TwoLegsFourLegs PreK-K FINAL

8/21/2019 TwoLegsFourLegs PreK-K FINAL

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Education Department501 East Pratt StreetBaltimore, MD 21202

Reproduction for educational purposes only.

Printed on recycled paper, preserving aquatic habitats. 12/13

Two Legs, Four Legs, Six Legs, More!Traveling Outreach ProgramPre- and Post-Visit ActivitiesGrades Pre-K - K


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This booklet was prepared by the Education Department atthe National Aquarium.

Illustration: Cindy Belcher

The educational goals of the National Aquarium are supportedby funding from the Jacob and Hilda Blaustein AquaticEducation Endowment Fund.

The booklet may be reproduced by any teacher, school orschool district for educational purposes.

2012

501 East Pratt Street Baltimore, MD 21202

aqua.org

The National Aquarium

is a nonprofit organization

whose mission is to inspire conservation

of the worlds aquatic treasures.


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Two Legs, Four Legs, Six Legs, More! Grades PreK-K 3

Two Legs, Four Legs, Six Legs, More!A 30-45 minute traveling outreach program for Grades Pre-KK

PROGRAM DESCRIPTIONTwo Legs, Four Legs, Six Legs, More!wil l exposestudents to a variety of animals, each with different numbersof legs. Students will mimic animal locomotion and practicecounting skills. Animals discussed include snakes, birds,frogs, insects, spiders and millipedes. Appropriate animalsubstitutions may be made on the day of the program ifanimals are not available.NOTE:Snakes, birds, and spiders are puppets only

PLANNING FOR THE PROGRAMThe Slither, Sl ide, Creep, and Crawl program takes place inyour classroom. The students sit in a semi-circle around anAquarium instructor. Your assistance with the chi ldrenthroughout the program is appreciated. Meeting and touching alive animal for the rst time is exciting! Please prepare your

students for this experience by discussing the following

1. Each student wil l rinse his/her hands prior totouching the animals to remove any loose dirt or debris.

2. The animals are held by the Aquarium instructor.Students wil l have an opportunity to touch them.

No one is required to touch the animals.3. We employ the one nger touch rule for the safety

of our animals: the students may touch the animalswith one nger, gently stroking the animals and not

poking them.

4. The animals in the program are gentle and cannotbite, pinch, or sting.

5. Each student will wash their hands following theanimal encounters. We will provide hand sanitizer,however students should wash their hands with soapand water prior to eating.

This booklet contains basic information for teachers aboutthe animals that could be used in the program, as wellas some suggestions for related activities which can beused in the classroom. The content pages contain muchmore information than you will want to present to youngchildren, but will provide teachers with excellent backgroundinformation. Since this program is designed for bothpre-kindergarten and kindergarten chi ldren, please modifythe enclosed activities as necessary.

AAAS Benchmarks

5A-K-2 #1:Some animals and plants are alike in the waythey look and in the things they do, and others are verydifferent from one another.

5A-K-2 #2:Plants and animals have features that helpthem live in different environments.

12D-3-5#3:Use numerical data in describing andcomparing objects and events.

MD Voluntary Curriculum

Grades PreK-2 #1 Science- Skills and Processes Constructing Knowledge

Seek information through reading, observation, explorationand investigations.


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PRE-OUTREACH PROGRAMThe day before your program, read the Teacher Backgroundinformation and share this information with your students.As a pre-activity, you may want to include a discussion ofnumbers and counting. CompleteActivity 1 How ManyLegsgame found on pages 13-14.

DAY OF OUTREACH PROGRAMOn the day of your outreach programs, an Aquarium instructorwill arrive at your school approximately 15 minutes prior tothe start time listed on your contract. TheTwo Legs, FourLegs, Six Legs, More! program requires an area in yourclassroom large enough to t all of your students into asemi-circle on the oor around the Aquarium instructor.Also, a power outlet is required in order to properly care forthe animals used during the program.

