Science - Week 3

Introduction (2-3 minutes)

Say: "Last week we observed plants. This week we'll observe animals. Animals are living things that can move around to find food and water."

Ask: "What animals have you seen? Can you name some?" Let your student list animals they know (dog, cat, bird, fish, etc.).

Say: "Today we'll observe animal body parts and learn how different parts help animals survive."

Main Activity (8-10 minutes)

Observing a Dog or Cat (or picture of one):

Look at a dog (in person, picture, or video). Point out the body parts together:

• Head: Where the brain, eyes, ears, nose, and mouth are. The head helps the animal see, hear, smell, and eat.
• Eyes: For seeing food, danger, and where to go.
• Ears: For hearing sounds.
• Mouth: For eating and drinking. Some animals have teeth, some have beaks.
• Body: The main part that holds all the organs (like stomach and heart).
• Legs: For walking, running, and jumping. Count how many legs (dog has 4).
• Tail: Helps with balance and communication.

Comparing Different Animals: Look at 3-4 different animals (bird, fish, insect, rabbit). Observe how body parts are similar and different:

• Bird: Has a head, eyes, beak (instead of mouth with teeth), wings (instead of front legs), two legs, feathers, tail.
• Fish: Has a head, eyes, mouth, body, fins (instead of legs), tail, scales.
• Insect: Has a head, eyes, mouth, body in sections, six legs, often has wings and antennae.

Say: "All animals have body parts that help them survive. Some have wings to fly. Some have fins to swim. Some have many legs to crawl."

Practice (5-7 minutes)

Draw and Label Activity: Have your student choose an animal (pet, animal from outside, or favorite animal). Draw the animal and label its body parts: head, eyes, ears, mouth, body, legs (or wings/fins), tail.

Ask: "How many legs does this animal have?" "Does it have a tail?" "What does it use its eyes for?" "How does this animal move?"

Optional: Go outside and observe live animals (birds, squirrels, insects). Point out body parts and discuss how they help the animal.

Closure (2-3 minutes)

Ask: "Can you name some body parts that most animals have?" (Head, eyes, mouth, body, legs.)

Ask: "Why do animals have eyes?" (To see.) "Why do they have legs?" (To move and find food.)

Say: "Animal body parts help them survive by finding food, escaping danger, and living in their environment."

Preview: "Tomorrow we'll observe how different animals move using their body parts!"

Introduction (2-3 minutes)

Review: "Yesterday we learned about animal body parts. Today we'll see how animals use those parts to move!"

Ask: "How do you move from one place to another?" (Walk, run, jump.) "Can you fly?" (No!) "Can fish walk?" (No!) Say: "Different animals move in different ways. Let's observe!"

Main Activity (8-10 minutes)

Observing Different Animal Movements: Explore 5-6 ways animals move:

1. Walking/Running (Dog, Cat, Horse): Show video or picture. Say: "These animals walk and run on four legs. Their legs move them forward quickly. Legs help them travel to find food and escape danger."

2. Flying (Birds, Bats, Insects): Show a bird flying. Say: "Birds use their wings to fly through the air. Wings are special body parts that push air down so the bird goes up. Flying helps birds travel long distances and escape predators."

3. Swimming (Fish, Whales, Ducks): Show a fish swimming. Say: "Fish use their fins and tails to push through the water. Fins help them steer, and the tail pushes them forward. Fish live in water, so swimming is how they move."

4. Hopping (Frogs, Rabbits, Kangaroos): Show a rabbit hopping. Say: "Some animals hop! They use their strong back legs to jump forward. Hopping can be fast and helps them escape danger."

5. Crawling (Babies, Turtles, Caterpillars): Show an animal crawling. Say: "Crawling means moving on your belly or using lots of legs close to the ground. Babies crawl before they walk. Insects crawl with six legs."

6. Slithering (Snakes, Worms): Show a snake slithering. Say: "Snakes don't have legs! They slither by moving their muscles in waves. Slithering lets them move quietly and through small spaces."

