elementary science program a collection of learning ...the golden guide: reptiles and amphibians....

ELEMENTARY SCIENCE PROGRAMELEMENTARY SCIENCE PROGRAMELEMENTARY SCIENCE PROGRAMELEMENTARY SCIENCE PROGRAM

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TERRARIUMSTERRARIUMSTERRARIUMSTERRARIUMS AND AND AND AND

VIVARIUMSVIVARIUMSVIVARIUMSVIVARIUMS

Terrariums and Vivariums Student Activity Book

Name__________________________________________________________

This learning experience activity book is yours to keep. Please put your name on it now. This activity book should contain your observations of and results from your experiments. When performing experiments, ask your teacher for any additional materials you may need.

Updated Updated Updated Updated MarchMarchMarchMarch 200 200 200 2009999

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TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS Activity Sheet for L.E. #1 – Planting & Germinating Seeds 3-4 Activity Sheet for L.E. #2 – What’s In a Terrarium 5-6 Activity Sheet for L.E. #3/4 – Terrarium Information Sheets 7-11 Activity Sheet for L.E. #4 – Setting Up and Populating the Terrariums 12-13 Activity Sheet for L.E. #5 – Constructing Your Own Terrarium & Populating It 14-15 Activity Sheet for L.E. #8 - A Closer Look: The Earthworm 16 Activity Sheet for L.E. #9 – A Closer Look: The Isopod 17-18 Activity Sheet for L.E. #10 – Moisture and Light Preference of Isopods 19-20 Activity Sheet for L.E. #11 – What Do Crickets Eat? What do Isopods Eat? 21-22 Activity Sheet for L.E. #12 – Carnivore in the Vivarium 23 Activity Sheet for L.E. #13 – Designing a Plant Experiment 24 Activity Sheet for L.E. #14 – Lichens – The Soil Builders 25 Activity Sheet for L.E. #15 – Death in the Vivarium 26-27 Terrarium/Vivarium Student Assessment 28-30 Student Self Assessment 31 Glossary 32-33

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Activity Sheet for Learning ExActivity Sheet for Learning ExActivity Sheet for Learning ExActivity Sheet for Learning Experience #1perience #1perience #1perience #1 Name______________________Name______________________Name______________________Name______________________

PLANTING AND GERMINATING SEEDSPLANTING AND GERMINATING SEEDSPLANTING AND GERMINATING SEEDSPLANTING AND GERMINATING SEEDS Draw your observations of your germination bag.

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Activity Sheet for Learning Experience #1Activity Sheet for Learning Experience #1Activity Sheet for Learning Experience #1Activity Sheet for Learning Experience #1 Page 2 Page 2 Page 2 Page 2 Draw your observations of your 9 oz tumbler. Date ____________________ Date ___________________ Date ____________________ Date ___________________ Date ____________________ Date ___________________

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Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2 NameNameNameName________________________________________________________________________________________

WHATWHATWHATWHAT’’’’S IN A TERRARIUMS IN A TERRARIUMS IN A TERRARIUMS IN A TERRARIUM

Use your previous knowledge and research to complete the following chart. Type of Habitat

Woodland

Desert

Tropical

Animals Found

Plants Found

What is the soil like?

SoilSoilSoilSoil Plant-growing soils are made up of four ingredients.

1. Rocks that have disintegrated into tiny particles of sand, silt or clay. These minerals are called inorganic because they were never alive. About 45% of soil that grows plants is minerals. 2. Decomposing plants, animal remains and manure are known as humus. These materials are organic because they came from living organisms. Soil is about 5% humus. 3. Water makes up about 25% of the soil. 4. Air makes up about 25% of the soil. If water can easily seep through soil, as it can into the large grains of sandy soil or loose gravel, we say that the soil has good drainage. Soil with a great deal of tiny silt or clay-sized particles holds water, so it does not have good drainage.

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Activity Sheet for Learning ExActivity Sheet for Learning ExActivity Sheet for Learning ExActivity Sheet for Learning Experience #2perience #2perience #2perience #2 Page 2 Page 2 Page 2 Page 2 Make a pie graph that shows the percentages of the make up of soil. Give the graph a good title, and label the sections.

