Name: Brittany Bowman

Portfolio Table of Contents

Journal entries

Opinion of teaching science (x2)

Natureography (x2)

Scienceography (x2)

Animal Prediction

Observations/ Library Research

Appreciating Nature (1 sitting in grass at WSCE, 1 at home, 1 at night)

Observing Nature (picture/paragraph detailing plant life in summer, fall, winter)

Who is Science?

Science Today

Samples from the Field

Activities/Labs

Grab Bag

Measurements

Microscopes

Colors of Nature

Sweet Treats (Dichotomous Keys x2)

Owl & Mouse

Helping Hands

Natural Selection Pasta

Fat Layer/Blubber Bags

Build A Bug (The Great Race)

Spider Enzyme

Nocturnal Animals/Are You My Pup?

Cell Division Flipbook

Egg Osmosis

DNA Magnets

Science Standards/Activities

1. Tennessee Science Standards K-7 (sample)

2. Summary sheet(s) *If you have a single file with all the summaries, if you have individual

summary sheets for each activity, they should be placed in front of the corresponding activity.*

3. Activities for standards:

(In the blanks, include the title and citation for each activity you add. That will be one

activity per bolded standard for a total of 12 standards added to the following individual

and group projects. Indicate with * the 2 that are technology based and ** for the two

that are inquiry based. If you are using an activity that you presented, place the grade

sheet in your portfolio as your activity and place a copy of the activity where it is listed

below.)

Standard 1 - Cells

1.1 – Work Together

Source: Mrs. Whitehead, 6th Grade, Mosheim Middle, revised by Brittany Woods

0007.1.1: Pinecone Turkeys—Kaley Parvin

0107.1.1: Do You Want to Build an Owl?—Brittany Harvey

0207.1.1: Plants and Animals—Samantha Taylor, MacKinzie Kitts, Katie Sargent, Lauren Madon

0307.1.1: Fix-A-Flower—Kasey Vaughn

0407.1.1: I Am Made of Building Blocks—Laura Stanton

0507.1.1: The Cell—Kaitlyn Martin

1.2 – Look at Us! *

Citation: Brittany Woods

0107.1.2: Indoor Nature Walk, Make Your Own—Kimberly Slayton

Standard 2- Interdependence

2.1 - Plates of the Food Chain

Citation: http://thirdgradethinkers8.blogspot.com/2012/03/animal-research-printables-

and-food.html

0007.2.1: Living and Non-living—Lauren Madon

0107.2.1: Living and Non-living Activity—Samantha Taylor

0207.2.1: Where is Your Home?—Bethany Spoone

0307.2.1: Living vs Non-Living—Brittanee Collins

2.2 -

0007.2.2: Five Senses Sorting Game—Katie Sargent

0207.2.2: What Living Thing Am I?—Jennifer Bowling

2.3- ______________________________

______________________________

2.4 - ______________________________

______________________________

0607.2.4: B-I-N-G-O—Hollie Lamb

Standard 3 - Flow of Matter and Energy

3.1 – Grow Your Own Bean Plant

Citation: Suzannah Mason

0007.3.1: Plants & Animals With vs. Without—Hannah Lawson

0107.3.1: Find Your Match—Hannah Lawson and Brittanee Collins

0207.3.1: Inside the Mouth of an Herbivore, Carnivore or Omnivore—Lauren Martin

0307.3.1: Time to Eat---Where Do I Go?—Cassandra Norvell

0407.3.1: Grow Your Own Bean Plant—Suzannah Mason and Brittany Woods

0507.3.1: Food Chain Links—Katherine Lewis, Katelyn Inman, Laura Stanton

3.2 - ______________________________

______________________________

0407.3.2: The Hunger Games—Siarha Jinks and Ashley Newell

Standard 4 - Heredity

4.1 – The Life Cycle

Citation: Pinterest revised by Brittany Woods

4.2 - Pick a Trait

Citation: Pinterest

0507.4.2: Life as a Narf—Katelyn Inman

Standard 5 - Biodiversity and Change

5.1 - Let's Make a Group

Citation: Brittany Woods

0207.5.1: Habitat Bingo—Cassandra Norvell, Kimberly Slayton, Jennifer Bowling

5.2 - What is This? **

Citation: Brittany Woods

0107.5.2: The Fossilization Game—Siarha Jinks

0307.5.2: Thriving, Threatened, Endangered, or Extinct—Amanda Drinnon and Lauren Martin

Field Trips /Integrated Assignments

Nature Walk Notes

ZooMobile Write-Up (x2)

Zoo Scavenger Hunt

Zoo Write-up

Individual Presentation Grading Sheet

Group Presentation Grading Sheet

Cell Project Grading Sheet

Leaf Collection Grading Sheet*

Poster Grading Sheet*

Book Poster Grading Sheet*

*You may not have these to place in the portfolio, so they will not be counted against you!

Opinion of Teaching Science (1)

I had done it! I'd finally landed my dream job of being a teacher at the local high school! I was so

excited that I didn't even ask the principal what class I would be teaching. When I arrived at the school,

I walked into the office and the principal greeted me with a smile and a handshake.

"Mrs. Woods," he said, "I'd like you to teach our 9th grade biology class. How does that sound to

you?"

Little did he know, science is what I wanted to teach anyway! I was ecstatic! And thanks to the

Biology concepts class I had taken with Mrs. Goodfriend, I had all sorts of fun activities to engage my

students with.

Science is something that I have always felt got the brain working, but could be challenging and

interesting. I feel as though everyone should know at least a little of how their own bodies work and

about the world around them. For me to be the one to teach these students about it makes me feel like

I've done some good in the world! So teaching that science class sounds perfect to me!

Opinion of Teaching Science (2)

This was my first day as a teacher at the middle school. I walked into the office and introduced myself

to the secretaries and met with the principal. I was pleasantly surprised when he told me I would be

teaching 7th grade science! That was my dream position anyway! Throughout the course of my Biology

concepts class, I have learned all sorts of interesting ways to keep students engaged in science! I felt

very prepared and confident about the following year!

Natureography 1

When I was in the sixth grade, I went on a nature hike with my father, brother, and his cub scout

troop. I was always trying to do their fun activities with them. We hiked 3 miles up a mountain and

over a creek. We passed over the creek several times on our hike, and some of the boys wound up

falling in. It didn't help matters that it was almost winter and very cold. Needless to say, they wound up

a little sick after that.

Natureography 2

When I was 23 years old, my (then) boyfriend and I went to the park and took a walk. We

passed over the creek and saw frogs in it. There was a large rock that was shaped like a turtle. We

jumped over the creek, and I almost fell in because of my short legs. As we walked, I was making it a

point to crunch the leaves that had fallen. Some of them weren't as crunchy as others. Then, when we

finished our walk, that's when he proposed to me and we wound up married!

Scienceography 1

When I was around 3 or 4, I had to have tubes put in my ear. My parents took me to the hospital

and they put me to sleep. The tubes were to help my ears drain fluid out. I had a very bad ear infection

that cost me the hearing in my left ear. I remember waking up being carried by someone and I was

wrapped in a warm towel.

Scienceography 2

When I was 18, I had to have a kidney biopsy because my kidneys were failing. They had

already begun repairing themselves because kidneys are very resilient. To do a biopsy, the doctors gave

me an anesthetic and put me to sleep, then they put a needle in my back and into my kidneys and took a

small sample. What they found was that my kidneys aren't filtering like they should be. The cells in my

kidneys have a problem, and they allow protein to seep out of the kidneys and into my tissues. It is a

disease called nil lesion, or minimal change disease.

Animal Prediction

In the year 2050, things are probably going to be a little different than they are now. Animals are

going to have to adapt to say alive. I think that one adaptation will probably be made by fish. I think

fish will wind up being able to breathe air. The way we're going now, the waters will be too polluted for

fish to breathe underwater anymore, so they're going to have to learn to breathe air in order to survive.

Observations/ Library Research

Five Minute Observations

At Walters State

I see:

A drone fly by overhead

The green grass

The pine trees

Lamp posts

Other students

Other buildings

Bugs jumping from blade to blade of grass

I hear:

A drone flying by overhead

Feet walking by on the sidewalk

Students opening and closing doors

Cars going by on the road

Chattering of passing students

I feel:

A bug crawling on my leg

The grass

Warmth of the sun shining down and burning my skin

The soft breeze

I smell:

The grass

The breeze

Someone's perfume catching on the breeze

I taste:

The air

Five Minute Observations

At Home At Day

I see: My dog chewing grass

The neighbor's dog laying in the grass

Cars go by on the road

My garden partly growing and partly dying

The neighbor's flowers

Dark clouds in the sky

Dog in the other apartment building

The other apartment buildings

Trees

I hear: A yappy dog

Cars go by

Bugs and squirrels in the woods

My dog chewing grass

The neighbor's t.v.

Birds

The other neighbor's dog

Neighbors talking

I feel: A mosquito bite me

Itchy thanks to the stupid mosquito

Cool concrete of my porch

The Cool breeze

I smell:Dirt

Grass

Tomatoes

Cucumbers

Whatever flowers the neighbor is growing

Dog

I taste: Nothing

Five Minute Observations

At Home At Night

I see: The moon and stars

Street lamps

Cars go by on the road

The neighbor's flowers

Dark clouds in the sky

The other apartment buildings

Trees

I hear: My dog barking

Cars go by

Crickets and other bugs in the woods

The neighbor's t.v.

The other neighbor's dog

I feel: Cold

Cool concrete of my porch

The Cool breeze

I smell:Dirt

Grass

Whatever flowers the neighbor is growing

Dog

I taste: The night air

Plant Observation: Summer

This plant is covered in green leaves and purple/pink blooms on it. It's a short bush that is also

surrounded by tall grass.

Plant Observation: Fall

Who is Science?

One scientific development that I don't think I could live without is the air conditioner. It was

created by Willis Havaland Carrier in July of 1902. Carrier was born in New York on November 26,

1876. He graduated from Cornell University in 1901 with a BS in engineering.

On July 17th, 1902, Willis Carrier submitted the drawings for the first air conditioning system

due to problems the Sackett-Wilhelms Lithographing & Publishing Company of Boston was having.

With these plans, air conditioning authorities deicided that there needed to be four basic functions that

air conditioners needed to be able to accomplish. They need to be able to control temperature, they

need to have the ability to control how humid it is, they need to control air circulation and ventilation,

and they need to be able to filter the air.

