Animals - Teacher Edition

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Animals

Sangari Active Science

Teachers Editio


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2011 Copyright Sangari Active Science. Any reproduction is forbidden. Printed in the U.S.A.

Leadership

President o Sangari Global Education Rajeev Bajaj

President o Sangari Active Science Larrie Reynolds, Ed.D.

Vice President, Research and Development John Penick, Ph.D.

Vice President, Assessment and Evaluation David Quinn, Ph.D.

Members o the Board o Advisors Ronald J. Bonnstetter, Ph.D.,

Joseph S. Krajcik, Ph.D., Gerry Wheeler, Ph.D.

Chie Learning Oicer Sandra Damm

Managing Editor Rene Gadelha

Science Review John Penick, Ph.D., Gerry Wheeler, Ph.D.

Saety Review Annette Barzal

USA Editor Jessica Paladini

USA Revisions Betsy Fannin

USA Copy Editors Jane Bedula, Cindy Medici

USA Graphic Design JAM Graphics

Global Leadership

Chairman and Founder Ben Sangari

VP o Sangari Brazil & President o Sangari Argentina

Jorge Werthein, Ph.D.

Director o Sangari Argentina Ins Dussel

Sangari Active Science


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Work designed and produced by Sangari Research

and Development Center

AnimalsTeachers Editio


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ContentsIntroduction to Teachers______________________________________________________ 8

What Is Sangari Active Science? ______________________________________________ 9

Overall Objectives __________________________________________________________ 10

Science Notebook __________________________________________________________ 11

About the Teachers Edition__________________________________________________ 12

Time Management__________________________________________________________ 13

Dierentiation ______________________________________________________________ 14

Connections to Other Content Areas _________________________________________ 16

Visual Literacy _____________________________________________________________ 19

Vocabulary Development ___________________________________________________ 20

Graphic Organizers _________________________________________________________ 22

Investigation Materials ______________________________________________________ 24

Saety______________________________________________________________________ 26

Why Study the Subject? _____________________________________________________ 28

Unit Overview _____________________________________________________________ 30


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Animals UnitLesso 1 What Is an Animal? ______________________________________________ 32

Lesso 2 How Do Animals Live in the Environment? ________________________ 44

Lesso 3 How Do Animals Meet Their Basic Needs or Survival? _____________ 56

Lesso 4 How Do Animals Keep Warm?____________________________________ 68

Lesso 5 How Do Animals Survive Winter?_________________________________ 78

Lesso 6 How Do Animals Change and Grow?______________________________ 90

Lesso 7 What Do Most Animals Do in the Daytime? _______________________ 102

Lesso 8 What Are Some Night Animals? _________________________________ 114

Lesso 9 How Do Habitats Provide Animals What They Need to Live? _______ 126

Lesso 10 What Animals Live in Forest Habitats? ____________________________ 138

Lesso 11 What Animals Live in Desert Habitats? ___________________________ 150

Lesso 12 What Animals Live in Freshwater Habitats?_______________________ 162

Lesso 13 What Animals Live in Saltwater Habitats? ________________________ 174

Lesso 14 What Do Animals Use to Change and Grow? _____________________ 184

Lesso 15 How Do People Change Earths Habitats?_________________________ 196

Lesso 16 How Can People Protect Earths Environments?___________________ 208

Lesson Check Up Answer Keys _____________________________________________ 218

Appendix A: Graphic Organizers ____________________________________________ 234

Appendix B: Glossary ______________________________________________________ 250


8/2548 Animals Teachers Edition

Introduction to Teachers

The Sangari Active ScienceTeachers Edition provides teachers with the sup-

port necessary to create scientic learning environments and the recommended

approaches to aid hands-on learning or each science activity in the unit.

Current science research and best instructional practice indicate that studentsremember concepts better and transer their experiences to other learning situations

when they participate in active learning. Science is a process; all Sangari Active

Sciencelessons guide the teacher in leading students through using the processes

o science and scientic thought.

The Teachers Edition provides the specic background inormation needed or each

lessons contents and contains classroom lesson guides that are consistent with the

most up-to-date science pedagogy. The lessons provide teachers with the Big Idea

or each science concept, the vocabulary needed or students to discuss and write

about science concepts, clear directions or guiding students through the activities,

and extensions to expand their learning.

At the conclusion o each activity and lesson, teachers are guided to refect on stu-

dents learning processes. By moving science rom the teacher-shows-student-tells

scenario to the active-learning model, both student and teacher are ully involved

in creative learning and are responsible or the mastery o the science learning

objectives.


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What Is Sangari Active Science?

Sangari Active Scienceis an inquiry-based science program. It provides experi-

ences, experiments, discussions, and challenges that encourage students to

develop the problem-identication and -solving skills that will enable them to par-

ticipate and interact in the scientic and technological environment o the modernand uture world.

Scientic knowledge is increasing rapidly in all elds. Sangari Active Science

prepares uture citizens o the world to be prepared to ask and answer questions

related to causes and consequences o events in the natural world while enabling

them to apply scientic inormation to solve new and complex problems.

Educators and scientists working together created Sangari Active Sciencewith a

thorough study o science and educational research, standards analysis, and inves-

tigation enhancements. The rationale o the program is that students learn and

remember science best when they are involved in active, hands-on explorations

and investigations.

Sangari Active Sciencelessons use a variety o instructional techniques to accom-

modate a range o student learning styles, while students work in collaborative

teams to interact, draw conclusions, and share ideas with their peers. Lessons

encourage students to express and evaluate their preconceived ideas about how

the world o science works. When students are able to test their ideas with real evi-

dence and articulate what they have discovered by recording data into their Science

Notebooks, the scientic learning becomes their own.

Sangari Active Scienceproessional development activities enable teachers to

promote student skill and concept development. Teachers are guided in assisting

students with creating hypotheses, controlling variables, conducting experiments,

and interpreting data. In an environment that incorporates science and cause-and-

eect thinking, students are not only learning, but they are also constructing new

concepts o personal knowledge and understanding.



Overall Objectives

Sangari Active Sciencesdevelopmentally appropriate curriculum provides students

with the ollowing:

Focus with the Big Ideathat starts each lesson. Students are provided with

appropriate vocabulary to discuss and enhance their knowledge o the topic.Engaging photos and graphics spark enthusiasm and encourage students to

consider their own questions regarding the science concepts. Teachers are pro-

vided with probing questions to determine students pre-existing knowledge on

the science topic o study, as well as planned opportunities to observe, listen,

and learn rom their young student scientists.

Exploration through hands-on activities that guide them to examine scientic

problems to nd answers and solutions. Students work in small teams to create

their hypotheses. Data are gathered and charted in Science Notebookswith

ample time provided or students to perorm repeated trials as needed. Team

discussion is encouraged and supported at this time.

Opportunities or refection to examine their own thinking and understanding

where experimental data are organized and catalogued in Science Notebooks.

Teams decide how they will present their ndings to the whole class. Learn

Moresegments present students with additional science inormation on the

lesson topic. Teachers refect on students abilities to interpret results and help

organize their thinking toward scientic standards.

Applications in which they show that they are able to relate the topic under

study to real-lie situations. Extension segments provide the history o the sci-

ence topic and practical real-lie ways the science is used. Learning the science

history and completing reinorcement and ollow-up enrichment activities allow

students to develop comprehensive understandings o the topic.


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The Science Notebookis a key component o the complete Sangari Active Science

lesson. The practice o keeping written records is one o the core activities used in

the process o producing and documenting scientic knowledge. In each lesson

students use their Science Notebooksto record their initial ideas on the scienticsubjects, hypotheses, observations, results, and thoughts about uture experiments.

Writing scientically allows students to develop and articulate their thinking and pro-

vides the opportunity to routinely challenge their own preconceived ideas. Scientic

writing is dierent rom creative writing. Students are encouraged to be precise,

concise, and clear in their language regardless i they are recording data, making

observations, or predicting uture outcomes.

