• To provide pre-K through Grade 7 educators with easy-to-use, interdisciplinary teaching tools aligned with

Georgia Performance Standards, which will supplement classroom curriculum about local and global wildlife.

• To enable Public Library staff to engage children in hands-on learning about animals and wild places in con-

junction with programming about related children’s literature.

• To provide pre-K through Grade 7 students throughout Georgia with access to Zoo Atlanta conservation edu-

cation programming.

• To inspire students’ curiosity, discovery and wonder about the natural world around them.

Each Case for Conservation is specifically designed to be integrated within your classroom curriculum. The objec-

tives, outcomes and lesson plan are based on Georgia Performance Standards. Cases for Conservation were also

designed for use in programs at Public Libraries. For younger grade levels, exploring a case may complement read-

ings of relevant children’s literature.

Topic

Observe and Compare Animals

Goals for Cases for Conservation:

Welcome to Zoo Atlanta’s Cases for Conservation! This outreach program was made possible by a grant award from

the Institute of Museum and Library Services. Through this program, Zoo Atlanta partners with school districts and

Public Libraries throughout Georgia to provide educational experiences for children about wildlife and wild places.

Introduction

GRADE LEVEL: Kindergarten

Georgia Performance Standards in Science:

Major Concepts/ Skills:

Physical attributes as observed using the 5 senses; describe and compare

Life Science

SKL1. Students will sort living organisms and non-living materials into groups by observable

physical attributes.

a. Recognize the difference between living organisms and nonliving materials.

b. Group animals according to their observable features such as appearance, size, motion, where it lives,

etc.

SKL2. Students will compare the similarities and differences in groups of organisms.

a. Explain the similarities and differences in animals. (color, size, appearance, etc.)

c. Recognize the similarities and differences between a parent and a baby.

d. Match pictures of animal parents and their offspring explaining your reasoning.

Georgia Performance Standards in Social Studies:

A map is a drawing of a place and a globe is a model of the earth.

Observe and compare animals:

Big and small

Colors

Patterns

Fur, feathers, fins and scales

Legs and feet (footprints)

Fast and slow

Locomotion: Walk, run, hop, climb, fly and swim

Animal Families:

Babies and Parents

Relevance of this topic to Georgia Performance Standards

Case for Conservation Content Checklist

1 Lesson Plan Binder

Biofacts

1 Lion Footprint 1 Lion Claw, 1 Lion Tooth 1 Muntjac Skull 1 Toucan Skull 1 Raccoon Pelt 1 Snake Skull 1 Skull Comparison (5 Skulls)

Pictures

10 Sets of Animal Adult and Baby Images 4 Sets of Ecosystem Photos 1 World Map 20 Pictures of Animals And Feet

Books

Whose Feet are These?

The Grouchy Ladybug

Videos

The Magic School Bus, DVD #4

1 Flash drive

PowerPoint Presentation Zoo Atlanta’s Cases for Conservation Animal Encounter Video Clip

Additional Items

1 Inflatable Globe 1 Air Pump 1 Set of Animal Tracks! Memory Game

1 Chick Life Cycles Set

Kindergarten students will:

• Match images of animal babies to their parents and discover similarities and differ-

ences between adults and young

• Examine animal biofacts in the Case for Conservation (labeled with animal images) and

describe how animals are alike and how they are different

• Discover how color and pattern help animals where they live

• Group animals that look similar—small and big animals; animals with similar coverings

of scales, feathers or fur; animals that are the same color; and those with spots or

stripes

• Compare similarities and differences among animals based on how they move: which

animals walk on four legs, move slowly, run fast, hop, climb, fly, swing, or swim. An

optional activity enables students to use animal footprint stamps to make tracks.

• Use a map and a globe to find where they live and where a variety of animals live

Outcomes

Kindergarten students who participate in the Animal Coverings Case for Conservation

program will be able to:

• Name a variety of baby animals and match them to their parents

• Recognize that some babies look like their parents and some look different

• Distinguish similarities and differences among animals based on observable character-

istics : size, color, pattern, covering (scales, feathers or hair), and movement

• Describe how colors and patterns help animals where they live

• Use new animal-related vocabulary

Learning Objectives:

This lesson for Kindergarten students focuses on simi-

larities and differences among animals. It enables

students to compare animals based on age-appropriate,

observable characteristics: sizes (big and small), cover-

ings (types, colors and patterns), and the various forms

of locomotion animals use in their environment. It also

introduces students to the similarities and differences

between animal babies and their parents.

A basic lesson on the different types of animal coverings

is offered in the Zoo Atlanta Cases for Conservation

program for pre-K students. This lesson for Kindergar-

ten students focuses on recognizing animals’ colors and

patterns, and understanding how these help animals to

live in their environment.

Function of animal coverings: The diversity of animal

coverings includes skin, scales, shells, feathers, hair and

fur in an endless array of textures, colors and patterns.

