Unit/ Lesson Animals of the Prairie Grade Level Kindergarten, Grade(s): 1, 2, 3, Common Core Speaking and Listening Grade K 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Grade 1 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Grade 2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their
Transcript
Unit/ Lesson Animals of the PrairieGrade Level Kindergarten, Grade(s): 1, 2, 3, Common Core Speaking and Listening
Grade K1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.Grade 11. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.c. Ask questions to clear up any confusion about the topics and texts under discussion.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.Grade 21. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time aboutthe topics and texts under discussion).b. Build on others’ talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.Grade 31. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics andtexts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time aboutthe topics and texts under discussion).c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.d. Explain their own ideas and understanding in light of the discussion.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
GLEs Grade KAbilities to do Scientific InquirySCI.K.1 - Ask questions about objects and events in the environment (e.g., plants, rocks, storms)Grade 1Abilities to do Scientific InquirySCI.1.1 - Ask questions about objects and events in the environment (e.g., plants, rocks, storms)Life ScienceSCI.1.27 - Identify what animals and plants need to grow and developOrganisms and their environmentSCI.1.32 - Describe features of some animals that benefit them in their environmentsSCI.1.33 - Explain how pets' needs are met in their habitatsGrade 2Abilities to do Scientific InquirySCI.2.1 - Ask questions about objects and events in the environment (e.g., plants, rocks, storms)Life ScienceSCI.2.27] - Match the appropriate food source and habitat for a variety of animals (e.g., cows/grass/field, fish/tadpoles/water)Science and the EnvironmentSCI.2.45 - Locate and identify plants and animals within an ecosystemSCI.2.50 - Describe ways in which habitat loss or change can occur as a result of natural events or human impactGrade 3Abilities to do Scientific InquirySCI.3.1 - Ask questions about objects and events in the environment (e.g., plants, rocks, storms)Science and the EnvironmentSCI.3.57 - Describe the interrelationships of living (biotic) and nonliving (abiotic) components within various ecosystems (e.g., terrarium, swamp, backyard)SCI.3.58 - Describe how humans have had negative and positive effects on organisms and their environments
Critical Elements(TAP/NIET Rubric)
Activities and Materials:Incorporate multimedia and technology.Incorporate resources beyond the school curriculum texts.Thinking:Analyze problems from multiple perspectives and viewpoints.Motivating Students:The teacher sometimes develops learning experiences where inquiry, curiosity and exploration are valued.
Title of Conference
Animals of the Prairie
Description The grasslands of the Midwest are full of a wide range of animal life with amazing adaptations. Nestled in the heart of sandsage prairie, the Lee Richardson Zoo will introduce you to some remarkable prairie wildlife.
The Lee Richardson Zoo's Distance Learning Studio offers a multitude of environmental programs to students all over the nation. Our programs always include 2-4 live animals. However, we are currently unable to give programs from actual exhibits around the zoo. If you would like to know which specific animals will be used in your program, please contact the Distance Learning Coordinator directly.
Objectives -learn about the various animals that live in grasslands-learn about associated live animals-learn about issues prairie animals face in the wild
Format 1. This program begins with a discussion of the location of Kansas2. We then learn about the biogeography of Kansas3. The way that different animals survive the cold winters and hot summers of prairies is discussed4. Various animals of Kansas are viewed
Length 45 minutesContent Provide Lee Richardson ZooContact Information
The following activities and demonstrations are provided to help reinforce concepts related to the distance learning program you have scheduled. Incorporate them into your curriculum as you like.
Animals of the Prairie
Attached “Nature’s Notebook” food web and pyramid of life activity instructions
Attached “Nature’s Notebook” Bison cut-out
All above worksheets originated from:
Kansas Department of Wildlife and Parks
“Nature’s Notebook”, 1998
Wildlife Education Service
512 SE 25th Avenue
Pratt, Kansas 67124
Attached “The Habitat Game” activity instructionsProperty of Lee Richardson Zoo’s Education Division
Discuss what climate conditions determine whether an area becomes grassland, desert, or forest. (the amount of rainfall is key—this will determine what type of plants can grow and what species of animals will thrive)
Using a map of the world, locate the major grasslands on each continent. Color these areas tan or yellow to represent grasslands. Notice where grasslands tend to be located (the center of the continent). Why does the interior of a land mass tend to receive less rain than the coasts? (coastal areas receive rain from oceans, interior parts do not consistently receive rain, but moist air will be carried by air currents).
