Invitations to Life's Diversity. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series

DOCUMENT RESUME

ED 392 642 . SE 057 972

AUTHOR Camp, Carole Ann, Ed. TITLE Invitations to Life's Diversity. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series. REPORT NO 1SBN-1-886172-07-2 PUB DATE 95 NOTE 52p.; For other booklets in the series, see SE 057 967-971. AVAILABLE FROM Ash Grove Press, Inc.,19 Elm Street, South Deerfield, MA 01373 ($5.95 single copy sold separately; $29.95 set of six, plus shipping and handling). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Guides Classroom Use Instructional Materials (For Learner) (051)

EDRS PRICE MFOI/PC03 Plus Postage. DESCRIPTORS *Biology; *Botany; *Classification; Lienentary Education; *Science Activities; Science Instruction; Worksheets IDENTIFIERS American Association for Advance6lont of Science; *Biological Diversity

ABSTRACT This booklet, one of six in the Living Things Science series, presents activities about diversity and classification of living things which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures, extension activities, and worksheets. The worksheets are presented in both English and Spanish versions. Suggestions for use of the activities include using student grouping, a reated readings center, and journal keeping. Activity names are: "What Goes Where?," "All Earth's Critters," "So What's Backbone Got To Do with It?," "Follow Those Tracks," "Flying High," "You're Driving Me Buggy," "In the Swim," "I

Think That I Shall Never See," "The Nose Knows," and "Incredible Edibles." A life classification chart and lists of fiction and non-fiction readings are included. (MKR)

Reproductions supplied oy EDRS are the best that can be made from the original document. gaihiliticLevalsaasmemEsEMIMIIIMERmiRmaammEmomMilliMploala

"PERMISSION TO REPRODUCE THIS UI DEPARTMENT Of EDUCATION MATERIAL HAS BEEN GRANTED BY Office C EdurahoAstRematch and Imminement EDUCATIONAL RESOURCES INFORMATION CE NT E R ERICt This document has been fel:op.:lug ed as awed flew, the Pe, son 01 ga Choi, mating U WM), changes have been made 10 irrpiove reptoduCl.on maw, TO THE EDUCATIONAL RESOURCES Points olvessv of opinionsstated .'SI claCu INFORMATION CENTER (ERIC1" Want 00 nO1 AIPCOIlleray rOCOfenl officiai OEM Daimon of 004Kr

B C PY AVAILABLE INVITATIONS

TO LIFE ' S DIVERSITY

Teacher-Friendly Science Activities

with reproducible handouts in English and Spanish

Grades 3-5

Carole Ann Camp, Editor Margaret Job Elizabeth Adam Diane LaFreniere Tammi Frechette Carol Menard Jean Hansen Mary-Ellen Nienstadt Deborah Ilayn Cindy Partridge Margaret Her/berg Cheryl Smith Happy Hill Julie Whitt: Matthem Jacobs Carmen Wonsong

LIVING THINGS SCIENCE SERIES

** ( irove Press. Inc.

3 LIVING THINGS SERIES

Diversity Heredity: Generation to Generation Cells: Life's Building Blocks Interdependence: Caught in the Web The Matter-Energy Cycle Evolving

All books are available from Ash Grove Press. Inc.. 19 Elm Street, South Deerfield, MA 01373. For more information or to order call 1-800-834-4200. Each book is sold separately, $5.95, or as a set of six, $29.95, plus shipping and handling.

A percentage of every sale is contributed to groups and organizations which work toward creating a safe and healthy world.

All rights reserved. No part of this work may be reproduced or transmitted in any form by any means--graphic, electronic, or mechanical, including photocopying, taping, or information storage/retreival systems--without written permission of the publisher unless such copying is expressly permitted by copyright law. The exceptions to the foregoing statements are the rr:producible handouts within these units which may be reproduced for non-commercial educational purposes without written permission.

ISBN: 1-886172-07-2

Printed in the United States of America

Ash Grove Press is not liable for any accidents that occur in the classroom related to the activities contained in Living Things,

001* I S a trademark of Ash Grove Press, Inc. ACKNOWLEDGMENTS

The editor acknowledges the help of many people, especially the teachers in Science In The Elementary Classroom, her class at Eastern Connecticut State University who contributed many of their ideas and whose names are listed on the title page. In addition Ash Grove Press would like to thank our readers: Joan Langley, Betsy Waters, Betsy Howlett, Katie To Iles, Mary Lu Robillard, and Barbara Conn. Joan Langley helped compile the bibliography. Thanks also to Stephen Lobo for vital technical and emergency computer assistance. TABLE OF CONTENTS

Intioduction 1

Related Reading for Invitation Center

Vocabulary

Invitation 1 What Goes Where?

Invitation 2 All Earth's Critters 13

Invitation 3 So What's Backbone Got To Do With It? 15

Invitation 4 Follow Those Trackc 16

Invitation 5Flying High 21

Invitation 6You're Driving Me Buggy

Invitation 7In the Swim 25

Invitation 8 I Think That I Shall Never See 28

Invitation 9 The Nose Knows 31

InN itation 10 Incredible Edibles 32

Reproducible Handouts ;.;

