Children learn about the habitats of different animals.
Children learn about the habitats of different animals.
What you'll need
- list of pet animals
Step by step
Step 1
Recite a list of pet animals to the children. After naming each animal, ask children if the animal belongs on land, in the air, or in the water.
Step 2
Allow time for discussion; some animals may belong in more than one habitat. Ask what characteristics help animals stay comfortable in their environment. For example, what does a fish need to live in water (gills)? What does a duck use to swim (webbed feet)? What does a bird need to fly (wings)?
More ideas
Extend: Research the best habitats for common and exotic pets. Ask children to brainstorm materials that could represent each habitat, and have them create a model of each. For example, a small cardboard box filled with shredded paper could serve as a barn with hay for a horse. A clear bowl with pebbles at the bottom becomes an aquarium for a fish. Sticks and silk or paper leaves might represent vegetation for reptiles. Invite children to use the habitats during dramatic play.
Transition: Print numerals 1-20 on sticky notes and attach them to items around the room. Challenge children to work together to find all 20 notes.
Playful questions
What animals can you name that can live in the water and on land?
Can you think of an animal that can live in the water, on land, and in the air? Tell us!
Learning outcomes
Science
Observation and Inquiry
Uses senses to make increasingly complex observations in the environment; makes simple predictions and plans to carry out investigations; describes observations.
Uses steps of the scientific inquiry process and all five senses to purposely explore materials; asks questions (why, where, when, how, what) and seeks answers through exploration; makes and explains observations, makes predictions based on observations and past experiences, and draws conclusions; classifies objects by function.
Uses tools to investigate and gather information (magnifying glass, scale, bug catcher, tablet, computer, smartphone); groups materials according to observed features.
Uses equipment and tools to gather information and explains findings to aid in investigation (scale, map, binoculars, tablet, computer, smartphone).
Science
Life Science
Identifies and compares attributes and properties of living vs. non-living things; recognizes changes in living things over lifespans; distinguishes between adults and offspring; begins to understand needs of living things in order to live (water, food, sunlight, shelter).
Groups and classifies living things by features; investigates and compares living vs. non-living things; shows understanding and describes life cycles; knows and explains basic needs of living things (food chains, energy from sun, habitats).
Shows respect for living things.
Shows respect and cares for living things (water plants; cares for class pets).
Approaches to Learning
Creative Thinking, Problem-Solving, Reasoning
Asks more complex questions for clarification to seek meaningful information; makes comparisons among objects and groups; explores cause/effect relationships and varies action to change the reaction
Gathers information and asks complex questions in order to understand a new or familiar concept or to conduct informal research; makes and explains comparisons among objects and groups and uses "if/then" and "cause/effect" reasoning across learning domains
Begins to think problems through, considering possibilities with adult assistance; makes a simple plan and follows through with adult reminders
Uses new strategies to solve a problem; generates ideas and selects/explains best solution; makes a plan before beginning a task and follows through
Creative Arts
Dramatic Play and Imagination
Participates in creative dramatic play and make believe across learning domains
Uses or makes props to represent another object (pretends a box is a boat); acts out familiar roles (teachers, doctors)
Shows growing creativity and imagination in assuming different roles in play situations across learning domains; demonstrates understanding of difference between pretend and reality
Uses props in increasingly creative ways in dramatic play (molds playdough to represent a phone)