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Books Used
If Anything Ever Goes Wrong at the Zoo by Mary Jean Hendrick
Never, EVER Shout in a Zoo by Karma Wilson
My Visit to the Zoo by Aliki
Zany Zoo by William Wise *optional book; consider using this book if you want extra language arts lessons

Library List
Animal Strike at the Zoo. It's True! by Karma Wilson
Going to the Zoo by Tom Paxton
Zoo by Gail Gibbons
If I ran the Zoo by Dr. Seuss
Put me in the Zoo by Robert Lopshire
Atlas of Animals (a first discovery book) created by Gallimard Jeunesse
Usborne Children's Picture Atlas
The Atlas of Animals by Linda Sonntag
What's It Like to Be a Fish? by Wendy Pfeffer
Zoo Guide: A Bible-Based Handbook to the Zoo

The next five books on the list are part of a series (Science of Living Things).  The information at amazon says grades 3rd-5th, but I've used parts of these books with my kindergarten aged student; also, pre-read as there is some evolutionary content.
What is a Mammal? by Bobbie Kalman
What is a Reptile? by Bobbie Kalman
What is a Amphibian? by Bobbie Kalman
What Is a Fish? by Bobbie Kalman
What Is a Bird? by Bobbie Kalman

Library List for Preschoolers
Panda Bear, Panda Bear What Do You See? by Bill Martin
1, 2, 3 to the Zoo!  by Eric Carle
Zoo Animals by Brian Wildsmith
Goodnight Gorilla by Peggy Rathmann

Zoo Notebooking Pages
(set of 25 pages for your student to write reports, create fact sheets, write short stories/poems, use for copywork, etc.)

Zoo Scavenger Hunt Booklets
Directions for I Spy booklets: while at the zoo have your student write the name of the animal he spies that matches the description; when you get home, let him draw pictures (or paste in photos he took) in the frames.

Lapbooking Resources

Animal Shape Books (for your lapbooks and other projects); find more at www.abcteach.com

Websites
Jan Brett Videos(how to draw different zoo animals)
Jan Brett Coloring Pages (oodles of zoo animals)

Never, EVER Shout in a Zoo by Karma Wilson

 

Science: Animal Classification
Many different kinds of animals live at the zoo (ask your student to list all the animals he remembers from the book).   You may want to write down the animals your student remembers.  Can your student group the animals?  Ask him to group them in different ways (animals that can fly vs. animals that can't; animals with two legs vs. animals with four; animals who live in water vs. animals who live on land; etc.)  Tell your student that scientists have grouped animals in a special way-- they've grouped animals based on their similarities and differences.  One of these groups in the Animal Kingdom is called Vertebrates.  Within the classification Vertebrates (animals with backbones-- show your student his backbone and let him find your backbone), there are five different categories:
Mammal
Reptile
Bird
Amphibian
Fish

Discuss these different categories with your student starting with the easiest two-- bird and fish.  How do we know an animal is a bird?  What kind of characteristics can we note?  (feathers, it can fly, it has a beak, lays eggs, builds a nest, etc.)  What kind of characteristics does a fish have?  (lives in the water, has scales, breathes through gills).  Tell your student that there are a few other groups, too.   Discuss using the lists below.  Use the Vertebrate Characteristic Chart  to reinforce the concepts learned in this lesson.  Your older student may want to make five matchbooks (one for each type of vertebrate) for her lapbook.

Reptiles
The word reptile means "to creep"
scales
breathe air
usually lay eggs
cold-blooded (body temperature depends on the temperature of their environment)
Reptile Extremes (this information may make a fun minit book for your older student)

Mammal
covered with fur/hair
warm blooded
usually give live birth
nourish their young with milk
breathe air with lungs
More Mammal Information

Amphibian
spend part of their lives under water (using gills to breathe)
spend the remainder of their lives on land (using lungs to breathe)
cold-blooded (body temperature depends on the temperature of their environment)
all have porous skin, most have slimy skin (keep their skin healthy with a moist layer of mucus)
lay eggs

Bird
have wings
lays eggs
have feathers
have a beak (no teeth)
strong, hollow bones
powerful flight muscles
a skeleton in which many bones are fused together or are absent

Fish
live in water
cold-blooded
most fish breathe using gills
most have scales
most lay eggs, but a few give live birth

Zoo Animal Riddles Book
This is a fun minit book to include in your lapbook.  You can use it to discuss rhyme, and it also can be used for some handwriting practice for your younger student.
Zoo Animal Riddles (minit book)

Note:  If you are choosing not to use the book, Zany Zoo for this unit, you may want to teach the rhyme lesson with this book. 

