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Animals, AnimalsA Science AZ Life Series
Word Count: 60
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Animals,Animals
Written by Ned Jensen
www.sciencea-z.com
Animals, Animals Learning AZ, Inc.Written by Ned Jensen
All rights reserved.
www.sciencea-z.com
KEY ELEMENTS US
The Big Idea: Understanding the divappreciate and enjoy the uniquenesthink about how we treat animals athe animal kingdom.
Key words:alike, animals, different, eat
Key comprehension skill:Compare and Other suitable comprehension skills:MaAuthors purpose
Key reading strategy:Connect the text tOther suitable reading strategies:Ask asummarize
Photo Credits:Front cover (top left), page 3 (top left, top right, bopage 7 (top), page 9 (bottom), page 10 (right cenright): Tim Davis/Getty Images; front cover (bott(bottom right): David Maitland/Getty Images; bImages; title page: Royalty-free/Sue McDonald/free/Natphotos/Getty Images; page 4 (bottom): 5 (bottom): Royalty-free/Jeremy Woodhouse/GImages-Peter Lillie/Getty Images; page 6 (bottom),Hart/Getty Images; page 7 (bottom): Royalty-fre(top left): Royalty-free/Fabian Guignard/iStockpPomortsev/iStockphoto; page 9 (top): Royalty-fr Royalty-free/George Doyle and Ciaran Griffin/Weakley/iStockphoto; page 10 (left center): Roy(bottom): Royalty-free/Gerry Ellis/Digital Vision/
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All animals mo
Animals moveways.
Animals are the same insome ways.
In some ways theyare different.
3 4
Cheeta
DogBats
Tiger Cat
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5
All animals eat.
Animals eat different foods.6
All animals gr
Animals growdifferent sizes
Chickens
Heron
Groundhog
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7 8
All animals need a placeto live.Animals live in differentplaces.
All animals haAnimals have
Rat
Duck
Birds in forest
Fish in coral reef
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9 10
How are these animalsdifferent?
How are thesealike?
Rabbit
Snake
Tarantula
Camel
Sheep
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Animals, AnimalsA Science AZ Life Series
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Animals are everywhere.
What do animals need?
How are animals different?
3 4
Eggs in nest
Deer Basset hound
ZebrasGiantpanda
Horseand foal
Animals are livi
They can move
They eat and g
They can have
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Animals need things to live.
They need a place to live.
They need food and water.
They need air.
5
Animals live in
They live on or
They live in wa
6
Honey bees
Leopards
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7
There are many
They can be big
They can be ta
They can be on
Or they can be
8
Some live where it is hot.
Some live where it is cold.
Some live where it is dry.Some live where it is wet.
The blue whale
is the biggestanimal. It hasa heart as bigas a small car.
Camels
Emperorpenguins
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9 10
Animals have d
body coverings
Some have fur.
Some have fea
Fish
Polar bears
Hedgehog
A porcupine sharp quills o
Monkeys (fur)
Giraffe
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Some have scales.
Some have a shell.
And some just have skin.
12
Body parts look
on different ani
Some have diff
Some have diff
Some have diff
How are the an
13 different?
Tortoise (shell)
11
Cat
Corn snake(scales)
Tree frog(skin)
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13 14
Animals eat dif
Some animals o
Ring tailed lemur
African elephants
Caterpillar eating a
Groundhog eating
Duck
Rabbit
Rat
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Most animal ba
their parents.
Some animal b
look like their p
Tadpoles
15 16
Lion
When born, a bakangaroo is abousize of a large be
Some only eat other animals.
Some eat plants and animals.
Human beingEwe wita lamb
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Animals, AnimalsA Science AZ Life Series
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Bird eggs in nest
Table of Contents
Introduction ................................ 4
Body Coverings and Parts ............ 5
Where Animals Live ................... 10
How Animals Move and Eat ....... 12
Animal Babies ........................... 14
Conclusion ............................... 16
Glossary .................................. 16
3
Introd
Everywhere in the
see many kinds of
these animals are
move, eat, grow, a
All animals need c
They need food, w
They also need a p
4
Mexican red-kneed tarantula
Zeb
Deer
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Body Coverings and Parts
When you look at animals, you
probably see that some are coveredwith fur and others are covered
with feathers. Still others
have scales or a shell.
And some are covered
only with skin.
5 6
Tortoise (shell)
Animals come in m
sizes. Most animal
the same parts. Th
kind of animal ofte
from the parts of okinds of animals.
As a snake grows it has to shed its
old skin and grow new skin.Rabbit
Tree frog (skin)
Duck
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7
Animals come in m
animals are only o
animals have man
Some have stripes,
have spots.
