1. Classify a variety of animals, based on observable characteristics; e.g.

, limbs, teeth,
body covering, overall shape, backbone.
2. Observe and describe the growth and development of at least one living animal, as the
animal develops from early to more advanced stages. The animal(s) should be from one
or more of the following groups: mammals, birds, fish, reptiles, amphibians, insects.
Suggested examples include: gerbils, guppies, mealworms, tadpoles, worms,
butterflies/moths. Additional examples from other animal groups might also be
included: brine shrimp, isopods, spiders.
3. Predict the next stages in the growth and development of at least one animal from each
of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify
similarities and differences in their developmental sequences.
4. Identify the food needs of at least one animal from each of the following groups:
mammals, birds, fish, reptiles, amphibians, insects; and describe changes in how each
animal obtains food through different stages of its life.
5. Demonstrate awareness that parental care is characteristic of some animals and not of
others, and identify examples of different forms of parental care.
6. Demonstrate awareness that animals require different habitats in order to meet their
basic needs of food, water, shelter and space.
7. Recognize adaptations of a young animal to its environment, and identify changes in its
relationship to its environment as it goes through life; e.g., tadpoles are adapted for life
in an aquatic environment; adult frogs show adaptations to both terrestrial and aquatic
environments.
8. Identify examples of environmental conditions that may threaten animal survival, and
identify examples of extinct animals.
9. Recognize that habitat preservation can help maintain animal populations, and identify
ways that student actions can assist habitat preservation.
10. Demonstrate knowledge of the needs of animals studied,
and demonstrate skills for their care.
Keep track of important vocabulary on these two pages

Term Definition
Keep track of important vocabulary on these two pages

Term Definition
Reflect on the idea of ‘Animal Life Cycles’ and fill in the boxes
below.

What do I Know

What do I Want
to know

What I Learned
Before we begin our study of animals and their life cycles, it is
important to think about why we should learn about all of this.
Here are some important reasons why scientists (including us “junior”
scientists) study animals:

● Humans are animals!

● Research on animals has developed important understands related
to humans, including understands about human emotional
behaviours and human development. For example, scientists who
study stress in animals have a better understanding of stress in
humans.
● Understanding how animals adapt and have adapted helps us to
understand how we might improve human adaptability as our
environments change.
● Understanding animal behaviours and patterns gives us clues or
warning signs about environmental degradation (destruction). For
example, if there is disruption in the swimming patterns of an
aquatic animal, it might indicate water pollution of some kind.
● Knowledge of the behaviour of some common pollinators can help
us to better plan crops that grow successfully.
Do you remember what the common basic needs of an animal
are?
______________________________________________
______________________________________________
For an animal like a house cat, these needs are usually easily
met thanks to the cat’s owner, but how do you think a wild
animal, like a wolf, can meet these needs?

Food: _____________________________________
Shelter:___________________________________
Water: ____________________________________

Animals live in environments where their basic needs can be

met, and they undergo changes and have developed adaptations
to help them survive. For example, some animals have developed
anti-predator adaptations such as camouflage to remain hidden.
Animals also have characteristics that help them to meet their
needs. For example, some aquatic animals have gills or webbed
feet.
Now that we have learned some reasons why we study animals, we
are going to talk about how scientists study animals. Did you
know that there are MILLIONS of different types of animals on
earth? Thousands of new animals are discovered each year alone!
So, how do scientists keep track of all of these different
animals? They classify them!

Now, before we continue, it is important to note that all animals

on earth are living things. What do you think some
characteristics of living things are?
______________________________________________
______________________________________________
One of the most important characteristic of living things is
that they reproduce. This means that they all produce offspring
(‘children’). We will talk more about reproduction later!

Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
So how do scientists classify animals? They have created a
‘sorting’ system based on different characteristics. First, they
decide if the animal is a vertebrate or an invertebrate. Then,
they decide if the animal is either a mammal, fish, bird, reptile,
amphibian, arthropod, anelid, cnidaria, echinoderm, mollusk, or
porifera. See the flowchart below!
Is it a...
Vertebrate
Has a backbone
or a Invertebrate
Doesn’t have backbone

Has legs Doesn’t have legs

Fish Arthropods Anelid (worms)

Amphibians Cnidaria
(Aquatic Stingers)

Reptiles Arthropods include: insects,

arachnids (spiders!),
Echinoderm
(Aquatic Spiny-skinned)
crustaceans (like shrimp,
crabs), and more!
Birds Mollusk
(Aquatic shelled animals)

Mammals Porifera
(Sponge animals)

Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
Let’s review this information!
An animal is a vertebrate if it has a backbone. What is a
backbone (spine)? Feel your own back! It’s a long connection of
small bones stacked together. Our spines allow us to stand,
move, and support our upper body weight.

An animal is an invertebrate if it does NOT have a backbone.

Let’s Review!
Watch the following video to learn more about classifying
animals.

https://safeshare.tv/x/ss58bb11a168b07

Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
Fish

Fish live in water and have gills,

scales, and fins.

Amphibians
Amphibians are born in water. When they are
born, they breathe with gills, like fish do. BUT,
when they grow up they develop lungs and can
live on land. Frogs and salamanders are
examples of amphibians.

Reptiles
Reptiles are animals with scaly skin. They are
cold-blooded and live on land. Snakes, turtles,
lizards, chameleons and crocodiles are all
examples of reptiles.
Cold-blooded means that their body temperature depends on whether it
is cold or hot outside. Warm-blooded means that an animal makes its
own heat, even when it is cold outside!

Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
Birds
Birds are animals that have feathers. They
are born out of hard-shelled eggs.

It is important to note that NOT all

animals that have wings, are birds! For
example, flies have wings, but they are not
birds! FEATHERS are what make an animal
a bird.
Feathers help an animal to fly and to steer. Birds are the only animals
that have feathers!

Mammals
Humans are mammals! Many other
animals are also mammals, like: dogs,
elephants, pigs, whales, dolphins, and
more.
So what makes an animal a mammal? They drink milk and have hair on
their bodies! If an animal drinks milk as a baby and has has hair on its
body, it is a mammal.
Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
Arthropods
Although ‘arthropods’ might be a new word for you,
you already know what these are! Insects, arachnids
(spiders), and crustaceans like crabs and shrimp are
all arthropods.

Arthropods are animals with more than four paired

legs (they have many legs!), have segmented bodies
(more than 1 part), they have an exoskeleton, and
they are cold-blooded!

Anelid
Anelids are segmented worms. Remember that ‘segment’
means parts. These animals have no exoskeleton or legs!
Earthworms and leeches are anelids!

Cnidaria
These are known as ‘aquatic stingers’. They are symmetrical
sea animals with ‘bag-like’ bodies. They also have tentacles and
stinging structures. Jellyfish are cnidarians!

Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
Echinoderm
These aquatic animals have spiny/bumpy skin. They crawl on
the ocean floor. They also have radial symmetry. This means
you could divide their bodies in five identical pieces! Humans do
not have radial symmetry because you could not divide them
into 5 identical pieces. Starfish and sea urchins are
echinoderms.

Mollusk
Mollusks are soft-bodied, squishy
animals. Many of them have an external
shell (some do not, though, like the
octopus). They do not have segmented
bodies.

Porifera
These animals are known for looking like sponges. They have
small holes on their bodies to take in water. They also do not
move!

Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
 Now that we have learned about the different types of animals,
we need to learn about how these different animals grow and
develop. This means we need to learn about their life cycles!

Below you will find examples of the life cycles of a few different
animals.

Frog (amphibian)

1
eggs

4 Adult frog 2 tadpole

3 pollywog
Amphibians are the only group of vertebrates that undergo metamorphosis. Because amphibians
transition from an aquatic to a land/terrestrial habitat means that they must undergo changes
to survive.

Predict the next stages in the growth and development of at least one animal from each of the following groups: mammals,
birds, fish, reptiles, amphibians, insects; and identify similarities and differences in their developmental sequences.
Clown Fish (fish)

1 eggs
Fish lay MANY small
eggs. Sometimes they lay
millions of eggs! From
these eggs hatch small,
baby fish, who develop
into adult fish. Fish do
NOT undergo

3 Adult Fish 2 Baby Fish metamorphosis, because

physically, they remain
quite the same.

