OpeningThe continent of Africa is teeming with thekinds of animals that most people can onlysee in captivity. Lions, leopards, lemurs,warthogs, and wildebeests; for thousands ofspecies, Africa is home. During this lesson,students will investigate some of theseanimals to learn about the biomes andhabitats in which they live; how they areclassified; the ways they are adapted to theirenvironments; and how they communicate.
ObjectivesStudents will:
√ Answer comprehension questions√ Research characteristics of mammals, reptiles, fish, and birds√ Complete the Animal Communication handout√ Create a new species of animal with adaptations√ Conduct research on the African rain forest and the savanna
Vocabularyadaptation: the ways in which an animal adjusts to its environment. Example: Protectivecoloration is a type of adaptation.
biomes: natural groupings of plants and animals that extend over large regions. Example: Arain forest is a biome.
carnivore: an animal that eats only meat. Example: A lion is a carnivore.
ecosystem: the interconnected plants, animals, climate, and geography that create a specificarea on Earth. Example: A lake is an ecosystem.
endangered species: a group of animals or plants that are under threat of extinction. Example:Mountain zebras are an endangered species.
habitat: the area where a plant or animal naturally lives. Example: The natural habitat of alion is the savanna.
herbivore: an animal that eats only vegetation. Example: A giraffe is a herbivore.
omnivore: an animal that eats both meat and vegetation. Example: Chimpanzees areomnivores.
predator: an animal that hunts other animals for food. Example: A leopard is a predator.
scavenger: an animal that feeds on carrion. Example: A vulture is a scavenger.
species: animals or plants in a specific group that can be identified as having the samecharacteristics.
Warm-up Discussion Questions & ActivitiesUse these discussion questions and activities before students view the Animals of Africa showcase.
• Have students brainstorm a list of animals that they think they might find in Africa.
• Discuss with students the concept of animal extinction. Explain that many animals havebecome extinct or are likely to become extinct because of the actions of people. Guidestudents in a discussion regarding the types of things that people do that have caused animalextinction and continue to threaten animals.
• Discuss with students the biomes of the rain forest and the savanna. Have them think aboutwhat the climate is like in these places and what types of plants and animals they might findthere. Using a large wall map, show students where the rain forest and the savanna are locatedin Africa. Then print out the map of Africa’s climatic zones and have students locate and labelthe rain forest and the savanna.
Comprehension CheckStudents may answer all or some of these questions either during or after viewing the Animals ofAfrica showcase.
1. What do predators hunt?
2. How tall is a female giraffe?
3. What animal is the horse of the savanna?
4. Warthogs have poora) eyesight b) hearing c) appetites
5. Rhinos are extremely noisy.True False
6. Lions hunt mainlya) at night b) in the morning c) all day long
7. About how much does a male lion weigh?
8. Lions live in groups calleda) herds b) prides c) flocks
9. No two leopards have exactly the same pattern of spots.True False
10. About how many cheetahs are left in Africa?
11. Which type of snake is the longest in the rain forest?
12. The mustached, sun-tailed, and blue are types ofa) snakes b) big cats c) monkeys
13. Describe a mandrill’s face.
14. A hippo can stay submerged underwater for 15 minutes.True False
17. Both apes and people live ina) houses b) communities c) herds
18. Chimpanzees and bonobos are herbivores.True False
19. A big difference between chimpanzees and people is that people walk upright.True False
20. Traveling on all fours is also calleda) knuckle-walking b) crawling c) gorilla walking
ActivitiesAnimal Classification: Explain to students that scientists classify animals into groups accordingto what they have in common. Divide your class into four groups and assign each group one ofthe following classifications: mammals, reptiles, fish, or birds. Using Grolier Online, havestudents investigate to determine the defining characteristic of each group. Then ask them tofind five animals that represent their category. Ask each group to share their findings with theclass.
√ Inquiry Extension: Based on what you have learned about the different animal groups,into what group would you put human beings? Explain why.
Animal Communication: Tell students that almost all animals have ways in which tocommunicate with each other. Ask students to brainstorm a list of reasons why animalscommunicate. Using the Animal Communication handout, have students match the animal withthe type of communication it uses. Challenge students to imitate the communication used by afavorite animal that they learned about in the showcase.
√ Inquiry Extension: Make a list of all of the ways in which people communicate with eachother. If people lost their ability to speak, how could they continue to communicate?
Animal Adaptations: In small groups have students select two animals featured in the Animalsof Africa showcase and find out the ways in which they are adapted to their environments.Encourage students to explain how a particular adaptation helps the animal survive. Next, askeach group to create a new species of animal that lives either in the African rain forest or thesavanna. Each new species should have a name and include several adaptations that would helpthe animal survive in the forest or the savanna. Have students make an illustration that includessidebars explaining adaptations.
√ Inquiry Extension: In what ways do people adapt to changes in temperature?
Biomes – Rain Forests & Savanna: Divide your class into four groups. Assign each group eitherthe rain forest or the savanna and particular features of each biome to explore.
• Maps: This group will be responsible for creating a map of where their particularbiome in Africa is located. The map should have a title, scale, and key.
• Weather & Climate: This group will be responsible for researching the climate oftheir biome. Students should find out about rainfall, temperature, weather patterns,and seasonal change. Students can use charts, tables, or other types of graphicorganizers that they think will be useful in displaying their data.
• Plants: This group will be responsible for researching the different types ofvegetation that is present in their biome. Students can provide illustrations of a fewtypes.
• Animals: This group will be responsible for researching the different types ofmammals that live in their biome. Students can create postcards that illustrate thesemammals.
After the research is complete, ask each group to present their research to the class.
√ Inquiry Extension: Describe the environment in which you live. What sorts of plants andanimals are found there? What is the weather like?
Adaptations• Provide students with the vocabulary a few days prior to the lesson.
• Use large index cards to write relevant vocabulary words and post them in the classroom.
• Use photos or illustrations to accompany the new vocabulary words.
• Allow students to answer the comprehension questions orally.
• Direct Spanish-speaking students to the La Nueva Enciclopedia Cumbre, at Grolier Online.
Links and Key WordsAll student research can be conducted at Grolier Online: http://go-kids.grolier.com/Following is a list of some of the key words that students can use to guide their inquiry:
National Curriculum StandardsNational Geography Standards
√ Standard 4: The physical and human characteristics of places.√ Standard 8: The characteristics and spatial distribution of ecosystems on Earth's surface.√ Standard 14: How human actions modify the physical environment.
National Science Standards√ Life Science:
Characteristics of organismsOrganisms and environments
National Language Arts Standards√ Standard 7: Students conduct research on issues and interests by generating ideas andquestions, and by posing problems. They gather, evaluate, and synthesize data from avariety of sources (e.g., print and non-print texts, artifacts, people) to communicate their
discoveries in ways that suit their purpose and audience.
√ Standard 8: Students use a variety of technological and information resources (e.g.,libraries, databases, computer networks, video) to gather and synthesize information andto create and communicate knowledge.
√ Standard 12: Students use spoken, written, and visual language to accomplish their ownpurposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
