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


 * Type names of members of your group here and label who completed each section. Lesson due: Friday 10/21
 * Courtney Bass-Section 1: Classification of Animals (p. 359-362) and Formative Assessment probe.
 * Moriah Smith- Section 2:Animals with Backbone (p. 362-379)
 * Toni Szabo - Section 3: Animals without Backbones (p. 380-390), children's book.
 * Wendy Woods - Section 4: Ecology (p.390-398), Mixpod, and Formative Assessment probe (grade for wiki 1 discussion).
 * Content || **List the content for the section you select**

1. p. 359-362 Classification of Animals:
Mammals Birds Reptiles Amphibians Fishes **3. p.380-390 Animals without Backbones:**
 * All animals share certain common needs and physical properties. By observing how animals are formed, students can place them into groups with common properties.
 * Of 1,250,000 different forms of living things, animals make up almost 1,000,000.
 * Animals range in size from microscopic organisms to the blue whale, which can be up to 100 feet long.
 * To keep track of animals, a system was developed by the Swedish naturalist Carolus Linnaeus.
 * The Linnaeus System provided the foundation for modern classifications.
 * Six main categories are used. They range from general to particular descriptions of groups.
 * Living things are classified into five kingdoms:
 * **Animalia **: Multicellular animals that are heterotrophic (cannot make their own food), are eukaryotic (cells have a membrane-bound nucleus), and reproduce sexually.
 * **Plantae **: Multicellular plants that are generally autotrophic (make their own food through photosynthesis), are eukaryotic, and reproduce sexually.
 * **Protista **: Single-celled or multi-celled plant-like animal-like organisms that are autotrophic or heterotrophic, and are eukaryotic, and reproduce either sexually or asexually (no male and female).
 * **Monera **: Single-celled bacteria that are autotrophic or heterotrophic, are prokaryotic (no membrane-bound nucleus), and reproduce asexually (some also reproduce sexually).
 * **Fungi: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Single-celled or multi-celled organisms that are eukaryotic, are heterotrophic, and generally reproduce asexually (some also reproduce sexually through conjugation).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For elementary students, teachers can use a much simpler system.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The entire animal kingdom can be divided into two huge groups.
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Animals with backbones (vertebrates) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> - mammals, birds, reptiles, amphibians, and fish.
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Animals without backbones (invertebrates) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> – Echinoderms (animals with spiny skins), arthropods (animals with jointed legs: insects), mollusks (animals with soft bodies (clam, snail), worms, corals and relatives (sea anemone), and sponges.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The five classes of vertebrates make up 5% of the known animal species.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Animals without backbone make up the rest. Insects make up 70% of all animals and are the largest class of invertebrates.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Animals can be classified by male, female, and juveniles. (Example: gerbil-A baby is a pup, the male is a buck, the female is a doe, and the family is called a horde.
 * 2. p. 362-379 Animals with Backbones:**
 * All have fur or hair and all have milk glands
 * INTERNAL DEVELOPMENT
 * Mammals are born wholly formed
 * During development, embryo is attached to the mother by a placenta
 * The spiny anteater and the duck-billed platypus are the only two known exceptions to this. They both lay eggs
 * WARM –BLOODED
 * Their body temperatures stay at relatively the same level, whether it is cold or warm
 * TEETH
 * Their teeth adapt for different uses
 * Classroom Mammals
 * White rats
 * Gerbils
 * “A bird is an animal with feathers”
 * FOOD AND HEAT LOSS
 * Birds have huge appetites
 * They have a high metabolic rate
 * This causes body temperatures in birds up to 102 – 110 F
 * FLIGHT ADAPTIONS
 * Inside their bodies are several air sacs connected to their lungs
 * Many bones are hollow
 * Waterproof coating from oil their body produces
