Read a children’s book about animals under the ground.  Set up isopods in observation trays.  Get students excited about observing these creatures with hand lenses.

Before showing students isopods – “What small animals have you seen under leaves on the ground?”

“Have you seen these types of isopods before?”

“crickets, roaches, beetles”

Students are unaware of what isopods are until explained by teacher.

Tell students they are ready to observe the isopods in groups and record these observations in their Terrarium Habitat journals.  Encourage students to observe with every sense except “taste”.

“What do you know about isopods?”

“Where have you seen them before?”

“What experiences have you had with these bugs?”

“They crawl.”  “The curl up.”

Misconception – “They are insects.”  Isopods are actually in the crustacean family

“On the sidewalk.”

“In the garden.”

“I let one crawl all over me once and my sister said I was gross!”

Have students share their observations.  Review the concept of adaptation and have students compare the adaptations for defense of the pillbug and sowbug.  Finally, have students add their isopods to the Terrarium Habitats.

“What kinds of body shapes did you observe?”

“What did they do?”

“Are all isopods the same?”

“What can isopods do to defend themselves?”

“Round and hard.”

“Curl up.”

“Curl up and roll away.”

“Run under a rock.”

Encourage students to collect isopods at home and make their own observations about them in their natural habitat and conduct simple experiments.  Students can write stories about their isopods or letters from their point of view.  Students can also construct a food chain that includes the isopod.

“Where did you find them most often?”

“Are pillbugs or sowbugs faster in a race?”

“How would an isopod feel in the terrarium?”

“What other plants and animals would be in a food chain with sisopods?”

“Outside in the dirt.”

“Lonely or scared.”

Might have misconceptions about which animals would be higher up on the food chain.

Have students draw how their terrarium looks now so we can compare any changes next week.  Review student journal observations.  Tell students where to leave their Terrarium Habitats overnight.  Next week students will answer essay questions about the Terrarium Habitat and the concepts of adaptation and decomposition.

“How do you think the Terrarium Habitat will change?”

“Where would be the best place to leave your Terrarium Habitat till next week”

“Plants will grow, animals will tunnel, and the animals will eat the plants.”

Misconceptions – “The animals might eat each other.” (Earthworms are already in the Terrarium Habitat.)