Coverings protect animals from injury and disease, help

regulate body temperature, keep them dry, and prevent

them from losing moisture. Their body coverings also

enable animals to move, and adapt them to survive in

their environment. Animal coverings are one of the

characteristics scientists use to classify animals in taxo-

nomic groups as fish, amphibians, reptiles, birds or

mammals. An animal’s skin also allows it to sense tem-

perature, touch, pressure and vibration. The colors, pat-

terns and textures of animal coverings may absorb or

reflect heat, provide camouflage, warn or confuse preda-

tors, communicate signals to others of their species, and

help attract a mate.

Background for Educators

Types of Animal Coverings

Skin: Amphibians including frogs and salamanders

have skin that does not have a waterproof coating,

and adults must remain in water or moist soil. They

have a covering of slimy mucous prevent their skin

from drying out. Toads have tougher skin and can

live further from water.

Scales are tiny plates that protect the delicate skin

beneath from losing moisture. Bony fish (not all

fish) and reptiles have scales. Skinks and snakes

have smooth, overlapping scales that have a shiny

appearance, but these are dry, not slimy. Turtles and

tortoises have non-overlapping scales made from

the protein keratin, which form the shell. Birds have

scales on their feet. Among mammals, rodents have

scales, too. Mice and rats have scaly tails, as do

muskrats and beavers.

Shells: Mollusks including snails, clams and oysters

are invertebrates. Mollusk shells are exoskeletons

(external skeleton) with three distinct layers that are

composed mostly of calcium carbonate (CO2).

Feathers: Birds’ feathers protect their skin and help

keep them warm and dry. Most birds use feathers to

fly. Some large birds such as ostriches and emus are

flightless. Feathers may provide camouflage colora-

tion to hide a nesting female bird, or a dazzling array

of colors that enable males to attract a mate.

Hair/Fur: All mammals, for at least part of their

life, have hair on their bodies. Hair protects the skin

and helps to regulate body temperature. Mammal

hair may be different lengths and textures. A soft,

dense coat is usually known as fur. Many mammal

species have two coats of hair or fur: the shorter

undercoat consists of dense, insulating hair. The

outer layer is composed of longer guard hairs, which

may be shed seasonally. Mammals have several types

of modified hair including eyelashes, bristles and

whiskers. Porcupine quills are modified guard hairs.

Animal Colors

Animal coloration serves a variety of functions. Colors may assist in thermoregulation by reflecting or absorbing

heat. Animals in cold, northern areas tend to be darker in color compared with species from hot, arid areas. Colors

and patterns provide concealment for both animal predators and their potential prey. Visual signals of color and

pattern enable some prey species to warn or confuse potential predators. A dazzling array of colors and patterns

help some animals attract a mate.

Camouflage

The colors and patterns of animal coverings may provide camouflage for both predators and prey (which may be

interpreted for young children as hiding coloration).

Insects/Arachnids: Several species of insects and spiders have elaborate disguises in order to avoid

predators. Many look like leaves or twigs, and some look like bird droppings.

Amphibians: Frogs avoid predation by being nocturnal; by day they hide under rocks or leaf litter.

Like other aquatic species, some frogs use countershading as camouflage. With lighter-colored un-

dersides, they are difficult to see from below against the light sky. Their darker backs make these

animals difficult to see from above against the darker color of the water. Many frogs blend in with

tree bark, and some use more decorative camouflage: Vietnamese mossy frogs have skin covered

with bumps and spines that make the animal appear like clumps of moss or lichen.

Reptiles: Crocodilians use countershading (lighter below and darker above) to conceal themselves

from prey. In water, alligators resemble floating logs. Vine snakes are slender, venomous snakes

whose green color perfectly camouflages them among green leaves. The large, venomous bushmaster

waits coiled at the base of Central and South American rain forest trees, its mottled coloration

providing perfect camouflage amid the forest floor leaf litter. Here is waits for rodents attracted to

fallen fruit. Many species of gecko have coloration that resembles leaves, bark or moss; desert-

dwellers have skin color that blends in with pebbles. Some leaf-tailed geckos look like a wrinkly old

leaf. Other leaf-tailed geckos are perfectly camouflaged as their flattened bodies blend into tree

trunks in their Madagascan forest environment.

Birds: Compared with male birds that have brilliantly colored feathers to attract their mates, many

female birds have drab brown or patterned coloration. This camouflage enables the female to blend

in on her nest and incubate her eggs. In some species, both males and females are camouflaged for

protection and aid in hunting. The American bittern holds its long neck upright so that its striped

neck blends in among tall reeds along stream banks, where it stalks insects, crustaceans and frogs.

The snowy owl’s white plumage camouflages this Arctic hunter in snow. Females are also white,

although their feathers are streaked with brown, which camouflages these ground-nesters on rocky

tundra landscapes.

Mammals: The colors and patterns of mammal hair and fur provide camouflage for young and for

adult mammals. Mottled or spotted coloration helps hide young deer that remain motionless to

avoid detection by predators. A jaguar’s rosette pattern hides this predator effectively in the dappled

light of its tropical forest environment, and a tiger’s stripes provide camouflage in tall, dry grass. A

polar bear appears to be white, but its hair is actually hollow and transparent. The air spaces in its

long guard hairs reflect light of all colors, making the bear look white.