On January 2nd, 1906, Carrier was finally granted a patent for his invention. Sales of the air

conditioner were going smoothly, that is until the great depression hit. Then sales went down for a

while, but during the economic boom of the 1950's, sales rocketed!

In 1935, Carrier was recieved an honorary engineering degree from Lehigh University. In 1942,

he recieved an honorary Doctor of Letters degree from Alfred University. Also in 1942, he was

awarded the Frank P. Brown Medal. In 1985, Carrier was inducted into the National Inventors Hall of

Fame, and in 2008 he was inducted into the Buffalo Science Museum Hall of Fame, both

posthumously.

Carrier never had any children, even though he had plenty of opportunity since he was married

three times. All three of his wives are buried with him in Forest Lawn Cemetery in Buffalo, New York.

Science Today

Samples from the Field

Brittany Collins – Brittany has a mutt named Molly. She loes to take rides, take baths, and play with

toys.

Activities/Labs

Grab Bag

Topic: *Curiosity building or the five senses

Materials: *Brown Paper Bags

*Miscellaneous stuff

Instructions: *Put random things in small brown paper bags

*Seal the tops

*Give students the paper bags, but tell them NOT to open them!

*Tell them to figure out what's inside without opening it.

*They should be feeling, shaking, looking (except in the bag), and even smelling.

Comments: *Can be edible or non-edible

*If you're going to re-use it, don't tape or staple the bags, just fold them over.

Measurements Lab

Exercise 1

USING MEASUREMENTS IN THE BIOLOGY LAB WORKSHEET

In this exercise you will become familiar with the various units used for measurement in the biology

laboratory. Biologists use the International System of Units, SI, which is a metric-based system. Table

1.1 lists the units that will be used in your biology exercises.

Table 1.1 Sl Units

Physical quantity Name of Unit Symbol

Mass Gram g

Length Meter m

Volume Liter L or l

Temperature Celsius C

Many times the measurement will require the use of prefixes to show values larger or smaller that Sl

base unit. Table 1.2 lists the prefixes that will be used in your biology exercises.

Table 1.2 Sl Prefixes

Prefix Symbol Factor Example

Kilo- k 103, or 1000 Km, Kg

Centi- c 10-2, 0.01, or

1/100

cm

Milli- m 10-3, 0.001 or

1/1000

mm, ml

Micro- 10-6, 0.000,001

or 1/100,000m, l

Nano- n 10-9,

0.000,000,001 or

1/100,000,000

nm

Practice Metric Conversions

Since the metric system is based on units that differ from each other by factors of 10, we will review

how the decimal position moves when converting within metric units. When converting large metric

units into small metric units move the decimal to the right by the number of 0’s in the smaller unit

prefix. You are in effect multiplying in units of 10. Example: convert 12.0 grams (larger) to milligrams

(smaller), milli equal 1000, move decimal 3 places to right, 12,000.0 mg. When converting small

metric units into larger metric units move the decimal to the left by the number of 0’s in the smaller

unit prefix. You are in effect dividing in units of 10. Example: convert 12,000.0 mg (smaller) to grams

(larger), milli equal 1000, move the decimal 3 places to the left, 12.0 grams

Assignment 1 – Dimensional Analysis Convert the following:

0.35 meter = ______ cm = ______ mm = ______ m = _______ nm

748,000 L = ______ mL ______ L

350 mg = ______ g = ______ kg

2.5L = ______ mL = _______L

0.01 kg = ______ g = ______ mg

Additional “Practice” can be found in the Metric System on General Biology I Laboratory Study Disc.

Excel is required to utilize this link.

Assignment 2 - Measuring Length, Area, and Volume Activities

1. Length

Using the meter stick, measure the following items to the nearest unit shown below:

Length of your foot = _________ cm = ________ m

Your height = _________ cm = ________ m

2. Area

Using the meter stick, measure the following items to the nearest unit shown below:

Laboratory tabletop Length = ___________ cm

Width = ___________ cm

Area of the laboratory tabletop = ________ cm X ________ cm = ________ cm2

Floor tile Length = ___________ cm

Width = ___________ cm

Area of the floor tile = _______ cm X ________ cm = __________ cm2

3. Volume

Using the mm ruler, record the width, length and height of the block provided. Determine the

volume of the block.

Block: Width _______ mm = ________ cm Work

Length _______ mm = ________ cm

Height ________ mm = ________ cm

The volume of this block in: _________cm3 (cc) = ________ml

(cm x cm x cm = cm3 also called cubic centimeter, cc)

Assignment 3 - Measuring Mass Activities

1. Determine the weight of the block provided.

Block weight = __________g

2. Determine the density of the block provided. Work

Block density = __________g/cm3

3. Would this block float in water? (Water density = .9965g/cm3 at room temperature)

Assignment 4 - Measuring Liquid Volume Activities

Become familiar with the following containers used to measure volume:

Graduated Cylinder Beaker Erlenmeyer Flask .

I used a _____________________

1. Weight of __________________ prior to adding water _______g Work

Weight of __________________with 50 ml of water ______g

Experimental weight of 50 ml water _______g

Actual weight of 50 ml of water _______g

Which instrument was the most accurate?

2. Could you have predicted this reading? Certain units in the metric system are identical with respect

to a standard reference such as water.

1ml = 1g = 1cm3

H2O H2O H2O

3. Using this information, how could you determine the volume of a sphere such as a marble or a golf

ball?

4. What is the volume of the bolt provided?

Assignment 5 - Temperature Conversions

C = F - 32 x 5/9 F = C x 9/5 + 32

Practice conversions: Work

1. 78 F = _______ C,

9 C = ________ F

2. Use the thermometer to determine the temperature in Celsius of each of the following:

Ice bath = ________ C

Room air = ________ C

Boiling water = ________ C

Note: See “Temperature” slide in The Metric System on the General Biology I Study Disc.

Microscopes

Exercise 2

USING THE MICROSCOPE IN BIOLOGY

The study of living organisms often involves observing structures too small to be seen with the naked

eye. A system of magnification had to be developed if biologist were ever going to learn about these

small structures as well as single cell organisms that are also too small to be seen with the naked eye.

The Compound Light Microscope is the most common magnification system used in the biology

laboratory. Images can be magnified up to approximately 1000xs with the compound light microscope.

The compound light microscope utilizes two magnifying lens, the objective lens and the ocular lens.

Other systems of magnification such as the transmitting electron microscope and scanning electron

microscope are utilized for more detailed study of cellular materials at much greater magnifications

than possible with the compound light microscope but these will not be used in your lab. For less detail,

depth and low power magnification but with the larger field of view, the dissection microscope may be

used in lab.

Assignment 1 - Getting to Know the Compound Light Microscope

Become familiar with the following parts and their function by examining your microscope and see

photo on Biology Lab Study Disc.

1. Ocular lens top-most lens that your eye looks through. Magnifies 10xs.

2. Body tube narrow tube that supports the ocular lens

3. Nosepiece revolving part to which objective lens are attached

4. Objective lens typically 4x, 10x, 40x magnifying lens in the general biology lab

4x scanning power

10x low power

40x high power

5. Mechanical stage support slide while viewing and allowing easy slide movement

6. Iris diaphragm lever located underneath stage regulating light intensity to slide

7. Condenser located above diaphragm to concentrate light to slide

8. Arm supports body tube, used to carry microscope

9. Base support, always place hand under when carrying microscope

10. Coarse adjustment larger knob that raises or lowers the stage or body tube depending on brand

of microscope, use with 4x or 10x objectives

11. Fine adjustment smaller knob that provides final, optimum positioning of specimen for

viewing.

12. Light source lamp located in base

What is the total magnification? Total magnification is the magnification of the ocular lens times the

magnification of the objective lens being used (4x, 10x or 40x). If the 10x ocular lens is used with the

4x objective lens, then the object being viewed will be magnified or enlarged 40 times

10 x 4 = 40). Fill in the blanks in Table 2.1 using the ocular and objective lens on the microscope you

are using.

Table 2.1

Ocular Lens Objective Lens Total Magnification

10x

10x

10x

4x

10x

40x

_________x

_________x

_________x

Assignment 2 - Viewing a Prepared "e" Slide

1. Obtain a microscope slide labeled "letter e."

2. Plug your microscope in and switch on.

3. Rotate the 4x objective into the viewing position, feel the objective click into place.

4. With maximum distance between the 4x objective and the stage, place "letter e" slide, with the tail

of the "e" pointing toward you, between the mechanical stage clips.

5. Move the slide to center the "e" over the light source while looking from the side.

6. Open the iris diaphragm, if necessary, for additional light.

7. While looking through the ocular lens, turn the coarse adjustment knob so that the slide is brought

closer to the objective lens. Continue until the "e" or part of the "e" becomes visible. The slide may

need centering again before continuing.

8. Turn the fine adjustment knob to bring the "e" into sharper focus.

9. How has the orientation of the letter "e" changed when viewed through the ocular lens compared to

the orientation of the "e" on the slide?

10. Move the slide to the right while viewing the "e". Which way did the "e" move?

11. Move the slide away from you while viewing the "e." Which way did the "e" move?

This is called INVERSION, referring to how objects appear upside down and backwards when viewed

through the microscope.

1. Center the "e" in your field of view.

2. Rotate the 10x objective into place.

3. View the "e" now.

4. How has the field of view changed?

5. Rotate the 40x objective into place.

6. View the "e" now, you may need to slowly move the stage to see any part of the "e."

7. How has the field of view changed now?

As the magnification increases, the diameter of the field of view decreases. For this reason, as you

change objective lens to increase magnification, the object you wish to view must be centered in the

field of view.

Assignment 3 - Determining Field Size

1. Place a plastic metric ruler on the microscope stage over the light area. Viewing through the 4x

objective bring the mm division marks on the ruler into focus. Move one mark to the side of the

field of view and then determine the size of the field by counting the number of mm across.

Estimate fractions of a mm by tenths.

Scanning field (total magnification 40x) = ________mm

2. The approximate field size at higher magnification can be determined once the field size at a lower

magnification has been determined using the following:

Field mm (scanning) x total magnification = Field (higher power) x total magnification (higher

power).

Field mm (higher power) = Field mm (scanning) x total magnification

total magnification (higher power)

Determine the approximate diameters of the field of view in m for your microscope and enter in table

2.2.

