Small Crawling and Flying Animals

Grade 2 Science
2015-2016 Champion
Students learn about the structure and life habits of animals by studying small animals that live
in their own community. By investigating outdoor spaces in and around the school and their
homes, students discover a wide range of animals that find shelter and food within the local
area. In studying these animals, they learn about where animals live, what they eat, what they
are eaten by and features of the animals that suit them to their particular environment.
General Learner Expectations Students will: 210 Describe the general structure and life
habits of small crawling and flying animals; e.g., insects, spiders, worms, slugs; and apply this
knowledge to interpret local species that have been observed.
- Alberta Education PofS
Essential Questions:
- Where do small animals live?
- What do small animals eat?
- Who eat small animals?
- What helps small animals live in their environment?
- What is the habits of small crawling and flying animals, e.g., insects, spiders, worms,
slugs.

Outcomes
1. Recognize that there are many different kinds of small
crawling and flying animals, and identify a range of
examples that are found locally.
**
2. Compare and contrast small animals that are found in the
local environment. These animals should include at least
three invertebratesthat is, animals such as insects,
spiders, centipedes, slugs, worms.
**
3. Recognize that small animals, like humans, have homes
where they meet their basic needs of air, food, water,
shelter and space; and describe any special characteristics
that help the animal survive in its home.
**
4. Identify each animals role within the food chain. To meet
this expectation, students should be able to identify the
animals as plant eaters, animal eaters or decomposers and
identify other animals that may use them as a food source.
**
5. Describe the relationships of these animals to other living
and nonliving things in their habitat, and to people.
6. Identify and give examples of ways that small animals
avoid predators, including camouflage, taking cover in
burrows, use of keen senses and flight.
**
7. Describe conditions for the care of a small animal, and

Lesso
ns
L1
L2

Assessment

L2

(f) Master

L3

(f)Bug Jar

L4

(f)Discussion

L3

(f) Bug Jar

L4

(f) Master 26

L3

(f) Bug Jar

L1 (f) Master 6
L2 (f) Master 7

demonstrate responsible care in maintaining the animal for

a few days or weeks.
8. Identify ways in which animals are considered helpful or
harmful to humans and to the environment.
**

Lesso
ns
1
2
3
4
5

L2

(f) Discussion

Materials Needed for this Unit

Materials

Rea
dy

Master 6, magnifying glasses, pencils, clipboards and science booklet vocab

Master 7
National Geographic, Bug Jar writing, books on habitat
Master 26, video on camouflage
Assessments

Resources :
- Lessons Edmonton Public Schools 1996
- National Geographic Young Explorer
-

Lesson 1 What we Know and Look and See (double class 80 minutes)
TSW: write and draw what they know about SC&FA and record information on the
animals in our schoolyard.
Activities:
1. Video http://extension.illinois.edu/insects/01.html lets talk about bugs
2. Discuss with students what would could as a small crawling or flying animal. Create a list
3. Adding onto the above list and adding more build a list of these animals that would be
found around the school.
4. Science Booklet have students complete the front page of the booklet draw SC&FA as
well as naming them. Have books, and magazine present for students to brainstorm with.
5. Going Hunting! Prepare the students by explaining that in groups we will be going on a
hunt for SC&FA around the school yard. Show them Mast 6 and how to fill it out! Review
safety rules for going outside, respect for the animals and places they can search. Final
review with the students the call back sound for them to return to the meeting point.
6. Create groups, hand out clipboards with Master 6 and pencils as well as magnified glasses.
7. Hunt outside
8. Call back students and meet in class.
o Time to finish sheet
o Discussion/sharing focusing on different kinds of animals found around.
9. Magic School Bus Bugs Bugs Bugs (ANTS/BEES) https://www.youtube.com/watch?v=snMH5KP5XU&list=PLpJGc0tezILBy0LaZCR1zQhnNsIy_a6lG ***START AT LUCH***
Outcomes: 1.Recognize that there are many different kinds of small crawling and flying
animals, and identify a range of examples that are found locally.
Assessment: (f) Master 6
Notes/Materials: Master 6 EPS, magnifying glasses, pencils, clipboards and Science booklets

