Grade 1 - Life Science

EXPLAIN

Animals Without Backbones ESTIMATED TIME 5 MIN
Insects
Animals Without Backbones
Insects are animals without a
backbone. They have six legs. Bees, ants, Ask volunteers to tell what a backbone is and give examples of
and butterflies are types of insects. animals with a backbone. Write the responses on the board.

Draw an insect. Have a volunteer read Insects aloud.

Describe How many legs do insects have? TELL Insects are animals without a backbone. They have
three body parts and six legs.
___________________________________________________
___________________________________________________ ASK What is an insect?
Possible answer: Insects are animals without a
269 backbone, three body parts, and six legs.

ELL ASK Name a few different insects.
Possible answer: bee, grasshopper, butterfly, ant,
Ask children to pick an animal from the beetle
pictures on the page.
Beginners: Have children point to an animal ASK How can you tell that a bee is an insect?
and name it. A bee is an insect because it has three body parts,
Intermediate: Encourage children to form a six legs, and no backbone.
short sentence about the group an animal
belongs to. On the board, draw a spider showing the two body
Advanced: Encourage children to choose an segments and eight legs of the spider.
animal, name it, tell what group it belongs to
and why. ASK Is a spider an insect? Why or why not?
No. A spider has eight legs and only
two body segments.

CHECK THE UNDERSTANDING QUESTION

Describe: Insects have six legs. 5 MIN
ESTIMATED TIME

EXPLAINING THE HOME ACTIVITY

Have children draw an insect. Tell them to be sure that their
insect has three body parts and six legs. Encourage children to
share their drawings with their classmates.

VOCABULARY PRACTICE

insects: animals without a backbone that have six legs and three
body parts
Write insects and its definition on the board. Ask children to use the
word in a sentence.

269

ELABORATE

ESTIMATED TIME 10 MIN MATERIALS What Group Does
an Animal Belong To?
What Group Does an Animal Belong To?
animal pictures
GROUPING
Ask a question:
small groups
Which group does an
MATERIALS PER GROUP animal belong to?

• magnifying glass 1 Pick an animal.
2 Observe the animal to
OBJECTIVES
answer the following
Children will conduct an investigation to observe and classify any questions.
animal according to its characteristics.
270
TEACHER BACKGROUND
SCIENCE SKILLS
Animals are categorized into groups. Each group has more
specific characteristics than the previous group. Classifying By the end of this practice, children will apply
animals can be done until there is only one animal in the group. the following science skills:
This is the species name of the animal. • Observe
• Classify
ADVANCE PREPARATION • Draw a conclusion

If possible, have a pet animal available for the class. If this is not
possible, have pictures of pet animals available.

SAFETY PRECAUTIONS

• Observe the classroom to make sure it remains safe, orderly,
and clean.

• Remind the children to use caution while observing the animal
and not to harm it.

• Direct children to wash their hands at the end of the
Guided Practice.

270

a What food does the animal eat? ELABORATE
___________________________________________
b Does the animal give birth or lay eggs? STEPS
___________________________________________
c What body covering does this animal have? 1 Discuss pet animals with children.
___________________________________________
ASK Do you have a pet animal? What animal
3 Draw a conclusion. would you like to have as a pet?

What group does the animal belong to? Choose a pet animal and talk with children about it.
___________________________________________
___________________________________________ 2 Observe. Have children observe the pet animal in small
___________________________________________
groups and then answer the questions.
Possible answers:
a. A cat eats fish.
b. A cat gives birth to kittens.
c. A cat body is covered with hair.

3 Draw a conclusion.

Possible answer: The cat is a mammal.

SAY A cat gives birth to kittens, feeds them milk,
and has a body covered by hair.

Guide children to conclude that a cat is a mammal.

271

EXPECTED RESULTS

Children will find that a cat is a mammal.

EXPLANATION

Vertebrates are classified into five major
groups: mammals, reptiles, amphibians,
fish, and birds. Each group member shares
common characteristics.

CONCLUSION

Every animal belongs to a specific group
based on the characteristics it has.

271

EVALUATE

ESTIMATED TIME 15 MIN

Read the directions aloud. 1 Vocabulary

VOCABULARY Fill in the spaces with the following words.
fish • backbone • amphibians • birds • reptiles • insects • mammals
a. backbone
b. Mammals a The ________________________ is made of many
c. Birds small bones along the middle of the back.
d. Reptiles
e. Amphibians b __________________ have fur or hair.
f. Fish c __________________ have feathers and wings.
g. Insects d __________________ have scales and dry skin.
e __________________ have smooth, wet skin.
Help children fill in the spaces using the correct vocabulary words. f __________________ swim using fins.
g __________________ have six legs.
APPLY
2 Apply Write the group of each animal in the
birds, reptiles, mammals, fish
Help children determine the group for each animal. If children photo at the top of the next page.
have difficulties, ask volunteers to start describing each animal.
272

272

EVALUATE

3 Identify Look at the pictures. Circle the mammal. IDENTIFY

4 Sort Circle the animal that does not have a cat
Have children identify the group that each animal belongs to.
backbone. Help them to circle the photo of the mammal.

SORT

ant
Help children to circle the photo of the animal without a backbone.
Remind them that monkeys are mammals and ducks are birds.
Mammals and birds have backbones.

IMPORTANT DETAILS

5 Important Details Fill in the chart by writing three Mammals
are animals
things you know about mammals.

Mammals are animals

have fur or give birth feed on milk
hair from mother

273 Draw the graphic organizer on the board. Help children to
complete the graphic organizer by asking them to describe
mammals.

273

EVALUATE

ESTIMATED TIME 15 MIN How Can We
Group
How Can We Group Animals? Animals?

This practice will be conducted at home. There are many kinds of animals. Look at the
pictures and make a plan on how to group
Materials these animals.

• pencil 1 Ask a question.

objectiveS __________________________________________________
__________________________________________________
Children will conduct an investigation to classify animals
according to their characteristics. 2 Make a plan.

TEACHER BACKGROUND __________________________________________________
__________________________________________________
Animals can be classified into two groups: vertebrates and
invertebrates. Vertebrates are larger and have complex bodies 274
with a well-developed skeleton. Vertebrates include mammals,
reptiles, birds, fish, and amphibians. Invertebrates are smaller
in size. The largest group of invertebrates is the arthropods.
Arthropods are placed in classes according to the number of legs.

SCIENCE SKILLS

By the end of this practice, children will apply
the following science skills:
• Observe
• Classify
• Record data
• Draw a conclusion

274

EVALUATE

3 List the materials that you will use. STEPS

________________________________________________ 1 Ask a question. Help children think of a question for this
________________________________________________
________________________________________________ activity. Advise them to be specific and direct.
Possible question: How can these animals be grouped?
4 Record your observations.
2 Make a plan. Help children to determine the needed steps

for the activity and put them in a logical order.
Possible answer:
a. I will draw a 5-column chart with the different animal

groups: mammals, reptiles, insects, birds, and fish.
b. I will observe each animal and write its name in the

correct group in the chart.

