Structures of Life. Investigation 3: Meet the Crayfish. 3 rd Science Notebook. Name:

Transcription

1 3 rd Science Notebook Structures of Life Investigation 3: Meet the Crayfish Name: Big Question: How does a crayfish s adaptations affect their position on a food chain? 1

2 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Use mathematical notation and symbolism to communicate in mathematics and compare and describe quantities and relationships M2.1 Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships assist them in making conclusions M3.1 Explore and solve problems using concrete objects and manipulatives such as a balance, graduated cylinder, ruler Standard 1: Scientific Inquiry S1.1 Ask why questions in attempts to seek greater understanding of events they have observed or heard about S1.2 Question the explanations they hear from others and read about, seek clarification, and compare to their own S1.3 Develop relationships among observations to construct tentative explanations for what they have observed S2.1 Develop written plans for exploring phenomena or for evaluating explanations guided by questions S2.2 Share their research plans with others and revise based on suggestions S2.3 Carry out plans for exploring phenomena using appropriate inquiry and process skills S3.1 Organize observations and measurements through classification and preparation of charts and tables S3.2 Interpret observations and measurements and recognize relationships S3.3 Share findings with others and seek their ideas S3.4 Adjust understandings based on findings or new ideas Standard 1: Engineering Design T1.2 Investigate prior solutions and ideas from various resources T1.3 Generate ideas for possible solutions, apply math and science skills, evaluate and determine the best solution, and justify your choices T1.5 Discuss how best to test the solution, perform, record, discuss, summarize, and suggest improvement 2

3 Alignment with New York State Science Standards & Performance Indicators Standard 4: Physical Environment 2.1e Extreme natural events may have positive or negative impacts on living things 3.1b Matter has properties that can be observed through the senses 3.1c Objects have properties that can be observed, described, and/or measured 3.1d Measurements can be made with standard metric units and nonstandard units (meteorology) 3.1e The material an object is made up of determines some specific properties of the object. Properties can be observed. 3.1f Objects and/or materials can be sorted or classified according to their properties 3.1g Some properties of an object are dependent on the conditions of the present surroundings 3.2c Changes in the properties of materials can be observed and described Standard 4: Living Environment 1.1 Describe the characteristics of and variations between living and nonliving things 1.2 Describe the life processes common to all living things 2.1 Recognize that traits of living things are both inherited and learned 2.2 Recognize that for humans and other living things there is genetic continuity between generations 3.1 Describe how the structures of plants and animals complement their environment 3.2 Observe that differences within the species may give individuals an advantage in surviving and reproducing 4.1 Describe the major stages in the life cycles of selected plants and animals 4.2 Describe evidence of growth, repair, and maintenance 5.1 Describe basic life functions of common living specimens 5.2 Describe some survival behaviors of common living specimens 5.3 Describe the factors that help promote good health and growth in humans 6.1 Describe how plants and animals depend on each other and the nonliving environment 3

4 Alignment with New York State Science Standards & Performance Indicators Standard 6: Interconnectedness 1. Through systems thinking, they recognize commonalities that exist and how parts of a system interrelate and combine to perform special functions 2. Models are simplified representations 3. Grouping by magnitudes into a series provides a useful way to deal with the immense range and changes in scale 4. Equilibrium is a state of stability 5. Identifying patterns for change is necessary for making predictions about future behavior and conditions Standard 7: Interdisciplinary Problem Solving 1. The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems 2. Solving interdisciplinary problems involves a variety of skills and strategies such as effective work habits, gathering information, generating ideas, making connections, and presenting ideas 4

5 Table of Contents Part Title Page NA Crayfish Log 7 1 Crayfish Structures 11 2 Adaptation 21 3 Crayfish Territory 33 4 Comparing Crayfish to Other Animals 43 5 Food Chains 55 5

