104

Quail: Ani1114

Firefly 2: Ani257

Snake: Ani1076

Salamander: Ani1128

Tortoise: Ani1078

Common Loon: Ani133

dragonfly: Ani239

Beaver: Ani798

Toad: Ani1132

Musky: Ani2014

gorilla: Ani1036

Iguana: Ani1037

Macaw: Ani1040

Piranha: Ani1047

Poison dart Frog: Ani1130

Mosquito: Ani263

OTher:

Index cards

Tape


Forest habitat ViS187

Lake habitat ViS188

rain Forest habitat ViS189

White Tailed deer Ani1104

Quail Ani1114

Firefly 2 Ani257

Snake Ani1076

Salamander Ani1128

Tortoise Ani1078

Common Loon Ani133

dragonfly Ani239

Beaver Ani798

21

Write the name of one of the habitats and one of the classes of animals

onto each index card. For example, Lake Insect; Lake reptile; Lake

Mammal; Lake Fish: Lake Amphibian; Lake Bird. Create a set like this

for each of the three habitats. Note: there will not be a fish for the forest

habitat. Make two sets of 17 cards.

Whole class

review with students the meaning of a habitat. Say, “A habitat is the

place where a population lives. Several populations may share a habitat.

A population is a group of living organisms of the same kind living in the

same place at the same time. All of the populations interact and form a

community. The habitat must supply the needs of organisms, such as

food, water, temperature, oxygen, and minerals.”

Point to one of the sets of posters and ask students to name the habitats

(lake, rain forest, forest). discuss the conditions in each of the habitats.

Tell students that they will be playing a game to match up different animals

to the correct habitat.

how to Play:

1. Scatter the animal cutouts on a table in front of the posters on either

side of the room.

2. Mix up the index cards and place them face down in a pile next to

the animal cutouts.

3. divide the class into two teams and have students line up behind

their team’s table.

4. The first person in line will pull one of the habitat/animal class cards

from the pile, find the correct animal cutout, place it on the correct

habitat poster, then walk to the end of the line.

5. Students may consult with other team members, if necessary.

6. Once all animal cutouts have been placed on the appropriate habitat

poster, have all students in the group sit down.

7. When all groups have finished, score each team. give each team

two points for each correctly placed animal and give five points

to the team that finished first.

H A B I tAt H u s t L e

MoDIFIcAtIon

give students a set of the cutouts

used for habitat hustle and have them

sort them into three categories: forest,

lake and rainforest.

extensIon

have students write an essay

comparing and contrasting two of the

habitats of their choice.

Toad Ani1132

Musky Ani2014

gorilla Ani1036

Iguana Ani1037

Macaw Ani1040

Piranha Ani1047

Poison dart Frog Ani1130

Mosquito Ani263

22

A c t I V I t y n I n e

ACTIVITY NINe

Oceans and Desertsobjectives Students understand that an animal’s patterns of behavior are related

to the nature of that animal’s environment (e.g., kinds and numbers

of other organisms present, availability of food and resources, and

physical characteristics of the environment).

Students understand that changes in the environment can have

different effects on different organisms.

Students understand that all organisms cause changes in their

environments, and the changes can be beneficial or detrimental.

MaterialsCUTOUT MAKer:

Tiger Shark: Ani1002

Manta ray 2: Ani845

Angel Shark: Ani875

Beluga Whale 1: Ani878

Blue Fin Tuna: Ani1880

Bottlenose dolphin: Ani884

galapagos Shark: Ani918

humpback Whale: Ani927

Whale Killer: Ani929

Mako Shark: Ani935

Marlin: Ani939

Salmon: Ani958

Sperm Whale: Ani991

Starfish: Ani995

Antelope: Ani335

Armadillo: Ani338

Bighorn Sheep: Ani343

Bobcat desert: Ani346

Wild Burro: Ani347

Camel: Ani350

Coyote: Ani352

dingo: Ani355

Jackrabbit: Ani371

Peregrine Falcon: Ani385

Prairie dog: Ani389

rattlesnake: Ani394

Scorpion: Ani269

Centipede: Ani227

OTher:

