Case Study: Meet The Crayfish

Isopods need water for them to stay alive. Other animals that they can be put in a category with are: crabs, lobsters, shrimp, crayfish, etc., they all use their gills to breathe. They were given the name “pill bug” because they are able to roll up in a tight ball when they feel threatened and it makes them look like a pill. They can be found in many places, these places are under rocks, logs, leaves, and moist areas. In this project he or she will be experimenting the type of environment an isopod likes more. The study of an animal’s behavior is called Ethology. An animal’s behavior is how they act when they are either alone or with other animals. When an animal reacts to an external stimulus is called Taxis. An animal can either move away or towards the thing that caused them to react. In this lab animal behavior will be experimented and observed, by isolating them in a controlled

My students will create their own Natures Notebook out of donated notebooks given to the school or I will provide them given the income status and if the student’s families can afford one. I will start the Natures Notebook with a PowerPoint describing what the project is, how it will be graded weekly and why it is important. For the observations, we will take 20 minutes at the beginning of class to go outside and observe, write what we observe and in the class that will lead us into our unique lesson plan for the day. At the end of the lesson, students will have 5 minutes to make a prediction for the next day.

The event that I attended was the McKinney Visiting Artist lecture featuring Mark Dion in Fine Arts room 102 on December 4, 2015. The title was “The Trouble with Jellyfish,” which made sense for about the first fifteen minutes because it was basically a lecture about jellyfish. How they live, thrive in conditions that would kill most sea life and their fossils. The point of this he said was to make us, the audience fall in love with jellyfish which then segue to the work he did in the Wunderkammen (Curiosity) Cabinets and other some of his other displays. Every display Dion talked about during his presentation involved animals or nature in way or another. I think the point of him talking about jellyfish in the beginning was not just not makes

On day, a scholar by the name of Samuel Scudder set foot into the experimental world of Professor Agassiz, (Scudder, 1874). After inquiries from Professor Agassiz about what Samuel’s objectives were, there seemed to be a realization that although Samuel wanted to be knowledgeable in the various aspects of natural history, but the main focus was the insect world (Scudder, 1874). Excited that Samuel wanted to get to work right away, Professor Agassiz obtained a sample of a fish contained in a jar in which Samuel was instructed to acquire and observe it with the reminder that from time to time the professor would inquire as to what one has observed. (Scudder,

At this level, providing guidance in grouping may be appropriate, such as, defining the characteristics of a crustacean. Crustaceans are animals that live in the water that have an exoskeleton and molt. A couple of examples of crustaceans are crabs and lobsters. Then ask the child if a shrimp is a crustacean, and why they gave that response.

Once I spotted two distinct crawdads in the shallows of a stagnant chasm near the peninsula. With a brave hand and cleaned out pickle jar I clumsily scooped up the clawed individuals, comparing their color and liveliness. Tiny lobsters, one dark, one light, were dropped into the blue campfire pot, tails curling as they hissed and cooked. To my surprise, the blackened crawdad was not inedible and tasted the same as the lighter shellfish, a discovery that led to further investigation. Books eased my curiosity as I researched the life cycle of the common crawfish. I learned that the dark crawfish had not molted yet and had on his old exoskeleton, a trait that had no effect on its overall

Students at this level however do not need to get into the specifics. Continuing forward, when students are asked to make observations, they are being asked to see with their eyes and measure and collect data. Students will look at the varying types of plants and fish living in one area of Lake Michigan or Lake Huron; they will search for patterns and make connections to the diversity of life living in that area, while collecting empirical data along the way. Next, students will look at another area within one of these two lakes and repeat the steps. Once students have done this for several individual areas, or habitats, across the entire region students will then work towards taking their data for each and comparing one area to another. As students compare throughout the process, it is important to note that, for this purpose, they are looking for similarities and differences form one thing or individual to

Zach hunched himself up on his elbows, stuck the cigarette in his mouth and raked a hand through his thick black hair. Some French Quarter death rockers spent hours before the mirror trying to achieve the precise combination of unnatural __9__ blue-ebony hair and bloomless translucence of skin that had been visited upon Zach __10__ simple genetics.