3 List materials you will use. Ask children to decide what

materials they are going to use.
pencil and paper

4 Record. Ask children to record their observations.

Possible answers:

275 Mammals Reptiles Insects Birds Amphibians

cow turtle bee sparrow

cat snake ant

lion

EXPECTED RESULTS

The bee and ant are insects. The lion, cat,
and cow are mammals. The snake and turtle
are reptiles. The sparrow is a bird.

EXPLANATION

The bee and ant are insects because
they have three body parts, six legs, and
no backbone. The lion, cat, and cow are
mammals because they give birth to live
young and feed them milk. The snake and
turtle are reptiles as they have dry, scaly skin.
The sparrow is a bird as it can fly and lay eggs.

CONCLUSION

Animals sharing the same characteristics can
be grouped together.

275

EVALUATE 5 Draw a conclusion.

STEPS Explain what you learned from grouping the
animals.
5 Draw a conclusion. Have children explain what they learned
__________________________________________________
from grouping the animals. Ask for volunteers to share their
responses. Provide positive feedback and clarify any __________________________________________________
misconceptions.
Possible answers: Animals can be grouped in many ways. __________________________________________________
Animals are grouped as either a vertebrate or invertebrate.
Vertebrates can be grouped as mammals, birds, reptiles, __________________________________________________
amphibians, fish, and insects.
__________________________________________________

__________________________________________________

276

276

276a

CHAPTER 5 Animals
LESSON 2 How Do Animals Grow and Change?

NGSS STANDARDS 135 MIN

1-LS1-2: Read texts and use media to determine patterns in behavior
of parents and offspring that help offspring survive.

ESTIMATED TIME
1-LS3-1: Make observations to construct an evidence-based
account that young plants and animals are like, but not exactly like, their parents.

Page Time
5 min
ENGAGE Warm-Up Encourage children to arrange the 277 5 min
EXPLORE Question pictures to show how the horse grows. 277 20 min
35 min
EXPLAIN Vocabulary Use the pictures to introduce the lesson
vocabulary: tadpole, larva, pupa. 5 min
10 min
Directed Practice How Does a Chicken Grow and Change? 278–279

Have Children Animal Life Cycle, The Life Cycle of a Cat, 280–287
Read The Life Cycle of a Frog, The Life Cycle of 286
a Butterfly
Home Activity Help children to answer the questions.

Help children understand the Home
Activity.

World Connection Kangaroo Life 288

Apply Math Subtraction with a Number Line 289 10 min

ELABORATE Guided Practice How Do Animals Grow and Change? 290–291 10 min

EVALUATE Lesson Review Have children complete the Lesson 292–293 10 min
Full Practice Review to check their understanding. 294–296 15 min
Practice Book
Animal Life Cycle

Help children understand the Full Practice
that they will conduct at home.

How Do Animals Grow and Change? 31–32

ADDITIONAL RESOURCES Multiple Intelligence Cards, Anchor 10 min
Activities, and Exit Cards.

Core instruction has this icon next to it: . If time allows, the other sections may be completed as
instructional enrichment.

2766

Lesson 2 Animals Grow and Change?
How Do

Children will understand how different animals grow and change.
Children will identify and describe the stages of the life cycles of
some animals.

ESTIMATED TIME 5 MIN ENGAGE

Assess Prior Knowledge

WARM-UP QUESTION Have children share their previous knowledge about animals.

How does the horse grow? Number the pictures ASK What is a life cycle?
1, 2, and 3 from youngest to oldest. Possible answers: It is something that goes around
and around.

ASK Do all animals grow and change the same way?
Accept any reasonable answers from children.

Warm-Up Question

tadpole larva pupa Direct children to look at the picture above the Warm-Up
277 Question.

ASK How is the foal different from the parent horse?
Possible answer: They are different sizes.

ASK What are some changes that happen to the horse
through its life?
Possible answer: It grows up and becomes stronger.

NGSS STANDARDS Have children number the pictures.

1-LS1-2: Read texts and use media to ESTIMATED TIME 5 MIN
determine patterns in behavior of parents
and offspring that help offspring survive. Introducing Vocabulary

1LS3.1: Make observations to construct an Write the vocabulary words on the board and guide children
evidence-based account that young plants through the activity below.
and animals are like, but not exactly like, their
parents.

Present Practice Produce

tadpole A tadpole is a very young frog that has a ASK Does a tadpole look like its parent? SAY Draw a tadpole.
larva tail. No. Check drawings.
pupa
A larva is a young insect. It eats leaves to SAY Complete the sentence. A larva ASK What is the next stage after
grow. is . a young insect larva? pupa

A pupa grows wings and legs to become a SAY True or false: A pupa comes after SAY Draw a pupa.
Check drawings.
butterfly. a butterfly. false

277

EXPLORE

ESTIMATED TIME 20 MIN MATERIALS How Does a Chicken
Grow and Change?
How Does a Chicken Grow and Change?
chicken cards

GROUPING

small groups scissors Ask a question: What is the

Materials Per group glue life cycle of a chicken?
paper
• flash cards 1 Look at the pictures. What
• scissors 278
• glue do you observe?
• paper
2 Cut out the pictures.
OBJECTIVES
Arrange and number the
pictures to show how a
chicken grows.

Children will sequentially order the steps of a chicken’s life cycle.

TEACHER BACKGROUND

A bird’s life cycle starts with an egg. The female lays eggs in SCIENCE SKILLS
the nest and sits on the eggs to incubate them. When the baby
bird is ready to hatch, it breaks through the egg. The baby bird By the end of this practice, children will apply
has a special tooth on its beak to help in breaking the shell. This the following science skills:
special tooth drops off later. The parents take care of their young, • Observe
protecting and feeding them until they grow feathers and are • Record data
able to fly. The chicken is a domestic bird that cannot fly. The • Draw a conclusion
incubation period for a chicken is 21 days. Only eggs that have
been fertilized produce chicks.

Safety Precautions

• Remind children to use caution while using sharp-edged tools.
• Use nontoxic glue.
• Remind children to wash their hands after the Directed

Practice.

278

3 Glue the pictures onto a sheet of paper. EXPLORE
4 Draw arrows to show how a chicken grows.
5 Draw a conclusion. How does a chicken start STEPS
1 Divide children into small groups. Have each group observe
its life cycle?
____________________________________________ the cards.
ASK What do you observe? What is the name of the
____________________________________________ step in each picture?
The steps of a chicken’s life cycle: egg, chick,
____________________________________________ chicken.

____________________________________________ 2 Arrange. After children finish carefully cutting the cards,

____________________________________________ encourage them to arrange the cards.

ASK How should the cards be arranged to show the
correct life cycle?

3 Encourage children to glue the cards to a sheet of paper

according to the order that they arranged them.

4 Draw. Have children draw arrows to show the order of the

chicken life cycle steps. Have them explain the life cycle.

5 Draw a conclusion. Have children discuss how a chick is

similar to a chicken and how it is different. Help them to draw
279 a conclusion about how a chicken starts its life cycle.