Disruptive Coloration is the use of patterns to break

up the animal’s outline. As a herd of zebra scatters from

lions in pursuit, their irregular stripes create a blurry pat-

tern that confuses the predators. Patterns on the gaboon

viper disguise the outline of its body, which make it dif-

ficult to spot this venomous snake when it is hiding in

leaf litter in tropical forests of Africa.

Warning Coloration: One response to potential preda-

tors is to attempt to startle them away. Like some other

insects, the owl butterfly has large eyespots on its wings.

These were once thought to resemble owl eyes, mimick-

ing this predator. More recent research concludes that it

is not the resemblance to eyes, but rather the startling

pattern itself that causes potential predators to hesitate,

which gives the butterfly time to escape. Lizards try

scare tactics, too. Australian shingleback skinks stick out

their bright blue tongues and hiss. The Australian

fringed dragon pops open the ruffle of skin around its

head like an umbrella to scare predators. When started

or threatened, the southern ringnecked snake may lift its

tail to reveal its bright orange underside.

Some animals use their bright colors that warn potential

predators of their toxicity (aposematic coloration).

Several species of poison dart frogs from Central and

South America have a deadly toxic substance in their

skin, derived from the formic acid of the ants they eat.

Indigenous people use the toxic to tip their hunting ar-

rows. Theses frogs are brilliantly colored, warning po-

tential predators of their bad taste. Monarch butterfly

caterpillars feed on poisonous plants from the milkweed

family, and the adult butterflies are poisonous to most

predators. Monarchs’ bright orange and black markings

warn predators that they are not good to eat. Viceroy

butterflies mimic monarchs, but viceroys also taste bad

and make predators ill. Because both species are toxic,

this is called Mullerian mimicry.

Mimicry: Some animals have

patterns and colors that re-

semble those of other species,

and while they are not toxic,

they trick predators into be-

lieving that they taste bad or

are dangerous. This is known

as Batesian mimicry. Sting-

ing bees and wasps have yel-

low and orange markings that

warn predators to stay away,

and predators learn to avoid

these colors.

Colors and Patterns as Reproductive Signals: Many

species use color and patterns to attract mates. These

visual signals are used together with behavioral signals

and elaborate courtship displays. Male anole lizards flash

a colorful throat pouch to attract the attention of possi-

ble mates. Color change in chameleons has been com-

monly associated with camouflage; however, more re-

cent research suggests that chameleons evolved color

change as a form of social communication. Cells in a

chameleon’s skin contain tiny grains of colored pig-

ments. As pigments move around in the cell, the animal

changes color. Many male birds have spectacular colors

and patterns, which may change seasonally as the bird

molts and develops its breeding plumage. The ruff uses

its collar of white feathers to attract females during the

mating season. The peacock has a gorgeous “train” of

feathers that he can erect in a display.

Animal Colors (cont’d)

Special points of

interest:

● Camouflage

● Disruptive Coloration

● Warning Coloration

● Mimicry

● Colors and Patterns

as Reproductive

Signals

Crawling: Snakes use their strong muscles to

move, and different species move in different ways

as an adaptation to their environment. Snakes typi-

cally move by undulating their bodies from side to

side, using the ground, grass or rocks for traction.

Boa constrictors glide forward in a straight line,

contracting their bellies and using their scales to

grip the surface as they move. Other species alter-

nately contract their body together and then

straighten it out, as they pull forward—a movement

called bunching. Some snakes move by throwing

and looping their bodies forward. Snakes that in-

habit deserts use a movement called sidewinding to

minimize the amount of body surface touching hot

sand. Alligators have legs on the sides of their bod-

ies and can crawl on their belly through mud. They

also use other forms of locomotion.

Gliding: A few reptiles are able to glide long dis-

tances through the air. The Kuhl’s flying gecko

from Southeast Asia has skin flaps along its head,

sides, legs and tail. As the animal launches, the flaps

spread out like parachutes. Southeast Asian rain for-

ests have a tremendous diversity of gliding animals.

One hypothesis for this diversity on Borneo is that

because the island’s giant dipterocarp trees rarely

fruit, and therefore fewer insects are available, fruit-

or insect-eating animals must travel further to find

food than species in other rain forests do. Gliding

allows animals to range far without risking encoun-

ters with ground predators. Borneo’s flying amphib-

ians include the harlequin tree frog, which has

webbed feet like an aquatic frog. The webbing fans

out like a parachute, allowing the frog to glide long

distances. Sticky toe pads help this glider make chal-

lenging landings. Several species of forest mammals,

including Australia’s sugar gliders and the flying

squirrel native to North America, South America

and Europe, have flaps of loose skin between their

front and hind legs. When the animal leaps from a

tree, it spreads its legs, which stretches the skin like

a sail for smooth gliding between trees.

Swimming: Some animals spend their entire lives

in water while others emerge to walk on land.