POST-OUTREACH PROGRAMThe day after the Outreach program, completeActivity 2 Cockroach puzzlefound on pages 15-16 andActivity 3 Number Tracingfound on pages 17-22.


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Despite the fact that they have no legs, snakes are verymobile animals. Snakes can live on the ground, amongtrees, and in the water. They have the ability to climb, swim,and some species can even y. So how do these limblesscreatures move? Their movement begins at the neck; asnake contracts its muscles, thrusting its body from side

to side, creating a series of curves. As the snake bunchesup, it presses its body against resistance points (i.e. rocks,branches, and bumps on the ground) to push off of andpropel themselves forward. Scales act like the tread of atire, gripping the surface and propelling the snake forward.Flying snakes are not actually able to y, but they can glidethrough the air after they spring from a tree. The snakeattens its body and undulates from side to side so that itcan glide down from its perch on a high tree to a lower one.Snakes y to catch prey, ee predators, and efcientlymove from one tree to another.

Snakes are carnivores, meaning they eat meat. Snakes will

feed on a variety of prey including birds, sh, frogs, lizards,and rats. They kill their prey using one of three methods:catching and eating it immediately, suffocating it, or injectingit with venom. All snakes swallow their prey whole. Theyaccomplish this feat by having a jaw that can dislocate andopen up to 150 degrees. It is very difcult and dangerous toeat a live animal, which is why some snakes rst immobilizetheir prey. Venomous snakes have specialized hollow teethcalled fangs that are attached to venom glands. When theybite their prey, toxic venom is injected to paralyze the prey.Constrictorswrap around their prey to strangle it and thenswallow it once it is motionless. All snakes have teeth, and

many have teeth which are point backwards in their mouthin order to keep their prey from escaping. Although snakeshave no taste buds, they are able to use their tongue to helpthem smell the air. When you see a snake icking its tongue,it is smelling the air.

BIRDSBecause of their ability to y and travel great distances, birdshave colonized every continent and every habitat on Earth.Members of the bird family have adapted to move easily onland, water, and sky.

The main mode of transportation for most birds is ight.Birds bodies have adapted very well for ight. Lifting onesbody off the ground becomes easier the lighter you are,

Teacher Background

Animals have many different strategies to get from one placeto another. Some use wings to y, while others have legs toclimb, jump, swim, or walk. Some animals do not have legsat all.

SNAKESMany people consider snakes to be fearsome creatures.Television and movies often portray them as creepy-crawly, slimy, and scary. Snakes have an undeserved badreputation, but they are actually very benecial to humans.They are great at controlling pests that carry disease such

as rodents. Snakes are not very dangerous animals. Out ofthe 2500-3000 species of snakes only about 500 of them arevenomous. The majority of snakes that humans come intocontact with are non-venomous. Even if a person is bitten bya venomous snake it is likely that the snake would not injectvenom. Snakes try to save their venom supply until it is reallyneeded.

Snakes are cold-blooded, legless reptiles. Like other reptilesthey have scales and lay eggs. Cold-blooded animals areunable to control their body temperature and are subject tothe temperature of their surroundings. Snakes bask in thesun to speed up their metabolism and will often be found inthe sunshine after a meal to cool off. In winter, snakes nd asuitable den and hibernate until spring.


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Because birds can live and move around in many differentplaces, the types of food they eat are varied. Birds can becarnivores, insectivores, others are scavengers, and somespecialize in eating nuts, seeds, fruit and nectar. Birds beaksare specialized just as their feet are. A parrot has a thickhard beak to crack open nuts, herons have long thin beaks

to pluck unsuspecting sh out of the water, and ducks haveattened beaks to strain food out of the water.

FROGSThere are over 4000 species of frogs. They live on everycontinent except for Antarctica. Frogs come in all shapes andsizes; the smallest being the Cuban tree toad which is lessthan half an inch long and the largest being the goliath frogwhich can grow up to 15 inches and weigh up to 7 pounds.