6 What do you know about crayfish? I think Now I know 6

7 Investigation 3: Meet the Crayfish Directions: Record crayfish observations on the log below. 7

8 Investigation 3: Meet the Crayfish Directions: Record crayfish observations on the log below. 8

9 Investigation 3: Meet the Crayfish Directions: Record crayfish observations on the log below. 9

10 Investigation 3: Meet the Crayfish Directions: Record crayfish observations on the log below. 10

11 Part 1: Crayfish Structures FOCUS QUESTION What are the structures of a crayfish? CLAIM EVIDENCE 11

12 Part 1: Crayfish Structures Directions: Observe a crayfish s structures by answering the questions below. 12

13 Part 1: Crayfish Structures Directions: Choose 3 crayfish structures. Write what their functions are. 13

14 Part 1: Crayfish Structures Directions: Choose 3 crayfish structures. Write what their functions are. 14

15 Part 1: Crayfish Structures Directions: Label the male and female crayfish. Then, label the structures on each one that you observe. Use the list in the box to help you. 1. Long antenna 2. Short antenna 3. Pincer 4. Eye 5. Mouth 6. Walking leg 7. Carapace 8. Short swimmeret** 9. Modified swimmeret** 10. Egg pore* 11. Long swimmeret* * Female only ** Male only 15

16 Part 1: Crayfish Structures Word Bank 16

17 Part 1: Crayfish Structures Science Content/Inquiry 17

18 Part 1: Crayfish Structures Optional Page: Please note that this page may be left blank 18

19 Part 1: Crayfish Structures Directions: Read, Crayfish (pgs ). Use evidence from the text to answer each question. 1. What structures help crayfish move around in their environment? 2. What structures help crayfish get food in their environment? 3. What structures and behaviors allow crayfish to defend and protect themselves in their environment? 4. What structures and behaviors allow crayfish to successfully raise offspring in their environment? 19

20 Part 1: Crayfish Structures Directions: Read, Crayfish (pgs ). Use evidence from the text to answer each question. 5. How might one kind of crayfish become an invasive organism? 6. Find out if there are any invasive plants or animals in your area. What is being done to prevent their spread? 20

21 Part 2: Adaptation FOCUS QUESTION How do crayfish structures and behaviors help them survive? CLAIM EVIDENCE 21

22 Part 2: Adaptation 22

23 Part 2: Adaptation Video: All about Animal Adaptations 1. What adaptations do birds have for moving? 2. What adaptations do birds have for getting food? 3. What adaptations do animals have for surviving in the cold? 4. What adaptations do animals have for defending themselves? 5. What adaptations do animals have for raising young? 23

24 Part 2: Adaptation Directions: Look at the animals in one set of organism cards. What adaptations do the animals have for movement, getting food, protection, and raising young? Write the names of four different animals and their adaptations in each table. Label the type of environment. Environment: Needs of Animal Animal Adaptation (structure or behavior) Movement Getting food Protection or defense Caring for young 24

25 Part 2: Adaptation Directions: Look at the animals in one set of organism cards. What adaptations do the animals have for movement, getting food, protection, and raising young? Write the names of four different animals and their adaptations in each table. Label the type of environment. Environment: Needs of Animal Animal Adaptation (structure or behavior) Movement Getting food Protection or defense Caring for young 25

26 Part 2: Adaptation Directions: Look at the animals in one set of organism cards. What adaptations do the animals have for movement, getting food, protection, and raising young? Write the names of four different animals and their adaptations in each table. Label the type of environment. Environment: Needs of Animal Animal Adaptation (structure or behavior) Movement Getting food Protection or defense Caring for young 26

27 Part 2: Adaptation Directions: Look at the animals in one set of organism cards. What adaptations do the animals have for movement, getting food, protection, and raising young? Write the names of four different animals and their adaptations in each table. Label the type of environment. Environment: Needs of Animal Animal Adaptation (structure or behavior) Movement Getting food Protection or defense Caring for young 27

28 Part 2: Adaptation Word Bank 28

29 Part 2: Adaptation Science Content/Inquiry 29

30 Part 2: Adaptation Optional Page: Please note that this page may be left blank 30

31 1. What is an adaptation? Part 2: Adaptation Directions: Read, Adaptations (pgs ). Use evidence from the text to answer each question. 2. What are some adaptations crayfish have for survival in their environment? 3. What are some adaptations organisms have for movement in their environments? 31

32 Part 2: Adaptation Directions: Read, Adaptations (pgs ). Use evidence from the text to answer the questions below. 4. What are some adaptations organisms have for protecting themselves in their environments? 5. What are some adaptations organisms have for getting food in their environments? 6. What are some adaptations organisms have for successfully producing offspring? 32

33 Part 3: Crayfish Territory FOCUS QUESTION Do crayfish display territorial behavior in their habitat? CLAIM EVIDENCE 33

