GEMS project

112.3. B. (1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to:

(A) demonstrate safe practices during classroom and field investigations; and

(B) learn how to use and conserve resources and dispose of materials.

112.3. B. (4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:

(A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances; and

(B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.

112.3.B. (6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to:

(D) observe and record the functions of animal parts.

112.3.B. (9) Science concepts. The student knows that living organisms have basic needs. The student is expected to:

(B) compare and give examples of the ways living organisms depend on each other and on their environments.

CONCEPT STATEMENT:

Raccoons are nocturnal animals found throughout the United States. During the day raccoons usually hide in their tree homes or in another safe and warm area. Raccoons tend to find holes that are sized appropriately for their bodies. Although raccoons vary in size, fully-grown raccoons may grow later than 3 feet long. The average fully-grown male raccoon weigh approximately 10–15 pounds and a fully-grown female raccoons weigh approximately 6–12 pounds. Records show that some raccoons, which have lived in close proximity to humans, weighed in at over 60 pounds! Raccoons have fur covering their bodies, have four legs on which they walk, and have bushy stripped tails that are smaller than their bodies. Their faces are known for their mask of dark coloring around their eyes, little ears, and whiskers.

The Humane Society of the United States 2100 L Street, NW Washington, DC 20037

202-452-1100

http://www.hsus.org/wildlife/a_closer_look_at_wildlife/raccoons.html

LHS GEMS Tree Homes Teacher Guide p. 71

PERFORMANCE OBJECTIVES:

1. Students will be able to estimate the size of the body parts of a raccoon via comparison to other given body parts; such as the body, tail, legs, head, ears, eyes, and nose.

2. Students will be able to distinguish a raccoon from other animals found in tree homes.

3. Students will be able to locate which hole a raccoon would choose to live; the small, medium, or large hole within our tree

4. Students will be able to describe where raccoons live and that raccoons are nocturnal.

RESOURCES:

For whole group:

1 large cardboard tree
1 toy raccoon that fits into the middle-sized hole of the cardboard tree, or a raccoon puppet
1 toy garbage can, or a plastic container, preferably with a lid
1 poster of The Raccoon
Several warm adult sweaters, small quilts, bath towels, or child-size blankets
Old socks
Face paint or black crepe paper

Optional resources:

Other raccoon pictures
Flashlight or small lamp

SAFETY CONSIDERATIONS:

Explain to the class that when the lights are dimmed it is very important for them to stay seated as to avoid any accidents.
Remind the children of classroom rules for creative play time prior to the lesson.

SUPPLEMENTARY MATERIALS, HANDOUTS:

No supplementary materials or handouts

The Five-E Tables

Specific Considerations for each of the 5Es:

Engagement: Introducing the Raccoon		Time: 10 - 15 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Gather the students on the floor in half circle in front of the cardboard tree. Tell children that we will be learning about A Day in the Life of Mr. Mask—Our Friend the Raccoon. Probe students for prior knowledge they have about raccoons.	1. What do we know about raccoons? 2. Does anyone want to share an experience you had with a raccoon? 3. When did you see it?	1. They eat garbage 2. They live in dumpsters 3. They are bad 4. They are mean 5. I’ve seen one! 6. At night.
Show students a toy raccoon or a puppet raccoon. Pass it around for children to observe the toy or puppet.	1. What do you notice about the coloring of the raccoon? 2. What can you tell me about its tail? 3. What can you tell me about its face?	1. Its tail is long 2. Its tail has lots of strips 3. It wears a mask; someone put a mask on its face 4. It looks like a rat
Draw the students’ attention to the cardboard tree. Introduce the tree as a place where raccoons may live.	1. In which hole do you think this raccoon would live? 2. Why do you think raccoons live in trees?	1. The hole on the top 2. The largest hole 3. Because they could be friends with the bears 4. It’s dry 5. It’s saef

Exploration: Teacher performance of the raccoon Drama: A Day in the Life of Mr. Mask

Time: 15 – 20 minutes

What the Teacher Will Do

Partially darken the room so it sets the nighttime mood. Tell a story and act out a short drama about Mr. Mask’s Day using the toy or puppet raccoon.

Probing Questions

1. What do you think will happen next?

2. Do you think the raccoon should be awake or asleep when the sun is shinning.

Student Responses

Potential Misconceptions

1. Students may give examples of what the raccoon will do next out of order

2. May think the raccoon sleeps during the night, like people.

Explanation: The Raccoon Poster		Time: 10-15 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Show the raccoon poster to the children. Have the students find the raccoon’s mask, eyes, ears, nose, whiskers, tail, and fur.	1. Why do you think a raccoon has a mask? 2. How many stripes are on the raccoon’s tail? 3. Do all raccoons have the same amount of strips on their tails?	1. They have a mask because they are born with the mask 2. They have a mask because they like to look cool 3. Raccoon tails all have different number of stripes on them.
Ask the students to look closely at the raccoon. Have them count the number of legs and toes the raccoon has.	1. How many legs and toes do you count? 2. Why do you think they have this many legs and toes? 3. What can you tell me about the number of toes a raccoon has compared to the number of toes you have? 4. What else can you tell me about the raccoon? 5. Why do you think raccoons are covered in fur?	1. They have six toes on each foot. 2. Raccoons have two legs; the other two are arms. 3. Raccoons are covered in fur because all animals are furry.

Elaboration: Staying Warm		Time: 10 – 15 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Show the students other pictures and/or toys of raccoons. Include pictures and/or toys of cats, foxes, squirrels, and other animals with furry tails.	1. Can you tell me what kind of animals you see in these pictures? 2. How are these animals different? 3. What do these animals have in common?	1. All have four legs 2. All have mouths, eyes, whiskers, etc 3. They may say the incorrect animal name for a given picture/toy.
Have students concentrate on the animals’ tails. Point out the tails of each animal to the children. Talk about how the furry tails help keeps these animals warm.	1. Why do you think all of these animals have furry long tails? 2. What do you think they use them for?	1. To hit other animals 2. To cover their bottoms 3. Wag their tails when they are happy like dogs do

Evaluation: Class discussion/participation and Raccoon Creative Play Time		Time: 15-30 minutes and informal evaluation also throughout the lesson
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Throughout activities discuss and question students to assess their understanding of topics and concepts covered.	(See above)
Informal assessment of students’ understanding through their participation and answers to probing questions.
Give students homemade raccoon tails (previously made), sweaters, the toy raccoons, and raccoon masks (previously made). Allow the students to have some time for creative play	1. What are you pretending? 2. What part of a raccoon’s day are you acting out? 3. Why are you climbing into the tree? 4. Which hole would you have to use if you were a real raccoon? 5. What could you do to get warm if you were a raccoon?	1. Raccoons are awake when the sun is shinning. 2. Raccoons use the bottom and biggest hole of a tree. 3. Raccoons put on sweaters if they are cold.