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Finding animals...

Discover the animal world

  • Observe, distinguish manifestations of the living

  • Discover the cycle: birth, growth, reproduction, death

Make classifications according to:

  • food (carnivore, herbivore, omnivore,....)

  • the mode of reproduction (oviparous, mammal, etc.)

  • the mode of movement (walking, flying, swimming, etc.)

  • the habitat

  • the means of defense

  • etc....

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Associate the physical characteristics of animals with these different criteria

-> name the different parts of the body

-> identify the organs of the five senses in known animals

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Outing to the farm - Outing to the zoo

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school yard animals

The insects

garden animals

  • Discover the animal life of the garden

  • Take an interest in modes of animal movement

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Oral language:

What animals can be found in a garden? let the children express themselves

Are they in all the gardens? In all seasons?

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Refine the list of garden animals

presentation of photos or images of gardens with animals or of animals in gardens

identify animals, describe them (colors, shapes, attributes: legs-fins-wings...)

once the list is well supplied, play a little game of "Who am I?"

  • I have 4 legs, a shell and I like salad (turtle)

  • I have pretty colors on my wings and 6 very thin legs (the butterfly)

  • I am red with black dots (ladybug)

  • I have two wings and two legs, a beak (a bird)

  • etc.....

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Modes of travel

How is it that we can see them at times without on  having put them on?-> they move

How do animals move?-> explain or mime

crawl, walk, jump, run, swim, fly...

Provide a certain number of animals in the image and classify them according to their mode of movement

Warning: some animals have several modes of movement (the ladybug walks and flies - etc.)

 

 

 

 

 

 

 

 

 

 

 

What allows the animal to move?

identifythe organwhich allows movement andthe placewhere the animal is moving.

  • paws (walking/jumping/running) on the ground or hard support

  • fins (swimming) in water - possibly webbed feet

  • the wings (for flight) in the air

  • the absence of legs for crawling on the ground

fly

bird

ladybug

butterfly

cricket

bee

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run

cat   

dog

lizard

ant

tortoise

spider

skip

frog

toad

cat

dog

cricket

Grasshopper

swim

fish

frog

toad

sea turtle

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crawl

snail

earthworm

slug

caterpillar

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walk

turtle  ant

cat   dog

ladybug

spider

lizard

hedgehog

Farm animals

The birth of the chick

 

                                                                                     Exploring the world: time
          _cc781905-5cde-3194 -bb3b-136bad5cf58d_           _cc781905 -5cde-3194-bb3b-136bad5cf58d_         _cc781905-5cde-3194- bb3b-136bad5cf58d_           _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_           _cc781905-5cde- 3194-bb3b-136bad5cf58d_                     _cc781905-5cde-3194    

 

Skill :

Order a series of photographs or images, to report a situation experienced or a fictional story heard, by marking exactly succession and simultaneity

 

Activity: 

The birth of the chick: 
The students discovered albums on the theme, in the absence of breeding in class. 
This is to establish the chronology of the stages from egg to chick. (6 pictures)
The pupils cut out, put them back in chronological order and stick on the support sheet.

 

Deposit: 

    •Look, here are the pictures of the birth of a chick like in the album that we

    we read this morning.
    • Cut out then put the images in order before pasting them.

 

Success criteria:

    • The 6 images are placed in chronological order and the student justifies his choices

    • The 6 images are placed in chronological order but the student does not pass yet

   

    • The student only succeeds in ordering 2 or 3 stages of birth
      
    • the student cannot find the timeline at this time
 

animaux de la ferme
The domestic animals

the hamster

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I don't just live in a cage !

In the wild, I live in the steppes of Asia. These are the great wild meadows of dry and hot countries.

I am a rodent. I gnaw all the time to wear down my constantly growing teeth.

I snack on seeds, vegetables, fruits and even wood.

Like all rodents I like to stock up, I carry them in my jowls.

I am a nocturnal animal. During the day, I sleep. But at night, I have fun!

Questionnaire to be completed with parents

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I am carrying out a survey within the school in order to make students aware of the diversity of pets and the need to participate in the care given to animals.

Prolonged observation of the animal in class

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What does the hamster do?

