Earthworms

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Information about Earthworms

Published on June 11, 2008

Author: LisaDElliott

Source: slideshare.net

Developing Questions in Science and Math with Earthworms By Lisa Elliott 3/20/07 Taxonomy Kingdom: Animalia Phylum: Annelida Class: Oligochaeta Order: Haplotaxida Family: Lumbricidae Genus: Lumbricus Species: terrestris Classification Video

Whole Child Philosophy Piaget Vygotsky Erikson Maslow Gesell Play Cognitive Social Emotional Physical

Life Science Goals in Early Childhood Childs Curiosity Free Exploration and Play Lisa Elliott 4/07 Teacher Interaction Through Focused Exploration Organisms Habitats Nature Encourage Deeper Thinking through Questioning and Focused Exploration Reflect, Represent, Discuss, Demonstrate Experiences Model Respect for Living Things

 

Math Goals National Council of Teachers of Mathematics Numbers and Operations NCTM Measurement NCTM *Emphasis is child centered using math manipulatives, representational models, vocabulary, and discussion. Reasoning Problem Solving Communication Connections Lisa Elliott 4/07 Data Analysis NCTM Patterns Functions And Algebra NCTM Geometry and Spatial Sense NCTM Content Areas

 

 

 

Activity 1 K-W-L Chart What I Learned Want to Know What I Know

Earthworms - What do earthworms eat? -Where do they live? -What do they like? -How do they breathe underground? -Are alive -Live underground What I Learned Want to Know What I Know

Activity 2 Our role as teachers in life science is to guide and encourage further exploration. The art of inquiry and constructivist teaching is to not tell or fill a child with facts, but to help each child build and construct their own ideas about the world around them. Teachers can do this with through anticipating questions and misconceptions through careful preparation of the learning environment. Professional development

Our role as teachers in life science is to guide and encourage further exploration.

The art of inquiry and constructivist teaching is to not tell or fill a child with facts, but to help each child build and construct their own ideas about the world around them.

Teachers can do this with through anticipating questions and misconceptions through careful preparation of the learning environment.

Professional development

Basic Understanding of Life Science Organisms Consist of cells and tissue (14.07) Have a life span. (21.54) Get energy from another source. (29.05) Respond to changes in their environment. (40.58) Reproduce and pass their DNA on to the next generation. (49.17) Essential Life Science for Teachers VOD

Consist of cells and tissue (14.07)

Have a life span. (21.54)

Get energy from another source. (29.05)

Respond to changes in their environment. (40.58)

Reproduce and pass their DNA on to the next generation. (49.17)

An Earthworm’s Body Is soft, slimy brown or pink and is divided into rings or segments. Is pointed at both ends with one end flattened. Uses its skin to breathe and small bristles to move. Has no eyes.

Is soft, slimy brown or pink and is divided into rings or segments.

Is pointed at both ends with one end flattened.

Uses its skin to breathe and small bristles to move.

Has no eyes.

Earthworms have a Lifespan Living Beginning Growth Development Reproduction Death

Living Beginning

Growth

Development

Reproduction

Death

Earthworms Get Energy and Matter by Consuming soil, sand or mud as they tunnel through it.  dead leaves and other bits of plants.

soil, sand or mud as they tunnel through it. 

dead leaves and other bits of plants.

Earthworms Respond to the Environment by Living underground in burrows for protection. Earthworms cover the burrow openings with sticks, leaves or mud to keep out the cold and rain and to stop the burrow from drying out in hot weather. Earthworms leave their burrows when they flood with rain.

Living underground in burrows for protection.

Earthworms cover the burrow openings with sticks, leaves or mud to keep out the cold and rain and to stop the burrow from drying out in hot weather.

Earthworms leave their burrows when they flood with rain.

Protection from Enemies frogs birds people

frogs

birds

people

Earthworms Movement It has tiny little hairs sticking out underneath its body. The earthworm uses these bristles called setae to cling to the ground as it moves. The earthworm contracts its body to move.

It has tiny little hairs sticking out underneath its body. The earthworm uses these bristles called setae to cling to the ground as it moves.