34 Part 3: Crayfish Territory Directions: Design a plan to find out about crayfish and houses. Your plan should help us gather data to answer these questions: Do all crayfish hide in houses? Does each crayfish have its own house? Do two crayfish hide in the same house? Does each crayfish have its own house that it always goes into? PLAN PREDICTION 34

35 Part 3: Crayfish Territory 35

36 Part 3: Crayfish Territory Word Bank 36

37 Part 3: Crayfish Territory Science Content/Inquiry 37

38 Part 3: Crayfish Territory Optional Page: Please note that this page may be left blank 38

39 Environment: Part 3: Crayfish Territory Directions: Read, Life on Earth (pgs ). Choose an environment. Describe a few organisms that live there and discuss what adaptations help them grow, survive, and/or reproduce in that environment. 39

40 Environment: Part 3: Crayfish Territory Directions: Read, Life on Earth (pgs ). Choose an environment. Describe a few organisms that live there and discuss what adaptations help them grow, survive, and/or reproduce in that environment. 40

41 Environment: Part 3: Crayfish Territory Directions: Read, Life on Earth (pgs ). Choose an environment. Describe a few organisms that live there and discuss what adaptations help them grow, survive, and/or reproduce in that environment. 41

42 Environment: Part 3: Crayfish Territory Directions: Read, Life on Earth (pgs ). Choose an environment. Describe a few organisms that live there and discuss what adaptations help them grow, survive, and/or reproduce in that environment. 42

43 Part 4: Compare Crayfish to Other Animals FOCUS QUESTION How are the structures of crayfish and other animals alike and different? CLAIM EVIDENCE CLAIM EVIDENCE 43

44 Part 4: Compare Crayfish to Other Animals Directions: Find living organisms outdoors, record its name, and where you find it. Organism: Where we found it: Organism: Where we found it: Organism: Where we found it: 44

45 Part 4: Compare Crayfish to Other Animals Directions: Find living organisms outdoors, record its name, and where you find it. Organism: Where we found it: Organism: Where we found it: Organism: Where we found it: 45

46 Part 4: Compare Crayfish to Other Animals Directions: Illustrate the organism your group selected. Then, write observations below. Observations: Think about these questions as you observe your organism. How many body parts does it have? What other structures do you see? How does your organism behave? How do the structures of your organism help it survive in its environment? 46

47 Part 4: Compare Crayfish to Other Animals Directions: Complete the Venn diagram to compare and contrast your organism s structures to the crayfish structures. 47

48 Part 4: Compare Crayfish to Other Animals Directions: Take a look at your organism. List a structure and describe its function. Structure Function 48

49 Part 4: Compare Crayfish to Other Animals Word Bank 49

50 Part 4: Compare Crayfish to Other Animals Science Content/Inquiry 50

51 Part 4: Compare Crayfish to Other Animals Optional Page: Please note that this page may be left blank 51

52 Part 4: Compare Crayfish to Other Animals Directions: Read, A Change in the Environment (pgs ). Use evidence from the text to answer the questions below. 1. How do beavers change their environment? 2. What organisms benefit when beavers dam a stream? What organisms suffer? 3. What caused the riparian brush rabbit to become endangered? 52

53 Part 4: Compare Crayfish to Other Animals Directions: Read, A Change in the Environment (pgs ). Use evidence from the text to answer the questions below. 4. Is there an organism in your region that is endangered? Find out about the organism and what is being done to protect it. 53

54 Part 4: Compare Crayfish to Other Animals 54

55 Part 5: Food Chains FOCUS QUESTION What is needed to sustain a food chain? CLAIM EVIDENCE 55

56 Part 5: Food Chains Word Bank 56

57 Part 5: Food Chains Science Content/Inquiry 57

58 Part 5: Food Chains Optional Page: Please note that this page may be left blank 58

59 Part 5: Food Chains Directions: Read, Food Chains (pgs ). Use evidence from the text to answer the questions below. Remember that a population is a group of organisms of one kind that lives in an area. 1. What might happen to the food chain if the population of grasshoppers gets larger? What if the population of grasshoppers gets smaller? 2. What might happen to the food chain when a drought or fire destroys the grass? 3. What might happen to the food chain when the hawks fly away to hunt in a different area? 59

60 Investigation 3: Meet the Crayfish BIG QUESTION How does a crayfish s adaptations affect their position on a food chain? Explain. Use evidence from the investigations notebook to support your answer. 60

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