8
Polar bears
African elephants
Angel Fish
For example, the nose of an elephant
looks different from the nose of a
rabbit. The elephants ears lookdifferent than the ears of a rat.
What parts of the animals on page 6
look different?
The blue whale is the biggest animal.
It can be as long as three school buses.It has a heart as big as a small car.
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9 10
Some animals change color to matchthe color of their surroundings.
Others change color from one
season to another.
Where An
The place where a
called its habitat. A
many different hab
on land. Some live
and dry. Some live
cold. Many live on
some live under the
Chameleon
Arctic fox in the winter
Arctic fox in the summer
Emperor penguins
Camels
Chameleon
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11 12
Some animals live in fresh water.
They live in lakes, rivers, and ponds.
Others live in salt water. They live
in oceans
and seas.
How Animals
Move and Eat
Animals move in
many different
ways. Some have
strong legs for
running or hopping
over the ground.
Some have wings
for fl ying throughthe air. Others hav
fi ns and fl at tails fo
swimming through
water. Others hav
special feet fordigging through
the ground or for
climbing trees.
River otter
Green seaturtle
Bottlenose dolphins
Horned frog
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Some animals eat
both plants and
animals. They have
fl at and sharp teet
for eating plantsand animals.
Ewe with lamb
Animals eat many different things.
Some only eat other animals. They
have claws, talons,or special arms
for catching other animals. They have
sharp teeth or beaks for ripping and
tearing their food.
Some animals only eat plants. They
have special body parts for eating
plants. They have fl at teeth for
grinding their food.
13 14
Eagle talons
Animal
When most anima
they have the sam
their parents.
Horse teeth
Eagle catching a fish
Horse grazing
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15 16
When some animal babies are born,
they do not look like their parents.They change as they grow. They
grow through different stages. In
time they will look like their parents.
Conc
Animals have man
live where their ne
Different animals h
and parts to help t
survive in their hab
Glos
fresh water water lakes a
habitat the plaanimal
salt water water and se
talons claws olike ow
Frog
Monarch butterfly, caterpillar, and pupa
When born, a baby k
the size of a large bea
crawls into a pouch on
Tadpoles
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ANIMALS
Animals, Animals
Learning AZ, Inc. All rights reserved. www.sciencea-z.com
1
INTRODUCTION This book is available in three reading levels, as indicated by the one, two,or three dots beside the Science AZ logo on the front cover. In this unit, the
low level book is intended for developing readers.
This guide offers general instructions that can be used with any or all ofthe leveled books. When appropriate, tips are provided for modifying theinstruction for a specific level. The dots in this guide indicate elements ofthe instruction that are only applicable to certain book levels.
can only be used with low level
can only be used with middle level
can only be used with high level
can be used with low and middle levels
can be used with middle and high levels
can be used with all three levels
Throughout the unit, places to refer back to the unit spark (see Unit Guide)are identified with this symbol:
BOOK SUMMARY The bookAnimals, Animalsintroduces the common needs of all animals.It goes on to explain how animals differ. Labeled photographs support thetext at all three levels.
The low level book explains how animals are alike and how they differ.
The middle and high level books begin with the necessities of life and traitsthat all animals have in common. Then they introduce ways animals differ,including their body coverings and parts, habitats, offspring, and how theymove and eat.
The high level book provides elements of nonfiction text, including a tableof contents, section heads, bold-faced glossary terms, and a glossary.
Preview the book title, cover, and table of contents (if applicable) withstudents. Ask students to predict what the book will be about. Invitestudents to preview the remainder of the book, looking at pictures andcaptions, as well as special features, section heads, and the glossary.Encourage them to use this information to continually make and revisetheir predictions while reading. Invite students to name any animals theyrecognize in the book.
BEFOREREADING
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NONFICTION BOOK GUIDE AnimalsAnimals, Animals
Learning AZ, Inc. All rights reserved. www.sciencea-z.com
2
VocabularyInstruction for the units vocabulary terms can be found in the Unit Guide.It defines core and other science terms, and offers links to puzzles andworksheets you can use to teach vocabulary before, during, or afterthe reading.
These terms are found in the glossary of the high level book.
habitat salt water
fresh water talons
Reading StrategyConnect to Prior Knowledge
Connecting the content of a text to students own experiences helps thempersonalize and remember new information. Invite students to briefly tella story about a time they have seen an animal. Have them note how theanimal behaved, what it looked like, and what they can remember aboutwhere the animal lived.
