Science 104 Teacher Notes Page 18: Animals That Work CONCEPTS: Some farm animals work. They make the farmer's work easier. OBJECTIVE: | can fell about some farm animals. PROCESSE Jpserving, classifying BIBLE REFERENCES: Psalm 144:14; Matthew 21:6; | Corinthians 9:9 READING INTEGRATION: thyming, recalling details, speaking In a group, vocabulary development VOCABULARY: plow, herd, mouse, guard, catch MATERIALS NEEDED: pictures of animals that make the farmer's work easier, construction paper, magazines, crayons, glue TEACHING PAGE 18: Remind the children that animals have been helping people for a long time. The Bible tells how Jesus rode an ass into Jerusalem (Matthew 21:5) and how oxen Used to help the farmers (Psalm 1 1 Corinthians 9:9). Display pictures of farm animals that help the farmer work. Present the vocabulary and explain the meanings. Read the poem aloud or have it ead by volunteers, ‘Ask for the vocabulary words to be identified and circled. Have the children study the picture and read the discussion question, ‘Ask: "What animal can pull a plow? (horse) “What else do farmers use to pull a Plow?" (lractor) “What animal can herd Cows and sheep?” (dog) “What else can a dog do?" (guard, seeing eye, etc.) “What does a cat do to help?" (catches mice) ANIMALS THAT WORK 1 pulloplow, Orberdo cow ‘catch ameuse, Or guard the hose= ‘aimee work ono form. an you ta wnat [#3 7 ‘ot onal oe doing? Acmivimies: 1, Clossify names and pictures of farm animals. Use chart or bonner paper. Use these headings: ‘Animals for Food/Animols for Work 2. Have each child choose a farm animal. Using materials from the reading table, old magazines, construction paper glue and crayons, the child should make a book about the animal. The child should wtite a sentence or paragraph about the ‘animal to bbe included in the book, 172 PPPMPAAADIAAAAAVADARAAALAARATARARATARATATATEEEVDITVPPVPPV PP POPP DIOP DIVIDE ESSE SESE SES SSP SEHR Science 104 Teacher Notes “Where might the animals sleep?" Read the iitle, Animals That Give Us Food. Ask the children if they can find meat- producing animais in the picture. Read the poem aloud or have it read loud by a volunteer. Ask for the vocabulary words to be identified and circled. Have a child find and read the direction sentence, Be sure the children understand what fo do. Have the activity completed Independently. Check it together. Give the children an opportunity to volunteer ideas of what other products (food, material for clothes, etc.) are provided by these and other farm animals. ACTIVITIES: 1. Do Worksheet 11 Read the sentences with the children, Read the. directions. Let the children complete this page on thelr own using their Giphabet charts if necessary. Ask the children what they have drawn. ‘Ask the children how inary have seen a goose or how many have had roast goose for dinner ‘Ask how many sleep on a goose down pillow. Have the children color the picture. 2, Plan a visit to a farm. Following the vist, do these things: @. Have the children wiite thank-you notes with pictures. 'b. Write an experience story on chart paper, describing cnimals seen on the farm. 3. Setup a book table with stories about farm animals to be used for independent reading and projects. wm Nome 1 ve on form ‘honk [mats 9 goed Chistes done. Ip esters make ovey sot low. Follow the dots fo see who rem.Science 104 Teacher Notes PART Il. FARM ANIMALS THAT GIVE US FOOD Pages 16 and 17 CONCEPTS: The farmer fakes care of his ‘animals. Farm animals need food, water, ‘and sleep. Some farm animals provide food. ‘OBJECTIVES: |.can tell about some farm animats, | can tell what animals need fo live ond to grow. PROCESSES: observing, classifying READING INTEGRATION: main speaking in a group, recaling details idea, VOCABULARY: milk, eggs. cheese, meat, farm, former, eat, drink, food, water sleep MATERIALS NEEDED: pictures of farm ‘animals, pencils, Worksheet 11, crayons, alphabet chart TEACHING PAGES 16 and 17: Have the children check the contents of the page to find out what Section II wil be ‘about. ‘Ask ther fo name some animals they might see on a farm. Display and have the children identify pictures of farm animals. Tell the children that the form animals they will learn about will be divided into two groups: those that provide food for people Yo eat and those that do work on a farm, Discuss the ilustration that begins on page 16 and is continued on page 17, Have the children identify as many animals as possible. Read the sentences fo the class or have them read aloud by volunteers. ‘Ask the children to take a few minutes to study the picture again. hey should look for ‘animals eating, drinking, and for the places ‘they might sleep. Discussion questions: "Where do the animals get a drink?" “What is the eating?” 1, FAR ANIMALS Sore arial tv on form, The formes aks care of them He gives ther woe erik. Fe gives thm food eat He Gs them plcos fo lee. ANIMALS THAT GIVE US FOOD tite 208 e995. Cheese and raat ‘Momo from animals . Blermer keeps pape steed & ‘atch the food with the anima. @ B wa & =o) [ga What lse dowe et om fom ernst 170 Lk nm mann mmmmccomomenaneeeeeneaeentSPSCTHSSHTEPFLEPTTFPFT PPE HPP HSFE HAC TROFSSASCOSst Science 104 Teacher Notes Name “ae Tp T | Arle Tpt Gt | alsa Ea Panta ean tot rs Cot oot th & * ‘ive hem inte the somes Breaches eck 169Science 104 Teacher Notes Pages 14 and 15: Self Test 1 CONCEPTS: evaluation of work (OBJECTIVES: I can tell about some wild animals |.can tell what animals need fo live and to grow, READING INTEGRATION: recalling details, following directions MATERIALS NEEDED: pencils, Worksheet 10 TEACHING PAGES 14 and IS: Review the vocabulary wards. Practice classifying animals into groups ‘of meat-eating ond piant-eating animals ‘and those that eat both, Read all directions with the children. Be sure they are understood. The general proficiency of your group should dictate whether you choose to direct the self test or fo allow the children to SELF TEST Cle the nies thet eat proceed independently once directions are given, In either cose you should be available to ‘answer questions and to help with the vocabulary as needed. For those children who do not achieve an acceptable score on the self test you should provide extra help. Let the children take the UIFEPAC home for parent help or provide classtime with a helper fo aid in