Life+Science-Animal+Life+(pg.+359-399)

Life Science-Animal Life (pg. 359-399) 10/19 Invertebrates (animals with no backbone) make up most of the animals on earth. Insects are the largest group followed by: crayfish, shrimp, snails and earthworms. Insects Adult insects Butterflies and Moths Mealworms Crustaceans Crayfish Brine Shrimp Snails Earthworms __Grade 1__ GLE 0107.5.1 Investigate how plants and animals can be grouped according to their habitats. __Grade 2__ GLE 0207.5.1 Investigate the relationship between an animal’s characteristics and the features of the environment where it lives. GLE 0207.2.2 Investigate living things found in different places. __Grade 3__ SPI 0307.3.1 Identify the basic needs of plants and animals. SPI 0307.5.1 Investigate an organism’s characteristics and evaluate how these features enable it to survive in a particular environment. __Grade 2__ GLE 0207.5.1 Investigate the relationship between an animal’s characteristics and the features of the environment where it lives. GLE 0207.5.2 Draw conclusions from fossils about organisms that lived in the past. __Grade 3__ SPI 0307.3.1 Identify the basic needs of plants and animals. SPI 0307.5.1 Investigate an organism’s characteristics and evaluate how these features enable it to survive in a particular environment. __Grade 4__ SPI 0407.5.1 Determine how a physical or behavioral adaptation can enhance the chances of survival. __Grade 5__ SPI 0507.5.1 Identify physical and behavioral adaptations that enable animals such as, amphibians, reptiles, birds, fish, and mammals to survive in a particular environment. SPI 0507.5.2 Explain how fossils provide information about the past. GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals. GLE 0207.4.1 Compare the life cycles of various organisms 0207.4.1 Compare and contrast the life cycles of different organisms such as a chicken, butterfly, meal worm, frog, or human. 0207.4.2 Sequence a collection of pictures or illustrations into the correct stages of an organism’s life cycle __GLE__ 0207.2.1 Investigate the habitats of different kinds of local plants and animals. 0207.2.3 Identify basic ways that plants and animals depend on each other. 0207.3.1 Recognize that animals eat plants or other animals for food. __Checks for Understanding__ 0207.2.2 Investigate ways that plants and animals depend on each other. 0207.3.1 Describe the habitat of a particular organism based on its food, water, and air requirements. || Teacher's Domain: Animal Classifications This is a great website for students to use for reviewing their animal classifications. It gives a review of animal classes and a game for kids to play when they are done reviewing. It shows pictures of different living things and they click on the appropriate choice for each. @http://www.kidport.com/reflib/science/animals/animalindexv.htm This is a great website for kids because it lets kids explore the different types of vertebrates. It gives a main overview of vertebrates and then has pictures of the different types, which allows students to click on the picture and then learn more about that specific group of vertebrates. Kidport-Invertebrates This website is designed for kids and allows them to see the different types of invertebrates. Students can click the different types of invertebrates to discover more about each. @http://www.scholastic.com/magicschoolbus/games/habitat/index.htm Animal Classification Lesson Plan The purpose of this lesson is to understand and group animals by categories. Students will identify characteristics for each classification of animal. The students are asked to look through magazines and cut out pictures of animals for each class. This is an alternative way for students to review classification of animals rather than looking in their books. The pictures will be put on poster board and hung around the class. @http://www.discoveryeducation.com/teachers/free-lesson-plans/whats-a-mammal.cfm The purpose of this lesson is to understand the wide variety of mammals on our planet and the similarities and differences between them. The students are asked to explore these mammals by grouping them by pictures, researching a specific mammal, and then are allowed to play a game called “Mystery Mammal”. This is a neat way to get to investigate the wide assortment of mammals, which can be confusing to many students. Invertebrate Lesson Plan The purpose of this lesson is to understand invertebrates. The students learn about symmetry and they different types of symmetry. With this lesson plan students also get a closer look at horse shoe crab as an extension. @http://youth.net/cec/cecsci/cecsci.190.txt The purpose of this lesson plan is to give students a greater understanding of the water cycle. The students will make a mountain or hill in a container with soil, seal it off with plastic wrap and place it in the sun for a couple days. The students are watching for condensation in their containers and plastic wrap. This is a fun way to have a hands on learning experience with the water cycle. || (Lauren) 1. Animal (Classification) Song 2. 