Terry Gallivan Winston Elementary School 5th Grade Science Interactions of Life Lesson EDU 630 September 1, 2012

I. School Overview: Demographics: Winston Elementary School represents one of the twelve elementary schools in the Edgewood Independent School District. Edgewood ISD is located on the southwest area of San Antonio, Texas. The physical location is at 2500 South General McMullen, San Antonio, Texas 78226. The telephone number is (210) 444-8450 and fax number is (210) 444-8473. The school populace accommodates students Pre-K to 5th grade. The school enrollment averages over 560 students. The majority of the students are of Hispanic ancestry, which is 97% on average. The remaining 3% is Blacks and Whites. Currently, there are more females (53.6%) than males (46.4%). The class sizes range from 22 in Pre-K and Kindergarten and 20 to 26 in 1st through 5th grade. The overall expenditure for each students is approximately $6,776.00. Winston Elementary School qualifies as a Title I school for funding purposes. Teachers have a wide variety of experience. First year teachers (8%), one to five years (36%), six to ten years (8%), eleven to twenty years (21%), and twenty-one or more experience (27%). Winston Elementary offers an exceptional Special Education and English as a Second Language (ESL) programs. In addition, students are active participants in the school newspaper and yearbook, student council, safety patrol, rock garden club, UIL competitions and others. The Gifted and Talented program enriches the students to excel the standard curriculum. Winston Elementary offers special electives to enhance the learning experience with music, art and physical education classes. The housing for the majority of students is apartment dwellings due to low economic status. The family average income is below $30,000.00. Most families (74%) have dual language in the home environment. The area population is approximately 50% high school graduates, 10% Bachelors or Associate degree, 2% Graduate degrees, and the remaining 38% high school or less. Winston Elementary Schools strives to meet the cultural and background needs of each student entering the schools classrooms. The school is responsive to the Hispanic heritage, which is a major component of San Antonios history. Students are expected to stretch beyond their expectations to be successful at in not only their current goals but also their goals in their future. The students of Winston Elementary are respectful and earn the eagle wings each year. School mission: Edgewood Independent School Districts mission statement is To successfully prepare present and future generations in the Edgewood Independent School District for college and career pathways by establishing a Culture of Educational Excellence.

Winston Elementary School uses the above statement as well. Therefore, a mission statement must be established to represent the uniqueness of Winston Elementary. As a recommendation, each school should develop a mission statement, which fits the needs of their student population. A recommendation would be to create a separate but one that is conducive to the district mission statement. The following is an example for the Winston Eagles. Students are the future of our nation. We must ensue each child has the best educational experience Winston Elementary has to offer. The teachers will support the abilities and gifts each child has, thus, providing an environment encouraging for a challenging, meaningful and successful educational experience. School Vision: The vision for Winston Elementary School is to create an educational environment where all students succeed in knowledge, commitment, and expectations in a creative and innovative manner. Winston Elementary will meet the needs of each student in an effective manner to maximize the learning experience. The Winston staff will build a shared responsibility to work together to ensure students experience success on the highest level possible. Administrators and teachers will implement goals, plans, decisions and actions as a team in order to align the values and beliefs for an energetic, committed and focused learning environment. A plan will be set forth to ensure students needs are in place to meet the challenges and expectations for students ranking less than proficient, proficient and highly proficient. The plan will be based on scientific researched based instruction to guarantee a successful outcome for the all students. The plan will include entering into the 21st century technological atmosphere where students are able to learn beyond the walls of the classroom. Administrators, teachers, and staff have an obligation to all students to provide the best the school has to offer. The talents and gifts each person brings to the school should be developed in a way that best suits the needs of all students. The need to look beyond today to tomorrow will give the best opportunity for success. It may be beneficial to look at the past success to strengthen the decisions of the future. School Goals Goal #1: Students and teachers are to be valued for their gifts and talents. Winston Elementary will endeavor to meet the challenge to encourage each student and teacher to succeed in the journey of life-long learning. Students will strive for excellence in creating an environment where learning is maximized by inquiry. Goal #2: Winston Elementary will provide an atmosphere where imagination, creativeness, exploration and curiosity are integrated into the classroom. The goal will be

