1  Question: What characteristics of the millipede help it to survive in its natural habitat?  Hypothesis: (Predict & share)  Plan: Observe the features of the millipede using a hand lens (in a tank and in a cup)

2 Observation: Observation Chart CharacteristicObservations in TankObservations in Cup Body Covering Body Structures Movement Color Shape Size Adapted from Record Sheet 4A

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Characteristics of Arthropods Video 5

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*Complete/Incomplete Metamorphosis:  Metamorphosis is called complete when there is no suggestion of the adult form in the larval stage, e.g., in the transformation from tadpole to frog or from larva to pupa to adult in bees and butterflies.  When the successive larval stages resemble the adult (as in the grasshopper and the lobster), metamorphosis is called incomplete. 7

Millipedes  Found in North American woodlands as well as deserts  Long segmented trunk  Round head with antennae pair for feeling, smell, and taste  Two pairs of legs attached to most segments  Vary in color—black, brown, some are vividly colored  Avoid light—some are blind  Play dead when distrubed  Defense mechanism—stink glands  May live for several years 8

9 Tri-Venn

10  Question: How will the FROGS respond to a change in the light of their habitat?  Hypothesis: If we change the lighting of the frogs’ habitat, I think  Plan: Design a plan.  Observation: Describe what you observed.  Conclusion:  Reflection/ Next Steps:

11  Question: How will the FIDDLER CRABS respond to a change in the light of their habitat?  Hypothesis: If we change the lighting of the frogs’ habitat, I think  Plan: Design a plan.  Observation: Describe what you observed.  Conclusion:  Reflection/ Next Steps:

12  Question: How will the MILLIPEDES respond to a change in the light of their habitat?  Hypothesis: If we change the lighting of the frogs’ habitat, I think  Plan: Design a plan.  Observation: Describe what you observed.  Conclusion:  Reflection/ Next Steps:

13  Question: How well does school meet our basic needs?  Complete the My Habitat Sheet Record Sheet 11A (TH-15) in small groups and be prepared to share.  Share observations.  Update Habitat Information Table

HABITAT INFO CHART FrogsCrabsMillipedesHumans FOOD Fish flakes Bloodworms Plankton WATER Fresh WaterSalt water SHELTER Plants/rocksTunnels under Shells SPACE Tank/pondBeach AIR Classroom air and through skin in water From water and classroom air 14

15  Question: What behaviors of the frog, crab, and millipede could we study?  Record Sheet 12-A  Respond to part B based on the research question below: How often does the crab go into the water?

16  Question: What specific characteristics of humans that enable them to survive in a variety of habitats?  Discuss human structures and behaviors and how they relate to habitats  Continue research  Use Record Sheet 13A

17 Structure Characteristics of the Structure Job/ Function: How the structure helps the animal survive in its habitat Humans- Structures and Behaviors

18 Lesson 14 Blackline Masters Tying it all together  Identify structures/behaviors needed for survival  Reading selections give students more information on each of three animals studied  Use observations to support information from reading

19  Compare the frog, crab, millipede, and humans. Each team will choose a characteristic to compare. CharacteristicFrogCrabMillipedeHuman COMPARING ANIMALS

20 Reading Selection: What Makes Beavers Special? Read the selection and answer the following questions. 1.What special characteristics do beavers have that help them survive in their habitats? 2.In what ways to beavers change their surroundings so that they can survive? 3.What other animals can change their surroundings so that they can survive?

Lesson 16: Presenting Our Research 21

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Millipedes cupcakes

25  Clean up, pack-up kit  Complete evaluations Please feel free to contact me if you have any questions. Stacy Chang, AMSTI-UAB Science Specialist