Classification chart 43

Key 44 INVITATIONS TO LIFE'S DIVERSITY

INTRODUCTION CONCEPTS

Developing observation skills and classification I. Living things can be sorted in a variety of ways. skills are very important to scientists. In Invitations 2. Characteristics for sorting are determined by the ToLife's Diversity,students practice observing a va- purpose for the sorting. riety of living things and practice developing classification systems for living things that make sense to SCIENCE JOURNALS them. In some ways it does not matter what types of objects students practice observing and classifying. The students are encouraged to keep journals of It is important to emphasize that the skills being de- their observations. They are also encouraged to re- veloped are observing and classifying, not memoriz- flect on their observations as they struggle with the ing someone else's naming of categories. task of developing classifications systems. The stu- In many of the activities in this invitation, students can create their own format for their science dents are encouraged to develop their own criteria for journals,the teacher can suggest a format, or the re- sorting and classifying. Scientists have developed producible pages at the end of this book can be used. ways that make sense to them and students should be provided with the same opportunity. The teacher CLASSROOM MANAGEMENT should not tell the students about any currently accepted scientific classification system until the stu- The activities in these INVITATIONS can be dents have had ample opportunity to find a sorting managed in a variety of ways. However, students scheme that makes sense to them. After they have should have many opportunities to work together in determined their own systems based on their own ob- cooperative learning groups of 3-4 students. One of servations of living things, then the introduction of a the objectives of these INVITATIONS is to have stu- scientific classification is appropriate. These other dents come to understand that there are many ways to systems should be introduced as .mother alternative classify living things. By shariag and working to- classification that the students can compare and con- gether, students will be able to value their fellow stu- trast to their own system. dents contributions, as well as begin to realize that Of course, using real living things is always best. the process they are experiencing is similar to the However, in most cases it is difficult to bring hippo- process scientists use to classify living things. potamuses and giraffes into the classroom. In order If it is possible in your classroom, identify one to provide the optimum opportunities for the stu- area, desk or table, as the INVITATIONS CENTER. dents, it is hoped that each activity will progress Include in this location, books from the list below, from the concrete to the abstract. For example, start extension activities, audio tapes of animal sounds, with actual flowers, then use models of flowers, i.e. and video tapes on animals or plants that show vari- silk flowers, then photographs of flowers, then draw- ety and diversity. If space allows, you may want to ings, ending with words representing flowers. De- have "live" living things in your center, such as fish, veloping good observation skills requires all five gerbils, frogs and tadpoles, ant farms, butterflies, senses. If we only use words or drawings, we do not plants, flowers, etc. Be sure to follow the guidelines develop all of our senses. for your school district and the recommendations There are many ways to sort living things into from the National Science Teachers Association on groups. There are no right or wrong ways. The first living things in the classroom. step is to decide which of the many possible charac- teriFtics will he the first one used to place certain living things together as a group. Allow the students ample time to compare and contrast their schemes with those of their classmates. RELATED READING FOR INVITATION CENTER FICTION

Aardama, Verna. Jerry Pinkney, illus. Rabbit Afakes .4 Lionni, 1.eo Swimmy, New York, Pantheon Books, Monkey ()Ilion. New York, Dial Books, 1989. 1963.

Ada, Alma I.:bor. Kathleen Kuclara, illus. The Rooster Native American Animal Stories told by Joseph Who Went to His Uncles's Wedding. New York. G.P. Bruchac. Golden, CO, Fulcrum Pub., 1992. Putnam's Sons, 1991. Noble, Trinka Hakes. Apple Tree Christmas. New Anno, Mitsumasa. The K ing's Flower. New York, York, E.P. Dutton, 1964. William Collins. 1976. The Ox of the Wonderful Horns and Other African Blackmere, Vivien. Susana Martinez-Ostos, illus. Why Folktales retold by Ashley Bryan. New York, Corn Is Golden Stories .4 bout Plants. New York, Atheneum, 1989. Little Brown, 1984. Pomerantz, Charlotte. Yossi Abolatia, illus, Buffi. and Buscaglia, Leo. The I 'all of Freddie The Leaf N.J, Albert. New York, Greenwillow, 1982. Charles B. Slack Inc. 1982. Rawls, Wilson. Where The Red Fern Grows. New Carle, Eric. The l'ery Hungry Caterpillar. New York, York, Bantam, 1974. Philomel Books, 1981 Rockwell. Anne. Up a Kill Tree. New York, Cherry, 1.ynne. The Great Kapok Tree, A Tale of the Doubleday, 1981. .4ma:on Rain Forest. New York, Harcourt Brace, 1990. Schwartz, Howard and Barbara Rush. Stephen Fieser illus. The Sabbath Lion, .4 Jewish Folktale From Cooney, Barbara. Miss Rumphius. New York, Viking Algeria, New York, Harper Collins, 1992. Press, 1982 Silverstein, Shel. The Giving Tree. New York, Harper Cooper, Susan. W'erwick Huttin, illus. The Silver Cow, & Row. 1964. Welsh Tale. New York, Atheneum, 1983. Stepfoe, John. The Story of the Jumping Mouse New Demi. The Chinese Zoo, Fables and Proverbs. New York, Lothrop, Lee and Shepard Books, 1984. York, Ilarcourt Brace, 1987. White, E.B. Edward Franscino illus. Trumpet of the dePaola, Tomie. The Legend (ffThe Indian Sstan New York, Harper 1970. Paintbrush. New York, Putnam, 1988 Wildsmith, Brain. Fishes, New York, Franklin Watts, de Paola, Tomie. The Le,(end of the Bluebonnet New Inc., 1968. York, G.P. Putnam's Sons, 1983.