Butterfly (insect)

1 egg Butterflies go through

2 larva complete
metamorphosis, just like
many other insects. They
go through the phases of
egg, larva, pupa, and

4 Butterfly finally adult form.

3 pupa
 Snake (reptile)

1 eggs
Most snakes are born
from eggs, although
SOME snakes are born
live. Snakes hatched
from eggs learn how to
hunt very quickly, and as
they grow they shed their

3 Adult Snake 2 Baby Snakes skin.

Zebra (mammal)

1 egg Most mammals are

viviparous this means that
they give birth to live

2 Baby Zebra
(foal)
babies. However, there are
a very few number of
mammals that lay eggs
(like the platypus!).
Remember that a mammal
is a mammal because it

3 Adult Zebra drinks milk from its

mother!
Your Turn!
Choose an animal you are interested in, and research and draw its life
cycle below. Try using www.kidrex.org. Also, write down 3 facts about its
life cycle or development.
7
Life Cycle of ____________________

4
Facts
__________________________________________________________ 3
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
reflect!
What do you notice about the life cycles of these different animals?
Are all animals born the same way? Are their life cycles all the same?
Jot down some of your thoughts in the table below.

Similarities I noticed between some of the life cycles...

Differences I noticed between some of the life cycles...

Other things I noticed...

Magical Mouths
How do you get the energy you need to go to school, play sports, or read?
The answer is FOOD. If you get hungry, you can grab a piece of fruit or eat
a sandwich, but what about other types of animals? In the following
activity, we will learn about how different insects gather food.

Materials

● Marvelous Mouths Worksheet

● Plastic Straws (4 per group)
● Sponges (1 small per group)
● Paper Plates (1 per group)
● Long tubular containers (like graduated cylinders) (1 per group)
● Cups (2 per group)
● Water (enough to fill two cups per group)
● Food Colouring
● Clothespins (1 per group)
● Scissors
● Paper Towels
● Plastic wrap (1 square/rectangle piece per group)
● Elastic (1 per group)
● Dry cereal (1 cup per group, on the paper plate)
● Containers (plastic bowls/plates/cups to serve as the ‘stomachs’ you will
transfer the ‘foods’ into) (4 per group)

Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
 Magical Mouths
Insects have different types of mouths, depending on what they eat. We
will be exploring four different types: chewing, sponge-like, piercing, and
siphoning. You will be creating your own mouthpieces, and you will be
transferring food (some liquid, some solid) from one container into
another (the ‘stomach’ container). Fill out the observation sheet as you go
along.
In your groups you will be constructing the following mouthpieces:
Mouth-type Construction Food Source

Piercing* Straw, with its end cut into a sharp Place a piece of plastic wrap over a cup
point (use your scissors) of water. Secure it with an elastic. You
will ‘pierce’ the plastic wrap to get to the
water.

Sponge-like Straw with a small sponge attached to You will dip your sponge in the cup to
its end (just poke the sponge through ‘soak’ up the water. You will gently
the straw) squeeze the water into the stomach cup.

Siphoning* Straw, without any changes. You will ‘suck’ the water out of the
long-tube container.

Chewing Clothespin You will crush and move the dry cereal
from the plate to the ‘stomach’
container.

*For the activities that require ‘sucking’, do NOT use your mouth. Simply place the straw in the water, put your finger at the top
of the straw, lift it to the ‘stomach’ container, and release your finger to release the water.

Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
 Magical Mouths
PROCEDURE
1. Prepare the materials.
2. Construct your mouthpieces according to the instructions on the
previous page.
3. Students must take turns. Every student will be responsible for
ONE mouthpiece, and for the transferring of the food to the
stomach container for that one mouthpiece.
4. Write down your observations (on the next page) as you go along.
5. Once you have finished, try collecting food using random
mouthpieces.

*For the activities that require ‘sucking’, do NOT use your mouth. Simply place the straw in the water, put your finger at the top
of the straw, lift it to the ‘stomach’ container, and release your finger to release the water.

Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
Magical Mouths - Observation Sheet
SIPHONING (long tube)
Tool used: ________________________________________
Observations:
______________________________________________
______________________________________________
What kind of insect might have this mouth?
______________________________________________

PIERCING (covered cup of water)

Tool used: ________________________________________
Observations:
______________________________________________
______________________________________________
What kind of insect might have this mouth?
______________________________________________
Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
Magical Mouths - Observation Sheet
SPONGE-LIKE (cup of water)
Tool used: ________________________________________
Observations:
______________________________________________
______________________________________________
What kind of insect might have this mouth?
______________________________________________

CLOTHESPIN (dried cereal)

Tool used: ________________________________________
Observations:
______________________________________________
______________________________________________
What kind of insect might have this mouth?
______________________________________________
Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
Magical Mouths - Observation Sheet
Match the following insects to the mouthpiece that most matches.
Piercing,Siphoning,
Insect About Its Mouth
Crunching, or Sponge-like?

The mosquito has a

syringe/needle-like
mouth, that slides into
skin, and sucks out blood.

Mosquito

The butterfly has a

straw-like mouth that it
uses to drink juices and
nectars. When it isn’t in
Butterfly use, the mouth is coiled up.

Flies use their mouth to

absorb food, like a sponge.
They absorb liquids from
rotten food, garbage, and
feces.
Fly

The grasshopper chews its

food. It is able to chew
large amounts of plant
material.
Grasshopper

Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
Magical Mouths - Reflect!
1. Do all insects have the same type of mouth? Explain.

______________________________________________
______________________________________________
______________________________________________
______________________________________________
2. What do you think would happen to a butterfly if it no longer had nectar or
juices to drink? Would it be able to chew food like the grasshopper?

______________________________________________
______________________________________________
______________________________________________
3. How does YOUR mouth help you get food into your stomach?

______________________________________________
______________________________________________
______________________________________________

Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
Animal Mouths
Watch the following video about animal mouth structures.

https://safeshare.tv/x/yMr4GnYwmvU

Many mammals, like humans, have specialized

molars
teeth to help with eating their food. We do not have
curved mouthpieces like a butterfly to suck up
sweet liquid. We have lips, a tongue, and different
types of teeth. Teeth at the front of the mouth are
called incisors. These are teeth that help us to bite
our food. Our canine teeth help us to tear up our incisors canine
food.. Our tongues then push this food to the back
of our mouths, where our molar teeth crush and
What do you notice about the molars,
grind the food. The food can then safely make its
incisors, and canines that help us to
way down our throats and into our digestive bite, tear, and grind food?
system!

Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
Animal Mouths
Your teacher will show you a series of photos of different animal mouths. Fill out
observation notes below for each picture.

Animal Mouth Observations What does it eat?

Giraffe

Crocodile

Hake Fish

Frog

Hornet

Horse

Shark

Snake

Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians,
insects; and describe changes in how each animal obtains food through different stages of its life.
About Parental Care in Animals
When you picture a human baby what comes to
mind? What do human babies do?
_________________________________
_________________________________
_________________________________

Human babies rely heavily on their parents. Babies cannot feed themselves, hydrate
themselves, or even clean themselves. Remember that all mammals rely on milk
from their parent. Human babies rely on milk from their mothers as their main
source of food. They also rely on their parents to keep safe, and to keep clean. Just
like human babies, most young mammals rely on their parents for milk (food) and
for protection. It’s not just mammals, though. There Are many reptiles,
amphibians, birds, and even insects that provide their babies with food and
protection. Watch the video below to learn more. On the next page, write down at
least 5 facts you learned from this video.

https://safeshare.tv/x/ss58bf0bc13ba35

Demonstrate awareness that parental care is characteristic of some animals and not of others, and identify examples of
different forms of parental care
 Parental Care Video
Write five facts you learned from the video on parental care:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

No Parental Care
While many animals DO provide care to their babies and young, there are
many invertebrates, and some vertebrates, who do not provide any
parental care at all. Most species of fish simply release their eggs in the
water, and have nothing to do with the offspring. Some species of cuckoo
birds and ducks drop their eggs in the nests of other birds, for those
other birds to raise the young.

