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