  • he eats, he drinks (diversity of food) and he rejects his waste

  • he moves (diversity of movements and postures, grooming, etc.) he sleeps, he makes a nest (he is especially active at night) he reacts to the world around him

Realization of a schedule of responsibility for the daily care of the animal (every day a pupil takes care of the hamster) and find out from the parents to find out who can take him home during the holidays.

 

How is the hamster made?

  • description - name the different parts of the body - graphic representation -

  • handle the animal with care - stroke it (hair implantation) "stroke in the direction of the hair"

  • he breathes and has his heart beating

 

Literature search :

  • he has babies - how are the babies? he is viviparous.

  • what care should be taken to keep it healthy?

  • he gets old and he dies

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Realization of a billboard that we complete as we go along

 

The guinea pig or guinea pig

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  1. Description

  2. He eats, he drinks, he rejects his waste (teeth, paws to take, rodent, herbivore granivore, different types of food)

  3. It grows, it grows (weighing, height)

  4. He breathes, his heart beats

  5. He moves, he screams

Classroom breeding

snail  -   fish   -  _cc781905-5cde-3194-bb5cfb-58d_badrabbit

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The silkworm(understand the phenomenon of metamorphosis)

What do animals eat?

Goals :

 

Acquire knowledge

  • animals don't eat just anything and they don't all eat the same foods

  • some animals only eat plants, others eat both animal and plant foods

  • despite apparent differences, the human diet is not very different from that of animals: in both cases the foods are of animal and vegetable origin

Develop skills

  • take care of the feeding of the animals put in breeding in the class

  • make comparisons

Activities :

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  • make a table of the foods that the farmed animal eats, what it prefers and what it does not eat - compare  (the pupils bring home the fresh foods that are decided to test

  • classify the foods he eats according to their origin (animal or vegetable) - introduce the words herbivores, fructivores, granivores, etc...

What happens to animals in winter?

link to page

What happens to animals in winter?

Why are you biting?

link to page

Why are you biting?

Families 

What is the body of animals  covered with?

  • scales/feathers/hair/wet skin ... Observation - pooling in order to achieve a classification

Material :

photos of fish, birds, batrachians, reptiles, mammals

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Observation :

Divide the students into small groups, distribute the pictures, make classifications (put together what are similar)

          _cc781905-5cde-3194 -bb3b-136bad5cf58d_-> among the answers we will have: the number of legs, the color, where they live....

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Pooling:

Describe the animals by specifying what they have on their skin (feathers, scales, hair, smooth skin, etc.)

Hang the pictures on the board by making a classification according to this criterion

Give the names of the families thus formed

  • the hairs forthe mammals

  • the feathers forthe birds

  • scales welded together forthe reptiles

  • the unfused scales forthe fish

  • smooth, moist skinbatrachians

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Play a little identification game:

Show a photo of an animal, have it named and tell which family it belongs to

Example of sorting

animal songs

poems

The leopard

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If you go into the woods

Beware the leopard

He meows softly

And comes out of nowhere

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In the evening when he purrs,

A cheerful nightingale sings

And the gaping forest

Listens to them and wonders,

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Is surprised that in its woods

Come the leopard

Who purrs in a low voice

and comes out of nowhere.

 

          _cc781905-5cde-3194 -bb3b-136bad5cf58d_    

 

My house

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At home, said the little girl

an elephant is raised.

On Sunday his eye shines

When daddy paints it white

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At home, said the little boy

raising a turtle.

She sings songs

In Latin and lettuce.

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At home, said the little girl

There are three fireplaces.

And when the fire sparkles

We are hot on three sides.

 

          _cc781905-5cde-3194 -bb3b-136bad5cf58d_     René de Obaldia

Literature

New! Dec 2022

Kayo's panties flew off as they dried in the wind. 

All animals wonder about this mysterious object: is it a cap? a flag ? a bird trap? This pretty fabric would be so easy to cut...

Warning ! It's my panties!

The race (Béatrice Tanaka - Michel Gay)

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Oral language - Cycle II

Summarize a story heard, comment on it.

 

Motivation

get out of the system reading + questioning

listen to a story read for pleasure and talk about it, give your opinion

 

Material

B. Tanaka's book: the race

a sheet for taking notes (grid)

one sheet per student for written record

 

Goals :

  • fix their attention, listen to a story read by the teacher

  • give an opinion, give an opinion

  • find the essential stages of a short story, the characters, the places,...

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