!Allen, 1 ois. Feathers For Lunch. Ness. York, larcourt lirace Jokanos ich, 1990.

iardiner. John Renolds. Marcia Sessill. tr.itr,, rov Ness York, Crow ell,I 980

lonasAnn Aiiiihar A.01emr NI:ss york, Greenk ilk., 1990 NON-FICTION Burnie, David.TreeNew York, Alfred A. Knopf, Mitchell, Robert T.and Herbert S. Zim. Andre 1988. Durenceau, illus.Butterflies and Moths.Golden Press, NY, 1962 Bash, Barbara.The Tree of Life, The World Of the African Baobab.San Francisco, Sierra Club Parsons, Alexandra. Jerry Young, illus.Amu:ing Books, 1990. SpidersAlfred A. Knopf, NY, 1990.

Carle, Eric.The Tiny Seed.New York, Crowell, 1970. Parker, Steve. Phillip Dowell, illus.Pond and River. Alfred A. Knopf, NY, 1988. Cole, Joanna.A Bird's Body.New York, William Morrow, 1982. Pallotta, Jerry. Leslie Evans, illus.The Flower Alphabet Book.Boston, Quinlan Press, 1988 Densmore, Frances.How Indians Use Wild Plants For York. Dover, 1980. Food, Medicine And Cralts.New Selsam, Millicent and Joyce Hunt. Normand Charticr, illus.Keep Looking.New York, Macmillan, 1989. Feldman, Eve B. Mary Beth Owens, illus.Animals Don't Wear Pajamas.New York, Henry Holt Stokes, Donald W. and Lillian Q. Stokes. Leslie Holt & Co., 1992. Morrill, illus.Animal Tracking and Behavior.Boston, Little, Brown & Co., 1986. George, Joan Craighood.The Moon Of The Monarch Butterfly.New York, Crowell, 1968. Taylor, Barbara. Shoreline. Dorling Kindersley, NY, George, Joan Craighood.One Day in the Tropical 1993. Ilustrator: Frank Greenaway Rain Forest.New York, Harper Collins, 1990. Welch, Martha McKeen.SunflowerNew York, Alfred Hiscock, Bruce.The Big Tree.New York, Atheneum, A. Knopf, 1988. 1991. Wood, A.J. April Wilson, illus.Look Again.New Goor, Ron and Nancy. Ron & Nancy Goor, illus. York, Dial, 1992. Insect Metamorphosis.Atheneum, NY, 1990. Wyler, Rose. Steven James Petruccio, illus.Seashore Heller, Ruth.Chickens Aren't the Only Ones.Grosset Surprises.NJ, Julian Messner, 1990. & Dunlop, NY, 1981. tim, Herbert S. and Lester Ingle. Dorothea and Sy Heller, Ruth.Plants That Never Ever Bloom.New Barlowe illus.Seashores.Golden Press, NY, 1955. York, Grosset & Dunlap. 1984. tim, Herbert S. and Donald F. Hoffmeister. James Heller, Ruth.Reason For The A HowerNew York, Gordon Irving, illusifammuls. New York, Golden Grosset & Dunlap, 1983. Press, 1955.

Lauber, Patricia.Summer of Eire Yellowstone.New. t im, Herbert S. and Ira N. Gabrielson. James Gordon York, Orchard Books, 1991. Irving, illus.Birds.Golden Press, NY, 1956.

Lauber, Patricia.What's Hatching Out 01 That Egg' t im,Ilerbert S. and Alexander C. Martin. Rudolf. Ness York, Crown Publishing. 1979 Freund, ilk's Flowt,rs Golden Press, NY, 190

Levi, Herbert W. and I.orna RI ccSpider.s. (Iden tim, I lerbert S and I lobart M. Smith. James Gordon Press, NY. 1968 Irving illus.Reptile. and Amphibians. Simon S. huqer, NY, 1956. VOCABULARY

The teacher is encouraged to help students develop their own unique set of vocabulary words depending on the student's interest, experience, and ability. The following words are only suggestions and a very small set of all the possibilities.

annual:a plant that lives for one season only anual:una planta que dura un afio. aquatic:a plant or animal that lives in or upon acuitico:planta o animal que vive en el the water agua bulb:a round tleshy underground stem bulbo:yema gruesa, por lo cormln composed of layers of leaves. subterránea, cuyas hojas están cargadas con sustancias de reserva carnivore:a meat eating organism carnivoro:un organismo que se alimenta de carne conifer:a tree or shrub that bears cones conifero:dicese de árboles de hojas persistentes que fruto en cono cotyledon:a seed or first leaf growing out of cotiledón:forma con que aparece an embryo that serves as a food reservoir primera hoja en el embriOn de las plantas

deciduous:woody plants that shed their caducifolio:dicese de los drboles y plantas leaves seasonally de hoja caduca, que se les cae al empezar la estación desfavorable

dicotyledon:a seed plant with two seed leavesdicotiledóneo:dicese del vegetal cuyo or cotyledon embriOr tiene dos cotiledones

endoskeleton:internal framework of neuroesqueleto:esqueleto interno de los vertebrates composed of hone and:or animales vertebrados, tiirmado por piezas cartilage Oseas o cartilaginosas

4 exoskeleton: the hard outer covering or dermaesqueleto: piel o parte de el la skeleton of certain animals, especially engrosada y muy endurecida, anthropods frecuentemente en forma de conchas o caparazones, como en los celentéreos, moluscos y artrópodos herbivores: plant eating animals herbivoro: aplicase a todo animal que se alimenta de vegetales. y rnds especialmente de hierbas invertebrate: an animal without a backbone invertebrado: dicese de los animales que no tienen columna vertebral monocotyledon: a flowering plant that monocotiledon: dicese del vegetal o planta develops a single seed leaf, or cotyledon cuyo embrión posee un solo cotiledón organism: a complete and entire living thing organismo: ser viviente perennial: plant that lives through more than perenne: una planta que vive rmis de dos two growing seasons anos petal: any of the colored leaves that make up pkalo: hoja transformada por lo comün de the flower of a plant hellos colores, que forma parte de la corola de la for seed: a complete embryo plant which, under semilla: parte del fruto que contiene el the right conditions will izrow into a new ernbrión de una futura planta plant vertebrate: an animal with a backbone vertebrado: un amimal que tiene colunma vertebral

5 INVITATION I

WHAT GOES WHERE?

