-Today, since we've been
observing soil and plants, we've been observing those,
um, we are going to today observe something
else for our terrarium, and some of you have
noticed what that was. We're going to be observing and
exploring crickets and what it has to do and going to have to do with our
with our food chain, okay. We're developing our food chain. Please turn to page 19
in your journals. Now what we're going to do is we're going to get our Materials Managers
and I've got a tray of objects. I'm going to show you
those objects first, okay. Materials Managers are going
to get a tray and on the tray you've got a container.
Inside the container is a cricket. Now, there might be one or two containers
with more than one cricket, okay. You're also going to get
four magnifying glasses, okay. Once this is on your table, the
Materials Managers can come get the terrarium as well, okay.
So, one terrarium per group. [students getting materials] - Wow! A real live cricket!
- Wow! [students taking materials back to their tables] - Give me five.
That means your hands are free, eyes on me.
Give me five. Remember we want to be participants,
not observers, okay. We're going to observe,
but we want to take part in it. Okay, good job. Now the first thing we're going
to observe are the crickets. Now that's what we've got,
I want you to think about and I want you to talk to your partner,
to your buddy that's next to you, and I want you to decide whether or not
you think that a cricket is an insect. Go ahead talk to your buddy.
Talk to your buddy. Decide whether or
not a cricket is an insect. - And it got antennas.
Ooh, and a thorax. A head, thorax, and... - Antennas? - No. A head, thorax,
and... - But they got antennas. - No, the three body parts. A cricket has six legs, an antenna,
head, thorax, and a agdum. - Give me five and look at me.
That means nothing is in your hands. Your eyes are on me.
We want to stay participants. Okay,
I'd like to see all beautiful eyeballs. You can straighten that out.
That's fine. Okay, what did you decide? Is a cricket an insect
and be ready to tell me why. Okay, Isabelle. - Me and David,
think a cricket is not an insect because insects, most insects,
have six legs and crickets only have four. - Okay, okay.
So you think it only has four. Does anyone want to
add to what Isabelle is saying? Isabelle, would you
choose someone please? - I... - Do you agree with Isabelle? - I don't agree with Isabelle
because the cricket do, the cricket does have six legs. And an insect has a agdum,
thorax, and a head with antennas. - Okay, good job. Uh, Skylar would you
enlighten us please? - I think it is an insect.
Uh, me and Jaylynn think it's an insect because it has six legs.
They need like, somewhere to live like, in grass and also they need to like, have
soil so they can dig underground. - Okay, all right.
Well with that in mind, and guys, you've had awesome
conversation and good feedback. Excuse me?
- It also has antennas. - Okay. Good,
good, good. You're absolutely right.
What I'd like you to do now, as a group, is I want you to take
your magnifiers and your eyes, and we're going to observe carefully.
You're going to do numbers one and two. That means you are going to draw, you're going to observe
the crickets in your container. You're going to draw a large
picture of one of the crickets, and then you're going to use
your chart at the bottom there and you're going to
answer question two, "Do you think a cricket is an insect?
Why or why not?" So you're going to have to
prove it with your drawing. And don't forget to label when you draw. - He's got two antennas.
Wait a minute; what's that in the back? It looks like another,
looks like another two sets of antennas. [students observing crickets
and filling out worksheets] - Okay, did you
look at your chart? Can you find everything?
Can you find everything, everything on the, on the... Okay, I like the way
you're starting your drawing. Remember to label your drawings.
Go ahead and start your drawing. Finish your drawing, hun. Want it turned around?
There we go. Did you check and make sure
that it has everything that's on the chart? - Yes. - You did?
Okay, can you draw it for me? Draw and label.
Label the parts for me. Ah, I like the way
you're using your chart to help you with your, good job.
What you're going to is like, you're going to draw a line like this
and write what that part is. You're going to draw
a line like this and, and write down the
word for the part, okay? So you're going to name
all the parts for me, okay? [students observing crickets
and filling out worksheets] Boys and girls give me five.
Look at me and give me five. Look at me and give me five.
I like the way your hands are free. I like that all eyes are on me.
Right, Isaiah? Right, Drake?
Thank you. Okay, we have...
you've been doing some great observations. I'm seeing some wonderful
drawings and labeling. You can continue,
but I want you to answer number two right now. Let's go ahead and answer number two
so we can begin our discussion. You have to tell me if it is an insect or not,
and why. Okay, go ahead and answer number two,
then you can go back. Who would like to share
their response for number two? Who has it down and
would like to share with everybody,
uh share their response? Okay, would you like to take the hot seat?