A chicken begins its life cycle as an egg.

EXPECTED RESULTS

Children will discover that a chicken’s life
cycle starts with an egg, which hatches a
chick. A young chicken is called a chick,
which grows to be an adult chicken.

EXPLANATION

A chicken is a bird. All birds have a simple life
cycle. Birds lay eggs. Eggs hatch their young,
and the young grow to be adults. The adult
will reproduce and the cycle begins again.

CONCLUSION

Animals have a life cycle through which the
animal grows to an adult. Once it is an adult,
it reproduces and repeats the same life cycle
as its parent.

279

EXPLAIN

ANIMAL LIFE CYCLE

ESTIMATED TIME 5 MIN

Animal Life Cycle All animals have life cycles.
A life cycle is the way living things grow and change.
Ask children a week before starting the lesson to bring in photos of Adult animals make new animals like themselves.
themselves when they were babies along with a recent photo. Some animals lay eggs.

Display the children’s pictures. Have volunteers share their ideas egg young adult
about their baby pictures. Let them describe how they have 280
changed.

ASK Who do you think you will look like when you
grow up?
Possible answer: Mom or dad. Accept any other
reasonable answer.

TELL A life cycle is the way a living thing grows and
changes.

Have a volunteer read Animal Life Cycle aloud.

ASK How are the chick and the chicken alike? Both
have the same number of legs and a beak.
How are they different? The chicken is bigger and
has more feathers.

CONNECTING THE BIG IDEA

Write the chapter’s Big Idea on the board.
Animals are classified in many ways.

ASK Look at the life cycle of the
chicken and the dog. How
can we classify these animals?
The chicken lays eggs to make
young like itself. The dog gives
birth to make young like itself.

SAY Animals are classified by the way
they have young.

280

Some animals give birth. EXPLAIN

newborn young adult Help children understand that life cycles are part of being a living
thing. This means that plants and animals have life cycles.
A young animal grows up to look like its parents.
SAY In plants and animals, a life cycle has a beginning
Underline the sentence that tells what a life cycle is. (seed in plants or an egg in animals), and then
it grows to an adult. As an adult it will have
APPLY MATH young and at the end of the cycle the organism
eventually dies.
There are 2 cows and 7 chickens on a farm.
How many animals are there altogether? ASK How is the beginning of an animal’s life cycle
different from a plant’s life cycle?
Possible answer: The animal life cycle starts with
eggs while the plant’s life cycle starts with seeds.

Check THE Understanding Question

Underline: A life cycle is the way living things grow and change.

Apply Math

2+7=9

281

MISCONCEPTION

Some children may think the following:
Eggs are not alive.

Explain this fact

Eggs are alive and they are the first stage of
the animal life cycle.

281

EXPLAIN

ESTIMATED TIME 10 MIN The Life Cycle of a Cat Next, the kitten
starts to walk.
The Life Cycle of a Cat A cat has a life cycle.

First, the kitten
grows inside the
mother cat until
it is born.

Have children discuss how animals change as they grow up. The mother cat keeps
Encourage them to share any experiences they have had with a kittens clean and warm.
pet animal growing up. The mother cat feeds
the kittens milk. Milk
ASK How did the baby animal look when it was born? helps the kittens grow.
Possible answer: small with its eyes closed
Last, a young cat Then, the kitten grows
ASK How did it change as it grew up? becomes an adult cat. up and becomes a
Possible answer: got bigger and had thicker fur It looks like its parents. young cat. A young
The cat can have young cat likes to play.
Direct children’s attention to the pictures. cats of its own.
282
ASK What is the difference between the newborn kittens
and the parent cat? ELL
Possible answer: They are smaller in size.
Show the children the pictures of the life
TELL Look at the first picture. Explain that kittens grow cycle of a cat and describe each one.
inside their mother’s body until they are born.
A kitten is a young cat that needs care from Beginners: Say young cat and adult cat
its mother. aloud. Have children point to the pictures
that correspond to each word.
ASK What group does the cat belong to?
mammals Intermediate: Have children point to the
pictures that go with the words youngest
ASK What does a mother cat feed her kittens? and oldest.
milk
Advanced: Encourage children to describe
Have a volunteer read The Life Cycle of a Cat aloud. Tell children the cat’s life cycle stages to a partner.
to observe the photos as they are reading.

ASK What do you think is the first stage of a cat’s life
cycle? The first stage is the newborn kittens.

282

EXPLAIN

Have a discussion with children by asking these questions.

ASK What would be the first step in your life cycle?
being a baby

ASK What would happen next?
Possible answer: being able to walk and talk

ASK What is the same in your life cycle and a cat’s life
cycle?
Possible answer: A cat and a human depend upon
their parents when they are young.

How does the mother cat help If time remains, have children continue to describe their life cycle
her newborn kittens? or to draw a human’s life cycle.

CHECK THE UNDERSTANDING QUESTION

WRITE Possible answer: The mother cat keeps her kittens
clean and warm. The mother cat feeds her
kittens milk.

283

Look and Talk

Direct children’s attention to the cat life cycle
diagram.

ASK Why is this diagram called a life
cycle diagram?
Possible answer: because it
shows a young kitten growing
into an adult cat
How does a cat life cycle begin?
Possible answer: a kitten grows
inside its mother’s body

283

EXPLAIN

ESTIMATED TIME 10 MIN The Life Cycle of a Frog

The Life Cycle of a Frog A frog has a life cycle.

If possible, play an audio clip of a frog making a sound. First, a frog starts its life
cycle as an egg in water.
ASK Who knows what sound that is?
frog A froglet soon becomes
an adult frog. An adult frog
ASK What do frogs look like? What do frogs need to live breathes with lungs. It can
and grow? Do you know where frogs live? live on land and in water.
Accept any reasonable answers. An adult frog can lay
eggs, which makes
Direct children’s attention to the picture of frog eggs. a new life cycle.

TELL These are frog’s eggs, which are going to grow and 284
become frogs.
Look and Talk
Point to the tadpole picture.
Have children look at the frog life cycle
TELL A tadpole is a very young frog that breaks out of diagram.
the egg and lives in water.
ASK How does a frog life cycle
ASK How does the tadpole breathe? begin? It begins with an egg.
It breathes with gills. What helps the tadpole to swim?
tail
Point to the froglet picture. What is the next stage after a
tadpole? froglet
TELL A tadpole starts to grow legs then grows to be a
froglet. A froglet is a small frog.

ASK What is the next stage after froglet?
frog

Point to the adult frog picture.

TELL A froglet grows to an adult frog. It will start to lay
eggs and a new life cycle will begin.

