Homecourt Publishers Greenville, SC Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages, and much more! • Structures & Functions • Behavioral Responses • Food Chains • Vertebrates vs. Invertebrates
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Homecourt Publishers Greenville, SC
Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages,
and much more!
• Structures & Functions
• Behavioral Responses
• Food Chains
• Vertebrates vs.
Invertebrates
Copyright 2010 by Homecourt Publishers
Can I really make copies of these pages to use as handouts? Yes. That’s why we made them. Please feel free to make copies of the handouts so that your students can learn and enjoy the material. Keep in mind—it is unlawful to use these handouts for sale or profit. Please do not present the material in these handouts as your own original work, as they are protected by all relevant copyright laws. Every effort has been made to make these handouts as complete and accurate as possible. However, there may be mistakes, both typographical and in content. Therefore, this material should be used only as a guide and not as an ultimate source of research. Homecourt Publishers shall have neither the liability nor responsibility to any person or entity with respect to any loss or damage caused by the information contained in these handouts. Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!! For information or comments, contact:
Homecourt Publishers 2435 East North St., #245
Greenville, SC 29615-1442 [email protected]
www.homecourtpublishers.com (864) 877-5123
Managing Editor - Ben Bache [email protected] Lead Editor – Alissa Torzewski Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project. Additional contributions made by Nancy Rechtman and Audrey Cook Certain clipart courtesy of FCIT: http://etc.usf.edu/clipart Cover illustration by Zach Franzen Copyright 2010 by Homecourt Publishers
Table of Contents
Section 1 — Favorites 5
Animal Behaviors (Call & Response) 6 The Food Chain (Puzzle) 8 Animal Traits (Riddles) 10 An Animal Diary (Creative Writing) 12
Section 2 — Information Overload 14
Vertebrates vs. Invertebrates 15 Animal Structures & Functions 16 Reactions to the Environment 17 Behavioral Responses 18 Responding to Stimuli 19
Section 3 — Pocket Activities 20
Class Pet (Group Activity) 20 A Little Humor (Jokes) 21
Section 4 — Language Arts Integration 22
Reasons to Have a Pet 22 A Little About Livestock 23 A Little About Endangered Species 23 Say Hello to Nessie 24
Section 5 — Printouts, Puzzles, & Games 26
Animals (Word Search) 26 Animals Behaviors (Word Scramble) 26 Animal Traits (Letter Tiles) 28
Section 6 — 3-D Templates 30
Animals (Hands-on Study Sheet) 31
“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is
hammering on cold iron.”
—Horace Mann (1796-1859) “The Father of American Public Education”
Page 5
Over the next few pages I will share some of my personal classroom secrets that are sure to engage and excite your students!
Here’s how it works:
The left-hand page includes
the song parody, activity, poem, game, etc. for
you to share with your students.
The right-hand page includes my
personal commentary, including the
reasons I’ve had success with this exercise, any key
directions, and other tid-bits that might be helpful.
***The exercises on the next few pages are great to use for this topic area, but you can easily modify them to use for other topics and even subject areas.
The simple format and extra notes that are provided will really help with this!
Page 6
Description: A cheer to review the behavior of organisms Instructions: Use as a review of behavior of organisms
Give me a B-E-H BEH Give me an A-V-I AVI Give me an O-R-S ORS What does it spell? BEHAVIORS Say it again: BEHAVIORS Louder: BEHAVIORS
Recite the CHEER!
Caller: In order to survive, plants and animals must thrive They have to behave in a certain way And be ready to adapt on another day
Recite the CHEER!
Caller: Animals communicate, sleep, and eat These behaviors are real neat But pollution and climate change Can make normal animals act strange
Recite the CHEER!
Caller: Organisms compete for space For food there might be a race Numbers of organisms go up and down Depending on resources all around
Recite the CHEER!
Caller: Temperature and rainfall Affect behaviors after all Organisms might hibernate Seeds might not germinate
Recite the CHEER!
Call & Response
The CHEER!