Science Notebookwriting consists o various styles since students will keep records

as lists, narratives, descriptions, and statements. Science vocabulary is included in

every lesson and reinorced in the notebook. Students are encouraged to use these

new words throughout the lesson, as well as record these terms in their notebooks

in order to have an easy reerence or usage in writing and discussion.

When writing a personal opinion in the Science Notebook, the writer should make

this clear by writing in the rst-person singular. Students will record observations

or explanations in impersonal language. Placing examples on the board will sup-

port students in obtaining the correct tone in their notebooks. Students should be

encouraged to include drawings and sketches in their science explanations as well.

Scientists are careul in maintaining records that are legible and easy to read.

Students should be encouraged to make graphs or tables neat and clear. Model on

the board to provide students with examples o how to organize inormation, as this

may be a new skill.

The intention o the Science Notebookis to provide a place where students can keep

records o their thinking about the science beore the experiment in order to record

a simple hypothesis. It is a place to keep notes and diagrams while conducting the

experiment. It is also the location where students will return to write their conclu-

sions, as well as to review their initial thinking. The Sangari Active Sciencelessons

provide teachers guidance on the purpose and goal o the notebook in each lesson.

Science Notebook



About the Teachers Edition

This book provides a complete overview o the unit. It contains well-designed les-

son plans with visual reminders o the materials, in addition to concise lists o the

preparation necessary to successully conduct the science experiments and activi-

ties. It also contains saety icons at every point o the lesson in which saety issuesare present.

Presentation o the UnitWhy Study the Subject? contains a comprehensive explanation o thescience topics signicance. The historical place o the topic as well as where this

science ts in modern lie are important lenses or topic study. What decisions

might students make in their own lives now that they are aware o this science?

This section is specic to the unit topic and provides justication as to the

importance o teaching the content. It also identies how the ocus o the unit is

relevant in students lives today.

Uit Overview presents the 16 lessons in sequence and describes how eachactivity or experiment deepens the concepts and purposes. The overview allows

the teacher to see the Lab Activitiesand Enrichment Activitiesand any long-term

projects that should be planned beore the unit begins. This particular section pro-

vides a solid ramework or a teacher approaching the unit o study. By highlighting

each lessons main purpose, as well as showing how each lesson fows into the

next, teachers can better understand the unit holistically.


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The Sangari Active Sciencelessons are complete, well-designed lessons that ollow

a research-based cycle o instruction. Each staple o the lesson includes a suggested

timerame or which teachers can gauge how long to spend on a given part o the

lesson. This cycle or the lesson starts with an engaging discussion using photos orillustrations that connect students to the Big Ideathat is reerenced throughout the

lesson. Teachers are provided with scientic vocabulary and the purpose or the les-

son so that students always know what they are examining and why.

The cycle o instruction continues as the teacher models or students and ques-

tions them while using the provided science inormation and prompts. The lessons

include multiple hands-on activities, experiments, and experiences to help students

explore the science topic and allow the teacher to check or student understanding.

The engaging activities are designed to help students understand the science at the

most basic level and expand their thinking while remembering and relating to the

concepts.

Ater the teacher guides students through their experiments, there are ample activi-

ties or students to conduct independent practice. While completing the science

activities, students are thinking about science while predicting, taking notes, illustrat-

ing, and writing in their Science Notebooks. Additional inormation is provided in

the Learn Moresection o the Student Lab Manual, as well as the Elaborate: Extend

the Learningsection in the Teachers Edition.

Time Management



The hands-on, inquiry-based lessons in Sangari Active Scienceprovide desirable

learning outcomes that beneit all students. This approach is proven to help all stu-

dents remember the science material better and transer their learning to other sci-

ence situations. Sangari Active Scienceprogram beneits students o all academic

levels and learning styles.

Meeting the individual needs o all students is best accomplished when the design

o the academic lessons are lexible, and the instruction can meet and engage

students where they are in relation to the content the lessons present. A dierenti-

ated classroom is one where a student encounters a variety o learning options that

address their background inormation, learning style, and interests.

The Sangari Active Sciencelessons provide the ollowing:

Multiple ways or students to address the science content.

A range o activities or students to process and understand the inormation,

with the support o peers.

Various ways or students or teams to demonstrate their learning.

Lesso Desig Sangari Active Science lessons are based on Big Ideas thatstate the science concept to support all student learners. Science vocabulary devel-

opment and activities support the Big Idea throughout the lesson.

Assessmet Multiple opportunities or continuous assessment are in the les-sons: three embedded assessments in each lesson, Lesson Check Up ater a lesson

is completed, and unit assessments. Assessments are a combination o discussion,

multiple choice, and extended response.

Studet Groupigs ad Iteractios Students discuss and completescience activities in many conigurations: alone, with partners, and in teams. The

teacher can adjust the groups or students may select them to address reading

level, special interests, or learning styles. Teachers use Think-Pair-Shareand Heads

Together techniques to allow time or student relection prior to answering ques-

tions or starting a discussion.

Dierentiation


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Learig Styles

Visual Lessons introduce new ideas with quality photographs and illustrations

with discussion to determine student background knowledge.

Auditory Teacher read aloud with multiple opportunities or student discus-sion. Student teamwork provides time or student talk when students determine

i they will adjust their hypotheses or justiy them with data.

Kinesthetic The Explore part o the lesson provides hands-on activities with

engaging materials that include data collection and discussion.

Techology Students use web links that direct them to the most current sci-ence and proessional inormation. Digital textbooks and game-based learning sup-

port the growing body o students who learn best through use o technology.

Students bring a range o background inormation to the science class, a variety

o real lie experiences related to science, and denite interests in science content.

Because o these actors, it is important to dierentiate the instruction in a scienceclass. Sangari Active Sciencesupports a dierentiated classroom with choices in

how students accomplish the science activities, embedded assessments so teach-

ers can assess understanding as they teach, and stimulating and challenging lab

activities that meet the needs o all students.



Connections to Other Content Areas

Science connects with other content areas to provide real purposes or reading,

writing, and math, as well as geography, history, and art. The ollowing ideas sup-

port the ocus on cross-curricular connections.

WritingThroughout the science unit, students complete assignments that use writing skills

specically or non-ction. Assignments are specic to non-ction and science

needs providing a unique opportunity in science or teachers to support writing

skills. To do this students organize inormation that they constructed during experi-

ments in a clear and objective way. Science writing must be concise and precise.

In the Science Notebook, students write their hypotheses and assumptions, brie

descriptions, captions or drawings, or directions or experiments. Writing descrip-

tive texts is a oundation or the later challenges o reporting results o activities.

ReadingScientic reading includes inormation, ideas, terms, concepts, instructions, and

directions in contextualized situations. Inormative reading is much dierent rom

reading ction, and students will need to be taught how it is dierent. For instance,

re-reading or dierent purposes is oten involved in science in order to access and

produce scientic knowledge. Reading or science includes comprehending illustra-

tions, charts, and other conceptual representations with which students may not be

amiliar.

Each lesson includes a challenging Learn Moresection. These sections may be read

more than once as you return to sections rom prior lessons to refect on concepts

or past activities. Non-ction text allows students to benet rom questioning and

taking time to refect and comment.

MathematicsScience lessons oer many opportunities or integration with mathematics. Sangar

Active Sciencecorrelates with all eight Mathematics Standards rom the Common

Core State Standardsthat have been adopted by 48 states. Reading pie or bar


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charts (which relate two or more parts to the whole), along with activities involving

measuring, data comparison, and table building, leads to reinorcement o mathe-

matics. Comprehending a variety o measurement units is a practical math-science

connection. Each unit contains unique math activities that relate to real-lie science.This supports the math skills students are learning, and helps them see how math

applies daily.

Measuring accurately is an important math skill to connect to science. In some

cases, converting measures rom metric to standard measure is crucial to the

science. Providing the conversion chart or students and allowing them to keep it

in their Science Notebookswill aid conversion and help students internalize this

inormation.

GeographyEach science unit presents students clear reasons to search or inormation related

to the planets physical aspects, while connecting environmental issues and the

demand or natural resources.

