Menu of Activities - Animals

• Note Taking and Outlining: Make an outline of the main points in this unit on animals. Use standard outline format: Roman numerals, capital letters, Arabic numerals, then small letters. Example:

  Intro. Animals played an important _______________ in the work done in the Islamic empires. They helped move the _____________________ in caravans . They worked on ______________________ to plow the ______________________ and turn water wheels. They carried goods through city streets. Animals were used in __________________ and in recreation. Without these animals, the Islamic empires never could have _______________________ such greatness and ________________________.   I. Important Animals A. Camels - Two kinds: ___________________ and ____________________ Used for 1. 2. 3. 4. Products: a. b. c. d.   B. Horses - Two kinds: __________________ and ___________________ Used for 1. 2. 3. 4.   C.   D.   E.   F.   G.   H.       II. Study of Animals (zoology) A. Al-Jahiz wrote The Book of Animals B. C. D. E. F.   III. (etc.)

• Vocabulary Master: Show that you know the important vocabulary from this unit that is in boldface type. The words are listed here:

____ 1. zoology	A. part of the nose; the openings where air goes into the nose.
____ 2. extinct	B. light goes through it, but it's not clear
____ 3. a nomad	C. the scientific study of animals
____ 4. to gallop	D. one who travels from place to place with no permanent home
____ 5. to recuperate	E. to gain strength; to get better (after a sickness)
____ 6. to commemorate	F. to honor the memory of someone (or some event)
____ 7. to be humane	G. to be kind hearted, to treat people and animals kindly
____ 8. to combat	H. no longer living (after a type of animal dies out)
____ 9. translucent	I. an animal that is used by man to carry heavy loads
____10. a beast of burden	J. the pilgrimage to Mecca
____11. a caravanserai	K. a "hotel" for travelers in a caravan
____12. the hajj	L. to run (a style of running for horses and other 4-legged animals)
____13. to regurgitate	M. to chew the grass or hay that was eaten (by a camel or cow) that is regurgitated from the first stomach (then chewed before going to the 2nd stomach).
____14. to chew cud	N. to fight, to wage war against
____15. nostrils	O. to spit up, vomit

• Knowledge Master: Show that you know this subject well by answering the following questions.
  1. What are the two types of camels and how are they different?
  2. Name and explain at least four ways in which the camel was useful in medieval times. (Why were they called "the Gift of God" and the "Ships of the Desert"?)
  3. Name at least three products of the camel.
  4. What is stored in the camel's hump?
  5. How long can a camel survive with little food or water?
  6. How many stomachs does a came have?
  7. How is the camel's eye adapted for desert living?
  8. How was the horse used?
  9. What is the Arabian horse famous for today?
  10. How did the horse help the Mongols and Turks?
  11. What is "the sport of kings" and briefly, how is it played?
  12. Which animal is associated with Jesus? Speculate why.
  13. What are some products of sheep and goats?
  14. Why weren't cows used as a major source of meat? (2 reasons)
  15. How were falcons used?
  16. How were pigeons used?
  17. What problems did the locust create?
  18. Name three books that show the Muslims were interested in zoology.
  19. Animals were saved from a flood in which story of the Qur'an, Torah, and Old Testament of the Bible?
  20. Name two extinct or endangered animals of Arabia.
  21. According to the Qur'an, how should animals be treated? Give an example about slaughtering animals for food.
  22. According to the Qur'an, which animals should not be eaten?

• Create a diorama. With modeling clay make models of some of the important animals, or purchase some small plastic models at the zoo gift shop or a toy store. Cut open a cardboard box as your background frame. Decorate the sides and bottom to show a desert scene, battle scene, or nature scene, for example. Present your animals to the class and be prepared to explain their importance.

• Photography Quest: Go to the gift shop in the zoo (and perhaps a farm) to get photographs and/or post cards of the important animals listed above. Gather some of the products from these animals (such as goat's milk from a grocery store, or sheep's wool, for example) to further support a brief presentation to the class or a display poster.

   

• Oral Reports: All groups may be required to make an oral report on their topic. See the oral report criteria before you begin your report.

   

• Create a webpage: Show what you learned and did through research and activities. Remember, a good webpage has an introduction, body, and conclusion (with a reflection) just like a good composition. (Add pictures from other sites or scan in photographs you have taken. Be sure to give credit to the site where you got your images.) A good webpage has good information that is well researched and written in your own words. A good webpage may also have links to lead the reader to more information if they want to learn more.

   

• Evaluate the website on animals according to a five-star system. Does it deserve all five stars? Set up your criteria for evaluation. (Your evaluations may become part of this webpage.)

• Research and Compare dietary restrictions and procedures for slaughtering of animals of the Muslims with orthodox Jewish diet. Interview someone who is "kosher" and knows the answers, or learn from the Internet about kosher diets. To both Jews and Muslims the pig is not to be eaten. Learn more about trichinosis (caused by a deadly worm) and see why the pig is considered "unclean".

• Design your own project. Show you knowledge and understanding of this unit in your own way. It may be an art project, research project with a written report, or any other project.