Page 7
Who doesn't love a cheer? The students enjoy getting out of their seats and getting excited – even if it is about animal behaviors! As always, I tied in some ELA standards – which is a bonus. We talked about changing “behave” to “behavior”, rhyming, couplets in poems and even spelling rules! Still, the best part of this cheer is that it allows students to release energy in a constructive way.
We spent a few days on animal behaviors and this cheer was used as a wrap-up. I was the “caller” first and the class responded. The next time we did it, students took charge of calling and responding. The third time we did it, a student held up signs with the letters on them – like real cheerleaders do! They felt that they were at a sporting event!
You can pull it out again during end-of-year review. I recommend, if there is time, to have students illustrate the songs. It ties in their left brains and further processes information learned.
I did not do this cheer enough! I only used it for a couple of days and only during science time. Usually, I am better about sprinkling them in throughout the day, but for some reason I didn't do that with this one. I regretted it! When I brought it back out to do again, the students hardly remembered any of it! So, as I have stated in other sections of this book – put it up as an anchor chart, revisit it often!
Page 8
Description: Students must arrange cards correctly to form a Food Chain. Instructions: Photocopy these pictures (or others, if you prefer), and students cut them out and
arrange them according to a simple food chain.
Puzzle
Cut out these pictures, and arrange them to form a simple food chain.
Page 9
This is a great activity because it is visual, hands-on, and extremely straightforward. It’s also important because, if students can’t piece together a simple food-chain, then they don’t really understand the concept. I’ve found that 20 minutes of this exercise can replace a day of trying to explain it.
You can make several photocopies of the page to the left, and then have your students cut out the plants and animals. They must then place them in the order of a simple food chain (flower-grasshopper-mouse-snake-hawk).
Or, you can have your students draw their own plants and animals and create a food chain from their drawings.
The next step would be bringing in a variety of old magazines with animal pictures. Students can cut out what they find, and list facts about the animals, as well as place each animal on a level of the food chain.
Don’t stop at food chains! Have your students list all kinds of information for the plants and animals that they use for this exercise (Are they producers, herbivores, or carnivores? What is their habitat? How have they adapted to that habitat? etc.)
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Description: “What am I” science riddles to teach about animal characteristics. Instructions: Use as a warm-up or a follow-up lesson, and also integrate as an ELA writing activity prompt.
I don’t walk, I slither,
and I’m a reptile people love to hate. I’m hard to find in the winter,
because that’s when I hibernate. What am I?
I’m a producer, or so they say, because I make my food from the sun.
But that puts me at the bottom of the food chain, And it takes just one hungry insect, and I’m done!
What am I?
I might not be as big as an alligator, But I can change into any color I want.
Green, brown, gray—whatever keeps me safe. My camouflage makes me hard to hunt!
What am I?
I don’t take a taxi or a ride a train, because I prefer to fly from spot to spot.
And that’s what I do every winter, When I migrate to a place that’s hot!
What am I?
Riddles
Answer: chameleon
Answer: a snake
Answer: plant/flower
Answer: a bird
Page 11
These riddles are a unique way to process information. To answer them, students need to apply what they’ve learned in a way that is “beyond the textbook.” These also make a great launching activity for students to create their own riddles – for any subject!
I have these riddles, as well as more that the students create, at a station for review at the end of the year. It’s a quick way to jumpstart the memory.
I also use these riddles as a study guide at the end of a unit. Whether students know the answers or not helps me determine what to put on the test.
Lastly, I have students create their own science riddles that they type onto colored paper. I laminate them for the students to keep. It has been a great way to tie in ELA writing standards into science review.
When you get a lot of these laminated and ready for a station, put them on a key ring and hang them up for space keeping. They become an instant game students can play during your guided reading groups. I also use them as transitions – I start saying the lines to the riddle while students are packing up and getting ready for the next subject. By the time we get to the end of the riddle, they have an answer and are ready for the next area!
