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Slide 2 / 150 Kindergarten Plant and Animal Needs 2015-12-16 www.njctl.org
Slide 3 / 150 Table of Contents Energy Source Plants Plants and Water Plant Needs Plants and Sunlight Searching for Light From Roots to Leaves Click on the topic to go to that section Animal Needs Animals Food and Movement Life in Forest Life in Swamp Life in Desert Human Needs
Slide 4 / 150 Energy Source Return to Table of Contents
Slide 5 / 150 Energy Source A source of energy is needed for all organisms to stay alive and grow. Both plants and animals need to take in water, and animals need to take in food to survive. We will make observations that will help us describe patterns of what plants and animals need to survive.
Slide 6 / 150 Energy Source Living things are usually small when they start life. Animals grow and become adults. People and animals need food to make them grow.
Slide 7 / 150 Energy Source Plants grow too, and they also need food. Most plants make their own food. They use this food to grow stems and leaves. Sometimes plants produce fruit and flowers. The leaves and fruit may then become food for people and animals.
Slide 8 / 150 1 Plants and animals need a source of energy to stay alive and grow. True False
Slide 8 (Answer) / 150 1 Plants and animals need a source of energy to stay alive and grow. True False Answer True [This object is a pull tab]
Slide 9 / 150 2 What do plants and animals need to survive? A roots B water C meat
Slide 9 (Answer) / 150 2 What do plants and animals need to survive? Answer water A roots B water C meat [This object is a pull tab]
Slide 10 / 150 3 Plants cannot make their own food. True False
Slide 10 (Answer) / 150 3 Plants cannot make their own food. True False Answer false [This object is a pull tab]
Slide 11 / 150 Plants Return to Table of Contents
Slide 12 / 150 Plants Questions to think about... Do plants need water to grow? Do plants need sunlight to grow? How do plants obtain water? How do plants use sunlight? Let's explore to find out the answers to these questions.
Slide 12 (Answer) / 150 Plants Questions to think about... Do plants need water to grow? Teacher Notes Do plants need sunlight to grow? How do plants obtain water? How do plants use sunlight? Let the children think about the questions without recording answers. Tell them we will learn about the answers to the questions. Let's explore to find out the answers to these [This object is a teacher notes pull tab] questions.
Slide 13 / 150 Plants There are plants all around us. Some are little and some are big. What can you do that a plant cannot do? What can a plant do that a ball cannot do? Do plants need water to live and grow? We will observe the effects of water on plants. We will predict what might happen to plants without water.
Slide 13 (Answer) / 150 Plants There are plants all around us. Some are little and some are big. Answer What can you do that a plant cannot do? What can a plant do that a ball cannot Answers- do? move grow yes Do plants need water to live and grow? We will observe the effects of water on plants. [This object is a pull tab] We will predict what might happen to plants without water.
Slide 14 / 150 Plants Prediction - What do you think will happen to plants if they do not get water? Predictions Let's find out if you are correct!
Slide 15 / 150 Plants and Water Return to Table of Contents
Slide 16 / 150 Plants and Water Seeds need certain conditions before they can start to grow. The following labs will help you figure out what these conditions are. You will observe the seeds for a few days. At the end of that time you will know what factors helped the seeds to germinate and grow.
Materials: 6 lima bean seeds 2 plastic cups water Slide 17 / 150 Plants and Water Seed Lab Pre-experiment: Soak lima bean seeds overnight and keep them damp for a few days.
Slide 18 / 150 Plants and Water Seed Lab Procedure: 1. Put 3 tiny lima bean plants in cup with some water. 2. Put 3 tiny lima bean plants in an empty cup. 3. Put the cups aside overnight. 4. Look at the plants again. Compare the plants in the 2 cups. What did you see? water no water Draw pictures on activity sheet 1 to show results.
Slide 18 (Answer) / 150 Plants and Water Seed Lab Procedure: 1. Put 3 tiny lima bean plants in cup with some water. 2. Put 3 tiny lima bean plants in an empty cup. 3. Put the cups aside overnight. should look the same as they did 4. Look at the plants again. Compare the plants in the 2 cups. Teacher Notes Findings- The sprouts in the water in the beginning of the activity. The sprouts without the water should look wilted and dried. We can conclude plants need water to remain healthy. What did you see? [This object is a teacher notes pull tab] water no water Draw pictures on activity sheet 1 to show results.
Slide 19 / 150 4 Seeds need water to germinate and grow. True False
Slide 19 (Answer) / 150 4 Seeds need water to germinate and grow. True False Answer true [This object is a pull tab]
Slide 20 / 150 5 What would a plant look like if it did not get water? A healthy and strong B wilted and dried
Slide 20 (Answer) / 150 5 What would a plant look like if it did not get water? A B healthy and strong Answer wilted and dried [This wilted and dried object is a pull tab]
Slide 21 / 150 Plant Needs Return to Table of Contents
Slide 22 / 150 Plant Needs Do all plants need water to grow? We will collect and analyze data for 3 different plants. We will explore plants' needs.
Slide 23 / 150 Materials: Pie plate new sponge water Birdseed Activity Sheet 2 Plant Needs: Birdseed Lab Divide the class into small groups. Give each group a handful of birdseed. They should look closely and discuss what they see with other group members. They could use magnifying lens.
Slide 24 / 150 Plant Needs: Birdseed Lab Procedure: 1. Put the sponge in the pie plate. 2. Pour some water over the sponge (1-2 cups). 3. The sponge should be soaked and there should be an inch of water in bottom of the pan. 4.Each student in group should sprinkle a pinch of birdseed onto the sponge.
Slide 25 / 150 Plant Needs Birdseed Lab Birdseed is food for birds, but it will also sprout into plants. We will observe and record our observations. Use activity sheet to record the growth. Monday Tuesday Wednesday Thursday Friday
Slide 25 (Answer) / 150 Plant Needs Birdseed Lab Birdseed is food for birds, but it will also sprout into plants. We will observe and record Activity our sheet observations. 2 - Birdseed Use Lab activity sheet to record the growth. Mark an X in the first box to Teacher Notes indicate the day project began. Have students check each day to Monday Tuesday be Wednesday sure there is water Thursday in the plate Friday and to watch the seeds grow. Mark an / for each day there is no change. When a change is observed draw a picture of the change in the box for that day. Mark days between changes with /. [This object is a teacher notes pull tab]
Slide 26 / 150 Plant Needs Sweet Potato Lab Divide the class into small groups. Give a sweet potato to each group to pass around and observe. See if anyone knows what it is. Lead discussion for the groups: 1. What do you think this is? 2. Where does it grow? 3. What can people do with it? 4. Do you think we can get it to grow as a plant?
