PLANTS AND ANIMALS DELTA AREA Overviewdeltastudies.weebly.com/uploads/4/6/2/3/46233367/... · To identify and compare some Delta animals and plants. ... and listening by using a flower

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DELTA STUDIES CURRICULUM

KINDERGARTEN UNIT

PLANTS AND ANIMALS OF THE DELTA AREA

Overview

CALIFORNIA SCIENCE CONTENT STANDARDS FOR KINDERGARTEN

Life Science

2. Different types of plants and animals inhabit the earth.a. Students know how to observe and describe similarities and differences in the

appearance and behavior of plants and of animals.c. Students know how to identify major structures of common plants and animals

(e.g., stems, leaves, roots, arms, wings, legs).

UnderstandingsStudents will understand that:

❚ Close observation through the senses is necessary to examine the many plants andanimals of the Delta area.

❚ Plants and animals have body parts with names. Some body parts are similar andsome are different.

❚ The appearance and behavior of some species make them a predator or prey.

Essential Questions�How do parts of plants and animals help them to live?�How is camouflage important to animals?

Knowledge and SkillsStudents will know that:

�Camouflage helps animals to survive.�Insects have six legs and three body parts.�Plants have basic parts that can be identified.�Some animals use camouflage to help them to hide from predators.�Plants and animals need to be closely observed to see similarities and differences.

Students will know how:

�To identify and compare some Delta animals and plants.

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2 KINDERGARTEN UNIT | OVERVIEW•

Students will be able to:

�Use their senses to learn about their environment.�Observe, describe, and compare living things from the Delta area (e.g., size, shape,

color, and structure).�Communicate observations about living things of the Delta orally or through drawing.

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KINDERGARTEN UNIT

PLANTS AND ANIMALS OF THE DELTA AREA

Story Line

The Sacramento-San Joaquin Delta has rich, fertile land, which supports many popu-lations of plants and animals. Food, water, and shelter are abundant, making it a

perfect habitat for many living things. Some animals live their whole lives in the Delta,while others migrate there or just pass through on their way to winter or summer homes.These different plants and animals can be observed and described according to theirmajor structures, color, size, shape, texture, and behavior. From these characteristics, wecan learn about concepts like camouflage and the relationship of predator and prey.

It is important to learn to use our senses to observe nature so that we can describe, com-pare, contrast, and record information. Learning to be a good observer is an importantscience skill. Lesson 1, “Walk and Talk” gives students practice walking, looking, discuss-ing, and recording information about living things they see around them.

In Lesson 2, “Pulla Planta Part”, Lesson 3, “Sort of a Leaf Sort”, and Lesson 4, “ PlantCreations” students learn about the structure of plants. In Lesson 2 students will observeparts of plants. In Lesson 3, students will compare the leaf structure of plants they find intheir area with leaves their classmates have found. Sorting, grouping, and finding similari-ties and differences in their leaves will develop keen observation and discrimination. InLesson 4, students will use their knowledge of plant structure to create a model of a plant.

Kindergarten students are fascinated with animals, especially insects. In Lesson 5, “Splat!”students become “Insect Detectives” who collect specimens, mount them, and study themusing magnifying lenses or microscopes. They will study the structure of insects and, inLesson 6, “The Mixed-up Animal Books”, create drawings of imaginary insects, mam-mals, or fish.

Camouflage is an effective method for animals to blend into their environment. The preycan hide from the predator, but sometimes the predator also hides from its prey so thatunsuspecting prey can be more easily caught. In Lesson 7, “Eagle Eye” plastic insects areplaced in areas where they blend into the environment and students try to find theseinsects. Discussions of which were the hardest and the easiest to find lead to better under-standing of camouflage. Lesson 8, “Now You See Me, Now You Don’t” allows students touse various materials to create imaginary animals with the purpose of hiding them.

Conclude this unit by taking students on the school grounds or a nearby nature area tolook for camouflaged insects and other animals and to identify plant parts.

Notes

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KINDERGARTEN UNIT • LESSON 1

Walk and Talk


Life Science

2c. Different types of plants and animals inhabit the earth.

ObjectiveStudents will develop their power of observation by describing different types of plantsand animals living in the students’ environment.