Frogs, toads, and salamanders are amphibians. The wordamphibian comes from the Greek word amphibios meaning

double-life which refers to the switch from aquatic larvaeto land-dwelling adults. Frog eggs are usually laid in water orin a moist place. After hatching, most frogs begin life as sh-shaped tadpoles. Tadpoles look very different from the adultfrog. They have gills instead of lungs. The have a tail, but nolegs, so they must undulate like a sh to move about. Aftera period of time, which varies from species to species, thetadpoles undergo a drastic change known as metamorphosis.During this stage they develop into frogs. They reabsorbtheir tails and gills, as well as develop lungs, forelimbs, andhindlimbs. Adult frogs breathe through their moist skin aswell as their lungs. Frogs can live on land as well as in water.

Frogs are able to walk slowly, but their main mode oflocomotion is jumping. They have very powerful hindlimbsand weak forelimbs. Many frogs are able to jump up totwenty times their own body length. However not all frogscan jump. Aquatic frogs have webbed feet to propel themthrough water. Some ying tree frogs actually glide fromtree to tree. Most tree frogs have special sticky pads on theends of their ngers and toes for climbing and walking onsmooth, shiny leaves.

Frogs eat live prey that includes insects, spiders, worms,snails, and small sh. In order to catch their prey, frogs shoot

out their sticky tongue. The sticky end catches the prey itemand pulls it into their mouth. To aid in swallowing their prey,frogs will push their eyeballs into their heads and force theprey down into their throat.

therefore the bones of birds are hollow. Birds also have farfewer bones than most animals, making them even lighter.Feathers are another special adaptation that enable birdsto y. Generally there are three types of feathers. Downfeathers are close to the birds bodies working to keep thebirds insulated and warm. Contour feathers are the feathers

along the outside of the birds body that give them theirshape. The ight feathers are those on the wings that arespecialized for ight.

Although most birds often y to move from place to place,birds can also get around using their legs. And birds legsare not just for walking. Birds legs and feet are specializedfor different purposes. For instance birds that spend muchof their time in water have webbed feet. Webbed-feet allowducks, geese, and cormorants to paddle through water.Long-legged waterfowl, such as herons and egrets, wade inthe shallow water stalking prey. Their long legs afford themthe ability to peer from above into the water and pluck out

unsuspecting sh below. Parrots grip and manipulate theirfood with their feet. Flightless birds like ostriches and emususe their powerful legs for running and kicking in defense.Birds that live in elds such as pheasants scratch in the soilfor food with long nail-like toes. Perching birds have threetoes facing forward and one toe facing backward so that theycan easily grasp onto branches. Birds of prey such as hawks,eagles, and owls have large claws called talons which are usedto catch their food.


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stay attached when pounding waves hit. The mouth is locatedin the center of the body on the same side as the tube feet.

The eating habits of sea stars are often seen as intriguing. Allsea stars are predators and eat snails, crustaceans, worms,sh, and other sea stars. Many sea stars have the ability toeatbivalveslike clams, oysters, and mussels. The two shellsof bivalves are held closed by muscles. The shells do not tperfectly and leave small gaps around the edge of the shells.

The sea star attaches its tube feet to the shells of its prey. Thesea star pushes out its stomach through its mouth and insertsit into the small gaps between the shells. Digestive juicesare released, which dissolve the esh of the bivalve. Theliqueed food is absorbed by the sea stars stomach lining.When nished, the sea star pulls its stomach back through itsmouth. Some sea stars lack tube feet and swallow their preywhole.

INSECTSInsects are the most abundant animals on earth; there areabout one million species! In fact, if you totaled the weight

of all of the insects in the world and compared that weightto the total weight of all of the elephants in the world, theinsects would greatly outweigh the elephants! They have

Frogs have vocal cords and are able to produce sounds.These sounds are what usual ly alert us to a frogs presence.While both males and females can call, females are general lynot as loud or emphatic as males. It is usually the male frogthat is heard calling. Vocalization is an important part ofcourtship behavior. When you hear the fami liar jug-o-

rum call of a bullfrog, it is likely the male announcing hispresence to the female bullfrogs in the area. In addition,many frogs have vocal sacs that increase the volume of thesounds they make. Tiny frogs, therefore, are capable ofproducing sounds that are surprisingly loud for such smallcreatures.Frogs exhibit a wide range of colors from earth-tone shades of green, gray, and brown to jewel-like colors ofblue, green, orange, yellow, and red. In addition they mayhave dark stripes or spots.