 * SENSES
 * Keen eyesight
 * Three eyelids
 * Acute hearing
 * Most have horny beaks
 * Modern birds are toothless
 * Their feet and beaks are extremely diverse
 * REPRODUCTION
 * Lay eggs
 * COLD-BLOODED
 * Have well-developed hearts with three chambers
 * Some hibernate below ground when in cold climates
 * REPRODUCTION
 * Some lay eggs
 * Some born alive
 * Turtles and most lizards have three eyelids
 * Snakes have no eyelids
 * COMMON LIZARDS
 * Horned toad
 * American chameleon
 * CLASSROOM SNAKE
 * Helps children learn that a lot of snakes are great to have around
 * Bring a tamed one for them to observe and touch
 * Typically described as animals that live part of their life in water and part on land.
 * COLD-BLOODED
 * Adults breathe through lungs but are also able to absorb some oxygen through their skin
 * FROGS AND TOADS
 * Toads usually has dry rough skin, and a broad, fat body
 * Frogs are more likely to be by water
 * REPRODUCTION
 * Fertilization is external
 * Eggs are laid and then they are fertilized
 * The life stages are very different from other animals
 * They go through a process called metamorphosis
 * The vertebrates that present the greatest diversity in appearance, adaptions, and habits.
 * BREATHING
 * Fish are cold-blooded
 * They breathe through gills
 * BODY
 * The body of a fish is well suited for its environment
 * SENSES
 * Their eyes are always open because they do not have eyelids
 * They hear with auditory capsules deep within their heads
 * The taste sense appears to be mostly lacking, but a fish is sensitive to smells
 * REPRODUCTION
 * Fish reproduce by either external or internal fertilization of the egg
 * Invertebrates, animals without backbones, make up most of the animals on Earth.
 * Examples of invertebrates: Insects, crayfish, brine shrimp, snails, and earthworms.
 * Invertebrates are cold-blooded
 * Insects:
 * Make up 70% of all animal species with hundreds of new species discovered each year.
 * Insects are a vital part of our ecosystem. If all insects were eliminated, half of all our flowering plants would die, most land birds would disappear, and biological research would be put to a halt.
 * Segmented bodies and jointed legs
 * Externel skeleton instead of internal skeleton made of crusty substance called chitin.
 * Immature insects must molt as they grow.
 * Adult insects are recognizable by their three sets of legs and three body parts: head, thorax, and abdomen.
 * Insects have natural survival skills:
 * Most can fly; this means they can travel distances for food supplies.
 * Sensitive nervous system, especially with food odors.
 * Thorax consists of striated muscles that contract immediately on signal making them difficult to catch.
 * Life cycles produce new generations quickly ensuring the survival of the species.
 * Life Cycle of an insect
 * Complete metamorphisis: egg, larva, pupa, and adult
 * Incomplete metamorphisis: egg, nymph, and adult
 * Crustaceans: crayfish, shrimp, lobsters, crabs, barnacles, water fleas, and sow bugs.
 * Muscles and body parts are attached inside of the exoskeleton of chitin.
 * Shed their outside coving much like the insect.
 * Two parts to their body: a fused head and thorax, and an abdomen.
 * All crustaceans except the sow bug live in water.
 * All breathe through gills and have 2 main pairs of feelers/antennae.
 * Snails are part of the soft-bodied mollusk phyla.
 * Among the belly-footed mollusks(gastropods). It appears they travel on their bellies, but they are actually travelling on a soft muscular foot.
 * The foot releases a mucus that reduces friction and protects it from irritation; so effective that a snail can travel on a row of razor blades without injury!
 * Water snails have one pair of tentacles with eyes at the base. Most are smaller than land snails and many breathe through gills.
 * Land snails have two pairs of tentacles; the upper pair has primitive eyes and lower pair smells. They are lung breathers and unlike water snails, they retract when threatened.
 * Asexual and may lay up to 100 eggs at a time!
 * Earthworms are segmented worms, the most developed of 3 broad groups of worms.
 * Body may have more than 100 segments!
 * They are vital to soil. They aerate the soil as well as digest plant and animal matter that enriches the soil.
 * Skin breathers; take oxygen in and release carbon dioxide directly through their skin. Because of this, their skin must remain moist or they will die.