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Creative Writing Description: A pretend diary that students create from the point-of-view of an animal Instructions: Use as a makeshift assessment to see if students understand what they’ve been
taught about animal habitats, adaptations, and behaviors. Give your students the following scenario:
You are an animal (frog, tiger, bear, hawk, etc.) living in the appropriate habitat (forest, desert, ocean, pond, jungle, etc.).
Write a couple of journal entries about “A Day in the Life” of this animal. This requires some research to answer certain questions. A few of the questions you need to consider are: • What type of “house” do you live in?
• When do you sleep? • When are you most active? • What do you eat, and how do you get food? • What is the greatest danger during your day? • How do you protect yourself? • What are other animals live near you (are they friends or enemies)? • How would your life be different during different parts of the year (i.e. summer
vs. winter)?
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This is a straightforward way to integrate science and ELA, and you can get lots of great feedback about your students’ understanding of animal habitats, adaptations, and behaviors. Your students will enjoy it because it allows them to “step outside the box” and tap into their creative side (they might not realize that they are also applying what they have learned!).
In this exercise, you want to give your students specific questions to answer in their diaries (like any assessment, make sure you know what feedback you are trying to obtain), but you also want them to feel free to add a little of their own creativity. That’s why I usually have them write multiple diary entries covering different days of an animal’s life, thus creating an on-going narrative.
You might also want to consider having each student write “Day 1” for an animal, and then trading the diaries and letting another student write “Day 2,” and so on.
Before writing the diaries, I suggest going through a little “mental exercise” with your students. Have them really try to put themselves into character (i.e. What would it really be like to be a cat, or an elephant, or a snail…?). If they make a connection, it shows in the diaries, and also gives them a better understanding of animal behavior.
Page 14
Ok, here’s the deal. My name is Mel, but my close friends call me “Messy Mel.” I think it’s their way of showing respect. I’m a construction worker by day and a scientist by night (well, an “honorary” scientist, anyway).
I know that science is full of fancy terms, concepts, and theories. And that’s just the basics.
Well, I’m about as basic as
you can get. Let me break down some of that scientific jargon in way that’s easy to understand and remember.
Like I said, I’m no rocket scientist (for what it’s worth, my dear Mother used to tell me I had rocks in my head), but I might be just what you need!
The next few pages feature detailed review sheets for your students to study key topics. Messy Mel will serve as the narrator and walk students through a wide variety of terms and concepts (with his special brand of humor).
Feel free to make copies of these “Information Overload” sheets to distribute to your students.
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Let’s break it down real simple for you:
Vertebrates are animals that have a backbone (like
Slim over here, back when he had a little more meat on his bones)
Invertebrates do NOT have backbones (like Willy the
Worm crawling along the chalkboard)
Sea Sponges—not the kind you wash your dishes with
Echinoderms—like sea stars & sea urchins
Mollusks—like octopuses, slugs, clams, & snails
Worms—and don’t forget leeches, too
Arthropods—these are your insects, spiders, & crabs
Mammals—lions, tigers, bears, and anything else with hair
Reptiles—lizards, snakes, alligators, and so on
Fish—from goldfish to great white sharks
Amphibians—those beautiful toads and frogs
Birds—all of our feathery friends
Here are a few things for you to keep in mind.
About 98% of all animals are invertebrates, and it’s a safe bet that we don’t even know
about a lot of them.
However, in defense of the vertebrates, they are the
ones with a brain, spinal cord, nervous system, and all of the other features of a “highly-
developed” organism.
Of course, human beings are vertebrates. That means that I, “Messy Mel,” am a member of that esteemed club. What
more could you want?
Vertebrates
Invertebrates
VERTEBRATES VS. INVERTEBRATES
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You’ll have to excuse me, but my neighbor’s little kitty seems to have gotten out of the house again. I guess that this is as good a time as any to tell you that all animals
have features that help them survive.
For example (and this is just off the top of my head), some animals have razor sharp teeth and claws, and powerful jaws to grip their prey. Some animals have lightning-
fast reflexes and great speed to catch their supper.
Of course, I’m not talking about any specific animal.
I personally like it when animals use camouflage and hide to defend themselves. Or when they mimic another animal, and just act like they’re dangerous. I don’t think
that I’m dealing with either of those here.
