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1 Life Science Worksheet GRADE LEVEL: Second Topic: Organization of Living Things Grade Level Standard: 2-1 Examine the organization of living things. Grade Level Benchmark: 1. Explain characteristics and functions of observable body parts in a variety of animals. (III.2.E.1) Learning Activity(s)/Facts/Information Central Question : What are the functions of observable body parts of animals? 1. The Early Bird Gets the Worm i 2. Feathered Friends i 3. Amazing Amphibians i 4. Fabulous Fish i 5. Reptiles i 6. Birds i 7. Marvelous Mammals i i Activity is attached Resources The Complete Book of Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles, insulation, support, movement, food gathering, protection

Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Page 1: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

1

Life ScienceWorksheet

GRADE LEVEL: Second

Topic: Organization of Living Things

Grade Level Standard: 2-1 Examine the organization of living things.

Grade Level Benchmark: 1. Explain characteristics and functions of observable

body parts in a variety of animals. (III.2.E.1)

Learning Activity(s)/Facts/Information

Central Question:What are the functions of observable body parts ofanimals?

1. The Early Bird Gets the Worm i

2. Feathered Friends i

3. Amazing Amphibians i

4. Fabulous Fish i

5. Reptiles i

6. Birds i

7. Marvelous Mammals i

i Activity is attached

Resources

The Complete Book ofScience

Process Skills: Observe, Classify

New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws,

eyes, quills, beaks, muscles, insulation, support, movement, food gathering,

protection

Page 2: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Animals

The Early Bird Gets the Worm!Directions:

1. Discuss the three types of bird beaks. Explain how each type has functions similar to the tool listed. Let your childexperiment with the tools.

SHAPE

FOOD small animals(meat)

flower nectar seeds, worms

TOOL pincers(grasp and tear)

straw(sucking action)

pliers(pick and pull)

2. Draw a large beak in the top leftportion of a sheet of paper. Haveyour child use informational books todetermine which types of birds havethe kind of beak on the paper. Then,he/she can draw the rest of the bird’sbody. Do the same for all three beaktypes shown above.

© 1998 Tribune Education. All Rights Reserved

Page 3: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Word Bank feathers feet bill wings

Name ________________________________

Animals

Feathered FriendsBirds are warm-blooded vertebrates (animals with backbones). They are uniqueanimals, because their bodies are covered with feathers. Instead of front legs orarms, birds have wings and most can fly.

Directions: Read the riddle. Name each bird part.

I keep a bird warm and dry. What am I? ____________________________________

I help a bird stand or swim. What am I?_____________________________________

I help a bird eat. What am I? ______________________________________________

I help a bird fly high in the sky. What am I? __________________________________

© 1998 Tribune Education. All Rights Reserved

Page 4: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Word Bankland gills skin eggs cold

Name ________________________________

Animals

Amazing AmphibiansAmphibians are cold-blooded vertebrates (animals with backbones). They haveno scales on their skin. Most amphibians hatch from eggs laid in water or ondamp ground. Many amphibians grow legs as they develop into adults. Somelive on land and have both lungs and gills for breathing. Frogs and toads areexamples of amphibians.

Do the puzzle about amphibians. Color the amphibians.

Across:

3. Amphibian babies breathe with either lungs or ___________________________.

5. Amphibians live in the water and on ____________________________________.

Down:

1. Amphibian babies usually hatch from __________________________________.

2. Amphibians are ___________________-blooded animals.

4. Amphibians often have smooth, moist __________________________________.

© 1998 Tribune Education. All Rights Reserved

Page 5: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Word Bankwater scales cold fins gills

Name ________________________________

Animals

Fabulous FishFish are cold-blooded animals who live in the sea and in fresh water.They use their gills to breathe underwater. A fish’s body is coveredwith scales. They use fins to move.

Do the puzzle about fish. Color the fish.