4. p.390-398 Ecology: The study of interactions of living things with each other and their physical environment.

 * **Habitat** is the environment or place where an animal or plant lives.
 * Habitats include: desert, woodland, frozen tundra, farm, ponds, and creeks.
 * A **population** is a group of animals which are the same species or kind.
 * **Communities** are created by groups of plant and animal populations interacting.
 * **Food Chains** and **Webs** are the connections and hierarchy of each population.

Biotic Potential
> occurring.
 * Biotic Potential is described as the greatest increase possible in population without death
 * Limiting Factors are events which threaten the well being of the population.
 * Limiting Factors: disease, predators, and resource availability.
 * Adaptations vary among species.
 * Pollution

Material Cycle
Standards || Each person include most relevant standards that apply to your section
 * Earth is known as a closed system.
 * A closed system is a planet or system which cannot add new raw materials.
 * **Carbon Dioxide-Oxygen Cycle:** This cycle refers to the decomposition, animal, and plant relationship of exchange of vital elements.
 * **Nitrogen Cycle:** Nitrogen is an essential part of all living cells, created by plants such as beans, peas, clover, and various legumes.
 * Water Cycle: The water cycle is a continuous process which affects all living and non-living things. Water is transferred from the clouds to animals or plants. The cycle continues to the rivers then the ocean and back to the clouds. Sometimes water will become trapped in a frozen state as snow and glaciers. ||
 * TN State

Standard 2: Interdependence __ Conceptual strand 2 __ All life is interdependent and interacts with the environment. __ Guiding Question 2 __ How do living things interact with one another and with the non-living elements of their environment? __ GLE __ 0107.2.1- Distinguish between living and non-living things in an environment __ Checks for Understanding __ 0107.2.1- Identify the basic characteristics of living things 0107.2.3- Sort and classify a variety of living materials based on their characteristics.
 * 1.Classification of Animals ** First Grade

__ Conceptual strand __ Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. __ Guiding Question __ What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? __ GLE __ 0407.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. __Checks for Understanding__ 0407.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice __ State Performance Indicators __ SPI 0407.Inq.1 Select an investigation that could be used to answer a specific question.
 * 2.Animals With Backbone: Vertebrate ** Fourth Grade

//__ GLE __// 0307.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation. 0307.4.1 Identify the different life stages through which plants and animals pass. //__ Checks for Understanding __// 0307.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice. 0307.Inq.2 Identify tools needed to investigate specific questions. 0307.4.3 Differentiate among the stages in the life cycle of a butterfly, mealworm, frog, and plant. //__State Performance Indicaators__// SPI 0307.4.1 Select an illustration that shows how an organism changes as it developes. Grade 5 - Life Science: Standard 2 - Interdependence __ Conceptual Strand 2: __ All life is interdependent and interacts with the environment. __ Guiding Question 2: __ How do living things interact with one another and with the non-living elements of their environment? || []- This educational site has an educational video dicussing the classification of animals. Students can also take quizzes over the video. Students can also explore and play games and test their knowledge of the content. [] This site does a great job of showing the difference between vertebrates and invertebrates. Also, it does a good job of giving information that can be understood by children. www.Biology4kids.com--This site educates the student on what exactly makes up an invertebrate, shows various pictures of different classes of invertebrate, and also has an option to take a quiz on the subject after you've done the reading/research. It also has sections to explore on other various classes of animals so it can be used throughout the study of animals. Encyclopedia of Earth Encyclopedia of Earth--This website has an explanation of every aspect of ecology. It also includes a graphic organizer which is a wonderful tool to accompany the introduction of the concept. The author of the website is a systems ecologist so the site reputable. || [] In this lesson, students start to work on classification of animals by completing a KWL chart on what they know about mammals. Using pictures of various types of animals, they discuss the difference in appearance of different animals. After being introduced to the different classifications and types of animals using various books, students will then complete different charts (Is it a mammal?). After the students have practiced with the different classifications, they will then compare different classes of animals with Venn diagrams. There are also bulletin board ideas to go along with this content on the lesson plan website. [] In this lesson plan, the whole objective is to teach the five different categories of vertebrates. It uses a song that you can sing with your students to help them memorize. It gives ways that you can extend the lesson. Having the students create their own projects about a category of vertebrates is a great way to showcase what the students have learned. I am going to teach the song and review the different categories. Then I will assign groups. They will need to create a collage of pictures and texts that describe their category of vertebrate. Then present it to the class. Blue Planet: Seasonal Seas In this lesson plan, which goes along with a video found on the Discovery website, has the students research a marine invertebrate and then make an illustrated report. They include important information like how the animals move, reproduce, breathe, and eat, and their physical characteristics. They are given different materials to create their own illustrated report as pairs and evaluated on their participation as well as the information provided in the final project. I think this is a highly engaging lesson to accompany a lesson on invertebrate! Ecology--**Nature A to Z Lesson** This website includes many biology lessons which are geared toward middle to high school students. I am going to modify this lesson for younger children by completing the graphic organizer as a class project. In this lesson the students will name animals and plants which are familar to them. Then we will look at each selection as a class, thinking about which animals would complete a food chain. The last question on the graphic organizer asks students to choose two animal's interactions. || media type="custom" key="10788140" || __Science Formative Assessment__ textbook p. 62 - #6 Chain Notes (Guiding question will be determined by the group.) || This book introduces readers to the various marine life found in the ocean. It is written to the tune of "Over in the Meadow," but is also captivating without the tune.
 * 3. Animals Without Backbones: Invertebrate ** Third Grade
 * __ 4. Ecology: __** Fifth Grade
 * Website || **Each person select and describe one website for your section**
 * 1.__Classification of Animals:__**
 * 2.__Animals with backbone:__**
 * 3. __Invertebrates:__**
 * 4. __Ecology__:**
 * Lesson Plans || **Each person select and describe one Lesson plan for your section**
 * 1.Courtney-**
 * 2.Moriah-**
 * 3. Toni**--
 * 4**. **Wendy-**
 * Videos || One person create and embed a Mixpod for ideas in the sections:
 * Formative Assessment Probe || Formative Assessment probe: **Is It an Animal**? This formative assessment probe is used to spark student's thinking about what is classified as an animal. This probe can be found on the ilearn under the first volme of assessment probes.-**Courtney Bass**
 * Children's Book[[image:eled4140seniors2011/book.htm width="204" height="204"]] || ==//Somewhere in the Ocean// by Jennifer Ward and T.J. Marsh. Scholastic: 2000.==