I once had a venomous snake that wasn’t as dangerous as Mr. Cuddles. That’s right, my neighbor calls her cat “Mr. Cuddles” (and she thinks I’m a weirdo).
But don’t worry about me. I may not have wings, or tentacles, or horns, or stingers. I might not have great reflexes, quickness, or even a cunning hunter’s instinct. But
I’ve got a standard-issue hard hat, and that should be enough.
ANIMAL STRUCTURES & FUNCTIONS
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I’ve often been accused of being a “cold-blooded” creature. But let me tell you that isn’t true—at least not literally. If I’m being insulted, I want it to
be a correct insult. So let’s clear up a few things:
Cold-blooded animals (or “ectothermic” animals if you want to impress your friends) have internal temperatures that change with the air temperature. This is the case with fish, reptiles, and amphibians...
BUT I, Messy Mel, am clearly a Warm-blooded animal. I am as endothermic as can be (I thought I’d throw around another fancy word). Like other mammals, and also birds for that matter, my body has a constant internal temperature that does NOT change with the environment. That’s why, when it’s hot outside I have to sweat to keep cool...
...and when it’s cold, I shiver to try to stay warm.
It’s the same as when a dog pants to stay cool, and sheds fur during the summer.
...or when a squirrel fattens up (that’s what all of that nut-gathering is for) to make it through the long, cold winter.
These are examples of my body responding to the environment. (if it required any mental effort, I wouldn’t do it)
REACTIONS TO THE ENVIRONMENT
Page 18
While we’re on the topic, I should probably tell you how some animals show courtship behaviors. They’ll do anything to attract a mate—release chemicals,
make funny sounds, do strange dances. I guess not every species can be as hand-some, cool, and downright adorable as Messy Mel. It’s just a gift.
The only problem about my “long-winter naps” is that my boss doesn’t like it too much when I come in late to work. When he comes around, I wish I could camouflage myself like a chameleon and change colors to avoid danger.
Other animals, like a skunk, release a foul smell when they feel they are in danger. Not me, I have the same delightful odor wherever I go.
Maybe my best bet would be to stop sleeping through the winters, and migrate to a warmer place like a bird. Then again, I don’t like car trips.
During the cold winter months, I’ve been known to hibernate, just like bears, snakes, and beavers. The first thing I do when wake up is run to the bathroom!
Every time that it’s cold in the morning, I go back to bed until after lunch. That’s an example of a behavioral response to my environment.
BEHAVIORAL RESPONSES
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Animals can be very complex creatures, changing their behaviors to fit their environ-ment. Then again, they can be pretty simple, too (I like to think of myself as “simple”).
Sometimes an animal does something just because its body tells it to. For example, I eat when I get hungry. I drink when I get thirsty. I sleep when I get tired. Scientists call
this a reaction to internal stimuli. I call it common sense.
But let’s not stop there. Sometimes, an animal acts the way it acts because it is an animal. Confused yet?
Let me put it another way. Sometimes an animal relies on instinct, like when a bird builds a nest, or a baby cries when it is hungry, or a newborn fish starts to swim. These are inherited
behaviors, and they don’t need to be taught. They are just known.
On the other hand, it’s not always that easy. A little boy doesn’t know that he’s not supposed to touch a hot stove—but he finds out pretty fast! Staying away from hot stoves, and every-thing else that comes with experience, are learned behaviors. That may explain why it took me four years to teach Fido to fetch the newspaper.
RESPONDING TO INTERNAL STIMULI
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These are quick activities that can be used for class-openers, ice-breakers, attention-grabbers, and so on.
We’ve also added a few jokes to have in your pocket when you’re
really trying to keep students from staring out the window!
Activity - Class Pet It is not uncommon to have a classroom pet. Hamsters, gerbils, and even garter snakes all make great pets. But you've probably never heard of a class polar bear, or a class monkey, or a class elephant. That is because these animals can not live safely or comfortably in the habitat of an everyday classroom.