Slide 27 / 150 Materials: Medium bowl or medium jar Water Medium-size sweet potato Plant Needs Sweet Potato Lab
Slide 28 / 150 Plant Needs Sweet Potato Lab A sweet potato grows in the ground, and it is eaten. It can also grow as a plant. We have a jar and sweet potato, ask students what do they need to add to the jar to help the sweet potato grow. Have each group pour some water into jar. Put(plant) the sweet potato in the jar, tapered end downward. Make sure the potato is half covered with water. Ask the students where they think the plant will come from.
Slide 29 / 150 Plant Needs Sweet Potato Lab Monday Tuesday Wednesday Thursday Friday
Slide 29 (Answer) / 150 Plant Needs Sweet Potato Lab Monday Tuesday Wednesday Thursday Friday Teacher Notes Activity sheet 3 - Sweet Potato Lab Mark an X when class starts project. Check each day... mark / if nothing new occurs. On the day roots are sighted, have them draw roots in that box. When roots reach the bottom of the jar mark box with a star and drawing of roots. When stem growth begins, students should mark the day with simple drawing. [This object is a teacher notes pull tab]
Slide 30 / 150 Plant Needs Carrot Top Lab Present carrot ends to the students to look at, and then discuss observations. Question - Do you think these pieces could grow? Ask them to observe closely and predict where something might grow from the piece of carrot. Tell the students to think about the other labs we have done and how do they think we might get the carrots to grow? In every project we have done so far the plant needed water to grow. We will try putting the pieces of carrot into some water and see what happens.
Slide 31 / 150 Plant Needs Carrot Top Lab Materials: Carrot tops (children can bring from home) Plastic cups Water Toothpicks Count 3 toothpicks and poke them in around the sides of the carrot near the top end. Set the toothpicks on the mouth of cup. (If the mouth of cup is too wide then place toothpicks in bottom of carrot and make a tripod to stand on) Pour water into cup, make sure the bottom of carrot piece is covered with water. Check each day to make sure carrot bottom is covered with water. You can record growth on activity sheet.
Slide 32 / 150 Plant Needs Carrot Top Lab You can use activity sheet 4 to record growth. Follow the procedures used for birdseed and sweet potato in keeping growth chart. Monday Tuesday Wednesday Thursday Friday
Slide 32 (Answer) / 150 Plant Needs Carrot Top Lab You can use activity sheet 4 to Activity record sheet growth. 4 - Follow the procedures used for birdseed and Carrot sweet Top Lab potato in keeping growth chart. Teacher Notes Mark an X when class starts project. Check each day... mark / if nothing new occurs. On the day Monday Tuesday Wednesday Thursday Friday roots are sighted, have them draw roots in that box. When roots reach the bottom of the jar mark box with a star and drawing of roots. When stem growth begins, students should mark the day with simple drawing. [This object is a teacher notes pull tab]
Slide 33 / 150 Let's compare the labs. Plant Needs Labs What did you observe that was the same in all three labs? Did the plants need water to grow? Did certain plants need more water than others? Which plant grew the fastest and which grew slower?
Slide 33 (Answer) / 150 Let's compare the labs. Plant Needs Labs What did you observe that was the same in all three labs? Teacher Notes Did the plants need water to grow? Plants need water to grow. Plants can sprout roots and stems. They do not all grow at the same rate. Did certain plants need more water than others? Which plant grew the fastest and which grew [This object is a teacher notes pull tab] slower?
Slide 34 / 150 Plant Needs - Growing Crops Farmers need to grow crop plants on the land. The seeds need water to start growing. The young seedlings need water to grow bigger. If it does not rain, the seeds and plants must be given water. The crops are sprayed with water. Watering crops is called "irrigation". Are there farmer fields where you live? Have you seen them irrigating the plants? What would happen to the plants if the farmers could not spray them with water?
Slide 35 / 150 6 Carrots and sweet potatoes can grow if you do not give them water. True False
Slide 35 (Answer) / 150 6 Carrots and sweet potatoes can grow if you do not give them water. True False Answer false [This object is a pull tab]
Slide 36 / 150 7 Farmers irrigate their crops so they will grow. True False
Slide 36 (Answer) / 150 7 Farmers irrigate their crops so they will grow. True False Answer true [This object is a pull tab]
Slide 37 / 150 Plants and Sunlight Return to Table of Contents
Slide 38 / 150 Plants and Sunlight Growing Plants We have observed that plants need water to survive and grow. Plants need more than water to grow. What else do you think plants need to grow big and strong? Predictions
Slide 39 / 150 Plants and Sunlight Sunlight Lab This experiment takes minutes to set up, but you will have to watch it for days to observe results. Fill three pots with soil and plant seedlings in soil Label the pots 1, 2, 3. Place one and two in the sunlight (near a window) Place three in a dark place Water pots 1 & 3 a little every day Do not water pot 2 Predict what you think will happen to seedlings on next slide Observe for several weeks. 1 Did your prediction turn out? 2 3
Slide 39 (Answer) / 150 Plants and Sunlight Sunlight Lab Teacher Notes Pot 1 will grow the most because This experiment takes minutes it has water to set and up, light. but The you other will have to watch it for days two to won't observe grow much, results. or may die, because 2 had no water and 3 Fill three pots with soil and plant seedlings in soil had no light. Use activity sheet 5 Label the pots 1, 2, 3. with students so they can make Place one and two in the own sunlight prediction (near and later a window) record results. Place three in a dark place Water pots 1 & 3 a little every [This object day is a teacher notes pull tab] Do not water pot 2 Predict what you think will happen to seedlings on next slide Observe for several weeks. 1 Did your prediction turn out? 2 3
Slide 40 / 150 Sunlight Lab Plant 1 Plant 2 Plant 3 prediction results
Slide 41 / 150 8 The healthiest plant will grow with. A B C sun and no water no sun and water sun and water
Slide 41 (Answer) / 150 8 The healthiest plant will grow with. A B sun and no water Answer no sun and water sun and water C sun and water [This object is a pull tab]
Slide 42 / 150 9 Plants need water to grow. What else do they need to grow big and strong? A cloudy skies B C sunlight snow
Slide 42 (Answer) / 150 9 Plants need water to grow. What else do they need to grow big and strong? A B C cloudy skies Answer sunlight snow sunlight [This object is a pull tab]
Slide 43 / 150 Searching for Light Return to Table of Contents
Slide 44 / 150 Searching for Light We learned in the last lab that plants need water and sunlight to grow. Green plants always grow towards the sun. Think about the plants in your yard or trees in the forest. Can you see how they grow towards the sun? We will see if plants can adapt to get the sunlight they need.
Slide 45 / 150 Searching for Light We will set up a lab to see if a plant can find its way through a maze. The sunlight is outside the maze. What can a plant do to reach the sunlight? Materials: 2 pieces of cardboard water pot with bean seedling in it long cardboard box with lid
Slide 46 / 150 Searching for Light Lab 1. Cut a large window in one end of the box. (You can paint the inside of the box black to help reduce light reflection) 2. Cut two cardboard squares slightly shorter than the width of the box. 3. Tape the squares inside box. One on each side of box and one higher than the other. 4. Plant the runner bean seedling in the pot and water it. 5. Put the pot in the bottom of box. 6. Put the lid on the box in a warm, light place. Wait a few days and check the plant.