Across:

2. Fish breathe through _________________________________________________.

4. A fish is a _________________________-blooded animal.

5. Fish live in the sea and fresh __________________________________________.

Down:

1. Fish have ___________________________, not legs.

3. A fish’s body is often covered with _____________________________________.

© 1998 Tribune Education. All Rights Reserved

Page 6: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Word Bankeggs cold scales snake turtle

Name ________________________________

Animals

ReptilesDo the puzzle about reptiles.Color the reptiles.

Across:

2. A reptile’s skin has ____________________________________________________.

5. A _____________________________________ is a reptile with no legs.

Down:

1. A _____________________________ is a reptile with a hard shell on its back.

3. Reptiles are _________________-blooded animals.

4. Baby reptiles hatch from ______________________________________________.

© 1998 Tribune Education. All Rights Reserved

Page 7: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

7

Word Bank feathers bill lungs eggs warm

Name ________________________________

Animals

BirdsDo the puzzle about birds.Color the birds.

Across:

2. A bird is a ________________________-blooded animal.

3. Baby birds are hatched from __________________________.

5. Birds breathe with their __________________________.

Down:

1. _______________________________ keep a bird’s body warm and dry.

4. A bird uses its ___________________________ to pick up food.

© 1998 Tribune Education. All Rights Reserved

Page 8: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Word Bank hair babies lungs milk warm

Name ________________________________

Animals

Marvelous MammalsMammals are warm-blooded vertebrates (animals with backbone) who uselungs to breathe. Mammals give birth to live babies and feed their babies milk.Most mammals have fur or hair on their bodies. Cats, horses and humans areexamples of mammals.

Do the puzzle about mammals.Color the mammals.

Across:

2. A mammal’s body is usually covered with _______________________________.

3. Mother mammals feed ___________________________ to their babies.

5. Mammal’s ___________________________ are born alive.

Down:

1. Mammals are __________________ -blooded.

4. Mammals breathe with _______________________________________________.

© 1998 Tribune Education. All Rights Reserved

Page 9: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

9

AssessmentGrade 2

ORGANIZATION OF LIVING THINGS

Classroom Assessment Example SCI.III.2.E.1(Explain characteristics and functions of observable body parts in a variety of animals.)

Each student will invent an animal that shows an observable body part for each of the followingfunctions: insulation, support, movement, food gathering, and protection. Each student mustpresent his or her design in one of the following forms: storybook, flipbook, multi-mediapresentation, 3D model, or drama.

This presentation must also include a written explanation of the body’s observablecharacteristics and the function that each fulfills. Written presentations may be in one of thefollowing forms: story, poem, song, or report.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.III.2.E.1Criteria Apprentice Basic Meets Exceeds

Completeness ofdesign

Designs oneobservable bodycharacteristic fortwo or fewer ofthe functions.

Designs oneobservable bodycharacteristic forthree of the fivefunctions.

Designs oneobservable bodycharacteristic forall five functions.

Designs morethan oneobservable bodycharacteristic forone or more of thefive functions.

Explanation offunction

Relates oneobservable bodypart to fewer thanthree of the fivefunctions,including details.

Relates oneobservable bodypart to three of thefive functions,including details.

Relates oneobservable bodypart to each of thefive functionswith accuratedetails.

Relates allobservable bodyparts to each ofthe five functionswith accuratedetails.

Page 10: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Life ScienceWorksheet

GRADE LEVEL: Second

Topic: Organization of Living Things

Grade Level Standard: 2-1 Examine the organization of living things.

Grade Level Benchmark: 2. Compare and contrast familiar organisms on the basis

of observable physical characteristics. (III.2.E.2)

Learning Activity(s)/Facts/Information

Central Question:How are groups of living things classified?

1. All in the Family i

2. Animal Boxes i

i Activity is attached

Resources

The Complete Book ofScience

Process Skills: Observe, Classify, Compare, Contrast

New Vocabulary: backbone, skin, shell, limbs, feathers, scales

Page 11: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Name ________________________________

Animals

All in the FamilyDirections: Draw an X on the animal that does not belong.

1.

2.

3.

4.

5.

