Assess the general knowledge of the class through large group discussions, observations, and individual student work.

• Observe as students examine the body coverings to raise awareness that animals have different body coverings.

• Listen to the responses of students from the guided questions to check that responses are accurate.

• Check the Lesson 1 Worksheet to ascertain whether students realize living things have characteristics inherited from their parents (S-K2-9-1_Lesson 1 Worksheet and KEY.doc).

Invite students to the “Meeting Area” of your classroom. Show students items of clothing they might wear (e.g., coat, hat, gloves, shirt, and pants). Say, “We often put on clothing to protect our skin, but animals don’t wear clothing. What are things animals use to cover their bodies?” List their responses (e.g., feathers, fur, scales (fish) and/or snake shed).

Show students actual examples of body coverings. If possible let them feel and use a hand lens to view the body covering. Before using individual hand lenses, model how to use them correctly. If you don’t have actual body coverings, use pictures (S-K2-9-1_Animal Coverings.doc). Explain that animals do not wear clothes as humans do, but have coverings for protection. Have students turn to a partner to reflect on how animal babies’ body coverings are similar to their parents.

NOTE: Students often have misconceptions that humans are not animals. Explain to students that humans do resemble family members. Be careful when discussing this with students as some may be adopted or living with family members.

Select a read-aloud book, such as Are You My Mother? by P.D. Eastman, to read to your class. Pair up students and stop periodically for partners to discuss guided questions about the story, and then ask a few students to share their partner discussion, such as:

“What is the problem in the story?” (The baby bird hatched, his mother was not there, and he did not know what she looked liked.)

“Why did he not know where she was?” (Some animals do not stay with their young all the time.)

“What was the mother bird doing and why?” (She was gathering food for the baby bird.)

“Why did the baby bird ask all the animals and objects if they were his mother?” (He did not know what she looked like.)

“What put the baby bird back in the nest?” (The crane put the baby bird back in the nest.)

“How did the story end?” (The mother bird came back and fed the baby bird.)

“Does the baby bird look like each of the animals and the object that he thought was his mother?” (Answers will vary as related to animals or objects.)

“Does the baby bird move like the animals or crane that he thought was his mother?” (Answers will vary as related to animals or objects.)

Dismiss students to their seats to complete the Lesson 1 Worksheet (S-K2-9-1_Lesson 1 Worksheet and KEY.doc) on matching the adult animals with their babies.

Have students turn to a partner to reflect on how animal babies are similar to their parents.

Extension:

• Students who might need an opportunity for additional learning can act out the story from Are You My Mother? by P.D. Eastman and perform it for their classmates.

• Students who may be going beyond the standards can write an additional adventure for the baby bird before he returns to his mother, and then share with their classmates.