Animal Families

Revel in the creativity of the English language when learning about animal groups and their unique names. Present a visual display of your students’ research in their own creative ways.

  • 1.

    In small groups, have students choose an animal family to research. Develop a checklist of what they need to learn about this family including what they are called when in a congregation or group. Remind the students that their findings must be illustrated visually in a poster (habitat, food, etc.).

  • 2.

    On a piece of large white paper, students draw their first draft using Crayola® Erasable Colored Pencils. For the final illustration, they fill their poster with Crayola® Crayons.

  • 3.

    To label each poster with the animal group’s name, students cut strips of paper using Crayola® Pointed-Tip Scissors and attach labels to each poster using a Crayola® Glue Stick.


  • LA-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • LA-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • LA-Demonstrate understanding of word relationships and nuances in word meanings.
  • SCI-Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
  • SCI-Make observations of plants and animals to compare the diversity of life in different habitats.
  • VA-Students will initiate making works of art and design by experimenting, imagining and identifying content.
  • VA-Students will investigate, plan and work through materials and ideas to make works of art and design.
  • VA-Students experience, analyze and interpret art and other aspects of the visual world.


  • For older students, assign a word used to describe a group of certain animals to each student. Look up the meaning and learn the spelling of words such as battery (of barracudas), obstinacy (of buffalo), wake (of buzzards), quiver (of cobras), murder (of crows) or a tower (of giraffes). Encourage the students to speculate as to the reasons why these words are used to describe animal families. Ask them to supply what they believe would be more appropriate choices.
  • For more word play, read aloud Fred Gwynne’s The King Who Rained.
  • Study the terms used to describe animal babies. Create a matching game with both names of animal groups and names of offspring.