Consider the "pets" listed below, and go over the discussion topics to discuss how and why everyday classroom conditions do or do not fit these animals.
• elephant • ants (i.e. ant farm) • tiger • rabbit • ape • rattlesnake • turtle • parrot • ostrich • goldfish • sandshark • frog
Next, go over these discussion topics for each "pet": • Natural habitat (Can classroom conditions mirror the natural habitat of the animal?) • Food requirements (What does the animal need to eat on a daily basis?) • Size of animal (Can the animal be limited to a small amount of space?) • Safety concerns (Is the animal dangerous, venomous, or unsafe in another way?)
You can also suggest animals that were not on the above list. In the end, your students will discover that a classroom setting can only satisfy a small number of animals. Even in those cases, great care must be taken to adjust the classroom to fit the animal's natural habitat.
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Animals There are countless silly jokes dedicated to the subject of animals. Here are a few to use in a jam…
Q: Why couldn’t the lion leave the forest? A: He was held there by the food chain.
(a silly pun, but it can be used to highlight the real definition of a “food chain”)
Q: Why was the invertebrate always scared of everything? A: Because he had no backbone.
(it’s silly, but good to use when talking about the difference between vertebrates & invertebrates)
Baby Polar Bear: Mom, am I a real polar bear? Mother Polar Bear: Of course you are. Baby Polar Bear: Are you sure? I’m really a polar bear? Mother Polar Bear: Yes, I’m sure. Baby Polar Bear: I’m 100% polar bear? Mother Polar Bear: Yes, you’re a polar bear! Why do you keep asking? Baby Polar Bear: Because I’m freezing out here!!!
(a cute joke that highlights how organisms thrive in different types of environments) Q: What do you call a penguin living in the desert? A: Lost (obviously, this joke works any time you’re talking about an animal away from its natural habitat) Q: What did the driver say to the frog who needed a ride? A: “Hop in!” (this joke also works with rabbits, kangaroos, fleas, and toads...)
Q: Where does Batman keep his pet fish? A: In the Bat Tub
(these can be used as lead-ins to the actual habitats where different animals live)
Q: Where does Superman keep his pet fish? A: In the Superbowl.
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The next few pages include passages that focus on this scientific topic, but can also be used for practice
with Reading Comprehension and other Language Arts skills. Please feel free to make copies.
Reasons to Have a Pet
Even over 10,000 years ago, it was known just how useful animals could be. One of the main uses for an animal was not, however, as a cute and cuddly pet. Cattle, sheep, goats, and pigs were used for food, milk, leather, wool, and skins. The ancient Egyptians used animal fat for lighting and manure for fertilizer. Large animals like donkeys, horses, and oxen were used for transportation and heavy fieldwork. Of course, it’s difficult to go out and capture a donkey every time you need to transport heavy goods to a local village or to go into the hills to find a sheep for wool. The Egyptians realized that it was much easier to raise animals from the young in order for them to fulfill their purposes when they became mature. Not only did this cut down on the hunting, but the animals also became more tame and easier to work with. For this reason, an assortment of domesticated animals became common throughout the Egyptian dynasty. A domesticated animal is not to be confused with a “pet.” The domesticated animals served a specific purpose—one that often ended in the death of an animal. A pet is kept around for sentimental purposes. The Egyptians did have their share of pets as well. They housed monkeys, ducks, falcons, and—of course— cats and dogs. These animals sometimes had to earn their keep, as well. Cats were expected to get rid of rodents, while dogs helped defend the household or aid in hunting. The pets did usually enjoy a better life than the other domesticated animals, and their future certainly had a better outlook. Today, most pets live a life of luxury. Their only responsibility is to greet their owner after a hard day’s work.
