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Animal Life Animal Life By Marta Chwalka & Juliette John

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What will we be learning about animals? At the end of the week we will know How to classify animals Animals have different structures that help animals to adapt and survive Animal Relationships in the Food Chain. Different Life Cycles How the environment is dependent of animals and their behaviors.

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Graphic Organizer for MST Unit

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Lesson # 1 ANIMAL CLASSIFICATION: Do all animals have skeletons? Feel your skeleton activity. To explore animals that have a skeleton and the ones that do NOT click below http://www.kidport.com/RefLIB/Science/Animals/Animals.html Scientists classify animals according to similar characteristic The animal kingdom can be split into two main groups. They are: WHAT DO THINK ? WHICH GROUP OF ANIMALS DOES NOT HAVE A SKELETON? Lets find out ! Click herehttp://teachertube.com/viewVideo.php?video_id=36112&title=Animals http://teachertube.com/viewVideo.php?video_id=36112&title=Animals

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Lesson # 2 FOOD CHAIN: Who is who in the food chain ? Mystery Pellet: What is in IT? Help Henry the owl with his mysterious lunch. Students dissect owl pellets and identify bones and post their findings at http://scientistsatwork.wikispaces.com/ http://scientistsatwork.wikispaces.com/ Using Inspiration design your own food chain.

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Lesson # 3 ADAPTATION AND SURVIVAL ADAPTATION EXPERIMENT: Students use various tools to gather food. Present findings in mathematical representation. ADAPTATION EXPERIMENT: Students use various tools to gather food. Present findings in mathematical representation.

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Lesson # 4 LIFE CYCLES: Where did I come from? Students set up real life habitats. Group 1: Brine shrimp ( sea monkeys) Group 2: Mealworm Group 3: Frogs Group 4: Chicks Group 1: Brine shrimp ( sea monkeys) Group 2: Mealworm Group 3: Frogs Group 4: Chicks Scavenger Hunt Sea Monkeys: http://www.sea-monkey.com/html/fun/index.html http://www.sea-monkey.com/html/customercare/faq_reproduction.html Mealworm http://www.district196.org/sv/classconn/classrooms/second/menas/insects/insect.html http://lawrencehallofscience.org/foss/fossweb/teachers/materials/plantanimal/tenebriobeetles.html Frogs http://www.tooter4kids.com/Frogs/life_cycle_of_frogs.html http://www.kiddyhouse.com/Themes/frogs/ Chicks http://chickscope.beckman.uiuc.edu/explore/embryology/ www.nebo.edu/misc/learning_resources/ppt/k-5/chicks.pp www.nebo.edu/misc/learning_resources/ppt/k-5/chicks.pp

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Lesson # 5 BODY COVERINGS: How hot are you? KWL CHART

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Lets experiment ! 1.Do the following exercise using a 5 x 8 inch envelope made from cheesecloth and filled with feathers, a bucket of ice and your hands: 2. Hold the envelope with the feathers on your hand, and at the same time insert both into the bucket of ice. Note: be sure the feathers are between your hand and the ice! 2. Hold the envelope with the feathers on your hand, and at the same time insert both into the bucket of ice. Note: be sure the feathers are between your hand and the ice! 3. Insert your hand in the ice bucket without the ice. Did the feathers keep your hand from getting cold? Discuss how the feathers of birds are used an insulation against the cold. Do the same exercise using fur. 3. Insert your hand in the ice bucket without the ice. Did the feathers keep your hand from getting cold? Discuss how the feathers of birds are used an insulation against the cold. Do the same exercise using fur. 4. How do you think these types of coverings affect the body temperature of warm-blooded animals? Do warm-blooded animals need extra protection for cold weather? 5. Discuss: Animals grow extra thick fur in the winter and shed their fur in the summer. Birds molt or lose their feathers in the summer and fluff their feathers in the winter to keep their body temperature even. Humans wear layers of clothing in the winter to keep their body temperature. 5. Discuss: Animals grow extra thick fur in the winter and shed their fur in the summer. Birds molt or lose their feathers in the summer and fluff their feathers in the winter to keep their body temperature even. Humans wear layers of clothing in the winter to keep their body temperature.

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Lesson # 6 POLLINATION: Did you hear the BUZZ? PET Manipulative: Students discover the process of pollination. PET Manipulative: Students discover the process of pollination. What does the word "pollination" mean? Pollination is the transfer of pollen from a stamen to a pistil. Pollination starts the production of seeds. What does the word "pollination" mean? Pollination is the transfer of pollen from a stamen to a pistil. Pollination starts the production of seeds. But how does pollination work? Well, it all begins in the flower. Flowers have male parts called stamens that produce a sticky powder called pollen. Flowers also have a female part called the pistil. The top of the pistil is called the stigma, and is often sticky. Seeds are made at the base of the pistil, in the ovule. But how does pollination work? Well, it all begins in the flower. Flowers have male parts called stamens that produce a sticky powder called pollen. Flowers also have a female part called the pistil. The top of the pistil is called the stigma, and is often sticky. Seeds are made at the base of the pistil, in the ovule. But how do plants get pollinated? But how do plants get pollinated? Ah! That is an excellent question. Well, people and insects such a bees and butterflies help. And dont forget about strong winds Sing a pollination Song Sing a pollination Song http://www.mbgnet.net/bioplants/pollination.html

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FILAMENTALITY We designed our Filamentality website in order to give students the opportunity to browse additional resources related to our unit of study, The ANIMAL LIFE. We included videos, songs, games, and informational pages, just to name a few! http://www.kn.att.com/wired/fil/pages /listanimallma.html http://www.kn.att.com/wired/fil/pages /listanimallma.html http://www.kn.att.com/wired/fil/pages /listanimallma.html