Butcher paper

Crayons

Markers

Other art materials as needed

desert & ocean reference books


Tiger Shark Ani1002

Manta ray 2 Ani845

Angel Shark Ani875

Beluga Whale 1 Ani878

Blue Fin Tuna Ani1880

Bottlenose dolphin Ani884

galapagos Shark

Ani918

humpback Whale

Ani927

Killer Whale Ani929

Mako Shark Ani935

Marlin Ani939

Salmon Ani958

Sperm Whale

Ani991

Starfish Ani995

Antelope Ani335

Armadillo Ani338

Bighorn Sheep

Ani343

Bobcat desert

Ani346

23

o c e A n s A n D D e s e Rt s

MoDIFIcAtIon

give students Ocean and desert animal

cutouts. have them sort them into

two groups, based on the appropriate

habitat.

extensIon

edit Compare and Contrast Matrix:

Org067 (Basic) to show four types of

habitats and five habitat characteristics

(rainfall, temperature, etc.). have

students research each habitat and

record the information on the organizer.

Preparation Cut the following 14 Ocean animals: Tiger Shark, Angel Shark, Beluga

Whale 1, Blue Fin Tuna, Bottlenose dolphin, galapagos Shark,

humpback Whale, Killer Whale, Mako Shark, Marlin, Salmon, Sperm

Whale, Starfish, and Manta ray 2, out of cardstock.

Cut the following 14 desert animals: Antelope, Armadillo, Bighorn

Sheep, Bobcat desert, Wild Burro, Camel, Coyote, dingo, Jackrabbit,

Peregrine Falcon, Prairie dog, rattlesnake, Scorpion, and Centipede,

out of cardstock.

divide the both the Ocean and desert animal cutouts into two groups

of seven, so you have four groups of animal cutouts.

Whole classreview with students what they have learned about habitats. explain

that they are now going to create an ocean habitat and a desert habitat

by doing some research on the animals that live there, making a mural of

each habitat, then placing the animals in their habitat. divide students

into four groups and assign groups one of the sets of animals.

cooperative GroupsStudents need to answer the following questions about their animals:

What does it eat?

Where does it sleep?

What else does it need to survive?

What class of animals does it fall in (mammal, fish, insect, bird,

reptile, amphibian)?

how is the animal adapted for life in its particular habitat?

have students research their animal and list everything that needs to

be present in their habitat mural based on their research. Then have the

two ocean groups and and two desert groups work together to create

one ocean mural and one desert mural on large pieces of butcher paper.

encourage students to use cutouts and other art materials to add color

and detail to their habitat mural.

Wild Burro Ani347

Camel Ani350

Coyote Ani352

dingo Ani355

Jackrabbit Ani371

Peregrine Falcon:

Ani385

Prairie dog Ani389

rattlesnake Ani394

Scorpion Ani269

Centipede Ani227

24

A c t I V I t y t e n

ACTIVITY TeN

Life Cyclesobjectives Students know that animals progress through life cycles of birth,

growth and development, reproduction, and death. The details of these

life cycles are different for different organisms.

MaterialsCUTOUT MAKer:

Butterfly Life Cycle Collection: Sci188

Frog Life Cycle Collection: Sci190

OTher:

Stopwatch

Large envelopes or small bags

Preparation Cut the Butterfly and Frog Life Cycle collections, custom-sized to 36”

width, using pre-laminated construction paper. Assemble the following

multi-piece shapes by gluing the pieces together: Tadpoles/Frogs, egg

Mass, Larva, Caterpillar, Chrysalis and Butterfly. Note: you will not need

the light blue background, algae, rock or sand pieces from the Frog Life

Cycle Collection for this activity.

Cut four sets of each collection. Place two collections in each envelope

or bag.

Butterfly Life Cycle Collection Sci188

Frog Life Cycle Collection Sci190

25

L I F e c y c L e s

MoDIFIcAtIon

give students the pieces to either the

Butterfly or Frog Life Cycle Collection.

have students place the pieces and

names of the phases in order, explaining

the process verbally.

extensIon

Invite students to look at the life cycles

of other amphibians or insects and

compare them to frog or butterfly. how

are they the same and how are they

different? have them create a life cycle

diagram for the animal and present it to

the class.

Whole classreview with students the life cycle that many insects and amphibians go

through by holding up the pieces of the butterfly and/or frog life cycle and

naming the stages as you show what they look like.

