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Main Curriculum Tie:
Background For Teachers:
Earthworms have no ears, eyes, teeth, or legs, but have a tiny brain and five hearts. Many earthworms can grow new body segments and body parts if they get hurt. Earthworms have muscles and hairy bristles called setae (see tee) that help them move. Earthworms rely on sensory devices near their mouths and sensory receptors in their skin to detect light and feel vibration. Earthworms are hermaphrodites (possess both male and female reproductive organs but it cannot mate with itself). They double their population about every six to eight weeks. Some things that earthworms are found to like are oatmeal, old bread, vegetable scraps, leftovers, shredded newspaper, grass, mulched leaves, ripe fruits, etc. Some things that they try to avoid are: acidic and spicy foods, salt, and vinegar products. Their size ranges from less than an inch to over 22 feet long. The largest earthworms are found in South Africa and Australia.
This activity will allow the students to observe three different
worm models. The students will identify what is living and nonliving
with the Worm Model Characteristics. After discussing similarities and
differences, the students will predict how the three worm models will
react when using a flashlight, a heat source (the sun), and water for
moisture on the second part of this activity. The students will discuss
and conclude their findings on the I Noticed worksheet.
Intended Learning Outcomes:
1. Use science process and thinking skills.
1. Develop a positive learning attitude toward mathematics.
Provide a plastic worm, a gummy worm, and a live worm, for each student to observe. Students should use a hand lens (magnifying glass) to observe and illustrate (draw) the three different models. Have the students observe the three models and discuss with their partners all the things that are alike and different. Then pass out Activity Worm Model Characteristics and have students complete this worksheet. After giving sufficient time, ask students to turn Activity Worm Model Characteristics over to I Noticed! and have them list any additional characteristics they noticed.
What’s different about these worms? Administer equipment, one for each pair of students unless otherwise indicated.
Townsend, J., Bunton, K (2006). "Indicators for Inquiry". Science and Children, Volume 43 (Number 5), page 37.A hands-on approach to the observation of simple objects and patterns facilitate children’s ability to report their findings. When combined with inquiry it peaks children’s natural curiosity and allows them a wide range of investigative and science-process skills. Teachers can enhance this learning with well-placed guiding questions.
Ketch, A. (2005). "Conversation: the Comprehension Connection". The Reading Teacher, Vol 59 (Number 1), Page 8.Engaging students in classroom conversation is a catalyst to reflective thinking. As they seek to understand the world around them, conversations full of thought-provoking questions becomes the connection between their inquiries and their comprehension.
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