Who goes bump in the night? (Nocturnal animals)
by Nicole A.Strege and Angela Harrigan
Grade level: 2
Rationale
Students will learn about nocturnal animals. Children are asleep while animals are roaming at night. While children are awake during the day, they will observe animals such as rabbits, birds, and squirrels. This is not the case with nocturnal animals, which are an important part of our environment for the children to be aware of. Nocturnal animals help complete the food chain by controlling the animal population and lowering the extinction occurrence of others. The University of Wisconsin Stevens Point Museum will be used as a way for children to observe nocturnal animals like we have discussed in our classroom.
Pre-activity
Objectives
Students will apply their knowledge of
characteristics that nocturnal animals possess by presenting an
oral report to the class.
Students will develop the knowledge to be
able to use vocabulary related to nocturnal
animals (ex. habitat, nocturnal).
Students will be able to find Wisconsin on
a United States map.
Materials
 | Stellaluna by Janelle Cannon. |
| Nature’s Creature Of The Dark by David Taylor. |
| Nightprowlers by Jerry Emory. |
| Bat by Caroline Arnold. |
| Paper and pencils. |
Anticipatory set
The teacher will lead a short discussion about what the students know about bats. While the children discuss their experiences and previous knowledge, the teacher will write these ideas on a large paper taped to the wall. The teacher will then challenge the children to observe what ideas are correct according to the book Stellaluna. The teacher will read the book emphasizing the major characteristics of the bat in the story. After the story is read, the teacher will ask the children to discuss the similarities and differences to the book and the list that the class made before the teacher read the book. The teacher will then introduce other books that will be displayed around the room. These books will be used throughout the lessons
Teacher role
The teacher will lead the discussion and share his/her knowledge of bats while incorporating other nocturnal animals into the discussion. The teacher will participate in the discussion by listening to the children, writing the list, and explain vocabulary words such as habitat and nocturnal. The teacher will read the book to the class preparing them for the lesson to follow. The teacher will break the students into groups of four and have them brainstorm questions that they intend to ask about a specific nocturnal animal at the museum. The teacher will explain that the children are going to do a project while they are at the museum using questions similar to these.
Student role
The students will participate in the discussion before the book is read. They will recall experiences and/or prior knowledge about bats. The students will listen to the story and observe the pictures. The students will participate in the brainstorming in groups of four. They will write questions on a piece of paper such as, "What could I eat as an owl?" or "Why am I awake at night?" The students will also have possible answers to the questions they created. The students will present these questions to the class to give all of the children some ideas to explore while they are at the museum.
Closure
The students will present their questions and answers that they discussed to the class.
Considerations
The teacher will have a list of night animals that are in the museum and information about them to help the students in the brainstorming activity. The teacher will walk around while the students are working to answer any questions or to get them on the right track.
On-site activity
Objectives
Students will observe nocturnal animals in
their habitats.
Students will note characteristics of
nocturnal animals.
Materials
| Clipboards. |
| Pencils. |
| Activity sheets. |
| Teachers notes on nocturnal animals. |
| Schedule. |
| Permission slips. |
| Students' medical records. |
| Tape player. |
| Tape of night animal sounds. |
Anticipatory set
The teacher will play a tape of night animal sounds. The children will listen to it carefully and try to identify what animals made sounds on the tape.
Teacher role
The teacher will have the students find a place on the stadium-like seats of the orientation room in the museum. Next the teacher will play a portion of the tape with night animal sounds on it. Students will be asked to listen carefully to the tape. After the tape is over (approximately 3 minutes) the students will take turns telling the class what animal they believe is on the tape. The teacher will next go over his/her expectations and goals for the students. The activity sheet will be passed out and reviewed by the teacher with the class. Next the children will tour the museum and the teacher will walk around asking critical thinking questions to pique student’s interest. When, and if any, students finish early they will return to the orientation room. The teacher will talk with the students who are done early to answer any questions and to make sure they visited all the exhibits by inquiring about what they saw and did. The teacher will make sure the students have completed their activity sheets. This will also be a good opportunity for the students to share their thoughts on exhibits other than nocturnal animals.
Student role
Students will listen to the animal sounds on the tape. They will then participate in a discussion about what they heard. Next they will divide into their predetermined groups with their assigned chaperones. They will walk through the museum observing and participating, if appropriate, in the exhibits. They will need to pay close attention to the exhibits that include nocturnal animals to complete their activity sheet. If students finish early they will return to the orientation room to discuss their findings with the teacher.
Closure
When everyone returns to the orientation room the students will break off into small groups of three or four. Each student will share what they enjoyed about the museum and why. They will also choose what nocturnal animal was their favorite and use this time to compare notes if needed on this animal.
