1 Life Science Worksheet GRADE LEVEL: Second Topic: Organization of Living Things Grade Level Standard: 2-1 Examine the organization of living things. Grade Level Benchmark: 1. Explain characteristics and functions of observable body parts in a variety of animals. (III.2.E.1) Learning Activity(s)/Facts/Information Central Question : What are the functions of observable body parts of animals? 1. The Early Bird Gets the Worm i 2. Feathered Friends i 3. Amazing Amphibians i 4. Fabulous Fish i 5. Reptiles i 6. Birds i 7. Marvelous Mammals i i Activity is attached Resources The Complete Book of Science Process Skills: Observe, Classify New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws, eyes, quills, beaks, muscles, insulation, support, movement, food gathering, protection
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Life ScienceWorksheet
GRADE LEVEL: Second
Topic: Organization of Living Things
Grade Level Standard: 2-1 Examine the organization of living things.
Grade Level Benchmark: 1. Explain characteristics and functions of observable
body parts in a variety of animals. (III.2.E.1)
Learning Activity(s)/Facts/Information
Central Question:What are the functions of observable body parts ofanimals?
1. The Early Bird Gets the Worm i
2. Feathered Friends i
3. Amazing Amphibians i
4. Fabulous Fish i
5. Reptiles i
6. Birds i
7. Marvelous Mammals i
i Activity is attached
Resources
The Complete Book ofScience
Process Skills: Observe, Classify
New Vocabulary: fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws,
1. Discuss the three types of bird beaks. Explain how each type has functions similar to the tool listed. Let your childexperiment with the tools.
SHAPE
FOOD small animals(meat)
flower nectar seeds, worms
TOOL pincers(grasp and tear)
straw(sucking action)
pliers(pick and pull)
2. Draw a large beak in the top leftportion of a sheet of paper. Haveyour child use informational books todetermine which types of birds havethe kind of beak on the paper. Then,he/she can draw the rest of the bird’sbody. Do the same for all three beaktypes shown above.
Feathered FriendsBirds are warm-blooded vertebrates (animals with backbones). They are uniqueanimals, because their bodies are covered with feathers. Instead of front legs orarms, birds have wings and most can fly.
Directions: Read the riddle. Name each bird part.
I keep a bird warm and dry. What am I? ____________________________________
I help a bird stand or swim. What am I?_____________________________________
I help a bird eat. What am I? ______________________________________________
I help a bird fly high in the sky. What am I? __________________________________
Amazing AmphibiansAmphibians are cold-blooded vertebrates (animals with backbones). They haveno scales on their skin. Most amphibians hatch from eggs laid in water or ondamp ground. Many amphibians grow legs as they develop into adults. Somelive on land and have both lungs and gills for breathing. Frogs and toads areexamples of amphibians.
Do the puzzle about amphibians. Color the amphibians.
Across:
3. Amphibian babies breathe with either lungs or ___________________________.
5. Amphibians live in the water and on ____________________________________.
Down:
1. Amphibian babies usually hatch from __________________________________.
2. Amphibians are ___________________-blooded animals.
4. Amphibians often have smooth, moist __________________________________.
Fabulous FishFish are cold-blooded animals who live in the sea and in fresh water.They use their gills to breathe underwater. A fish’s body is coveredwith scales. They use fins to move.
Do the puzzle about fish. Color the fish.
Across:
2. Fish breathe through _________________________________________________.
4. A fish is a _________________________-blooded animal.
5. Fish live in the sea and fresh __________________________________________.
Down:
1. Fish have ___________________________, not legs.
3. A fish’s body is often covered with _____________________________________.
Marvelous MammalsMammals are warm-blooded vertebrates (animals with backbone) who uselungs to breathe. Mammals give birth to live babies and feed their babies milk.Most mammals have fur or hair on their bodies. Cats, horses and humans areexamples of mammals.
Do the puzzle about mammals.Color the mammals.
Across:
2. A mammal’s body is usually covered with _______________________________.
3. Mother mammals feed ___________________________ to their babies.
5. Mammal’s ___________________________ are born alive.
Down:
1. Mammals are __________________ -blooded.
4. Mammals breathe with _______________________________________________.
Classroom Assessment Example SCI.III.2.E.1(Explain characteristics and functions of observable body parts in a variety of animals.)
Each student will invent an animal that shows an observable body part for each of the followingfunctions: insulation, support, movement, food gathering, and protection. Each student mustpresent his or her design in one of the following forms: storybook, flipbook, multi-mediapresentation, 3D model, or drama.
This presentation must also include a written explanation of the body’s observablecharacteristics and the function that each fulfills. Written presentations may be in one of thefollowing forms: story, poem, song, or report.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.E.1Criteria Apprentice Basic Meets Exceeds
Completeness ofdesign
Designs oneobservable bodycharacteristic fortwo or fewer ofthe functions.
Designs oneobservable bodycharacteristic forthree of the fivefunctions.
Designs oneobservable bodycharacteristic forall five functions.
Designs morethan oneobservable bodycharacteristic forone or more of thefive functions.
Explanation offunction
Relates oneobservable bodypart to fewer thanthree of the fivefunctions,including details.
Relates oneobservable bodypart to three of thefive functions,including details.