Listen. - I think it's an insect
because it has six legs, three body parts,
and four antennas, I know that because I took a magnifying glass
and looked at it real close. - Excellent. Okay, Jay you want to
go ahead and read yours? - It is a insect because
it got a agdumum... agdum, thorax,
and a head, six legs, and four, and antennas,
and that is why it's an insect. - Okay, nice job.
Let's give them the firecracker clap, please. [teacher and students clap
and snap their fingers] - Good job; let's have a seat. Okay, now you've told me that
this is an insect and you told me why. You told me that it
had three body parts. What was one of the
body parts that you noticed? What was one of the body parts? Yes?
- Thorax. - The thorax.
Um, in a minute I'm going to have you show me what that
is and where it is. What's another body
part that you saw? What's another body part? - The legs. - The legs.
Good. Okay,
what's another body part? - Um, those little
pinchers by its mouth. - Okay, all right. What else did you notice and see?
Isabelle. - The antenndents...
the ante... - The antennae?
The antenna? Okay. All right,
go ahead. - The little,
those things by the head. - Is it, is it by the head
or on the other end? - It's by the head. - It's by the head?
Okay. - Its legs. - Its legs, okay. All right,
well let's look up here. I would like... Let's see.
Jay you were one of the one's I asked you to... What body part
did you identify? - The thorax. - Would you come up here
and show me where that is? The thorax,
do we agree that the thorax is between the head and the abdomen?
Thumbs up or thumbs down. Okay, who disagrees? Does anyone disagree?
No, okay good job. That's absolutely right. Who can name, uh,
show me where another body part is? Okay, Isabelle. - Antenna. - Okay, let's scoot
over a little bit. There you go.
The antenna. Okay, all right. - The abdomen. - The abdomen.
Good job. Uh huh. - The wings. - Excuse me? - The wings. - The wings.
Yes. That's one thing I noticed a lot of you
did not have and insects have wings. Okay, there are wings.
Okay, good job. Good job. Okay, so we've
identified the antenna, the thorax,
the wings. What was the other
one we identified? Ms. Hollenbeck's getting old,
she's forgetting. Huh? - The thorax.
- The thorax, okay. Who can name another
body part from up here? Um, Brian come on up. - The head. - The head.
Good. Skylar, can you identify another
body part we haven't mentioned? - The abdomen. - The abdomen?
Okay, the abdomen. Good job. Now one thing that a lot of you... Now I noticed that
Drake had these on his drawing. And notice there is
another extension here. Does anyone's... Look at your,
look carefully at your cricket. Does yours have this,
it looks like a stick on the end there, does it have that extension at the end?
Some will, some won't. Some will, some won't. Raise your hand if your cricket,
raise your hand if you have a cricket
that has that extension. Raise that, raise your hand...
you might not have one and that's okay. Okay, look up here. Put your crickets down; look up here.
Okay, this is called an ovipositor. This is an ovipositor. What that does,
that's on females and it's a tube. And what that tube does
is it delivers the eggs. The eggs go through that tube and
they deliver it in the ground, okay. And so, that's how they
deliver their eggs, their little babies, their little eggs, okay, for
fertilization and growth, okay. So that's an ovipositor. If, I want you to turn to page 19.
You're going to answer three and four because you're going to
look to see if you can find the following body
parts on a cricket. If you don't have it
labeled on your cricket, please label the body parts, okay. Yes? - I still have my
question from earlier. What are those
two lines on the back of them? - Okay those are like,
um, they're little hairs. They're little hairs and what they do...
what do you think they might do? - Help them in
case they get lost. - How would it help
them in case they get lost? - Like,
[inaudible 00:14:15]. - Okay.
He is right that they're sensors. He is right that they're sensors.
So they can feel, they can feel...plus it helps, have you heard the crickets
make the noise when they rub their legs? Okay, that also helps in that too,
because it has the little, uh, they had the little
hairy parts on those back legs. And it is the males that
make the noise, not the females. Because one is going to sing... they want to compete for
the females and so they want to say, "I'm the prettiest singer."
So they're going to do that, okay. Okay,
Ally would you please read? - "Gently touch the tip of your pencil
to one of the cricket's antenna. What does it do?" - Okay, so you're going to... and you're going to choose
one person in your group and we're going to
let the leaders do that. The leader in each group
is going to have that job. And you're going
to just gently touch, and I'm not going to do it for you
because I want you to observe what happens when you just
gently touch the antenna. You're not going to stab it.
