Animal Visit Reflections Form
Animal Education
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Grade Levels
PreK - 12th, Homeschool
Subjects
Resource Type
Standards
NGSS1-LS1-1
NGSS3-LS4-3
NGSS2-LS4-1
NGSSMS-LS3-1
NGSSMS-LS3-2
Formats Included
- Google Forms™
- Internet Activities
Animal Education
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Made for Google Drive™
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Also included in
Having animals visit your classroom or school? Want a way to have a discussion during or after the visit and maybe collect data from students while connecting the animals into Social-Emotional Learning? This google slides / form resource is for you!This was created in my classroom for when Exotic ZoPrice $4.00Original Price $4.50Save $0.50
Description
Having animals visit your classroom or school? Want a way to collect data from students and connect the animals into Social-Emotional Learning? This google form resource is for you!
This was created in my classroom and I had such a great time reading through the students’ responses as to a variety of questions. A few examples are “how were you feeling after the visit”, “do you want to see animals more”, “what is one fact about an animal you can share out? “
This resource pairs well with the Animal Visit Reflections activity that is on TPT under Animal Education.
Total Pages
Answer Key
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Teaching Duration
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Standards
to see state-specific standards (only available in the US).
NGSS1-LS1-1
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.
NGSS3-LS4-3
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
NGSS2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats. Emphasis is on the diversity of living things in each of a variety of different habitats. Assessment does not include specific animal and plant names in specific habitats.
NGSSMS-LS3-1
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
NGSSMS-LS3-2
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.
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