The students have been hard at work researching an invertebrate animal of their choosing, and you’ll see our reports and invertebrate artwork posted here soon. Hopefully we’ll have some new invertebrate visitors to update you on as well!
Here are our learner outcomes for this unit on small crawling and flying animals:
- Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
- Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates - that is, animals such as insects, spiders, centipedes, slugs, worms, ants.
- Recognize that small animals, like humans, have homes where they meet their basic needs of air, food, water, shelter and space; and describe any special characteristics that help the animal survive in its home.
- Identify each animal's role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters, animal eaters or decomposers and identify other animals that may use them as a food source.
- Describe the relationships of these animals to other living and nonliving things in their habitat, and to people.
- Identify and give examples of ways that small animals avoid predators, including camouflage, taking cover in burrows, use of keen senses and flight.
- Describe conditions for the care of a small animal, and demonstrate responsible care in maintaining the animal for a few days or weeks.
- Identify ways in which animals are considered helpful or harmful to humans and to the environment.