Which of the habitats listed on the chart would have the best drainage? ________________________________________________________________________________ ________________________________________________________________________________ When trying to grow plants, too much drainage can be a problem just as too little drainage can harm plants. What will happen to plants that have too much drainage? ________________________________________________________________________________ ________________________________________________________________________________ What will happen to the plants that have too little drainage? ________________________________________________________________ ________________________________________________________________

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Activity Sheet for Learning Experience #3 & 4Activity Sheet for Learning Experience #3 & 4Activity Sheet for Learning Experience #3 & 4Activity Sheet for Learning Experience #3 & 4 Name__________________ Name__________________ Name__________________ Name__________________

TERRARIUM ITERRARIUM ITERRARIUM ITERRARIUM INFORMATION SHEETSNFORMATION SHEETSNFORMATION SHEETSNFORMATION SHEETS

A WOODLAND TERRARIUM/VIVARIUM INFORMATION SHEETA WOODLAND TERRARIUM/VIVARIUM INFORMATION SHEETA WOODLAND TERRARIUM/VIVARIUM INFORMATION SHEETA WOODLAND TERRARIUM/VIVARIUM INFORMATION SHEET Woodland Soil SystemWoodland Soil SystemWoodland Soil SystemWoodland Soil System For the woodland terrarium, the soil system should consist of gravel, crushed charcoal and potting soil. The gravel ensures aeration of the potting soil and drainage. Spread 2 ½ cups of gravel across the bottom of the aquarium. A thin layer of crushed charcoal (1 bag) on top of the gravel helps absorb odors. The top layer should be formed with 8 cups of moistened potting soil. Making hills and valleys with the potting soil makes the terrarium more interesting.

If it is planned that animals will be added later, allow space for a petri dish to be sunk 2 cm into the soil surface. Cover the terrarium with plastic wrap. The screen lid will help secure the plastic wrap. If excessive moisture or heat builds up, fold back a corner of the plastic wrap for ventilation. PlantsPlantsPlantsPlants The plants that are sent consist of woodland moss, polypodium fern, lichen cluster and Venus Flytrap. The potting soil that comes with the plants can be added just before planting. Other small plants from the woods like partridgeberry, fungi and wintergreen may be brought in and added to the terrarium. Make holes in the potting soil with the hand trowel, and gently insert the roots and press the potting soil around them. A carpet of woodland moss and occasional small rocks with lichens arranged around the plants helps keep the potting soil from spattering during watering. Place plants in an appropriate and attractive manner and sprinkle carefully with water, and cover the aquarium lid with plastic wrap. Adjust the aquarium lid so that a little moisture collects. Covered terrariums do not need to be watered as frequently as potted plants. Be careful not to supersaturate the potting soil in a terrarium. The woodland potting soil should remain moist but not soggy. Remove dead leaves to prevent mold from growing inside the terrarium. Plants can be pinched back by removing the newest buds at the tip of the plant. This will keep them shorter and more full. Avoid direct sunlight. Place the terrarium in medium-to-bright light, and keep the potting soil moist. The Venus Flytrap is an interesting carnivorous plant and does not do well in the extreme moisture. You will want to plant it in the woodland terrarium, but give it less water than the other plants if possible. AnimalsAnimalsAnimalsAnimals To complete the terrarium, small animals may be added. Now it is called a vivarium (terrarium with animals). Land newts and toads may be placed in the woodland vivarium. Using the spray

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bottle, mist the glass walls of the vivarium with dechlorinated water or distilled water so the animals can drink. Fill the small pool with dechlorinated or distilled water. A screen cover is necessary to keep the animals in the vivarium. Read about your woodland vivarium animals in The Golden Guide: Reptiles And Amphibians. Earthworms, ants, sow pill bugs, and other small creatures found under rocks and decaying wood are natural inhabitants of this setting and can be brought in. Land newts and toads should be removed from the vivarium when they are to be fed. If the animals cannot be easily removed, clean the vivarium after each feeding or decaying food will produce undesirable odors. Crickets will be sent to your school to feed the land newts and toads. Feed land newts and toads twice weekly. Other small insects or larvae can supplement their diet. OptionalOptionalOptionalOptional It may be interesting to place a piece of an old woodland branch or a scoopful of garden or forest soil in a small terrarium and water it. In a few days, you may have an assortment of young plants and little animals to study with magnifiers.

