Organisms

Lesson 7
Observing Freshwater Snails

The focus shifts from plants to animals. The freshwater snail will be introduced into the freshwater habitat.

1. Content Standards

2. Concepts

3. Lesson set up and Management

4. Teacher Tips

5. Literacy Support

 

1. Content Standards

INQA Scientific investigations involve asking and trying to answer a question about the natural world by making and recording observations.

INQC Scientists develop explanations, using recorded observations (evidence).

INQD Scientists report on their investigations to other scientists, using drawings and words.

INQF All scientific observations must be reported honestly and accurately.

SYSA Living and nonliving things are made of parts. People give names to the parts that are different from the name of the whole object, plant, or animal.

LS1B All plants and animals have various external parts.

LS1C The parts of a plant or animal appear different under a magnifier compared with the unaided eye.

LS2A There are different kinds of natural areas, or habitats, where many different plants and animals live together.

LS3A Some things are alive and others are not.

LS3B There are many different types of living things on Earth. Many of them are classified as plants or animals.

LS3C External features of animals and plants are used to classify them into smaller groups.

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2. Concepts

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3. Lesson set up and Management

Materials:

Student handling snail Student observing snail

Students should handle snails only
very briefly.

Sometimes it is easier to observe snails
out of the cup.

   
Cabomba plant  

Students can record observations and
labeled diagrams in their science notebooks
instead of on the record sheets from the
unit.

 

Student Management:

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4. Teacher Tips

Class observing table  

The class observing table will remind
students how to observe organisms.

 

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5. Literacy Support

Writing Support:

Reading Support:

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Last updated 6/17/2009