BACKGROUND

2. Invite students to develop a way to sort their To introduce classification of living things, things into two distinct groups based on only students can begin sorting based on generalized categories. A trait that is easily distinguished fa- one characteristic. cilitates the sorting process. A collection of liv- 3. Invite students to share their method of sorting with their classmates in other groups or with ing things, pictures of various living things, audio the whole class. Ask students from one group and video tapes of living things can be displayed in the INVITATIONS center or around the to try to sort their objects by the criteria suggested by another group. classroom. 4. Have students reflect in their journals which MATERIALS criteria worked best. Why do they think so? 5. Play "What about a ?" Have students try to A wide assortment of living things:i.e. plants, suggest other living things that m;ght not fit insects, small animals into either group or might fit into Loth groups. A wide assortment of photographs or maga- Students may want to refine their cracria. zine pictures of living things 6. Ittpeat 1-5 using photographs or pictures, pic- Observation sheet, pp. 37-38 ture cards and words. Picture cards, pp. 7-10 Word cards, pp. 11-12 EXTENSION ACTIVITIES HINT: Make copies of pages 7-12 for each student or each group of students. If possible, students to sort the things into 3 distinct mount and laminate each page before cutting categories; then into 4, 5. 6 categories. apart. Have students bring in pictures of living PROCEDURE things. Using criteria established for classifying, invite the whole class to establish a sys-

tem for soingrtInvite all living things. The best way to begin this activity is with "real" things. After the students have had experience with real things, progress to photographs or magazine pictures, then to picture cards and then to words.

(live each student or group of students at least ten living things. Each group does not need t'.) have the same items in their collection. For each object, have students observe and reco as many characteristics as possible using all of their senses. You may want to eliminate the sense of taste in the instructions or mark certain items that are all right to taste.

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;6 INVITATIM 2 ALL EARTH'S CRITTERS

BACKGROUND

Throughout history people have tried to de- in its unique group. Have students develop velop a system to classify all living things. Aris- their classification system using the dichoto- totle developed the first system by dividing plants mous key. To create a dichotomous key, use into three groups: herbs, with soft stems; shrubs, questions that can only be answered with yes with several woody stems; and trees, with a single or no. For example, "Is it red?" All the red woody trunk. He also had three groups for ani- animals would be in one group and all the non- mals: land dwellers, water dwellers, and air red animals in another group. Continue asking dwellers. yes/no questions until all the animals are in groups of one. N1ATERIALS 4. Share classification systems with the whole One stuffed animal per student or one plastic class. In journals have students reflect on toy animal per student. what happens if one animal belongs to more Dichotomous key, pp. 41-42 than one group or it' an animal does not fit in any group. PROCEDURE 5. Individually or in cooperative groups develop This activity works best for large groups. criteria for classifying real animals. Students can work individually or in learning groups when developing the classification system. 6. Discuss the variety of classificationssystems that the students developed. I Invite each student to bring a stuffed animal or plastic toy animal to class. HINT: The 7. Invite students to find pictures of animals. teacher might have a supply of "out of the or- Using these pictures, test the categorizing dinary" animals available, such as a crocodile schemes suggested by the class. In journals, or an aardvark. record which classification systems worked best. 2. Invite the students to arrange themselves in groups based upon different physical charac- 8.Invite students to select an animal to research. teristics of their animals. One student can of- fer a suggested criterion.i.e. animals with 9. Introduce Aristotle's system for classifying four legs, two legs, no legs, or more than six animals.I bye students group annuals they. legs. Repeat this activity several times, allow- hax,.e researched into his system. Reflect in ing different students to suggest the categories. journals about which animals were easy to he teacher can also participate by holding classify and which animals were not. Discuss one of the "out of the ordinary" stuffed similarities and differences between students' animals. sN stems and Aristotle's .

;Individual ly or in cooperative groups, im ite ft hi ite students to research current sorting students to design a way to classik all the ani- systems developed hv scientistsFor example. inals in the class, so that each animal is alone mammals, birds, Fish, insects. Discuss simi- Developing all the senses is important. If you larities and differences between these sorting have access to tapes or records of animal systems and students systems. sounds or bird sounds, the students can develop a classification system for animalsbased only on the sounds the animals make. EXTENSION ACTIVITIES

Write an imaginary dialogue between a real animal and a stuffed animal. In what ways are they alike? In what ways are they different?

Have students draw an animal on a square of material using fabric markers or paints. Sew the squares together and make a quilt and give it to a homeless shelter.

SAMPLE DICHOTOMOUS KEY

Does it have less than 6 legs"'

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)oei, it have legs''

Yes 110 Does it live in water''

Is it an animal.'

yes

No Does it have 3 or 6 petals"'

yes no

Does it have flowers'

Does Ii 11,1se

14 INVITATION 3

SO WHAT'S BACKBONE GOT TO DO WITH IT?