Camouflage is an important survival tool for many animals. Animals in grasslands tend to be colored tan to blend in with dry grasses. Find some examples of animals that are an exception to this statement. How are their different colors helpful or harmful? (Examples include zebras and skunks. Zebras are striped to confuse predators who may not be able to distinguish individual animals from a herd. Skunks have warning coloration to deter predators from bothering them)
Discuss which natural disaster is more damaging to a grassland ecosystem (not necessarily individual animals), fire or flood? (floods are more damaging because the roots and seed banks of plants may be washed away. Many prairie plants can survive fire because of deep root system.)
Discuss how humans have altered the grasslands in southwest Kansas in the last 150 years. (Humans have cultivated much of the grasslands, introduced species such as pheasants, and planted trees in communities). What kinds of animals live here now that didn’t before Europeans came? (many tree dwelling birds, squirrels, etc. came as a result of towns planting trees) What kinds of animals no longer live here? (wolves, elk, bison, etc.)
Discuss the differences between temperate and tropical grasslands. Which do you think is more difficult for animals to adapt to, temperature extremes or extremes in rainfall? (There is no wrong or right answer).
Native Americans living in the Midwest were well aware of the importance of the prairie ecosystem to their own survival. What prairie animals did they depend on for food, clothing, and shelter? (mainly the bison, but the Native Americans recognized that the prairie was an incredibly productive environment for both plants and animals. In order to prevent the eastern forest from encroaching upon the tall grass prairies, Native Americans engaged in controlled burnings. How does this attitude contrast with European settlers’ attitudes? (Europeans were frightened of the vast “wasteland” of the prairie that was unlike anything they had experienced. They were determined to tame it.)
Draw a picture of a prairie. Half above ground and half below ground. Show the different animals that live in the prairie and where they may find shelter.
Vocabulary Words for “Animals of the Prairie”
The following is a list of vocabulary words that could be mentioned during your scheduled program. Students may be called upon to define a word or to suggest what word would be used to describe a feature of an animal or nature. Please review these words and their definitions with your students before the scheduled program. Please contact the zoo if you have any questions at (620) 276-1250.
Adaptation: any physical or behavioral characteristic which helps an animal survive.
Aquifer: An underground “lake” that is pumped to the surface and used to irrigate crops like corn or wheat.
Camouflage: The coloring or marking of an animal’s body to help disguise or hide it in its natural habitat. Both predators and prey may have camouflage.
Conservation: The wise use of natural resources.
Grassland: A habitat typically found in the center of a continent that is characterized by low rainfall, few trees, and abundant grasses. The amount of rainfall cannot support many trees, but is greater than found in deserts.
Habitat: The place where an animal lives, and where it can find all the things it needs to survive. A habitat must have water, the right kind of food, and some shelter to protect the animal from weather and predators.
Hibernate: to spend the whole winter sleeping, without eating or moving, in order to use up as little energy s possible.
Heartbeat and breathing slow down and the internal temperature of the body falls
Invertebrate: Animals that do not have a backbone. Instead, they will often have an exoskeleton (a hard shell surrounding their body).
Irrigation: A way of watering plants when water is pumped from underground to the surface.
Mixed grass prairie: A prairie community with both tall grasses and short grasses (ex: Central Kansas).
Nocturnal: An animal which is active at night and sleeps during the day.
Prairie: The temperate grasslands of central North America.
Predator: An animal that hunts and eats other animals for food.
Prey: The animal being hunted and consumed.
Short grass prairie or plain: An arid grassland characterized by plants less than 16” high (ex: Southwest Kansas).
Tall grass prairie: A moist grassland with plants up to 8 feet tall. Fire and grazing often prevent a tall grass prairie from becoming a forest, even if the annual rainfall might support trees (ex: Eastern Kansas).
Temperate grassland: Characterized by temperature variation: warm in the summer and cold in the winter (such as the North American prairie).
Tropical grassland: Warm year-round, but usually has a wet season and a dry season (such as the African savannah or grasslands of the Indian subcontinent).
Vertebrate: Animals having a backbone (or spinal column) and an internal skeleton.
