Big Idea 17: Interdependence

Essential Question: What do animals need to survive? Standards: SC.1.L.17.1 – Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, space and shelter.

SC.1.N.1.1 – Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.

* Prior to beginning this unit you will need to send home a letter requesting household items for the extend unit. See attached parent letter.

Materials & Resources: Day 1: Pigeon Wants a Puppy by Mo Williams Construction paper/poster board for small groups of students Slips with different pet names (cat, hamster, snake, bird, fish…) Day 2: Chart paper Tags pre-made for game Videostream website Day 3: Lobster, Hermit Crab, Starfish/Sea Star (video clips if not using live animals) Attachment with Explanations of needs of lobster/crab/starfish Day4: Mix of requested items Powerpoint of birdhouses

Vocabulary: Day 1:Need, Want Day2: Food, Water, Air, Space Day 3: Molting, Crustacean, Scavenger, camouflage, gills. Day 4: review of vocabulary of animal needs Day 1: Engage: “ Should Pigeon Get a Puppy?” Read the book Pigeon Wants a Puppy. Make a big fuss when the pigeon is (incorrectly) stating how he will care for the puppy- the students will already be commenting. 

Explore: How do we meet the needs of our pets?

Opening: Do you think the pigeon knows how to take care of pet? What do you think pigeon did that was wrong? What is some advice you would give him?

Work period: Today we are going to think like a scientist and think about what animals need. Explain how each group will have a different pet that they will be “taking care of”. Each group will have to show what that pet needs to survive. The group will need to design a poster showing what you would need for your pet. Pass out pet cards to each group and allow them time to draw and write about each pets’ needs.

Explain: When students are done, bring them to the floor and share each groups’ posters. Students will discuss what needs to be done to take excellent care of a new pet. After sharing, discuss commonalities among all the posters. This should lead to discussion of all animals needing water, food, and space. Log onto www.foopets.com . Great way to wrap up.

Closing: Remind kids that when they are at home that they need to make sure the needs of their pets are being taken care of. Discuss that we have learned what our pets needs are and over the next couple days we will be thinking about the needs of all animals on our planet. Day 2: Explore : What do animals in the wild need to survive?

Opening: Review with students what we learned that pets need in order to survive. Discuss how a pet is an animal taken care of someone. Discuss how there are other animals that are not pets – what do we call those types of animals (wild animals). These are animals that have to meet their needs on their own. What do you think these animals need to survive? Tell students that today we are going to explore a little more about what animals in the wild need.

Work period: Ask students “What is a deer?’ Discuss the movie Bambi and explain how that was a fictional movie about a fawn who lost his mother. His father along with his friends helped take care of him. Explain how we will learn some facts about deer. Begin Voicethread of Deer facts. https://webmail.duvalschools.org/owa/redir.aspx? C=aecbf86b721c4047a54df14f9252e603&URL=http%3a%2f %2fvoicethread.com%2fshare%2f1655722%2f Check for understanding after reading. Review what is the habitat of the deer and what they think a deer needs to survive.

( COMPLETE DIRECTIONS ARE INCLUDED ON ATTACHMENT ) Discuss how to play the game “Oh Deer” to the students. .Demonstrate for students how to play the game Oh Deer (see attached for instructions to play game). Predetermine how to select first group of deer Everyone else will be all other resources. .Hand out material to students. Play a few rounds. Count how many deer and number of resources at the end of each round – chart numbers. .After a few rounds, secretly introduce a limiting factor (i.e. fire, floods). Then bring class together to discuss their observations and possible wonderings. “What happened to the number of deer in the wild when there was no water available?” Describe limiting factors “What do you think could cause this to happen in the real world?” Introduce other possible limiting factors such fire, floods, lost of habitat due to deforestations, and uncontrollable hunting. Have students explain any possible outcome and why? Explain: When students have played the "Oh Deer" game it helps them to understand the interdependence of animals on their environment. Hopefully, they will see that as human beings they can be a part of the limiting factors which affect our environment. With this knowledge they may become more responsible in taking care of our ecological systems. There are 4 basic resources for any animal species' survival: food, water, shelter and ample space. The place where all 4 are present is known as the animal's habitat. A wildlife population grows when there is access to all 4 resources. As the population grows and the habitat is used more, sometimes resources decline to a point at which the population can no longer be supported. When this happens, the population declines, which enables the resources to replenish themselves. The cycle begins again with the animal population increasing, peaking, declining, and repopulating. A population is affected by a variety of factors, including disease, extreme weather conditions, environmental pollution, predator and prey relationships, and habitat destruction. These are collectively known as limiting factors, as they prevent a population from growing so large that it depletes all resources in the habitat. However, if too many limiting factors are present, a wildlife population can decline significantly or even become extinct.

Closing: Remind students that a deer lives on land. Pose question to students about where else wild animals may live (water – rivers, oceans, etc). Explain that tomorrow we will be learning about the needs of other types of wild animals. Name: ______

A Deer’s Survival

Draw a picture of a deer in its’ environment

Name at least 3 things a deer needs to survive:

1. ______

2. ______

3. ______

What are two things that can impact a deer’s survival?

1. ______

______

2. ______

______Day 3: Explore 3: What are the needs of ocean and shoreline animals?

Opening: Discuss with the children what they have seen so far as to what domesticated and wild land animals need to survive. How they are different? Introduce the Ocean dwellers and how is it the same or different than what we have discussed so far. Tell the students that we will be discussing three ocean dwelling animals, the Lobster, Sea Star and Hermit Crab.

