• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
External features-teacher-resource-booklet
 

External features-teacher-resource-booklet

on

  • 673 views

 

Statistics

Views

Total Views
673
Views on SlideShare
634
Embed Views
39

Actions

Likes
0
Downloads
3
Comments
0

3 Embeds 39

http://punithawathy.blogspot.com 35
http://punithawathy.blogspot.com.au 2
http://punithawathy.blogspot.ae 2

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    External features-teacher-resource-booklet External features-teacher-resource-booklet Document Transcript

    • EXTERNAL FEATURES TEACHER RESOURCE BOOKLET Koala, Phascolarctos cinereus. Saltwater crocodile, Crocodylus porosus. Poinciana Longicorn Beetle, Agrianome spinicollis. Soldier Crab, Mictyris longicarpus.THIS BOOKLET COMPLEMENTS THE EXTERNAL FEATURES KIT WHICH CAN BE BORROWED FROM QUEENSLANDMUSEUM LOANS. Ph (07) 3406 8344 or http://www.qm.qld.gov.au/Learning+Resources/QM+LoansImages on this page: QM, CC licence 3.0, BY-NC-SA.
    • This booklet supports several topics within the Australian Science Curriculum.Year 1The Features of Living ThingsLiving things have a variety of external features. • recognise common features of animals such as head, legs and wings • describe the use of animal body parts for particular purposes such as moving and feeding • identify common features of plants such as leaves and roots • describe the use of plant parts for particular purposes such as making food and obtaining waterThe Habitats of Living ThingsLiving things live in different places where their needs are met. • recognise that different living things live in different places such as land and waterYear 3Characteristics of Living ThingsLiving things can be grouped on the basis of observable features and can be distinguished from non-livingthings. • recognise the range of different living things • sort living and non-living things based on characteristics • explore difference between living, once living and the products of living thingsStudents are encouraged to handle the objects in External Features kit under teachersupervision.The text and images in this booklet are under Creative Commons licences. All text is under aBY-NC-SA licence and images are licensed as marked. CREATIVE COMMONS LICENCE ELEMENTSAttribution (BY) You must credit the creator, the title and the licence the work is under. For more information on how to attribute a work, see the “How to Attribute Creative Commons Material” guide, http://creativecommons.org.au/materials/attribution.pdfNon-commercial (NC) Any use of the work must be for non-commercial purposes only. This means file sharing, educational use and film festivals are all permissible, but advertising and for-profit uses are not.No Derivative Works Only verbatim copies of the work may be used. In other words, you can’t(ND) change the work in any way. You need to get extra permission if you want to crop a photo, edit text, or use a song in a film. Basically, any remixing is not permissible.Share Alike (SA) Any new work produced using this material must be made available under the same terms. So if you do remix a work, you have to release your new work under the same licence. e.g. Attribution-Share Alike has to stay Attribution-Share Alike. This booklet was developed by: Adriana Bauer Senior Project Officer (Biodiversity) Strategic Learning Queensland Museum 2011 1External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au
    • MATCHING ACTIVITYMatch the covering with the correct animal. Draw a line from the type ofcovering on the left to the animal on the right. Covering Animal Feathers Reptiles (e.g. snakes and lizards) Image: Sami Sieranoja, BY. Image: QM, BY-NC-SA. Fur or hair Amphibians (e.g. frogs and toads) Image: QM, BY-NC-SA. Image: QM, BY-NC-SA. Dry, scaly skin Birds Image: Francisco Martins, BY-NC. Image: Dan Carter, BY-NC-SA. Moist scaly skin, fins Mammals (e.g. koalas, wallabies) Image: Leo Reynolds, Image: Lisa Brown, BY-NC-SA. BY-NC. Image: QM, BY-NC-SA. Smooth, moist slimy skin Fish Image: QM, BY-NC-SA. Image: Taras Kalapun, BY.External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 2
    • ANIMAL COVERINGS ACTIVITYLook and feel the animal coverings in the kit. Write one or two wordsto describe each. Animal Look and Feel of CoveringKoalaCrocodileTurtleEchidnaSnakeCassowaryAll images: QM, BY-NC-SA.External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 3
    • Animal Look and Feel of CoveringCrabSnailCoralBarnacleSea UrchinCicadaAll images: QM, BY-NC-SA.External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 4
    • ANIMAL HABITATS ACTIVITYDecide where you think each animal lives.Does it live mainly on land or in water? Put a tick in the correct column. Animal Image of Animal Lives on Lives in Land WaterFishKoalaCrocodileTurtleEchidnaAll images: QM, BY-NC-SA.External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 5
    • ANIMAL HABITATS ACTIVITYDecide where you think each animal lives.Does it live mainly on land or in water? Put a tick in the correct column. Animal Image of Animal Lives on Lives in Land WaterSnakeCassowaryCrabSnailCoralAll images: QM, BY-NC-SA.External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 6
