Physical Science– Grade 4 - SAISD · Web view(4.3D) connect Grade 4 concepts with the history...

Physical Science – Grade 4Unit of Study: Constancy and Change

Fourth Grading Period –Tuesday Week 1– Friday Week 4 CURRICULUM OVERVIEWBig Idea Unit Rationale

Constancy is when things do not change, they stay the same. Things can change in different ways, such as in size, weight, color, and movement. Some changes are so slow or so fast that they are hard to see. In fact very little of the natural world stays the same. Some features of things may stay the same even when other features change. Some patterns look the same when they are shifted over, or turned, or reflected, or seen from different directions. As students explore the motion of their vehicle systems they will begin to understand the affect that forces have on their vehicles pattern of motion. They will measure and record the changes in the position and direction of the different vehicle systems that they create.

Change can create recognizable patterns. Students are expected to illustrate that certain characteristics of an object, such as a vehicle, can remain constant even when the object is rotated like a spinning top, translated like a skater moving in a straight line, or reflected on a smooth surface. Students will explore forces and motion as they design and create vehicle systems that move in certain patterns as forces are applied. They will measure and record the position and direction of the motion as the forces of gravity, weight, friction, air resistance, and rubber band energy are applied to their vehicle systems.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEK 4.5 Physical Science. The student knows that complex systems may not work if some parts are removed. The student is expected to: A. identify and describe the roles of some organisms in living systems such as plants in a schoolyard and parts in nonliving systems such as light bulb in a circuit; andB. predict and draw conclusions about what happens when part of a system is removed.

4.6 Earth Science. The student knows that change can create recognizable patterns. The student is expected to:A. identify patterns of change such as in weather, metamorphosis, and objects in the sky.B. illustrate that certain characteristics of an object can remain constant even when the object is rotated like a spinning top, translated like a skater moving in a straight line, or reflected on a smooth surface; and

3.6A Physical Science. The student knows that forces cause change. The student is expected to:A. measure and record changes in the position and the direction of the motion of an object to which a force such as a push or pull has been applied.

” I CAN” statements highlighted in yellow should be displayed for students.I can …

classify the different types of motion of objects such as reflection, translation, and rotation. (4.6B)

investigate that different types of motion are caused by forces. (3.6A) measure and record the changes and positions of objects to which a force has been applied.

(3.6A) compare and discuss the motion of a vehicle when more or less weight is added to the

vehicle. (4.2B-D, 3.6) design a system that uses a force to pull a vehicle (4.5A,3.6A) design a vehicle system that uses rubber band energy. (4.2A, 4.5A) evaluate vehicle design features to determine whether they increase or reduce the force of

friction. (4.3A, 3.6A) compare and share my observations on the role of the force of friction on a vehicles motion.

( 3.6A) compare and discuss the motion of a vehicle when more or less weight is added to the

vehicle. (4.2B-D, 3.6) use critical thinking and hypothesize how the force of air resistance affects the position and

motion of my vehicle. (3.6A) investigate the effects of adding a load on the motion of a vehicle (4,2A-D,3.6A) explore how the force of air resistance affects the position and motion of my vehicle. (3.6A) identify and describe the role of the parts of the falling weight system and the vehicle system.

(4.5A) predict and draw conclusions about what happens when the parts of a system are removed.

(4.5B)

TEKS 4. 1 The Nature of Science. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

A. demonstrate safe practices during field and laboratory investigations.B. make wise choices in the use and conservation of resources and the disposal or recycling of materials

” I CAN” statements highlighted in yellow should be displayed for students.I can …

practice safe procedures in conducting laboratory investigations using sharp objects such as mirrors. (4.1A)

practice safe procedures in conducting laboratory investigations which require me to measure the direction and motion of an object to which a force has been applied. (4.1A)

conserve the materials I use and recycle them for future investigations (4.1B)

SAISD © 2008-09 – Fourth Grading Period Science Grade 4 of 109

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Skill

sTEKS 4.2 The Nature of Science. The student uses scientific

inquiry methods during field and laboratory investigations. The student is expected to:A. plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses and selecting and using equipment and technology.B. collect information by observing and measuringC. analyze and interpret information to construct reasonable explanations from direct and indirect evidenceD. communicate valid conclusionsE. construct simple graphs, tables, maps, and charts, to organize, examine, and evaluate information

TEKS 4.3 The Nature of Science. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to.A. analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;C. represent the natural world using models and identify their limitations;D. evaluate the impact of research on scientific thought, society, and the environment; andE. connect Grade 4 science concepts with the history of science and contributions of scientists.

TEKS 4.4 The Nature of Science. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:A. collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and compasses B demonstrate that repeated investigations may increase the reliability of results.

plan and implement investigations, ask well-defined questions, formulate testable hypothesis, conducting tests, and select and use equipment to test the different types of motion of an object.; including but not limited to: drawing conclusions, comparing data, observing and describing changes over time, developing a good hypothesis and justifying my thinking in my hypothesis statements. (4.2A)

share and present my findings and conclusions about motion to my teacher and to the class. (4.2D)

use tools to measure and record the direction and distance of a motion to which a force has been applied (4.4A)

organize, design, and record my motion data into my science journal using the following forms – including, but not limited to:

charts, graphs, and tables detailed drawings labeled illustrations important vocabulary words detailed explanations (4.2E) use a meter sticks and timing devices to record the direction and motion of my vehicle.(4.4A) represent the natural world using models and identify their limitations (4.3C) evaluate the impact of research on scientific thought, society and the environment. (4.3D) connect Grade 4 concepts with the history of science and contributions of scientists (4.3E) record and share ideas and questions about motion and design. (TEKS 4.2A) design and build a vehicle to meet certain requirements. (TEKS 4.2A) make a record of my vehicle design by making a technical drawing of my vehicle system

(4.2E, 4.3C) build a vehicle by following a two-view technical drawing (4.3C) identify details that are important in a technical drawing and compare my drawings to a

technical one (4.3C) measure the time it takes for a loaded vehicle to move a given distance (4.4A) discuss and compare my results with others.(4.3A) use the scientific method to predict and investigate how variations in rubber band energy

affect the distance their vehicles travel. (3.6A, 4.2A) discuss, investigate, and record the relationship between the number of turns of the rubber

band around the axle and the distance their axle- driven vehicles travel design, evaluate, and produce a plan to attach a sail to my axle-driven vehicle. (4.2A) create charts and graphs to keep track of my information. (4.2E) demonstrate that repeating investigations makes the results more reliable. (4.4B) use critical thinking to evaluate and reflect on my experiences in this unit of study so far.

(4.3A) design, plan, and implement an experiment to investigate how a sail will affect the motion of

my axle-driven vehicle. (4.2A) use prior knowledge to design a vehicle that moves a specified distance in a specified amount

of time. (4.2A) use critical thinking to adjust the load, the force pulling the vehicle, and the weight of the

vehicle. (4.3A) measure the time it takes for a loaded vehicle to move a given distance (4.4A) use a line plot to display my data. (4.2E)



Evidence of Learning1. During classroom and field investigations (CN), students will use safety measures as they study constancy and change in reflection and the motion of objects (B),

with at least 100% accuracy (CR).2. During classroom and field investigations (CN), students will use safety measures as they use tools to study the constancy and change of vehicles in motion (B),

with at least 100% accuracy (CR).3. During classroom and field investigations (CN), students will use safety measures as they use tools to study the vehicle designs affect motion (B), with at least 100%

accuracy (CR).4. During classroom and field investigations (CN), students will use inquiry and scientific methods to measure and record the forces and changes in the patterns of

motion (B), with at least 80% accuracy (CR).5. During classroom and field investigations (CN), students will share and present findings and conclusions to the teacher and to the class about the patterns and

forces of motion (B), with at least 80% accuracy (CR).6. During classroom and field investigations (CN), students will use scientific evidence to analyze, review, and critique scientific explanations about the patterns of

motion and vehicle design(B), with at least 80% accuracy (CR).7. During classroom and field investigations (CN), students will use scientific tools to conduct investigations and measure the constancy and changes in motion (B),

with at least 80% accuracy (CR).8. During classroom and field investigations (CN), students will construct tables and charts and analyze graphs that describe forces and patterns of change in the

motion of an object (B), with at least 80% accuracy (CR).



Physical Science– Grade 4Unit of Study: Constancy and Change

Fourth Grading Period – Week 1-Monday CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills Why is it necessary for engineers to keep journals that detail their

investigations about work on products? (4.2C,D) How do engineers begin to design cars? (4.2C) How is your vehicle a system? (4.5A) What part of the vehicle could you remove and still have the vehicle system

work? (4.5B) What is one mini-system in the vehicle system? (4.5A) What are some ways you got your vehicle to move? (4.2B,D) What forces caused your vehicle to move across the table? What forces

caused the vehicle to stop moving? (3.6A) What patterns of motion did your vehicle exhibit? (Example: tires were

using the motion of rotation, the vehicle moved across t2h table in a translation motion, and the car bounced off of the wall at the same angle that it hit the wall to show reflection) (4.6B)

What was one problem that your group encountered while building the vehicle?(4.2B) How did you solve the problem? (4.2A-C)

The student knows how to use scientific inquiry methods during field and laboratory investigations – planning and implementing investigations, asking questions, formulating testable hypothesis, and selecting and using equipment. (3.2)

The student knows how to construct simple graphs, tables, and maps to organize, examine, and evaluate data. (3.2E)

The student can collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses. (3.4A)

The student can observe and identify simple systems such as a sprouted seed and a wooden toy car. (3.5A)

The student can observe a simple system and describe the role of its various parts. (3.5B)

The student can measure and record changes in the position and direction of the motion of an object to which a forces such as a push or a pull has been applied. (3.6A)

The student can gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter. (3.7A)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionUse the STC Motion and Design: Lesson 1 – Pre-Unit Assessment: Designing Vehicles: Getting Started

Important Teacher Note:

Prepare for this unit by Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the

conservation and disposal of resources when applicable. (4.1A,B) Reading the following teacher sections before beginning the lesson, “Overview and Objectives,” “Background,”

“Materials,” and “Preparation.” Advance Preparation: Prepare for this lesson by reading the following sections in the Teachers Guide – “Overview

and Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. This kit involves many equipment pieces so you will need to take the time to organize the building materials as suggested in Preparation steps 2, 11, and 15.

Make a copy of the “Building Pieces” and the “Tips on Using the Building Pieces” handouts for each group.

The main purpose(s) of this lesson: I can record and share ideas and questions about motion and design. (TEKS 4.2A) I can design and build a vehicle to meet certain requirements. (TEKS 4.2A)

EngageProcedure 1

Students respond to questions about engineers and the importance of their plans and designs.(4.2C)

Students discuss the importance of journals and keeping track of their



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/CompProcess.pdf

How do engineers begin to design cars? (4.2C) What is the name given to an engineer’s first design? (a prototype) Why do engineers need to run tests on cars before they are put on the market? (4.2C) Would you buy a car that had not been tested by engineers first? Why or why not? (4.2C)

Procedure 2 Why is it necessary for engineers to keep journals that detail their investigations about work on products? (4.2C,D)

Procedure 3 Today we will be starting a new unit on designing motor vehicles. You will be keeping records on two types of paper,

loose leaf and graph paper. The loose-leaf paper will be used for our written observations and the graph paper will be used for our drawings. It is very important for you to date each of your entries each day as we make them.

Procedure 4-5 Ask students to use the Think-Ink-Pair-Share strategy to answers the following questions and share out their answers

to the class. Take all responses and place checks on the ones which are repeated: What do we know about the motion of vehicles? (4.2A,D) What do we know about the design of vehicles?(4.2A,D)

Procedure 6 Use another piece of chart paper for students to make a list entitled “What They Want to Find Out About Motion and

Design of Vehicles.”

Procedures 7-9 Assign group letters to each student group of three and ask students in the groups to assign group roles. Allow

students a moment to explore the building pieces and how they connect. What do you notice about the pieces? (4.2B,D) Do they connect a certain way? How can you tell? (4.2B-D) If we connect all of these pieces together to make a moving vehicle, will it be a system? (4.5A) What will happen to the system if we remove parts? (4.5B)

observations and drawings using graph paper. (4.2C,D)

Students use the Think-Ink-Pair-Share strategy to discuss with he class what they know about vehicle motion and vehicle design.(4.2A,D)

Students make a list of things that they want to learn and then they are introduced to the pieces that they will be using for construction. They also discuss what a system is. (4.2A-D, 4.5A, B)

Explore Final Activities 1-2 Propose the following challenge: In less than 20 minutes, design and build a vehicle (cart) that will move at least 100 cm

(39in). Before we begin, how will you test whether your vehicle is able to meet the requirements? (4.2A) What tools will we need to use to test that our vehicle meets the requirement? (measuring tape and timer)(4.4A) How will we use the measuring tape? (4.4A) What will we need the timer for? (make sure that we use only 20 minutes to construct our vehicle)(4.4A) Allow students time to build and test their vehicles. Make sure that they also use their graph paper to record the final drawings of their models. (4.2E) They will be completing

this portion for homework in a more detailed fashion.

Students will use the next 20 minutes of the period to design and test their vehicles according to the predetermined standards. (4.2A-E)

Explain Final Activities 3 How is your vehicle a system? (4.5A) What part of the vehicle could you remove and still have the vehicle system work? (4.5B) What part is one mini system in the vehicle system? (4.5A) What are some ways you got your vehicle to move? (4.2B,D) What forces caused your vehicle to move across the table? What forces caused the vehicle to stop moving? (3.6A) What pattern of motions did your vehicle exhibit? (Example: tires were using the motion of rotation, the vehicle moved

across the table in a translation motion, and the car bounced off the wall at the same angle that it hit the wall exemplifying reflection) (4.6B)Definition of rotation, reflection, translation:

Students will describe their vehicle as a system with parts that work together. (4.5A,B)

Students will use tools to measure the distance it traveled and to keep track of the time to make their vehicle(4.4A)

Students will classify and identify the different patterns of motion of the vehicle as rotation, translation, or reflection. (4.6B)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp2/Week%201/Dr%20Rojas%20strategies.doc



What was one problem that your group encountered while building the vehicle? (4.2B) How did you solve the problem? (4.2A-C)

Any drawings that the student has made of their vehicle can be completed for homework. The students will have an opportunity to compare their drawings to a technical one that will be created in the next lesson.

REMINDER – No vehicles should be disassembled or designs changed after this first lesson - students can draw their vehicle in Lesson 2

Elaborate Students will complete the drawings of their vehicles for homework to turn in the next day.

Students will complete a detailed drawing of their vehicle and label the parts of the vehicle system. (4.2E)

Evaluate Have students answer one or more of the following questions in their journals for this investigation: Which tool did we use to measure distance? (4.4A) Which tool did we use to measure the time for construction?(4.4A) What part of the vehicle could you remove and still have the vehicle system work? (4.5B) What part is one mini system in the vehicle system? (4.5A) What are some ways you got your vehicle to move? (4.2B,D) What forces caused your vehicle to move across the table? What forces caused the vehicle to stop moving? (3.6A) What patterns of motions did your vehicle exhibit? (Example: tires were using the motion of rotation, the vehicle moved

across the table in a translation motion, and the car bounced off of the wall at the same angle that it hit the wall to show

Students will draw conclusions and answer questions in their journals about the investigation to review the TEKS involved. (4.2A-E,4.5A,4.5B, 4.6B)



reflection) (4.6B) What was one problem that your group encountered while building the vehicle?(4.2B) How did you solve the problem?

(4.2A-C)

Vocabulary: (Pertinent to the learning – specific) technological design/diseño tecnológico vehicle/vehículo translation (review)/traducción reflection (review)/reflexión rotation (review)/rotación force (review)/fuerza

ResourcesMaterials Needed:

Other Materials of Possible Interest for Teacher:

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students who need additional support?

Set up a center where students can manipulate one of the vehicles from the groups. Have them work with a partner to describe the parts as a system. Also have them move the vehicle to demonstrate the different types of motion. (4.6B)

What do you do for students who master the learning quickly?

Have students draw a flowchart to describe the term “recursive” in the process of engineer design. (4.2E)

2 Using the centimeter ruler, measure thelength of this leaf from point A to point B tothe nearest centimeter. Record and bubble inyour answer on the answer document.

8th Grade Interim 1 2007-08

13 This model shows the forces applied when two students push on a box. A limitation this model has is that it does not show —

A the forces acting in opposite directionsB the actual amount of forceC that student B is pushing harderD that the forces are unequal



Physical Science– Grade 4Unit of Study: Objects and Forces in Motion

Fourth Grading Period – Week 1-Tuesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is a blueprint? Are blueprints just used in making vehicle designs? (4.2B-D)

What features on a drawing make a design easier to build? (4.2B,D)(Labels, color, details, etc.)

What do engineers do before they build? (they often sketch their ideas and plans before they build) (4.2B,D)

What do engineers do after they build a product or design? (they make detailed records of their design/product, then they test run their product) (4.2B-D)

The Student knows how to use scientific inquiry methods during field and laboratory investigations – planning and implementing investigations, asking questions, formulating testable hypothesis, and selecting and using equipment. (3.2)

The student knows how to construct simple graphs, tables, maps, and maps to organize, examine, and evaluate data. (3.2E)


The teacher will… So students can…5E Model of InstructionUse the STC Motion and Design: Lesson 2 – Using Drawings to Record and Build




“Materials,” and “Preparation.” Advance Preparation: Prepare for this lesson by reading the following sections in the Teachers Guide – “Overview

and Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson Students will need their completed vehicles and colored pencils or crayons to complete their drawings.

The main purpose of this lesson: I can make a record of my vehicle design by making a technical drawing of my vehicle system (4.2E, 4.3C) I can build a vehicle by following a two-view technical drawing (4.3C) I can identify details that are important in a technical drawing and compare my drawings to a technical one (4.3C)

Engage Engage the students by discussing the types of drawings that engineers create of their designs. Make sure to mention

that the details include the scale of the vehicle, the materials needed to build the vehicle, and the parts and how they fit together. Also go over what a three-view drawing is and have them draw a small example of one. (see “Background” information in the STC Teachers Manual - Lesson 2)

What type of drawings do engineers use? (4.2C) How have engineering drawings changed from the past until now? (4.2C)

Students will discuss with the teacher the types of drawings that engineers use to create their designs. (4.2B-D)




ExploreProcedure 1

“Let’s look at our brainstorming list. Which statements can we identify on the list that have to do with the design and or the drawings of a project? (4.2D) Place a sticky note by these statements.

What do engineers do before they build? (they often sketch their ideas and plans before they build) (4.2B,D) What do engineers do after they build a product or design? (they make detailed records of their design/product, then

they test run their product) (4.2B-D)

Procedures 2 Distribute all materials except the buckets of extra pieces so that students will not be distracted from their drawings.

Procedure 3 Students draw their vehicles onto graph paper and date their work as their first blueprint. Use the circle templates for

drawing the wheels. Why is it important to be specific in your drawing design or technical drawing? (4.2E)

Procedure 4 Students can now pick up their buckets and disassemble their vehicles into the bucket. What is a blueprint? Are blueprints just used in making vehicle designs? (4.2B-D)

Procedure 5 Have students analyze their drawings and ask them If you were to build the same vehicle again, what features on your

drawing would make it easier to build? (4.2B,D)

Procedure 6 Use figure 2-2 in the Teachers guide or p. 7 in the Student Activity book for students to observe a technical drawing. How can we use this drawing to design a standard vehicle? (4.2C)

Procedure 7-8 Teacher will facilitate as the students study the drawing and decide which pieces they will need from their bucket.

Encourage them to color the technical drawing for ease in choosing the pieces. Allow them time to build the standard design of the vehicle. Final Activities 3 Have students label their vehicles with a small piece of masking tape.

Students will review their lists to look for evidence of drawing and design. (4.2B-D)

Students review the processes that engineers take in designing and drawing their products through discussion with the class. (4.2B-D)

Students complete their designs on graph paper. (4.5E)

Students describe and work with the meaning of blueprints. (4.2B-E)

Students use a technical drawing to design a vehicle (4.2C)

Explain Final Activities 1-2 How was your own drawing similar or different to the technical drawing? (4.2C, 4.3A) On the technical drawing, how are the two views alike? How are the two views different? (4.2B,D) What parts of the technical drawing might make it easier for you to build this vehicle? What parts might make it difficult?

(4.2c) Which drawing (your own or the technical one) might be easier to use if you needed to build 100 copies of a single model?

Why? (4.2C, 4.3A)

Students will analyze and compare their drawings they have made in this lesson to the technical drawings. (4.2B,C,D)

Elaborate Students will buddy read the story, “The Race That Wasn’t Won,” found in the STC Students Activity Guide, pp. 9-11 and

answer the following questions How did you feel when you were building your vehicle? (4.2C) How are your feelings similar to what Bobby Rahal and his design team experienced? (4.2B-D) What is the importance of making models of a design before you actually build the design? (4.5)

Students will read a story about race car design and discuss their feelings with their partners and the class. (4.2B-D)



Evaluate Have students answer one or more of the following questions in their journals. What is a blueprint? Are blueprints just used in making vehicle designs? (4.2B-D) What features on a drawing make a design easier to build? (4.2B,D) (Labels, color, details, etc.) How was your own drawing similar or different to the technical drawing? (4.2C, 4.3A) On the technical drawing, how are the two views alike? How are the two views different? (4.2B,D) What parts of the technical drawing might make it easier for you to build this vehicle? What parts might make it difficult?

(4.2c) Which drawing (your own or the technical one) might be easier to use if you needed to build 100 copies of a single model?

Why? (4.2C, 4.3A)

Students answer questions and draw conclusions about technical drawings and the design process.(4.2B-E)

Vocabulary: (Pertinent to the learning – specific) three-view drawing/ diagrama de tres vistas blueprint/cianotipo


Other Materials of Possible Interest for Teacher:Building BlocksMagazines for cutting up



Extension 1 Set up a center with building pieces so that students

can practice making blueprints drawings using graph paper of small projects that they create. (4.2B-E)


Extension 2 Have students create a collage that shows different views of views of objects or people – front, side, top, and bottom – (4.2B-E)


31 A teacher drops a ball to the ground from 1 meter high. The students record the number of bounces and the distance the ball traveled from the starting point on each bounce.

How high did the ball bounce on the second bounce?

8th Grade TAKS

30 If a wild pig runs 48 meters in 6 seconds, what is its average speed?

F 6 m/sG 8m/sH 48m/sJ 252 m/s



A About 90 cmB About 50 cmC About 80 cm

D About 100 cm




Fourth Grading Period – Week 1-Wednesday CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What are the parts of the system (4.5A) What is the purpose of the book-end in the system? (4.5A) What force is being used to move the vehicle (gravity)? (3.6A) What force is the surface of the table exerting on the wheels of the vehicle?

(friction) (3.6A) What is the force that can prevent motion of the vehicle across the table?

(friction) What pattern of movement occurs in the vehicle as you add more weight to

the string? (The more force (weight) that you add to the string, the faster the movement of the vehicle is). (4.6, 4.2B-D)

How did we demonstrate that repeating investigations increases the reliability of the information that we gathered today? (Every groups performed the same investigation and got the same if not similar results)(4.4B)


Students will collect information by observing and measuring; analyze and interpret information; communicate valid conclusions; and construct graphs, charts, and tables to communicate and evaluate their data. (3.2B-E)

The student knows that systems exist in the world and they can observe and identify simple systems and describe the role of their parts. (3.5A,B)

The student knows that forces cause change and they can measure and record change in the position and direction of an object that has had a force applied (push or pull). (3.6A)

Students can demonstrate that repeating investigations can increase the reliability of results. (3.4B)


The teacher will… So students can…5E Model of InstructionUse the STC Motion and Design: Lessons 3 – Pulling a Vehicle: Looking at Force



conservation and disposal of resources when applicable. (4.1A,B) Advance Preparation: Prepare for this lesson by reading the following sections in the Teachers Guide – “Overview

and Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. Refer to the Preparation section in the teachers guide to set-up the string and pulling systems. Solicit the help of another adult for set-up. Refer to steps 1-6 in the preparation section and Figure 3-1.

Make copies of Record Sheet 3-A: Recording How Our Vehicle Moves.

The main purpose of this lesson I can design a system that uses a force to pull a vehicle (3.6A) I can compare and discuss the motion of a vehicle when more or less weight is added to the vehicle. (4.2B-D, 3.6)

Engage Procedure 1

Engage the students by having them demonstrate different kinds of motion and changes in motion. Have students simply walk in a straight line to the other side of the room. What kind of motion did we use to move across the room the first time? (4.2B,D, 4.6B)

Students will review the different types of motion and practice identifying them so that they can do the same for their vehicles. (4.2B-D, 4.6B)

Students observe how to set up their




Have students then slowly rotate as they walk across the room (Be careful). What kind of motion did we use the second time we moved to the other side of the room? (4.2B,D, 4.6B) (rotational

motion) For your next task, we will be describing the motion of our vehicles as we observe them move across a table.

Procedure 2 Have a student demonstrate how to use the “Falling Weight System” as the students follow the directions in their

student manuals. What are the parts of the system? (paperclips, string, a bookend, a piece of cardboard, and washers) (4.5A) What is the purpose of the book-end in the system? (the book end keeps the car from falling off of the table and

breaking into pieces)(4.5A) What force is being used to move the vehicle (gravity)(3.6A) What force is the surface of the table exerting on the wheels of the vehicle? (friction) (3.6A) What is the force that can prevent the motion of the vehicle across the table? (friction)

Procedure 3-4 Introduce the Record Sheet 3-A: “Recording How Our Vehicles Move” and have Materials Managers gather the

materials.

“Falling Weight Systems. (TEKS 4.2B)

Students review forces that are acting on the cars motion (3.6A)

Explore Read the Management tip for troubleshooting vehicles to assist those that are having trouble moving their vehicles

across the table.

Procedure 5 Students spend the majority of the period using the Scientific Method in testing the effects of placing different amounts

of mass on the string (to get the cars to move). Final Activities 4 Materials Managers return all items to the materials center.

Students will investigate the effects of placing different amounts of weights on the string to get the vehicle to move. (4.2A-E)

Explain Final Activities 1 Facilitate a class discussion of the results of the projects. You may choose to assign each group a different set of

questions. At what point did you observe your vehicle moving? (4.2B,D) What caused your vehicle to move? (a force)(3.6A) Was the force a pulling or a pushing force? (pulling) (3.6A) Did the vehicle move differently when you changed the weight? (Yes) 4.2B-D) What force made the vehicle stop moving? (friction) What is friction? (The force that slows down or stops something)

(3.6A) Why did you use the book end? Did you need it each time? Why or why not? Final Activities 2 What is the pattern of movement in the vehicle as you add more weight to it? (the more force (weight) that you add to

the vehicle, the faster the movement of the vehicle is.) (4.6, 4.2B-D) Final Activities 3 Go over the “Thinking Challenge" with the students. Why is the vehicles distance moved equal to the height of the table? (4.2C) How did we demonstrate that repeating investigations increases the reliability of the results? (Every groups performed

the same investigation and got the same if not similar results)(4.4B)

Students will discuss and compare results with the class. They will review forces on the vehicle, conclusions, and patterns of movement of the vehicle. (4.2B-D, 3.6A, 4.6B)



Elaborate Extension 4 Review unbalanced forces by having the class play a supervised version of Tug-of-War (outside). What type of force makes the center marker move? (a pulling force)(3.6A) How can you tell if forces are balanced? How can you tell if they are unbalanced? (3.6A )

Students will participate in Tug-of-War to review pushing and pulling forces and unbalanced forces of motion. (3.6A)

Evaluate Have student groups work together to write up their lab report in the scientific Method format. They may want to review

previous labs where they have used the Scientific Method in their journals. Make sure students include their chart that describes the motion of the vehicle with the different types of weights they

used. Students should use a piece of graph paper to make a schematic drawing of the vehicle’s movement. They should also

include a drawing of the Falling Weight System with labels to describe the different types of forces on the system.

Students will use the Scientific Method to finalize their lab investigation and draw conclusions in their journals. (4.2A-E)

Vocabulary: (Pertinent to the learning – specific) friction/fricción axle/eje


o Do NOT have students disassemble the standard vehicles. They will be used in Lesson 4.

Other Materials of Possible Interest for Teacher:Rope for Tug-O-War

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

What do you do for students who need additional support?

Extensions 1-2 Have students work with a partner to describe each

other's motions. (4.2D) Have students make a collage of other examples of the

force of gravity acting on objects. (3.6A)


Extension 5 Have students design and show a falling weight system that uses a rubber band. (4.2A-E)

TAKS information book22 What causes these cars to move down theramps?A ElectricityB* A force that pullsC MagnetsD A force that lifts

8tg Grade TAKS

24 The graph shows the movement of a car over time. What is the car’s average speed?

F 10 kilometers per hourG 15 kilometers per hourH 30 kilometers per hourJ 60 kilometers per hour




Fourth Grading Period – Week 1-Thursday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is the pattern of movement of the vehicle as you add more weight (load) to the vehicle? (The more force (weight) that you add to the vehicle, the slower the movement of the vehicle is. (4.6, 4.2B-D)

Why is it important for all of the groups to attach the blocks of wood in the same manner to the vehicle? (4.2A)

What did you observe when testing various loads? (4.2B) How did the vehicle move when it was loaded, compared to when it

had no load? (3.6A, 4.2B-D) What would happen if you added a third or fourth block to the vehicle?

(4.2C) How could you keep the vehicle from moving? (adding so much weight

that the vehicle is too heavy to move) When the vehicle had no blocks, what was left to influence the

movement of the vehicle?(4.2C,D) (the weight of the vehicle itself) How would we use a timer to keep track of time in this investigation?

(4.4A)

The student knows how to use scientific inquiry methods during field and laboratory investigations – planning and implementing investigations, asking questions, formulating testable hypothesis, and selecting and using equipment. (3.2)


The student knows that systems exist in the world and they can observe and identify simple systems and describe the role of their parts. (3.5A,B)



Students will use a variety of tools to collect and analyze information during investigations. (3.4A)


The teacher will… So students can…5E Model of InstructionUse the STC Motion and Design: Lesson 4

- Testing the Motion of Vehicles Carrying a Load Important Teacher Note:


conservation and disposal of resources when applicable. (4.1A,B) Advance Preparation: Prepare for this lesson by reading the following sections in the Teachers Guide – “Overview and

Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. Refer to the Preparation section in the teachers guide to set-up the students work spaces again. Solicit the help of another adult for set-up. Refer to steps 1-6 in the preparation section and Figure 3-1.

Make copies of Record Sheet 4-A: Record Sheet – Graphing Data

The main purpose of this lesson I can investigate the effects of adding a load on the motion of a vehicle (4,2A-D) I can measure the time it takes for a loaded vehicle to move a given distance (4.4A) I can discuss and compare my results with others.(4.3A) I can use a line plot to display my data. (4.2E)

EngageProcedure 1

Propose the problem. Have the students engage in the problem by writing down their hypothesis in complete sentences. Remember that they should explain why they think the way that they do.

Students will use the Scientific Method to answer the following question:

Students will develop a hypothesis based on what they think will happen in the investigation (4.2A)

Students will review using a timer to SAISD © 2008-09 – Fourth Grading Period Science Grade 4 of 109



How does adding more weight to change the pattern of movement of the vehicle? (4.2A)

Procedure 2-3 Hold up the standard vehicle. How could we adapt this vehicle to hold two blocks of wood? (4.2A) Why is it important for all of the groups to attach the blocks of wood in the same manner to the vehicle? (4.2A)

Procedure 4-5 How will we use a timer to carry out our investigation? (4.4A) What do the large numbers and the small numbers represent on the timer? (4.4A)

Procedure 6 Use a students volunteer to move across the room while the other students time them. What should we do when we get the time? Why is it better to "round off" the numbers? (4.2C)

Procedure 7 What other motions do we measure with time? (4.2C) What does a shorter elapsed time tell you about a runner who ran a race? (4.2C)

time the motion of an object. (4.4A)

Students will review how to record the data from a timer (4.4A)

ExploreProcedure 8

Go over the “Students Instructions for Testing the Motion of Vehicles Carrying a Load” sheet. What is the proper number of washers it takes to move your vehicle (it should take 10) Up to where do you pull the vehicle back? (until the hook is at the top edge of the table)(4.2D) When is a good time to let go of the timer? (as you let go of the vehicle)(4.2D) When do you stop the timer? (when the falling weights hit the floor) (4.2D) What color pencil will we use to mark the number of seconds it took for the vehicle to move?(4.2D) How many times will we repeat all of the steps? Why? (4.2D,4.4B)

Procedure 9 Use Figure 4-A: Graphing Data, to show a sample of the completed graph for the students.