to make available to each student an innovative and successful environment where learning is optimized. Winston Elementary administrators and teachers will continue to create a safe learning environment where students can meet the high expectations set before them. Goal #3: Winston Elementary will recognize the importance of the learning styles each student brings to the classroom. The diversity of personalities and abilities will be met by creating a curriculum, which stimulates the most successful outcome for every child. The educational journey at Winston Elementary will produce future citizens who are well educated and hold honor, integrity, moral values for the support of our nation. Goal #4: A strong foundation will be formed at Winston Elementary. The foundation for life-long learning will be established as a top priority by offering the best educational opportunities available to Winston Elementary. Administrators will provide meaningful professional development opportunities for the teachers and staff. Teachers will research curriculum strategies for the best possible teaching practices. Students will strive to explore world from beyond the classroom walls. In setting goals; administrators, teachers, parents and students will be on the same page for the betterment of the educational experience at Winston Elementary. Everyone has a stake in the education of every student that passes through the front doors. Our nation needs to focus on reaching the top of the international ranking once again. This will only occur if each school, each administrator, each teacher, each parent and each student endeavors to reach beyond the high expectations set before them. Winston Elementary Eagles will soar to heights never reached by believing we can. Involvement: Parents involved with an outstanding commitment to the students. Whether is in helping with the childs schoolwork or in the extra curricular events the parents are there to help. The Teachers and administration promote parental involvement fully. Communication: Teachers periodically correspond with parents to keep the information about their child up to date. Telephone recordings on important events and information at the school inform parents. Parents and Teachers correspond by email regularly. In a newsletter sent out with each report card for parents to know what the upcoming events will be. II. Topic and Grade Level Topic: Interactions of Life

Grade Level: 5th grade Setting: Computer lab and classroom Time parameters: The class takes place for 50 minutes. III. Standards of Learning TEKS: 5.9 Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: (A) Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements; (B) Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers; (C) Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and (D) Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. 5.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A) Compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; (B) Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and (C) Describe the differences between complete and incomplete metamorphosis of insects.

IV. Objective(s) and Goal (s): Objective: Students will be able to establish animals and plants work to survive (food, water, shelter, protection, and elements like sun, rain, in addition to their individual adaptations). Students will demonstrate their knowledge in the above objective in the activities performed during class time. See activities attached. The students will be able to master the lesson easily with the reinforcement of the web quest. There should be no reason not to expected 100% accuracy. Goal (s): The goal is for students to learn how life interacts with other life forms. Students should realize their role in the Ecosystem. Each student role is learning how they can affect the environment in a positive or negative way. In taking care of the environment, they can ensure the survival of all organisms including themselves. V. List of materials Computer with Power Point Worksheets List / diagram of food chains Smart Board if available Erasable gel markers for table drawing Hard copy of Power Point Pen / Pencil String / rope Animal creation materials

VI. Description of class diversity and its connection Students in classroom: Number of Students: Gender: Ethnicity: Age: Needs for Special Accommodation: Learning Styles: Students Needs, Interests, and Concerns: VII. 20 There are more girls Majority are Hispanic Average 10 years old ESL, 504, dyslexia Diverse Post Question Survey

Technology inclusion

The technology that will be implemented into the lesson: 1) Computer 2) LCD projector 3) Computer Lab for web quest 4) Blogging site