If Anything Ever Goes Wrong at the Zoo by Mary Jean Hendrick



Occupations: Zookeeper
In this story Leslie encounters many of the animal keepers.  What do animal keepers and people who work at the zoo do all day?  They stay busy feeding animals, cleaning their living spaces, and working to keep them healthy.   Zookeepers observe the animals to see if they are sick or hurt; they also keep records for each animal and tell a veterinarian if there is a problem.  Sometimes the keepers get to give the animals objects to play with and explore; they also hide food for the animals to find.  A keeper may train an animal as well; this helps caring for the animal easier.  An example of this would be training an elephant to lift its feet so their feet can be checked.  You've probably also encountered a zookeeper who is teaching people at the zoo about animals.  They answer questions and give presentations in order to help you learn more about the animals.
(Source; be sure to visit this website if your student is interested in learning more about being a zookeeper.)

After you read the information about zookeepers (or if you have the opportunity, some library books about zookeepers), have your student record what he has learned in the Zookeeper Hot Dog Book for his lapbook; follow these instructions for how to fold a hot-dog book.

Science:  Animal Homes
Each animal in the story has specific needs at the zoo.  This is true in the wild, too.  Different animals live in different places of the world and have different kinds of houses.  Discuss some of these with your student.   Most of this information comes from Kidport where you can find even more animal home information if your student is interested.
 
Animal Homes Cards by kizclub for your younger student to match (if you're making a lapbook, include a pocket for these cards with the words animal homes on the front)

Nests
Most people think of birds as the ones who build nests, but other animals live in nests as well.  Nests are made as a home for the animal and its eggs.  Many nests are bowl shaped and found in trees, but some animals build their nests on the ground, in buildings, and in other places.  Nests are formed from twigs, leaves, grass, and even other materials such as yarn or string; they are held together with mud or saliva.
Lapbook Minit book to record information in-- Animal Homes Nests (shape book)
Your older student can write information about nests/animals who build nests in the book; your younger student may want to use the blank eggs to draw/paste pictures of nest-builders.

Caves
Cave Dwellers hot-dog minit book   
Cut out the cave dwellers booklet and follow these instructions for how to fold a hot-dog book
Read and discuss the following information about animals who live in caves.  Let your student record facts or pictures in the hot-dog minit book.

Bats
Bats. being nocturnal animals, come out at night in search of food.  Oftentimes, they make their homes in caves-- a nice place to block sunlight so they can sleep during the day.  They hang upside down from the roof of a cave (or a hollow tree) by hooking their feet into the cracks.

Sea Creatures
Plenty of sea creatures can be found in caves underwater.  Crabs and sea urchins bury themselves in the rocks.  The morey eel likes to live in the small holes of a coral reef; hiding in the holes allows the eel to quickly emerge and grab passing fish for a meal.

Bears
Some bears of the world like to live in mountainous areas where a cave can provide shelter. 

Trees
Animals often make homes in old hollowed out trees. The tree provides both shelter and protection from other animals and predators.
Who Lives in a Tree (small accordion book) If you want, you can make this book into a tree for your lapbook.
Your older student can write information in this book; your younger student may want to fill it with a collage of pictures. 
To assemble this book, cut the book out as one piece.  Fold on the dotted lines, so you have an accordion.  You can choose whether or not you want your student to write the title on or you can use the pre-written title (who lives in a tree).  Color the front of the accordion book brown.  This is going to be your tree trunk.  Let your student cut a shape (that resembles the top of a tree-- like a cloud) out of green paper (if you don't have green, you can let him color some white paper).  Glue the shape down to the lapbook.  Glue the back of the accordion in your lapbook overlapping the green tree top until your student approves of how it looks.  Now, you have your tree!  

Owls
Most owls prefer to live in wooded areas, so a tree is the obvious choice; however some owls find an old church steeple or old building to live in.

Monkeys
Monkey's fingers and toes are well adapted for living in trees, allowing them to run and swing from branch to branch.