Those that spend most of their time swimming use

their tails as propellers. Fish move their tails from

side to side and use their fins to help them steer.

Among amphibians, many newts have a tail shaped

like a paddle. Frogs and toads also use their well-

developed, powerful hind legs like flippers for

swimming. Both freshwater and sea snakes glide

through water by wiggling from side to side. Sea

snakes, alligators and crocodiles have flattened, pad-

dle-shaped tails, while turtles have legs shaped like

paddles.

Webbed feet enables sea birds and other waterfowl

to paddle through water. The bird spreads its web-

bing to push against water, and then folds up its

foot to prevent drag as it moves forward. Penguins

use their feet to paddle at the water’s surface. These

flightless birds are exceptionally fast swimmers, us-

ing their flippers to “fly” through water and propel

themselves from the water to land on ice or shore.

Seals and sea lions are specialized for swimming,

with streamlined bodies and webbed flippers. Their

hind flippers are horizontally flattened, and like the

tail flukes of whales, move up and down (rather

than side to side) as the animal moves through wa-

ter. Otters, beavers and muskrats also have webbed

feet and are adept swimmers, but can move well on

land. Many mammals are adapted for life on land

but also swim to traverse bodies of water. Examples

include elephants, hoofed animals, dogs and tigers.

Animal Locomotion

Climbing: Many species of animals are arboreal (live in trees). Others are terres-

trial (ground dwelling) but climb trees to find food, to cache a carcass from com-

petitors, or to seek refuge from predators. Tree snakes use their long tails to anchor

themselves while they haul their body upward. The snake uses the hind edge of its

belly scales (scutes) to grip the rough bark surface as it climbs. Forest lizards are

expert climbers. Chameleons have special feet that look like mittens with two fin-

gers that cling to branches, and their prehensile tails provide extra grip. Geckos

have tiny “hairs” on their feet. Molecules on each hair cling like magnets to a leaf

or branch. Many gecko species can use this adaptation to climb on glass and walk

upside down across a ceiling. Arboreal mammals such as tree squirrels are adapted

for balance and agility in climbing. Most use their tails for balance, and some have

sharp claws that ensure a strong grip. Small cats are excellent climbers and some

such as margays that inhabit neotropical forests pursue arboreal prey such as squir-

rel species. Larger cats are primarily terrestrial although some, such as cougars, can climb trees. Leopard,

for example, cache their prey in a tree to avoid scavenging.

New World monkeys (from Central and South America) have prehensile tails for anchoring themselves

on branches. Old World monkeys from Africa and Asia have tails that are not prehensile. Baboons are

primarily terrestrial animals, but climb to escape a leopard in pursuit. Monkeys and arboreal apes such as

orangutans and gibbons have long fingers to grasp branches, large toes and opposable thumbs. These

adaptations make them sure-footed in trees and allow these agile primates to use both hands and feet to

hang from branches.

Flying: Insects, birds and bats fly (other “flying” animals such as flying squirrels are actually gliders). Insects have

two pairs of wings attached to the thorax. The pairs work as a single wing for most insects. Beetles have hardened

forewings that are raised during flight while the back wings power the flight. At rest, these hardened forewings fold

to protect the body. Dragonflies and damselflies have long, thin wings, enabling them to change direction quickly.

Heavier moths and butterflies need larger, broader wings for flight.

Birds have lightweight, streamlined bodies with hollow bones, an efficient breathing system, feathers and forelimbs

modified into wings, all of which aid in flight. Movement of the wings pushes against air, giving birds lift. Wing

shape allows different kinds of flight that are suited to the bird’s behavior and habitat. Albatrosses glide long dis-

tances over open water and have long, narrow, pointed wings. Forest birds need great maneuverability and have

short, arched wings. Birds that fly in the open at high speeds have longer, broader wings. Vultures have broad,

square-ended wings for soaring on rising on air currents called thermals.

Bats are the only mammals capable of true flight. Their Order, Chiroptera, means “hand wing.” A double layer of

thin skin is stretched across the bat’s very long forelimbs and fingers to form the wing. This soft and supple mem-

brane and their lightweight bodies allows bats to fly. Bats have different wing shapes depending on their habitat

and niche.

Animal Locomotion (cont’d)

Locomotion

● Crawling

● Gliding

● Swimming

● Climbing

● Flying

● Walking and

Running

● Swinging

● Jumping and

Hopping

Walking and Running: Invertebrates have different numbers of appendages. Insects have six legs while spiders

have eight. Slow-moving millipedes have hundreds of legs! Salamanders have short legs with webbed toes, but they

can run fast. Most reptiles (with the exception of snakes and legless lizards) have short legs that are closer to the

middle of the body to support their weight. In some reptiles, hind limbs are larger than forelimbs, which enables

faster acceleration. All reptiles use their tails for balance and movement. An alligator can crawl on its belly, but can

also run 8 miles per hour over muddy ground in pursuit of prey. When moving over rough surfaces such as rocks,

an alligator can rise up and walk with its legs under its body in a movement called the high walk. Alligators are the

only reptiles that can move this way.

