alignment lessons - pbworks · pdf file... living where land and water meet: ... animals in...

Animal Studies

Animal Studies

(STC)

and

Alignment Lessons

Animal Studies

Table of Contents NC Essential Standards and Clarifying Objectives ..................................................................................... 3

Essential Question(s) for the Unit ............................................................................................................. 3

Pre-Assessment Opportunities ................................................................................................................. 3

Notes about the Animal Studies Unit ....................................................................................................... 3

Lesson 1 – Pre-Unit Assessment: Thinking about Animals and Their Homes (Animal Studies Lesson 1) . 4

Lesson 2 - Observing and Investigation Our Food (Alignment Lesson) .................................................... 6

Lesson 3 - How Do Living Things Get Energy From Food? (Alignment Lesson) ........................................ 9

Lesson 4 – Inviting Animals into the Classroom (Animal Studies Lesson 2) ........................................... 11

Lesson 5 – Living in Water: Dwarf African Frogs (Animal Studies Lesson 3) .......................................... 13

Lesson 6 – Observing the Frogs More Closely (Animal Studies Lesson 4) .............................................. 15

Lesson 7 – Living Where Land and Water Meet: Fiddler Crabs (Animal Studies Lesson 5) .................... 17

Lesson 8 – Observing Fiddler Crabs More Closely (Animal Studies Lesson 6) ........................................ 19

Lesson 9 – Observing the Behavior of the Frogs and Crabs (Animal Studies Lesson 7).......................... 21

Lesson 10 – Living on Land: Millipedes (Animal Studies Lesson 8) ......................................................... 23

Lesson 11 – Observing Millipedes More Closely (Animal Studies Lesson 9) .......................................... 25

Lesson 12 – How Do the Animals Respond to a Change in Their Habitats? (Animal Studies Lesson 10)27

Lesson 13 – Observing Humans Closely (Animal Studies Lesson 11) ...................................................... 29

Lesson 14 – Part 1: What Makes an Animal Special? (Animal Studies Lesson 13) ................................. 31

Lesson 15 – Part 2: What Makes an Animal Special? (Animal Studies Lesson 14) ................................. 33

Lesson 16 – Animals in the Schoolyard Habitat (Alignment Lesson) ...................................................... 35

Animal Studies

NC Essential Standards and Clarifying Objectives 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable

animals (including humans) to survive in changing habitats.

4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that

are harmful.

4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received

from the environment.

4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats.

4.L.1.4 Explain how difference among animals of the same population sometimes give individuals an

advantage in surviving and reproducing in changing habitats.

4.L.2 Understand food and the benefits of vitamins, minerals, and exercise.

4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and

materials for survival, growth and repair of the body.

4.L.2.2 Explain the role of vitamins, minerals and exercise in maintaining a healthy body.

Essential Question(s) for the Unit How do animals change and adapt in order to survive successfully within their habitats?

Pre-Assessment Opportunities A formative assessment probe called “Habitat Change” is available on page 143 of Uncovering Student

Ideas in Science Volume 2 (Blue Cover), by Page Keeley et al. The probe elicits students’ ideas about

adaptation and is designed to reveal whether students think individuals intentionally change their

physical characteristics or behaviors in response to an environmental change. Explain to students that

the divo is an imaginary organism however; the challenges it faces, due to drastic change in its

environment, would produce similar responses from real organisms.

Notes about the Animal Studies Unit Students will build three different habitats and observe three different animals – dwarf African frogs,

fiddler crabs, and millipedes. It’s best to stagger the shipment of the animals so they do not arrive at the

same time. As frogs are observed first, they should be shipped first, followed by fiddler crabs, and finally

millipedes. Because animals will need care and feeding, it is best to have them arrive no more than a day

or two before students build the habitats. Animal delivery should not be scheduled prior to a long break.

You may run out of room in the classroom to keep all three animal habitats going at one time. It is

acceptable to complete the work needed on each animal and dismantle habitats as needed.

Animals may NOT be released into the wild or given to students to take home. Please visit the

Elementary Science Wiki for additional information about animal care and opportunities to share living

organisms.

Animal Studies

Lesson 1 – Pre-Unit Assessment: Thinking about Animals and Their Homes (STC Animal Studies Lesson 1) Students complete pre-unit assessment activities and a formative assessment probe called “Habitat Change.” Students discuss what they know about animals and their habitats. *The millipede should be a familiar animal as it was observed and studied in the Organisms unit in 1st grade.

Clarifying Objectives


are harmful.



Focus Question(s)

What do we know about frogs, crabs, and millipedes?

How do scientists study animals?

Activity Guiding Questions

Administer the formative assessment probe called “Habitat Change.”

Discuss the ways students think scientists learn about animals.

In their science notebook, students should record individually what they already know about frogs, crabs, and millipedes.

Discuss their thoughts as a group while you record their ideas on three separate pieces of chart paper—one chart per animal.

Compare and contrast how these animals are similar and different from each other. This can be done as a list or as a triple Venn diagram.

Students then discuss how and why scientists study animals.

Give a general overview of what was discussed today and answer any questions the students might have to clarify the concepts covered in the lesson.

