UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Main Curriculum Tie:
Supplemental Materials (pdf)
Background For Teachers:
There are different kinds of places, or habitats, where animals live. Each habitat or environment has a climate that encourages certain types of plant and animal life. In Utah, we have deserts, forests, and wetlands all of which are also impacted by altitude. Another habitat that is often forgotten is the city. Animals rely on their environment for many things. Not only do they depend on their environment for food, air, water, and space they rely on it for shelter. Shelter can be provided in many ways. Many animals live in the open or in trees, on plants, or even on the ground. Many animals find safety in their environment by blending in and becoming camouflaged. Since many other creatures eat insects it is important to understand how they remain unseen. The relationship of the physical characteristics of an organism and its environment needs to be understood in order to appreciate and not harm that environment. Butterflies are an insect that is familiar to the children in most communities and are particularly suited to this activity. Other insects or animals can be studied as well if they are particularly important to your area.
The development of inquiry skills is part of the process of discovering explanations for occurrences in our surroundings. As children collect information they need to have a way to record their information to analyze later. The use of a data sheet will aid students in making predictions, collecting their data, analyzing it, drawing conclusions, and providing evidence for their conclusions. Children need to test their predictions and evaluate the results.
Intended Learning Outcomes:
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Sprinkle (a pre-counted amount of) colored toothpicks over a section of grass in your schoolyard. Ask the children to find all of the toothpicks. Once they have been found ask the children to place them on a chart to record how many of each color has been found. Explain to the children that originally each color group had the same number of toothpicks. Ask for ideas on why it was hard to find all of certain colors.
Stein, M., McNair, S., & Butcher, J. (2001). Drawing On Student Understanding. Science And Children, 38 (4), 21
Young children can often express their understanding and concept development more effectively through drawings than verbally or in written assignments. They are often more engaged in details of their understanding when they draw. Examining drawings, their emerging understandings become evident.
Hudson, P. & Hudson, S. (2001). Linking visual arts with science & technology in the primary classroom. Australian Science Teachers Association, 17 (4), 29.
Integration has obvious benefits for alleviating and addressing the overcrowded curriculum. Through visual arts, primary science and technology students can transfer and consolidate knowledge and synthesize new experiences. Students need to have a wide range of perceptual experiences relating to their environment.
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