Slide 47 / 150 Searching for Light Lab 7. At the same time each day, open the box and add some water to pot to keep soil moist. 8. Check the plant in a few days. What do you see? 9. Use activity sheet 6 to record observations. The plant bends in order to get through all the windows and reach the light. This shows how plants must have light in order to grow and they will always grow toward the sunlight.
Slide 48 / 150 Searching for Light Some plants hold their leaves as flat as possible. Others actually move so they point toward the sun. It's easiest to see this in plants that have big flat flower heads. Sunflowers will move their flower heads to follow the sun as it moves from the east to the west during the day. Do you have a flower in your yard at home or school that follows the sun?
Slide 48 (Answer) / 150 Some plants hold their leaves as flat as possible. Others actually move so they point toward the sun. It's easiest to see this in plants that have big flat flower heads. Searching for Light Teacher Notes If possible obtain sunflower plant or plant with large flowers and place it outside. Class will observe movement of the flower Sunflowers will move their throughout flower heads the day. to follow the sun as it moves from the east to the west during the day. Do you have a flower in your yard at home or school that follows the sun? [This object is a teacher notes pull tab]
Slide 49 / 150 Searching for Light Green plants need light - without light plants cannot turn green. This is because when there is no light, they cannot make the green chemical in their leaves. Because it is important for a plant to find light, the tip of the plant is able to detect the direction the light is coming from. The plant can then grow toward the light.
Slide 50 / 150 10 Green plants grow away from the sun. True False
Slide 50 (Answer) / 150 10 Green plants grow away from the sun. True False Answer false, they grow towards the light [This object is a pull tab]
Slide 51 / 150 11 Plants must have light to grow and they will always grow the sunlight. A away from B toward C downwards
Slide 51 (Answer) / 150 11 Plants must have light to grow and they will always grow the sunlight. A away from B toward C downwards Answer they grow towards the light [This object is a pull tab]
Slide 52 / 150 From Roots to Leaves Return to Table of Contents
Slide 53 / 150 From Roots to Leaves How does water get to the leaves? Plants draw up water from the soil through their roots. Gravity causes the roots to grow downward. Roots anchor the plant into the soil; they also absorb water. Do you remember the roots we saw in our carrot and sweet potato labs? What did they look like? roots Which way did they grow? What do you think happens to the water once it goes into the root?
Slide 54 / 150 Leaves and Buds Discovery Center Labs Set up the next two labs at the discovery center so that the students can observe. Place activity sheet 7 at center so they can record what they see. At the end of week discuss the observations that they recorded.
Slide 55 / 150 Thirsty Plants and Leaves We can observe other types of plants to see if they need water. Thirsty Leaves Place a twig with leaves on it in a glass of water. Add cooking oil and mark the water level on the glass. Observe this for a few days. Mark the water level each day. oil water What happens to the water level? Where do you think the water went?
Slide 55 (Answer) / 150 Thirsty Plants and Leaves We can observe other types of plants to see if they need water. Thirsty Leaves Place a twig with leaves on it in a glass of water. Add cooking oil and mark the water level on the glass. Observe this for a few days. Mark the water level each day. Teacher Notes The layer of oil on the water keeps it from evaporating, so all water has been absorbed by the plant. The students should mark level of water on cup and then mark the same on activity sheet. The children should notice water level goes down so it must have gone into stem. What happens to the water level? tab] Where do you think the water went? [This object is a teacher notes pull oil water
Slide 56 / 150 Thirsty Plants and Leaves If it is the season of the year when plants are budding you can do the next experiment. Blooming Buds Put some twigs with buds on them in jar of water. Most plants make their own food from air, water, and sunlight. They use this food to grow leaves and flowers. What do you think will grow from the buds? Why did we have to put the twig in a jar with water?
Slide 57 / 150 From Roots to Leaves Celery Lab Water is moved through the stem by tubes that carry water. These are called xylem. The water rises up the xylem to the leaves. The pipelines that carry water can be seen in some plants. Lets set up a lab to observe this. Materials: celery jar water food coloring Celery Lab
Slide 58 / 150 From Roots to Leaves Celery Lab Pour a little water into a jar. Add some red or blue food coloring. Stand a stick of celery in the jar. Leave it for a while. Check back several times during the day. What do you see?
Slide 59 / 150 From Roots to Leaves Celery Lab Look at the celery each day to see where the colored water goes. How long does it take to reach the leaves? Use activity sheet 8 to record the travel of dye. After a few days, cut the celery stalk and look for the dye. You should be able to see the tubes that carry the water up the stalk.
Slide 60 / 150 Celery Lab Some tubes in the plant are thick and others are thin. Do you think the water moves faster in thick or thin tubes. Let's find out. Put two straws in the glass with colored water. One should be thin and the other wide. Watch the water rise. In which does the water rise higher. (The smaller the tube, the higher the level.)
Slide 61 / 150 From Roots to Leaves Leaves and Water We know the water moves from the roots to the stem. From the stem the water moves to the leaves. Some of the water evaporates from the leaves. Losing water from the leaves makes the xylem suck more water up the stem. Where does the water in the leaves go? We can find out... let's experiment.
Slide 62 / 150 From Roots to Leaves Water and Leaves Lab Materials: plastic bag string plant with big leaves Procedure: Place a plastic bag over one or more green leaves and tie it firmly around the stem. Observe with a magnifying lens each day. Record observations on sheet next to plant. plastic bag rubber band or string
Slide 62 (Answer) / 150 From Roots to Leaves Water and Leaves Lab Materials: plastic bag string plant with big leaves Procedure: Place a plastic bag over one Set out or more activity green sheet 9 leaves next to and tie it firmly around the stem. plant at the discovery center. Allow each student to observe Observe with a magnifying and lens then each record day. what they see. Record observations on sheet next to plant. Teacher Notes plastic bag [This object is a teacher notes pull tab] rubber band or string
Slide 63 / 150 Water and Leaves Lab Discovery Center Observations Use activity sheet 9 to record your observations. plastic bag rubber band or string
Slide 63 (Answer) / 150 Water and Leaves Lab Discovery Center Observations Use activity sheet 9 to record your observations. plastic bag Teacher Notes Water passes out through the leaf and appears as droplets of condensation inside the bag. This shows we must continue to add water to plants because the plant rubber band or string releases water through its leaves. [This object is a teacher notes pull tab]
Slide 64 / 150 Plants and Water Let's summarize what we have learned about water and plants. Water evaporates from the leaves. Roots draw up water from the soil. Water rises through the stem. tubes called xylem carry the water up stem
Slide 65 / 150 Plant Needs We have observed that plants need water and sunlight to live and grow. The warmth of the sun helps the plants grow. The leaves and flowers gather sunlight. Most plants make their own food from air, water, and sunlight. The water moves through the plant so the roots, stems, and leaves stay healthy and strong.