5 Classes of Vertebrates 3. Spineless (Invertebrate Song) 4. The Food Chain Song || Probe || **Is It an Animal? - Lindsey Lovely, Ashley Tierney** Time: 5 minutes (Volume 1) pgs. 117-121 This formative assessment will be used in the beginning of the lesson. This will be used to serve as a review for the class on what is an animal and what is not an animal. Then, we will ask the class which animals have back bones and which do not to lead into Lauren's and Ashley's lessons. || || **The Glow in the Dark Book of Animal Skeletons: Bailey Rainey** This is a great book for kids. It shows students what different animal skeletons look like. Showing different animal skeletons helps show why some animals are vertebrates and why some are not. The students can turn the lights off and see different skeletons glow in the dark. It also provides a lot of information about each different animal. Teachers could use this book in the classroom to help students see what a back bone is and why it makes an animal a vertebrate. It provides students that learn visually with a better understanding. || Time:15 minutes Classification of Shoes from [|Lesson Plans: Biology] I will modify this activity by classifying the shoes into as many subgroups as we have time for. We may not have enough time to classify each shoe into its own class. I will break the groups of shoes into each Kingdom, Phylum, Class, etc. Formative Assessment: //No-Hands Questions// During the activity I will randomly pick on students to answer my questions, instead of picking on students that only raise their hands. After students have answered questions, I will prompt the class to provide more information based on the last students comments. Page 365-Changing Temperatures Time: 15 minutes I will modify this activity by eliminating the “elaboration” section of this activity and just focusing on the actual gill beats of the fish and how a fish responds to the change in temperature for time purposes. Formative Assessment: //I Think-We Think// I will provide a 2 column piece of paper to each student with headings of “I Think..” on one column and “We Think..” on the other. The students will first be asked to record their own ideas in the “I Think..” column as far as how they think their fish will respond when the cold water is added. Next, in the “We Think” column students will share their ideas as a class and based on the majorities opinion will record their thoughts in this section. At the end of the experiment, the whole class will discuss whether their initial thoughts were correct. Page 380- Mealworms and What They Do Time-15 minutes I will modify this activity by having each student examine their mealworm. Each student will use their hand lens to look for an exoskeleton and use paper towels to notice how well they move. Formative Assessment: //Concept Cartoons// I will provide each table with a different Cartoon that they must decide whom they agree with. //Page 390-// Food Chains Time: 15 minutes I will modify this activity by having each table come up with their own food chain or food web after we do the food chain activity as a group; I will ask the tables to share their food webs with the rest of the class. Formative Assessment: Odd One Out I will put a list of words on the board, one will be the "Odd One Out." I will ask the class which one of the words does not fit with the group and then have one person explain why it is the "Odd One Out." ||
 * Content || **p.359-362 Classification of Animals-Bailey**
 * Of some 1,250,000 different forms of living things, animals make up almost 1,000,000.
 * A system developed by Swedish naturalist Carolus Linnaeus provided the foundation for modern classification. Its basis is the physical structure of the living thing.
 * Seven main categories are used, which range from the general to the particular description of group properties.
 * 1) Kingdom
 * 2) Phylum
 * 3) Class
 * 4) Order
 * 5) Family
 * 6) Genus
 * 7) Species
 * Most children think of living things as either plants or animals. Scientists, however, classify living things into five kingdoms:
 * 1) Animalia: Multicellular animals that are heterotrophic (cannot make their own food) are eukaryotic (cells have a membrane-bound nucleus), and reproduce sexually.
 * 2) Plantae: Multicellular plants that are generally autotrophic (make their own food through photosynthesis), are eukaryotic, and reproduce sexually.
 * 3) Protista: single-celled or multicelled plant-like and animal-like organisms that are autotrophic or heterotrophic, and eukaryotic, and produce either sexually or asexuallly (no male or female).
 * 4) Monera: Single-celled bacteria that are autotrophic or heterotrophic, are prokaryotic (no membrane-bound nucleus), and reproduce asexually.
 * 5) Fungi: Sinlge-celled or multicelled organisms that are eukaryotic, are heterotrophic, and generally reproduce asexually.
 * Such a classification system makes it possible to pinpoint most living things and to note relationships that otherwise might be easy to miss.
 * For elementary education, you will want to work with a simpler classification scheme. Divide the entire animal kingdom into two huge groups, each with a manageably small number of subgroups.
