Kindergarten

Science

Unit: 09

Lesson: 02

Suggested Duration: 9 days

Kindergarten Science Unit 09 Exemplar Lesson 02: Exploring Physical Characteristics of OrganismsKindergarten Science Unit 09 Exemplar Lesson 02: Exploring Physical Characteristics of Organisms

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Students will be exploring the physical characteristics of both plants and animals. The emphasis with animals is on color, size, and body covering. The

emphasis with plants is on leaf shape.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by

Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent

unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

K.10 Organisms and environments. The student knows that organisms resemble their parents and have structures and

processes that help them survive within their environments. The student is expected to:

K.10A Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf

shape.

Scientific Process TEKS

K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom

and outdoor investigations. The student is expected to:

K.2D Record and organize data and observations using pictures, numbers, and words.

K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural

world. The student is expected to:

K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.

GETTING READY FOR INSTRUCTION

Performance Indicators

Kindergarten Science Unit 09 PI 02

Sort a set of pictures of plants into groups based on their physical characteristics, such as leaf shape, color, and size, and justify the groups made.

AND

Sort a set of pictures of animals into groups based on their physical characteristics, such as body covering, color, and size, and justify the groups made.

Standard(s): K.2D , K.10A

ELPS ELPS.c.1E , ELPS.c.3D

Key Understandings

Animals can be identified and sorted by their coverings (exoskeletons, skin, feathers, or scales).

—   Which animals have the coverings of fur, feathers, and scales?Animals need coverings (skin, feathers, or scales) to protect them from their environment, as well as from other animals.

—   Why do animals have coverings?Plants and animals have observable characteristics that can be used to compare and sort them into groups.

—   What are some of the observable characteristics of animals?—   What are some of the observable characteristics of plants?

Vocabulary of Instruction

physical characteristics

color

size

large

small

body covering

skin

hair/fur

feathers

scales

leaf shape

sort

group

Last Updated 04/26/13 page 1 of 14  

Materials

bag (to hold “clues”, see Advance Preparation, 1 per class)book (about leaves, 1 per class)

egg (plastic, wooden, or real, see Advance Preparation, 1 per class)

feathers (1 for “clue” and 1 per student)fur (or animal skins, see Advance Preparation, per class)

hand lenses (1 per student)

leaves (variety of real or artificial, see Advance Preparation, per class)

magazines (or books with pictures of animals, per 2 students)

mammal (‘live’ animal, gerbil or other small animal, 1 per class)Mystery Mammal folder (see Advance Preparation, 1 per class)

objects (different “coverings”, see Advance Preparation, per class)pencils (1 per student)

plastic worm or bug (or picture, see Advance Preparation, 1 per class)

sticky notes (2 per student)

stuffed animal (small, good quality, 1 per class) – Optionaltwigs (size for nest building, see Advance Preparation, per class)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the

public website.

Teacher Resource: PowerPoint: Animal Coverings-Fur

Teacher Resource: Mystery Mammal

Teacher Resource: Bird Feathers (1 for projection)

Teacher Resource: Scales (1 or projection)

Teacher Resource: Power Point: Physical Characteristics of Animals: Size and Color

Teacher Resource: Animals (1 for projection and PI activity)

Teacher Resource: Leaves (1 for projection and PI activity)

Resources

Suggested Websites:

Texas Wildlife Association has a Discovery Trunk “Texas Critters” available for teachers (no cost). They also have a magazine forchildren with animal pictures.

http://www.texaswildlife.org/index.php?option=com_content&view=article&id=162:discovery-trunks-and-education-

modules&catid=60:youth-education&Itemid=165

http://www.mnh.si.edu/education/printable_resources/10-11LessonPlanAnimalCoverings.pdf

http://www.critterzone.com/magazineresource/animal-kingdom-class-definitions.htm

http://www.uen.org/Lessonplan/preview.cgi?LPid=629

http://www.bing.com/search?q=Types%20of%20Animal%20Coverings%20for%20protection&FORM=DLCBLB&PC=MDDC&QS=n

http://www.scopeonarope.lsu.edu/classroom/lessonplans/lessons/Animal_coverings.pdf

http://library.thinkquest.org/5386/animals.htm

http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html

http://www.brainpopjr.com/science/animals/classifyinganimals/grownups.weml

http://sln.fi.edu/tfi/units/life/classify/classify.html

http://science.pppst.com/sorting.html

http://serc.carleton.edu/sp/mnstep/activities/19856.html

Suggested Books:

Khisty, V. (2006). Leaves. Mankato: Capstone Press, Inc.