284

EXPLAIN

Next, the egg hatches and a Start a discussion with children by asking these questions.
tadpole comes out. A tadpole is a
very young frog. A tadpole has a ASK What is the difference between the adult frog and
tail. The tail helps the tadpole swim. the tadpole?
Tadpoles breathe using gills. The adult frog breaths with lungs while the tadpole
breathes with gills.
Important Details Underline details you
know about tadpoles. ASK Why is a frog an amphibian?
The adult frog lives on land while the tadpole lives
A tadpole grows and changes. It in water.
grows and becomes a froglet. As
a froglet grows, it loses its tail. ASK If a frog does not live by water, what do you
expect might happen?
285 Possible answer: The frog may not lay eggs as it lays
eggs in water.

CHECK THE UNDERSTANDING QUESTION

Important Details: has a tail, breathe using gills, grows and
changes

VOCABULARY PRACTICE

tadpole: a very young frog
Write tadpole and its definition on the board. Ask children to use
the word in a sentence.

ELL

Beginners: Show children photos of the frog
life cycle stages. Say each of the following
words aloud: egg, tadpole, froglet, adult
frog. Ask children to point to the picture that
corresponds to each word.

Intermediate: Have children name each
photo by using the words: egg, tadpole,
froglet, adult frog.

Advanced: Encourage children to draw
pictures of the frog life cycle stages, label
each stage, and describe it by using full
sentences.

285

EXPLAIN

ESTIMATED TIME 10 MIN The Life Cycle of a Butterfly

The Life Cycle of a Butterfly A butterfly has a life cycle.

Direct children’s attention to the diagram of the different stages of Next, the egg hatches and a
a butterfly’s life cycle. larva, or a caterpillar, comes out.
A larva is a young insect. A larva
TELL The first stage in the life cycle of a butterfly begins eats leaves to grow.
with an egg. Butterflies go through a life cycle in
which the butterfly’s shape changes dramatically First, a Make a poster
during the growing process. butterfly starts of a butterfly’s
its life cycle life cycle.
SAY Look at the first picture of a butterfly’s eggs. These as an egg.
eggs hatch into larva or a caterpillar.

Next, direct their attention to the larva picture.

TELL A larva is a young insect that eats leaves to grow
and change inside a hard covering to become a
pupa.

ASK What does the larva eat? 286
It eats leaves.

ESTIMATED TIME 5 MIN
EXPLAINING THE HOME ACTIVITY

Have children make a poster of the butterfly’s life cycle. ELL
Remind them to number each stage and label each step.
Encourage them to illustrate with color and give their poster Beginners: Ask children to point to the picture
a title. egg, larva, pupa, and adult and say the
name aloud.
VOCABULARY PRACTICE

larva: a very young insect Intermediate: ASK What is a larva?
Write larva and its definition on the board. Ask children to use the What is a pupa?
word in a sentence.
Have them use short sentences to answer.

Advanced: ASK How is the pupa
different from the adult butterfly?
Have them use complete sentences to
answer.

286

EXPLAIN

Then, the larva changes inside TELL A pupa starts to grow wings and legs and change
a hard covering and becomes to a butterfly.
a pupa. During this time, a
pupa grows wings and legs. Have a discussion by asking these questions.

After many weeks, an adult ASK What is another name for the caterpillar stage in a
butterfly comes out of the hard butterfly life cycle?
covering. An adult butterfly larva
can fly. It can lay eggs and
create a new life cycle. ASK How does a larva turn into a butterfly?
Possible answer: The larva eats leaves to grow and
Sequence Number the pictures to show change into a pupa, which grows wings and legs
the sequence of a butterfly life cycle. to become a butterfly.

What is a larva? ASK When the pupa grows into an adult butterfly, how
does a new life cycle start again?
287 Possible answer: The adult butterfly lays eggs.

Look and Talk ASK How are the life cycle of an amphibian, such as a
frog, and an insect, such as a butterfly, alike?
Have children look at the butterfly life cycle Possible answer: Both life cycles start with an egg.
pictures.
CHECK THE UNDERSTANDING QUESTION
ASK How many stages are in the life
cycle of a butterfly? four stages Sequence: 1. egg, 2. larva, 3. pupa, 4. adult butterfly
What is the name of each stage?
egg, larva, pupa, adult butterfly WRITE A larva is a young insect. A larva eats leaves to
grow.

VOCABULARY PRACTICE

pupa: the stage of a butterfly in which wings and legs grow
Write pupa and its definition on the board. Ask children to use the
word in a sentence.

287

EXPLORE

ESTIMATED TIME 10 MIN Kangaroo Life

Kangaroo Life A newborn kangaroo is very small.
It stays inside its mother’s pouch for
OBJECTIVES about eight months. The mother’s pouch
keeps the baby kangaroo safe. Then, the
Children will describe the life cycle of a kangaroo. baby kangaroo grows up and becomes a
joey. The joey gets bigger until it becomes an
TEACHER BACKGROUND adult kangaroo.

Kangaroos live in Australia and New Guinea. A kangaroo is an Draw a kangaroo.
herbivore. It feeds mostly on grasses. It lives around six to eight
years in the wild. A group of kangaroos is called a mob. Female Where does the baby
kangaroos give birth to one baby at a time. A baby kangaroo kangaroo stay to be safe?
grows into a young kangaroo, which is called a joey. It keeps the
joey in its pouch to protect it. 288

The kangaroo is the most well-known animal that lives in Australia. Look and Talk
It can hop very fast on two legs but moves very slowly on four legs.
Have children look at the kangaroo picture.
Encourage children to recall previous knowledge about
kangaroos. ASK How does the kangaroo mom
Have a volunteer read Kangaroo Life aloud. help the baby kangaroo?
It keeps the baby kangaroo
ASK What group does a kangaroo belong to? mammals for eight months in its pouch to
keep it safe.
TELL Most mammals feed and take care of their young.
Recall that the adult cat helps its kittens by feeding ASK What is the name of the baby
them milk. kangaroo when it grows?
joey
CHECK THE UNDERSTANDING QUESTION
ASK How are the kangaroo mom
Draw. Encourage children to draw a kangaroo. and baby alike and different?
Both are the same shape, but
WRITE in the mother’s pouch the baby is small while the
mother is big.

288

EXPLORE

Subtraction with a Number Line ESTIMATED TIME 10 MIN

Math Skill Subtraction with a Number Line
You can subtract multiples of 10s using the
number line. OBJECTIVES

To subtract 30 from 90, you start with 90, and Children will learn how to subtract using a number line.
then move 3 steps back.
TEACHER BACKGROUND
10 20 30 40 50 60 70 80 90 100
The number line is a visual representation in which numbers can be
Apply Math placed along a line according to their value. Number lines can be
There are 40 frogs on land. Then, 10 frogs jump used to solve a variety of mathematical problems. Young children
into the pond to lay their eggs. Use the number can count or skip count using the number line to help them add or
line to find out how many frogs are left on land. subtract.

