Animal Predators - Series Teaching Guide

TEACHING
GUIDE
TEACHING
Predators
4th Grade Reading Level
2
TEACHING
PREDATORS
Standards
Science
• Understands the structure and function of cells and organisms.
• Understands relationships among organisms and their physical environment.
Language Arts— • Uses the general skills and strategies of the writing process.
Writing
• Uses the stylistic and rhetorical aspects of writing.
• Uses grammatical and mechanical conventions in written compositions.
• Gathers and uses information for research purposes.
Language Arts— • Uses reading skills and strategies to understand and interpret a variety of
Reading
informational texts.
• Understands the characteristics and components of the media.
Visual Arts
• Understands the characteristics and merits of one’s own artwork and the artwork of
others.
Multiple Intelligences Utilized
• Linguistic, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalistic
Copyright © 2005 by Lerner Publications Company
All rights reserved. International copyright secured. Student pages may be
reproduced by the classroom teacher for classroom use only, not for commercial
resale. No other part of this teaching guide may be reproduced, stored in a
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mechanical, photocopying, recording, or otherwise—without the prior written
permission of Lerner Publications Company, except for the inclusion of brief
quotations in an acknowledged review.
LernerClassroom
A division of Lerner Publishing Group
241 First Avenue North
Minneapolis, MN 55401 U.S.A.
800-328-4929
Website address: www.lernerclassroom.com
Manufactured in the United States of America
1 2 3 4 5 6 — DP — 10 09 08 07 06 05
Books in the Animal Predator
series include:
Crocodiles
Great White Sharks
Killer Whales
Lions
Owls
Polar Bears
Wolves
ISBN 0-8225-4044-4 PMS Green 355U
TEACHING
Lesson 1
Predator by Design
Purpose: Students will design an imaginary predatory
animal based on common predator traits.
Materials
• Animal Predators
books
• Predator by Design
worksheet p. 10
• chart paper
• pencils
• colored pencils,
crayons, or markers
Objectives
• Identify animal predator traits.
• Explain why certain traits benefit predators.
• Determine the habitat of an imaginary predator.
• Compare traits of various animal predators.
• Design an imaginary animal predator.
• Support traits selected for the original predator.
Activity Procedures
Prepare
(teacher)
• Copy Predator by Design p. 10 for each student.
• Create a chart with a vertical column for each
predator studied.
Pretest
(teacher, students)
• What is a predator?
• What makes a good animal predator?
Read
(students, small groups)
• Students or small groups read an Animal Predators
book.
PREDATORS
Model
(teacher, students)
• As a class, list the habitat and food source for each
predator on the chart.
• Brainstorm animal predator traits (physical and
behavioral).
• Discuss which predators posses these traits, and write
the traits on the chart.
• Introduce Predator by Design p. 10.
Practice
(students)
• Complete Predator by Design p. 10.
Discuss
(teacher, students)
• Students should share their newly created predators.
• Ask students to find similarities and differences in the
newly created predators.
• Discuss how the predators are well-suited for their
habitats.
Evaluate
(teacher)
• Assess each student’s Predator by Design p. 10 for
understanding of predator traits and originality.
• Display finished Predator by Design p. 10.
3
4
TEACHING
PREDATORS
Lesson 2
Food Connections
Purpose: Students will illustrate how animals in a
habitat are interdependent by constructing food
chains and food webs.
Materials
• Animal Predators
books
• glue
• scissors
• lined paper
• plain paper
• 11⫻18 construction
paper
• pencils
• colored pencils,
crayons, or markers
Objectives
• Identify the preferred diet of selected animal
predators.
• Explain how items in a food chain are connected.
• Illustrate the food chain for a selected animal
predator.
• Examine food chains for other possible connections.
• Create a food web for a predator’s habitat.
• Assess the benefits of food webs and chains.
Read
(students)
• Students should read an Animal Predators book.
• Have students record information about their
predator’s diet from text and photos.
Model
(teacher)
• Demonstrate how to illustrate a food chain on the
paper strip. Use a human food chain from the
beginning of the lesson.
• After students finish their food chains, demonstrate
how to expand a food chain into a food web.
Step 1: Cut apart the food chain and glue the
pieces on to the large piece of
construction paper.
Step 2: Add other possible food choices for the
organisms from the original food chain.
(Depending on space, these new
organisms can be written in or drawn.)
Show the connections by drawing a
line from food to eater.
Practice
(students)
• Students draw a food chain for their selected
predator.
• After the teacher demonstrates, students create a
food web for their selected predator.
Activity Procedures
Prepare
(teacher)
• Cut plain paper in half lengthwise. Each student
needs one strip.