VIII. Procedures The procedures are described throughout the remainder of the lesson plan to follow. Length of Lesson: Approximately four class periods at 50 minutes time period. Lesson Overview: Students will be able to distinguish how life interacts with other life. Students will demonstrate what they have learned through interactive dialogue and completing the web quest. Students interaction will be notice by the teacher in their level of participation and accuracy of the web quest. Students should be able to obtain an accuracy of 80% on the assessments. Students will have cognitive knowledge of life interaction. Students may have varying attitudes on life interaction. Importance and Relevance: The students need to know about the interactions of life for the reason that the environment affects their daily lives in countless ways. To know what is natural and good for the environment and what could lead to detrimental effects on the environment is empowering each student to be able to take an active role in the protection and wellbeing of the ecosystems that we all share. There is a need for students to learn about how life interacts in the environment for several reasons. In meeting the goal, students will know the following and thereby ensure their own longevity in life. 1. The food cycle does affect them directly for availability of their own food. The organisms must have an ample supply of their food in order to survive. If the organisms food is in a shortage, the organism will find a new source of food, move to a new location, or unfortunately die. 2. Availability of food is based on weather conditions. If the weather is too harsh, the food supply is diminished for consumption. If the weather is too cold or too hot, the availability of plants may not be enough to sustain enough food for the plant eaters. If the plant eaters are affected then the meat eaters will additionally be affected on their source of food as well. 3. Population of a species can affect the food supply. If a population does not increase sufficiently than an ample consumption may not be available. Essentially, if there are too many animals needing food the supply will not be able to feed all the animals. Every species of organisms needs to have a balance in population, meaning some organisms are born while an even balance dies is the optimal goal of survival of the fittest.

Curriculum Continuum: The Ecosystems will be discussed prior to the Interactions of Life lesson is presented. The students will have knowledge of biomes coming into the class from prior lessons given taught. The lessons following this class will be about the human system. Audience: The students will be able to share the information learned about the Interactions of Life with members of their family, friends, and community. Students will be able to explain how all life forms are dependent on other life. Students will be able to explain how they can help protect the environment and help others learn the importance of doing the same. This can be done through discussion or when the students are outdoors with their family and friends. Opening / Hook: Im hungry. I want something to eat. Do you have food for me? Where can I get some food? Oh, here is some! (I will eat something like an M & M) At this point, I will start the power point on the Interactions of Life. Time estimate: 2 minutes or less Pre-Questions: 1) What do animals need to survive? 2) What do plants need to survive? 3) What can you do to protect the environment? Potential Answers: 1) food, water, shelter, protection, ideal weather conditions 2) food, water, shelter, protection, ideal weather conditions 3) dont liter, dont pollute the air or water, tell family and friends they need to protect the environment, community service Estimate time: 5 minutes Engage the Learner: Students are greeted as they come in and again as a class after the bell has rang for class to start. I will give instructions for what is needed on their desks e.g. Pencil / pen

and paper, gel markers. They know to raise their hands if they have a question. Tardiness, talking, and being out of their seats when the bell rings will be addressed on an individual basis.. I will let the students know exactly what I want them to learn and be able to do at the end of the lesson. I will prior to class write the focus of the lesson as well as the TEKS on the board. The pre-questions will be handed out as the students enter the classroom to fill out to establish what their prior knowledge is. Estimate time: 2 minutes Transition #1: I will then say I would like everyone to bring their attention to the power point screen. I will start the lecture using the power point (see activity #1) Estimate time: 1 minute Activity #1: The lesson will be started with a power point. I will tell the students I would like for you to ask questions and make any comments by raising your hand. Students will know that some of the answers to the web quest are in the power point and will be easily sighted for them. The power point includes information about the Biosphere, Ecosystem, Habitat, what constitutes a population, and interaction between communities. There will be discussion about the terminology used in the power point. I will give the students the opportunity to guess what each word means by saying What do you think this means? Students will actively answer questions posed by other students or myself. Students will be taking notes as the power point presentation is going on. Attached is a copy of the power point. Time estimate: 35 minutes or less. Day 2 - Explore the Concept: Transition #2: Computer Lab Okay, now that we have the basic information about the various Interactions of Life lets turn our attention to the web quest. Please sign into your computer Time estimate: 2 minute

Activity #2: Now this is what we are going to do. Each student will now do the first web quest located at http://questgarden.com/117/67/0/110127163920/. Remember to watch the video and play the game