10 20 30 40 50 60 70 80 90 100 On the board, draw the number line as shown. Remind children
that they can subtract multiples of tens using the number line.
____________________________________________
Have a volunteer read Math Skill.
____________________________________________
ASK If I start at 60 and hop backward 2 spaces, then
____________________________________________ I hop back another 2 spaces, where will I be?
Will it be the same as starting at 60 then hopping
____________________________________________ backward 4 spaces?
Possible answer: Yes, answer to both is 20.
289
APPLY MATH

Answer: 30

289

ELABORATE

ESTIMATED TIME 10 MIN MATERIALS How Do Animals Grow
and Change?
How Do Animals Grow and Change?
scissors

GROUPING

small groups glue

MATERIALS PER GROUP white paper
flash cards
• flash cards Ask a question: How do
• scissors 290
• glue animals grow and change?
• white paper
1 Look at the cards.
OBJECTIVEs
2 Cut out the pictures of

animals. Put each adult
beside its young.

Children will conduct an investigation to describe how animals
grow and change.

TEACHER BACKGROUND

A life cycle is a series of changes that happens to a living thing
over its lifetime. Life cycles can be as short as just a few weeks for
insects or up to 200 years for sea urchins.

Most mammals, reptiles, birds, and fish have a life cycle in which SCIENCE SKILLS
the young resemble the parents. A baby is born either hatched
from an egg as in birds, fish, and reptiles or as live young as in By the end of this practice, children will apply
most mammals. As the baby grows, it continues to resemble its the following science skills:
parents. Amphibians and insects are different. They undergo a • Observe
metamorphosis, which means they change greatly from early life • Compare
to adulthood. The young do not always resemble the adult. • Communicate

SAFETY PRECAUTIONS

• Remind children to use caution while using scissors and any
other sharp-edged tools.

• Use nontoxic glue.
• Remind children to wash their hands after the Guided

Practice.

290

3 Glue the pictures onto a sheet of white ELABORATE

paper. STEPS

4 Compare each adult with its young. 1 Divide children into small groups. Ask children to look at the

___________________________________________ flash cards and observe them.
___________________________________________
___________________________________________ ASK How are these animals alike?

5 Communicate How are adult animals Write children’s responses on the board.

different from their young? 2 Provide each group with scissors and glue. Ask children to
___________________________________________
___________________________________________ cut the pictures carefully. Encourage children to arrange
___________________________________________ pictures so that every young animal is beside its parents.
___________________________________________
___________________________________________ ASK How are the animal and its young alike? How
___________________________________________ did you recognize the animal and its young?

291 3 Distribute white paper sheets. Ask children to carefully glue

EXPECTED RESULTS the pictures of each animal and its young next to each
other.
Children will find that parent animals and
their young are alike in shape for mammals 4 Compare. Have children observe the adult animal and its
such as cats and dogs. In amphibians and
insects, parents and their young can be young.
different, such as the frog and butterfly.
ASK How are they alike?
Possible answers: They are the same color and
they are the same shape.

5 Communicate.

ASK How are a butterfly and a caterpillar different?
How is a cat different from a kitten?
Possible answer: Adult animals are larger in
size. They may also be very different from
their young, as with the butterfly and the
caterpillar. The butterfly can fly but the
caterpillar cannot fly.

EXPLANATION

The butterfly and frog life cycles involve
metamorphosis. In metamorphosis, the young
have a different shape than their parents.

CONCLUSION

Mammals and their young are more alike
than amphibians and insects. The young
of amphibians and insects undergo many
changes as they grow into an adult.

291

EVALUATE

ESTIMATED TIME 10 MIN

Read the directions aloud. 1 Vocabulary

VOCABULARY Fill in the space.
A ____________________ is a very young frog
tadpole without legs.

Help children fill in the space with the correct vocabulary. If 2 Identify Circle the animal that lays eggs.
children find it difficult to answer, have them go back to the frog
life cycle and check the stage that comes before frog. 3 Describe What do mother cats feed their

IDentIFY kittens?
______________________________________________
ant ______________________________________________
______________________________________________
Help children to circle the animal that lays eggs. Remind children
that cats and tigers are mammals and ants are insects. 292

ASK Which group lays eggs?

DESCRIBE

Mother cats feed their kittens milk.

Remind them that a cat is a mammal and all mammals feed their
young milk.

292

4 Explain What do tadpoles use to take in oxygen? EVALUATE

______________________________________________ EXPLAIN

______________________________________________ Tadpoles use gills to take in oxygen.
Help children explain how a tadpole takes in oxygen. Remind
5 Important Details children that tadpoles live in water.

Fill in the chart by writing two details you know IMPORTANT DETAILS
about larva.
Larva is a
Larva is a young young insect.
insect.

A caterpillar is A larva eats
a larva. leaves to grow.

Help children complete the graphic organizer.

293

293

EVALUATE

ESTIMATED TIME 15 MIN Animal
Life Cycle
Animal Life Cycle
What is your favorite animal? How does it
This practice will be conducted at home. grow? Do some research to learn about the
life cycle of your favorite animal. Draw pictures
MATERIALS to show its life cycle.

• computer 1 Ask a question.
• printer
• scissors _____________________________________________
_____________________________________________
Objectives
2 How will you learn more about your favorite
TEACHER BACKGROUND
animal’s life cycle?
Animals go through a predictable life cycle that resembles the _____________________________________________
parent’s life cycle. Animals inherit traits from their parents. These
traits make the young animal look like and act like their parents 294
and help them survive in their environment. Animals are classified
according to whether they lay eggs or give birth to live young. SCIENCE SKILLS
Most mammals give birth to live young. All birds, fish, and most
amphibians and reptiles lay eggs. By the end of this practice, children will apply
the following science skills:
SAFETY PRECAUTIONS • Observe
• Make a plan
This is an “at home” activity and parents should be made aware • Record data
of all safety precautions. These are listed below and can be sent • Draw a conclusion
separately in a note to parents.

• Children need to have adult supervision if they visit the library
or any other place outside the home.

• Children need adult supervision when using the Internet
at home.

294

3 Make a plan. EVALUATE

___________________________________________ STEPS
___________________________________________
1 Ask a question. Assist children in writing questions for this
4 List the materials that you will use.
activity. Advise them to be specific and direct.
___________________________________________ Possible question: What is the life cycle of a dog?
___________________________________________
2 Discuss with children the different ways that they are going
5 Record your observations.
to get more information about their favorite animal. Record
295 their responses on the board. Encourage them to include
search the Internet with an adult, ask a veterinarian, or go to
EXPECTED RESULTS the library.
Possible answer: I will search the Internet for photos and
The life cycle of a dog or a cat follows a information. I will ask an adult for help.
predictable pattern: birth, young life, adult
life, death. 3 Make a plan. Help children to list the needed steps of the

activity and arrange them in an effective order.
Possible answer:
a. Search the Internet for dog life cycle photos.
b. Print the photos and cut them out using scissors.
c. Arrange the photos in the correct order of the dog’s life

cycle.

4 List the materials you will use. Ask children to decide what

tools they are going to use.
Possible answers: scissors, glue or tape, paper, computer,
and printer

5 Record. Ask children to record their observations in a

representative way.

EXPLANATION

Most mammals are born as live young, feed
on milk from their mothers, grow to be an
adult, and then eventually die.