Lesson 2 Where Do I Belong? And Effect on People Pg10 EPS double

TSW: Sort SC&FA by characteristics
Activities:
1. Discuss what characteristics and traits are when sorting.
2. Sort the class student volunteer how you would sort our class e.g., boys girls, t-shirt long
sleeves, long hair short hair. Etc
3. Now we are going to sort SC&FA discuss how animals are the same and different. Have a
few pictures ready and sort them as a class.
4. Give students precut SC&FA pictures from Master 7 and in groups have them sort their
pictures and write down how they sorted them each time.
5. SCIENCE BOOKLET characteristics
Part 2
1. Review where we find SC&FA (garden, trees, fields, ec)
10.In these places how are SC&FA helping people and the environment. (pollination helps
farmers and environment, decomposers)
2. Magic School Bus ROT SQUAD https://vimeo.com/142753865 ***START AT LUNCH***
3. How are SC&FA bad for people carpenter ants, squires in house, woodpeckers,
grasshoppers eating crops
Outcomes: 1.Recognize that there are many different kinds of small crawling and flying
animals, and identify a range of examples that are found locally. 2. Compare and contrast small
animals that are found in the local environment. These animals should include at least three
invertebratesthat is, animals such as insects, spiders, centipedes, slugs, worms. 8. Identify
ways in which animals are considered helpful or harmful to humans and to the environment.
Assessment: (f) Master 7
Notes/Materials: Master 7
Lesson 3 Caring for SC&FA
TSW: Create animal habitat
Activities:
1. Discuss with students what is a habitat
2. Read National Geographic Young Explorer Busy Bugs discuss the habitats of the animals in
those articles.
3. Discuss what we think animals around here would want in a habitat e.g., spider, dragonfly,
gopher
4. Partner bug habitat drawing. In partners students choose a bug that could fit in a jar that
they could design a habitat for. The picture needs to be labeled and on the back students
will write why they put those objects in the jar. (have books for students to look through
ready for inspiration)
5. SCIENCCE BOOKLET - Habitat
Outcomes: 3. Recognize that small animals, like humans, have homes where they meet their
basic needs of air, food, water, shelter and space; and describe any special characteristics that
help the animal survive in its home. 5. Describe the relationships of these animals to other living

and nonliving things in their habitat, and to people. 7. Describe conditions for the care of a small
animal, and demonstrate responsible care in maintaining the animal for a few days or weeks.
Assessment: Habitat Drawing
Notes/Materials: Magazine loaded on Smartboard, books on habitat for SC&FA, teacher manual
from National Geographic

Lesson 4 Camouflage Critters

TSW: Identify how camouflage helps different animals
Activities:
1. Discuss what is camouflage? Who need camouflage?
2. Why do animals need camouflage? to hind from predators or to hind from prey
3. Watch Camouflage video on Pinterest and help students find the animals
4. As we learnt earlier SC&FA have habitats that give them shelter and food. What do SC&FA
like to eat again? ( write a few at the bottom of a white board then put the SC&FA above,
will be create a pyramid/food chain) What kinds of animals might want to eat a SC&FA?
(Write down) who would want to eat them? This is a food chain. Master 26
5. SCIENCE BOOKLET Camouflage, Predator, Prey
Outcomes: 4. Identify each animals role within the food chain. To meet this expectation,
students should be able to identify the animals as plant eaters, animal eaters or decomposers
and identify other animals that may use them as a food source. 6. Identify and give examples of
ways that small animals avoid predators, including camouflage, taking cover in burrows, use of
keen senses and flight.
Assessment:
Notes/Materials: Master 26 (pg35 lesson EPS), video/pictures of camouflaged animals,
Lesson 5 Show me what you know
TSW: Answer Individual questions on outcomes for Summative Assessment
Activities:
Students will be at centers while I individually call over students to answer a number of
summative questions.
Summative Assessment Questions
Outcome: Recognize that there are many different kinds of small crawling and flying animals, and
identify a range of examples that are found locally.
Gr 1: Can you name 2 small crawling and flying animals found around Champion?
Gr 2: Can you name 4 small crawling and flying animals found around Champion?
Outcome: Compare and contrast small animals that are found in the local environment.
Gr 1: Name 1 way that a spider is different from a ladybug.
Gr 2: Name 3 ways that a spider is different from a ladybug.
Outcome: Recognize that small animals, like humans, have homes where they meet their basic
needs of air, food, water, shelter and space; and describe any special characteristics that help
the animal survive in its home.

Gr 1: What does a small crawling and flying animal need to have in order to live?
(names 3 parts)
Gr 2: What does a small crawling an flying animal need to have in order to live?
(names all 4 parts)
Outcomes: Identify each animals role within the food chain. To meet this expectation, students
should be able to identify the animals as plant eaters, animal eaters or decomposers and identify
other animals that may use them as a food source.
Gr1 1: Name an animal that eats grass. What animal eats that?
Gr 2: Name an animal that eats grass. What animal eats that? What animal eats that?

Outcome: Identify and give examples of ways that small animals avoid predators, including
camouflage, taking cover in burrows, use of keen senses and flight.
Gr 1: What would a small crawling and flying animal do to not get eaten?
Gr 2: Name 2 ways a small crawling and flying animal would avoid being eaten by a
predator?
Outcome: Describe conditions for the care of a small animal, and demonstrate responsible care
in maintaining the animal for a few days or weeks.
Gr 1: If you had a ladybug as a pet what would you give it to keep it alive? (names 2
things)
Gr 2: If you had a ladybug as a pet what would you give it to keep it alive? (names 3
things)
Outcome: Identify ways in which animals are considered helpful or harmful to humans and to the
environment.
Gr 1: Name a small crawling and flying animal that people do or dont like and why.
Gr 2: Name a small crawling and flying animal that people like and why. Name a small
crawling and flying animal that people do not like and why.