• Create a model of the food web project for a human
for demonstration purposes.
Pretest
(teacher, students)
• Ask students to explain what food chains represent.
• Ask for examples of a human food chain and discuss
why there are so many possibilities.
Discuss
(teacher, students)
• What are the differences between a food chain and
food web?
• Why is it important to know both the food chain and
the food web for an animal?
• Who might use this information?
Evaluate
(teacher)
• Teacher should evaluate food webs for accuracy.
• Display food webs in the classroom.
TEACHING
Lesson 3
Food for All?
Purpose: Students will explore the predator/prey
relationship and visualize how organisms in a habitat
are interdependent.
Materials
• Animal Predators
books
• food web diagram
• 10 sets of different
tokens or tickets
• Interdependence
worksheet p. 11
• name tags (reusable
if possible)
• large open area
Objectives
• Define interdependence.
• Characterize the predator/prey relationship.
• Demonstrate the interdependence of plants and
animals in a food web.
• Compare the roles of predator and prey.
• Generalize connections in a habitat.
• Predict the outcome of altering a food web.
Activity Procedures
Prepare
(teacher)
• Display food web from Lesson 2 p.4.
• Copy Interdependence worksheet p. 11 for each
student.
• Make three sets of name tags (Each student will need
one name tag.). Label them plant, prey, and
predator.
Pretest
(teacher, students)
• Show the food web model. Ask for students to
explain its purpose.
• Ask them to think about what would happen if we
started erasing organisms from the food web.
PREDATORS
Read
(students)
• Students will read selected Animal Predators books.
Model
(teacher)
• Present activity directions to the students.
1. Divide class into three groups. Give each
group member a name tag (plant, prey,
predator).
2. Explain the boundaries of the playing area.
Pick a location for “home.”
3. Give each plant five tokens or tickets. Each
plant needs a different kind of token.
4. Spread the plants out in the playing area.
5. Each member of the prey group needs to
collect a token from three different plants.
Then the prey can go back home.
6. When a plant gives away all of its tokens, it
sits.
7. If a prey can’t collect enough tokens, it sits.
8. While the prey are collecting tokens, the
predators are trying to catch prey. A
predator needs to tag one prey and return
home. When a prey is tagged, it sits down.
9. Give the prey a 10 second head start before
the predators start hunting.
10. If a predator can’t catch a prey, it sits.
11. The game continues until all players are
sitting.
Practice
(students)
• Play the game once and then discuss.
• Repeat after changing roles.
Discuss
(teacher, students)
• Which role was easier – prey or predator?
• What made the game harder?
• Discuss the term interdependence.
Evaluate
(student, teacher)
• After playing, students complete Interdependence
p. 11.
• Assess student worksheet for understanding.
5
6
TEACHING
PREDATORS
Lesson 4
PR for Predators
Part I: Public
Perceptions
Purpose: Students will survey people’s opinions about
a selected animal predator.
Materials
• Animal Predators
books
• pencils
• chart paper
• Public Perception
Survey p. 12
• Public Perception
Survey Results p. 13
• examples of public
opinion polls
Objectives
• Recall predator traits.
• Predict public opinion of predators.
• Acquire public opinion of predators.
• Analyze survey data.
• Compile survey results.
• Explain results of survey.
Activity Procedures
Prepare
(teacher)
• Copy Public Perception Survey p. 12 and Public
Perception Survey Results p. 13 for each small group
of students.
• Plan a time frame for students to conduct the survey
in school. Teachers may want to assign the survey as
an individual take-home assignment.
Pretest
(teacher, students)
• Ask students to brainstorm a list of adjectives to
describe animal predators. Write the list on chart
paper to use in the next lesson.
• Ask students to give reasons for their opinions.
• Do you think other groups of people may pick the
same adjectives?
Read
(small groups)
• Read Animal Predators books.
Model
(teacher, students)
• Discuss the idea of perception by using the list of
adjectives generated in the beginning of the lesson.
• Show the opinion poll example to the class.
• Assign a predator to each student.
• Explain how to complete the Public Perception
Survey p. 12.
• Demonstrate how to record data on the Public
Perception Survey Results p. 13.
Practice
(small group)
• Using the Public Perception Survey p. 12, students
survey a variety of people at school for their opinions
about animal predators.
• Students record the data they collected on the
Public Perception Survey Results p. 13.
Discuss
(teacher, students)
• Are the opinions what you expected?
• Did you see any patterns with the opinions of people
of the same gender or age?
Evaluate
(teacher)
• Review completion of Public Perception Survey
p. 12.
• Check Public Perception Survey Results p. 13 for
accuracy.