© 1998 Tribune Education. All Rights Reserved

Page 12: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Name ________________________________

Animals

Animal BoxesDirections:

In each box, write the name of at least two animals that fit the description. Use the animal names at the bottom of the page. Then, add other animals you know that fit each description!

insect lays eggs has no legs has feathers

lives in water farm animal has a hard shell has wings

runs fasthas horns or

antlers has scales very slow

very strong has hair has long legs is a good pet

Word Bank

butterflygiraffesnailfish

turtle

cowelephant

turkeybeepig

robindeergoatlizard

horsebeetleseal

moosewhale

clamcatbatlion

hawk

© 1998 Tribune Education. All Rights Reserved

Page 13: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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AssessmentGrade 2

ORGANIZATION OF LIVING THINGS

Classroom Assessment Example SCI.III.2.E.2(Compare and contrast familiar organisms on the basis of observable physical characteristics)

Post the six animal characteristics (backbone, skin, shell, limbs, feathers, and scales) (See KeyConcepts). Have students brainstorm a list of animals for each of the six categories. Students shouldthen choose two of the categories. Challenge each student to consider the similarities and differencesamong the animals in the categories he or she has chosen and to create one more division for eachcategory based on personal observation. Each student will then design a graphic organizer (seegraphic organizer in resources) that begins with animals (Level I) and is divided into two of theposted categories (Level II). From there, the student will divide each of the two chosen categoriesonce more based on personal observation (Level III). The graphic organizer is then completed byadding the names of the animals from the original brainstormed list (Level IV).

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.III.2.E.2Criteria Apprentice Basic Meets Exceeds

Completeness ofcharacteristics

Completes Level IIby choosing two ofthe postedcharacteristics(Level III isomitted).

Completes Level IIby choosing two ofthe postedcharacteristics;creates twosub-divisions forone of thosecharacteristics (partof Level III).

Completes Level IIby choosing two ofthe postedcharacteristics;creates twosub-divisions fortwo of thosecharacteristics (allof Level III).

Completes Level IIby choosing two ofthe postedcharacteristics;creates two or moresub-divisions foreach of thosecharacteristics(Level III).

Completeness ofanimals

Lists all of theanimals from thebrainstormed listthat fit thecharacteristics(Level IV).

Lists all of theanimals from thebrainstormed listthat fit the newdivisions (LevelIV).

Lists all of theanimals from thebrainstormed listthat fit the newdivisions (LevelIV).

Lists all or moreanimals that fit thenew division (LevelIV).

Page 14: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Life ScienceWorksheet

GRADE LEVEL: Second

Topic: Organization of Living Things

Grade Level Standard: 2-1 Examine the organization of living things.

Grade Level Benchmark: 3. Describe life cycles of familiar organisms.

(III.2.E.3)

Learning Activity(s)/Facts/Information

Central Question:What are the life cycle stages of living things(organisms)?

1. Get tadpoles to observe in the room.

2. The Frog i

3. Get a caterpillar and observe change into a butterfly.

4. The Butterfly i

i Activity is attached

Resources

The Complete Book ofScience

Process Skills: Observe

New Vocabulary: egg, young, larva, pupa, adult

Page 15: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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E

Name ________________________________

Animals

The Frogby ___________________________

Directions:Color and complete the following five pages.Cut them out. Staple them together to make a book.

© 1998 Tribune Education. All Rights Reserved

Page 16: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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E

Word Bankwatereggs

Name ________________________________

Animals

Laying Eggs

Directions:

Cut out the frog’s eggs.Glue them in the water.

The frog lays her in the spring.

She lays the eggs in the .

© 1998 Tribune Education. All Rights Reserved

Page 17: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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E

Word Bankgills

tadpoles

Name ________________________________

Animals

Tadpoles

Directions:Cut out the tadpole.Glue it in the water.

The frog’s eggs hatch into .

They breathe with like fish.

© 1998 Tribune Education. All Rights Reserved

Page 18: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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E

Word Banktail

waterlegsfrog

Name ________________________________

Animals

Growing

Directions: Cut out the changing tadpole. Glue it in the water.

The tadpole grows .

Its become smaller.

The tadpole still lives in the .

It can live on land when it becomes a .