Miles, E. (2002). Fur and feathers. NH: Heinemann.

Miles, E. (2002). Skin, scales, and shells. NH: Heinemann.

Perkins, W. (2007). Let’s look at animal feathers. Mankato, MN: Capstone Press.

Advance Preparation

1. Collect a variety of objects that we use as “coverings”, to protect us as humans. This can include a winter cap, gloves or mittens, an umbrella,a rain coat or rain poncho, sunscreen, etc.

2. Collect books or magazines with pictures of a variety of animals.

3. Gather samples of animal fur or skins for students to observe and feel. This could be a few strands (Perhaps zoos, agriculture departments at

Kindergarten

Science

Unit: 09

Lesson: 02

Suggested Duration: 9 days

Last Updated 04/26/13 page 2 of 14  

high schools or counties, 4-H clubs, or State Agricultural departments would donate.), or some wildlife associations and museums have

samples for teacher use.

4. Directions for constructing the Mystery Mammal folder: Copy the Teacher Resource: Mystery Mammal in color. Glue the pictures of the

animal skins on the inside of a manila folder. On the outside of the manila folder, glue the second page, making sure that the windows will be

lined up. Open the manila folder up, and place it on a cutting board or other protected surface. Use an XactoTM knife to cut the flaps.

Remember to only cut on the three dotted edges, not the solid top line.

5. For the animal clues needed on Day 4, gather some small twigs (the size for used for nest building), a plastic bug or picture of a bug or worm,

an egg (It can be plastic, wooden, or real.), and a feather. Place these clues together in a bag.

6. Gather a variety of different color, size, and shaped leaves. These can be real or artificial leaves used for student observation.

7. Make copies of the Teacher Resources: Leaves and Animals in color onto cardstock. Cut out the cards, and laminate them for greater

durability. The number of sets needed will depend on if you will be conducting the Performance Indicator one-on-one (1 set needed), in a small

group setting (4–5 sets needed), or as a whole class (1 set each per student).8. Prepare attachment(s) as necessary.

Background Information

According to the introductory TEKS material in Kindergarten, “students observe and describe the natural world using their five senses. Students do science as inquiry in

order to develop and enrich their abilities to understand scientific concepts and processes.”

This lesson focuses on sorting organisms into groups and observing specific parts of organisms. Prior to this lesson, kindergartners have compared living organisms to

nonliving objects to understand that there are important differences. During this lesson, students will become aware that survival is a key component of life for all living

organisms. Structure and characteristics will be addressed. After this unit, students will have a good foundation for content and concepts in future grades addressing

inherited traits, learned behaviors, and adaptive features.

For more information, please consider the following websites:

Information on how animals can be identified and sorted by their coverings:

http://www.mnh.si.edu/education/printable_resources/10-11LessonPlanAnimalCoverings.pdf

http://www.critterzone.com/magazineresource/animal-kingdom-class-definitions.htm

http://www.uen.org/Lessonplan/preview.cgi?LPid=629

Information on how animals’ coverings protect them from their environment, as well as from other animals:

http://www.bing.com/search?q=Types%20of%20Animal%20Coverings%20for%20protection&FORM=DLCBLB&PC=MDDC&QS=n

http://www.scopeonarope.lsu.edu/classroom/lessonplans/lessons/Animal_coverings.pdf

http://library.thinkquest.org/5386/animals.htm

Information on using characteristics to compare and sort plants and animals into groups:

http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html

http://www.brainpopjr.com/science/animals/classifyinganimals/grownups.weml

http://sln.fi.edu/tfi/units/life/classify/classify.html

http://science.pppst.com/sorting.html

http://serc.carleton.edu/sp/mnstep/activities/19856.html

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Animal Coverings

Notes for Teacher

NOTE: 1 Day = 30 minutes

Suggested Day 1

1. Show students items like an umbrella, rain poncho, winter cap, gloves or mittens,

and sunscreen.

2. Ask:

What are the names of these objects, and why do we use them? Answers

will vary depending on students’ experiences. (If the word protection is not

mentioned, introduce it.)