Snakes
Some snakes, such as the green tree python live in trees.  The Green Mamba of Africa, also live in trees; hanging out in trees helps them catch their dinner (lizards, bird's eggs, and small rodents).

Science:  Animal Diets
Part of the zoo keeper's job is to feed the animals.  Do you remember what the monkeys in the story ate?  All animals can not/do not eat the same food.  What do different animals eat? 

Use this activity sheet with your younger student-- What Do They Eat? from Kizclub

Discuss the following information with your older student:
Some animals are herbivores.  This means they only eat plants. 
Other animals are carnivores meaning they feast on meat (remember, insects are animals/meat). 
And, another category are omnivores-- they eat plants AND animals!  (Are you an omnivore?)

Let your student research a few different animals to discover who eats what.  Use the Animal Diet Venn Diagram to record your answers. 
This may also lead into a rabbit trail discussion on food chains.

Science:  Your Own Zoo!
If you could bring home zoo animals, who would you choose?  Let your student pick some animals to put in his own zoo (if you are going to use the minit book mentioned below, have your student choose four animals).  Have him research what type of home/habitat they would need; help him decide how he would construct it (dream big!);  what would he feed the animals? (he will need to research this as well).  Any other special needs?   Record his answers in this  If I Ran the Zoo minit book.  There are four separate sections for your student to write in.  He can write the names of the animals on each outer flap (triangle) and the collected information (and creative information) in the area underneath the flap. 

My Visit to the Zoo by Aliki



Science:  Biomes/Animal Habitats
Many different kinds of environments exist on planet earth.  These environments vary in temperature and precipitation which lead to varying plant and animal life found in each area.  The areas can be grouped according to the complex communities created by the climate and plants and animals that reside in each area; we call these communities biomes.

You may want to supplement this lesson with library books about various biomes.  As your student begins to understand what each different biome is like, have him record notes into this layered book; you can print this on various colors of paper if you like.  Simply cut it out and stack it in order (smallest to largest) and staple at the top).  I've included sections in the layer book for tundra, forests (make sure he includes all three), deserts, grasslands, and aquatic.  I do not discuss aquatic biomes in the lesson below because they are so diverse.  You could leave this page off the book if you'd like or you can research various aquatic biomes (swamp, march, pond, coral reef, ocean, etc ) and learn about those, too.   If your student is ready, let him do the researching on his own.

Preschool Sheet-- Where do they live? (from Kizclub)

Tundra
This region is also known as the arctic and consumes the area around the north and south poles.  The temperatures are extremely low keeping the land frozen all year.  This land is barren-- very little plant life lives in this habitat (some shrubs, sedges, mosses, lichens and grasses) and the animals have adapted to live in this extreme cold.   Some of the animals you will find in this region include caribou, musk-oxen, wolverines, wolves, artic foxes, polar bears, snowshoe rabbits, lemmings, sandpipers, and plovers. 

Forests
This region can be separated into three different regions:  coniferous forests, deciduous forests, and rainforests.

1.  Taiga/Coniferous Forest
The taiga is the largest biome in the world and  also referred to as the coniferous forest or boreal forest.  This region is close to the tundra and still has extremely low temperatures and low precipitation.  These forests include needle-leaf trees and produce cones (such as pinecones).  These evergreens have waxy needles that help protect them in the extreme temperatures of winter.   There is limited animal and plant diversity because of the cold temperatures. The animals in this habitat are either equipped to live within these temperatures, or they were designed with the knowledge and ability to migrate south during the harsh winter months.  Animals of the taiga include many predators like the lynx, wolverine, bobcat, mink, and ermine.  They hunt the herbivores of the taiga-- snowshoe rabbits, red squirrels, and voles.  You may also find red deer, elk, and moose in the regions of the taiga that include more deciduous trees. 

2.  Deciduous Forest
A deciduous tree is a tree that loses its leaves during the winter months.  Deciduous forests are filled with these types of trees.   These kinds of forests are found all over the world-- the eastern half of North America, the middle of Europe, all over Asia (southwest Russia, Japan, and eastern China), South America (Chili and Middle East coast of Paraguay), New Zealand, and southeastern Australia. 