Birds walk or run on their hind legs and use their wings, which are modified forelimbs, for flight. Having legs

placed toward the rear of the body makes water birds more efficient swimmers, but as a result, they have a wad-

dling movement on land. Some birds are flightless, such as penguins. Ostrich (Africa), rhea (South America), and

emu and cassowary (Australia) are large, flightless birds with long, powerful legs for walking and running.

Many terrestrial mammals are adapted for either pursuing prey or eluding predators. They walk on all four limbs

and have strong, muscular legs for walking and running. Species differ in their foot structure. Odd-toed hoofed

animals including horses, rhinos and tapirs bear their weight on their hardened middle toe, while even-toed hoofed

animals such as deer, antelope and zebra bear their weight on their third and fourth toe. All can run swiftly, and the

number of feet that touch the ground at the same time varies with the pace. At top speed, three or four feet may be

off the ground at one time. Some hoofed animals, including mountain sheep and goats, are adapted to climbing up

and down steep, rocky cliffs, using their sharp-edged, concave hooves for gripping. Dogs and cats also walk on

their toes (digitigrade) for fast running and stealth, their feet cushioned by soft pads. Cats have an extremely flexi-

ble backbone and can spring forward to leap and pounce. The cheetah is the fastest land animal with speeds of up

to 60 miles per hour, but only over short distances.

Bears and humans are both plantigrade, moving with the whole foot touching the ground. Short, powerful legs

allow bears to climb easily. Their long claws provide good grip, and bears also use them for digging. Great apes,

including gorillas, chimpanzees, orangutans and bonobo, and lesser apes including gibbons and siamangs have

forearms that are longer than their legs. Apes bear their weight on the outside of their feet, a movement called

knuckle walking.

Swinging: Arboreal apes including orangutans, siamangs and gibbons and some species of monkeys

move through the forest by using their long, powerful forearms to swing though branches. This rapid

hand-over-hand movement is called brachiation.

Animal Locomotion (cont’d)

Jumping and Hopping: Some animals move quickly by jumping or hopping. Insects such as grasshoppers and

some spiders move this way. Fleas are champion hoppers, storing energy in their leg muscles that propel them

more than 100 times their body length. While some animals use hopping and jumping for locomotion, frogs use

this movement to escape predators. These amphibians have a skeleton adapted for jumping rather than walking,

and large, strong hind legs that fold under the body rather than jutting out from the side. Strong forelimbs and a

flexible shoulder girdle cushion the impact of landing. Hopping in some animals is an adaptation to avoid a hot

substrate. Shovel-snouted lizards from Africa hop from one foot to the other on hot sand. A toad’s back legs are

not as long as a frog’s and therefore toads take smaller hops.

Rabbits have long hind legs with very large feet. They hop slowly as they feed, and use broad jumps in a zigzag pat-

tern to escape from predators. Leaping allows rabbits to accelerate so they reach maximum speed quickly. Austral-

ia’s kangaroo and wallaby are macropods (large feet) that have small, thin forelegs and large, muscular hind legs.

They have thick muscular tails for balance. Macropods rest their weight on their forelegs and tail, then swing their

hind legs forward. As the animal gains speed, it hops, using only its hind limbs. Hopping is more energy efficient,

and kangaroos can reach speeds of 30 miles per hour. Cats are excellent jumpers, using their tails as a rudder for

balance. Fused bones in their ankles and pads on their toes cushion the landing shock. Snow leopards can leap 15

feet vertically!

Some smaller primates such as squirrel monkeys are excellent jumpers, too. Their forearms are proportionally

shorter than those of apes and they have strong hind legs. Lemurs from Madagascar jump through trees, and the

larger sifaka jumps along the ground between trees in a sideways bounding motion.

Animal Locomotion (cont’d)

Some animal offspring look like miniature versions of their parents and some look quite different until they

develop further.

Butterflies and Moths: Insects undergo complete metamorphosis. Butterflies lay eggs that hatch into

larvae. A larva (caterpillar) molts through five stages called instars. The caterpillar spins a silk attachment

to the stem of a plant in preparation for its final molt. In the fifth and final molt, the skin underneath

forms the outer shell of the chrysalis. Within the chrysalis the pupa metamorphoses into the adult butter-

fly. In moths, the larva molts and spins a silk cocoon in its pupa phase.

Amphibians: Most female frogs lay a mass or strings of eggs, each of which hatches into a legless tadpole

with a tail. As it grows, the tadpole begins its metamorphosis. Hind legs sprout first, then forelegs, and the

gills shrink. The tadpole’s tail begins to shrink and is absorbs into the body. When fully developed, the

adult frog is now ready to venture out on land. While many frog species lay eggs in water, some lay eggs on

land and the tadpole’s metamorphosis into a frog happens within the egg. When the eggs hatch, tiny frogs

emerge. In Panama, the strawberry poison dart frog lays her eggs in leaf litter. When the tadpoles hatch,

she attaches each to her back like a backpack, climbs a rain forest tree, and deposits each tadpole in a cup

of water in a bromeliad plant. Every few days she returns to feed each tadpole an unfertilized egg.