Ask students what they know or think they know about a few of the animalsthey noticed in the books pictures. Model how to connect to prior knowledge.
Think-aloud:Before I start to read, it helps me to think about what Ialready know about some of the things in the book. I find I want to learnmore about those topics. I get more excited to read it, and I usuallyremember more of what I have read once I finish.
This book is most appropriate for students who need more guidancewith reading. You may want to read the book together in a readinggroup, and discuss the concepts together. Guide students to look atthe pictures and make connections with the text as they read along
with you.
These books are most appropriate for developing and successfulreaders. You may want to have these students read the bookindependently, in pairs, or in small groups. Then have studentsdiscuss the concepts and reinforce the content with associatedresources, including vocabulary activities.
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NONFICTION BOOK GUIDE AnimalsAnimals, Animals
Learning AZ, Inc. All rights reserved. www.sciencea-z.com
3
Download and print the KWLgraphic organizer. Introduce it, and havestudents complete the first column with things they know about animals.Then have them write some questions in the second column about whatthey want to know about animals. Prepare students to fill in the thirdcolumn with things they have learned after they have read each section.
The graphic organizer can also be used with each of the Quick Reads.
You may want to review the key science terms before students read.Encourage students to read one page or section at a time, and then discussin pairs, groups, or as a class what was read. (See Discussion Questions.)
You may wish to have students read the special features in the book tobuild on the concepts within each section. Some vocabulary terms can bereinforced in these features.
Comprehension Skill FocusCompare and Contrast
Explain to students that one way to understand what we read in a book isto think about how topics are alike and different. Create a large T-chart onthe board or butcher paper. Label the left column Alike and the right columnDifferent. Model how to fill in the T-chart to compare something familiar tostudents, such as foods, fairy tales, or articles of clothing.
Now have individual students, pairs, or small groups create a similarchart on paper to compare how animals are alike and different. Above the
chart have them write a title such as Are All Animals Alike? Help studentsunderstand what kinds of things to write on the T-chart and where to writethem. As students read, remind them to pause and fill in the chart whenthey read about similarities and differences of animals.
After reading, invite students to present their charts to the class. Reviewhow comparing and contrasting can help them understand what they read.
You can also download and print the Venn Diagramgraphic organizer.Have individuals, pairs, or groups choose two animals from the book andcompare them on the graphic organizer. Alternatively, you can have studentchoose two new animals to research, then use the graphic organizer to
compare them.
The graphic organizer can also be used with each of the Quick Reads.
As students read, they should use other comprehension skills in addition tocompare and contrast.
DURINGREADING
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NONFICTION BOOK GUIDE AnimalsAnimals, Animals
Learning AZ, Inc. All rights reserved. www.sciencea-z.com
4
Discussion Questions
Use the Discussion Cardsduring or after reading. The cards are structuredso they can be used for whole-group discussion, or assigned to individuals,pairs, or groups. Choose the activity that best serves your purposes. It maybe helpful to allow students to use their books, T-charts, and completedgraphic organizers as they try to answer the questions. Here are somesuggested activities:
Divide the class into groups and have each group discuss the questionsfrom one section of the book. Then have groups report their responsesto the class.
Place discussion cards at centers and have groups talk about or writetheir responses as they rotate through them.
Have each student choose a card and write an answer on the back.Collect and review these with the whole class.
Assign certain questions to groups or individuals for homework.
Each question can be answered with certain book levels as noted with dotsin the upper left corner. You may want all students to think about all thequestions, even if their book level is not noted on certain cards. The booksection or topic most closely related to the question appears on each card.Question types are noted in parentheses.
All questions can be answered with allthree book levels, except where noted.
Introduction
Only the high level books separatethis content in an introduction.
What makes all animals thesame? (comprehension)
What are some ways animalscan be different?(comprehension)
What if an animal had all but
one of its needs? (synthesis)
Body Coverings and Parts
Name some different waysanimals bodies are covered.(knowledge)
Which animal is your favoritelooking animal and why?(evaluation)
Compare the parts of any twoanimals pictured in the book.(analysis)
Where Animals Live
What does habitat mean?(knowledge)
Pick an animal and finish thesentence: The habitat of a(n)
_______ is _______.(application)
Name an animal that can liveon land and in water.(application)
Name an animal that can liveon land and in the air.(application)
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NONFICTION BOOK GUIDE AnimalsAnimals, Animals
Learning AZ, Inc. All rights reserved. www.sciencea-z.com
5
AFTERREADING Encourage students to reread the book for reinforcement of the content and
for reading fluency.
