Backyard Wildlife

Resource for Grades Pre-K-1
| Citation

Everyday Science: Backyard Wildlife

Media Type:
Video

Running Time: 1m 56s
Size: 7.8 MB

or


Resource Produced by:

KET

Collection Developed by:

KET

Collection Credits

Collection Funded by:

KET's Everyday Science is funded in part by Kentucky Power and the American Electric Power Foundation and PNC Bank.

Related Resources:

See Also:

National K -12 Subject:


Take a field trip in your own backyard. Who shares that space with you? What do they eat? Where do they live? Backyard Wildlife, an original KET video, introduces children to animals they might find just outside the back door or in a nearby park.

This resource is part of the KET Everyday Science collection.

Permitted use: Download, Share, and Remix Download, Share, and Remix

Alternate Media Available:

Everyday Science: Backyard Wildlife Interactive (Interactive)

open Background Essay

Kids like animals. Encouraging children to notice the different animals they see is an easy way to introduce them to one of the most basic scientific concepts, observation.

Even young children can draw pictures of animals and in so doing come to a better understanding of certain distinguishing features. Frogs are green. Birds have feathers. Squirrels have fur and long tails.

Older children can draw or take photographs of the animals. They can read to learn more about them. Are all squirrels gray? What kind of birds live in my area? Why are some frogs smaller than others? How are ducks and geese different?

Children can begin by exploring the world they find closest to home, in their own backyard.

The Teaching Tips will give you some ideas how to continue the conversation and expand on the content in the video.

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Activity: Scales, Fur, or Feathers?

Vocabulary

fur, feathers, scales, paws, claws, reptile, mammal, fish, turtle, Canada Goose, squirrel, chipmunk etc.


For this activity, you will need:
  • pictures of different types of animals.
  • tape, magnets or thumbtacks for attaching them to a wall or or board for viewing.

    • Directions
    1. Around the room, display pictures of animals, birds, and reptiles.
    2. In random order, call the children’s attention to the pictures and have them name each creature and briefly describe some of its characteristics. Next, ask how that creature’s body is “covered."
    3. Using a large open area on the wall, chalkboard, or bulletin board, place cards with the words “scales,” “fur,” and “feathers” on the wall. Go over these words with the children so that they recognize the words. Use a picture illustration for each word.
    4. Allow the children to take turns choosing a picture of an animal and moving the picture of the animal under the category for its body covering.
    5. When all of the pictures are classified, discuss why animals have body coverings. What other ways that the animals are similar other than having body coverings? How are they different?
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