Learning Places Through Animal Faces

 

  

Objectives:

Content Objectives:  Geography, Science

1.4       The student will develop map skills by

a)     recognizing basic map symbols, including references to land, water, cities, and roads;

b)     identifying the physical shape of the United States and Virginia on maps and globes;

1.5       The student will construct a simple map of a familiar area, using basic map symbols in the map legend.

Science:

1.5a Animals, including humans, are living things and have needs that must be met for them to live and grow.  Animals need water, food, shelter, and a suitable space to live.            

 

1.5b Animals have characteristics, or attributes, that make them animals.  These characteristics help them meet their needs and live in a certain home, or habitat.  We can use these characteristics to classify animals. Examples of physical characteristics are appendages.   Appendages use parts with specific functions that extend from the main body of the animal such as fins.  Fins help the fish to live and move in water.  Legs allow dogs to live and move on land.

1.5b   Animals can have different kinds of body coverings including skin, fur, scales, and feathers, depending on where they live.  They can also have different body shapes and features to help them crawl, swim, hop, walk, run, and fly in their habitats.

2nd Grade

Life Processes

2.4        The student will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include

a)      some animals (frogs and butterflies) undergo distinct stages during their lives, while others generally resemble their parents; and

Geography

2.4          The student will develop map skills by

c)      comparing the climate, land, and plant life of these regions;

2.5          The student will develop map skills by

a)      locating the equator, the seven continents, and the four oceans on maps and globes;

Technology Competencies:

NET Standards: 1, 2, 3, 4, 5, 6    Performance Indicators 1, 2, 3, 4, 9, 10

  1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
  2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
  3. Communicate about technology using developmentally appropriate and accurate terminology. (1)
  4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

  1. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
  2. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

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