Practice (5-7 minutes)

Animal Movement Game: Call out an animal and have your student move like that animal!

• "Move like a dog!" (Walk on hands and feet)
• "Move like a bird!" (Flap arms and hop or run)
• "Move like a fish!" (Wiggle body and pretend to swim)
• "Move like a frog!" (Hop with legs together)
• "Move like a snake!" (Slither on the ground)
• "Move like a rabbit!" (Hop forward)

After each animal, ask: "What body parts did you use to move like a [animal]?" (Wings for bird, legs for frog, whole body for snake, etc.)

Closure (2-3 minutes)

Ask: "Can you name three ways animals move?" (Walk, fly, swim, hop, crawl, slither.)

Ask: "What body part do birds use to fly?" (Wings.) "What do fish use to swim?" (Fins and tail.)

Say: "Animals move in ways that match their bodies and where they live. Tomorrow we'll learn what animals eat!"

Introduction (2-3 minutes)

Say: "We've learned about animal body parts and how animals move. Now let's discover what animals eat. All animals need food to survive and grow, just like you do!"

Ask: "What did you eat today?" Let your student answer. "Did you eat plants like fruits and vegetables? Did you eat meat like chicken?" Say: "You eat both plants and meat. Some animals do too, but some only eat one type of food."

Main Activity (8-10 minutes)

Category 1: Herbivores (Plant-Eaters)

Show pictures of: cow, rabbit, deer, horse, elephant. Say: "These animals only eat plants—grass, leaves, fruits, and vegetables. Animals that only eat plants are called herbivores."

Ask: "What do cows eat?" (Grass.) "What do rabbits eat?" (Carrots, lettuce, grass.) Point out: "Herbivores often have flat teeth for grinding plants."

Category 2: Carnivores (Meat-Eaters)

Show pictures of: lion, shark, hawk, wolf, spider. Say: "These animals only eat meat—other animals. Animals that only eat meat are called carnivores."

Ask: "What does a lion eat?" (Other animals like zebras or antelope.) Point out: "Carnivores often have sharp teeth and claws for catching and eating prey."

Category 3: Omnivores (Eat Both)

Show pictures of: bear, human, dog, pig, chicken. Say: "These animals eat both plants AND meat. Animals that eat both are called omnivores."

Ask: "What do bears eat?" (Fish, berries, honey, small animals.) "What do you eat?" (Vegetables, fruits, meat, bread, etc.) Say: "Humans are omnivores. We eat a variety of foods."

Practice (5-7 minutes)

Sorting Game: Name different animals and have your student sort them into three groups:

• Herbivores: Cow, rabbit, horse, elephant, giraffe, deer
• Carnivores: Lion, shark, eagle, snake, cat (mostly), spider
• Omnivores: Bear, dog, human, pig, chicken, raccoon

For each animal, ask: "What does it eat? Is it a herbivore, carnivore, or omnivore?"

Optional: Observe animals outside or pets at home. What do they eat? What category are they in?

Closure (2-3 minutes)

Ask: "What is a herbivore?" (An animal that eats only plants.) "What is a carnivore?" (An animal that eats only meat.) "What is an omnivore?" (An animal that eats both plants and meat.)

Ask: "What are YOU?" (An omnivore!)

Preview: "Tomorrow we'll learn about where animals live—their homes and habitats!"

Introduction (2-3 minutes)

Say: "We've learned what animals eat. Now let's discover where animals live. Every animal has a home—a place where it finds food, water, and shelter to stay safe."

Ask: "Where do you live?" (In a house or apartment.) "Why do you have a home?" (To be safe, warm, and dry.) Say: "Animals need homes too! Let's see where different animals live."

Main Activity (8-10 minutes)

Exploring Different Animal Homes:

1. Birds in Trees (Nests): Show a bird's nest. Say: "Birds build nests in trees using twigs, grass, and leaves. Nests keep eggs safe and provide a home for baby birds. Trees give birds a high, safe place away from predators."