Table 2.2

Objective Lens Total Magnification Diameter of Field in m

Scanning

Low Power

High Power

_________x

_________x

_________x

_________ m

_________ m

_________ m

Assignment 4 - Estimating Size of Objects

1. Obtain prepared slide labeled "Volvox."

2. Focus the slide under low power.

3. Estimate the % size of the organism relative to the diameter of the field. Is the organism

approximately 25%, 50% or 80% of the diameter of the field? Multiply the estimated % of the

organism by the diameter of the field in m to estimate the size of the organism in m. Example:

0.25 x field in m - est. size in m. Record results in table 2.3.

Table 2.3

1. Diameter of field (See Table 2.2) _________ m

2. Relative size _________ %

3. Size of organism (lines1x2) _________ m

Assignment 5 - Depth of Focus - Which thread is on top?

A change in magnification not only affects the diameter of the field of view but also affects the depth of

focus. Depth of focus decreases as magnification increases.

1. Obtain a slide labeled "colored threads" which will have 3 different colored threads.

2. Center the threads over the light.

3. With maximum distance between the nosepiece and stage, click the 4x objective into place.

4. Using the coarse and fine adjustments focus on the filaments of the threads.

5. Move the slide to where two threads intersect.

6. Turn the fine adjustment so that the thread moves away from the objective lens.

7. Stop when the thread is just out of focus.

8. Now slowly bring the threads back into focus.

Which colored thread came into focus first? This is the one on top at this intersection. Thread on top at

this intersection _______________

9. Move to another intersection and repeat steps 6-8 above.

Which colored thread came into focus first? This is the one on top at this intersection. Thread on top at

this intersection ________________

Now you should be able to tell which colored thread is on top, in the middle and on the bottom.

Top ________ Middle ________ Bottom ________

Assignment 6 - Preparing a Wet Mount

1. Obtain a clean glass microscope slide and coverslip.

2. Place a drop of water and proceed to step 3 or a drop of the sample on your slide and proceed to

step 4.

3. Add your specimen to the water drop.

4. Hold one edge of the coverslip to one side of the drop and lower the coverslip to cover the

material.

5. If done carefully very few air bubbles will appear.

4. Beginning with the scanning objective, locate the specimen and bring into as sharp of focus as

possible. Center the specimen in the field of view and move to the 10x objective. Slowly rotate

the 40x objective into place. Be sure the 40x objective does not touch to slide!

5. After the 40x objective is in place observe the image remains somewhat in focus. This

microscope is parfocal, meaning that the image remains nearly in focus as you move from one

objective to another.

7. Draw your specimen in the space provided below.

4X View 10X

40X

Assignment 7 - Finishing up and Storing the Microscope

1. Rotate the 4x objective into place.

2. Clean all lenses with lens paper only.

3. Put cover, if available, over microscope.

4. Pick microscope up with one hand on arm and one hand under base.

5. Return to the storage cabinet.

6. Return all materials to the designated location in the lab.

7. Clean your work area for the next lab students.

Colors of Nature

Topic: *Biodiversity and colors

Materials: *Half an egg carton

*Paint or Markers

Instructions: *Paint each egg holder a different color

*Find something in nature the same color as each holder & put it in the holder

Comments: *With this activity, you can go over how diverse nature is. It makes kids get

outside and explore.

Sweet Treats

Dichotomous Key

1a: Round........................................................................................................................................ Tomato

1b: Not round.................................................................................................................................. Go to 2

2a: Flower........................................................................................................................................ Go to 3

2b: Not a flower............................................................................................................................... Go to 4

3a: White............................................................................................................... Banana Pepper blossom

3b: Yellow..................................................................................................................... Cucumber blossom

4a: Black............................................................................................................................................... Dirt

4b: Not black................................................................................................................................... Go to 5

5a: Red.................................................................................................................................... Cyan Pepper

5b: Green............................................................................................................................. Banana Pepper

Owl and Mouse

Topic: *Interactions between predator and prey

* Energy needs

Materials: *Blind folds

*Squishy, soft balls (Nerf balls or Pool balls)

*Paper wads

* Candy for a reward (optional)

Instructions: *Sit the class in a circle

*Choose a volunteer to be the “owl”

*Make the owl stand in the middle of the circle, and drop the paper wads (which

will be called cheese) at their feet

*Blindfold them and give them the two squishy balls

*Explain that the balls are the owl's energy. If it runs out of energy without

catching mice (food), it dies.

*Silently, tap a student on the shoulder to be the “mouse”

*The mouse must quietly sneak up to the owl and grab a piece of cheese, then try

to return to their seat

*If the owl hears them, he or she must throw the ball and try to hit them while

blindfolded.

*If the owl misses the two chances, then it “dies”

*All mice and owls that get food get candy as a reward

Comments: *A somewhat large space is best for this activity.

Helping Hands

Topic: *Mutualism, symbiotic relationships

Materials: *Stuffed animals or foam pieces glued in a tube shape

*Large table

*Poker chips (Enough for each student)

*Blindfolds

*Three legged bands (Or something to connect two students ankles)

Instructions: *Spread the stuffed animals and/or foam pieces on the table. This will be called

“food,” and the table is going to be a “coral reef”

*Students should pick a partner. One will be a “Noseeum” and the other will be a

“Ferocious Feeler”

*Don't tell them what each is before hand

*This activity will be done in two rounds, one individually, and one with the

partner the student chose

*Give each student a poker chip. This signifies their “home”

*Tell them to put their home somewhere else around the room (not too close to

the reef)

*The objective is to start at home, then go to the reef, gather food, and take it

back home

*No one can steal food from another person's home. It must come from the reef

*The Noseeums will be blindfolded and trying to get food

*The ferocious feelers must put their hands behind their heads and only use their

elbows to gather food

*Make sure to tell the children to KEEP CALM; walk, don't run; and that they

can only pick up one piece of food at a time

*Set a timer for thirty seconds, then let them go

*After the thirty seconds is up, have them count their pieces of food

*Anyone who got over 8 lived.

*For the second round, connect a Noseeum to a Ferocious Feeler using the three

legged band.

*If the band breaks, it's the same as coral bleaching. Both partners “die”

*The rest of the rules are the same, except, when they count their food at the end,

whichever teams have over 12 pieces of food live

*This shows how working together helps more organisms survive in a coral reef

Comments: *You can reward the students who lived with candy or some other prize.

Natural Selection Pasta

Topic: *Natural Selection

Materials: *Rainbow pasta (Can be bowtie or rotini, as long as it's rainbow)

Instructions: *Count out a specific number of noodles of each color (i.e.; 25 red, 25 yellow, 25

green, 25 orange)

*Put them all together in a bag

*Take the class outside in the grass (preferably green grass, so the green pastas

can hide)

*Put the students in a circle, and then empty all the noodles into the grass

*Give the students ten seconds to grab the first noodle they see. ONLY ONE this

first time

*After that ten seconds, do a quick survey of how many got each color. They

should start to see that the green ones are more difficult to find.

*Give the students another ten seconds to get as many noodles as they can find.

*Do another survey.

*Green should be the least color found because it hides well in the grass

Comments: *Can also be used with a math tie in – making graphs/pie charts

Blubber Bags

Build a Bug (The Great Race)

Topic: *Insects, Arthropods, Millipedes, Centipedes

Materials: *Students

Instructions: *Split the students into two groups – Millipedes and Centipedes

*Have the centipedes stand in a single file line with their hands on the student in front of

them's shoulders. This is because centipedes have one set of legs per section

*Have the millipedes stand back to back and interlock elbows. This is because

millipedes have two sets of legs per section,

*Have them race to a finish line and see who makes it first.

Comments: It would work best outside. Centipedes usually win because they're made for speed.

Millipedes will probably want to do it over and over to try and win.

Spider Enzyme

Topic: Spiders

Materials: *Measuring Cup

*Water

*Gatorade Powder

*Straws

*Little Cups

*Sugar Cubes

Instructions: *Ahead of time, mix the water and gatorade powder together, going heavy on the water

*The cups are going to be “spiderwebs”

*You can cut the straws in half to save materials

*The sugar cubes are going to be “flies”

*Give the kids a cup with a sugar cube in it and straw and tell the kids to try to suck the

sugar cube through the straw as is.

*When they realize they can't do it, pour a little bit of gatorade in the cup with the sugar

cube.

*Distract the class while the sugar cube dissolves. You can do this by building a spider.

*Get 4 volunteers to be the legs. Stand them two by two, back to back.

*Get one volunteer to be the spinner. Explain to the students what spiders use

spinners for.

*Get one more volunteer to be the head. It helps to have a silly hat with velcro

sticky dots glued on it and googly eyes to stick to it to explain how many eyes

spiders have.

*After you build a spider, have the students go back to their seats, and they should notice

that their “flies” are dissolved.

*Now have the students try to suck it up.

Comments: This explains how a spider uses an enzyme that it injects into its prey, once it gets caught in

the web, to dissolve it from the inside out so it can eat the fly.

Are You My Pup?

Topic: *Animal Senses

Materials: *Containers (like test tubes or M&M tubes), have them in matching pairs

*Flavor extracts or essential oils (for smells)

*Noise makers (Like beads and sand)

Instructions: *Put a noise maker and/or smell in each container, making sure that the containers that

are paired have the same smell and sound maker.

*Take the students outside or to a large room

*Split the students up into a “Parent” Group and a “Pup” group. There should be one

parent and one pup from the matching containers.

*Blindfold everyone and tell them to find their match using only the sound and smell of

the container.

Comments: *For a short version, just do the sounds and don't blindfold the students.

*Make sure to tell the students DO NOT RUN.

Cell Division Flipbook

Egg Osmosis

Egg Osmosis

Terms

Diffusion: The movement of molecules from a higher concentration to a lower concentration.

Osmosis: The diffusion of water

Passive Transport: Results from the random motion of molecules causing a net movement of

molecules from an area of high concentration to an area of low concentration; no energy

expenditure

Active Transport: Use of a plasma membrane carrier protein to move a substance into or out of

a cell from lower to higher concentration; requires energy expenditure

Solute: Substance that is dissolved in a solvent, forming a solution

Solvent: Fluid, such as water, that dissolves solutes

Isotonic solution: A solution with an equal concentration of solute and solvent

Hypotonic solution: A solution with a lower concentration of solute, a higher concentration of

solvent

Hypertonic solution: A solution with a higher concentration of solute, a lower concentration of

solvent

Eggs possess a selectively permeable membrane. Therefore some materials may pass through

while others cannot.