Time estimate: 20 minutes or less. Once you are done with the first web quest move on to the second quest. Learning about what you can do for the environment. Important Note: You will not be doing the evaluate section. http://questgarden.com/91/94/9/091122181910/process.htm Time estimate: 25 minutes or less. Activity #3 Day 3 In the classroom In this activity, students will work as a team to show how each organism depends on the others in the food chain. They will be able to see what happens if one organism or resource no longer exist. This will be accomplished by assigning each student an organism or resource to be represented by allowing the student to draw a card which has an animal, a plant, or a weather element or the sun written on it. Each student will take a string ball and toss gently to the organism or resource they are dependent on. During the activity, an organism or resource will be taken out of the food chain randomly by using another deck of cards so the students can see how the ecosystem works first-hand. When the sun is taken out the game is over. Time estimate: 25 minutes Assessment: Evaluate student understanding of the concept with transition # 4. Transition #4 Students in groups of four will create a food web on their table with the gel markers. Time estimate: 20 minutes Ending Procedures: Homework: Answer the following questions on your blog: 1) 2) 3) 4) 5) 6) What have you learned today? What would you change about the lesson? What did you like most about the lesson? What did you like least about the lesson? Were the instructions clear? How do you think I can improve myself as a teacher?

Lesson Extender: Students will be given an assignment to follow-up their understanding of the different concepts of the Ecosystem. See attachment. Students will be given a word find handout to emphasis the vocabulary stated in the Interaction of Life lesson. See attachment. Time estimate: 5 minutes Content Closure: Students will be asked if they have any questions or comments about the Interactions of Life lesson. If so, each will be addressed by me or one of the other students. I will ask the class to share what they have learned to today. Time estimate: 5 minutes

Procedural Closure: I will tell the class that I enjoyed teaching the class and for them to have a great weekend a minute or so before the bell rings. Time estimate: 1 minute

IX. Risk Analysis Accommodations / Modifications: The class has four students with accommodations or modifications according to their IEP. There are no anticipated problems since students will be working collaboratively. If any problems arise, they will be addressed immediately. If a students needs any additional assistance I will have another student assist them or help them myself if necessary. Anticipated Explanations and Clarifications: I do not expect any problems on any directions given. If clarification or additional explanation are needed I will handle them on an individual basis. Anticipated Classroom Management Dilemmas: The worse thing that might happen is a computer goes down and the power point will not be assessable for class time. If this happens I will simply go with the hard copy I will have printed off.

X. Main ideas, key concepts, skills: The TEKS will be the guide in presenting Interactions of Life. Students will be provided the opportunity to learn the relationship between organisms and the environment. Students will learn to identify the components of an ecosystem. Students will be able to describe and observe different organisms in an environment. Students will know the difference between producers, consumers and decomposers and how they use the existing resources. Students will obtain the knowledge to differentiate the environments and the varieties of organisms that live in each. Questions to be answered in the lesson consist of the following: 1) Where is life found on Earth? 2) What does ecology mean? 3) How the environment does influences life? 4) What are the methods for estimating population sizes? 5) How does competition limit population growth? 6) What are the factors that influence changes in population size?

XI. Activities: Pre-Question Survey 1) What do animals need to survive? 2) What do plants need to survive? 3) What can you do to protect the environment?

Activity # 1: Power Point next page

INTERACTIONS OF LIFE Ch. 20

Section 1 Living Earth

A. Biosphere the part of Earth that supports life. It consists of:
1. The top portions of Earths crust All the water on Earths surface The surrounding atmosphere

2.

3.

B. Ecosystem all the organisms living in an area and the nonliving features of their environment
1. Ecology is the study of interactions that occur among organisms and their environment A population is made up of all the organisms that belong to the same species. A community is all the populations in an ecosystem.

C. Habitat the place in which an organism lives. For the organism to survive, it must provide:

1. 2. 3. 4.

Food Shelter Correct temperature Water

2.

3.

2. Elements that affect population size

a. Limiting factor any living or nonliving feature that restricts the number of individuals in a population Carrying capacity the largest number of individuals of one species that an ecosystem can support Biotic potential the maximum number of offspring that parent organisms can product Birth and death rates Movement of organisms into or out of an area

Section 3 Interactions Within Communities

Sun source of energy that fuels most life on Earth
1. Producers organisms can make their own food
a. Photosynthesis a process used by most producers to make food.