Reflect on the Reading Strategy: Connect to Prior KnowledgeReview the strategy of connecting to prior knowledge. Invite students toshare how this strategy helped them understand what they read.
Enduring Understanding
In this book, students have read about what makes animals alike anddifferent. They have also read about what animals need to grow andsurvive. Discuss the following question with students:
How can you use what you know about animals to choose a new pet and
care for it?
Home Project
Have students draw a picture of an outdoor area near their home(e.g., a backyard, park, or apartment complex courtyard). Have theminclude animals they have seen there.
Assess
Download and print the Unit Quiz.
Use the Nonfiction Retelling Rubricto assess understanding.
Quick Check: For individual or group assessment, have students respondorally to the following prompt:
Describe how animals are similar and different.
How Animals Move and Eat
What are some parts on ananimals body that help itmove? (knowledge)
Why do some animals havesharp teeth while others havedull teeth? (comprehension)
Name three animals that movethe same way. (application)
Animal Babies
Name some animals whosebabies look a lot like theirparents. (comprehension)
Name some animals whosebabies look different from theirparents. (comprehension)
Why do you think animalshave babies? (analysis)
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Which animals have shells?
Which animals have needles?
Which animals have skin?
Photos.com
Photos.com
i
Stockphoto,GuillermoLobo
GettyImages,Royalty-free,
GalloImages,
AnthonyBannister
P
hotos.com
GettyImages,Royalty-free,
Im
ageSource
Beetle
SnailCrab
Hippopotamus Frog Pig
Lion fishPorcupine
Photos.com
Learning AZ, Inc. All rights reserved.www.sciencea-z.com
ANIMALS
Shells, Skin, and Spines
tty
gs,
yty
,
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A New Skin
This is a snake getting
rid of its skin.
It got too big for its skin.
It grew new skin.
Its old skin came off.
Tortoisescome inmany sizes.
G
ettyImages,
JimM
erli
Tortoise keeping safefrom a lion.
King snake shedding.
Slow to Walk,
Hard to EatThe tortoise has a shell.
The shell is hard. The tortoise
can hide inside its shell.
The shell keeps the tortoise safe.
Why did the snakego to the police?
Itlostitsskin.
Getty Images, Royalty-free, Gerry Ellis
Getty Images, Royalty-free, Digital Vision
Learning AZ, Inc. All rights reserved.www.sciencea-z.com
ANIMALS
Shells and Skin
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Tortoises come
in many sizes.
Slow To Walk, Hard To Eat
The tortoise has a big, hard shell.
The shell is hard like your bones.
The tortoise can pull its legs and
head inside its shell. The shell keeps
the tortoise safe. Its easy to catch
a tortoise, but its hard to eat one!
A New Skin
When a snake grows, it gets too
big for its skin. It grows new skin
under the old skin. The old skin
gets dry and falls off.
You shed your skin, too, but
you do it one tiny bit at a time.
Snakes shed theirs all at once.G
ettyImages,
JimM
erli
King snake shedding.
Getty Images, Royalty-free, Gerry Ellis
Learning AZ, Inc. All rights reserved.www.sciencea-z.com
ANIMALS
Shells and Skin
Getty Images, Royalty-free, Digital Vision
Tortoise keeping safe from a lion.
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ANIMALS
Sow BugsPurpose
To discover how sow bugs react to light and touch.
Process Skill(s)Observe, Measure, Collect data, Interpret data, Predict,Indentify and control variables, Draw conclusions
Background
Sow bugs (Armadillidium vulgare) are called bugs, but theyare not actually insects; they are isopods. An isopod is atype of crustacean, meaning they are related to shrimp andcrayfish. Sow bugs are known by many names, includingpill bug, doodle bug, potato bug, woodlouse, armadillobug, roly-poly, cheesybug, and chuggy pig! They are
generally nocturnal and live in damp, dark places (try notto share this with students before the experiment). They areseen as helpful to gardeners, because they recycle nutrientsback into the soil. But when they are overly abundant theycan damage plants. Students may be familiar with Tuckand Roll, the acrobatic wood lice in the film A Bugs Life.
Time Approximately 45 minutes 1 hour
Grouping Pairs or small groups (35)
Procedure
Preparation
1. Introduce sow bugs to the class. Gatherany prior knowledge students have aboutthese creatures.
2. Explain that sow bugs are animals. Theydeserve to be treated gently, just like otheranimals. Because they are so small, theycan easily be hurt, so students need to bevery careful and use the lightest of touchif they handle them.
3. Preview the experiments beforedistributing the sow bugs. Explain tostudents that they will be observing thesow bugs to learn about them. First theywill see how they react to being touched.Then they will test the sow bugs reactionto light.
