Grade K CRM 5 Animals TEKS K.9B

Grade K CRM 5 Animals TEKS K.9B

Lesson 4

Animals Have Basic Needs

Essential Questions

• What does it mean to be alive?
• How does our planet support life?
• Where do organisms get their energy?
• How do organisms depend on their environment and their structures to survive?
• What changes do organisms go through in their life cycle?
• Why do organisms resemble their parents?
  

/ Enduring Understandings

• All organisms have basic needs to survive.
• Basic needs can be met through interactions with living and nonliving things.
• Energy is passed from the Sun and soil into plants and from plants into animals, and back into the soil.
• Organisms have inherited parts that help them meet their needs.
• Organisms change over time.

Intended Learning Outcomes
Students will know:

• Organisms have basic needs.
• Animals need air, food, water, and shelter.

Students will be able to:

• Observe and gather evidence to show that organisms have basic needs.
• Observe organisms in their natural environment.

TEKS
K.9: Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:
K.9B Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. / Vocabulary

• basic need / necesidad básica
• breathe / respirar
• drink / beber
• eat / comer
• energy/ energía
• evidence/evidencia
• food / comida
• habitat / hábitat
• living thing/ seres vivo
• nonliving thing/ objetos inerte
• water / agua
• shelter / refugio

Language Objectives:
Use lessons to learn and practice using new vocabulary about animals.
ELPS:
1C-Learning Strategies- Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
5G-Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
College and Career Readiness Standards:
Intellectual curiosity-Engage in scholarly inquiry and dialogue, accept constructive criticism, and revise personal views when valid evidence warrants.
Work Habits-Work independently and collaboratively
21st Century Skills:
Problem Solving-analyze a situation to identify a problem to be solved.
Work habits-Work independently and collaboratively.
Prior Learning:

• Organisms have different characteristics, which help them to survive in their environment.
• Organisms have life cycles.
• Animals have basic needs to stay alive.
• Animals grow and change.
• Adult animals have young.

TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)
Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.
I think…
I observed…
I conclude…

Teacher Management

Estimated Time for Completion: 5 days

Materials:

12 Cups of soil, 2 tablespoons gravel for each cup, grass and bean seeds for each of the cups of soil, marker and tape to mark each cup.

Day 3: Samples of different kinds of animal food for children to observe (e.g. dog, fish, bird, turtle, hamster), hand lenses

Day 4: Supplies for building bird nests—yarn, tissue paper and other paper scraps, toothpicks, craft sticks, leaves, sticks, moss, etc.; liquid glue, cardboard bowls

Advanced Teacher Prep

Plant bean plants and grass seed in the cups of soil so that each group will have 2 plants of each to observe next week Day 1. Plant 6 additional bean plants in cups for next week Day 2.

CRM and Lesson / Preparation / Carry out with prepared plants
CRM 5 Lesson 4 CURRENT / Plant 2 grass and 8 bean seeds
CRM 5 Lesson 5 / Explore with 2 bean seeds and 2 grass seeds to observe. Use 6 bean plants to experiment with basic needs.
CRM 7 Lesson 1 / Ask students to start collecting seeds and put them in a sorting bin. / Set up 3 onion bulbs with students.
Each student plants bean seed.
CRM Lesson 2 / Ask your community to donate fruit with a variety of seeds inside. / Measure personal bean plant.
Draw conclusions from Basic Needs experiment.
Observe seed collection.

Day 1: Scope out places on the school grounds that will provide evidence of animals/animal homes for children to observe.

Day 2: Make final arrangements with the guest expert (vet, trainer, or pet store employee)

Day 3: Prepare 4 types of pet food samples for each small group; applesauce cups, coffee filters or small paper plates work well for holding samples

Day 4: Locate an area, on the school grounds, for children to gather materials to build a nest

Day 5: Field trip preparations

Anchors of Support

Day 1 chart of animals basic needs

Signs in the pretend vet office or pet store with names of animals, tools, jobs, etc.

Safety Considerations

Scope out safe areas of the playground for the children to observe animals on Day 1. Be careful of fire ants! Make sure to review outdoor safety rules, especially not to touch animals or their shelters.