review. Provide Worksheet 10 as a retest for those who did poorty or as a review for the remaining students. oth he onlmat to 8 bobs. ®& Bs aS %. ae te th word [pa Linon. © 168 PRPPRPRAAPPARLKKTHKKLE LLLP HTC AHH KKK KKKKATKKKAEFUP TTF ETF ETT FT TTT TTT SETSTSVTITSBSVVVVTVsss Science 104 Teacher Notes Page 13: Grouping Animals CONCEPT: Animals need food, water, and sleep, ‘OBJECTIVES: I.can fell about some wild animals. I can fell what animals need to live and grow. PROCESS! lassifying, comparing READING INTEGRATION: recalling details, classiying, speaking in a group MATERIALS NEEDED: pictures and word cards from Part 1, Worksheet 9, pencils TEACHING PAGE 13: Play matching game with words and pictures for a review. Using the chalkboard and these headings, Animais That Eat Meat, Animals an you po! hem m oro? what hey nee Thatt Fat Plants, andl Animals That Fat Plants and Meat, have the children tell in which column each animal belongs. Extend by having them add the names ‘of more animals they know about, ACTIVITIES: 1. Do Worksheet 9. Read the directions. Let the children do the page independentiy, Check together and have the children give the similarities and differences. Row 1: All eat both plants and animals, The cow is the answer because it does not eat both plants and animals (only plants). Row 2: The eagle and ow! eat meat. The sparrow is the answer because sparrows are primarily seed eaters. Row 3: The deer and giraffe are plant eaters. The lion is the answer because itis @ meat eater. 2. Have wild animal *reports" from page 7 presented to the class and displayed if possible, Cite the one that doos nat bong. a@s i WR rewaerScience 104 Teacher Notes Page 12: Raccoons CONCEPT: Some animals eat plants and meat. ‘OBJECTIVES: | can fell about some wild animals | can tell what animais need to live and grow. PROCESSES: observing, classifying READING recalling details, speaking in a group. INTEGRATION: main idea, following directions, VOCABULARY: raccoon, almost, anything MATERIALS NEEDED: alphabet charts, word cards, picture of raccoon, Worksheet 8, pencis, crayons TEACHING PAGE 12: Tell the class that the raccoon Is an ‘animal that eats all kinds of things: fish, berries, a farmer's com, or even garbage. Present the vocabulary. Read the sentences about the raccoon to the class or have them read by volunteers. Have ai child find and read the direction sentences, Let the children complete the activity before you have the discussion. Discuss the question, Emphasize that raccoons also need sleep and water ACTIVITY: Do Worksheet 8. Read the sentence. Talk about crows. Tell the children that crows lke corn and seeds ‘but will eat almost anything. Children may have seen more crows than the other animals they have studied, Read the directions. Ask the children how many know what a scarecrow is. if hey do not know, show them pictures or draw a model on the board, Let them finish the picture and coler it. ‘he reenon ols pans ‘he feenon ate moe onyhing Nome “hs cow wont 099 he femora "Sarecrow a keep Nn way ctor. 168 amas eres esseHHSHHKKHHKKHKLKKKHHHHKHKKRKKAKRRREPOSS POSS SPSS SS TSHSSSSSSHSSSSSESSESSSSTESVSSTesses Page 11: Activity Page MATERIALS NEEDED: pencils, crayons, TEACHING PAGE 11: Review main ideas about bears from page 10. Have a student find and read the directions. Have the children complete the page Independently. Check i together, ACTIVITES: 7, Have the children write these sentences in their LIFEPAC Tablets. Bears eat plants and meat. Bears need water. Bears need sleep. 2. Ask the children to read a book about bears and fo tell the class or the teacher about it when they have finished, Science 104 Teacher Notes = Write the wo ‘baby boar io CU boars sleep ol winter — 1 Fe coe pos ne ge age tren 165Science 104 Teacher Notes Page 19: Animals That Eat Plants and Meat CONCEPT: Some animals eat both plants and. meat, (OBJECTIVES: |.can tell about some wild animals. | can tell what animals need to live and to grow. PROCESSES: classifying, observing, comparing READING INTEGRATION: main idea, recoling details, speaking in a group VOCABULARY: bear, berties, honey, winter, (Gen, cub, fish) MATERIALS NEEDED: pictures of several kinds of bears, books about bears, Worksheet 7, pencils TEACHING PAGE 10: Display and discuss bear pictures. ANNALS TF Some animal 2 Bom plone ond ect ears wo bugs far ect eres Beart eat sh Bear fea honey oa, Seer ena 2b) beats ore HAT EAT PLANTS AND MEAT wine ‘en be a con you tl hot hoor nee? pase Compare the differen! kinds of bears: color, size, and so on, _—_ Present the vocabulary. Read the page to the class orhave itread by volunteers. Discussion questions: "What are baby bears called?” “Where do bears sleep?" “Where do bears find water?” “What do bears do about the bees when they find some honey?* "Do bears eat in the winter?" (No, they get very fat before they hibernate, they ive off thelr own fat) Discuss the question with the children, Refer fo books on bears if necessary. ACTIVITY: Do Worksheet 7. Discuss the picture with the children. Ask them if they have ever seen a polar bear in the 200, Ask them what It looked like, what size it was, what color it was, and 50 on. Read the directions. Help the children with ‘the sentences. 168 Color the pletare ete the word ‘he palr bear is Name Bak 7 wile Polar bears Sve her it ery aT FR rece cet SHRSSHHSHSHSHSHHHSSHSHSHSHASSSTIVATTHHHCHSHHHHHHARAARATScience 104 Teacher Notes Name a Help the bid find the bed seed 168 RRORARAEFOROAEAEEEEEAEAEHEEEREEE AEEScience 104 Teacher Notes Page 9: Sparrows CONCEPT: Some birds are plant eaters. ‘OBJECTIVES: can fell about some wild animals can tell what animals need to live and grow. PROCESSES: classifying. ‘comparing observing, READING INTEGRATION: recalling detals following directions VOCABULARY: sparrow, seed, nesting MATERIALS NEEDED: pencils, pictures of some birds that eat plants (examples: starlings, wrens, finches), pictures of meat- eating birds, Worksheet 6 crayons TEACHING PAGE Display anid dlscuss the pictures of plant eating birds and meat-eating birds. Compare the similatities and differences, (Note: shape of beaks, kind of feet, etc.) Present the vocabulary. Read the paragraph about the sparrow. Have the Children tell what else a sparrow needs. ‘Ask a volunteer to find and read the direction sentence. Have the children complete the page