Animals that Live on Land


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Animals that Live on Land

Curriculum Area: Science

Objective:                  

 

·        By circling the appropriate animals on a worksheet, students will be able to identify the animals that live on land. (NJCCCSSSD: 5.7.1)

·        Through 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)

·        Students will apply democratic principles by appropriately taking turns, making choices and expressing their ideas when participating in a group activity. (NJCCCSDSD: 6.1.4)

·        By 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)

 

Materials:

Pictures of animals that live on land, in water and animals that can fly (air)

Worksheets with different types of animals

Picture communication symbols

Switch with voice output

Construction paper, pencils, glue & scissors

 

Hook:

Display 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.

 

Procedure:

Ø      To 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.

Ø      Ask 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.

Ø      Show students pictures of some animals that live on land and help them identify the animals.

Ø      For 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.

Ø      Ask students to show their arms / hands. Then ask them if the animals have arms / hands. Prompt for appropriate response.

Ø      For 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 / hands’.

Ø      Ask students “What do we do use our legs for?”

Ø      Show 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.

Ø      Show 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.

Ø      Give 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.

Ø      Students 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 bulletin board.

 

Assessment:

 

§         Students will be assessed based on the completed worksheet.

§         Student behavior (taking turns, appropriate behavior such as being seated, not screaming, hitting etc.) will be monitored during the group activity.

§         All students will be assessed based on their ability to correctly identify body parts, and where appropriate students will be assessed on their ability to count.

 

Accommodations:

 

§         Students who are non-verbal will be provided with assistive technology to respond to questions.

§         Students will be provided physical, verbal, visual or gestural prompts as needed.

§         Students who have difficulty being seated for the entire lesson will be given short breaks as needed.

§         As indicated in the procedure, requirements will be set based on demonstrated student ability.

 

Last updated: December 12, 2006.