Frogs that are dull in color blend well with the naturalenvironment including leaf litter, tree bark, and plants. Thisis called camouage. Bright colored frogs on the other hand,

stand out to warn predators that they are poisonous to eat.

SEA STARSSea stars, formerly known as starsh, are related to sanddollars, sea cucumbers, and sea urchins. The name starshwas changed to sea star since the animal is not a sh. Unlikesh that swim using ns, they crawl on the ocean oor usingtheir arms lined with tube feet. Whereas sh are vertebrates(animals with backbones), sea stars areinvertebratessincethey lack an internal skeleton. There are 1,600 species of seastars found worldwide.

All sea stars have a similar body form. Typical sea stars haveve arms, but some, like the sunower star found on theWest Coast, have as many as forty! A light sensitive eye islocated at the end of each arm. The back of the sea staris rough with a spiny appearance due to the presence ofsmall spines and ridges. Located on the back of the seastar is a dark spot called the madreporite. Students oftenincorrectly think this is an eye, nose, or mouth of a sea star.The madreporite is an organ that acts like a straw to suck upwater into the sea stars body to move the tube feet locatedon the underside. The tube feet are hollow with suction cuptips. When water is squeezed through the hundreds of tube

feet, they extend and allow the sea star to move, climb, andhold onto objects. The suction cups at the end of the tubefeet can rmly attach the sea star to rocks and allow them to


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Madagascar hissing cockroaches are an interesting insect.They get their name from their unique ability to producehissing sounds by squeezing air through holes in theirabdomen. As the air comes out it, the hissing sound iscreated. The cockroach hisses when disturbed or alarmedand males also hiss when they encounter each other. Like

all cockroaches, Madagascar hissing cockroaches have twobrains, stomach teeth (tooth-like plates in their stomachwhich break up food for digestion), and ears on their legs.Cockroaches eat fallen fruit and other rotting vegetation, aswell as carrion.

SPIDERSSpiders belong to a group of animals called arachnids.Contrary to popular belief, spiders are not insects. Unlikeinsects, they only have two body sections: a cephalothorax(a head and a thorax together), and an abdomen. Thecephalothorax contains the eyes, legs, and jaws (called

chelicerae). The abdomen contains most of the organsincluding the digestive tract, the heart and the specializedglands that produce silk. Another way to distinguish spidersfrom insects is that spiders have eight legs whereas insectshave six. Also, unlike insects, spiders do not have mandiblesor antennae.

Although they have eight eyes, spiders do not have greateyesight. They rely mostly on another sense altogether.Spiders have small sensitive hairs that cover their entirebody. Their legs are especially hairy. These hairs pick upvibrations from what the spider is standing on. Spiders do

not have ears; they can hear using these hairs on their legs.Spiders are carnivorous animals. In most cases spiders buildelaborate webs of silk in order to trap unsuspecting insectsAlmost al l spiders are venomous. Like snakes, they possessfangs to injectvenomin their prey. The fangs of mostspiders are too small to penetrate human skin, so they arenot really a threat to humans.

Some spiders, like the bird-eating spider, eat larger prey. Astheir name suggests, they are able to eat small birds such ashummingbirds (although this is not their main prey), as wellas large insects, small rodents, lizards, and frogs. The bird-eating spider is a type of tarantula. Tarantulas are a group of

large, hairy spiders that live either in burrows in the groundor in trees. They come out at night to hunt. Tarantulas canbite, but usually defend themselves by icking hairs from

populated most habitats on Earth. They are found on landand in water, including deserts, rainforests, freshwater ponds,and even in the arctic. Insects diets vary from species tospecies. They wil l eat anything from pollen, to carrion(therotting carcass of a dead animal), to wood.