Materials

egg

300 mL distilled white vinegar

300 mL light corn syrup

300 mL distilled water

600 mL beaker

Parafilm

Spoon

Balance

Weigh Boat

Hypothesis: Altering the solute concentration will result in a change in the weight and appearance of

the egg.

Procedure

Day One

1. Obtain a beaker and label with group name (name decided upon by group members), egg, balance,

weigh boat.

2. Place weigh boat on balance and zero balance. Place egg in weigh boat and find weight of egg.

Record on Table One.

3. Pour 300 mL distilled white vinegar into 600 mL beaker. Place egg gently into vinegar. Cover the

beaker with Parafilm. Let sit for 24-36 hours. This process will remove the shell from the egg,

exposing the selectively permeable membrane.

Day Two

4. Place weigh boat on balance and zero balance.

5. Using spoon, gently remove egg from the vinegar and place into weigh boat. Be careful with egg

from this point on—It is VERY fragile and will burst easily. Record weight on Table One.

6. Rinse 600 mL beaker until clean. Gently place egg into beaker.

7. Pour 300 mL corn syrup into beaker, covering egg.

8. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Three

9. Place weigh boat on balance and zero balance.

10. Using spoon, gently remove egg from the corn syrup and place into weigh boat. Be careful with

egg—It is VERY fragile and will burst easily. Record weight on Table One.

11. Rinse 600 mL beaker until clean. Gently place egg into beaker.

12. Pour 300 mL distilled water into beaker, covering egg.

13. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Four

14. Place weigh boat on balance and zero balance.

15. Using spoon, gently remove egg from the distilled water and place into weigh boat. Be careful

with egg—It is VERY fragile and will burst easily. Record weight on Table One.

Table One

Weight (g) Appearance

Day One

Day Two

Day Three

Day Four

Questions

6. What material was passing through the selectively permeable membrane?

7. Was this an example of passive transport or active transport?

8. What was the hypotonic solution used?

9. What was the hypertonic solution used?

10. Did the egg swell in the hypotonic or hypertonic solution?

11. Did the egg shrivel is the hypotonic or hypertonic solution?

DNA Magnets

Science

Standards/

Activities

TN.Gov Sample

Work Together

GLE 0107.1.1

Topic: Recognize that living things have parts that work together.

Materials: Students, blindfold, bottle of water, cup, towel

Instructions: *Pick 3 student volunteers

*Hide a bottle of water in the classroom somewhere (fairly easy to find)

*Have student 1 stand in the middle of the room. This student is going to be the “brain.”

*Blindfold student 2. This student is going to be the “arms.”

*Student 3 is going to be the “eyes.” Have them put their arms behind their back.

*Start by having student 3 look around the room to find the bottle of water. They are not,

however, to touch or move it!

*When student 3 finds the bottle, they should go back and tell student 1 where it is.

*Then, student 1, the “brain,” should take student 2, the “arms,” to the water bottle and

have them grab it.”

*Next, have the brain take the arms and eyes to a table with the cup on it. (You might

want to have a towel handy. This could get messy.)

*Okay, now have the eyes whisper instructions to the brain on what the arms need to do

to open the bottle of water.

*The brain then tells the arms, word for word what the eyes told them.

*The arms follow the instructions, no matter what the brain/eyes may have said.

*The eyes and brain need to give the arms instructions on pouring the bottle of water in

the cup.

*When they're done, have the arms take off the blindfold and see how they did!

Comments: This exercise shows how the body parts work together every day to perform simple tasks.

Source: Mrs. Whitehead, 6th Grade, Mosheim Middle, revised by Brittany Woods

Kaley Parvin

Title: Pinecone Turkeys

GLE 0007.1.1

GLE Description: Recognize that many things are made of parts

Materials Needed: Pinecones, colorful cure pips, googly eyes, pieces

of foam, glue

Activity Description: Put the feathers on(pipes), eyes, and nose with

glue to make a turkey. They can do any colors they want.

Citation: Pinterest

Do you want to build an Owl?

GLE Number:

0107.1.1

Description:

Recognize that living things have parts that work together

Materials Needed:

Candy corn ( 1 piece for each child)

Reese Cups cut in half ( 2 halves for each child)

Oreos ( 2 for each child)

M&Ms ( 2 pieces for each child)

Brownies cut in squares

Ziploc bags

Gloves

Plates

Instructions:

Place one piece candy corn, a Reese cup cut in half, two Oreos, and two M&Ms in a Ziploc bag

for each child and cook, or buy, the brownies the night before

Go over how living things have parts that work together

Give each child a plate

Put gloves on so you do not touch the food

Give each child a brownie

Next, give each child a Ziploc bag with the other pieces in it

Tell the kids that they are going to build an owl

First, tell the kids to easily pull the tops off the Oreos and place the crème halves side by side to

make the owls eyes

Next, tell the kids to place the candy corn with the flat end next to the eyes to make the nose

Then, tell the kids to take their M&Ms and place in the crème of the Oreo to make the pupil of

the eye

Then, tell the kids to take their thumb and make an indent halfway down the brownie on both

sides

Next, tell the kids to place to the two Reese cup halves in those indents and they have made

their owl

Review how each little piece came together to make the owl and then let the kids eat it

Citation:

Brittany Harvey

Plants and Animals

Samantha Taylor, MacKinzie Kitts, Katie Sargent, & Lauren Madon

GLE # 0207.1.1

GLE Description: Recognize that plants and animals are made up of smaller parts and use food, water,

and air to survive.

Materials: Flower flip book, crayons, scissors, animal needs worksheet, power points and review game.

Activity description: After viewing the power points, students should be able to complete both

activities and play the review game.

Instructions:

Go through both of the power points allowing students to learn about how plants

and animals use their different parts to survive.

Let them do the animal worksheet.

They then need to do the plant flipbook.

To do the flip book, they need to color their flowers, cut on the dotted lines on the

front of the book, and fill in the blanks inside to describe what those parts do.

After all of this is complete, they can play the review game.

The review game is made of a poster board that has two sides with the different

things plants and animals need to survive.

Fix-a-Flower

GLE 0307.1.1

Identify parts of a plant and be able to describe their function.

Materials

Cut outs

Blank Paper

Glue

Crayons/markers

Labels

Scissors

Instructions

Have the students color and cut out the different parts of the plant. They will

need to glue down their plants onto the blank page, and have them glue the labels next to

their part of the plant.

Discussion

Which part of the plant grows underground to take in water and nutrients from the soil?

What is the part of the plant that grows above the ground and helps hold the plant up?

Which part of the plant grows out of the stem and is where the plant makes food?

What part of the plant attracts animals and insects to spread seeds for reproduction?

How does water from the ground travel to the leaves of the plant?

*Found at

https://bethbarger.wikispaces.com/file/view/DI+Activity+.docx

I am Made of Building Blocks

Laura Stanton

GLE #: 0407.1.1

GLE Description: Recognize that cells are the building blocks of all living things.

Materials Needed: Cell worksheet, brain pop video about cells, Velcro sticky dots, pictures of things

that have cells (living things) and pictures of those that do not have cells (non-living things), two poster

boards.

Activity Description: Students should be able to recognize that cells are the building blocks of life and

know the basic parts of a cell.

Instructions: First, play the BrainPOP video for the students. Next, label one board as “has cells” and

the other board as “no cells.” Use an envelope to hold the different pictures of living and non-living

things and let students come up and randomly pull out a picture. Let them decide which board it will go

on. After that, give each student a cell activity handout and let them fill it out and color the cell picture

if they want.

Citation: Worksheet activity: https://www.brainpop.com/science/cellularlifeandgenetics/cells/activity/

BrainPOP Video:

https://www.brainpop.com/science/cellularlifeandgenetics/cells/

The Cell

Name: Kaitlyn Martin

GLE 0507.1.1

GLE Description: Distinguish between the basic structures and functions of plant and animal cells.

Label drawings of plant and animal cells.

Materials: Worksheets from website. Tin cans (altoid/mint tins). Crayons or markers. Glue, you could

use Velcro sticky dots too.

Activity Description: Glue or tape the title on the front of the tin. Open up the tin, color the different

parts, then glue them in the correct place. After they are glued, take the labels from the bottom of the

tins (you can either cut them OR fold them up) and write the correct definition.

Citation:

“Got to Teach!: 3D Mint Tin Cell Model.” Got to Teach!: 3D Mint Tin Cell Model. Web. 13 Oct.

2015.

Look at us!

GLE: 0107.1.2 – Use tools to examine major body parts and plant structure.

Estimated Time: 20-30 minutes (depending on how long you want to give students to draw)

Topic: *Body and plant parts

Materials: *Mini magnifying glasses

*Paper and pencils/crayons/etc.

Instructions: *Give each child a magnifying glass and let them look at a variety of plants, also

let them look at each other.

*Tell them to pick one body part on another student (eye, tongue, hand) and one

plant part (petals, stem, leaves) and draw a picture of what they see when its magnified and when they

look at it regularly to see the differences.

Comments: *If you want to make it quicker, don't do the drawing part.

Citation: Brittany Woods

Kimberly Slayton 10/16/15 Individual Presentation

GLE 0107.1.2 Use tools to examine major body parts and plant structures.

TITLE: The Plastic Bottle Lens

TOPIC: Getting a better look at living things

MATERIALS: Empty water bottle, scissors, marker, water

INSTRUCTIONS: Have students draw a circle on the part of the water bottle that’s near the neck

and has the deepest curve, and then cut it out. Have students hold the little mini

cup while you pour a small amount of water into it. Tell students to look through

the water at words on paper.

EXPLANATION: The disc shape you have cut out curves outwards, so is a convex shape. By

adding the water the light that passes through is refracted meaning that it is bent

inwards, creating a lens effect and enlarging the size of the letters. So you have

then created your very own magnifying glass!

Citation: http://www.science-sparks.com/2012/05/21/make-your-own-magnifying-glass/ TITLE: Indoor Nature Walk

TOPIC: Getting a closer look at living things

MATERIALS: Station 1, sea shells, sand, etc. Station 2, Stones, rocks, etc. Station 3, Any type

of plants, grass, leaves, pinecones. Station 4, Bug shells, butterfly wings, snake

skin, feathers, etc. Station 5, wood pieces, bees nests, etc. Magnifying glasses.