Tell students that you are going to give them an opportunity to show what

they know about a frog’s life cycle and a butterfly’s life cycle by putting

together the pieces in the right order. Warn students that the stages of a

frog’s life cycle have different names than the stages of a butterfly’s life cycle.

cooperative Groupsdivide the class into four groups and give each group an envelope with the

butterfly and frog life cycle cutouts inside. Tell them that you are going to

time them as they work together to put the two life cycles together in the

proper order, separating the frog life cycle from the butterfly life cycle.

As each group finishes, note their time and check to make sure they’ve

assembled it correctly. Later in the week, try this activity again to see if

each group can beat its time.

IndividualStudents should choose either the butterfly or the frog life cycle to write a

paragraph that explains the different stages of the animal’s life cycle.

26

ADDIt IonAL ActIV It Ies

ADDITIONAL ACTIVITIES hIerArChY eXAMPLeSdivide students into groups and give each group a Taxonomic

hierarchy: VIS186 poster. have students define each term

and give an example for each term. have students write the

definition and example in each blank box, then display each

group’s poster. have students take a gallery walk through the

posters and record five similarities and five differences between

their definitions and examples, and those of other groups.

SPeCIeS VArIATIONSPick a group of animals, such as snakes, and explain to

students that there are variations within this group that make

up different species. Some examples of species include

pythons, cobras, rattlesnakes, copperheads, water moccasins,

ball pythons, garden snakes, vipers, adders, coral snakes,

sea snakes, etc… Cut out enough Snakes: ANI1076 so that

each student has one. Write the name of a species of snake

on each cutout and place them in a bag. have students pick a

snake from the bag and research about the species of snake

they chose. repeat for other types of animals such as frogs,

whales or sharks.

NOTeS

27

LIFe

SC

IeN

Ce

1 r

UB

rIC

N

ame

R u B R I c

cate

gori

es

cri

teri

aValu

eM

inim

al

Basi

cP

rofi

cie

nt

Adva

nced

cla

ssifi

es

anim

als

in

to g

roups

base

d o

n

chara

cte

rist

ics

Stu

dent

can

list

the

mai

n

grou

ps th

at a

nim

als

are

clas

sifie

d in

to.

Stu

dent

can

list

the

mai

n

grou

ps th

at a

nim

als

are

clas

sifie

d in

to a

nd g

ive

exam

ples

of a

nim

als

from

each

gro

up.

Stu

dent

can

list

the

mai

n

grou

ps th

at a

nim

als

are

clas

sifie

d in

to, g

ive

exam

ples

of a

nim

als

from

each

gro

up a

nd e

xpla

in th

e

char

acte

ristic

s th

at m

ake

each

gro

up u

niqu

e.

Stu

dent

can

list

the

mai

n

grou

ps th

at a

nim

als

are

clas

sifie

d in

to, g

ive

exam

ples

of a

nim

als

from

eac

h gr

oup,

expl

ain

the

char

acte

ristic

s

that

mak

e ea

ch g

roup

uni

que

and

clas

sify

thes

e gr

oups

into

subg

roup

s.

Identi

fies

and

exp

lain

s how

the

stru

ctu

res

and

syst

em

s of

org

anis

ms

serv

e s

pecifi

c

functi

ons

Stu

dent

iden

tifies

str

uctu

res

and

syst

ems

of o

rgan

ism

s.

Stu

dent

iden

tifies

str

uctu

res

and

syst

ems

of o

rgan

ism

s

and

expl

ains

thei

r fu

nctio

ns.

Stu

dent

iden

tifies

str

uctu

res

and

syst

ems

of o

rgan

ism

s,

expl

ains

thei

r fu

nctio

ns

and

the

varia

tions

of t

hese

stru

ctur

es a

nd/o

r sy

stem

s

amon

g di

ffere

nt s

peci

es.

