Lesson

#1

Small Crawling and Flying Animals in

Lethbridge

Subject/Gra
de Level

Science, Grade 2

Unit

Topic E: Small Crawling and Flying Animals

Date
Time
Duratio
n
Teacher
(s)

October 28th 2014

60 Minutes
Julia Adolf

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

2-10: Describe the general structure and life habits of small crawling and flying
animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret
local species that have been observed.
1. Recognize that there are many different kinds of small crawling and flying animals
and identify a range of examples that are found locally.
2. Compare and contrast small animals that are found in the local environment. These
animals should include at least three invertebratesthat is, animals such as insects,
spiders, centipedes, slugs, worms.
3. Recognize that small animals, like humans, have homes where they meet their
basic needs of air, food, water, shelter and space; and describe any special
characteristics that help the animal survive in its home.

LEARNING OBJECTIVES
Students will:
1. Understand and identify different kinds of small crawling and flying animals in Lethbridge.
2. Understand the different between small animals and small crawling and flying animals
(invertebrates).
3. Understand that all living animals need the same basic needs as humans.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Can students find and identify small crawling and flying animals
in Lethbridge?
Can students differentiate between small animals and
invertebrates?
Do students grasp what basic needs are?
Can students identify what the small animals and small crawling
and flying animals (invertebrates) habitats/homes are?
Why is it important that we learn about small animals and small
crawling and flying animals?
Why are the small animals and small crawling and flying animals
important in our world, what do they contribute?
What are some of the small animals and small crawling and flying
animals that we can find around Lethbridge?
What is the difference between small animals and small crawling
and flying animals (invertebrates)?
What are basic needs and do small animals and small crawling
and flying animals (invertebrates) have basic needs as well?
Where do the small animals and small crawling and flying animals
(invertebrates) live?
Find six different small animals and small crawling and flying
animals (and invertebrates).
Identify what the basic needs are.
Identify where these six small crawling and flying animals live.

LEARNING RESOURCES CONSULTED

Program of Studies for Science K-6
http://www.pestworldforkids.org/pest-guide/
http://mrnussbaum.com/insectsplay/insects_profiles/

MATERIALS AND EQUIPMENT

Poster paper, markers, pencils, paper,
worksheets, clipboards, animal and insect
books, computers, Smart Board.

 http://urbanext.illinois.edu/insects/01.html
Bugs! Bugs! Bugs! By Bob Barner
I Love Bugs! By Philemon Sturges

PROCEDURE
Prior to lesson

Attention Grabber

Assessment of
Prior Knowledge

Gather materials for drawing project, turn on the computers and the
Smart Board and have it prepped for writing, have worksheets
printed out and placed in students colour folders, have clipboards
placed on each students desk, and have textbooks and other
reading materials pertaining to the topic laid out for students to
use.
Introduction
Time
Can anyone tell me their favourite animal?
Does anyone know where their favourite animal lives?
Who can tell me some of the animals that live outside?
Can anyone tell me what kind of animals live in Lethbridge?
Lets predict what kind of animals we may see outside.
Have students talk about animals that live outside. Ask
students the difference between small animals
(vertebrates) and invertebrates. Encourage discussion.
Ask the students why they think they should know about this
topic.
Have students do this activity in their colour groups.

Expectations for
Learning and
Behaviour

Establish the classroom setting by letting the students know

when they can be loud and active in their participation and
when they have to be quiet and respectful of other students
and the teachers.
I want to see the students ask questions about the topic and be
curious to what they may find outside. I want them to
constantly be thinking why they are doing these activities and
what they are going to learn from it. I want them to employ the
scientific method and use scientific inquiry to guide them
through this lesson.
When the students are outside I expect them to respect the
same recess rules and boundaries as per usual; this will be
stated again in class.
The students will be expected to change to their outside shoes
before doing this activity outside.

Advance
Organizer/Agenda

Give students a worksheet with a chart which has three spaces

for small animals and three spaces for small crawling and flying
things.
Also give students clipboards to write on outside and remind
them to bring their pencils!
Have groups already picked out so that when they come back
inside we can get right to the next part of the activity (have the
students find their colour on the tables when they come in).

Transition to Body

Lets go outside and find some of the animals and

invertebrates that we talked about!
Body
In their groups of 2-3, students will look around outside for
animals, including at least three invertebrates. Students must
list three things: the name of the animal, their habitats/homes,
and draw a rough sketch out the type of home the animals
lives in.

