YOUR TASK: Each student will conduct research on one animal. Each student will fill out a data form showing the research found and use the information to create an informational brochure about his/her particular animal.
STANDARDS:
6-3.1 Compare the characteristic structures of invertebrate animals and vertebrate animals
6-3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to
move, and to obtain resources
6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in
environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such
a fluctuation.
6-3.5 Illustrate animal behavioral responses to environmental stimuli.
Reading Anchor Standards: 1, 7 & 9, Writing Anchor Standards 1, 4, 6, & 8
Literary Standards: Identify and explain the relationships among the different vertebrates characteristics.
TIP Chart Correlations: Research and Information Fluency, Communication and Collaboration, Creativity and Innovation.
DAY 1
Students (either individually or in small groups) will be given an animal to research and fill in an animal data form. They will become experts on the animals they are researching. In turn, their project will be used to "teach" the others in the class. Students will be provided with a list of both familiar and unfamiliar animals. These will include vertebrates and invertebrates. Use the day to gather information about your animal. Save a "facts sheets" and any pictures, along with their citations on your Student (H: Drive) for easy access later.
Here are some short videos for you to gather more information:
Animal Camouflage by Brain Pop Ectothermic and Endothermic by sciencelearn.org
Hibernation by Brain Pop Migration by Brain Pop
Here are some links to articles that will help you throughout this unit. Click on the word below that you want to know about:
Vertebrates - Animals with backbones
Invertebrates - Animals without backbones
Taxonomy - Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species
Use the Animal Data Form to fill out information you find. It can be accessed below, but read the instructions in RED first. Once you click to open the form, it will ask you, "What do you want to do with this form?" Click on SAVE AS, and save it in your personal Student (H: Drive). When you open it, Click ENABLE EDITING... Now you're ready. Click HERE to open the Animal Data Form.
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Of course, you should use your own creativity when making your brochure, however, below is a sample of what one might look like once you get started tomorrow.
STANDARDS:
6-3.1 Compare the characteristic structures of invertebrate animals and vertebrate animals
6-3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to
move, and to obtain resources
6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in
environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such
a fluctuation.
6-3.5 Illustrate animal behavioral responses to environmental stimuli.
Reading Anchor Standards: 1, 7 & 9, Writing Anchor Standards 1, 4, 6, & 8
Literary Standards: Identify and explain the relationships among the different vertebrates characteristics.
TIP Chart Correlations: Research and Information Fluency, Communication and Collaboration, Creativity and Innovation.
DAY 1
Students (either individually or in small groups) will be given an animal to research and fill in an animal data form. They will become experts on the animals they are researching. In turn, their project will be used to "teach" the others in the class. Students will be provided with a list of both familiar and unfamiliar animals. These will include vertebrates and invertebrates. Use the day to gather information about your animal. Save a "facts sheets" and any pictures, along with their citations on your Student (H: Drive) for easy access later.
Here are some short videos for you to gather more information:
Animal Camouflage by Brain Pop Ectothermic and Endothermic by sciencelearn.org
Hibernation by Brain Pop Migration by Brain Pop
Here are some links to articles that will help you throughout this unit. Click on the word below that you want to know about:
Vertebrates - Animals with backbones
Invertebrates - Animals without backbones
Taxonomy - Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species
Use the Animal Data Form to fill out information you find. It can be accessed below, but read the instructions in RED first. Once you click to open the form, it will ask you, "What do you want to do with this form?" Click on SAVE AS, and save it in your personal Student (H: Drive). When you open it, Click ENABLE EDITING... Now you're ready. Click HERE to open the Animal Data Form.
- - - - - - - -
Of course, you should use your own creativity when making your brochure, however, below is a sample of what one might look like once you get started tomorrow.
DAY 2
You will use Microsoft Publisher to create a 6-sided informational brochure about your animal. The Animal Brochure Rubric should be referenced while preparing the brochure. Click HERE to see the Rubric.
Work on your brochure. It needs to include:
(a) Two or more graphics (picture and/or words) showing the animal
(b) General information about the animal’s physical and internal characteristics (weight, color, body
covering, invertebrate or vertebrate, cold or warm blooded, etc.)
(c) Information about its life cycle (stages of life, number of babies it has, name given to its young, tell
whether it gives birth to live babies or eggs, etc.)
(d) Information about how it travels (Tell whether it migrates or hibernates.)
(e) One or more pictures of where the animal lives (its habitat) – this can be a map or a landscape picture
(f) Information about its habitat (Describe what it needs in its environment to survive.)
(g) Information about what it eats (Herbivore, carnivore or omnivore?)
(h) Information about how the animal protects itself
(i) Other interesting information (Is it endangered? Tell other unique facts that make it different from other
animals.)
(j) Document and Cite the source of the facts and graphics used in the brochure.
Use spell check and receive feedback from an adult on grammatical and writing mechanical accuracy. Check your facts for accuracy.
- - - - - - - - - - - -
You can practice some of the terms for this lesson on a Quizlet by clicking HERE.
Created with input from Christina Straight (Waccamaw Intermediate School) and Nina Runion (GCSD Middle School Science Coach)
You will use Microsoft Publisher to create a 6-sided informational brochure about your animal. The Animal Brochure Rubric should be referenced while preparing the brochure. Click HERE to see the Rubric.
Work on your brochure. It needs to include:
(a) Two or more graphics (picture and/or words) showing the animal
(b) General information about the animal’s physical and internal characteristics (weight, color, body
covering, invertebrate or vertebrate, cold or warm blooded, etc.)
(c) Information about its life cycle (stages of life, number of babies it has, name given to its young, tell
whether it gives birth to live babies or eggs, etc.)
(d) Information about how it travels (Tell whether it migrates or hibernates.)
(e) One or more pictures of where the animal lives (its habitat) – this can be a map or a landscape picture
(f) Information about its habitat (Describe what it needs in its environment to survive.)
(g) Information about what it eats (Herbivore, carnivore or omnivore?)
(h) Information about how the animal protects itself
(i) Other interesting information (Is it endangered? Tell other unique facts that make it different from other
animals.)
(j) Document and Cite the source of the facts and graphics used in the brochure.
Use spell check and receive feedback from an adult on grammatical and writing mechanical accuracy. Check your facts for accuracy.
- - - - - - - - - - - -
You can practice some of the terms for this lesson on a Quizlet by clicking HERE.
Created with input from Christina Straight (Waccamaw Intermediate School) and Nina Runion (GCSD Middle School Science Coach)