A.

b.

c.

d. e.

1) Chemical equation for photosynthesis

Chlorophyll

b. Chemosynthesis process used by some producers found near volcanic vents on the ocean floor. These producers obtain energy from mineral molecules since they cannot photosynthesize due to lack of sunlight.

6CO2 + 6H2O

Sunlight

C6H12O6 + 6O2

2)

Reactants for photosynthesis

a) b) Carbon dioxide Water

3)

Products of photosynthesis
a) b) Glucose Oxygen

2. Consumers organisms that cannot make their own energy-rich molecules; they obtain energy by eating other organisms.
a. Herbivores eat plants b. Carnivores eat animals

3. Food chain a model that shows the feeding relationships among the organisms in an ecosystem 4. Food web intersecting food chains

c. Omnivores eat both plants and animals

d.

Decomposers eat dead organisms

B. Symbiosis any close relationship between species

1. Mutualism a symbiotic relationship in which both species benefit. Commensalism a symbiotic relationship in which one organisms benefits and the other is not affected. Parasitism a symbiotic relationship in which one organism benefits and the other is harmed.

C. Predator and prey

1. 2. 3. Predator consumer that captures and eats other consumers Prey the organism that is eaten Predators limit the size of prey populations, increasing the number of different species that can live in an ecosystem.

2.

3.

Assessment # 1 Natures Food Sources Green plants store the food they produce 1 in the form of ________. . ( 1) oxygen (2) starch (3) fiber (4) sugar Omnivores are animals which ________. 2 . ( 1) (2) (3) (4) eat plants only eat animals only drink water only eat both plants and animals

What is the use of chlorophyll in the 3 photosynthesis process? . ( 1) Produce glucose.

(2) Absorb energy from the sun. (3) Absorb oxygen from the atmosphere.. (4) Make the leaves look green In this food chain: Grass ---> Rabbits---> 4 Foxes what would cause a break? . 1) (2) (3) (4) ( . Rabbit population decreases, foxes increases. Amount of grass decreases, rabbit decreases. Rabbit population increases, grass increases. Rabbit population increases, foxes increases

Which of the following organisms 5 are decomposers? There may be more than one . answer. ( 1) Termites. (2) Houseflies. (3) Worms. (4) Fungi. B. . Plants are green because they contain 2 a green pigment called chlorophyll. . Human beings are in general herbivorous. 3 . Fungi contains chlorophyll. . Earthworms are decomposers. . C. . The cat is the __________ and the 4 mouse is the __________. . Predator or Prey When two or more food chains are 5 interconnected, it is known as a __________ . _______. Assessment #2 5 4 Write "T" for true and "F" for false. A food chain always ends in an animal. 1

Fill in the blanks with the most suitable word. The three main types of food consumers 1 are _________, _________ and __________.

Nature's Food Sources. Write the number of the correct answer in the box. When a dead organism decomposes, 1 ________ is given out. . ( 1) carbon dioxide (2) water (3) bacteria (4) oxygen When a green plant is placed next 2 to a window where sunlight comes in, after a month the stem ________. ( 1) bends toward the window (2) does not bend at all (3) becomes shorter (4) bends away from the window A ________ provides the environment 3 necessary for living things to survive. ( 1) surrounding (2) habitat (3) condition (4) place Along a food chain, the energy 4 that is stored and transferred from one organism to the next ________. ( 1) remains the same (2) becomes less and less (3) depends on the organism (4) becomes more and more Food chains are interconnected 5 because animals ________. ( 1) eat only other animals (2) depend on one another to survive (3) eat more than one type food Bacteria which live and feed on 6 living organisms are called ________. ( 1) destroyers (2) body helpers (3) parasites (4) decomposers