Stu

dent

iden

tifies

str

uctu

res

and

syst

ems

of o

rgan

ism

s,

expl

ains

thei

r fu

nctio

ns

and

the

varia

tions

of t

hese

stru

ctur

es a

nd/o

r sy

stem

s

amon

g di

ffere

nt s

peci

es a

nd

how

thes

e ha

ve e

volv

ed o

ver

time

base

d on

env

ironm

enta

l

fact

ors.

unders

tands

how

anim

als

’ patt

ern

s of

behavi

or

are

aff

ecte

d

by

their

envi

ronm

ent

Stu

dent

und

erst

ands

that

anim

als

live

in h

abita

ts.

Stu

dent

und

erst

ands

that

cer

tain

ani

mal

s liv

e

in h

abita

ts b

ased

on

thei

r

char

acte

ristic

s.

Stu

dent

und

erst

ands

that

cer

tain

ani

mal

s liv

e

in h

abita

ts b

ased

on

thei

r

char

acte

ristic

s an

d gi

ves

exam

ples

of s

peci

fic h

abita

ts

and

how

they

affe

ct a

nim

als’

beha

vior

s.

Stu

dent

und

erst

ands

that

cert

ain

anim

als

live

in h

abita

ts

base

d on

thei

r ch

arac

teris

tics

and

that

thei

r ch

arac

teris

tics

and

beha

vior

s ha

ve e

volv

ed

over

tim

e to

hel

p th

em s

urvi

ve.

unders

tands

that

anim

als

pro

gre

ss

thro

ugh a

lif

e c

ycle

and t

hat

these

are

dif

fere

nt

for

dif

fere

nt

org

anis

ms

Stu

dent

und

erst

ands

that

anim

als

have

life

cyc

les.

Stu

dent

can

iden

tify

the

maj

or

stag

es in

the

life

cycl

es o

f

sele

cted

ani

mal

s.

Stu

dent

can

iden

tify

and

desc

ribe

the

maj

or s

tage

s

in th

e lif

e cy

cles

of s

elec

ted

anim

als.

Stu

dent

can

iden

tify

and

desc

ribe

the

maj

or s

tage

s

in th

e lif

e cy

cle

of s

elec

ted

anim

als

and

com

pare

them

to

the

life

cycl

es o

f oth

er a

nim

als.

tota

l:(P

leas

e no

te th

at a

ll ha

ve p

erm

issi

on to

repr

oduc

e th

is r

ubric

pag

e.)

28

LIFe SCIeNCe 1 CONTeNT LIST

c o n t e n t L I s t

Poster Maker ID name ActivitiesBAN067 hierarchy Chart Banner 1

VIS186 Taxonomic hierarchy Additional

VIS187 Forest habitat 8

VIS188 Lake habitat 8

VIS189 rain Forest habitat 8

VIS270 Animal Classification Chart 3, 4, 5, 6

VIS276 hierarchy Chart 1, 5

VIS277 Vertebrate vs. Invertebrate Chart 2

VIS278 Types of Beaks 4

VIS279 Fish Facts 6

VIS280 Amphibians 6

VIS281 Insect diagram 7

Awards Maker ID (cont.) name Activities

STK253 Taxonomic hierarchy Sticker

STK322 Fish Classification Sticker 2

STK323 Amphibian Classification Sticker 2

STK324 reptile Classification Sticker 2

STK325 Bird Classification Sticker 2

STK326 Mammal Classification Sticker 2

STK327 Vertebrate Sticker 2

STK328 Invertebrate Sticker 2

STK393 Insect Classification Sticker 2

cutout Maker ID name Activities

ANI071 Blue Jay 3, 4

ANI075 Northern Cardinal 4

ANI081 Whooping Crane 4

ANI089 Bald eagle 1 4

ANI093 Falcon 4

ANI095 greater Flamingo 4

ANI099 American goldfinch 4

ANI1000 Swordfish 3

ANI1002 Tiger Shark 6, 9

ANI102 Snow goose 3

ANI1031 Monarch Butterfly 7

ANI1033 Chimpanzee 3

ANI1036 gorilla 3, 8

ANI1037 Iguana 3, 8

ANI1038 Jaguar

29


LIFe SCIeNCe 1 CONTeNT LIST (cont.)