Using geography or the study o environmental issues promotes a broad view o

local, regional, and global challenges. This helps students understand a wide array

o parameters or decision-making and critical steps necessary or environmentally

aware and active citizens.

Science topics are not studied in isolation, but as part o lie on the planet and in

connection with each other. There is a natural extension to geographylocally,

nationally, and globally.

HistoryScience units include historical context o the topic. No matter what the issue, the

historical and social signicance are part o the lens o study. Sangari Units explore

the planets geologic time and eras, the transormations undergone by Earths crust,

or historical machines, such as water wheels or even the changes in Earths lie

orms. All o these are part o our history and are relevant to tie into these lessons.



ArtThese units connect to art as a way to capture students imagination. For instance,

when studying a unit it makes sense to view dierent sculptures and other artis-

tic uses o rocks and minerals. Students can examine sculptures and the materi-

als used by amous artists, such as Rodin or Michelangelo. Many lessons contain

prompts that ask students to examine amous paintings or works o art as part o

the motivating discussions.

Drawing is used throughout all units since students are oten asked to illustrate in

their Science Notebooks. Scientic drawings need to be accurate and precise, help-

ing students improve their observational skills.

English Language LearnersThe science lessons provide ample support or English Language Learners (ELL).

Each lesson provides the science vocabulary and denitions that will be needed to

read and discuss the topic. Vocabulary is reinorced in Science Notebookactivities.

Lessons start with motivating discussions based on engaging illustrations or photo-

graphs. This allows all students to join in the science discussion at the beginning o

the lesson, no matter their command o the English language.

While conducting experiments or participating in science experiences, students use

the clear illustrations provided in the Student Lab Manual. These illustrations are

accompanied by written directions to provide English learners with reinorcement

and connection. Students are supported with authentic science techniques, such as

converting data to graphs and drawing aspects o the experiments in their Science

Notebooks.


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Sangari Active Sciencelessons support visual literacy with the use o large engag-

ing photographs and clear, well-labeled illustrations. In the world o science, visual

literacy consists o understanding and interpreting diverse images that range rom

realistic drawings and photographs to inormative diagrams and graphs represent-ing scientic or technological inormation. Sangari lessons take advantage o 21st

Century skills and the ongoing increase o images available via computer with digital

links and videos included in each lesson. The ability to both understand and gener-

ate visual depictions is undamental to visual literacy in science.

Students participating in Sangari Active Scienceuse the visual literacy methods

o scientists when they interpret and diagram, label, and communicate data rom

their science Lab Activitiesto their Science Notebooks. These are specic visuals

that depict specic science inormation. To be truly visually literate, students need

to understand not only how to interpret graphics, but also understand how these

images can be manipulated to distort reality.

Visual literacy is developed in Sangari Active Sciencewhen teachers start the sci-

ence lesson with a discussion about a topic that is amiliar, but phrase it in a new

manner or students. Using the photograph during the Engagepart o the lesson,

and probing students to think in a new way, lets students realize there is oten more

inormation available than what is initially seen in a visual image.

Teachers continue to extend student visual learning skills when they examine photo-

graphs that show the ne science details o common items, such as an orange in the

Solids, Liquids, Gases & Other MaterialsUnit. When students create these illustra-

tions on their own, they are transerring the same precise scientic language they

use with writing in their Science Notebook, to visual language accomplishments.

Visual literacy is a crucial skill or science education in the 21st century. For students

to approach inquiry-based thinking, they need to be able to comprehend visual

interpretations o science illustrations or data. Sangari Active Sciencehelps teachers

instruct in this skill throughout the lessons:

The cover o each Student Lab Manualhas color photographs and graphics.

Each lesson starts with large color scientic photographs.

Lessons include science illustrations, graphics, and data charts.

Students illustrate, label, gather, and communicate data in their Science

Notebook.

Relevant video and digital links are provided in every lesson.

Visual Literacy



Providing students with the academic vocabulary needed to read, write,

and discuss science is crucial or their ull understanding o a science topic.

Comprehension o expository text is dependent upon a grasp o academic vocabu-

lary, so expanding student vocabulary is a goal in each lesson. Teachers have oundthat what can appear to be a lack o background knowledge is oten due to students

not having adequate science vocabulary to discuss concepts they may have expe-

rienced. Thereore, building the vocabulary helps students connect their real lie

experiences to new science concepts.

While students need many academic vocabulary words, each lesson in Sangari

Active Scienceincludes the science words that are important or a student to under

stand to communicate verbally and in writing on the specic science topic. Sangari

lessons begin with an inormal introduction o new vocabulary with high interest

photographs and discussion o background inormation. Vocabulary is supported

throughout the lesson ormally and inormally with word games and reading, writ-

ing, and team discussion to deepen understandings.

Vocabulary Development

Vocabulary is Reiorced Throughout Sangari Active ScienceLessos

The Engagepart o the Sangari lesson provides child-riendly denitions or the science

topic and quality photographs and illustrations that visually show an example o the new

term and science concept.

The Engagepart o the Sangari lesson is where students rst discuss their background

inormation on the science topic and are encouraged to use the new term in discussion.

Students use graphic organizers in their Science Notebooksto construct pictures that

shows the essential characteristics, examples, and non-examples o the science terms.

Students are provided Sangari Science Notebookswith space to write their own deni-tions or terms, label illustrations, and write explanations using the new science terms

correctly. Short answer responses in their Science Notebooksreinorce correct use o

vocabulary words.

Student teams create a hypothesis, complete activities, and draw conclusions, using sci-

ence vocabulary verbally and in writing. At each step, students are encouraged to use the

new terms correctly.

Sangari lessons include simple word games and embedded assessments allowing stu-

dents additional interaction with new science terms.


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Sangari lessons direct teachers to use a variety o techniques to help students

understand and use new science terms. These include but are not limited to

Modeling the use o the new term in context,

Posting unit words on word walls, Using the correct terms and assuming students can use them correctly,

Placing terms and connecting words or synonyms on graphic organizers,

Using strategies or use o root words and prexes and word parts,

Engaging discussions o new terms with photographs,

Engaging students in Mime or act-out word meanings, and

Word search games or cross word puzzles, password, match up game.

These many opportunities in each lesson allow students to complete a Sangari

Active Scienceunit with a thorough understanding o a selection o science vocabu-

lary words that support skill understanding and allow students to apply their new

knowledge to other situations.



Graphic Organizers

Graphic organizers and learning maps are eective tools or promoting meaning-

ul learning, especially when used while conducting science lab activities or read-

ing science expository text. They are helpul to students when they are organizing

inormation and/or ideas about science, since students are oten basing their sci-ence ideas on some combination o acts and real-lie experiences. Graphic organ-

izers and learning maps may be used throughout each section o the Sangari Active

Sciencelessons or the purposes listed below.

Engage: Start the Lesson Activate prior knowledge or real-lie ideas about the Big Idea.

Organize science inormation and ideas gained with discussion.

Encourage the beginning o creating a student hypothesis on science topic.

Explore: Introduce the Concept Actively process inormation when conducting science lab activity.

Reorganize science inormation as acts are gained with activity or reading.

Generate or elaborate on science ideas and separate act rom opinion.

Relate new inormation to prior inormation during and ater the science lab

activity.

Elaborate: Extend the Learning Summarize key points o the science concepts in the Science Notebook.

Encourage elaboration or oral presentation o the science lab activity.

Organize ideas or writing short responses in the Science Notebook.

Illustrate relationships between concepts in the Science Notebook.

Retrieve inormation when reviewing concepts at the end o a lesson or Sangar

Active ScienceUnit.

Assess student understanding o the Big Ideaand science concepts.

The Graphic Organizer section at the end o this guide provides teachers with a

range o organizers and learning maps. Many Sangarilessons suggest the use o a

particular graphic organizer, but teachers can select an organizer at any time to sup-

port the learning and dierentiation needed in the classroom.


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GRAPHIC ORGANIZER BLACKLINE MASTERS

Introducing Graphic Organizers to Students1. Develop an understanding o the importance o organizing inormation and the

benets o using a tool to organize inormation.

