Table of Contents Diagnostic Pre-test Lesson 5: Habitats Lesson 1: Biomes Lesson 6: Living Organisms Lesson 2: Aquatic Biomes Lesson 7: Plants

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1 Table of Contents Diagnostic Pre-test Lesson 1: Biomes A Biome Experiment What Are Biomes? Comparing Biomes Biomes Vocabulary Biomes Around the World Biomes Journal Biomes Assessment Lesson 2: Aquatic Biomes Acid Rain and Aquatic Biomes Salt Water vs. Fresh Water Water, Water Everywhere Aquatic Biomes Vocabulary The Sunlit Zone Aquatic Biomes Journal Aquatic Biomes Assessment Lesson 3: Terrestrial Biomes Know Your Plants Types of Terrestrial Biomes Charting Terrestrial Biomes Terrestrial Biomes Vocabulary Comparing Biomes Terrestrial Biomes Journal Terrestrial Biomes Assessment Lesson 4: Ecosystems A Balancing Act Parts of an Ecosystem Understanding Ecosystems Ecosystems Vocabulary The Mangrove Ecosystem Ecosystems Journal Ecosystems Assessment Lesson 5: Habitats Give Me a Little Space A Habitat Is a Home Habitats Web Habitats Vocabulary Changing Habitats Habitats Journal Habitats Assessment Lesson 6: Living Organisms Life Goes Around Classifying Living Organisms Crazy Kingdoms Living Organisms Vocabulary What Is This? Living Organisms Journal Living Organisms Assessment Lesson 7: Plants Let the Sun Shine Plants Are Important Comparing Plants Plants Vocabulary Leaves Plants Journal Plants Assessment Lesson 8: An Animal Experiment Are Everywhere Classifying Vocabulary Who Am I? Journal Assessment Teacher Created Materials #12268 Biomes and Ecosystems Inquiry Handbook 3

2 Table of Contents Lesson 9: Predators and Prey Life in the Wild The Predator and Prey Relationship Traits of Predators and Prey Predators and Prey Vocabulary Predator or Prey? Predators and Prey Journal Predators and Prey Assessment Lesson 10: Food Chain Chain Reaction What Is a Food Chain? My Food Chain Food Chain Vocabulary A Forest Food Chain Food Chain Journal Food Chain Assessment Lesson 11: Food Web A Web of Intrigue Food Webs Describe Ecosystems Connecting a Food Web Food Web Vocabulary Aquatic Food Web Food Web Journal Food Web Assessment Lesson 12: The Energy Pyramid What Is an Energy Pyramid? A Pyramid of Energy Plants and on an Energy Pyramid The Energy Pyramid Vocabulary Desert Energy The Energy Pyramid Journal The Energy Pyramid Assessment Lesson 13: Adaptation An Adaptation Experiment Living Organisms Change Types of Adaptations Adaptation Vocabulary Camouflage Adaptation Journal Adaptation Assessment Lesson 14: Symbiosis Teammates What Is Symbiosis? Helping Each Other Symbiosis Vocabulary Symbiosis in the Savanna Symbiosis Journal Symbiosis Assessment Lesson 15: Parasites I ve Grown Attached to You Understanding Parasites Parasites and Hosts Parasites Vocabulary Malaria Parasites Journal Parasites Assessment Lesson 16: Destruction Ocean Destruction Changes Around the World Change Happens Destruction Vocabulary The Amazon Rainforest Destruction Journal Destruction Assessment Culminating Activity: Biome Extravaganza Project Overview Project Requirements Project Planning Sheet Project Rubric Performance Rubric #12268 Biomes and Ecosystems Inquiry Handbook Teacher Created Materials

3 Name Lesson 8 An Animal Experiment Directions: Choose one of the Questions for Investigation below. Use the question you chose to formulate a hypothesis. Then, design an experiment to test your hypothesis. Make observations and draw a conclusion. Create a record of your experiment on a separate sheet of paper. Questions for Investigation Do earthworms prefer a dry environment or a wet environment? Hint: Think about what type of weather brings out the worms. Do earthworms prefer a dark environment or a light environment? Hint: Think about what kind of climate worms prefer. Question Select one of the Questions for Investigation. Write the question you chose. Hypothesis Formulate your hypothesis. (What is the answer to your question?) Write your hypothesis. Experimental Design Design and conduct your experiment. Write the steps of your experiment. Observation What happened during your experiment? Record your observations. Conclusion What is the answer to your question? Write your conclusion. Do your findings support your hypothesis? What did you learn from this experiment? Teacher Created Materials #12268 Biomes and Ecosystems Inquiry Handbook 67

4 Lesson 8 Are Everywhere are all around us. are living organisms. eat food. Even humans are animals. Many different animals live on Earth. And, many new animals are found all the time. share some of the same characteristics. All animals are made of more than one cell. They eat food and have babies. They also have nerves and muscles in their bodies. can be put into two groups: vertebrates and invertebrates. Vertebrates are animals that have a backbone. The backbone helps animals to move. Examples of vertebrates are humans and snakes. Birds, fish, and dogs are also vertebrates. Some vertebrates are cold-blooded. That means that their body temperature is the same as the outside temperature. Snakes are cold-blooded. Snakes must sit in the sun to warm their bodies. Other vertebrates are warm-blooded. That means they make their own body heat. Their bodies will stay the same temperature no matter what the outside temperature is. Humans are warm-blooded. Invertebrates do not have backbones. Some invertebrates have skeletons. The skeletons are on the outsides of their bodies. It protects them. A crab is one example. Many invertebrates do not have a skeleton. Jellyfish are one example. All invertebrates are cold-blooded. They do not make their own body heat. They must get heat from the sun. are also grouped by type. These are called classes. Examples of classes are birds, mammals, and insects. Reptiles and mollusks are two other classes. The animals in each class can be put into more groups based on things that they have in common. For example, animals that have common body shapes are placed in similar groups. Apes, monkeys, gorillas, and humans are all mammals. Their class is called primate. These animals share many similar things. They all give birth to live young. That means they do not lay eggs. They also have hair and thumbs. All animals have some things in common. But, there are many things that are different, too. The things that are similar help scientists divide animals into groups. This also helps scientists decide what to call new animals when they are found. Those groups can help scientists learn more about the new animals. 68 #12268 Biomes and Ecosystems Inquiry Handbook Teacher Created Materials

5 Name Lesson 8 Classifying Directions: Write the two categories of animals in the blank boxes below. Add details about each category of animals in the space below. Animalia details details Teacher Created Materials #12268 Biomes and Ecosystems Inquiry Handbook 69

6 Lesson 8 Name Vocabulary Directions: Use the definitions below to illustrate each vocabulary word. Write a sentence with the term to explain your picture. Definition Box cold-blooded invertebrate vertebrate warm-blooded the inability to produce body heat; body temperature is determined by the temperature of the environment refers to animals that do not have a backbone or vertebra refers to animals that have a backbone or vertebra the ability to produce body heat, no matter the temperature of the environment Vocabulary Word Illustration Sentence coldblooded warmblooded vertebrate invertebrate 70 #12268 Biomes and Ecosystems Inquiry Handbook Teacher Created Materials

7 Lesson 8 Who Am I? ROD PLANCK/PHOTO RESEARCHERS, INC Lesson 8 Teacher Created Materials #12268 Biomes and Ecosystems Inquiry Handbook 71

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