Unit Overview

Science, Understanding Life Systems: Growth and Changes in Animals

This Unit is based on the grade 2 science curriculum unit of Growth and Changes in Animals. Growth and Changes in Animals focuses on investigating the distinct characteristics of animals related to appearance, behaviour, growth, and change. This topic provides opportunities for students to observe live animals. Caring for them in the classroom, even for short periods of time helps students to understand their needs and characteristics. It also helps foster concern and respect for living things. This unit has many cross curricular opportunities with mathematics, language arts, and visual arts. Students will learn about different types of animals and how they adapt to stay alive. We will learn about camouflage, migration, hibernation, and metamorphosis, and discuss what animals use these strategies and how this helps them survive. We will also use this opportunity to care for a class caterpillar and observe it as it changes into a butterfly. In math students will learn about categorizing animals, and how to plot their findings on bar graphs and other simple graphs. We will carry the animal theme through in our study of patterning and data collection. There will be ample opportunity to tie in language arts in both written and oral form as well. In art class we will make artistic interpretations of camouflage, and for our final assignment we will create a diorama of an animal habitat. We will also learn songs about wild animals and do dramatic representations of some of the related stories we will read.

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Annotated Bibliography

1. Goose’s Story. Best, Cari. Illustrated by Holly Meade. MacMillan Publishers, 2002. London.

This is a fictional story about a young girl who often watches the geese who live in her backyard. One day she notices one goose whose foot seems to be broken. The next day the goose’s leg is gone, and none of the other geese will take care of it. Her parents tell her not to feed the goose because the goose needs to learn how to survive with his injury. When the geese migrate south for the winter, the girl worries about who will take care of the goose. When spring comes, the goose returns with a male goose and her own ducklings.

Rationale: I chose to include this story in my unit because it incorporates many aspects of the theme. It is an easy read story, suitable for read aloud time, and encourages thought provoking discussion from the students. It helps to explain the idea of migration, but what I like most about the story is the fact that the goose has an injury. I will talk to the students about whether it is a good or a bad thing that the parents don’t want her to feed the goose, and why. I hope to make them understand why the parents believed the goose needed to learn how to cope with her injury on her own instead of learning to rely on the girl for food.

2. The Very Hungry Caterpillar. Carle, Eric. World Publishing Company, 1969. New York.

This is a world famous fictional story of a caterpillar, who gets hungry and eats everything in sight. As he eats he grows bigger, but also more and more tired. Eventually he wraps himself up in a cocoon and comes out as a beautiful butterfly.

Rationale: I chose this book because it is a very simple introduction to the idea of metamorphosis. The illustrations are colourful and beautiful, the pictures make it very easy for students to follow along and even read themselves. The use of numbers to describe how much of each food the caterpillar ate will lend itself very nicely to math lessons, using food to represent numbers in the same way that Carle does. Alternatively, because the book is about butterflies we have lots of opportunities to create meaningful art projects surrounding butterflies. We could even use tissue paper to create a butterfly using the same techniques that Carle does for his illustrations.

3. Where in the Wild?: Camouflaged Creatures Concealed and Revealed. Schwarts, David and Yael, Schy. Photographed by Dwight Kuhn. Random house publishers, 2011, London UK.

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This is a non-fiction book that is made up of full page photographs of animals that blend in to camouflaged backgrounds. Each picture is accompanied by a short poem that gives clues as to what the animal is, and where it can be found. Also, each picture has a liftable flap that provides a full page of interesting facts about the animal and how it’s ability to camouflage benefits it.

Rationale: I chose this book because it is a non-fiction book, and it won many awards in 2008 for its ability to tie into primary science curriculum. I love that it uses poems to help students guess the animal, and that finding the animal in the picture makes it almost a game for students. I also like that not only does the book provide lots of facts about the animal, but that you need to lift a flap to get the information. This is yet another hands on feature of the book for tactile learners. It also does a great job of explaining in simple terms how camouflage helps animals either hunt or protect themselves from prey.