2. Introduce specic organizers by describing the orm (e.g., Venn diagram has the

orm o overlapping ovals) and the purpose (comparing relationships).

3. Demonstrate the use o the organizer with amiliar inormation and then with

the Big Ideaor science content.

4. Allow students to refect on the use o the particular organizer.

Reer to Appendix A at the back o this text or a complete selection o 15 graphic

organizer blackline masters, including the Frayer Model, a graphic organizer used

or word analysis and vocabulary building.



The Sangari Active ScienceUnits support active, hands-on learning and provide the

experiences and experiments that encourage students to develop scientiic prob-

lem-solving skills. Active hands-on learning is well-documented in science learn-

ing research, since science is a process and students must be actively involved in

process learning. Jean Piaget stressed the importance o learning by doing, espe-

cially in science. In the ollowing quote, Piaget paints a amiliar picture o a typical

science lesson:

A suicient experiment was believed to have been provided as long as the

student had been introduced to the results o past experiments or had been

allowed to watch demonstration experiments conducted by his teacher, as

though it were possible to sit in rows on a whar and learn to swim merely by

watching grown-up swimmers in the water.

To support this shit to hands-on learning, all materials are provided with the

Sangari Active Scienceprogram to allow students to conduct valid experiments

to encourage them to think like scientists, remember science concepts better, and

transer their experiences to other learning situations.

Each lesson notes the materials that are needed or that lessons experiments and

provides notes in the cases when common items need to be gathered or prepara-

tion is required or the experiment. Maintaining and caring or science materials is

an important skill or students. In some cases, materials are used or more than one

lesson, so they should always be careully returned to the kit.

All experiments are careully planned so there should be no saety risk to students

i used properly. When using chemicals, the lessons contain inormation about cor-

rect and sae use and storage. When necessary, the materials kits contain additiona

protective saety equipment such as gloves. I gloves and goggles are provided,

they should always be worn.

Sangari Active Sciencebelieves students will beneit with a sense o accomplish-

ment rom the use o the materials and hands-on activities and or maintaining

their understanding ater their actual memory may have aded.

I hear and I orget,

I see and I remember,

I do and I understand.

---Chinese Proverb

Investigation Materials


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How to Use the Magniying Glass (Hand Lens)Magniying glasses or hand lenses are important observation instruments in sci-

ence. They ampliy images, allowing us to see more details o the objects we wish

to observe.

In various activities o this unit a correctly used small magniying glass permits

exploring many details that cannot be seen with the unaided eye.

Every magniying glass has two lenses, each with dierent diameters. The smaller

lens increases an objects image by six diameters and the bigger lens magnies by

three diameters.

The magniying glass is a simple instrument, but to better make observations, it

must be used in an appropriate manner.

There are two ways to use the magniying glass:

uUsing either end o the magniying glass, place the object to be observed ona table or hold it in one hand. Then, move the magniying glass closer to it or

arther away until the image is in ocus.

vHold the magniying glass close to one eye and move the object back and orthuntil it is in ocus. This is how jewelers look at the ne details o their jewelry.

How to Use the Microscope

Just like the magniying glass, the microscope permits students to obtain magni-

ed images o objects under study. The microscope has lenses that can increase

the images by 30 diameters.

Some steps must be ollowed to acilitate the observation:

uA glass slide holds the study object and ts under the microscope support cen-tered in the eld o view o the lens.

vThe observer turns the ocus ring on the upper part o the microscope to oneside or the other until obtaining the best ocus.

wTo adjust the light on the study object the observer moves the microscoperefector until the light is best viewing



Saety

The Sangari Active ScienceUnits support hands-on learning through multiple activ-

ities and experiments in each lesson. When perorming science activities, saety

is part o sound scientic inquiry. Following the directions in the lesson and using

the provided or suggested materials will make or a sae classroom experience.Each lesson includes small icons to alert teacher and students o sae procedures

while completing the activities. Noting these icons and sae procedures beore each

lesson helps create saety awareness and sae habits that students will use in all

science classes and with household activities.

General classroom saety rules or the classroom include the ollowing:

Always ollow the teachers directions.

Avoid touching your ace, eyes, nose, and mouth when completing science

activities or when working with plants or chemicals.

Do not mix chemicals to see what will happen.

Tie back long hair and push up long sleeves beore beginning science activities.

Wash your hands at the end o the lesson.

Be careul o any sharp items used in science.

Clean up any spills and keep your area neat.

Report any accidents or spills to your teacher right away.

The ollowing icons are placed in the Sangari Active ScienceTeachers Edition and

Student Lab Manualor saety reminders or specic lessons.


27/254 2

CU

clean up

GO

use

goggles

DT

dont

taste

HF

heat/fame

ES

energy

source

SO

sharp

object

PM

poisonous

material

BH

biohazard

GL

glass

MA

medical

alert

WH

wash

hands



Why Study the Subject?

The study o animals is relevant and appropriate or students due to the curios-

ity and eelings it engages within them. Children o this age are still living in the

world o make believe, enchanted with talking animals and trees. Whether real or

imaginative, animals are present in the daily lives o children in multiple ways. Thisconstant presence o the subject o study provides knowledge and experiences on

which to build.

Throughout this unit, animals will be studied through interesting readings, creative

activities and investigations, experiments, and direct observation. Each aspect pro-

vides learning experiences that engage the students with meaningul concepts and

processes o science. The studies developed in this unit aim to introduce students

to a wide variety o animals, rom the most common to the less well-known.

The lessons o the AnimalsUnit can be categorized in our main areas:

Characteristics o AnimalsMost animal characteristics are important or survival within a particular habitat.

Throughout the unit students learn about various animal characteristics and how

each is vital to dierent aspects o its survival.

Animal SurvivalThe basic needs or animal survival are air, water, and ood. However, other actors

play a large role in animal survival. Students learn about how animal senses such

as hearing are also necessary. Various types o animal coverings such as ur and

eathers are another essential. Students investigate the habits o animals and learn

about migration and hibernation as two import means by which some animals

survive winter.


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Stages o LieStudents are provided direct observation o the lie cycle o a ladybug. They will

learn to recognize the dierent lie cycle stages as they appear. With the various

developmental stage o this beetle present beore their eyes, students have oppor-

tunities to create an emotional bond with the animal. Through drawings and text,

students construct knowledge based on their observations o the lie cycle, identiy-

ing similarities and dierences with the development o other animals.

Animal HabitatsAnimals live in specic habitats because these habitats meet the basic needs or

ood, water, air, and shelter. Students are provided hands-on, specic examples o

this concept throughout the second part o the unit. While students learn about our

dierent habitats directly and recognize plants and animals within each o them,

they begin to apply their knowledge o animal characteristics and survival tech-niques to the reasons why specic animals are ound in distinct habitats.



During the 16 lessons o the AnimalsUnit, students will ollow the activities o ants

in an ant arm and observe the lie cycle stages o a ladybug. The course o study

includes the ollowing topics: characteristics o animals, animal survival, stages o

lie, animal habitats, and observation and research.In Lesson 1, students are invited to think about animals in their environment.

Through discussion and comparison, student knowledge o animal diversity is

extended. Students take part in setting up, caring or, and observing an ant arm.

Throughout the rest o the unit they will observe ant activities and movements o

the ants, noting how they create tunnels and move through the arm. The subject o

the environment is urthered in Lesson 2, which addresses how animals use their

sensory capabilities to survive in their environment. Students investigate how ani-

mals detect their surroundings, with a ocus on seeing, hearing, and smelling.

In Lesson 3students learn that animals need air, water, and ood to live. Through

collaborative group investigations students compare a variety o ways animals get

ood and water. The theme o animal survival continues into Lesson 4as students

consider how dierent body coverings protect animals by keeping them warm,

specically eathers. Students complete an experiment detailing how eathers help

birds survive. Lesson 5investigates the habits o animals in winter as students

study monarch butterfies, making science drawings and charting their migratory

path. Students gain a basic understanding o how, when, and or what reasons

animals hibernate and what it means to migrate.