Learning Activity
#1

5 Minutes

Time
15
Minutes

Teacher Notes:
Assessments/
Differentiation

The students have already been assigned colours for other

activities; use these colours to group them (this information is
posted on the wall so the children can remember what colour
they are). Have each of the handouts also colour coordinated so
that the students can easily find each other outside to know
who is in their group (have the students grab the worksheets
from their colour folder on the back wall).
If the students cannot find the type of home their animal lives
in, there will be books inside with the various animals and their
homes, and the computer stations will be set up showing the
most common animals they would find outside and where they
live. They can also ask the teacher at this point for help if they
become stuck.
Tell the students where they are allowed to go within the school
grounds (not in the parking lots or on the roads) and that the
same types of playground rules apply. Be outside monitoring
the students during this time.

Learning Activity
#2

After all groups find at least six animals, return to the classroom
and give them poster paper and markers to draw a scene of
one or more of the animals that they found, as well as their
habitat.
What is a habitat? What is OUR habitat? What do we need in
our habitat to survive? Do all animals need these things in their
habitats in order to survive? Do some of the animals have more
than one habitat (e.g., a bird lives in the sky; a frog also lives
in the water as well as land)? Now that we know what we need
in a habitat to survive, take a look at the animals that you
found and try to figure out what their habitat has for them to
survive.
If the students are having troubles direct them to the resources.

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

30
Minutes

Use brainstorming methods for the above questions.

Make sure that food, water, shelter are included in the list.
These are the most important things for any habitat.
Make a list of the brainstorming session on the Smart Board.
Students should find others who have the same animals that
they do and discuss what their habitat provides for them.
Additional information can be found in the books at the back of
the classroom and on the internet. If the entire class is
struggling, go over one of the websites with them e.g.,
http://urbanext.illinois.edu/insects/01.html or
http://mrnussbaum.com/insects-play/insects_profiles/.
Once the students have all their information, then sort them
into their colour groups and give them the poster paper and
markers in the art cupboard.
Have the students draw the animals that they found, and the
needs that they discussed in order to survive.
Ensure that emphasis is on food, water, and shelter.
The posters should include up to, but not limited to, six of the
animals found (they may have found more than that).
Closure
Have students share their poster with at least one other group
and explain the animals and their habitats, and listen to the
other groups presentation.
The posters must include at least six animals found and their
basic needs. The animals must be drawn, but the needs can be
drawn, listed, or both.

Time
10
Minutes

All drawings must be coloured.

The poster must also have a title of the students choosing and
their names on it. The students need to choose another colour
group and present their poster to them, as well as listen to
what the other group says about their own poster. Afterwards,
the posters may be put up on the bulletin board outside the
classroom.
Feedback From
Students:

Student feedback should come through the presentation of the

posters. Listen to what they say to the other students and get
insight into their knowledge through their drawings and
explanations. Have students fill out their exit slips (what I liked,
what I did not like, what I learned).

Transition To Next
Lesson

Start figuring out what the food chain is and how it works.
Start thinking of the animals roles within the food chain that
you drew in your picture and in other students pictures. Start
thinking about whether your animal or insect eats another
animal or insect or runs away from other animals or insects
trying to eat it. We will discuss some of these tomorrow!

Sponge
Activity/Activities

Ask the students what other needs these animals might have
other than their basic needs.

Small Crawling and Flying

Animals
(Vertebrates)

Insects
(Invertebrates)

Name:_________________________________

Name:_________________________________

Habitat/Home:__________________________

Habitat/Home:__________________________

Drawing:

Drawing:

Name:_________________________________

Name:_________________________________

Habitat/Home:__________________________

Habitat/Home:__________________________

Drawing:

Drawing:

Name:_________________________________

Name:_________________________________

Habitat/Home:__________________________

Habitat/Home:__________________________

Drawing:

Drawing:

Lesson
#2

Creating Bees!

Date

October 28th 2014

Subject/Gra
de Level

Science, Grade 2

Time
Duratio
n

60 Minutes

Unit

Topic E: Small Crawling and Flying Animals

Teacher

Julia Adolf

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

2-10: Describe the general structure and life habits of small crawling and flying
animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret
local species that have been observed.
3. Recognize that small animals, like humans, have homes where they meet their
basic needs of air, food, water, shelter and space; and describe any special
characteristics that help the animal survive in its home.
4. Identify each animals role within the food chain. To meet this expectation, students
should be able to identify the animals as plant eaters, animal eaters or decomposers
and identify other animals that may use them as a food source.
5. Describe the relationships of these animals to other living and nonliving things in
their habitat, and to people.
6. Identify and give examples of ways that small animals avoid predators, including
camouflage, taking cover in burrows, use of keen senses and flight.
8. Identify ways in which animals are considered helpful or harmful to humans and to
the environment.

LEARNING OBJECTIVES
Students will:
1. Understand how some insects can be harmful or helpful to humans.
a. Understand how bees are beneficial to the environment.
2. Understand that small crawling and flying animals have basic needs of air, food, water, shelter,
and space.
a. Learn that bees live in hives and get hands-on experience by touching one.
3. Understand that all animals belong somewhere in a food chain.
a. Understand that animals can be prey or be predators.
4. Understand how some animals have adaptations that help them survive in their environment
(e.g., camouflage).
a. Learn how some bees have different roles within a hive.

