Critter Scene Investigation

Strand 1: Inquiry Process

Concept 1: Observations, Questions, and Hypotheses

• PO1. Compare common objects using multiple senses.
• PO2. Ask questions based on experiences with objects, organisms, and events in the environment. (see M01-S2C1-01)
• PO3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., animal life cycles, physical properties, Earth materials).

Concept 2: Scientific Testing (Investigating and Modeling)

• PO1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms)
• PO2. Participate in guided investigations in life, physical, and Earth and space sciences
• PO3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units). (see M01-S4C4-07)

Concept 3: Analysis and Conclusions

• PO1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics. (see M01-S4C4-01)
• PO2. Compare the results of the investigation to predictions made prior to the investigation.

Concept 4: Communication

• PO1. Communicate the results of an investigation using pictures, graphs, models and/or words. (see M01-S2C1-02 and W01-S3C3-02)

Strand 4: Life Science

Concept 1: Characteristics of Organisms

• PO 1 Identify the following as characteristics of living things: growth and development, reproduction, response to stimulus
• PO 2 Compare the following observable features of living things: movement – legs, wings, protection – skin, feathers, tree bark, respiration – lungs, gills,
  support – plant stems, tree trunks
• PO 3 Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals.

Concept 2: Life Cycles

• PO 2. Identify similarities and differences between animals and their parents. (See 1CH-F4)

Concept 3: Organisms and Environments

• PO 1. Identify some plants and animals that exist in the local environment.
• PO 2. Compare the habitats (e.g., desert, forest, prairie, water, underground) in which plants and animals live.
• PO 3. Describe how plants and animals within a habitat are dependent on each other.

Strand 5: Physical Science

Concept 1: Properties of Objects and Materials

• PO 1. Classify objects by the following observable properties: shape, texture, size, color weight

Strand 1: Inquiry Process

Concept 1: Observations, Questions, and Hypotheses

• PO1. Formulate relevant questions about the properties of objects, organisms, and events in the environment. (see M02-S2C1-01)
• PO2. Predict the results of an investigation. (e.g., in animal life cycles, phases of matter, the water cycle)

Concept 2: Scientific Testing (Investigating and Modeling)

• PO2. Participate in guided investigations in life, physical, and Earth and space sciences
• PO3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units). (see M02-S4C4-05 and M02-S4C4-06)

Concept 3: Analysis and Conclusions

• PO2. Construct reasonable explanations of observations on the basis of data obtained (e.g., Based on the data, does this make sense? Could this really happen?) (see M02-S2C1-04)

Concept 4: Communication

• PO1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or written) (see M02-S2C1-02 and W02-S3C2-01)

Strand 2: History and Nature of Science

Concept 2: Nature of Scientific Knowledge

• PO1. Identify components of familiar systems (e.g., organs of the digestive system, bicycle)

Strand 4: Life Science

Concept 1: Characteristics of Organisms

• PO1. Identify animal structures that serve different functions (e.g., sensory, defense, locomotion)
• PO2. Identify the following major parts of: the digestive system – mouth, esophagus, stomach, small and large intestines, respiratory system – nose, trachea, lungs, diaphragm, circulatory system – heart, arteries, veins, blood.
  (see 1CH-F3-01)

Concept 2: Life Cycles

• PO1. Describe the life cycles of various insects.
• PO3. Compare the life cycles of various organisms.

Strand 1: Inquiry Process

Concept 1: Observations, Questions, and Hypotheses

• PO1. Formulate relevant questions about the properties of objects, organisms, and events in the environment using observations and prior knowledge.
  (see M03-S2C1-01)

Concept 4: Communication

• PO1. Communicate investigations and explanations using evidence and appropriate terminology. (see W03-S3C2-01)

Strand 4: Life Science

Concept 4: Diversity, Adaptation, and Behavior

• PO1. Identify adaptations of plants and animals that allow them to live in specific environments.
• PO2. Describe ways that species adapt when introduced into new environments.
• PO3. Cite examples of how a species’ inability to adapt to changing conditions in the ecosystem led to the extinction of that species.

Strand 1: Inquiry Process

Concept 4: Communication

• PO1. Communicate verbally or in writing the results of an inquiry. (see W04-S3C3-01)

Strand 3: Science in Personal and Social Perspectives

Concept 1: Changes in Environments

• PO1. Describe how natural events and human activities have positive and negative impacts on environments (e.g., fire, floods, pollution, dams)
• PO2. Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion)

Strand 4: Life Science

Concept 1: Characteristics of Organisms

• PO1. Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival.
• PO2. Classify animals by identifiable group characteristics: vertebrates – mammals, birds, fish, reptiles, amphibians, invertebrates – insects, arachnids.

Concept 4: Diversity, Adaptation, and Behavior

• PO1. Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment.
• PO2. Give examples of adaptations that allow plants and animals to survive; camouflage – horned lizards, coyotes, mimicry – Monarch and Viceroy butterflies,
  physical – cactus spines, mutualism – species of acacia that harbor ants, which repel other harmful insects.

The Critter Scene Investigation introduces students to arthropods that live in Sabino Canyon and explores some of the unique habitats and microenvironments found in Sabino Canyon.

