GoalsGoals1.1. To become aware of life science To become aware of life science
content standards, community content standards, community resources and instructional materials.resources and instructional materials.
2.2. To learn about organisms used in To learn about organisms used in science kits.science kits.
3.3. To engage in a hands on life science To engage in a hands on life science activity.activity.
Readings About Readings About Science and TechnologyScience and Technology
Carin et. Al. TextCarin et. Al. Text pp. 56-62 in Carin et. al. text.pp. 56-62 in Carin et. al. text. Section III: Life Science Activities in Carin et. al. Section III: Life Science Activities in Carin et. al.
text.text.
National Science Education StandardsNational Science Education Standards pp. 127129, “K-4 Life Science Content pp. 127129, “K-4 Life Science Content
Standard” Standard”
Life Science Life Science Community Resources Community Resources
Community ResourcesCommunity Resources BiomesBiomes Audubon Society of Rhode IslandAudubon Society of Rhode Island Roger Williams Park ZooRoger Williams Park Zoo Save the BaySave the Bay New England AquariumNew England Aquarium EcotariumEcotarium
Life Science Life Science Instructional MaterialsInstructional Materials
FOSS and STC Modules in Rhode IslandFOSS and STC Modules in Rhode Island FOSS Animals 2 x 2 (K)FOSS Animals 2 x 2 (K) STC Organisms (Grade 1)STC Organisms (Grade 1) FOSS Insects (Grade 2)FOSS Insects (Grade 2) FOSS Structures of Life (Grade 3)FOSS Structures of Life (Grade 3) STC Ecosystems (Grade 4)STC Ecosystems (Grade 4) STC Microworlds (Grade 5)STC Microworlds (Grade 5)
Organisms Used in Organisms Used in Science KitsScience Kits
Kingdom: ANIMALSKingdom: ANIMALS
1.1. Annelids - wormsAnnelids - worms
2.2. Mollusks - snailsMollusks - snails
3.3. ArthropodsArthropods• Insects - butterfly, moth, beetleInsects - butterfly, moth, beetle• Crustacean - crayfish, daphnia, isopods Crustacean - crayfish, daphnia, isopods
4.4. Fish - guppies and goldfishFish - guppies and goldfish
Organisms Used in Organisms Used in Science KitsScience Kits
Kingdom: PROTISTSKingdom: PROTISTS
1.1. BlepharismaBlepharisma
2.2. Volvox Volvox
Organisms Used in Organisms Used in Science KitsScience Kits
Kingdom: PLANTSKingdom: PLANTS
1.1. Brassica (Mustard) Brassica (Mustard)
2.2. AlfalfaAlfalfa
3.3. Bean, Corn, Pumpkin, sunflowerBean, Corn, Pumpkin, sunflower
4.4. Elodea, CabombaElodea, Cabomba
Life Cycle of PlantsLife Cycle of Plants Using Teacher’s Domain
Go to http://www.teachersdomain.org/http://www.teachersdomain.org/- View the video called Germinator. This ZOOMSci video segment teaches you
how to germinate seeds in a plastic bag and helps you understand some of the factors that influence the germination process.
- View the video called From Seed to Flower. This video segment shows various phases of the process of growth using time-lapse photography. Footage from NOVA: "The Shape of Things.
- View Inside a Seed JPEG image that illustrates the important parts of a seed: the seed coat, the endosperm, and the embryo's primary root,
cotyledon, and embryonic leaves.
RI GSEs in ScienceRI GSEs in ScienceK-4 Assessment TargetsK-4 Assessment Targets
Students demonstrate understanding of Students demonstrate understanding of structure and function and survival structure and function and survival requirements byrequirements by
4a 4a Identifying and explaining Identifying and explaining how how the physical the physical structure/characteristic of an organism allows it to survive and structure/characteristic of an organism allows it to survive and defend itself.defend itself.
4b 4b Analyzing theAnalyzing the structures needed for survival of structures needed for survival of populations ofpopulations of plants and animals in a plants and animals in a particularparticular habitat/environment. habitat/environment.
Identify a question that Identify a question that leads to inquiry.leads to inquiry.