Insects have an exoskeleton. This means that they have ahard skeleton on the outside of their body rather thanhaving bones on the inside as we do. Insects have three bodysections: the head, thorax, andabdomen. The head containscomplex eyes, mouth parts (mandibles), and antennae. Thethorax is the area where the legs and wings are attached. Theabdomen is the area that contains most of the organs. Allinsects have six legs. Insects move three legs at a time, oneleg on one side of the body and two legs on the other.

Some species of insects hatch from an egg into a miniatureadult or a nymph. However, in almost 90% of insectspecies newly hatched young are known as larva, and look

completely different from the adult form. As they grow, thelarva periodically sheds its exoskeleton which enables it togrow larger. This process is called molting. When an insectgoes from the larval stage to the next developmental stagethey are said to be metamorphosing. Therefore a caterpillarlarva metamorphoses into an adult buttery.


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Once the shell is broken open, the crab backs out of theold exoskeleton. The crab then draws in water, forcing itsnew soft shell to swell. The crabs new exoskeleton will beabout one-third larger than the old one. The newly exposedexoskeleton is soft and the crab is extremely vulnerable andweak. During this time, crabs hide in protected areas such as

marshes and grass beds. It takes about two days for the newexoskeleton to completely harden.

Crabs are opportunistic feeders or scavengers. They catchand eat live prey including sh, mussels, clams, and othercrabs, but will also eat carcasses of dead animals. They arenot strictly carnivores, they eat plant material when theycome across it. Just as crabs prey on many things, they alsofall prey to many animals. They are eaten by sh, birds,other crabs, and people. The blue crab is important to theMaryland commercial shery. Maryland has one of thelargest blue crab sheries in the United States.

Although the crabbing industry is heavily regulated, bluecrab populations continue to decline in the ChesapeakeBay. Many factors have affected their population, includingover shing and habitat loss. Pollutants such as car exhaust,plant and animal waste, and fertilizer are the main factorsimpairing the blue crabs habitat. These pollutants releaseexcess nutrients into the Bay, which can reduce the amountof oxygen in the water. They also can produce algal blooms,which in turn damage the underwater plants that the crabsuse for food, shelter, and as nursery areas for their young.

their abdomen when threatened. The irritating hairs mayland in the eyes or nose of the predator.

While al l spider species spin silk, they do a number ofdifferent things with the ber once they produce it. Not allspecies spin webs, and many do not use their silk for huntingat all. Some spiders use silk to create an egg sac for theireggs. Spiders that live in burrows such as the tarantula willuse silk to line their burrow. Spiders use their silk to wrapup and immobilize their prey. Also, newly hatched spiderscan use silk to parachute from their hatching site to anotherlocation. Spiders often recycle their web. Webs need to berepaired daily, so spiders will eat the silk in order to use theproteins to make a new web.

Have you ever wondered how spiders can walk on walls?Spiders have specialized feet which allow them to climbwalls and trees. The ends of spiders legs contain many ha irs.These hairs t into grooves on wal ls and ceil ings and the

spider can easily move up and down.

CRABSCrabs have ten legs. They belong to a group of animals calleddecapods, deca=ten poda=leg. The rst pair of legs hassharp claws which are used for defense or to hold andcapture food. Usually the next four pairs of legs are forwalking. These walkinglegs have pointed tips which al lowthe crabs to move around easily on substrates such as sandand rocks. Most crabs legs are distributed on either side oftheir body. When they walk, one set of legs leads and theother follows and the crabs therefore walk sideways. Some

crabs such as the spider crab have legs radiating out from allsides of their body. These crabs can move in any direction(back and forth as well as sideways). Other crabs such as theblue crab have paddle-like legs. These paddles on their fthpair of legs allow the crab to swim up and down in the watercolumn.