Lesson 6begins an observation study into the lie cycle o a ladybug-observing

eggs, larva, pupa, and adult. Throughout the remainder o the unit, students

observe and note what they see in the ladybug growing kit. In Lessons 7and 8

students compare the activities and tendencies o diurnal and nocturnal animals.Students make bird eeders, then observe eeding habits o diurnal animals.

Students also journal activity times and draw conclusions about animal habits and

schedules.

In Lesson 9students begin to analyze where animals live as they are introduced to

the term habitat. Students choose a nearby habitat to observe during an on-going

investigation. Lesson 10introduces students to the habitat o a orest. In a whole-

class project students complete a mural o a orest habitat. In Lesson 11, another

area o the class is transormed through a mural depicting a habitat as students

learn about deserts. A Desert Guide Bookis the goal o a class project in which

Unit Overview


31/254 3

groups provide inormation about various desert plants and animals. Students also

make roadrunner tracks to add to the habitat. In Lessons 12and 13studies o resh-

water and saltwater habitats reinorce the concept that animals live in a specic

habitat because it meets the basic needs or ood, water, air, and shelter. Studentsparticipate in creating reshwater and saltwater habitats in the room through addi-

tional murals and by exploration o various plants, mammals, birds, reptiles, and

insects. In Lesson 14students look closely at two habitatsorest and desertand

determine living and nonliving parts o the environment.

Lesson 15challenges students to consider how humans change habitats. In a

hands-on investigation students observe a model o how human activity can

negatively aect habitats such as a desert or orest. Finally, in Lesson 16students

consider how human activity can have a positive eect on habitats through conser-

vation and protection o wildlie.



Lesson OverviewDiscuss the Big Idea: What is an animal? (An animal is a multicellular creaturethat moves voluntarily during at least part o the lie cycle, reacts, eats other organ-

isms, requires water, and reproduces.)

Idetiy dierent kinds o animals.

Describe how animals are alike and dierent.

Itroduce and use the vocabulary terms in context. Engage students in vocab-ulary-building activities as outlined in the ront matter o this unit to reinorce the

meaning and usage o these terms.

bird an animal with a body covered in eathers, two wings, a backbone, and a

beak

insect a small animal; most have three pairs o legs, one or two pairs o

wings, and a hard outer skeleton

mammal an animal that is covered with hair or ur and produces milk

reptile an animal that is covered in scales or scutes

Explore the Big Ideaby participating in the Lab Activity.

Exted understanding through the Learn Moresection in the Student LabManual. Students will learn more about ants and their colonies.

Evaluate student learning through the ollowing authentic assessments.

inormal observation

embedded assessments

lesson check up

unit test

What Is an Animal?LESSOn 1


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ObjectivesStudents will

observe mammals, birds, reptiles, and insects.

recognize that animals have certain, dening characteristics.

compare characteristics o mammals, birds, reptiles, and insects.

LESSOn 1

What Is an

Animal?

1110

What do all animals have in

common?

What are two kinds of animals?

3Lesson 1 What Is an Animal?



Preparing or the LessonuPrepare or the Lab Activityby setting up the materials in your Materials Center.

Read the directions or the ant arm. Make sure that you have all materials you

need to set it up. You may want to set up the ant arm prior to the class or you

may want students to participate in the setup.

vArrange the room so students can work in small cooperative teams. They will

be sharing Animal Picture Cards.

wThe Animal Picture Cards can be used to complete the Lab Activity, but youmay want to enrich the activity by letting students use books, old magazines, or

the Internet. I so, gather those resources and have them ready or use.

xI time permits, consult the unit older on the Educator Portal or a list o relatedweb sites on this topic.

Engage: Start the LessonDirect student attention to the image at the beginning o the lesson. Ask studentsto help you create a list o the characteristics o the animal in the image. (a bear)

Ask them to describe what they notice about this animal. (our legs, claws on eet,

big teeth, ears that stick out, ur)Then, do the same with dogs and cats, again creat

ing a list o characteristics. Use a graphic organizer rom Appendix A to organize

responses. With students, discuss what is common about the lists. These common

characteristics are those typical o a mammal. Have students look at the image

again. Ask them how they think the bear breathes. (through its nose)How else does

the bear use its nose? (to smell)

10 Min

10 Min


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Create a our-column chart on chart paper or poster board so that inormationcan be added to it throughout the unit. Write Animalat the top o the chart as a

title. At the top o each column, write Mammal, Bird, Reptile, and Insect. Read the

title and column headings on the chart with students. Point out that mammals,

birds, reptiles, and insects are all animals. Tell students that in this unit they will

learn about dierent kinds o animals, their characteristics, how they change, and

the habitats in which they live. Guide students to observe all the characteristics

they see in the image, and write the characteristics on the chart under Mammal.

Explore: Introduce the ConceptShow students pictures o mammals, birds, reptiles, and insects. Ask students towork in their teams to list all the characteristics o each.

Discuss how these characteristics determine what kind o animal they are andallow us to identiy them. Review what students learned about bears. Explain that

there are a ew more characteristics that mammals have. They have two or our

legs i they live on land. I they live in water, they may not have visible legs, as they

may have evolved into ns or be completely internal. They produce ospring. They

breathe through their lungs, they have backbones, and they produce milk or their

young. Write these characteristics on the chart.

Ask students to describe a birds characteristics. Students may describe birds ashaving two legs and eet, eathers, and wings to help them fy (in most cases) rom

place to place. They may also say that birds have beaks to help them eat ood and

that they lay eggs in nests. Help students look at the images o the birds to under-

stand that birds have ear holes instead o external ears that stick out (although

some, like owls, have tuts o eathers that look like ears). Point out that birds

breathe with their lungs and they have backbones. Explain that a backbone is a set

o bones that runs along the back o an animal. These bones are part o the skeletal

system o an animal. Write these characteristics on the chart.

Embedded Assessmet #1

jWhat animal is in the image at the beginning o this lesson? (It is a bear.)How do you know? (It isbig and black, has our legs, claws, ur, a big nose, and teeth.)

kThink-Pair-Sharethe name o your avorite animal. Is it a mammal, bird, reptile, or insect? (Students usu-ally describe their own pets.)

lHow do you know that your avorite animal is a mammal, bird, reptile, or insect? (I they chose a dog,they know it is a mammal i it has ur or hair, and produces milk. I other animals are selected,

they should include details o that type o animal.)

15 Min




Have students describe what they know about reptiles, such as snakes and lizards.Students may describe reptiles by saying they have our short legs or no legs; their

skin is dry and scaly; and they have ear holes instead o external ears. Students

might notice their long tongues. They may also say that reptiles use their limbs and

tails to crawl, and that they have claws on several toes or all toes. Point out that

reptiles breathe with their lungs, and they have backbones. Record these character-

istics on the chart.

Istruct students to describe the characteristics o insects. Students may describe

insects as having two wings and six legs. Some insects, such as silversh, have nowings. They do not have ears. Instead, they may have ear holes or even use their

antennae or entire bodies to detect sounds

Poit out that insects do not have lungs and they have no backbones. They havetough outer coverings and exoskeletons to protect them. Review these characteris-

tics with students. Point out that mammals, birds, and reptiles all have backbones.

Tell students that human beings are mammals who breathe through their lungs and

have backbones. Explain that most animals do not have backbones. Some amiliar

animals without backbones are jellysh, sponges, insects, and worms.

Lab ActivityMake Animal Fact Cards and Set Up an Ant Farm

Preparation Display books and old magazines that you have gathered or students to use. I

you have access and students are independent, you may wish to provide web-

sites or student to research animals.

I students are helping to set up the ant arm, place all the materials in one

location.

Divide the class evenly into teams.

Animal Fact CardsTell students they are going to use the construction paper to make Animal Fact

Cardswith pictures on the ront and acts on the back.