Independently, Check it together. Note: Adult sparrows and finches eat seeds, but they feed insects to thelr nestlings. Discuss the question at the bottom of the page. Emphasize that the animals need water ‘and sleep besides food. ACTIVITIES: 1. Do Worksheet 6. Read the direction. Let the children complete the page independently. Caution them to find the path first with their fingers before using thelr crayons to trace the path, - sparrow eats sone AEE Sw sos i he nest. Rivabesting Wat lee do these onmals noes? 2. As.a craft project have the children make a bitd feeder Cardboard milk cartons (2-quart) make excellent feeders. wo holes should be punched in the top for \wite or string. A few holes may be punched in the bottom fo allow rain to seep through, Cut windows in sides for easy viewing. Fill with commercial bird seed or bread crumbs, 162 DAADDADAADADAATDATDADARARARRRRRRRARRARRAAARATSESE FPESFF FHS EF HH FT SESHESSSSSVSSTSSSEESES BE Science 104 Teacher Notes Nam The hippopetemus cats goss and wate pols {oli the dae o see Ihe hippopotamusScience 104 Teacher Notes Page 8: Animals That Eat Plants CONCEPTS: Some animals eat plants Plant-eating animals need sleep ond water. ‘OBJECTIVES: I'can tell about some wild animals. |ican tell what cnimals need to live and to grow, PROCESSES: observing, classifying READING INTEGRATION: recalling details, speaking in a group VOCABULARY: giratfe, leaves, call, deer gross, fawn, buffalo, hippopotamus MATERIALS NEEDED: word cords; pictures of planteating animals other than those mentioned on the page: antelope, moose, rabbit; Worksheet 5: pencils; crayons TEACHING PAGE 8: Display the pictures of some plant- ‘eating animals. Discuss what kinds of pants ‘they might eat. Note that animals eat different paris of plants. Sorne eat leaves. Some eat roots. Some eat seeds or fruits. Present the vocabulary. Read the page to the group or have each section read by a volunteer. Discussion questions: "What does the deer eat? What does the giraffe eat? What does the buffalo eat? Name the baby giraffe, Nome the baby buffalo. Name the baby deer" activity: Do Worksheet 5. Read the sentence to the chidren. Show them a picture of a hippopotamus. Ask them how many have seen a hippopotamus in the zoo. Read the direction. Tell them to begin [ANIMALS THAT EAT PLANTS Some animals at pons nay eat eoves Hem Woes They eat goss. They eat seeds A butol ots grass baby filo sa ‘otf ots noes ‘flay gate ct | deg eats leaves ond ss 1 Seby coats a town ape 8 act with the capifal letters first and to finish with the small letters. This page is more cificult. Chichen may need fo use their charts Read the coloring directions ofter the children have finished the picture. 160 SHAHSHSoovoeHoesSeHHSNHeHHHSHRHLAHHKAHHATHAAAADFPREPPSBPSSPPDHPDRP SEDI DR GDISSSSS OSS ISTH SSS SOOT Page 7: Activity Page MATERIALS NEEDED: pencil UFEPAC Tablet crayons, TEACHING PAGE 7: Review the meat-eating animals, pictures and vocabulary. Have a child find and read the sentences on the page that tell them what io do. Be sure all the children understand the directions. Have the chiidren complete the page Independently. Check i together. activiy: ‘As an enrichment activity suggest that those children who wish may draw an animal name from a box. They should find out what the animal eats, where it sleeps, ‘and what its baby is called. They are also to. find or draw a picture of the animal Note; Be sure to have available information on each animal that fs in the box. Science 104 Teacher Notes picture ob. cove 5, sarees 159Science 104 Teacher Notes Tame this so botrog Butrogs eat insects 188 HHOHAOHOHHOHHHHNHRARARHAHHARKAKTATKTATTLAHHKHTHHHAAEEFIVIVP VO PIV PVE RIS I PP IIII POS SSSHSSHSHSESSITNY Page 6: Eagles CONCEPT: Some birds are meat eaters, ‘OBJECTIVES: can tell about some wild animals I.can tell what animals need fo live and to grow. PROCESSES: clossifying, observing READING INTEGRATION: recalling details VOCABULARY: eagle, eaglet, nest, dives, flies, catch MATERIALS NEEDED: words: pictures of birds of prey: eagles, hawks, falcons, owis; fishing birds: guls, loons, pelicans, kingfishers; insect ‘eaters: woodpeckers: Worksheet 4; pencis; crayons TEACHING PAGE 6: Display the pictures of bircs of prey. Ask the children what kinds of onimais or fsh the various birds would eat. Examples: owls and falcons eat small rodents, such as mice or chipmunks; eagles and lager hawks eat small rodents and some larger animals (Fabbils), snakes, or other birds (Chickens). Many formers like to have owls around. They keep the mice from the feed. Gulls and loons dive into the water after fish. Read the page to the children or have volunteers read it aloud, Provide an opportunity for discussion about the eagle and ils babies. Refer to. an encyclopedia or @ book about eagles for additional information) Note that the eagle's nest Is bull in o very high tree or on ahigh rocky ledge. ACTIVITIES: 1. To extend knowledge of meat eaters, provide materials about amphibians and reptiles that eat meat (crocodile, aligator, butfrog). Science 104 Teacher Notes ‘an eagle eos ect ‘he epi es nigh in he Fenn or eh 9s nine ‘he eagle ves down down, Sohal e gh Goby oats oe eagle fags dick Irom ote or steams 2. DoWorlsheet 4 Read the three sentences. Tak about bullrogs with the children. Ask them if they have ever seen a bullfrog or if they have ‘ever seen one caching flies, Have a child read the direction. 