Crabs, like insects, have complex eyes. Their eyes are perchedon stalks. This allows the crabs to see in many directions atonce. Also, just as insects have a hard exoskeleton, crabs dotoo. This rigid outer skeleton is made of chitin and calcium.Exoskeletons must be shed and replaced periodically by

a new, larger outer skeleton. During this process, calledmolting, the old shell cracks just below the crabs eyesand all the way to the points of the shells. The shell alsocracks along the backside and along the tops of the claws.


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MILLIPEDESThe name mill ipede literally means one thousand legs(milli=1000, ped= leg). Contrary to what their name implies,millipedes do not actually have one thousand legstheyusually have between one hundred and four hundred legs.The record for the most legs on a mil lipede goes to a species

in California known as Illacme plenipes which has 750 legs.

The millipede is easi ly distinguished from its cousin, thecentipede, because the millipede has two pairs of legs oneach body segment whereas the centipede has only one pairof legs per segment. Millipedes are found in dark moistplaces such as under logs, stones, rotting leaf litter, and inmoist soil where they often burrow. They are herbivores;their diet consists of a variety of rotting vegetation. Sincemillipedes require a moist environment, they are more activeat night when there is less danger of drying out. Mill ipedeshave extremely poor eyesight so they must sense their way by

continuously tapping their antennae on the ground as theywalk.

One might think that having hundreds of legs would enablean animal to move very quickly, but actually having so manysmall legs really slows the millipede down. However havingmany legs gives millipedes a lot of power to muscle their waythrough dirt and debris. They are great at bulldozing throughrotting vegetation.

Female millipedes lay eggs in nests that they carefully guard.When a mill ipede hatches out of its egg it has only threepairs legs. Every time they molt, or shed their exoskeleton,

they add more segments and thus more legs. Untilcompleting their rst two molts, they do not eat and they areblind. Before going into molt, the millipede must nd a safeplace to hide, because during this time, they are vulnerableto predation. When threatened, the millipedes main line ofdefense is to coil into a tight ball in order to protect its softunderbelly. They can also excrete a foul-tasting and smellinguid from specialized stink glands.

The giant African mill ipede is found in tropical and subtropical forests in Africa. They are one of the largestmillipedes in the world. They can grow to be twelve incheslong and can be as thick as a persons thumb. On average

they have about one hundred legs.


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Glossary

Abdomen the end segment of the body of an insect orspider that is attached to the thorax which contains most ofthe organs

Amphibian a cold-blooded animal that typically lives onland but breeds in water. Aquatic larvae undergometamorphosis in order to become mature adults

Antennae moveable sensory organs attached to the head ofinsects, typically sensitive to touch and taste

Bivalve an animal characterized by two hard shells whichincase a soft body, for example clams and oysters

Carnivorean animal which feeds on the esh of otheranimals

Carrion the carcass of an animal that is fed upon byscavengers

Cephalothorax the fused head and thorax of an arachnid(i.e. spider) or crustacean (i.e. lobster) containing the brain,stomach, eyes and mouth

Chelicerae appendages located on the cephalothorax of aspider which contain the fangs

Constrictor a snake that coils around and asphyxiates itsprey before swallowing it whole

Cold-blooded an animal that cannot regulate its own bodytemperature and is subject to the surrounding temperature

Decapod an animal that has ten legs such as the crab

Exoskeletonthe hard outer shell of an animal such as aninsect or crustacean that provides support and protection

Invertebrate an animal that does not have a backboneincluding insects, spiders, and crustaceans

Larva the early, immature stage of an animal beforemetamorphosis takes place

Mandiblesmouth parts or jaws of an insect or spider

Molting- the process of shedding an outer layer such as theexoskeleton, permitting growth in the case of arthropodssuch as crustaceans

Nymph- an insect that emerges from the egg as a miniatureadult as opposed to emerging as a larva

Reptile- an animal that is cold-blooded, has scales, breathesair and lays eggs

Tadpole- the aquatic larva of a frog or toad

Thorax- the middle segment of an insect that bears the legsand wings

Venom- a toxic substance that is actively transferred toanother organism to either incapacitate, paralyze, or causepain

Vertebrate- any animal that has a backbone including birds,

sh and mammals


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Resources

NATIONAL AQUARIUM, BALTIMORE, MDaqua.orgThe National Aquarium in Baltimores website provides

information about many animals. The website also includesuseful information pertaining to other teacher resources.

