Investigations

Class Time Required	Activity 1A - 2 class periods Activity 1B - 1 class period What Lives in a Jar Extension - 1 class period plus 15 minutes/day for 5 days
Materials Needed	Science notebooks Compare and Contrast Response Chart Chart paper Clean jars with lids Water from local aquatic habitat Magnifying lenses Eyedroppers Small clean surfaces for observing water drops (glass slides, small plastic lids, etc.) Thermometers Rulers and/or other measuring tools O-W-L chart on overhead, board, or chart paper Books and posters of aquatic habitats and animals Poster board Scissors Glue Nature magazines for cutting out pictures of aquatic animals
Teacher Preparation	Determine nature walk location Prepare science notebooks for students Collect jars of water from a pond, stream, lake, river, or the ocean. Label the jars Prepare Animal Riddles Collect nature magazines with pictures of aquatic habitats that students can cut out Collect pictures, posters, and books of aquatic habitats and animals
Prior Student Knowledge	Students should know the difference between living and nonliving things, and have experience sorting plants and animals into different groups. They should also understand that animals, including humans, live in homes, and that each place has plants and animals that can survive there. A mini-lesson on the use of scientific tools would be helpful. It could include: how to use a magnifier or loupe, how to use a thermometer, using measuring tools, how to use an eyedropper, how to take care of tools, where to put them when finished.
Vocabulary	Aquatic habitat, Evidence, Habitat, Shelter, Algae, Microbe, Microscopic
Science GLEs Addressed	1st and 2nd grade standards: A1, C3, G3, G4 3rd grade GLEs: [3] SA1.1, [3] SA1.2, [3] SA3.1, [3] SC3.1, [3] SC3.2, [3] SG2.1, [3] SG4.1

Overview: In this 4-6 day investigation, students identify specific traits of a habitat. They start with a familiar local habitat and then focus on aquatic habitats. Children are guided through an initial field session, a follow-up exploration of water habitats, and discussions of aquatic habitats and the animals that live in them. They use an OWL chart to track initial thinking, useful questions, and new learning, and they use science notebooks to document thinking and discoveries as well as questions and specific comparisons and contrasts. A quick assessment check using a cut and glue animal will give teachers an idea of initial understandings of habitat.

Class Time Required	1 class period
Materials Needed	Color photos of animals to accommodate the size of the students’ Science Notebooks. Glue Crayons, Markers, or Colored Pencils Writing paper Pencils
Teacher Preparation	30-60 minutes to find magazine pictures.
Prior Student Knowledge	Animals have different characteristics and these characteristics can be clues to the kind of animal.
Vocabulary
Science GLEs Addressed	1 st and 2nd grade standards: A1, C3, G3, G4 3rd grade GLEs: [3] SA1.1, [3] SA1.2, [3] SA3.1, [3] SC3.1, [3] SC3.2, [3] SG2.1, [3] SG4.1

Overview: This lesson builds on the prior activities designed to engage students in actively thinking about an animal’s habitat. Students work together to create their own riddles about a given animal, demonstrate knowledge of that animal, its characteristics, and its habitat.

Class Time Required	2-5 class periods
Materials Needed	Science notebooks Research checklist Research rubric Posters of Aquatic Animals from Investigation 1 Resources for research including books, Web sites, videos, magazines, local scientists and other experts Art materials, play props, or other resources for students’ final presentations
Teacher Preparation	30 minutes to read instructions and assemble materials
Prior Student Knowledge	Students will need to have experience or instruction in using their science notebooks. They will need to have collaborative skills to work in small groups. Non-fiction reading strategies (i.e. slow pace, checking for understanding, asking questions during reading and rereading for meaning) should be taught previously and/or concurrently. Students should be able to write in complete sentences and use organizational skills in their writing i.e. topic sentence with a minimum of two supporting details.
Vocabulary	Aquatic, Characteristics, Collaboration, Habitat, Investigation
Science GLEs Addressed	1st and 2nd grade standards: SA1, SC1, SC2 3rd grade GLEs: SA1.1, SA2.1, SC 1.2, SC2.2, SG4.1

Investigation 2 Overview: Students select an animal to research from a list of teacher-chosen freshwater animals, tide pool creatures, or ocean mammals. They learn that an animal lives within a specific habitat because it is able to meet its needs for food, water, and shelter. Students will develop the understanding that they can find information about specific animals and habitats in books, on the Internet, and from their own local environment and that they can learn from scientists and other experts.