BACKGROUND

One way to class:fy animals is by vertebrates animal similar to and/or different from real and invertebrates. Vertebrates are animals that vertebrates. have a backbone. Mammals, birds, fish, and rep- tiles are vertebrates. Animals such as worms, in- EXTENSION ACTIVITIES sects, clams, crabs lack a backbone and are called invertebrates. Write a story about the created animal. Where does it live? What does it eat? How long does MATERIALS it live? In what kinds of environments would this animal survive? In what kinds of environ- Pictures of vertebrates and invertebrates mer,,_ would this animal become extinct? Two hula hoops or other large circles that can be placed on the floor Create an animal dance with or without music. Cardboard tubes, wrapping paper, egg cartons For vertebrates, move like a fish, giraffe, etc Paper punches or leather punches For invertebrates, move like a worm, a spider. A variety of tapes, masking tape, duct tape A variety of kinds of wire and wire cutters Charades: Students pick a name of an animal A variety of yarns, strings and ribbons out of a hat, act out the animal, other students Any other good junk guess whether the animal being acted out is a vertebrate or an invertebrate.

PROCEDURE

I. Discuss with the students that one way to classify animals is by determining whether the animal has a backbone or not. If appropriate introduce the words vertebrates and invertebrates.It is not necessary to use these terms, as long as the students understand that some animals have backbones and some do not.

2. Give each student or group of studcnts a picture of an animal. Invite the students to put their picture in the appropriate circles (hula hoops) marked WITII BACKBONE or WITH- OUT BACKBONE.

3. Invite students to create an imaginar> vertebrate with art supplies provided. Have students name their animal and list its unique characteristics. In what ways is this imaginary INVITATION 4

FOLLOW THOSE TRACKS

BACKGROUND

Many animals can be identified by their 4.Depending on your location and the time of tracks. Classifying animals by their tracks is an- year, it may be possible for you to take the stu- other way to classify animals into groups. dents on a field trip where there may be tracks. Allow them the opportunity to observe the MATERIALS tracks and record their observations.

Card sets of tracks, pp. 18-19 EXTENSION ACTIVITIES

IINT: Make enough copies for each student Invite students to invent a game using the track cards. or each group of students to have a set of the tracks. If possible, mount and laminate each Create a track picture from which others can page before cutting apart. develop a possible story. PROCEDURE

. Give students a complete set of cards of animal tracks. Invite them to record observations of tracks, remembering to record similarities and differences.

2. Invite students to develop a way to categorize the tracks. Share these systems with other students.

Suggest that the following is one way to classify tracks: side to side tracks, tracks in a straight line, tracks in pairs, tracks with tail drags. Invite students to classify the track cards using this system. Record any similarities and differences between this system with their own system.

1() SAMPLE

What happened here?Create a story to explain the tracks.

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TRACK STORIES

Create a track story. Exchange your track story with a friend. Create a story to explain the track story your friend created.

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CUENTOS DE HUELLAS

Escribe un cuento sobre huellas. Intercambie su cuento con un amigo(a). Creaun cuento que explique el cuento de su amigo(a).

21 INVITATION 5

FLYING HIGH

BACKGROUND

A bird's bones and feathers are light, have hol- invite students to discuss why cows might not low parts, and enable a bird to fly. be able to fly. This activity contrasts the features of bird bones to cattle bones, which are not suitable for 4. Have students develop another classification flight. Bird feathers can be purchased through a system based on their findings from this biological supply house, pet store, or zoo. activity. The chicken and beef bones should be boiled prior to the activity to insure that they are clean EXTENSION ACTIVITIES and free of debris. Refrigerate bones until use. Large beef bones should be split to show their in- Have students research the following: Are ternal structure. A butcher can split the beef thcre any birds that cannot fly? Are there bones for you. animals that are not birds that can fly? In journals, reflect on what makes a bird a bird MATERIALS and when is an animal not a bird?

Bird feathers Discuss how to make a kite. Based on observa- Hand lenses or magnifying glasses tions with the birds, which material would you Chicken bones use'? Why? Make kites using a variety of ma- Beef bones terials and test them for flying ability. Pliers Observation sheet pp. 37-38

PROCEDURE ('

I.Invite students to carefully cut the feather in half or provide students with cut feathers. Record observations and drawings of the feathers in journals. Magnifying glasses may be helpful.

2 Invite students to break a chicken bone into two pieces. Pliers will he helpful. Record observations and drawings in journals.

Invite students to record observations of the split beef hones in their Journals.

.1 Compare and contrast the differences and similarities between the chicken bones and the beef bones. Based on then observations. INVITATION 6

YOU'RE DRIVING ME BUGGY

BACKGROUND

There are hundreds of thousands of different journals on whether some insects should be kinds of insects. There are more kinds of insects destroyed, mosquitoes, for example. Have a than all other species of animals put together. panel debate for or against insects. Most insects are small in comparison to other animals and insects have no internal skele- 6.If possible acquire an ant farm or butterfly ton. Most adult insects have 3 distinct parts of the farm for the classroom. Many science equip- body: the head, the thorax, and abdomen. Most ment supply houses have these available. adult insects have 6 legs attached to the thorax. Make observations regularly recording both picture and verbal observations. MATERIALS

Pictures of bugs and insects. EXTENSION ACTIVITIES

Bugs and insect cards, pp. 24-25 Invite a bee keeper to talk to the class.

Assorted art supplies, poster board, glue, as- Write a biography of an entomologist. sorted tissue paper, scissors, pipe cleaners Have a school wide "hug-a-bug" day. Invite naturalists from your area to participate. PROCEDURE

1. Show students pictures of bugs and insects and butterflies. Discuss the differences and similarities.

2.Have students make a model of an insect or a bug. Encourage the students to be as accurate as possible, given the materials available.It helps if the insect models are identifiable. Younger children might draw pictures.