ANIMAL DIVERSITY WEBanimaldiversity.ummz.umich.eduThe University of Michigan Museum of Zoologys Animal

Diversity Web is an online database of animal naturalhistory, distribution, classication and conservation biology

written by students.

SHAPE OF LIFEshapeoflife.orgA revolutionary eight-part television series that reveals the

dramatic rise of the animal kingdom through thebreakthroughs of scientic discovery. The Shape of Life

website features activities and resources, animal facts, and

scientist biographies.

ANIMAL PLANETanimalplanet.comThis website contains a great list of web links to nd

information about animal facts and conservation.


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Activity 1 How Many Legs?

DESCRIPTIONDuring theTwo Legs, Four Legs, Six Legs, More!program,your students will learn about many animals. In this activityyour students will practice their counting and matching skills.They will also become familiar with the animals that they willbe seeing during the program.

PROCEDURE

1. Read the Teacher Background information provided in

this booklet on pages 5-12 and share it with your students.2. Photocopy the How Many Legs?Activity Sheet found on

page 14 for each student. Provide your students withcrayons or markers to color in the pictures of the animalsand the numbers.

3. Tell the students that they must draw a line from theanimal to the number that corresponds with thenumber of legs the animal has. For example the studentswill draw a line from the bird, which has two legs, to thenumber two.

4. This activity can also be used as a matching game. Have thestudents color and cut out the pictures of the animals and

numbers. Then have them pair up the animals and thecorrect numbers.

TEACHER PAGE


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Activity 1 How Many Legs?

How many legs does the spider have? Match the animal to each number by drawing a line to the right answer.

STUDENT PAGE


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Activity 2 Cockroach Puzzle

DESCRIPTIONThe Cockroach puzzleactivity will allow your students to reviewwhat they learned by matching the animals they learned aboutwith their legs.

PROCEDURE

1. Photocopy theCockroach puzzleon page 16. Thereshould be one page for each student.

2. Have your students color the puzzle pieces.

3. Have your students cut out the puzzle pieces (you maywant to cut these out for them).

4. Have your students t the pieces of the puzzle togetherexplaining the different parts of the animal and what eachpart is for:

Antennae moveable sensory organs attached to thehead of insects, typically sensitive to touch and taste

Head contains the eyes and mouthparts.

Legs the knees of cockroaches are where their ears are!

Body contain the stomach, where the legs attach.

5. Your students may glue the pieces together or they maysave the pieces to use the puzzle again.

TEACHER PAGE


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Activity 2 Cockroach Puzzle

Cut along the dotted lines, then paste the bug together so it looks like the picture below.

How many legs does this animal have? How many pieces are there?

STUDENT PAGE


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Activity 3 Number Tracing

DESCRIPTIONTheNumber Tracingactivity lets your students to review what theylearned about the animals, while practicing their writing skills.

PROCEDURE

1. Review with your students the animals that they learnedabout during theTwo Legs, Four Legs, Six Legs, More!program. These may include birds, frogs, sea stars,hissing cockroaches, spiders.

2. Make a copy of each of theNumber TracingActivitySheets found on pages 18-22. There are ve ActivitySheets: bird, frog, sea star, hissing cockroach, and spider.

3. Provide your students with crayons or markers to colorthe sheets.

4. Have your students trace the number which corresponds tothe number of legs the animal has (i.e. For a frog, trace thenumber four).

TEACHER PAGE


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STUDENT PAGE

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TwoLegsFourLegs PreK-K FINAL

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