--Read the book after the activities on animal life has been completed, paying close attention to the different types of animals found in the ocean's habitat. After we meet the animal on the page, ask the students if they can tell you what group of animals the marine life can be classified as; vertebrate or invertebrate. Then ask them if they can further classify the animal. An example would be the manatee which would be a vertebrate but further classed as a mammal. How do they know what to classify the animal? Do this with each page so the students can see the diversity of marine life.

5 Minutes ||
 * Activities from text || **List one activity for the section you select that you will lead for the class. Will need to modify or shorten each activity. Include page #s and describe anything you did to modify the activity.**

Time: 7 minutes. This lesson requires a couple of goldfish, pitcher of ice water, watch, and thermometers. The purpose of this experiment is to see how temperature changes affect the fish. I will divide the class into three groups and each will be required to count the gill beats of their goldfish for 1 minute. Then they need to add cold water to their fishbowl and count the gill beats for 1 minute. They should be recording their data on a piece of paper. Once they have finished the experiment, we will discuss their results. Time:8 minutes Modifications include removing some of the materials and investigations to save on time. Materials left to work with will include: popsicle sticks, black paper, index cards, plastic spoons, magnifying glasses, and straws. Students will perform the index card activity, the ruler activity (with popsicle sticks instead of rulers), and a student driven investigation with materials provided. P-E-O FACT will be included at the beginning and followed up at the end. A journal to actively engaged students throughout the activity will also be used. Time: 15 minutes This lesson requires six student volunteers. Each student will recieve a role in the food chain. The teacher will provide name plates for the students, to serve as a visual representation of each link of the food chain. Students will also explore and discuss many types of relationships within the food chain. To conclude the lesson, the teacher will ask guiding questions to assess student understanding. Teacher modification includes a yarn necklace instead of using safety pins. Time: 6 minutes
 * Formative Assessment Probe-** Is It an Animal?- 5 minutes: This gives students in class plenty of time to respond to question. **Courtney Bass**
 * 1.Animal Classification pg. 359-360-** Students will use their own personal classification systems to classify animals. They will then comapre their classification systems to other's. Modifications: Instead of having students print our their own animal pictures, pictures will already be cut out. This will save time. A Card sort activity will be used at the end as a formative assessment tool.
 * 2. p. 362-379 Animals with Backbones:** Changing Temperatures (pg. 365)
 * 3. p.380-390 Animals without Backbones:** //Mealworms and What They Do// (pp.380-381) Engage, Explore, Explanation, Elaboration
 * 4. p.390-398 Ecology:** Activity **Food Chain** (p.390)


 * After all 4 demonstrations are done, we will do a quick review using the trade book.** ||