CONCLUSION

All living things have a life cycle. A life cycle
includes birth, young life, maturity, and death.

295

EVALUATE 6 Draw a conclusion.

STEPS Do you observe any patterns in your pictures?
6 Draw a conclusion. Have children compare the life cycle of _____________________________________________
_____________________________________________
the animal they researched with other life cycles that they _____________________________________________
studied in class. _____________________________________________
ASK Do you see any patterns? _____________________________________________
_____________________________________________
Possible answer: The life cycle shows the same dog _____________________________________________
but in different stages. The puppy has the same body
shape as the adult.

296

296

296a

CHAPTER 5 Animals
LESSON 3 How Are Animals Alike and Different?

NGSS STANDARDS

1LS1.2: Read texts and use media to determine patterns in behavior
of parents and offspring that help offspring survive.

1LS3.1: Make observations to construct an evidence-based ESTIMATED TIME 115 MIN

account that young plants and animals are like, but not exactly like, their parents.

ENGAGE Warm-Up Encourage children to discuss how the Page Time
EXPLORE Question young penguin and its parents are alike 297 5 min
EXPLAIN and different. 298–299 15 min
300–305 35 min
ELABORATE Directed Practice Animals and Their Parents 301 5 min
306–307 15 min
Have Children Young Animals and Their Parents, One of
Read a Kind, Animals Help Their Young, Animal
Responses
Home Activity Help children to answer the questions.

Help children understand the Home
Activity.

Guided Practice How Do Animals Respond to Changes?

EVALUATE Lesson Review Have children complete the Lesson 308–309 15 min
Full Practice Review to check their understanding. 310–311 10 min
Practice Book
Parents Help Their Young
Help children understand the Full Practice
that they will conduct at home.

How Are Animals Alike and Different? 33–34

ADDITIONAL RESOURCES Multiple Intelligence Cards, Anchor 15 min
Activities, and Exit Cards.

Core instruction has this icon next to it: . If time allows, the other sections may be completed as
instructional enrichment.

297a

Lesson 3 Animals Alike and Different?
How Are

WARM-UP QUESTION Children will identify that parents and their young are alike but not
identical.
How are the young penguins and their Children will understand how parents help their young survive.
parents alike? How are they different?

ESTIMATED TIME 5 MIN ENGAGE

Assess Prior Knowledge

Have children share their previous knowledge about animals.
SAY Name some animals and their babies.

Record children’s responses on the board.

ASK How are an adult cat and its kittens different?
Possible answers: Kittens are smaller in size and may
be a different color than the adult cat.

ASK How are a cat and its kittens alike?
Possible answer: They both have the same shape.

297 Warm-Up Question

NGSS Standards Have children look at the picture.

1LS1.2: Read texts and use media to ASK What are the animals in the picture?
determine patterns in behavior of parents penguins
and offspring that help offspring survive.
ASK What is the group of the animals in the picture?
1LS3.1: Make observations to construct an birds
evidence-based account that young plants
and animals are like, but not exactly like, their ASK How are the young penguins and their parents alike
parents. and different?
Both have the same body parts. The young are
smaller and have different colors on their bodies.

297

EXPLORE

ESTIMATED TIME 15 MIN MATERIALS Animals and
Their Parents
Animals and Their Parents picture

GROUPING

small groups Ask a question: Are kittens

Materials different from their parents?

• picture in book 1 Look at the pictures.

objectives 2 Observe each cat.

Children will conduct an investigation to observe how animals and
their young are alike and different.

TEACHER BACKGROUND

Variation describes differences among individuals of the same 298
species. Every individual is unique. Even in identical twins
there are differences. Variation among species arises from the SCIENCE SKILLS
genetic differences among individuals of the same species or
environmental factors. Environmental factors can be lack of By the end of this practice, children will apply
food, temperature, or pollution. Genetic variation is considered the following science skills:
an advantage as it increases the chances of living organisms’ • Observe
survival. • Record data
• Draw a conclusion

298

EXPLORE

3 Record your observations by marking √ for yes

or X for no in the following table.

Observations √ X STEPS

Do they all have the 1 Divide children into small groups. Ask them to look at the
same shape?
picture. Have each group discuss the questions below.
Do they all have the
same color of fur? ASK What are the animals in the pictures?
cats
Do they all have the
same eye color? ASK How many animals are there?
Are they all the seven
same size?
ASK What group do cats belong to?
4 Draw a conclusion. mammals

How are the kittens and their parents alike? 2 Discuss the observations with children.

How are they different? SAY Describe the cats in the picture.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________ Have volunteers give responses.

299 3 Record. Help children organize their observations about the

cats’ similarities and differences. Ask them if there are any
other observations they would like to add to the table.

Observations √ ×
√
Do they have the same shape? ×
Expected Results Do they have the same fur color? ×
Do they have the same eye color? ×
The cat has the same shape, number of legs, Do they have the same size?
and body covering as its kitten. The cat and its
young are different in size, eye color, and fur 4 Draw a conclusion. Help children draw a conclusion by using
color.
the information from the table.
Explanation Possible answer: The kittens and their parents have the same
body shape. The kittens and their parents have different fur
The parents pass their traits to their young. color and eye color. Their sizes are different, too.

Conclusion

Animals and their young look alike but not
identical. The young can be different in size
and color.

299

EXPLAIN ESTIMATED TIME 15 MIN YOUNG ANIMALS
AND THEIR PARENTS
YOUNG ANIMALS
AND THEIR PARENTS Parents are living things that
have young ones.
Have a volunteer read Young Animals and Their Parents aloud. Young animals look like
their parents.
TELL Animals have parents. Parents are living things that Parents and their young
have young. Young animals look like their parents. may have the same
Parents and their young may have the same shape. shape.
They also have the same
ASK Name an animal that does not look like its parent
when it is young. number of legs.
tadpole
two ways that young animals
Direct children’s attention to the picture. look like their parents.

ASK How does the baby bear look like its mother? 300
Possible answer: They have the same shape, both
have fur.

CHECK THE UNDERSTANDING QUEStiON

Write Parents and their young may have the same
shape. They also have the same number of legs.

ELL

Beginners: Have children think of a way their
parents helped them when they were babies.
They can use gestures or draw a picture if
necessary.

Intermediate: Have children describe how their
parents helped them when they were babies.

Advanced: Have children write one way their
parents helped them when they were babies
and explain how this is similar to animals.

300

Young animals and their EXPLAIN
parents can be different in
size. Young animals are smaller Find a picture Start a discussion with children by asking these questions.
than their parents. Young of an animal
animals and their parents and its young. ASK What do you see in the picture?
can be different colors. Write how they two adult penguins and one baby
are different.
The feathers of the young Ask an adult to
penguins are gray. help you.

When the young penguin grows ASK Is the shape of the baby penguin and its parent the
up and becomes an adult, same?
its feathers become white Yes, both have the same shape.
and black.
ASK Is the size of the baby penguin and its parent the
same?
No, the baby penguin is smaller than its parent.