You're just going to gently touch that antenna. Okay, gently touch that antenna. [students touching
antennae with their pencils] - No, just one person. Look, but you need to
observe what he does. Please write down your observations,
put the lid back on the, the container, and please write down
your observations. Be ready to share. Remember when you're writing detail,
you're painting a picture with words. Okay, I would like the reporter
on each team to tell me what you observed. The reporter on each team. Now the reporter on this team...
Who's the reporter on this team? Okay, can you tell me
what you observed? - It just started to
run away in a circle. - It started to run in a circle. Okay, do you have any ideas
why that might have happened? - No. - No?
Okay. Does anybody on your team have an idea?
Go ahead. - Because, um, maybe the cricket was thinking
that we were trying to threaten it. - Okay, so by,
by feeling that on his antenna he thought that might have been a threat,
so he was running away? All right. Good thinking.
Who is the reporter in this group? Are you the reporter in your group?
Can you tell me, uh, can you tell the class
what yours did? - Our cricket jumped and ran around our box.
He almost got out. - Okay, good. Who is the...thank you, guys.
I'm liking your reasoning. I'm liking your responses.
Drake. Who is the reporter on this team? You are?
Okay. Can you tell us what happened
when the pencil was touched to the antenna? - When we was trying
to touch the ant, I mean, the cricket with the pencil,
it kept running away in circles, and we didn't get to touch it
because it kept on jumping. - Well we touched it a couple times,
but when we actually did touch it, there were sometimes,
we touched it a couple times and it stayed still
and we tried to touch it again. Then the second time
we tried to touch it, it ran off. - Okay, all right. Nice job.
Okay, I would like my materials people to come up here.
What you're going to do, what the material managers
are going to do when they get back to their uh, desks, they're going to fold their
piece of construction paper in half and they're going to make a tent.
It's going to look like a tent. And we're going
to see what happens when we put this little tent
inside the container. What do you think
the cricket will do? First of all, I want you to turn
to someone in your group, or within your group,
talk about... you can go on back...
talk about what you think might happen
when this is in there. - I think it'll get
in the tent and hide. - Me, too. - Give me five.
Give me five. Give me five.
What do you think will happen? What do you think will happen
when the tent is placed inside the container? What do you think? - I thought that it would
just go inside of it and hide. - Okay, all right.
Jay? - I think it may try to smell or
get the sense or something to figure out what it is because most of
the crickets do that in case it's like a, in case it's like in
danger or something. - Okay, do you think he'll go
inside it or go on top of it? What do you think he'll do? - I think he's gonna go inside. - Okay, all right. All right,
let's observe. Please put these,
you can open up the cages, have your friends...
have the team do it together. And make sure,
put the lid back on top so that the cricket doesn't hop out.
Okay, now give it a few minutes. Let's see what happens after a few minutes.
Just watch and see what it does. [students putting the
lid back on their cricket container] - It's going in,
but it's coming back out. It's observing. - It's observing it?
Okay. - The small one's going crazy.
- I think the small one's trying to get out. - And the big one is just like,
walking around not doing anything. - Now, what I want
you to do now, and this, we're going to add
our crickets to our terrarium. Wait a minute, you need to listen to all instructions first.
Are eyes on me? Okay, you're going to carefully,
wait, lift the lid and then you can dump
this out and then take the tent out. And I want you to watch
and see what happens. I will give you a lid for
the containers in a moment, but go ahead and
put your cricket in and observe. [students putting
their crickets in their terrariums] - Dump it in there.
Dump it in there. [students putting
their crickets in their terrariums] -This is weird. [students observing their crickets] - Look at it tryin' to get in the grass.
He's hiding right there. - Do you think there's
anything in here for it to eat? Give me five.
Give me five. Go ahead and put the lid
on your terrarium and finish, finish writing your observation
on number seven please. [students worksheet] Describe how they move,
and what they do, and where they go. [students writing on their worksheets] - Maybe he's tired.
Maybe he needs some food. - He has food in there. - What do you think the food is? - The grass. - The grass, okay. Let's write our observations.
- I'm done. - Did, did you describe...
did you paint a picture with words? Can you...you still need to complete your writing,
but who would like to, while we're finishing up our writings,
who would like to share their observations? - The cricket walked around at first.
He ate some grass. Then we couldn't find him
and I saw some grass wiggling and he was in the dirt,
but he climbed out and ate some more grass. After that, he climbed
all over the grass. - Okay, very good. He said something
very interesting that, um, that he couldn't see him at first in the grass.