 * Animals with Backbones (vertebrates):
 * 1) Mammels (humans, dogs)
 * 2) Birds (sparrow, penguin)
 * 3) Reptiles (turtle, lizard)
 * 4) Amphibians (frog, toad)
 * 5) Fishes ( carp, bass)
 * Animals without Backbones (invertebrates):
 * 1) Echinoderms: Animals with spiny skin (sand dollar, starfish)
 * 2) Arthropods: Animals with jointed legs: insects (fly, moth); arachnids (spider, scorpion); crustaceans (crab, lobster); myriapods (millipede, centipede).
 * 3) Mollusks: Animals with soft bodies (clam, snail).
 * 4) Worms (flatworm, round worm, ribbon worm, and segmented worm).
 * 5) Corals and relatives (sea anemone, coral).
 * 6) Sponges ( the natural sponges we use are the fibrous skeletons of these animals)
 * Animals with back bones only make up about 5% of the the known animal species.
 * Animals without back bones make up the rest. 70 % of all animals, with more than 800,000 species.
 * p.362-379 Animals with Backbones-Lauren**
 * Even though there are fewer vertebrates than invertebrates, the five classes of vertebrates represent the highest forms of life on this planet.
 * Mammals
 * The most advanced forms of life.
 * All mammals have some fur or hair and milk glands (mammary glands).
 * Mammals are the most intelligent group of animals.
 * Mammals are born wholly formed, and then continue to grow to the adult stage of the life cycle.
 * The embryo develops inside the mother.
 * Two exceptions are the spiny anteater and duck-billed platypus, which both lay eggs.
 * Mammals are warm-blooded and have very efficient hearts with 4 chambers.
 * This allows for mammals to do vigorous activity within a wide temperature range; however, their body heat must be conserved or they will die.
 * It is more accurate to call mammals “constant-temperatured”.
 * Mammals’ teeth are adapted for specific uses.
 * The recommended mammals for a classroom are white rats and gerbils.
 * Birds
 * The best definition for a bird is that it is an animal with feathers.
 * It is a misconception that birds do not eat much; in fact, many eat their body weight everyday in order to survive.
 * As body volume decreases, the relative size of skin surface increases and so in order to generate enough body heat birds must have a high metabolic rate.
 * The bodies of birds are streamlined and closely fitted with 3 types of feathers: down feathers, contour feathers, and flight feathers.
 * Birds have very good eyesight because they have 3 eyelids.
 * Most birds have horny beaks and all modern birds are toothless.
 * Birds lay eggs and fertilization is not required for an egg to be laid.
 * Reptiles
 * Reptiles have dry, scaly skin.
 * Reptiles have well-developed hearts with 3 chambers (some have almost 4); however, they are cold-blooded.
 * Reptiles lay eggs; however, there is no internal attachment like mammals have to the embryo.
 * Most turtles and lizards have 3 eyelids; however, snakes have no eyelids.
 * Amphibians
 * Amphibians typically spend part of their lives in water and part on land.
 * The main amphibians are frogs, toads, and salamanders.
 * Amphibians are cold-blooded and have hearts with 3 chambers.
 * Female amphibians lay eggs in water or on moist land and then the male secretes sperm onto the eggs; in addition, this is known as external fertilization.
 * Fishes
 * Other than mammals, fishes are the vertebrates that present the greatest diversity in appearance, adaptations, and habits.
 * Fossil evidence shows that they were the first animals with true backbones.
 * Fishes are cold-blooded and have hearts with only 2 chambers; furthermore, fish breathe through gills instead of lungs.
 * Fishes’ bodies are streamlined and they have a large tail and fins which allow them to maneuver through the water.
 * Fish do not have eyelids, so their eyes are always open.
 * Reproduction of fishes is done by either external or internal fertilization of the egg.
 * p.380-390 Animals without Backbones-Ashley**
 * If there were no insects the following situations could occur:
 * o Half of all flowering plants on earth would disappear
 * o Most land birds would vanish
 * o Biological research would be hampered.
 * Insects make up 70% of all animal species.
