Network Operations Center (NOC)
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Technical Services Support Center (TSSC)
Eccles Broadcast Center
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Salt Lake City, UT 84112
Main Curriculum Tie:
Supplemental Materials (pdf)
Background For Teachers:
Student Prior Knowledge:
Intended Learning Outcomes:
Step 2. Tell students to look at the pictures of animals and think of other animals in their own minds. Ask:
Write a list for each category of student responses.
Step 3. Ask "Which animals move in more than one way?"
Step 4. Discuss ways people can move. Ask students to describe how they got to school today. Are there other ways people move? List all the words students can name that describe how people move from place to place without the aid of a machine (car, bus, bike, etc.). Write the list horizontally across the top of the board or chart with room under each category. Words might include: walk, run, skip, hop, jog, shuffle, swim, crawl, climb.
Step 5. Show students one picture at a time and discuss how each animal would move. Are there ways animals move that people cannot (without help, like fly) that could be added to classifications? Have students demonstrate what that animal movement might look like and then classify the animal pictures on the graph according to those that hop, run, fly, climb, crawl, swim, slither, etc., or move in more than one way.
Step 6. Divide students into two teams. Line up on two sides of a large area, such as a gymnasium. Show one team an animal picture. Instruct one team to walk toward the other team and, on a given signal, imitate the movement of their animal. When the other team guesses the animal, they chase the first team back to their line (using the animal movement). Those "captured" return with the other team.
Step 7. Individually or in small groups, give students a copy of the Animal Movements worksheet (see attachment below) and a set of Animal Cards (see attachment below). Read categories and instruct students to arrange animal pictures in the correct categories.
Strategies For Diverse Learners:
A variation of the game "Duck, Duck, Goose!" is "Duck, Duck, ? ? ?" Students sit in a circle while the one who is "it" walks around the circle saying "duck" until he chooses a responder by naming another animal, such as "rabbit." The responder, who must then hop like a rabbit, chases the leader around the circle and back to the responder's seat. The responder becomes the new leader and chooses another responder and a different animal to imitate.
Examine the legs and feet of various animals. How do the animals' legs and feet help them move? When animals and people move, they often make footprints. Let the students make footprints using the bottoms of their sneakers. There are several ways footprints can be created.
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