3. When all the bugs and insects have been created, sort the created insects into two categories.

4 Invite students to sort insects and bugs into 3, 4, or 5 unique categories.

5 Invite students to sort insects into 2 categories, those that are helpful to humankind and those that are not. Have them reflect in their

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' Please reproduce this page. INVITATION 7 IN THE SWIM

BACKGROUND

Many different kinds of animals can swim. revise their classification systems based on Even dogs swim. What makes fish different from these reflections. all other animals that swim? How do we classify 7. Try 4 distinct groupings, then 5. Remember, whales and dolphins? it is important for students to develop their own classification systems. MATERIALS 8. Develop a system that will classify all the ani- Magazines that can be cut up with pictures of mals on the planet that can swim. animals that swim: crocodiles, clams, 9. Have students vote on the best system. Using lobsters, water bugs, frogs, tadpoles the class's choice of the best classification Word cards, pp. 27-28 system, create a bulletin board using this system. Challenge students to find pictures or PROCEDURE stories of animals that swim which do not fit I. Invite each student to find pictures of at least into the classification system. Encourage ar- five animals that live in the water. If possible guments and debate. laminate the pictures or mount on stiff 10. Have students compare the best classification cardboard. system developed in 149 to the best currently 2. In groups of 4-5 students, have students de- accepted system used by scientists. velop a way to classify all the pictures in their 11. Using the set of animals on pp. 27-28, classify group. Students may choose color, size, or using their group's classification system. Re- some other quality that appeals to them, even flect in journals about which were easy to qualities like beautiful or ugly. For this part classify and which were difficult. Why? If of the activity allow whatever characteristics students do not know what a particular animal the students suggest. Have students create a is, encourage research on this animal. After dichotomous key. See sample p. 14 students have had ample opportunity to de- 3, Share the dichotomous keys created. Using velop their own systems ask them to reflect in one of the keys suggested, invite each group their journals on the following question: to try to sort their set of animal pictures ac- What makes fish different from other animals cording to the selected designated key. that swim? 4 Reflect in journals about which keys worked EXTENSION ACTIVITIES for a given set of pictures and which did not.

5 Develop a classification system that clearly Create a fictitious creature that swims. Write sorts all thc animal pictures into 3 distinct a story for a class hook entitled, "Creatures groups Using the classification system from That Swim." Give the hook to the school one of the groups, have all the groups sort library. their pictures using that criteria. Take a field trip to an aquarium. Invite someone who works in a pet store that 6. Reflect in journals about the animals that did- specializes in fish to speak to the class. n't fit easily into a group. Invite students to

26 WATER OCTOPUS LEECH STRIDER

EL PULPO LA EL SANGUIJEULA ANDARRiOS

SHARK LUNGFISH FROG EL TIBURON EL PEZ DIPNEO LA. RANA

PUFFIN PORPOISE OTTER EL FRAILECILLO LA MARSOPA LA NUTRIA

BLUE FISH CRAB MANATEE EL PEZ EL CANGREJO AZULADO Y LA MANATI PLATEADO

27 SAND DOLLAR SPONGE JELLY FISH EL ERIZO DE MAR APLANADO LA ESPONJA LA MEDUSA

STARFISH CORAL LOON LA EL CORAL ESTRELLAMAREL SOMORGUJO

HUMAN DOG SEAL

EL HUMANO EL PERRO LA FOCA

WHALE CLAM LOBSTER

I A BAI LENA I A ALMEJA I A LANGOSTA

2 8 :14 INVITATION 8

I THINK THAT I SHALL NEVER SEE

BACKGROUND

As with all living things there are many different observe 3 times a week for the next month. Stu- ways to sort and classify. Most people will sort dents should record their observations both in trees into evergreens and not evergreens, or trees words and in pictures. Have students tie a rib- with needles and trees without leaves. In the plant bon around the end of an easily observable kingdom there are many phylum including bryo- branch. The portion selected should be at the phyta and tracheophyta. Within the phylum tracheo- end of a branch and about 3 inches long. Have phyta there are 3 classes two of which are students draw this section of the branch at each gymnosperms and angiosperms. Most trees belong observation and reflect on any changes that are to these two classes. occurring. Gymnosperm means "naked seed." Angiosperm seeds develop within a protective wall. One of the 2. Have students research the kind of tree they are observing. Possibilities include talking to fam- subclasses of gymnosperms is conifers. Conifer re- ily members or neighbors. If the tiee is on fers to the woody cone seen on many evergreens: school property, talking to the sexton or teachers pines, spruces, firs and sequoia. A few shrubs are that have been at the school for some time. It is also conifers: i.e. yews and junipers. also possible to tell types of trees by overall Angiosperms are basically flowering plants. shape, bark, and buds. Leaves of course, are the There are 2 subclasses: monocots and dicots. A easiest method. When the leaves emerge, stu- monocot has a single cotyledon (seed leaves that de- dents can verify their predictions. velop in the embryo plant) and a dicot has two. Therefore a palm tree is a monocot angiosperm and 3. Towards the end of the month of observation, maple, beech, chestnut and oak trees arc dicot invite students to develop a classification system angiosperms. for all the trees represented by students in the It is not necessary for the students to memorize class. Possibilities include; single truck, multi- these distinctions, or to even be aware of these dis- ple trunks; needle like leaves, broad leaves, tinctions. Allow students the opportunity to men- seeds in cones, seeds not in cones, flowering, tally struggle with a way to classify trees. Ques- non-flowering. tions like "What about a palm?" will help students expand and revise their own mental constructs. 4. Using either real leaves or the set of leaf cards on pp. 30-31, classify trees using only leaves as MATERIALS the criteria. 5. Invite students to develop a variety of different Pictures of trees. The Arbor Day Federation will classification systems. For example, a classifi- be happy to provide pictures of trees. cation system based on uses of trees or a classi- Set of pictures of leaves on pp. 30-31. Make a fication systcm based on homes, human and set for each student or group of students. animals.