Demonstrate awareness that parental care is characteristic of some animals and not of others, and identify examples of
different forms of parental care
What is a Habitat?
An animal’s habitat refers to the environment that it lives in. Can you think of
some of the different environments on earth?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Different animals live in different environment, depending on the food they eat,
how they access water, what kind of shelters they need, and how much space they
need. Some examples of animal habitats are: the ocean, the desert, the boreal
forest, wetlands, grasslands, rainforest, the arctic, and more.

On the following two pages you will investigate several of these habitats. You will
use books and online research to describe what these habits are like: what kind of
vegetation is there, what is the land like, what kind of access to water there is,
and what the climate is like.

Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and
space.
 Desert Ocean Arctic Boreal Forest Wetlands
Climate: temperatures: Climate: Climate: Climate:

Vegetation: Vegetation: Vegetation: Vegetation: Vegetation:

Water sources: Water sources: Water sources: Water sources: Water sources:

Other info: Other info: Other info: Other info: Other info:
 Desert Ocean Arctic Boreal Forest Wetlands
What is one animal What is one animal What is one animal What is one animal What is one animal
that lives in this that lives in this that lives in this that lives in this that lives in this
habitat? habitat? habitat? habitat? habitat?

What does it eat? What does it eat? What does it eat? What does it eat? What does it eat?

How does it get How does it get How does it get How does it get How does it get
water? water? water? water? water?

Where does it live? Where does it live? Where does it live? Where does it live? Where does it live?
Reflect
Why do you think that we don’t see flamingos, toucans, lions, or polar bears in our
city? (Note: the ‘zoo’ does not count!)
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Do you think that it is important for for large cities to have protected habitats
within the city zone? For example, should cities have protected wetland or
grassland areas? Why or why not?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and
space.
Coral Reef
Watch the following video all about the Coral Reef:

https://safeshare.tv/x/ss58bf1c7824a45
Next, read the following article about the coral crisis in the Great Barrier Reef:

Great Barrier Reef in Crisis

Higher water temperatures this year have caused the worst erosion of corals ever
recorded on Australia’s Great Barrier Reef.

Scientists estimate two-thirds of coral coverage has died along a 700 km stretch of
reef off far north Queensland.

In February, March and April of this year, sea surface temperatures across the Great
Barrier Reef were the hottest on record, at least 1°C higher than the monthly average.

These hotter than usual water temperatures cause coral bleaching. When water is too warm, corals will expel the algae
(zooxanthellae) living in their tissues causing the coral to turn completely white.

When bleaching occurs, in the 6-12-month period afterwards, the corals either survive and regain their colour, or if they don’t
regain their colour, they slowly die.

James Cook University researchers have been carrying out underwater surveys since the severe coral bleaching event.

They have confirmed that resulted in the largest die-off of corals ever recorded on the Reef – though some areas showed
remarkable improvement.

It could take between 10 and 15 years for new corals to grow.

Source: http://kiwikidsnews.co.nz/great-barrier-reef-crisis/

Identify examples of environmental conditions that may threaten animal survival, and identify examples of extinct animals. Recognize that habitat preservation
can help maintain animal populations, and identify ways that student actions can assist habitat preservation.
Great Barrier Reef
What is the coral reef?
__________________________________________________________
__________________________________________________________
__________________________________________________________

Why is the coral reef important?

__________________________________________________________
__________________________________________________________
__________________________________________________________

What is happening to the coral reefs in the Great Barrier Reef? WHY is
this happening?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Identify examples of environmental conditions that may threaten animal survival, and identify examples of extinct animals. Recognize that habitat preservation
can help maintain animal populations, and identify ways that student actions can assist habitat preservation.
 The Northern White Rhino
Watch the following video about the Northern White Rhino

What does poaching mean?

__________________________________________________________
__________________________________________________________
__________________________________________________________

Why do you think the rhino is poached?