Literary Resources

• Animal Hospital by Judith Walker-Hodge
• A Day in the Life of a Veterinarian by Heather Adamson
• Biscuit Visits the Doctor by Alyssa Satin Cpucilli
• Do Cows Eat Cake by Michael Dahl
• Lunch at the Zoo by Joyce Altman
• What Do You Do When Something Wants to Eat You? By Steve Jenkins
• Where Do I Live? By Kristen Duehl
• DK Readers Animals at Home by David Lock
• Nests: Fifty Nests and the Birds that Built Them by Sharon Beals
• Read A Nest Full of Eggs by Priscilla Belz Jenkins
• Read Urban Roost: Where Birds Nest in the City by Barbara Bash

Technology Resources

iPad Apps: How Do (visuals and sounds for processes, including dog feeding pups and other animal processes)

Birch Aquarium Fish Cam

Animal Planet Bird Cam

Animal Planet Pacific Reef Cam

The Magic School Bus Explores the World of Animals

Toads, Frogs, Pollywogs: the Amphibian Song

Reptile Rap (very outdated but the chorus is catchy):

Treasures Leveled Readers, access through ConnectED

CRM 5 Animal Needs powerpoint in portfolio

Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.

Science Fusion Houghton Mifflin Harcourt (HMH) Resources

Big Book of Science Vocabulary, p. 24

Student Edition, pp. 115-118

Big Book of Science Songs and Rhymes, p. 24

Assessment Guide, p. AG 74

Picture Sorting Cards, 9, 14, 18, 26, 32, 33, 34, 35, 36, 37

Background Information for the Teacher

Timeline of Concepts and Questions

Day / Concept / Question in Child-Friendly Language
1 / Pets are very tame, domesticated animals that provide companionship for people. People provide pets with shelter and food, clean and groom them, and make sure they get exercise.
Animals need food, water, air, and shelter. / What do we think animals need?
¿Qué piensas que los animales necesitan?
Animales necesitan agua, comida, aire y albergue.
2 / Observe animals in their natural habitat using a webcam.
OR:
Plan for a classroom visit from a Veterinarian, Dog Trainer, Zookeeper, Wildlife researcher, or knowledgeable pet store employee / How do people help animals meet their needs? ¿Cómo las personas ayudan a los animales satisfacer sus necesidades?
3 / Different animals eat different types of food. Some animals eat one kind of food while others eat whatever they can find. Some animals eat only plants; animals that eat meat have to look harder for their food. / What kinds of food do animals need? How do animals get their own food in the wild?
¿Qué tipo de alimentos necesitan los animales? ¿Cómo los animales consiguen su propia comida en la naturaleza?
4 / People create shelters for pets and domesticated animals. In the wild, animals build homes such as dams, dens, nests, burrows, and hives. They also find natural spaces to use as homes, such as tree hollows, hollow logs, caves, and corals. / What kinds of shelters do animals need? How do animals make their own shelter in the wild? ¿Qué tipo de albergue necesitan los animales? ¿Cómo construyen sus propias albergues en la naturaleza?
5 / Reserved for Field Trip to the Zoo, Farm, or Nature Center / How do people give animals what they need at the zoo/farm/nature center? ¿Cómo las personas satisfacen las necesidades de los animals en el zoológico/granja?

Animal Homes from Home Science Tools

• The environment in which an animal lives (its habitat) must provide water, food, shelter and air. Its home must also make the animal feel protected from predators, harsh weather, and other threats.
• Animal homes come in a variety of shapes and sizes and can be found from the deepest depths of the ocean to the very top of a mountain. Some animal homes are easy to see, while others are camouflaged to protect them from predators. The structure of an animal's home depends on the type of animal, the environment it lives in, and what it needs to survive. Some homes are for just one animal or for a mother and her babies. Other homes are for a large group of animals to all live together.
• Animal homes serve a variety of purposes. Many animals design their homes to trap heat in and keep the cold out, especially when there are babies living in the home, since baby animals cannot keep themselves warm like their parents can. Nests, dens, and burrows are examples of this type of home.

Types of Animal Homes from Home Science Tools

There are many different types of animal homes. Here are some of the most common ones and the animals that use them.