Reptiles hatch from waterproof eggs, typically on land. Some species give birth to live young. Reptile ba-

bies usually look like miniature versions of their parents. Young lizards can fend for themselves as soon as

they hatch, while baby alligators are helpless.

Birds: Baby birds look very different than adults. Young hatch before they are fully developed and are

completely dependent on adults. In some species females have sole responsibility for caring for the young

and in others, both males and females provide food for nestlings. In the first few days, chicks grow a layer

of soft down feathers that provides good insulation. As they grow, the juveniles’ fluffy down may make

them appear larger than the adult birds. When the young birds develop their flight feathers and fledge

from the nest, they still have juvenile plumage. In dimorphic species (males and females look different),

juveniles may resemble adult females, which are more camouflaged. Subadult birds may not attain their

adult plumage until the next year or longer, depending on the species. Raptors (birds of prey) may take

two to three years to develop adult plumage.

Mammals: Mammalian development depends on the species and its role in its environment. Prey species

must be ready to be mobile to escape predators. Deer, antelope, wildebeest, zebra, giraffe, rhino and ele-

phants, for example, have a long gestation and give birth to young that can stand and walk soon after birth

(precocial). Young resemble adults but have different coloration. Fawns have spotted coloration for cam-

ouflage. Female deer leave their young, which wait motionless in vegetation to avoid detection by preda-

tors. Baby elephants resemble their mother, but the baby is covered with hair. Female carnivores that pur-

sue their prey would be hampered by a long gestation. These predators, including wolves, cats, polar bears

and other carnivores give birth in a secluded den to tiny young that are not fully developed (altricial).

Their eyes and ears are not yet open, and they are completely helpless. The mother feeds the babies with

the milk she produces. When young mature and are ready to leave the den, they may have juvenile colora-

tion. Some young primates such as black and white colobus monkeys and silver leaf monkeys have very

different coloration than adults—this helps identify them as juveniles and protects them within the troop.

Animal Parents and their Babies

Time needed:

50 minutes

Materials Needed:

Kindergarten Case for Conservation, Animal Movement Flip Chart Paper Template.

Procedure:

1. Read the lesson plan.

2. Divide the animal biofacts and their attached images from the Case for Conservation and lay them

out randomly.

3. Lay out the world map and inflate the globe.

4. Create a paper flip chart using the template below (if you do not plan to use the chart following the

lesson, you can use a white board and dry erase markers instead).

Animal Movement Flip Chart Paper Template:

Introduction 2 minutes

• Today we are going to explore how animals are the same and how they are different.

• Can you name what covers a cat’s body (fur)? What does a bird have on its body (feathers)? How

about a snake (scales)? Today we are going to see how these different coverings help animals where

they live.

Lesson Plan

How Animals Move

Animal Crawl Walk Hop Jump

Run Fast

Climb Swing Swim Glide Fly

Step 1: Animal babies and their parents 8 minutes

Begin by asking children what a baby dog is called (puppy), and a baby cat (kitten), and a baby sheep

(lamb). Now we are going to look at other animal babies and their parents—how are they alike and how

are they different?

• Have children sit in a semi-circle on the floor and hand each child a laminated image of a ba-

by animal. (Children can also divide into groups, with each group being handed a laminated

image.) Ask them to see if they can match their animal baby to the pictures of animal parents

that are set out on the floor. When they have found a match, they should pick up that picture.

Some matches are easier than others! Ask a child to tell you if they know which animal they

have. Does he or she know what the baby is called? If not, ask the child to lift the flap on the

back of the animal baby picture to find out, and have him/her tell the group.

• How many other children have a baby animal with the same name (e.g., how many have

chicks?). How is this group of animals the same? (They are all birds). How do the babies look

different from their parents? (they are smaller, they are different colors, their feathers look

fluffy).

• Are all baby birds called chicks? Who has a duck (duckling), a goose (gosling) and an eagle

(eaglet)?

• Continue with the other children and find all the animals that have a baby called a:

• Pup (wolf)

• Cub (tiger, lion, bear)

• Kit (otter)

• Cub (giant panda)

• Infant (Gorilla)

• Joey (kangaroo)

• Chick (flamingo)

• Owlet (owl)

• Gosling (goose)

• Do all these babies look like their parents? If not, how are they different?

Sum up point: Now you know what many baby animals are called! Some baby animals look the same as

their parents—only smaller. Some animal look different than their parents? Why do you think they might

look different? For protection! Different coloring allows chicks and fawns to hide. Now we will look at

some other animal colors and patterns.

Step 2: How animals are alike and how they are different: size, color and pattern

(12 minutes)

Four stations represent different geographic areas and environments: a Georgia wetland, the tropical rain

forest in Central America, the African savanna, and a dry forest in Asia. Each station has animal biofacts,

images of the animals, and an image of the environment.