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THE DESERT TERRARIUM/VIVARIUM INFORMATION SHEETTHE DESERT TERRARIUM/VIVARIUM INFORMATION SHEETTHE DESERT TERRARIUM/VIVARIUM INFORMATION SHEETTHE DESERT TERRARIUM/VIVARIUM INFORMATION SHEET Desert Soil SystemDesert Soil SystemDesert Soil SystemDesert Soil System For the desert terrarium, the soil system should consist of gravel, crushed charcoal, potting soil and sand. The gravel ensures aeration of the potting soil and drainage. Spread 2 ½ cups of gravel across the bottom of the aquarium. A thin layer of crushed charcoal (1 bag) on top of the gravel helps absorb odors. Next mix one jar quartz sand with 7 cups of moistened potting soil. Put the potting soil and sand mixture on the crushed charcoal. Making hills and valleys with the potting soil and sand mixture makes the terrarium more interesting. A final layer of white Caribbean beach sand will make your terrarium attractive. If it is planned that animals will be added later, allow space for a petri dish to be sunk 2 cm into the soil surface. Do not cover the terrarium with plastic wrap. PlantsPlantsPlantsPlants The plants that are sent consist of small cacti and some succulents such as jade plants, hens and chicks and aloe. The potting soil that comes with the plants can be added just before planting. Make holes in the potting soil and sand mixture with the hand trowel, gently insert the roots and press the potting soil and sand mixture around them. Handle the cacti with gloves. After the plants are in place, the potting soil and sand mixture should be kept evenly moist until the roots are established, but never so much that you see any water standing. From then on, water sparingly once a week so that the surface of the potting soil and sand mixture remains fairly dry. Keep the terrarium in a sunny area and do not add a lid. The desert terrarium does best when getting at least four hours of direct sunlight each day. AnimalsAnimalsAnimalsAnimals To complete the terrarium, small animals may be added. Now it is called a vivarium (terrarium with animals). Anoles and land hermit crabs may be placed in the desert vivarium. Using the spray bottle, mist the glass walls of the vivarium with dechlorinated or distilled water so the animals can drink and fill the small pool with dechlorinated or distilled water. A screen cover is necessary to keep the animals in the vivarium. The anoles that you receive are reptiles, and they thrive quite well in our desert habitat although they are not true desert dwellers in the wild. The anole is often called a chameleon. See Page 48 of the The Golden Guide: Reptiles And Amphibians. Anoles should be removed from the vivarium when they are to be fed. If the animals cannot be easily removed, clean the vivarium after each feeding, or decaying food will produce undesirable odors. Crickets will be sent to your school to feed the anoles. Feed anoles twice weekly. Other small insects or larvae can supplement their diet.

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The land hermit crabs are not desert animals, but they live in sandy beach areas. They will need the petri dish set into the surface of the desert containing the dechlorinated or distilled water. Read about hermit crabs in the booklet provided. Hermit crabs need salt; therefore, a salted cracker is a good addition to their diet. Hermit crab food and occasional small pieces of vegetables are also suitable. The Caribbean beach sand will provide the hermit crabs with necessary calcium. Optional Optional Optional Optional A few small branches or rocks can be added for anoles to climb on. Shells of all sizes can be added for hermit crabs to climb into when they molt.

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THE TROPICAL TERRARITHE TROPICAL TERRARITHE TROPICAL TERRARITHE TROPICAL TERRARIUM/VIVARIUM INFORMATION SHEETUM/VIVARIUM INFORMATION SHEETUM/VIVARIUM INFORMATION SHEETUM/VIVARIUM INFORMATION SHEET Tropical Soil SystemTropical Soil SystemTropical Soil SystemTropical Soil System For the tropical terrarium, the soil system should consist of gravel, crushed charcoal, potting soil and peat moss. The gravel ensures aeration of the potting soil and drainage. Spread 2 ½ cups of gravel across the bottom of the aquarium. A thin layer of crushed charcoal (1 bag) on top of the gravel helps absorb odors. The top layer should be formed with 5 cups of moistened potting soil and 3 cups peat moss. Making hills and valleys with the potting soil makes the terrarium more interesting.

If it is planned that animals will be added later, allow space for a petri dish to be sunk 2 cm into the soil surface. Cover the terrarium with plastic wrap. The screen lid will help secure the plastic wrap. If excessive moisture or heat builds up, fold back a corner of the plastic wrap for ventilation.

