During the lesson, emphasize the relationship between the seasons and the native animals of Pennsylvania. Throughout the lesson, confer with students to determine if they understand how the seasonal patterns affect certain animals in Pennsylvania.

• Students should be able to explain how some animals prepare for the seasonal changes in Pennsylvania.

• Students should be able to categorize animals into groups.

Day 1

1. Begin this unit by reviewing with students what was learned in the previous lesson. Remind students that because the earth is tilted, the sun’s light shines on the earth differently at different times of the year. “These different times are called the four seasons: summer, fall, winter, and spring. Because these seasons give us different types of weather, some animals and plants change their feeding, or living habits.”

Have the students untie their shoes and attempt to tie them up again without using their thumbs. Review with the class what was difficult about the process and ask them questions related to special body parts or functions of human beings, such as:

• “What else do our thumbs help us with?”

• “Do other animals have thumbs?”

• What other special qualities do people have?”

Introduce the term adaptation and review that it is a change in an organism that, over time, helps it survive and multiply (have babies). “Let’s look at some animals during different times of the year.”“Do you think all animals act the same?” “Do some animals change their behavior or how they act?”

2. “Animals do different things in different seasons. When the weather is cold, it is more difficult for animals to find food and they change the things that they do. Some animals migrate, which means they move to a warmer place. Some animals hibernate, which means they sleep while it’s cold. Some animals stay awake during the winter but they make some changes; they grow thick fur, for example. Today we are going to look at some animals that live here in Pennsylvania to see how they live during the seasons.”

Note: Scientists tend to disagree about bear hibernation. Hibernation includes a dramatic reduction in heat rate, blood pressure, and metabolic processes. Bears go through a slight depression in these processes called “winter lethargy” or “winter dormancy” but tend to wake often to adjust their positions and even eat. Some bears don’t hibernate at all if food is present.

3. Display various pictures of native animals. Many native animals can be found through the Pennsylvania Parks and Recreation Department. This lesson will focus on the following animals: monarch butterfly, wood duck, groundhog, and white tail deer. If these animals are not familiar to students, allow them time to discuss each animal.

Note: coloring pages of several Pennsylvania animals can be found at the Department of Conservation and Natural Resources: http://www.dcnr.state.pa.us/stateparks/kids/colorhome.aspx

4. Display in the classroom the words habitat, migrate, and hibernate. Create a word web for each word to allow students the opportunity to define the words. Define each word and create a word wall in the classroom.

Day 2

1. Display the words migrate and hibernate. Have students describe fall in Pennsylvania. Remind students about the sun’s rays hitting the earth and describe fall in Pennsylvania in terms of the amount of daylight and temperatures.

2. Tell students that animals also recognize when daylight is getting shorter and food is getting scarce. Animals instinctively know they must begin a preparation. Animals prepare for winter in different ways.

3. Some animals must begin a journey to find places that will not have cold winters that they could not survive. Some animals need to find places that offer abundant food.

4. Show a picture of the monarch butterfly. Ask students, “What does a butterfly eat?” Have students tell why they think monarchs must migrate. Show the globe/map and identify North America. Locate Pennsylvania and then Mexico. Tell students that the monarch must migrate to Mexico to winter. Ask students,

• “What are the dangers involved in migrating for the monarch butterfly?”

• “What is the weather like in Mexico?”

• “What is the weather like in Pennsylvania?”

• “Why do you think the butterflies fly all the way down to Mexico from Pennsylvania?”

5. Place the picture of the monarch under the word migrate displayed in the classroom.

6. Show students a picture of a groundhog. Explain to students that the groundhog is an animal native to Pennsylvania that hibernates. “Animals that hibernate, lower their body temperature and heart rate and take a long winter nap. They can do this without food and water. As the temperature rises and food becomes abundant, they begin to stir and move around searching for food.”

7. Place the picture of the groundhog under the word hibernate displayed in the classroom.

8. Place students in small groups and give each group a set of animal pictures and the words migrate, hibernate, and adaptation. Have students categorize each animal. Note: Various pictures can be found at Pennsylvania Parks and Wildlife Web site at http://darylrice.com/paanimal.html.

Extension:

• Have students research animals native to Pennsylvania.