3. Work with students to formulate a working definition for the word “protection”.

Materials:

objects (different “coverings”, see AdvancePreparation, per class)

magazines (or books with pictures of animals, per 2

students)

sticky notes (2 per student)

pencils (1 per student)

Kindergarten

Science

Unit: 09

Lesson: 02

Suggested Duration: 9 days

Last Updated 04/26/13 page 3 of 14  

4. Say:

If we are outside and cannot get out of the rain, sun, or cold, we can put

on clothing that will protect us and protect our skin.

Ask:

How do animals protect themselves from the rain, sun, or cold?

Record student responses on a chart page. Some responses might include

hiding in a cave, tunnel, or under a rock or bush. Record all reasonable

responses in the class science notebook.

5. Say:

Animals have different coverings on their bodies. One job (or function)

of an animal’s covering is to protect it.Review the class definition for protection.

You will be learning about different animal coverings this week.

6. Distribute sticky notes and a magazine or book to each pair of students.

Say:

Write your name on the two sticky notes. (Provide a minute for students to

do this.)

Look for pictures of animals.

When you find a picture that you want to share with the class, place one

of your sticky notes on that page.

You may choose only two pictures. Remember to put your sticky note on

your pictures.

Remember to focus on the animal’s covering.

7. Bring students together to talk about their pictures. (If each student had a

book/magazine, students can share and discuss animal coverings with a group,

rather than the whole class. If time is short, this will allow all students to have an

opportunity to participate.)

8. As students share, listen, and take note of prior knowledge, misconceptions, and

vocabulary, use this information to guide upcoming discussions.

Instructional Notes:

Amphibians will NOT be observed or discussed in this lesson

because Grade 1 will be studying frogs. If students ask about

frogs, have a brief discussion about them being amphibians and

that they have skin, but NO feathers, fur, or scales.

EXPLORE – Exploring Hair And Fur Suggested Days 2 and 3

1. If possible, show students a gerbil or other small mammal with hair. If a “live” animalis not available, a really good quality stuffed toy animal or a picture of an animal

could be substituted.

Say:

This is a (name of animal or picture). It has hair or fur.

What kind of animal is it? Mammal

2. If it is safe, allow students to gently pet the animal while you are holding it. This will

give students an opportunity to use their sense of touch to describe the animal’s fur.Talk about how the hair looks and feels.

3. Restate that animals with hair or fur are called mammals. Tell students that we are

mammals too. Provide students with hand lenses to look at the hair on their arms.

4. (Optional) Let students look at and touch the different animal skins or fur sample

that you were able to collect.

Ask:

How is your hair like the gerbils? Different?

or if a stuffed animal is used

How is your hair like the ___________animal? Different?

5. Give students samples of different kinds of animal hair to look at with the hand

lenses. Look at some of the hair under a simple microscope, if possible. (“Pocket”microscopes are great for this if you have them.)

Ask:

What does the animal hair look like? Thin, long, and straight, like wire

Materials:

mammal (‘live’ animal, gerbil or other small animal,1 per class)

stuffed animal (small, good quality, 1 per class) –Optional

hand lenses (1 per student)

fur (or animal skins, see Advance Preparation, per

class)

Mystery Mammal folder (see Advance

Preparation, 1 per class)

Attachments:

Teacher Resource: PowerPoint: Animal

Coverings-Fur

Teacher Resource: Mystery Mammal

Safety Notes:

If students touch the animal, make sure they wash their hands.

Ensure that you have checked for student allergies to animal hair

before bringing an animal into the classroom.

Instructional Notes:

The Texas Wildlife Association has a Discovery Trunk “Texas

Critters” available for teachers (no cost). They also have a

Kindergarten

Science

Unit: 09

Lesson: 02

Suggested Duration: 9 days

Last Updated 04/26/13 page 4 of 14  

6. Watch the Teacher Resource: PowerPoint: Animal Coverings-Fur.

7. Call on students to share their observations. Record key words on a vocabulary

chart for students to use in writing.

8. Show students the Teacher Resource: Mystery Mammal.

9. Instruct the students to try and identify the animal from the color and design of the

fur showing through the flaps in the papers.

10. Discuss the different colors and patterns that helped them identify the animals.

Students will recognize that animal fur can have designs like stripes and spots.