Procedure 10 Students complete their investigation by following the instructions on pp. 20-22 in the Student Activity Book.

Students will review the proper steps in completing their investigation. (4.2B,D)

Students will investigate the effects of adding a load to the movement of a vehicle. (3.6A, 4.6A)

Explain Final Activities 1 What did you observe when testing various loads? (4.2B) How did the vehicle move when it was loaded, compared to when it had no load? (3.6A, 4.2B-D) What would happen if you added a third or fourth block to the vehicle? (4.2A) When the vehicle had no blocks, what was left to influence the movement of the vehicle? (The weight of the vehicle

itself) What is the pattern of movement of the vehicle as you add more weight to the vehicle? (The more force (weight) that you

add to the vehicle, the slower the movement of the vehicle is.) (4.6, 4.2B-D)

Students will review their lab investigation results with the class and describe the pattern of movement that a load has on the movement of a vehicle. (4.6, 3.6A, 4.2B-D)

Elaborate Students will describe other situations and scenarios of load affecting the motion of an object. (3.6A) What are some similar situations at home or at school that may be similar to what you tested in this lesson? (ex: adding

more load to a wheel barrel; giving a ride to someone else on your bike on the handle bars or on the seat behind you, etc.). Have students check out force and motion at : http://www.bbc.co.uk/schools/ks2bitesize/science/

Students will describe other scenarios in which the load affects the motion of an object. (3.6A)

Evaluate Have student groups work together to write up their lab report in the Scientific Method format. They may want to review

previous labs where they have used the scientific method in their journals. Make sure students include their chart that describes the motion of the vehicle with the different loads they used. Students should use a piece of graph paper to make a schematic drawing of the vehicle’s movement and show labels to

Students will use the Scientific Method to finalize their lab investigation and draw conclusions in their journals. (4.2A-E)



http://www.bbc.co.uk/schools/ks2bitesize/science/

describe the different types of forces on the vehicle. (4.2E) Students may also include the following questions in the journals for future reference. What did you observe when testing various loads? (4.2B) How did the vehicle move when it was loaded, compared to when it had no load? (3.6A, 4.2B-D) What would happen if you added a third or fourth block to the vehicle?(4.2C) How could you keep the vehicle from moving? (adding too much weight so that the vehicle is to heavy to move) When the vehicle had no blocks, what was left to influence the movement of the vehicle?(4.2C,D) (the weight of the

vehicle itself) What is the pattern of movement of the vehicle as you add more weight to the vehicle? (The more force (weight) that you

add to the vehicle, the slower the movement of the vehicle is.) (4.6, 4.2B-D)Vocabulary: (Pertinent to the learning – specific)

weight/pesoResourcesMaterials Needed:

Other Materials of Possible Interest for Teacher:Evidence of Learning

Differentiation Interims/TAKS/BenchmarksCollege-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

What do you do for students who need additional support?Extensions 1

Set up a center to have students investigate how the position of their load affects the motion and speed of their vehicles. (4.2A-D)

Extension 2 Have students use a double pan balance to

determine the weight of their vehicle. They will need to explain how this information relates to today’s investigation. (4.4A)

Have students present their results to the class. (4.2D)

What do you do for students who master the learning quickly? Extensions 1

Set up a center to have students investigate how the position of their load affects the motion and speed of their vehicles

Extensions 5 Have students research various types of load-

bearing vehicles and report out their results to the class. (4.2D,E)

Extensions 6 Have students create a collage of different load

carrying vehicles. (4.2E) Have students present out their results to the

class. (4.2D)

TAKS information Book

21 This experiment most likely tests thehypothesis that —A ramps made of wood make cars roll fasterB* the height of the ramp affects the speed ofthe carC the speed of the car is determined by tiresizeD plastic cars travel faster than metal cars


12 The graph above represents a car's motion. What conclusion can be made based on this graph?

F The car is accelerating.G The car is going slowly uphill.H The car is decelerating.J The car's velocity is constant.




Fourth Grading Period – Week 2-Tuesday & Wednesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What extra parts helped your vehicle system to meet the challenge? What was the role of some of the parts you added to the vehicle system or the falling weight system? (4.5A)

What would happen if the washer weights were removed from the falling weight system? (there would be no pulling force on the vehicle) What could you make the system work without washer weights? (you could add another type of weight) (4.5B)

Could you still get the vehicle to move with the Falling Weight System if you removed the wheels from the vehicle? What force on the vehicle would increase if you had no wheels? (3.6A)

How did you know when you got the right design that met the challenge? What evidence did you have? (4.3A)

Did you have to repeat the experiment to get the right results? Why?(4.4B) What were all of the forces acting on your vehicle system? How and where did

they affect the vehicle? (3.6A) How are the design requirements different for a vehicle on earth as compared

to designing a vehicle for the moon? (4.2C,D)







The teacher will… So students can…5E Model of InstructionUse the STC Motion and Design: Lesson 5 – Designing Vehicles to Meet Requirements




and Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. Refer to the Preparation section in the teachers guide to set-up the students work spaces again. Solicit the help of another adult for set-up. Refer to steps 1-5 in the preparation section.

Make copies of the Design Challenge Cards – I per group

The main purpose of this lesson I can discuss and compare my results with others.(4.3A) I can use prior knowledge to design a vehicle that moves a specified distance in a specified amount of time. (4.2A) I can use critical thinking to adjust the load, the force pulling the vehicle, and the weight of the vehicle. (4.3A) I can identify and describe the role of the parts of the falling weight system and the vehicle system. (4.5A) I can predict and draw conclusions about what happens when the parts of a system are removed.(4.5B)

Engage

Students will participate in a class discussion about what makes their cars move fast or slow based on their previous lab investigations. (4.2C,D)

Students will review forces that affect




Procedure 1 - 2 Lead a class discussion on what made their vehicles move slow and what made their vehicles move fast in lessons 3-

4. Refer to Figure 5-1 for ideas. Which forces were pulling on the vehicle system to move it across the table? (gravity)(3.6A). Which force was slowing

down our vehicle? (friction)(3.6A) How did adding extra weight to the vehicle system affect the vehicle’s movement? (more weight slowed down the

vehicle) (4.2D) How does the spinning of the wheels affect the vehicles movement? (If the wheels don’t spin smoothly or fast, then the

vehicle will move slow). How can we get our vehicles to move faster? (Add weight to the pulley system to pull the vehicle, make sure that the vehicle is not too heavy, and make sure that the wheel can spin freely.) (4.2C)

Today we are going to have a design challenge. What does a challenge mean? (It means that groups will be competing with each other to get a task done.) Will all the group’s projects have to be the same or use the same equipment? (All groups will be offered the same equipment and a standard vehicle however, some groups may choose not to use all of the materials or they may choose to use more of it.). You may use all of the items given to you in order to get your vehicle system to do the best that it can for the challenge. )

Let’s get started!

their vehicle designs. (3.6A)

ExploreProcedure 3

Distribute Design Challenge Cards to each group. Have the group leader or Head Investigator read the card to their team. Does everyone understand the design challenge? I need a volunteer to restate the challenge to the class.

What are the three main things that your vehicle needs to be able to do? (be unique, carry 1-2 blocks, move across the table in 4-6 seconds pulled by a rope) How long will you have to design, build, and test your product? (30 minutes).

How can you use your journal to help you in this design challenge? (Refer to the journal about past results and troubleshooting ideas.)

Procedure 4 Allow Materials Managers to pick up the materials. Please remind students to allow and encourage all members of the

group to participate in all aspects of the challenge. If you finish your design and it meets the challenge one time, does this mean that your group is done? (no) Who do you have to convince that your vehicle has met the challenge? (the teacher and the class). Make sure that your vehicle can meet the challenge more than once. Why is being able to repeat the results important to engineering and science? (Being able to repeat the results of an experiment or investigation helps to make the result more reliable. In engineering, if the vehicle meets the requirements and can perform the same each time, it makes the vehicle more marketable. As a customer, you wouldn’t want to buy a vehicle that only performs once or twice and then breaks or can’t do what you bought it for. This is why lots of testing helps the product to be a better quality.)(4.4B) Procedure 5

Students use their falling weight systems to begin their design challenges. DON’T FORGET THE TIMER! (30 minutes). You may want to give each group a copy of the rubric and let them know that they will be presenting and

demonstrating their vehicles to the class and that the class will rank the vehicles. After 30 minutes, allow various student groups to share out their designs and demonstrate their vehicles to the class. Have the class use a simple rubric to rate the vehicle designs and performance. Print out the Student Vehicle Design

Rubric for the students. Each card has multiple copies of the rubric so that each student only needs one sheet that can be used to score multiple groups vehicle, including their own.. Briefly go over the rubric with the students :

STANDARD SCOREVehicle has a unique designVehicle moves across the table in – 4-6 seconds Vehicle can carry a load The group has done a good presentation of their vehicle

5 = Outstanding – very reliable results 4 = Excellent – reliable results

Students will discuss the idea of a design challenge for better understanding. (4.2C

Students will discuss the importance of testing a design and the repeating of the investigation for reliability of results (4.4B)

Students will design, build, and test, their vehicles according to the design challenge guidelines. (4.2A-D)

Students demonstrate their vehicle designs to the class. The class then determines the reliability of the vehicles results using a simple rubric. (4.3A)

Students use graph paper to create a SAISD © 2008-09 – Fourth Grading Period Science Grade 4 of 109


http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%202%20Student%20Vehicle%20Design%20Rubric.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%202%20Student%20Vehicle%20Design%20Rubric.doc

3 = Good – some reliable results 2 = Okay – very few reliable results 1 = Not good evidence or reliable results

Pick up the rubrics after each group presents so that they can be tallied before the next class period.

Final Activities 2 If time allows, have students use their colored pencils and graph paper to record drawings of their design. They may need to take their drawing home to finish the detail and coloring for homework.

Final Activities 3 Use the suggestions listed here for a smooth clean–up session.

BREAKPOINT

detailed drawing of their vehicle design.(4.2E)

Students clean their area by removing extra building pieces and returning the standard vehicle for reuse. (4.1B)

BREAKPOINT

Explain Day 2 Open class by announcing the top scores from the previous day’s lessons. You should have varied results for

each group’s vehicle. Tally up the group with the top scores in Unique Design; Vehicle Motion; Vehicle Load; and Group Presentation of Vehicle. You may want to have an overall winner for all the categories and the most reliable results, or add a category for best design drawing based on the homework the night before, etc.

Final Activities 1Guide student discussion about their design process and evaluation. Ask different groups to comment on the questions below. Make sure to emphasize that the vehicle and the falling weights are nonliving system with parts that work together. Also reiterate that every part in these systems has a role and that if the part/s are removed, the system may not work properly. (4.5A,B)

Designing and Planning:Before building your vehicle system, how did your group prepare? (Sorted the parts, referred to journals, discussed a strategy, assigned roles, etc.) (4.2A) How did your group agree on which parts to use? (4.2A)

How many groups started by drawing out their ideas on paper? (4.2D) How many groups just started adding parts to their system before the group discussed the design? Which of these practices is best to use?(4.2C) (answers will vary)

Building: What are some problems you experienced as you were building your vehicle system? How did you solve these

problems? (4.2B) What extra parts helped your vehicle system to meet the challenge? What was the role of some of the parts you added

to the vehicle system or the Falling Weight System? (For example, we added more weights to the falling weight system to move the heavier vehicle faster; we added more weight to the vehicle system so that it moved slower, etc.)(4.5A)

What would happen if the washer weights were removed from the falling weight system? (there would be no pulling force on the vehicle) What could you make the system work without washer weights? (you could add another type of weight)

Could you still get the vehicle to move with the Falling Weight System if you removed the wheels from the vehicle? (yes, as long as you add enough weight to the Falling Weight System) What force on the vehicle would increase if you had no wheels? (the force of friction would increase between the vehicle and the table surface- wheels decrease the amount of friction between the vehicle and the table) (3.6A)

Testing:How did you test your vehicle system to determine whether it met the requirements? How many trials did it take your group to finally come up with the best design? (4.2D)

What are the roles of the parts in the Falling Weight System? (4.5A) How reliable did your falling weight system work? (4.4B)

Evaluate:How did you know when you got the right design that met the challenge? What evidence did you have?(4.3A) Did you have to repeat the experiment to get the right results? (we had to repeat the whole experiment until we got reliable results that met the challenge) (4.4B)

What were all of the forces acting on your vehicle system and where did they affect the vehicle? (the force of weight of the blocks was pushing on the body of the vehicle; the friction of the table was acting on the tires; the force of gravity on

Students will discuss and share results from their design experience with the instructor and the class. (4.2C,D)

Students will discuss the vehicle and the falling weights as systems with parts that work together. (4.5A)

Students will discuss what happens to the system when the parts are removed. (4.5B)

Students will think critically about their designs and use scientific evidence to describe when they knew that their designs were reliable.(4.3A, 4.4B)



the weights were acting on the rope to pull the vehicle; friction was acting on the rope as it moved across the table, etc.) (3.6A)

Elaborate Students buddy read, “Lunar Rover: Moving Tracks on the Moon,” on pp. 26-27 in the Student Activity Books. Have

them work with a partner to answer the following questions in their journals: Why would engineers design this special vehicle to move slowly? (4.2C) What would be some of the design requirements for a Lunar Rover? (4.2C,D) What kind of energy source did the Rover use? What force affecting the Rover’s movement would be less on the moon? (3.6A)

Students will buddy read about the lunar rover with a partner. They will use what they have learned to discuss and compare the design requirements for a lunar rover compared to the design challenge they just experienced.(4.2C,D, 4.3A)

Evaluate You may choose to assign different groups a question to be placed on a poster for display around the room OR Have students use their colored drawings to label and explain one or more of the following questions in their journals: What extra parts helped your vehicle system to meet the challenge? What was the role of some of the parts you added

to the vehicle system or the Falling Weight System? (For example, we added more weights to the Falling Weight System to move the heavier vehicle faster; we added more weight to the vehicle system so that it moved slower, etc.)(4.5A)

What would happen if the washer weights were removed from the Falling Weight System? (there would be no pulling force on the vehicle) What could you make the system work without washer weights? (you could add another type of weight) (4.5B)

Could you still get the vehicle to move with the Falling Weight System if you removed the wheels from the vehicle? (yes, as long as you add enough weight to the falling weight system) What force on the vehicle would increase if you had no wheels? (the force of friction would increase between the vehicle and the table surface-wheels decrease the amount of friction between the vehicle and the table) (3.6A)

How did you know when you got the right design that met the challenge? What evidence did you have?(4.3A) Did you have to repeat the experiment to get the right results? Why?(we had to repeat the whole experiment until we got reliable results that met the challenge) (4.4B)

What were all of the forces acting on your vehicle system? Where did they affect the vehicle? (the force of weight of the blocks was pushing on the body of the vehicle; the friction of the table was acting on the tires; the force of gravity on the weights were acting on the rope to pull the vehicle; friction was acting on the rope as it moved across the table, etc.) (3.6A)

How are the design requirements different for a vehicle on earth as compared to designing a vehicle for the moon? (4.2C,D)

Students will reflect and respond as a small group to a question place on a poster or respond to them individually in their science journals: o What extra parts helped your vehicle

system to meet the challenge? o What was the role of some of the parts

you added to the vehicle system or the Falling Weight System? (For example, we added more weights to the Falling Weight System to move the heavier vehicle faster; we added more weight to the vehicle system so that it moved slower, etc.)(4.5A)

Vocabulary: (Pertinent to the learning – specific) gravity/gravedad






Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students who need additional support? Place one of the standard vehicles in a center for

students to observe. Have them work with a partner to describe how the vehicle is a system. Also have them remove a wheel and describe how the system is affected and which forces increase/decrease on the system. (4.2C,D, 3.6A)

What do you do for students who master the learning quickly? Allow students to develop their own investigation

using the Failing Weight System. (4.2A-D)


4 The graph shows the distance traveled by a carover a certain period of time. Which segment ofthe graph shows the car moving with the greatestspeed?

F L

G M

H N

J O





How is this vehicle system different from the vehicle from lesson 5? (the vehicle in lesson 5 did not move on its own, this vehicle does) (4.2C,D)

How are the forces that move the vehicle in Lesson 5 different from the forces that move the vehicle in this lesson? (3.6A)

How did the position and direction of the vehicle change when you wound the rubber band the opposite way? (3.6A)

How did changing the position of the rubber band to another axle affect the vehicles movement? (4.2D)

What was the longest distance that you got your vehicle to travel? What was the shortest distance? (4.4A)

The Student knows how to use scientific inquiry methods during field and laboratory investigations – planning and implementing investigations, asking questions, formulating testable hypothesis, and selecting and using equipment. (3.2A)


Students draw inferences based on promotional information related to promotional materials for products and services. (4.3B)




The teacher will… So students can…5E Model of InstructionUse the STC Motion and Design: Lesson 6: Evaluating Vehicle Design: Looking at Rubber Band Energy


Prepare for this unit by Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the conservation

and disposal of resources when applicable. (4.1A,B) Advance Preparation: Prepare for this lesson by reading the following sections in the Teachers Guide – “Overview and

Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. Refer to the Preparation section in the teachers guide to set-up the students work spaces again. Solicit the help of another adult for set-up. Refer to steps 1-5 in the preparation section of the teacher’s guide. Make copies of Record Sheet 6-A for each student.

The main purpose of this lesson: I can design a vehicle system that uses rubber band energy. (4.2A, 4.5A) I can discuss and compare my results with others.(4.3A)

EngageProcedure 1 Today we will be using rubber band energy to move our vehicle. What kind of safety tools do we need when we are using rubber bands? (Safety goggles). (4.4A) Why is it necessary to use safety goggles? (We want to protect our eyes from any stray rubber bands or rubber bands from breaking and popping back into our eye when we stretch them.)(4.1A)

Have materials Managers distribute safety goggles to their team members. Go over safety rules for using rubber bands during this investigation.

Procedure 2 Can rubber bands use stored energy to make an object move? (Yes)

What kind of force can a rubber band exert on an object? (3.6A) (you can use a rubber band to push an object through the air)

Students will discuss the importance of using goggles when working with rubber bands (4.1A)

Students will discuss with the instructor, the forces that rubber bands use to put objects into motion. (3.6A)

Students will briefly explore using rubber band energy to get their vehicles to move with their team.




What kind of force do you need to make a rubber band push an object through the air? (You need a pulling force, usually by your hand when you use your thumb and forefinger to pull the rubber band back.. If you place an object in front of the band and pull back on the band, the object will be pushed forward.) (3.6A) What makes rubber special and able to do this? (it is very flexible and stretches)

Explore with your team a way to move your vehicle using only the connected rubber bands. You have up to 7 minutes. GO! Allow 5-7 minutes for free exploration. (4.2A-D)

(4.2A-D)

ExploreProcedure 3

Who was able to get their vehicle to move using the rubber bands? Show us. (4.2B-D) Which parts of the vehicle system helped your vehicle to move with the rubber band energy? (4.2D)

Procedure 4 Distribute Record Sheet 6-A: Evaluating Our Vehicle Design for Rubber Band Energy to each student. Have students volunteers from each group read over steps 1-3. Where will the rubber bands attach to the vehicle system? (the axles)(4.2D) What is the role of the axle in the vehicle

system? (4.5A)(the axle spins the wheels)

Procedure 5 Allow students ample time to complete Record Sheet 6-A. Ask them to use meter sticks to measure and record the longest distance that the vehicle traveled with rubber band

energy and the shortest distance that the vehicle traveled. (4.4A)

Final Activities 3 Have students return their standard vehicles to the materials station.

Students will report back the results of their exploration with rubber bands. (4.2B-D)

Students will continue their exploration of rubber bands and their forces to put their vehicle in motion. They will be guided by Record Sheet 6-A. (4.2A-D)

ExplainFinal Activities 1

How is this vehicle system different from the vehicle from Lesson 5? (the vehicle in Lesson 5 did not move on its own, this vehicle does) (4.2C,D)

How are the forces that move the vehicle in Lesson 5 different from the forces that move the vehicle in this lesson? (The main forces that pull the vehicle in Lesson 5 are due to gravity and the weight of the washers. The force that stops the vehicle in Lesson 5 is friction between the wheels and the table; the main forces that move the vehicle in this lesson are the winding or pulling of the rubber band around the axle and the pushing or releasing of the rubber band on the axle. Friction is the same force that stops the vehicle in this lesson.)(4.2B-D, 4.3A)

As you wound the rubber band, what did you notice about the force of the rubber band on your hand? (The more you wind the rubber band the more tension/tightness you feel on your hand and the more strength you have to have to hold the wheels in place.)(4.2D, 3.6A)

How did the position and direction of the vehicle change when you wound the rubber band the opposite way? (The vehicle went in the opposite direction)(3.6A)

How did changing the position of the rubber band to another axle affect the vehicles movement? (4.2D) How did you use the force of the rubber band to make the vehicle travel farther? (By winding the rubber band more, the

vehicle traveled further.) (4.2B,D) How did you use the force of the rubber band to make the vehicle travel a shorter distance? (By winding the rubber band

less, the vehicle traveled less of a distance.) (4.2B,D) What was the longest distance that you got your vehicle to travel? What was the shortest distance? (4.4A)

Students will discuss results from their investigations with rubber band energy and forces and compare it to the forces form the previous lesson. (4.2B-D, 4.3A)

Students will describe the observations that they made when winding the rubber band wheels with more or less winds.(4.2D)

Students will use metric meter sticks to measure the distance that the vehicles traveled. (4.4A)

Students will discuss the affect that changing the winding direction of the rubber band has on position and motion of the vehicle. (3.6A)

ElaborateExtension 1

Have students work in small groups and use critical thinking skills to explore a promotional advertisement for an automobile or a truck. (4.3B) You may choose one of two ways to complete this: (A) Provide a different magazine vehicle advertisement for each student group. Have each group work to answer the following

questions about their advertisement. Have the group present out their findings about the vehicle advertisement for the class.(4.3B) OR

Students will use critical thinking skills to analyze a vehicle advertisement and find the science behind the article. (4.3B)



(B) Use one good vehicle advertisement for all the groups and assign the following questions to different groups so that the class can discuss different aspects of the same article to find some. Ask them to answer one or more of the following questions about the article: What kind of safety measures does the article say the vehicle has? (4.1A) Using the information from the article, what conclusions can be drawn about the vehicle? (4.2D) How would this vehicle be useful to you? To our society? To the environment? (4.3D) Which scientific tools might have been used to test this vehicle? (4.4A) Describe the type of researcher or scientist responsible for this study. What science skills would you need to work in this

field? (4.3E) What evidence is mentioned in the advertisement that this vehicle is a good one? Is the evidence based on opinion or on

science? (4.2C,D) How is measurement modeled in this advertisement? If not, what suggestions could you make to include it? Give Examples.

(4.4A) How are science models used in this article? What evidence of systems or parts of systems are evident in the article? (roles) (4.5A)

Evaluate Have students answer the following questions in their journals: How is this vehicle system different from the vehicle from Lesson 5? (the vehicle in lesson 5 did not move on its own, this

vehicle does) (4.2C,D) How are the forces that move the vehicle in Lesson 5 different from the forces that move the vehicle in this lesson? (The

main forces that pull the vehicle in Lesson 5 are due to gravity and the weight of the washers. The force that stop the vehicle in lesson 5 is friction between the wheels and the table; the main forces that move the vehicle in this lesson are the winding or pulling of the rubber band around the axle and the pushing or releasing of the rubber band on the axle. Friction is the same force that stops the vehicle in this lesson.)

How did the position and direction of the vehicle change when you wound the rubber band the opposite way? ( The vehicle went in the opposite direction)(3.6A)

How did changing the position of the rubber band to another axle affect the vehicles movement? (4.2D) What was the longest distance that you got your vehicle to travel? What was the shortest distance? (4.4A)

Students will use their results on the forces and motion that they investigated and record them in their journals. (4.2B-E, 3.6A)

Vocabulary: (Pertinent to the learning – specific) energy/energía


hallway or classroom floor space for the vehicles safety goggles rubber bands meter sticks

Other Materials of Possible Interest for Teacher:Old magazine with vehicle advertisements in them







Place a vehicle that uses rubber band energy in a center so that students can work with a partner to manipulate the rubber band and the wheels for motion. Allow them time to refer back to their results in their journal from the experiment. (4.2A-D)

What do you do for students who master the learning quickly? Extension 2Have students research about the contributions of various scientists in the design of automobiles and how that design has changed over time. Have them present out their findings to the class (4.3E)

TAKS 200325 Which of these would be the best way to findwhether a softball will roll down a hill fasterthan a basketball?A Determining which of the balls has thegreater massB* Observing the balls rolling down the samesection of a hill at the same timeC Throwing the balls into the air at thesame time to see which goes higherD Dropping the balls from the same heightand observing which hits the ground first

TAKS 2006

35 This laboratory symbol shows that whenperforming an experiment, students need to —A avoid electricityB protect clothingC keep away from foodD protect equipment

8yh Grade Interim 1 2007-08

15 What can you tell about the forces acting on the marble above as it accelerates down?

A The forces are increasing.B The forces are decreasing.C The forces are balanced.D The forces are unbalanced.




Fourth Grading Period – Week 2-Friday CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What patterns do you observe in the data? (4.2D) Did all of the vehicles travel about the same distance? Why or why

not? What are some variables that could have made these differences?(4.2C)

Why was it important to keep the number of turns the same for all groups in the class?

What is the benefit of running more than one trial in an experiment? (The more trails that you run, the more reliable your data is) (4.4B)

How does it feel to wind the rubber band eight times compared to two times?(4.2B,D)

Predict what will happen if the number of turns was only one? What if the number of turns was ten? (4.2A,C)

How does the number of turns of the rubber band on the axle affect the distance the vehicle travels?



Students draw inferences based on promotional information related to promotional materials for products and services. (4.3B)





The teacher will… So students can… 5E Model of Instruction Use the STC Motion and Design: Lesson 7 – Testing the Effects of Rubber Band Energy




and Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. Refer to steps 1-4 in the Preparation section in the teachers guide to set-up the students work spaces. The vehicles may travel up to 4 meters so you may want to reserve a larger space for this activity like the gym or the cafeteria. You will also have to cut a 4 meter strip of adding tape for each group.

Make copies of Record Sheet 4-A: Record Sheet – Graphing Data

The main purpose of this lesson: I can use the scientific method to predict and investigate how variations in rubber band energy affect the distance their vehicles travel. (3.6A, 4.2A)

I can discuss, investigate, and record the relationship between the number of turns of the rubber band around the axle and the distance their axle- driven vehicles travel

I can create charts and graphs to keep track of my information. (4.2E) Students will use the Numbered Heads

strategy to make a prediction about the how the number of turns of the axle will affect the distance the vehicle will travel. (4.2A)






EngageProcedure 1

Have students use the Numbered Heads Together strategy and begin the Scientific Method by asking them to make predictions about the question under PROBLEM below. Make sure that they justify their answers:

PROBLEM: How does the number of turns of the rubber band on the axle affect the distance the vehicle travels? Have a couple of groups share their thoughts along with their justifications of what they think will happen and why.

Procedure 2 Since student groups will be working independently in a large area, make sure to provide a complete review of the

steps (Students Instructions for Collecting Data on Rubber Band Energy). Have the group leader or head investigator read steps 1-5 from the Students Instructions for Collecting Data on Rubber Band Energy, to their group. Students should be able to answer the following:

How much area will each group need? (1 to 4 meters) 4.2D) Why do you have a 4 meter strip of paper? (You will have to roll it out and that is the path the vehicle will travel)(4.2D) How will you make a starting line? (We will use a strip of masking tape to place at the starting line) What part of the

vehicle do you put on the starting line? (You place the vehicles front wheels of the vehicle on the starting line) Before you let the car go, what do you have to do to it? (We have to wind the connected rubber bands 2 times around

the axle that holds the large wheels)(4.2D) What should your group members do before you let go of that car? (Mark a prediction on the paper of where they think

the car will stop). (4.2D) Now have the Leader read steps 6-9 to their groups and ask them the following questions for clarification: How do you use the red dots? (We will use the red dots to mark on the paper tape where the front wheels of the

vehicle actually stopped.) What will you do after the paper is marked? What tool will you use? (We will use a meter stick to measure the distances that the vehicle traveled and then we will record these on our record sheet).

How many times will we let the vehicle travel with two winds? (A total of three times). Which dot will you circle? (The dot that represents where the vehicle traveled most often.) Which dot will you measure with the meter stick and record on your data table? (The one that is the most common or

that the group circled)(4.4A) Now have the Leader read steps 10-12 to their groups and ask them the following questions for clarification: You will be repeating nearly the same procedures as in steps 7-8. What is the difference between these trials and the

ones you did before? (We will be winding the rubber band four times instead of two and we will be using blue dots instead of red dots). (4.2D)

Now have the Leader read steps 13-14 to their groups and ask them the following questions for clarification: How has the procedure changed for these trials of your vehicle? (Before we only had to wind the rubber band around

the axles 2 and 4 times. Now we will have to wind the wheels 8 times. Also we will be using a different colored dot to mark these predictions.)

Read procedure two to see how to establish starting and stopping strips on the paper. Have students record in their journals which materials they will be using: MATERIALS: Have students brainstorm a list of all of the materials that they will use to complete this experiment. Before students begin their data collection, have them make a data table to collect their information. See Figure 7-3 for

guidance. Do we all have to agree on the same prediction of how far the vehicle will travel? (No) Who will know who predicted

what on the meter tape? (Write your name by your prediction in pencil) (4.2A) Why is it a good idea to collect data more than once or to have multiple trials? (The more trials you have the more

reliable your results are) (4.4B).

Students will use the Scientific Method to complete the investigation. (4.2A-E)

Students will review and discuss the procedures in detail answering questions with the teacher, so that they can gather data independently. (4.2D)

Students will create a data table in their journals to record the information from their investigation. (4.2E)the




ExploreProcedure 3

Have students pick up their vehicles and begin to collect their data. During the data collection process ask the following questions for guidance: What do you notice about the vehicles position each time? (the vehicle never moves exactly the same and it goes a

different way each time.) (4.2B) How close are your predictions to the actual distance that your vehicle traveled? (4.2A,B) How does it feel to wind the rubber band 8 times compared to two times?(4.2B,D) (There is a lot more tension; it feels

tighter; it is harder to wind it because there is now force form the rubber band pushing the tire back, etc.). Procedure 4 Materials Managers will return their vehicles and supplies to the materials center.

Students will use the Scientific Method to implement their investigation (4.2A-E)


Students display their data strips at the front of the room. What patterns do you observe in the data? (4.2D) Did all of the vehicles travel about the same distance? Why or why not? What are some variables that could have

made these differences? (all the vehicles should have traveled about the same but you will have those rare ones that stick out. The best way to describe those is that there is always the variable of human error – possibly someone could have over wound or miscounted the winds; the rubber bands elasticity could be worn down, the floor space where they tested was dirtier so their vehicle may have encountered more friction, etc…) (4.2C,D)

Why was it important to keep the number of turns the same for all groups in the class? (To make fair comparisons of our data) (4.2C)

What is the benefit of running more than one trial in an experiment? (The more trails that you run, the more reliable your data is) (4.4B)

As a team, how did your predictions compare with your actual data? (4.3A)

Final Activities 2 Briefly describe the difference between stored energy and the transfer of energy from the rubber band to the

axle/wheels. Where does the energy to move the rubber band come? (Your hand) When you wind the rubber band, is that a

pushing force or a pulling force? (A pushing force) (3.6A) How does the rubber band create fiction? Predict what will happen if the number of turns was only one? What if the number of turns was 10? (4.2A,C)

Students will compare their results and discuss their predictions and data results with the class (4.2A-D, 4.3A)

Elaborate Extension 3 Have students hold a challenge with their new found energy. Ask them to see who can make their vehicle travel the

farthest using the rubber band energy. Set some guidelines, for example, you may only allow 1 change of rubber bands per group in case they break or you only have one chance, etc. (4.2A-D)

Students will challenge each other to see who can make their vehicle travel the farthest. (4.2A-D)

Evaluate Have student groups work together to write up their lab report in the Scientific Method format. Make sure that they include what they discovered in their CONCLUSION section as they answer some of the questions

below: How does the number of turns of the rubber band on the axle affect the distance the vehicle travels?

