Animals that Live on Land
circling the appropriate animals on a worksheet, students will be able to
identify the animals that live on land. (NJCCCSSSD:
appropriate verbal and visual prompting students will be able to express
(verbally or using assistive technology) the basic differences between animals
that are on land and those that live in water or can fly. (NJCCCSSSD: 3.1.1)
will apply democratic principles by appropriately taking turns, making choices
and expressing their ideas when participating in a group activity.
identifying the specified body parts and counting, students will be able to
recognize that while most animals on land have four legs, they have two legs and
two arms. (NJCCCSSSD: 4.6.1)
of animals that live on land, in water and animals that can fly (air)
with different types of animals
with voice output
paper, pencils, glue & scissors
pictures of birds and aquatic animals on different charts. Ask students where
these animals live. (These animals have been identified in previous lessons).
Then ask students, “Do you live in water?” “Do you live in air?”
Students may have to be prompted appropriately to elicit correct response. Tell
students that we live on “Land” and that we will be talking about animals
that live on land.
ensure assimilation of information, make sure that the students repeat the word
“land” by asking them appropriate questions. Give each student a turn to
respond to the question.
students if they know what the word “land” means. If they are not able to
answer correctly, then explain that land is the ground we walk on like play
ground, street, classroom floor etc.
students pictures of some animals that live on land and help them identify the
students who can respond, point to the animals’ legs and ask them to identify
the body part. For students who are unable to respond, direct them to “touch
dog’s legs”. Then ask students to touch their own legs.
students to show their arms / hands. Then ask them if the animals have arms /
hands. Prompt for appropriate response.
students who are able to count, ask them to count the number of legs the animals
have. Ask them how many legs they have? For students who are unable to count,
have them say ‘animals have four legs’ and ‘I have two legs and two arms /
students “What do we do use our legs for?”
students pictures of birds and ask them to point to “wings” and repeat the
word. Ask them “Do we have wings?” “Do other land animals have wings?”
“Do water animals have fins?” Next ask them “What do birds use their wings
for?” Wait for appropriate response and give necessary prompts.
students pictures of water animals and ask them to point to “fins” and
repeat the word. Ask them “Do we have fins?” “Do other land animals have
fins?” “Do birds have fins?” Next ask them “What do water animals use
their fins for?” Wait for appropriate response and give necessary prompts.
each student a worksheet that contains pictures of different animals that are
familiar to them. Have them circle the animals that live on land. Students can
then cut the pictures and paste them on construction paper.
who are able to write, can write the title “land” and also label the animals
with appropriate level of support. The charts will be displayed in the classroom
will be assessed based on the completed worksheet.
behavior (taking turns, appropriate behavior such as being seated, not
screaming, hitting etc.) will be monitored during the group activity.
students will be assessed based on their ability to correctly identify body
parts, and where appropriate students will be assessed on their ability to
who are non-verbal will be provided with assistive technology to respond to
will be provided physical, verbal, visual or gestural prompts as needed.
who have difficulty being seated for the entire lesson will be given short
breaks as needed.
indicated in the procedure, requirements will be set based on demonstrated
Last updated: December 12, 2006.