(Oriental Trading $3.99/dozen plus tax)

INSTRUCTIONS: Set up room beforehand with the different stations. Have students break into

groups. Before they get into exploring the items in the stations, have them look

at their own nails and skin, and another’s hair and eyes. Then let them explore

each of the stations for an allotted amount of time.

“ While the students are exploring share discoveries with them. Encourage the use of descriptive

words. Ask questions about textures, colors, shapes, etc. Have students draw one object and include

the details seen using a magnifier (Encourage;draw, look, draw, look). Ask questions such as, “How

might that help the plant or animal?” and, “What does it remind you of?’”

Citation: http://www.wnps.org/education/resources/documents/K-5_Q&E/1st_grade/1-2.pdf

And myself, the source suggests an outdoor nature walk, I thought an indoor “walk” could add much more variety

to what could be seen and explored by the students. Indoor Nature Walk

Station 1 Shed Items:

Which item did you learn the most about or saw something you hadn’t noticed

before using the magnifying glass?

Station 2 Sea Items:

Which item did you learn the most about or saw something you hadn’t noticed

before using the magnifying glass?

Station 3 Stones Items:

Which item did you learn the most about or saw something you hadn’t noticed

before using the magnifying glass?

Station 4 Seed Items:

Which item did you learn the most about or saw something you hadn’t noticed

before using the magnifying glass?

Station 5 Shelter Items:

Which item did you learn the most about or saw something you hadn’t noticed

before using the magnifying glass?

Out of all the stations which item did you learn the most about?

Out of all the stations which item was your favorite to look at?

Plates of the Food Chain

GLE: 0607.2.1 – Examine the roles of consumers, producers, and decomposers in a biological

community

Estimated Time: 30-45 minutes

Topic: * Consumers, producers, and decomposers

Materials: * Paper Plates

* Crayons, markers, etc.

Instructions: *Give each student a paper plate and assign them something to draw from this

list:

-sun (x3)

-grass (x2)

-deer

-bear

-decomposers (x3)

-zebra

-lion

-plankton

-small fish

-tuna (or other big) fish

*You may have to double some to accommodate all the students.

*After they draw the animal/plant/sun, have them break into groups, matching

their sun and grass to the proper consumers

*Have them make a food chain starting with the sun and ending in the

decomposers.

Comments: *You can also use this to have kids separate animals into different habitats.

Citation: http://thirdgradethinkers8.blogspot.com/2012/03/animal-research-printables-and-

food.html

Living and Non-Living

Lauren Madon

GLE 0007.2.1: Recognize that some things are living and some are not.

Topic: Living and Non-living.

Materials: Activity print out and worksheet found at

http://files.havefunteaching.com.s3.amazonaws.com/activities/science/living-and-nonliving-

activity.pdf, scissors, glue

Activity Description: When shown pictures of different things, be able to recognize that some of those

things are alive, and some are not. Be able to put them into the correct category of living or non-living.

Instructions: Cut the pictures, and then sort them into either the living or non-living category. Then,

take the tic-tac-toe boards, have one person use the living pictures and the other use the non-living

pictures, and play tic-tac-toe with them. This can be done in groups of two or groups of four. Finally,

cut the pictures out on the worksheet, and place them in the correct category of living or non-living.

Citation: activity by havefunteaching.org and is found at the link listed above

Living and Non-living Activity

Samantha Taylor

GLE # 0107.2.1

GLE Description: Distinguish between living and non-living things in an environment.

Materials: pictures of living and non-living objects, Poster board or printouts labeled living and non-

living, and a bowl to mix up pictures for students to choose one

Activity description: the students will have to decide if the object they picked is living or non-living

and go to the correct place.

Instructions:

1. After cutting out the different pictures fold them and place them in a bowl (or something the students

can draw one picture out of).

2. Allow each student to draw one paper from the bowl.

3. After they look at their picture they must determine if it is living or non-living and go to the correct

poster labeled living or non-living.

4. Collect all pictures and play again if desired.

5. After playing the game, let the students do the worksheet to check their understanding of the game

they just played.

Note:

You could also use index cards with the names of different objects on them but make sure the students

can read them. I just searched online to find enough pictures to ensure everyone would have an object.

Citation:

http://www.themailbox.com/magazines/editorial/living-or-nonliving pictures and a worksheet

https://www.teacherspayteachers.com/Product/Living-and-Nonliving-Things-1664775 Living and

non-living labels

Where Is Your Home?

By: Bethany Spoone

Interdependence

GLE 0207.2.1: Investigate the habitats of different kinds of local plants and animals

Topic: Habitats

Materials: 3-5 Poster boards, Velcro dots, plastic animals/animal pictures, and décor items (e.g.

letters, streamers, cloth/spray paint, pop-sicle sticks)

Activity description: The idea of this activity is to make the children think like the animal that

they randomly choose. Each boy or girl can pick an animal once (or how many ever times you

would like for them to do it) and then they will go and stick it to the board as to where that

animal belongs. After the activity the students must to do a write up about their favorite animal

and include facts about their animal, ex. Which habitat they live in, what they eat,

characteristics about that animal then have them explain why they chose that animal.

Instructions: Take a bowl and put the plastic animals or picture of the animals in there,

let each child choose one animal and have them take that animal and Velcro it to the

correct habitat. You could let the children do this as many times as you felt like it is a

short, fun activity. After they are done to in cooperate reading and writing into the lesson

have them write a description about the animal of their choosing. The students write up

should include what their favorite animal is and include facts about their animal, ex.

Which habitat they live in, what they eat, characteristics about that animal then have

them explain why they chose that animal.

Living VS. Non-Living

Brittanee D. Collins

Presentation day: September 25th, 2015

GLE #: 0307.2.1

GLE Description: Categorize things as living or non-living.

Materials: Flash cards, magnets, folder to keep pieces together, metal pans (2 per group), sticky letters to label each pan, and candy for rewards and participation.

Activity Description: This activity will need a few items that you may need to go to dollar general or dollar tree to get. You need to get multiple living items and

multiple non-living items, what I used for this was at the dollar general they have flash cards to help kids learn their ABC’s, colors, and numbers and they all had

different animals and creatures and they also had many miscellanies items like cars, balloons, food, etc. I took the flash cards and I took magnets and glued to

the back of each one and that way they will hang on metal pans. I then would have two pans per group and I would label one pan living and one pan non-living

and then I would have the pieces of flash cards with the magnets on the back of them and I would have a folder with the pieces for each group in them. This is a

good way to make sure you have all your pieces together and you don’t lose any.

I would then put the class into 4 or 6 groups and I would have them sort the pieces on the metal pans as living or non-living. This is a good activity to get the

kids up and moving and also to get them active with other student in their classroom. Also this activity is teaching them about living and non-living things

and categorizing them with their group members. This activity makes them work as a team and also allows them to learn what each item would be categorized as.

Citation: Brittanee Collins

Title

GLE: 0507.2.2 – Explain how organisms interact through symbiotic, commensal, and parasitic

relationships.

Estimated Time:

Topic: *

Materials: *

Instructions: *

Comments: *

Citation: http://www.mce.k12tn.net/science/life_science/interations/interactions.htm

Five Senses Sorting Game

Katie Sargent

GLE: 0007.2.1 K

GLE Description: Know that people interact with their environment through their senses

Topic: Identify the five senses (taste, touch, smell, hear, and see) and have them categorize pictures for

each sense.

Material: Poster board, pictures, my five senses book, and an envelope

Procedure: Have students come up one at a time and let them select a picture from an envelope and

have them match it with one of the five senses.

Time: approx. 5-10 minutes

Citation: www.lakeshorelearning.com

What living thing am I?

GLE 0207.2.2 Investigate living things found in different places.

Topic: figuring out what am I?

Materials: What you will need index card, expo marker, and white board names of different animals,

research the animals, then find some picture or name of plants do the same for the plants, and insects

Activity Description: have the students to figure the different type of animal and other living things

they are in the world.

Instructions: have one student to come up in front of the whole class and draw a card. Then act, draw

doing anything but say their living thing name that is on their card. The student has act or draw three

thing about their living thing. If the class figures out what living thing are you gets a piece of candy.

Citation: activity by Jennifer Bowling

Title

GLE: 0207.2.3 – Identify basic ways plants and animals depend on each other

Estimated Time:

Topic: * Plant and Animal dependancy

Materials: *

Instructions: *

Comments: *

Citation:

Title

GLE: 0607.2.4 – Analyze the environments and the interdependence among organisms found in

the world's major biomes

Estimated Time:

Topic: *

Materials: *

Instructions: *

Comments: *

Citation:

Bingo

Name: Suzannah Mason and Brittany Woods

Project: Grow Your Own Bean Plant.

GLE met: 0407.3.1 demonstrate that plants need light and energy to grow and survive.

Supplies: Beans, plastic cups, paper towels, and water. And a sunny windowsill to place your plants in!

Instructions: Hand out cups, two beans each, and paper towels. Place your paper towels in your plastic

cups then pour a tiny amount of water in them (which the teacher will come around with a bottle of

water). Have the children place their two beans in the bottom of their cups and place them in a sunny

spot. Throughout the week check on your beans and replace water as needed. By 4-5 days you should

have bean sprouts coming out of your cups!

Comments: To make this an experiment, have the students do two cups each. Put one in a sunny place

and the other in a dark place, such as a closet. This allows the students to see how much plants depend

on sunlight.

Citation: Suzannah Mason

Plants & Animals With vs. Without

Hannah Lawson Presentation Day: October 14, 2015 GLE #: 0007.3.1 GLE Description: Recognize that living things require water, food, and air. Materials: A pair of laminated pictures of plants and animals (one of the plants alive and one dead, one of the animals healthy and one lacking food, etc.), Velcro sticky dots, two poster boards, and stickers to label the boards or you can just label them with a marker. It would also be a good idea to have some type of candy for reward. What to Have Prepared Before Class: Label one of the boards “With” and the other “Without”. Have a count of how many pictures/pairs you will need to make in order to coordinate with your class. Put the Velcro sticky dots on both the pictures and boards so they can stick them on the boards when they do this activity. Label both of the cards with the same number so they will know if they match correctly. Instructions: Separate the class in half. Give half of the class the pictures of the dead plants and the skinny animals that have been without the water, food, and air. Give the other half of the class the healthy plants and animals. Have them find their partner and discuss why they think each is the way it is. After they have done this have each determine if theirs should go on the board labeled “With” meaning that it has had the required water, food, and air or if it should go on the board labeled “Without” meaning that it has not had the requirements. When they have determined this let them put theirs on the board. Reward with some type of candy afterwards. Citation: Hannah Lawson

Find Your Match

Brittanee Collins & Hannah Lawson

October 19, 2015

GLE #: 0107.3.1

GLE Description: Recognize that plants and animals are living things that grow and

change over time.

