How Does Providing For The Basic Needs Of Animals Benefit A Producer

Animals' Needs

Author(s): Nancy P. Moreno, PhD, Barbara Z. Tharp, MS, and Paula H. Cutler, BA.

Animals tin can merely survive in environments where all their needs are met.
© Shin Okamoto.

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• Grades:
• K-2
• Length: 45 Minutes

Overview

Student teams notice a worm model and a live worm, create worm terrariums, and notice worms over time.

This activity is from the Living Things and Their Needs Teacher's Guide. Although it is most appropriate for utilise with students in grades Thou–two, the lesson is easily adaptable for other grade levels. The guide is besides available in print format.

• Teacher
  Background
• Objectives and Standards
• Materials and
  Setup
• Procedure and
  Extensions
• Handouts and
  Downloads

Teacher Background

Dissimilar plants, animals must rely on other organisms equally sources of food. Nutrient provides energy, chemicals necessary for life, and some water. Virtually animals are adjusted to eat but certain foods. Some animals are plant eaters, some swallow other kinds of animals, and others are able to utilise a variety of foods. All animals are "consumers" of energy sources.

Since most animals cannot assimilate all the food they eat, the leftovers are released back into the environment every bit waste matter. This waste serves as food for other kinds of organisms, such equally bacteria and fungi.

Animals also need h2o. H2o is essential for transporting nutrients and other chemicals inside animals' bodies and is of import for chemical reactions inside cells. In add-on, some animals are able to live in fresh or salt water.

Like water, the oxygen in air is essential for chemical reactions inside cells. Even plants need oxygen to live. Just a few kinds of microorganisms on Earth can survive in environments without oxygen.

Many animals besides require safe places to rest, shop their food, hibernate, or nurture their young. These places vary from elaborate tunnels created past ant colonies to nests built past birds.

Objectives and Standards

Concepts

• Animals take bones needs.

• Animals need air, water, food, and a place to be.

• Animals tin survive simply in environments where all their needs are met.

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Scientific discipline Skills

• Observing

• Comparing

• Contrasting

• Recording data

• Measuring

Mathematics Skills

• Observing

• Sorting and classifying

• Comparing

• Contrasting

• Communicating

• Charting

• Sequencing

Language Arts Skills

• Listening

• Communicating

• Reading for data

• Identifying words

• Developing vocabulary

• Writing

• Using descriptive language

• Understanding word meanings

• Developing comprehension skills

• Following directions

Materials and Setup

Teacher Materials (see Setup)

• Masking tape

• Paper towels

Materials per Grouping of Students

• 3 cups of potting soil

• 2 sheets of black construction paper, 9 in. x 12 in.

• 1/2 cup of crumbled dry leaves

• 1/2 cup of oatmeal

• 1/two cup of sand

• 1/two cup of used coffee grounds

• 2-liter plastic soft drink bottle

• xvi-oz plastic soft drinkable bottle with cap

• Glue

• Large rubber band #84 (to fit effectually the 2-liter bottle)

• Plastic tray

• Resealable plastic bag, 12 in. x xv in. (gallon-sized, for soil)

• Resealable plastic bag, 4 in. x 6 in. (quart-sized, for sand)

• Spray bottle of prepared water and one loving cup of water

• Strip of tagboard (or heavy paper), 10 cm x lxx cm (iv in. x 28 in.)

Materials per Educatee

• ii clear plastic cups, ix oz

• 2 paper plates, 8 in.

• one/4 loving cup chocolate cookie crumbs

• Candy "gummy" worm (or scrunched paper wrapper from drinking straw)

• Crayons or colored pencils

• Hand lens

• Live earthworm

• Metric ruler

• Copy of student sheets

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Setup

1. This activity requires live earthworms, which need to be obtained prior to conducting the activity. Worms can also be obtained from bait shops or pet stores.

2. Part i. Place processed worm models (or scrunched paper harbinger wrappers) in clear plastic cups (one worm model and loving cup per student). Comprehend with crumbled chocolate cookies (or graham crackers) to simulate soil.

3. Role 2. Place live earthworms in clear plastic cups (one worm and loving cup per student). Cover the worms with 1/iv cup of clammy (not wet) soil. Let about 300 mL of tap h2o sit overnight to eliminate chlorine.

4. Pour the prepared water into 6 cups (about 50 mL each) and into 6 spray bottles.

5. Role 3. In accelerate, collect six ii-liter plastic soft beverage bottles and six 16-oz plastic bottles with caps (one gear up per grouping). Cut the top 1/4 off of each 2-liter bottle. Use masking tape to comprehend the sharp edges.

6. Prepare 6 plastic numberless with about 1/ii cup of sand in each, and half dozen plastic bags with 2 cups of potting soil in each. Place materials on trays in a primal location.