OR Have students answer the following questions in their journals What patterns do you observe in the data? (4.2D) Did all of the vehicles travel about the same distance? Why or why not? What are some variables that could have

made these differences? Why was it important to keep the number of turns the same for all groups in the class? What is the benefit of running more than one trial in an experiment? (The more trails that you run, the more reliable

your data is) (4.4B)

Students will write up their lab in the Scientific Method format to include a well thought-out conclusion. They may also document their learning in their journals. (4.2C-D)



How does it feel to wind the rubber band 8 times compared to two times?(4.2B,D) Predict what will happen if the number of turns was only 1? What if the number of turns was 10? (4.2A,C)

Vocabulary: (Pertinent to the learning – specific) variable/variable


A meter stick for each groupOther Materials of Possible Interest for Teacher:



Extensions 1 Have students explain their conclusions from their

investigation to a partner. (4.2D)What do you do for students who master the learning quickly?

Extensions 5 Have students investigate how the position of a

load on a vehicle affects the way their vehicle moves. Allow them time to demonstrate and present their findings to the class.(4.2A-E)

Question 17Several students investigated how force affectsthe distance a tennis ball will travel. Thestudents used the setup below and applied aforce to the tennis ball by pulling the ruler backa certain distance.

Based on the students’ data table, what distancewould the tennis ball be expected to travel whenthe ruler is pulled back 8 centimeters? Recordand bubble in your answer to the nearestcentimeter on the answer document.

8th Grade TAKS

19 A foam dart is thrown toward a dartboard. The graph shows its motion. At about what speed is the dart traveling when it hits the dartboard, 7 meters from thestarting point?

A 6.3 m/sB 6.9 m/sC 7.2 m/sD 7.4 m/s




Fourth Grading Period – Week 3-Monday & Tuesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are some of the major parts of your vehicle system? (The wheels, the central part of the wheel called the hub, the bars that hold the vehicle together, etc.)(4.5A)

What parts, if any, could be left out of this system and still work effectively? (4.5B)

Which wheels create more friction, the rubber wheels or the plastic ones? Why?

On what parts of your system does the force of friction occur? (Tires against frame, wheels against each other, etc.) (3.6A, 4.2B,C,D)

How does the friction of rubbing parts affect the motion of your vehicle? (slows it down, takes energy away from the vehicle, creates wasteful energy, etc. ) (3.6A, 4.2B,C,D)

Which features help to reduce the amount of friction between the wheels and the vehicle’s axle and frame? (The tan hub connectors, crossbars, etc.) How can you tell that friction is reduced? (3.6A, 4.2B,C,D)

Which features increase the friction between the floor or work surface and the wheels? (the rubber on the tires, the round shape of the wheel, the tires bulk/ weight) What is your evidence for this? (When we removed the rubber and just used the plastic round tires there was not enough friction to move the vehicle further) (3.6A, 4.2B,C,D)

How does the rubbing of parts (or friction) influence your vehicle’s system?



The student knows that forces cause change and they can measure and record change in the position and direction of an object that has had a force applied (push or pull and friction). (3.6A)



The teacher will… So students can…5E Model of Instruction

Use the STC Motion and Design: Lesson 8 – Evaluating Vehicle Design: Looking at Friction



and disposal of resources when applicable. When rubber bands are in use, please make sure that students are using safety goggles. (4.1A,B)

Advance Preparation: Advance Preparation: Prepare for this lesson by reading the following sections in the Teachers Guide – “Overview and Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. Solicit the help of another adult for set-up if needed. Provide each student with Record Sheet 8-A: Evaluating a Vehicle Design for Friction.

The main purpose of this lesson I can evaluate vehicle design features to determine whether they increase or reduce the force of friction. (4.3A, 3.6A) I can compare and share my observations on the role of the force of friction on a vehicles motion. ( 3.6A)




EngageProcedure 1

Have student groups place their vehicle on its side and spin the large wheels and describe what they see. What are some of the major parts of your vehicle system? (The wheels, the central part of the wheel called the hub, the

bars that hold the vehicle together, etc.)(4.5A) What parts, if any, could be left out of this system and still work effectively?(It would not work as well) (4.5B) Spin the large wheel. What force causes the wheel to slow down and eventually stop moving? (The force of friction).

Where is the force of friction on the wheel while it is suspended in the air? (The axle and connecting parts help the wheel slow down with friction).

When the vehicle is placed on the table and pushed into motion, where is the force of friction coming from?(3.6A)( the table)

Procedure 2 Brainstorm with students to create a K-W-L about the force of Friction: Date a sheet of chart paper and hang it in the front

of the room. Have students brainstorm a list of “What we know about the force of friction and what we want to know…”

Procedure 3 What happens when you rub your hands together? (They create heat and friction.) Where else in your daily lives have you

seen friction? (Walking with a new pair of tennis shoes and they squeak on the floor; brakes on a car, etc.). Today we are exploring the design of our vehicles. We are looking for how the force of friction affects their motion. You will work in your groups to fill out three observation cards.

Students will review how the vehicle is a system (4.5A)

Students will review how the force of friction plays a role on the wheel both on and off the table. (3.6A)

Students will use a KWL strategy to brainstorm with the teacher about friction. (4.2C,D, 3.6A)

Explore Procedure 4

Review Record Sheet 8-A: Evaluating Vehicle Design for Friction with the students. Brief the students on using all of their observation skills and to not rush their observations. They should be as detailed as

possible and not limit their observations to those only on the card. The following questions are some that they should also answer about their vehicles.

During Observation Card One: Why is it important to spin the large wheel more than once? (testing items more than once allows for more reliable results)

(4.4B) How did the friction on the wheel change as you reversed some of the parts? (3.6A) During Observation Card Two: Which wheels create more friction, the rubber wheels or the plastic ones? Why? (The rubber wheels are heavier and

rubber is a material that grips to the table – causing better motion; the plastic tires are lighter and they slide on the table – they don’t have a gripping surface so the vehicle doesn’t move as far or as well.) (4.2B,C,D)3.6A

During Observation Card Three: How does removing the crossbars affect the vehicle system? ( the system doesn’t work as well) Why? (The frame is the

stable part of the system and provides the base for all of the other parts to move together. Without it, the system is not stable or won’t work well. Also, the wheels are now rubbing together and are creating more friction to limit the movement of the vehicle). (4.5A,B)

Students will make detailed observations and discuss three Student Observation Cards presented by the teacher. (4.2B, C, D)

Explain Final Activities Assign different groups an observation card and allow them to present their findings to the class. Allow them 1 sheet of

chart paper and some markers to scribe their notes. Facilitate the discussion of observations of other groups as they present their findings. Post the chart papers around the room for future reference. (4.2B,C,D)

BREAKPOINT (This may be a good breakpoint for the day)

Final Activities 2 After all groups have presented their information from one of the Observation cards, assign each group one of the following

questions and ask them to provide specific examples from the previous class discussion. Facilitate a discussion of the following

Students will present out and discuss their initial findings and observations to the class using a poster/ chart paper and markers. (4.2B-D)

BREAKPOINT (This may be a good breakpoint for the day)





questions about the force of friction. Students should create diagrams and write explanations on a chart paper to present for the class. Hold the students accountable for writing down major points of the presentations in their journals:

What are the parts of your system where the force of friction occurs? (Tires against frame, wheels against each other, etc.) (3.6A, 4.2B,C,D)

How does the friction of rubbing parts affect the motion of your vehicle? (Slows it down, takes energy away from the vehicle, creates wasteful energy, etc. ) (3.6A, 4.2B,C,D)

Which features that help to reduce the amount of friction between the wheels and the vehicle’s axle and frame? (The tan hub connectors, crossbars, etc.) How can you tell that friction is reduced? (3.6A, 4.2B,C,D)

Which features increase the friction between the floor or work surface and the wheels? (the rubber on the tires, the round shape of the wheel, the tires bulk/ weight) What is your evidence for this? (When we removed the rubber and just used the plastic round tires there was not enough friction to move the vehicle further) (3.6A, 4.2B,C,D)

How does the rubbing of parts or friction influence your vehicle’s system? (The friction in the system helps to create energy and motion) What would happen if you had the parts and you removed friction from the vehicle system? (4.5B)

Students will use the evidence and data from their data and observations to answer questions about the force of friction. (3.6A, 4.2B,C,D)

Elaborate Extension 1 Refer to the examples mentioned in this extension. Challenge students to design investigations that demonstrate ways that

friction creates a useful force for movement and a resisting force for movement in everyday situations. Have them share out their findings with their classmates and family. (3.6A)

Students will explore other ways that the force of friction helps or prevents movement in everyday articles. (3.6A)

Evaluate Have students create a drawing of the standard vehicle system on a piece of graph paper. Allow them to use their notes

and the posted charts from the day before to help them label all the parts of the vehicle system. They may do one or more of the following requirements for their drawing –

1) Choose two parts of the system and write two points next to the part including A) the role of this part in the system and B) How the system would be affected if the part was removed from the system. (4.2D, 4.5A,B)

2) Label the places in the vehicle system where the most friction occurs and the places where the force of friction least occurs. (3.6A)

Students will create a drawing in their journals that describes the vehicle system and the role of its parts in the system. They will also describe what the affect on the system will be if the part/s are removed. (4.2D,4.5A)

The students will create a drawing in their journal that describes the effects of the force of friction on their vehicle. (4.2E,3.6A)

Vocabulary: (Pertinent to the learning – specific)




What do you do for students who need additional support? Extensions 4 Set up a center where students can perform tests

of friction using model cars. (3.6A)

What do you do for students who master the learning quickly? Extensions 3 Have students research and report out on how

friction affects objects that enter the Earth’s atmosphere. (3.6A)


7 Which graph shows an object slowing down?



Which of the pictures below shows what happened just before the shuttle in this picture took off?




Fourth Grading Period – Week 3 -Wednesday CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What type of force moves a sail? (3.6A) How will the sail affect the vehicle’s motion when the vehicle is moving

“with” the force of the wind? (4.2C, 3.6A) How will the sail affect the vehicle’s motion when the vehicle is moving

“against” the force of the wind? (3.6A) How would the sail affect the motion of the vehicle if there was no wind?

(4.2C, 3.6A) What force would be acting on the vehicle with the added weight of the

sail? (4.2C, 3.6A)






The teacher will… So students can…5E Model of InstructionUse the STC Motion and Design: Lesson 9: Designing and Building a Vehicle with a Sail

Important Teacher Note: For Lesson 10 - students should not modify their sail vehicles. Also, Lesson 10 requires a large floor space. Reserve an area of the hallway, the gym, or cafeteria ahead of time.



and Objectives,” Background,” “Materials,” and “Preparation” to set-up the students work spaces and prepare to teach this lesson. Solicit the help of another adult for set-up. Refer to steps 1-6 for preparation strategies.

The main purpose of this lesson I can design, evaluate, and produce a plan to attach a sail to my axle-driven vehicle. (4.2A) I can use critical thinking and hypothesize how the force of air resistance affects the position and motion of my vehicle. (3.6A)I can use critical thinking to evaluate and reflect on my experiences in this unit of study so far. (4.3A)

EngageProcedure 1

Refer to the brainstorming list from Lesson 5. Engage the students by having them reflect on the ways in which they moved their vehicles both faster and slower in the previous lessons. Read the “Background” section for more clarification.

Have students refer their journal entries for this unit of study. Create a classroom chart that lists – “Ways to Make a Vehicle Go Faster” and “Ways to Make a Vehicle Go Slower.” Refer to all of the possible students responses in the teacher’s “Background” information section before the lesson.

Students work as a class with their instructor and use their journal as a resource to brainstorm a list of ways that they slowed down and sped up their vehicles in previous lessons. (4.2C,D,3.6A)




Procedure 2 – has been moved to the explain part of this lesson.

Procedure 3 Your challenge today is to attach a sail to your vehicle that will catch the air. You will need to make a plan and sketch

some drawings in your journal before you actually begin to get your supplies. You will have approximately 10 - 15 minutes to come up with a plan. You will need to show me your plan before you have permission to get your materials. The teacher should either show an overhead of Fig. 9-1 or provide each team with a picture copy of the sample sail vehicles for review.

Let’s Begin!

Students accept the challenge of attaching a sail to their vehicles. They use sketches and design plans to share with the instructor in order to receive their materials. (4.2A,E)

ExploreProcedure 4

Allow students 10-15 minutes to complete their design plan and attach the sails to the vehicle. See the “Management Tip,” for suggestions in dealing with groups who have difficulties. (4.2A)

Students use their design plans to attach the sail to their vehicle. (4.2A)

ExplainProcedure 2

Have students use the Think-Ink-Pair-Share Strategy to hypothesize the influences a sail might have on their vehicle. What type of force moves a sail? (the wind) (3.6A) How will the sail affect the vehicle’s motion when the vehicle is moving “with” the force of the wind? (If the vehicle is

moving with the wind, the wind will act like a “pushing” force forward so that the vehicle will pick up speed and go faster). (4.2C, 3.6A)

How will the sail affect the vehicle’s motion when the vehicle is moving “against” the force of the wind? (If the vehicle is moving against the wind, the wind will act like a “pushing” force that pushes the vehicle backwards so that the vehicle will slow down its speed). (3.6A)

How would the sail affect the motion of the vehicle if there was no wind? (4.2C, 3.6A) (If there was no wind, the sail would be just an added weight on the vehicle. What force would be acting on the vehicle with the added weight of the sail? (This added weight of gravity will possibly make the vehicle less likely to move forward.) (4.2C, 3.6A)

Final Activities 1 Ask the class to discuss their success in completing the design challenge: What are some successes in completing the

design challenge? (Ex. teamwork, parts working the way we planned them to, drawing the design, agreeing on what or how to add the sail, etc.) (4.3A)

What are some problems your team encountered during the challenge? (Ex., lack of teamwork, broken parts/pieces, non-realistic design, not agreeing on one plan, etc.) (4.3A)

How have all of the lab experiences with these vehicles helped you to complete this design challenge? (4.2C) Would you have been able to do this design challenge the very first day we got this kit? Why or why not? (4.2C) How did your team use scientific evidence and information to help you with your design challenge today? (4.3A)

Students use the Think-Ink-Pair-Share Strategy to hypothesize the effects of adding a sail to their vehicles. (4.2A)

Students answer questions as a class to evaluate their experience in this unit of study so far. They will also, evaluate their work as a team in completing the design challenge. (4.2C,4.3A)

Elaborate If time allows, encourage students to research the history of the sail boat.

How has its design changed over the years? How has the use of sails changed? When is a sail a hindrance to the boat's forward motion? (4.3E)

If time allows, students will use the Internet

to research the history of the sail boat. (4.3E)

Evaluate

Have students answer the following questions in their journals:

What type of force moves a sail? (the wind) (3.6A) How will the sail affect the vehicle’s motion when the vehicle is moving “with” the force of the wind? (If the vehicle is

moving with the wind, the wind will act like a “pushing” force forward so that the vehicle will pick up speed and go faster). (4.2C, 3.6A)

How will the sail affect the vehicle’s motion when the vehicle is moving “against” the force of the wind? (If the vehicle is

Students answer questions about the affects sails and the force of the wind on their vehicles. (3.6A)






moving against the wind, the wind will act like a “pushing” force that pushes the vehicle backwards so that the vehicle will slow down its speed). (3.6A)

How would the sail affect the motion of the vehicle if there was no wind? (4.2C, 3.6A) (If there was no wind, the sail would be just an added weight on the vehicle. What force would be acting on the vehicle with the added weight of the sail? (This added weight of gravity will possibly make the vehicle less likely to move forward.) (4.2C, 3.6A)

Have students complete the “Students Self-Assessment A.” (4.3A)

Students complete a “Self- Assessment” to evaluate and document their progress of the unit so far. (4.3A)

Vocabulary: (Pertinent to the learning – specific) sail/vela


Items for attaching a sail to the vehicle Chart paper and markers

Other Materials of Possible Interest for Teacher: Trade books or advertisements that show vehicles with sails


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students who need additional support?Extensions 3

Place one of the model sail cars at a center so that students can use “wind energy” to move the car. They can use a straw or hair dryer. Place a meter stick at the station so that students can mark and measure the distances. (4.2B,D,4.4A)

Have students present out their results to the class. (4.2D)

What do you do for students who master the learning quickly? Extensions 2Invite students to test various types of kites. Ask them if shape and size make a difference in the way they fly. How would have different shaped sails affected our sail cars?(4.2A-D)

TAKS Information Book

29 The picture shows two bowling balls being held in position with four ropes. The box will be flippedupward if which rope is cut?A WB XC YD Z

8th Grade TAKS

17 An engineer measured how much energy a new type of wind turbine generated in locations with different wind speeds. A graph of the results is shown above. In terms of energy production, what can be inferred to be a valid statement for wind speed of 0-8 km/h?

A The turbine can reduce a household's electricity bill.B The air is too dense to turn the rotor blades of the turbine.C The wind moves too slowly to generate any energy.D Air pollution can be eliminated by using the turbine.




Fourth Grading Period – Week 3-Thursday & Thursday of Week 4 (depending on TAKS testing) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills How did attaching a sail to our car affect the motion of our vehicle?

(4.2A-D) How can you position a sail on a vehicle so that it does not slow

down the vehicle? Why is it necessary to keep the number of winds of the rubber band

the same every time we set the vehicle in motion? (4.4B) Why is it necessary to repeat this investigation more than once?

(4.4B) What is the purpose of drag racers having a parachute at the end of

their vehicle? (The parachute shoots out at the end of the race to create air resistance that slows the high speed of the car down.) (4.2B-D)

What is the force that slows a drag race car down? (Air resistance and friction) (3.6A)








Use the STC Motion and Design: Lesson: 10 - Testing the Effects of Air Resistance on a Vehicle’s Motion



conservation and disposal of resources when applicable. (4.1A,B) Advance Preparation: Refer to steps 1-4 in the “Preparation” section in the teachers guide to set-up the students work

spaces again. Solicit the help of another adult for set-up and clean-up. There are many parts to put away and students will be disassembling their vehicles after this lesson of study.

The main purpose of this lesson I can design, plan, and implement an experiment to investigate how a sail will affect the motion of my axle-

driven vehicle. (4.2A) I can explore how the force of air resistance affects the position and motion of my vehicle. (3.6A)

EngageProcedure 1

Use the Air Resistance, PowerPoint to engage the students before their experimentation with their sail vehicles. Allow students time to add important information and new vocabulary from the power point to their journals.

Students will view an interactive Power Point on air resistance. (3.6A)

Explore- Part I (steps 1-11)Procedure 2

Facilitate the students reviewing of the, “Students Instructions for Testing Air Resistance,” found on pp. 44-45 of the Students Activity Book by having Materials Managers read procedures 1-6 with their team. Ask the class the following questions for clarification:

How will we use the 4 meter piece of paper? (We will tape it to the floor and mark a starting point.) (4.2D)

Students work in groups to read and clarify the directions and use of materials for their teams. They discuss any questions they have with the class. (4.2D)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%2010%20Air%20resistance.ppt


Students should answer the following Question/Problem in their journals in Hypothesis format : How will the sail affect the motion of our vehicle? (Hypothesis: We believe that the sail will slow the vehicle down; we believe that the sail will catch the wind and make the vehicle go faster; etc.) (4.2A)

How many times should we wind the rubber band? (at least 10 times) Why? (the more you wind your rubber band, the faster the vehicle will overcome air resistance) What do we need to be careful of as we wind the rubber band? (We need to not over wind the rubber band because it may break and snap. (4.2D)

Why is it necessary to keep the number of winds of the rubber band the same every time we set the vehicle in motion? (By keeping the number of winds the same for your vehicle the results will be more reliable. This is also called a control, meaning that we are controlling the number of winds so that we can get similar results. We are also controlling the weight of the vehicle by not adding more parts to the vehicle.)(4.4B)

Have Materials Managers choose another reader to read aloud steps 7-11 to the group. Ask the class the following questions for clarification:

How will use red dots on our paper strip? (We will place a red dot where the FRONT wheels of the vehicle stopped after it was let go.) (4.2D)

How many times will we repeat these tests? (3 times total – or two more times) (4.2D) Why is it necessary to repeat this investigation more than once? (Repeating the investigation more than once creates

more reliable results for the experiment.) (4.4B) What kind of observations are you required to record in your journal? (We are supposed to answer the questions in

step 10 – to describe the difference between the three sets of data; if they are similar or spread out, and why, etc.) How will we keep track of our data that we collected? (We need to make a table) (4.2E). What kind of information

should the table have? (A place to record the distance traveled by the vehicle three times, the most common distance traveled, and possibly the number of winds of the rubber band.) Use Fig 10-3 in the Teacher’s Guide to facilitate students in making a data table.

Finally, have Materials Managers choose another reader to read aloud steps 12- 15 to the group. Ask the class the following questions for clarification:

What is the second question/problem you are going to investigate today? (Students should state the challenge in the form of a question or problem – What sail position on the vehicle is best so that the sail has less influence on the vehicle’s motion?; How can we position the sail so that it does not slow down the car?; etc.) You may choose to use Figure 10-2 in the Teacher's Guide to help guide the students in changing the sail’s position.

What is the best way that we can begin to solve this problem? (We must write out our ideas in our journals, come to agreement on how to move the sail, try different designs, etc.)

What is our hypothesis? (Students as a group, should choose a design that they think will have the least affect on the vehicle’s movement. They must state whether or not the new sail position will make their vehicles go faster or slower with the new position.)

Do you have to attach the sail or can some groups choose not to attach the sail? (Some groups may choose to fold up the sail and others remove it. The results will be discussed in the “Explain” portion of the lesson.)

How will we use the blue dots? (The blue dots will be used to mark the distance traveled by the vehicle with the modified sail.) (4.2D)

What data collection steps will remain similar to the previous set of data? (We will be running our vehicles for 3 trials; we will be using dots to mark the three trials; we will use a data table to keep track of our trials; etc.)

Procedure 3 Students collect their materials and begin their investigation. Allow students to collect data until the end of the period.

Do not have the groups take apart their vehicles because they may need them when they present their data to the class.

BREAKPOINT – This is a good stopping point for the day.

Students discuss the importance of experimental design in keeping the controls and repeating the investigation for the reliability of results. (4.2A, 4.4B)

Students practice developing their investigation question with the class (4.2A)

BREAKPOINT – This is a good stopping point for the day.


Have all student groups post and display their strips of paper. Students groups will not show their vehicle to the class Students post their data and discuss

and draw conclusions about the results of



until the very end of the discussion session. This way, students can compare the vehicle to the data to see if their data reflects the vehicle design. Facilitate class discussion to include the following:

According to the class’s data, what do the red dots tell you about how the sails affected the vehicles’ motion? (4.2C,D) (The data shows that the sails attached to the vehicles slowed down the vehicles movement)

What is the major force that slows down the vehicle’s movement? (air resistance) (3.6A) Which set of data shows that the force of air resistance was not present or present the least? (4.2B,D) How does the “red dot” data compare to the “blue dot” data? (The “red dot” data is not as long as the “blue dot” data.

This shows that the vehicles with sails didn’t travel as far as the vehicles that changed the positions of the sails; the “blue dot” data shows that those vehicles went much farther than the vehicles with sails, etc.)

What patterns do you see in the data? (4.2B,D) What are the differences you see in the data? Why do you think so?

Final Activities 2 Which group’s data shows that their sail didn’t influence their vehicle's motion? (This should be a paper strip that

shows about the same distance traveled for both red and blue dots) (4.2D) Can you tell from the data, which group removed the sail for the second trial of testing? (This possibly will be the

groups where the red dots are further than the blue dots. Weight is required to stabilize the system so these cars may not have traveled as far as those that had the weight of the sails.) How can you tell? (4.2B-D)

Remember that during Lesson 4, we attached a wooden block to our vehicles? How did the weight affect the movement of the vehicle? (The more weight we added to the vehicle, the slower the vehicle moved.)

What force was increased by adding more weight to the vehicle in Lesson 4? (The force of friction increased between the wheels and the table causing the vehicle to move slower) (3.6A) What is friction?

Why is the weight of the sail in this lesson an important factor? (The weight causes the vehicle to have more friction on the wheels and possibly make the vehicle harder to move; the weight of the sail possibly makes the vehicle move slower; the weight of the sail makes no difference in the movement of the vehicle, etc.) (4.2C,3.6A)

Are we able to compare all of the data on the board to each other? (No) Why not? (Not all of the vehicles were made the same, some did not have a sail, and others attached the sail in different positions.) (4.2C)

At this point, have each group shows their vehicle next to the data they have collected. Their vehicle design should validate the results that they got on their paper strip.

their data based on the placement of the red and blue dots. (4.2B-D)

Students review the force of friction as it increases with more weight being added to the vehicle. (4.2B-D,3.6A)

Students review the importance of using the same data to make comparisons and draw valid conclusions. (4.2C)

ElaborateFinal Activities 3

How does the sail rubbing or pushing against the air affect the vehicle’s motion? (The sail creates air resistance and so it slows down the vehicle.) (4.2B,D)

What are some other objects in your life that have been designed to reduce the force of air resistance? (Scooters, skateboards, etc.)

How do everyday objects such as boats, bikes, bike helmets, motorcycles, and or running clothes reduce the force of air resistance? Reduce the force of friction? (3.6A)

Students relate their ideas about friction to everyday scenarios and objects in motion. (4.2B,D,3.6A)

Evaluate Have students use their data to draw conclusions and answer questions about their investigation in their

journals: How did attaching a sail to our car affect the motion of our vehicle?(4.2A-D) What sail position on a vehicle has the least influence on a vehicle’s motion? OR How can you position a sail on a

vehicle so that it does not slow down the vehicle? Why is it necessary to keep the number of winds of the rubber band the same every time we set the vehicle in motion?

(4.4B) Why is it necessary to repeat this investigation more than once? (Repeating the investigation more than once creates

more reliable results for the experiment.) (4.4B)

Students will use the Scientific Method to finalize their conclusions about adding a sail to their cars. (4.2A-D, 4.4B)



Have students buddy read the selection in the Students Activity Guide entitled, “Shirley Muldowney – Drag Racer.”

How did the shape of Shirley’s drag racer vehicle affect its motion? (4.2C) What is the purpose of drag racers having a parachute at the end of their vehicle? (The parachute shoots out at the

end of the race to create air resistance that slows the high speed of the car down.) (4.2B-D) What is the force that slows a drag race car down? (Air resistance and friction) (3.6A)

Students will use the Reading Process in pairs to buddy-read a story entitled Shirley Muldowny-Drag Racer to explore how Muldowny employs the use of parachutes to stop her racing vehicle. (3.6A, 4.2B, C, D)

Vocabulary: (Pertinent to the learning – specific) air resistance/resistencia de aire aerodynamic/aerodinámico drag/arrastre







Set up a center so that students can work with a partner to use a blow dryer as the “wind” energy to push the car a certain distance. Have students measure and record the distance the vehicle travels for low and high speeds. Provide graph paper so that they can graph their results. (4.2A-E)


Have these students use math skills to make a table of all of the class results and a line graph of the results for the whole class for display. (4.2E)

39 If the person in the middle lets go of the rope, in which direction would objects X and Y go?A X up, Y upB X up, Y downC* X down, Y downD X down, Y up


6 Objects of the same mass but of different sizes andshapes were dropped from a given height. The time it took the objects to fall was measured and recorded. Which of the following is most likely the question this experiment was designed to answer?

F How does height affect the force of gravity?G How do mass and weight affect falling objects?H How does gravity affect objects of different densities?J How do size and shape affect an object's rate (time) of fall?



Life Science – Grade 4Unit of Study: Animals: Basic Needs, Habitats, and Adaptations

Fourth Grading Period –Friday Week 4 – Friday Week 9 CURRICULUM OVERVIEWBig Idea Unit Rationale

Students will study animals as systems and the environments in which they live as systems. This includes learning the roles of living and nonliving components of an animal’s environment and how they interact within the system. It also includes learning about an animal’s basic needs as they interact with one another in their ecosystem and within their environment. They will compare the adaptations of organisms that lived in the past to present day organisms and discuss their ability to survive. They will also study the flow of energy in ecosystems as food webs and food chains with in the system. Students will also continue their studies and understanding of organisms and the diversity of life by focusing on the inherited traits and the similarities and differences between organisms. As they investigate animals further, they will also apply the idea of symmetry as an example of constancy. If something is symmetrical, whatever is on one side of a line of symmetry is exactly the same as on the other side of the line of symmetry.

During this unit of study, the students will compare African Dwarf frogs, and Fiddler Crabs to one another and identify characteristics that allow them to survive and reproduce. They will study the external characteristics and behaviors that allow their basic needs to be met and they will investigate how adaptations affect the survival of these different species in their different environments. By setting up classroom habitats and researching them, students will be able to identify the patterns of change that occur in their life cycles, compare their adaptive characteristics, and identify and distinguish between their inherited traits and their learned characteristics.

TEKS TEKS Specificity - Intended OutcomeTEK 4.5 Life Science. The student knows that complex systems may not work if some

parts are removed. The student is expected to: A. identify and describe the roles of some organisms in living systems such as plants in a schoolyard and parts in nonliving systems such as light bulb in a circuit; andB. predict and draw conclusions about what happens when part of a system is removed.

4.6 Life Science. The student knows that change can create recognizable patterns. The student is expected to:A. identify patterns of change such as in weather, metamorphosis, and objects in the sky.C. use reflections to verify that a natural object has symmetry.

TEKS 4.8 Life Science. The student knows that adaptations may increase the survival of members of a species. The student is expected to:A. identify characteristics that allow members within a species to survive and reproduce;B. compare adaptive characteristics of various species; andC. identify the kinds of species that lived in the past and compare them to existing species.

TEKS 3.8 Life Science. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live in. The student is expected to:A. observe and describe the habitats of organisms within an ecosystem;B. observe and identify organisms with similar needs that compete with one another for

resources such as oxygen, water, food, space;C. describe environmental changes in which some organisms would thrive, become ill, or perish;

andD. describe how living organisms modify their environment to meet their needs such as beavers

building a dam or humans building a house.

” I CAN” statements highlighted in yellow should be displayed for students.

I can … identify an organism or a habitat/environment as a system with parts

that work together. (4.5A) describe the role that an organism plays in its environment.(4.5A) predict what will happen when part of an organism’s habitat system is

removed from the system. (4.5B) draw conclusions about removing an organism from its environment or

ecosystem. (4.5B) identify patterns of change in the frog's, and crab’s life cycle. (4.6A) use reflections to verify if an animal has symmetry. (4.6C) use reflection and mirrors to compare real and mirror images.

(4.4A,4.2C,D) identify and compare the characteristics in frogs and crabs that allows

the animal to survive and reproduce. (4.8A) compare the adaptive characteristics of frogs and Fiddler Crabs.

(4.8B) identify species that lived in the past and compare them to the relative

species that lives today (4.8C) observe and describe the habitats of frogs and crabs. (3.8A) observe the frogs and crabs and identify organisms with similar

needs that compete with one another for resources such as oxygen, water, food, space. (3.8B)

describe environmental changes would cause frogs and crabs thrive, become ill, or perish. (3.8C)



Con

cept

s4.9 Life Science. The student knows that many likenesses between offspring and parents

are inherited or learned. The student is expected to:A. distinguish between inherited and learned characteristics; andB. identify and provide examples of inherited traits and learned characteristics.

2.9 Life Science. The student knows that living organisms have basic needs. The student is expected to: A. identify the external characteristics of different kinds plants and animals that allow their basic needs to be met.B. compare and give examples of the ways that living organisms depend on each other and on their environments.

4.10 Earth Science. The student knows that certain past events affect present and future events. The student is expected to:B. draw conclusions about “what happened before” using fossils or charts and tables.