Materials: Miscellaneous items in a pair, some animals and some plants, and blindfolds.

Examples: butterflies, dogs, trees, rabbits, apples, and grapes.

Activity Description: Put your class into two groups and pass out the flash cards to the

class and make sure that each person in the class has a match, but don’t let the students

see each other’s cards. Blindfold students and have them either make the animal sound

to find one another or say facts about their plant. Once they have found their match they

can then take their blindfold off and discuss with one another how that animal or plant

are living things and how they change overtime throughout their lives. Also, make sure

this activity has plenty of room.

Citation: Brittanee Collins & Hannah Lawson

Inside the Mouth of a Herbivore, Carnivore, or Omnivore

Lauren Martin

GLE 0207.3.1 for 2nd grade

GLE Description: Recognize that animals eat plants or other animals for food.

Topic: Identify that an animals eats plants, meat, or both. This activity does that by taking a look at the

shape of their teeth to identify what they eat.

Material: Constriction paper, pictures of different animals, paper or Styrofoam bowls, candy corn, and

chocolate bars.

Procedure: Each student is given an animal along with a mouth cut out. Using the supplies of candy

corn (K-9 teeth for tearing meat) and flat chocolate bar (smooth teeth for plant eaters) on their tables,

they will make the inside of the mouth of the animal they were given. If the animal has candy corn only

teeth it is a meat-eating animal. If the animal has chocolate bar only teeth it only eats plants. If the

animal has both candy corn and chocolate teeth it is a meat and plant-eating animal.

Time: 10-20 minutes

Citation: Pinterest

Time To Eat… Where Do I Go?

Cassandra Norvell

Day Presented: October 16, 2015

GLE: 0307.3.1

Describe how animals use food to obtain energy and materials for growth and repair.

Materials: Poster board, Velcro sticky dots, 4 paper plates, laminated pictures of decomposers,

omnivores, carnivores, and herbivores; and foam letters to use for the title.

Preparing activity: place the title in correct spot. Glue down or tape down the paper plates so that they

will stay on poster when it is held up. Label each plate with decomposers, herbivores, carnivores, and

omnivores. Then place five Velcro dots in each plate

Activity description: 20 students will have a card with a picture on it they have to decide which plate

the picture goes in. Then they have to guess at which group takes more energy to survive.

Citation: Cassandra Norvell

Food Chain Links

GLE: 0507.3.1- Demonstrate how all living thing rely on the process of photosynthesis

to obtain energy

Topic: Flow of Matter and Energy

Materials: scissors, construction paper, and tape

Instruction:

Cut the construction paper into strips, that can be made into rings

Divide the class into different some of them are producers, that use

photosynthesis, some that eat those producers, some that eat those that eat the

producers, etc,

Have them make a food chain of which eats which

Hang the food chain so that the producers at the top

When it is hung up take the scissors and “kill” the producer by cutting it in half,

the rest of the food chain will fall because it was relaying on that one part of the

chain to function

Comments:

You could have students draw the different animals or plants that they are

Source:

Katherine Lewis

Title

GLE: 0407.3.2 – Investigate different ways that organisms meet their energy needs

Estimated Time:

Topic: *

Materials: *

Instructions: *

Comments: *

Citation:

The Hunger Games:

Members:

Siarha Jinks

Ashley Newell

GLE 0407.3.2:

Investigate different ways that organisms meet their energy needs.

Topic:

Interdependence/ biodiversity/ predator-prey

Approximate time:

10-15mins

Materials:

Paper wads (food)

Instructions:

Spread the wads out on the grass away from the students.

Have a few students be the carnivores and the rest be the herbivores.

The herbivores must race past the carnivores to collect their food and must make it back to their

“home.” The carnivores must try to catch (tag) the herbivores. * For ease of calculating, any

herbivore that is tagged must freeze next to the carnivore. The carnivore cannot chase

anymore for he/she has already obtained enough food.

At the end of the round, see how many herbivores and carnivores got something to eat.

Comments:

This works best outdoors and is good exercise.

Boundaries need to be set so the herbivores know how far they can run.

Be sure to mention no rough-housing, tagging is okay.

Make sure there isn’t enough wads for every student to demonstrate how they must compete.

Also make sure there aren’t as many carnivores as there are herbivores.

An herbivore is out if he/she didn’t collect any food, and a carnivore is out if he/she didn’t catch

any prey.

Source:

Siarha and Ashley

The Life Cycle

GLE: 0107.4.1 – Observe and illustrate the life cycle of animals

Estimated Time: 15 minutes

Topic: *The life cycle of caterpillars

Materials: *A piece of paper with a circle drawn on it

*Construction paper cutouts of a leaf, a branch with a leaf, a tree, and a cloud (or

something that represents flying)

*Mini marshmallows (a few per student)

*Gummy worms (a few per student)

*Tootsie Roll Midgies (a few per student)

*A butterfly-ish shaped cracker (one per student)

Instructions: *Hand out the paper with the cycle on it to each student

*Hand out all of the candies and cutouts (I would put them in sandwhich bags the

day before to make things go quicker.)

*Tell the students to match each candy with the cutout it goes to, then put it on

the stage of the life cycle it represents

*Go around and check everyone's work as they say they're done

*When they get them all right, they can eat the candy

Comments: *If you can't find butterfly shaped crackers, and snack shaped remotely like a

butterfly will work. If your class is small enough, or if you feel nice enough, you can get cupcakes

decorated with some kind of butterfly.

Citation: Pinterest, revised by Brittany Woods

Pick a Trait

GLE: 0507.4.2 – Recognize that some characteristics are inherited while others result from

interaction with the environment

Estimated Time: 10-20 minutes

Topic: * Inherited and learned traits

Materials: * A list of about 10-20 inherited traits and 10-20 learned traits.

*A poster board with two sections titled “Inherited” and “learned”

*scissors

*velcro sticky dots

Instructions: * Cut out the lists and put a velcro sticky dot on the back, then put them in a bag

*Also put an equal amount of velcro sticky dots on the poster board under each

category

*Have one student come up and pick out a trait

*Have that student determine whether it is inherited or learned and place it in the

right section

*To pick the next student that gets to come up, have the fist student find one that

has the trait he/she selected (i.e. if the first student picked “blue eyes,” he/she would pick someone with

blue eyes to go next.)

Comments: * You could cross this with math if you wanted to keep a tally on how many

students have each trait.

Citation: Pinterest

Life as a Narf

GLE 0507.4.2- Recognize that some characteristics are inherited while others result from interactions

with the environment.

With this lesson, the students will be given cards both with inherited traits and learned behaviors. They

will create their own creature and have to decide whether or not their creature was breed to survive in

said situations or if their learned behavior can possibly save them.

Material: cards with multiple inherited traits and learned behaviors.

Background information:

You are all a member of a species known as Killus narfus, commonly known as the Narfs.

Narfs are very intelligent creatures with many amazing abilities. They are about 3 feet tall. They come

in a variety of colors, but the two most common varieties are blue and green. They live in rainforest

environments. Remarkably, they have the ability to learn skills very much like humans do. It is not

uncommon to see them painting or playing basketball. Narfs are typically gentle creatures, but are

sometimes fierce when challenged by a predator. Narfs are slow creatures, and they do not migrate

unless forced out by unforeseen circumstances. They typically stay in the lower branches of trees.

Narfs are omnivorous and will eat nearly anything. They have teeth very similar to human teeth. They

prefer fruits from the trees, but can also eat small animals. Small animals are sometimes difficult for

them to eat if their teeth are not extremely sharp.

Rules of the game:

You will draw four inherited traits. These are traits that are part of your DNA and cannot be

changed. Once they are drawn, there is nothing you can do about it. For each round, you may also

draw one learned behavior. Perhaps this newly acquired skill will allow for survival, perhaps not. A

situation will be read to you. Based on the situation, you will have to determine whether you will

survive or not.

Traits:

Inherited traits Learned behavior

Situation 1:

Situation 2:

Situation 3:

Situation 4:

Situation 1:

Would your inherited traits help you survive?

(yes or no)

Why?

Would your learned behavior help you survive?

(yes or no)

Why?

Is it likely that you would survive this situation?______________________________________

Situation 2:

Would your inherited traits help you survive?

(yes or no)

Why?

Would your learned behavior help you survive?

(yes or no)

Why?

Is it likely that you would survive this situation?______________________________________

Situation 3:

Would your inherited traits help you survive?

(yes or no)

Why?

Would your learned behavior help you survive?

(yes or no)

Why?

Is it likely that you would survive this situation?______________________________________

Situation 4:

Would your inherited traits help you survive?

(yes or no)

Why?

Would your learned behavior help you survive?

(yes or no)

Why?

Is it likely that you would survive this situation?______________________________________

SITUATIONS (Teacher reads):

Situation 1: All is well in the lush green rainforest. All Narfs are enjoying a nice climate and abundant food

sources. All of a sudden, disaster strikes! A giant Narf eating monster attacks! The monster is

scientifically knows as Killus Narfus and commonly known as the sharp tooth. The sharp tooth is far

superior to other animals physically. It is extremely fast and very strong. It can jump high enough to

reach the lower branches of trees in a single leap. The sharp tooth, as its name suggests, has very large

sharp teeth for its carnivorous eating habits. The teeth look similar to that of a lion. The sharp tooth

does, however, have poor eyesight. It can see mostly differences in color, but cannot make out shapes

very well. It has an average sense of smell, but impeccable hearing. The sharp tooth does have one

major weakness, music. Any music will put the sharp tooth immediately to sleep for long periods of

time.

Situation 2: Unfortunately, things are not going well for the entire Narf species. Human poachers have been killing

Narfs for their incredibly soft fur. Many people enjoy Narf fur coats, or even Narf skin rugs. The green

Narfs have been particularly targeted. The green Narfs have much softer fur. The poachers typically

hunt with bow and arrow because guns will draw attention to their illegal poaching practices. Some

Narfs have extremely thick skin, which is difficult to penetrate with an arrow.

