It also gets its name from the diamond shape made up of the seven lines.Ĭreate your own animal poem using the following directions: Put together as a book.Ī poem that has seven lines and does not rhyme is called a diamante poem. Have each child draw an animal for a letter of the alphabet and write a description of it. The group can be broken into smaller groups so that more people get to play the game.For younger children, ask questions like, Do I fly, swim, or run? Do I eat grass, insects, or small mammals? How many legs do I have? For older children, ask questions that can only be answered by yes or no (or maybe), such as Do I have four legs? Am I smaller than a chair? Can I fly?.These would include its size, coloration, number of feet, etc. Talk as a group first about the kinds of questions to ask: Then the student asks questions to find out what the animal is. The student turns around so the other students can look at it. ![]() Then have students draw scenes where wild animals would be found and scenes where domestic animals would be found.Ĭlip a picture of an animal on the back of a student. Discuss their similarities and differences. Using the cards the students drew, separate into two piles, one of wild animals, one of domestic. Discuss which habitat had more biodiversity and why habitats may differ in biodiversity. If possible, do this activity a second time in another area where other species may be seen. ![]() Let children use pictures of animals, field guides, and other books if needed. Pass out one card to each student and have him/her draw and name the animal they chose. Have someone copy down all of the data collected today for later use.ĥ. By totaling these for all the groups, your list will tell you a great deal about the animals the class observed today. Each student in each group should choose one animal that is on the list and be responsible to total the number of animals seen and complete the categories listed above. Go back inside the classroom and make one list of every species that was seen by the students.Ĥ. Have them include not just mammals, but also birds, amphibians, and reptiles, if possible.ģ. Try to include domestic and wild animals, if possible. The recorder will write down all the species the students name and each individual or group that they see. Take the students outside and have them list all the animals that they see. Each heading should be completed for each species.Ģ. In his/her notebook, he/she should make the following headings across the top of the page:Īnimal species names can be written in a column on the left side of the page. ![]() Have one person (teacher) in each group be the recorder. Divide students into several small groups.
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