The final activity (which may be assigned as homework) is the completion of Record Sheet 1A. Students will use their completed sheet in the next lesson.

In what ways do you think frogs and crabs are similar? Frogs and millipedes? Crabs and millipedes?

In what ways do you think frogs and crabs are different? Frogs and millipedes? Crabs and millipedes?

In what ways do you think each animal’s life is similar? Different?

Where do you think scientists study animals?

What are some ways you think scientists study animals?

Where can you go in your area to observe animals in their natural homes?

Animal Studies

Science Content Words

Use these terms when teaching the lesson:

biosphere regions of Earth (including land, water, and air) that support life

biodiversity the numbers and kinds of organisms in a habitat

Integration Hints

Gather a selection of books about animals and habitats from your media center and create an “Animal

Studies” book box. Allow students to access these books during their independent reading time.

Science Notebook Helper

Have students divide a page in their science notebooks into four blocks. Label them “Frogs,”

“Crabs,” “Millipedes,” and “Comparing Frogs, Crabs, and Millipedes.” Students can use a “Think-

Pair-Share” technique when coming up with animal traits. Give them a few moments to

brainstorm on their own in their science notebooks, then pair up in their science groups to share

what they wrote. Students can add new ideas from their group members to their notebooks.

Groups can then take turns sharing their ideas in the whole-class setting. The shared ideas will

make up the class lists on the chart paper.

Record sheet 1-A can be stapled or pasted in the science notebook.

Assessment Opportunities

The Teacher Guide identifies Lesson 1 as a Pre-Unit Assessment opportunity.

The probe “Habitat Change” also serves as a formative assessment.

Animal Studies

Lesson 2 - Observing and Investigation Our Food (Alignment Lesson) Students observe and categorize their food intake. *This lesson is an introduction to food and food groups. These concepts will be studied further in the Investigating Human Body Systems unit in 5th grade. The goal of this lesson is for students recognize that human beings (also classified as animals) consume food for energy. When animals are brought into the classroom for observation, they will need to consume food for energy.




Focus Question(s)

Why is it important to eat a balanced diet and to exercise?


Prompt students to respond to the question “Why is it important to eat a healthy selection of food?” as a quick write.

Prompt students to consider the cafeteria as a place to observe humans taking in food to provide energy for the rest of the day.

Invite students to consider how they might keep a record of everything they eat during lunch. The data collection could be a simple list or a table that lists the various food groups highlighted in the MyPlate (weblink available on CMAPP) guidelines.

After collecting data, students sort their food into groups according to the MyPlate guidelines and count the number of food items in each category.

Each student should contribute his/her data to create a class pie chart to represent the types of food consumed by the class. (A link to an online pie chart maker is available on CMAPP.)

Lead a discussion about the class data compared to MyPlate guidelines. Prompt students to think of ways to increase consumption of food underrepresented or ways to decrease foods overrepresented.

Ask students what questions they have now.

Where in our school is a good place to observe humans taking in energy to help fuel them for the rest of the day?

How might we get our class “plate” to look more similar to the MyPlate guidelines?

Why do you think eating according to the MyPlate guidelines is important?

Animal Studies

Prompt students to revisit their quick write and make any additions to capture their learning.



dairy All fluid milk products and many foods made from milk are considered part of this food group. Most Dairy Group choices should be fat-free or low-fat. Foods made from milk that retain their calcium content are part of the group. Foods made from milk that have little to no calcium, such as cream cheese, cream, and butter, are not. Calcium-fortified soy milk (soy beverage) is also part of the Dairy Group.

energy Energy exists in different forms but is neither created nor destroyed; it simply converts to another form

fruit Any fruit or 100% fruit juice counts as part of the Fruit Group. Fruits may be fresh, canned, frozen, or dried, and may be whole, cut-up, or pureed

grains Any food made from wheat, rice, oats, cornmeal, barley or another cereal grain is a grain product. Bread, pasta, oatmeal, breakfast cereals, tortillas, and grits are examples of grain products.

protein All foods made from meat, poultry, seafood, beans and peas, eggs, processed soy products, nuts, and seeds are considered part of the Protein Foods Group. Beans and peas are also part of the Vegetable Group.

vegetable Any vegetable or 100% vegetable juice counts as a member of the Vegetable Group. Vegetables may be raw or cooked; fresh, frozen, canned, or dried/dehydrated; and may be whole, cut-up, or mashed.

Integration Hints

Students sort and contribute individual data to create a class pie chart which shows the types of

food consumed by the class during lunch.

You might encourage students to keep a weekly food log to keep track of their food

consumption at breakfast, lunch, dinner, and snacks. Students could work on creating their own

pie chart to represent their food consumption.

The PE specialist at your school can speak to students about the importance of exercise.


Students keep a list or create a table to record the various types of food they consumed during a

lunch period. Students might also sketch the class pie chart (including labels) that was created to

represent class food consumption.

Animal Studies


Students respond in a quick write at the beginning and end of the lesson to the question: “Why

is it important to eat a healthy selection of food?”