187Science 104 Teacher Notes Page 5: Activity Page MATERIALS NEEDED: crayons, cat pictures, pencils, Workshest 5. TEACHING PAGES: Review the pictures of the members of the cat family, Have the children identify as many as they can. Remind them that the babies of the large cats are called cubs. ‘Ask what the babies of the smaller cats might be called (kittens). ‘Say: "This page will help you to remember what you have leamed about lions." Have a student volunteer find and read the directions. Read the sentences with the children if necessary. Have the children complete the page independently. Check it together. ton eats EOE —— ‘baby Hon Alon se ott snot —— | Aton ed ici era weg hale Draw the Hons mane. ot the Hon activy: Do Worksheet 3. Read the ditections. Tak about each ilustration. Ask about the diferences and similarities between a cat and her kitiens ‘and a lioness and her cub. Let the children complete the page on their own. Wame 156 SHHSHRHHHHHAHHHHASSHAHLLHHLLTATK LCA ATETAAAEAEPROGPP ESP SHOP FSS ESS RPS SOSSET SPS SC HSSASTVSHRSRUD sequence and give extra help. Read the final direction. Have the children read the fwo sentences when they have finished writing the words 3, Isaiah tels us that there will come a day when ail animals will ive in peace. Isaiah 11:6: "The wolf also shall dwell with the lamb, and the leopard shall lie down with ‘he kid: and the calf and the young lion and the fatling together, and a young child shail lead them" Discuss the quote with the children. Science 104 Teacher Notes Name 155Science 104 Teacher Notes Page 4: Animals That Eat Meat CONCEPT: Some animals eat meat. ‘OBJECTIVES: ean tell about some wild animals. | can tell what cnimais need fo live and to grow. BIBLE REFERENCE: Isaiah 11:6 PROCESSES: observing, classifying READING INTEGRATION: speaking in a group recalling details, VOCABULARY: hunter, ion, mane, roar, cub, den hole MATERIALS NEEDED: Picture of some members of the cat family: leopards, pumas, cheetahs, and so on; picture of watering hole in Africa; word cards: Workehoot 2 TEACHING PAGE 4: Tell the children that the wild animals they will study are divided (classtied) into ‘hree groups: (1) animals that eat meat, (2) ‘animais that ect plants, and @) animals that ‘eat both plants and meat. Read the sentences to the children or have them read by volunteers. Have the children look at the picture of the male tion. Note the mane. Then look at the picture of the mother and cub. The mother lion does not have a mane, Tell the chidren that lions kil and eat antelope and other deerlike (giraffe, gazelle) animals that live in Aftica. They only Kill for food and usually kill the oldest or weakest animals. Discussion questions: "What do we call animais that go out and look for other animals fo eat?" (hunters) “What kind of animal is a lion?” (cat, unten) "Which lion has a mane? (the father, "ANIMALS THAT EAT MEAT Some anal ae huts. “her eot cher anal The fon a hose ‘eon i ig, song a. Hens 9 mane “he tow can oar ‘Abby tons ea tone slap ns den on dino © weterng hol eget male) : “What do you calla baby lion?” (cub) “Where do lions sleep?" (den) “Where does the lion get water? (watering hole) “What would probably happen if « lion saw a lamb?" (the lion would eat it) ACTIVITIES: 7. Extend the concept by discussing other meat-eating wild animals, Include the wolves and predatory birds such as the hawk. 2,Do Worksheet 2. Read the directions. Tell the children to begin fist with the capital A and to folow ‘the dots to Z. Then fell them fo begin with small a and follow the second set of dots to z Tell them fo consutt their alphabet charts if they ore uncertain about the letters. When they have finished, check before they color the picture. Note any chid who stil has difficulty recognizing the alphabet in 14 TRAPP DADDADAAPARARARAAAARRAARRAKHKKRAHTKRARKRATAARATPSSPDSSHSHSSSHSHSSS SSS SSS SSH HSSSSSESSSESSHSHSHHHSST Page 3: Puzzle Page CONCEPT: wild animals take care of ‘themselves OBJECTIVE: | can tell about some wild animals. PROCESS: observing READING INTEGRATION: following directions MATERIALS NEEDEt pencils, Worksheet 1 rayons, LIFEPAC Tablet, TEACHING PAGE 3: This page Is a follow up of page 2. No further preparation is necessary other than making sure that the children each have red, blue, and yellow crayons. Have the students find the arrows indicating directions for them to follow. Ask for volunteers to read each direction. When you ato sure that all understand what fo do, let the children complete the page independently. Check it together. activi Do Worksheet 1 This worksheet reinforces the three things ‘that ail animals need (food, water, seep). Have a child read the fist direction. Read the second direction. Let the children complete the page independently. Check together, Have the children ame their animals, the kinds of food each animal eats, and where each animal lives. Color the puzle. Science 104 Teacher Notes een peer b be 1 oted -talow rene hee ‘Name 153Science 104 Teacher Notes PART I, WILD ANIMALS Page 2 CONCEPT: wild animals take care of ‘themselves ‘OBJECTIVES: can tell about some wild animals {can tell what animals need to live and to grow. PROCESS: observing READING INTEGRATION: main _ ideo. speaking in a group, vocabulory evelopment VOCABULARY: eat, dink, food, water sleep, place, themselves MATERIALS NEEDED: word cards, crayons TEACHING PAGE 2: Remind the children that the contents page showed them that they would study three main kinds of animals, wild onimals, form animals, and pets. The fist part of the LIFEPAC is about wild animals. Present the vocabulary in context. Read the sentences to the class or have It read aloud by volunteers. Ask to have the vocabulary words identified. ‘Ask the children to take a few minutes to study the picture. They should look for ‘animals eating and drinking and for places ‘hat wild animals might sleep. Discussion questions: "Where would the animals get a drink? What is the. ‘eating? Where might animats sleep? ACTIVITIES: 7. Circle the vecabulory words. 2. Pian a visit to @ local 200, wild animal park or animal preserve if avaliable. 1 WILD ANIMALS some aainals Soke eae of arses Reine om ea ‘hey in foos t, Th Ea paces ep. Following such a vist, do these things: a. Have the children write thank you letters with pictures. 'b. Write @ class “experience story" on chart paper. 