Slide 66 / 150 12 Plants draw up water from the soil through their. A roots B leaves C stems
Slide 66 (Answer) / 150 12 Plants draw up water from the soil through their. A roots B leaves Answer roots C stems [This object is a pull tab]
Slide 67 / 150 13 Xylem are tubes that carry water through plant stems. True False
Slide 67 (Answer) / 150 13 Xylem are tubes that carry water through plant stems. True False Answer true [This object is a pull tab]
Slide 68 / 150 14 Water evaporates through the of plants. A roots B leaves C stems
Slide 68 (Answer) / 150 14 Water evaporates through the of plants. A roots B leaves C stems Answer leaves [This object is a pull tab]
Slide 69 / 150 Animal Needs Return to Table of Contents
Slide 70 / 150 Exploring Plants and Animals Plants differ from animals in several ways. 1. Plants may move (bend) towards light; but they usually stayin one place. Animals can move about under their own power. 2. Plants make their own food. Animals must get their own food from plants or other animals.
Slide 71 / 150 Exploring Plants and Animals Let's go exploring. We will go outside and explore our environment. Give each student sketch paper to record their observations. Instruct students to look for plants and animals and draw pictures of what they observe. When you return to classroom ask the following question: 1.What can plants do? 2. What can animals do? 3. What types of plants and animals did you see? 4. Compare and contrast the plants and animals.
Slide 71 (Answer) / 150 Exploring Plants and Animals Let's go exploring. We will go outside and explore our environment. Give each student sketch paper to record their observations. Teacher Notes In comparing plants and animals, children may notice differences in color, size,and shape. They may notice that plants cannot move as animals do. Accept generalizations. If you cannot take Instruct students to look for plants and animals and children outdoors to look for draw pictures of what they observe. plants and animals you might provide them with pictures of When you return to classroom plants and ask animals the to following use as models for drawings. question: [This object is a teacher notes pull 1.What can plants do? tab] 2. What can animals do? 3. What types of plants and animals did you see? 4. Compare and contrast the plants and animals.
Slide 72 / 150 Exploring Plants and Animals Have you ever fed a duck? Tally results. Yes No Brainstorm how animals search for food, then use activity sheet 10. Ideas frog? robin? shark?
Slide 72 (Answer) / 150 Exploring Plants and Animals Have you ever fed a duck? Tally results. Yes No Teacher Notes Students will draw a picture of animal searching for food on activity sheet 10. They should draw an animal familiar to them. Brainstorm how animals search for food, then use activity sheet 10. Ideas frog? robin? [This object is a teacher notes pull tab] shark?
Slide 73 / 150 Exploring Plants and Animals Living things have certain basic needs, including an energy source (food) and water. Animals cannot make their own food so they have to eat to get energy. Some animals eat plants - herbivores. Some animals eat other animals - carnivores. Some animals eat plants and other animals - omnivores. All living things need water! They don't all need the same amount of water. Some water comes from the food they eat.
Slide 74 / 150 Animal Movement Animals have to move to find food. How do animals move? A pony gallops. A snakes slides and slithers. A butterfly flies. Find a partner. Choose an animal and act out how this animal moves. How does this movement help them find food?
Slide 74 (Answer) / 150 Animal Movement Animals have to move to find food. How do animals move? Teacher Notes A pony gallops. A snakes slides and slithers. A butterfly flies. Encourage discussion between partners. Lead students to discover that animals move in their own way and this helps determine what types of food are available for eating. What plants are near, what animal could they catch (fast or slow), would the animal have to be on the ground Find a partner. Choose an animal and act out how this or could it be in a tree, or in the animal moves. sky? [This object is a teacher notes pull How does this movement help tab] them find food?
Slide 75 / 150 Animal Babies Needs Adult birds and mammals care for their young. Baby animals that take a long time to develop (grow) are nurtured by their parents. Parents find food for their babies, defend them from predators, and often build shelter.
Slide 76 / 150 Animal Babies Needs Here are a few ideas of how parents meet their babies needs: - birds build nests and find worms for their young - mother squirrels bring food to babies who are safe in their tree home - baby ducks swim close to their mother so she can protect them from danger -tigers teach their cubs to hunt -baby eagles are fed by their parents - elephants care for their young in groups Can you think of other examples? Draw a picture of parents caring for their babies on activity sheet 11.
Slide 76 (Answer) / 150 Animal Babies Needs Here are a few ideas of how parents meet their babies needs: - birds build nests and find worms for their young - mother squirrels bring food to babies who are safe in their tree home - baby ducks swim close to their mother so she can protect Teacher Notes them from danger -tigers teach their cubs to hunt -baby eagles are fed by their parents - elephants care for their young in groups Can you think of other examples? Students can act out how the parents help their babies. [This object is a teacher notes pull tab] Draw a picture of parents caring for their babies on activity sheet 11.
Slide 77 / 150 Animal Babies Needs Not all parents take care of their young. Baby animals that are not cared for by their parents share certain characteristics. They move around and feed as soon as they need to. Sea turtles and sea horses are two of these animals. The adult usually has many young at one time so at least some will survive and grow. The mother turtle lays her eggs on the beach. Where do you think the baby turtles will go to find food and a safer place to live?
Slide 77 (Answer) / 150 Animal Babies Needs Not all parents take care of their young. Baby animals that are not cared for by their parents share certain characteristics. They move around and feed as soon as they need to. Answer The baby turtles hurry out to sea. Sea turtles and sea horses They find are food two to eat of these in ocean; animals. The adult usually has many where young they are at also one safe time from so at least seagulls and big crabs that will try some will survive and grow. to eat them. They have to hurry across the sand before they are The mother turtle lays her eggs on eaten. the beach. Where do you think the baby turtles [This object is will a pull go to find food and a tab] safer place to live?
Slide 78 / 150 15 Animals do not have to move to find food. True False
Slide 78 (Answer) / 150 15 Animals do not have to move to find food. True False Answer False [This object is a pull tab]
Slide 79 / 150 16 Animals cannot make their own food so they have to eat to get energy. Which will not supply energy? A plants B other animals C sunlight
Slide 79 (Answer) / 150 16 Animals cannot make their own food so they have to eat to get energy. Which will not supply energy? Answer sunlight A plants B other animals C sunlight [This object is a pull tab]
Slide 80 / 150 17 Most baby animals rely on their parents for food. Which baby must find its own food? A bird B squirrel C sea turtle
Slide 80 (Answer) / 150 17 Most baby animals rely on their parents for food. Which baby must find its own food? Answer sea turtle A bird B squirrel C sea turtle [This object is a pull tab]
Slide 81 / 150 Animal Needs: Food and Movement Return to Table of Contents
Slide 82 / 150 Animal Needs and Environment We will look at animals in three different environments. We will learn how the animals meet their needs in each environment. We will discover what foods they eat to survive. We will discover how they find this food (how they move). We will discover where they find water.