TYPES OF INQUIRY
INFORMA-TION
SEEKING
FAIR
TESTING
PATTERN FINDING
HYPOTH ESIS-
GENERA-TING
HOW-TO-
DO -IT
QUESTION
STEM
What happens when …?
Which is best? What is the relationship between… and….?
How do you explain…(something that you observed)?
How do you make a…?
METHOD OF
INVESTI-GATION
Observe and compare a material or phenomena Library research.
Perform a simple an experiment where you identify variables to control, one variable to change, and what to observe
Perform a simple a experiment Relate cause and effect
Observe and compare a material or phenomena Relate cause and effect
Construct or build something Be an engineer. Design and test something
The other day, I went to an The other day, I went to an Italian restaurant and I Italian restaurant and I ordered calamari. Calamari is ordered calamari. Calamari is another name for squid. another name for squid.
I want to know what I want to know what structures of the squid I’m structures of the squid I’m eating. And, what structures eating. And, what structures help the squid to survive?help the squid to survive?
Engaging ScenarioEngaging Scenario
ColossalColossal Squid Squid DissectionDissection
short film from the Discovery Channelshort film from the Discovery Channel
http://exn.ca/video/?http://exn.ca/video/?video=exn20030529-squid.asxvideo=exn20030529-squid.asx
Class Focus QuestionClass Focus Question
What are a squid’s physical What are a squid’s physical structures and their functions? structures and their functions?
How do they help them survive?How do they help them survive?
PredictionPrediction
1.1. Draw and label the Draw and label the structures of a squid you know. structures of a squid you know.
2.2. Explain the functions of Explain the functions of each structure you know.each structure you know.
Planning-ProcedurePlanning-Procedure
Gather MaterialsGather Materials Squid, scissors, paper towel, plate, Squid, scissors, paper towel, plate,
toothpick, toothpick, Squid AnatomySquid Anatomy Observation 1 - OutsideObservation 1 - Outside
Draw the Draw the tentaclestentacles.. Draw the Draw the mantle and siphonmantle and siphon..
Data - Observation 1Data - Observation 1
TentaclesTentacles Mantle and Mantle and SiphonSiphon
MouthMouth
““Beak”Beak”PenPen
Planning-ProcedurePlanning-Procedure Observation 2 - Inside the SquidObservation 2 - Inside the Squid
Draw the Draw the Mouth (“beak”)Mouth (“beak”).. Find the Find the PenPen.. Draw and write on blank paper with ink from Draw and write on blank paper with ink from
ink sac.ink sac. Clean-upClean-up
Planning-ProcedurePlanning-Procedure
Draw and write on blank paper Draw and write on blank paper with ink from ink sac.with ink from ink sac.
Clean up.Clean up.
Making MeaningMaking Meaning
Identify structures.Identify structures. Relate structure and function.Relate structure and function.
Squid Squid Structure and FunctionStructure and Function
STRUCTURESTRUCTURE FUNCTIONFUNCTION1. Chromatophores1. Chromatophores
2. Eye2. Eye
3. Fins3. Fins
4. Ink Sac4. Ink Sac
5. Mantle Cavity and 5. Mantle Cavity and SiphonSiphon
6. Mouth (“beak”)6. Mouth (“beak”)
7. Pen7. Pen
8. Tentacles8. Tentacles
Squid Squid Structure and FunctionStructure and Function
STRUCTURESTRUCTURE FUNCTIONFUNCTION
1. Chromatophores1. Chromatophores Uses to attract mates Uses to attract mates and for camouflageand for camouflage
2. Eye2. Eye Uses to capture prey Uses to capture prey and to navigateand to navigate
3. Fins3. Fins Uses to stabilize while Uses to stabilize while movingmoving
4. Ink Sac4. Ink Sac Uses to distract Uses to distract predatorspredators
Squid Squid Structure and FunctionStructure and FunctionSTRUCTURESTRUCTURE FUNCTIONFUNCTION
5. Mantle 5. Mantle Cavity/SiphonCavity/Siphon
Uses to moves by jet Uses to moves by jet propulsionpropulsion
6. Mouth (“beak”)6. Mouth (“beak”) Uses to bite off Uses to bite off chunks of prey and chunks of prey and digestsdigests
7. Pen7. Pen Uses to support bodyUses to support body
8. Tentacles and 8. Tentacles and ArmsArms
Uses to hold prey Uses to hold prey near beaknear beak
Content Blast - AnatomyContent Blast - Anatomy A A cephalopodcephalopod is a is a
PodPod = foot= foot
CephaloCephalo = head = head
An animal. An invertebrate. A CEPHALOPOD!