TEACHING
Lesson 5
PR for Predators
Part II: Positive Spin
Purpose: Students will use persuasive, descriptive
writing and pictures to change public perception of
animal predators.
Materials
• adjective list from
Lesson 4
• Animal Predators
books
• completed survey
sheets from Lesson 4
• In Other Words
worksheet p. 14
• pencils
• predator pictures
(consumable)
• lined paper
• poster paper
• glue
• scissors
• colored pencils,
crayons, or markers
Objectives
• Recall predator traits.
• Characterize a predator’s traits.
• Construct a visual display.
• Contrast negative perceptions of predators.
• Enhance people’s perceptions of predators.
• Defend a predator’s traits.
PREDATORS
Pretest
(teacher, students)
• Using the adjective list from Lesson 4, ask the
students to categorize these adjectives as positive or
negative words.
• Ask students what they know about public relations
(PR).
Read
(teacher, students)
Read Animal Predators books.
Model
(teacher)
• Discuss the results of categorizing the adjective list
and why predators may be seen negatively.
• Explain the purpose of public relations.
• Demonstrate how different words may change the
perception of predator traits by introducing In
Other Words p. 14.
• Explain the predator poster project.
Practice
(small groups)
• Complete In Other Words p. 14.
• Create a poster to enhance the public’s opinion of a
predator using these elements:
• catchy title
• written paragraph defending predator’s traits
and importance to habitat using positive
adjectives
• pictures with captions
Activity Procedures
Prepare
(teacher)
• Collect consumable pictures of selected predators
from magazines or other source.
• Copy In Other Words p. 14 for each group.
Discuss
(teacher, students)
• Have groups present their work to the class.
• What traits were the hardest to defend?
• Did any students have to change their own negative
views to complete this project?
Evaluate
(teacher)
• Evaluate students on group participation.
• Assess posters for completeness and persuasiveness.
• Display projects in the classroom. Invite people
surveyed to view them.
7
8
TEACHING
PREDATORS
Lesson 6
Born to Hunt?
Purpose: Students will compare hunting behaviors of
two predators and identify whether these behaviors
are inherited or learned.
Materials
• Animal Predators
books
• Predator Behaviors
p. 15
• Born to Hunt? p. 16
• pencils
Objectives
• Recall behaviors of animal predators.
• Compare behaviors of different animal predators.
• Construct a Venn diagram of animal predator
behaviors.
• Classify behaviors as learned or inherited.
• Compile lists of animal predator behaviors.
• Explain the value of inherited and learned behaviors.
Activity Procedures
Prepare
(teacher)
• Copy Predator Behaviors p. 15 and Born to Hunt?
p. 16 for each student.
• On the board write the following lists:
ride bike
breathe
tie shoes
make vocal noises
write name
sleep
Pretest
(teacher, students)
• Ask students in which list they should put these ideas:
read, eat, and sense danger.
• Discuss possible names for these lists.
• Ask for student explanations of learned and inherited
behaviors.
Read
(teacher, students)
• Read two books from the Animal Predators series.
Have students pay close attention to information
about learned and inherited behaviors.
Model
(teacher)
• Demonstrate how to complete Predator Behaviors
p. 15.
• Explain directions for Born to Hunt? p. 16.
Practice
(students)
• After reading, complete Predator Behaviors p. 15 and
Born to Hunt? p. 16.
Discuss
(teacher, students)
• Did both predators have the same learned and
inherited behaviors?
• Are both learned and inherited behaviors important
for predators? Explain.
Evaluate
(teacher)
• Assess Predator Behaviors p. 15 and Born to Hunt?
p. 16 for completeness and accuracy.
TEACHING
Additional Resources
BOOKS
Bailey, Jill. Grey Wolf. Crystal Lake, IL.: Heinemann
Library, 2004.
Explore the wolf’s transition from public menace
to respected predator. Learn how wolves survive
as they are reintroduced to many native areas.
Berman, Ruth. Sharks. Minneapolis: Carolrhoda
Books, Inc., 1995.
This book presents information on a variety of
sharks. The life of sharks is detailed by text and
photographs.
Darling, Kathy. Lions. Minneapolis: Carolrhoda
Books, Inc., 2000.
In simple text, the friendly and fierce sides of lion
behavior are described. The author also presents
the best hope for the survival of these big cats.
Epple, Wolfgang. Barn Owls. Minneapolis:
Carolrhoda Books, Inc., 1992.
Follow a barn owl’s life as it uses its highly
developed senses for hunting and survival.
Gentle, Victor. Orcas: Killer Whales. Milwaukee, WI:
Gareth Stevens Publishing, 2001.