Situation 3: Deforestation practices have been destroying the trees where Narfs live and the fruits that they

commonly eat. Some Narfs are able to change food sources, but most Narfs are not fast enough to

catch live animals nor do they have sharp enough teeth. Some Narfs have learned to garden and grow

food which has allowed for the survival of some, but not the ones that do not know how to grow food.

Situation 4: Many trees in the area where the Narfs live have been destroyed. This has caused heavy flooding due

to high levels of rainfall. Before, the rainfall would have been regulated by the dense trees and

vegetation. This has caused pools of water to form in the area where the Narfs live. Some of these

pools can be quite deep, 6 feet or more. There are some food sources available at the bottom of these

pools, so Narfs that can dive or swim can easily get this food.

Inherited traits (cut out)

Blue Fur

Green Fur

Extremely sharp teeth

Human-like teeth

Sharp claws

No claws

Thick skin

Thin skin

Blue eyes

Brown eyes

Able to digest meat

Unable to digest meat

Long legs

Short legs

Long arms (more than 3-5 ft)

Short arms (3 feet or less)

Webbed toes

Not webbed toes

Large lung capacity (can hold their

breath for more than 1 minute)

Small lung capacity (can only hold

their breath for less than 1 minute)

Learned Behaviors

Playing Piano Gardening Swimming

Playing the ukulele Archery Painting

Sewing Fencing (sword fighting) Long distance running

Weight lifting Playing basketball Singing

Campfire Cooking Woodworking Parkour

Drawing Ride a unicycle Juggling

Ballet Dancing Good at Math Fast reader

Playing guitar Knitting Nun chuck skills

Comments: This could easily be related to math by gathering the information after each situation and

putting them into graphs like listed below.

Class Data Chart

How many

students

survived? List as

a fraction

What percent of

the class is this?

First Situation

Second Situation

Third Situation

Fourth Situation

Graph

Create a bar graph that shows what percent of students survived each of the four situations.

Round 1 Round 2 Round 3 Round 4

Conclusion Questions:

Were you able to change any of your inherited traits at all in the game? Why or why not?

Were there certain traits that seemed to help you survive better then others?

Were there certain situations that seemed easier for the class to have survived then others? If so

why do you think so?

Was it beneficial for you to be able to draw a new learned behavior for each situation?

What is the main difference between a learned behavior and inherited traits?

Let's Make a Group

GLE: 0807.5.1 – Identify various criteria used to classify organisms into groups

Estimated Time: 10 minutes

Topic: * Classifying animals

Materials: * Paper cutouts of animals

Instructions: * Have the students group the animals according to any criteria they would like

*When everyone is finished, have the students tell how they grouped them

*The goal is to have many different reasons for grouping them the way each

student did.

Comments: *If short on time, put the students in groups and give each group a way to group

the animals, just so they can see the different ways.

Citation: Brittany Woods

Kimberly Slayton

Cassandra Norvell

Jennifer Bowling

Habitat Bingo

Standard 5

Grade 2

GLE 0207.5.1: Investigate the relationship between an animal’s characteristics and the

features of the environment where it lives.

Materials Needed:

Bingo Cards

Habitat Tokens – for students

Habitat Tokens – to draw from

Answer Key

Background Information

Activity Description: While students play a game of bingo they can learn about the

different habitats/biomes and the animals and plants associated with them.

Citation: www.starteaching.com/HabitatBingoLesson2.pdf

Bingo cards modified by Kimberly Slayton

HABITAT BINGO

SYNOPSIS Students will learn about different habitats (or biomes) and some of the animals

that are adapted to live there. Participation in the “Habitat Bingo” game will

reinforce the content learned.

OBJECTIVES

Students will be able to:

• state the characteristics of five different habitats/biomes

• identify the habitat/biome in which ten different animals live

VOCABULARY/CONCEPTS

• biome • rainforest • temperate deciduous forest

• grassland • tundra • wetland

• taiga • temperate evergreen forest

MATERIALS (all included in this document)

• bingo cards (5 different ones) • answer key (last page)

• habitat tokens - for students • background information

• habitat tokens - to draw from

PROCEDURE

1. Depending on the students’ academic level, introduce the concept of habitat/

biome (see background information on following pages.)

2. Have the students engage in hands-on activities, language arts lessons, library

research, etc., so they can learn about the different habitats/biomes and the

animals and plants associated with them.

CHECK FOR UNDERSTANDING - BINGO GAME

1. Hand out one bingo card and several of each ecosystem tokens to each student.

2. One at a time, “draw” out a habitat token and hold it up for the students.

3. The students are to take the matching habitat token, find an animal on their

bingo card that could live in that habitat, and place their small token on it.

4. The first student that gets 5 across “wins.” The student should verbally share

the five matches. Habitats in Various Biomes/Characteristics

Variations: Regions around the world are divided into different biomes (major communities of organisms

that have a characteristic appearance and that are distributed over a wide land area defined

largely by regional variations in climate). The variations in climate are mainly due to the amount

of available moisture and the temperature. You can predict which biome will be supported in a

particular area based on the amount of precipitation and the mean annual temperature.

Productivity/Life Forms The productivity of an ecosystem is strongly influenced by the amount of precipitation and the

mean annual temperature.

Biomes

Grasslands

• Halfway between the equator and the poles

• Once covered much of the interior of North America, and were widespread in Eurasia and

South America

• Many of these areas have been converted into agricultural land

• In North America, huge herds of bison and pronghorns once lived on the prairies.

Deserts

• Dry places where less than 25 centimeters (10 inches) of rain falls in a year

• Very little vegetation

• Survival depends on water conservation (adaptations that allow for this)

• Most desert vertebrates live in deep and cool burrows

• Many animals are active only at night

• Some animals, like camels, can drink a lot of water when it is available, and then survive long,

dry periods

• In general, in the interior of continents (including the Sahara in Africa, the Gobi in Asia, and

the Great Sandy Desert in Australia)

Rainforests

• Receive 140 to 450 centimeters (55 to 177 inches) of rain a year

• Richest ecosystems on earth

• Contain at least half of the earth’s species of terrestrial plants and animals (more than 2 million

species)

• In South America, Africa, and Southeast Asia

Forests Temperate Deciduous Forests

• Warm summers and cool winters

• Plentiful rains

• Deer, bears, beavers, and raccoons live in temperate regions

• Eurasia, northeastern United States, eastern Canada

Temperate Evergreen Forests

• Cold winters and a seasonal dry period

• The pine forests of the western United States, the California oak woodlands, and Autralian

eucalyptus forests are typical evergreen forests

• Many of these forests are endangered by overlogging (especially in the western U.S.)

Taiga

• Winters are long and cold; most of the limited precipitation falls in the summer

• Northern forests of coniferous trees

• Extends across vast areas of Asia and North America

• One of the largest ecosystems on earth

• Few people live there (growing season is short)

• Many large mammals live here (elk, moose, deer, wolves, bears)

• Fur trapping and logging have been extensive in this region

• Marshes, lakes, and ponds are common

• Most of the trees occur in dense stands of one or a few species

Tundra • Far north

• Few trees grow

The grassland (called tundra) is open and windswept

• Covers one-fifth of the earth’s land surface

• Very little rain or snow falls

• Large mammals live here (musk-oxen, caribou, wolves, foxes)

Habitats Not Considered “Biomes”

Mountains/Mt. St. Helens/Dwarf plant varieties • Above a certain elevation, trees no longer grow

• Plant growth is sometimes stunted resulting in “dwarf” varieties that are much shorter than the

normal plants

• Resources (food, water, shelter, space) are limited and the plants compete for them.

Oceans/Coral reefs/Marine life

• Salt water

• Animals are adapted to salt water habitat

• 40% of the world’s photosynthetic productivity is estimated to occur in the oceans

Wetlands

• Areas of land that have permanent standing water

• Very important as habitat for migrating birds

• Water source for animals

Estuaries

• Wetlands where fresh water and salt water mix

• Plants must be adapted to tolerating salt

• Some plants “sweat” out the salt (salt grass), others shun it to certain parts which then fall off

(pickleweed)

Freshwater ponds

• Have three zones where organisms occur (distributed according to the depth of the water and

its distance from shore)

• Found where there is permanent standing water

• The water table is just at or just above the surface

• Saturated soil

• Water-loving, non-woody, short, plants

• Animals rely on ponds and lakes as water sources

Habitat Bingo Answers

(although there are always exceptions!)

Animal Ecosystem/Habitat Alligator Lake/wetland

Armadillo Savanna/grassland

Bat Mountain forest

Beaver River

Butterfly Any but desert

Cactus Desert

Camel Desert

Chimpanzee Tropical rainforest

Coyote Desert

Crab Ocean

Deer Mnt. forest, savanna/grassland, desert

Dolphin Ocean

Duck River, lake/wetland, ocean

Eagle Lake/wetland

Elephant Savanna/grassland

Frog River, lake/wetland

Giraffe Savanna/grassland

Gorilla Tropical rainforest

Hippopotamus Lake/wetland, river

Hummingbird Savanna/grassland, river, mountain forest

Kangaroo Savanna/grassland

Killer whale Ocean

Leopard Savanna/grassland, mountain forest

Lion Savanna/grassland

Monkey Tropical rainforest

Moose Tundra

Owl Mountain forest

Parrot Tropical rainforest

Pelican Ocean, lake/wetland

Polar bear Ice caps

Rabbit Any but rainforest

Rhinoceros Savanna/grassland

Sea horse Ocean

Sea star Ocean

Seal Ice caps, ocean

Snake Any

Spider Any

Squirrel Mountain forest

Tiger Savanna/grassland, mountain forest

Toucan Tropical rainforest

Turtle Ocean, lake/wetland, river

Vulture Savanna/grassland

Zebra Savanna/grassland

What is this?

GLE: 0807.5.2 – Use a simple classification key to identify a specific organism

Estimated Time: 10 minutes

Topic: * Characterizing organisms

Materials: * A few random objects and a dichotomous key to go with them

Instructions: * Group the students up and give them one of the objects from the key

*Have them answer the questions and use the dichotomous key to figure out what

their object is.

Comments: * You could change this up by hiding the object and just giving the students a list

of characteristics of the object and have them ask questions to figure it out.