4. Once There Was A Tadpole. Anderson, Judith. Illustrated by Mike Gordon. Barron’s Educational Series Inc., 2010. Hauppage New York.

This is a story of children who go exploring in the garden on a spring day. In the pond they discover a batch of frog eggs, with no mother frog. The take home some of the eggs and put them into their fish tank. As they take care of them, they see the eggs develop into tadpoles, and eventually into frogs. When the tadpoles turn into frogs, the children decide it is only fair to the frogs to return them back to the pond so they can lay more eggs, and the cycle can begin again.

This is another non-fiction book that reads like a fiction book. The pictures are bright and colorful, and it tells about the lifecycle of a frog in the form of a story. This book also does a great job of making students aware of how their actions affect the earth and the animals that live on it. It also comes with notes for teachers that suggest activities and websites that can lead to entire lessons that tie the story into our curriculum.

5. A Butterfly is Patient. Hutts Aston, Diana. Illustrated by Sylvia Long. Chronicle Books, 2011. San Francisco.

This book is all about butterflies. It goes into great detail about a number of different species of butterflies, their habits, colouring, and where in the world they are located. Each page is dedicated to its own special

I chose this nonfiction book for a variety of reasons. It is beautifully illustrated with pictures of all the different types of butterflies. I think students will really enjoy reading the book and looking at the different pictures. I also chose the book because it discusses all three of the ideas we are focusing on in this unit-migration, camouflage, and metamorphosis. Since butterflies perform all three of these actions, it is a great way for students to make connections. They can

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also compare how a butterfly migrates as opposed to a bird. Similarly, they can compare the metamorphosis process to that of a tadpole, and the camouflage to that of a crab or a frog. It would also be great as part of an interest center if students like butterflies, because they will be drawn to it.

6. The Magic School Bus Butterfly and the Bog Beast: A Book About Butterfly Camouflage. Krulik, Nacy and Cole, Joanna. Illustrated by Del and Dana Thompson. San Val Inc. Publishers, 1996.

This is an exciting fiction book from the popular series “Magic School Bus”. The students at Mrs. Frizzle’s school think that butterflies are “wimpy and boring”. To prove otherwise, Mrs. Frizzle takes the children on a school trip to a bog full of butterflies. She teaches them about all different types of butterflies, and how clever and interesting they are. When the children see how butterflies are able to camouflage themselves to protect them from prey (some butterfly wings look like owl eyes), they immediately change their minds and decide that butterflies really are cool.

Rationale: I chose this book because it is a fun and interesting book that would be perfect for read aloud time. Everyone knows the Magic School Bus, and Mrs. Frizzle always teaches children such interesting material about things that they may not have been previously interested in. I also feel like it is important to include because we have books in the unit that talk about butterflies in regards to metamorphosis and migration, but this shows that they are also capable of camouflage.

7. Great Migrations: Amazing Animal Journeys (National Geographic Readers Series. Marsh, Laura. National Geographic Society, 2010. Washington.

This is a non-fiction book that I decided to include for more advanced readers in my class. It has full page pictures, and easy to understand information about the migration of zebras, crabs, and walruses. It is still suitable for the rest of the class, because it is geared toward young readers and the colour pictures will pique their interest to learn more about each animal. It could also provide opportunities for more advanced readers to share what they learn with other students. This book is part of a larger series that includes information on the migration patterns of butterflies, geese, crabs, and more. It also talks about natural factors that are affecting the populations of these animals to get students thinking about what they can do to protect endangered animals. Finally, I chose it because it has a very simple glossary and index in the back that can be very helpful in teaching students how to use such literary tools.

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Brainstorming

Unit: Growth and Changes in Animals

This Unit is based on the grade 2 science curriculum unit of Growth and Changes in Animals. Growth and Changes in Animals focuses on investigating the distinct characteristics of animals related to appearance, behaviour, growth, and change. This topic provides opportunities for students to observe live animals. Caring for them in the classroom, even for short periods of time helps students to understand their needs and characteristics. It also helps foster concern and respect for living things. This unit has many cross curricular opportunities.