• The whole group can move together from one station to the next.

• Tell children that they can touch the animal parts, but must touch them very gently

(demonstrate this).

• Explain that the animal parts they see came from Zoo Atlanta. Some animals naturally lose

parts of their coverings. For example, birds lose their feathers. Sometimes when animals die,

the Zoo keeps parts of their bodies so people can learn more about animals, just as we are

doing today.

Introduction: Different animals are many different sizes. Some are really big. Who can name a really big

animal (for example, elephant, giraffe and whale)? Some animals are very small—can you name some tiny

animals (e.g., insects, hummingbird and mouse)? Now we will look at how animals are alike and how they

are different by looking at their colors and patterns. (You can use the fabric in the kit to demonstrate pat-

terns).

• At each station, ask children to describe the environment from looking at the image. For ex-

ample, is it sunny or dark? What do the plants look like? Do they imagine that it is hot or cold

there?

• Using first a map and then the globe, show the children which continent is represented by the

image, relative to Georgia in the United States.

• Ask children to look at and touch the animal biofacts, which are labeled with the animal’s im-

age. How would they describe each covering? Prompts: Color: What color is it? Is it one

color, or does it have many colors? Patterns: Does it have stripes, spots or other markings?

These markings are called patterns. Who knows what kind of animal this is?

Sum up points: Some animals are alike because they have the same coverings on their bodies, and some

are different. Some have scales, some have feathers, and some have hair or fur. What kinds of patterns

did you see (stripes, spots, black and white markings)? Now we will see how these colors and patterns

Step 3: Discover how color and pattern help animals where they live 8 minutes

The PowerPoint presentation may be shown on a laptop computer, or projected on a screen if available.

Hide me! Colors and patterns help animals to hide from danger. They blend in to their environment so

it is hard to see them. This is called camouflage. Some insects are even disguised to look like plants! An

animal’s colors and patterns may also confuse enemies, giving the animal time to get away. Animals that

hunt other animals, such as cats, also use their colors and patterns to hide so their prey cannot see them.

Go away! Some animals protect themselves from enemies by having harmful chemicals in their skin that

taste bad and are poisons. These animals (such as poison dart frogs) have bright colors that warn other

animals. These colors say: go away—I taste bad!

Here I am! Some male birds use beautiful colors and patterns to look handsome to females. Females are

often less colorful so that they can hide their nests and eggs.

Sum up points:

Colors and patterns help animals where they live by:

• Allowing them to blend in with their environment so that enemies cannot see them

• Helping them hide so they can surprise animals they are hunting

• Warning enemies that the animal tastes bad

• Making some male animals look attractive to females

Step 4: Group animals that look similar based on observable characteristics

8 minutes

Distribute one of the laminated images to each child.

Animal size: Ask children if they have a small animal or a big animal. Have students form groups based

on their small animals or big animals. Name those animals.

Animal coverings: Ask children to re-form their groups based on coverings: all those who have animals

with some hair or fur form one group; those that have animals with feathers form another group; those

that have animals with scales form another group. Did the children change groups from the first round?

Let’s name those animals.

Animal colors: Ask children to re-form their groups based on their animal’s color: brown or tan, black,

black and white, green, white, or many colors. Let’s name those animals.

Animal patterns: How many of the children have animals with stripes? How many have animals with

spots? How many children have animals with no patterns? Let’s name those animals.

Sum up points:

• Just like scientists do, you have used your eyes to observe animals and look for how they are

alike and how they are different.

• Animals are many different sizes and they have different coverings on their bodies: Who can

name the animal group that has hair or fur? They are mammals. Which animal group has

feathers (birds)? Which animal group has scales (reptiles)?

• An animal’s covering may be mostly one color, or have many colors. Some animals have spots

and some have stripes. Who can name an animal with spots? Which animals have stripes?

Now we will look at the different ways that animals move.

Step 5: Compare similarities and differences among animals based on how they

move: 10 minutes.

Which animals walk on four legs, move slowly, run fast, hop, climb, fly, swing, or swim?

• Divide the children into groups of two or three. Distribute one laminated animal image to

each group.

• Ask children in each group to demonstrate that movement (e.g., hopping). All the other chil-

dren can name the movement and guess which animals those children have. When that group

is finished, move on to each group in turn.

• Next, use the chart you created (from the template below) below to summarize how animals

move by recording each animal and its locomotion. Name the animal and have the children

indicate the type of movement it has. Place a check mark in the appropriate box (s). Some

animals may have more than one type of locomotion (e.g., a cheetah can walk and can run

fast).

Animal Movement Flip Chart Paper Template:

Conclusion: (2 minutes)

Sum up the lesson by asking children to tell you how animals are alike and how they are different (sizes,

body coverings, colors, patterns, and the way they move).