cutout Maker ID (cont.) name Activities

ANI1040 Macaw 8

ANI1045 Orangutan

ANI1046 Parrot

ANI1047 Piranha 6, 8

ANI1049 Sloth

ANI1053 Tapir

ANI1056 Toucan

ANI1058 American Alligator 3, 5

ANI1061 American Crocodile 5

ANI1064 Texas Banded gecko

ANI1067 gila Monster 5

ANI1068 horned Lizard 5

ANI1071 Komodo dragon 5

ANI1073 Python 5

ANI1076 Snake 5, 8, Additional

ANI1078 Tortoise 5, 8

ANI1079 Tree Frog 6

ANI1080 Sea Turtle 5

ANI1102 Bobcat Woodland

ANI1103 Caribou

ANI1104 White Tailed deer 8

ANI1108 Snowshoe hare

ANI1114 Quail 8

ANI1115 Turkey 3

ANI1116 Vulture 4

ANI1124 house Wren 4

ANI1127 Newt 6

ANI1128 Salamander 6, 8

ANI1129 Tadpole 6

ANI1130 Poison dart Frog 6, 8

ANI1131 Caecilian 6

ANI1132 Toad 6, 8

ANI117 great Blue heron 4

ANI120 hummingbird 4

ANI133 Common Loon 8

ANI136 Mallard 4

ANI145 Barn Owl 4

ANI153 Parakeet 4

30




ANI155 Pelican 4

ANI160 horned Puffin 4

ANI163 California Quail 4

ANI176 Sparrow 2, 4

ANI181 Trumpeter Swan 4

ANI192 Tufted Titmouse 4

ANI194 Wild Turkey 4

ANI2003 Worm 2

ANI2014 Musky 6, 8

ANI2015 Bluegill 6

ANI202 Pileated Woodpecker 4

ANI205 Cactus Wren 4

ANI208 Carpenter Ant 7

ANI213 Bee 2

ANI215 diving Beetle 7

ANI224 Caterpillar 2

ANI227 Centipede 2, 9

ANI230 Cockroach 2, 7

ANI234 Field Cricket 7

ANI239 dragonfly 7, 8

ANI242 Firefly 2, 7

ANI243 Black Fly 7

ANI257 Firefly 2

ANI258 Praying Mantis 7

ANI261 Mite

ANI263 Mosquito 2, 7, 8

ANI269 Scorpion 9

ANI276 Spider

ANI277 Spider Web

ANI281 Termite 7

ANI282 Tick

ANI285 Walking Stick 7

ANI286 Wasp 7

ANI287 giant Water bug 7

ANI289 Weevil-Boll 7

ANI291 Yellow Jacket 7

ANI335 Antelope 9

ANI338 Armadillo 9

31



*Indicates Cutout Maker collection


ANI343 Bighorn Sheep 3, 9

ANI346 Bobcat 1 9

ANI347 Wild Burro 9

ANI350 Camel 3, 9

ANI352 Coyote 9

ANI355 dingo 9

ANI371 Jackrabbit 3, 9

ANI385 Peregrine Falcon 9

ANI389 Prairie dog 3, 9

ANI394 rattlesnake 2, 5, 9

ANI687 Frog 6

ANI798 Beaver 8

ANI842 Musk Ox

ANI845 Manta ray 2 6, 9

ANI875 Angel Shark 6, 9

ANI878 Beluga Whale 1 9

ANI880 Blue Fin Tuna 6, 9

ANI884 Bottlenose dolphin 9

ANI918 galapagos Shark 6, 9

ANI927 humpback Whale 3, 9

ANI929 Killer Whale 9

ANI935 Mako Shark 6, 9

ANI939 Marlin 6, 9

ANI958 Salmon 6, 9

ANI989 Snail 3

ANI991 Sperm Whale 9

ANI995 Starfish 2, 9

SCI188* Butterfly Life Cycle Collection 10

SCI190* Frog Life Cycle Collection 10

32

W o R K o R D e R

VArIQUeST WOrK Order TeMPLATe This template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.

date Order Placed: __________________________________ Order #: _________________________________________

date Order Needed By: ______________________________ date Completed: _________________________________

Staff Name: ___________________________________________________________________________________________

room #: _________________________ Phone #: ___________________________________________________________

e-mail: ________________________________________________________________________________________________

special Instructions:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________


For additional resources and

standards alignment visit

www.variquest.com

800-328-0585

MOd016 00

animals - harding make up their own criteria for classifying the students in the class. ... animals...

Documents