Animal Studies

1. 4th Grade Hands-On Science Module Animal Studies Created by AMSTI Trainers Final revision by Stacy Chang

2. The Learning Initiate Question Cycle Engage Explore Evaluate Apply Clarify Extend Explain “The 5 E’s” of an inquiry-based lesson

3. Science Notebook Components • Question/Problem/Purpose • Hypothesis • Procedure/Planning • Results/Data/Observations • Conclusion/What Have You Learned? • Next Step/New Question

4. Unit ConceptsAnimals develop behaviors and structures that adapt to their habitats. • The nature of the habitat controls the kinds of organisms that may survive within it • The structures and behaviors of an organism determines how it adapts • An organism’s structures and behaviors are related to its environment. • A combination of behaviors and structures enables an animal to survive in a habitat.

5. Science and Technology StandardsBiological Sciences A. Know the similarities and differences of living things. B. Know that living things are made up of parts that have specific functions C. Know that characteristics are inherited and, thus, offspring closely resemble their parents. D. Identify changes in living things over time.

6. Background • We will be working with the dwarf African frogs, fiddler crabs, and millipedes. • The 3 animals in this unit were selected because of their diversity of structure, behavior, and habitat. • These animals illustrate a variety of animal adaptations associated with food getting, movement, body structure, and protection.

7. Before Animals Arrive Dwarf African Frogs- Prepare fresh water 24 hours before arrival: Add 1 drop of conditioner per gallon of water. Fiddler Crabs- Prepare salt water 24 hours prior to arrival: Add 1 drop of conditioner per gallon of water and one pinch of Instant Ocean. All water must be at room temperature Water can be stored for later use Notify office of expected arrival See Materials Management Tap (pages 8-13) for detailed instructions

8. Rules for Animal HabitatsHow should we treat the animals’ habitats? • Do not bang on habitats. • Do not disturb the animals. • Be gentle, especially when moving the habitat. • Keep the lids on the habitats, unless told otherwise. • Keep objects out of habitat, unless told otherwise.

9. Lesson 1:Thinking about Animals and Their Homes What do you know about frogs, crabs and millipedes? (individual, small & whole group) How are frogs, crabs and millipedes different/alike? (individual, small & whole group)

11. Where do scientists study animals? What are some ways scientists study animals? Where can you go in your area to observe animals in their natural habitat?

12. Environment and Habitat • Environment—total surroundings • LivingandNonliving • Animals, plants, climate, water, light, air • Habitat—area that satisfies a particular animal’s needs • Arrangement of • Food, water, shelter, and space Habitat Lapsit

14. Lesson 2: Inviting Animals into the Classroom • Question: What will the frog, crab and millipede need to survive in the classroom? (whole group) • Hypothesis: If we want the animals to survive in the classroom, then________ because _______________

15. School Web Think of the living and nonliving elements of our school. School