__________________________________________________________
__________________________________________________________
__________________________________________________________
Answer: Rhino horn is a symbol of wealth

Identify examples of environmental conditions that may threaten animal survival, and identify examples of extinct animals. Recognize that habitat preservation
can help maintain animal populations, and identify ways that student actions can assist habitat preservation.
 Our Environment
As we have learned, there are many reasons animals may be
threatened. In the case of the Northern White Rhino, it is human
poaching. In the case of the coral reef, it is human-caused climate
change.

Climate change is the gradual warming of our earth. This warmth is

causing problems for all sorts of animals. For the corals, it is causing
bleaching which is causing the death of corals. For animals like polar
bears, this warmth means that their icy habitat is being threatened,
which is causing polar bear populations to decrease.

Watch the following video about the threat of climate change to the
polar bear:

https://safeshare.tv/x/ss58bf2c14b5df3

Identify examples of environmental conditions that may threaten animal survival, and identify examples of extinct animals. Recognize that habitat preservation
can help maintain animal populations, and identify ways that student actions can assist habitat preservation.
Oil Spills

Oil spills also pose a significant threat to the habitats of different

animals. Oil spills occur during the transportation of oil from one area to
another. Oil can be transported through pipelines, by ship, or by train. A
spill is when oil accidentally spills on land.

Spilled oil is very harmful to animals because it is made up of poisonous

materials. Animals can accidentally eat/drink the oil, and can be affected
by the oil if it comes in contact with skin and absorbs into the animal’s
body. It can also kill plants. Oil can also coat the feathers of birds,
preventing them from flying. For these reasons,
oil spills can result in the death of many marine
and land animals. Spilled oil is very
difficult to clean up, and can result in
permanent damage to land and water.

Identify examples of environmental conditions that may threaten animal survival, and identify examples of extinct animals. Recognize that habitat preservation
can help maintain animal populations, and identify ways that student actions can assist habitat preservation.
An extinct species is a group of animals that no longer exist. Many
species have gone extinct as a result of hunting/poaching, and many
others have also gone extinct because of changes in climate.

Find out about the following extinct animals:

Cause of Extinction

Dodo

Sabre-Toothed
Tiger

Mastodon

Toolache
Wallaby

Identify examples of environmental conditions that may threaten animal survival, and identify examples of
extinct animals.
We have learned about the importance of an animal’s habitat, and the
impact that humans can have on an animal’s habitat. Below, brainstorm
ideas for what YOU can do in your own community to help the
environment. Some ideas include: organizing a group of people to pick up
garbage, starting a compost bin at home, or creating a garden to attract
bees and help pollinators.

Recognize that habitat preservation can help maintain animal populations, and identify ways that student actions can assist
habitat preservation.
 Research
You will be researching an animal of your choice. You will be using books
and online research to complete the animal report template according to
these instructions:
Remember that a paragraph must include at least 5 sentences.

Page 1: Title Page

Includes your animal’s name
Includes your name.
Includes a colourful drawing of your animal
Is neat.

Page 2
Paragraph must include:
What your animal looks like

Page 3
Paragraph must include:
What your animal eats
An illustration of your animal’s diet

Page 4
Paragraph must include:
Your animal’s habitat (where your animal lives)
An illustration of your animal’s habitat

Page 5
A diagram of your animal’s life cycle.
As a LIST: What is the life cycle of your animal

Page 5: References
List any books, websites, videos, or other that you used to help you write your report.
 Research
You will be marked according to this rubric.

. 1 2 3 4
Score
Beginning Developing Accomplished Excellent

Research and Does not cover Some topics have not Covers most of the All topics covered well. .
paragraph writing appropriate topics been covered. appropriate topics. Some Paragraphs are at least
paragraphs are not 5 5 sentences long.
sentences long.

Images/Diagrams No images or diagrams. Only one image More than one image All images included, and
included. included, but not all are all are neat and
neat and coloured. coloured.

Spelling/Grammar Many spelling and More than two errors Only one or two errors No spelling or grammar .
grammatical errors mistakes.

Organization Pages are not At least two pages are Only one page has not All five pages are
formatted as directed. not formatted been formatted as formatted as directed in
correctly. directed. the instructions.

References No references A single reference Several references with Many references, listed .
incomplete citations in appropriate format

Timeliness Over a week late A week late A day or two late Handed in on time .

Total /24