This biome gets to experience all four seasons: spring, summer, fall, and winter (unlike the taiga and tundra who only experience summer and winter).   Due to this biome's temperate climate, animals and plant life are plentiful.    Animals you may find in the deciduous forest include:  fox, ant, frog, mallard duck, earthworm, cardinal, muskrat, brown bear, deer, bald eagle, beaver, rabbit, raccoon, squirrel, black bear, turkey, and many more.  Deciduous Forest Animals  (scroll down for print-outs)

3.  Rainforest
The tropical rainforest is located close to the equator; this is where the greatest amount of rain falls in the world-- often more than 100 inches yearly. Temperatures remain high throughout the year rarely dropping below  68 °F (20 °C).   This region more plant and animal life than any other.    Rain Forest Animals

Grasslands
Grasslands are also known as savannas, plains, steppes, prairies, and pampas.   They are usually the regions found between forests and deserts.  These areas are covered with -- GRASS!  You will also find a few trees and shrubs scattered about.  The temperatures vary from location to location with several short wet seasons.   Some common animals in the grasslands are Coyotes, Eagles, Bobcats, the Gray Wolf, Wild Turkey, Fly Catcher, Canadian Geese, Crickets, Dung Beetle, Bison, and Prairie Chicken.

Deserts
The desert regions cover about 20% of the world and are considered the harshest environment of all.  This is due to little rainfall and extreme temperatures.  Usually temperatures change from season to season, but in the desert , they change from very hot days to very cold nights.   Because of the environment, little plant and animal life exist  in the desert.  You could expect to find a various types of burrowing animals, snakes and other reptiles, birds, insects, and arachnids.

Please note:
This is not an all inclusive section of biome information.  Different sources vary on the major biomes of the world.  Other biomes (not included here) are
Cave- Terrestrial
Chaparral (or scrub)
Alpine (mountainous regions)

If your student is very interested in biomes, please help him find the necessary resources to research and learn more.
 
Science:  Endangered Animals
This book devotes some time discussing endangered animals.  An endangered animal is one whose species is in danger of extinction.  Ask your student to try to think of ways that you can help endangered animals.  She may need some prompting from you, but help her try to think of some solutions for this problem.  Also, if you go to the zoo, be sure to discuss this question with the zoo keepers if you have the opportunity.

You can help protect endangered animals.  Here are a few ways how
1.  When you visit a park or nature reserve, talk to the ranger to find out if there are any threatened species.  Ask how you can help the rangers with their conservation work.  Make sure you follow the wildlife code at the park:  follow fire regulations; leave your pets at home; leave flowers, birds’ eggs, logs and bush rocks where you find them; throw your trash away in a plastic bag and take it home to dispose of it.
2.  Build a birdfeeder for your neighborhood birds. 
3.  Remove weeds and plant native plants.  Native grasses, flowers, shrubs and trees are more likely to attract native birds, butterflies and other insects, and maybe even some threatened species.
4.  Compost in your own backyard, so you can use that in your garden instead of chemical fertilizers which are harmful to animals
5.  Recycle your trash.  Try to reduce the amount of garbage and waste your family produces.

You have two lapbooking options for this lesson.  You can make an Endangered Animals tab book in which your student compiles information about three endangered animals (or three ways to help endangered animals, or you can use this Endangered Animals triangle book.  In this book, your student will write the definition for endangered and extinct.  She will also compile a list of endangered animals and a list of ways to help endangered animals.  When you paste this book into your lapbook, you should make sure that the phrase "ways I can help" is on the bottom triangle. 

Mammals: Primates
The book mentions primates on the first few pages.  Discuss primates with your student.
Primates are intelligent mammals who mostly live in trees; they are also known for their forward facing eyes (which allow them to see in three dimensions and to judge distances), their opposable thumbs (they can reach out and touch the tips of their other fingers which allows them to hold objects; not all primates have this ability).  There are two main groups of primates-- lower primates (lemurs, bushbabies, and tarsiers) and higher primates (monkeys and apes).  Many people generalize the higher primates into one group referring to all higher primates as monkeys; however, higher primates are split into three unique groups (which is what we will focus on for this lesson) and include monkeys and apes.  