Animal Studies

Lesson 3 - How Do Living Things Get Energy From Food? (Alignment Lesson) Students learn about calories and nutrients in food. *This lesson is an introduction to calories and nutrients. Students will explore these concepts further in the 5th grade Investigation Human Body Systems unit. The goal for this lesson is for students to begin thinking about the energy transfer from food to the body. The use of a calorimeter and related formulas help scientists quantify the amount of energy in calories. Students are not expected to memorize the formulas as they are abstract at the elementary level.




4.L.2.2 Explain the role of vitamins, minerals and exercise in maintaining a healthy body.

Focus Question(s)

How does the body get energy from food?


Remind students to think about how they categorized foods in the previous lesson.

Guide and assist groups of students in writing their predictions in response to the focus question.

Lead a discussion on using calories and what happens to un-used calories.

Prompt students to brainstorm how a scientist might find out which nut – Brazilian, cashew, or peanut – has the most calories. Introduce a calorimeter as a tool scientists use to discover the calories in various foods. This information is transferred to the nutrition labels that we find on food and drink packaging.

Do a teacher demonstration on using the calorimeter (directions to construct a calorimeter are available on CMAPP) to find the calories of different nuts OR refer to the video “Calorimetry: Measuring Energy in a Peanut.” (a link to the video is available in CMAPP)

Convert data into calories and guide students record it into their data tables.

Lead a discussion on what this new information means and if all calories are created equal.

How does the body get energy from food?

How many minutes would we have to laugh in order to burn off a 100 calorie pack of chips?

What do you think will happen if you don't use up all the calories you consume?"

How can we find out which of these nuts has the most calories?

Are all calories created equal? In other words, if I get calories from a soda or from an apple, are the calories the same? Why or why not? [Calories from an apple come from natural sugars and various vitamins and minerals, while the calories in soda come from mainly sugar. Sometimes calories in sodas, potato chips, and other snack items are referred to as “empty calories” because they provide little nutritional benefit.]

Which would you eat? Why?

If one eats food with many calories, but no nutrients, what is the effect?

What does it mean to be a healthy eater?

Animal Studies

Guide the students in comparing the nutritional information of an apple and a soda.



Integration Hints

Students analyze the nutritional labels of a soda and an apple.

Students can add an exercise log to their weekly food journals.

The PE specialist at your school can speak to students about the importance of eating healthy

and the benefits of regular exercise.


Students record the focus question and a prediction in their science notebooks. They can also

add information/data collected from the teacher demonstration of a calorimeter or from the

video segment about calorimetry.


Teacher observation

Students’ science notebook entries.

calorie the energy it takes to raise the temperature of 1 gram of water 1 degree Celsius. The important word to take away from this definition is ENERGY. Calories are ENERGY that fuel our bodies; much like gasoline fuels our cars. Without sufficient calories our heart would not beat, our lungs would not function, and our brain would not work. Many of us have no idea how many calories our body needs just to exist

diet The usual food and drink consumed by an organism (person or animal)

nutrition the scientific study of food and drink (especially in humans) and a source of materials to nourish the body.

Animal Studies

Lesson 4 – Inviting Animals into the Classroom (STC Animal Studies Lesson 2) Students describe their own environment and read about the habitats of the dwarf African frog, fiddler crab, and millipede. They also identify the needs of each organism.



are harmful.



Focus Question(s)

What makes up our classroom environment?

What needs must be met by an animal’s habitat?


Students observe the living and nonliving elements of the classroom.

Make a class web about the school environment (see example in Teacher’s Guide).

Present and discuss the question: What do you need to know in order to bring frogs, crabs, and millipedes into the classroom to live? Students should use their responses on Record Sheet 1-A used in Lesson 1 to help them answer this question.

Students will work in cooperative groups to study information on one of the three animals assigned to their group.

Student groups create and share habitat proposals for the animals (see examples in Teacher’s Guide).

Have a class discussion and question session about the concepts taught today.

What do you need to know in order to bring frogs, millipedes, and crabs into the classroom to live?

What items from the animal’s habitat must also be found in its classroom home?

Think of materials which can be purchased from pet stores. Which of these materials do you think the animal’s classroom home should contain? Why?



environment everything around a living organism

habitat where and organism naturally lives

Animal Studies

Integration Hints

Have students write descriptive poems about their school environment using all sounds or all

smells.

Several books are available about animals and their habitats. These include: Cats: In from the

Wild, by Caroline Arnold, Habitats, by Pamela Hickman, or A Magic School Bus Hops Home, by

Joanna Cole.


Have students create their habitat proposals individually in their science notebooks. Allow

students to share their proposals and then create posters of the habitats to present to the class.


Teacher observation

Students’ science notebook entries

Students’ drawings of animal habitats should include all the basic needs of animals (food, water,

space, shelter, and air).

Animal Studies

Lesson 5 – Living in Water: Dwarf African Frogs (STC Animal Studies Lesson 3) Students create habitats and develop questions to help make observations of the dwarf African frog and its habitat. *As students build the dwarf frog habitats, it would be helpful to have adult volunteers in the classroom to assist.



are harmful.



Focus Question(s)

What are the characteristics of dwarf African frogs?

How can we build a good habitat for dwarf African frogs?


Students will build the dwarf frog habitats. Students compare their posters of habitats from the previous lesson with the habitats they built in class.

