Now You See It

Strand 1: Inquiry Process

Concept 1: Observations, Questions, and Hypotheses

• PO1. Observe 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 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

• PO1. Identify the following as characteristics of living things: growth and development, reproduction, response to stimulus.
• PO2. Compare the following observable features of living things: movement – legs, wings, protection – skin, feathers, tree bark, respiration – lungs, gills, support – plant stems, tree trunks.
• PO3. Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals.

Concept 2: Life Cycles

• PO2. Identify similarities and differences between animals and their parents. (see 1CH-F4)

Concept 3:

• PO1. Identify some plants and animals that exist in the local environment.
• PO2. Compare the habitats (e.g., desert, forest, prairie, water,
  underground) in which plants and animals live.
• PO3. Describe how plants and animals within a habitat are dependent on each other.

Strand 5: Physical Science

Concept 1: Properties of Objects and Materials

• PO1. 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)

• PO1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.
• PO2. Participate in guided investigations in life, physical, and Earth and space sciences.

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 1: Inquiry Process

Concept 1: Observations, Questions, and Hypotheses

• PO1. Formulate relevant questions about the properties of objects, organisms, and events of the environment using observation and prior knowledge. (see M03-S2C1-01)
• PO2. Predict the results of an investigation based on observed patterns, not random guessing.

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.

Students will focus on predator-prey relationships, food chains, and animal adaptations, and characteristics animals use to survive in their habitat.

• Predators are animals that hunt and eat other animals.
• Prey are animals that are eaten by other animals.
• Some animals are both predator and prey.

Food Chain is the relationship of plants and animals that follows one path. E.g. A hawk eats a snake, which has eaten a frog, which has eaten a grasshopper, which has eaten grass. If one link of the food chain disappears, nature suffers.

Differences between Carnivore, Herbivore, and Omnivore will be compared.

• Carnivores eat meat.
• Herbivores eat plants.
• Omnivores eat both plants and meat.

The characteristics animals use to survive in their habitat will be investigated.
Habitat is where an animal or plant lives.
Camouflage: Animals blend in by using colors, shape, or patterns to enable them to be a successful predator or prey.
Coloration:

• Standing-out Coloration: This characteristic is opposite to blending in. Why do some animals use color to draw attention?
• Warning Coloration: Some animals want to be brightly colored for survival. Bright colors mean danger – stay away! I taste bad!
• Mimicry Coloration: This characteristic allows one animal to look like another animal or something else (maybe a plant).
• Protective Stillness: This behavior is an important part of blending in and being so still it can’t be seen.

Adaptations that animals use to survive in their habitat will be identified.

• Physical Adaptations are characteristics or qualities that help an animal or plant survive in its environment. E.g. webbed-feet to help animals swim and wings to enable animals to fly.
• Behavioral Adaptations are the methods animals use in response to something in their environment. E.g. move into the shade on a hot day.

Concepts learned in the Now You See It activity will be reinforced in a bingo game and hide and hunt activity.

• NYSI Crossword Puzzle
• NYSI Word Search Puzzle
• NYSI Predator and Prey Activity
• NYSI Carnivore, Herbivore, Omnivore
• NYSI Drawing Activity