That they couldn't think, think about what
the cricket looks like. Think about the coloring
of the grass and can you tell me about the color of the cricket
and the grass and why that's important. - Must have been camouflaging
himself because of the predators and he could've turned
himself green or brown. And when he camouflages himself
he blends in to the grass. - Okay, he blends in to the grass,
so he's kind of the same color as the grass and the ground or the dirt.
So he's hiding, isn't he? Excellent.
Excellent. All right, we have been explore...
books should be in your lap. We have been exploring crickets.
I want you to turn to a person next to you; you can group yourselves into threes or... Wait a minute you don't know
what you're going to talk about yet. Okay, and I want you to tell me or
I want you to discuss with each other what were the most
interesting things you found? Maybe something new you learned,
something interesting, or just something surprising.
All right, turn and discuss. - When I was observing the crickets,
I found out something new. It was about their back legs. I didn't even know they had back legs.
I didn't know they had antennas either. What did you learn? - A new thing I learned
about insects is I didn't see the wings
on the cricket. - I think the cricket was trying to
lay down or maybe it was sleepy because maybe it was tired
because it was eating too much grass or too much soil. - Okay, would you start us out
and share with us then? - Um, the,
the crickets in my team's terrarium, um, one was digging a
hole to make its home and the other was
exploring around the terrarium. - Okay so it was digging,
okay. Pick someone who wants to share
or they may want to comment on what you said. - Melissa.
- Well, uh, my group did almost the same exact thing,
Just he didn't dig. - He didn't dig?
Okay. Tell me in your own words.
What did it do? - It, uh,
it hopped around on grass. And when he got on
the hill he hopped down. It was kind of funny.
It was a girl. - Okay, and you
knew that because? - It had the little,
uh, the little... - Like a tube? - Yeah, a tube.
- Do you remember what that was called? - No.
- No. Who remembers
what that's called and help her out? You can choose who
you want to help you out. - It's what, it's what the
female has to deliver the babies. - Okay good.
All right. Good job. What was surprising?
We touched it, we observed it, we looked to see what
it would do when a tent was inside, we looked and saw
how it reacted to its new home. Okay, what was surprising?
James. - Me and Ethan said we
didn't know it could fly. - Did it fly or did it jump? - It jumped, um,
Melissa and I almost saw it fly, but it got scared. - Okay, well did the
wings surprise you? Is that what you're...
So you didn't think it had wings, right? Okay. All right,
so that was an interesting discovery. - It surprised me when,
when it kept on, every single time we took our
eyes off the cricket when we was writing and we put it back on the
cricket, we couldn't find the cricket. And then somehow it like,
camouflaged into the dirt and was eating the seeds and stuff. - Okay, all right.
Now, uh, you guys told,
you guys found out how a plant gets its food. It makes its food.
Okay, that's why it's a producer.
It makes its food. How do you think a cricket's going to get its food?
Does it make its own food? How does it,
how does it get its food? - A cricket gets their
food by eating the grass. - Eating the grass?
Okay, she thinks it eats the grass. How many feel the same way? How many feel that it would eat the grass?
Okay, all right. What else?
Anything else? Is that the only plant
it might eat? Yes? - It could go out and
find plants to eat and sometimes it
might eat other animals. - Do you think it eats animals? Okay, how many think crickets
only eat grass or other plants? Okay and we're going to find that out. How many think crickets eat grass
and other animals or other insects? Okay, two? Okay, so we have a couple of
people who think they eat both. Do we know what we call
an animal that eats both grass, uh, plants and animals? Yes. - I forgot. - You forgot?
Okay, think about it and share again in a moment. Would you say what type
of animal eats both plants and other consumers, other animals?
- Omnivore. - Okay, so an omnivore. That's right.
So we're going to, we're going to decide if it's...
What do we call it if it only eats meat? Uh huh?
- Meat eaters. - Yes they are meat eaters,
but there's another, another word for that.
But meat eaters is still correct. What else?
Uh huh? - Animal eaters.
- Okay. - Carnivores.
- Carnivores. Very good. So we've got carnivores,
omnivores. What if it only eats plants?
What do we call those animals that eat only plants? - Herbivore. - Herbivores.
Good job! Now, we have begun our food chain
and we're going to continue it tomorrow. I'm going to give you
a word to think about and it may be a word
you've heard before, it may not be. I'm going to challenge you overnight
to find out what you think it might be, and that word is decomposer.
Wait, don't, we're thinking about
it right now. I want you to check on it
and tomorrow we will share.