BackgroundWe live near the San Joaquin-Sacramento Delta, but may not be aware of this environ-ment. Teaching children how to observe and describe their surroundings is an importantscience skill. Daily, we are surrounded by many details in our environment that we ignore,because we are usually not looking for specific objects, colors, sounds, or textures. Walk-ing along a trail, we might step on a wildflower in order to get a better look at a lizard. Wemay not see ants that are right under our feet. We can teach ourselves to see details by: 1)being careful observers; 2) being aware of our surroundings; and 3) recognizing ourenvironment as being part of the community in which we live. Through careful observa-tion, we can notice new and exciting things in our environment. When going outside,stress to students that wildlife (insects, birds) should not be disturbed.

Preparation�Obtain six to eight common objects and place on a tray.� Select areas on the school grounds for students to observe living and nonliving things�Write the following information on a poster or butcher paper to post in the classroom:

We can teach ourselves to see details by:1) being careful observers.2) being aware of our surroundings.3) recognizing our environment as being part of the community in which we live.

MaterialsFor the Class:

✔ A tray of six to eight common objects covered with a cloth✔ A flower and/or an animal puppet

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6 KINDERGARTEN UNIT | LESSON 1•

✔ Magnifying lenses✔ OPTIONAL: Several hula-hoops to designate outdoor areas for observation

For Each Student:

✔ Note pads/ paper✔ Pencils/ crayons

TimePreparation: 30 minutesLesson: 45-60 minutes

Motivation

� Play a game with students to see what they notice and remember. Uncover the tray ofobjects that you prepared and ask students to look at the objects and to rememberwhat they see. Cover the tray. Ask the students to draw pictures or write down all thethings they remember on the tray. Discuss with your students:

• What was easy to remember? Why?• What kind of things did you miss? Why?• What would help you remember more items?

� Show the objects on the tray once more and ask students to verbally describe eachitem. Then cover the tray again and ask students to name all the objects on the tray.

� Discuss the five senses. Lead students to tell that they use eyes to see, ears to hear, noseto smell, tongue to taste, and skin to feel. These senses can help them to describethings and also remember some things.

� Distribute magnifying lenses and allow students to use the lenses to look at variousobjects in the room.

Procedure

1 Before going outside tell students that they will use their good observational skills:“Now that we have practiced using our eyes, we need to learn how to properly touch,smell, and listen for living things.” Gather the students on the rug and model touch-ing, smelling, observing, and listening by using a flower or animal puppet. Choosestudent volunteers to model the correct procedures in front of the class. Tell studentsthat for their safety, they will not be tasting anything.

2 Provide students with magnifying lenses and lead them outside. Stress that wildlife(insects, birds) should not be disturbed. Give students a few minutes to select one spotnear a fence, a tree, a field, or a garden; or use a hula-hoop to designate areas for

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7KINDERGARTEN UNIT | LESSON 1 •

observation and assign areas to groups of students. Encourage students touse their magnifying lenses and to listen to, touch, and smell a variety ofthings they see in their assigned areas.

3 After about five minutes, gather the students back to the classroom anddiscuss their experiences.

• What did you see?• What did you hear?• What did you touch?• What did you smell?

4 Refer students to the poster you made in the preparation section and read the wordsto the class. Discuss how this information applies to their outdoor experience.

Variations�Make a poster to show which sense helped them the most and which helped them

the least when they were outside.�Design a template that looks like a magnifying lens for student to use in their drawings.�Develop a class booklet out of the students’ drawings.

Assessment�Have students brainstorm things that they saw outdoors. Give each student a piece

of drawing paper. Ask each student to draw a picture of his or her favorite livingthing from the nature walk. While the children are drawing, walk around to eachstudent and ask him or her:• What color is it?• What is its shape?• How does it feel to the touch?• Does it have an odor? What does it smell like?• Does it make a sound?

Extension�Tell students: “All the things we have seen today around our school are living things

from our community. Our community is part of a larger area called the Sacramento-San Joaquin Delta. Most of the water that flows through our area goes through theDelta and out into the ocean. Since all plants and animals, including us, need cleanwater to survive; what can we do to keep our water clean?” Discuss:• What might make water dirty? (Dirt, plant spray, oil, trash)• Where should you throw your trash away? (In the garbage.)• Where should you throw paint away? (Take it to a recycling center.)• Where should you throw oil away? (Take it to a recycling center.)