11. Inform students that the animal’s fur is called its coat. Unlike people, animals cannot

take off their coats. Remind students that pets are animals that people take care of,

and the pets depend on their owners for food, shelter, and care. People sometimes

shave or cut their pets’ hair so that they will be cooler in the warm weather. Theysometimes dress them in sweaters to keep them warm in cold weather.

12. Say:

Tomorrow, you will discover more about how some animals stay warm.

magazine for children with animal pictures.

http://www.texaswildlife.org/index.php?

option=com_content&view=article&id=162:discovery-trunks-and-

education-modules&catid=60:youth-education&Itemid=165

If samples of animal fur were obtained, place these at a center

where students have the opportunity to explore. Place hand lenses

at the science learning center.

Misconceptions:

When discussing animals, students may describe

animals or groups of animals in terms of “all” or“none”, such as all animals have fur.

EXPLORE – Exploring Feathers and Scales Suggested Days 4 and 5

1. Say:

I have some clues about the animals that the class will be learning about

today.

Take some small twigs out of the bag (the size for nest building), a plastic

bug (or picture of a bug or worm), and finally, an egg (plastic, wooden, or real).

2. Ask:

What animal do all of these things relate to? Ask more specific questions

about each item if the students do not give “bird” as the answer. Twigs forbuilding a nest, a bug or worm for food, eggs hatch into baby birds, etc.

What kind of covering does a bird have? Feathers

3. Take a feather out of the bag. Hold it up so students can see it.

Ask:

What kind of animal does this come from? Answers may vary.

4. Show students a variety of bird pictures that illustrate examples of different kinds of

feathers (down, body feathers, wing feathers, tail feathers) and different colors of

feathers. The Teacher Resource: Bird Feathers has several pictures, if needed.

5. Explain to the students that feathers are another kind of animal covering, but only

birds have feathers.

Say:

You are going to take a closer look at feathers today.

You will be making careful observations as good scientists do.

6. Distribute a feather and hand lens to each student. As they are observing the

feathers,

Ask:

What do you notice about your feather? Answers may vary.

How does it look? Feel? Answers may vary.

Does it have different parts? Answers may vary.

How are the parts different? Answers may vary.

Do you think that feathers help keep the bird warm? Why? Answers may

vary.

7. Explain that animals with feathers are called birds. They are not mammals because

they do not have hair or fur. Birds have feathers. Birds control their body warmth by

fluffing their feathers.

Materials:

twigs (size for nest building, see Advance

Preparation, per class)

plastic worm or bug (or picture, see Advance

Preparation, 1 per class)

egg (plastic, wooden, or real, see Advance

Preparation, 1 per class)

feathers (1 for “clue” and 1 per student)bag (to hold “clues”, see Advance Preparation, 1per class)

hand lenses (1 per student)

Attachments:

Teacher Resource: Bird Feathers (1 for

projection)

Teacher Resource: Scales (1 for projection)

Misconception:

Students may think that people, birds, fish, insects,

worms, etc. are not animals.

Science Notebooks:

As students respond to the questions, record their responses in

the class science notebook.

Kindergarten

Science

Unit: 09

Lesson: 02

Suggested Duration: 9 days

Last Updated 04/26/13 page 5 of 14  

8. Project the Teacher Resource: Scales.

Ask:

What are the animals in this picture? (A snake and a goldfish)

Do these two animals have any body parts that are the same? (Yes,

students may notice that both have eyes. They both have mouths, but this may

not be noticeable to students.)

9. Say:

Another characteristic they both have in common is that they both have

scales.

Scales is a word that has more than one meaning. When we go to the

doctor, we stand on a scale, and it displays our weight.

When we talk about the word scales on an animal, we are describing the

type of covering on its body.

10. Ask:

As you are comparing the snake and goldfish, why do you think they

have scales? Scales are a body covering that protects the organism. If students

look carefully, they can see that the scales are overlapping.

11. Say:

Many animals have scales including lizards, snakes, crocodiles, fish,

turtles, tortoises, alligators, geckos, and chameleons.

Scales protect the animal.

12. Summarize:

Ask:

Why do animals have coverings? (Animal coverings protect the skin. Fur and

feathers help keep the animal warm.)

Which animals have the coverings of fur, feathers, and scales? (Mammals

have fur or hair, birds have feathers, and reptiles and fish have scales.)