TEKS 4.11 Earth Science. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:C. identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle.

describe how frogs and crabs modify their environment to meet their needs. (3.8D)

provide examples of and distinguish between the learned characteristics and the inherited traits of frogs and crabs. (4.9A,B)

identify the external characteristics of frogs and crabs that allows their basic needs to be met.(2.9A)

compare and give examples of the ways that frogs and crabs depend on other organisms and on their environments. 2.9B)

use fossil evidence of animals to draw conclusions about what happened in the past. (4.10B)

TEKS 4. 1 The Nature of Science. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

A. demonstrate safe practices during field and laboratory investigations.B. make wise choices in the use and conservation of resources and the disposal or recycling of materials

TEKS 4.2 The Nature of Science. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:A. plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses and selecting and using equipment and technology.B. collect information by observing and measuringC. analyze and interpret information to construct reasonable explanations from direct and indirect evidenceD. communicate valid conclusionsE. construct simple graphs, tables, maps, and charts, to organize, examine, and evaluate information

TEKS 4.3 The Nature of Science. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to.A. analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

TEKS 4.3D The Nature of Science. The student uses critical thinking and scientific problem solving to make informed decisions. The students is expected to:D. evaluate the impact of research on scientific thought, society, and the environment;

” I CAN” statements highlighted in yellow should be displayed for students.

I can … practice safe procedures in conducting laboratory investigations using

live organisms. (4.1A) practice safe procedures in conducting laboratory investigations which

require me to measure and record characteristics of organisms. (4.1A) conserve the materials I use and recycle them for future investigations

(4.1B) plan and implement investigations, ask well-defined questions,

formulate testable hypothesis, conducting tests, and select and use equipment to gather data about organisms.; including but not limited to: drawing conclusions, comparing data, observing and describing changes over time, developing a good hypothesis and justifying my thinking in my hypothesis statements. (4.2A)

share and present my findings and conclusions about frogs and crabs to my teacher and to the class. (4.2D)

use tools to measure and record the external and adaptive characteristics of frogs and crabs. (4.4A)

organize, design, and record my organism data into my science journal using the following forms – including, but not limited to:

charts, graphs, and tables detailed drawings labeled illustrations



Skill

s important vocabulary words detailed explanations (4.2E) collect and analyze information about frogs and crabs using tools

including but not limited to safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, and balances. (4.4A)

evaluate the impact of research on the frogs and crabs on scientific thought, society, and the environment . (4.3D)

identify the contributions of scientists to society and to science in the study of frogs and crabs. (4.3E)

demonstrate that repeating investigations makes the results more reliable. (4.4B)

TEKS 4.4 The Nature of Science. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:A. collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and compasses B demonstrate that repeated investigations may increase the reliability of results.

Evidence of Learning1. During classroom and field investigations (CN), students will use safety measures as they study live organisms (B), with at least 100% accuracy (CR).2. During classroom and field investigations (CN), students will use safety measures as they use tools to collect and analyze information about frogs and crabs B), with at least

100% accuracy (CR).3. During classroom and field investigations (CN), students will use inquiry and scientific methods to conduct field and laboratory investigations about frogs and crabs (B), with

at least 80% accuracy (CR).4. During classroom and field investigations (CN), students will share and present findings and conclusions to the teacher and to the class about the basic needs and habitat

requirements of frogs and crabs (B), with at least 80% accuracy (CR).5. During classroom and field investigations (CN), students will use scientific evidence to analyze, review, and critique scientific explanations about frogs and crabs (B), with at

least 80% accuracy (CR).6. During classroom and field investigations (CN), students will use scientific tools to conduct investigations and measure the external characteristics of frogs and crabs, (B),

with at least 80% accuracy (CR).7. During classroom and field investigations (CN), students will construct tables and charts and analyze graphs that compare the basic needs, habitat requirements, adaptive

characteristics, inherited traits, and learned behaviors of frogs and crabs (B), with at least 80% accuracy (CR).



Life Science– Grade 4Unit of Study: Animals: Basic Needs, Habitats, and Adaptations

Fourth Grading Period – Week 4-Friday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What kind of scientists study animals?(4.3E) Why is the study of animals so important?(4.3D) What are some tools we might select to use or things we might measure?

(4.2A,C,4.4A) What are some ways that Zoologists begin to study and learn about the

animals? (Observe them in their habitats; take lots of notes, observe them by different times of the day and the year; etc.) (4.2C)

Why are some animals good to have as pets and not others?(4.2C,D)

Students will be able to follow safety rules and make wise choices in the conservation of resources (TEKS 3.1A,B)

Students are able to collect information by observing, analyzing and interpreting information to construct reasonable explanations from direct and indirect evidence, communicate valid conclusions, and construct simple graphs, tables, and charts to organize, examine, and evaluate information (TEKS 3.2B-E)

Students know how to use a variety of tools and methods to conduct scientific Inquiry and can collect and analyze information using tools including calculators,

microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses. (3.4A)



Use the STC Animal Studies Lesson 1: Thinking About Animals and Their Homes Important Teacher Note: The African Dwarf frogs will be shipped from Carolina Biological on next Monday. They will need habitats on Tuesday. In order to set up the habitats on Tuesday you will need water which is

dechlorinated. To dechlorinate water you need to set out water 24 hours ahead of time for the chlorine to dissipate, or add dechlorinator drops to tapwater.



“Materials,” and “Preparation.” Advance Preparation: Refer to steps 1-5 in the “Preparation” section in the teachers guide for strategies in the delivery

of this lesson. Make copies of Record Sheet 1-A: Studying Animals

The main purpose of this lesson I can compare what I know about the differences between frogs and crabs. (4.2C) I can brainstorm and discuss the basic needs of the different organisms that will be studied for this unit.

(2.9A)

EngageProcedure 1

What kind of scientists study animals? (Zoologist) (4.3E) A zoologist is a scientist who studies animals and how they are classified.

Why is the study of animals so important? (We coexist with animals; we need to know about their habitats, we need to know whether they are helpful or harmful to us, etc.) (4.3D)

What are some ways that Zoologists begin to study and learn about the animals? (Observe them in their habitats; take lots of notes, observe them by different times of the day and the year; etc.) (4.2C)

Students will discuss with the instructor what type of scientists studies animals and the importance of studying animals. (4.3D-E, 4.2C)

Students discuss with the class the tools and techniques that they might use when studying an animal. (4.2A,C, 4.4A)




Procedure 2 Facilitate the set-up of student’s science journals for this unit of study. What kinds of observations and information should we write in our journals as we observe animals? (We need to

record the time and date of the observation, the animals behavior, etc.) What are some tools we might select to use or things we might measure? (We might use a camera to document their

behavior or habitat; a microscope for small parts like a hair or scale; a hand lenses; a sound recorder to record sounds it makes; rulers or scales to measure its size, mass, or growth, etc.) (4.2A,C,4.4A)

Procedures 3 thru 6 A) Hang 5 pieces of chart paper around the room with today’s date and the following titles: Sheet 1 – What Do You Know About Crabs? Sheet 2 – What Do You Know About Frogs? Sheet 3 - How Are Frogs and Crabs Similar and Different? For this piece of chart paper draw a line down the center to

make a “T-Chart” and label each column “Similar” and “Different.” Sheet 4 - How Are Frogs and Dogs Similar and Different? For this piece of chart paper draw a line down the center to

make a “T-Chart” and label each column “Similar” and “Different.” Sheet 5 - How Are Crabs and Cats Similar and Different? For this piece of chart paper draw a line down the center to

make a “T-Chart” and label each column “Similar” and “Different.” B) Place students into groups of 5. C) Use a version of the “Ports o’ Call” Strategy to number off students in each group from 1-5. D) Have each student from the group report to a different “Port O’ Call.” At each Port O’ Call, the students from the

different groups work together to discuss and write their answers to the question at the port as thoroughly as possible. Allow them between 5-7 minutes to do this.

E) Once they have recorded their group’s information on the chart paper and in their journals, have the students return to their original groups. You now have one expert for each Port O’ Call in that group to speak to the Port O’ Call when they get to it and you also have one person with the notes from that port for others in the group to reference.

Students will use the “Ports O’ Call” Strategy to begin discussing the similarities and differences between the organisms that will be studied in this unit. (4.2C)

Explore Student groups will now explore and take a walking tour of the various Ports O’ Call to investigate, discuss, and record

the information for each port. There should be a different student expert for the group presenting at each port. Students are encouraged to write down the information at the port but it is more important that they discuss the ideas at the Port O’ Call. The chart papers may be posted throughout this unit or may be brought out in Lesson 17 at the Post unit assessment so you may decide to have students write the information into their journals at another time or whenever there is any free time.

F) Send each group to a different Port O’ Call. Make sure that they have their journals to record important information. Allow the group expert for that port 4-5 minutes to present the prepared poster to their group. Have groups add new ideas in a different colored marker or place a check next to a statement that they agree to have prior knowledge about. (4.2B,D)

G) Once students return to their groups they may share.

Students will use the “Ports O’ Call” strategy to jigsaw as they explore the information on the various organisms that they will study in this unit of study. (4.2B,D).

Explain Assessment section of lesson: What is some information that we already know about frogs? Crabs? (4.2D) Which information for each of the animals is based on experience? (4.2C) Has anyone had previous experience studying or comparing these animals? (Students from Ports O' C Call 4-6, should

be looking for this answer.) (4.2B-D) Do any of these lists specifically include what the animals need to survive? (Food, Shelter, Water, air) Use the lists to

explain. Experts from Ports O’ Call 1-3 should be looking for this answer. (4.2B-D) Do any of the Ports O’ Call sheets mention how the animals behave or use their body parts? Which ones? (4.2B-D) Do any of the Ports O’ Call sheets mention where the animals live and why they live in that environment? (4.2B-D) Give some examples from a Port O' Call sheet that mentions what an animal needs. (“crabs need saltwater”) (4.2B-D) Give some examples from a Port O' Call sheet that compares the animals’ structure or behavior. (crabs pinch) (4.2B-D) Give some examples from a Port O' Call sheet that mentions how an animal is suited to live in a particular

Students will discuss and review their answers from the Ports O’ Call activity.(4.2B-D)



environment. (Ex. - frogs are slimy and live in moist environments.) (4.2B-D) Give some examples from a Port O' Call sheet that mentions why animals have different parts to live in a particular

environment. (4.2B-D)Elaborate

Extensions 2 Conduct a verbal survey of the different types of pets that students have. For homework, have students construct a bar

or line graph of the information and respond to the following information: What is the most common type of pet found in your class?(4.2E) What makes a good pet? (4.2C) Why are some animals good to have as pets and not others?(4.2C,D)

Students will conduct a survey with the class about the most common pets (dog, cat) . They will construct graphs of the information and discuss the results. (4.2C,D,E)

Evaluate Have students complete Record Sheet 1-A: Studying Animals to answer what they know about taking care of a

common animals (like a dog). (3.8A, C)

Students will complete Record Sheet 1-A: Studying Animals to reflect and share what they know about taking care of familiar animals. (3.8A, C)

Vocabulary: (Pertinent to the learning – specific) zoologist/zoologista


chart paper and markersOther Materials of Possible Interest for Teacher:

tools that will used in the study of the different organisms



Set up a center with a model or picture of the organisms that the students will be studying for this unit. Have them draw the animal in their journals and describe some of its basic parts as a system. (4.5A)


Have students research an exotic pet and its care to present their information to the class. (4.2B-D)


47 A turtle’s shell protects it in the same way that –

A skin is protected by sunscreenB a hard hat protects a workerC fur keeps a bear warmD a bandage protects a cut

8TH Grade TAKS

46 Which of the four species of bear would be in the least danger of becoming extinct if one of its food sources became unavailable?

F Brown bearG Black bearH Polar bearJ Panda bear




Fourth Grading Period – Week 5 -Monday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the basic needs to consider for this type of animal? (2.9A, 3.8A, 4.2B,D)

What are the basic needs for life? (Food, water, shelter, air, and space). (2.9A)

What are the general things that every animal needs in their home? (Access to food, water, shelter, air, and space). (2.9A)

What do we call an animal’s total surroundings including the living and the non-living elements or condition’s that affect an animal’s life? (an environment) (3.8A)

What are some special needs for this animal that were included in its habitat (be specific)? (3.8A, 4.2B,D)

How is an organism’s environment different from its habitat?(3.8A) What are the basic needs of frogs and crabs? (2.9A, 3.8A) What are the special needs of frogs and crabs? (2.9A, 3.8A)





Students can distinguish between the living and the non-living characteristics of an organism. (2.8A,B)

Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms within an organism.(3.8A)



Use the STC Animal Studies Lesson 2: Inviting Animals into the Classroom Important Teacher Note: African Dwarf Frogs will be delivered to your campuses by Carolina Biological sometime Tuesday. Please make sure that the habitat materials are ready for the students as they will be the

ones responsible for setting up the habitats.

Prepare for this unit by Reading the following teacher sections before beginning the lesson, “Overview and Objectives,” “Background,”

“Materials,” and “Preparation.” Remind students that when dealing with living things it is important to care for them with respect. Advance Preparation: Refer to the Preparation section in the teachers guide to set-up the students work spaces

again. Solicit the help of another adult for set-up. Refer to steps 1-5 in the preparation section in the teachers guide for strategies in the delivery of this lesson.

Depending on the number of groups you have, make some copies and 1 transparency of Animal Backgrounds 2-A, 2-B, and 2-C. Each group will be assigned a different reading so make copies accordingly.

BEFORE LESSON 3 - Make sure to READ “Section 3: Care and Handling of Live Materials,” so that you are prepared to receive the African Dwarf Frogs. They require de-chlorinated water and acclimation to the temperature before being placed in their holding tanks. You will also need to read the advisory on releasing organisms into the wild as well as the brief section on how to handle organism death, dying, and disposal.

The main purpose of this lesson I can describe the living and non-living factors of an animals environment. (2.8A,B [Traditionally Weak TEKS on TAKS ]) I can apply information from my readings to determine the factors necessary for an animal to survive in a classroom habitat. (4.2C,D, 3.8A) I can compare three animal habitats and identify the basic needs for the frog and crab. (2.9A, 3.8A) Engage

Engage students by asking them to volunteer information that they filled out on Record Sheet 1-A:

Students will review the terms environment, habitat, and the living and non-living factors found in an animal’s environment. (2.8A,B, 3.8A)




What are the basic needs for life? (Food, water, shelter, air, and space). (2.9A) What are the general things that every animal needs in their home? (Access to food, water, shelter, air, and space).

(2.9A)

Procedure 1 What do we call an animal’s total surroundings including the living and the non-living elements or condition’s that affect

an animal’s life? (an environment) (3.8A) What do we call where we live and breathe in school? (A school environment; a classroom environment) (3.8A) How is an organism’s environment different from its habitat? (The environment is an animal’s total surroundings which

includes all the living and non-living conditions that affect the animals life. This includes their basic needs of what their environment should provide. A habitat is the immediate area in an environment that satisfies an animal’s basic needs. It is how the food, shelter, water, space, and air are arranged in their environment ) (3.8A)

What would some of the non-living things in an environment be? (Light, temperature, climate, rocks, water, soil, air, etc.) (2.8B)

What would some of the living things in an environment be? (Plants, other animals, humans, etc.) (2.8A) Observe all of the things that we have in our classroom environment, both living and non-living.

Procedure 2 Hang a piece of chart paper up and date it. Begin a class web with the word “school” in the middle. I we think about the school as an environment, what are some categories we can add to our web?(4.2E) What are some items we can add to the spokes of our web? Refer to figure 2-1 in the teacher’s guide. (4.2E)

Procedure 3 Have students think of another place that they spend time in the school – it could be the science lab, gym, cafeterias,

etc. Ask them to begin a web in their journals and let them know that they will have more time later to fill it out.

Procedure 4 Chart the students responses to the following questions up on another paper: You may choose to make a chart to

include the responses for all three critters: What do we need to know in order to bring frogs into the classroom to live? (We need to know their basic needs; what

they eat, what living and non-living items to put in their aquariums, what environment they prefer, and how much space and air they need, etc.)(2.9A, 2.8A,B, 3.8A, 4.2C)

What do we need to know in order to bring crabs into the classroom to live? (We need to know their basic needs; what they eat, what living and non-living items to put in their aquariums, what environment they prefer, and how much space and air they need, etc.)(2.9A, 2.8A,B, 3.8A, 4.2C)

(Students can read more about Fiddler Crabs at: http://sofia.usgs.gov/virtual_tour/kids/critters/crab.html) What would be a good way to find information out about each type of animal if we could not go into their habitat?

(Library books, internet, research, readings, etc.) (4.2C,D)

Procedure 5-6 Place students into groups of 4-5 and set up the cooperative roles for the group. Today you are going to use readings and a picture of the animal’s natural homes to determine how our class will meet

the animal’s environmental needs and basic survival needs in our classroom.

Students will observe all of the living and non-living components in their classroom environment and display their thoughts on a class web diagram. (2.8A,B,3.8A, 4.2E)

Students will brainstorm as a class and post their ideas about what the environmental requirements and the basic survival needs are of the frogs and crabs. (2.9A, 3.8A, 4.2C)

ExploreProcedure 7

Distribute one sheet of chart paper or a transparency to the group to write out their ideas. Students at this stage in the year should be using labeled diagrams, charts, and tables to present out their ideas.

Distribute the Animal Backgrounds 2-A – 2-C so that at least two groups are reading and recording about each organism.

Have each group answer the following questions after they read and observe the information sheets:

Students will work in groups to read and draw conclusions about strategies of keeping the different organisms alive in the classroom. (2.8A,B, 3.8A, 4.2C,D)

Each group will report out their findings and proposals about the items that they will



What are some strategies that we will use to help it survive in the classroom? (4.2C-D) What items (living and nonliving) from the animal’s natural home must we also include in the animal’s classroom

home? (2.8A,B,2.9A, 3.8A, 4.2C,D). Students should make a T-chart to address the living and non-living factors.

Living factors Non-living factors

What items from pet stores or other places will we need to place in the animal’s classroom home to make its habitat? (3.8A, 4.2C,D)

What amount of space will your animal need? What will your animal eat? What will your animal drink? (2.9A) Procedure 8 Remind group reporters that they will have to do most of the talking for their group.

need to set-up the habitat and allow the organism to meet its basic needs. Group reporters will present their findings to the class for discussion. (4,2C,D)

Explain Final Activities 1 Frog group reporters present their proposals first. Make sure that the following items are addressed (4.2C,E): What are your group’s ideas for the frog’s classroom habitat? (Include living and non-living factors)? (Frogs need to

have live food to eat like insects, fish, and water plants; they drink water from the aquarium, they need a wet place to lay eggs; they can have rocks or gravel; etc.) (2.9A,B, 3.8A)

NOTE: Make sure to mention that the tap water from our sinks has chlorine in it and that the aquarium water will have to be de-chlorinated before the frogs are put into the habitat.

What are some special factors that we need to consider for the frogs? (The water has to be freshwater, not salt water; these frogs like water more than the land so we need an aquarium; we need a good amount of space because they are 1in big, etc.) (2.9A,B, 3.8A)

What are your group’s ideas for the crab’s classroom habitat? (include living and non-living factors) (Fiddler crabs are a special type of crab that needs access to water and land; they have gills and they need salt water to wet their gills; they live on a beach so they need sand; we need artificial plants; they will need to eat dead crustaceans (freeze-dried brine shrimp)).

What are some special factors that we need to consider for the crabs? (Fiddler crabs are a special type of crab that needs access to water and land, in particular, sandy or muddy beach along salt water marshes. Marshes are areas of low -lying wetlands that have lots of plants and grasses so they need an area with plants in and around the water and water depth that will allow them to submerge their bodies. Elodea is also ordered for the students to place into the crabs watering container. Plastic marsh-like grasses are also available for the habitat.) (2.9A,B, 3.8A)

Student reporter’s will present the groups habitat proposals and go over what items should be included in their organism’s habitat to meet its basic needs. (2.9A,B, 3.8A)

Students will be using graphics, illustrations, charts, and tables to present and discuss their ideas with the class. (4.2C,E)

ElaborateExtensions 4

Take students to the zoo to observe a variety of animals in their habitats or have them interact with one of the online zoo tours to make their observations about the different habitats of animals:

Go to the Smithsonian Zoological Park website to see animals in their habitats using their webcams: http://nationalzoo.si.edu/Animals/WebCams/ “Select a view” at the Dakota National Zoo to see different habitats: http://www.realnd.com/dakotazoo7.htm What are the basic needs to consider for this type of animal?(2.9A, 3.8A, 4.2B,D) How has the zoo staff included items to help animals meet their basic needs? (3.8A, 4.2B,D) What are some special needs for this animal that were included in its habitat (be specific)? (3.8A, 4.2B,D) What would be the most difficult part to recreate for this animal’s habitat? (3.8A,4.2C)

Students take a virtual tour of an online zoo or go on a field trip to explore the habitats of various animals in the zoo and the way that their habitats have been set-up to meet their basic needs. (2.9A, 3.8A,4.2B,D)

Evaluate Post all of the lists and presentation pieces so that student groups can use a “Round Robin Reporting Strategy” to take

turns putting an item on a new class list of all of the animals habitat and basic needs requirements:

Students help the teacher to build a chart that summarizes the “Basic Needs” and the “Special “needs for each organism’s survival




http://www.realnd.com/dakotazoo7.htm

http://nationalzoo.si.edu/Animals/WebCams/

What are the basic needs of frogs and crabs? (2.9A, 3.8A) What are the special needs of frogs and crabs? (2.9A, 3.8A)

FROGS CRABS BASIC NEEDS FOOD

SPACE WATER AIR SHELTER

FOOD SPACE WATER AIR SHELTER

SPECIAL NEEDS FRESHWATER FISH, INSECTS, BLOOD WORMS AQUARIUM (DECHLORINATED WATER)

SALTWATER FREEZE DRIED PLANKTON SAND AND DECHLORINATEDSALTWATER ELODEA IN BOWL AND PLASTIC MARSH GRASSES ON SANDY PART

Have students record the class’s data into their student journals so that they may refer to them throughout this unit of study.

as well as its survival in the classroom. (2.9A, B, 3.8A, 4.2B-E).

Vocabulary: (Pertinent to the learning – specific) environment/ambiente habitat/hábitat





Place literature that explores the differences and similarities of domestic animals and their habitats with their wild counterparts and their habitats and needs. See “Cats: In from the Wild,” by Caroline Arnold. (4.2C, 2.9A, 3.8A)


Have students share research with the class about making homes for plants and animals. (4.2B-D, 2.9A, 3.8A)

Extensions 5 Have students share books that explore a variety of

animal habitats like, “A Magic School Bus Hops Home", By Joanna Cole. (4.2B-D, 3.8A)


4 Plants can survive in a clear, closed container without animals. Animals cannot survive in a closed container without plants. Why can’t animals survive in a closed container without plants?

F Plants and animals need water to survive.G* Plants produce oxygen, which animals need.H Plants take in and give off water; animals only take in water.J Plants are stationary; most animals roam freely


15 Several types of ground-nesting birds native to Madagascar became extinct after humans brought domestic cats to this large island. This is an example of which kind of threat to native animals?

A Unregulated huntingB Species introductionC Habitat destructionD Foreign animal trade





What are some of the living things in the frog’s habitat system? (the frogs and the plants)(2.8A, 4.5A)

What are some of the non-living things that you wrote down that are in the frog’s habitat? (rocks/gravel, air, water, dechlorinater, the water temperature, etc.) (2.8A,B, 3.8A)

How is the frog’s habitat a system? (4.5A) (The habitat has many living and non-living parts that must work together for the frog to thrive)

How do the living and non-living parts of the frog’s habitat system help the frog thrive in its environment? (3.8C)

Why should a plant be part of the frog’s habitat system? How does the plant help the frog? (4.5A)

Why is it important not to over-feed the frogs or place too much food in the water? (food will be wasted; left over food makes the tank dirty and unhealthy and we will have to clean it more; makes more bacteria grow, etc.) (4.2C)

What does it mean for the environment in the tank to be contaminated? (This means that the conditions in the tank can be toxic, causing organisms in it to become ill or perish.)

How will a contaminated environment affect our frogs? (It will make them become ill or perish) (3.8C)

If we keep over-feeding the frogs, how will their environment change over time? (The food will build up on the bottom of the tank and the water will possibly become too cloudy) (3.8B).

Can we use the water just from the faucet? (No) Why not? (4.2C,D) What are some ways to dechlorinate the water?(4.2C,D) What affect will cold water temperature have on the frogs and their habitat? (3.8C,

4.2C) What affect will hot water temperatures have on the frogs and their habitat?

(3.8C,4.2C)



Students know how to use a variety of tools and methods to conduct scientific Inquiry and can collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses. (3.4A)


Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms within an

organism.(3.8A) Students can describe the habitat and the organism as a system with

parts that work together (3.5A)


The teacher will… So students can…5E Model of InstructionUse the STC Animal Studies Lesson 3: Living in Water: Dwarf African Frogs and Harcourt Science Textbook and Workbook




“Materials,” and “Preparation.” Advance Preparation: Refer to steps 1-10 in the “Preparation" section of the Teacher’s manual as well as Figure 3-3

and 3-4 for strategies in the set-up and delivery of this lesson. Refer to step 7 in posting a Venn diagram that gives the




elements of the frog habitat. Make copies of the Animal Log Checklist for each student. Measure out two cups of gravel with a measuring cup or graduated cylinder to find out how many milliliters are in a cup.

There are 250ml in one cup. This way, students can use graduated cylinders and metric units to retrieve their gravel for their habitats instead of standard measurements – as per TEKS.

PLEASE NOTE: You may need to purchase Freeze Dried Blood Worms from Wal-Mart or a pet store for the frogs.

The main purpose of this lesson … I can describe the living and non-living parts of the frog habitat system. (4.5A) I can describe the effect of removing a part of the frog’s habitat system on the frog. (4.5B) I can use tools to measure out the materials I need in setting up an Dwarf African Frog habitat. (4.2D, 4.4A)I can describe how over-feeding can make a frog ill or perish (3.8C)

EngageProcedure 1 and 2

Students should refer to their charts and tables from the previous day's lessons. What are the important elements of the African Frog’s environment and habitat? (3.8A) What kind of environmental system will we have to set up? (An aquatic/water environment system.)(4.5A)

Procedure 3 Remember that the frogs must get the right amount of each material to have a balanced system/ habitat in which to live. Set the group roles so that the group Directors can begin to read the “Students Instructions for Building a Dwarf

African Frog Habitat. “ Teacher will be facilitating the set-up of the habitat throughout this lesson by asking questions that clarify the directions and stimulate discussion.

Students review the important components of the African Frog’s habitat as a review of the previous day’s lesson. (4.2D,3.8A)

Explore (Guided)Procedure 3 – clarifying directions cont’d

Group Directors will read steps 1-5 to their groups. Group Directors are to make sure that all members of the group are involved in the set-up so they may assign different roles to different group members. After they have read the steps, pose the following questions to the class for clarification;

What information will you be marking with a marker? (a waterline 2.5cm from the top of the container)(4.2D) How much gravel, in milliliters, will you add to the habitat system? (2 cups = 500ml)(4.2D, 4.5A) What two things do we need to do with the gravel? Why? (Slope the gravel to add depth to the habitat; use a notebook

paper to help keep the shape of the slope when water is poured into the habitat. (4.2D) Group Directors read steps 6- 9 to their groups. After they have read the steps, pose the following questions to the class

for clarification; How should water be added to the tank? (slowly, up to the waterline mark) (4.2D) What do we do with the paper after we have added the water? (dispose of it) (4.2D) How much elodea are we adding to our habitat system? (four sprigs) (4.2D) Why should a plant be part of the frog’s habitat system? How does the plant help the frog? (2.9B) (The frog needs the

plant to hide; the plant provides oxygen to the water; the plant feeds smaller microscopic organisms that the frog can feed on)

How should we prepare the elodea plant to add it to the system? (remove leaves from the bottom of the plant – 2.5cm up from the stem; press a hole in the gravel and anchor the plant into the gravel) (4.2D)

How will the elodea be arranged in the aquarium environment? (two anchored plants and two floating plants) (4.2D)

Procedure 4 The Group Directors should let you know when their group is ready for the elodea plants. Let students know that you will

come around to check their set-up before they are authorized to retrieve the elodea plants for their aquatic habitat system.

Procedure 5-6 As they are setting up their aquatic habitats, students who are the recorders should be making a list of the living and the

Student Group Directors go over the procedures for setting up a frog habitat with their groups. (4.2D)

Students clarify certain techniques and procedures that will be used through question and answer with their instructor. (4.2B,D)

Students observe and describe the habitat by determining all of the living and nonliving things in the frogs habitat. (2.8A,B, 3.8A)



non-living things in the frogs habitat. Once Directors let you know that their group is ready, distribute two frogs to each group.

Procedure 7-8 As I am distributing frogs to all of the groups, observe your habitats. Have your group reporters record your group’s

answers to the following questions. You will be sharing these answers with the class during our discussion time. What are some of the living things in the frog’s habitat system? (the frogs and the plants) What are some of the non-living things that you wrote down that are in the frog’s habitat system? (rocks/gravel, air,

water, dechlorinater, the water temperature, etc.) Do the frogs have everything that they need at the moment to survive? Why or why not? ( They don’t have food) (4.2B) What kind of food do we need for the frog? What does he like to eat based on yesterday’s conversations? (live food like

worms, fish, insects, etc.) Freeze Dried Blood Worms are freeze-dried and come in flake food form and it very healthy for him. You will need to fill

your small containers up half way with the food so that your group has their own feeding supply for your frogs. Assign all groups a letter for their items.

Procedure 9 Have students refer to Figure 3-2 in their books or make a transparency of 3-5 and discuss feeding techniques with the

students. Display the freeze dried blood worms. You may want to place one on the overhead or set up a microscope at a center for students to get a closer look at the food source/s you will be using. (2.9A) Have the students feed the frogs and record their observations about their feeding behaviors. Show them how to use a spoon to stir the food and get it to sink.

Procedure 10 Let students know that these questions will be asked each time they feed the frogs and that they will need to keep track

of their observations in their journals. Make sure that they add the date the time to their journal entries. What happened when you put the food in the tank? (3.8A, 4.2B,D) Did both frogs respond to the food? (4.8A) What happened when you moved the food with the spoon? (4.2B, D). Is the food less or more dense than water? (4.7B) How much did the frogs eat? Do the frogs eat from the bottom or the surface of the habitat? (4.2B,D, 4.8A) How does the food move in the aquarium? (the food first floats until it absorbs water, then it sinks to the bottom; you may

have to push it down with a spoon)

Procedure 11 Focus students on the Venn diagram that you will create as a class for the frog. Use their group’s recorded data from

Procedures 7-8. BREAKPOINT – This is a good stopping point for the lesson

Students learn how to feed the frogs and what type of food source they will be using. (4.2B,D)

Students feed their frogs, observe their behavior and describe the results in their journals. (4.2B,D, 4.8)

Students create a Venn diagram with their instructor that includes the living and non-living components of the frog’s habitat. (3.8A, 4.2E)

BREAKPOINT – This is a good stopping point for the lesson

Explain Procedure 12

After students have made their observations, facilitate the discussion of frog care with the students. FEEDING: One word that we will be using as we study the organisms in this unit is the word “thrive.” What does thrive mean? (To

thrive means to be doing very well due to the circumstances; you have everything you need; etc.) Our goal is to help the creatures that we study “thrive” in their new habitats.

How is the frog’s habitat a system? (4.5A) (The habitat has many parts that must work together for the frog to thrive) How do the living and non-living parts of the frog’s habitat system help the frog thrive in its environment? (The nonliving

factors in the aquarium have an affect on the living parts of the system. (The living elodea provides a place to rest.) How can we make sure our frogs thrive in their new habitat? (Feed them the right amount regularly; keep their

aquariums clean; keep their basic needs met, etc.)(3.8C, 4.2D) Why do you think we have to use processed/prepared food instead of live food for him? (We don’t live near a pond; we

are not prepared to catch the food; It’s too hard: It’s expensive, etc.)(4.2C) Why is it important not to over-feed the frogs or place too much food in the water? (food will be wasted; left over food

makes the tank dirty and unhealthy and we will have to clean it more; makes more bacteria grow, etc.) (4.2C) How many times do you think we should feed the frogs per day? (1-2 times per day before noon).