Slide 83 / 150 Life in the Forest Return to Table of Contents
Slide 84 / 150 Life in the Forest A forest is a large area covered chiefly with trees and undergrowth. The living parts of a forest include trees, shrubs, vines, and grasses. There are insects, mammals, birds, reptiles, and amphibians that live by eating the plants and other animals. They interact with one another and with the non-living part of the environment - including the soil and water. We might see a stream or lake near the forest.
Slide 84 (Answer) / 150 Life in the Forest A forest is a large area covered chiefly with trees and The focus of this unit is to undergrowth. discover how animals move to The living parts of a forest find include their food trees, and the shrubs, different vines, and grasses. types of food (plant and/or) animal that each animal eats to There are insects, mammals, birds, reptiles, and survive. The focus is not on the amphibians that live by eating physical the characteristics plants and of other animals. They interact with one another animals. There are three different and with the non-living part environments of the environment to show that - the including animals may move differently in the soil and water. We might one environment see a stream and or the lake food near the forest. supplies are different. Teacher Notes [This object is a teacher notes pull tab]
Slide 85 / 150 Animals in the Forest Do you live near a forest? Maybe you can help answer these questions. What types of animals do you see? Where do they live in the forest? What do they eat? Do they come out during the day or night? On the following slides we see a representation of animals that live in the forest.
Slide 86 / 150 Life in the Forest earthworms nurish soil so plants can grow birds feed their babies woodpeckers drill into dead branches to find grubs to eat squirrels eat acorns and leaf buds animals live in the stream or drink from it spiders spin webs to catch insects to eat
Slide 87 / 150 Life in the Forest at Night owls fly overhead looking for mice or small birds bats are searching for insects deer walk through the forest eating leaves mice are looking for acorns, seeds, or fruit; they run when they see the owl overhead
Slide 88 / 150 Life in the Forest Look in the Trees Some types of animals live in the forest. Many animals find shelter in the trees. Birds and squirrels live and find food in the trees. Baby birds are fed worms and live in nests. Woodpeckers search for insects by drilling holes in the trees. Squirrels eat leaf buds and hide acorns in the trees. Spiders build webs on the branches and leaves of trees; catching other insects in their web which they eat.
Slide 89 / 150 Life in the Forest Nighttime Activity Owls fly through the sky at night searching for mice and other small animals to eat. The mice are out searching for seeds and fruit. They run and hide if they see an owl. Deer are grazing under the trees eating grass and tender branches. Bats fly overhead searching for insects in the sky.
Slide 90 / 150 Observing Squirrels Lab If you live in an area where squirrels live we will be observing their activities. Look out your classroom window. Do you have trees nearby? Look for squirrels moving around to find food. In autumn record the number of times a squirrel collects seeds or acorns in one hour. (Use activity sheet 12) Do this for several days. In autumn, squirrels store food. Did you observe where they hide their food? Observe the squirrels again another time of the year. Is there a difference in their activity. Do they store food this time of the year? Compare your data for the two seasons.
Slide 90 (Answer) / 150 Observing Squirrels Lab If you live in an area where squirrels live we will be observing their activities. Look out your classroom window. Do you have trees nearby? Look for squirrels This is a very informal activity. If moving around to find food. Teacher Notes you can observe squirrel activity from classroom window assign In autumn record the students number to of observe times on a a squirrel rotating collects seeds or acorns in one basis. hour. If this (Use is not activity possible sheet you 12) Do might travel to a wooded area this for several days. In during autumn, recess squirrels where you store can food. Did you observe where they hide their food? observe their activity. You can also choose to observe another animal from your area. Observe the squirrels again [This another object is a teacher time notes pull of the year. Is tab] there a difference in their activity. Do they store food this time of the year? Compare your data for the two seasons.
Slide 91 / 150 Observing Birds Outdoor Feeding Lab Collect items for a feeder tray to attract birds and/or squirrels. Take the students on a field walk to search for acorns, nuts, and tree seeds. The students can bring seeds from home such as sesame or sunflower seeds. You can purchase wild bird seed in bulk. Fruit parings or suet can also be offered.
Slide 92 / 150 Observing Birds Outdoor Feeding Lab Set the tray on a window ledge or under a nearby tree where it can be easily seen from the classroom. Weight the tray with a rock so it doesn't blow away. Spread the nuts, seeds, and food in the bottom. Observe the tray regularly each day and at different times of the day. See teacher notes for recording observations.
Slide 92 (Answer) / 150 Observing Birds Outdoor Feeding Lab Set the tray on a window ledge Use activity or under sheet 13 a nearby to mark tree where it can be easily seen from each the time classroom. someone sees a bird or squirrel visiting the tray. Use a Weight the tray with a rock small so sticker it doesn't to mark blow observation. away. Spread the nuts, seeds, and food in the bottom. Teacher Notes Tape the activity sheet to the window where observations occur. Each day remind children Observe the tray regularly each day and at different times of of observing the feeding tray. the day. Choose one child to add food to See teacher notes for recording tray when observations. needed. At the end of week discuss observations. [This object is a teacher notes pull tab]
Slide 93 / 150 Observing Birds Outdoor Feeding Lab At the end of the week's time, discuss the project with the class. Review the chart and discuss findings. Look on the ground by the tray for signs of animal activity, such as broken hulls from nuts and seeds or food scraps that have been gnawed.
Slide 94 / 150 Observing Birds Throughout the Year Regular feeding of birds should continue throughout the winter. Animals will learn to depend on the food you provide, especially if there is snow on the ground and other food is scarce. Materials: plastic bottle string bird seed or peanuts
Slide 95 / 150 Observing Birds Throughout the Year Make two holes at the top of the bottle, on opposite sides. Thread string through the holes so the bottle can be hung from tree branch. Draw a line around the bottle about half way up. Make slits in the bottle from the line toward the bottom. Funnel the seed or peanuts in through the top and replace the lid. Hang the bottle. If the birds can't get a grip, push a thin stick through the bottle. Remember to keep the feeder filled with seeds. You are responsible for their food.
Slide 96 / 150 18 A squirrel moves around to find its own food. What might a squirrel eat? A birds B nuts C eggs
Slide 96 (Answer) / 150 18 A squirrel moves around to find its own food. What might a squirrel eat? Answer nuts A birds B nuts C eggs [This object is a pull tab]
Slide 97 / 150 19 If you decide to feed birds outside you must continue throughout the winter because they will depend on your food source. True False
Slide 97 (Answer) / 150 19 If you decide to feed birds outside you must continue throughout the winter because they will depend on your food source. True False Answer True, once you starting feeding the animals they will depend on you for their food and not look some place else. [This object is a pull tab]
Slide 98 / 150 Observing Earthworms Earthworms live under the ground. They dig tunnels in the soil and mix up its different layers, they pull leaves under and bring topsoil up. This is the place were plants grow. Since animals, including humans, depend on plants for food, the soil is more than just dirt to us. By moving through the soil, the earthworm's activities make soil conditions more favorable for plant growth. The earthworm moves the soil so the plants and trees can spread their roots.