Math: Number sense and numeration, measurement, geometry and spatial sense, as well as patterning and algebra.

Language: Oral communication, reading, writing

The Arts: Visual art, music

Science:

2.4 Observe and compare changes in the appearance and activity of animals as they go through a complete life cycle.

2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment using various methods.

3.2 describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment

Activities: (this activity is cross curricular with math) Classify different animals according to physical characteristics and plot them on a graph.

-classify different animals based on their habits and survival skills

-students will talk about how humans affect animals, and what we can do to preserve animal habitats.

-students will choose an animal and research them in depth (using non-fiction books in class as well as the internet). They will put together a small report (in graphic organizer form)

-We will spend time learning about metamorphosis, camouflage, and migration in depth.

-Students will take turns caring for our class caterpillar and as a class we will document what it eats, and any changes we see it going through. This will also allow students to foster a sense of concern for the animal and understand how our actions affect it. Eventually, we will release it on the playground.

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Math

Number sense and numeration:

Represent and explain through investigation using concrete materials and drawings, multiplication as the combining of equal groups (eg. 3 groups of 2 is equal to 2+2+2, and 3x2)

Measurement: choose benchmarks to help students perform measurement tasks.

Geometry and spatial sense: compose and describe pictures, designs, and patterns by combining two-dimensional shapes (e.g.,“I made a picture of a flower from one hexagon and six equilateral triangles.”)

Patterning and Algebra: identify and Create growing and shrinking patterns.

Activities: teacher provides multiple types of small toy bugs. Students can visit the center and practice addition and multiplication using the bugs as counters.

-using the bugs, students can measure each one, and compare the size to other objects. For example, if the lady bug in 4 centimetres tall, and a pencil is 20 centimetres tall, students will infer that a pencil is about the same size as 5 bugs.

-Students can use the toy bugs to create different patterns, and identify each other’s patterns. (example ladybug, ladybug, bee, ladybug, ladybug, bee)

-This activity incorporates visual art as well: students use geometric shapes to decorate butterfly wings that will be displayed on the wall.

The Arts

Music: C1.3 create simple compositions for a specific purpose and a familiar audience (e.g., create accompaniments for songs, stories, or poems; create a simple song using the notes “mi”, “so”, and “la”, or the notes of a pentatonic scale)

Activities: Students can make up short songs about different types of animals.

-As a group, we will practice different songs about animals, and make up hand actions to incorporate.

Visual Arts:

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D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D4. Use a variety of materials, tools, and techniques to respond to design challenges (ie. sculpture: make insect shapes and habitat features, using wood, twigs, raffia, corn husks, and other natural materials, to explore science concepts)

Activities: Above mentioned activity where students use geometric shapes to fill in butterfly wings

-Students use their imaginations to illustrate the metamorphosis process of different animals in comic form (ie. Tadpole, caterpillar etc.)

-students create camouflage art. Using different materials create a background and incorporate an animal “blending in” to the scene.

Language Arts:

reading/oral communication: 1.4 Demonstrate an understanding of the information and ideas in oral texts by restating the information including the main idea and several interesting details.

2.4 choose a variety of appropriate words and phrases to communicate their meaning accurately (in this case scientific words like camouflage, migration and metamorphosis)

Writing: 1.4 sort ideas and information for their writing in a variety of ways, with support and direction, ie. Graphic organizers

2.1 write short texts using several simple forms,

Activities: Students read a variety of the books included in the bibliography from module 2.

-I will provide a variety of graphic organizers so students can explore the texts in different ways

-Students will write short stories about the animal of their choice, and illustrate it.

-Students will write and illustrate the steps in the transformation from tadpole to frog and caterpillar to butterfly.