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�Ask a representative from a recycling center to speak to your class about the impor-tance of recycling.

Resources� BOOKS

• My Five Senses by Aliki (Let’s Read and Find Out Books)• The Five Senses by Keith Faulkner

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Pulla Planta Part


Life Science

2c. Students know how to identify major structures of common plants and animals (e.g.,stems, leaves, roots, arms, wings, legs).

ObjectiveStudents will dissect a plant, then sort and describe its parts (stem, leaves, flowers, roots,seeds, fruit).

BackgroundVascular green plants have common major structures such as stems, leaves, flowers, roots,seeds, and sometimes fruit. We can observe these major structures and describe theircolor, size, shape, texture and odor. Many plants common to the Sacramento-San JoaquinDelta make wonderful specimens for study. Depending on the time of year, you mightnot find flowers or fruits on your plant. The best time of year to observe these structureswould be late spring or summer. Some wildflowers are protected by law and cannot bepicked, therefore select common flowers or weeds (do not pick California Poppies andendangered plants).

Preparation�For every group of two to four students, pick an entire plant (weed) that has a stem,

leaves, and roots. If there is an area on the school grounds that needs weeding, allowstudents to pick their own plants to study.

MaterialsPer Class:

✔ Plant poster and/or foam plant puzzle (provided in the kit)✔ Book, Reason for a Flower by Ruth Heller✔ Per Group:✔ One “Pulla Planta Part” sorting sheet✔ Clear tape

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Per Student:

✔ Magnifying lens✔ One plastic knife (optional, they can use just their hands)

TimePreparation: 30 minutesLesson: 60 minutes

Motivation

� Read Reason for a Flower by Ruth Heller to the class.

Procedure

1 After reading Reason for a Flower, discuss the major structures of a flower using wordsto describe size, color, shape, and texture.

2 Use the plants poster or foam model to indicate parts of plants.

3 Model how you can pull a plant apart, and ask a student to name the part and put iton the sorting sheet. Use the plant poster as a reference. Ask students to describe thepart. When the plant has been pulled apart and all the parts sorted on the sheet, showthe students how you can fix these parts to the paper using clear tape.

4 Give each student a plant to pull (or cut) apart (or go outside for students to pick aweed). Have students sort the plant parts onto the worksheet. Listen to the student“read” the paper before gluing or taping the parts down.

5 Provide magnifying lenses. Encourage students to look at the plants parts using thelenses.

Variations�Use only one real plant as a demonstration.� Instead of pulling a real plant apart, a drawing of a plant could be used for students

to cut apart. (Especially important if you have children with asthma.)

Assessment�Review the sorting sheets to check that plants were correctly sorted.�The following day, when the glue has dried, have each student team with a partner

to share their sorting sheets. In a large group, students can describe any similaritiesor differences between plant parts.

� Students can also draw a plant and label its parts.

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Resources� WEBSITE

• http://www.hhmi.org/coolscience/See the section on parts of plants.

� BOOKS

• Reason for a Flower by Ruth Heller• A Seed Is a Promise by Claire Merrill• Seeds Grow! by Angela Shelf Medearis (My First Hello Reader)


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Sort of a Leaf Sort


Life Science

2c. Students know how to identify major structures of common plants and animals (e.g.,stems, leaves, roots, arms, wings, and legs).

ObjectiveStudents will gather plants common to the Sacramento-San Joaquin Delta and practiceobserving, comparing, sorting, and describing the leaves.

BackgroundVascular plants have major structures (e.g., roots, leaves, stems, flowers, fruits, seeds) thatcan be observed and described. The leaves of a plant have a major role in the life of a plantbecause photosynthesis (the food-making process) and transpiration (the release of watervapor) occur there. Leaves can be described by their size, shape, pattern of veins, color,odor, texture, and surface appearance. They can be sorted by their similarities and by theirdifferences.

Preparation� Select an area near the school from which students can pick several plants. If all you

have is a playground, ask the gardener not to mow a spot for a month so that youcan use it for your samples. If such area is not available, bring a variety of leaves toclass or have students or their parents bring leaves to class (teach them how to iden-tify poison oak). Consider obtaining several silk leaves to be used by students withasthma.