Citation: Brittany Woods

The Fossilization Game

GLE 0107.5.2:

Recognize that some organisms which formerly lived are no longer found on earth.

Topic:

Extinction/ fossilization

Materials:

Fossilization cards

Instructions:

Choose environment. The game begins with the class or smaller group choosing an environment

in which there is a depositional setting such as a lake, pond, stream, river in a forest, or sea

floor.

Choose roles. Roles that the participants choose for themselves are possible animal or plant

inhabitants of the chosen setting.

Begin play. When play begins, the children act out their roles, with each one given a turn to

make vocalizations or gestures. *They can also interact with each other as they would in

their natural environment.

"Freeze" and decide the fate of the characters. The students draw cards which tell their fate.

Discuss what happened to the organisms and some reasons as to why they might not have

survived. Would they have had a better chance at survival if they had different adaptations?

Comments:

Better if played outdoors

Mention no rough-housing if they want to interact with each other. Source:

Brent H. Breithaupt

http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#FIG3

Thriving, Threatened, Endangered, or Extinct

Name: Amanda Drinnon and Lauren Martin

Topic: Thriving, Threatened, Endangered, or Extinct

G.L.E.: 0307.5.2

GLE Description: Classify organisms as thriving, threatened, endangered, or extinct

Grade Level: 3rd

Date Presented: Monday, September 28, 2015

Materials: Tri-fold board, paint, pictures of animals, Velcro, envelope, PowerPoint

Procedure: Begin by teaching the topic of thriving, threatened, endangered, or extinct animals to the

students with the use of the PowerPoint. After the students have a good understanding of the topic tell

them about the activity that goes along with it. Open the tri-fold board and then ask for a volunteer.

When a student is chosen let them pick one animal out of the envelope and instruct them to Velcro the

animal to its correct habitat. Continue choosing volunteers until there are no more animals left.

Time: Approximately 15 minutes

Citation: Amanda and Lauren

kphllps.weebly.com/uploads/1/6/8/4/…/instructional_powerpoint_ppsx

Nature Walk Notes

ZooMobile

Small Group

When the Zoomobile came to West Elementary, the first thing we were told by Louise is that we

would be learning about animal senses and comparing them to the five human senses. She went over

the five senses with the students-taste, touch, smell, see, and hear. She then explained how animals

senses are much stronger and why they need to be that way. Then she told us that living creatures need

four things to survive. They need food, water, shelter, and air. Animals have particular senses that excel

so that they can have these four basic necessities.

For seeing, Louise brought out Bucky the owl. She explained that he has huge eyes so he can

see in the dark because he is nocturnal. If our eyes were the size of owl's eyes in proportion with our

heads, they would be the size of our fist! Owls move their whole heads around because they can't just

move their eyes. They have twice as many bones in their necks as humans do to accomplish this. Bucky

can hear a mouse two football fields away! Louise then explained to us that Bucky has predator eyes,

which means his eyes face forward. Prey eyes means the animals eyes are on the side of their head,

which gives them a better peripheral vision to watch for predators sneaking up on them.

For hearing, we got to see Hugo the rabbit. We then did a hearing activity to compare a rabbit's

ears with ours. We cupped our hands and put them to our ears. More sound was captured in our hands

and guided into our ears that way!

Bears have the best sense of smell in the world! We didn't actually get to see a bear, but Louise

told us about them. Bears will bury their uneaten food to hide it from other animals, then sniff it back

out later.

Biff the snake was our taste representing animal. He eats smaller snakes and eggs. Biff is a

constrictor, which means he wraps around his prey and squeezes them to death. Snakes have forked

tongues, which help them to smell in different directions. He only uses his nose for breathing, not

smelling. Biff also uses his entire body to hear. He hears via the vibrations caused by moving things.

Any animal with whiskers is a good example for touch. Predator eyes have a blind spot at their

mouth. They can't see right in front of their own mouths. That's what the whiskers are there for! They

also help the animal see in the dark.

We then reviewed what we learned about the animals and their senses, then Louise let the

children pick and animal to pet. They picked Hugo the rabbit!

ZooMobile

Large Group

In the large group presentation, we learned about amazing animal adaptations. An adaptation is

something to help the animal survive in the wild.

Zebras have stripes, which is a form of camouflage. They aren't actually black and white, but

dark brown and a dirty off white color. Zebras also have dark skin under their fur because it keeps them

from burning in the hot sun.

Tigers also have stripes for camouflage. They use it to hide from prey. Louise had a tiger skull

biofact. She had a student volunteer to hold their arm out while she put the tiger's jaws on it like the

arm was being bitten. The student couldn't pull her arm out because of the way the teeth were curved to

keep prey from escaping.

Hugo the rabbit was brought out again. Hugo is from Germany, and his particular breed was

bred to be very large so people could eat it. Hugo's ears turn in every direction so that he can hear

better, and his prey eyes are an adaptation that help him see predators that are hunting him. The fast and

strong legs rabbits have help them to escape these predators.

Feathers are another adaptation. Ambian Condors have a 12ft wingspan. Their wings are so big

to accommodate for their large bodies. Birds have hollow bones to make it easier for them to fly.

Condors are scavengers, which means they eat dead animals. They have adapted to having no feathers

on their heads to keep from making a mess. They use their feet to rip carcasses apart, so in order to

clean them, they poop on them. As a defense adaptation, condors will puke on predators.

Bucky the barn owl can hear and see a football field away to help him find his food. He flies

quietly to sneak up on prey. In order to keep their bodies light for flight, birds poop a lot. Bucky's big

eyes are an adaptation to help him see in the dark. He has sharp claws for catching mice. Owls don't fly

very fast because it makes them quieter.

Water turtles shells are smooth to help them glide through the water. Their hard shell is an

adaptation for protection. It is the spine and ribs of a turtle. Turtles lay a bunch of eggs at once in order

to get at least a few to survive to adulthood.

The African Rock Python only has to eat one to two times a month.Their skin has adapted to

being water proof to help them survive in the desert. The water proof skin keeps water from getting out.

They have an unhooking jaw so that they can swallow bigger prey.

Mia the Red Tailed Boa is from South America. She gets two rats once a month.

Her skin is a camouflage. At the end of this presentation, the kids all got to pet her.

Knoxville Zoo Website Scavenger hunt

Go to Knoxville-zoo.org and find the following information.

1. What are the zoo hours?

Monday - Friday: 9:30 - 4:30

Saturday and Sunday: 9:30 - 6:00

2. Directions to the zoo.

Driving directions

Walters State Community College

500 South Davy Crockett Parkway, Morristown, TN 37813

12. Head southwest on US-25E S/S Davy Crockett Pkwy toward Alex Hall Ln

5.4 mi

13. Use the right lane to take the Interstate 81 S ramp to Knoxville

0.3 mi

14. Merge onto I-81 S

7.2 mi

15. Use the right 2 lanes to take exit 1B to merge onto I-40 W toward Knoxville

29.6 mi

16. Take exit 392A to merge onto US-11W S/Rutledge Pike toward Knoxville Zoo Dr

0.3 mi

17. Merge onto US-11W S/Rutledge Pike

0.1 mi

18. Turn right onto Timothy St

0.2 mi

19. Continue onto Knoxville Zoo Dr

0.4 mi

20. Turn right to stay on Knoxville Zoo Dr

Destination will be on the left

3. How much is parking?

$5 per vehicle

4. What is the general admission for an adult.

$19.95

5. Will we be able to see the birdshow in the Forest Ampitheater when we go to the zoo on October

2nd? If so, what times are the shows? If not, when could we see it?

No. Saturdays and Sundays 11 a.m. and 2 p.m.

6. What is the zoo phone number?

(865) 637-5331

7. Print a School Group Registration form.

8. How far in advance would you need to schedule a zoo field trip for your 2nd grade class?

Two weeks

9. How much would it cost your 2nd graders if they go with the school? How much for the teachers?

$11.95 a piece for the kids, and $14.95 for the teachers.

10. What are “EdZOOcational programs”? Give two examples of these programs?

EdZOOcational programs are a variety of fun and edcational programs for teachers and classrooms.

Two examples of these would be the zoo-mobile and the self-guided safari.

11. What is “Bedtime with the Beasts”?

Bedtime with the beasts is a program where kids can spend the night at the zoo and see what the

animals do after dark.

12. What are some of the topics of “Zooboxes”?

Amphibians, biodiversity, coral reefs, Discover Bats!

13. How much will it cost to have the Zoomobile Outreach program come to Whitesburg school for 6

programs (2 classroom programs, 2 team programs, and 2 assembly programs)?

$125 for classroom, $165 for teams, $395 for assemblies

$685 total

14. What are 2 Zoomobile Outreach topics available for your 2nd grade class?

“Scales, Feathers, and Fur” and “Crawl, Slither, and Fly”

15. What is the SSP program?

A program in which the Zoo is given particular animals that are endangered to keep healthy and

thriving.

Zoo Trip

We got there, met with Steve, then went to the conference room.

-The Zoo has many different options for teachers

-Field Trips

-the zoo is basically a 52 acre classroom

-keeper chats

-at certain times of the day, keepers are out to talk about the particular animal

they work with

-zoomobile

-the zoo comes to your school and brings animals to do a program about any

number of things that animals can relate to

-if there isn't a program for what you're specifically teaching, with enough notice

they can come up with one

-bedtime with the beasts

-get to the zoo in the afternoon, learn about nocturnal animals, spend the night at

the zoo, go on a tour the next morning

-Other Educational Aides

-biofacts

-things like turtle shells or skulls that help teach about animals

-zoo boxes

-boxes that are free to use (with $25 refunded deposit) that are filled with tools to

teach a particular lesson

-story telling

-Steve told us a story about life cycles, and got us involved in the story

-Nature walk

-We went on a nature walk outside where we were given a paper with something

written on it (mine said “produces energy”), and we were to find things that

corresponded with that paper.

-sifting through leaf litter

-We took two plastic boxes, one with the bottom cut out and replaced with wire,

and filled the wire bottomed one with leaves and dirt, then sifted it out into the

other one, then looked at what we found through lenses

After we did these activities, we went inside the zoo and walked to the Red Wolf

exhibit. We learned that red wolves were almost extinct, but by capturing the remaining living ones and

with the SSP program, they were bred to a new population of over 100. They have been doing captive

releases. They tried to in Cade's Code, but it went wrong and they had to be brought back into captivity.

There weren't enough resources to support a growng population.