PROCEDURE EXTENSION ACTIVITIES

I This activity should he started one month before Invite students to write a poem about their tree trees begin to change in the spring. Allow at and illustrate the poem. Collate the poems and ilkis- least II/ ".. months observation time before the trations together as a book on trees. Donate a copy classification process in class actually begins. of the book to the school's library. Invite students to select a tree that they will

29 Please reproduce this page.

1 2 3 16 WO

4 5 6 all w111 '14 7 8 49 10 11 12

4ATOPGill>)di i eded

INVITATION 9

THE NOSE KNO ws

BACKGROUND

Scientists use all five senses when making ob- negatives of trying to develop a classification servations. The primary focus of this activity is system using only the olfactory sense. to develop a classification system for flowers. The flowers will be classified using the sense of 4. Have students develop a classification system smell as well as the sense of sight. Plants that using visual observations. live for only one season are called annuals. Bien- 5. Invite students to find pictures of other flow- nial plants have a life cycle that lasts 2 growing ering plants, especially those that are not in- seasons, and perennials live for many years. The digenous to your part of the world. Using the number of petals in a monocot is usually a multi- classification systems developed by the ple of 3. The number of petals in dicots are usu- group, have them sort the pictures. ally multiples of 4 or 5. NOTE: If students have allergies you may want them to skip this activity. 6. In journals, have students reflect on the process used to develop the classification MATERIALS 7. If students did not suggest annual, biennials, or perennials, invite them to try this system as A variety of flowers. Ask your local florist to a way to classify the real flowers or the pic- save flowers that are to be discarded. tures of flowers. Seed catalogs Pictures of plants from around world 8. Develop a classification system based solely Observation sheet, pp. 37-38 on the number of petals the flowers have.

PROCEDURE EXTENSION ACTIVITIES

1. Have students smell at least 10 different kinds of real flowers. They do not need to be cut Reflect on the purpose of flov er smells and flowers. Mums, African violets, or other flower petals. flowering potted plants will also work. You may want to put each kind of flower in a different location around the room, so the smells do not contaminate each other. Have groups of students move from flower to flower.

2. On the observation sheet, describe the flowers using only the sense of smell.

3 Challenge the students to develop a classification system for all the flowers in the room based solely on aroma. Ask students to reflect in their journals on the positives and 3 32 INVITATION 10

INCREDIBLE EDIBLES

BACKGROUND EXTENSION ACTIVITIES There are many ways to classify plants. One Invite students to explore edible plants in dif- possibility is to classify plants as edible and non- edible. Based on which part of the plant is eaten, ferent cultures or different areas of thUnited States or from different parts of the world. edible plants can be further classified into catego- Students could interview their families or their ries such as fruits, seeds, roots, stems, leaves and flowers. This is one of many methods of plant friend's families about the types of plants that they eat. classificpti( n. Remind students that they shouldn't eat any plants until they have checked Go a on a field trip to a grocery store with a with an adult. Some discussion of unfamiliar large produce section. Ask the produce m a n- plants may be necessary in helping students deter- ager to show the crates that the different FD- mine the edible from the non-ec ble parts. duce came in. Have the student identify on a map the locations of the origins of the differ- MATERIALS ent plants.

Draw a picture of an imaginary plant where all A wide variety of edible plants. Include plants the parts of that plant are edible. You can re- that represent different cultures and parts of fer to the examples used for this activity for the world some ideas. Label the parts of your plant us- A wide variety of pictures of edible plants ing the 6 categories used above for classifying plants as edible.

PROCEDURES Have an edible plants potluck supper, lunch,or snacks.

I. Have students list the types of vegetables that Make an edible plants cookbook. they or their families eat. Develop a way to classify the plants on the list into 2 or more unique groups.

2.In journals, record observations of a variety of edible plants. Develop a way to classify the edible plants.

3. Discuss the similarities and differences in the classification systems developed in # I and #2.

4 If students have not suggested that the edible plants be grouped by tpes of edible parts, suggest the following as one way to clas::iify edible plants:fruits, seeds, roots, stems, leaves and flowers. !lave students group edible plants using this classification system

3 3 ROOTS STEMS

LAS RAICES LOS TRONCHOS FRUIT LE WES

LA FRUTA LAS HOJAS

SEEDS FLOWERS

LAS SEMI1,LAS LAS FLORES MY

SCIENCE

JOURNAL

Scientist's Name MI

CUADERNO

CIENCIA

Nombre del Cientifico

36 412 OBSERVATIONS

For each object list at least six observations, try to use all of yoursenses. Draw a picture of the object in the box below.

Object

3 7 4.81. OBSERVACIONES

Para cada objeto menciona, por lo menos, seis observaciónes. Trata de utilizar todos sus sentidos. Haz un dibujo del objeto en el rectángulo.

Objeto

i 38 Journal Thoughts and Ideas Invitation

Books I've read on this topic

Today I learned...

39 Cuaderno de Ideas Sugerencias

Libros que he leido sobre este tema.

Aprendi hoy...

40 4 6 yes

yes no

yes Yes no

yes No

yes no

On the horizontal lines, write a question that can only he answered by yes or no and will divide the group into two unique categories.