Students will also begin a series of Venn diagram circles they will put together in a future lesson (See Teacher’s Guide for example).

Students will learn about the structure of frogs and make their initial observations of frog behavior.

Have a class discussion and question session about what the children have learned about the characteristics and habitat of a frog.

What happened when you put food in the tank?

Did both frogs respond to the food? What happened when you moved the food with the spoon?

How much food did the frogs eat?

Did the frogs eat from the surface or bottom of the habitat?

When do you think we should record observations about an animal?

How might we record observations?



vertebrates animals that have a spinal column or back bone

aquarium a container or artificial pond where living aquatic animals and/or plants are kept

amphibians cold-blooded vertebrates that typically live on land but breed in water; aquatic larvae undergo metamorphosis into adult form

hibernate becoming inactive or dormant in extreme cold; dwarf frogs hibernate on land or in mud at the bottom of lakes and ponds

estivate slowing down of body processes in extreme heat; dwarf frogs estivate in cool mud

Animal Studies

burbling moving to the water’s surface to inhale and exhale air

Integration Hints

Students can practice narrative writing about habitat building or frog observation.

Students can create a “how-to” writing providing directions to build a frog habitat. The writing

can include a materials list and pictures/diagrams to promote understanding.


Once students complete building the habitat and before frogs are distributed to students,

prompt them to draw a frog in their science notebooks and label its parts. In the next lesson,

Observing the Frogs More Closely, students will create a more scientifically correct drawing of

the frog.


Teacher observation

Student entries in their science notebooks

Students complete a habitat to meet the dwarf frog’s basic needs.

The frog drawing in this lesson can be used as a pre-assessment.

Animal Studies

Lesson 6 – Observing the Frogs More Closely (STC Animal Studies Lesson 4) Students observe, describe and record observations of the dwarf frog’s body structure and behavior.



are harmful.





Focus Question(s)

How do the frogs’ characteristics help them live in their habitat?

How are the frogs’ body structures alike and different?


The class brainstorms ideas about which characteristics are important to study about the frog (i.e., size, color, shape, movement, body coverings, etc.). They must keep in mind that they will want to choose things that will allow them to make comparisons to the other two animals in this unit.

Discuss the importance of scientific drawings and the important elements that should be included in these types of drawings.

In pairs, students make specific observations of the frogs, focusing on specific body characteristics (see Teacher’s Guide for labeled drawing). They should be filling out Record Sheet 4-A (observations) and 4-B (specific drawing of their frog) during this observation.

As students finish both observation sheets they should discuss their findings with other students. Note: students should observe their own frogs as well as the frogs in other groups to best understand and meet the requirements of clarifying objective 4.L.1.4.

Students will also begin the first of their

What characteristics of the frogs should we focus on in our observations?

What do you think a scientific drawing is?

Where might you have seen scientific drawings of animals?

Where do you think scientific drawings of animals are made?

How do you think they are used?

How might a drawing of the dwarf African frog help you compare it with other animals?

What should be included in a scientific drawing of the frog?

In what ways does having a drawing help you better understand the written descriptions of the frog’s characteristics?

Would a drawing alone provide enough information?

Animal Studies

science meetings and independent Science Discovery Activities. After students complete their Science Discovery Activity, either during class or during centers, schedule a “Science Meeting” time where students can share their work. In the interest of time, you may want to have the students work in groups rather than individually.



appendages a structure that sticks out from an animal’s body such as arms, legs, or antennae

Integration Hints

Students can use Record Sheet 4-C to guide their research about dwarf African frogs.

The Art specialist at your school may be able to provide students with additional instruction

about scientific/technical drawings.

Students can connect information about the frogs to something with which they are already

familiar. They can complete similes and metaphors such as: It moves like a ___. It is as big as a

___.

The Teacher Guide includes instructions to create an origami frog. The folding process reviews

angles that are greater than, less than, and equal to 90 degrees.


Students create a scientific drawing of a dwarf frog, including labels, as a result of closer

observation.


Teacher observation


Use the scientific drawing created in this lesson as a post-assessment to the frog drawing

created in the previous lesson. The post-assessment drawing should be more detailed and

accurate.

Animal Studies

Lesson 7 – Living Where Land and Water Meet: Fiddler Crabs (STC Animal Studies Lesson 5) Students create habitats and develop questions to help make observations of the fiddler crab and its habitat. *It would be helpful for adult volunteers to assist in the classroom. Be sure water is both treated (with drops to remove chlorine or left uncovered overnight) and that Instant Ocean has been added to make salt water.



are harmful.



Focus Question(s)

What are the characteristics of fiddler crabs?

How can we build a good habitat for fiddler crabs?


Guide the class in creating a “Habitat Information Table” (see Teacher’s Guide for an example). Record information on this table about the frog’s habitat.

Review crab habitat proposals from the “Inviting Animals into the Classroom” lesson (Lesson 2 in STC Animal Studies).

Students build their crab habitats. Have students compare their posters of habitats from the previous lesson with the habitats they built in class.

Students will continue the Venn diagram Work started in the “Living in Water: dwarf African Frogs” lesson (Lesson 3 in STC Animal Studies).

Students will learn more about the structure of the crabs and complete their initial observations of crab behavior.