PlantsPlantsPlantsPlants The plants that are sent consist of English ivy, maidenhair fern, begonia and coleus. The potting soil that comes with the plants can be added just before planting. Make holes in the potting soil and peat moss with the hand trowel, gently insert the roots and press the potting soil and peat moss around them. Place plants in an appropriate and attractive manner, and sprinkle carefully with water. Cover the aquarium lid with plastic wrap. Adjust the aquarium lid so that a little moisture collects. Covered terrariums do not need to be watered as frequently as potted plants do. Be careful not to supersaturate the potting soil and peat moss in a terrarium. The tropical potting soil and peat moss should remain moist but not soggy. Remove dead leaves to prevent mold from growing inside the terrarium. Plants can be pinched back by removing the newest buds at the tip of the plant. This will keep them shorter and more full. Place the terrarium in medium to bright light and keep the potting soil moist. Avoid direct sunlight.

AnimalsAnimalsAnimalsAnimals To complete the terrarium, small animals may be added. Now it is called a vivarium (terrarium with animals). Tree frogs may be placed in the tropical vivarium. Using the spray bottle, mist the glass walls of the vivarium with dechlorinated or distilled water so the animals can drink. Fill the small pool with dechlorinated or distilled water. A screen cover is necessary to keep the animals in the vivarium. Read about your tropical vivarium animals in The Golden Guide: Reptiles And Amphibians.

Tree frogs should be removed from the vivarium when they are to be fed. If the animals cannot be easily removed, clean the vivarium after each feeding or decaying food will produce undesirable odors. Crickets will be sent to your school to feed the tree frogs. Feed tree frogs twice weekly. Other small insects or larvae can supplement their diet.

Optional Optional Optional Optional ---- A few small branches or rocks can be added for tree frogs to climb on.

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Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4 Name__________________ Name__________________ Name__________________ Name__________________________________________

SETTING UP AND POPULATING THE TERRARIUMSSETTING UP AND POPULATING THE TERRARIUMSSETTING UP AND POPULATING THE TERRARIUMSSETTING UP AND POPULATING THE TERRARIUMS

Draw and label the contents of your terrarium in the rectangle below. Underneath the diagram, label the habitat your team is modeling. List the materials used in your terrarium. Then tell why each material was used. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Which characteristics of the plants in your terrarium make them suitable for this habitat? ________________________________________________________________________________ ________________________________________________________________________________

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Activity Sheet for Learning Experience #4 Activity Sheet for Learning Experience #4 Activity Sheet for Learning Experience #4 Activity Sheet for Learning Experience #4 Page 2 Page 2 Page 2 Page 2 What are the desired environmental conditions for your team’s terrarium? Circle one from each list.

a. bright sun, diffused sunlight, shade b. high humidity, moderate humidity, low humidity

c. poor drainage, moderate drainage, good drainage

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Activity Sheet for LeaActivity Sheet for LeaActivity Sheet for LeaActivity Sheet for Learning Experience #5rning Experience #5rning Experience #5rning Experience #5 Name___________________ Name___________________ Name___________________ Name___________________

CONSTRUCTING YOUR OWN CONSTRUCTING YOUR OWN CONSTRUCTING YOUR OWN CONSTRUCTING YOUR OWN TERRARIUM/VIVARIUM AND POPULATING ITTERRARIUM/VIVARIUM AND POPULATING ITTERRARIUM/VIVARIUM AND POPULATING ITTERRARIUM/VIVARIUM AND POPULATING IT

My own terrarium/vivarium

1. Place gravel in your container to cover the bottom. 2. Place small pieces of crushed charcoal over the gravel. 3. Put 3-4 cm of soil to cover the gravel and charcoal. 4. Plant some green plants in the soil. Water the plants and soil lightly. Continue to

water as needed. Place rocks or branches in your terrarium 5. If you place a small animal in your terrarium, use a screen to cover your container. 6. Observe the living things in your vivarium for several weeks or longer. Water and

feed as needed. When finished, my own terrarium/vivarium will look like this: Label your plants and animals.