ASSESSMENTS
Observations:

Key Questions:

Can students tell the difference and spot similarities between

different species of insects?
Can students identify how bees are beneficial to the
environment?
Do students grasp what basic needs are?
Can students identify where bees live?
Can students identify where bees (and other insects) belong in
the food chain?
Can students differentiate between prey and predators?
Do students understand what an adaptation is?
Can students list adaptations that bees posses?
Can students identify the different roles bees have within a hive?
Are the students paying attention and analyzing the video?
Are they asking questions (to each other/the teacher) when they
encounter something that they dont understand?
Can some insects be dangerous to humans?
What are some of the main differences between different types of
insects?

Products/Performan
ces:

What adaptations do bees have that help them survive in their

environment?
What are the different roles that bees may have within their
community, the hive?
Are bees a predator or are they prey?
Identify the three roles within a hive (worker, guard, and queen).
Identify where a bee lives and its adaptations to its environment.
Identify how bees are either harmful or beneficial to humans and
their environment.
Complete the chosen activity and demonstrate that they
understand what makes a bee a bee and that they understand
the difference between roles of different bees (queen, worker,
guard, etc.).
Students must actively participate in answering the questions
after the interactive website and video.

LEARNING RESOURCES CONSULTED

Program of Studies for Science K-6
http://letsdoscience.com/content_pdf/Grade2Smal
lCrawling.pdf
http://urbanext.illinois.edu/insects/01.html
http://www.honeycouncil.ca/chc_teachers_kit.php
https://www.youtube.com/watch?v=BlSN2oB_hYg

MATERIALS AND EQUIPMENT

Beehive (intact and not intact), Smart
Board, worksheets, inkpads, crayons,
markers, Styrofoam balls, black pipe
cleaner, wax paper, newspaper

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Gather all materials for the beehive and the bee activity projects,
turn on the Smart Board and have it prepped for watching the Magic
School Bus, have worksheets printed out and placed in students
colour folders, and have all the materials laid out on the front table
for the students to use during their projects.
Introduction
Time
Who can remember what we did last day in class?
45
Seconds
Name some of the invertebrates that you found and have on
your poster from last class.
Do you think any of these could hurt a human?
Who has bees on their poster?
4 Minutes
Who can tell me one thing that they know about bees?
Does anyone know why bees are important to the
environment?
Establish the classroom setting by letting the students know
when they can be loud and active in their participation and
when they have to be quiet and respectful of other students
and the teachers.
I want to see the students ask questions about the topic and be
curious to what they may learn from todays lesson. I want
them to constantly be thinking why they are doing these
activities and what they are going to learn from it. I want them
to employ the scientific method and use scientific inquiry to
guide them through this lesson. The students must be gentle
while handling the bee hive.
When students are watching the interactive website and video I
expect them to adhere to the classroom rules, be respectful of
those how are speaking, to raise the hands if they have
questions, and to sit quietly while the video is playing. These
should be stated again in class for the students to be reminded
of the classroom rules.

Advance
Organizer/Agenda

Write on the white board the three learning activities that are to
take place: interactive website, bee hive and video, and
creating bees.
Have all of the materials for the creating bees assignment
organized on the front desk for students to use.
Have the worksheets placed in the students colour folders so
that when the video is finished the students can start on their
projects right away.

Transition to Body

Lets find out how small crawling and flying animals and
insects may be harmful to humans and how they might help
us!
Body
Insects that may harm humans. Go over the interactive
website: http://urbanext.illinois.edu/insects/01.html
Today we are going to talk about insects that may harm
humans. We are going to focus on bees. But first lets think
about an insect; say termites, and another insect, the bees.
Can anyone tell me what they have in common?
Discuss how ants and bees can harm us.
Some of them happen to live or feed on things we consider
valuable. Termites, for instance, can be a serious threat when
they eat the wood in our house. But in the forest, they are
essential, because they recycle dead trees, and this keeps
forests healthy. In a house, termites are pests. In a dead tree,
they are beneficial. Generally speaking, there are many more
insects doing good things for us than there are insects bugging
us.

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

The students should be made aware that while going over the
website, their lips should be locked and their ears should be
open. Questions can wait until the end of the slides.
When discussion is opened up, then students know that they
need to raise their hands and have to wait to be called on in
order to speak.
During various points on the interactive website the students
need to orally answer the following questions:
What are the difference and spot similarities between different
species of insects?
What are basic needs? Can you list some of them?
What is difference between prey and predators?
What is an adaptation? Can someone give me an example?