Have a class discussion and question session about the characteristics and habitat of a fiddler crab.

Do the crabs have everything they need to survive in the classroom?

What happened when you put food in the tank?

Did the crabs respond to food the same way the frogs did?

How are the crabs’ responses different?

How is the animal research you are doing similar to the research being done at the dolphin research center? How is it different?

How is your animal log similar to the data sheet the dolphin research center is using? How is it different?

Animal Studies



crustaceans a group of animals whose bodies are covered by hard shells or exoskeletons; crustaceans have segmented bodies and jointed appendages: examples include lobsters, crayfish, and shrimp

exoskeleton an armorlike, hard outer covering with flexible joints

arthropods a large group of animals that have segmented bodies and hard outer covering; crustaceans are part of this group

cephalothorax two main parts of the fiddler crab’s body: the head and thorax

carapace the shell which covers the cephalothorax and the abdomen

chelae the pincherlike claws of the fiddler crab

abdomen the midsection of the body of the fiddler crab

crepuscular animals that feed in the morning and evening twilight

compound eye the fiddler crab’s eyes; they are supported by two movable stalks attached to the cephalothorax

Integration Hints

The article Diving into Dolphin Behavior (available in the teacher guide) can be shared in reading

groups.

Students can research two other species of fiddler crabs that reside in the U.S. These include the

sand fiddler (Una pugilator) and the mud fiddler (Una pugnax).


Students add to the Venn diagram and Habitat Information Tables in their science notebooks.

Prompt students to sketch a crab once the habitats are completed and before crabs are

distributed to the class. This can serve as a pre-assessment opportunity similar to the scientific

drawing of the dwarf African frogs.


Teacher observation


Students successfully complete a habitat for the fiddler crabs.

Students’ drawings of a fiddler crab can serve as a pre-assessment.

Animal Studies

Lesson 8 – Observing Fiddler Crabs More Closely (STC Animal Studies Lesson 6) Students observe, describe, and record observations of the fiddler crabs’ body structure and behavior. *As fiddler crabs are very delicate, it may be best for the teacher or another adult to transfer them from the habitat to an observation cup and back to the habitat.



are harmful.





Focus Question(s)

How are fiddler crabs similar and different?

How do the fiddler crabs’ characteristics help them live in their habitat?


Students will make more specific observations of the crabs, focusing on specific body characteristics like they did for the frog. Note: Students should observe their own crabs as well as the crabs in other groups to best understand and meet the requirements of clarifying objective 4.L.1.4. They should be filling out Record Sheet 6-A (observations) and 6-B (specific drawing of their crab) during this observation.

Continue the Venn diagram work from the previous lessons.

Have a class discussion and question session about the students’ observations and how these observations relate to what they know about a crab’s characteristics and how these characteristics help the crab live in its environment.

Students begin studying themselves as animals with the Take-Home Activity “My Habitat”.


What characteristics of the crabs should we focus on in our observations?

How might a drawing of the fiddler crab help you compare it with other animals?

What should be included in a scientific drawing of the crab?

In what ways does having a drawing help you better understand the written descriptions of the crab’s characteristics?

Would a drawing alone provide enough information?

Animal Studies



Continue using and reviewing terms introduced in previous lessons, especially words which

name the parts of the fiddler crab.

Integration Hints

The “My Habitat” activity (available at the end of Lesson 6 in the Teacher Guide) can be

assigned as homework or completed as part of a center rotation.

People often remark that crabs remind them of spiders. Students can research spiders and

compare them with fiddler crabs.


Recording Sheet 6-A can be easily created in a science notebook to record characteristics and

related observations. As students have had some practice recording observations of frogs,

expect more detailed observations from students. For example, instead of “The crab has two

claws,” you might guide students to record “The crabs have two claws. One claw is small, about

the size of a sunflower seed, while the other is much bigger. It looks like it is about two inches

long. The claws are white with brown spots.”


Teacher observation


Review students’ scientific drawing of fiddler crabs as a post-assessment opportunity.

When reviewing the “My Habitat” activity, check to see whether students are grasping the

concept that humans are classified as animals.

Animal Studies

Lesson 9 – Observing the Behavior of the Frogs and Crabs (STC Animal Studies Lesson 7) Students observe and record how frogs and crabs interact with the living and nonliving elements of their habitats.



are harmful.



Focus Question(s)

How are fiddler crabs and frogs similar and different?


Students continue to make observations and record information about the frogs’ and crabs’ behavior. They might also refer to observations and data collected about the animals in previous lessons.

After students complete their Science Discovery Activity, either during class or during centers, schedule a “Science Meeting” time where students can share their work. (Work on the Discovery Activity began in STC Animal Studies Lesson 4.) In the interest of time, you may want to have the students work in groups rather than individually. The class may also go back to their initial brainstorming sheets about frogs and crabs, adding new information and correcting information that was inaccurate. Note: Teachers have found it effective to vary to focus of the science meetings. For example, a meeting might focus on a single behavior among the three animals, an animal log checklist question, or several behaviors of one animal.

Students also complete a mid-unit self-assessment about their independent and group work.

Why might it be important to continue observing the behavior of the crabs and frogs?