In this food chain: Maize ---> 7 Mouse ---> Snake . . ( 1) Maize is prey, mouse is predator. (2) Mouse is prey, snake is predator. (3) Mouse and snake are predators. (4) Snake is prey, mouse is predator Write "T" for true and "F" for false in the box A tiger is a carnivore. . Food is a source of energy for2living things. . Plants are the start of the food3chain. . The cutting of trees by man is4 a great help to the environment. . A caterpillar is a herbivore. 5 . Fertilizers are derived from the 6 decomposition of dead organisms. . Deer eat plants and meat. . . In a food chain, the population 8 of each organism does not affect the others. 7 1

Extension #1 Examples of Land Animal Food Chain with pictures to follow: (1) leaf >> butterfly >> larva >> lizard (2) Kangaroo grass >> grasshopper >> birds >> round worm parasite (3) Palm beetle >> scorpion >> spider >> bird (4) Dead Casuarinas >> fungus >> wood louse >> ant

LIZARD

ROUND WORM PARASITE

BIRD LARVA

BUTTERFLY

GRASSHOPPER

LEAF

KANGAROO GRASS

ANT BIRD

WOODLOUSE SPIDER

SCORPION

FUNGUS

DEAD CASUARINA PALM BEETLE

Sample Food Web

XII.

Extra Handouts to build vocabulary retention:

Extra Handout # 1 INTERACTIONS OF LIFE SHCOMMUNITYRSCY YMEOURHGRFEAIOG DESRIASOOGNESNR HUNIBDRONEDDOSE FDMILIDEIECEIUN WVTSNAVPCAXZBME YASOIASORJENMEG TEDQCTMNROGBYRW YSRSXPIZEEDBSLD JTSPOVBSZMSUMSI PBOSOWFJARMYCEM IKEROTADERPOXEA BRENICHENIAHCCR SSMUTUALISMPNFY LZALSEROVINMOSP CARNIVORES COMMUNITY ENERGY HERBIVORES OMNIVORES PREY SCAVENGER CHAIN CONSUMER FOOD MUTUALISM PARASITISM PRODUCER SYMBIOSIS COMMENSALISMS DECOMPOSERS HABITAT NICHE PREDATOR PYRAMID WEB

Additional Activities from Education World: Activity # 1 MIND READER Have students number their papers or whiteboard from 1 to 5. Then select a "mystery word" from the word wall (or vocabulary or spelling lists) and give five successive clues to help students identify the word. Each successive clue should help students further

narrow down the words on the word wall to the special mystery word. As you give each clue, students should select one word from the word wall that matches all the clues given to that point in the game. The last clue should be the most obvious one. EXAMPLE 1: Mystery Word: ENVIRONMENT Clue 1: The mystery word is one of our word wall words. Clue 2: The mystery word has four syllables. Clue 3: The mystery word has eleven letters. Clue 4: The mystery word has three letters that are all the same. Clue 5: The mystery word will complete this statement: The _________ needs to be protected. EXAMPLE 2: Mystery Word: CONSUMER Clue 1: The mystery word is one of our word wall words. Clue 2: The mystery word has more than six letters. Clue 3: The mystery word has three syllables. Clue 4: The mystery word ends with the suffix -er. Clue 5: The mystery word is an eater. After clue, have students show their papers or slates. Which student(s) guessed the mystery word with the fewest possible clues? Activity # 2 BUILD AN ANIMAL Materials: Straw colored paper Buttons String Imagination Colored clay Pins

Be creative in assembling your animal but DO NOT use materials that will spoil or bring ants. Anticipatory Set: What is the strangest looking animal you have ever seen? How do you think it got that way? This project will give you a chance to go Mother Nature one better. Using the information you know about ecology and evolutionary adaptations you are to create the strangest looking animal that ever "could" be on earth. Be creative, let your imagination flow and have fun.