MATERIALS

For the Class

(1) ant arm

(1) pair o orceps

Internet access

(optional)*

Per Team

(4) sheets o white con-struction paper

(1) deck oAnimal

Picture Cards

crayons, markers, col-

ored pencils*

magazines with animal

images (optional)*

*Not included in kit

35 Min


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uPass out the decks oAnimal Picture Cards. Each team should select one mam-mal, one bird, one reptile, and one insect rom the animal pictures. Make sure

each team selects a dierent set o animals to ensure they create a variety o

Animal Fact Cards. I you have access, encourage them to look through old

magazines or photographs or illustrations o their animals. Students may alsochoose to use animal websites with which they are amiliar. Help them down-

load photographs to use or reerence.

vGive students time to draw the animals. Circulate among the teams to makesure students are drawing all the main characteristics o each animal. It is

important that they draw realistic pictures to show the characteristics o each

animal. Point out that scientic illustrations must be accurate i they are to be

useul or animal guides, books, newspapers, and magazine articles.

wEncourage students to work together to make a list o acts or the animal on

the back o each card. Tell students to use the Animal Inormation pages locatedin Lesson 1 o their Science Notebooks. Tell teams to ask themselves the ollow-

ing questions.

How many legs does each animals have?

Does it have external ears that stick out or ear holes?

Can it fy?

Does it lay eggs or give birth to live ospring?

Does it have ur, eather, scales, wet skin, or dry skin?

Lab ActivityMake Animal Fact Cards

and Set Up an Ant Farm

uWith your team, choose one mammal, one reptile, one bird,and one insect. Use the Animal Picture Cardsfor ideas.

vDraw your animals on the construction paper. Make eachanimal look as much like the image as possible.

wWrite two facts about each animal on the back of eachcard. Use the Animal Informationpages in Lesson 1 in yourScience Notebookto find information.

xWith the class, sort the fact cards into animal categories. A bird is an animal with a body covered in feathers. It has

two wings, a backbone, and a beak.

An insect is an animal with three pairs of legs. It has one or

two pairs of wings and a hard, outer skeleton.

A mammal is an animal that has a backbone. It is usually

covered with hair or fur, and it produces milk.

A reptile is an animal that is covered in scales.

The Ant Farm

yLook closely at the ant farm. Talk about how to take care ofthe ants with your teammates.

What do ants eat?

How often should you feed ants?

How much water do they need?

How should you give them their water?

zObserve the ant farm. How many ants do you see?

What are the ants doing?

How many tunnels can you count?

Where are they?

In your Science Notebook, make a drawing of the ant farm. Showthe tunnels that you see. Also show some ants.

1

13Lesson 1 What Is an Animal? 1312 Animals

nOTE

The Animal Picture

Cardsand the Animal

Inormation pages have

all the details students wi

need to add acts to the

Animal Fact Cardsthey w

create. In addition, ani-

mal pictures and acts are

embedded throughout th

unit in several Learn Mor

sections and other places

in the Student Lab Manua

(Lesson 1 Ants, Lesson

3 Polar Bears, Lesson 4

Feathers or Birds, Lesson

5 Chipmunks, Lesson

6 Ladybugs, Lesson 7

Robins, Lesson 8 Owls,

Lesson 11 Roadrunners

Lesson 12 Beavers,

Lesson 13 Blue Whales,

Lesson 16 Puns)




Discuss that a act is inormation that is known. A act can be checked in a book

or a reliable website. A act can relate to a habitat where an animal lives, the

weight o an animal, or other characteristics o an animal. These are acts: a

bear normally has our legs; its ears stick out; it has white, brown, or black ur.

These acts can be checked by consulting reliable books or websites. The acts

that students write should be simple, short phrases. Help students understand

that not all websites have accurate or reliable inormation.

xWhen teams have completed their Animal Fact Cards, ask the class to sort theanimals into mammal, bird, reptile, and insect categories. Collect the act cards

to be used or Lesson 3.

The Ant FarmStudents will work together as a class or this activity. I you have not already set up

the ant arm, work with students to set it up. Point out that ants usually live under-

ground, where it is dark. To make the ants comortable in their new home, students

should put a cloth over the arm or a ew days.

yLead a discussion about what students must do to take care o the ant arm.What do they think ants need to live there? Brainstorm with students and create

a list o their ideas on the board. Next, continue the discussion by asking how

students could help keep the ants alive and well in their new home. It is impor-

tant to eed the ants at least every three days. I there is any uneaten ood in

the arm, it should be taken out with orceps, as it is important not to overeed

them. Tell students ants also need water. They should add about ve drops o

water every ew days. Point out that in a ew days the ants will start making tun-

nels, i they have not already. It is very important not to shake the ant arm or to

move it because the ants are sensitive and the tunnels are ragile.

zHave students observe the ants. Use the ollowing questions to stimulatediscussion:

How would you describe the ants? How many body parts do they have?

What body parts can you name?

What do you see at the top o the ants heads?

How do they hear?

Where are their wings?

What do you see the ants doing?

What paths do they take?

Ask students to make drawings in their Science Notebookso the ant arm.

Remind them to include the tunnels and the ants that they see in the ant arm.

SUGGESTIOnAs students learn more

about the animals and cre-

ate act cards, rom time

to time, ask volunteers

to add inormation to the

appropriate cards. As you

teach these lessons, there

will be other team and/or

individual opportunities

or students to add inor-

mation to the Animal Fact

Cards. By the end o the

unit, students should have

a collection o completed

animal cards containing a

variety o acts about each

animal.

SUGGESTIOn

It is important or students

to understand that they

must take care o the ant

arm so the ants will thrive.

Set up a rotating team o

three students to check and

take care o the ants every

other day. One student

could eed the ants, one

could remove old ood,

and another could givewater to the ants. All stu-

dents should observe the

ant arm regularly to notice

new tunnels and other

changes. Encourage them

to draw diagrams in their

Science Notebooksthat

refect the changes they

see with each observation.


39/254

Learn MoreAnts

Ants are insects.Some live in largegroups. The groups

are called colonies.Each ant has a job inthe colony. There aremany worker ants.The worker ants arestrong. They can carryobjects that weigh

more than they do.

Ants have two anten-

nae. They use them

to feel and to smell.

Ants have two stom-

achs. They store food

for themselves in one

stomach. They store

food for other ants in

their other stomach.

1

15Lesson 1 What Is an Animal? 1514 Animals

Explain: Learn MoreRead this section aloud with students. To help ensure understanding, read slowly.

Pause or questions, short discussions, and explanations.

What did students like about this section? Ask students where they see ants in their

community. Do they ever watch what the ants in nature are doing or where they are

going?


jWhich animals have eathersbirds or reptiles? (Birds have eathers.)

kWhich animals produce milkreptiles or mammals? (Mammals produce milk.)

lWhat is important about making accurate and detailed scientic drawings? (Details are important torecord and compare acts. Science drawings help keep records or today and the uture.)

5 Min




Elaborate: Extend the LearningThis section is intended as an additional teacher resource and is not required or

teaching this lesson. It can be used or dierentiation o instruction or extending

learning or students.

AnimalsMany millions o species o animals inhabit Earth. They range rom the largest

creature to ever live (blue whale) to tiny insects that are still unnamed or not evendiscovered yet. Each animal has its own behavior and characteristics that help it

survive. All animals are multicellular, consume ood, react, and reproduce. Most

animals move voluntarily, but some, like sponges, do not (except in their juvenile

orms). Animals have certain characteristics that help scientists place them into

subcategories.

MammalsMammals can be ound on all the continents o the world and in every ocean. They

also live in nearly all habitats o the worldboth terrestrial and aquatic. Many

mammals live in orests. There are also mammals that are partially aquatic. These

include sea lions, walruses, and seals, among many others. Some mammals, such

as whales and dolphins, are aquatic. All mammals are warm-blooded, meaning

they maintain a constant body temperature.

There are several characteristics that set mammals apart rom other animals.

Some mammals may only have hair or a period o time in their develop-

ment; however, most mammals have hair or their entire lives. Hair has several

important purposes. It insulates animals to keep them warm. Some mammals

also have whiskers that let them know when they are in contact with objects.