182 nnn nnn nnn mmm mmm eme mesons aoooocoaaasereeenstSIPBIFTIFLIIIHOIDS IPS IP IPISIVIISOSHOVOSHOHPHS SEI HDE Page 1: ANIMALS CONCEPT: Animals need food, water, and sleep to live and grow. OBJECTIVE: To introduce all the objectives. BIBLE REFERENCE: Genesis 1:20 through 25, Chapters 6 through 9 PROCESSES: observing, comparing READING INTEGRATION: Isiening, rhyming, rhythm, recaling details, main idea MATERIALS NEEDED: pictures of animois TEACHING PAGE 1: Distibute books. Allow the children a little time to look through them. Ask for a volunteer fo fell what the new LIFEPAC is Look together at the contents page. Read fo tho clase or have voluntesrs read the ist of contents. Tell the children that they will Jean about these things as they study Science LIFEPAC 104. Have the chiidren tum to page | and be Read the poem aloud to the class, Read i again after asking the children to recall the important ideas of the poem, ‘Ask: "From where did animals come?” (God put them on the earth and saved them from the Flood) Refer to Genesis 1:20 through 25, the Creation, and Genesis, Chapters 6 through 9, Are all animals alike?” (No. Provide time for the children to tell how animals ore different.) "What do all animals need?” (food, water, sleep)" What else needs these things (people) “the story of Noah.” Science 104 Teacher Notes ANIMALS: animate nina, SETTRE ate ome fg en sa, ‘To the gratle s0 tall. @ Aaimals, onal jv od tama To ve nd grew, har needs oe the some, amar, gr rece Ga Fog wale one sop. ¥¢ Objectives: can fel sbout some wi anal 2, Len fl bout rome fam anal 2 {con tall abou some pte. 4 ean tet what ona and'o rane one) ‘Set up a book table with books about 181ice 103 Teacher Notes SCIENCE aD ALTERNATE UFEPAC TEST SCIENCE Tod: ALTERNATE LIFEPAC TEST Aoteh tha bore tthe senses you might se fo {eo about i sigh hooting Match the horn to the senses you might vse fo loors about raw lie under the words That fi ou____help you tose rose ondiengue / eyesand ears You con fee ings with your note / 6 “con observe wt allt yur Yes comet ______—_ hen ou have 0 bod cols NOTES, page 2 hee! 150 manne ememeeeaeeeeeoeeoeeeeeeeeeeeKKeAIAHHKAASIVVVI VPP VPP DEPP DDD DDO RPO TSHSVHSHES Science 103 Teacher Notes ‘le the senses you mish use fo learn cbout tls ons LD DED Cte the senses you might use fs some amat NOTES page vee usScience 103 Teacher Notes LUIFEPAC TEST AND ALTERNATE LIFEPAC TEST ‘Administer the test to the class as a group. Ask fo have directions read or read them to the class. In elther case be sure that the children clearly understand. Put examples on the board it they seem necessary, Give ample time for each ‘activity to be completed before going on fo the next one. Correct Immediately and discuss with the chile Review any concepts that have been missed. Give those children who do not achieve ‘the 80 per cent score, adiional copies of the worksheets and a list of vocabulary words to study. A parent or a classroom helper should help in the review. ‘When the child is ready, give the Alternate LUIFEPAC Test. Use the same procedure as for ‘the LIFEPAC Test SCIENCE ap UFEPAC TEST 148 “SCIENCE 103: LIFEPAC TEST ou con ith ol of your senses. = SD ‘eur nose ond tngye help you ay mt You ase sou rings wih your, ih your sti emcee wee e eee ree TORCH AAA HEEALEAEAETTEAAAESFEFPFPFPO FO EDI DVI DP IPP SPS SS SIFFS SSSDSHSSISDD Page 33: Self Test 3 CONCEPT: evaluation of work ‘OBJECTIVES: |.can tell about the sense of smell | can tell about the sense of taste, | can tell about the sense of touch. [can tell how my senses can work together. MATERIALS NEEDED: pencils TEACHING PAGE 33: Review the vocabulary and concepts for the entire LIFEPAC. Place special ‘emphass on Section Il Read through the directions for the self fost wh the group: Answer ery questions they might have, The general proficiency of your group should dictate whether you choose to liect the self test or fo allow the children to proceed Indeperdenily once directions ‘are given. In elther case you should be available to ‘answer questions and help with vocabulary as needed, For those children who need extra help, have them work with a classroom helper or a parent fo prepare for the LIFEPAC Test. Science 103 Teacher Notes SEF TEST 9 teh the sees. rT to0 Dy - ? Circle the right word. e ooo {eu learn whol of your ‘ou lel with your cd ‘our senses send messoges fo your, cea nas 0 FA) este ox ae oe 3 ge arScience 103 Teacher Notes Page 32: God Has a Good Plan CONCEPTS: ‘God gave you your senses. He had a good plan. OBJECTIVE: | can fell how my senses can work together PROCESS: observing READING INTEGRATION: recalling detail MATERIALS NEEDED: LIFEPAC Tablet, pencils TEACHING PAGE 32: Remind the children that they were created by God and that God gave them ‘their senses, Have the sentences read by volunteers. Discuss each sentence in tum. Help the children to appreciate God's good plan. Remind them that they should thank God for the good things Ha has given them, Have them write the sentence and the ‘thank-you prayer in their Tablets. GOD HAS A GOOD PLAN Gee gave you your senses ‘er ened hap yout ean. ‘hey hep rout ste (God mate's good pon. BD var nesses a our wi codes grep Bnew one, “ek about Gods pln. I ‘With your dase re sentence Mang ed ors pon. {Copy itin your Tbe a FT 146 an naman mame meee eeeeeeee eS COO OOH HECHKE KHLPEP PIP PPP POPP RPP PPP PTI PPP RUHRURHAEHVH Page 31: Activity Page MATERIALS NEEDED: pencils TEACHING PAGE 31: Read the directions to the children, Explain that they will be writing more than ‘one sense for most of the pictures. Put an example, such as the one given here, on the board before they begin. Example: Ask: "What is the picture? (ice cream cone) What senses can fell you about an ice cream cone? (sight, taste, touch, sometimes smell) As the children name the senses, write the name of the sense under the picture of the ice cream cone on the board. ‘When you have finished the example, let the children finh the page. Help them with the sense words if they forget. Check together. If children have difficulty, redo the page together and put several more examples on the board, ACTIVITIES: 1. Complete the "Senses" scrapbook. 2. Provide time for the children to review the UFEPAC in preparation for the last self test. Science 103 Teacher Notes 5Science 103 Teacher Notes Page 30: My Senses Send Messages to My Brain CONCEPT: The brain is the part of the body that interprets messages of the senses. OBJECTIVE: | can fell how my senses can work together. PROCESS: observing READING INTEGRATION: main idea VOCABULARY: brain, message, nerves MATERIALS NEEDED: word cards, LIFEPAC Tablet, pencil, Worksheet 13 TEACHING PAGE 30: Tell the children that the senses cannot work by themselves. They need the brain to help them know what the senses are learning. Introduce the vocabulary. (MY SENSES SEND MESSAGES TO WY BRAIN touch ‘Tha messages wavel along nerves oe'sane tense specal tnd ef message hat he messeges eon, e wet 18 In your Tabet, theme sad resegs oy bn Compare nerves to telephone or electric Read the sentences on the page to the children. Have them examine the picture carefully and tell about it. Ask the children to point out the labeled parts. Give an ‘opportunity for questions, Have the children read the sentence at