Engage: Life on our planet is diverse. Scientists are still finding new species that have never been seen before! Students view a photo slideshow (or photo slideshow) of ten interesting species discovered in the past year. Working in small groups, the students classify them (group them with other familiar species based on shared physical features). Students list things that are the same about the organism and its assigned group (fishes, amphibians, reptiles, birds, invertebrates, or mammals).
Students are challenged to create a classification system for the invertebrates they discovered on their field study. As an example, students classify their own shoes and learn to create a dichotomous key. Then students classify the invertebrates, dividing them into smaller groups and creating a dichotomous key (e.g., insect vs. non-insect). Students observe the invertebrates closely, conducting research and recording observations in their science notebooks.
Students research the invertebrates we found in the schoolyard then construct explanations based on evidence for why each has certain features and behaviors. What adaptations help each organism survive in its environment? Is the organism specially adapted for life in a wetland, forest, or desert?
Students research the plants we found in the schoolyard then construct an explanation based on evidence for why pine cones close up when they get wet. They consider the relationship between structure and function in a pine cone. They also compare the leaves of deciduous and coniferous trees, thinking about structure and function.
Students designed a favorite food investigation to test which seed birds prefer, or if they would instead prefer dried meal worms, nut cakes, or sugar water. We discovered that most birds in our schoolyard prefer black oil sunflower seeds. Next, students designed a place investigation to test whether birds prefer deciduous vs. coniferous trees, peaceful vs. noisy environments during feeding. We discovered that birds in our school yard prefer to feed in peace and a deciduous tree.
Do fish live in the Great Salt Lake?
Extend: In the Great Salt Lake ecosystem, migrating birds interact with other species and depend on the wetland habitat.
Standards:
S5.O1. Describe the physical characteristics of Utah's wetlands, forests, and deserts.
S5.O2. Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.
S5.O3. Use a simple scheme to classify Utah plants and animals.
S5.O4. Observe and record the behavior of Utah animals.
Science Benchmark
Utah has diverse plant and animal life that is adapted to and interacts in areas that can be described as wetlands, forests, and deserts. The characteristics of the wetlands, forests, and deserts influence which plants and animals survive best there. Living and nonliving things in these areas are classified based on physical features.