Title: Measuring Animal Sizes (And Relative Sizes in Our Animal Environment)

Title: Measuring Animal Sizes (and relative sizes in our animal environment)

Grade Focus: 3, 4, 5

Subject: Math, Science

Technology Integration: Discovering the Internet

Recommended Time to Completion: Two-Three 45-minute class periods

INTRODUCTION: This lesson is based on the book, Actual Size, by Steve Jenkins, which depicts 18 animals and insects, or a part of their body, in actual size. For example, one illustration compares an atlas moth with a 12-inch wingspan to a dwarf goby fish, which is 1/3-inch long. Students will research the average weight and height of animals to create an animal display showing relative animal sizes and animal averages and their natural habitat.

PREREQUISITE EXPERIENCE:

This lesson has students interacting with weights and measures, providing the experience necessary for the development of a “sense” of an ounce, pound or kilogram. This internal benchmark is what makes estimation and determining reasonable responses possible. In terms of computer skills, the students should be able to explore web sites using basic functions, such as clicking hyperlinks, using the back button, and closing windows. If children do not have experience with these skills, they can be reviewed prior to the lesson. As a resource, use:

Discovering the Internet,

TEACHER PREP TIME: 1-2 Hours

Age-level appropriate books that showcase animal’s physical sizes, descriptions and habitats(see suggestions in Materials below).

Review these training videos from Nortel:

Discovering the Internet,

MATERIALS:

The picture book, Actual Size by Steve Jenkins, copyright2004, ISBN 0-618-37594-5. Pull from the school library or purchase to ensure availability.
Two-liter bottles, milk jugs, other plastic bottles
Excel Software Program
Internet access for animal research (check to see that you have parent permission forms for the use of the Internet.)
Measuring scale

Tip: Kitchen scales are great for this. Try to get one that will measure up to 2 pounds. It has to be able to fit your plastic bottles.

Art supplies (construction paper, colored pencils or paint, markers, etc

PROJECT:

Students will work in groups to research animals and their natural habitats. They will explore kid friendly web sites and will choose an animal to recreate based upon actual data found. Using their creation, they will build a display that showcases the animal in their natural habitat.

ASSESSMENT/GRADING:

Students will be assessed based upon a rubric offered in the Evaluation section of the lesson.

TIME MANAGEMENT TIP:

Students will work in groups to expedite the creating process. Also, some parts of this project can be completed during the science portion of the day.

Engage

Have you ever looked a giant squid in the eye? Have you ever shaken hands with a gorilla or been face to face with a tiger? Today, you will be reading the book Actual Size, by Steve Jenkins, in class. All of the animals in this book are shown at actual size, so you can see how you measure up to creatures both large and small.

Then, your job will be to choose an animal to research. You and your group will “bring to life” your chosen animal. You will find out the average weight and height of the animal to recreate that animal using any resource you can find. You will also create a display to showcase your animal. The display will need to resemble your animal’s natural habitat.

Explore

You will be divided into groups of 3-4 students.
Each group will be assigned a Home Research Stations, the area of the classroom that will be your base your scientific investigation.
As we explore and investigate, you are reminded to use your usual class changing voices and movements so as not to disturb the other scientists studying their animals and the “animals” they are studying—just like actual researchers do in animal environments.

Brainstorm a list of different environments where animals live; deserts, rainforest, frozen tundra, deciduous forest, rivers, oceans, lakes, prairies, wetlands, etc. Using the Animal Research Assignment Guide, brainstorm the types of animals that live in these areas. Choose one animal from your list that you would like to learn more about.

Once your team has chosen the environment and animal, use resources to find interesting information about the animal.

This training video will help you get started in your search.

Discovering the Internet,

Tip:It is also important that you identify materials that you use completely in your work. This is called “making a citation” of someone else’s work. The format that is typically used is as follows:

Last Name, First Name of Author (if known). “Title of work/article/page.” Title of Complete Document (if applicable). Date last modified. URL (date visited).

Animal Research Assignment Guide

Directions:

√With your team, decide what environment you want to research.

√Brainstorm the animals that live in the environment.

√Each team member needs to choose an animal.

√Fill out the bottom part of this sheet and turn it in to your teacher.

Your environment: ______

Brainstorm: List as many animals that you can think of that live in that environment.

Team MemberAnimal

______

Explain

What kind of animal are you researching? Is it a mammal, bird, amphibian, insect, or fish? Try using the Yahooligans web site and find your animal. Remember, you are looking for information about the size and weight of the animals, as well as interesting information.

At the end of the day’s session, share one interesting fact about the animal your group is researching. Don’t tell the name of the animal, just the fact. Your classmates will try to guess the animal.

Now that you have the facts about your animal, you need to organize your information into paragraphs.

First, think about how all these facts are related. For example, you might say that, “Armadillos are a hardy desert animal,” or “Armadillos are an awesome desert animal.”

Now, write that in a sentence at the top of your paper. Continue writing at least five interesting facts and your facts about size and weight.

Now, because your facts may not be in order, you will to need organize your sentences. Take a pair of scissors and cut the facts apart into seven strips. As a group, decide the order the sentences need to go in.

Tape the strips down in the order that you want them.

Use an opinion statement as the concluding sentence.

Using a word processing program such as Microsoft Word, type your group’s paragraph and print. You may add pictures to enhance your paper.

Elaborate

Create your animal. You will use bottles to illustrate the actual weight of your chosen animal.

Use the scale to add enough water to a plastic container to weigh the same amount as your researched animal. When you are done, take a marker to write the name of animal and the weight on the bottle.

Tip: Hot glue the lids closed on the bottles to lesson the chance the water will open on while on display.

Once you have created your weighted bottles, your group will then use the art supplies and try to design your animal. Does your animal have fur? Does your animal have sharp claws? Try to find things in your environment to recreate your animal the best you can.

When you have finished designing your animal, recreate the animal’s habitat using supplies in your classroom. You might draw the landscape onto butcher paper and add details surrounding your animal. Use your imagination and see what you can do.

Choose one group member to present your group’s animal to the class. Once your group member is prepared, the rest of the class will walk from habitat to habitat exploring the animals. The chosen group member will present their groups findings when the class is viewing your display.

Evaluate

Name: ______Date:______

4= Outstanding, consistently above expectations

3= Great, consistently at expectations

2= Fair, not consistently meeting expectations

1= Poor, consistently not meeting expectations

4 / 3 / 2 / 1
Research:
identified facts, wrote in sentences
Writing:
paragraph form, into & conclusion sentences, grade level expectations
Measuring:
accurate use of scales
Technology:
use of graphing program,
Presentation:
Neat, clear, followed directions, etc.

Extend

Consider these ideas for extending the activity.

Take digital photos of the “animals”. Compare your created animals to photos of the actual animal in PowerPoint slides. Add more information to the PowerPoint slide show to share with others.

Ask your principal if you can display the environments around the school -- perhaps in the main office or in public spaces around the building. Print out your paragraphs and display next to your habitat so others can read.

Invite other classes to your room for a “Museum Visit.” Your group will stand next to your display and answer questions about your animal.

Related Resources

Suggested Books:

Squirrels All Year Long by Melvin Berger

Where Do The Animals Live? by Melvin Berger

What’s Inside Animal Homes? by Dorling Kindersley

Hidden Animals by Stephen Moline

Seeds Get Around by Nancy White

Who Lives Here? by Rozanne Lanczak