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Activity SActivity SActivity SActivity Sheet for Learning Experience #5 heet for Learning Experience #5 heet for Learning Experience #5 heet for Learning Experience #5 Page 2 Page 2 Page 2 Page 2 Changes in my terrarium/vivarium:

Date

What is Observed Happening:

On (date)_____________________, my terrarium/vivarium looked like this:

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Activity Sheet for LeActivity Sheet for LeActivity Sheet for LeActivity Sheet for Learning Experience #8arning Experience #8arning Experience #8arning Experience #8 Name___________________ Name___________________ Name___________________ Name___________________

A CLOSER LOOK: THE EARTHWORMA CLOSER LOOK: THE EARTHWORMA CLOSER LOOK: THE EARTHWORMA CLOSER LOOK: THE EARTHWORM

Carefully remove the earthworm from its location. Use your double-lens magnifier to examine the earthworm. How many segments does the earthworm have? _________________________ Gently touch your earthworm from head to tail and then tail toward head, can you feel a difference? ___________________________________ Using your double-lens magnifier, can you see the tiny bristles on each segment? ________ Find the front of the earthworm and locate its mouth. Locate the lighter colored segments about 1/3 of the way from front to tail. It is involved in reproduction. Now, moisten a paper towel and put the earthworm on a tray. Have the earthworm move on the tray. Do the segments change size or shape? Do the bristles help the earthworm move? ________________________________________________________________ Draw your earthworm below. Label the mouth, swelling, segments and bristles?

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Activity Sheet for LActivity Sheet for LActivity Sheet for LActivity Sheet for Learning Experience #9earning Experience #9earning Experience #9earning Experience #9 Name___________________ Name___________________ Name___________________ Name___________________

A CLOSER LOOK: THE ISOPODA CLOSER LOOK: THE ISOPODA CLOSER LOOK: THE ISOPODA CLOSER LOOK: THE ISOPOD

What is an isopod? ________________________________________________________________ ________________________________________________________________ Obtain an isopod from the vivarium. Place it in a cover magnifying bug box. Observe the isopod’s movements and body parts. Remove the isopod from the magnifying bug box, and put it on the white part of your activity sheet. Study it carefully with a double-lens magnifier. How many legs can you find? ________________________________________ Does it have antennae? _____________________________________________ How many segments (parts) does the body seem to have? _________________ Can you find eyes or mouth parts? ____________________________________ Draw what your isopod looks like. Activity Sheet for Learning Experience #9 Activity Sheet for Learning Experience #9 Activity Sheet for Learning Experience #9 Activity Sheet for Learning Experience #9 Page 2 Page 2 Page 2 Page 2

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After observing the isopod, does it feel like your isopod has a tough outer covering or exoskeleton? ____________________________________________ Based on the number of legs and body parts you observed, which of the following anthropod classifications do you think your isopod belongs with? (circle one) Insect Arachnid Crustacean Many-legged Can you name some water forms of animals that your isopod is related to? ________________________________________________________________ ________________________________________________________________ Is the isopod vertebrate or invertebrate specie? _________________________ Are the isopod’s legs jointed? _________________________________________

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Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10 Name___________________ Name___________________ Name___________________ Name___________________

MOISTURE AND LIGHT PREFERENCE OF ISOPODSMOISTURE AND LIGHT PREFERENCE OF ISOPODSMOISTURE AND LIGHT PREFERENCE OF ISOPODSMOISTURE AND LIGHT PREFERENCE OF ISOPODS

Based on the information you have gathered about isopods, predict whether they prefer dark or light and dry or wet conditions. Create a test box out of a shoebox. On one side of the shoe box, line with black paper and light paper on the other. Cut a large hole at the white end lid and cover with plastic wrap. Create another test box out of a shoebox. On one side of the shoe box, label one end of the box “D” (dry), and the other and “W” (wet). Wet a paper towel and fold it. Place it in the “W” end of the box. Fold and place the dry towel at the “D” end. Cut a small ( 2cm x 2cm) door in the middle of the lid of your shoe box. Insert a brass fastener in the little door to help you open it. Next, place the lid on the box. Through the door, gently drop your isopods, one by one, into the shoe box. Close the door. Wait 10 minutes. Remove the lid, and quickly observe where your isopods are. Record your observations. Light/Dark Test

Number Found (Trial 1) Number Found (Trial 2)

White Paper

Black Paper

Wandering

Do the isopods prefer light or darkness? ________________________________ What kinds of places would you find an isopod? __________________________

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Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Page 2 Page 2 Page 2 Page 2 Wet/Dry Test

