Danielle Haxby
Bio 306-O’Neill
November 15, 2007
Animals and Vertebrates
Animals in Action
Introduction:
Students know that animals move in many different ways, but why is it necessary for the animals to do so? In the activity “Animals in Action” students will learn about the different types of movements that animals make. They will watch a video called Animals in Action and mimic the movements themselves by watching the animals as the movie plays. (pausing may be necessary in order to allow enough time for them to do so). After displaying the different types of movements students will come up with their own explanation of why they think movement is essential to life. A discussion will later be held with the entire class to cover the true reasons why exercise/movement is such an important way animals and humans stay healthy.
Materials:
Animals in Action video
Crayons, markers, or colored pencils
Construction Paper
Black felt tip markers (optional)
Procedure:
1. Discuss as a group the many ways in which animals move.
2. Have the children watch the video Animals in Action. Instruct them to follow along with the animal movements in the video, paying close attention to why particular animals move in certain ways. Allow enough time for the children to mimic the movements made in the video (for exercise and fun). (Examples of the types of movements seen in the video would be standing on one leg, hopping around, or crawling on the ground, etc…).
3. Explain to the students that all types of movement are examples of physical activity. Have the children guess why certain animals move in specific ways. Make sure to point out the animal’s environment in which it lives and its main source of food.
4. Ask the students how the movements felt as they were trying to mimic the animals. Have them describe the ways in which the animals moved, what movements they found to be the hardest, and what movements closely mimicked human activity?
5. Explain the important role that movement plays in our lives (ex-keeping our bodies healthy). How do the students feel when they do not get very much movement during the day? Discuss how they think the animals feel when that happens to them. Explain that movement is a huge part of an animal’s livelihood and that most animals have to move around a lot and work very hard to survive.
6. Give students all of the tools need (drawing materials and paper) to create a picture of their favorite animal doing its most characteristic activity. Have them write a word or a sentence under the picture that they feel describes the animal best.
7. For closure have the students put their drawings up on the walls around the room.
8. Make sure to reiterate and emphasize all of the important factors that movement plays in animal lives and in human lives too.
Discussion Questions:
1. How do animals get their food?
2. Why do you think animals have different ways in which they move?
Extension Idea:
The “Animals in Action” activity could be extended into another activity by allowing the students to browse through the book National Geographic Encyclopedia of Animals. The book is a guide that helps make learning about the different types of animals’ fun. It is a reference to more than 1,000 animals. Give the students a chance to look through the National Geographic Encyclopedia of Animals book and tell them to choose one animal that looks the most interesting to them. Allow the students to go home and research their chosen animal. Give them one week to create a poster containing pictures and text that explains the animal of their choice. On the due date have each of the students stand up and talk (~3-5minutes) to the class about their animal. They should tell the other students why they chose that particular animal and what its most unique feature is.
Extension Idea Discussion Questions:
1. What was your favorite part of this activity?
2. Which fact about the animal you chose was the most interesting to you and why?
Science Standards:
Lesson:
Science Content Standards
Life Sciences: Grade 1
2a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places
Investigation and Experimentation: Grade 1
4a. Draw pictures that portray some features of the thing being described.
Extension Idea:
Science Content Standards
Investigation and Experimentation: Grade 1
4b. Record observations and data with pictures, numbers, or written statements.
Works Cited
Discovery Education. Discovery Education. 2007. 14 November 2007 <http://school.discoveryeducation.com/lessonplans/programs/animalsInAction/>.