How Animals Move

Animal Crawl Walk Hop

Jump

Run Fast

Climb Swing Swim Glide Fly

Glossary for Teachers with Vocabulary for Students

Altricial: born not fully developed, as in cats and polar bears (see precocial)

Aposematic coloration: bright colors that warn predators of toxicity

Arachnid: One group within arthropods, joint-legged invertebrate animals. Arachnids include spiders, scorpions

and others

Arboreal: living in trees

Batesian mimicry: animals that have coloration that resembles that of toxic species, tricking potential predators

Brachiation: the rapid hand-over-hand movement that some primates use as they swing through trees

Camouflage: protective colors and patterns that conceal animals from their predators or their prey

Chrysalis: the pupa of a butterfly (similar to the cocoon of a moth)

Climb: to move upward by grasping with the hands and feet

Countershading: coloration that is different above than below, used for concealment

Crawl: to move slowly by twisting or turning

Crustacean: One group within arthropods, Joint-legged invertebrate animals. Crustaceans include crabs, lobsters,

shrimp, crayfish and barnacles

Digitigrade: walking on the toes, as in hoofed animals and cats (see plantigrade)

Dimorphic: having two forms, as in bird species where males and females look different

Disruptive coloration: patterns that break up an animal’s outline to protect it from predators

Feathers: keratin coverings on birds that provide insulation, color, and enable flight

Flipper: a modified limb that is flattened, used for swimming

Fur: dense coat of hair on mammals

Glide: sailing movement that may be aided by stretching out flaps of skin along an animal’s body

Hair: strands of keratin that cover all mammals at some time during their life. Hair may be different textures

(including eyelashes, manes and porcupine quills). It is continually shed and replaced.

Hop or jump: to push off the ground with all feet or hind feet and move forward without touching the ground

Locomotion: movement from one place to another

Metamorphosis: a change in life stages as in insects and frogs

Pattern: arrangements of markings on an animal’s body

Plantigrade: walking flat-footed, as in bears and humans (see digitigrade)

Plumage: a bird’s layers of feathers, and their colors and patterns

Precocial: born fully developed as in horses, deer and zebra (see altricial)

Glossary for Teachers with Vocabulary for Students

Predator: animal that eats other animals for food

Prehensile tail: a tail that wrap around and grasp

Prey: animal that is hunted by another animal

Raptor: a bird of prey that kills with its feet, including eagles, hawks, falcons, owls and others

Scales: keratin plates that cover the skin of bony fish, reptiles and bird feet

Scute: the ventral (belly) scales of a reptile

Shell: the hard covering of an animal. Shell may be part of the exoskeleton (oyster) or endoskeleton

(turtle)

Stripe: a narrow section different in contrasting color from the surrounding area

Terrestrial: living on the ground

Warning coloration: coloration that may startle a potential predator

Optional Extension Activities

• Schedule a Zoo Atlanta ZooMobile program for your school or Library.

• Visit Zoo Atlanta to compare similarities and differences in animal groups and see how many

kinds of animal locomotion they can observe. Have children decide how to group animals.

• Make a collage of animal pictures: animals with scales, animals with feathers, and animals with

hair/fur; large and small animals. You can make collages of farm animals, and animals from

different habitats.

• Children can work together to create a class book about animals babies and their parents.

• Children can create their own animals by drawing an animal and decorating it with crayons,

fabric, beads and other craft supplies.

Relevant Zoo Atlanta Onsite and Outreach Programs

To schedule a Zoo Atlanta ZooMobile program to visit your classroom or Library:

http://www.zooatlanta.org/zoomobile

To schedule a visit to Zoo Atlanta:

http://www.zooatlanta.org/field_trips

Resources

Animal Colors A Rainbow of Colors from Animals Throughout the World, Beth Fielding 2009. Animal Disguises.

Belinda Weber, 2004. Kingfisher, A Houghton Mifflin Company imprint. Boston, Massachusetts

Bird. Eyewitness Books. DK Publishing, Inc. NY 2008

DK Eye Wonder: Reptiles. DK Publishing, Inc. NY 2002

Face to Face with Frogs. Mark W. Moffett. National Geographic, Washington D.C. 2010

Frogs: a Chorus of Colors, John L. and Deborah Behler Sterling Publishing NY

Lizards. Nik Bishop. Scholastic, Inc. 2010

Mammals. Eyewitness Books. DK Publishing 2004

Skin, Scales, Feathers and Fur. Mark J. Rauzon. Lothrop, Lee & Shepard Books NY 1993

Why Animals Have Fur. Dorothy Hinshaw Patent. Cobblehill Books/Dutton 1995

University of Michigan Museum of Zoology’s Animal Diversity Web

http://animaldiversity.ummz.umich.edu/site/index.html

The Cornell Lab of Ornithology: http://www.birds.cornell.edu

National Geographic Kids: www.nationalgeographic.com/kids/

http://www.zooatlanta.org/home/book_a_program/schools_and_groups/zoomobilehttp://www.zooatlanta.org/home/book_a_program/schools_and_groups/field_tripshttp://animaldiversity.ummz.umich.edu/site/index.htmlhttp://www.birds.cornell.eduhttp://www.nationalgeographic.com/kids/