Number Found (Trial 1) Number Found (Trial 2)

Wet Paper

Dry Paper

Wandering

Do the isopods prefer wetness or dryness? ______________________________ What kinds of places would you find an isopod? __________________________

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Activity Sheet for Learning Experience 11Activity Sheet for Learning Experience 11Activity Sheet for Learning Experience 11Activity Sheet for Learning Experience 11 Name___________________ Name___________________ Name___________________ Name___________________

WHAT DO CRICKETS EAT? WHAT DO ISOPODS EAT?WHAT DO CRICKETS EAT? WHAT DO ISOPODS EAT?WHAT DO CRICKETS EAT? WHAT DO ISOPODS EAT?WHAT DO CRICKETS EAT? WHAT DO ISOPODS EAT?

What do crickets eat? ________________________________________________________________ ________________________________________________________________ Inside a clear plastic tumbler, press a tape roll or a rolled up gummed label. Then press several foods onto the sticky surface. You might try several seeds, leaves, stems, a dead spider or fly or whatever you think a cricket will eat. Moisten a cotton ball, and put it in the bottom of the tumbler. Put in two crickets and attach the lid. Store them out of direct sunlight in a temperature between 65◦ and 100◦F. Fill in the first two columns of the chart below as soon as you finish setting up the experiment.

Kind of food provided.

How much was provided?

Was the food eaten?

Was the food plant or animal?

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Activity Activity Activity Activity Sheet for Learning Experience #11 Sheet for Learning Experience #11 Sheet for Learning Experience #11 Sheet for Learning Experience #11 Page 2 Page 2 Page 2 Page 2 Observe your crickets for the next couple of days. Have they eaten any of the materials you provided? How much have they eaten? _____________________ After five days, what conclusions can you make? Did your crickets eat the same amount each day? _________________________________________________ Are crickets herbivores (plant eaters), carnivores (meat eaters) or omnivores (animals that eat both)? _____________________________________________ Return your crickets to their vivarium habitat. Can you now provide crickets with their preferred foods in the vivarium.

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CARNIVORE IN THE VIVIARIUMCARNIVORE IN THE VIVIARIUMCARNIVORE IN THE VIVIARIUMCARNIVORE IN THE VIVIARIUM

From which vivarium are you gathering data? ________________________________ Which carnivore is being added to the habitat? ___________________________ How many crickets were in the habitat before the carnivore was introduced? __________________________________ Date: _______________________ How many crickets can you count in the habitat after one day? __________________________________ Date:_______________________ How many crickets can you count in the habitat after two days? __________________________________ Date:_______________________ How many crickets can you count in the habitat after three days? __________________________________ Date:_______________________ How many crickets can you count in the habitat after four days? __________________________________ Date:_______________________ Are there any crickets left on day five? _________________________________ Which animal is the prey? ___________________________________________ Which animal is the predator? ________________________________________ Describe the food chain in our habitat _________________________________ ________________________________________________________________ ________________________________________________________________

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Activity Sheet for LeActivity Sheet for LeActivity Sheet for LeActivity Sheet for Learning Experience #13arning Experience #13arning Experience #13arning Experience #13 Name___________________ Name___________________ Name___________________ Name___________________

DESIGNING A PLANT EXPERIMENTDESIGNING A PLANT EXPERIMENTDESIGNING A PLANT EXPERIMENTDESIGNING A PLANT EXPERIMENT

After you have considered many characteristics of plants, decide on an experiment that will be a fair test. Perhaps you will deprive a plant of something it may need or supply differing amounts of a need. Think about changing a plant’s environment. Perhaps you might test the function of only one part of a plant. Try to come up with an original experiment.

This activity sheet will help you plan your experiment. What would you like to know? ________________________________________

________________________________________________________________________________

What can you find out through research? ___________________________________________ ________________________________________________________________________________ Do you have a hypothesis? _________________ If yes, what is it? _______________________ ________________________________________________________________________________ How will you set up your fair test? __________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ How will you record your data? _____________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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LICHENS LICHENS LICHENS LICHENS –––– THE SOIL BUILDERS THE SOIL BUILDERS THE SOIL BUILDERS THE SOIL BUILDERS