Work period: Break students into three groups. Each group will observe and discuss an animal. For this explore ocean sea animals will be used. Group 1 will observe a lobster, group 2 will observe a hermit crab and group 3 will observe Starfish. Information will be shared about each animal before students observe, discuss and write what they believe each animal needs to survive. Let the students make observations about each animal. Guiding questions – What kinds of things do you think this animal eats? Where do you think these animals live? What else do you notice about these animals?

Explain: Using the information gathered by each group, synthesize and discuss why air, food, water, shelter and space are essential for an animal’s survival.

Closing: Review what domesticated animals, wild land animals and ocean dwellers need to survive and discuss how they compare. Do they all need air, space, shelter, food and water to survive? Why? Tell the students that tomorrow we will discuss how we can help the animals in our area meet their needs to survive.

 If you do not want to use real animals for the lesson, videos are available in the Explain attachment. Use videos as a whole group explore and have students make observations from videos.  See attached sheets for students to predict and show what they learned Lobster: FOOD -Lobster going after food - http://www.naturefootage.com/video_clips/ST01_044a sense of smell that guides them towards their prey. Lobster foraging for food/camouflage/antenna for smell/defense http://www.naturefootage.com/video_clips/FG31_076 http://video.kids.nationalgeographic.com/video/player/kids/animals-pets-kids/invertebrates- kids/lobster-locomotion-kids.html SHELTER/SPACE - Lobster burrowing for shelter while keeping sensors out in water - http://www.naturefootage.com/video_clips/CMO02_127 SHELTER - Lobster hiding from diver in cave/shelter http://www.naturefootage.com/video_clips/HIT01_054 SPACE - Lobsters fighting over territory http://www.naturefootage.com/video_clips/ST01_041 AIR - Lobster oxygenating eggs - http://www.naturefootage.com/video_clips/GMO01_004 - This video shows a lobster using its gills to push water and oxygen over its eggs underneath its tail. It breaths the same way.

Hermit Crab http://www.naturefootage.com/video_clips/CL03_022 - hermit crabs eating fish http://www.youtube.com/watch?v=0jZe_VGLRYI – hermit crab changing from one shell to another http://www.youtube.com/watch? v=TaaZD6gX4Rw&safety_mode=true&persist_safety_mode=1 – giant sea snail eats smaller snail and hermit crabs fight for shell

Starfish: http://www.naturefootage.com/video_clips/HH07_050 http://www.naturefootage.com/video_clips/NW57_017 Camoflauge: show for survival& shelter https://www.naturefootage.com/video_clips/TM04_017 http://www.naturefootage.com/video_clips/DZ91_115 http://www.naturefootage.com/video_clips/DI04_060 starfish feet: show to explain tubal feet https://www.youtube.com/watch?v=4IRF- pKVtuU&saftety_mode=true&persist_safety_mode=1 show how a sea star moves http://www.naturefootage.com/video_clips/NW57_010 Day 4/5 Extend: What can we do to help the birds in our area?

Opening: Discuss how over the last couple days we have been learning about all the needs of animals on our planet. Remind students that they have learned about the needs of pets, animals that live in the wild such as deer, and ocean animals. Ask students to recall what all animals need. Remind students our discussion about how we affect these animals. Ask students to recall what we have done to change the environment. What animals have been impacted in this area? Remind them that one animal we have affected were birds. Discuss with students that it is important for us to help the animals in our surrounding areas. What would happen if we continued to take away their needs? Tell students that today we are going to give back to our animal community. What can we do to help the birds in our area?

Work period: Show students slide show of different types of birdhouses. Ask students to not talk about what they see until we are done. Show slideshow. When the show is complete, have students brainstorm what they noticed about the birdhouses. Keep responses on a chart.

Explain to students that today their jobs as scientists are to make a birdhouse that will help meet the needs of birds in our area. Discuss how they will use what they have learned about birdhouses to help guide them – what will they need to include in their birdhouse. Chart responses.

Show students all the materials they have to choose from to create the birdhouse. Explain that they will need to work together to come up with an idea before they start building. Each group will have a bag with a variety of materials. They are free to choose what they would like to use. Invite students to use any materials on the back counter as well and show them the items available. Explain to students that they must first design their bird house before they start putting it together. Explain to students that if something needs to be cut in any way that the teachers will do that for them (they will mark it with a black marker and we will cut it later).

Allow students to return to their groups and begin designing their birdhouse. The teachers will walk around and discuss what the students are putting together. During this time, the teachers will be asking some guiding questions: Will it last through the rain? What can you use so that it doesn’t get ruined? How will you hang it in the tree? How will the birds get in / out? Do all birds need a house that they go into? Will this keep them safe from their predators? What other need can you help them meet besides just space / shelter?

Give students plenty of time to complete the project. They will probably need at least 2 days to create and put together.

Closing: Have students share each of their birdhouses and how the needs of birds will be met by their birdhouse. Make sure you bring students outside to hang the birdhouses together. Day 6 Level of understanding is assessed through informal observations and performance task.

 See below Name: ______

What Animals Need – Performance Task

Draw a picture of you and include 3 things you need in order to survive. Make sure you label your picture.

Explain what you need to live and grow:

______

______

______

Draw a picture of an animal and include 3 things it needs in order to survive. Make sure you label your picture.

Explain what your animal needs to live and grow:

______

______

______

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