41 A 1 si

si no

si Si no

Si No

si no

En las lineas horizontales, escribe una pregunta que se puede contestar con un si o no y que divida el grupo en dos categorias.

42 FOR THE TFACHER:

For many years, scientists divided all living things into two major groups, animals and plants. As more and more organisms were found, scientists added a third group, then a fourth, then a fifth. Some taxonomists add a sixth. There is no general agreement among the scientific community as to how many kingdoms there are. There is no completely satisfactory way of classifying. Each system has its advantages and disadvantages. The following chart is for the teacher's interest only. Students will develop their own classification systems in the invitations in this book. Their system is no less correct than the scientists. Presented here is a five kingdom system. In a four-kingdom system, the fungi are usually classified as plants. In the three-kingdom system, some protists are classified as plants and some as animals.

CHARACTERISTICSMONERAPROTISTAFUNGI PLANTAEANIMALIA

, Nuclear membrane no yes yes yes yes Mitochondria no yes yes yes yes

, Ability to perform some some no yes no photosynthesis , Ability to move some some no no yes pBody form one cell one or moreone or many cells many cells celss more cells Reproductive structures one cell one cell many cellsmany cells many cells .. Nutrition absorption,absorption,absoptionphotosyn- ingestion photosyn-photosynthesis thesis, or thesis, or chemosyn-ingestion thesis Nervous system none none none none yes ., Example Bacteria Protozoa Fungi Plants Animals

43 j PLANTS pp 7-8 BUGS AND INSECTS pp 24-25 KeyTRACKS to Drawings pp 18-19 LEAVES pp 30-31 ANIMALS pp 9-10 Stush,,sorn El Champinon 1 Butterfly La Mariposa I Black Bear El Ow Negro 1 Mountain Ash El Fresno I Crab El Cangie, , Beet Hilelecho1.a Rernolacha 32 SpiderCicada l.a Areaa Cigarra 2 Mink3 1 isher CanadaEl VisonLa Marta del 2 Beech3 Poplar Ell.a AlamoHasa 32. SnailClam ILa .; Airneja l an:,1 ! 4 Spruce Tree La Picea La Mariposa 4 Raccoon El Mapache 4 Elm El Olmo 4 Centipede El Ciempies I 6 Maple Tree' Tree El ArcaAbedul 4 Butterfly65 CentipedeTick ElLa CiempidsGarrapata 6.5 Woodchuck Coyote LaEl Coyote Marmota Grande 6.5 RedScarlet Oak Oak El RobleLa Coscoja Roio 65 Worm Dragonfl Lal.a l.ornbrizLibelula ' !railing Arbutus ElLa Madras)Sandia 7 Louse8 Flea El PiojoLa pulga 7 8 PorcupineRed Fox El PuercoEl Zorro Lapin Rojo 8.7 White Norway Oak Maple El ArcaRuble Blanco 7 Eras8 ing Manus Butterfly La MantisLaReligidsa Mariposa 110 DaissEll!. La Margarita1 a Azucena 10 Ant9 Snout Butterfly La MariposaHormiga 9 House10 Badger Cat El TejOnGato 9. Sassafras10. Sycamore Maple El SasafrasArce Sicomoro 9 10 Shark Fish El PescaddTiburOn 131211 PearBlueberries Apple La ParaManzanaLos Arandanos I I1312 SlugButterfly Mosquito El MosquitoLa BabosaManposa 1211 MooseSkunk13 Squirrel LaEl AlecMofetaArdilla I I1312. DogwoodSilver Maple Black Ash El FresnoArcaEl Cornejo Plateado Negro 12II Frog13 Turtle Seahorse La RanaSlorgaTortuga 15 Cabbage riarlc IEl Aio a Col 1514 Cricketbutterfly ElLa GrilloMariposa 1514 DeerOtter LaEl CiersoNutria 1514 ShagbarkOhio Buckeye 1:1El Nogal Castano de 1514 SalamanderOwl I.aI,a SalarrandraLechura or apes I..asI as /anahoriasltvas 1716 RoachSwallowtail 1.aLa Cucaracha Cola de Milano 1716 BeaverLns El CastorLince 1716 ShingleButternut Oak lndiasEl RobleNogal Blanco 1716 IbisWarbler 1.aEli;onead.,r Ibis !I I ft Strawberries Las Fresas 18 Butterfly La Mariposa 18 Muskrat La RAU!El Lobo Almirclera 1918 WhiteHardy SpruceCatalpa La PiceaCatalpa Blanca 18 Seal 1.aI a Foca Adilla LiFtada !19 Eggplant2., I'eas 1.a1.osLa BerenienaC Ouisantes alahaia 212019 OwletDragonflyAnglewing Moth La MariposaI,aLa LibelulaPolilla 212019 HareGray Wolf Jackrabbit El LiebreLiehre Grande 2120 SugarBlac Spruce Pine 1,a PiceaEl Pino Negra 22019 I PigChipmunk Dter FlII Cud!:Ciers RI 1 nlouryr I 1 1 rilio 22 Gypsy Moth 1 a Lagarta 22 Oppossurn La tariguey a 22 Eastern Red Cedar El Cedro Roid 22 W hale I a Ballena ,24 Raspberries Wild Iris 1 as Frambuesas Flor de Lis 23 Horsefly24 Thrip ElLI Tábano Tripsn 2423 GrayBobcat Fox El GinoZorro Montes Grit 2423. EasternUtah Juniper White Pine El EnebroPino Blanco 23 Dinosaur24 Dinosaur El DinosaunoI Dinosaurio ^~.