Students are introduced to the word thrive as their class goal in making a habitat in which the frogs will thrive. (3.8C, 4.2D)

Students observe, identify, and describe the food that the frogs need to meet their basic needs and justify why it must be purchased. (2.9A, 4.2B,D)

Students discuss the affects of over-feeding the frogs and how overfeeding could lead to the environment changing and the frogs may become ill or perish. (3.8C)



What should we do if there is still food left in the tank at 2:30 pm? (4.2D) (at the end of the day remove any uneaten food)

What does it mean for the environment in the tank to be contaminated? (This means that the conditions in the tank can make the frogs ill.)

How will a contaminated environment affect our frogs? (It will make them become ill or perish) (3.8C) If we keep over-feeding the frogs, how will their environment change over time? (The food will build up on the bottom of

the tank and the water will possibly become too cloudy) (3.8B). Could the frogs become ill? (yes) Could the frogs die from the changes made to their environment? (Yes) Another word that we will use that means die is the word, “perish.” To perish means to die.

What should we do if the frog food gets stuck to the elodea?(Rinse it off and place it back into the tank) (4.2C) WATER: If the food is all eaten or taken out regularly what else will make the habitat contaminated for the fish? (Someone putting

items they are not supposed to in the tank; people placing their hands in the tank and leaving oils or chemicals from their hands in there; MAINLY - fish waste (poop). (4.2C)

Can fish waste (poop) be a problem for the fish? (YES) (4.2D). How can we get rid of the waste in the water? (We will need to change the water) Can we use the water just from the faucet? (No) Why not? (The water from the tap has chlorine in it and that could contaminate the tank; we must be dechlorinator remove the chlorine from the water.) (4.2C,D).

What are some ways to dechlorinate the water? (Use the dechlorinator drops OR leave water out in pails so that in 1-2 days the chlorine will escape from the water and it will be conditioned for the aquarium.) (4.2C). Do not use soap on the aquarium! The chemicals will kill the frogs.

Describe to the students how often they will need to do water changes and the techniques they will use. Students will use measuring cups to remove 500ml (2 cups) of old water and replace it with conditioned water every two-three days.

Why will we have to worry about the temperature of the water? (All living things have an optimal temperature in which to thrive. The frogs are more tropical and prefer temperatures between 25 – 30°C (77-86°F)

How can we control the water temperature of the aquarium habitat if the temperature is too cold? What if it is too hot? (We can place the aquarium by the window for sunlight or remove it. Remind the students that their aquariums should not be in direct sunlight.) (4.2C,D,3.8C)

What affect will cold water temperature have on the frogs and their habitat? (The water will be too cold and the frogs will slow down their movement; the frogs could possibly become ill, or perish)(3.8C, 4.2C)

What affect will hot water temperatures have on the frogs and their habitat? (The water will evaporate faster and the frogs could possibly become ill, or perish)(3.8C,4.2C)

Student groups must make a chart for feeding, rinsing elodea, checking temperature, and water changes for a two week time period. The list must give each member a duty and all members should experience all duties during the rotation. Refer to Figure 3-6 in the Teacher’s Guide:

For example - WEEK 1Weekly Duties Monday Tuesday Wednesday Thursday FridayFeeding Person:

Time (Before Noon):

Rinsing elodea :

Checking Temperature:

Checking for and removing cloudiness :(food/algae growth)

Other needed duties (taking care of spills, refilling food, keeping

Students will discuss the importance of dechlorination of the water, contamination of the water, maintaining water temperature, and regular water changes on their organisms' ability to thrive in their new habitat. (4.2C,D, 3.8C )

Students will discuss the possible affects on the frogs and their habitat if the temperatures change in the aquarium. (3.8C, 4.2C)

Students will make a chart in their journals to assign duties for their group members for a two week period. (4.2E)



track of water levels, changing water every 2-3 days etc.)

Elaborate Final Activities 1 Have students to come up with 5 questions that they have about the African Dwarf frogs and attach them to the list,

“What We Want to Know about Frogs.” (4.2A)

Have students buddy read, “How animals Meet Their Needs,” from the Harcourt Science Textbook, pp.A32-A37 and have them complete WB27 for homework. (4.2D)

Students will add their questions to the class’s chart - “What We Want to Know about Frogs.”

Students will buddy read from the Harcourt Textbook about the basic needs of animals. (4.2D)

EvaluateFinal Activities 2-4

Distribute the Animal Log Checklists from the Teachers Guide and facilitate their set-up and use in the students journals.

Use Figure 3-2 as a guide in questioning for the logs. Have student groups work together to observe the frog and come up with 2-3 good questions that they will be able to

answer after observing its behavior. As student groups share out their questions, record them on the overhead projector and have students record them onto their Animal Log Checklists.

Students should report the answers to their log questions and others that may apply to their frogs, in their Animal Log Checklists and observation sheets.

Students will set-up their Animal Log Checklists. Through class discussion, they will come up with questions for the checklists. (4.2A-E).

Students will record their all of their observations in their journals. (4.2D)

Vocabulary: (Pertinent to the learning – specific) thrive/crecido dechlorinate/elimine el cloro perish/perecido contaminate/contamine


Graduated cylinders Other Materials of Possible Interest for Teacher:Thermometer, to test water temperature



Extensions 2 Have these students work with a partner to make a

Venn diagram that compares the frog’s classroom habitat to its natural habitat. (4.2E)


Extensions 1 Have students research the similarities between

toads and frogs and make a Venn diagram that can be posted for this unit. (4.2E)


14 Students placed some frogs in a tank to studytheir behavior. What should the students do for safety reasons after feeding the frogs?

F Wash the floor with soap and waterG Wash their hands with soap and waterH Rinse the frog tank with cool waterJ Rinse the frogs with cool water


37 A group of students decided to raise earthworms as a class project. The students plan to keep the worms in wooden boxes filled with rich soil. What other environmental factors are most important for the students to consider if the earthworms are to survive?

A Color and length of the earthwormsB Temperature and moisture of the soilC Air pressure and wind in the areaD Size and color of the wooden boxes





What are the similarities between an inherited trait and the physical characteristic of an organism? (4.2C, D, E, 4.9A)

What are some inherited traits of the frogs?( 4.2C, D, E, 4.9A) What is an adaptation of an organism? (4.2C, D, E, 4.8B) What are some adaptations for the frogs? (4.2C, D, E, 4.8A) What is a learned characteristic of an organism? (4.2C, D, E,

4.9A) What are some learned characteristics of the frog?( 4.2C, D,

E, 4.9A) How are learned characteristics different from the other

terms? (4.9B) What do frogs do in the wild to get a mate?(4.8A) Is this type of calling or singing an adaptation for the frog’s

survival and reproduction?(4.8A) Why do you think scientific drawings of animals are made and

how are they used? (4.3C, D, E) How would the world be impacted now if we scientists before

us had never done scientific drawings? (4.3C, D, E) Are their any behaviors that you think that the frogs have

learned in their new habitat? (4.2C, D, E, 4.9A) How are the origami model frogs limited in their comparison

to the real African Dwarf frogs? (4.3C, 4.8A)



Students know how to use a variety of tools and methods to conduct scientific Inquiry and can collect and analyze information using tools including calculators, microscopes,

cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses. (3.4A)


Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms within an organism.(3.8A) Identify organisms with similar needs that compete for resources (3.8B) Students can describe environmental changes in which organisms would become ill, thrive, or

perish.3.8C) Students can describe the habitat and the organism as a system with parts that work together (3.5A) Students can identify and compare the adaptive characteristics of different species that allow

members within a species to survive and reproduce. (3.9A,B) Students can distinguish between and provide examples of inherited and learned traits.(3.10A,B)



Use the STC Animal Studies: Lesson 4 – Observing Frogs More Closely Important Teacher Note:



“Materials,” and “Preparation.” Advance Preparation: Refer to steps 1-10 in the “Preparation" section of the Teacher’s manual as well as Figure 3-3

and 3-4 for strategies in the set-up and delivery of this lesson. Make copies of the following for each student: Record Sheet 4-A: Observing the Frog and Record Sheet, 4-B:

Drawing the Frog, and Record Sheet 4-C: Science Discovery Sheet. The main purpose of this lesson I can describe the role of the parts of a frog’s habitat system. (4.5A)

Engage Today we will be studying the frogs more closely and recording our observations. We are first going to study them in

their habitats and then in smaller containers. In order to do this we need to understand some new words. Fold a piece of Students are introduced to the




paper hotdog style and then over again so that it has four sections. Place the following words into each section:

Physical Characteristic

Adaptation

Inherited Trait Learned Characteristic

Post the following sentences on the overhead or board to use as an example of each term and to help students practice what they mean:

Ex. A – “I am going to use each of these terms to describe a person in the room – This person has dark hair, dark brown eyes, know how to play the trumpet, and has a thumb that moves.”

Ex. B – “This person has a white shirt on, dimples, can write their name, and has the ability to walk upright, not slouched over.”)

Which one of these facts describes a physical characteristic of the person? (A - That the person has dark hair and dark eye, has a thumb that moves; B –has a white shirt on, dimples, ability to walk upright)

Which one of these facts describes an inherited trait of the person?(A - That the person has dark hair and dark eyes; B –dimples, the ability to walk upright )

Which one of these facts describes an adaptation of the person? (People adapt to their environment by wearing clothes to keep warm. Plants and animals do not wear clothes.))

Which one of these facts describes a learned characteristic of the person? (A - They have learned how to play the trumpet; B- can write their name).

Based on what we have discussed, what do you think a physical characteristic is? (It is any description of an object or organism that describes it. You can use your five senses to determine it).

What is an inherited trait? (An inherited trait is one that has been passed on from parent to offspring. It can be a physical characteristic.)

Let the student know that from now on, they will be using the words physical characteristics and inherited traits synonymously.

What is an adaptation? (An adaptation can be passed on to an organism from parents and it is a body structure or behavior that enables an animal to better survive or to reproduce. It can also be the process by which an organism changes to meet its needs in its environment.)

What is a learned characteristic? (Something that an animal or organism has learned either from being taught or from an experience in their environment.)

How are learned characteristics different from the other terms? (These are skills that have been taught at one time or another in the organism's life time).

Have students fill in the above chart with the definition of the term and several examples that were discussed in the class. Students will refer to these terms over the course of this unit as they study the various animals.

Procedure 1 Record students responses to the following questions: What physical characteristics/inherited traits of the frog should we focus on? Be specific. (size, shape, color, body

covering, etc.) (2.9A) Which tools should we use to measure and record important features and physical characteristics of the frogs?

(cameras, hand lenses, rulers, and balances) (4.4A)

Procedures 2-3 Pass out Sheet 4-A: Observing the Frog to the students.

meaning of the words physical characteristic, inherited trait, learned characteristic, and adaptation through examples of each through class discussion. (4.2C, 4.8A, 4.9A, B)

Students describe the differences between the terms through discussion and examples in class. (4.2D)

Students will describe the physical characteristics that they will study on the frog. ( 2.9A)

Students will review tools that will help them to discover the physical characteristics of the frogs.(4.4A)

Students will add the physical characteristics to be studied to their charts. (4.2E)



Which characteristics do we want to focus on as a class? Please add the following suggestions from the “Teacher Background” information to the chart on Record Sheet 4-A: – Movement, Getting Food, Body Characteristics (size, shape, color, and covering), Eyes and other sensory organs, Methods of protection, etc.

Pass out Record Sheet 4-B: Drawing the Frog and ask the following questions: What is a scientific drawing? (It is a drawing that is used to instruct or learn about something new; it is a drawing you

would see or use in a science class, etc.) (4.2E) Where have you seen scientific drawings of animals? (In science books; in the dictionary; on the internet; etc.)(4.2C) Why do you think scientific drawings of animals are made and how are they used? (They are made to learn something

new; to show the insides of something; to show the parts of an animal, to teach someone else about what you are studying, etc.)(4.2C,D)

What should be included in a scientific drawing of the frog? (The drawing should have labels, show the different parts; be detailed; drawn carefully; be large or clear)(4.2D,E)

How would the world be impacted if scientists before us had never done scientific drawings?(We wouldn’t know as much as we do now about the animal kingdom; or much else with out drawings ) (4.2D)

In what ways do you think that a drawing of the African dwarf frog will help you to compare the frog to other animals? (The drawing will help me to distinguish this type of frogs from other frogs; it will help us to compare the frog to other creatures we will be studying; it will help us to learn the parts of the frog; it could help us to describe the frog to others, or to build a model, etc.)(4.2C)

Students will use discussion with the class and the instructor to determine the purpose of scientific drawings. They will also discuss the important components of a scientific drawing. (4.2C,D,E,4.3D)

Explore Allow Materials Managers to retrieve the frogs in their aquarium habitats for observations. Give students about 10-12

minutes to make their observations and fill in Sheet 4-A: Observing the Frog.

Procedure 4 Let students know that they will be observing their frog in covered cups as they complete their drawings. You may want to make a transparency of Figure 4-1 from the Teacher’s Guide to guide students in knowing how to net

the frogs from the aquarium and place them into the mini cup habitats with a lid. Place 1-2 triple beam balances at a central area so that students can take their frogs to get their total mass. As the

teacher, you can mass the half cup of water by itself to get a general idea of the mass. At some point, the students will have to subtract the mass of the frog from your recorded mass of the cup of water. This will give them an idea of the mass of their frog. Water may be then be added to the cup(s).

To show students how to measure the length of their animals in the cup, teacher should model how to put ruler on top of lid of the lid and measure the animal so that it does not have to be picked up.

Procedure 5Facilitate the observations of the frogs as students complete Record Sheet 4-B: Drawing the Frog. Allow students to discuss their observations quietly with their group. Ask students to add any “Post-its” and questions to the posted class lists, “What We Would Like to Know about Frogs.”

Have students label the physical characteristics/ inherited traits, and adaptations on their drawings. It is probably too soon to observe any learned behavior from the frogs.

Final Activities 1 Towards the end of the explore activity, ask students to join another group for their first “science meeting.” Make sure

that they have their journals and activity sheets. Have them discuss what they observed. Final Activities 2

Before we started to observe our frogs, we all had some questions that we would like to know about the frogs. Where can we go for the answers to our questions if we do not find them through making observations? (We could

research from the library or Internet; we could possibly conduct an experiment, etc.)

Final Activities 3 Introduce Record Sheet 4-C: Science Discovery Sheet to them to let them know that there is a means for discovery

throughout this unit of study.

Students make initial observations of the frog in its habitat and record their findings on Sheet 4-A: Observing the Frog. (4.2B).

Students complete their drawings and begin to label the characteristics, inherited traits, and adaptations that they observe. (4.9B)

Students mix with other groups to conduct their first “science meeting” to share and discuss their observations. (4.2C,D)

Students are introduced the procedures to follow if thy need to do further research on their frogs. (4.2A)

Explain



You will need to review the Teachers “Background Information” from Lesson 3 to help you facilitate the discussion with the students about the adaptations and behaviors of the frogs.

Procedure 6 In what ways does having a drawing help you to better understand the written descriptions of the frog’s characteristics? Would a drawing alone give you the information you need about the frog? Where can we go for the answers to our questions if we do not find them through making observations? What are the physical characteristics/ inherited traits of the frog? (Dark spots on body and dark coloring on back; light

coloring on belly; smooth skin, their body shape and size, etc.) (4.2C, D, E, 4.8A) What are the adaptations of the frog that help it to meet its basic needs and survive in its habitat? (It has webbed feet

to swim and move in the water; it has claws that help it to dig into river banks; it has counter-shading – light on the underside so that as it swims above a predator it will blend in with the light and dark on the topside of its body because if a predator is above it, the frog will blend in with the muddy, dark bottom; it has long legs for jumping or moving in the water, they have large eyes to hunt their prey, it has a large mouth to gulp its prey, etc.) (4.2C, D, E, 4.9B)

Can you tell which frogs are males or females? (Not at this point. Usually females are bigger and stouter in body size.) What do frogs do in the wild to get a mate?(frogs vocalize and make calls to attract only the same species frog) Is this type of calling an adaptation for the frog’s survival and reproduction? (Yes) What other animals do you know that

vocalize or call to their mate? (Birds, whales, etc.) (4.8A, 4.9B)

Students review the purpose of scientific drawings and the information they give. (4.2D,E)

Students discuss their observations and describe the physical characteristics and adaptations that they discovered. (4.2C, D, E, 4.8A, 4.9B)

Elaborate If time allows, pass out the direction sheets so that students can make their own origami frogs. Once they have made

their models, have students compare their models to the real-world frogs. Assign different groups one of the questions below so that they can make a poster to present their information.

A) Allow students to work in groups to make a Venn diagram that compares the similarities and differences between their origami frogs and live frogs. (4.2E) B) How are the origami model frogs limited in their comparison to the real African Dwarf frogs? Make a list of their limitations with your group. (4.3C)

Students will complete a model of their origami frog. They will present the limitations of their model and /or a Venn diagram of the similarities and differences between the live frog and the model in a poster form. (4.2E, 4.3C)

Evaluate Have students work in their groups to complete their Record Sheets 4-A and 4-B making sure that they have

thoroughly labeled their diagrams and completed their observations.

Students will complete their data sheets with labels and observations. (4.2B-D)

Vocabulary: (Pertinent to the learning – specific) physical characteristic/característica física learned characteristic/características hereditarias adaptation/adaptación inherited trait/caracteríticas hereditarias


Other Materials of Possible Interest for Teacher: You will need a box or container to mix sand and humus for the Crabs habitat



Place books and magazines about frogs and amphibians in a center so that students can explore and make a list of other adaptations found in frogs. (4.8A)


Extensions 3 Have students research the differences between the adaptations of African Dwarf frogs and other frogs that are not totally aquatic. They should present their

Catching Waves

Africa is home to a frog that catches insects in a very unusual way. This frog, called the African clawed frog, has moist skin and is found in murky ponds and other wet environments.

When the dry season starts, the frog burrows into the mud to remain moist. It stays in the burrow without eating or moving until rainfall returns. This may take up to a year.

8th Grade TAKS

22 For rabbits, having white hair is an advantageover having dark hair in environments with —

F high levels of rainG a large number of competitorsH snow covered areasJ few predators



information as labeled diagrams of the adaptations. (4.8A) This frog cannot see well in the water or in the dark.

Still, it is very successful at catching insects.

When an insect lands on the surface of a pond, waves are sent across the water. TheAfrican clawed frog has many tiny detectors that sense where the waves are coming from. Many scientists believe that this frog can tell the size of the insect making the waves. And when two or more waves are made at the same time, it can tell exactly where each wave is coming from.

Was that a wave? Supper’s ready!

15 Which of the following is an inherited trait inAfrican clawed frogs?

A The location of wave detectors on the frogsB The location of the frogs in a pondC The number of insects eaten by the frogs in an hourD The number of times the frogs look for insects in an hour




Fourth Grading Period – Week 5 Friday & Week 6 Monday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What does a healthy system look like? (4.2D, E, 4.5A) What are some parts of the frog’s habitat system? What are some of the roles

of the parts?(4.2C, D, E, 4.5A) How is the frog a system? What are some of the major parts of the frog

system?(4.2C, D, E, 4.5A) What are the parts of an ecosystem?(4.2C, D, E, 4.5A) What populations make up the community of the frog’s ecosystem? (4.2C, D,

E, 4.5A) How is the frog’s natural ecosystem different from its classroom ecosystem?

(4.2C, D, E. 4.5A) What niche does the frog have in his natural ecosystem compared to his

classroom ecosystem?(3.8B, 4.2C, D, E) What are the producers, consumers, and decomposers in the frog’s classroom

habitat compared to the ones in his natural habitat? (3.8B4.2C, D, E, ) How is the energy that the frog gets in his natural habitat different from the

energy he gets from his classroom habitat? (2.9B4.2C, D, E, ) What are the basic needs of plants?(2.9A) What structures of plants help them to meet their basic needs?(2.9A) How does a plant get its energy to grow?(4.2C, D, E ,4.11C) How does the way a plant gets energy differ from the way an animal gets its

energy?(3.8B4.2C, D, E, ) What are the parts and the roles of the major parts in the elodea plant system?

(4.2C, D, E, 4.5A) What is the role of the elodea in the frog’s aquatic ecosystem?(4.2C, D, E,

4.5A)




Students can demonstrate that repeated investigations increase the reliabilityof results. (3.4B)


Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms within an organism.

(3.8A) Identify organisms with similar needs that compete for resources (3.8B) Students can describe environmental changes in which organisms would become

ill, thrive, or perish.3.8C) Students can describe the habitat and the organism as a system with parts that

work together (3.5A) Students can identify and compare the adaptive characteristics of different species

that allow members within a species to survive and reproduce. (3.9A,B) Students can distinguish between and provide examples of inherited and learned

traits.(3.10A,B)The Teaching Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

5E Model of Instruction Use the Harcourt Science Textbook Readings: B6-B9, “Characteristics of Systems;” B12-B17, “Parts of Ecosystems;”

“What Makes Up An Ecosystem; B20-B23, Living Things in Ecosystems” A64-A67, Life Support for Plants; and A70-A71, “The Function of Plant Parts.”

Important Teacher Note: Fiddler Crabs will be delivered to your campuses by Carolina Biological sometime Tuesday. Please make sure that the habitat materials are ready for the students as they will be the ones

responsible for setting up the habitats.

Prepare for this unit by Reading the following teacher sections before beginning the lesson, “Overview and Objectives,” “Background,” “Materials,”

and “Preparation.” Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the conservation




and disposal of resources when applicable. (4.1A,B)

The main purpose: I can identify and describe the roles of some organisms in living systems. (4.5A) I can observe and describe the habitats of organisms within an ecosystem. (3.8A) I can observe and identify organisms with similar needs that compete with one another for resources such as food, water, oxygen , or space. (3.8B)

Engage All students will need their Harcourt Science Textbooks to read and jigsaw the important information from the reading.

Students will also be using their frog habitats to display and present the findings from their readings. Place the following terms on the board for students to brainstorm what they already know about :

SYSTEMS PARTS OF ECOSYSTEMS

LIVING THINGS IN AN ECOSYSTEM

LIFE SUPPORT FOR PLANTS

Ask students to add things that they know about the above terms. What do you know about systems? (Systems are made up of parts that work together). (4.5A) What systems did we observe yesterday? (The frog is a system; the frogs’ habitat is a system) (4.5A) What do you know about the parts of the frog’s mini- ecosystem? (The ecosystem has plants; it has living and non-living

things in it; etc.) What did we observe in our mini-ecosystem yesterday? (The living and non-living parts work together; etc.) What do you know about the living things that are part of the ecosystem? (The living things in the aquarium ecosystem

work together to make an environment, the living things need the non-living factors; etc.) What did we observe yesterday about the living things that are part of the ecosystem? (Some move; they have certain

physical characteristics/traits; etc.) What do you know about plants and what they need to survive? (Plants have leaves, stems, roots; plants make their own

food; plants need to breathe, water, sunlight, etc.)

Students will set up a brainstorming chart in their journals to begin discussion on what they know about the topics in the table. (4.2E)

Students review and discuss what they know about systems, ecosystems, how things interact in an ecosystem, and what they know about plants. (4.2C,D)

Explore Split your class into fourths. This should be about 4-5 students per group. Have each group work with buddies in their

groups to buddy -read their assigned section and to complete one of the poster projects for their group. After reading, the group will have to come up with two posters to summarize what they read. The posters should have new vocabulary from the reading and relate the content they read to their aquatic frog habitats. After students have read they may want to use their frog habitats to help them for comparison.

Group A: Read using the Harcourt Science Textbook pp. B6-B9, “Characteristics of Systems.” Poster 1 - They will also need to make a poster with a diagram of the frog’s aquarium habitat and describe all its parts as a

working system. Have them label the parts of the aquarium habitat and describe the role of the parts in the system. Have them refer to WB61 to guide them. What are some parts of the frog’s habitat system? What are some of the roles of the parts? (3.8A,4.2C, D, E, 4.5B)

Poster 2 - They should also make a poster of the frog system and label major parts of the system. Have them label the major frog parts and describe the role of the parts in the frog system. How is the frog a system? What are some of the major parts of the frog system? (4.2C, D, E, 4.5A, 4.8A, 4.9B)

Group B: Read the Harcourt Science Textbook pp. B12-B17, “Parts of Ecosystems.” Poster 1 - They will also need to make a poster with a diagram of the frog’s aquarium habitat and describe it as a mini

ecosystem, and describe the members of the community of the system. What populations make up the community of the frog’s ecosystem in the wild and in the classroom habitat? (In the wild, there are so many more populations that he has to deal with – fish, alligators, snakes, plants, insects, etc.; in the classroom, he only deals with one plant, another frog, and no

Students work in cooperative groups to buddy read for information on various topics.(4.2C,D)

Students design posters and charts to share the information with their peers. (4.2E)

Students will relate and review animals, plants, and habitats/ecosystems as systems. (4.5A)

Students will review the ways that plants and animals differ in meeting their basic needs, differ in the niches that they have, and differ in their roles in both the classroom and wild ecosystem. (3.8A, B, 4.8A)



predators) (3.8A,B, 4.2C, D) Poster 2 – They should use the Frog habitat sheet to make an enlargement go the frog’s natural ecosystem and compare it

to its classroom ecosystem. How is the frog’s natural ecosystem different from its classroom ecosystem? (3.8A, 4.2C, D)

Group C: Read the Harcourt Science Textbook pp. B20 –B23, “Living Things in Ecosystems” Poster 1 - They will also need to make a poster with a diagram of the frog’s aquarium habitat and list the roles of the frog in

his ecosystem. For example, the frog is a consumer that eats the blood worms or other living things in his environment. They need to note that in his natural habitat, he is a predator and a carnivore, which are also his niche.

What is a niche? (A niche is an organism's job description. What does he/she do for his habitat? What is the frog's role in his habitat? Is he a producer, a consumer?)

What niche does the frog have in his natural ecosystem compared to his classroom ecosystem?(The frog is a predator and preys on smaller freshwater organisms than himself; he is a consumer because he cannot make his own food) (3.8B, 4.2C, D, E))

Poster 2 – Students should make a food chain that starts with the Sun and shows how the energy flows in the frog’s mini ecosystem. They need to label the organisms as producers, consumers, and or decomposers. If there are none, then they can list some that would be included in the frog’s natural habitat. (2.9B, 4.3A, 3.8B, 4.2C, D, E)

What are the producers, consumers, and decomposers in the frog’s classroom habitat compared to the ones in his natural habitat? (In the classroom habitat, the frog has only one type of producer (elodea); he is the only consumer in his classroom habitat and in the wild he has to compete with many other consumers; in the class he also has no predators like he does in the wild; bacteria are the decomposers in both habitats but the classroom ones will probably not grow as much we are changing the water system in which they live – in the wild, there are probably many more decomposers.) (3.8B, 2.9B, 4.2C, D, E)

How is the energy that the frog gets in his natural habitat different from the energy he gets from his classroom habitat?(The frog in its natural habitat is a predator and has a variety of food to prey on in an average pond ecosystem; In the classroom, he must rely on us to feed him his freeze dried food) (2.9B, 4.2C,D, 3.8B)

Group D: Read the Harcourt Science Textbook pp. A64 –A67, “Life Support for Plants” and A70-A71, “The Function of Plant Parts.”

Poster 1 – Students make a poster of a plant system and label the parts. They will need to describe the roles of their parts as well. What are the parts of a plant system?(A plant has roots, stems, leaves)(2.9A,B)

How does a plant get its energy to grow? (Plants are producers and get their energy for the Sun to make their own food.) (4.11C) What are the basic needs of plants? (Plants need a source of light or the Sun to make their own food, they need water,

space to grow, carbon dioxide, etc.) (2.9A) What structures of plants help them to meet their basic needs?(Plants have leaves to make their food with the help of the

Sun; roots to anchor them down; stems to help support them as they grow; flowers to attract insects to pollinate them, etc. How does the way a plant gets energy differ from the way an animal gets its energy? (Plants are producers and get their

energy from the Sun to make their own food; animals are consumers and have to rely on eating/consuming other living things to get their energy) (4.8B)

How does a plant use Carbon Dioxide during photosynthesis to make Oxygen? (4.8A)

Poster 2 -They will need to describe the elodea as a system with parts, label the parts, and describe the role of the parts in the elodea system. Refer to the Elodea handout for reference.

What are the parts and the roles of the major parts in the elodea plant system? (The stem gives the elodea strong support as it grows at to great heights to reach the Sunlight. It is anchored into the gravel or bottom of a river by its roots; the roots help to anchor it and to pass nutrients to the plant. The leaves make the food for the plant through photosynthesis. The bottom of the leaf is where carbon dioxide is taken up and oxygen is given off, etc.)(4.5A,B)

What is the role of the elodea in the frog’s aquatic ecosystem? (The elodea takes in the carbon dioxide (breathed out by the frog) and converts it to oxygen for the frog.) (4.5A, 2.9B)




http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/wk5%20elodea%20info%20sheet.doc

BREAKPOINT

BREAKPOINT

Explain Allow student groups to briefly present their posters to the class with the information that they gained from the reading.

Use the answers in the guide to help facilitate the correct information to the class. As students present, have the other students record the information into their journals. Post the information around the room.

Students present their information to the class in poster format. (4.2B,D)

Elaborate

To apply what was taught, students can complete pages WB33 and WB69 for homework and review of the content read and discussed.

Students will use workbook pages to review the content shared in class. (4.2C,D)

Evaluate Students should be able to answer these questions in their journals. What does a healthy system look like? (4.2D, 4.5A) What are some parts of the frog’s habitat system? What are some of the roles of the parts? (4.2C, D, 4.5B) How is the frog a system? What are some of the major parts of the frog system? (4.2C, D, 4.5A) What are the parts of an ecosystem? (3.8A) What populations make up the community of the frog’s ecosystem? (3.8A, 4.2C, D) How is the frog’s natural ecosystem different from its classroom ecosystem? (3.8A) What is a niche? (4.2C, D, 4.8A) What niche does the frog have in his natural ecosystem compared to his classroom ecosystem?(3.8B, 4.2C, D) What are the producers, consumers, and decomposers in the frog’s classroom habitat compared to the ones in his natural

habitat?(3.8AB) How is the energy that the frog gets in his natural habitat different from the energy he gets from his classroom habitat?

(2.9B, 4.2 C, D) What are the basic needs of plants? (2.9A, 4.2C, D) What structures of plants help them to meet their basic needs?(2.9A, 4.2C, D) How does a plant get its energy to grow?(4.2C, D, 4.11C) What is the major source of energy for plants? (4.2C, D, 4.11C) How does the way a plant gets energy differ from the way an animal gets its energy?(4.2C, D, 4.8B) What are the parts and the roles of the major parts in the elodea plant system?(4.2C, D, 4.5A,B) What is the role of the elodea in the frog’s aquatic ecosystem? (4.2C, D, 4.5B)


Students will analyze and interpret information to construct reasonable explanations about the ways that plants and animals differ in meeting their basic needs, differ in the niches that they have, and differ in their roles in both the classroom and wild ecosystem. (3.8A, B, 4.8A)

Vocabulary: (Pertinent to the learning – specific) carbon dioxide/dióxido de carbono nutrients/alimentos photosynthesis/fotosíntesis niche/nicho producer/productore consumer/consumidore decomposer/descomponedore population/población community/comunidad

ResourcesMaterials Needed:Other Materials of Possible Interest for Teacher:





Place pictures from books and/or magazines and books in a center of different ecosystems so that students can practice identifying the parts of the ecosystem. (3.8A)


Place pictures from books and/or magazines and books in a center of different ecosystems so that students can use the information to make informational posters of food chains and the flow of energy in different ecosystems. (2.9B, 3.8B)


48 A student researches brown pelicans for a report. Based on the traits listed in the chart above,which statement should be included in the report?