The earthworm contracts its body to move.

Earthworms help the Environment by enriching and producing soil Worms spend their days tunneling through soil. Worms usually tunnel at least 20cm everyday. Worms eat dirt and other debris. Earthworms build soil by producing body waste called castings that are rich in nutrients.

Worms spend their days tunneling through soil. Worms usually tunnel at least 20cm everyday.

Worms eat dirt and

other debris.

Earthworms build soil by producing body waste called castings that are rich in nutrients.

An Earthworms Lifecycle Earthworms are hermaphrodites, each having both female and male reproductive organs. Fertilized eggs are deposited in the soil in cocoons. Each cocoon produces an average of four eggs. Eggs hatch within three weeks. Earthworms burrow deep into the soil and come to the surface to feed on organic debris.

Earthworms are hermaphrodites, each having both female and male reproductive organs. Fertilized eggs are deposited in the soil in cocoons. Each cocoon produces an average of four eggs. Eggs hatch within three weeks. Earthworms burrow deep into the soil and come to the surface to feed on organic debris.

Five Reasons Why Study Earthworms? Young children construct knowledge through participation with others in activities that foster experimentation, problem solving, and social interaction (Gallas 1995; Chaille & Britain 1997). Young children should be allowed to exercise choice in the learning environment (Bredekamp & Copple 1997). Children’s social skills develop best when they have opportunities to learn and practice them in the context of meaningful activities (e.g., Katz & McClellan 1997). Volcanoes made of baking soda and vinegar are a chemistry experiment. I had difficulty capturing penguins in my neighborhood. Journal Article NAEYC Young Children and Science; Science in the Preschool Classroom (Conezio &French 2003).

Young children construct knowledge through participation with others in activities that foster experimentation, problem solving, and social interaction (Gallas 1995; Chaille & Britain 1997).

Young children should be allowed to exercise choice in the learning environment (Bredekamp & Copple 1997).

Children’s social skills develop best when they have opportunities to learn and practice them in the context of meaningful activities (e.g., Katz & McClellan 1997).

Volcanoes made of baking soda and vinegar are a chemistry experiment.

I had difficulty capturing penguins in my neighborhood.

Best Practice for Science/Math Research Based Uses Inquiry Methods K-W-L Charts to guide, develop and answer questions together. Use of Higher Vocabulary and Scaffolding. NCTM Guidelines to align to standards. Well prepared teachers.

Research Based

Uses Inquiry Methods

K-W-L Charts to guide, develop and answer questions together.

Use of Higher Vocabulary and Scaffolding.

NCTM Guidelines to align to standards.

Well prepared teachers.

Science Exploration through Play Look for living things. Examine where living things live. Find out about environments of living things.*

Look for living things.

Examine where living things live.

Find out about environments of living things.*

Teacher’s Role Spend time with students who are ready and interested. Have ready children engage reluctant children. Observe play and listen to discussions to guide, plan, and prepare activities. *

Spend time with students who are ready and interested.

Have ready children engage reluctant children.

Observe play and listen to discussions to guide, plan, and prepare activities. *

Plan the Environment Child Centered and Teacher Focused. Create a Science Rich Environment. Encourage Wonder. Build Excitement. Explore living things in a new way.*

Child Centered and Teacher Focused.

Create a Science Rich Environment.

Encourage Wonder.

Build Excitement.

Explore living things in a new way.*

Being a Caring Naturalist What is a Naturalist. Stay Safe (discuss what can be touched and what cannot). Keep animals and plants safe. Look very carefully at what you find.*

What is a Naturalist.

Stay Safe (discuss what can be touched and what cannot).

Keep animals and plants safe.

Look very carefully at what you find.*

Questioning Tell me what you found. What does it look like? How does it feel? Where did you find it? Why do you think it was there?*

Tell me what you found.

What does it look like?

How does it feel?

Where did you find it?

Why do you think it was there?*

Reflection Document Tally Take photographs Write more questions*

Document

Tally

Take photographs

Write more questions*

Add a comment

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