WEEK 4 ENDOTHERMIC & ECTOTHERMIC ANIMALS RESPONSE TO TEMPERATURE |
6.L.4B.5 Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature.
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Essential Knowledge
It is essential for students to know the characteristics of endothermic and ectothermic animals and how these animals respond to changes in their environmental temperatures. Animals that are vertebrates differ in their abilities to regulate body temperature. Endothermic (warm-blooded) ● Animals, including birds and mammals, maintain a nearly constant internal temperature and do not change with the temperature of the environment. ● When the outside temperature is too hot, an endothermic animal can cool off by sweating, panting, changing position, or changing location. Sweating and panting generate heat loss through evaporating water. Changing position and location allow the animal to find a cooler environment in the shade or shelter. ● When the outside temperature is too cold, an endothermic animal can generate heat by shivering. ● Endothermic animals must eat much more often than ectothermic animals since it takes energy to maintain a constant body temperature. For example, a lion must eat its weight in food every seven to ten days. Ectothermic (cold-blooded) ● Animals, including fish, amphibians, and reptiles, which have an internal body temperature that changes with the temperature of the environment. ● They must gain heat to perform internal activities such as digestion). ● If the environment is cold, ectothermic animals become slow moving and sluggish. Some animals must bask in the Sun (for example snakes or lizards) or move to a warmer area (for example some fish) before they can move about to hunt for food. ● If the temperature gets too hot, ectothermic animals will need to find a cooler temperature or burrow in the ground to keep its body cool. ● Ectothermic animals take on the temperature of their surroundings and don't use food energy to keep warm. Therefore, they don't have to eat as often as an endothermic animal. Extended Knowledge The students can engage in scientific argument from evidence regarding the merits of being an ectotherm and of being an endotherm. The student should be able to obtain and communicate evidence to support the position they take. Assessment Guidance The objective of this indicator is to analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. Therefore, the primary focus of assessment should be for students to analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) that explain how the different characteristics of endothermic and exothermic animals allow each group of animals to survive temperature changes in their environments. This could include but is not limited to students collecting data regarding the change in activity rate of ectothermic animals in environments of different temperatures; for example, students could observe the breathing rates of goldfish at different temperatures. Students could also explore how endothermic animals maintain their body temperatures in a variety of environments. For example, students could collect quantitative data of how a variety of substances, including lard (animal fat), insulate a thermometer submerged in cold water; they should use this data to construct an explanation of how some animals, like seals, survive in very cold water. In addition to analyze and interpret data, students should ask questions; plan and carry out investigations; use mathematics and computational thinking; engage in argument from evidence; construct explanations; develop and use models; obtain, evaluate, and communicate information; and construct devices or define solutions. |
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ANIMAL CARE SHEETS
ANIMAL FACTSVIDEO LESSON #1 VERTEBRATES & INVERTEBRATESVIDEO LESSON #2
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vertebrates_and_invertebrates_slides.pdf | |
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classification.pdf | |
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invertebrate_chart_.pdf | |
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dichotomouskeyalientheme_student_version.pdf | |
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ANIMAL WARM UPS
3 SLIDES PER DAY
animal_warm_ups.pdf | |
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presentation_for_weebly_3.1_and_1.3_alternate_2015.pdf | |
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6-3.1_and_6-1.3_student_packet_alt_version_2015.pdf | |
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6-3.1_&_6-3.3_&_6-1.3_animal_student_packet.pdf | |
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Fact Sheets PDF | |
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invertebrates_fact_sheet.pdf | |
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animal_observations_gatto.pdf | |
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VERTEBRATES INFO CHART
vertebrate_facts_sheet.pdf | |
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SYMMETRY: BILATERAL/RADIAL
PROOF THAT A SNAKE IS A VERTEBRATE
classifying_sharks_dichotmous_key_directions.pdf | |
File Size: | 540 kb |
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Bird Body Parts | |
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CLASSIFICATION & DICHOTOMOUS KEYS
VIDEO LESSON/SLIDE PRESENTATION
dichotomouskeyalientheme_student_copy.pdf | |
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wacky_people_dichotomous_key.pdf | |
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dichotomouskeyalientheme.pdf | |
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ANIMAL SONGS/CHANTS
Thanks to Ms. Everhart & Ms. Lesley for the tricks!
Invertebrate Rap brought to us by Danielle Hamilton the students at WPMS
Icy Iguanas
During the cold winter snap January 1-7th of 2018, it was so very bitterly cold that frozen iguanas were literally falling down from the trees. Residents were told that if they see on that it was not dead, just stunned and it would be nice if they put it in the sunshine where it would revive.
Is an Iguana endothermic or ectothermic? Explain your answer.
Is an Iguana endothermic or ectothermic? Explain your answer.