Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: Animal Phylum Children’s Book Teacher(s): Shane McKay School: East Central High School Subject: Biology Abstract: The students will learn the specific characteristics that make up the animal kingdom and the differentiation of each animal in that kingdom.
MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES
Begin with the End in Mind The theme or “big ideas� for this design challenge: Students in this unit will learn the various aspects of the animal kingdom by investigating the diverse phyla that comprise it. TEKS/SEs that students will learn in the design challenge: (5) Science concepts. The student knows how an organism grows and how specialized cells, tissues, and organs develop. The student is expected to: (A) compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function. (8) Science concepts. The student knows applications of taxonomy and can identify its limitations. The student is expected to: (C) identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals. (10) Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to: (A) interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune; (B) compare the interrelationships of organ systems to each other and to the body as a whole. Key performance indicators students will develop in this design challenge: Students will be able to compare and contrast the characteristics of organisms in different phyla. The learner should also be able to identify how various structures on animals have adapted over time to carry out life’s functions in order to survive. 21st century skills that students will practice in this design challenge: www.21stcenturyskills.org Communication and collaboration
STEM career connections and real world applications of content learned in this design challenge:
Career: Zoologist, Marine Biologist, Archeologist, Vet Tech and Meat Inspector Connections: Understanding animal make up and animal behavior has led to many discoveries in science. To learn about other organisms, we in turn must learn about ourselves.
The Design Challenge You and a partner will write a children’s (2nd – 4th grade level) animal book. Your book will focus on teaching one of the following phyla: - Porifera - Cnidaria - Platyhelminthes - Nematoda - Annelida - Mollusca - Arthropoda - Echinodermata - Chordata (this is such a large phylum, you will choose one of the following classes) i. Chondrichtyes ii. Ostichthyes iii. Amphibian iv. Reptilian v. Mammilia Your book must break down this phylum and teach students the characteristics, adaptations of the organisms, and explain the habitat these organisms inhabit. Your book must have an attractive “catchy” title, many colorful illustrations, detail (an elementary student can understand), proper citation, and correct grammar and punctuation.
Map the Design Challenge Performance Indicators
1. Key vocabulary each student must know includes: evolution,
niche, adaptation, heterotroph, autotroph 2. The student will know how specialized cells, tissues, and organs develop as the organism grows 3. The learner will be able to identify characteristics of each phylum in Kingdom Animalia 4. The student will be able to understand the function of each system in an organism 5. The learner will be able to evaluate the interrelationships of organ systems and how it helps the function as a whole
Already Learned
Taught before the project
Taught during the project
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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.
Objectives: To emphasize the responsibility in teamwork and the connections everyone plays in accomplishing the group’s goals. To allow for observation of team interaction while exploring problem solving, communication skills, cooperation, planning, roles and expectations. Group Size: Up to 25 people Materials: 2 ball bearings or marbles 1 pvc pipe piece (24”) per participant 1 cup, bucket, or receptacle used for receiving the ball bearing/marble Instructions: 1. Give everyone a piece of pvc pipe. 2. Identify a starting point for the group. 3. Have the ending point (where the bucket/cup is located) approximately 3 times the distance of the number of pipes people are using (since each pipe section is 24”, for a group of 10 people, you would have the bucket located approximately 60 feet away from the starting point.) 4. Instruct the group that they must get the ball bearing from the starting point into the bucket, without the ball dropping or anyone touching it (with anything other than the pipe) as quickly as they can. Usually with these instructions, the group will assign a couple of people to walk, with the bearing caught in their pipe pieces, to the bucket and then drop it in. Be sure and time this. Ask the question “Can you do it any faster?” If you add another ball bearing, they might rethink their approach, using all the people and all the pipes.
If they don’t use everyone to get the ball bearing from Point A to Point B, you can instruct them that they can’t move until the ball bearing has left their section of pipe. This usually gets everyone involved. Processing Questions: 1. What happened during the process? What worked? What didn’t? What hindered the process? (If the group changed strategies after the first round, ask why and compare the different approaches.) 2. What were the individual roles people played? Were members comfortable with their roles? 3. Did everyone know/understand what the process was? How did you communicate the plans to group members? How did you decide which approach to take? 4. Did you use all of your resources? How? If not, why? 5. Was leadership exhibited in the group? How? 6. How is this applicable to situations you deal with? What lessons can you take with you?