Look around for flat rocks exposed to the sun. You will find one that has some dark circles with a lighter outer edge. They also may be found on tree bark as a washed out green/gray patch. When you find the sample, examine the lichens using the double-lens magnifier. Use the space below to draw what you see. What do you think a lichen is? ____________________________________________________ What are some animals that might depend upon lichen? ______________________________ _______________________________________________________________________________ There are animal species that use symbiosis. Have you seen pictures of a hippopotamus with a

bird on its head? The bird eats pests from the hippopotamus. Explain how this relationship

helps both. _____________________________________________________________________

________________________________________________________________________________

The simpler plants like algae, mosses, ferns and fungi do not reproduce with seeds. These

plants reproduce by making thousands of spores. Spores contain no food for the young plant

so most spores are not successful. Why is it that these plants do not become extinct?

________________________________________________________________________________

________________________________________________________________________________

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Activity Sheet for LActivity Sheet for LActivity Sheet for LActivity Sheet for Learning Experience #15earning Experience #15earning Experience #15earning Experience #15 Name___________________ Name___________________ Name___________________ Name___________________

DEATH IN THE VIVARIUM DEATH IN THE VIVARIUM DEATH IN THE VIVARIUM DEATH IN THE VIVARIUM

Throughout this unit, you have observed that organisms (plants and animals) have died. The predators (toads, frogs and anoles) have reduced the population of their prey (crickets).

Some plants or animals may have died because their conditions of our model habitats did not

meet their needs. Plants and animals also die of old age.

Decomposers like bacteria are organisms that help break down dead organisms, releasing carbon dioxide, simple nitrogen compounds and water back into the air and ground to be

reused again.

See if you can observe the effects of bacterial on dead and decaying organisms. Put about 100 ml of sand into each of two ziplock plastic bags. Moisten the sand with water in one bag. Place similar specimens of decaying organic matter in the front of each bag. Label and date

the bags.

Observe and record changes that you see over the next two weeks. You could alter this experiment by making the variable heat or light instead of moisture. Remember to have a fair

test there must be only one variable at a time.

Describe your experiment and your results. __________________________________________

________________________________________________________________________________

Dead Leaf Date ______ in moist sand

Dead Leaf Date ______ in dry sand

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Activity Sheet for Learning Experience #15 Activity Sheet for Learning Experience #15 Activity Sheet for Learning Experience #15 Activity Sheet for Learning Experience #15 Page 2 Page 2 Page 2 Page 2 Bacteria can be beneficial, but it can also be harmful. Below is a list of effects of bacteria. Write beneficial or harmful before each statement. _______________ Bacteria break down waste products and dead organisms. _______________ Bacteria causes food to spoil. _______________ Bacteria in the stomachs of some animals help digest plant materials and

release vitamins. _______________ Tooth decay and gum disease are caused by bacteria. _______________ Nitrogen from the air can be changed or “fixed” by bacteria in some plants’

roots to form nitrogen that helps the plants grow. _______________ Cheese, yogurt and sour cream are produced by milk being mixed with

various bacteria. _______________ Diseases like tuberculosis, typhus, cholera, strep throat and tetanus are

caused by bacteria. _______________ Bread, vinegar, soy sauce, tea and cocoa need bacteria to be produced. _______________ Some medicines are made with bacteria.

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Name: ______________________Name: ______________________Name: ______________________Name: ______________________ Date: _________Date: _________Date: _________Date: _________ Terrarium/Vivarium Student Assessment Terrarium/Vivarium Student Assessment Terrarium/Vivarium Student Assessment Terrarium/Vivarium Student Assessment Directions: Read the question carefully, and answer based on your knowledge about terrarium/vivarium. Circle the correct answer. 1. A terrarium is covered with glass or plastic to best model the:

a.) food cycle b.) life cycle c.) rock cycle d.) temperature

2. Which animal is an invertebrate?

a.) a segmented worm b.) a tree frog c.) an anole d.) a cat

3. Decomposing plants and animals in the soil are called humus and organic matter because it:

a.) was never alive b.) was a predator c.) was alive d.) is brown in color

4. An animal might be classified as a crustacean because it has:

a.) 3 pairs of legs b.) 3 body parts c.) 4 pairs of legs d.) 7 pairs of legs

5. A tropical biome would have:

a.) low humidity b.) a large variety of plants and animals c.) low temperature d.) short, scrubby trees