An Extra Tid-Bit about Pets
Here are some animals that are most often taken as pets: Common Rodents Reptiles Birds Fish dogs hamsters lizards parrots goldfish cats guinea pigs snakes canaries catfish rabbits gerbils frogs doves angelfish horses mice toads cockatoos guppies ***Forty million households in the United States own at least one dog. (40% of the population)
***Thirty-five million households in the United States own at least one cat. (38% of the population)
***There are 60,000,000 million dogs living in the United States,
and 74,000,000 cats***
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A Little About Livestock
For thousands of years, cattle have reigned as the prize of agricultural livestock. Though they were not the first animal to be domesticated (the dog was first, followed by sheep, goats, and pigs), cattle quickly became the livestock of choice. Aside from being a source of meat, cattle also provided milk, which could then be made into cream, butter, and cheese. Over 90% of the world’s dairy products are obtained from cows (goats, sheep, reindeer, and buffalo make up the bulk of the other 10%). Cows also gave people beef, which has also long been considered one of the highest quality meats. When cattle were domesticated around 6,000 BC, it didn’t take long for people to realize just how great they were. For starters, they could survive and thrive just by eating grass. They were also big and strong—in other words, they could help carry heavy items and pull plows (when it was invented a few centuries later) over the field. Cattle were so valuable that owning lots of cattle became a symbol of a man’s status. By the Middle Ages, there were more domesticated cattle than wild ones. In 1627, the last European wild cattle, called the aurochs, became extinct.
Even with the popularity of cattle, however, the pig certainly never went out of style. The pig (or “swine” as it is properly known) was domesticated around the same time as the cow, and has remained a steady source of meat ever since (sausage, ham, pork chops, bologna, and bacon all come from pigs). Unlike cows, which thrive off of grass, a pig eats both plants and meat. Fortunately, they aren’t picky, so people have been able to raise pigs for centuries by feeding them seemingly inedible kitchen scraps.
A Little about Endangered Species When a group of children gets together to build a fort or a tree house, the chances are pretty good that they are going to unintentionally destroy an anthill or a bird’s nest in the process. If that’s the case, you can imagine how many anthills and bird’s nests were destroyed in the construction of New York City. In fact, millions of animals suffer from a loss of their habitat every day. It’s a harsh fact that what is good for humans isn’t always so good for plants and animals. Natural habitats have to be destroyed for developmental purposes—otherwise, people would still be living in the caves. However, it can be done responsibly. The impact that human development has on plants and animals was first brought into the spotlight when environmental concerns gained momentum in the 1960s. People
began to realize that, while it’s necessary for an occasional bird’s nest to be destroyed, there is no reason for an entire species of birds to disappear. In 1966, the first “endangered species” legislation was passed in response to the plight of the whooping crane. This destruction of this bird’s habitat had brought it to the edge of extinction. By placing it on an endangered species list, Congress prevented people from hunting, harming, or trapping the species. As a result, the whooping crane did not become extinct, though it still remains endangered.
In the late 1960s, certain types of whales were added to the list in response to the growing “Save the Wales” campaign. Over the next few decades, several plants and animals were placed under the protection of endangered species laws. Today, nearly 1,000 species are considered “endangered,” and over 4,000 species are being watched closely or researched as “species of concern.” The list also distinguishes between threatened species, which are starting to decline and suffer, and endangered species, which are on the edge of extinction.
An Extra Tid-Bit about Cattle & Swine Here’s a list of some proper barnyard titles: Cattle Pigs After Birth calves piglets / farrows Young Female heifer gilt Adult Male bull boar Adult Female cow sow Castrated Male steer hog
Something to think about…
The endangered species list is not reserved for extremely rare and obscure
animals. Some of the more familiar names on the list are elephants, tigers, eagles, gorillas, as well as certain types of
turtles and frogs.