Considerations
The teacher will be prepared for some students to finish the activity early, or for some to not have enough time. The teacher will also make sure that there are enough chaperones to have only four children in each museum tour group. If not, the teacher will readjust the number of children in each group. The teacher will need to figure out who will be assigned to each group to help curb any potential behavior problems. Each chaperone will be given a list of the students he/she will be with. Last, but not least, prior to going to the museum the teacher will check the night animal tape to be sure that it works. Also, the tape will be at the appropriate spot so all he/she needs to do is push play when ready.
Permission slip The second grade class is going to the University of Wisconsin Stevens Point Museum on Wednesday, September 30, 1998. We will have the opportunity to observe many animals, their habitats, and large egg collection! Our main focus will be on the nocturnal animals that we find there. Make sure to ask your son or daughter what night animal they liked the best! We will be leaving the school at 10:00 a.m. and arriving back at 1:30 p.m. The class will be eating a sack lunch on the front lawn of the campus library, if the weather does not allow us to do this we have reserved a room in the University Center to eat. Please provide your excited second grader with a well-balanced meal. Please return this portion of the slip back to Mrs. Strege or Miss Harrigan by Monday, September 28, 1998. If your child has any additional information (restrictions, medications, or allergies) that we should be made aware of, please let us know on the bottom of this permission slip. Thank you! I give ______________________ permission to go to the museum at The University of Wisconsin Stevens Point. If there is a need to contact me, the number you may do so is______________. __________________________signature of parent/guardian additional information: |
| Field
trip schedule 9:45-10:00 Assign groups of four to chaperones, put on jackets, load bus for the museum. 10:15-10:30 Arrive at museum, unload bus, and gather in the orientation room. 10:30-11:00 Discuss expectations, goals, answer questions, instructions on the assignment, bathroom break (boys, then girls with a chaperone in each bathroom); hand out clip boards, activity sheet, and pencils. 11:00-12:00 Children walk around the museum in groups of four with one chaperone, find information, fill in activity sheet and ask questions about the nocturnal animals (or anything else that interests them!) If children finish early, they will meet in the orientation room to discuss what they found with the teacher. The children will break into small groups and talk about the animals that they enjoyed observing and learning about. 12:00-12:45 Organize lunches, eat lunch on front lawn. 12:45-1:15 Clean up, bathroom break, load bus, go back to school. 1:15-1:30 Arrive at school, go back to classroom. |
Name as many nocturnal animals that you can find. ____________________ _____________________ ____________________ _____________________ ____________________ _____________________ ____________________ _____________________ ____________________ _____________________ What nocturnal animals live in Wisconsin? ____________________ ______________________ ____________________ ______________________ ____________________ ______________________ Describe your favorite nocturnal animal. What type of habitat does this animal live in?__________________________________ Does the animal live in Wisconsin?___________________ Name other animals in it’s habitat?_________________________________________ What food does the animal eat?_________________________________________ Why did you choose this animal? Did you push any buttons at the museum? What did they do? |
Post-activity
Objectives
Students will draw the nocturnal animal
they chose at the museum in it’s habitat. Each child must
include a representation of it’s diet, surroundings, and
specific location.
Students will present their pictures and
ideas to the class.
Materials
| Large paper |
| Chalk |
| Construction paper |
| Cotton balls |
| Crayons |
| Tissue paper |
| Markers |
| Felt |
| Toothpicks |
Anticipatory set
The teacher will ask students to look around the room and describe what they see. The teacher will take a turn to tell the class what he/she sees in his/her "habitat." The teacher will explain that our surroundings are our habitats, just like an animal’s habitat. The teacher will then ask the students to describe their favorite animal’s habitat that they observed at the museum.
Teacher role
The teacher will instruct the students to look around and describe the room, or the habitat they are in. The teacher will participate in the activity by describing what she sees in his/her habitat. The teacher will explain that the children will create the habitat they saw their animal in through an art project. The teacher will allow the students to be as creative as they want to be. The teacher will not restrict the students’ work.
Student role
The students will participate in the group discussion of what they see around the room. The students will listen to the others’ suggestions and keep them in mind when they do the art project. The students will create a picture of their favorite animals’ habitat that they observed at the museum. The students will present their picture to the class and explain the animals’ diet, surroundings, and specific location.
Closure
The students will present their pictures of their chosen animal and it’s characteristics. The children will also tell the class three new things that they learned from their experience at the museum.
Considerations
If a child is having trouble deciding which animal to choose, the teacher will name three animals that the child will have to choose from. The students can talk to the teacher, the chaperones, and/or other students if they need help finding characteristics of the animals.
The second grade class requests the honor of your presence at The University of Wisconsin Stevens Point Museum. If you so choose to accept our invitation, your title will be as follows: Chaperone. We ask that you r.s.v.p. by the 28th of September, 1998. Please respond to the following: Name: ___________________________Phone:_____________________ Time available to be reached:_________________Have you chaperoned before?______ Please be advised that during our museum trip there will be no opportunities for smoking breaks. We also ask that you use school appropriate language. Thank you very much for participation and help! Sincerely, Miss Harrigan and Mrs. Strege *attached is a copy of the field trip schedule |