Cnidarians

Students discussed and read - pgs19-23 - the section on cnidarians - jellyfish, polps, medusas. Students then answered ALL questions on page 23 in their spirals.

Sponges and "Soak It Up"

Students read pages 15-17 in the Animal book. They then sketched s aponge in their science spirals and labeled and defined the 4 parts of a sponge. Students then worked in groups to complete the "Soak It Up" activity on page 18. Students need to answer questions 1-4 on a separate sheet of paper and finish for homework.


The trout are growing bigger every day. We have had two that have jumped out of their nursery pen. So....we are in the process of sectioning off part of the tank so that they will have more space but won't get caught in the filter system by the uptake hose.

Animal Symmetry

Students read pages 12-14 on animal symmetry. We discussed the three types: bilateral, radial and no symmetry. Students completed the very easy review and reinforce worksheet (1 page). We watched a short powerpoint on animal symmetry as well.

The trout:  Are growing bigger every day. Hopefully someone will make a larger nursery pen for them until we are able to let them swim free.

Animal Movement

We corrected Friday's worksheet. Then students worked in groups and were given an empty water bottle, modeling clay, pipe cleaners and  Popsicle sticks. They needed to design an animal that moved other than flying, walking, hopping or swimming.  this activity gets the creative juices flowing and help students learn how to work collaboratively in teams.

What is An Animal?

We are in the new Animal Book - so if you use the on-line version make sure that you click the Animal Book - the one with giraffes on the cover. Today students read pgs 6-11 and worked on the worksheet. The worksheet needs to be finished over the weekend if it wasn't finished in class.

Please bring in empty pop cans and/or empty water bottles for Monday.

Animal Discussions

Today we reviewed all the objects that students looked at. We discussed animal characteristics and what makes them different from plants ie. animal cells, having to find and eat food, digesting food and having eukaryotic cell ie with a nucleus. We also discussed the importance of good observations, sketching skills and thoroughly answering questions by providing explanations.

Animal Mini Stations

Today and tomorrow students will spend time at 10 different stations. In each station is an object. Students must determine if the object comes from an animal or not. Students must also discuss and decide what makes an animal an animal. Students need to draw and label the various objects.