Going for a Walk: Animals With Backbonesinfo.ritenour.k12.mo.us/RSD/science_exemplars/k_5/pdfs/task833.pdf · characteristics of the different types of animals with backbones and

Going for a Walk: Animals WithBackbones

We have taken a walk through the woods by the river, and welooked for signs of animal life in this habitat. Imagine that youactually saw an animal. It could be an animal from the river,from the woods, from a tree or from under the ground. Youmust identify the animal and determine what kind of animal it is:amphibian, reptile, fish, bird or mammal.

On your recording sheet, circle one name for the type of animalyou found. Draw a picture of the animal in its habitat, and uselabels to show any characteristics that helped you decide whattype of animal it is. You can also write about some of thecharacteristics you know about this animal. You must label orwrite at least four characteristics.

1 of 10Going for a Walk: Animals With Backbones

Copyright 2007, Exemplars, Inc. All rights reserved.

Going for a Walk: Animals With Backbones

Suggested Grade Span

K–2

Task

We have taken a walk through the woods by the river, and we looked for signs of animal life inthis habitat. Imagine that you actually saw an animal. It could be an animal from the river, fromthe woods, from a tree or from under the ground. You must identify the animal and determinewhat kind of animal it is: amphibian, reptile, fish, bird or mammal.

On your recording sheet, circle one name for the type of animal you found. Draw a picture ofthe animal in its habitat, and use labels to show any characteristics that helped you decide whattype of animal it is. You can also write about some of the characteristics you know about thisanimal. You must label or write at least four characteristics.

Big Ideas and Unifying Concepts

Form and functionInterdependenceOrder and organization

Life Science Concepts

Evolution, diversity and adaptationsRegulation and behaviorReproduction and heredityStructure and function

Mathematics Concepts

Data collection, organization and analysisDiagrams

Time Required for the Task

One hour or more.



Context

This assessment follows a series of hands-on activities in which students have studiedcharacteristics of the different types of animals with backbones and have recorded informationabout them. Through activities and projects, the students observed and identified uniquecharacteristics of each of five animal groups: amphibian, reptile, fish, bird and mammal.

What the Task Accomplishes

Students will demonstrate their understanding of animals with backbones by drawing a pictureof them in their habitat and by identifying at least four characteristics of their animal.

How the Student Will Investigate

Students will use their prior knowledge and experiences to draw a picture of an animal, eitheramphibian, reptile, fish, bird or mammal. They will then label what their animal is and writeabout the characteristics that helped them determine what type of animal it is.

Interdisciplinary Links and Extensions

Language ArtsThere are many stories that highlight the unique characteristics of animals with backbones. Stories such as Stellaluna, by Janell Cannon, focus on the similarities between bats (mammals)and birds, yet it confronts the unique differences between the two groups of animals.

Some other books that help students understand the unique features of animals include:

• The Enormous Crocodile, by Roald Dahl• Tyrannosaurus, Stegosaurus, Apatosaurus and Triceratops, by Janet Riehecky• Goldilocks and the Three Bears (various versions)

Any of the many animal books by Jim Arnosky are a good resource as well. There arenumerous children's books written with different types of animals as a theme or as maincharacters. Select books that give accurate information for learning about the characteristics,but also read some fiction with students so that they may recognize how an author often giveshuman characteristics to animals. Students may wish to write their own narratives about ananimal with a backbone, creating one that is based upon either fact or fiction.

In addition to giving children opportunities to identify characteristics of each group of animals,the lessons should allow students to make comparisons between groups by using books,videos and other resources, or actual animals, when possible.

MathematicsStudents can research the sizes of different types of animals and compare these with standardand nonstandard units of measurement.



ScienceStudents can sort pictures of animals into categories that they determine: fur or feathers, eggsor live babies, air or land, etc.

This unit is also a good opportunity to introduce students to field guides. Birds are a wonderfulplace to start and often more observable. Using binoculars, students can go bird-watching inthe schoolyard habitat or local forest/meadow area and use the field guides to help identify thetypes of birds that live in their area. Students can also investigate and observe their localschoolyard habitat and answer the question "Who lives here and why?" They can then begin tounderstand the nature of interdepence between all living things.