EXPLORE – Looking at Size and Color Suggested Day 6

1. Show the Teacher Resource: Power Point: Physical Characteristics of Animals:

Size and Color.

2. As slides are being shown, facilitate a discussion about the physical characteristics

of size and color.

Attachments:

Teacher Resource: Power Point: Physical

Characteristics of Animals: Size and Color

Instructional Notes:

A visit to a zoo would reinforce many of the concepts in this lesson.

If this is not possible, consider a virtual field trip to observe

animals.

http://www.homeworkspot.com/fieldtrip/sandiegozoo.htm

http://www.scholastic.com/teachers/lesson-plan/zoos-online-

animal-encounters

Check For Understanding:

As students participate in the discussion, listen for any content that

may need to be reviewed.

EXPLORE/EXPLAIN – Classifying Animals Suggested Day 6 (continued)

1. Project the Teacher Resource: Animals.

Ask:

In what ways could we classify the animals in this picture? Some

suggestions include, but are not limited to:

By animal classification: amphibians, birds, fish, insects, mammals, and

reptiles

By the number of legs (or none at all)

By the different ways they move

By their coverings: skin, fur, scales, or feathers

Attachments:

Teacher Resource: Animals (1 for projection)

Science Notebooks:

Record student classifications in the class science notebook. The

Teacher Resource: Animals could be cut apart and sorted on the

chart.

Kindergarten

Science

Unit: 09

Lesson: 02

Suggested Duration: 9 days

Last Updated 04/26/13 page 6 of 14  

2. Facilitate a discussion with the students around the idea that animals are different,

but can be classified in many ways.

3. Optional Activity: Students could participate in a kinesthetic activity based on how

animals move. The teacher could say the movement (walking, running, hopping,

slithering, swimming, swinging, galloping, jumping, or crawling), and students would

act it out.

EXPLORE/EXPLAIN – Looking at Leaves Suggested Day 7

1. Take students outside to look at a variety of leaves.

OR Bring in a variety of leaves for students to look at (real or artificial).

OR Look at a variety of pictures of leaves.

2. Facilitate a discussion about observations of leaf size, shape, color, and what the

edge looks like.

3. Chart observations in the class science notebook.

4. The headings should include color, size, shape, and leaf edge. Give students the

opportunity to provide the descriptive words that will go in each column.

Materials:

leaves (variety of real or artificial, see Advance

Preparation, per class)

Attachments:

Teacher Resource: Leaves (1 for projection)

Science Notebooks:

Create a Leaves chart in the class science notebook. The

headings should include color, size, shape, and leaf edge. Give

students the opportunity to provide the descriptive words that will

go in each column.

ELABORATE – A  Literature Connection Suggested Day 8

1. Read a book about leaves.

2. As the book is read, emphasize the concepts that leaves are different colors, sizes,

and shapes. Additionally, leaves have different shapes around the edges. Some are

smooth, some have rounded bumps, and some have jagged edges.

Materials:

book (about leaves, 1 per class)

EVALUATE – Performance Indicator Suggested Day 9

Kindergarten Science Unit 09 PI 02

Sort a set of pictures of plants into groups based on their physical characteristics, such as leaf

shape, color, and size, and justify the groups made.

AND

Sort a set of pictures of animals into groups based on their physical characteristics, such as body

covering, color, and size, and justify the groups made.

Standard(s): K.2D , K.10A

ELPS ELPS.c.1E , ELPS.c.3D

1. Use the pictures from the Teacher Resources: Leaves and Animals.

2. These should be copied in color on cardstock and laminated for greater durability.

The number of sets needed will depend on if you will be conducting the Performance

Indicator one­on­one (1 set needed), in a small group setting (4–5 sets needed), oras a whole class (1 set each per student).

3. Students should have the opportunity to sort the cards and then justify the groups

made.

Attachments:

Teacher Resource: Leaves (1 per student, group,

or class) (from previous activity)

Teacher Resource: Animals (1 per student, group,

or class) (from previous activity)

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Unit: 09

Lesson: 02

Suggested Duration: 9 days

Last Updated 04/26/13 page 7 of 14  

Kindergarten Science

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Mystery Mammal

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Bird Feathers

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Scales

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Animals

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Leaves

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