1. Topic-
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| Seasonal Affect on Animals: Hibernation and Migration |
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2. Content-
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S4.B.3.2.3: Explain and predict how changes in seasons affect plants,
animals, or daily human life (e.g., food availability, shelter, mobility).
Vocabulary: winter, spring, summer, fall, snow, wind, rain, sun, flowers,
evergreen trees, hibernation, migration, adaptation, temperature
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3. Goals: Aims/Outcomes-
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1. Students will able to compare and contrast the physical characteristics
of the seasons, including weather, temperature, and changes in functioning
of humans and animals.
2. Students will be able to define, understand and explain the terms
hibernation and migration as ways that animals adjust to the changing
seasons.
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4. Objectives-
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1. Students will be able to explain how seasonal changes in the
environment affect the lifecycles of some animals
2. Students will be able to describe the purpose and steps of hibernation
and migration and give examples of animals that do each.
3. Students will be able to demonstrate how hibernation and migration
work.
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5. Materials and Aids-
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Suitcase
Videos
Hibernation/Migration Chart Worksheet
Index Cards
Cutout Shapes
Stopwatch
Animal Profiles
Poster Board, Makers, Glue, Magazines and Pictures to cut out, Scissors,
Construction Paper
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6. Procedures/Methods-
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A. Introduction-
1. Comes in with a suitcase. Tell your students that you are going
on vacation to the beach and you need help packing. What types of
clothes, food and supplies do you need? What factors must you consider;
the weather, temperature, etc.? Write students' ideas on the board
under a column titled "summer"�. How would this change if you
were going on vacation to the mountains? Write students' answers under
another column titled "winter"�.
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B. Development-
1. Explain that just as we adapt what we wear to the changing seasons,
animals also adapt. You will be discussing two ways animals adapt
to the changing seasons: migration and hibernation.
2. Have the students watch a video on different ways that animals
hibernate and add any animals they saw to their hibernation/migration
worksheet under the hibernation column.
3. Have students watch a video on different animals that migrate and
have them add any animals they saw to their migration column.
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C. Practice-
1. Have students play the migration game. The students are migrating
birds, each assigned a number, and they must get from point A. (one
side of the classroom) to point B. (the other side of the classroom).
Students will have a path of cutout shapes to follow, or resting points.
Along the way they will meet various obstacles such as starvation,
exhaustion, collision, predators and natural disasters that will be
displayed on index cards. Some birds (students) may be lost on the
way. Have students briefly discuss these challenges afterwards. (Make
a chart on the board)
2. Have students experience hibernation! Have students think of their
favorite food that they'd like to eat a lot of in order to get ready
for hibernation. If time allows, students can have a small nutritious
snack at this point (allergy free) to experience this aspect of hibernation.
Next have the students take their pulse. Record it. Have the students
then lay their heads down and rest (hibernate) and take their pulse
immediately following. Record it. What happens to the heartbeat during
hibernation?
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D. Independent Practice-
| Divide the class into three groups each of migratory animals and
hibernators. Assign each of the migration groups a different animal
to research and each of the hibernation groups an animal to research.
Depending on the size of the class more or less groups may be needed.
Groups should ideally be no more than 4 students. Each group will
need to be given a profile (handout) on their animal from which to
draw their information (given time constraints). Students assigned
a hibernating animal will look for what their animal does to prepare
for hibernation (what foods they eat and how much), where they hibernate
and for how long, and how they wake up/obstacles they face. Students
researching a migrating animal will look for where that animal migrates
to, if they do so in a group or alone, and what obstacles they may
face on the way. |
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E. Accommodations (Differentiated Instruction)-
| With more time students could do more independent research on their
animals using computers, books and other resources. |
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F. Checking for understanding-
| Student groups put together posters displaying the information found
in their research and briefly share with class. |
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G. Closure-
Have students add any additional animals to their Hibernation/Migration
worksheet.
Have students complete journal entry on what they learned |
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7. Evaluation-
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1. Have students complete brief journal entry on what they learned
2. Complete quiz on vocabulary related to migration and hibernation,
order the steps of hibernation, circle examples of obstacles of migration,
and give an example of an animal that hibernates and an animal that
migrates. (Some of this information could also be the focus of the
journal entry)
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