2. Fish in Water (Oceans, Rivers, Ponds): Show fish swimming. Say: "Fish live in water—oceans, rivers, lakes, and ponds. Water provides everything fish need: food, oxygen (through their gills), and a place to swim and hide from predators."

3. Underground (Burrows, Holes): Show a rabbit burrow or ant hill. Say: "Some animals live underground in burrows or tunnels. Rabbits dig burrows. Ants build underground tunnels. Living underground keeps them safe from weather and predators."

4. Forest (Trees, Caves, Dens): Show forest animals (bear in a den, deer in trees, squirrels in tree holes). Say: "Many animals live in forests where there are lots of trees, plants, and shelter. Bears sleep in dens (caves or hollow logs). Squirrels live in tree holes."

5. Backyard (Your Neighborhood): Say: "Some animals live right near us! Birds, squirrels, insects, and sometimes rabbits or deer live in our backyards. They find food, water, and places to hide in our yards."

Practice (5-7 minutes)

Matching Game: Name an animal and ask: "Where does this animal live?"

• Bird → Tree or nest
• Fish → Water (ocean, river, pond)
• Rabbit → Underground burrow
• Bear → Forest den or cave
• Ant → Underground tunnels
• Squirrel → Tree
• Frog → Pond or near water

Optional: Go outside and observe your yard or neighborhood. Where do you see animals? Point out their homes: birds in trees, insects on the ground, squirrels in nests high up.

Have your student draw their favorite animal in its home with labels: "This is a bird. It lives in a nest in a tree."

Closure (2-3 minutes)

Ask: "Why do animals need homes?" (To find food and water, to stay safe, to have shelter from weather.)

Ask: "Where does a fish live?" (In water.) "Where does a bird live?" (In a nest or tree.)

Say: "Every animal lives in a place that gives it what it needs. This place is called a habitat."

Preview: "Tomorrow we'll use everything we've learned this week to observe animals like real scientists!"

Introduction (2-3 minutes)

Say: "This week you've learned so much about animals! Today you're going to be an animal scientist. You'll observe an animal and tell me everything you've learned about it."

Quick review: "What can we observe about animals?" List together: body parts, how it moves, what it eats, where it lives.

Main Activity (8-10 minutes)

Complete Animal Observation: Choose an animal to observe together (for example, a squirrel outside or a video of a dolphin). Guide your student through a thorough observation:

1. Body Parts: "What body parts do you see? Does it have a head? Eyes? Ears? How many legs? Does it have a tail? Wings? Fur or feathers or scales?"

2. How It Moves: "Watch how this animal moves. Does it walk, run, fly, swim, hop, crawl, or slither? What body parts does it use to move?"

3. What It Eats: "What do you think this animal eats? Plants? Meat? Both? Is it a herbivore, carnivore, or omnivore? How can you tell?"

4. Where It Lives: "Where does this animal live? What is its home? Does it live in water, in trees, underground, in a forest, or in your backyard?"

5. Special Features: "Is there anything special or interesting about this animal? What makes it different from other animals?"

Practice (5-7 minutes)

Draw and Describe Activity: Have your student draw the animal they observed and create a complete description:

• Draw the animal with all its body parts labeled
• Write or tell: "This is a [animal name]."
• Write or tell: "It has [describe body parts]."
• Write or tell: "It moves by [walking/flying/swimming/etc.]."
• Write or tell: "It eats [plants/meat/both]. It is a [herbivore/carnivore/omnivore]."
• Write or tell: "It lives in [habitat/home]."

Bonus: If time allows, observe a second animal and compare: "How are these two animals the same? How are they different?"

Closure (2-3 minutes)

Celebrate: "You've learned to observe animals like a scientist! You can now describe animal body parts, movements, diets, and homes."

Ask: "What was your favorite animal to learn about this week?"

Say: "Animals are all around us—in our yards, parks, forests, oceans, and even our homes. Now you can observe and appreciate them wherever you go!"

Preview: "Next week we'll observe weather patterns and learn how to track changes in the weather over time!"