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Growth and Changes in Animals – Grade 2 Teacher: Elyse Frisina

Date: December 2013 Title of the mini Lesson: camouflage

Curriculum Area: science Unit of Study: growth and changes in animals

Specific Curriculum Expectations:

2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment using various methods.

3.2 describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment

2.4 choose a variety of appropriate words and phrases to communicate their meaning accurately (in this case scientific words like camouflage, adapt, survive)

Overall Curriculum Expectations:

2. investigate similarities and differences in the characteristics of various animals

3. demonstrate an understanding that animals grow and change and have distinct characteristics.

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Intro: I will show a picture (link attached) of a snake camouflaged in leaves. Students will not be able to tell right away what it is. I will ask students to make observations and inferences about what they might be looking at.

Some possible observations/inferences are:

Observations: shades of brown, many different shapes, different textures, some patterns, busy, complicated

Inferences: leaves, fall, on the ground, crunchy, big pile, different layers, tree branch, tube like, in a forest

Based on this discussion, I will ask students what they think they are looking at. Once it is established that it is a snake, we will discuss how the snake is able to blend in to its surroundings, the idea of adaptations and camouflage, and what animals use this strategy to protect themselves. The main things I want students to understand are that the snake is using its camouflage, which helps it to survive. Camouflage helps animals stay hidden in the wild and will also help them hunt for food.

Cementing Learning: I will show the youtube video “Hidden Animals” and see if students can spot the different animals hiding in their surroundings.

http://www.youtube.com/watch?v=m51teChLnmE

Assessment: This lesson will be assessed orally during the group discussion. As we are discussing what camouflage is and what animals use this strategy, I will ask follow up questions to students. I will assess their understanding and their appropriate use of language. I will also watch students as they watch the video on camouflage to see if they are actively looking for the hidden animals.

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Growth and Changes in Animals – Grade 2 Teacher: Elyse Frisina

Date: December 2013 Title of the Lesson: Classifying Animals

Curriculum Area: Math Unit of Study: growth and changes in animals

Specific Curriculum Expectations:

Collection and organization of data:

– demonstrate an ability to organize objectsinto categories, by sorting and classifyingobjects using two attributes simultaneously(e.g., sort attribute blocks by colour andshape at the same time);

-collect and organize primary data and display the data using concrete graphs with appropriate labels and titles and labels ordered appropriately along horizontal axes.

Data Relationships:

-read primary data presented in concrete graphs and other graphic organizers and describe the data using mathematical language.

-pose and answer questions about class generated data in concrete graphs.

Overall Curriculum Expectations:

-collect and organize categorical or discrete primary data and display the data, using tallycharts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed;

-read and describe primary data presented in tally charts, concrete graphs, pictographs, lineplots, simple bar graphs, and other graphic organizers;

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Intro: We will start by talking about the different adaptations we are studying (hibernation, migration, camouflage, metamorphosis). I will provide a list of animals, and students must classify them as a team according to their adaptation.

Body: We will plot a graph on the board titled: Animal Adaptations. This graph will serve as an anchor chart for the graph they will be doing. I will take care to explain the use of axes and labels, and make notes of them on the chart.

The horizontal axis will be labeled “adaptation”, and have the four categories. We will draw a bar graph as a class to represent how many animals we have thought of that fall under each category. Once the graph is done, I will ask follow up questions to elicit answers in correct mathematical language. Some examples of questions:

-Which adaptation has the most animals?-Do more animals hibernate, or migrate?-Why do you think so many animals in Canada migrate or hibernate?

Cementing Knowledge:Students will be broken up into table groups (4 students). They will choose a simple topic and conduct a survey within their group (ie. Favourite animal). They will work as a group to create a bar graph to represent this data, taking care to ensure it is properly labelled. Students will then show their graph to the class, and explain their findings using correct mathematical language.