Slide 99 / 150 Observing Earthworms Take the children outside to dig up some soil for examination. Try to choose an area where things are growing. Seat the children in a semi-circle around the bucket of soil. Spread newsprint on the ground to use as work surface.
Slide 100 / 150 Observing Earthworms Let each child take a scoop of soil. Ask the children what they think they might find in the soil. Tell them they may use fingers or plastic spoons to dig and pry. Encourage examination with magnifiers. When everyone has had a chance to explore, put the soil back in the bucket. Pour the soil back into the hole where it was obtained. Return to the classroom and let the children share and compare their discoveries. Encourage them to record discoveries on activity sheet 14.
Slide 101 / 150 Observing Earthworms - Lab The students should have brought in worms they found at home (or ones you have provided). Please see parent letter on sheet 17 if you would like students to bring in earthworms. Students will observe earthworms and record observations on activity sheet.
Slide 101 (Answer) / 150 Observing Earthworms - Lab The students should have brought in worms they found at home (or ones you have If provided). you live in an Please area where see parent letter on sheet 17 if you earthworms would like are students abundant to send bring in earthworms. Teacher Notes homework sheet to parents requesting that each child bring a worm to school. If it is the time of Students will observe year earthworms when the ground and is frozen record you might visit a pet shop or bait observations on activity sheet. store to see if worms are available. If possible rearrange schedule so this activity is done before any other daily lessons. [This object is a teacher notes pull tab]
Slide 102 / 150 Earthworm Observation Guide Spread newsprint or paper towels onto tables. Let children place earthworms onto table for observations. Provide magnifying lens and rulers for observations. As the children observe the earthworms have them record observations on activity sheet 15. 1. Draw a picture of your worm. 2. What color is it? 3. How long is it? (rulers should be available) 4. How does the worm move? Is it fast? 5. What else did you observe?
Slide 103 / 150 Observing Earthworms Observation Station The class will set up an observation station for earthworms after they have observed their earthworms. To find out more about how earthworms live we will set up a place that is like their usual habitat but it will allow us to view some of their activities. Worms tunnel beneath the soil. Worms eat their way through the soil in search of dead plant material. We will need to find a good container for this kind of observation. You might use an old fish tank or a large plastic pretzel container. This way we can see the worms moving through their environment.
Slide 104 / 150 Observing Earthworms You will need a large glass or plastic container. Put in one layer of shredded newsprint. Put in two or three layers of different-colored, moist soil. The different layers will enable you to see how worms help to move the soil. Make sure you keep a layer of leaves or lettuce on the surface. You can use other vegetables ; no citrus. Tape black paper around outside of container. Cover top with foil and poke holes; or use paper towel and secure with rubber band. Let the worms work and remove black paper in a couple of days to see what they have done.
Slide 105 / 150 Earthworm Observations Keep a little notebook by the earthworms' house and make a few notes whenever you take a look. Write down what you see, if you can't see anything write that too. What you can look for: 1. Is the worm stretched out or curled up? 2. Does it stay where it is or move out of sight when you remove the dark cover. 3.Is it at the top, bottom, or somewhere in the middle? 4.If there are numerous worms, do you ever find them in the same burrow? 5.Try putting different kinds of food under the leaves in container. Does the worm seem to like one type of food? After a month, let your worms go. The home you made is not the same as their real habitat; and your worms will probably be better off in the soil where you got them
Slide 105 (Answer) / 150 Earthworm Observations Keep a little notebook by the earthworms' house and make a few notes whenever you take a look. Write down what you see, if you can't see anything Place write a that small too. notebook next to What you can look for: earthworm station. Instruct the students that they can make daily 1. Is the worm stretched observations out or curled of worm up? activity. Tell 2. Does it stay where it them is or to move go to out the of next sight empty when page you remove the dark cover. in notebook and write day of 3.Is it at the top, bottom, observation. or somewhere They in should the middle? draw 4.If there are numerous worms, picture do or you write ever sentence find them in the describing what they saw. I would same burrow? choose a certain time of day to do 5.Try putting different kinds this of so food you under can remove the leaves black in container. paper and then replace at end of [This object is a teacher notes pull Does the worm seem to like one tab] type time of period. food? After a month, let your worms go. The home you made is not the same as their real habitat; and your worms will probably be better off in the soil where you got them Teacher Notes
Slide 106 / 150 20 Earthworms move the soil so plants can spread their roots and grow healthy and strong. True False
Slide 106 (Answer) / 150 20 Earthworms move the soil so plants can spread their roots and grow healthy and strong. True False Answer True, earthworms are constantly moving the soil and adding nutrients. This makes the soil better for plants growth. [This object is a pull tab]
Slide 107 / 150 21 What would an earthworm like to eat? A oranges B leaves C meat
Slide 107 (Answer) / 150 21 What would an earthworm like to eat? Answer An earthworm's first choice would be nature's leaves. A oranges B leaves C meat [This object is a pull tab]
Slide 108 / 150 Life in the Swamp Return to Table of Contents
Slide 109 / 150 Life in the Swamp A swamp is an area of land covered in still or slow-moving water, with plants growing in and around it. Some trees roots stick out of water to take in air. We observe different animals in the swamp than in the forest. We will discover what needs they have and how they move to find food.
Slide 110 / 150 Life in the Swamp Questions to think about: -What kind of animals do you think live in a swamp? -What kind of plants might grow in a swamp? -Have you ever been to a swamp? -Is it hot or cold? -Do you think you would like to live in a swamp?
Slide 110 (Answer) / 150 Life in the Swamp Questions to think about: -What kind of animals do you think live in a swamp? -What kind of plants might grow in a swamp? Accept answers that students -Have you ever give; been explaining to a swamp? that we will study -Is it hot or cold? to see which of their answers were correct. -Do you think you would like to live in a swamp? Answer [This object is a pull tab]
Slide 111 / 150 Life in the Swamp Swamps are warm, wet areas that have a lot of animal and plant life. Some animals live on the surface of the water (alligators); some live above the water (birds, insects); and other live in the sponge areas of land surrounding the swamp (iguana,newts). dragonfly iguana alligator
Slide 112 / 150 Swamp Water Observation Collect water from a local stream, wetland, or swamp. Divide the students into small groups. Have a sample of swamp water in a bowl or jar for each group. Give the children the opportunity to look at the water and record their observations on activity sheet 16. Can they see any movement? Use magnifying lens to look closely. Compare this water to water from the faucet. What is different? compare swamp water faucet water
Slide 113 / 150 Animals in the Swamp Swamp animals can include snapping turtle, iguana, fiddler crab, and snake. iguana snake alligator fiddler crab snapping turtle
Slide 114 / 150 Swamp Plants Swamp plants can include mosses, ferns, and trees. All swamp animals including birds, insects, fish, and mammals, depend on plants for food, and also the oxygen they produce. If there were no plants, the animals would all disappear, too!