Presents information on the behaviors and traits
of killer whales. The author explores how to
protect killer whale populations. Provides
additional resources list, including websites.
Patent, Dorothy Hinshaw. Polar Bears. Minneapolis:
Carolrhoda Books, Inc., 2000.
Through photographs and text, the life cycle of
the polar bear is explained. The dangers that
threaten this incredible animal, and the plans
used to protect them, are also presented.
Swan, Erin Prembrey. Land Predators around the
World. New York: F. Watts, 2001.
The physical and behavioral characteristics of a
variety of predators are described in this book.
Walker, Sally. Crocodiles. Minneapolis: Carolrhoda
Books, Inc., 2004.
The life cycle of a crocodile is presented through
beautiful photographs.
PREDATORS
WEBSITES
Enchanted Learning
http://www.enchantedlearning.com
This website contains many fun facts and
activities about different animal species.
Food Chains and Webs
http://www.vtaide.com/png/foodchains.htm
Learn about food chains and food webs. Follow
the links to create your own food web and view
a food chain video.
Grey Wolf
http://www.nwf.org/wildlife/graywolf/
This site is sponsored by the National Wildlife
Organization. It is a source of pictures and
information about the grey wolf.
Owls of the World
http://www.owlpages.com/world_owls.html
A wealth of information is provided about
various types of owls. Visitors can also view
pictures of owls from around the world.
PBS – Nova
http://www.pbs.org/wgbh/nova/teachers/
Provides teachers with activities and facts linked
to past and current Nova productions.
Sea World
http://www.seaworld.org/index.asp
This site provides information about a variety of
land and aquatic animals, as well as a sampling of
animal sounds. Teachers can find lesson plans
and classroom activities.
Wildlife Virtual Tour
http://www.panda.org/news_facts/education/
The virtual tour on this site lets visitors explore
habitats throughout the world and the animals
that inhabit them.
9
Teaching Predators
predator’s name: ____________________________
habitat:_________________________________
primary food source: _________________________
size:____________________________________
physical traits: _________________________________________________________________________________________
behavioral traits: _______________________________________________________________________________________
Directions: Fill in the information on this form to design an imaginary predator. Illustrate your predator in its habitat.
Name _________________________________
Predator by Design
10
11
Interdependence
Name
Date
The game Food for All is also a lesson about interdependence. Interdependence
refers to how all the members of a habitat, community, and planet are connected.
After playing Food for All, answer these questions in complete sentences.
1. Why was this game easy at the beginning?
2. What caused the game to get harder?
3. What would happen to a habitat if the predators at the top of the food chain
were removed?
4. What would happen if the plants in a habitat were destroyed?
5. Give an example of how humans are interdependent.
6. Describe how the people in your town are interdependent.
7. What would happen if a group was removed from your town?
Teaching Predators
12
Public Perception Survey
Name
Date
Predator
Directions: Ask eight people for their opinions about the predator you are representing.
Record their gender, age, and comments on this form.
1. gender: M
F
age:
5. gender: M
F
age:
Pick three adjectives to describe this animal.
Pick three adjectives to describe this animal.
2. gender: M
6. gender: M
F
age:
F
age:
Pick three adjectives to describe this animal.
Pick three adjectives to describe this animal.
3. gender: M
7. gender: M
F
age:
F
age:
Pick three adjectives to describe this animal.
Pick three adjectives to describe this animal.
4. gender: M
8. gender: M
F
age:
Pick three adjectives to describe this animal.
F
age:
Pick three adjectives to describe this animal.
Teaching Predators
13
Public Perception Survey Results
Name
Date
Directions: From your survey results, use tally marks to record the data you collected.
adjective
2-10
years
11-18
years
19-50
years
Teaching Predators
51+
years
male
female
14
In Other Words
Directions: Review your survey data. Write the seven most popular negative
adjectives. For each of these adjectives, plan how to change them from negative
ideas to positive ideas.
1. Negative:
Positive:
2. Negative:
Positive:
3. Negative:
Positive:
4. Negative:
Positive:
5. Negative:
Positive:
6. Negative:
Positive:
7. Negative:
Positive:
Teaching Predators
Name
Predator
Teaching Predators
Date
Predator Behaviors
Predator
15
16
Born to Hunt?
Directions: Using the information you learned about predator behavior, give five
examples of learned and inherited behaviors. Then answer the question at the end
of this page in complete sentences.
Learned Behaviors:
1.
2.
3.
4.
5.
Inherited Behaviors:
1.
2.
3.
4.
5.
How are the learned and inherited behaviors of predators and humans similar and
different? Give examples.
Teaching Predators