Jenna Boyd

Small Animals Project

Grade 2 Science
Topic E: Small Crawling and Flying Animals
1. General Learner Expectations for Unit
2-10 Describe the general structure and life habits of small crawling and flying animals; e.g., insects, spiders,
worms, slugs; and apply this knowledge to interpret local species that have been observed.
2. Key Concepts
crawling
food chain
environment
flying
predator
prey
invertebrate
camouflage
3. Specific Learner Expectations
Values and Attitudes:
Students will:
2. Compare and contrast small animals that are
found in the local environment. These animals
1. Recognize that there are many different kinds of
should include at least three invertebrates-that
small crawling and flying animals, and identify a
is, animals such as insects, spiders, centipedes,
range of examples that are found locally.
slugs, worms.
3. Recognize that small animals, like humans, have
4. Identify each animal's role within the food chain.
homes where they meet their basic needs of air, food,
To meet this expectation, students should be
water, shelter and space; and describe any special
able to identify the animals as plant eaters,
characteristics that help the animal survive in its
animal eaters or decomposers and identify other
home.
animals that may use them as a food source.
5. Describe the relationships of these animals to other
6. Identify and give examples of ways that small
living and nonliving things in their habitat, and to
animals avoid predators, including camouflage,
people.
taking cover in burrows, use of keen senses and
flight.
7.
8. Identify ways in which animals are considered
helpful or harmful to humans and to the
environment.
Skills:
Students will:
Focus
ask questions that lead to exploration and investigation
identify one or more possible answers to questions asked by themselves and others. Ideas may take the
form of predictions and hypotheses
Explore and Investigate

use, with guidance, print and other sources of information provided. Sources may include library,
classroom, community and computer-based resources
Reflect and Interpret
describe what was observed, using captioned pictures and oral language
identify new questions that arise from the investigation.
describe the product and describe and explain the processes by which it was made
Attitudes:
Students will:
Students will show growth in acquiring and applying the
appreciation of the value of experience and
following traits:
careful observation
a willingness to work with others and to consider

curiosity

confidence in personal ability to explore materials and

learn by direct study

inventiveness

perseverance: staying with an investigation over a

sustained period of time

their ideas
a sense of responsibility for actions taken
respect for living things and environments, and
commitment for their care.

Where does your animal live?

How does your animal breathe?
What does your animal eat?
Is it a plant eater, animal eater, or decomposer?
What eats your animal?
How does your animal avoid predators?
Is your animal helpful or harmful?
How is your animal helpful or harmful?

Small Animal Project

Pick a local small crawling or flying animal to do your project on (must be
an invertebrate, like bees, ants, ladybugs, earthworms, spiders, centipedes,
roly polies, grasshoppers, butterflies).
Your project can be ONE of the following:

write a story about your chosen animal

write a song about your chosen animal
make a brochure about your chosen animal
write a play or puppet show about your chosen animal
make a poster about your chosen animal

Your project must answer all of the following questions:

You will be presenting your project on Monday, April 25.

You will have a maximum of 5 minutes to do your presentation, but your
presentation can be shorter than 5 minutes.