Video of Squid
Predators and PreyPredators and Prey
PredatorsPredatorssperm whales, sharks, sperm whales, sharks, barracuda, sealsbarracuda, seals
PreyPreyfish, crabs, lobsters, fish, crabs, lobsters, clams, oysters. larvae of clams, oysters. larvae of crabs and shrimpcrabs and shrimp
Video of Octopus and Shark
Feeding a Giant Octopus
Claims and EvidenceClaims and Evidence
- I know this to be true: - I know this to be true:
- Here is the evidence:- Here is the evidence:
ConclusionConclusion
- I learned . . . . - I learned . . . .
- I used to think (prediction)I used to think (prediction)
Now I think….Now I think….
Next Steps - Next Steps - New QuestionsNew Questions
- I want to know . . . - I want to know . . .
- I want to try this . . .I want to try this . . .
GyotakuGyotaku
Gyotaku (gyo = fish, taku = rubbing)
Invented in the early 1800's in Japan by the fishermen to record their catch.
video of http://www.youtubehttp://www.youtube.com/watch?v=xG_-.com/watch?v=xG_-0Xd2x2E&NR=10Xd2x2E&NR=1
Instructional ObjectiveInstructional ObjectiveLearners will be able to follow a procedure for making a print using a real squid
Task AnalysisTask Analysis Major Skill: To follow procedures for printing an image of
a real squid Sub Skills:
1. Laying squid on newspaper. 2. Fan out fins, arms and tentacles. 3. Applying paint to the squid. 4. Place the paper over the painted squid. 5. Pressing gently. 6. Peeling back the paper slowly. 7. Hanging print to dry. 8. Observing external structures and examining
print for smudges and missing ink.
Instructional Sequence Instructional Sequence for Teaching Procedural Knowledgefor Teaching Procedural Knowledge
1.1. Clarify goals, provide background Clarify goals, provide background information, and establish setinformation, and establish set..
2.2. Demonstrate skillDemonstrate skill..3.3. Provide guided practice.Provide guided practice.4.4. Check for understanding and provide Check for understanding and provide
feedback.feedback.5.5. Provide extended practice and Provide extended practice and
transfer.transfer.
Three Step Modeling Three Step Modeling for Teaching Procedural for Teaching Procedural
KnowledgeKnowledgeStep 1Step 1: Teacher models the step-by-step : Teacher models the step-by-step
procedureprocedure..
Step 2Step 2: Have a student model the procedure. : Have a student model the procedure. Guide the student through the procedure.Guide the student through the procedure.
Step 3Step 3: Have a second student verbally explain : Have a second student verbally explain the steps.the steps.
TimeTimeTEACHER ACTIONTEACHER ACTION TIMETIME
Clarify goals, provide Clarify goals, provide background information, and background information, and establish setestablish set..
10 min.10 min.
Demonstrate skillDemonstrate skill.. 10 min.10 min.
Provide guided practice. Check Provide guided practice. Check for understanding and provide for understanding and provide feedback. feedback.
10 min.10 min.
Provide extended practice and Provide extended practice and transfer.transfer.
10 min10 min
Clean up.Clean up. 5 min.5 min.
Closure. Summarize.Closure. Summarize. 5 min.5 min.
SpaceSpace
Area for demonstrationArea for demonstration Board for posting proceduresBoard for posting procedures
MaterialsMaterials Thawed squid in a cooler with ice pack (12) Tempura paints (black) Foam brushes (10) Trays for paints (5) Latex gloves (20 sets) Wet wipes (container) Paper for printing: Three sheets/student. (60 sheets) Handout: Procedures and Diagram (20 sheets) Cleanup materials: Newspapers, wipes, paper towels, Oust. Garbage bags Clothes line with clothespins