Critter Catalog-Creating a Field Guide to Minnesota Animals
Initial Publication Date: August 3, 2009
Summary
By using communication skills, research skills, thinking skills, and observations, the students will work together to create a field guide to Minnesota Animals. The pages of information collected will be put together in a book form. The children can use this tool to recognize an animal by it's tracks or other characteristics that distinguish this animal from others (i.e. how it adapts to changes in the seasons, what it eats, where it lives).
CollapseLearning Goals
Learning Goals-
1. The students will compare differences and similarities between animals in the area in which they live.
2. The students will communicate orally facts that they have learned (comprehension) from non-fiction text related to the animals we are learning about.
Key Concepts-
1. Animals adapt in different ways to survive changes in the seasons.
2. Some animals eat meat. Some animals eat plants. Some eat both.
3. Scientists use their senses to learn about animals.
Vocabulary Words-
1. Hibernation, Migration
2. Predator, Prey
3. Carnivore, Herbivore, Omnivore
4. Habitat
1. The students will compare differences and similarities between animals in the area in which they live.
2. The students will communicate orally facts that they have learned (comprehension) from non-fiction text related to the animals we are learning about.
Key Concepts-
1. Animals adapt in different ways to survive changes in the seasons.
2. Some animals eat meat. Some animals eat plants. Some eat both.
3. Scientists use their senses to learn about animals.
Vocabulary Words-
1. Hibernation, Migration
2. Predator, Prey
3. Carnivore, Herbivore, Omnivore
4. Habitat
Context for Use
This activity was planned for kindergarten aged children, however it could be easily adapted for older students. It is set up to be done in large group settings as well as small groups. Large group settings would include the class read alouds, discussions, videos, or guest speakers. Small group would include finishing the field guide page. While each student will work on this individually, it may be helpful during the first couple of sheets to have an adult at the station to help them understand how to fill in the page. After the first few, the children should be familiar enough with the format to complete on their own.
Description and Teaching Materials
Step 1-Choose an animal to learn about (read non-fiction books, have students share background knowledge, invite in experts, use technology such as videos, experiments as appropriate).
Step 2-Create a class list of facts that they have learned about that animal. Teacher will type in the facts that the children have collected on the field guide sheet prior to passing it out to students to complete (older students may be able to write in facts themselves).
Step 3-Pass out field guide sheet to the students. The students will work in small groups to complete the rest of the sheet. The field guide sheet allow for the children to use both drawing and writing to tell what they know about their animal. They will also circle correct responses regarding the animal. (See attached field guide sheet). Depending upon the student, this may take more than one session to complete.
Step 4-Each student should have a folder for keeping their sheets in when finished. This will help for organizing into a book at the end of the unit. This will also be a place for work in progress.
Step 5-At the end of the unit, the students will organize their field guide by animals that hibernate, migrate, hunt or search for food, or store food. The pages will be bound together in book form for the students to use a tool. Field Guide to Minnesota Animals ( 188kB Aug3 09)
Step 2-Create a class list of facts that they have learned about that animal. Teacher will type in the facts that the children have collected on the field guide sheet prior to passing it out to students to complete (older students may be able to write in facts themselves).
Step 3-Pass out field guide sheet to the students. The students will work in small groups to complete the rest of the sheet. The field guide sheet allow for the children to use both drawing and writing to tell what they know about their animal. They will also circle correct responses regarding the animal. (See attached field guide sheet). Depending upon the student, this may take more than one session to complete.
Step 4-Each student should have a folder for keeping their sheets in when finished. This will help for organizing into a book at the end of the unit. This will also be a place for work in progress.
Step 5-At the end of the unit, the students will organize their field guide by animals that hibernate, migrate, hunt or search for food, or store food. The pages will be bound together in book form for the students to use a tool. Field Guide to Minnesota Animals ( 188kB Aug3 09)
Teaching Notes and Tips
In the past, we learned about the animals and then created a class list of important or fun facts to know about the animal. The children would color a sheet of that animal. These were put together, but were really not a useful tool for the students. I wanted something that would be a more visual tool for the younger students to use and learn from.
Assessment
At the end of the unit, students will be able to categorize animals based on how they survive in winter. The students will be able to use their field guide to place the animals in the appropriate category. This will be done as a cut and paste activity, and then be kept in the student's portfolio.
Standards
0.4.1.1.1-Comparing animals