the bottom of the page and write the sentence in their Tablets. activiy: Do Worksheet 13. Read the directions. Read the vocabulary words in the box with the cchiloren. Help the slower children with this Page. Let those who are able do the page (on their own. Check together. Have the children find the sentences or one close fo them on page 30. (ist sentence —tille and LIFEPAC Tabiet sentence activity; second sentence — fist sentence of text; third and fourth sentences — last two sentences of tox!) Nome chose the Hoh word Ton _westoge sensor nove ty “SETI SESS “snd messopes io mB : Imessoges move oleng TYE VES Foch snse sends spac nd of ne—brreri —— snows wnat ne mesiapes mech, 4 “FECT ATCC eee ereeencee-SRFFFSSSSFSFSSRSSSHSSHHSHHSSSTTT EFT ESFSRDLITG Page 29: Senses CONCEPT: using all he senses together ‘OBJECTIVE: | can tell how my senses can work together. PROCESS: observing READING INTEGRATION: speaking in a group, recaling details MATERIALS NEEDED: popcoin, popper, salt butter TEACHING PAGE 29: Tal the children that this page wil be ‘one to look at carefully and then to talk about. Tell them to look carefully at the picture cnd think of the senses they might Use fo enjoy the circus. When the class has had time to study the circus picture carefully, have a volunteer read the sentences on the page. Provide a discussion time, Give each child on ‘oppuilunily to tell about a part of the picture. The emphasis should be on the senses used fo enjoy a circus. Example: You can see and hear the circus band and you can feel the rhythm of the music. You can see and hear the elephants, You can smell popcom, ACTIVITIES: 1, Do Worksheet 12. Read the directions. Remind the children that their picture must show something that involves cll five senses, Allow time for each child to explain his picture and to fell all five senses that are used. 2. Making popcorn in the classroom will give the children an experience of some- thing they can observe with al five senses, Have the children compare the ‘appecrance, feel, and smell of the popcorn, afore and after it is popped: listen fo the sound of the popcom: see the change in the popcom and taste the popcorn. Science 103 Teacher Notes ome things you con observe with Your senses. @ eee poe 29 wernt Name row 9 pete of somthing you con 500, ne. ‘mah, file and sme 43Science 103 Teacher Notes Page 28: Senses CONCEPTS: Review of senses used to observe, senses work together ‘OBJECTIVE: | can tell how my senses can work together. PROCESS: observing, using the senses of sight, hearing, smell, faste, and touch READING INTEGRATION: following directions, speaking in a group. recaling details MATERIALS NEEDED: pencils, crayons TEACHING PAGE 28: Have a child read the directions. Be sure the children understand what they ore to do. Let them complete the activities. Go over their answers and pictures together. Then provide time for discussion of other GD cutee mings you conse nd heer = Te Bere apie ot enahing yoo on mat a_i ee Tal what ater senses you can use {bean about these hing senses that might be used to lecrn about the pictures. Example: You can see and hear a kitten. You can also learn about how it feels by the sense of touch, Under certain circumstances, you might even smell it. The bell and the balloon can be touched. Ask: "How would the bell feel?" (hard, smooth) Use a similar procedure for all of the pictures Including the ones the children draw, ACTIVITY: Continue work on the scrapbook. "Senses" 142 SHEAAKAAAAAATAAA KARA A AKA AN AKA KKTA KATATE-FUVIFTF FSF STSS SSE SSESSES SSS SSS SSSHSHOGHSHHSSSTS Science 103 Teacher Notes Page 27: | Learn with My Senses CONCEPTS: eam with my senses. Certain parts of the body perform each sense, OBJECTIVE: | can tell how my senses can work together PROCESSES: observing, classifying READING INTEGRATION: following ditections, recalling details VOCABULARY: (sight, hearing, smell, toste, touch) MATERIALS NEEDED: pencils crayons, Worksheet 11 : TEACHING PAGE 27: Remind the children that they wil have TLEARN WITH MY SENSES iy sence toch me mony thins. for to remember things ftom oatlior LIFEPAC®. Tell them that they may look at the display of word cards about the senses fo help them remember. Have a volunteer read the directions. Ask other children to read the captions under the spaces for pictures. When all understand what they are fo do, they may ‘complete the page independently. Check it together | ACTIVITY: Do Worksheet 11. Read the directions to the children, Review the words. Let the children complete the page independently, Check together. sae | = = ee aN Par ye OF. . Me - (YE rote ne aScience 103 Teacher Notes PART Ill. THE SENSES: A REVIEW Page 26 CONCEPTS: You use all of the senses God gave you to observe the world around you. ‘OBJECTIVE: | can tell how my senses can work together. PROCESSES: observing, using all of the senses READING INTEGRATION: recalling details VOCABULARY: Use the vocabulary words from Science UFEPAC’s 101 and 102 and from the firs section of 103.Select the words that name the senses and those that most accurately fell what the senses and those that most accurately tell what the senses do. Examples: sight, see, look, color shapes, sizes MATERIALS NEEDED: wor: pictures representing the senses, such as a nose, an ear, the tongue, eyes and a hand to represent touch: paper yam; old magazines TEACHING PAGE 26: Tell the children that the last part of Science LIFEPAC 103 will help them remember all that they have leaned about the five senses. Make @ display of all the appropriate vocabulary words visible to the children trom thelr seats. It can be used as reference throughout the review section. Read the Introduction to the section. Have the children identify the names of the senses and the parts of the body that perform them, Pay particular attention to the first sentence, God gave you your senses and to the last sentence, You use al of your senses fo observe the world around you. These sentences constitute two main ideas of the section, TT, THE SENSES: A REVIEW ed gove you your senses. He gove you ayes He gove you srs He gove you onase and tongue, th hese senses you can se, hear sme ond fst ed gave you the sense of tuck to. ‘ou can fea ings wih your skin Yu ute 2 your senses fo observe the world round you To H& ‘@ $e pane 26 we activi: Have each child make a “Senses” scrapbook. You provide paper and yarn to tie It together. They find and paste or draw pictures representing each of the five senses, This project can be the cumulative one for the extended unit on the senses. 