• Barns and Houses - Domesticated animals are ones that live with humans. You may have a few domesticated animals living with you right now. The most common animals that live in houses are dogs and cats. Some animals that live with humans are too big or too messy to live in a house. Animals like horses, cows, goats, sheep, and pigs can be pets, but they usually live in barns.
• Webs - Spiders spin webs to live in. Webs are also perfect traps for catching insects for spiders to eat.
• Hives - Bees, wasps, and yellow jackets make wax inside their bodies. They use the wax to build homes called hives. These insects like to live together in huge numbers. A hive makes a good home for a whole colony.
• Caves - Lions, tigers, bears, wolves, and bats make their homes in caves. Caves that make good homes are not just found on dry land. Many animals that live in the water, especially eels, like to live in underwater caves. Some fish and sharks like to find an underwater cave to catch a quick nap in.
• Burrows and Holes - Many animals dig into the ground to make their homes. Foxes, rabbits, prairie dogs, worms and ants all live underground. Some underground homes are very simple with just one large hole and a single exit while others are quite complex with many rooms, entrances, and exits.
• Shells - Many animals with soft bodies actually carry their homes with them! These homes are called shells and the hard exterior of the shells help protect the animals inside. Most animals such as snails, crabs, and turtles have "built on" shells. Hermit crabs use old shells from other animals as their homes; they find new shells as they grow.
• Nests - Birds make nests to lay their eggs in. Nests can be built in the branches of a tree or on the ground, and some city birds build their nests in the nooks and crannies of buildings.
• Hollow Logs - Animals that live in the woods, such as bobcats, mink, foxes, otters, skunks, and weasels often like to make their homes in hollow logs.
• Tree Hollows - Squirrels, owls, porcupines, and raccoons all like to make their homes in the hollow (an empty hole in the trunk) of a tree. Black bears also like to live in tree hollows.

Misconceptions

• It is easy for animals to find food.
• Bugs and other creepy-crawlies eat grass.
• All animals have feelings/emotions the same way that people do—e.g. we can make them “happy” or “scared.”

Probing Questions

• What do we think animals need?
• ¿Qué es lo que pensamos que necesitan los animales?
• How do people help animals meet their needs?
• ¿En qué manera las personas le ayudan a los animales?
• What kinds of food do animals need? How do animals get their own food in the wild?
• ¿Qué tipos de alimentación necesitan los animales? ¿Cómo atrapan sus propia alimentación los animales?
• What kinds of shelters do animals need?
• ¿Qué tipos de albergue necesitan los animales?
• How do animals make their own shelter in the wild?
• ¿Cómo construyen los animales sus propios albergues?
• How do people give animals what they need at the zoo/farm/nature center?
• ¿Cómo las personas ayudan satisfacer las necesidades de sus mascotas en los zoológicos/granjas/ centros de naturalezas?

Day 1: Directed Inquiry: What do we think animals need?

Engage (15 minutes)

CHOOSE ONE OF THESE ACTIVITIES

Concept Attainment: (adapted from Teaching For Biliteracy by Karen Beeman and Cheryl Urow)

A backwards design of a word web. Instead of you giving them the topic, you will leave the spot for the topic blank and show them pictures or objects of needs so that they can connect the dots and infer what the topic of study is for today. See the powerpoint “CRM 5 Animal Needs” to provide visuals on three different animals to help lead them to the conclusion that the topic is what animals need. At each slide, ask students ¨What do you see?” and “How does this relate to the other photos?”

OR

This activity is adapted from Home Science Tools: The Gateway to Discovery.

“Over the last few weeks, you have become zoologists and biologists! Last week we did some deep thinking about what makes something living, or non-living. This week we are going to learn even more about what animals need to stay alive. Let’s find out what we think about that. What do you think animals need?” Facilitate a “Gathering Ideas” discussion to find out children’s prior knowledge. Listen carefully for childrens’ misconceptions, and help them make connections to what they already know about classroom or home pets and how people provide what those animals need. Place the animal needs (see cards below) on an anchor chart.

“It sounds like most of us agree that to be happy and healthy, animals need to have food to eat and water to drink. Some of us have also mentioned that animals might need a shelter—a place and space to live—and maybe protection, too. The best way for us to learn more about what animals need, in their natural environment, is to observe them. Today we are going to head outside, and look very carefully for signs of animals living in our schoolyard. We want to be as respectful as possible because outside is the animals’ home, not ours. So if we find a living creature, we can watch it but try not to disturb it, and definitely do not touch it.” Review additional safety rules for outdoor observations.

Explore (20 minutes) and Dual Language Activity 1

Children work in partners and go outside to observe animals, and signs of animals, in their natural habitat. Advise children to:

• Look for homes such as a bird’s nest in tree branches, a spider’s web on bushes, anthills, and any other places they think an animal might be living. (Safety: Please make sure students do not touch, and make sure you do not have any students with insect bite allergies.)
• Without getting too close to the possible home, watch for signs of activity. E.g. Are there birds flying close to the nest or ants walking near the ant hill?
• If you see an animal or insect, watch what it is doing and where it is going. Is it gathering food? Is it making a noise? Is it cleaning itself?
• If you know where an animal keeps its home, look around the area to determine if it’s a good place for the home. Is there food or water nearby? Is there shelter from the sun or rain? Is there enough space? Is it protected from danger?

Children record in their notebooks their observations of animals in their natural habitat that they saw during their observations.