How are young penguins different ASK Do you think the baby penguin will look like its
from their parents? parent when it grows to be an adult?
Yes.

CHECK THE UNDERSTANDING QUEStiON

Write The young penguins are smaller and their feathers
are gray and black. The adult penguins are larger
and their feathers are black and white.

301 ESTIMATED TIME 5 MIN
EXPLAINING THE HOME ACTIVITY
MISCONCEPTION
Have children find pictures of animals and their young and write
Some children may think the following: about how they are alike and different. Remind them to ask an
All mammals have the same gestation period. adult for help to search for photos in magazines, in books, or on
the Internet.
Explain this fact

Mammals have different gestation periods.
On average, opossums can have a gestation
period of only 12 days, humans 266 days, and
an elephant has a gestation of 660 days.

301

EXPLAIN One of a Kind

ESTIMATED TIME 5 MIN Animals are all one of a kind. Each
animal has things that make it
One of a Kind look different from the other
animals in its group.
Start a discussion with children.
Some giraffes
TELL We are one of a kind. We are alike but with have a longer
differences. We are different in skin color, eye color, neck than others.
hair color, and hair type.
Each giraffe has its
ASK Do you have any brothers or sisters? Can you own pattern of spots. No two patterns
think of ways you and your brother and sister are are the same.
different? Do you look exactly the same? Do you
have the same hair color? Kittens of the same parents may
Answers will vary. be different from each other.

SAY You and your brother and sister can look different How are giraffes different from
even though you have the same parents. one another?

Have a volunteer read One of a Kind aloud. 302

TELL Animals of the same kind can also have TALK ABOUT IT
differences.
SAY Have you ever seen a litter of
Direct children’s attention to the picture of the kittens. kittens after they were born?
Often there are different colors
ASK Do the kittens look similar? and patterns of fur on the kittens
Yes. of the same litter, even though
they all have the same parents.
ASK What are the differences among the kittens?
color, patterns on their fur ASK Why do you think kittens of the
same litter might be different from
CHECK THE UNDERSTANDING QUEStiON each other?
Their parents might have different
Write Each giraffe has its own pattern of spots. Some colored fur and they might get
giraffes have longer necks than others. some colors from each parent.

302

Animals Help Their Young EXPLAIN

Most birds and mammals feed their ESTIMATED TIME 5 MIN
young and take care of them.
Monkeys and koalas carry Animals Help Their Young
their babies.
A baby dolphin cannot swim well Help children recall previous knowledge about animals and their
so it swims close to its mother. parents. Display a picture of a dog and its puppy.
A mother dolphin helps its young untill they learn
how to catch and eat fish. ASK How is a puppy like its mother?
They both have fur.
Important Details Underline the detail that explains how a
mother dolphin helps its young. ASK How is a puppy different from its mother?
The puppy is smaller.
APPLY MATH
Have a volunteer read Animals Help Their Young aloud.
A mother dolphin feeds its baby dolphin milk for the first 6
months. Then the mother dolphin teaches its baby to catch ASK How are mammals similar when they have babies?
Possible answer: They give birth to live animals and
fish for about 30 months. How many months in all does a take care of them.
mother dolphin take care of its young?
IMPORTANT DETAILS
303
Underline: until they learn how to catch and eat fish
Look and Talk
APPLY MATH
Direct children to look at the picture of the
dolphin and its mother. Answer: 30 + 6 = 36 months

ASK How are the baby dolphin and SCIENCE IN OUR WORLD
the mother dolphin alike?
Possible answer: They have the Ask children to think about human babies.
same shape, both are swimming.
SAY Humans are mammals. Human babies need a
ASK How are the baby dolphin and mother to take care of them.
the mother dolphin different?
Possible answer: The baby dolphin ASK How do human mothers take care of their babies?
is smaller in size than its mother. feed them milk, give them clothing, protect them

303

EXPLAIN

ESTIMATED TIME 10 MIN

Animal Responses

Have a volunteer read Animal Responses aloud. Animal Responses

ASK What do you notice about the dog? A response is an action that living things do to
It has a coat made of fur. stay alive.

ASK Why is the dog’s coat thicker in the winter? When animals feel thirsty, they drink water.
to protect it from cold weather
When the weather becomes warm, some dogs
TELL Animals and plants are living things. Living things lose their thick winter coat. Then they grow a lighter
have responses. A response can be an action by summer coat to stay cool.
a living thing so it can be more comfortable. Most
importantly, it is an action or a behavior an animal Underline the sentence that explains what a response is.
does so it can survive.
304
ASK What do you do when you feel hungry or thirsty?
Possible answers: I ask my mom for a snack. I eat
my lunch. I drink water.

Underline: A response is an action that living things do to stay
alive.

INSTRUCTIONAL Support

If children are having difficulties understanding
what a response is, provide them with this
example.

Ask What would you do if you heard
the smoke detector alarm
start to sound and you smelled
smoke?
I would move to a safe place by
getting out of the building.

Tell Your movement out of the
building to safety is a response. It
is an action that takes you away
from danger to safety so you will
not be harmed.

304

EXPLAIN

A peacock cries out if it feels it is in danger. Help children recall previous knowledge about animals and their
When other peacocks hear that sound, they know parents.
to hide.
Some animals like rabbits and deer run ASK What does a peacock do when it feels danger?
when they see enemies. It cries outs.

What do some dogs do when ASK How does this help other peacocks?
the weather becomes warm? They know the crying out sound is for danger so
they will hide.
305
TELL Humans also have responses to danger.

ASK What is your response when you feel danger?
Possible answer: I run away.

Help children differentiate and organize what they learned about
animal responses and compare it with plant responses.

ASK How are the responses of plants and animals alike?
Possible answer: Both respond to changes in their
environments to help them survive.

CHECK THE UNDERSTANDING QUESTION

Write Possible answers: Some dogs lose their thick winter
coat. Then, they grow a lighter summer coat to stay
cool. Some dogs will stay in the shade, pant, or go
into water.

TALK ABOUT IT

ASK Can you think of any other
ways we respond to stay alive?

SAY A response is an action living
things do to stay alive. Can
you think of any other ways we
respond to stay alive?

ASK If you are outside and you start
to get too cold, what might
you do?
go inside, get warmer clothes;
the body shivers to warm itself

305

ELABORATE

ESTIMATED TIME 15 MIN MATERIALS How Do Animals
Respond to Changes?
How Do Animals Respond to Changes?
bird

GROUPING

small groups Ask a question: How does a wild

MATERIALS PER GROUP bird respond to humans and
to noise?
• outdoor space
• bird 1 Go into a park or your back

OBJECTIVEs yard.

Children will conduct an investigation to observe and describe 2 Find a bird in the grass or in a
how wild animals respond to humans and to noise.
bush.
TEACHER BACKGROUND
3 Slowly walk up to the bird and

get as close as you can.

