During a field study at the wetland, students worked in small groups to create a species list of plants and animals. A few students identified plants and birds, but most students were fascinated by the bugs. They collected bugs in small jars that were provided to encourage close observation. Bugs found at the wetland included the ant, beetle, grasshopper, dragonfly, worm, snail, slug, bee, spider, moth, crane fly, and pill bug (or rollie pollie).
The following week, I asked students if all of the wetland "bugs" were insects. Most students thought no. But after some discussion, we decided that we did not all agree on what an insect was. I explained that when scientists classify organisms, they group similar creatures together. Then they create a classification scheme to help them agree on how to identify and study the organisms.
As an example, I asked students to take off one shoe and put it in the middle of the rug. I invited students to suggest ways of grouping the shoes based on their structural features. I recorded their ideas on the board in the form of a dichotomous key (a series of two choices). When we completed our key, I chose a random shoe from the group and we tried to identify it using our key. It worked! We were successful!
It was time to research how scientists classify "bugs". (Or, maybe a better word would be invertebrates.) We discovered that scientists define an insect as having six legs and a three-part body (head, thorax, abdomen). We sorted our wetland species list into two groups, insect or non-insect. Creatures in the non-insect group included worm and snail (0 legs), spider (8 legs), and the rollie pollie (14 legs). What else has 14 legs? Crustaceans like shrimp, crayfish, and lobster. These are the rollie pollie's closest relatives! (So cool!)
The following week, I asked students if all of the wetland "bugs" were insects. Most students thought no. But after some discussion, we decided that we did not all agree on what an insect was. I explained that when scientists classify organisms, they group similar creatures together. Then they create a classification scheme to help them agree on how to identify and study the organisms.
As an example, I asked students to take off one shoe and put it in the middle of the rug. I invited students to suggest ways of grouping the shoes based on their structural features. I recorded their ideas on the board in the form of a dichotomous key (a series of two choices). When we completed our key, I chose a random shoe from the group and we tried to identify it using our key. It worked! We were successful!
It was time to research how scientists classify "bugs". (Or, maybe a better word would be invertebrates.) We discovered that scientists define an insect as having six legs and a three-part body (head, thorax, abdomen). We sorted our wetland species list into two groups, insect or non-insect. Creatures in the non-insect group included worm and snail (0 legs), spider (8 legs), and the rollie pollie (14 legs). What else has 14 legs? Crustaceans like shrimp, crayfish, and lobster. These are the rollie pollie's closest relatives! (So cool!)
For our next field study, we took to the trees. We explored the "forest" at the park near our school. We compared conifers (or evergreens) to deciduous trees that lose their leaves in the fall. We found all kinds of seeds in the trees (pine cones, helicopter seeds, berries, etc.). We used binoculars to look for birds in the trees. We saw robins, magpies, and a hawk circling overhead. We also discovered a nest in one of the trees!
It was interesting to compare the plants and trees in the two habitats we explored (i.e., the wetland and the forest). Back in the classroom we again practiced using a dichotomous key. This time to identify various trees. Students rotated to different centers to explore parts of a tree, including seeds, wood, and leaves. The highlight was dipping pine cones in water, and watching them close up to protect their seeds. Students loved this!
A student asked an interesting question about trees and posted it on our question board: How do trees help make the air we breathe? Great question! We will definitely keep thinking about this and see what we can discover!
It was interesting to compare the plants and trees in the two habitats we explored (i.e., the wetland and the forest). Back in the classroom we again practiced using a dichotomous key. This time to identify various trees. Students rotated to different centers to explore parts of a tree, including seeds, wood, and leaves. The highlight was dipping pine cones in water, and watching them close up to protect their seeds. Students loved this!
A student asked an interesting question about trees and posted it on our question board: How do trees help make the air we breathe? Great question! We will definitely keep thinking about this and see what we can discover!