4th Grade Science

Animal Studies

Monday September 9th, 2013

NC Essential Standards: 4th Grade Ecosystems 4L.1: Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. Goals/Outcomes: Students will create habitats for millipedes that are appropriate and suited to the millipedes needs. Students will explain in writing why specific elements of a habitat enable millipedes to survive Materials Needed: Dirt Plastic containers Paper towels Gravel Rocks Sticks Moss Buckets Spray bottles Science journals SMART board

Procedures: Before: Have students take out their science journals. Using a think-pair-share method, have students share from their journals what they drew for their potential habitats (from previous lesson). After a few groups have shared their drawings, begin drawing what the millipede habitat will look like. While drawing it, stop periodically to ask students why they think specific elements are important for the millipedes. Come to the conclusion that millipedes need to live in dark, moist habitats with dirt to burrow and gravel for water to soak into so they do not drown in the water. Share with students similarities between their habitats and the actual habitats to be built. During: Break students into groups of 2-3. Give each group a specific job for building the habitats. 3 habitats will be built and there will be 4 jobs for each habitat. To ensure that all students understand instructions, pass out slips with instructions printed on them for each job: 1st Job: Grab one bucket with gravel in it. Using the sink, rinse the gravel with water. Make sure you do not spill the gravel into the sink. Once gravel has been rinsed, pour the gravel from the

bucket into the plastic container. Even out the gravel to make sure it is all on one even level. Place a paper towel over the gravel. 2nd Job: Using the bag of dirt provided, and the clear plastic cups, scoop dirt into the clear plastic container with the gravel and paper towels already in the container. Use the picture drawn on the SMART board as your guide for the amount of dirt to put in the container.

3rd Job: Travel outside in search of sticks and rocks. Find about 2-3 rocks and about 2-3 sticks and place them in the habitat.

4th Job: Fill up the spray bottles provided with water and spray the habitat. Make sure the habitats are moist, but not soaked. Guide students while building the habitats. After: Once habitats are built, instruct students to respond in their journals to this prompt: Choose a specific element from the habitat that was just built and explain why you think that element of the habitat is important for the survival of the millipede. Provide graphic organizer for LEP students.

Differentiation: This lesson is very hands on and by its nature is suited to the needs of a variety of students. It includes many different sensory elements. Students will learn about habitats through seeing, feeling, listening, and writing. For the LEP Students and student with mild to moderate disabilities: Printed instructions and graphic organizers will be provided to aid students in understanding expectations and participating in writing assignment. Students that need instructions read to them will have their instructions read to them. For AIG students: No modifications necessary. They will not be expected to use the graphic organizer for their journal entry. Assessment: Through observation and journal entries, students will be assessed as to whether or not they understand that habitats enable animals to survive through different elements. There will be no graded components to this lesson. It is an introductory lesson into the millipede portion of the animal studies unit.

Element of the Millipede Habitat

Why is this element important for the millipedes survival?