Class Time Required	4-6 class periods + 8-10 daily observations
Materials Needed	Science notebooks Dry brine shrimp cysts Disappearing Lake book One 2-liter soda bottle or clean jar for each student Tap water (not chlorinated) Salt without iodine Baking soda Magnifying lens for each student Sticky notes Masking tape Paper towels Black construction paper 3-4 eye droppers Permanent markers Measuring cups centimeter rulers Optional: microscope(s) or teacher overhead microscope
Teacher Preparation	Be sure to read entire lesson, including Teacher Background Information first. Purchase/order brine shrimp weeks in advance. Organize materials for distribution to students. Prepare a few “control hatcheries”. Set up habitat choice stations.
Prior Student Knowledge	Students will need to use good listening skills and follow oral directions when setting up their investigations. They should have some background in aquatic habitats from Investigations I and II.
Vocabulary	Adapt, Aquatic, Cyst, Embryo, Exoskeleton, Habitat, Larvae, Temporary, Trehalose, Vernal
Science GLEs Addressed	1st and 2nd grade standards: SA1, SA3, SG2, SG4 3rd grade GLEs: SA1.1, SA1.2, SA3.1, SG2.1, SG4.1,

Overview: Students set up experiments to test their predictions about what brine shrimp eggs need to hatch and to grow. They make daily observations, ask questions, and record and share information.

Class Time Required	2-3 class periods plus 3-4 hours for field trip
Materials Needed	Magnifiers Identification keys or guides specific to the area Science notebooks Beans or buttons for practice timed count Bag of outdoor protected writing tools; pencils, colored pencils, small ruler Thermometer Small buckets and nets Underwater viewers Watch or stopwatch Whistle or signal for gathering students Digital camera Snacks Backpacks Clipboards Glue Rubric for Investigation 4 OWL chart from previous activity
Teacher Preparation	Choose field site and organize transportation, permissions, and adult volunteers. Practice a timed count with students before the trip using visible objects that can be widely scattered. Locate field guides and other tools for trip. Obtain snacks and water bottles for students, with parent help. Organize everything into backpacks for trip.
Prior Student Knowledge	Observation and communication skills.
Vocabulary	Characteristics, Habitat, Observation , Timed count
Science GLEs Addressed	1st and 2nd grade standards: SA1, SA3,SG2, SG4 3rd grade GLES: SA1.1, SA1.2, SA3.1, SG2.1, SG4.1

Overview: Using skills and background information they have developed through classroom experiences and the initial nature walk, students will go into the field to observe and measure local habitats. Students will begin by exploring the area, then do “timed counts” to get an idea of the observable organisms in the local environment. They will then focus individually on one small area to study. Students will participate in a "scientific conference," write and draw in their science notebooks and take digital photographs, eventually using the information to communicate their findings to classmates, school, community, and parents.

Class Time Required	7-12 class periods
Materials Needed	Science notebooks Invitations for families, Native elders, and Culture-Bearers, as well as wider community Document Source Reader if available Student photographs from Investigation 4 Materials for displays and visual aids.
Teacher Preparation	1 hour to gather materials, 1 hour to arrange details.
Prior Student Knowledge	Students will need prior practice in listening, collaborative work, and sharing of ideas. Students with practice in critical thinking skills will be able to defend their thinking and/or question a fellow student in a positive way, connecting to enduring understandings.
Vocabulary
Science GLEs Addressed	1st and 2nd grade standards: SA1, SA2, SC1, SC2, SG4 3rd grade GLEs: SA1.1, SA2.1, SC1.2, SC2.2, SG4.1

Overview: In this investigation, students will present their At Home In the Water activities, share their thinking, work on a hall display, and be a part of a classroom or whole school celebration of Alaska Seas and Watersheds Curriculum. They will be sharing with each other, with other students in the school, with parents, and with community members. As part of the culminating project they may also share local habitat information with other students around Alaska by posting their photos (from Investigation 4) and descriptions on the web.

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