F Brown pelicans have adaptations for fishing in coastal ecosystems.G Brown pelicans have adaptations for eating small rodents in grassland ecosystems.H Brown pelicans have adaptations for hunting for insects in desert ecosystems.J Brown pelicans have adaptations for cracking open coconuts in tropical ecosystems

8th Grade TAKS

32 Which of the following is the best conclusion based on the two maps shown above?

F Prickly pear cacti and javelinas live in some of the same areas.G Prickly pear cacti are a food source for javelinas.H Javelina populations are larger than prickly pear cacti populations.J Javelina are necessary for prickly pear cacti survival





What do most zoos and aquariums have in their habitats? Why? (4.2B-D) What are the important elements of the Fiddler Crab’s environment and habitat?

(3.8A) Why did you choose these as important? (4.2C, D) What are some of the living things in the crab’s habitat system? (the crabs and

the elodea plants) (2.8A, 4.2C, D, 4.5A) What are some of the non-living things that you wrote down that are in the

crab’s habitat system ( 2.8A,B, 3.8A, 4.2C, D) How is the crab’s habitat a system? (4.2C, D, 4.5A) How do the living and non-living parts of the crab’s habitat system help the crab

thrive in its environment? (2.9B, 3.8C, 4.2C, D) Why should a plant be part of the crab’s habitat system? How does the plant

help the crab? (2.9B, 3.8A, B, 4.2C, D, 4.5A) Why is it important not to over-feed the crabs or place too much food in the

water? (4.2C) What does it mean for the environment in the tank to be contaminated? (It is not

suitable for the crabs to live it; it is unhealthy) (4.2C,D) What causes a tank to become contaminated? (4.2C,D)

How will a contaminated environment affect our crabs? (3.8C) If we keep over-feeding the crabs, how will their environment change over time?

(3.8B). Can we use the water just from the faucet? (No) Why not? (4.2C,D) What are some situations where the crabs could become ill in their classroom

habitat? (4.2C,D, 3.8C) What are some situations where the crabs would perish in our classroom

habitat? (4.2C,D,3,8C) What is the crab's niche in its environment? (3.8B, 4.2C, D)






Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms within an organism.(3.8A) Identify organisms with similar needs that compete for resources (3.8B) Students can describe environmental changes in which organisms would become ill,

thrive, or perish.3.8C) Students can describe the habitat and the organism as a system with parts that work

together (3.5A) Students can identify and compare the adaptive characteristics of different species that

allow members within a species to survive and reproduce. (3.9A,B) Students can distinguish between and provide examples of inherited and learned traits.

(3.10A,B)


The teacher will… So students can…5E Model of InstructionUse the STC Animal Studies Lesson 5: Living Where Land and Water Meet: Fiddler Crabs



and disposal of resources when applicable. (4.1A,B) Reading the following teacher sections before beginning the lesson, “Overview and Objectives,” “Background,” “Materials,”

and “Preparation.” Advance Preparation: Refer to steps 1-11 in the “Preparation" section of the Teacher’s manual. It is a good idea to recruit student helpers to prepare the saltwater mixture and the sand-humus mixture for the class.

Refer to steps 4-5 in the “Preparation Section.” Make copies of the Animal Log Checklist for each student. Measure out 2 cups of gravel with a measuring cup or graduated cylinder to find out how many milliliters are in a cup. There




are 250ml in 1 cup. This way students can use graduated cylinders and metric units to retrieve their gravel for their habitats instead of standard measurements – as per TEKS.

PLEASE NOTE: You may need to purchase Freeze dried blood worms from Wal-Mart or a pet store for the frogs. The main purpose of this lesson … I can describe the living and non-living parts of the crab habitat system. (4.5A) I can describe the effect of removing a part of the crab’s habitat system on the frog. (4.5B) I can use tools to measure out the materials I need in setting up a Fiddler crab habitat. (4.2D, 4.4A) I can describe how over-feeding can make a crab ill or perish (3.8C)

EngageProcedure 1 and 2

Have students make a Habitat Information Table. Refer to Figure 5-3 in the Teachers Guide. Teacher should begin a class one to fill in for the class. Engage the students by filling out the Habitat Information Table for the frog together.

Students should refer to their charts and tables from Lesson 2. What are the important elements of the Fiddler Crab’s environment and habitat? (3.8A) What kind of environmental system will we have to set up? (A land and water environmental system? (4.5A)

Procedure 3 Remember that the crabs must get the right amount of each material to have a balanced system/ habitat in which to live. Show the students the materials to make the habitat. Why is it important that the crab habitat have a model of the hairgrass?

(4.2C) What do most zoos and aquariums have in their habitats? Why? (They have substitutes for the real elements because it is difficult to have the real items and keep them alive.) (4.2B-D)

Procedure 4 Set the group roles so that the Group Directors can begin to read the “Students Instructions for Building a Fiddler Crab

Habitat. “ You will be facilitating the set-up of the habitat throughout this lesson by asking questions that clarify the directions and stimulate discussion.

Students review the important components of the African Frog’s habitat as a review of the previous day’s lesson. (4.2D,3.8A)

Explore (Guided)Procedure 4 – clarifying directions cont’d

Group Directors will read steps 1-5 to their groups. Directors are to make sure that all members of the group are involved in the set-up so they may assign different roles to different group members. After they have read the steps, pose the following questions to the class for clarification:

What information will you be marking with a marker? (a waterline 2.5cm from the top of the container)(4.2D) How much sand-humus in milliliters, will you add to the habitat system? (4 1/2cups = 1050ml)(4.2D, 4.5A) What two things do we need to do with the sand-humus mixture? Why? (“Bulldoze” it to the opposite side and leave the bowl

kind of buried or level with the sand. Gradually slope the mixture and fill in the spaces between the bowl and the tank sides so that it is even with the bowl.) (4.2D)

How high should the depth of the mixture be on – measured from the outside of the tank? (It should be 5 cm in depth) (4.4A, 4.2B)

Group Directors will read steps 6-end to their groups. After they have read the steps, pose the following questions to the class for clarification;

How will we plant the model marsh plant?(4.2D) (Use a spoon to bury it into the sand about 2.5cm deep and about 1 inch in front of the bowl.)

What is the purpose of the marsh plant in the ecosystem? (Hiding, and protection) (4.5A) What type of water will we put in the bowl? (saltwater) How deep should it be? (1.3cm deep)(4.2D) Why is it important to check the water level everyday?(The water evaporates) (4.2D) How often will you and your team members need to change the crab’s water? (4.2D) Please let the students know that we will be modifying the directions by adding elodea to the saltwater in the bowl because it

helps their survival rate. Procedure 5-7

As they are setting up their salt marsh habitats, students who are the Recorders should be making a list of the living and the non-living things in the crab’s habitat. Once Directors let you know that their group is ready, distribute two crabs to each

Student Directors go over the procedures for setting up a crab habitat with their groups. (4.2D)

Students clarify certain techniques and procedures that will be used through question and answer with their instructor. (4.2B,D)



group – one female and one male. (Male fiddler crabs can be distinguished by their claws. (A male fiddler crab has one claw that is very large compared both to its other claws. The females have two small claws.)

As I am distributing crabs to all of the groups, observe your habitats. Have your group reporters record your group’s answers to the following questions. You will be sharing these answers with the class during our discussion time.

What are some of the living things in the crab’s habitat system? (the crabs and the elodea plants) (2.8A, 3.8A, 4.2C, D) What are some of the non-living things that you wrote down that are in the crab’s habitat system? (sand, humus, air, salt

water, the water temperature, etc.) (2.8B, 3.8A, 4.2B, C, D) NOTE: Make students aware of the fact that crabs are not pets.

Procedures 8-9 Do the crabs have everything that they need at the moment to survive? Why or why not? ( They don’t have food) (2.9B,

3.8B, 4.2B) What kind of food do we need for the crabs? What does he like to eat based on previous conversations? (live or dead food

like mini animals that live in his environment, etc.) Crabs in captivity (not in the wild) are feed freeze-dried plankton from pet stores. This is food source is freeze dried and

provides a healthy diet. It would be too difficult to provide fresh food from the marsh since San Antonio is not a city situated near an ocean or coastline.

Let students know that because these crabs live on the beaches, they are also scavengers and can consume debris in a beach setting. You can also feed them pieces of apple, banana, or lettuce in small amounts to help supplement their diet. You will need to fill your small containers up half way with the plankton food so that your group has their own feeding supply for your crabs.

Assign all groups a letter for their items.

Procedure 10 Have the students feed the crabs and record their observations about their feeding behaviors. Let students know that these questions will be asked each time they feed the crabs and that they will need to keep track of

their observations in their journals. Make sure that they add the date the time to their journal entries. What happened when you put the food in the tank? (4.2B,D) Did the crabs respond to the food the same way that the frogs did? (4.2B-D) How are the crab’s responses different than the frogs? (4.2B-D) How much did the crabs eat? Do the crabs eat at the bowl or carry off their food?(4.2B,D) Make sure students remove all

uneaten food at 2:30 daily. Otherwise, it will smell.

Procedure 11 Focus students on the Venn diagram that you will create as a class for the crab. Use their group’s recorded data from

procedures 5-7.


Students observe and describe the habitat by determining all of the living and nonliving things in the crabs habitat. (2.8A,B, 3.8A)

Students learn how to feed the frogs and what type of food source they will be using. (4.2B,D)

Students feed their crabs, observe their behavior and describe the results in their journals. (4.2B,D)

Students create a Venn diagram with their instructor that includes the living and non-living components of the crab’s habitat. (4.2E)


ExplainProcedure 12

After students have made their observations, facilitate the discussion of crab care with the students. FEEDING: Our goal is to help the creatures that we study “thrive” in their new habitats. How is the crab’s habitat a system? (4.2C, D, 4.5A) (The habitat has many parts that must work together to support and

sustain the frog.)

How do the living and non-living parts of the crab’s habitat system help the crab thrive in its environment? (The nonliving factors in the aquarium have an affect on the living parts of the system. If the nonliving parts provide a healthy environment

Students are introduced to the word thrive as their class goal in making a habitat in which the frogs will thrive. (3.8C, 4.2D)

Students observe, identify, and describe the food that the frogs need to meet their basic needs and justify why it must be purchased. (2.9A, 4.2B,D)

Students discuss the affects of over-feeding



for the crab) How can we make sure our crabs thrive in their new habitat? (Feed them the right amount regularly; keep their habitats

clean; keep their basic needs met, etc.)(3.8C, 4.2D) Why do you think we have to use processed/prepared food instead of live food for them? (We don’t live near a marsh; we are

not prepared to catch the food; it's too hard: it’s expensive, etc.)(4.2C) Why is it important not to over-feed the crabs or place too much food in the container? (Food will be wasted; left over food

makes the habitat dirty and unhealthy and we will have to clean it more; makes more bacteria or mold to grow, it will stink, etc.) (4.2C)

How many times do you think we should feed the crabs per day? (1-2 times per day).Where do we need to place the food? (4.2D)

What should we do if there is still food left in the tank from the day before? (skip the feeding) What if the food is still in the bottle cap? (This indicates overfeeding - remove the food with a spoon so that it doesn’t contaminate the tank). (4.2D)

How will a contaminated environment affect our crabs? (It will make them become ill or perish) (3.8C) If we keep over-feeding the crabs, how will their environment change over time? (The food will build up and create bacteria

growth and mold and it will smell) (3.8B). What are some situations where the crabs could become ill in their classroom habitat?(Leaving old foods in their habitat; the

build up of bacteria; water contamination; not providing salt water just freshwater, etc.) What are some situations where the crabs would perish in our classroom habitat? (Having the water dry up; not feeding

them; etc,) WATER: How will we change the water for the crab's habitat? (We will need to keep a supply of conditioned saltwater) What do we need to make conditioned salt water? (A product called Instant Ocean). Will we still have to use water conditioner or dechlorinator? (Yes) Why? How are we going to dechlorinate the water? (Use

the dechlorinator drops OR leave water out in pails so that in 1-2 days the chlorine will escape from the water and it will be conditioned for the aquarium.) (4.2C).

Describe to the students how often they will need to do water changes and the techniques they will use. Have the students who prepared the saltwater explain how it was done. Have them explain how to change the water once a week.

Why is it important to not spill the water onto the sand –humus mixture? (The crabs need some dry places in their habitat.) HABITAT: Why will we have to worry about the temperature? (All living things have an optimal temperature in which to thrive. What is the optimal temperature for the crabs? The crabs are more active at temperatures between 15– 20°C (60-68°F). Are the crabs cold-blooded or warm-blooded? (Cold-blooded) (2.9A) How does cold temperatures affect the cold-blooded

animals like the crabs? (The cold make these animals slow down their activity because they cannot regulate their body temperature).

How can we control the temperature of the crab’s habitat? (We need to place the habitat in a well-lit area away from excessive heat and drafts; possibly by the window for sunlight. (4.2C,D,3.8C)

What affect will hot temperatures have on the crabs and their habitat? (The water in their bowl will evaporate faster and the crabs could possibly become ill, or perish)(3.8C,4.2C)

Refer to the management Tip to manage the marshy smell of the crab’s habitats. Final Activities 1 Student groups must add the crabs to their chart for feeding, checking habitat temperature, and water changes for a two

week time period. The list must give each member a duty and all members should experience all duties during the rotation. Refer to Figure 3-6 in the Teacher’s Guide:

For example - WEEK 1Weekly Duties Monday Tuesday Wednesday Thursday FridayFeeding Person:

Time:

Rinsing elodea :

the crabs and how overfeeding could lead to the environment changing and the crabs may become ill or perish. (3.8C)

Students will discuss the effects of other situations that will make the crabs perish.(3.8B)

Students will discuss the importance keeping the saltwater mixture available for crab water changes and the procedures for making the salt water and conditioning the water. (4.2C,D, 3.8C )

Students will discuss the possible affects on the frogs and their habitat if the temperatures change in the aquarium. (3.8C, 4.2C)

Students will add to their chart in their journals to assign duties for their group members for a two week period on caring for the crabs. (4.2E)



Checking Temperature:

Checking for and removing cloudiness :(food/algae growth)

Other needed duties (taking care of spills, refilling food, keeping track of water levels etc.)

Elaborate Final Activities 2-4 can be done as a follow-up to this lesson or during your Language Arts time. Have students buddy read, the reading selection pp. 24-25 of the Students Activity Guide, “Diving into Dolphin Behavior.”

Assign different questions to each group to answer out loud for the class. Students should also answer in their journals: How do people study dolphins? (4.2C,D) How is animal research you are doing similar to the dolphin research being done at the research center? How is it different?

(4.2C,D)

What have scientists learned about dolphin behavior that will help society or the environment in today’s world? (4.3D) How is your animals log similar to the data sheet the research center is using? How is it different?(4.2C,D)

Students will buddy read pp. 24-25 of the Students Activity Guide, “Diving into Dolphin Behavior.” They will compare their research techniques and strategies to those of researchers in the real world. (4.2C,D)

Students will decide how dolphin research has helped society today. (4.3D)

Evaluate Final Activities 1 As student groups share out their questions, record them on the overhead projector and have students record them onto their

Animal Log Checklists. Use Figure 3-2 as a guide in questioning for the logs. Have students to come up with 5 questions that they have about the Fiddler crabs and attach them to the list, “What We

Want to Know about Crabs.” (4.2A) These questions will be answered during the next class session of observation of the crabs.

Make sure that students can answer the questions that pertain to the crabs and their habitats: Has anyone ever been to a zoo? What do you think most zoos and aquariums have in their habitats? Why? (They have

substitutes for the real elements because it is difficult to have the real items and keep them alive.) (4.2B-D) What are the important elements of the Fiddler Crab’s environment and habitat? (3.8A, 4.2C, D) What are some of the living things in the crab’s habitat system? (the crabs and the elodea plants)(2.8A, 4.2C, D 4.5A) What are some of the non-living things that you wrote down that are in the crab’s habitat system? (Sand, humus, air, salt

water, the water temperature, etc.)( 2.8A,B, 3.8A, 4.2C, D,) How is the crab’s habitat a system? (4.2C, D 4.5A) (The habitat has many living and non-living parts that must work together

for the frog to thrive) How do the living and non-living parts of the crab’s habitat system help the crab thrive in its environment? (3.8C,4.2C, D) Why should a plant be part of the crab’s habitat system? How does the plant help the crab? (4.2C, D , 4.5A) (It will help with

a place to hide and it will provide oxygen to the water) Why is it important not to over-feed the crabs or place too much food in the water? (food will be wasted; left over food makes

the tank dirty and unhealthy and we will have to clean it more; makes more bacteria grow, it will stink, etc.) (4.2C)

What does it mean for the crab’s environment in the tank to be contaminated? (This means that the conditions in the tank can hurt the crabs)

How will a contaminated environment affect our crabs? (It will make them become ill or perish) (3.8C) If we keep over-feeding the crabs, how will their environment change over time? (The food will rot and grow bacteria that

Students will record more question that they want to ask in their Animal Log Checklists. (4.2A-E).

Students will record all of their observations about the crab’s habitat in their journals. (4.2D)

Students will add their questions to the class chart - “What we Want to Know About Crabs.”

Students, through their hands-on exploration, will be able to analyze and interpret information to construct explanations about the basic needs of crabs and crab care; the living and non-living components of their habitat; ways that their living conditions can make the crabs ill, thrive, or perish; and the habitat as a system, (2.8A,B, 2.9A,3.8A,C,4.2 A-E, 4.5A).



makes an unhealthy environment of them. ) (3.8B) Can we use the water just from the faucet? (No) Why not? (The crabs water must be a mixture of saltwater and freshwater

[brackish water].)(4.2C,D) What are some situations where the crabs could become ill in their classroom habitat?(Leaving old foods in their habitat; the

build up of bacteria; water contamination; not providing salt water just freshwater, etc.)(4.2C,D, 3.8C) What are some situations where the crabs would perish in our classroom habitat? (Having the water dry up; not feeding

them; etc,)



Graduated cylinders Thermometers


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students who need additional support? Extensions 2 Have these students work with a partner to make a

Venn diagram that compares the crab’s classroom habitat to its natural habitat. (4.2E)

What do you do for students who master the learning quickly? Extensions 3 Have students research the native species of

hermit crabs that live in the United States and create a display for the class. (4.2C,E)


11 The top chart shows some characteristics of four habitats. In which habitat would a black bear mostlikely be found?

A QB RC SD T

8th Grade TAKS

30 The picture shows the results of an experiment to investigate the effect of light on plant growth. The conclusion is weakened by the — F slope of the soilG color of the light sourceH flow of air into and out of the roomJ length of time for the experiment





What are some inherited traits of the crabs? (4.2C, D, 4.9A,B) What are some adaptations for the crabs? (4.2C, D, 4.8A,B) What are some learned characteristics of the crab?(4.2C, D, 4.9A,B) What have we learned from making a scientific drawing when we studied

the frog? (4.2C,D) What are the body parts that crabs use in the water? (4.2B,D, 4.5, 4.8A) What are the body parts that crabs use on the land? (4.2B,D, 4.5, 4.8A ) What are the physical characteristics/ inherited traits of the crab? (2.9A,

3.9A,4.8A) Do these characteristics help the crab to survive? (Yes) (4.8A) What is the difference in the claws of the crabs? Why? (4.2C,D, 4.8A) What do crabs do in the wild to get a mate?(4.8A, 4.2C, D) How does the large claw for the male crabs help them to survive? (4.8A)

How does it help them to reproduce? (4.2C, D, 4.8A) Is having one claw larger than the other an adaptation for the crab’s

survival and reproduction?(4.2C, D, 4.8A) What are the adaptations of the crab that help it to meet its basic needs

and survive in its habitat? (2.9A,3.9A, 4.2C, D, 4.8A) Are their any behaviors that you think that the crabs have learned in their

new habitat? (4.2C, D, 4.9A,B) How is the crab’s natural ecosystem different from its classroom

ecosystem?( 4.2C, D, 4.5A) What niche does the crab have in his natural ecosystem compared to his

classroom ecosystem?(3.8B,4.2C, D,) What are the producers, consumers, and decomposers in the crab’s

classroom habitat compared to the ones in his natural habitat? (3.8B, 4.2C, D) How is the energy that the crab gets in his natural habitat different from the

energy he gets from his classroom habitat? (2.9B4.2C, D,, ) How is it the same?











traits.(3.10A,B)



Use the STC Animal Studies: Lesson 6 – Observing Frogs More Closely Important Teacher Note:



“Materials,” and “Preparation.” Advance Preparation: Refer to steps 1-7 in the “Preparation" section of the Teacher’s manual. Make copies of the following for each student: Record Sheet 6-A: Observing the Fiddler Crab and Record

Sheet, 6-B: Drawing the Fiddler Crab. Make available Record Sheet 6-C: Science Discovery Sheet.




The main purpose of this lesson I can describe the role of the parts of a frog’s habitat system. (4.5A) I can identify the crab as a system and describe the role of its parts. (4.5A)

Engage Today we will be studying the crabs more closely and recording our observations. We are first going to study them in

their habitats and then in smaller containers. Refer students to their folded paper with the meanings of the words adaptation, physical characteristics, inherited trait, and learned behavior.

Remind students that they will be using the words physical characteristics and inherited traits synonymously. What kinds of things will we be looking for when we observe the crabs? (We are looking for adaptations and inherited

traits; also learned characteristics, etc.) (4.2 A, B, C, D, 4.9A, B) You may need to remind students of the following terms: What is an adaptation? (An adaptation can be passed on to an organism from parents (inherited) and it is a body

structure or behavior that enables an animal to better survive or to reproduce. It can also be the process by which an organism changes to meet its needs in its environment.) (4.2C, D, 4.8A, B)

What is an inherited trait and is it the same as a physical characteristic? (Yes; it is used to describe an organism and it is a trait that has been passed down form its parents) (4.2C, D, 4.9A)

What is a learned characteristic? (Something that an animal or organism has learned either from being taught or from an experience in their environment.) (4.2C, D, 4.9A, B)

How are learned characteristics different from the other terms? (These are skills that have been taught at one time or another in the organisms life time) (4.2C, D, 4.9A, B)

Procedure 1 Record students responses to the following questions: What physical characteristics/inherited traits of the crabs should we focus on? Be specific. (Size, shape, color, body

covering, appendages, other parts that the crab does not have; etc.) (2.9A) Which tools should we use to measure and record important features and physical characteristics of the crabs?

(cameras, hand lenses, rulers, and balances) (4.2A, 3.8A, 4.4A)

Procedures 2-3 Have students refer to Sheet 4-A: Observing the Frog. Please refer to Record Sheet 4-A: to transfer the following categories of observations from the frog sheet to

the crab sheet – Movement, Getting Food, Body Characteristics (size, shape, color, and covering), Eyes and other sensory organs, Methods of protection, etc.

What other physical characteristics should we add to the crab information sheet? (4.2C, 4.8A)

Refer students to Record Sheet 4-B: Drawing the Frog and ask the following questions: What have we learned from making a scientific drawing when we studied the frog? (The drawing has helped us to learn

about something new; it helps us to identify the parts, remember what we have observed, etc.) (4.2C,D) How is a drawing a model? What are its limitations? (4.3C)

What should be included in a scientific drawing of the crab? (The drawing should have labels, show the different parts; be detailed; drawn carefully; be large or clear)(4.2D,E)

Will everyone’s drawing look the same? (No) Is this acceptable? (Yes) Why is it good to have different views of the crab? (We can see different parts, it can show all his sides; etc.,) (4.2C)

Students use the scientific terms to describe what they are looking for in the crabs as they observe them. (3.8A, 4.8B, 4.9A)

Students decide which inherited traits they will focus on for the crabs and what tools they should use. (2.9A,4.2A, 3.8A,4.4A)

Students will review tools that will help them to discover the physical characteristics of the crabs.(4.2A,4.4A)

Students will add the physical characteristics to be studied to their charts. (4.2E)

Students will use discussion with the class and the instructor to determine the important components of a scientific drawing and strategies for drawing the crab. (4.2C,D,E,4.3D)

Explore Allow Materials Managers to retrieve hand lenses for their groups and the crabs in their marsh habitats for

observations. Give students about 10-12 minutes to make their observations and fill in Sheet 6-A: Observing the Fiddler Crab.

Students make initial observations of the crab in its habitat and record their findings on Sheet 6-A: Observing the Fiddler Crab. (4.2B).



Procedure 4 Let students know that they will be observing their crabs in covered cups as they complete their drawings.

Procedure 5 Net the crabs for each pair of students. Refer to Figure 6-2 to guide you. Facilitate the observations of the crabs as students complete Record Sheet 6-B: Drawing the Fiddle Crabs. Allow

students to discuss their observations quietly with their group. Ask students to add any “Post-its” and questions to the posted class lists, “What We Would Like to Know about Crabs.”

Have students label the physical characteristics/ inherited traits, and adaptations on their drawings. It is probably too soon to observe any learned behavior from the crabs.

Have the Triple beam balances available for students to mass the Fiddler crabs in their cups. Allow them to explore the mass of the cup, saltwater, and lid by themselves and determining the mass of the crab as they subtract the two.

Procedure 6 Student pairs share information and their observations with each other. Give students “Post-it” notes to add new questions to the list, “What We Would Like To Know about Crabs.”

Procedure 8 Students should record their observations into their animal logs and use check off the list for questions that they have

answered from their observations. Students should clean-up their materials before the class discussion.

Have students pick up Record Sheet 6-C: Science Discovery Sheet to add questions for research and discovery. (4.2A)

Students collect information by observing in order to communicate new knowledge by completing their drawings and begin to label the characteristics, inherited traits, and adaptations that they observe. (4.9B)

Students mix with other groups to conduct their second “science meeting” to share and discuss their observations. (4.2C,D)

Students use their animals' logs and checklists to check off any questions that they have answered. They will also add more questions for further observations. (4.2C,D)

Students add questions for research to Record Sheet 4-C: Science Discovery Sheet. (4.2A)

ExplainProcedure

What are the body parts that crabs use in the water? (Legs to move, claws to grab food, gills to breathe, flaps in their mouth, eyes that stick up; etc.) (4.2B,C, D)

What are the body parts that crabs use on the land? (Legs to move, claws to grab food and defend themselves, eyes to see, etc.) (2.9A, 4.2B,C, D, 4.8A)

Are these inherited traits of the crab? (Yes) (4.9A) What are the physical characteristics/ inherited traits of the crab? (hard shell or exoskeleton; light coloring to hide in

the sand; their body shape and size, claws, stalk eyes, 3 pairs of walking legs in the middle and 2 claws, etc.)(2.9A, 4.2B, C, D

Do these characteristics help the crab to survive? (Yes) (2.9A, 4.2B, C, D, 4.8A) What is the difference in the claws of the crabs? (There are some crabs with 1 large claw and 1 small claw and there

are others with 2 small claws.) Why? (The ones with the 1 large claw are males and the ones with both small claws are the females.) (4.2B, C,D, 4.8A)

How does the large claw for the male crabs help them to survive? (The claw can be used for self-defense) (4.8A) How does it help them to reproduce? (The claw is used to fight other male crabs and attract female crabs.) (4.8A)

What are the adaptations of the crab that help it to meet its basic needs and survive in its habitat? (It has many legs to swim and move in the water, or move on the land. It has claws that help it to grab food and defend itself. It has a hard shell to help protect its soft inner body. It has a light colored shell to help it blend into the sand/camouflage. Their eyes are arranged on stalks which enable them to submerge themselves under water and still see.) (2.9A,3.9A,4.8A)

Are their any behaviors that you think that the crabs have learned in their new habitat? (Possibly, where the food is located in the habitat, try to climb out when the lid is off, etc.)

Students describe the body parts that crabs use to move on the land and in the water. (4.2B-D, 2.9A)

Students discuss their observations and describe the physical characteristics and adaptations that they discovered to help the crab survive, meet their needs, and reproduce (2.9A, 3.9A, 4.8A, 4.9B).

ElaborateFinal Activities 1-2

Pass out the direction sheet, “My Habitat” and go over it with the students. Help the students to identify their basic needs, special needs, and their habitat outside of the school environment. Students should treat this project like a science

Students will discuss their basic needs and habitats outside of the classroom as they are introduced to their research



fair project as they use the Scientific Method to gather their data. (4.2A-E, 2.9A, 3.8A, 4.8A). project. (4.2A-E, 2.9A, 3.8A, 4.8A).Evaluate

Have students work in their groups to complete their Record Sheets 6-A and 6-B making sure that they have thoroughly labeled their diagrams and completed their observations.

Students should be able to answer the following questions in regard to the Fiddler Crabs. It is important to have the students answer these questions in their journals or onto the back of their observation sheets on the crabs:

What are the body parts that crabs use in the water? (Legs to move, claws to grab food, gills to breathe, flaps in their mouth, eyes that stick up; etc.) (4.2B,D, 4.8A)

What are the body parts that crabs use on the land? (Legs to move, claws to grab food and defend themselves, eyes to see, etc.) (4.2B,C, D, 4.8A)

What are the physical characteristics/ inherited traits of the crab? (hard shell or exoskeleton; light coloring like the sand; their body shape and size, claws, stalk eyes, 3 pairs of walking legs in the middle and 2 claws, etc.)(2.9A) Do these characteristics help the crab to survive? (Yes) (4.8A,4.9B)

What is the difference in the claws of the crabs? (There are some crabs with 1 large claw and 1 small claw and there are others with 2 small claws.) Why? (The ones with the 1 large claw are males and the ones with both small claws are the females.) (4.2C,D, 4.8A)

Image used by permission of the Interactive Media Science Project, FSUhttp://sofia.usgs.gov/virtual_tour/kids/critters/crab.html

How does the large claw for the male crabs help them to survive? (The claw can be used for self-defense) (4.8A) How does it help them to reproduce? (The claw is used to fight other male crabs so that he can reproduce with the females and not the other male crab; it also is used to attract the females during the mating season)(4.2B, C, 4.8A)

What are the adaptations of the crab that help it to meet its basic needs and survive in its habitat? (It has many legs to swim and move in the water or move on the land; it has claws that help it to grab food and defend itself; it has a hard shell to help protect the soft inner body; it has a light colored shell to help it blend into the sand/camouflage; they have stalk eyes that stick up so that they can see land from the water; etc.) (2.9A,3.9A,4.8A, 4.9B, C, D)

Are their any behaviors that you think that the crabs have learned in their new habitat? (Possibly, where the food is located in the habitat, try to climb out when the lid is off, etc.) (4.2B, C, D, 4.9A)

Students will complete their data sheets with labels and observations. (4.2B-D)

Vocabulary: (Pertinent to the learning – specific) camouflage/camuflaje


Hand lenses Fish net for crabs

Other Materials of Possible Interest for Teacher: You will need a box or container to mix sand and humus for the Crabs habitat

Evidence of LearningSAISD © 2008-09 – Fourth Grading Period Science Grade 4 of 109




Place books and magazines about crabs and other marsh organisms in a center so that students can explore and make a list of other adaptations found in crabs. Ask your school or public librarian for assistance with creating this collection for your classroom. (4.8A)


Have students locate and research the different marsh areas of the United States. Have them make a map with pin points to show the areas. Have them also research the products that come form the wetlands and the ways that humans affect the marsh lands. They should present their information as labeled diagrams and important information for all. (4.2A, 4.3D)


49 A tiger cub’s stripes –

A are learned though experienceB are an inherited traitC develop from sunlightD disappear after birth

8th Grade TAKS

37 Coyotes learn some of their behaviors as they move around in their environment. Which behavior is most likely learned?