4. Get students into groups. Distribute onedata sheet to each student. Have groupmembers discuss predictions for each ofthe two experiments, and then write theseon their data sheet.
5. Pass out a paper plate with a damp papertowel on it to each group. Place one livesow bug on the paper towel. Students maynot touch it yet. Be sure the plate is in asafe place on the table.
Materials
data sheet one sow bug per group paper plate for each
sow bug damp paper towel construction paper flashlights
(or a bright lamp) magnifying lenses pencils with rubber
erasers
stopwatch Note:If you cannot find
sow bugs outdoors, thereare many online sources,or you can check withlocal nurseries, gardeningstores, or fishing stores.Also, if it is not feasibleto provide one flashlightfor each group, you can
use one light and shine iton groups plates one ata time.
1
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Experiment 1: Touchy Feely
1. Have groups observe the sow bugscarefully without touching them. Gatherdescriptions of the sow bug, includingits size, color, parts, number of legs, andunique features. Also ask what the animalis doing. Have students sketch the sowbug in the appropriate box of their datasheet, and then circle the picture thatbest shows the sow bugs position beforebeing touched.
3. Tell students that, when you start thestopwatch, they will touch the sow bugwith a pencil eraser to see what happens.
After that, they will see how long it takesfor the bug to return to its starting position.
3. Start the stopwatch. Instruct one memberof each group to touch the bug very, verylightly with a pencil eraser, then leave italone and watch what happens. Directstudents to circle the picture on their datasheet that is closest to the bugs positionafterbeing touched. (If students demon-strate respect for the delicate nature of the
sow bugs, you might allow them to usetheir fingers.)
4. Ask one member from each group toreport to you when the bug returns toits uncurled position. As students wait forthe sow bugs to uncurl, you may want toset a maximum cut-off time if no changehas been observed. The sow bugs mayuncurl sooner if not crowded by curiousfaces. Look at the stopwatch and record
each groups elapsed time on the board.Discuss what might have caused thedifferences in these times (each bug isunique, some may have been touchedharder than others, and so forth).
5. Encourage students to reflect on theirpredictions. Were they correct? Remindthem that it is okay for a prediction to beproven wrong. Either way, you can learnfrom the results. Making a prediction helps
us start thinking about what will happen.
Experiment 2: Lights Out!
1. Ask students to check their predictionsof how the sow bugs will react to light.Have a group member use the constructionpaper to shade part of the paper plateacross from the sow bug. Direct studentsto circle the picture showing the bugslocation beforeshining the light on it.
2. Pass out one flashlight to each group.Model for students how to make half ofthe plate dark. Have students shine thelight on the sow bug from above andobserve what it does.
3. Instruct students to circle the pictureshowing the bugs location afterthe lightshines on it. Discuss the results andcompare these to students predictions.Ask students why they think the sow
bugs behaved the way they did.
4. Tell the students holding the light and theconstruction paper to remove them andobserve the sow bugs (no data recordingis necessary).
5. Safely return the sow bugs to theircontainer.
Safety: Students should avoid touchingtheir face and should wash their hands
after handling live animals.
EXPERIMENT AnimalsSow Bugs
2
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Extensions and Variations
Research:Gather and record any questionsstudents have about sow bugs. Offer avariety of research materials to helpstudents learn more about these creatures.
Variation:Have students help design asimilar experiment using other student-friendly creatures, remembering rules forsafe and ethical animal handling. Discussthe feasibility of experiments they wouldlike to conduct to learn more about theanimals behavior. Please ensure that noharm comes to the animal subjects.
Writing:Invite students to write a diary
entry as if they were sow bugs. What didthey do today?
EXPERIMENT AnimalsSow Bugs
Math:Use the recorded times it tooksow bugs to uncurl to create a manual orelectronic graph. This will visually displaydifferences between groups bugs.
Art:Have students study the sow bugswith hand lenses. Then help them usetheir observations to make masks, posters,nametags, or other art projects featuringsow bugs.
Data Sheet:Answers will vary. Generally, thesow bugs will curl up for some time after beingtouched. Being nocturnal, they will tend to seekshade from the flashlight.
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Collect Data
Prediction
When we touch the sowbug
Prediction
When we shine light on thesow bug
Drawing of our
sow bug
Experiment 1: Touchy Feely
Sow bug before being touched Sow bug after being touched
Experiment 2: Lights Out!
Sow bug before flashlight Sow bug after flashlight
Name________________________________________ Date_____________
EXPERIMENT AnimalsSow Bugs Data Shee