Relates oneobservable bodypart to each of thefive functionswith accuratedetails.
Relates allobservable bodyparts to each ofthe five functionswith accuratedetails.
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Life ScienceWorksheet
GRADE LEVEL: Second
Topic: Organization of Living Things
Grade Level Standard: 2-1 Examine the organization of living things.
Grade Level Benchmark: 2. Compare and contrast familiar organisms on the basis
of observable physical characteristics. (III.2.E.2)
Learning Activity(s)/Facts/Information
Central Question:How are groups of living things classified?
1. All in the Family i
2. Animal Boxes i
i Activity is attached
Resources
The Complete Book ofScience
Process Skills: Observe, Classify, Compare, Contrast
New Vocabulary: backbone, skin, shell, limbs, feathers, scales
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Name ________________________________
Animals
All in the FamilyDirections: Draw an X on the animal that does not belong.
In each box, write the name of at least two animals that fit the description. Use the animal names at the bottom of the page. Then, add other animals you know that fit each description!
insect lays eggs has no legs has feathers
lives in water farm animal has a hard shell has wings
Classroom Assessment Example SCI.III.2.E.2(Compare and contrast familiar organisms on the basis of observable physical characteristics)
Post the six animal characteristics (backbone, skin, shell, limbs, feathers, and scales) (See KeyConcepts). Have students brainstorm a list of animals for each of the six categories. Students shouldthen choose two of the categories. Challenge each student to consider the similarities and differencesamong the animals in the categories he or she has chosen and to create one more division for eachcategory based on personal observation. Each student will then design a graphic organizer (seegraphic organizer in resources) that begins with animals (Level I) and is divided into two of theposted categories (Level II). From there, the student will divide each of the two chosen categoriesonce more based on personal observation (Level III). The graphic organizer is then completed byadding the names of the animals from the original brainstormed list (Level IV).
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.E.2Criteria Apprentice Basic Meets Exceeds
Completeness ofcharacteristics
Completes Level IIby choosing two ofthe postedcharacteristics(Level III isomitted).
Completes Level IIby choosing two ofthe postedcharacteristics;creates twosub-divisions forone of thosecharacteristics (partof Level III).
Completes Level IIby choosing two ofthe postedcharacteristics;creates twosub-divisions fortwo of thosecharacteristics (allof Level III).
Completes Level IIby choosing two ofthe postedcharacteristics;creates two or moresub-divisions foreach of thosecharacteristics(Level III).
Completeness ofanimals
Lists all of theanimals from thebrainstormed listthat fit thecharacteristics(Level IV).
Lists all of theanimals from thebrainstormed listthat fit the newdivisions (LevelIV).
Lists all of theanimals from thebrainstormed listthat fit the newdivisions (LevelIV).
Lists all or moreanimals that fit thenew division (LevelIV).
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Life ScienceWorksheet
GRADE LEVEL: Second
Topic: Organization of Living Things
Grade Level Standard: 2-1 Examine the organization of living things.
Grade Level Benchmark: 3. Describe life cycles of familiar organisms.
(III.2.E.3)
Learning Activity(s)/Facts/Information
Central Question:What are the life cycle stages of living things(organisms)?
1. Get tadpoles to observe in the room.
2. The Frog i
3. Get a caterpillar and observe change into a butterfly.
4. The Butterfly i
i Activity is attached
Resources
The Complete Book ofScience
Process Skills: Observe
New Vocabulary: egg, young, larva, pupa, adult
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E
Name ________________________________
Animals
The Frogby ___________________________
Directions:Color and complete the following five pages.Cut them out. Staple them together to make a book.
Classroom Assessment Example SCI.III.2.E.3(Describe the life cycle of familiar organisms.)
Students will complete a panel drawing (comic strip) showing the life cycle stages of an animal.Each panel should correspond to one stage in the animal’s life cycle. Drawings must includespeech bubbles explaining the stage and what is happening to the organism. (Example: butterfly,frog)
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.E.3Criteria Apprentice Basic Meets Exceeds
Correctness oforder
Draws at least onelife cycle stage.
Draws at least twolife cycle stages inorder.
Draws all lifecycle stages inorder.
Draws all lifecycle stages inorder and includesproper habitat -or-Expands on oneor more of the lifecycle stages.
Completeness ofexplanation
Writes life cyclestage explanationfor one drawing.
Writes life cyclestage explanationsfor drawings.
Writes life cyclestage explanationsfor drawings.
Writes a detailedlife cycle stageexplanation foreach drawing.Includesexplanation oforganisms'habitats.
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Life ScienceWorksheet
GRADE LEVEL: Second
Topic: Organization of Living Things
Grade Level Standard: 2-1 Examine the organization of living things.
Grade Level Benchmark: 4. Compare and contrast food, energy, and
environmental needs of selected organisms. (III.2.E.4)
Learning Activity(s)/Facts/Information
Central Question:How do living things obtain and use energy?
1. Pyramid of Life i
2. Animals in Winter i
3. Compare/contrast two animals using a Venn diagram.
i Activity is attached
Resources
Labs on Wheels, Life Science
The Complete Book ofScience
Process Skills: Communicate, Classify, Compare, Contrast
New Vocabulary: food, air, water, habitat, minerals, sunlight, space