What questions have you added to your lists?

How are the behaviors of the frogs and crabs similar? How are the behaviors different?

Animal Studies



Integration Hints

Students use their recorded characteristics to create poems about the crabs, frogs, or their

habitats. (See the Extensions section at the end of Lesson 7 in the teacher guide for some

examples.)

Offer sentence skeletons for students to make comparisons of the frogs and crabs: A fiddler crab

___, but a dwarf African frog ___. A frog ___, but a fiddler crab ___.

Students can research the life cycle of the frogs and crabs (and eventually the millipedes). This

would be a good connection to 2nd grade Essential Standards and Clarifying Objectives about

animal life cycles. (Second graders studied the life cycle of butterflies.) The teacher guide

provides blackline masters at the end of Lesson 7 to create life cycle wheels.


Students continue to record data and observations. They refer to data collected previously to

make comparisons of the frogs and crabs.


Teacher observation

Students’ participation and responses in the science meetings

As this is the midpoint of the unit, you might review students’ science notebooks and provide

feedback about strengths and weaknesses of notebook entries.

The teacher guide provides a mid-unit self-assessment for students to reflect on their

independent and group work.

behavior the way an animal responds to its environment

Animal Studies

Lesson 10 – Living on Land: Millipedes (STC Animal Studies Lesson 8) Students create habitats and develop questions to help make observations of the millipede and its habitat. *Collect leaf litter (dry leaves, small twigs) to place in the habitat. Be sure to condition water in the spray bottles. Request students bring in leafy lettuce or mushrooms to feed millipedes.



are harmful.



Focus Question(s)

What are the characteristics of millipedes?

How can we build a good habitat for millipedes?


Students will build the millipede habitats.

Have students compare their posters of habitats from the previous lesson with the habitats they built in class.

Finish the Venn diagram work started in STC Animal Studies Lesson 3 and continue the Habitat Information Table.

Students will learn more about the structure of the millipedes and complete their initial observations of millipede behavior.

Have a class discussion and question session about what the children have learned about the characteristics and habitat of a millipede.

What happened when you put food in the habitat?

Do the millipedes respond to food the same way as the fogs or crabs do?

In what ways is the millipede’s response different?



burrow to dig into the ground: millipedes often burrow into the soil or under leaves or logs to avoid bright light; tunnel or underground space: fiddler crabs often hide in a burrow for protection

Animal Studies

Integration Hints

Brainstorm with the class some phrases used to describe human behavior, but based on

behavior of other animals, such as “crazy as a loon” and “sly as a fox.” Have students invent new

expressions based on the behavior of the three animals.


Invite students to draw a millipede as a pre-assessment activity, similar to drawing a frog an

crab in earlier lessons. (Students observed millipedes in the Organisms unit in 1st grade.)

Students should create observation charts and record detailed observations.


Teacher observation


Students successfully complete a habitat for the millipedes.

Students draw a millipede as a pre-assessment.

Animal Studies

Lesson 11 – Observing Millipedes More Closely (STC Animal Studies Lesson 9) Students observe, describe, and record observations of the millipedes’ body structure and behavior. *In addition to observing millipedes more closely, this lesson begins to get students thinking about the concept that living things rely on nonliving things (air, water, etc.) for survival.



are harmful.





Focus Question(s)

How are millipede similar and different?

How do the millipedes’ characteristics help them live in their habitat?


Students will make more specific observations of the millipedes, focusing on specific body characteristics like they did for the frogs and the crabs. You may need to bring the millipedes out of their burrows for observation. Note: Students should observe their own millipedes as well as the millipedes in other groups to best understand and meet the requirements of clarifying objective 4.L.1.4. They should be filling out Record Sheet 9-A (observations) and 9-B (specific drawing of their millipede) during this observation. (Both record sheets are available at the end of Lesson 9 in the teacher guide; rather than copying record sheets, they can be easily reproduced in science notebooks.)

Continue the Venn diagram work from the previous lessons and add more information to the Habitat Information Table the class has been working on.

Have a class discussion and question session about the students’ observations and how these observations relate to what they know about a millipede’s characteristics and how these

Are there any nonliving elements of the animals’ habitats that affect their lives and that we should add to our lists?

Are there any important elements (such as light) missing from our lists?

Animal Studies

characteristics help the millipede live in its environment.



nocturnal relating to or happening at night

Integration Hints

Students might research the life cycle of the millipede and create a life cycle wheel. Blackline

masters to create a life cycle wheel are available in the Extensions section at the end of Lesson 7

in the teacher guide.

Students might explore the behaviors of other nocturnal animals such as bats and owls. They

can present their findings to the class.


Students continue recording detailed observations.

Students may need to complete the triple Venn diagram on a separate sheet of paper that can

later be pasted or stapled into their science notebooks. Students will need to refer to previous

investigations for information, using their science notebooks as a reference tool/record of

learning.


Teacher observation

Students’ science notebook entries – Venn diagrams and Habitat Information tables should be

complete and accurate.

Prompt students to create a labeled, scientific drawing of a millipede. This drawing can be

compared to the previous drawing as a post-assessment.