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Assessment:Students will be assessed orally during class group time. When I ask follow up questions I will keep an eye on which students volunteer information, and use correct language when answering. Group work will be assessed according to how well the students worked as a group and followed the anchor chart. Correct use of labelling, axes, and titles will be assessed as well. Furthermore, students will be assessed when they present their findings to the class. The will be assessed once again on their use of language and accuracy of their representations, as well as their ability to answer questions posed by myself and the students.

Level 1-did not follow the expectations, labels were not used correctly, improper or no use of mathematical language.Level 2- Followed expectations somewhat, labels used with few mistakes, some use of mathematical language.Level 3- Followed expectations, labels used correctly, proper use of mathematical language.Level 4- Went above and beyond expectations, labels used correctly, extensive use of mathematical language.

Materials: Chart paper, markers, rulers

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Research Assignment:

Students will choose an animal that interests them, and adapts in some way. They will be provided with all of the books in the classroom as well as the school library and be encouraged to research with their parents at home to learn as much as they can about the animal. Each student will be given a copy of the research handout, and class time will be allocated to completing research and filling out the assignment sheet. Once the research has been completed and edited by the teacher, students will complete a good copy booklet about their animal.

Over the course of the unit, students will be asked to bring in a show box for our final assignment. In the last week of the unit, I will send a note home to the parents about what we will be using the shoeboxes for. We will be creating dioramas of our animal in its habitat. Parents will be encouraged to send in any materials that could be used in our dioramas, and welcomed to come in and help us out when we create them. I will provide a variety of craft materials to create the habitat, and we will use different colours of modeling clay to create the animal. Animal habitats should be represented accurately, and the animal should be identifiable and realistic.

When we have all finished our research assignments and dioramas, they will be displayed in the classroom, and parents, faculty and other students will be invited into our class to see our final projects and learn about our animals. Students will also give an oral presentation to the class, explaining their chosen animal and habitat, and answering student questions.

*Below is a copy of the research assignment that will be handed out to students as well as the assessment for the research project, the assessment for the habitat, and the assessment for the oral presentation.

Name:_______________

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ANIMAL RESEARCH PROJECT

Name of animal:________________

Class of animal:_________________

1. Habitat (where does the animal live?) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Physical Characteristics (what does the animal look like?)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Behavioral Characteristics (What does the animal do?)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Adaptations (special features that help the animal survive)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________

5. Interesting Facts

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Bibliography

Book Title:_____________________________________________________

Author:________________________________________________________

Illustrator:_____________________________________________________

Publisher:______________________________________________________

Year:_____________________

Type of Writing: Fiction Non Fiction

Name:________________________ Achievement Level:________________

Animal Research Project

Knowledge/Understanding:

-demonstrates knowledge (facts, terminology, concepts) of animal with limited/some/considerable/a high degree of success

Thinking/Investigation:

-Uses processing skills and strategies (recording and gathering data) with limited/some/considerable/ a high degree of effectiveness

Communication:

-expresses and organizes ideas and information with limited/some/considerable/a high degree of success-uses conventions, vocabulary, and terminology with limited/some/considerable/a high degree of effectiveness

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Application:

-transfers knowledge and kills (uses their own words) with limited/some/considerable/a high degree of success

NEXT STEPS/COMMENTS

-Is encouraged to complete assignments to the best of their ability-is encouraged to use science terms/vocabulary-is encouraged to seek clarification when needed-is encouraged to double check rough copy for corrections/spelling accuracy-is encouraged to review concepts covered this term

Name:____________________ Achievement Level:_____________________

Animal Habitat Diorama

Knowledge/Understanding:

-demonstrates understanding of procedures for making diorama with limited/some/considerable/a high degree of effectiveness

Thinking:

-demonstrates critical/creative thinking processes (design process, problem solving, elaboration) with limited/some/considerable/a high degree of effectiveness

Communication:

-demonstrates expression and organization of ideas and understandings with limited/some/considerable/a high degree of effectiveness

Application:

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-transfers knowledge and skills to new contexts with limited/some/considerable/a high degree of effectiveness

Comments/Next Steps:

-refer to success criteria-follow instructions-make a plan to stay organized-neatness-refer to written project for details/accuracy-is it realistic?-try your best-include more detail-cover shoebox (habitat) entirely

Name:__________________________ Achievement Level:_________________

Oral Presentation: Animal Research Project

Knowledge/Understanding:

-demonstrates understanding of the animal by restating information and including several interesting details with limited/some/considerable/a high degree of effectiveness

Thinking:

-demonstrates appropriate speaking behavior (when to speak, what to say) with limited/some/considerable/a high degree of effectiveness

Communication:

-demonstrates clarity, coherence, uses appropriate language, and communicates meaning to engage the audience with limited/some/considerable/a high degree of success

Application:

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- demonstrates transfer of skills by accurately and completely answering questions posed by classmates with limited/some/considerable/a high degree of effectiveness- demonstrates appropriate listening behaviour and uses active listening skills with limited/some/considerable/a high degree of success

Comments/Next Steps:

-make eye contact with audience-speak clearly and loud enough for all of the audience to hear-add more detail-answer questions in complete sentences-give accurate details-listen intently to all presentations

Culminating Celebration:

After we read The Very Hungry Caterpillar, and learn all about adaptations such as metamorphosis, we will create a habitat for a class caterpillar . We will research as a class what it needs to survive, what it eats etc. Students will take turns feeding it and making sure it has all the necessities. We will learn about each stage of the caterpillars lifecycle and keep a class journal of its changes and progress. Once the caterpillar forms a cocoon and eventually emerges as a butterfly, we will set it free outside. We will use this opportunity to discuss the impact humans have on living things, and foster a sense of responsibility in the students.

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Key Resources

Books

1.Goose’s Story. Best, Cari. Illustrated by Holly Meade. MacMillan Publishers, 2002. London.

2. The Very Hungry Caterpillar. Carle, Eric. World Publishing Company, 1969. New York.

3. Where in the Wild?: Camouflaged Creatures Concealed and Revealed. Schwarts, David and Yael, Schy. Photographed by Dwight Kuhn. Random house publishers, 2011, London UK.

4. Once There Was A Tadpole. Anderson, Judith. Illustrated by Mike Gordon. Barron’s Educational Series Inc., 2010. Hauppage New York.

5. A Butterfly is Patient. Hutts Aston, Diana. Illustrated by Sylvia Long. Chronicle Books, 2011. San Francisco.

6. The Magic School Bus Butterfly and the Bog Beast: A Book About Butterfly Camouflage. Krulik, Nacy and Cole, Joanna. Illustrated by Del and Dana Thompson. San Val Inc. Publishers, 1996.

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7. Great Migrations: Amazing Animal Journeys (National Geographic Readers Series. Marsh, Laura. National Geographic Society, 2010. Washington.

Videos

1.Galle, Richard. (2009) Hidden Animals. Retrieved December 2 from

http://www.youtube.com/watch?v=m51teChLnmE

2. M. Davidson Hibernation and Migration. Retrieved on December 2 from

http://www.youtube.com/watch?v=ctvdV_BCv98

Internet Sites

1.http://kids.nationalgeographic.com/kids/animals/

2.http://www.canadiangeographic.ca/kids/animal-facts/animals.asp

3. How to make a habitat for a Caterpillar. Retrieved on December 2 from

http://www.wikihow.com/Make-a-Habitat-for-a-Caterpillar

4. Taking Care of Caterpillars. Retrieved on December 2 from

http://www.keepinginsects.com/butterfly/care/

5.Animal Adaptations. Retrieved on December 2 from

http://www.ecokids.ca/PUB/eco_info/topics/climate/adaptations/index.cfm

Pictures

Animal Camouflage gallery. Retrieved on December 2 from http://kids.nationalgeographic.com/kids/photos/gallery/animal-camouflage/

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