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Terrarium/VivariumTerrarium/VivariumTerrarium/VivariumTerrarium/Vivarium Assessment Page 2 Assessment Page 2 Assessment Page 2 Assessment Page 2 6. You would find an exoskeleton on:

a.) an anole b.) a toad c.) a cricket d.) a fish

7. In a desert, a group of animals and plants depend on each other for food and other needs. This group is called a:

a.) habitat b.) community c.) population d.) niche

8. Grain seeds get their energy from the sun. The seeds would be called:

a.) producers b.) inorganic c.) predators d.) consumers

9. Crickets go through three stages (egg, nymph, adult) in their lives. This kind of form change is called:

a.) population b.) complete metamorphosis c.) incomplete metamorphosis d.) cloning

10. Animals that eat both plants and animals are called:

a.) omnivores b.) carnivores c.) herbivores

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TerrariTerrariTerrariTerrariumumumum/Vivari/Vivari/Vivari/Vivariumumumum Assessment Page 3 Assessment Page 3 Assessment Page 3 Assessment Page 3 11. List three characteristics of an earthworm that could be used for classifying.

a.) _______________________ b.) _______________________ c.) _______________________

12. List three characteristics of an isopod that tell you it is a crustacean.

a.) _______________________ b.) _______________________ c.) _______________________

13. List three things green plants need to make their own food.

a.) _______________________ b.) _______________________ c.) _______________________

14. Explain how the roots, stem and leaves of a cactus help it survive in the desert. ______________________________________________________________________ ______________________________________________________________________ 15. Explain three ways bacteria are helpful.

a.) ________________________________________________________________ b.) ________________________________________________________________ c.) ________________________________________________________________

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TERRARIUMS & VIVARIUMSTERRARIUMS & VIVARIUMSTERRARIUMS & VIVARIUMSTERRARIUMS & VIVARIUMS STUDENT SELFSTUDENT SELFSTUDENT SELFSTUDENT SELF----ASSESSMENTASSESSMENTASSESSMENTASSESSMENT

Name:__________________________________

Date:___________________________________

1. What do you now know about terrariums and vivariums you didn’t know before? ________________________________________________________________________________

________________________________________________________________________________

2. What do you know about the difference between terrariums and vivariums? ________________________________________________________________________________

________________________________________________________________________________

3. How do you think you and your partner(s) worked together? Give some examples.

________________________________________________________________________________

________________________________________________________________________________

4. What learning experiences did you enjoy? Explain why did you liked them.

________________________________________________________________________________

________________________________________________________________________________

5. Were there any learning experiences in the unit you didn’t understand or that confused you? Explain your answer.

________________________________________________________________________________

________________________________________________________________________________

6. Take another look at your activity sheets and science notebook. Describe how well you think you recorded your observations and ideas.

________________________________________________________________________________

________________________________________________________________________________

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GLOSSARYGLOSSARYGLOSSARYGLOSSARY Adaptation qualities that help an animal live in its environment. Chlorophyll green material in plant cells that helps them make their own food. Community all of the living things in an area that interact with each other. Earthworm a soft-bodied invertebrate, classified as a segmented worm,

having two body openings connected by a long intestine, heart-like organ, small brain and nerve cord.

Ecosystem a group of living things and their nonliving environment. Environment everything that surrounds and affects a living thing. Habitat the special place in a community in which a plant or animal lives. Interdependence the need of certain living organisms for other organisms. Isopod any of a large order of small crustaceans in which the body is

composed of seven thoracic segments, each bearing a similar pair of legs; it is sessile-eyed (attached directly at base and not raised up on a stalk).

Lichen any of a numerous complex plant group (Lichenes) made up of

an alga and a fungus growing in symbiotic association on a solid surface, such as a rock.

Moss small green plants that do not have real roots, stems and leaves;

bryophytic clumps of these plants. Organism a living thing. Population a group of the same kind of plant or animal living in the same

place. Predator an animal that hunts other animals for food. Reptile cold-blooded vertebrates that have thick skins made of scales or

plates; it has dry skin and breathes with lungs.

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Segmented divided into many similar parts or sections. Starch a complex carbohydrate (C6H1005) x that is the chief storage

form of carbohydrate in plants and is an important food source. Terrarium a container in which land organisms can live. Vivarium a container for keeping and observing animals and plants indoors.

elementary science program a collection of learning ...the golden guide: reptiles and amphibians....

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