�Bring in one unusual leaf to use for motivation and interest.�You might need to pre-teach your students the concept of sorting. Have students

practice sorting crayons, cubes, and other objects to give students a background ondifferent ways to sort and classify similar objects.

MaterialsFor Each Student:

✔ One magnifying lens

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For Each Group of Two:

✔ One plastic sandwich bag✔ One piece of paper folded in fourths

For the Class:

✔ Large piece of tag board


Motivation

� Bring to class an unusual plant or leaf to spark student interest. Ask students questionslike: What is this? Where did it come from? What colors do you see? What textures,odor, and patterns can you observe? Does it look like anything you have ever seen?What would you call this plant?

Procedure

1 Select a specific area, such as the kindergarten playground, the courtyard, the front ofthe school, or any place where picking many kinds of leaves is not a problem. Clearlyset the boundaries of the area to be used. Put children in pairs; give each pair a plasticsandwich bag. Set ground rules:

• Think before you pick (pick only leaves, pick only four leaves, decide togetherwhat to pick).

• Stay on task.• Stay with your partner.• Talk to your partner.

2 Have each group pick only four different leaves. They can also pick a leaf on the ground.They must take only one leaf from each different plant and put it in the bag.

3 Back in the classroom, distribute magnifying lenses and allow students to look atleaves using the lenses. Consider providing leaves made out of silk for students withasthma.

4 Distribute a sheet of paper for each pair of students. Show students how to fold paperin fourths. Ask students to write their names on top of the paper. Then they shouldput each leaf in a different square and tape leaves down on the sheet.

5 Cut the leaf paper into fourths. Ask each partner to talk about the characteristics(color, size, shape, etc.) of each leaf, give it a name, and describe it to the large group.

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6 Sort all leaves on the tag board by placing the same types of leaves together.

Variation� Set up this activity in four centers and have groups of students rotate every 15

minutes. The centers could be: (1) Leaf sorting; (2) Leaf rubbings; (3) Leaf observa-tions with magnifying lenses or student microscopes; (4) small group reading ofbooks about leaves.

Assessment�The following day, review with the whole class how to describe the characteristics of

a leaf. Put out two leaf squares and ask students to describe similarities and differ-ences of the leaves. Students could also select two leaf squares and tell the class onething that is the same or one thing that is different about them.

Extensions�Have students pick a favorite leaf from the activity, do a crayon-rubbing, name the

leaf, and take it home to describe to their families or add it to a class book.�Do sun prints.

Resources� BOOK

• Why Do Leaves Change Color? by Betsy Maestro (Let’s-Read-and-Find-Out Scienceseries)

� OTHER RESOURCE

• “Sun Prints” from Delta Education

Notes

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Plant Creations


Life Science

2c. Students know how to identify major structures of common plants and animals (e.g.,stems, leaves, roots, arms, wings, legs).

ObjectiveThe students will make their own plant with the correct structure.

BackgroundThere are many types of plants all around us and in the Sacramento-San Joaquin Delta.Each plant has different features that allow us to tell it apart, such as differences in color,size, shape, texture, and odor. Plants of the same kind have characteristics that distinguishthem from all other kinds of plants. The major structures of plants are stem, leaves, roots,and flowers.

Preparation�Bring in at least one whole plant and some cut flowers so students can observe and

discuss the major structures.�Collect materials needed on materials list.�Make a sample plant.�Cut yarn into assorted lengths for roots, approximately five pieces per student. Tie

the five pieces together.�Duplicate leaf and petal sheets on colored paper (if possible, duplicate on construc-

tion paper; green for leaves and another color for the petals).�If available, use older students or parent volunteers to help kindergarten students

make the plant models.

Materials✔ One straw per student✔ Several rolls of cellophane tape✔ Construction paper - assorted colors (green, pink, yellow, red, purple)✔ String or thin yarn cut into short lengths (approximately five per student for roots)✔ Scissors, if leaves and petals are duplicated on office paper

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✔ Plant posters (provided in kit)✔ Book, Pumpkin Circle by George Levenson

TimePreparation: 30 minutesLesson: 45-60 minutes

Motivation

� Read Pumpkin Circle by George Levenson and discuss the parts of a plant.