Animal Studies

Lesson 12 – How Do the Animals Respond to a Change in Their Habitats? (STC Animal Studies Lesson 10) Students develop a question and investigate what happens when an element in the habitat is changed.



are harmful.





Focus Question(s)

In what ways can animal habitats change?

How do animals respond to a change in their habitats?


Students discuss and review the behaviors of the three animals they have been observing.

Students discuss and identify the animal habitats they have the power to change (without harming the animal).

Students will conduct an investigation on the different animals’ response to changes in the level of light in their habitats. They will use Record Sheet 10-A to record their findings.

As a class, discuss the findings and have children explain what they predicted would happen and why.

When does each animal feed?

When is each animal most active? Least active? Provide evidence to support your claim.

Where in the habitat does each animal spend most of its time?

Which elements of the habitats could change without harming the animal?

How might this change affect each animal?



stimulus an outside influence that causes an organism to respond in some way

response the reaction of an organism to a stimulus

reflex an action that an organism takes automatically in response to a stimulus; an example is quickly taking your hand off a hot lid

instinct something that influences an animal’s behavior but that does not have to be taught. For example, a fiddler crab digs a burrow for protection by instinct

hypothesis a prediction about how something works or how two variable are related

procedure a series of steps that explains how to do something

Animal Studies

results the outcome of an investigation; a collection of data and observations which will be used to make conclusions

conclusion a decision that is based on observations or on a study of data

Integration Hints

Students can explore the inborn and learned behaviors of their pets at home. Invite students to

keep an animal log on their pets and share observations with the class.


Students develop a question regarding animal response to a change in its habitat. Students

come up with a hypothesis (prediction based on prior knowledge/experiences), a procedure to

test the hypothesis, and a conclusion based on the results of the investigation.


Teacher observation


Students successfully complete an investigation to study animal response to a change in its

habitat.

Animal Studies

Lesson 13 – Observing Humans Closely (STC Animal Studies Lesson 11) Students apply knowledge of animals’ interactions with their habitats to the needs of humans. *Clarifying objective 4.L.1.3 is addressed in this lesson, but will be further addressed in the 5th grade Ecosystems unit where conservation of natural resources will be studied.



are harmful.






Focus Question(s)

How are humans like animals?

How do humans adapt to live in their environments?


Students refer back to their “My Habitat” work from STC Animals Studies Lesson 6 and the School Habitat Web from STC Animal Studies Lesson 2. After discussing how these habitats meet their needs as an animal, students complete “My School Habitat” in their science notebooks.

This leads into a discussion about whether the home and school habitats are complete and whether the animal habitats the students have built are complete. Confirm the idea that humans are animals with habitats, too.

Have students create the observation chart (Record Sheet 11-B) in their notebooks. Then, take the students to an area in the school where they can observe their fellow humans (Some excellent locations include the cafeteria and the playground).

Finally, hold a brief science meeting where the needs of humans in their different habitats are discussed, and the last part of the Habitat Information Table is filled in.

Where and how are you basic needs met at home?

What are some of your daily activities?

Do you think your basic need are met completely or partly in your home?

Where would you get food if the refrigerator or cabinets were empty?

Where would you get water if the faucets did not work?

What needs to be brought into your home so that you can survive?

Could we live here at school? Why do you think so?

How does the school meet the needs of food? Water? Shelter?

Is there enough space? Where might students sleep?

Is anything missing?

In what ways do humans depend on their environment?

If you moved to Alaska (or Florida), how would you need to change the way you live?

How might your daily activities need to

Animal Studies

change?

In what ways do the crab, millipede, and frog depend on their environments? How about humans?

In what ways do the crab, millipede, and frog cause changes in their environments?

In what ways do humans cause changes in their environments?



Use terms introduced throughout the unit and expect students to use them terms correctly.

Integration Hints

Have students describe what they would need to take along if they were going to live alone for a

long time in a certain habitat. Consider altering “habitat” to the regions of North Carolina –

mountains, piedmont, and coast.

Share aloud books about people who meet their needs in unusual ways such as My Side of the

Mountain and Julie of the Wolves, by Jean Craighead George or Hatchet, by Gary Paulsen.


Students record observations of other humans in their science notebooks, in a similar format to

the observations of the other animals studied in the unit. Record Sheet 11-B can be easily

reproduced in the science notebook or copied from the teacher guide and stapled/pasted to the

science notebook.


Teacher observation

Students’ science notebook entries – check for accuracy and completeness of the observation

table because students have had experience recording observations for three other animals at

this point in the unit.

Animal Studies

Lesson 14 – Part 1: What Makes an Animal Special? (STC Animal Studies Lesson 13) Students identify structures and behaviors that help animals survive in their habitats.





Focus Question(s)

How are humans built to survive in their habitats?

How can humans adapt to survive in their habitats?


Students will review Record Sheet 11-B (Observing Humans) and their animal log observations on humans.

Have a discussion about how the human body structure helps humans survive in their environment.

Students then fill out Record Sheet 13-A: Humans – Structures and Behaviors.


Which body parts help humans find and eat food?

Which body parts help humans protect themselves? Hide from danger? Find or design and build shelter?

Which body parts help humans move around their habitats?

What other body parts do you think help humans survive?

How does the location, shape, or size of these body parts help them function?

