Students identify basic animal behaviors, hypothesize what causes them, and discover the responsibilities of an animal physiologist. Grades 3-5

animal physiologist: a career area studying and observing animals in their natural environment

behavior: the way in which an animal acts in response to a particular situation or stimulus

environment: the surroundings or conditions in which a person, animal, or plant lives or operates

livestock: farm animals (such as cows, horses, and pigs) that are kept, raised, and used by people

well-being: the contentment of an animal measured by indicators including behavior, physiology, longevity, and reproduction

1. Have students brainstorm the senses they use to interact with the world around them. Ask students to close their eyes and use their remaining senses (hearing, taste, touch, and smell) to observe their current environment. Facilitate this interaction by prompting them to notice their surroundings with the following questions: 
   • What do you feel?
   • What do you smell?
   • What do you hear?
2. Ask students to open their eyes and briefly discuss their observations. Explain that by making observations, they are acting as physiologists. The word “physiologist” comes from the Greek word “physis,” meaning “nature” or “natural” and “ologist,” which means “one who studies.” Animal physiologists make observations, or study, how animals naturally interact within their environment. “Environment” is a term that describes the surroundings or conditions in which a person, animal, or plant lives or operates. An animal’s environment can positively or negatively affect the animal’s well-being. An animal physiologist works to make sure that an animal’s environment includes the ideal temperature, air flow, and shelter they need to be healthy. Remind students that animals can’t explain how they feel, so it is essential that an animal physiologist have excellent observation skills.
3. Explain to students that in this lesson, they will:
   • identify basic animal behaviors and hypothesize what causes them; and
   • discover the responsibilities of an animal physiologist.

Activity 1: Observing a Mealworm

1. Tell the students that today they are going to be animal physiologists. Their first responsibility is to evaluate the environmental preferences of mealworms (the larval stage of the darkling beetle). To determine these preferences, they will experiment with different temperatures, lighting, and surface textures and observe how the mealworms respond.
2. Divide students into small groups and distribute the materials. Instruct students to observe their mealworms using a hand lens and record their findings on the “My Observations” section of the Significant Surroundings Lab handout. If needed, guide observation with the following questions:  
   1. How many segments does your mealworm have?
   2. How many legs does it have?
   3. Does a mealworm have antennae?
   4. Can you see the mouthparts?
   5. How do we know the mealworm is the larval stage of an insect and not a true worm?
   6. How does the mealworm move?
3. In this lab, students will carry out three different experiments to test the environmental preferences of mealworms. Each half of the shoebox will offer the mealworms a different environment to choose. Students will record their findings on the Significant Surroundings Lab handout. Instruct students to complete the lab activities. Assist and clarify as necessary.
4. Review the All About Mealworms information sheet with the class.

Activity 2: Making a Graphic Organizer

1. Building on the discoveries made in Activity 1, students will choose a livestock animal (an animal raised in an agricultural setting to produce food, fiber, or labor) to research and create a guide for their ideal environmental conditions, which may include:
   • Temperature
   • Shelter
   • Space
   • Sound
   • Nutrition
   • Bedding
   • Lighting
2. Demonstrate how to create a three-dimensional graphic organizer to record students’ research. This educational tool helps students organize information in a kinesthetic way. Watch the step-by-step video on how to create a three-dimensional graphic organizer.
   • Stack three different colored sheets of paper (8 ½" x 11") together, placing each consecutive sheet around ¾ of an inch higher than the sheet in front of it.
   • Bring the top of the sheets downward and align the edges so that all of the layers or tabs are the same distance apart.
   • When all of the tabs are equal distance apart, fold the papers and crease well.
   • Staple the sheets of paper together along the center fold.
   • Fold the graphic organizer in half to create a booklet with a front and back cover.
3. Instruct students to decorate the cover of their three-dimensional graphic organizer with their name and a picture of their livestock animal. On each tab, students should write the type of environmental condition considered and the preferred condition for their specific animal. Research sources should include books or databases in the library, internet searches (validating sources), and interviews (primary sources) if possible.

Variation

• Use online resources, such as the National Center for Education Statistics “Create a Graph” tool, to make graphs that illustrate how many mealworms prefer each type of environment.
• Set up a station for each experiment. Prepare and provide several shoeboxes at each station. Have students rotate around the room to complete each lab experiment.
• Prepare the shoeboxes for students prior to starting the lesson.

ELL Adaptations

• This lesson incorporates hands-on activities. Kinesthetic learning events provide an excellent learning environment for English language learners.
• Demonstrate how students may set up their experiment prior to student investigations. ELL students will benefit from observing the procedures before they get started.

1. http://learn.org/articles/Animal_Physiologist_Jobs_Frequently_Asked_Questions.html

This lesson was funded in 2012 by the United States Department of Agriculture’s National Institute of Food and Agriculture through the Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants Program (SPECA). Graphics submitted by California Foundation for Agriculture in the Classroom.

Executive Director: Judy Culbertson
Illustrator: Erik Davison
Layout and Design: Nina Danner

• Adventures in Agriculture Coloring Book
• An Agricultural Interview
• Careers in Agriculture Videos
• Living Science Career Cards (posters or mini-posters)
• Sprout 2 - Careers
• The Things You'll Grow: Agriculture Careers for Little Big Dreamers
• Under Your Feet: Exploring Soil Science