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Animal Studies

Animal Studies. AMSTI 4 th Grade-Year One. Frog Riddles. Q: What do stylish frogs wear? A: Jumpsuits Q: Why did the frog go to the hospital? A: To have an hoperation Q: Why did the frog say meow? A: He was learning a foreign language. Guided Walk. STC Program Overview

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Animal Studies

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  1. Animal Studies AMSTI 4th Grade-Year One

  2. Frog Riddles • Q: What do stylish frogs wear? • A: Jumpsuits • Q: Why did the frog go to the hospital? • A: To have an hoperation • Q: Why did the frog say meow? • A: He was learning a foreign language.

  3. Guided Walk • STC Program Overview • Unit Overview • Materials • Assessment and Student Notebooks • Student Books and Reading Resources • Additional Learning Resources • Classroom Setup

  4. Cautions • If classroom is sprayed for pests animals could be harmed. Ask that your classroom not be sprayed for the duration of the module. • Aerosol air fresheners pose a risk to animals. • Germ-x • Do not wash animal tanks with soap. Use water only for cleaning.

  5. Lesson 1-Thinking About Animals and Their Homes • What do you know about frogs, crabs, and millipedes? (make a KWL on page 1 of your science notebook) How are frogs, crabs, and millipedes alike? How are they different?

  6. Respond to the following questions on page 2 of your science notebook: 1. Where do scientists study animals? 2. What are some ways you think scientists study animals? 3. Where can you go in your area to observe animals in their natural habitat?

  7. TP-1 • This tool helps you to assess students’ prior knowledge. • Extensions • Key terms-organism, environment, biosphere, habitat, biodiversity

  8. Lesson 2-Inviting Animals Into the Classroom • What will the frog, crab, and millipede need to survive in the classroom? (respond in your science notebook on page 3) • School Web • Read about and observe a habitat picture for either a frog, crab, or millipede. (record data about the needs of that animal on page 3 in your notebook) • Basic Needs/Special Needs • Habitat Lap Sit • Key terms: environment, habitat, dwarf

  9. Lesson 3-Living in Water: Dwarf African Frogs • What will the frog need in it’s habitat to survive? (respond in your notebook on page 3) • Let’s build the habitat, (directions are on TE page 26). -wash gravel/put green dots on all buckets and cups used for frogs • Habitat information Table (key elements of the frog habitat) pageTE55 • Write questions that you want to know about the Dwarf African Frog on post-its and stick them on the chart.

  10. Set up observation chart in notebook. • Feed frogs. • Record any noted behavior. • TH-3 Animal Observation Checklist • Key terms: habitat, environment

  11. Lesson 4-Observing Frogs More Carefully • Look at COS standards (5.1) • What characteristics of the frog help it survive in its natural habitat? (respond in your notebook on page 4) • Scientific drawings vs. pictures • Make a scientific drawing of the Dwarf African Frog on page 4 of your notebook. • Observe the frog closely in a cup and complete the observation chart. TE45 • TH-4 (this sheet is for the teacher) • Label your drawing • TE page 23

  12. TP-2 Science Discovery Sheet (can the question be answered through observation, experiment, and research) • Create a teacher made test about the Dwarf African Frog • Key Words: vertebrate, amphibian, metamorphosis, ectotherm, chromatophores, hibernate, estivate, pipid, burbling, endotherms (warm blooded), ectotherms (cold blooded)

  13. Lesson 5-Where Land and Water Meet: Fiddler Crabs • What will the crab need in its habitat to survive? (respond in your notebook on page 5) • TE page 54 • List materials in notebook • Science materials table • Build habitat • Animal Care

