Where’s My Baby?

Grade Level: K-1

Objective: TLW be able to identify characteristics of animals and humans. TLW be able to correctly pair a baby to the adult by identifying shared

characteristics.

MI Benchmarks: III.3: TLW give evidence that characteristics are passed from parents to

young.

Materials Needed: Poster with adult/young matching animals or the kids to Velcro. Memory cards with at least 8 different adult/young animals to match

up. Book: Are you my Mother by Dr. Seuss

Definition: Characteristics are the way something looks. Example: When a dog has

puppies, they look like the parent because they have fur, big floppy ears, and a wet pink tongue!

o “When a dog has puppies, they don’t look like kittens do they? NO! These are characteristics the mommy and daddy dog have, so they’re puppies will to!

Anticipitory: Introduce the lesson to the class by tell them we are going to learn about

CHARACTERISTICS. o Because it’s a fairly large word for kindergarten, have them repeat

it a few times.

Ask the students the following questions:o How many of you have been to the zoo?o What kind of animals did you see?o Did you see any baby animals with their mothers?o Did the babies look like their mothers?

Activity: Place the animal chart at the front of the classroom. Give each student one animal to hold onto. Call on each student and have them come up to the board and place their

animal where it belongs.

o If the student’s match is not up there yet, have them describe some of the characteristics their animal has.

o When the student places their animal next to its match, have them point out the similar characteristics that they share.

Extension: Have the students return to their tables. Make sure each table has 2-3 students. Hand out the memory cards. Directions:

o Flip over two cards.o If there is not a match, the student will turn their cards back over

and the next person will take their turn. o If there is a match with an adult and baby, the student must say the

similar characteristics in order to keep their match.

Conclusion: Book: Read Are you my mother? By Dr. Seuss.

o While reading the book, have the children raise their hands and explain why these animals could not be the mother.

ADDITIONAL IDEA:

Take students on a field trip to the local zoo.

At the Zoo: Have children point out the similar characteristics and actions that the

animals share.o Eyeso Fur/scales/skin/featherso Moutho Noseo Walk

In the Classroom: In the classroom, have students draw a picture of their favorite animal

there as they saw it in the zoo. When they are finished drawing, have them create another animal to be the baby. They must have similar characteristics.

Let’s Learn about Habitats

Allocated Time: 20-30 min.Grade Level: Kindergarten

Anticipatory Set: Class, today we are going to learn about habitats. Repeat, habitats. Does anyone know what a habitat is?

Objective: The learner will identify what a habitat is. The learner will identify what animals live in certain habitats. They will discover habitats of certain animals that live outdoors.

Purpose: Students will learn what a habitat is and which animals live in certain habitats, so they will understand the basic needs that animals as well as humans have to have met in order to survive.

Input and Resources: The teacher will have a laminated card for each student that contains a picture of an animal or another necessary item in a habitat. She will have a story about a bear as well. Students will need to go outside for a while to finish their discovery.

Introductory Activity: The teacher will explain what a habitat is and generate a few ideas about human habitats. She will then ask her students to think of things that they would find in an animal’s habitat.

Content and Lesson Focus: The students will sit on the floor in a circle. The teacher will read a short story that was written by her about a bear and his habitat. Each student will have a card with an object on it. Each time that object is mentioned in the story, the student will hold up their appropriate card. This will help the students engage in the learning, and it will help to keep their attention focused on the story.

Checking For Understanding: After reading the story, the teacher will regenerate questions about habitats to be sure that her students are grasping the concept.

Closing Activity: The teacher will take the students outside to look at habitats. They will look under rocks and leaves and be able to see what animals live in certain areas. They will also be able to answer questions about what the animal might need in order to survive, and possibly say why a certain animal lives in its specific habitat. This will be a hands-on discovery time for the students to learn more about the creation around them.

Lesson Plan IdeaHabitats

Students can create a habitat web of a certain animal. Each item mentioned can go to a different student. They would need a ball of yarn and will eventually create a habitat web that is specific for a certain animal or type of animal.

As a follow-up activity for this lesson, each student can draw a picture of a habitat. It could be a habitat of an animal already discussed, or they could think of a habitat of another animal; maybe one that lives in the ocean, forest, jungle or even a barn.

Life Cycle of a ButterflyLesson Plan

Grade Level: K

Subject(s): Science/Entomology Arts

Time Allocated:30 minutes

Description: The activity is intended to teach the life cycle of a butterfly. Students will

participate in discuss and draw the various stages an insect goes through to become a butterfly.

Standard(s): Benchmark 3 – Describe life cycles of familiar organisms.

o A life cycle is a series of stages through which all living things (organisms) progress.

Objective:Students will…

Sequence the life cycle stages of a butterfly. (egg, caterpillar, chrysalis, butterfly)

Materials: The Very Hungry Caterpillar by Eric Carle See How They Grow BUTTERFLY by Mary Ling 4 stage butterfly worksheet Crayons

Markers

Intro:Before reading the story, ask the children what they already know about butterflies. This will force them to apply their prior knowledge to your lesson.

Activity:Read the book, See How They Grow – Butterfly by Mary Ling. Stop periodically to ask questions to internalize the story. Also make sure to capitalize on the four stages throughout the story.

Have children make the movements of a caterpillar with their hands while you read through the book.

Egg (hand in fist position) Caterpillar (index finger extended, scrunched, extended,…) Chrysalis (index finger inside other hand’s fist, like a hot dog) Butterfly (two hands interlocking and doing flying motion)

When you are done with the book reiterate the four stages of a butterfly. Have them show you the stages with their hands. “Show me stage 3. Show me stage 1.” You should do this quite a few times to make sure all students have gotten it.

Then you will explain how to do the worksheet. Tell your students that they will be going back to their seat. There will be a worksheet on their desk waiting for them. They are to draw the four stages of a butterfly in the correct boxes.

When children have completed the worksheet, have them gather around the reading rug again. Now the children should have a firm grasp on the life cycles of a caterpillar. To close, read The Very Hungry Caterpillar by Eric Carle. Tell students to make the hand motions as you read through the book.

Assessment:Your assessment will be the worksheet. The children should be able to draw the four life cycle stages of a butterfly.

Closure:Ask the students to show you the four life cycle stages of a butterfly with their hands. Encourage them to show their friends and family. Tell them they did a great job today!!

Idea for a follow-up lesson:

Have students draw the four life cycle stages in their journal. Students may label the pictures using invented spelling.

After journal time, take the students through a review of the last couple lessons. You could make the transition by asking, “Where would you find a caterpillar?” After the students describe where you could find a caterpillar, ask them, “What is

that called?” You want to get the students to say “habitat.” Then review “Habitat” Then review “Characteristics” Answer any questions they may have. Make sure students have a good understanding of all three topics before moving

on to the next unit.

1 2

I Started as a tiny egg And now I stay upon the leafUpon a leaf of green. So I will not be seen.

3 4

Soon I’ll build a chrysalis I’ll stay a while and thenUpon a limb up high. come out and be a butterfly.