© 1998 Tribune Education. All Rights Reserved

Page 19: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

19

E

WordBankeggadult

tadpole

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

© 1998 Tribune Education. All Rights Reserved

Name ________________________________

Animals

The Life Cycle of a Frog

Directions: Color and cut out the pictures.Glue them in order. Write the nameof each picture.

Page 20: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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E

Name ________________________________

Animals

The Butterflyby _______________________

Directions:Color and complete the following seven pages.Cut them out. Staple them together to make a book.

© 1998 Tribune Education. All Rights Reserved

Page 21: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

21

E

Word Bankleafegg

Name ________________________________

Animals

The Egg

Directions:Cut out the butterfly. Cut out the egg.Glue each one on a milkweed leaf.

The butterfly lays one on a milkweed

.

© 1998 Tribune Education. All Rights Reserved

Page 22: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

22

E

Word Bankegg

caterpillar

Name ________________________________

Animals

The Caterpillar

Directions:Color the caterpillar black, white, and yellow.Cut out the caterpillar. Glue it on the milkweed leaf.

The hatches into a .

© 1998 Tribune Education. All Rights Reserved

Page 23: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

23

E

Word Bankleaf

growing

Name ________________________________

Animals

Growing

Directions:Cut out the caterpillar and its food. Glue them on the milkweed plant.

The hungry caterpillar eats the .

The caterpillar is .

© 1998 Tribune Education. All Rights Reserved

Page 24: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

24

E

Word Bankgreen

change

Name ________________________________

Animals

The Chrysalis

Directions:Cut out the chrysalis.Glue it in place.

The caterpillar is ready to .

It forms a pale chrysalis.

© 1998 Tribune Education. All Rights Reserved

Page 25: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

25

E

Word Bankbutterfly

caterpillar

Name ________________________________

Animals

The Butterfly

Directions:Cut out the butterfly.Glue it in place.

The is now a butterfly.

The flies away.

© 1998 Tribune Education. All Rights Reserved

Page 26: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

26

E

WordBank

butterfly

Name ________________________________

Animals

Metamorphosis

Directions:Show how the monarchbutterfly changes.Cut out the pictures.Glue them in order.

The life cycle of ais called metamorphosis.

© 1998 Tribune Education. All Rights Reserved

Page 27: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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AssessmentGrade 2

ORGANIZATION OF LIVING THINGS

Classroom Assessment Example SCI.III.2.E.3(Describe the life cycle of familiar organisms.)

Students will complete a panel drawing (comic strip) showing the life cycle stages of an animal.Each panel should correspond to one stage in the animal’s life cycle. Drawings must includespeech bubbles explaining the stage and what is happening to the organism. (Example: butterfly,frog)

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.III.2.E.3Criteria Apprentice Basic Meets Exceeds

Correctness oforder

Draws at least onelife cycle stage.

Draws at least twolife cycle stages inorder.

Draws all lifecycle stages inorder.

Draws all lifecycle stages inorder and includesproper habitat -or-Expands on oneor more of the lifecycle stages.

Completeness ofexplanation

Writes life cyclestage explanationfor one drawing.

Writes life cyclestage explanationsfor drawings.

Writes life cyclestage explanationsfor drawings.

Writes a detailedlife cycle stageexplanation foreach drawing.Includesexplanation oforganisms'habitats.

Page 28: Life Science Worksheet · Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles,

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Life ScienceWorksheet

GRADE LEVEL: Second

Topic: Organization of Living Things

Grade Level Standard: 2-1 Examine the organization of living things.

Grade Level Benchmark: 4. Compare and contrast food, energy, and

environmental needs of selected organisms. (III.2.E.4)

Learning Activity(s)/Facts/Information

Central Question:How do living things obtain and use energy?

1. Pyramid of Life i

2. Animals in Winter i

3. Compare/contrast two animals using a Venn diagram.

i Activity is attached

Resources

Labs on Wheels, Life Science

The Complete Book ofScience

Process Skills: Communicate, Classify, Compare, Contrast

New Vocabulary: food, air, water, habitat, minerals, sunlight, space