Learning Activity
#2

Beehive Observation
"Have you ever seen a bee's home? Does anyone know what
the bees' home is called? It's called a beehive. "
Show children an empty beehive with no bees in it. Let them
feel how papery it is.
"This is what the outside of some beehives look like. What does
it feel like?" (Feels papery)
"Would you like to see the inside of a beehive?
Show children a working beehive that they can observe. Use
the video "The Magic School Bus: Buzzes a Hive" about bees.
(https://www.youtube.com/watch?v=BlSN2oB_hYg )

Teacher Notes:
Assessments/
Differentiation

15
Seconds
Time

10
Minutes

25
Minutes

The students should be told to be very careful with the beehive,

as it is fragile.

When the video is playing, the students lips should be locked

and ears should be open.
After the video is finished, the students need to orally answer
the following questions:
How are bees beneficial to the environment?
What are bees basic needs?
Where does a bee live?
Where does a bee belong in the food chain?
Is a bee a predator or prey? Why?
What adaptations do bees have?
What are the different roles bees have within a hive?
Learning Activity
#3

Bee Activities!
Students can choose to do one of three activities:
Create a beehive thumbprint
Draw the differences between queen, guard, and worker
bees
Build a honey bee
Students can find the instructions/worksheets for the activities
in their colour folders. The materials will be laid out on the front
table so the students can grab what they will need throughout
their project.
Activity #1 Create a beehive thumbprint:
Give children a copy of the beehive handout, with a beehive
printed on it. Children will press their index fingers on an
inkpad, and then make several fingerprints across the beehive
paper. With a crayon or felt-tipped marker, children can add
wings, antennae, and legs to their fingerprint bees, and color
their beehive. They can make one bee at the hive entrance
(the guard bee), one bee larger than the rest (the queen bee),
and as many worker bees as needed.

20
Minutes

Activity #2 Draw the differences between queen, guard, and

worker bees:
To give students hands-on knowledge of the differences and
similarities between the queen bee, worker bees, and guard
bees ask students to draw or make one or more honey bees of
varying types for concrete comparison.
Activity #3 Build a honey bee:
Different kinds of honey bees can be made with Styrofoam balls
of varying sizes and shapes, black pipe-cleaners, and wax
paper. Have the students create a queen bee, a worker bee,
and a guard bee out of the materials provided.
Make sure to leave enough time at the end to have a good
proper cleanup. All the materials need to go back where they
belong, and all the garbage needs to go into the garbage.
Teacher Notes:
Assessments/
Differentiation

At the ink pad station, make sure there are newspapers down
on the table so that ink is not getting everywhere.
Students need to follow their standard craft time behavior:
marker lids go back on when they are not being used so that
they do not dry out; hands will be washed after you are done so
you do not make a mess; only work on your own paper; how
would you like it if someone else drew on your work?
The teacher should observe student participation and ask

formative questions about the differences and similarities

between the types of bees (queen, guard, worker) so that they
can gain a sense that the students know what it is that they are
learning and not just following the steps.
Students must complete their chosen activity and put it in
either their portfolio binder or their portfolio box. These will be
graded later.
Students are allowed to talk as this is activity time, but there
should be no fooling around with paint or ink, i.e., trying to get
it on others.
Consolidation of
Learning:

Closure
Who can tell me one thing that theyve learned about insects
or bees today?

Feedback From
Students:

Feedback should be taken in form of the students answers to

questions and through observations of their participation in
discussions and activities. Have students fill out their exit slips
(what I liked, what I did not like, what I learned).

Transition To Next
Lesson

I want you to start thinking about how bees and other insects
hide or protect themselves from predators that may want to
eat them!

Sponge
Activity/Activities

Have the students complete the activity on

http://urbanext.illinois.edu/insects/newbug.html where they
can create a new bug!
Have the students complete the activity on
http://urbanext.illinois.edu/insects/amiinsect.html where they
have to choose which bugs in the butterfly net are insects.

Time
5 Minutes

Activity #1: Create Thumbprint Bees on your

Beehive

10

Inside the Hive Draw the Queen and her Guards!

Step 1: Lay newsprint on your desk and collect your materials to create your
thumbprint bees (ink pad, crayons, and felt-tip markers).
Step 2: Press your finger onto an inkpad and then onto your beehive to create
bodies for your bees. Do this several times to create a queen bee, a guard bee, and
worker bees.
Step 3: With a crayon or felt-tipped marker, add wings, antennae, and legs!
Step 4: Colour your beehive.
Step 5: Clean up your desk and place your finished beehive in your portfolio binder.

11

Activity #2: Draw the Differences Between

Queen, Guard, and Worker Bees:
Step 1: Go to the computers at the back of class and look up pictures of Queen,
Guard, and Worker bees on Google Images.
Step 2: Draw what you see below. Make sure you keep in mind which traits they
share and what makes them different!
Step 3: Pack up your workstation and place your finished worksheet in your
portfolio binder.