    • ANIMAL PARTS ACTIVITYUse a hand lens to examine one of the animals in the resin blocks. Collect smallinvertebrates from your school yard. Draw one of these animals. Label parts likeits head, legs and wings.Colour in the parts of the animal that help it to MOVE. Use a red colour.Colour in the parts of the animal that help it to FEED. Use a green colour.External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 7
    • USE OF BODY PARTS ACTIVITYAnimals have special parts that help them to move and eat. Use a RED pencilto circle the parts of the animal that help it to FEED. Use a BLUE pencil to circlethe parts of the animal that help it to MOVE.If you know the name of these parts, then label these parts. Image of Cassowary: Brian Giesen, CC licence, BY. All other images: QM, BY-NC-SA.External Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 8
    • PLANT PARTS ACTIVITYLook at the laminated plants in the kit. • Draw a picture of a flowering plant in the space below • Label the LEAVES and the ROOTS and the FLOWER • Colour in the parts of the plant that make FOOD. Use a GREEN pencil • Colour in the parts of the plant that draw up WATER and MINERALS for the plant. Use a BROWN pencil • Colour in the parts of the plant that make BUDS and SEEDS. Use a RED pencilExternal Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 9
    • SORTING ANIMALS ACTIVITY Animal Is it a Fish, Why do you think so? Amphibian, Reptile, Bird, Mammal, Insect or otherMulletKoalaCrocodileTurtleEchidnaSnakeCassowaryCrabExternal Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 10
    • Animal Is it an Amphibian, Why do you think so? Reptile, Mammal, Bird, Insect or otherWombatSnailCoralBarnacleCricketBeetleSea UrchinCicadaExternal Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 11
    • OTHER SUGGESTED ACTIVITIES COLLECTION OF OBJECTSThe following is a list of objects that can be used for the following activities. Objects in the ExternalFeatures QM Loans kit can be used also. • tadpoles • mosquito larvae (wrigglers) • pets such as guinea pigs, budgerigars etcetera • silkworms • stick insects/grasshoppers/beetles/butterflies/moths • large, shiny leaf • thick succulent leaf e.g. cactus leaf • leaf with lots of hairs on it • piece of granite/basalt/sandstone/conglomerate/pumice • plastic milk bottle top • garden snail • garden lizard or skink • hair • paper • fingernail clippings • plant in a pot-plant • lump of coal • pencil • apple/orange • pottery mug • waterDiscuss with students the characteristics of living things such as growing,moving, responding to stimuli (light, heat, food, water, touch), and reproducing. 1. Present students with a collection of objects and ask the students to group the objects into (a) living (b) non-living and never alive (c) non-living but once alive. 2. Ask students to classify the objects in this collection as plant; animal; rock; man-made material. 3. For each organism in the collection (a) identify its type of body covering; colour; any legs or appendages it has (b) note any similarities or differences between the objects (c) identify the habitat in which the organism lives and why it may live there (d) suggest how the animals move; which would move the fastest; which have a backbone (e) discuss the organism’s means of survival or defenceExternal Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 12
    • 4. Spot the Difference Activity. Ask students to list the similarities and differences between (a) aquatic plants and land plants (b) aquatic animals and land animals 5. Grouping Activity: (a) by texture – ask students to use descriptive words as the basis for their grouping (b) by specific properties – e.g. those with legs and those without; those that are rough, smooth, shiny, feathery, or woolly etcetera; those that float and those that sink 6. ‘What am I?’ Activity. A student tries to identify a specific object in the list by asking questions of which there is only a ‘Yes’ or ‘No’ answer. For example, ‘Does my object have legs?’ ‘Scales?’ ‘Two eyes?’ 7. Celebrity Heads Activity. Three students sit out at the front of the classroom. The name of an organism from the collection is written on a piece of paper and attached with sticky tape to the blackboard behind the students’ heads so they cannot see the name of their organism. They ask questions of the class to help them to identify the organism but there can only be a ‘Yes’ or ‘No’ answer. If their answer is ‘Yes’ they keep on asking questions. If there is a ‘No’ answer, then the next student in the queue gets a chance to ask a question. The winner is the first student who identifies their organism correctly. 8. Teacher Clues Activity. A student thinks of an object, whispers it to the teacher who then gives the class ‘clues’ or properties about the object and the class has to guess. Alternatively the class could ask questions and the teacher can only give ‘Yes’ or ‘No’ answers. 9. Outside Activities. (a) visit a farm; animal sanctuary; seashore; or freshwater creek to observe and draw a range of animals for classification back at school. Return the animals to their habitats after use (b) collect insects under stones or the bark of fallen trees in the school grounds (c) go on a nature walk or visit a botanical gardens to note differences between plants and animals in different habitats (d) set up a bird feeding station in your school groundsExternal Features booklet, Queensland Museum, 2011. www.qm.qld.gov.au 13