Chapter 6 "Introduction"

Materials:

• Find an animal that the students can observe for an extended period of time. (If you can't find one they may work from memory)
• Worksheet, Vertebrate Body Systems at Work.
• Worksheet, Body Organs Tie to Life Activities

Objective:

• Students will be given an introduction to How Animals Stay Alive that will motivate them to want to learn more about Chapter 6.
• Students will identify what they already know about how animals stay alive.

Alaska Content Standards:

• SCI A-12 Students will distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.
• SCI A-14 Students will understand the interdependence between living things and their environments; that living environments consists of individuals, populations, and communities; and that a small change in a portion of an environment may affect the entire environment (Interdependence);
• SCI A-15 Students will use science to understand and describe the local environment.
• SCI B-1 Students will use the processes of science: observing, classifying, measuring interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting, and experimenting;

Anticipatory Set: Students attention will be directed to the photograph on Page 114. Students will then attempt to identify the animal, describe what it is doing, and predict what is going on inside the eagle as it carries out this activity. Have the students look at the Organize your thoughts diagram as you read the opening paragraph. Then list the six life activities in front of the students. Have the students define each life activity. Under each life activity have the students list as may body structures as they can that are needed to carry out that activity. They can use this worksheet if they need to.

Teacher Input: Introduce the goals for Learning. While describing each goal, encourage the students to tell what they already know about that goal.

Teacher Modeling: Show the students a picture of the internal circulatory system of a boy batting. Pose the question, as the ball is approaching the boy what is going on in his body so that he is able to hit the ball? How is this different from the first picture of the Eagle? How is it related to the way animals stay alive?

Check for Understanding: A lot of the ways animals survive as opposed to plants is using movement. Have the students identify as many ways as they can how animals move. How is each tied to the way they survive?

Guided Practice/ Closure/ Independent Practice: Give the students the worksheet, "Vertebrate Body Systems at Work" then develop a method for completing the worksheet. Hopefully you were able to find an animal that the students could observe in the classroom.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).