1. AMSTI 4 th Grade-Year One

2. Q: What do stylish frogs wear? A: Jumpsuits Q: Why did the frog go to the hospital? A: To have an hoperation Q: Why did the frog say meow? A: He was learning a foreign language.

3. STC Program Overview Unit Overview Materials Assessment and Student Notebooks Student Books and Reading Resources Additional Learning Resources Classroom Setup

4. If classroom is sprayed for pests animals could be harmed. Ask that your classroom not be sprayed for the duration of the module. Aerosol air fresheners pose a risk to animals. Germ-x Do not wash animal tanks with soap. Use water only for cleaning.

5. What do you know about frogs, crabs, and millipedes? (make a KWL on page 1 of your science notebook) How are frogs, crabs, and millipedes alike? How are they different?

6. Respond to the following questions on page 2 of your science notebook: 1. Where do scientists study animals? 2. What are some ways you think scientists study animals? 3. Where can you go in your area to observe animals in their natural habitat?

7. This tool helps you to assess students’ prior knowledge. Extensions Key terms-organism, environment, biosphere, habitat, biodiversity

8. What will the frog, crab, and millipede need to survive in the classroom? (respond in your science notebook on page 3) School Web Read about and observe a habitat picture for either a frog, crab, or millipede. (record data about the needs of that animal on page 3 in your notebook) Basic Needs/Special Needs Habitat Lap Sit Key terms: environment, habitat, dwarf

9. What will the frog need in it’s habitat to survive? (respond in your notebook on page 3) Let’s build the habitat, (directions are on TE page 26). -wash gravel/put green dots on all buckets and cups used for frogs Habitat information Table (key elements of the frog habitat) pageTE55 Write questions that you want to know about the Dwarf African Frog on post-its and stick them on the chart.

10. Set up observation chart in notebook. Feed frogs. Record any noted behavior. TH-3 Animal Observation Checklist Key terms: habitat, environment

11. Look at COS standards (5.1) What characteristics of the frog help it survive in its natural habitat? (respond in your notebook on page 4) Scientific drawings vs. pictures Make a scientific drawing of the Dwarf African Frog on page 4 of your notebook. Observe the frog closely in a cup and complete the observation chart. TE45 TH-4 (this sheet is for the teacher) Label your drawing TE page 23

12. TP-2 Science Discovery Sheet (can the question be answered through observation, experiment, and research) Create a teacher made test about the Dwarf African Frog Key Words: vertebrate, amphibian, metamorphosis, ectotherm, chromatophores, hibernate, estivate, pipid, burbling, endotherms (warm blooded), ectotherms (cold blooded)

13. What will the crab need in its habitat to survive? (respond in your notebook on page 5) TE page 54 List materials in notebook Science materials table Build habitat Animal Care

14. Post-it questions of what you want to know about fiddler crabs Observation chart TH-3 Reading Selection

15. What characteristics of the crab help it survive in its natural habitat? (respond-p.6) Observe the crab closely in a cup. Make a scientific drawing of the fiddler crab. TH-5 (teacher only) Label drawing. TE page 51 TP-3/TP-4 (students complete at home). Create a teacher made test about the fiddler crab. Key words: crustaceans, exoskeleton, arthropod, segmented, appendages, cephalothorax, abdomen, chelae, semiterrestrial, crepuscular

16. Share observations made about the frog and crab (chart) Record information learned from observation and research on the “What We Want to Know” chart. Complete Self Assessment TH-6/TH-7 TE page 80 Life Cycle Wheel TH-8/TH9

17. What will the millipede need to survive in its habitat? (respond p.7) List materials need to build habitat in notebook. Build millipede habitat TE90-91 Feeding and Caring for millipedes. (gloves) Habitat Information Table Observation Chart Begin list of questions that you want to know about the millipede.

18. What characteristics of the millipede help it survive in its natural habitat? (respond p.9) Observe the millipede in a cup. Observation Chart. Make a scientific drawing of the millipede. TH-10 (teacher only) Label Drawing TE page 88 Tri-Venn using TH-11 Create a teacher made test about the millipede. Key words: exoskeleton, arthropod, segmented, segments, incomplete metamorphosis, antennae, mandibles, molt, coil, secrete, substance

19. How will the frog, crab, and millipede respond to change in the light in their habitat? (respond p.10) Variables/Constants Create a plan for testing TE109 (guidelines) Perform the experiment on each animal. (TH-12) Record the data. Discuss results. Brainstorm ideas that could be researched.

20. Discuss “My Habitat” sheets. Look at classroom web from lesson 2 Work in a group to complete TH-14 How well does a school meet our basic needs? TH-15 characteristics Go to other classrooms to observe humans for 10 minutes. Discuss observations and add to the Habitat Information Table.

21. What behaviors of the frog, crab, and millipede could we study? (respond p.12) TP-5 Record research plans on TH-16/TH-17 Design a log sheet (chart paper) Develop an ethogram (abbreviations) TH-18/TH-19 Must have flexibility during the school day

22. TH-21 and 22 Literature Selections

23. What body structures and behaviors help humans survive? (respond p.13) TP-6 TH-24 TE page 139 (alliteration) Create poem.

24. What body structures and behaviors help the frog, crab, and millipede survive? Group project TH-25, 26, and 27 Did you discover? TH-28, 29, 30, 31, and 32

25. In what ways would the frog’s life be different if it di not have webbed feet? Imagine you are a frog, crab, or millipede. How do you get what you need to survive? What structures and behaviors help make you best suited to life in a pond, march, or woods?

26. How are the structures and behaviors of the frog, crab, and millipede alike? How are they different? Compare animal characteristics on chart. (TE page 158 food movement protection sight

27. Could the frog survive in the millipede habitat? Explain Why or why not. Could the crab survive in the frog’s habitat? Explain. Could the millipede survive in the crab’s habitat? Explain.

28. Read selection silently. Create a list of special behaviors and structures that help a beaver survive and alter the environment.

29. Post Unit Assessment Other assessments Clean up habitats Pack kit.