Mammal hair is oten a particular color or pattern. This serves to protect ani-

mals or their enemies and to communicate social inormation, such as danger.


jDiscuss within your team the advantages o ants having two stomachs. (They use both stomachsto store ood or themselves and or other ants.)

kAnts are strong. How could you demonstrate this act? (They can carry objects that weigh more thanthey do.)

lWhat do you think the ant arm will look like in a week, and in two weeks? (Students should see

the ants create lots o tunnels, increase in number, and work together.)


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Mammals have three middle ear bones that unction to transmit sound.

Almost all emale mammals give birth to live young and produce milk to eed

their ospring. Mammals also spend more time raising and training their o-

spring than other animals.

BirdsBirds can be ound on all continents o the world and are divided into amilies.

Some o the amilies are water birds, songbirds, and birds o prey. All birds evolved

rom a common ancestor that is believed to have been a meat-eating dinosaurabout 150 million years ago. Even though there are a ew birds that do not fy

(such as penguin, ostrich, kiwi), most birds do. Most o them also run very well

and some even swim under water. Birds have very strong, light skeletons. Their

bodies are covered in eathers and they have two eet and a beak. Their beaks

are very important characteristics because most birds do not have teeth. Some

birds have very long beaks or tongues that help them get ruit or nectar. Birds lay

eggs that are hard-shelled. They take care o their young until they are able to be

on their own. Birds spend a great deal o time looking or ood so their sight and

hearing are excellent, although they have hardly any sense o smell. All birds are

warm-blooded.

Birds play an important role in seed dispersal and the natural control o insects.

ReptilesTurtles, tortoises, lizards, and snakes are all reptiles. They live in reshwater, salt

water, and dry land habitats in many parts o the world. Reptiles usually have a

head, neck, body, and tail. Except or snakes, they have paired limbs with ve toes

each and some o their toes have claws. Their legs are on the sides o their bodies

and oten poorly developed. This causes most reptiles to crawl, glide, or climb i

they have paired limbs. Some lizards can stand on their hind legs and run. One spe-

cies can run so ast this way that it can run on water (Basilisk Lizard). Some snakes

also glide, but most slither. A ew reptiles, such as Loggerhead Turtles, live in thewater most o the time, but mostly reptiles are land-dwelling animals; all o them

can swim. Reptiles usually have overlapping plates that are called scales, except

or turtles and tortoises, which have shells made o scutes or plates. The scales are

made o a special kind o protein called keratin that makes them waterproo. This

allows reptiles to survive in hot and dry environments. The scales protect a reptiles

body rom harm when it ghts or is attacked. The scales also keep body moisture in

and unwanted water out. This enables them to live in dry places. Reptiles use lungs

to breathe. They lay eggs that have protective leathery shells. This protects the

eggs rom some predators. All reptiles are cold-blooded, meaning they take on the

temperature o their environment. This makes them sluggish in cold weather.




InsectsInsects are ound in most terrestrial and reshwater habitats. In act, insects can

be ound just about everywhere in all shapes and sizes. Insects are divided into

groups, such as bees, butterfies, moths, and beetles. Insects share many eatures.

Most insects have bodies that are made up o three parts: a head, thorax, and abdo-

men. They usually have a pair o rather large compound eyes, three ocelli (small

eyes or light-sensitive spots), and a pair o antennae located on their heads. They

use their antennae to smell and touch objects in their environment. Some insects

also use their antennae to detect sounds. They have one or two pairs o wings and

three pairs o walking legs. A hard skeleton covers their outer body. This skeleton

protects their inner body. All insects start out as eggs. Some insects go through

a metamorphosis, or complete transormation, during their lie cycles. There are

other insects, however, that hatch into their adult orms. Many insects are pol-

linators or many ruits and vegetables that people eat. Several insects also make

products that people use, such as honey and silk. An insect that lives on prickly

pear cacti produces a red chemical that is used to make red dye. The dye is used in

many juices and oods. All insects are cold-blooded. Explain to students that while

the spider is on the Animal Inormation page, it is not really an insect. Spiders

belong to a group o animals called arachnids, which also includes scorpions.

Evaluate: Refect on the LessonWere students able to name a variety o characteristics o mammals,

birds, reptiles, and insects?

It is important that students understand that there are certain characteristics that

are common to each group o animals, such as the ollowing: only mammals have

ur, only birds have eathers, only reptiles and sh have scales, and only insects

have skin that is hard on the outside. They should be able to identiy whether an

animal is a mammal, bird, reptile, or insect by observing their characteristics.

Were you able to guide students to the NAS Strands o Scientic

Prociency to read or construct representations o the real world using

graphs, images, and diagrams?

When completing the activity, encourage students to read in their Student Lab

Manualsand/or document their teamwork with graphs, images or diagrams placed

in their Science Notebooks.

For the Next LessonReview the Preparing or the Lesson section in the next lesson to ensure you are

adequately prepared beore that lessons Lab Activity.

THInKInG AHEAD

Ask students to think about

the next lessons Big Idea:

How do animals live in the

environment?


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What Is an Animal?LESSOn 1 LCU

Scietists name

Teacher: Read the questios below aloud to the studets.

1. Circle the eatures insects have.

exoskeletons produce milk three pairs o legs antennae

2. Which is a eature o a reptile?

A. They are cold-blooded.

B. They have scaly skin.

C. Both A and B are reptile eatures.

3. Draw a picture o a mammal, making sure to include some o its eatures. On

the line below it, label what your mammal is.




Lesson OverviewDiscuss the Big Idea: How do animals live in the environment? (Animals haveevolved to use their senses to survive in their environments.)

Uderstad how dierent animals see, smell, hear, and become aware o theirenvironments.

Compare how dierent animals use their senses to survive.

Itroduce and use the vocabulary terms in context. Engage students in vocab-ulary-building activities as outlined in the ront matter o this unit to reinorce the

meaning and usage o these terms.

antennae a pair o eelers on the head o an insect used or touching, smell-

ing, and sometimes detecting sounds

pitch highness or lowness o a sound

Explore the Big Ideaby participating in the Lab Activity.

Exted understanding through the Learn Moresection in the Student LabManual. Students will learn more about how insects hear.

Evaluate student learning through the ollowing authentic assessments.

inormal observation

embedded assessments

lesson check up

unit test

How Do Animals Live in the

Environment?

LESSOn 2


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LESSOn 2

How Do

Animals

Live in the

Environment?

How do animals use their sensesto survive?

Which sense do you think is themost useful to an animal?

1716

ObjectivesStudents will

identiy how dierent animals smell, hear, and detect aspects o their

environments.

recognize how animals see.

interpret how animals use their senses to survive.

4Lesson 2 How Do Animals Live in the Environment?



Preparing or the LessonuArrange the classroom to acilitate cooperative teams.

vRead the ollowing background notes:

Animals use all their senses, including sight, hearing, smell, taste, and touch

to survive. Birds have keen eyesight so they can nd ood at a great distance.

Some animals have an excellent ability to hear so they can escape an enemy or

nd prey. Many animals hear or see better than human beings. Others see or

hear dierently, providing them additional tools or survival.

wPrepare or the Lab Activityby setting up the materials in your Materials Center.

xI time permits, consult the unit older on the Educator Portal or a list o relatedweb sites on this topic.

Engage: Start the LessonDirect student attention to the image at the beginning o the lesson. Ask a studentto describe the image and the kind o animal shown. (owl)Point out that this owl

is a Great Gray Owl. Ask students what they notice about its eyes. (The eyes areyellow and round.)What do you notice about its beak? (It is yellow and it looks very

sharp.)Do you see any ears? (no)Ask students where they think the owls ears are.

Students may say under the eathers, which is true. Explain that owl ears are on the

sides o an owls head under faps behind its eyes. Help students understand that

owls have very good eyesight and hearing to help them nd ood.

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10 Min


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Ask students how they get inormation about the world around them by askingthe ollowing questions.

How do you know that leaves are green? (I can see the leaves.)

How do you know that someone is popping popcorn? (I can hear and

smell it.)

How do you know when the sun is hot? (I can eel the suns heat.)

