Critter Scene Investigation

Download & Print – CSI – Grade 1 Standards

Life Science

Students develop an understanding that Earth has supported, and continues to support, a large variety of organisms. These organisms can be distinguished by their physical characteristics, life cycles, and their different resource needs for survival. Different types of organisms live where there are different earth resources such as food, air, and water.

Core Ideas:

• • L1: Organisms are organized on a cellular basis and have a finite life span.
• • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms
• • L3: Genetic information is passed down from one generation of organisms to another.
• • L4: The unity and diversity of organisms, living and extinct, is the result of evolution.

Standards:

• 1.L1U1.6 – Observe, describe, and predict life cycles of animals and plants.
• 1.L2U1.7  – Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials.
• 1.L2U1.8  –  Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms.
• 1.L3U1.9 –  Obtain, evaluate, and communicate information to support an evidence-based explanation that  plants and animals produce offspring of the same kind, but offspring are generally not identical to each other or their parents.
• 1.L4U1.10 – Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities.
• 1.L4U3.11 – Ask questions and explain how factors can cause species to go extinct.

Social Studies

The content areas of civics, economics, geography, history, and disciplinary skills and processes.

Standards:

• 1.SP3.5 – Ask and answer questions about explanations given.
• 1.C1.2 – Follow agreed upon rules for discussions when responding to others and making decisions including consensus building procedures.<
• 1.C1.3 – Compare one’s own thoughts and opinions with others’ perspectives.
• 1.G2.1 – Compare how human activities affect culture and the environment now and in the past.

Download & Print – CSI – Grade 2 Standards

Life Science:

Students develop and understanding that life on Earth depends on energy from the Sun or energy from other organisms to survive.

Core Ideas:

• L1: Organisms are organized on a cellular basis and have a finite life span.
• • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
• • L3: Genetic information is passed down from one generation of organisms to another.
• • L4: The unity and diversity of organisms, living and extinct, is the result of evolution.

Standards:

• 2.L2U1.9 – Obtain, analyze, and communicate evidence that organisms need a source of energy, air, water, and certain temperature conditions to survive.
• 2.L2U1.10 – Develop a model representing how life on Earth depends on energy from the Sun and energy from other organisms.

Social Studies

The content areas of civics, economics, geography, history, and disciplinary skills and processes.

Standards:

• 2.SP3.5 – Ask and answer questions about explanations and arguments.
• 2.SP4.1 – Generate possible reasons for an event or development.
• 2.SP4.2 – Select which reasons might be more likely than others to explain an event or development.

Download & Print – CSI – Grade 3 Standards

Life Science:

Students develop an understanding of the flow of energy in a system beginning with the Sun to and among organisms. They also understand that plants and animals (including humans) have specialized internal and external structures and can respond to stimuli to increase survival.

Core Ideas:

• • L1: Organisms are organized on a cellular basis and have a finite life span.
• • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
• • L3: Genetic information is passed down from one generation of organisms to another.
• • L4: The unity and diversity of organisms, living and extinct, is the result of evolution.

Standards:

• 3.L1U1.5 – Develop and use models to explain that plants and animals (including humans) have internal and external structures that serve various functions that aid in growth, survival, behavior, and reproduction.
• 3.L2U1.6 – Plan and carry out investigations to demonstrate ways plants and animals react to stimuli.
• 3.L2U1.7 – Develop and use system models to describe the flow of energy from the Sun to and among living organisms.
• 3.L2U1.8 – Construct and argument from evidence that organisms are interdependent.

Social Studies:

The content areas of civics, economics, geography, history, and disciplinary skills and processes.

<Standards:

• 3.SP4.1 – Explain probable causes and effects of events.

Download & Print – CSI – Grade 4 Standards

Life Science:

Students develop an understanding of the diversity of past and present organisms, factors impacting organism diversity, and evidence of change of organisms over time.

Core Ideas:

• • L1: Organisms are organized on a cellular basis and have a finite life span.
• • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
• • L3: Genetic information is passed down from one generation of organisms to another.
• • L4: The unity and diversity of organisms, living and extinct, is the result of evolution.

Standards:

• 4.L4U.11 – Analyze and interpret environmental data to demonstrate that species either adapt and survive or go extinct over time.

Social Studies

The content areas of civics, economics, geography, history, and disciplinary skills and processes.

Standards:

• 4.SP4.1 – Explain probable causes and effects of events and developments.

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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