Slide 115 / 150 Swamp Animal - Snapping Turtle Snapping turtles live in still warm waters of swamps and creeks. They hide among plants at the bottom of swamp. They are slow-moving and walk on the bottom of swamp. They have a hard-shell and a ferocious bite for defending themselves. The turtle will snap up fish and eat water plants, dead animals, and water prey. The turtle has no teeth but a powerful jaw and its mouth has a hard, sharp edge.
Slide 116 / 150 Swamp Animal - Iguana Iguanas are reptiles that lay eggs, and their color conceals them from predators. They eat fruit and vegetation. They bite off pieces of fruit and leaves with their hard mouth. They must be able to move to find and escape from hungry enemies (such as large birds).
Slide 117 / 150 Swamp Animal - Fiddler Crab Fiddler crabs burrow in the mud. When the tide moves out; the crab pops out of it burrow and searches for food. They look for algae and simple plants on the surface of the mud. When they sense danger they dash back into burrow. Food - They scrape up a ball of mud with pincers. They pass it into mouth parts. They roll the ball around in mouth and suck out nutrients. Then they drop mud back onto ground.
Slide 118 / 150 Swamp Animal - Garter Snake Red - sided Garter Snake These snakes live in lakes, streams, and swamps. They feed on fish, frogs, and insects. They glide and slither to approach they prey.
Slide 119 / 150 Swamp Animal - Newt Newts- Spend their lives near water because they must lay their eggs in water. They start their lives swimming. Some leave the water as they get older and walk to search for food. They might eat insects, worms, snails, and small fish.
Slide 120 / 150 Swamp Animal - Otter Otters are meat eaters. They have a keen sense of smell and use their whiskers to find food in muddy water. They hunt on the land and in the water. They might eat slow-swimming fish, amphibians, insects and birds. Animals that might eat otters are bald eagles and coyotes.
Slide 121 / 150 Swamp Animal - Dragonfly Most dragonflies are found near the water. They are a flying insect. They eat other insects by catching them while flying.
Slide 122 / 150 Swamp Animal - Alligator Alligators are large meat-eating reptiles. They spend a lot of their lives in water such as swamps, marshes and lakes. Movement- They swim very well, using tail and webbed feet to move through the water. Diet - They are nocturnal (feed at night). They might eat fish, birds, turtles, mammals. They swallow their prey whole.
Slide 122 (Answer) / 150 Swamp Animal - Alligator Teacher Notes After several days of discussion about animals, have students draw pictures of swamp animals and the types of food they eat. Alligators are large meat-eating reptiles. They spend a lot of their lives in water such as swamps, [This object is a marshes teacher notes pull and lakes. tab] Movement- They swim very well, using tail and webbed feet to move through the water. Diet - They are nocturnal (feed at night). They might eat fish, birds, turtles, mammals. They swallow their prey whole.
Slide 123 / 150 22 If there were no plants the animals would disappear, too. True False
Slide 123 (Answer) / 150 22 If there were no plants the animals would disappear, too. True False Answer True, plants provide food and oxygen for the animals. [This object is a pull tab]
Slide 124 / 150 23 Which animal survives by eating plants? A fiddler crab B snake C newts
Slide 124 (Answer) / 150 23 Which animal survives by eating plants? Answer Fiddler crab eats plants and algae in mud. A fiddler crab B snake C newts [This object is a pull tab]
Slide 125 / 150 24 Which animal would not eat another animal for food? A otter B alligator C iguana
Slide 125 (Answer) / 150 24 Which animal would not eat another animal for food? Answer Iguana eats plants. A otter B alligator C iguana [This object is a pull tab]
Slide 126 / 150 Observation Station Newts and Fiddler Crabs Set up observation station at discovery center for newts or fiddler crabs. Fill a tank with sand. Add water at one end of the tank. There should be a sandy area at the other end. Add a few water plants and snails. Let the water settle for a few days. Then add a few crabs or newts for the children to observe. Add tubular worms for food. Cover the top of tank or animals will crawl out. Students should record observations in notebook.
Slide 126 (Answer) / 150 Observation Station Newts and Fiddler Crabs Set up observation station at discovery center for newts or fiddler crabs. Fill a tank with sand. If this is not possible then you Add water at one end might of the set up tank. a tank that contains fish. There should be a sandy Place area a small at notebook the other next end. to Add a few water plants newt/crab and snails. station. Instruct the Let the water settle students for a few that days. they can make daily Then add a few crabs observations or newts of for newt/crab the children activity. to observe. [This object is a teacher notes pull Add tubular worms for food. tab] Cover the top of tank or animals will crawl out. Students should record observations in notebook. Teacher Notes You can send away for newts or crabs or visit your local pet store.
Slide 127 / 150 Life in the Desert Return to Table of Contents
Slide 128 / 150 Life in the Desert There is little cloud formation over the desert. Deserts are hot because clouds aren't protecting the ground from the sun's rays. In many parts of the world deserts are getting bigger. Deserts cover 1/5 of earth's land area. This is a harsh environment, There is very little rainfall (less than 10 inches of rain a year) and extreme temperatures.
Slide 129 / 150 Life in the Desert There is limited plant and animal life in the desert. To avoid the heat many animals are nocturnal, they burrow beneath the surface or hide in the shade during the day. They come out at night to hunt and eat. Many desert animals do not have to drink at all; they get all the water they need from their food.
Slide 130 / 150 Life in the Desert Plants Desert Plants- These plants have deep or widely spread shallow roots. They have unique ways to collect and store water.
Slide 131 / 150 Life in the Desert Plants Plants in dry places make the most of the little rain that falls. Their leaves may be waxy to reduce water loss, or they have hairs to trap dew. Some plants store water in fleshy, spongy parts. Desert cacti store collected rainwater in their stems and have hard spines instead of leaves.
Slide 131 (Answer) / 150 Life in the Desert Plants Teacher Notes You might have several small desert plants available for students to observe. Maybe some of the students have plants at home that their parents could Plants in dry places make the most of the little rain that send in for observation. falls. Their leaves may be waxy to reduce water loss, or they have hairs to trap dew. Some plants store water in fleshy, spongy parts. Desert cacti store collected rainwater in their stems and have hard [This spines object is a teacher instead notes pull tab] of leaves.
Slide 132 / 150 Desert Plants - Desert Ironwood Desert Ironwood is a slow-growing plant that provides food and shelter for desert animals. It shades the ground and provides seeds for the birds an rodents. It will shed it leaves in very hot weather to conserve water. The leaves have hair covering that protects it from sun rays.