OPTIONAL: Take a nature walk with students and have them observe the plants aroundthe school to remind them of the main plant parts.

Procedure

1 Bring out an assortment of cut flowers and at least one whole plant (including roots).Discuss students’ observations, encouraging them to talk about size, shape, color,texture, and odor. Point out the major structures of the plant: petal, leaf, stem, androots. Refer back to the plant poster as you check for understanding.

2 Demonstrate how to put together a plant using a straw as a stem, green paper forleaves, string or yarn for roots (push them into the bottom of the straw and tape inplace), and colored paper for the flower.

3 Provide sheets of leaves and petals to students. If the leaves and petals were duplicatedon construction paper, have students tear out the pieces (you might need to showthem how to do this). If office paper was used, have students use scissors to cut out theshapes.

4 If available, use older students or parents to help your students to make the plantmodels. Have students assemble the following parts:

• One straw• Two or three leaves• Five yarn roots• Five petals

5 Give students the following directions to assemble their plants:

a. Lay the roots along a piece of cellophane tape and wind it around one end of thestraw or push them into the bottom of the straw and tape in place.

b. Tape each leaf separately along the middle of the stem.

c. Lay the petals along a piece of tape and wind it around the other end of the straw.

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6 Have each child name his or her plant using words that describe color, size, shape, ortexture and have them draw it for a class book. When the students are finished withthe activity, they can either take their plant home or make a class collection book.

7 Make a garden bulletin board of the flowers completed by students and title it, e.g.,“Our Classroom Garden” or “Kinder Garden: Watch Us Grow”.

Assessment� In a small group or as a large group activity, have each child introduce his or her

plant to the class, stating its name and naming its major structures.

Extension� Sing with students “Each of Us Is a Flower” by Charlotte Diamond.

Resources� BOOKS

• Pumpkin Circle: The Story of a Garden by George Levenson and Shmuel Thaler• Plants and Flowers by Sally Hewitt (It’s Science)• The Magic School Bus Plants Seeds by Joanna Cole and Patricia Relf (1999)

� AUDIOCASSETTES

Song: “Each of Us Is a Flower” by Charlotte DiamondThe Magic School Bus Goes to Seed by Joanna Cole (1995)


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Splat!


Life Science

2c. Students know how to identify major structures of common plants and animals (e.g.,stems, leaves, roots, arms, wings, and legs).

ObjectiveStudents (or the teacher) will collect insects from the front of cars, observe these insectswith magnifying lenses, and identify the body parts. They will describe the major bodyparts of an insect and learn how to use a “backpack viewer”.

BackgroundInsects are abundant in the Sacramento-San Joaquin Delta; in the air, on the ground,underground, in the water, and in our homes. We consider them a “problem” when theyinvade our space. Especially in the spring, flying insects are so abundant that they arecontinually colliding with the windshields and grills of our cars. These are excellent placesto find insect body parts for study.

The three major body parts of an insect are head, thorax, and abdomen (see picture).

With practice, children can easily acquire the skills to use a “backpack viewer”, stereo-scope, or a hand lens. Since children are naturally curious and will not want to stop usingtheir “new science tools” they should be given ample time to explore their surroundingswith these tools in the days before the lesson.

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Preparation�Locate an area in the parking lot where you have safe access to several cars. If you

don’t have safe access for students, then you will need to collect 10 to 20 specimensfrom cars before doing the lesson.

�Make an insect puzzle for the assessment. Do this by copying (for each student) the“Butterfly Puzzle” on to card stock, then cutting the illustration into six large puzzlepieces. Store each set of puzzle pieces in an envelope or paperclip each set of sixpieces together.

�OPTIONAL: Use the two hand-held illuminated microscopes and a slide kit andobtain two or three additional microscopes or stereoscopes and set up in a studycenter. Place specimens of insect parts on slides. This center will need directedinstruction on how to properly use the scopes, and supervision by older students oradults while kintergarten students are using the scopes.

�Make an overhead transparency of the “Insect Sorting Worksheet.”