7. Take students work in teams of 2–4 to share materials.

Procedure and Extensions

Part one. Observing worm models

1. To stimulate student interest, enquire, What can you tell me most worms? How practise they look? How do they feel? Where practise worms live? Are worms plants or animals? Make a list of students' ideas on the lath. Tell students that they volition exist learning more well-nigh worms.

2. Distribute a prepared loving cup with worm model covered with cookie crumbs, magnifier, metric ruler, paper plate, and a copy of the "My Worm Model" sheet to each student. Have students place their models on the paper plates.

3. Requite students a few moments to examine the models using their hand lenses. Then have them make observations, using the questions on the student sheets. With younger students, you lot may desire to read each question aloud as they work through the observations.

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Part two. Observing live worms and making comparisons

1. Show students how to handle live earthworms. Explain that worms have soft bodies and should be held gently. Considering earthworms exhale through the skin, they need to be moistened oft when removed from soil (about every x minutes). Gently dip a worm into a prepared cup of water (see Setup) to show students how to rinse off surface soil or to moisten the worms.

2. Distribute a loving cup with soil and a live worm, paper plate, and re-create of the "My Live Worm" sheet to each student. Give each grouping a cup of prepared water for rinsing and moistening the worms.

3. Have students gently place the worms on paper plates. Each student should apply his or her manus lens to brand observations and should complete a pupil sheet individually.

4. In one case students accept finished their observations, have them carefully place the worms back in the cups with soil.

5. Ask students, Is the worm you have been observing live? How exercise you know? Aid students conclude that the worm is alive because it moves, needs water and food, grows, etc. Ask, What about the model worm? Is it alive? Why or why not?

6. Create a class chart or Venn diagram (see "Logical Relationships," p. 7, PDF) to record and compare students' observations virtually the models and living worms. Ask, In what ways is the model worm like the living worm? In what ways are the two kinds of worms unlike? Talk over the differences between living and nonliving things.

   Annotation. If students will not be making worm terrariums on the aforementioned mean solar day, place earthworms in a container of clammy (not moisture) soil.

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Function 3. Making terrariums

1. Explicate to students that they will exist preparing a place in which the earthworms tin live. Ask, What exercise earthworms need to live? Remind students of the differences between the living and model worms.

2. Follow by asking, Where practise worms find their nutrient? What do they eat? Where do worms find water? Aid students conclude that soil provides worms with most of the things they need.

3. Show students the materials they will need to build a terrarium: earthworm, prepared 2-liter bottle (container), 16-oz plastic canteen with lid, small bags of sand and soil, used java grounds, uncooked oatmeal, blackness paper, rubber band, and h2o mister (loose materials on tray).

4. Brainstorm to demonstrate how to prepare a terrarium—but carry out the steps in the wrong sequence. For example, place the container upside-downward and prepare the other materials on summit. Encourage students to volunteer ideas to assistance build the terrarium correctly. Meet "Steps to Prepare the Terrarium" (sidebar) in the Living Things and Their Needs Instructor'due south Guide.

5. Distribute the tagboard strips and copies of "Building a Terrarium" student sheets. Have students cutting out the instruction cards from the sheets. Ask students to arrange the cards in logical order along the length of the tagboard strip (the strip may exist folded in half three times to create eight equal spaces). Have students number the cards and glue them to the strip.

6. Have groups build the terrariums past following the instructions on the sequence strips. OR create a grade chart with the steps listed for students to follow. Allow groups to gather their terrariums.

7. One time the terrariums are complete (including the addition of earthworms), wrap each with black paper and secure with a rubber band. Label the terrariums with students' names.

8. Have students remove the paper covering the terrariums and observe their worms' homes daily for 2–4 weeks. Since the smaller canteen takes up much of the space within the terrarium, students will be able to notice the activities of the earthworms. They should note worm behavior and changes in the habitat, either by drawing what they run into or writing descriptive phrases in their journals. One time daily observations are complete, students should embrace the terrariums with the paper.

9. Help students monitor the wet content of the terrariums and mist the top layer, if necessary. Do not allow students to over water. The soil should be damp, but not wet.

10. During and after the 2–4 week period, discuss students' observations. Help students understand that worms, like all animals, need h2o and food to survive. Have students identify which substances in the terrarium are food for worms (leaves, coffee grounds, and oatmeal). Equally an assessment, consider having students draw a detailed, labeled picture of the worm habitat and depict or depict all of the things that the worms need to survive.

Handouts and Downloads

Related Content

• Living Things and Their Needs

  Teacher Guide

  The Living Things and Their Needs Teacher's Guide provides resources that allow very young students to explore living and nonliving things and acquire almost the basic needs of plants, animals, and people. (10 activities)

• Tillena Lou'due south 24-hour interval in the Sun

  Reading

  Tillena Lou and her siblings spend a lazy mean solar day imagining what it might exist similar if they were other types of animals. What would they need to survive?

Source: http://bioedonline.org/lessons-and-more/lessons-by-topic/ecology/needs-of-living-things/animals-needs/

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