Grade Levels: K-5
Lesson by: Pat Hale

Subject areas: Life Science-Living Environment

Objective: Students will compare and contrast the ways that penguins are different to flying birds.

Standard: 4.1 Diversity of Life
Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

Standard is from-- The Indiana Science Proficiency Guide

Time Requirement: 2 days

Suggested materials:

1. Internet access & web browser
2. outline copy of a Venn diagram
3. resource books on penguins and birds
4. pictures of flying birds and penguin
5. materials for Activity 2

1. Start off the discussion talking about that fact that penguins are birds. Show pictures of flying birds and penguins. Discuss all of the ways that penguins are like flying birds and how they are different.
2. Discuss the habitats of penguins, that they are water birds and spend most of their time in the ocean diving for food. Compare this to the habitat of flying birds.
3. Using a Venn diagram have students show how penguins are similar to and how they are different from flying birds.
4. Create a large Venn diagram on large paper and share the ideas generated by the class. Focus on the ideas of how the penguins are different.
5. Discuss the differences in body shape, shape of wings and tail, beak & feet, and special kinds of feathers.
6. Once these differences have been discussed go to How Have Penguins Adapted to Their Environment. This site can be used individually, with small groups, or with a large group with a computer projection to a large screen. This site will help students see how the penguin is different from regular flying birds.
7. Discuss with students how they think the penguins keep warm in the coldest place on earth. Write the suggestions on the board or on large paper. After the discussion go to How do Penguins Keep Warm and do the Activity and suggested discussion questions.
8. Once these activities have been completed have students describe how penguins keep warm. This can be done with writing or drawing a picture. Also compare their responses now to what was suggested before the activity.
9. After doing these activities, students may add more ideas to the Venn diagram.
10. Using the ideas from the discussion and the website about how penguins have adapted to their environment, have students work in small groups or individually to design a new animal that lives in the water and on the land. They could draw a picture and write sentences describing their animal. Younger students could use modeling clay to design their new animal species.

1. The Venn diagram could be used to assess the students' learning process. Each student will be responsible for developing their own Venn diagram, adding ideas as they complete activities.
2. A Concept map could also be used to assess what students understand about the special features of penguins.
3. Before the lesson begins the teacher could use a KWH Chart with the students. Responses could be recorded on a large chart. Students would share "What they know about penguins", "What they would like to know?" When the activities are completed then students will share what they learned. This could be done as a large groups or individually. This could be used to assess if students have developed an understanding of the objective.
4. The online Quiz 1 could be used to evaluate students. This could be done online or the test could be printed and copied for students to use.