Creepy Critters
Summary
Students will become familiarized with aquatic life and the importance of a balanced aquatic habitat. The students will go out and collect micro- and macro-organisms. They will be able to identify and develop a food web at the end of the lesson.
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Learning Goals
Students should learn that they cannot always see organisms with the naked eye. There is a huge habitat for all sorts of different organisms. The students will learn that things like pesticides, etc. can affect these micro-organisms.
Learning goals:
1. Make scientific observations
2. Develop Questions
3. Collect, Display data
Key Concepts:
1. Students will understand that the scientific method varies according to the question being investigated and the scientists designing the experiment.
2. Students will understand that all questions are not suited for scientific experimentation.
3. Students will understand how to design their own investigations
Skills:
- Observe
- Describe
- Classify
- Predict
Vocabulary:
1. Micro-organisms
2. Macro-organisms
3. Food Webs
4. Zooplankton
Learning goals:
1. Make scientific observations
2. Develop Questions
3. Collect, Display data
Key Concepts:
1. Students will understand that the scientific method varies according to the question being investigated and the scientists designing the experiment.
2. Students will understand that all questions are not suited for scientific experimentation.
3. Students will understand how to design their own investigations
Skills:
- Observe
- Describe
- Classify
- Predict
Vocabulary:
1. Micro-organisms
2. Macro-organisms
3. Food Webs
4. Zooplankton
Context for Use
Can be done with 7-12 grade level. The smaller the class, the easier it is. I have done with class size of 30. This is a field exercise that can be stretched out for a longer project if you wish. I usually do this exercise in 1-4 days. You will need some type of water if it is a pond or ditch water, so you need to do it outside.
Description and Teaching Materials
Materials:
-Post-its
-Hand lenses
-Water samples from area ponds
-Identification keys
-Microscope
-Computer with internet
-Poster board or large sheets of construction paper
Introduction:
I start by dividing the class into groups of 3-4. I ask them to make a list of plants and animals that live near or in a pond. I then take the class answers and put the list on the board. I then have the groups brainstorm 3 questions they have about ponds. Reviewing the questions I look to make sure their questions will be answered throughout the unit.
Taking a closer look:
If you do not have a pond have kids bring water from home or in a ditch. You can now have the students prepare wet-mount slides of their pond water. Find a sheet online, so they can identify what they are looking at. There will be multiple things on the internet. I have the students draw these pictures in their journals usually 3 good drawings and descriptions.
The last day:
I bring the list of plants and animals we made on the board and have the students add anything they found in their investigations. Then the groups have to choose 10 plants and animals and with post-it notes they have to construct a food web and make a display on a poster. We will go to the computer lab, so students can research what are the diets of the organisms. They will then present what they found to the class.
-Post-its
-Hand lenses
-Water samples from area ponds
-Identification keys
-Microscope
-Computer with internet
-Poster board or large sheets of construction paper
Introduction:
I start by dividing the class into groups of 3-4. I ask them to make a list of plants and animals that live near or in a pond. I then take the class answers and put the list on the board. I then have the groups brainstorm 3 questions they have about ponds. Reviewing the questions I look to make sure their questions will be answered throughout the unit.
Taking a closer look:
If you do not have a pond have kids bring water from home or in a ditch. You can now have the students prepare wet-mount slides of their pond water. Find a sheet online, so they can identify what they are looking at. There will be multiple things on the internet. I have the students draw these pictures in their journals usually 3 good drawings and descriptions.
The last day:
I bring the list of plants and animals we made on the board and have the students add anything they found in their investigations. Then the groups have to choose 10 plants and animals and with post-it notes they have to construct a food web and make a display on a poster. We will go to the computer lab, so students can research what are the diets of the organisms. They will then present what they found to the class.
Teaching Notes and Tips
I try and do most of the lab outside the students always enjoy it more.
They will always have problems identifying pond organisms. I have tried to show about 10 main ones on the projector, so they have an idea of what to look for.
With the 7th graders, I had them make trading cards and with 10th graders, they have to find the genus species name if there is time.
They will always have problems identifying pond organisms. I have tried to show about 10 main ones on the projector, so they have an idea of what to look for.
With the 7th graders, I had them make trading cards and with 10th graders, they have to find the genus species name if there is time.
Assessment
I use discussion questions to make sure the students are understanding the information.
I collect the students' journals and also use a scoring rubric for their food web posters.
I collect the students' journals and also use a scoring rubric for their food web posters.
Standards
I.B.1 History and Nature of Science
IV.B.3 Diversity of Organism
IV.C.3 Interdependence of Life
IV.B.3 Diversity of Organism
IV.C.3 Interdependence of Life