Habitat:

Compare Desert and Aquatic habitats and the plants and animals that may inhabit them.

Structure and Adaptations:

Define Arthropod by identifying the defining traits then compare insects and arachnids discussing their major morphologic structures and the adaptations they have made using large plastic models.

Life Cycles:

Compare Incomplete and Complete Metamorphosis using picture charts of life cycles of insects found in Sabino Canyon. We discuss the advantages of metamorphosis and why this adaptation is an advantage in changing environments.

At This point Creek and Desert Scenes Diverge.

Creek Scene is subject to season, water level in the creek and temperature conditions. Desert Scene can be done year around but is preferred in the winter.

CREEK SCENE:

Interdependence:

Build a Food Chain using cards of critters commonly found in and along Sabino Creek. Discuss the concepts of consumer, producer, predator, prey and how the life in the creek and canyon are connected.

Observe, Describe and Compare:

Hunt for critters in the creek using bowls and nets then describe and identify them using charts and magnifying cubes as well as observing the ways they move, get oxygen, and interact with each other. The stage of development is identified, and interesting facts about the critters are shared. All critters are safely returned to the water.

DESERT SCENE:

Classify:

Classify our large arthropod models by order using classification charts with pictures of Sabino arthropods.

Interdependence:

Play a card game to discuss the importance of arthropods in our ecosystem and the jobs that insects do for us as Pollinators, Predators, Plant Eaters, Decomposers, and Soil Enhancers and how human activity can affect these necessary jobs.

Observe, Describe and Compare:

Discuss seasonality and the reasons that only evidence of arthropods can be found at certain times of the year. Then we hunt for evidence found in the desert of arthropods being there even if it is too cold for them to be readily seen. Usually found are egg cases, antlion holes, funnel web spider webs, harvester ant holes, mesquite girdler beetle cuts, and cochineal scale. Results are recorded. Stories about each critter are shared with the students. If insects are easily found and captured they are held in plastic cubes and examined with magnifying glasses. Students are given an opportunity to draw the insect.

Habitat:

The area in which a plant or animal lives. A habitat includes conditions for plants to grow and reproduce and sufficient food, water and shelter for animals to survive. In the Sabino Canyon aquatic habitat is in, on, or above the creek bed where water dependent plants and animals are adapted to life in water. Desert habitat is the dry area away from the creek where plants and animals are adapted to survive in an area with little rainfall or access to water.

Arthropod:

Small animals that have jointed legs, segmented bodies and an exoskeleton (a hard outer skeleton). They are the most diverse of all animals comprising 85% of all animal species. There are five orders of arthropods: Insects, Arachnids (spiders, scorpions, mites), Crustaceans (shrimp, lobsters, crayfish), Diplopoda (millipedes), Chilopoda (centipedes). They are classified by their different structures and characteristics. Arachnids have 2 body parts (cephalothorax and abdomen), 8 legs, and no wings. Insects have 3 body parts (head, thorax, abdomen) 6 legs, and 1 or 2 pair of wings in most adults.

Metamorphosis:

The process of change from an immature form to an adult form in distinct stages. The life cycles of various insects differ. Incomplete metamorphosis is a three stage change in insects (egg, nymph, adult) found in dragonflies and mesquite bugs. Complete
metamorphosis is a four-stage change in insects (egg, larva, pupa, adult) found in mosquitoes and butterflies. A cocoon is a protective case spun by the larva of a moth or other insect to cover the pupa. A chrysalis is an insect pupa, especially of a butterfly, that is covered by a hard outer case.

Food Chain:

The transfer of energy from plants to animals that eat plants, then in turn, from the plant eating animals to animals that eat other animals. Producers are green plants that make food from sunlight, air, water and simple organic matter from the soil. Consumers are animals that eat plants or other animals for food. Predators are animals that kill and eat other animals. Prey are the animals that are eaten by other animals. Camouflage patterns and colors blend in with the surrounding environment to help animals hide.

Interdependency:

The mutual reliance of members of an environment on each other. Humans are dependent on arthropods to sustain our environment. The consequences of natural and human activity can impact the environment we live in. Pollinators (bees) move pollen to parts of a flower so the fruit and seeds can grow. Decomposers (termites) turn dead matter into material that can be used by producers. Soil Enhancers (ants) help improve soil so plants can grow better.

• • CSI Desert Scene Evidence Activity
  • CSI Word Search Puzzle
  • CSI Crossword Puzzle
  • The Food Chain
  • CSI Creek Matching Game

Arachnids

Eight legs, 2-part body; cephalothorax and abdomen

True Bugs

Wings of Adults generally folded in X pattern. Piercing, sucking mouthparts.

Mantids

Strong front legs for grasping prey.

Dragonflies and Damselflies

Four-winged flying predators.

Crickets, Grasshoppers, and Katydids

Long, strong hind-legs for jumping.

Beetles

Tough, hard forewings cover hind wings used for flight.

Flies

Only one pair of wings.

Bees, Ants, and Wasps

Narrow ‘waist’. Some have stingers, females only.

Butterflies and Moths

Four large wings are covered in scales that provide color and pattern.

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