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Say Hello to Nessie First modern sighting of the Loch Ness Monster The way it was…
Everybody always wonders about those things that go bump in the night. Sure, it’s probably just the wind, or the cat, or some other logical explanation. But you never really know…
Perhaps that is why Saint Columba, an Irish priest, received so much attention in 565 AD when he claimed to have seen a large, half-dinosaur, half-snake, half-fish like creature floating around in Loch Ness. Located in Scotland, Loch Ness is over twenty miles in length, and nearly one mile wide. With depths at over 700 feet, the lake is the deepest and among the largest in Great Britain. While there was no hard evidence to back up Saint Columba’s claim, it intrigued those familiar with the lake. Soon, others claimed to have seen a similar water monster living in Loch Ness or near the shore. Of course,
it’s not at all uncommon for areas and towns to have there own local folklore. In North America, hikers and campers claim to have seen the Sasquatch (better known as “Bigfoot”). In the Himalayas, a similar bigfoot monster has been spotted, referred to as “Yeti,” or the “Abominable Snowman.” At Lake Okagagon, in Canada, residents claim to house another water monster: “Ogopogo.” Most of these sightings usually fall a few steps short of containing absolute proof and are regarded by the rest of the world as little more than a story to tell around the campfire.
In the early 1900’s, the legend of the “Loch Ness Monster” was known throughout Scotland and much of Great Britain. For the most part, however, it was just another local legend. That is until April 1933, when Mrs. Aldie Mackay and her husband John were traveling on a road that bordered Loch Ness. Mrs. Mackay saw a disturbance in the water out of the corner of her eye. Thinking that it was probably something along the lines of two ducks fighting, she turned to have a look. She didn’t see any ducks.
What Happened Next…
In April 1933, Mrs. Aldie Mackay looks out onto Loch Ness in Scotland to see a large creature rolling and diving in the water. This sighting begins an international fascination with the “Loch Ness Monster.”
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How it changed history…
On May 2, 1933, the Inverness Courier newspaper decided to run a story describing Mrs. Mackay’s strange sighting. This unknown animal living in Loch Ness quickly caught everyone’s interest. In the year following the story, several more people reported that they had seen a water monster swimming and diving, and a distinct photograph was even taken in 1934.
Before long, it seemed that everyone who lived around the lake, or even visited, had caught a quick glimpse of “Nessie” (as the Loch Ness Monster was affectionately known). Tourism skyrocketed and rumors spread throughout the world. Expedition teams were sent to patrol the lake, hoping to find the defi-nite answer. From the 1930s through the 1960s several individuals and groups monitored the lake, standing lookout with camera in hand. Unfortunately, these men really didn’t help in answering any questions. Some of them walked away convinced it was all a hoax, while others reported to have unmistakably seen the Loch Ness Monster. There were photographs, of course, though most were questionable (the 1934 photograph still remained the most convincing evidence). Throughout the century, the world questioned the existence of the Loch Ness Monster, and every person seemed to have a different opinion. As technology improved, sonar readings and aerial photographs were taken around the lake, though no strange creature was ever detected. Another blow for the believers came in 1994, when the famous 1934 photograph was proven to be a hoax.
Imaginary Animals
Are you familiar with any of these made-up creatures?
Unicorn A horse with a single
horn, billy-goat beard, & a lion’s tale
Dragon A reptile-like creature with scaly skin, wings, & ability to breath fire
Jackalope A cross between a jack-
rabbit & an antelope
Pegasus A winged horse from
Greek mythology
Griffin An animal with the body of a lion with the head &
wings of an eagle
Centaur A creature with the
upper half of a human & the body of a horse
Sphinx An Egyptian creature with
the body of a lion & the head of a man
Kraken A gargantuan, octopus-
like sea monster
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Animals
E L I T P E R I N T H E
E T A R B E T R E V N I
E T A R B E T R E V I M
S K E L E T O N R P H A
A R T H R O P O D Y L M
M R E D O N I H C E U M
H E T E R O T R O P H A
K S U L L O M M C A B L
C E L L S P O N G E I N
N A I B I H P M A E T S
Where do animals keep their documents? __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
AMPHIBIAN ARTHROPOD CELLS ECHINODERM HETEROTROPH INVERTEBRATE
MAMMAL MOLLUSK REPTILE SKELETON SPONGE VERTEBRATE
Directions: Find the words listed below and the remaining letters will reveal the answer to the riddle! (Words may overlap.)