1. New World Monkeys
-found in the tropical rain forests of Central and South America
-broad, flat noses
-nostrils that face sideways
-a distinctive arrangement of teeth
-prehensile tail (works as an extra limb)
-most are diurnal (wake during the daylight hours)
-diet includes leaves, fruit, nuts, other parts of plants; some eat insects or small animals (such as lizards and baby birds)
-can live alone or among others in small or large groups
-thumbs (when present) are not highly opposable
-includes spider monkeys, howler monkeys, squirrel monkeys, marmosets, tamarins, and uakaris (among others)

2.  Old World Monkeys
-found in Africa and Asia (other than the Barbary found in Europe)
-nostrils that stick out and face downward
-some live in trees, some forage on the ground
-tails (if present) are not prehensile
-most are diurnal
-thumbs on both limbs (arms and legs) are highly opposable-- they help grasp and hold objects (that would be like us being able to use our toes like our thumbs!)
-includes baboons, Red colobus, Mandrill, Douc langur, Gelada, King colobus, Redtail monkey, Vervet monkey, and others

3.  Apes
-most intelligent primates
-found in Africa and Asia
-spend many years looking after their young
-they can sit or stand upright
-have barrel chests and shorter spines than Old World Monkeys
-arms are longer than their legs
-great apes include chimpanzee, bonobo, gorillas, and orangutan
-lesser apes include gibbons

Chimpanzee Coloring Page from abcteach.com

Lapbook Componet:  Primates Flip-Flap Book

Zany Zoo by William Wise



Note: this book was added for those who would like additional language arts lessons; it's a fun read aloud, and while I think students of all ages will enjoy it, your older students will especially find it funny.  Sometimes you'll shake your head, sometimes you'll scratch your head, and other times you will laugh out loud!
Use your own discretion, but you may only want to use the first lesson with your younger student.

Rhyming Words
Choose one of the poems to read with your student.  When you are finished, read the poem again emphasizing the rhyming words.  Read it one more time and stop before each rhyming word-- prompt your student to fill in the "blank" for you.   Many poems (especially children's poems or fun poems) use rhyming words at the end of lines; our ears like the way rhyme works!  It helps us remember things; it's also just plain fun. 

Try playing this rhyming word memory game with your student; it's like regular memory (or concentration) except that you have to find two words that rhyme instead of two cards that are the same.  For an extra challenge, tell your student he has to think of ANOTHER word that rhymes with the two cards before he can win the pair (and, of course, when it's your turn, you must do the same).   For another variation, have your student use the two words in a sentence together before he can win the pair.   If you don't want to play the memory game, you could simply allow your student to match them up in rhymes (while looking at all the cards) and make sentences with the matches. 

Rhyme Cards for Game (You could make a pocket in your lapbook to store your cards)

Puns
The poems in this book abound with puns!
A pun is the humorous use of a word in such a way as to suggest different meanings or of words having the same sound but different meanings.  Some examples from the poems in the book are listed below.

Alliteration
William Wise chose to alliterate many of the poem titles in this book (and the title-- Zany Zoo).  Alliteration is the repetition of initial consonant sound.  Look through with your student and point out some examples.  Can your student find some examples as well?

"Lambert the Lion"
"Young Yuri, the Yak"
"Rob the Racoon"
"Harry the Horse"
"Pedro the Panda"

Think of some zoo animals.  Try to make titles out of their names that include three or more alliterated words such as "Kate the crazy kangaroo" or "Sam the super star snake"; have fun!  You could also use this prepared minit book, Zoo Animal Alliterations, to record your student's alliterations.  After you've completed the lesson, cut all the pieces out, stack them together, and punch a small hole in one end.  Secure a brad fastener in the hole.  You can make a pocket in your lapbook to put this fanbook in.

Limerick
"Young Yuri, the Yak" is a limerick, a humorous poem five lines long in which the first, second, and fifth lines have one rhyme while the third and fourth lines have another.  Edward Lear made this type of poetry popular, and you may enjoy reading some other limericks with your student.  There are generally nine syllables in the first, second lines, and fifth lines with six syllables in the third and fourth lines.  Have your student help you count the number of syllables in "Young Yuri, the Yak"-- how many in each line?   Many limericks also often include internal rhyme, alliteration, and assonance. In early limericks, the last line often essentially repeated the first, though that is no longer customary.

Write a poem
Maybe your student will be inspired to write his own animal poem after reading Zany Zoo.  Encourage your older student to write at least one limerick.  Be sure to add your poem(s) to your lapbook or notebook.  You can also encourage your student to use puns and/or alliteration depending on which lessons you studied.