A stimulus is something that can cause a physiological or 306
psychological change in a living organism. Animals respond to
stimuli to help them overcome difficult conditions such as low Science Skills
temperature, lack of food or water, and danger from predators.
Animals that do not respond to stimuli will not survive. By the end of this practice, children will apply
the following science skills:
advance preparation • Observe
• Record data
Find a place to take children. It should be an open, outdoor area • Communicate
that is likely to include wild birds.

SAFETY PRECAUTIONS

• Observe the classroom to make sure it remains safe and
orderly as children prepare to go outside.

• Be careful. Remind the children to use caution while observing
the animal and not to touch it.

306

4 Observe how the bird responds. ELABORATE
5 Repeat step 3.
STEPS
6 Make a loud noise by clapping your hands
1 Gather children and take them to an outdoor space. Make
or whistling.
sure children stay together.
7 Observe how the bird responds.
8 Record your observations. 2 Help children look for a bird to observe.

Action Response No Response 3 Walk up to the bird as closely as possible. Remind children
a person
not to touch the bird.
sound
4 Observe.
9 Communicate How did the bird respond to
ASK Did the bird move or do any actions?
you and a loud noise?
5 Repeat step 3 with the same bird or a different bird if
___________________________________________
needed.
___________________________________________
6 Ask children to clap loudly one time. Children can whistle
___________________________________________
one time instead.
307
7 Observe.
Expected Results
ASK Did the bird move or do any actions?
Children will find that the bird responds to
people and to loud noises. 8 Record. Help children to record their observations.

Most birds will respond to both people and loud noises by
flying away. Possible answer: The birds flew away.

9 Communicate. Help children to analyze the data to explain

how the birds responded.
Possible answer: The bird flew away when I got very close. It
flew away as soon as we clapped and whistled.

Explanation

Living things, such as animals and plants,
respond to stimuli, such as environment
changes. These responses cause a change
in behavior of the living things. Stimuli include
food, sound, and light.

Conclusion

Animals respond to stimuli. Each stimulus
evokes a certain behavior from animals.

307

EVALUATE ESTIMATED TIME 15 MIN

Read the directions aloud. 1 Match

MATCH Draw a line from each parent to its young.

2 Explain How are parents and their young alike?

______________________________________________
______________________________________________
_______________________________________________

308

Ask children to name the animal in the first column, and then ask
them to match each animal with its young.

EXPLAIN

Possible answer: Young animals look like their parents. They may
have the same shape and number of legs.

Help children to explain how parents and their young are alike.
If children have difficulty answering, ask them to think about an
animal and its young, such as a chicken and a chick.

308

3 Describe How does the EVALUATE

dolphin help its young? DESCRIBE

______________________________________________ Possible answer: A mother dolphin helps its young learn how to
catch and eat fish.
______________________________________________ Have children describe how a dolphin helps its young.

4 Explain EXPLAIN

What do peacocks do when Possible answer: Peacocks cry out if they feel danger. Other
they feel danger? peacocks will then hide.

______________________________________________ IMPORTANT DETAILS

______________________________________________ Young animals are different
from their parents.
5 Important Details

Write two details about how young animals are
different from their parents.

Young animals are
different from their parents.

They are smaller They are different
in size. in color.

Present the graphic organizer. Ask children to name an animal
309 and start describing the differences between this animal and

its young.

309

EVALUATE

ESTIMATED TIME 10 MIN Parents
Help Their
Parents Help Their Young Young

This practice will be conducted at home. Use the Internet to find out how some animals
help their young. Plan your investigation to
Materials show how this happens.

• Internet 1 Ask a question.
• computer
• paper _____________________________________________
• pencils _____________________________________________

objectives 2 What animal will you learn about?

Children will conduct an investigation to observe how animals _____________________________________________
help their young. _____________________________________________

TEACHER BACKGROUND 310

Nature has many great parents that help their young. For SCIENCE SKILLS
example, an orangutan mother never lets her baby out of her
sight for the first 6–8 years. By the end of this practice, children will apply
the following science skills:
Mother and father penguins parent cooperatively. After a penguin • Make a plan
lays its eggs, the mother penguin leaves the eggs with the father • Record data
to protect them while she goes to search for food for the young. • Make an inference
They take turns getting food for the young and protecting them.

SAFETY PRECAUTIONS

This is an “at home” activity and parents should be made aware
of all safety precautions. These are listed below and can be sent
separately in a note to parents.

• Children need adult supervision when using the Internet
at home.

310

3 Make a plan. EVALUATE

___________________________________________ STEPS
___________________________________________
1 Ask a question. Inspire children to come up with a question
4 Write the materials that you will use.
upon which the practice can be based. Advise them to be
___________________________________________ specific and direct.
___________________________________________ Possible question: How do some animals help their young?

5 Record your observations. 2 Brainstorm with children about different animals that help

6 Draw a conclusion. their young. Help them to choose an animal that they
would like to know more about. Possible answers: penguins,
Write what you learned from the investigation. elephants, dogs, birds

___________________________________________ 3 Make a plan. Help children to list the needed steps of the

311 activity.
Possible answer:
EXPECTED RESULTS a. I will search the Internet for photos of the parent animal

Some animals, such as dogs and cats, with its young.
help their young by feeding them milk and b. I will search for information about how the parent takes
protecting them from harm.
care of its young.
c. I will print some of the photos if I can.

4 List the materials you will use. Have children decide what

tools they are going to use.
Possible answers: computer, paper, pencil, printer

5 Record. Have children record their observations.

Children can respond by writing descriptions, drawing
pictures, or pasting photos.

6 Draw a conclusion. Have children analyze the data they

collected to infer how the animal helps its young.
Possible answer: The parent feeds its young and protects
them.

EXPLANATION

Animals have instincts to help their young
until the young is strong enough to take
care of itself.

CONCLUSION

Animals help their young in different ways.

311

311a

311b

EXPLAIN

ESTIMATED TIME 10 MIN Animal Behavior Trainer

Animal Behavior Trainer Animals are bred for many
purposes. Some animals are
OBJECTIVEs meant to be pets, some to help
farmers, and others for safety. An
Children will describe how an animal trainer works with animals. animal trainer teaches animals to
do certain things, like how to respond
TEACHER BACKGROUND to people. An animal trainer may work
with show animals, service animals, or
Animal behavior can be altered. Animal behaviorists are family pets.
specialists in training animals and determining the cause of the
pet’s problems. People who train animals to modify their behavior What do animal behavior trainers do?
use critical thinking skills and apply years of education to solve a
problem.

Animal behaviorists should have a passion for working with
animals. They need the ability to read animals’ body language,
strong animal handling skills, patience, and physical fitness.

Have a volunteer read Animal Behavior Trainer aloud. 312

SAY Many people work with animals. An animal behavior
trainer may work with different kinds of animals.

ASK Can you name people who work with animals?
Possible answer: veterinarian

ASK Would you want to be an animal trainer? If so,
which animals would you prefer to train?
Imagine you are interviewing an animal behavior
trainer. What questions would you ask?

Record children’s responses on the board.

CHECK THE UNDERSTANDING QUEStiON

WRITE Animal behavior trainers teach animals to do
certain things.

312