Animal Behaviors
Page 27
E L I T P E R I N T H E
E T A R B E T R E V N I
E T A R B E T R E V I M
S K E L E T O N R P H A
A R T H R O P O D Y L M
M R E D O N I H C E U M
H E T E R O T R O P H A
K S U L L O M M C A B L
C E L L S P O N G E I N
N A I B I H P M A E T S
Where do animals keep their documents? __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Animal Behaviors
Feel free to make copies of the puzzles to distribute with your students for review
Animals
Enjoy!
I N T H E I R P H Y L U M C A B I N E T S
C A M O U F L A G E S T I N G E R S C O U R T S H I P E J E C T I O N H I B E R N A T I O N
M I M I C R Y S M E L L S G R O U P I N G M I G R A T I O N D E F E N S E
B E H A I O R A L R E S P O N S E S T O S T I M U L I
Page 28
Animal Traits
Directions: Unscramble the tiles to reveal the simplified definitions.
Learned Traits:
Inherited Traits:
Conditioning:
Instinct:
Page 29
Animal Traits
Learned Traits:
Inherited Traits:
Conditioning:
Instinct:
Feel free to make copies of the puzzles to distribute with your students for review
A N I M A L S E E A N I M A L D O .
W H E N Y O U L I V E A N D L E A R N .
K N O W I T A L L F R O M B I R T H .
I T C O M E S N A T U R A L L Y .
Page 30
Animals
This template is the equivalent of a Venn Diagram, where the students are finding similarities and differences between two items. We have chosen “Reptiles” & “Mammals” as the categories, but you can also try “Vertebrates” & “Invertebrates”, “Land” & “Sea”, etc. Students fill in each section with the appropriate characteristics. Once completed, the 3-D Template will make a great review sheet!
Step 1: Students fill in each area with the appropriate characteristics, similar to a Venn Diagram.
Step 3: Students unfold the template to reveal the Venn Diagram of animal characteristics (other categories can also be used besides “mammals” & “reptiles”). The
template makes a great study sheet.
The template is provided on the next page. Make copies to hand out to your students.
Step 2: Once filled-out, students follow the fold-lines to create a study sheet where the answers are hidden until the template is unfolded (have them hand-label the center section)
Why 3-D Templates? Our 3-D Templates give students a hands-on way to interact with information. This kinesthetic
technique engages the learner while the information is being presented and also helps in the processing and cognitive organization of it. To put it another way:
Born from mother, not egg
Born from an egg
Both mammals & reptiles
“Cold-Blooded”
“Warm-Blooded” has fur
Has scales
Made up of animal cells
is a “living” organism
vertebrates Reacts to internal & external stimuli
Born from mother, not egg
Born from an egg
“Cold-Blooded”
“Warm-Blooded” has fur
Has scales
Made up of animal cells
is a “living” organism
vertebrates Reacts to internal & external stimuli
List characteristics that are found only in mammals, but not reptiles
List characteristics that are found only in reptiles, but not mammals
List characteristics that are found in both mammals and reptiles
Fold Fold
Fold
Fold
Ecosystems, Habitats, & the Environment
Plants
Animals
The Human Body & Heredity
Cells & Living Things
Heat & States of Matter
Energy & Electricity
Light & Sound
Astronomy
Weather
Earth’s Materials & Processes
Earth’s Biological History
Landforms & Oceans
Chemistry & the Periodic Table
Forces & Motion
Exploration
Settlement
The American Revolution
A New Nation
Westward Expansion
Slavery in America
The Civil War
Reconstruction Era
Late 1800s & Early 1900s
“Roaring Twenties” & Great Depression
The World Wars
Cold War Era
Modern Times
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Ecosystems
Plants
Animals
Human Body
Living Things
Heat & Matter
Energy
Light & Sound
Astronomy
Weather
Earth’s Materials
Biological History
Landforms & Oceans
Chemistry
Forces & Motion
Exploration
Settlement
American Revolution
A New Nation
Westward Expansion
Slavery
Civil War
Reconstruction Era
Late 1800s / Early 1900s
1920s & 1930s
World Wars
Cold War Era
Modern Times
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