How might you describe the characteristics (size, location, structure) of the hands?

How would you describe the jobs the hands do?

How might hands help humans survive in different habitats?



adaptation a body structure or behavior that enables an animal to better survive or to reproduce; the process by which an organism changes

Animal Studies

Integration Hints

Invite students to look through magazines for animal pictures to use in an eye, ear, appendage

scavenger hunt. Collect as many examples as possible and then discuss how the size, shape, and

location of each animal’s eye, ear, or appendage helps it survive.


Students record the structure, its characteristic, and its job/function related to helping humans

survive in various habitats. The teacher guide suggests teachers start with the hands as guided

practice in completing the observation chart. Record Sheet 13-A can be easily reproduced in a

science notebook or stapled/pasted into the notebook if you choose to copy it.


Teacher observation

Students’ science notebook entries – students complete Record Sheet 13-A completely and

accurately.

Animal Studies

Lesson 15 – Part 2: What Makes an Animal Special? (STC Animal Studies Lesson 14) Students identify structures and behaviors that help animals survive in their habitats. *Consider how many students will work in cooperative groups. Be sure to make copies of the “Did You Discover..?” information/recording sheets for each student based on the animal they have been assigned. The information/recording sheets are available at the end of Lesson 14 in the teacher guide.




Focus Question(s)

How do the animals’ body structures help them survive in their habitats?


Students discuss the body structure and function of the three study animals (fiddler crabs, dwarf African frogs, and millipedes) just as they did for humans in the previous lesson.

Students break into groups (the teacher guide suggests groups of ten, but science groups of four or five are also acceptable) and are assigned an animal.

“Did You Discover” sheets are distributed for the appropriate animal and students read about traits that are not easily observable in the classroom. Students then consult their science notebooks (including drawings and observation charts) to help them complete Record Sheet 14-A, 14-B, or 14-C, as appropriate for the group’s assigned animal.

Student groups then share their information about their animal with the class.

Have a class discussion and question session about the concepts discussed today.

The “Did You Discover..?” information/recording sheets provide information and prompt students to respond to questions with evidence from their observations throughout the unit.

Animal Studies



Use terms introduced throughout the unit and expect students to use terms correctly.

Integration Hints

Have students research the ways humans change their behaviors to live in a variety of

environments on land, under the sea, and in space. Focus on the unusual places humans live and

ways they have needed to change to survive. Examples include explorers spending long periods

of time in Antarctica or astronauts in space.


This lesson provides an opportunity for students to use their science notebooks as a

reference/log of learning as they access information from earlier observations of animals. As the

unit draws to a close, students are challenged to synthesize information from various sources

(data charts/tables, scientific drawings, and observations) to explain how animals (including

humans) are fit for survival in particular habitats.


Teacher observation


Students write a response to one of the following questions: “In what way(s) would the frog’s

life be different if the frog did not have webbed feet?” or “Imagine you are a frog, crab, or

millipede. What structures and behaviors help make you best suited to life in the pond, marsh,

or woods?” (The first question can be altered to focus on another animal and one of its

structures/characteristics.)

Animal Studies

Lesson 16 – Animals in the Schoolyard Habitat (Alignment Lesson) Students apply their observation skills and knowledge of animal behavior while observing bird structures and behavior in the schoolyard. *Provide clipboards and a copy of the Bird Behavior Guide (available in the Lesson Plan) to students. The Bird Behavior Guide provides a visual of bird behaviors and a place to tally (data collection) observed behaviors.



are harmful.





Focus Question(s)

What are the characteristics of birds observed in the schoolyard?

How do the birds’ behaviors help them survive in the schoolyard habitat?


A detailed lesson plan is available on CMAPP.

Invite students to share where they have seen birds and what kinds of things the birds were doing.

Share that they will have the opportunity to go outside to observe birds and their different behaviors.

Distribute the Bird Behavior Guide/Worksheet and introduce the various behaviors of birds and how the behavior might help birds survive.

Prompt students to think about where they might find different birds and where they might be more likely to observe certain behaviors.

Distribute clipboards and take the class outdoors on a bird hike.

Invite students to share their observations/data collection with classmates.

Lead a discussion about how the various behaviors may help the birds survive in the schoolyard habitat.

Have you ever watched birds?

What kinds of things have you seen them do?

What are examples of bird behaviors?

How might [particular behavior] help a bird survive?

Animal Studies



flocking group of birds, often the same species (some birds tolerate other species joining the group)

foraging looking for food

preening using beaks and feed to groom feathers, remove parasites, and spread natural oils to feathers for waterproofing

Integration Hints

Some students may want to learn the names of the birds they are observing. They can be

directed to a field guide. Audubon offers a field guide app for iPad/iPod for $2.99.


Students can sketch birds they observe in their science notebooks and label their drawings.

The Bird Behavior Guide (included with the Lesson Plan) can be attached to the science

notebook.

Students write claims and evidence statements about bird behavior and how the behaviors

might help with survival.


Teacher observation


Students write claims and evidence statements about bird structures and behaviors which help

the birds survive in the schoolyard habitat.

alignment lessons - pbworks · pdf file... living where land and water meet: ... animals in...

Documents