| Grade 3
Preparatory Activity “The Beautiful Basics” (from
Project Wild,Washington
D.C.: Western Association of Fish and Wildlife Agencies & Western
Regional Environmental Education Council, 1989) |
| Quality Core
Curriculum Objectives: |
| Science
(Inquiry) |
|
#1 – Asks questions, makes/records
observations, sorts objects, |
|
communicates with others, makes
predictions and inferences, makes sketches/diagrams,
|
|
uses tables and charts. |
| #2
– Uses books and other media to obtain information. |
|
(Life Science) |
| 12
– Recognizes/describes basic life processes of living things in terms
of how they |
|
respond to their environment. |
| Language
Arts (Listening/Speaking) |
|
#4 - Recalls and interprets information presented orally. |
| #6
– Responds to questions on orally presented material. |
|
(Reference/Study) |
|
#54- Uses guide words to locate topics
in encyclopedias. |
|
#58- Skims material to locate specific
information. |
| |
| Objective: |
| Students will
be able to identify five basic survival needs shared by people and
animals, including pets and wildlife. |
| |
| Method:
Students list and organize
needs of people, pets, and wildlife. |
| |
| Background: |
All animals,
either directly or indirectly, depend upon plants, sunlight, water,
soil, and air.
|
| All animals –
including people, pets, and wildlife – need food, water, shelter, and
space in which to live. These must be in the quality and quantity
required by the particular animal. Because animals need food, water,
shelter, and space to be available in a way that is suitable to their
needs, we say that these things must be available in a suitable
“arrangement.” |
| |
| The major purpose of this activity is for
students to identify the basic survival needs of all living things and
to recognize that people and all animals – including pets – have
similar basic needs. |
| |
| Materials:
Chalkboard |
| |
| Procedure: |
|
1.
Put three words on a chalkboard, so that a
column of words can be listed under each: People – Pets – Wildlife.
Ask the students, “What do people need in order to be able to live?”
List the students’ ideas in a column under the word, “People.” Do the
same for pets and wildlife. |
|
2.
After the lists are made, ask the students
to look to see which ideas seem to go together into larger ideas. For
example, warmth might be combined with physical comfort and both might
fit within the concept of shelter. See if the students can narrow
down the lists and come up with the essential survival
needs for people, pets, and wildlife. The most basic survival needs
will be the same for each of the three groups. The lists, when
reduced, could include and be limited to: |
| |
| All Organisms |
People |
Pets |
Wildlife |
|
food
|
food
|
food
|
food |
| water |
water |
water |
water |
| shelter |
shelter |
shelter |
shelter |
| space |
space |
space |
space |
| arrangement |
arrangement |
arrangement |
arrangement |
|
sunlight |
sunlight |
sunlight |
sunlight |
|
soil |
soil |
soil |
soil |
| air |
air |
air |
air |
| |
|
|
|
|
| |
| Evaluation: |
| List at least
four things plants and animals need for survival. |
| |
Which of these
are needed by animals but not by plants: soil, water, air, food,
shelter, arrangement, sunlight?
|
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