Vocabulary
This book abounds with great vocabulary words. Let your older student choose 2-4 of his favorite poems from the book; ask him if he knows what all the words mean.  Which ones does he not know?  Let him make his own vocabulary lesson (help him use a dictionary to find the answers to the unknown words).  You may even want to include a Zany Zoo Vocabulary Pocket in your lapbook.

Additional Lessons and Activities

Geography:  Animal World Map
Your student may enjoy browsing an animal atlas.  See library list for suggested titles. 

Project:  Make an Animal World Map
After you and your student have finished looking at the animal atlas together, tell her you are going to make a little animal atlas.  Print World Map File (It includes a world map on a two page spread plus animal clip art and continent names for cutting/pasting).  Cut out the two pieces of the world map and glue or tape them together.  Help your student (as needed) cut out the continent names and clip-art; paste them in the appropriate places using your animal atlas as needed. 

Here are the names of the animals provided in the file
North America-- bald eagle, bison
South America- llama, toucan
Europe- badger, marmot
Australia- kangaroo, platypus
Antarctica (you will have to draw this on your world map)- penguin
Asia- tiger, camel, panda bear
Africa- flamingo, elephant, lion

Your student may also want to add pictures of whales, dolphins, fish, etc. to the oceans of the world.  Here are some more animal clips to add to your map, if desired.

Advanced Option:
Let your student use a copy of the world map from the printable file listed above and label the seven continents.  He may also enjoy making his own animal map.  Have him choose some animals from the atlas and draw them on plain white paper.  Cut out the animals and glue them in the appropriate places.  

Copywork: Poetry and Bible Verses
Read the following passage to your student.  Discuss.  Determine what your favorite animals are that God made.  Talk about the variety that God made.  Does your student know any amazing animal trivia?  Discuss how this points to intelligent design.

You can also use portions of this passage for copywork each day; you will be able to find many pages in the Zoo Notebooking Pages to suit your copywork needs.  
 
Genesis 1:20- 25
Then God said, “Let the waters teem with swarms of living creatures, and let birds fly above the earth in the open expanse of the heavens.” God created the great sea monsters and every living creature that moves, with which the waters swarmed after their kind, and every winged bird after its kind; and God saw that it was good. God blessed them, saying, “Be fruitful and multiply, and fill the waters in the seas, and let birds multiply on the earth.” There was evening and there was morning, a fifth day. Then God said, “Let the earth bring forth living creatures after their kind: cattle and creeping things and beasts of the earth after their kind”; and it was so. God made the beasts of the earth after their kind, and the cattle after their kind, and everything that creeps on the ground after its kind; and God saw that it was good.

Here is a poem that you may want to consider for copywork (use portions for your younger student; see ideas below):

All things bright and beautiful,
All creatures great and small,
All things wise and wonderful,
The Lord God made them all.

Each little flower that opens,
Each little bird that sings,
He made their glowing colors,
He made their tiny wings...

He gave us eyes to see them,
And lips that we might tell,
How great is God Almighty,
Who has made all things well.

Cecil Frances Alexander

Ideas for younger student
"then God said Let the waters teem with swarms of living creatures..."
"God created every winged bird after its kind."
"God made the beasts of the earth after their kind."
"God saw that it was good."
All creatures great and small...
The Lord God made them all.

Ideas for older students
"God created the great sea monsters and every living creature that moves, with which the waters swarmed after their kind; and God saw that it was good."
"God said...let birds fly above the earth in the open expanse of the heavens."
"God made the beasts of the earth after their kind, and the cattle after their kind, and everything that creeps on the ground after its kind; and God saw that it was good."

Zoo Animal Word Searches from eduplace.com
Word Search (6 words)
Word Search (10 words)
Word Search (19 words)

Play a Matching Game On-line!
matching game

Delving Deeper:  Options for Older Students
Notebooking Pages have been prepared for this unit and they may help your older student rabbit trail into areas he's more interested in.   (He can research the differences between alligators and crocodiles, learn more about bats, kangaroos, choose a marine animal for research, etc.) 

History of Zoos
Send your older student on a research adventure-- have him determine why zoos were started, who started the first one, and how zoos have evolved since their conception.

Zoology
Let your older student learn more about the study of zoology and what a zoologist does.

Science: Vocabulary
Gills
Scales
Cold Blooded
Warm Blooded
Vertebrate
Oviparous
Herbivore
Omnivore
Carnivore
Marsupial
Marine Mammal
Rodent
Primate

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