Teaching Tips and Guiding Questions

If possible, review the characteristics of the various animals prior to this assessment. You mayalso allow students to use their journals or any other work they have completed to assist themwith this task. Students should have prior experience with labeling.

Some possible guiding questions to ask students:

• What animal did you find on your walk?• What does this animal look like?• What type of animal is it? How do you know?• How and where will you draw your animal? What will you label?• What are the characteristics of your animal?• How will you show those characteristics? How will you write about them?• What observations from your journal will help you with this task?• How is your animal different from other types of animals?

Concepts to be Assessed

(Unifying concepts and big ideas and science concepts to be assessed using the ExemplarsScience Rubric under the criterion: Science Concepts and Related Content)

Life Science – Structure and Function: Students observe, explain and representcharacteristics of animals with backbones. Students categorize animals into groups anddetermine/identify characteristics for the group. Students observe that each animal hasdifferent structures that serve different functions in reproduction, growth and survival.

Life Science – Regulation and Behavior; Evolution, Diversity and Adaptations: Studentsobserve that an organism’s behavior is related to how it has adapted to its environment.

Life Science – Reproduction and Heredity: Students can explain that how a speciesreproduces, obtains food and changes is related to physical characteristics that have beenpassed on from the last generation.



Mathematics: Students use diagrams and collect, organize and analyze data appropriately.

Skills to be Developed

(Science process skills to be assessed using the Exemplars Science Rubric under the criteria:Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)

Scientific Method: Observing, recording observations and data, categorizing, using data toconstruct a reasonable explanation, drawing conclusions, communicating findings andchallenging misconceptions.

Other Science Standards and Concepts Addressed

Scientific Method: Students describe, predict, investigate and explain phenomena.

Scientific Theory: Students look for evidence that explains why things happen, and modifyexplanations when new observations are made.

Life Science: Students recognize that scientists categorize living organisms by similarcharacteristics and that there are five main animal groups: amphibians, reptiles, fish, birds andmammals.

Communication: Students use verbal and nonverbal skills to express themselves effectively.

Suggested Materials

• Paper• Pencils,markers and/or crayons• Journals (optional)

Possible Solutions

Depending on the animal the students selected, look to see if students labeled, wrote about orshowed the following for their particular animal:

• Mammals: hair or fur, baby nursing, location of the animal's backbone, breathing air withlungs, warm-blooded

• Birds: feathers, eggs, beaks, two wings and/or two legs, breathing air with lungs, warm-blooded, location of backbone

• Fish: scales, fins, eggs, breathing air with gills, cold-blooded, location of backbone

• Reptile: scales, eggs, cold-blooded, breathing air with lungs, location of backbone



• Amphibian: smooth and moist skin, eggs, presence of a tadpole, breathing air with gills orlungs, cold-blooded

For the animal that is selected, students should have at least four of these characteristics, andthe animal should be drawn in its proper habitat.

Task-Specific Assessment Notes

NoviceThe student draws a picture of a bird in its proper habitat and labels one characteristic in thedrawing. The appropriate category is selected. The student writes about two characteristics, butonly one is correct (birds are not cold-blooded).

ApprenticeThe student draws a picture of a bird in its proper habitat and labels one characteristic in thedrawing. The appropriate category is selected. The student writes about two accuratecharacteristics.

PractitionerThe student draws a picture of an animal in its proper habitat and labels three characteristics inthe drawing. The appropriate category is selected. The student writes about two accuratecharacteristics. S/he also includes some facts about the animal.

ExpertThe student draws a detailed picture of an animal in its proper habitat. S/he labels fourcharacteristics in the drawing and selects the appropriate category. The student writes aboutfour accurate characteristics. S/he also includes some facts about the animals.



Novice



Apprentice



Practitioner



Expert



Documents

Going for a Walk: Animals With Backbonesinfo.ritenour.k12.mo.us/RSD/science_exemplars/k_5/pdfs/task833.pdf · characteristics of the different types of animals with backbones and