MaterialsPer Class:

✔ Five “Two Way Magnifying Viewers” (provided in kit)✔ Cellophane tape✔ Large plastic insect or praying mantis puppet (provided in kit)✔ Big Book and several small books of Insects by Robin Bernard (National Geographic)

(provided in kit)✔ The video: Backyard Bugs✔ OPTIONAL: Two hand-held illuminated microscopes and a slide kit (provided in kit)

Per Student:

✔ One hand lens (provided in kit)✔ One toothpick✔ One set of “Butterfly Puzzle” pieces (included in lesson)

Per Group:

✔ One plastic sandwich bag (if you are taking students to the parking lot to collectdead insects)

✔ One piece of white paper✔ One copy of the “Insect Sorting Worksheet” (included in lesson)


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Motivation

� Show students the large insect (e.g., praying mantis puppet) and ask them to tell youwhat they see. Introduce the body parts of an insect: head, thorax, abdomen, legs,antenna, and wings.

� Read to students the Big Book: Insects by Robin Bernard (National Geographic).Review insect body parts.

� Show the video: Backyard Bugs.

Procedures

1 Give students a brief introduction on how to use the “Two Way Magnifying Viewer”and encourage them to look at things on and around their desks, their skin, and otheritems in the room. While waiting their turn, the students without a “Two Way Mag-nifying Viewer” can look at things using magnifying lenses.

2 Explain to students that they will be collecting items from nature to study. Scientistsoften collect plants and animals to learn more about them. Show students the tooth-picks and plastic sandwich bags. Explain that they will use the collection tool (tooth-pick) and the specimen bag to collect insects from the grills on the front of some cars.Show students how they can use a toothpick to scrape the insects off the grill or topoke the insects to pick them up and place them in the plastic bag.

3 Lead students, with their tools, out to the parking lot to collect insect parts. Theground rules are:

• Stay with the group.• Be safe.• Touch the insects with the tools instead of fingers.• Find as many insects as you can.

4 When students have collected for about 10 minutes, have them bring the specimensinto the laboratory (classroom).

5 In the classroom, ask each group to dump its specimens out of the bag onto a piece ofwhite paper. Students should examine their insects with their hand lenses. Make certainthey know the ground rules for handling the insect parts: nothing in the mouth; noth-ing in the pockets; nothing in the air; wash your hands when you are done workingthe with insect parts. Rotate the “Two Way Magnifying Viewers” through the class.

6 Provide a copy of the “Insect Sorting Worksheet” to each group and show students howto sort the insects and the insect body parts on the worksheet. You could do this usingan overhead transparency. Then have students tape the insect parts on the worksheet.

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OPTIONAL: If you have set up the hand-held illuminated microscopes and other micro-scopes or stereoscopes as a center, rotate the groups to allow all students to use them.This center should be supervised by an older student or an adult to assist thekindergarden students in using the equipment properly.

7 As a whole class activity, have students explain what they liked best concerning thisactivity.

Assessment�Distribute a set of butterfly puzzle pieces to each student. Ask students to put to-

gether and color the butterfly puzzle. They can also point out or label the variousinsect parts.

Extensions�Provide additional puzzles of different insects (e.g., ant, dragon fly, ladybird beetle)

for students. Make blackline masters, place on tagboard, and cut into pieces.�Mold ants out of playdough.�Use the “Cootie” game to identify insect body parts.�Make insect “slides” to preserve bug parts and to view these under the hand-held

illuminated microscopes. Put a two-inch piece of cellophane tape, sticky side up, onthe desk. Lay the insect body part in the center and cover it with another piece ofcellophane tape. Save these specimens to use throughout the year.

Resources� BOOKS

• Big Book: Insects by Robin Bernard (National Geographic)• Bugs by Nancy Winslow Parker and Joan Richards Wright• I Wish I Were a Butterfly by James Howe• Big Bug Ball by Dee Lillegard

� VIDEO

• Backyard Bugs (National Geographic Society)

� AUDIOTAPE

• “No Bones Within” a song on the audiotape Adventures on the Air Cycle by theBanana Slug String Band


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Documents

PLANTS AND ANIMALS DELTA AREA Overviewdeltastudies.weebly.com/uploads/4/6/2/3/46233367/... · To identify and compare some Delta animals and plants. ... and listening by using a flower