140 Seer eeeemeeeKKK KEE H KECK KH KHKK ACCA AATCC CETTEDIDDFSISSIDIFS ISPD II SIPS DFS SSSSIOSSSSHIRSDITD Pages 24 and 25: Seif Test 2 ‘CONCEPTS: evaluation OBJECTIVE: {can tell about the sonse of smell, | can tell about the sense of taste, | can tell about the sense of touch. MATERIALS NEEDED: pencils TEACHING PAGES 24 ond 25: Review the vocabulary and concepts for sections | and I Read all of the directions with the children. Be sure they are understood. The general proficiency of your group wil dictate whether you choose to direct the self fest or fo allow the children to proceed independently once cirections are giver? Ineither case, you should be available to answer questions and fo help with vocabulary as needed. ‘Check Immediately and review with the student, ‘Some children will need extra help. if the child has not scored satisfactorly on the self fest, have the LIFEPAC taken home for review with a parent. An oral retest, using the self test as a guide, should then be given before beginning Part Il, Science 108 Teacher Notes SELF TEST 2 ‘Match the pltute with the word tha tes how i wa 1G st Cele the words that tll bout Row thnge fo Dw aeap =a ED the oe 24 owen ot ‘Cele the ight word ‘euch asta, ond sme oe Tesings SD Your nose helps you —__ a wh You fel tings with your The sense of. {ots yout someting i sweet Touch RD Touch helps keep you —_—___ aan Fain ond prssur oe vances. > @ FZ mar rc roe 25 aeraScience 103 Teacher Notes to z.Tell them to use their alphabet charts if they need to do so. Help children who stil have difficulty with, ‘the alphabet. 2. Make a pain and pressure chart 3, Check fo see that the children are Continuing fo use the books on the reading table. Name Fellow he dots fo #48 who hurt Ni ‘ono tock, 198 crrenerrererrrrrrereerrrererrreerecereeeeeee-BESTFITISS SITS F SSI FSFSISSSSSESSHE SHS FIFSIVHHes Science 103 Teacher Notes Pages 22 and 23: Pain and Pressure CONCEPT: Pain and pressure are feeling senses. OBJECTIVE: | can tell about the sense of touch. PROCESSES: observing, using sense of touch; comparing READING INTEGRATION: speaking in a group, sentence structure (question), following directions VOCABULARY: pain, (pressure) MATERIALS NEEDED: pencils LIFEPAC Tablet, Workshest 10, crayons TEACHING PAGES 22 and 23: . Introduce the vocabulary words. Have the children suggest examples of pain. They TEL PAIN AND PRESSURE look othe pcre not does Pom Bonn may domonstrato prossure (@ pushing upon something), Read the Introductory sentence or have a student read it. Note that the pictures on these pages are each titled with a question. Have a child read the question for the first picture. Give the children a chance fo discuss what the girl might be feeling. Have them choose the vocabulary word that will describe what the girl is feeling Follow the same procedure with the second picture. Note that because the sweater Is 100 tight, Its pushing on the boy's, body, squeezing It. This s pressure. Discuss the sentence in the box. Give each child an opportunity to contrioute, Have the children wtite the appropriate words and the sentence in thelr Tablets. ACTIVITIES: 1. Do Worksheet 10. Read the directions. Instruct the children Yo begin at A and follow the dots to Z.Then ‘hot does Tom fee? + oe 3 Ose [x3 SS Co ean Tak abot her tings Tht ma You foo pn oF pressive ell them to begin at a and follow the dots 197Science 103 Teacher Notes Page 21: Activity Page MATERIALS NEEDED: pencils, Worksheet 9 crayons, TEACHING PAGE 21: Review the vocabulary words. Play a flosh-card game with the words. Have @ volunteer read the direction sentence. Let the children complete the cctivity, Check it as a group, The pictures can be shared in a class ciscussion: ACTIVITIES: 1, Do Worksheet 9. Read the citections to the children, Make sure they know the words in the ‘box, Have them name the rebus pictures. Check the page. Have the children who had aificuity work with the charts and in the discovery center. 2. Be sure that all of the children have had a chance fo parlicipule in the discovery center project for this section. under eoeh word that tls how & on things eet. siy ed 136 Nome — ter now things ame at, of <= .=slippery— S&S ork a @ ‘osies “SOUT 22d eed O00 eA AADAAAMARADALOHAHOOHOOHELEEEEEFOV IVIVVVO OVO DVD ODP PDSDISI SIS SISESESSEVITTY Science 103 Teacher Notes Page 20: Touch Can Help Me ‘CONCEPTS: The sense of touch functions os a ‘warning systern. The Body wilt react to poin before It Is octualy felt This reaction is called a reflex action. OBJECTIVE: | can fell about the sense of touch. PROCESS: observing, using the sense of touch READING INTEGRATION group. following directions speaking in a VOCABULARY: safe, hot MATERIALS NEEDED: word cards, LFEPA Tablet, pencils TOUCH CAN HELP ME ‘at toch ap Teal te pene. Tel sbut other ways ouch helps ‘olen you ste te this sentence n your Tabet Touch els fo keep meso. 29820 men TEACHING PACE Tell the class that the sense of touch can be helpful. it can protect them from hurt. Example: If a baby had no sense of fouch, she might put her hand on her mother’s hot Iron and leave it there until t was very badly bumed. The sense of touch tells her to pull her hand away quickly. She sii might have a bum, but it will be a ittle one. Read the introductory sentence. Have the children study the pictures, Provide an ‘opportunity for discussion of ways the sense of fouch can help keep you safe. Let the children complete the page. ACTIVITIES: 1. Invite a doctor or nurse to visit the class to talk about the subject of feelings, such as pain. They can tell how such feelings can help them to know what might be ‘wrong with a patient. 