A RunningB Drinking waterC Avoiding cactiD Sleeping




Fourth Grading Period – Week 6 -Friday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How do the external characteristics in the frog differ from the crab (2.9A) How are the adaptive characteristics of the frog different from the crab? (4.2C, D,

4.8B) How are the adaptive characteristics of the frog and the crab alike, if at all? (4.2C,

D 4.8B) How do frogs and crabs depend on each other and other organisms in their

environments? (2.9B, 4.2C, D) What are some differences in the learned characteristics of the frogs compared to

the crabs? (4.9B, 4.2C, D) What are some differences in the inherited traits of frogs compared to the

inherited traits of crabs? (4.2C, D,4.9A) What roles do the frogs and crabs play in a food chain?(2.9B, 4.2C, D) What organisms in a food chain do both the frogs and the crabs depend on? (they

depend on other consumers like insects or animals that eat plants) (2.9B, 3.8B, 4.2C, D)

How do the frogs and crabs niches differ, if at all? (3.8B, 4.2C, D) How do the frogs differ from the crabs in dealing with other organisms competing

for resources in their habitats?(3.8B, 4.2C, D) What are other organisms that compete with the frog and the crab for resources

such as oxygen, water, food, or space? (3.8B4.2C, D) What are some predators of the frog and the crabs in their habitats? (3.8B, 4.2C,

D) What are some environmental changes that would make the frogs or crabs

become ill or perish? (3.8C) What are some environmental changes that would make them thrive? (3.8C,

4.2C, D) What is the difference between the ways that the frogs modify their environment

to the way that the crabs modify their environment to meet their needs? (3.8D, 4.2C, D)

What are the major differences between the crab's body system and the frog’s body system? (4.2C, D,4.5A)

How is the frog’s ecosystem different from the crab's ecosystem? (3.8A,4.2C, D, 4.5A)




Students can demonstrate that repeated investigations increase the reliability of results. (3.4B)


Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms within an

organism.(3.8A) Identify organisms with similar needs that compete for resources (3.8B) Students can describe environmental changes in which organisms would

become ill, thrive, or perish.3.8C) Students can describe the habitat and the organism as a system with parts

that work together (3.5A) Students can identify and compare the adaptive characteristics of different

species that allow members within a species to survive and reproduce. (3.9A,B) Students can distinguish between and provide examples of inherited and

learned traits.(3.10A,B)


The teacher will… So students can…5E Model of InstructionUse the STC Kit Animal Studies: Lesson 7 Observing the Behavior of the Frogs and the Crabs


Prepare for this unit by: Reading the following teacher sections before beginning the lesson, “Overview and Objectives,” “Background,” “Materials,”

and “Preparation.”




Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the conservation and disposal of resources when applicable. (4.1A,B)

Advance Preparation: Refer to steps 1-3 in the “Preparation" section of the Teacher’s manual. Make copies of the following for each student: Make available multiple copies of Record Sheet 4-C: Science

Discovery Sheet.

The main purpose: I can identify characteristics that allow the frogs and crabs survive and reproduce. (4.8A) I can identify and compare adaptive characteristics of the frog and crabs. (4.8B) I can distinguish between and provide examples of inherited traits and learned characteristics of the frogs and crabs. (4.9A,B) I can compare and give ways that the crabs and the frogs depend on other organisms and on their environments to survive. (2.9B, 3.8B) I can describe how the crabs and frogs modify their physical environment to meet their needs. (3.8D) EngageProcedure 1

Have we completed all the scientific observations we need to get to know our animals? (No) (4.2D) Today will be a day for observations and comparisons. We will continue to work on our animal logs, fill our Record Sheet 4-

C: Science Discovery Sheets; and record additional information on Record Sheets 4-A and 6-A. Why is it important to continue our observations of each organism? (We cannot get all the information we need from limited

observations.) (4.2C,D) Do you believe that the organisms behave differently when we are not here?(Yes) (4.2C) How can we tell if the organisms we are studying behave differently during the night time? What evidence is left behind

that they are more active or not? (Some students may have noticed that the male crabs are missing their large claws; there are more burrows; or that there are the little sand clumps for wastes; as for the frogs, the water may be cloudier due to wastes or movement, the plants may have nibble bites, etc.)

Procedure 2 What other questions have you added to your animal log checklists? (4.2A)

Students discuss the importance of continued animal observations. (4.2C,D)

Students discuss possible evidence of animal behavior during the night and when students are not there. (4.2C,D)

Students share other questions that they have added to their animal log checklists. (4.2D)

Explore Procedure 3 Add any new questions as you continue your observations of these animals. You and your team will need to complete the

following observations for each animal. Students may choose to make tables and charts to display their answers: How do the external characteristics in the frog differ for the crab? (Frog – smooth skin, moist, 4 legs, eyes in head, clawed,

webbed feet; different coloration, etc. Crabs – camouflage color, 6 legs with mini pinchers and 2 pinchers/claws in front (male different from female), stalk eyes (out of head), jointed legs, hair/bristles on the body (used for sensation), etc.) (2.9A, 4.2B, C, D)

How are the adaptive characteristics of the frog different from the crab? (4.2B, C, D, 4.8B) How are the adaptive characteristics of the frog and the crab alike, if at all? (4.8B) How do the reproductive characteristics of the frog and the crab differ? How are they alike? (You cannot tell the difference

between the frog female and males unless it is breeding season & the male frogs change color or make calls; you can tell the difference between the male crabs and female crabs by their claw sizes) (4.8A)

Have students complete tables like the example below, for both the frogs and the crabs (4.2E):

Questions for comparison Dwarf African Frogs in the Classroom Habitat

Dwarf African Frogs in the Natural Habitat

How do frogs depend on each other and other organisms? What does a food chain look like?(2.9B)

Frogs depend on us to give them food.

Frogs prey on insects, worms, fish, etc.; They need the Sun to give energy to the plants

Students work in teams to compare the external characteristics, adaptive behaviors, and inherited traits, of the frogs and the crabs. (2.9A, 3.9A,B, 4.8A,B, 4.9A,B)

Students compare the habitats, food chains, niches, and competition for resources, and the modifications they make to their environments for the frogs natural and classroom habitats. (2.9B, 3.8C, D)

Students make charts to keep track of their information about frogs and crabs. (4.2E)



and the plants to give energy to what they prey upon.

What is the frog’s niche? (3.8B) The frog is a carnivore/ consumer and a predator, but is not hunting in the classroom habitat.

The frog has the same niche as in the classroom but must hunt instead of expecting food to be provided for him.

What are some predators of the frog in its habitat? (3.8B)

None Large fish, snakes, alligators, man, etc.

What are other organisms that complete with the frog for resources such as oxygen, water, food, or space? (3.8B)

The other frog in the tank competes with him for food, oxygen and space. The elodea only competes with him for space

What are some environmental changes that would make them become ill or perish? (3.8C)

The water quality of the habitat, chemicals, rotten food, too much bacteria, another dead frog, etc.

Pollution, predation, etc.

What are some environmental changes that would make them thrive? (3.8C)

Keeping water conditions healthy. Lots of food, favorable weather, etc.

How do the frogs modify their environment to meet their needs? (3.8D)

The frogs don’t really modify their environment in the aquarium

The frogs may burrow into the bank of a river, or at the bottom of the river.

Procedure 4 After they have collected their data, allow students to hold a science meeting with other peer teams to compare their answers

and discoveries.

Students join other science pairs to conduct a science meeting about their new discoveries. (4.2B,C,D)

Explain Procedure 4-6 Facilitate class discussion on all of the class’s data and observation session. Have students respond to each others questions

using the evidence from their team discoveries and science meeting sessions. What new discoveries have you made about the frogs? About the crabs? (4.2C,D) What questions on our class posters – “ What We Want to Know about Frogs” and “What We Want to Know about Crab” can

we now answer?(4.2C,D)

Students analyze and report to the class’s about their new discoveries and their observations (4.2B-D)

Elaborate Students should use the “Animal Studies Students Self-Assessment “Sheets to analyze what they have learned so far about

the Fiddler crabs and the African Dwarf Frogs. Have them take the sheets home for homework and bring them to the next class's session.

Students will assess what they learned by using the “Animal Studies Students Self-Assessment “Sheets. (4.2C,D)

Evaluate The students should have all of their tables comparing the frogs to the crabs filled out in their journals. By now they should

have lots of information available to them about the frogs and the crabs. Use Figure 7-1 to view samples of the “Discovery Sheets“ for frogs and crabs.

Students should be able to answer the essential questions above with all of their notes. (2.9A,B, 3.8A-D, 4.8A,B, 4.9A,B)

Students will complete their comparison tables for the frog and the crabs. They may have more questions for discovery. (2.9A, B, 3.8A-D, 4.8A,B, 4.9A,B).

Vocabulary: (Pertinent to the learning – specific) behaviors/comportamientos

ResourcesMaterials Needed:Class posted lists of “What we want to know and should know about frogs and crabs”Other Materials of Possible Interest for Teacher:





What do you do for students who need additional support?Procedure 3 Place the frog or crab habitats in a center where students can work with a buddy to explore or stimulate behaviors in the organisms. Have them share their findings with the class. (4.2A-E)

What do you do for students who master the learning quickly? Procedure 3 Place the frog or crab habitats in a center where students can work with a buddy to introduce a third frog or crab into the habitat and record the results. Have them share their findings with the class. (4.2A-E)

TAKS Information Book

10 The mole is an animal that digs tunnels.Which of the following characteristics wouldNOT be an advantage to a mole?

A Sharp clawsB* Large earsC Small eyesD Strong legs

8 In Drosophila melanogaster (fruit flies), red eye color (R) is dominant over brown eye color (r). If theflies in the picture were crossed, what percent of their offspring would be expected to have brown eyes?Record and bubble in your answer on the answer document.



Science – Grade 4Unit of Study: Animals: Basic Needs, Habitats, and Adaptations

Fourth Grading Period -Week 7-Monday & Tuesday CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills

Which adaptive characteristics are also external characteristics which help the organisms to meet the needs of eating? Walking? Hiding? Protection? Seeing? Tasting? etc.

Which adaptive characteristics are behaviors which help the organisms to meet the needs of food? Moving? Protection? Seeing? Tasting? etc.

The student demonstrates safe practices and learns how to use and conserve resources. (K.1)

The student plans and conducts scientific investigations, gathering information using tools, constructs and draws conclusions, and communicates their explanations. (K.2 and K.4)

The student makes, discusses, and justifies decisions. (K.3) The student describes properties and patterns of objects. (K.5) The student knows that many types of change occur. The student is expected to

observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement; (K.7)


The teacher will… So students can…5E Model of InstructionUse online information to compare the adaptive characteristics of various species of frogs and crabs.Main Idea: I can use the information I have learned about African Dwarf frogs and Fiddler Crabs to compare the adaptive characteristics of the various species. Engage

We have only studied the African Dwarf frog and the Fiddler Crab. Are there other kinds of frogs and crabs? Show the PowerPoints on frogs and crabs. Dwarf African frogs are one species, Poison Arrow frogs are another

species. Different kinds of frogs are different species of frogs. What characteristics make one species of frog different from another? (Color, size, shape, etc.)(4.8B)

Students will view Powerpoints to be introduced to the various species of frogs and crabs.(4.2B, 4.8A,B )

Explore Have the students use a Venn diagram and an information sheet on another species of frog to compare and contrast the

adaptive characteristics. If students do not have Internet access, it would behoove the teacher to ask the librarian to prepare a class collection of library books about frogs and crabs.

Teacher will tell the students: You will now be comparing what you have learned about the adaptive characteristics of African Dwarf Frogs and

compare it to another frog, such as a Leopard Frog. You will use a Venn diagram to contrast and compare the adaptive characteristics. Be prepared to share your Venn diagram.

What kind of rubric should we use to grade our presentations? (Develop a rubric with the children so they will understand the requirements of the project.)

Have the students use a Venn diagram and an information sheet on another species of crabs to compare and contrast the adaptive characteristics with Fiddler Crabs. Tell the students:

You will now be comparing what you have learned about the adaptive characteristics of crabs and compare it to another crab. You will use a Venn diagram to contrast and compare the adaptive characteristics. Be prepared to share your Venn diagram.

-----------------------Possible Breakpoint-----------------------------------------

Students will use reading strategies to extend their knowledge about crabs and frogs, develop a presentation with a Venn diagram to communicate the similarities and differences in adaptive characteristic of various species. (4.3A,4.2D,E, 4.8A,B)

-----------------------Possible Breakpoint----------

Explain Teacher will remind students of what they were charged with yesterday; creating a Venn diagram that compares and

Students will use a Venn diagram to communicate the similarities and



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/wk7%20Comparing%20Crabs%20ppt.pptCrabsPhotoDoc.pdf

http://www.swfwmd.state.fl.us/waterres/ntb/files/froglisteningnetwork.pdf

contrasts the adaptive characteristics of Fiddler Crabs with another species of crabs and creating a Venn diagram that compares African Dwarf Frogs with another species of frog (application of learning).

Teacher will call on groups to share their Venn diagrams that they prepared yesterday with the class. As students share out, teacher will facilitate with questions such as: Which adaptive characteristics are also external characteristics which help the organisms to meet the needs of eating?

Walking? Hiding? Protection? Seeing? Tasting? etc. (4.8A) Which adaptive characteristics are behaviors which help the organisms to meet the needs of food? Moving? Protection?

Seeing? Tasting? etc. (4.8A)

difference of various species of frogs and crabs. (4.2D,E, 4.8B)

Elaborate Have students choose another type of frog or crab to do a three way comparison.

Students are making decisions using information, discussing, and justifying their statements about frogs and crabs. (4.3 A, 4.8B)

Evaluate Have students use the rubric developed in the Explore to grade the presentations. Students will evaluate the

presentations using a rubric. (4.2D)


species/especie

Resources Use online information to compare the adaptive characteristics of various species of frogs and crabs orask campus librarian to prepare a class collection of expository books about different types frogs and crabs for use by students.



Have the students use a different species to explain what the adaptive characteristics are for the new species. (4.2A-D)


Have the students research edible species of frogs and crabs in a library book or online. (4.2A-D)

5th Grade Interim (3) 2006-2007 8th Grade TAKS 2006



Science – Grade 4Unit of Study: Animals: Basic Needs, Habitats, and Adaptations

Fourth Grading Period-Week 7-Wednesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How can one use reflection to verify that natural objects have symmetry? Explain.

How did we use the mirror as a scientific tool in this lesson? What role does observation play in recognizing patterns in nature that

are symmetrical? How did your human face (done in the Elaborate part of today's lesson)

represent the natural world as a model? What were the limitations of your completed symmetrical human face? (4.3C)

What are some other examples of symmetry in nature that you have seen? How can you prove that symmetry exists in the natural world? (4.6C)

The student will be able to identify the external characteristics of animals that allow their needs to be met. (2.9A)

The student will be able to demonstrate safe practices during field and laboratory investigations. (3.1A)

The student will collect information by observing and measuring. (3.2B) The student will be able to analyze and interpret information to construct reasonable

explanations from direct and indirect evidence. (3.2C) The student will be able to communicate valid conclusions. (3.2D) The student will be able to construct simple tables to organize, examine, and evaluate

information. (3.2E) The student will be able to represent the natural world using models and identify their

limitations. (3.3C) The student will be able to collect and analyze information using scientific tools.

(3.4A)The Teaching Plan


5E Model of Instruction

Remind students about the safe use of scientific tools such as mirrors. (4.1A)

The Main Idea for this lesson is that symmetry exists in nature. Students will use reflection to verify that symmetry exists in nature. (4.6C)

Engage Teacher will project a picture of a butterfly on the over head projector and ask students to take a few quiet moments to

observe it. Butterfly Transparency

Teacher will ask students to share their observations about the butterfly. Students will be asked to look for patterns on the butterfly that others may not notice. After students have had a chance to share their observations with the teacher, the teacher will ask students to contemplate any mathematical connections that could be made to the butterfly.

Teacher will then share the following: Imagine looking down on a butterfly that is perched with its wings fully extended. The butterfly’s body shape and color pattern are symmetrical. That means that one half of the butterfly’s body is the mirror image of the other half. Many animals and plants are symmetrical. Symmetry is usually studied in mathematics. However, symmetry exists not only in geometric shapes, like you have worked with in math, but also in nature. Today, we will explore if the organisms that we have been studying have natural symmetry.

Students will collect information by observing a projected picture of a butterfly by indicating visible patterns on it.

Explore



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%207%20Butterfly%20transparency.doc

http://butterflywebsite.com/clipart/bfly0192.jpg

ActivityTeacher will have the Materials Managers for each small group come to the Materials Station and retrieve one mirror for each member of their group and a page entitled Animal Symmetry.

What type of living organisms have we been studying to date? (African Dwarf Frogs and Fiddler Crabs). Do you think that they have natural symmetry?Today we are going to explore if they do or not. In order to respect the frogs and crabs, because they are living things, we will be using pictures of them to discern if there are any natural lines of symmetry on them.Do all crabs look alike? (No, the females look different from the males due to external characteristic differences such as no large pincher.) Do you think that their external characteristics will play a part in determining if the crabs are symmetrical or not? Why?

Teacher show students how a mirror can be used as a scientific tool to check for symmetry.What is symmetry? How do we tell if something is symmetrical?Teacher will model how a mirror can be used to check for symmetry in an organism by modeling it using the butterfly picture projected.If I put the mirror directly in the middle of the abdomen of the butterfly vertically, I can create a mirror image that proves that the butterfly is symmetrical. What if I put the mirror horizontally across the butterfly? Can I prove symmetry that way? Why? Why not? What if I put the mirror diagonally? Is the butterfly symmetrical that way? Why? Why not?

Today you will be exploring if the organisms we have been studying have natural symmetry or not. You will use the mirror as a scientific tool just as I have done to see if crab bodies and frog bodies are symmetrical. Use your picture page of frogs and crabs to start exploring. I would like for you to draw/trace the physical line of symmetry on your sheet over the animal pictures so that you can see the line and reflect on whether it really is symmetrical or not.What is the definition of symmetry? (exact reflection of form on opposite sides of a dividing line or plane)

A student example may appear on his/her sheet like below:

After students have had ample time to check for natural symmetry vertically, horizontally, and diagonally, the teacher can place the table below on the chalk board so students may organize their findings:

Organism Vertical Symmetry(yes/no)

Explanation

Horizontal Symmetry(yes/no)

Explanation

Diagonal Symmetry(yes/no)

ExplanationFemale Fiddler Crab

Male Fiddler Crab

Students will individually use a mirror as a scientific tool to use reflection to verify that a natural object has symmetry.

Students will check for symmetry using pictures of Dwarf African Frogs and Fiddler Crabs. (4.6C)

Students will individually create a table in their science journal to organize their findings surrounding the symmetry of Dwarf African Frogs and Fiddler Crabs. (4.2E)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%207%20Animal%20Symmetry.doc

Female African Dwarf Frog

Explain Teacher will lead a discussion on the student's findings.

What can we use to find out if something is symmetrical or not? (refection from a mirror) (4.6C)Did you find that any of our organisms are symmetrical? (4.6C)Are they symmetrical vertically, horizontally, and diagonally? Why? Why not? (4.6C)How did you use a mirror as a scientific tool to check for symmetry? (4.4A)Is their symmetry in nature? (4.6A)What are other examples of symmetry in nature? (4.6A)

Students will analyze and interpret information to construct reasonable explanations from direct and indirect evidence regarding the symmetry of frogs and crabs. (4.6C)

ElaborateTo further explore symmetry in nature, allow students to cut a picture of a human face out of a magazine. Have students fold it in half vertically and cut it down the created line. Have them paste one half of it on a white sheet of construction paper. Tell students that they are to re-create the other side of the human magazine face so that is symmetrical with the actual picture.Teacher should allow students to share their symmetrical creations as they reflect and respond to the following:Does the human face have symmetry? Justify your thinking using evidence from your completed drawing.

Students will individually cut a picture of a human face and cut it in half vertically. Students will be asked to paste half of the vertical human face onto a piece of construction paper and recreate the other side, modeling symmetry. (4.3C, 4.6C)

Evaluate Teacher will ask students to reflect and respond to the following in their science journals/notebooks:o How can one use reflection to verify that natural objects have symmetry? Explain.o How did we use the mirror as a scientific tool in this lesson?o What role does observation play in recognizing patterns in nature that are symmetrical?o How did your human face (done in the Elaborate part of today's lesson) represent the natural world as a

model? What were the limitations of your completed symmetrical human face? (4.3C)o What are some other examples of symmetry in nature that you have seen? How can you prove that symmetry

exists in the natural world? (4.6C)

Students will reflect and respond to one or more of the following in their science journals/notebooks:o How can one use reflection

to verify that natural objects have symmetry? Explain.

o How did we use the mirror as a scientific tool in this lesson?

o What role does observation play in recognizing patterns in nature that are symmetrical?

o How did your human face (done in the Elaborate part of today's lesson) represent the natural world as a model? What were the limitations of your completed symmetrical human face? (4.3C)

o What are some other examples of symmetry in nature that you have seen? How can you prove that symmetry exists in the natural world? (4.6C)


verify/verifique symmetry/simetría horizontal/horizontal vertical/vertical diagonal/diagonal

Resources student mirrors, one for each student (can be obtained from the FOSS Ideas and Inventions kit)




Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students who need additional support?Students that need more practice verifying that symmetry exists in nature can bring leaves and other natural objects to class and verify if lines of symmetry exist on them using a mirror. (4.6C)

What do you do for students who master the learning quickly?Allow students to extend this lesson further by further exploration of symmetry using geometrical objects on this online site:http://www.haelmedia.com/OnlineActivities_txh/mc_txh4_001.html Grade 4 Interim, March 2005

Answer-D



http://www.haelmedia.com/OnlineActivities_txh/mc_txh4_001.html

http://www.haelmedia.com/OnlineActivities_txh/mc_txh4_001.html


Fourth Grading Period – Week 7-Thursday & Friday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What does it mean when an animal responds to its environment? (4.2C,D) What makes the crabs and frogs move, respond a certain way, or react?

(4.2C,D, 4.9B) What do we call something that makes an organism react to it? (4.2C,D,

4.8B) (A stimulus) What are some examples of stimuli? (food, light, scent of another animal, etc.) (4.2C,D, 4.98B)

Do our animals have instincts? What is an instinct?(4.2C,D, 4.9B) What are some examples of instinct you have seen in the animals we are

studying?(4.2C,D, 4.9B) Are instincts inherited or learned? (They are inherited)(4.2C,D, 4.9B) When is each animal most active? What is the evidence that tells you this?

(4.2B-D) Why should we wait for the animals to respond? (4.2A)

Why do we need to have the same wait time for the animals to respond to the light?

Which element/s could change and not affect the animal/s in their habitat? (4.2A)

How does everyone’s presentation support the idea that repeating investigations, makes the results more reliable?(4.4B)

What were the differences in the “repeated investigations?”(4.4B)












traits.(3.10A,B)The Teaching Plan


5E Model of InstructionUse the STC Kit Animal Studies: Lesson 10: How Do Animals Respond to a Change in Their Habitats



“Materials,” and “Preparation.” Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the

conservation and disposal of resources when applicable. (4.1A,B) Advance Preparation: Refer to steps 1-3 in the “Preparation" section of the Teacher’s Manual. Make copies of the following for each student: Record Sheet 10-A: Our Investigation. You will need 24 sheets of black construction paper. In order to prepare for the next lesson, you will need to use the library to check out books and magazines that




describe different animal Life Cycles. Students will conduct research and life cycle wheels (4.6A)

The main purpose: I can use the Scientific Method to design an investigation that shows how the frogs and crabs respond to light in their habitats. (4.2A-E)

EngageProcedure 1

Review the animal logs with the students. When does each animal feed? (4.2B-D) When is each animal most active? What is the evidence that tells you this? (4.2B-D) Introduce students to the following terms – response, stimuli, and instinct. What does it mean when an animal responds to its environment? (That means that an animal will do something or

react a certain way when something changes in its environment) (4.2C,D, 4.98B) What makes the crabs and frogs move, respond a certain way, or react? (Organisms react when they see us, a

predator, we place food in there we change the water, or other creatures in their environment.) (4.2C,D, 4.9B) What do we call something that makes an organism react to it? (A stimulus) What are some examples of stimuli?

(Food, light, scent of another animal, etc.) (4.2C,D, 4.9B) Do our animals have instincts? What is an instinct? (An instinct is something an animals is born with and it makes an

animal react a certain way to something.) (4.2C,D, 4.9B) What are some examples of instinct you have seen in the animals we are studying? (The frogs snap at blood worms,

the fiddler crabs burrow, the crabs raise their claws in defense, etc.) (4.2C,D, 4.9B) Are instincts inherited or learned? (They are inherited.) (4.2C, D, 4.9A) Have student write down the purpose or basis for the investigations that will be conducted during the rest of this week: Over the next couple of days, we will be experimenting with our animals’ habitats as we add or take away elements

from their environments. We will be recording their responses to stimuli that we add or take away from their habitats. We will also be looking for instinct behaviors that they may have to the stimuli that we introduce.

Procedure 2 Review the list of habitat parts in the Venn diagram. How does each living and nonliving parts affect the animals in their habitat? (The animals need the right moisture,

temperature, plant matter, to help it survive, etc.)

Procedure 3 Go through the list of how each element would affect the animals if it changed. Which parts could change and not affect the animal/s in their habitat? (4.2A, 4.5B)

Procedure 4 Review Record Sheet 10-A with the class. Have them discuss their investigations in their groups. They should be

designing well-developed hypothesis and predictions of what they think will happen for all of the animals. Remind them to tell why they predict what they did. (4.2A)

Procedure 5 Have students come up with a plan to test their question and hypothesis. Refer to step 5 for further guidance in getting

the students to come up with their plans for investigation. (4.2A) Why should we wait for the animals to respond? (4.2A)

Why do we need to have the same wait time for the animals to respond to the light? (That is how we set the controls in the experiment so that each animal has a fair chance to respond to the light). (4.2A)

Remind students about keeping the second investigation fair for all the conditions.

Students will describe their observations of when animals feed and when they are the most active in their habitats. (4.2B-D)

Students discuss the living and nonliving factors in the habitat and how they affect the animals. (4.2B-D)

Students make hypothesis and come up with a plan to test their animals in their habitats. (4.2A)

ExploreProcedure 6-7

Assign group roles and have student Materials Managers pick up their materials and begin their investigation on light. Students use the Scientific Method for

completing their investigations on light with



Students use the Scientific Method to complete their investigations and return all the items to their places. Make sure that they design a table or chart to record their data. Have students compare the animal responses to the presence of light and absence of light stimulus. They will also

decide whether or not the animals response was an instinct or learned behavior:

Animal Tested Presence of Light Absence of Light Learned Behavior Instinctive BehaviorFROGSCRABS

After they have investigated with light then they will begin to make a question and plan for second investigation which allows them to investigate with the other part of their choice.

Make sure that students know that the animals are not to be put into any danger or harm. To avoid stressing the animals out, the teacher must approve the teams plan before the next class period. (4.2A)

Use ideas found in Extension 2 to help guide them.

their animals. (4.2A-E)

Student design their own investigation to test and gather information. (4.2A-E)

Explain Final Activities 1 Each group should present their data that was gathered on the light experiment. They should state what they predicted

and why. They should also report on what they observed and to the questions in Procedure 3 below. What were your group’s predictions about how the ______ would respond to the light? Why? (4.2A) What did you discover? (4.2B,D) Procedure 2 How does everyone’s presentation support the idea that repeating investigations make the results more reliable? (All

groups set up the first investigation the same way and gathered the data so we had __ set-up of the same experiment so it is like we ran the investigation multiple times.) (4.4B)

What were the differences in the “repeated investigations”? (We had the same type of animal and habitat NOT the same habitat and animal; also, we all used different techniques to gather data and that may have caused some differences in the results we gathered.) (4.4B)

Procedure 3 What did you observe? Does each animal’s response fit with their behavior under the normal habitat conditions? (4.2B-D) What surprised you, if anything?(4.2D)

Students analyze their groups conclusions and present them to the class. (4.2B-D)

Students will reinforce the idea of repeated investigations with the results of their class's investigations. (4.4B)

Elaborate To apply what was taught, students should take home the ideas of response, stimulus, learned and instinctive

behaviors. Have students make a chart to list examples of each item by using the things that are stimuli in their home environment. They must list how they respond and whether or not their response is learned or inherited/instinctive.

Students should use the Harcourt Science Textbook to buddy read, “Animal Adaptations: Behaviors” on pp.A48-A53 and answer the questions on WB27. Have them make a list of other instinctive and learned behaviors of animals from their readings.

Students will use their knowledge of instincts, stimuli, responses, and learned behaviors to make a chart of those in their home environments. (4.B-E, 4.9A,B)

Students review what they have learned and review other instinctive and learned behaviors in animals by reading in the Harcourt Science textbook. (4.2B-D)

Evaluate Have students answer the following questions in their journals: How does a change in the environment affect an animal’s behavior?(3.8A, 4.2, D, 4.9A,B) What does it mean when an animal responds to its environment? (That means that an animal will do something or react a

certain way when something changes in its environment) (4.2C,D, 4.98B) What was the stimulus that we investigated with during these two days of exploration? (4.2D) What makes the crabs and frogs move, respond a certain way, or react? (Organisms react when they see us, a predator,

we place food in there, we change the water, or other creatures in their environment.) (4.2C,D, 4.9B)

Students review the terms stimuli, response, ands instinct by applying them to the results that they got form their investigations. (3.8A, 4.9A,B, 4.2B-D)



What do we call something that makes an organism react to it? (A stimulus) What are some examples of stimuli? (Food, light, scent of another animal, etc.) (4.2C,D, 4.9B)

Do our animals have instincts? What is an instinct? (An instinct is something an animals is born with and it makes an animal react a certain way to something.) (4.2C,D, 4.9B)

What are some examples of instinct you have seen in the animals we are studying? (The frogs snap at blood worms, the fiddler crabs burrow, the crabs raise their claws in defense, etc.) (4.2C,D, 4.9B)

Are instincts inherited or learned? (They are inherited.) (4.9A) What are some other examples of instinctive and learned behaviors? (4.9B) Classify the animals we have studied to date in terms of type of energy consumed. Use a table like the one below: (4,2C,

D, E)

Carnivore Herbivore Omnivore

Vocabulary: (Pertinent to the learning – specific) carnivore/carnívoro herbivore/herbívoro omnivore/omnívoro instinct/instincto





Have students design another investigation from the list that has not been used already. Have them record their results and share their results with the class.(4.2A-E).


Extension 1 Have students design an investigation that will get

the frogs to respond to a learned behavior. Allow them to share their investigation and results with the class. (4.2A-E)

TAKS 2003

14 Which of these questions can be answered from the results of this experiment?F Do beans need light in order to grow?G Can beans grow faster in groups of eight?H* Does seawater affect bean growth?J How much water is needed for beans to grow?

8th Grade TAKS 2006




Fourth Grading Period – Week 8-Monday & Tuesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Why do animals have young? (4.2C,D) What are some characteristics that allow members within a species to survive and

reproduce? (4.2C,D 4.8A) What is the advantage of laying many eggs as opposed to having fewer eggs or young?

(4.2C,D 4.8A) Do all animals go through metamorphosis? (No) What is metamorphosis? (4.2C,D,4.6A) Which animals go through metamorphosis and which do not? (4.2C,D,4.6A) Why would an animal that only has a few young take care of them for months after birth?

(4.2C, D, 4.8A). How do the life cycles of the crabs, frogs, and butterflies compare? (4.2B-D, 4.6A) How are plant life cycles and animals life cycles similar? How are they different? (4.6A) What are some plant adaptations that help the plants to survive?(4.2C, D, 4.8A) What are some inherited traits of plants? (4.2C, D, 4.9A) What is the pattern of change /life cycle of a plant? (4.2C, D, 4.6A) What are some environmental changes that would cause the seed or plant s to become ill

or perish? (3.8C, 4.2C, D ) How does a larva, pupa, or mini adult meet its basic needs? (2.9A) Is this different from

how the adult meets its basic needs? (4.2C,D) Describe some of the external characteristics of the organism during its growth stage.

(2.9A, 4.2C, D) What are some environmental changes that would cause the growth stage/s to become ill

or perish? (3.8C, 4.2C, D ) What are some environment al changes that would cause the growth stage/s to thrive?

(3.8C, 4.2C, D) What are some inherited traits that the larva exhibit (4.2C, D, 4.9A) How are animal life cycles different from plant life cycles? (2.9A,3.10A,B, 4.2C, D, 4.6A) Which of them has complete metamorphosis? Which of them has incomplete

metamorphosis?(4.2B-D, 4.6A) Describe complete metamorphosis. Incomplete metamorphosis. (4.6A) How does a larva, pupa, or mini-adult meet its basic needs? (2.9A) Is this different from

how the adult meets its basic needs? (4.2C,D) Describe some of the external characteristics of the organism during its growth stage.