 * Jointed legs
 * Segmented bodies
 * External skeleton made of chitin (crusty substance)
 * Molt. Shed their external skeleton
 * Have 3 parts; head, thorax and abdomen
 * Most fly
 * Eyes increase wide-angle view
 * Fertilize eggs internally and hatch externally
 * Metamorphosis of stages: egg, larva, pupa, adult
 * Some insects go through incomplete metamorphosis: egg, nymph and adult
 * There are more than 800,000 species of insects on earth
 * Easy to see the life cycle
 * Forms into the grain beetle
 * Mealworm is grain beetle at larval stage
 * Shed skin from 10-20 times during 4-5 month
 * Metamorphosis takes 6-9 months for this insect
 * Shrimp
 * Lobster
 * Craps
 * Water fleas
 * Barnacles
 * Sow bugs
 * External skeletons
 * Molt
 * 5 part legs
 * Live along and in banks for muddy freshwater streams, marshes and ponds
 * Get no more than 12 mm long
 * Eggs are found around the shore of salt lakes and salt flats
 * The first egg produced hatch inside, and other produced by the same shrimp are released directly into the water
 * Belong to the largest phyla (Mollusks)
 * Live in ocean
 * Include: squid, octopus, oyster, clam
 * Belly-footed
 * Secretes mucus
 * Segmented
 * More than 100 segments
 * Eats through soil
 * The soil an earthworm eliminates fertilizes the earth
 * Breathe from skin
 * p.390-398 Ecology-Lindsey**
 * Ecology- study of interactions of living things with each other and their physical environment.
 * Habitat- a specific environment or place where an animal or plant lives.
 * Land- desert, woodland, frozen tundra, farm, vacant lot and garden habitats
 * There are freshwater and saltwater habitats too, which contain diverse living things
 * Populations- within a habitat, a number of organisms of the same kinds that live and reproduce there.
 * Habitat is more than likely to have more than one population.
 * Communities- made up of interacting plant and animal populations.
 * Known as //natural communities//
 * Plant eaters eat some of the plants, and animal eaters eat come of the plant eaters.
 * Food chain- the connection between plants, plant eaters, and animal eaters.
 * Food Web can be put into three groups: //produces// ( plants), //consumers// (animals), //decomposers//(bacteria and molds)
 * Consumers are furthered grouped into: //predators// (animal eaters), //prey// (animals eaten by the animal eaters)
 * A large percent of animals do not complete their life cycle because they are consumed.
 * Ecosystem- web of relationships between a community and its physical environment
 * Biotic Potential- greatest increase possible in a population without deaths
 * limiting factor
 * adaptions
 * pollution
 * Material Cycles
 * Carbon Dioxide-Oxygen Cycle- living things need oxygen to convert stored food into energy, they give off carbon dioxide. Decomposers also release carbon dioxide as they work. Decomposers and animals give plants carbon dioxide, and plants give all living things oxygen.
 * Nitrogen Cycle- Neither plants or animals can use nitrogen in a gaseous form so they convert it through bacterial attached to the roots of plants. Plants absorbs the nitrates as they grow; animals eat the plants; therefore the animals are getting the nitrogen that they need.
 * Water Cycle- Living things need water to transport chemicals to cells and remove waster materials from cells. The water the animals release through exhalation, through perspiration, and in waste products. The water released goes into the air and becomes part of the water cycle. ||
 * TN State Standards || **1. Classifications of Animals- Bailey**
 * 2. Animals with Backbones-Lauren**
 * 3. Animals without Backbones-Ashley Tierney**
 * 2nd Grade**
 * 4. Ecology- Lindsey Lovely**
 * 2nd Grade**
 * Websites || **1.Classifications of Animals- Bailey**
 * 2. Animals with Backbones-Lauren**
 * 3. Animals without Backbones-Ashley**
 * 4. Ecology- Lindsey Lovely**
 * This is a fun website for learning to match up which animal belongs in which habitat. As you match up the correct answer it also explains why the animal lives in that habitat.** ||
 * Lesson Plans || **1. Classifications of Animals- Bailey**
 * 2. Animals with Backbones-Lauren**
 * 3. Animals without Backbones-Ashley**
 * 4. Ecology- Lindsey Lovely**
 * Videos || media type="custom" key="10903496"
 * Formative Assessment
 * Children's Book
 * Activities from Text || **1. Classifications of Animals- Bailey Rainey**
 * 2. Animals with Backbones-Lauren**
 * 3. Animals without Backbones-Ashley**
 * 4. Ecology- Lindsey Lovely**