Draw the Queen Bee

Draw the Guard Bee

12

Draw the Worker Bee

Activity #3: Build a Honey Bee

Step 1: Using a marker, draw the bees stripes and face on the
Styrofoam ball body.
Step 2: Carefully using scissors, cut out the wax paper wings and using
a glue stick, glue the wings to the top of the body.
Step 3: Using the pipe cleaner, push six pieces into the bottom of the
body to make legs. Then push in two above the face to make antennae.

13

Step 4: Ta-da! Youre done your first bee. Keep in mind its size. Would it
be a queen bee, a worker bee, or a guard bee? Make two more bees of
the other sizes and keep in mind which bee it is that youre making!
Step 5: Once you are finished clean up your desk and place your three
bees in your portfolio box.
Lesson
#3

Understanding Camouflage and other

Adaptations

Date

October 28th 2014

Subject/Gra
de Level

Science, Grade 2

Time
Duratio
n

60 Minutes

Unit

Topic E: Small Crawling and Flying Animals

Teacher

Julia Adolf

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

2-10: Describe the general structure and life habits of small crawling and flying
animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret
local species that have been observed.

14

Specific
Learning
Outcomes:

6. Identify and give examples of ways that small animals avoid predators, including
camouflage, taking cover in burrows, use of keen senses and flight.

LEARNING OBJECTIVES
Students will:
1. Understand how different patterns and colorations on animals can help them to hide and
survive in their habitats
2. Understand how camouflage is an adaptation, what an adaptation is, and what adaptation is
in nature

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Observe student participation in making observations of animals

and involvement in the activities
Can students understand that camouflage is a type of
adaptation?
Do students understand that camouflage helps animals survive?
Can students identify predator from prey?
How does coloration help animals to survive in the wild?
How does camouflage help animals survive?
In what other ways are animals adapted to their environments?
Does prey use camouflage or do predators use camouflage, OR do
they both?
Creation of newspaper moths.
Identifying two animals that use camouflage for survival and how
they camouflage themselves.
Identify three ways animals may be adapted to survive in their
environment.
Identification of patterns and associations of camouflage.
Able to define the following: camouflage, adaptation, mimicry,
and habitat.

LEARNING RESOURCES CONSULTED

Program of Studies for Science K-6
http://letsdoscience.com/content_pdf/Grade2Smal
lCrawling.pdf
http://www.welovechildrensbooks.com/wpcontent/uploads/files/WhereWild.pdf

MATERIALS AND EQUIPMENT

Black and white newspaper (no colored

ads), black construction paper, scissors,
black art paper (from the roll), cardboard
moth cutouts, white crayons and red
markers, timer or watch, data chart,
cutouts of different insects or spiders
(colored to blend into the classroom),
Homemade habitat with vegetation and an
insect suited to it (can have more than
one), photographs of animals who use
camouflage as a source of adaptation,
animals to be used in the habitat jars- frog,
spider, grasshopper, earthworm, etc., and
computers.

PROCEDURE
Prior to lesson

Attention Grabber

Gather materials for moth project, have insects camouflage contains

prepared, have worksheets printed out and placed in students
colour folders, place the animal cutouts around the classroom, place
the moth cutouts around the classroom.
Introduction
We talked yesterday about bees and ants and how they
interact with their environment, where they live, and how they
interact with humans.
Today we are going to talk about how those animals survive
when they do not have a place to hide, like an ant hill or bee

Time

15

hive. Today we are going to talk about camouflage.

Assessment of
Prior Knowledge

Who can tell me what camouflage is?

Can anyone tell me an animal that uses camouflage?

Expectations for
Learning and
Behaviour

Establish the classroom setting by letting the students know

when they can be loud and active in their participation and
when they have to be quiet and respectful of other students
and the teachers.
I want to see the students ask questions about the topic and be
curious to what they may find around. I want them to
constantly be thinking why they are doing these activities and
what they are going to learn from it. I want them to employ the
scientific method and use scientific inquiry to guide them
through this lesson.
I expect the students to be mindful when examining the insects
in the jars and not to touch or move the containers.
When they are trying to find the cutouts of animals I expect
them to be respectful of each other and to listen to instructions.
They are to remain seated in their desks at this time. When
finding the cutouts of moths they are allowed to walk around
the classroom. They are expected to adhere to the classroom
rules (no running, climbing on desks and furniture, etc.).
When the students are cutting out their moths I expect them to
follow the rules of no running with scissors. They are to be
reminded to be careful.

Advance
Organizer/Agenda

Place various moths around the classroom (newsprint and

black). Make sure some are obvious to see and some are not.
This will be used for Activity #2.
Place various cutouts of animals around the classroom. This will
be used prior to activity #1.
Print out moth handout onto manila tag paper, this will be
thicker and easier for the students to trace with once they have
cut out the moth.