  14. Post-it questions of what you want to know about fiddler crabs • Observation chart • TH-3 • Reading Selection

  15. Lesson 6-Observing Fiddler Crabs More Closely • What characteristics of the crab help it survive in its natural habitat? (respond-p.6) • Observe the crab closely in a cup. • Make a scientific drawing of the fiddler crab. • TH-5 (teacher only) • Label drawing. • TE page 51 • TP-3/TP-4 (students complete at home). • Create a teacher made test about the fiddler crab. • Key words: crustaceans, exoskeleton, arthropod, segmented, appendages, cephalothorax, abdomen, chelae, semiterrestrial, crepuscular

  16. Lesson 7-Observing the Behaviors of the Frogs and Crabs • Share observations made about the frog and crab (chart) • Record information learned from observation and research on the “What We Want to Know” chart. • Complete Self Assessment TH-6/TH-7 • TE page 80 • Life Cycle Wheel TH-8/TH9

  17. Lesson 8-Living on Land: Millipedes • What will the millipede need to survive in its habitat? (respond p.7) • List materials need to build habitat in notebook. • Build millipede habitat TE90-91 • Feeding and Caring for millipedes. (gloves) • Habitat Information Table • Observation Chart • Begin list of questions that you want to know about the millipede.

  18. Lesson 9-Observing the Millipede More Closely • What characteristics of the millipede help it survive in its natural habitat? (respond p.9) • Observe the millipede in a cup. • Observation Chart. • Make a scientific drawing of the millipede. • TH-10 (teacher only) • Label Drawing • TE page 88 • Tri-Venn using TH-11 • Create a teacher made test about the millipede. • Key words: exoskeleton, arthropod, segmented, segments, incomplete metamorphosis, antennae, mandibles, molt, coil, secrete, substance

  19. Lesson 10-How Do Animals Respond to a Change in Their Habitats? • How will the frog, crab, and millipede respond to change in the light in their habitat? (respond p.10) • Variables/Constants • Create a plan for testing TE109 (guidelines) • Perform the experiment on each animal. (TH-12) • Record the data. • Discuss results. • Brainstorm ideas that could be researched.

  20. Lesson 11-Observing Humans Closely • Discuss “My Habitat” sheets. • Look at classroom web from lesson 2 • Work in a group to complete TH-14 • How well does a school meet our basic needs? • TH-15 characteristics • Go to other classrooms to observe humans for 10 minutes. • Discuss observations and add to the Habitat Information Table.

  21. Lesson 12-Researching Animal Behavior • What behaviors of the frog, crab, and millipede could we study? (respond p.12) • TP-5 • Record research plans on TH-16/TH-17 • Design a log sheet (chart paper) • Develop an ethogram (abbreviations) • TH-18/TH-19 • Must have flexibility during the school day

  22. Animal Adaptation Project • TH-21 and 22 • Literature Selections

  23. Lesson 13, Part 1-What Makes an Animal Special? • What body structures and behaviors help humans survive? (respond p.13) • TP-6 • TH-24 • TE page 139 (alliteration) • Create poem.

  24. Lesson 14, Part 2-What Makes an Animal Special? • What body structures and behaviors help the frog, crab, and millipede survive? • Group project TH-25, 26, and 27 • Did you discover? TH-28, 29, 30, 31, and 32

  25. In what ways would the frog’s life be different if it di not have webbed feet? • Imagine you are a frog, crab, or millipede. How do you get what you need to survive? What structures and behaviors help make you best suited to life in a pond, march, or woods?

  26. Lesson 15-There’s No Place Like Home • How are the structures and behaviors of the frog, crab, and millipede alike? • How are they different? • Compare animal characteristics on chart. (TE page 158 food movement protection sight

  27. Could the frog survive in the millipede habitat? Explain Why or why not. • Could the crab survive in the frog’s habitat? Explain. • Could the millipede survive in the crab’s habitat? Explain.

  28. Reading Selection-What Makes Beavers Special • Read selection silently. • Create a list of special behaviors and structures that help a beaver survive and alter the environment.

  29. Lesson 16-Presenting Our Research • Post Unit Assessment • Other assessments • Clean up habitats • Pack kit.

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