Slide 133 / 150 Desert road runner coyote toad rattlesnake kangaroo rat desert turtle scorpion
Slide 134 / 150 Desert Animals - Spadefoot Toad Spadefoot toad- This toad can exist without water in its burrow for months, but it will emerge quickly if rain falls.
Slide 135 / 150 Desert Animal - Coyote Coyote in Arizona Coyote- The coyote is a fast - running animal. Coyotes are meat eaters but will also eat plants. They have good eyesight, acute hearing, and a keen sense of smell. They might eat rodents, dead animals, and snakes. They can dig there own burrows and rest there. Different types of coyotes can be found in other areas.
Slide 136 / 150 Desert Animals - Rattlesnake Diamondback Rattlesnake- They are poisonous snakes with rattles on their tails. They will come out of their burrows at night or early morning to look for prey. They sense the heat of other animals. Once they capture their prey they will swallow it whole, head first. Animals that rattlesnakes might eat are rodents, lizards, and small animals. These snakes might have to wait two years in- between meals.
Slide 137 / 150 Desert Animal - Kangaroo Rat Kangaroo Rat- The kangaroo rat has powerful hind legs that help it hop and dig burrows. The kangaroo rat spends the day in its' burrow, coming out at night to look for food. It likes to eat seeds and needs very little water. The kangaroo rat carries its food to his burrow in pouches on the side of his face.
Slide 138 / 150 Desert Animal - Desert Tortoise Desert Tortoise- The desert tortoise is most active in the morning. It spends most of its life underground or under rock shelter. It can survive a long time without water; most water intake comes from moisture in grasses and wildflowers. The desert tortoise is a plant eater. It might eat grasses, herbs, and young desert plants. It might also ingest rocks and soil.
Slide 139 / 150 Desert Animal - Road Runner Road runner- The road runner is a fast-running bird. It rarely flies. When it is in danger it runs or crouches to hide. It can run down its prey. Diet consists of fruit and small animals. These animals might include lizards, scorpions, spiders, eggs, and small snakes.
Slide 140 / 150 Desert Animals - Scorpions Scorpions- Scorpions are related to the spiders (arachnid). They are nocturnal. They rest under rocks or burrow into ground during the day. Diet - They are carnivores (meat eater). They paralyze prey with stinger on tip of tail. They eat insects and small rodents.
Slide 140 (Answer) / 150 Desert Animals - Scorpions Teacher Notes After discussion of desert animals have students draw pictures of desert animals and the food they eat. Have the students share their drawings with class. Scorpions- Scorpions are related to the spiders (arachnid). They are nocturnal. They rest under rocks or burrow into ground during the day. [This object is a teacher notes pull tab] Diet - They are carnivores (meat eater). They paralyze prey with stinger on tip of tail. They eat insects and small rodents.
Slide 141 / 150 25 Desert plants have unique ways to collect water. Which is not true? A roots are deep and widely spread B C have hair on leaves to catch dew collect water from rain every day
Slide 141 (Answer) / 150 25 Desert plants have unique ways to collect water. Which is not true? A roots are deep and widely spread B C have hair on leaves to catch dew Answer It does not rain every day in the desert; it does not rain for days or months in the desert. collect water from rain every day [This object is a pull tab]
Slide 142 / 150 26 Which desert animal can go for years between meals? A rattlesnake B kangaroo rat C coyote
Slide 142 (Answer) / 150 26 Which desert animal can go for years between meals? Answer A rattlesnake B kangaroo rat C coyote rattlesnake [This object is a pull tab]
Slide 143 / 150 Discovery Center Desert Plants and Animals Set up sensory table- add fake cactus and lizards and other desert animals. Children might bring fake animals from home. Encourage them to dig burrows and form rock shelters for animals. Encourage discussion about what the animals will eat and whether they eat at night or day. When observing animals encourage discussion about how they move to find food.
Slide 144 / 150 What Animal am I? I live in the forest. I scamper to find my food. I am a plant squirrel eater. I like to eat acorns and leaf I live in the desert. buds. I can find my prey by sensing the heat of rattle snake click their bodies. I swallow whole lizards and you can hear the rattle of my tail. click click fiddler crab I live in the swamp. I am small and burrow into the mud. I scoop up mud with my pinchers. I eat simple plants on the mud's surface.
Slide 144 (Answer) / 150 What Animal am I? click I live in the forest. I scamper to find my food. I am a plant squirrel eater. I like to eat acorns and leaf I live in the desert. buds. I can find my prey by sensing the heat of rattle snake click their bodies. I tab] swallow whole lizards and you can hear the rattle of my tail. Teacher Notes click fiddler crab Discuss clues with students. After they make guess, reveal the animal under the square by clicking on square. [This object is a teacher notes pull I live in the swamp. I am small and burrow into the mud. I scoop up mud with my pinchers. I eat simple plants on the mud's surface.
click owl I live in the swamp. I hide among plants at the bottom of the swamp. I walk slowly on the bottom. I eat plants, dead animals, and small fish. I have a hard shell. snapping turtle Slide 145 / 150 What Animal am I? I live in the forest. I hunt at night. I fly through the trees looking for mice and other small animals. click click kangaroo rat I live in the desert. I have powerful hind legs that help me hop and dig burrows. I come out at night and search for seeds that I carry in a pouch on the side of my face.
Slide 146 / 150 Plant Eaters and Meat Eaters
Slide 146 (Answer) / 150 Plant Eaters and Meat Eaters Answer Plant Eaters- deer, kangaroo rat, mouse, squirrel, & desert tortoise Meat Eater - rattlesnake, snapping turtle, coyote, owl, otter, alligator, scorpion [This object is a pull tab]
Slide 147 / 150 Human Needs Return to Table of Contents
Slide 148 / 150 Humans and Energy Source Humans are animals that need nutritious food for energy and good health. Most foods give you energy and help you grow. Some foods are better for you than others. Humans eat proteins(meat, beans, and eggs), carbohydrates (fruit, vegetables, grains), and fats. We need the vitamins and minerals from fruits and vegetables. Foods low in fat are fruits, vegetables, hot cereal and pasta.
Slide 149 / 150 Humans and Energy Source Most humans do not have to move and hunt for food like other animals. We can go to stores and farm market to buy our food. We might eat plants or animals. What food do you like best? Draw a picture of your favorite meal.?
Slide 149 (Answer) / 150 Humans and Energy Source Most humans do not have to move and hunt for food like other animals. After students complete their We can go to stores and farm market to buy our food. Teacher Notes We might eat plants or animals. What food do you like best? Draw a picture of your favorite meal. pictures, create a class book titled "The Foods We Eat".? [This object is a teacher notes pull tab]
Slide 150 / 150 Congratulations! Through your scientific studies you have learned many things about what plants and animals need to survive. All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. Thanks for learning about us. Listen to us cheer for you!