Transition to Body

In the room, there are several cutouts of animals. They are

sorted throughout the classroom and are colored to blend into
their surroundings. Raise your hand and tell me if you see one
of them.

Learning Activity
#1

Body
What we will be looking at is a source of adaptation to survival
by many animals. This technique is called camouflage. This is
when an animal is colored and/or shaped to blend into their
habitat for protection. I have several containers up here, some
have animals in them and some do not. We will examine them
one at a time. I will ask for two or three volunteers to come up
and observe the containers. At that time you will describe what
you see - the type of vegetation, colors and if you see an insect
in there.

3 Minutes

2 Minutes
Time
20
Minutes

Repeat for every container.

An important concept is that of adaptation. It is a survival
technique used by animals to survive in their surroundings,
whether it is climate, soil, water, vegetation, or other forms.
Animals that use camouflage are interesting to observe and

16

they illustrate the importance of adaptations.

Some habitats that could be shown to the students are: a jar
with green-leaf branches and grasshopper; dirt or compost
material with earthworms; green-leaf branches from a tree with
a caterpillar; and twigs with a moth larva.
Have the students look at the
http://www.pbs.org/wgbh/nova/leopards/seeingsans.html
website of photographs of animals and see their adaptations.
Have them examine how the animals interact with their habitat.
For example, the walking stick moving slowly to mimic the
twigs it lives on.
Teacher Notes:
Assessments/
Differentiation

Evaluate the students participation in motivational activity and

their observations of the habitat jars. Have the students write
down and turn in a piece of paper naming at least two animals
that use camouflage for survival and how they camouflage
themselves. This will go into their portfolio binder.
Talk with the students about how each animal is adapted to
survive in their habitat. Talk about other ways animals may be
adapted to survive - by color (ex. red and black means it either
tastes bad or is poisonous), by features on their bodies, by
shape of their body, or by behavior. Have the students write
down three examples and place it in their portfolio binder.

Learning Activity
#2

Place various colored paper moths around the classroom or

outside; some should be plainly visible, others should blend
well with the surface (this should be done ahead of time). Have
the students try to find them.
Have the students pair up in their colour groups and then
break up into pairs. One member of each group will trace and
cut out 20 black construction paper moths. The other member
will trace and cut 20 newspaper moths. The worksheet for this
activity can be found in their colour folders.
While students are occupied with this task, spread out in a long
line several sheets of newspaper. Then place a long line of
black poster board parallel to the newsprint.
Once the students have completed the cutouts, have the
students line up along the newsprint. While one member of the
pair faces away, the other member spreads all 40 moths on the
newsprint, making sure they are interspersed. The partner then
turns and, when it is time to begin, the student will bend down,
pick up ONE moth and stand up; repeat for 20 seconds, making
sure to stand completely after each one. When time is up,
partner #2 records the number of black and newsprint moths
collected.

30
Minutes

The group then moves to the black paper and repeats,

switching jobs. Half the groups can begin with the newsprint
while the other half starts on the black paper; then reverse.
Teacher Notes:
Assessments/
Differentiation

The students should realize the connections between coloration

and background colors. The students should also connect that

17

when an environment is altered by humans or by changes in

climate, variations may or may not help the insect survive.
Ask the students which moths were the easiest to find and why.
Also ask students which moth they would want to be if they
could choose. Once the activity is completed, compile the data
for the entire class and ask questions regarding the results,
leading the children to observe any patters and associations.
Consolidation of
Learning:

Closure
Review with the students the important vocabulary they have
learned (camouflage, adaptation, mimicry, habitat). Have them
write down these words and their definitions in the notebook
and have them place the finished piece into the portfolio
binder. Summarize the importance of adaptations that animals
use to survive with the students.

Feedback From
Students:

Feedback should be taken in form of the students answers to

questions and through observations of their participation in
discussions and activities. Have students fill out their exit slips
(what I liked, what I did not like, what I learned).

Transition To Next
Lesson

Start figuring out what the food chain is and how it works. Start
thinking of the animals roles within the food chain that you
drew on your posters a few days ago and on other students
pictures.

Sponge
Activity/Activities

Have the students access the website

http://www.abc.net.au/beasts/playground/camouflage.htm
where they can play a game where they have to choose to be a
prey or predator and select appropriate camouflage.

Time

5 Minutes

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Camouflage Worksheet: Moths

Instructions:
Step 1: Gather your scissors and black construction paper or newsprint.
Step 2: Cut out the moth below.
Step 3: Trace the moth onto your black construction paper or newsprint
20 times. Use a white crayon to trace on the black paper and a red
marker to trace on the newsprint.
Step 4: Cut out your moths. Remember to be careful with your scissors!
Step 5: You and your partner will now gather your moths and line up
along the newsprint or black poster board to play our moth game!