How do you know i someone is speaking in a sot voice? (I can hear the

person speaking sotly; I can see the lips moving, but hear nothing.)

How do you know i a fower petal is sot? (I can touch it.)

Guide students to understand that, like them, mammals, bird, reptiles, and insectsuse their senses to get inormation about the world around them. Their senses

help them to survive by communicating, nding ood, moving saely rom place to

place, listening to sounds o animals that might want to eat them, and listening to

the sounds o animals they want to eat.

Discuss how each o us, animals as well as people, only perceives part o oursurroundings. Animals may only pay attention to their immediate surroundings

because that is what is most important to their survival. Explain that many animals,

however, can detect parts o their environment in ways that people cannot.

Tell students that most animals hear dierently rom the way people do. Manyanimals hear much better than humans do. Explain that it is one o the senses

most needed to survive. Explain that some animals can hear higher or lower pitch

sounds than humans. Dogs, or example, can hear high requencies that we do not.

Young people can even hear sounds that adults cannot! Whales can hear extremely

low-pitched sounds that are produced hundreds o miles away. Elephants also hear

lower pitches than humans, and use these to communicate across great distances.

Explain that insects hear dierently rom other animals. Some insects use their

antennae to hear. There is a small organ on the antennae that collects sound inor-

mation. Sound waves vibrate in dierent parts o an insects body.

Braistorm with students to explain how animals might use their sense o smellto help them survive. Sense o smell helps animals move rom place to place.

Mammals use their noses to smell while many insects have almost no sense o

smell. Point out that animals usually have a much better sense o smell than people

do because smell helps them nd ood and mates, detect predators, and survive.




Explore: Introduce the ConceptAsk students what kind o animal an owl is. (a bird)What do they know aboutbirds? (Birds have eathers and most can y.)Why is useul or birds to have good

eyesight? (Birds need to see insects or small animals to capture them or ood.)

Why is it important or birds to hear? (to hear prey or predators; to communicate

with other birds)

Poit out that owls use their eyes and ears to hunt or ood. They listen to the

movement o animals as they move along the ground through leaves and trees.Explain that animals also need their ears to hunt and to hear when predators are

nearby. They use their voices and ears to communicate with one another. Birds and

mammals have eardrums that vibrate when there are changes in air pressure, such

as those produced when we make sounds.

Lab ActivityMake Sound Makers

Divide the class evenly into teams. Distribute materials to each team.

uTell students that they will test their hearing to nd out how well they recognizedierent sounds. To get started, have students sit quietly in the classroom or

two minutes, writing down any sounds they hear. They should also indicate i

the sounds are sot or loud. Ater a ew minutes, discuss what students heard,

writing their responses on the board. Then, ask them the ollowing questions i

they have not been mentioned.


jHow would you describe the animal in the image to someone who could not see it? (It is an owlabig bird with large eyes, a sharp nose, and eathers.)

kHow do you think the owls good eyesight helps it survive? (The owl uses its keen sight to help it fndood.)

lHow do you know owls are birds? (The owl has eathers and a beak, which are eatures that all

birds have.)

MATERIALS

Per Team

(4) 250-ml containers

with tops

dry beans*

crumpled dried leaves*

pebbles*

dried rice*

*Not included in kit

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Lab ActivityMake Sound Makers

uSit quietly and listen for sounds. In your Science Notebook, write down what you hear.

Indicate which sounds are soft and which are loud.

See if you hear any sounds with a high pitch.

vFill the containers. Move them around on the table. Taketurns. Shake each container.

What is the sound? How loud is it?

Is the pitch high or low?

What might cause an animal to hear the sounds softer or

louder than you?

wClose your eyes and listen while one person on your teamshakes a container. Point to where you hear the sound. Howdoes detecting the direction of a sound help in survival?Write your ideas in your Science Notebook.

2

How sensitive

do you think

this blue jays

ears are?

Point to where

its ears are

located.

19 Lesson 2 How Do Animals Live in the Environment? 1918 Animals

Did you hear the wind?

Did you hear birds?

Did you hear trac outside?

Did you hear voices outside?

Did you hear a clock?

For each sound they heard, ask whether it was sot or loud. Find out which

sounds had a high or low pitch. Then ask students what was the most interest-

ing sound they heard. What made it interesting?

vHave students put seeds, pebbles, rice, or dry leaves in each container and puton the tops. Ask a volunteer rom each team to move the containers around

so students do not know what is in each container. Have another volunteer

shake each container, and ask teammates to describe what they hear. Ask them

to describe i the sound is loud or sot. Ask i they know what is causing the

sound. Do they think that animals would hear these sounds soter or louder

than they do? What might cause this? (Animals would hear louder because they

generally hear better than people do.)

wAsk students to repeat Step 2, but this time close their eyes. Have one studentmove the containers and ask the other students to point to where they hear the

sound. How do animals use the sounds they hear?




Enrichment ActivityMake Sound Waves

Divide students into pairs and distribute rubber bands. Explain that they will experi-

ment with sounds that are at dierent pitches. Remind them that pitch means

whether a sound is high or low.

uHave a partner hold the rubber band using the thumb and stretch it just a little.Ask the other student to pluck the rubber band with a nger. Ask students i the

pitch is high or low. (low)

vAsk the student to stretch the rubber band much urther and have his partnerpluck the band. Ask whether the pitch is high or low. The pitch gets higher as

the elastic band is extended because the elastic gets thinner. This causes the

band to vibrate aster. Point out that animals make and hear sound vibrations in

dierent ways to hear and to communicate.

Explain: Learn MoreRead this section aloud with students. To help ensure understanding, read slowly.Pause or questions, short discussions, and explanations.

Lead a discussion about how students think ants hear. Ask i they have observed

the ants in the arm when a noise was made. Ask a volunteer to make a noise next

to the ant arm and observe what happens.

MATERIALS

Per Pair

(1) 9-cm x 4-mm (#64)

rubber band


jWhat is a sentence you can make using the vocabulary word pitch? (Answers might include: Theloud, high pitch o the sound hurts my dogs ears.)

kHow does hearing higher-pitched sounds than humans help some animals survive? (They hear thingswe do not, alerting them to an enemy or potential prey.)

lHow does good eyesight help an animal survive? (Students should indicate that animals with good

eyesight can fnd ood easier and see an enemy sooner or rom a greater distance.)

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How Insects

Hear

Most insects hear

with a pair o organs.

Each organ is like a

drum. A thin layer o

skin is stretched over

a cavity. The cavity

is flled with air. This

organ has a special

job. The skin vibrates

and the cavity makes

the vibrations louder.

These vibrations are

perceived as sound

when they reach the

brain.

Grasshoppers have a

pair o these hearing

organs in their

bodies. Other insects

use their antennae

to hear. There is

a small organ on

the antennae. This

organ collects sound

inormation.

Learn More

Grasshoppers have

hearing organs in

their bodies.

Ants use their

antennae to hear.

Crickets have hearing

organs in their ront

legs.

Many insects areable to hear the high-

pitched calls o bats.

These insects can

avoid being eaten.

Crickets have hearing

organs in their ront legs.

Ants use their

antennae to hear.

2

21 Lesson 2 How Do Animals Live in the Environment? 2120 Animals

Elaborate: Extend the LearningThis section is intended as an additional teacher resource and is not required or

teaching this lesson. It can be used or dierentiation o instruction or extending

learning or students.

SoundSound travels rom one place to another through air, water, soil, and most solid

objects. People think o sounds as sot or loud; this is reerred to as the volume o a

sound. The more energy it contains, the louder the sound.

As air temperature rises, sound waves travel aster. Sounds can be very low or very

high. This is a characteristic o sound called the requency. An object that vibrates

ast produces a higher requency. An object that vibrates slowly produces a lower

requency.

Some animals, such as bats or dogs, hear sounds at a higher requency (ultra-

sounds) than humans while other animals, like whales and elephants, hear sounds

at a lower requency (inrasound) than humans.





jTurn to a partner and describe what you have learned about how insects hear. (Ants use antennae,crickets use organs i

Animals - Teacher Edition

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