2. Make a chart for hot. 185Science 103 Teacher Notes Read the poom aloud. Repeat it if you ‘think it would be wise. ‘Ask the children to name the words that tell how something feels (hungry, thick, slippery, sticky, messy, smooth). ’Ask some questions about the making of the sandwich: "What was put on thick? What was slippery in the sandwich? Who was hungry? What did Pam think felt tke glue? Who might have fo clean up the kitchen?" ‘After you have tead the poem and discussed It, have the children take turns reading the sentences giving directions on the page. You may want to do the page together orally or let the children complete the exercise Independently once the directions are given. Check the answers Yogether and discuss them. ACTIVITY: Do Worksheet 8. Read the directions to the children, Tell them they are to draw a picture of the person they think will clean up the kitchen. When they have finished, Iet each one ‘explain his picture and tell why he thinks the person in the picture is the one to clean up ‘he kitchen. If a chidis picture shows that he has totally missed the point of the story, work with him or have an aide work with him on several Iistening activities, 134Page 19: Listening ‘CONCEPT: Your skin can fee! many things. OBJECTIVE: | can tell about the sense of touch. PROCESSES: observing, using the sense of touch, predicting, READING INTEGRATION: listening, recaling details, predicting outcome following directions VOCABULARY: sticky, sippery, thick, peanut butter jolly, sandwich, MATERIALS NEEDED: crayons, word card Worksheet 8 TEACHING PAGE 19: Prepare the children for listening. Explain that you are going fo read a rhyming story oul loud Io Therm. They are fo Isten for all the words that fell how something feels. When the story is over the chiidren should have an Idea about what will happen next A Sticky, Sticky Story Pom was very hungry, ‘Tom was hungry, too. So they made themselves a sandwich Big enough for two, They spread the peanut butter So very very thick, Then smeared on lots of jlly They put it on real quick Now when they bit the sandwich, The slippery jelly sid Right out between the edges Of the peanut buttery bread. Jely’s only slippery when You want it not to slip, But when it lands on something Science 103 Teacher Notes ‘Some Tings Tel ky Ciel the ght word fom ond Yom a aT oa They speod the poor! butter ey a The—__wos sppery. peanal baler ES ES sine Its a sticky messy dip, Peanut butter's different. It spreads out nice and smooth, ‘And stays right where you want It Iwill hardly ever move. When peanut butter's in your mouth, It's sticky stuff to chew. If hangs right on fo tongue and teeth, Pam thinks i's peanut glue. Now Tom and Pam are finished With the sandwich made for two. Thelr faces are all sticky; And | think thelr ears are, too. They've run away to wash them. Pam's cleaning up her dress. But Just look at the kitchen, Who'l clean up the mess? Phyllis A. MacDonald 133Science 103 Teacher Notes Page 18 : Activity Page MATERIALS NEEDED: crayons, LIFEPAC Tablet, pencils, Worksheet 7 TEACHING PAGE 18: Discuss different ways of getting wet on purpose or by accident, Read the directions or have them read by @ child. Let the class complete both activities independently. When all are finished, allow time for the discussion of the picture and the sentences the children have written. ACTIVITY: Provide Worksheet 7, Read the directions, Have the children read the words and Identify the rebus pictures, Let the children complete the page Independently. Check together and discuss. PY Color the picture. Name ‘ite the word tal Row things fee eecceeeneeseeeeaeeeeeeedePage 17: Wet and Dry CONCEPTS: ‘Your skin can feel wet and dry. ‘As your skin dries, it gets Cool. OBJECTIVE: | can ‘ell about the sense of touch. PROCESSES: observing, using the sense of touch: comparing READING INTEGRATION: following directions, sentence structure (question) VOCABULARY: wet, cry MATERIALS NEEDED: a pan of water (more ‘than one if you wish to divide the class into small groups to do this activity) 5 TEACHING PAGE 17: Present the vocabulary, Have the children think of examples for each word Remind the children to watch for the questions on the page. Read through the sentences, questions, ‘and directions for the page. You may want to have them read by volunteers. Allow the children fo experience the feelings of wet and dry. Pay particular attention fo the fact that as they wave their hands to dry them, thetr hands wil fel cool or cold. This cooling process is the result of evaporation. Have the children complete the written portion of the page. Check together. ACTIVITES: 1. Continue the discovery center activities. Be sure that every child hos a chance to participate by the end of Section I, 2. Encourage use of the reading-table materials. You could have the children llusttate and write a sentence about each book they read. Have available several ‘books about the senses. Science 103 Teacher Notes BR ere cc, ut your hand in a sh of wel Fw éoe it fel? ‘Woe ne word Wore your hand ow doe fe! now ‘Wel the wor 131Science 103 Teacher Notes ‘eu foot hot ond cok. Write ol oF ea under the petre. oe wie Name 5 peture. + aaa eaSHSHHSMHOHMAMAHLALSHSHSASATTATSSHTHEHEKATAAAG-SECEUEEEETTE TERETE TLETAT EERE TART ESREEEUES Pages 14, 15, and 16: Textures CONCEPTS: Your skin can feel hard, soft, rough, and smooth. Your skin can feel hot ‘and cold. ‘OBJECTIVE: | can tell about the sense of touch. PROCESSES: observing, using the sense of touch, comparing READING INTEGRATION: following directions, sentence structure (question) VOCABULARY: Not, cold, soft, rough, smooth, (hard) MATERIALS NEEDED: pencils, cotton, sandpaper, a rock, word cards, LIFEPAC Tablet, old magazines, chart paper, Worksheet 6, crayons. : TEACHING PAGES 14, 15, ond 16: Teach the vocabulary. Have the children think of examples for each of the words. Example: soft—c kitten or a pillow, ‘Choose a volunteer to recd the Introductory sentence. Another child may read the direction. Choose another to find ‘the box with the words they are to write for ecich activity. As you proceed through the activities on the pages, have the children Identify the questions and tell the Punctuation mark that follows each question. ACTIVITIES: 1. Make a chart for each of the textures (hard, soft, rough, smooth), Have the children ist ilustrate, or bring pictures for each chart. 2. Do Worksheet 6. Read the directions fo the children. Let them complete the page independently, Let them work in the discovery center if they have not had the opportunity 1o do so or if they are having difficulty distinguishing the textures. Science 103 Teacher Notes 2 rie the wor Touch this How does es =smooth— ‘euch some cation ow doe fet =i 9 pane M ure Touch sme sondpopee How does t fe =rongh—— Touch ore, Now dee Segre B® tester your et wtih ove see 128