Grade 2 Preparatory Activity “Animal
Homes Game”
|
| Quality Core Curriculum Objectives: |
| |
| Science (Inquiry) |
|
#1 – Asks
questions, makes/records observations, sorts objects, |
|
communicates
with others, makes predictions. |
| #4 – Actively engages in
learning via hands-on/minds-on science activities. |
|
(Life Science) |
| #15 – Identifies/describes
habitats of animals. |
|
#16 – Matches
various animals to their habitat based on needs |
| |
| Language Arts
(Listening/Speaking) |
| #4 – Recalls information
presented orally |
| #5 - Interprets the
meaning of questions in order to give an appropriate response. |
| #6 – Increases vocabulary
to reflect a growing range of knowledge. |
|
(Reference/Study) |
| #50 – Uses easy books and
various resources as information sources. |
| #51 – Uses the media
center and available technology as sources of information. |
| |
| Vocabulary:
domesticated, wild, habitat (habitat components:
shelter, food, water, space) |
| |
| Materials:
Construction paper, 5 poster boards, glue/paste, old
magazines/newspapers, tape, container for pictures, scissors, markers,
reference books |
| |
| Preparation:
Discuss the meaning of the word “home.” Discuss the differences
between one’s home vs. one’s neighborhood/community. (Your home is
your shelter where you rest, but it doesn’t necessarily supply all of
your needs. You often must go outside of your home and into your
neighborhood or community to get things such as food. The same is
true of animals). |
| |
| Help the students define the word
“habitat” and discuss how each animal’s habitat consists of four
components: shelter, food, water, and space. Talk about the
differences between domesticated (farm animals and pets) and wild
animals, but that they are similar in terms of their needs. We could
think of the farm animal’s habitat as being the farm, barn, or
pasture, and the pet’s habitat as being the house, backyard, birdcage,
aquarium, etc. |
| |
|
1.
Assemble pictures of various animals that
students may have a hard time finding (such as porcupines, lizards,
hamsters, etc). Take several sheets of construction paper and draw a
large circle in the middle of each paper (make one for every
student). Then paste a picture of an animal inside each circle.
|
| |
|
2.
On the board, draw a large rectangle with
a large circle in the middle. In the circle, tape a picture of an
animal. Then, write the words “shelter, food, water, space”
respectively in each corner of the rectangle. Guide the class as they
brainstorm what that animal would use for shelter, what it would eat,
from where that animal would get water, and how much space it would
need to survive. Correct the students as they brainstorm, and write
the correct answers |
| |
|
in the corresponding corner of the rectangle. (You
could also draw the answers or tape a |
| photo of them in the corners
instead). The final product should look like this: |
| |
|
 |
| |
|
3.
Divide the class into pairs and have each
pair complete two more rectangles using the sheets of construction
paper. Let each pair work on one wild and one domestic animal. Allow
the students access to resources that would help them find the answers
they need. The students can draw or paste pictures representing their
answers as well as write them in the corners of the sheets. Review
several of these in front of the class. |
| |
|
4.
For homework, ask students to bring in
pictures of as many animals as they can find in |
| magazines or newspapers at home
(or supply them with magazines and newspapers that they |
| can cut up while at school).
|
| |
|
5.
Create up to five posterboards, each with
a different habitat named on the top. Good |
| examples of basic habitats would
be “forest, ocean, grassland, farm, and house.” Tape the
|
| boards to the wall and tell the
class they will be making a collage. |
| |
|
6.
Tell the students to put all their animal
pictures in a container (weed out duplicates). Have
|
| each student take turns picking
a picture and taping it onto the appropriate habitat poster.
|
| Help the students decide where
each animal belongs by asking about that animal’s needs for
|
food, shelter, water and space.
|
Print page