19

20

Performance Task

Teacher
Subject
Topic/Focu
s

Julia Adolf
Science, Grade 2
Topic E: Small Crawling and Flying
Animals

Students will create a diorama of two small crawling and flying animals that they
have learned about in class. In groups of two they will be an entomologist and a
zoologist discovering an insect species and a small, flying and crawling animal
species they have never seen before. These species are to be one of the small,
crawling and flying animals we have talked about in class.

Performance
Task
Overview

Students will research their species and document their findings on a fact sheet.
The fact sheet shall include, but is not limited to, the following: title, insects and
animals names, a description of the insect and animal, their basic needs, how
their needs are met (do they camouflage themselves, etc.?), where the insect
and animal lives, where the insect and animal are on the food chain, whether
the insect and animals are predator or prey, whether they are harmful or helpful
to humans.
Students will also create a coloured diorama of their insect and animal in their
natural habitat. Their diorama should include, but is not limited to, the following
key pieces of information: title, the insect and the animal, what they both eat,
and their habitats.
Advise students that it would be wise to divide the diorama in half so each
partner has their own space to work. Also mention to the students if their two
creatures live in the same habitat, they may combine them.
Students have a full week to work in class on this project with their partner. This
partner must be someone outside of their colour group. Students will also be
able to take home their projects to work on if they please. Parents may not
complete the assignment for their children, but can aid with gluing, cutting, etc.

Materials

Shoe boxes, coloured pens,

pencils, crayons, markers, etc.,
paper, construction paper, glue,
scissors, paint, modeling clay,
and other craft materials
students want to use can
brought from home.

Students may use

figurines/toys/models of their
insect or animal if you own one.
Natural items like sand, rocks,
grass, leaves, twigs, etc. may
be used to help give a realistic
feel.

Learner Outcomes
General
Outcomes

Specific Outcomes

2-10: Describe the

general structure
and life habits of
small crawling and
flying animals; e.g.,
insects, spiders,
worms, slugs; and
apply this
knowledge to
interpret local
species that have

3. Recognize that small animals,

like humans, have homes where
they meet their basic needs of
air, food, water, shelter and
space; and describe any special
characteristics that help the
animal survive in its home.
4. Identify each animals role
within the food chain. To meet
this expectation, students should

Assessment Criteria
Students provide evidence of their learning as
they

Unit End Project: Goal - I can tell

about the general habits and
structures of small animals that
crawl and fly.

Students have included in their

diorama representations of what
exist in the real animals habitat
including food, water, shelter,

21

been observed.

23 Construct, with
guidance, an object
that achieves a
given purpose,
using materials
that are provided.

21 Investigate,
with guidance, the
nature of things,
demonstrating an
understanding of
the procedures
followed.
22 Recognize
pattern and order
in objects and
events studied;
and, with guidance,

be able to identify the animals as

plant eaters, animal eaters or
decomposers and identify other
animals that may use them as a
food source.
5. Describe the relationships of
these animals to other living and
nonliving things in their habitat,
and to people.
6. Identify and give examples of
ways that small animals avoid
predators, including camouflage,
taking cover in burrows, use of
keen senses and flight.
8. Identify ways in which animals
are considered helpful or harmful
to humans and to the
environment.
Focus
Identify the purpose of the object
to be constructed: What structure
do we need to make? What does
it need to do?
Explore and Investigate
Engage in all parts of the task
and allow others to make their
contributions
Identify materials used and how
they were used
Use, with guidance, print and
other sources of information
provided. Sources may include
library, classroom, community
and computer-based resources
Reflect and Interpret
Communicate results of
construction activities, using oral
language, captioned pictures and
simple graphs (pictographs and
bar graphs)
Describe the product and
describe and explain the
processes by which it was made
Explore and Investigate
Use, with guidance, print and
other sources of information
provided. Sources may include
library, classroom, community
and computer-based resources
Reflect and Interpret
Describe what was observed,
using captioned pictures and oral
language
Describe and explain results;
explanations may reflect an early
stage of concept development

prey, predators, and the animals

themselves. If the animal comes
in different shapes, colors, and
sizes, then these should also be
shown in some way.

Students demonstrate defensive

adaptations such as camouflage
and constructed shelters within
their diorama.

If the animal is helpful or not

helpful to humans, then it should
be demonstrated.
o For example, bees
pollenating flowers

The students will be able to give

an oral description of their
diorama and the uses of the
objects they have constructed
within it in regards to the animal
being presented and its habitat
and ecosystem. They should also
be able to answer questions in
regards to the materials used in
the construction and how they
were used.
The teacher should be able to
observe in class that both group
members are working on the
project in equal amounts.

