Animal Studies Essential Standards:

October 2-3, 2013

4.L.1: Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. Goals/Objectives: Students will observe behavioral and physical characteristics of the Fiddler Crab. Students will record their observations in their science journals. Students will make inquiries into the significance of specific behavioral and physical characteristics.

Materials: Science Journals Fiddler crabs in their habitat Graphic Organizer (in resources) SMART Board Magnifying glass (1 per student)

Procedures: Day 1 Open lesson copying down the graphic organizer on the white board. Ask students to think about what they think they might observe today in regards to the crabs behavioral and physical characteristics. Use a think-pair-share for sharing. Instruct students to copy down the graphic organizer in their science journals. Tell students that they are going to observe the crabs in their habitat. Pull up the slide on the SMART board that is titled Observing the Fiddler Crab. Tell them to pay special attention to the movement, food getting, body size, shape, color, covering, eyes and other sensory organs, and methods of protection. Ask for 6 volunteers to carry the habitats and place them on the desks. Once habitats are on the desks, instruct students to get out of their seats and filter throughout the room to observe the crabs. Tell them to observe all the crabs, not just one habitat. While students are observing, circulate throughout the classroom. Ask them questions such as Why do you think the crab moves so quickly? or What do you think the crab uses it's pinchers for? Use questions that get the students thinking about the frogs survival in regards to its adaptations. Tell students that they will have more time to observe the following day and that they will have a chance to share their observations in class. Day 2

Instruct students to pull up their graphic organizer from the day before. Have 6 volunteers bring the habitats to their desks. Give students time to observe again and finish filling out their graphic organizer. Conclude the lesson by sharing observations. Have students break into groups of four and share their observations with each other. Instruct students to think through why they think their observations are important. Have each group decide on 2 observations that they think are the most important and why and tell them to be prepared to share with the class.

Give time for each group to share their 2 most important observations. Write observations down on the graphic organizer on the board.

Conclude lesson by telling students that they will have time to research and learn more about the fiddler crab on Thursday.

Assessment: this lesson will be assessed through informal observations. The teacher will check for understanding by checking to see if students share important information from their observations such as essential characteristics and behaviors. Differentiation: The nature of this lesson is very hands on and can be engaging for all types of learners. ESL Students: The ESL student in the classroom is pulled out during science. She is working on an alternative science project for this unit. Students with disabilities: Graphic organizers will be printed for student with visual impairment and student with autism. For the student with autism, more periodic monitoring of progress will take place. Furthermore, think-pair-shares are utilized throughout to make sharing an easier process for those who have difficulty sharing in class. AIG Students: Based on the nature of the assignment, AG students are able to use their academic gifts for the graphic organizer. They can add in as much information as they can. There is room for them to be more detailed and for them to use their higher order thinking skills.