| ANIMALS
TWO BY TWO COURSE MATRIX |
 |
SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
|
1. |
GOLDFISH
AND GUPPIES
|
|
Students
observe the structures and behaviors of goldfish. They feed
the fish and enrich the environment in which the fish live.
They compare the structures and behaviors of the goldfish to
those of other fish, guppies. |
•
Fish have identifiable structures.
• Fish behavior is influenced by conditions in the environment.
• Fish have basic needs.
• Fish change their environment.
• Each kind of fish has unique structures and behaviors.
• All animals deserve respect and gentle care. |
•
Observe two aquatic animals.
• Compare the structures of two fish.
• Communicate observations of fish structure and behavior. |
|
|
2. |
LAND
AND WATER SNAILS |
|
Students
observe the structures and behaviors of land snails. They race
the snails. Water snails are compared to land snails. Students
work with a variety of shells to match pairs, make designs,
and create patterns. |
•
Snails have identifiable structures.
• Snails have senses.
• Snail behavior is influenced by conditions in the environment.
• Snails have basic needs.
• There is great diversity among snails. |
•
Observe the structure and behavior of land and water snails.
• Compare two kinds of snails.
• Communicate observations of two kinds of snails. |
|
3. |
BIG
AND LITTLE WORMS |
|
Students
dig for redworms, rinse them off, and look at their structures.
They study some of their behaviors. They compare the redworms
to night crawlers, which are much larger than the redworms. |
•
Worms have identifiable structures.
• Worm behavior is influenced by conditions in the environment.
• Worms have basic needs.
• Each kind of worm has unique structures and behaviors. |
•
Observe structure and behavior of two kinds of worms.
• Compare redworms and night crawlers.
• Communicate observations of the structure and behavior
of the worms. |
|
4. |
PILL
BUGS AND SOW BUGS |
|
Students
begin by observing structures of the two kinds of isopods. They
learn to identify which are pill bugs and which are sow bugs.
They may have isopod races. Students make a terrarium in which
all of the land animals live together. |
•
Isopods have identifiable structures and behaviors.
• Animals have similar needs.
• Each kind of isopod has unique structures and behaviors.
• Isopod behavior is influenced by conditions in the environment. |
•
Observe the structure and behavior of isopods.
• Communicate observations.
• Compare the two kinds of isopods.
• Observe several kinds of animals living together. |
|
5. |
EGGS
AND CHICKS |
|
Students
monitor the incubation of fertilized eggs for 21 days until
they hatch. They look at the structures and behaviors of the
chicks for the next week or two. |
•
Chicks have identifiable structures and behaviors.
• Eggs and chicks require certain environmental conditions
to survive.
• Young chicks resemble their parents.
• All animals deserve respect and gentle care. |
•
Observe chicks hatching from eggs.
• Observe the changes of structure and behavior of growing
chicks.
• Communicate observations. |
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page 2
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