Ethan, a parrotfish lived near the coast of California. He found pleasure in harassing and eating crabs for dinner. His cave was surrounded by his relatives of verdant colored parrotfish. Often, cascades of burgundy red crayfish scurried along the abyssal depths of the ocean floor. A mile away, muddy, green, slobs of algae lined the surface of the scorching hot coastline, like pigeons on a telephone pole. Ethan always remembered his mother saying,

The art project that is integrated into the science lesson is for the kids to create an animal, either their favorite animal, or an animal based off of the animals in the area around them. The students will begin by watching a video about how Eric Carle creates the illustrations for his books. Eric Carle and his tissue paper method of creating animals will be the student’s inspiration for how to design their own animal. The students

United Kingdom: B&Q is the best-known retailer (96%). It is the 1st DIY Retailer in terms of purchase as well (68%), followed by Homebase (64%). Screwfix is known by 74%, and 36% o these customers purchase there (3rd position). Positive comments from Trade on B&Q are on product choice and availability and value for money. Some negative comments on weak relationship, technical advice and delivery. The strengths of Screwfix are the easy navigation website, the search efficiency, the big choice and fast delivery. Ironmongery Direct and Ebay are pointed out as competitors.

I chose to record a 40-minute whole group, Science lesson that focused on the movements of animals. This lesson focused on how animals have different body parts, also known as structures, and how animals’ movements help them survive in nature. As I began the lesson, I activated students’ prior knowledge by posing the question: What is an organism? Students were able to respond that an organism is a living thing and organisms need food, water, air, space, sunlight, and shelter. After informing students that they would be exploring how different animal behaviors help them survive in nature by exploring how animals move, students participated in a turn and talk to discuss the different ways animals move. I regained students’ attention and displayed an anchor chart I created, How do animals move? On this anchor chart, I drew four different animals (fish, bird, elephant, and turtle). Students were able to provide me examples of the movements of these animals. However, I challenged students by asking them to provide me with more descriptive examples of movements. For example, students stated that a turtle can swim, and I challenged students by asking students if turtles can paddle, students agreed that turtles can paddle. Students were then able to state that an elephant doesn’t just walk or run, but an elephant can also stomp.

This will be the first section of the unit. It is important for students to be able to describe the differences between living and nonliving things because these are important aspects of our environment in the world. Students will be able to distinguish what makes something living and what makes something nonliving. Students will be able to define the term organism and how this is another term that shares the same meaning as living thing. Students will also be able to describe the basic needs of living things and pose questions to themselves, in order to determine if an object is living or nonliving. Students will recognize the difference between living and nonliving things and accurately identify living and nonliving while exploring their surrounding environment. Students will form predictions and observations while recording and collecting data and evidence throughout this portion of the unit, as students will learn these are the everyday tasks of real scientists. Students will learn that the data and

Do you think you can keep other males away from your female partner by guarding her 24/7? You know what? You cannot...Not if you’re a male mourning cuttlefish. Biologists from Macquaire University, Sydney have found out that by abusing their exceptional visual signaling skills male cuttlefish are able to steal partners of rival males in front of their eyes!

Biology provides students with the opportunity to examine “the study of all aspects of life and living things” (Audesirk, et al. 905). In the classroom that the group volunteered to clean up, the educator teaches environmental science. By organizing papers, filing assignments, and cleaning desks the group helped the educator to effectively teach her students to care for the environment, which saves living organisms. By the classroom being organized and clean, the teacher will be able to have better time management skills, which will allow her to spend more time teaching her students about environmental science rather than wasting time searching for assignments. The teacher gives her students a broader understanding of the impact human development and influences have made on the environment, which relates to Biology in the way that knowledge about living organisms can help preserve their habitats.