(2.9A)



Students know how to use a variety of tools and methods to conduct scientific

Inquiry and can collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses. (3.4A)

Students can demonstrate that repeated investigations increase the reliability

of results. (3.4B) Students can distinguish between the living and the non-living

characteristics of an organism. (2.8A,B) Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms

within an organism.(3.8A) Identify organisms with similar needs that compete for resources

(3.8B) Students can describe environmental changes in which organisms

would become ill, thrive, or perish.3.8C) Students can describe the habitat and the organism as a system

with parts that work together (3.5A) Students can identify and compare the adaptive characteristics of

different species that allow members within a species to survive and reproduce. (3.9A,B)

Students can distinguish between and provide examples of inherited and learned traits.(3.10A,B)


The teacher will… So students can…5E Model of InstructionUse the Harcourt Science Textbook pp. A36-A37

Important Teacher Note:Prepare for this unit by

Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the conservation and disposal of resources when applicable. (4.1A,B)

The main purpose:




I can identify the patterns of change in metamorphosis for various organisms. (4.6A) I can compare complete metamorphosis to incomplete metamorphosis. (4.6A) I can compare animal life cycles to plant life cycles. (4.6A)

Engage Students should buddy read the section in the Harcourt Science Textbook pp. A36-A37 entitled,” Animals and Their

Young.” Have students work together in groups or assign certain questions to different groups so that they can answer the

following questions about the readings: Why do animals have young? (Animals have young so that the species won’t die and become extinct.) (4.2C,D) What are some characteristics that allow members within a species to survive and reproduce? (Animals lay multiple

eggs; eggs are made of hard shells that help the young to survive; some animals protect their young while the their partner hunts; etc.)

What is the advantage of laying many eggs as opposed to having fewer eggs or young? (The more eggs an animal has or lays, the better their chances for survival.) (4.8A)

What is metamorphosis? (The process of change of an organism from an egg to an adult.) (4.2C,D,4.6A) Do all animals go through metamorphosis? (No) Which animals go through metamorphosis and which do not? (Almost all insects, invertebrates that live in water and

amphibians go through metamorphosis; Vertebrates such as birds, fish, reptiles, and mammals do not go through metamorphosis.) (4.2C,D,4.6A)

Why would an animal that only has a few young take care of them for months after birth? (These animals take care of their young very carefully because they have only one or very few and they want to ensure their survival.) (4.2C,D).

There are two types of metamorphosis that we will study. They are complete metamorphosis and there is incomplete metamorphosis.

How many of you were here in first grade? When you studied Insects, what happened to the mealworm? In second grade what insect did you study? (Butterfly) What did the larva turn into? What did the chrysalis turn into? Complete Metamorphosis has four definite life cycle changes which start with the female laying an EGG. Then the

EGG hatches and changes into a LARVA. The Larva is lives and eats and grows as much as it can. It then changes into a dormant stage (a stage where it will stop all activity) called a PUPA. The Pupa is usually encased in a cyst or a cocoon so that it can go through changes inside. Finally, after some amount of time, the PUPA emerges changed into and looking like an ADULT member of the species. The adult then carries on its activities, mates and the life cycle begins all over again. It is easiest remembered by the acronym – ELPA for E=egg

L=Larva P=Pupa A=Adult Does anyone remember observing the milk weed bugs and their life cycle in first grade? What did the Milk Weed Bug's

life cycle look like? Milk Weed Bugs go through Incomplete Metamorphosis. During Incomplete Metamorphosis, an ADULT organism, lays the EGGS. The eggs hatch into MINI-ADULTS or

NYMPHS. Then the mini-adults keep Molting, multiple times until they become the size of the adult. What is molting? (periodic shedding of the skin as the organism grows) There are many molts before the miniature adult grows as large as the adult. The various species of animals have

different names for the miniature adult stage. For example, crickets are called nymphs, crabs and starfish are called instars, etc. This type of metamorphosis is easiest remembered by the acronym – EMMA or ENA for

E=egg E= egg N=nymph M = mini-adult A=adult M = molts A=adult We are going to apply what we have learned about metamorphosis to the Life cycles of the crabs and frogs.

Students will use the buddy reading strategy to read a section on the way that the animals grow.(4.2C,D, 4.6A)

Students will work in groups to describe the patterns of change that animals go through for growth.(4.2B-D, 4.6A)

Students discuss the advantages of having one egg or young compared to multiple young or eggs. (4.2B-D)

Students learn through a mini lecture the difference between complete and incomplete metamorphosis. (4.2C,D)

Explore



Students will need to refer to the “Student Instructions for Making a Life Cycle Wheel” from the end of Lesson 7 in the STC Animal Studies Kit.

Each group will be given an information sheet on a particular organism and 5 sets of the Life Cycle Wheel handouts. The group will read the information and make a Life Cycle Wheel for their organism for each group. The groups will then present out their animal’ life cycle to the class.

Assign each group one of the following and print out the handouts to help them complete their “Life Cycle Wheels.” The group will have to determine which organisms have complete and or incomplete metamorphosis as their life cycle. Dwarf African Frog Growth Fiddler Crab Growth Butterfly Growth Sunflower Growth – students in this group should refer to the Harcourt Science textbook pp. A79-A79. Have the students also answer the following questions about the different stages in the organism’s life cycle: What are some plant adaptations that help the plants to survive?(4.2C, D, 4.8A) What are some inherited traits of plants? (4.2C, D 4.9A) What is the pattern of change /life cycle of a plant? (4.2C, D, 4.6A) What are some environmental changes that would cause the seed or plant s to become ill or perish? (4.2C, D, 3.8C) How does a larva, pupa, or mini adult meet its basic needs? (2.9A) Is this different from how the adult meets its basic

needs? (4.2C,D) Describe some of the external characteristics of the organism during its growth stage. (2.9A 4.2C, D, ) What are some environmental changes that would cause the growth stage/s to become ill or perish? (3.8C,4.2C, D ) What are some environment al changes that would cause the growth stage/s to thrive? (3.8C, 4.2C, D ) How does the larva, pupa, or mini adult modify its environment to meet its needs? (3.8D, 4.2C, D, ) What are some inherited traits that the larva exhibit (4.2C, D, 4.9A) How are animal life cycles different from plant life cycles (4.2C, D, 4.6A)

Students use researched information to report out the change and pattern of growth for their organism. (4.2A-E, 4.6A)

Student begin to gather information about the basic needs, environmental changes that affect it, and any adaptations that help the larva go through their growth stages. (2.9A,3.8C,D,4.2A-E).

Students describe some of the inherited traits that the larva has. (4.9A)

Explain Students present their findings and give each group a copy of the life cycle wheel for their group to use. Students analyze their group's

information and present them to the class. (4.2B-D)

Elaborate Students research to discover how humans and animals are similar and alike in their patterns of growth and development.

Have them make a chart comparing some behaviors cycles to animals. (4.2E, 4.8B) What are the life cycles of humans?(4.2B-D, 4.9B) How do human life cycles compare to animals life cycles? (4.2B-D, 4.8B)

Students will use a chart and the information that they have learned to make a chart that compares the growth patterns of humans to animals. (4.B-E, 4.9A,B)

EvaluateAfter all of the students presentation, students should be able to answer more than one of the following questions in their journals:

How do the life cycles of the crab, frogs and butterflies compare? (4.2B-D, 4.6A, 4.8B) How are plant life cycles and animals life cycles similar? How are they different? (4.2C, D, 4.6A) What are some plant adaptations that help the plants to survive?(4.2C, D, 4.8A) What are some inherited traits of plants? (4.2C, D, 4.9A) What is the pattern of change life cycle of a plant? (4.2C, D, 4.6A) What are some environmental changes that would cause the seed or plant s to become ill or perish? (3.8C) How does a larva, pupa, or mini-adult meet its basic needs? (2.9A) Is this different from how the adult meets its basic

needs? (4.2C,D, 4.6A, 4.8A) Describe some of the external characteristics of the organism during its growth stage. (2.9A, 4.2C, D) What are some environmental changes that would cause the growth stage/s to become ill or perish? (3.8C,4.2C, D) What are some environment al changes that would cause the growth stage/s to thrive? (3.8C, 4.2C, D) How does the larva, pupa, or mini adult modify its environment to meet its needs? (3.8D, 4.2C, D) What are some inherited traits that the larva exhibit (4.9B, 4.2C, D) How are animal life cycles different from plant life cycles? (2.9A,3.10A,B, 4.2C, D, 4.6A)

Students review the life cycles of the animals that they have studied. (3.8A, 4.9A,B, 4.2B-D)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%208%20Painted%20Lady%20Butterfly%20growth%20Life%20cycle.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk8%20Fiddler%20crab%20growth%20life%20cycle.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%208%20frog%20growth%20life%20cycle.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr5/gp3/WK%205%20MONINCOMPLETE%20METAMORPHOSIS.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr5/gp3/WK%205%20MON%20COMPLETE%20METAMORPHOSIS.doc

Which of them has complete metamorphosis? Which of them has incomplete metamorphosis?(4.2B-D, 4.6A) How does a larva, pupa, or mini adult meet its basic needs? (2.9A) Is this different from how the adult meets its basic

needs? (4.2C,D, 4.6A) Describe some of the external characteristics of the organism during its growth stage. (2.9A, 4.6A, 4.9B)

Vocabulary: (Pertinent to the learning – specific) complete metamorphosis/metamorfosis completo incomplete metamorphosis/metamorfosis incompleto




Have students continue to work on the investigation from the list that they chose yesterday. Have them record their results and prepare to share their results with the class.(4.2A-E).


Extension 1 Have students continue to work on an investigation

design that they chose yesterday that will get the frogs to respond to a learned behavior. Upon, completion, allow them to share their investigation and results with the class. (4.2A-E)

5th Grade TAKS Information Booklet

9 Which animal goes through the stages ofmetamorphosis shown above?

A* BeetleB FrogC BirdD Snake

8th Grade TAKS 2006




Fourth Grading Period – Week 8-Wednesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Where do humans live? In what kind of places? (3.8A) In what ways do humans depend on their environment?

(3.8A) What are some ways do environmental changes affect

humans? What are some environmental changes that will make the humans become ill or perish? (3.8C)

What are some adaptations humans have to help them survive? (4.8B)

If a human moved to Alaska from Texas, how would they need to change the way they live? (3.8D)

How might their daily activities change? (4.2C,D) How do humans modify their environment to meet their

needs? (3.8D) How does the information on humans compare to that of

the frogs and crabs? (4.2C, D) What adaptations do humans have that help them to live

in different environments? (4.8A) In what ways do the crabs and frogs depend on their

environments? How about the humans? (3.8A-D, 4.8B) In what ways do the crabs and frogs cause changes to

their environments? (3.8D).



Students know how to use a variety of tools and methods to conduct scientific Inquiry and can collect and analyze information using tools including calculators, microscopes,

cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses. (3.4A)

Students can demonstrate that repeated investigations increase the reliability of results. (3.4B) Students can distinguish between the living and the non-living characteristics of an organism.

(2.8A,B) Students know that animals have basic needs (2.9A). Students can observe and describe the habitats of organisms within an organism.(3.8A) Identify organisms with similar needs that compete for resources (3.8B) Students can describe environmental changes in which organisms would become ill, thrive, or

perish.3.8C) Students can describe the habitat and the organism as a system with parts that work together (3.5A) Students can identify and compare the adaptive characteristics of different species that allow

members within a species to survive and reproduce. (3.9A,B) Students can distinguish between and provide examples of inherited and learned traits.(3.10A,B)


The teacher will… So students can…5E Model of InstructionUse the STC Animal Studies Kit: Lesson 11: Observing Humans Closely



“Materials,” and “Preparation.” Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the

conservation and disposal of resources when applicable. (4.1A,B) Advance Preparation: Refer to steps 1-3 in the “Preparation" section of the Teacher’s manual. Make copies of the following for each student: Record Sheet 11-A: My School Habitat for each group and 11-B:

Observing Humans for each student. The main purpose: I can identify the basic needs of humans. (2.9A)

Engage Procedure 1

Students review their results form their home – habitat project and share their answers with the class. (4.2B-D)




Here is where students will take out their habitat studies where they wrote the descriptions of their daily behaviors. Students should share out their results and discoveries as the teacher scribes.

Where and how are your basic needs met in your home?(2.9A) What are some of your daily activities? (4.2B,D) Do you think that your basic needs are met completely or partly in your home? Where would you get food if the refrigerator was empty? Where would you get water if your faucets were broken? What needs to be brought into your home so that you can survive?(2.9A)

Procedure 2 Did anyone list their neighborhood as their habitat? Why ?(3.8A)

Procedure 3 What are the living and nonliving elements of the school habitat? (2.8A,B) What can we add to the web? (4.2C,D)

Procedure 4-5 Students determine how the school meets their basic needs: How long could you live in the school environment? Why do you think so? Is there enough space? Food? Water? Shelter? How long could you live here is no food was brought in? Where would you get food if the cafeteria ran out of food?

(4.2C) (4.3C)

Procedures 6-7 Why does the school habitat not meet all of your needs? What would need to happen for your school or home to become a complete habitat (some say make it into a farm;

grow food, etc.) (2.9A, 3.8A) How have all of the animal's habitats been complete? (The students meet the animal’s needs )(3.8A, 2.9A)

Students discuss what they consider their habitat and what the components of their habitat are. (3.8A)

Students determine through class discussion that the school and home habitats will not meet their needs unless food is grown or animals are brought in for protein. (2.9A, 3.8A)

ExploreProcedure 8 - 9

Students use Record Sheet 9-A to help guide them in identifying what and where they will observe human behaviors. What are some characteristics we can use to observe in humans? (2.9A) Where are some places in the school that humans hang out? (4.2B,D) What kind of observers will we need to be? (silent ones) (4.2C)

Procedure 10 Have students prepare a section in their animal logs for their human observations. Their data sheet 11-B should be

complete before you release them in small groups to observe human behavior.

Procedure 11 Allow students about 30 minutes to move throughout the school quietly to observe humans behavior. You may want to

assign different groups different areas of the school.

Students use their observation skills to move around the school to observe human behaviors. (4.2A-E)

Student design their own investigation to test and gather information. (4.2A-E)

ExplainProcedure 11 (cont’d)

What are some of the behaviors that you have observed? (4.2B,D) What are some observations that surprised you? (42C) Do all humans look alike? Why or why not? (4.2B,D) Do all humans move the same? (4.2B,D) Do all humans eat or get water the same? (4.2B,D) Final Activities 1 Facilitate a science meeting to discuss the following : Where do humans live? In what kind of places?

Students analyze and share out their data and observations. (4.2B-D)

Students will discuss the adaptations of humans and how they modify their environments to meet their needs. (3.8A, D, 4.8B).



In what ways do humans depend on their environment? (3.8A) What are some ways do environmental changes affect humans? What are some environmental changes that will make

the humans become ill or perish? (3.8C) What are some adaptations humans have to help them survive? (4.8B) If a human moved to Alaska from Texas, how would they need to change the way they live? (3.8D) How might their daily activities change? (4.2C,D) How do humans modify their environment to meet their needs? (3.8D)

Students discuss how humans adapt to change if they switch their environments. (3.8D)

ElaborateExtension 2

Have students choose a different habitat to what they live in now. Have them describe the different ways that they would adapt to meet their needs in their new environment:

Students will use their knowledge of their habitat and human adaptations to describe changes that they would make and need to survive in a new environment. (4.B-D, 4.8A, B)

Evaluate Final Activities 2 - refer to Figure 11-1 for guidance. Have students complete the “Habitat Information Table” in their journals. (4.2E) How does the information on humans compare to that of the frogs and crabs? What adaptations do humans have that help them to live in different environments? (4.8A) In what ways do the crabs and frogs depend on their environments? How about the humans? (3.8A-D, 4.8B) In what ways do the crabs and frogs cause changes to their environments? (3.8D).

Students compare the adaptive characteristics and habitat modification between humans and the animals that we have studied. (3.8A, 4.9A,B, 4.2B-D)

Vocabulary: (Pertinent to the learning – specific) ResourcesMaterials Needed:http://oldnavy.gap.com/browse/category.do?cid=26619&pageID=-1Other Materials of Possible Interest for Teacher:



Have students continue to work on design investigation from yesterday. Upon completion, have them record their results and share their results with the class.(4.2A-E).


Extension 1 Have students continue to work on an investigation

design that they chose yesterday that will get the frogs to respond to a learned behavior. Upon, completion, allow them to share their investigation and results with the class. (4.2A-E)

5th Grade TAKS Information Booklet

10 The mole is an animal that digs tunnels.Which of the following characteristics wouldNOT be an advantage to a mole?A Sharp clawsB* Large earsC Small eyesD Strong legs

8th Grade TAKS 2006



http://oldnavy.gap.com/browse/category.do?cid=26619&pageID=-1



Which body structures help humans find and eat food? (4.2B,D, 4.8A) Which body parts help humans protect themselves? Hide from danger? Find or

design and build shelter?(4.2B,D, 4.8A) Which body parts do you think help humans survive?(4.2B,D, 4.8A) Is the human body a system? (4.5A) How does the location, size, or shape of these body structures help them

function? (4.2B,D, 4.8A) What are some things that humans do to survive in a variety of habitats? (4.2C, D,

4.8A) How has the ability to make clothing helped humans to live in different climates?

(4.2C, D, 4.8A) What special behaviors do humans show that help them to meet their needs in a

variety of habitats? (2.9A,4.2C, D, 4.8A) What is an appendage? (4.2C, D)






The teacher will… So students can…5E Model of InstructionUse the STC Animal Studies Kit: Lesson 13: Part 1 – What Makes an Animal Special?




“Materials,” and “Preparation.” Advance Preparation: Refer to steps 1-3 in the “Preparation" section of the Teacher’s manual. Making copies of Record Sheet 13-A: Humans –Structures and Behaviors

The main purpose: I can identify the specific characteristics of humans that help them to survive in a variety of habitats. (4.2C, D, 4.8A) I can discuss human structures and behaviors that help humans survive in different habitats. (4.2C, D, 4.8A,B)

EngageProcedures 1-2

So far we have discussed and compared the body structures and behaviors of 4 different animals. Today we are going to focus on Human structures and behaviors.

Review Record Sheet 13-A: Humans –Structures and Behaviors and Record Sheet 11-B.Procedure 3

Facilitate discussion on how body structures help humans interact in their environments. Is our body a system? (4.2C, D, 4.5A) Is our body a complex system? Why? Explain. (4.2C, D, 4.5A) Which body structures help humans find and eat food? (4.2B,D, 4.8A) Which body parts help humans protect themselves? Hide from danger? Find or design and build shelter?(4.2B,D, 4.8A)

Students will review Record Sheet 11-B and facilitate discussion of Record Sheet 13-A: Humans –Structures and Behaviors. (4.2B-D)




Which body parts do you think help humans survive? (4.2B,D, 4.8A) How do they help? How does the location, size, or shape of these body structures help them function? (4.2B,D, 4.8A) Let students know that another name for an animal’s body part is the word “appendage.” What is an appendage? (4.2D)

ExploreProcedure 4

Choose one body structure to record with the class. Walk them through one example of how it helps humans to meet their needs. Refer to Figure 13-1 for ideas.

Procedure 5 Allow students groups to decide which structures they would like to focus on for their groups.

Student groups work together to describe ways that humans meet their needs. (2.9A, 4.8A)

ExplainProcedure 6

How did your group decide on which structures to list and describe? (4.2B,D) Why did you choose the structures that you did? (4.2C,D) How does your boy part help the human to survive? (4.2C, D, 4.8A) Final Activities 1 What are some things that humans do to survive in a variety of habitats? (4.2C, D, 4.8A) How has the ability to make clothing helped humans to live in different climates? ( 4.2C, D, 4.8A) What special behaviors do humans show that help them to meet their needs in a variety of habitats? (2.9A,4.2C, D,

4.8A)

Students report out the body structures that

they decided to write about. (4.2B,D) Students discuss and describe the abilities

and skills that they have developed to help them meet their needs. (4.8A)

Students discuss the behaviors that humans have developed to help them survive in a variety of habitats. (4.8A,)

ElaborateExtension 4 Have students research ways that humans hands are similar to and different from gorillas, chimpanzees, and other

primates. How do these structural different external characteristics help each animal live in a particular habitat? (4.2C, D, 4.8B) Are all thumbs alike? Are thumbs inherited? (2.9A, 4.2C, D)

Students will use their knowledge of instincts, stimuli, responses, and learned behaviors to make a chart of those in their home environments. (4.B-E, 4.9A,B)

Evaluate Have students compare their answers and complete Record Sheet 13-A: Humans –Structures and Behaviors.

Allow them to hold a science meeting with other students to add new ideas. (4.2E, 4.8A, B)

Students compete Record Sheet 13-A: Humans –Structures and Behaviors and participate in a science meeting with their peers to add new ideas to their lists. (4.2B-E).

Vocabulary: (Pertinent to the learning – specific) complex system/ sistema complejo





What do you do for students who need additional support?Extensions 5

Have students look through magazines for animal pictures to use in an eye, ear, and/or appendage scavenger hunt. Have them describe how the size, shape, and location of the animals eye, ear, or appendage helps it to survive.(4.8A,B)

You can also obtain plastic "wearable" animal ears and noses from party stores that are fun to wear and discuss how that trait helps an animal.

5th Grade TAKS 2006

4 Which of the following characteristics of afield mouse is most likely inherited from itsparents?F Brown furG Torn earH Scar on its legJ Chipped tooth

8th Grade TAKS 2006



What do you do for students who master the learning quickly? Extension 5

Have students look through magazines for animal pictures to compare the eyes, ears, or appendage of different animals. Have them describe how the size, shape, and location of the animals eye, ear, or appendage helps it to survive. (4.8A,B)




Fourth Grading Period – Week 8-Friday & Week 9 Monday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Which body structures help humans find and eat food? (4.2B,D, 4.8A) Which body parts help humans protect themselves? Hide from danger?

Find or design and build shelter?(4.2B,D, 4.8A) Which body parts do you think help humans survive?(4.2B,D, 4.8A) How does the location, size, or shape of these body structures help them

function? (4.2B,D, 4.8A) What are some things that humans do to survive in a variety of habitats?

(4.8A) How has the ability to make clothing helped humans to live in different

climates? ( 4.8A) What special behaviors do humans show that help them to meet their

needs in a variety of habitats? (2.9A,4.8A)






Students know that The Teaching Plan


5E Model of InstructionUse the STC Animal Studies Kit: Lesson 14: Part 2 – What Makes an Animal Special?




“Materials,” and “Preparation.” Advance Preparation: Refer to steps 1-4 in the “Preparation" section of the Teacher’s manual. Making 10 copies of Record Sheets14-A: Dwarf African Frog -Structures and Behaviors and Record Sheet14-B:

Fiddler Crab -Structures and Behaviors, Allow students helpers to fill the water misters with warm water. Make one copy of “Did You Discover…?” For each student.

The main purpose: I can compare specific adaptive characteristics of crabs and frogs that help them to survive in a variety of habitats. (4.2C, D, 4.8A)

I can compare certain inherited traits and learned behaviors that help the crabs and frogs survive in different habitats. (4.2C, D, 4.9A,B)

EngageProcedures 1-2

Divide the class up into groups of 10 and then each group into 5 pairs. Does anyone have any questions about observing the behaviors and structures of the animals? We will use the same

procedures as we did when we studied behaviors and structures of humans. Each group is assigned only one animal to

Students will review Record Sheet 11-B and facilitate discussion of Record Sheet 13-A: Humans –Structures and Behaviors. (4.2B-D)




observe and report out on. Team Crabs is over here and Team Frogs is over there. You will need to revisit your animal drawings to help out your team. When everyone on your animal team has filled in their data sheets, your team will need to hold a big science meeting.

Be prepared to share with the class in what ways your group thinks that the animal is suited to life in its particular habitat. Explore

Review Record Sheets14-A: Dwarf African Frog -Structures and Behaviors and Record Sheets14-B: Fiddler Crab -Structures and Behaviors, Review behaviors with the students as necessary.

Procedure 3 Facilitate discussion on how body structures help the animals interact in their environments. Focus on the following questions for your presentation for the class: Which body structures help the crabs and frogs find and eat food? (4.2B,D, 4.8A) Which body parts help crabs and frogs protect themselves? Hide from danger? Find or design and build shelter?

(4.2B,D, 4.8A) Which body parts do you think help crabs and frogs survive?(4.2B,D, 4.8A) How does the location, size, or shape of these body structures help them function? (4.2B,D, 4.8A)

Student groups work together to describe ways that crabs and frogs meet their needs. (2.9A, 4.8A)

ExplainProcedure 6

How did your group decide on which structures to list and describe?(4.2B,D) Why did you choose the structures that you did?(4.2C,D) Final Activities 1

Students report out the body structures that they decided to write about. (4.2B,D)

Students discuss and describe the abilities and skills that their animals have developed to help them meet their needs. (4.8A)

Students discuss the behaviors that the animals have developed to help them survive in a variety of habitats. (4.8A,)

Elaborate Final Activities 1-2 Have students buddy-read the sections on “Did you discover…” Have them share information with the class. What did you learn about additional structures of the animals that we have studied? (4.2C,D) What evidence from your animal logs supports what is in the readings?(4.2D) Why might you not have evidence from your logs to support your readings? (4.2D) Have students fill in the blanks with the animal and structure of their choice. Then have them respond to one of the

following prompts: In what ways would the ______ life be different if the _____ did not have _________? Imagine that you are a frog or crab. How would you get what you need to survive? What structures and behaviors would

help make you best suited to life in a pond or a marsh? (4.2C, D, 4.9A, B, 4.8A, B)

Students will use their knowledge of all that they have studied and recorded on their data sheets to write essays about their structures. They may also choose to write about how they meet their needs. (2.9A,B, 3.8A,B,4.B-E, 4.9A,B)

Evaluate Have students compare their answers and complete their record sheets for all animals Record Sheet 13-A: Humans –

Structures and Behaviors. Allow them to hold a science meeting with other students to add new ideas. Students should be able to use the Organism Four Square as a post unit assessment of all the objectives that

they have learned throughout this unit of study. Have them fill one out for the animal of their choice. You may want to include a poster of their animal to go with the information on the 4 square.

Students complete a 4- Square for an animal of their choice that describes all of the basic needs, adaptations, habitats, niches, inherited and learned traits, etc. ( 2.9A,b, 3.8A-D, 4.8A,B, 4.9A, B, 4.5A,B,4.2B-E).



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/wk9%20Organism%204%20square.doc

Vocabulary: (Pertinent to the learning – specific) ResourcesMaterials Needed:Other Materials of Possible Interest for Teacher:



Have students look through magazines for animal picture to use in an eye, ear, and/or appendage scavenger hunt. Have them describe how the size, shape, and location of the animals eye, ear, or appendage helps it to survive.(4.8A,B)

What do you do for students who master the learning quickly? Extension 5

Have students look through magazines for animal pictures to compare the eyes, ears, or appendage of different animals. Have them describe how the size, shape, and location of the animals eye, ear, or appendage helps it to survive. (4.8A,B)

5th Grade TAKS 2006

6 Which diagram shows an example of metamorphosis?




Fourth Grading Period – Week 9-Tuesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What parts of an animal quickly rot away when it dies? (4.2C,D) What parts stay behind to make a fossil? Why? (4.2C,D) In your model, what parts of the plant or animal did the sugar cubes stand

for? What parts of a plant or animal did the dried glue stand for? (4.2C,D) In your model what processes did the warm water stand for? ( the erosion

elements of erosion, weathering and dissolving) (4.10A) What is a fossil? How are they made? (4.2C, D, 4.10B) What was a limitation of your fossil formation model? (4.3C)





Students know that past events affect present and future events – events like erosion, weathering, and dissolving help fossil formation and exposure.(4.10A)


The teacher will… So students can…5E Model of InstructionUse the Harcourt Science Textbook: Lesson 1- How Do Fossils Form? pp. C60-C65 and Lesson 2 – What Can We Learn From Fossils? pp.C68 – C73. Student Workbook p. 132-133

Important Teacher Note: Since the probability that all textbooks have been taken up is high, these resources have been hyperlinked

for you.


conservation and disposal of resources when applicable. (4.1A,B)

The main purpose: I can describe how fossils are made. (4.10A) I can draw conclusions about animals that lived in the past from fossil evidence. (4.10B). I can identify the kinds of species that lived in the past and compare them to the existing species. (4.8C)Engage

Show students the video clip entitled, “Fossils.” What Are fossils? (4.2C,D, 4.10B) How are fossils made? (4.2C,D, 4.10B) What events usually expose fossils or bring them to the surface? (Fossils can take several years to come tot he

surface. They are usually exposed by erosion and weathering of Earth over a long period of time. Sometimes glaciers or volcanoes can bring them to the surface at a faster rate.)(4.10A)

Where and how do we usually find fossils? (They are found in rock layers or when areas of earth are exposed.)(4.2C,D)

Students will discuss what fossils are, how they are made, and what types of events expose them. (4.2C,D, 4.10A)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/wk9-fossils%20video%20clip.wmv


Explore Facilitate the making of fossils by students by having them complete the “Making a Fossil Activity” pp. C60 – C61, WB

132-133. Break up the reading sections from pp. C62-C73. Have student pairs read their sections and make a poster to present

to the information to the class. Have students read about the oldest living ancestor of the crab – The Horseshoe Crab – in the reading “Ancient

Species.”. The handout also includes a section about the extinct Trilobite. Scientists think that modern day crabs may have come from ancient trilobite species.

Look at the picture of the horseshoe crab. How do horseshoe crab adaptations compare to the fiddler crab adaptations? (4.8C). How are trilobites like horseshoe crabs? (They have an exoskeleton or shell like carapace; they have multiple legs; their legs are jointed; they lived in shallow waters, etc.).(4.8C)

How do you thin having a hard shell has helped crab to adapt and survive in their environment? (4.8B).

Students use the Scientific Method make a fossil with their groups.

Students read with a buddy to make a poster of the major points in their section of the reading.

Explain What is a fossil? ( a trace of ancient life) How do they form? (4.2C, D, 4.10B) When /Where are fossils found? Why? (4.2C, D, 4.10B) What parts of an animal quickly rot away when it dies? (4.2C,D) What parts stay behind to make a fossil? Why? (4.2C,D) In your model, what parts of the plant or animal did the sugar cubes stand for? What parts of a plant or animal did the

dried glue stand for? (4.2C,D) In your model what processes did the warm water stand for? ( the erosion elements of erosion, weathering, and

dissolving) (4.10A) What was a limitation of your fossil formation model? (4.3C) How do scientists use rock layers to identify the age of fossils?

Students analyze their group's conclusions about fossil formation and how they are formed. (4.2B-D)

Students discuss the limitations of the model. (4.3C)

Elaborate Have students complete the “Observe and Infer” worksheet about fossils, WB138

Students will their observation and inference skills to analyze a reading about fossils.(4.B-E, 4.10B)

Evaluate Have students complete the “How do Fossils Form” WB135. Why are fossils so important? (4.2C,D) What can fossils tell us about the rocks that contain them?(4.10B) What can fossil footprints tell us? (4.10B) How can scientists tell whether a once-living thing had scales, feathers, fur, or skin? (4.10B) How do scientists know that living thins have changed over time? How do scientists use rock layers to identify the age of fossils?(4.10B)

Students should be able to describe the importance of fossils and the evidence that they tell us about the creatures that lived in the past. (4.2B-D, 4.10B).

Vocabulary: (Pertinent to the learning – specific) fossil

ResourcesMaterials Needed:Lesson 1- How Do Fossils Form? pp. C60-C65 Lesson 2 – What Can We Learn From Fossils? pp.C68 – C73.Student Workbook p. 132-133





http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%209%20TEK%204.8C%20ancient%20species.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr4/gp4/Wk%209%20TEK%204.8C%20ancient%20species.doc

What do you do for students who need additional support?Extensions 3 Have students design another investigation from

the list that has not been used already. Have them record their results and share their results with the class(4.2A-E).

What do you do for students who master the learning quickly? Extension 1 Have students design an investigation that will get

the frogs to respond to a learned behavior. Allow them to share their investigation and results with the class. (4.2A-E)

5th Grade TAKS 2006

24 The rock column above shows the layers in a rock formation. The three diagrams above show thepositions of fossils in different rock layers. According to this information, which fossil is the youngest?



Physical Science– Grade 4 - SAISD · Web view(4.3D) connect Grade 4 concepts with the history...

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Transcript of Physical Science– Grade 4 - SAISD · Web view(4.3D) connect Grade 4 concepts with the history...