Procedures: 1) Review information on biomes (land & water), classification of animals, and adaptations needed to survive in each environment. 2) Select an environment for your animal and decide what adaptations the animal would have and record it on a data record. 3) Decide what the animal would look like and sketch a picture of the animal. 4) Describe the animal's behavior, including the way it obtains food, the kind of dwelling it lives in, reproduction, its defensive behavior, and how it moves and gets oxygen. Record all this information. 5) Use any materials to create a model of your animal. This is where you need to be creative! The stranger the animal the better as long as it lives in a real biome and has adaptations suited to that area. 6) Answer the analysis questions and write a conclusion. The model of the animal as well as the report is due in 2 weeks. 7) On the day you bring your animal to class be prepared to write a blog about another students model and where it might live. Blog entry for your animal: 1) Describe the specific physical conditions that exist in your animal's environment including climate and landforms. (Temperature, wind, rain, soil & sunshine) 2) For each of the conditions mentioned above, describe a characteristic of your animal that makes it well suited to the environment. 3) On the basis of what you saw when you looked at another students animal model, formulate a HYPOTHESIS about the environment to which the animal is adapted. EXPLAIN your answer. Conclusion: Remember to summarize what environment your animal lives in and adaptations your animal has to help it exist. Assessment Based on Objectives: 1) Points assigned to grading rubric may be as the teacher desires. Partial points for the construction of the animal and partial points for the report.

2) Design, construct, classify and infer are the main objectives. 3) Adaptations for students should be on a case by case basis. The important focus should be creating a hypothetical animal that could live in a real environment. 4) Extensions for gifted students could include creating a story about the life of this animal and the future it may face.

OTHER SELECTED ACTIVITIES TO CONSIDER Plant search Collect a range of leaves from different plants. Laminate them (be careful), or photocopy them. Students then try to find the plants the leaves came from. Botanical glossary Make a glossary of the botanical words that have been used / introduced through the activities. Botanical specimens Make a specimen collection on the plants that have been introduced. Specimens can be dried and attached to a description, or laminated (be careful). Flower pressing Specimens of plants, especially flowers can be pressed and kept. Presses can be bought from toy or craft shops, or simple presses can be made. Storing Starch Students conduct starch tests, using iodine, on a variety of plant materials including leaves, flowers, roots, seeds, bulbs and tubers to investigate where plants make and store their food as starch. They record their results in a log book. Transport in Plants Students investigate the systems, which transport water, minerals and nutrients in plants by placing celery stalks in colored ink. They hand draw or use a graphics package to produce labeled diagrams of their observations. The last three activities are taken from the Sample Science Program, Department of Education, Employment and Training, Victoria, 2000 Other science prefixes: 1) Hetero- = different 2) Homo- = same 3) Macro- = large 4) Micro- = small 5) Milli- = thousand

6) Mono- = single 7) Nano- = billion 8) Neo- = new 9) Omni- or pan- = all 10) Poly- = many Other science roots: 1) aer = air 2) bene= good/well 3) centr-= center 4) chloro= green 5) chrono= time 6) duct-= move, carry 7) fer = carry 8) gen = birth 9) hemo= blood 10) is = equal/same 11) lith= stone 12) -meter= measure 13) neg = no 14) optic-= light or vision 15) pan = every/all 16) path= feeling 17) phage= eater

18) phase= stage 19) proto-= first 20) sect= cut 21) serv-= to keep 22) sol = alone 23) stasis= stationary 24) struct= build Related words 1) Producer 2) Consumer 3) Herbivores 4) Carnivores 5) Omnivores 6) Scavengers 7) Decomposers 8) Food Chain 9) Food Web 10) Energy Pyramid 11) Symbiosis 12) Mutualism 13) Parasitism 14) Commensalisms 15) Predator

16) Prey 17) Habitat 18) Community 19) Niche Reference: Alvarado, D. (2012). Why is a food chain important to me? Retrieved September 1, 2012, from http://questgarden.com/91/94/9/091122181910/t-index.htm Glencoe Science (2012). Introduction to the life, earth & physical sciences. Retrieved September 1, 2012, from http://www.glencoe.com/sec/science/glencoescience/2003/index.html Lutawan, M., Lutchman, K., Maharaj, M., Massiah, D., & Meyers, L. (2012). The food chain. Retrieved September 1, 2012, from http://questgarden.com/117/67/0/110127163920/t-index.htm Texas Education Agency (2012). Texas essential knowledge and skills. Retrieved September 1, 2012, from http://www.tea.state.tx.us/index2.aspx?id=6148