Kindergarten Lesson EXPLORATIONS THROUGH THE SEASONS
During your scheduled classroom presentation, information will be shared about the ways animals respond to changing seasons. In reviewing this information with your students you may find the wildlife sketches helpful. Each sketch represents one of the five groupings of animals that are pointed out to the children during the presentation. These groupings represent the various ways that animals respond to the problem of surviving winter time. In its simple form it is a question of adequate food and adequate protection from the cold and wind.
Some animals migrate: The duck picture represents them. They travel in order to find an adequate and reliable food supply.
Some animals hibernate: The woodchuck picture represents them. Their normal food supply is not available and yet they cannot travel fast enough to migrate. During hibernation all body functions are exceedingly slow and the animal's energy needs are supplied by fat that was stored up prior to hibernation. Many reptiles and amphibians, and a few insects and mammals, are true hibernators.
Some animals are food collectors: The squirrel picture represents them. These creatures are mostly rodents. They gather sizable quantities of seeds, nuts, and grasses and locate them in or near their nest or burrow. During the winter they draw on these food reserves when necessary. They sleep much of the time as well, but it is not a hibernation "sleep."
Some animals lay eggs: The dragonfly picture represents them. Many insects will not survive the winter temperatures and they do not have the instinct to migrate or the knack of hibernation. Therefore, the female will lay eggs that have the capacity to survive the winter and still hatch when the right conditions occur again in the spring.
Some animals just adjust: The pheasant picture represents them. These creatures are mostly birds and mammals that are able to find food. Their bodies make many adjustments such as thicker fur, extra layers of fat, color, diet, etc. Even so, there are many creatures that do not survive the winters.
Fortunately spring comes again and the cycle of new life starts over.
The sketches may be printed and copied and used in any way you find helpful. An instructional coloring book for each child is one possibility.
Science Companion Extensions
The “Explorations Through the Seasons” lesson addresses many of the concepts taught as part of the Science Companion modules. Below are some further connections I will try to incorporate when I visit.
Growing and Changing Study Animals grow, change and adjust to new conditions as they age and as they respond to seasonal change.
Class Pet Study Wild animals have similar needs as a class pet but many wild animals make poor pets because they need special conditions difficult to recreate in the classroom setting.
Collections from Nature Study When students make collection from nature, students should be safe, return items to nature when finished and students should practice conservation (not taking too much from nature).
Constructions Study Bones, fur and feathers are construction of nature and these unique structures enable animals to survive. (hollow bones enable birds to fly, specialized fur and feathers traps air to insulate animals in the winter etc..)
My Five Senses I plan to bring a variety of preserved (dry and/or salted) animal specimens in my traveling collections to provide an opportunity for students to explore. With exposure to new items, and allowing students to use as many senses as possible I am hoping to develop new vocabulary and stimulate new understanding and wonder about the natural world. Already the phrase “how interesting” is retained by many students into middle school and beyond as a way to “act like a scientist” when exploring natural artifacts that initially seem “gross” or “yucky”.