Included at the end of the fact

sheet should be a references
page for all the sources that
students used.
o Websites: website titles
and URLs
o Books: Book titles and
authors
o Other sources: titles and
authors; they will ask the
teacher if they are unsure
Students should be able to give
descriptions of how the animals

22

record procedures
and observations,
using pictures and
words; and make
predictions and
generalizations,
based on
observations.
24 Demonstrate
positive attitudes
for the study of
science and for the
application of
science in
responsible ways.

Identify applications of what was

learned
Identify new questions that arise
from the investigation.
Curiosity
Confidence in personal ability to
explore materials and learn by
direct study
Inventiveness
A willingness to work with others
and to consider their ideas
Respect for living things and
environments, and commitment
for their care.

in their dioramas impact their

environments and humans who
live near them. They should also
understand how humans impact
these animals and their habitat.
Teacher observations:
Display leadership during
activities
Asking other students or the
teacher when unsure of
something
Discussion and cooperation when
working with peers
Creativity and ingenuity when
working on the diorama

Student Task Description

PERFORMANCE TASK: Create a diorama of two small crawling and flying
animals that we have learned about in class.
You are an entomologist (a scientist who studies insects) and your partner is
a zoologist (a scientist who studies animals) and you have just come across
an insect species and a small flying and crawling animal species that you
have never seen before. As every good scientist does, you will document your
exciting findings. Design a fact sheet highlighting this new insect and small
crawling and flying animal discovery. Be sure to include the following key
pieces of information:
Title
Your insects and animals names
A description of your insect and animal
Their basic needs
How their needs are met (do they camouflage themselves, etc.?)
Where your insect and animal lives
Where your insect and animal are on the food chain
Whether your insect and animal are a predator or prey
Whether your insect and animal are harmful or helpful to humans
Your fact sheet might have text features like labels, captions, maps, bold
words, subheadings, and more.
You will also create a coloured diorama of your insect and animal in their
natural habitat. Your diorama should include the following key pieces of
information:
Title
The insect and the animal
23

 What the insect eats and what the animal eats, what predators might
eat them
The insects habitat and the animals habitat, including food, water,
shelter, and prey.
Some indication of how the animal might be helpful or harmful
towards humans.
It would be wise to divide the diorama in half so each partner has their own
space to work. If your two creatures live in the same habitat, you may
combine them.
You will have a full week to work in class on this project with your partner.
Please pick someone that is outside of your colour group. You are
welcome to take home your projects to work on if you please. Your parents
may not complete the assignment for you, but they can aid with gluing,
cutting, etc.
Materials: a shoe box, coloured pens, pencils, crayons, markers, etc., paper,
construction paper, glue, scissors, paint, modeling clay, and any other craft
materials you want to use or can bring in from home. You may use
figurines/toys/models of your insect or animal if you own one. You may also
use natural items like sand, rocks, grass, leaves, twigs, etc. to help give it a
realistic feel.

24

Assessment Criteria
Level
Criteria

Excellent

Proficient

Adequate

Limited *

Appearanc
e and
Creativity
of Project
(GLE: 2-3)

The projects appearance

is professional and
polished without
distractive elements.

The projects
appearance is quite
professional and
polished; few
distractive elements.

The projects
appearance is
somewhat poor. Some
distractive elements.

The projects appearance

is quite poor. Many
distractive elements.

Content
Facts
(GLE: 2-10,
2-1, and 22)

Student has excellent

grasp of content and how
facts are interrelated,
recorded, and found.
When questioned,
student had answers
ready in regards to facts
about their animals
habitats, habits, and
design and construction
of the diorama.

Student has a good

grasp of the content,
how facts are related,
and references are
listed.
When questioned,
student could answer
most questions about
their animals habitat,
habits, and design and
construction of the
diorama.

Student has a grasp of

content and has
indicated references
and how they were
found.
When questioned,
student could answer
some questions about
their animals habitat,
habits, and design and
construction of the
diorama.

The student has limited

grasp of content and
cannot explain how facts
are related. No mention
of sources or how info
was found.
When questioned,
student could answer
very little about their
animals habitat, habits,
and design and
construction of the
diorama.

Images
and
Models
(GLE: 2-3)

All objects have a

purpose and are
explained as such
verbally and in the fact
sheet.

Most objects have

purpose and are
explained as such
verbally and in the fact
sheet. There may be
too few or too many
objects.

Few objects have

purpose and are
mentioned at in the fact
sheet. There may be too
few objects.

Few, if any objects have

purpose. Limited
mention of purpose in
fact sheet. Too few
objects in diorama.

Insufficien
t / Blank *
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

25

Group
Work
(GLE: 2-4)

Student was involved in

all aspects of research
and group work, and
resolved any conflicts on
their own

Student was involved in

most aspects of
research and group
work, and needed help
resolving conflict

Student participated in
some research and
group work, and had
difficulty working in a
group

Student did not or was

limited in group work
participation and had
difficulty working with
others

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.

26