5E Lesson Plan Design Challenge Title: Animal Phylum Children’s Book TEKS/TAKS objectives: TAKS Objective: 3; TEKS: 5A; 8C; 10AB Engage Activity Break students up into groups of four. Provide students the engagement pictures and ask them to classify the organisms they see. You may want to laminate these pictures. Some of the organisms are animals and others are not. Ask students to use their learning journal to record the following information: 1. Make a list of each organism’s characteristics. 2. Classify each organism as either an animal or non-animal. Provide justification as to your reasoning. Come up with a name for each organism. 3. Take your animal group and classify these organisms. What characteristics allowed you to classify these organisms?
Engage Activity Products and Artifacts Student Learning Journal Engage Activity Materials/Equipment Laminated Organism Cards (provided), Student Learning Journal Engage Activity Resources http://commons.wikimedia.org/wiki/Image:Brain_coral.jpg http://www.aboututila.com/PhotoGallery/PGCorals01.htm http://luciastories.blogspot.com/2007/04/how-sea-sponge-came-to-be-in-sea.html http://universe-review.ca/R10-33-anatomy.htm http://www.ento.csiro.au/education/allies/araneae.html http://wwwbio200.nsm.buffalo.edu/labs/tutor/Clam/ http://www.barrierreefaustralia.com/IMAGEGALLERY/giant-sea-clam.htm Microsoft Clipart http://wwwbio200.nsm.buffalo.edu/labs/tutor/Clam/ http://defiant.corban.edu/jjohnson/Pages/BioII/28/Protists.html http://insanepics.blogspot.com/2008/06/insane-insect-pictures.html
Explore Activity Animals carry out seven essential functions: feeding, respiration, circulation, excretion, response, movement, and reproduction. Break students up into groups of 3. Provide each group with a large piece of chart paper and a marker. Ask each group to make a compare and contrast table of the seven essential functions. Provide each group with five different names of animals and ask them to try to identify (using a school text or internet) how each organism carries out the seven essential functions. The groups may draw the organism on their charts to show the class. Each group will present their findings to the class and tape their table up onto the wall of the classroom. Use the organism list provided. Once this activity is complete break students up into design project groups (2 students per group). Ask the groups to do the team building activity. Once the team building activity is complete, present the design challenge and clarify any questions that groups may have. Make sure you provide the scoring rubric for the design project. You and a partner will write a children’s (2nd – 4th grade level) animal book. Your book will focus on teaching one of the following phyla: - Porifera - Cnidaria - Platyhelminthes - Nematoda - Annelida - Mollusca - Arthropoda - Echinodermata - Chordata (this is such a large phylum, you will choose one of the following classes) i. Chondrichtyes ii. Ostichthyes iii. Amphibian iv. Reptilian v. Mammilia Your book must break down this phylum and teach students the characteristics, adaptations of the organisms, and explain the habitat these organisms inhabit. Your book must have an attractive “catchy” title, many colorful illustrations, detail (an elementary student can understand), proper citation, and correct grammar and punctuation.
Explore Activity Products and Artifacts Compare and Contrast Seven Essential Functions Poster Explore Activity Materials/Equipment Poster board or chart paper, computers, markers, textbook, internet, tape Explore Activity Resources None Explain Activity Break students up into groups of 2. Ask students to visit the following website: http://www.brainpop.com/science/diversityoflife/ Assign one of the following topics to each group: - amphibians - ants - arachnids - bats - birds - cats - coral - cnidarians - dogs - dolphins - fish - giant squid - invertebrates - insects - mammals - mollusks - honey bees - horses - penguins - pandas - reptiles - spiders - sponges - vertebrates Each group will use the information they obtain from BrainPop and create a 6 slide PowerPoint presentation for the class. The presentation must include what phylum and
class these organisms are in (exception: vertebrates, and non-vertebrates) and the seven essential characteristics of animals. Once all the groups have presented their PowerPoint presentation, show them the following presentation: http://www.authorstream.com/Presentation/Bianca-43093-Unit7-Unit-7-Survey-AnimalKingdom-Phylum-Porifera-sponges-AsymmetricalAdults-sessileFilter-as-Education-pptpowerpoint/ Explain Activity Products and Artifacts PowerPoint Presentation Explain Activity Materials/Equipment Computer, LCD projector Explain Activity Resources http://www.authorstream.com/Presentation/Bianca-43093-Unit7-Unit-7-Survey-AnimalKingdom-Phylum-Porifera-sponges-AsymmetricalAdults-sessileFilter-as-Education-pptpowerpoint/ http://www.brainpop.com/science/diversityoflife/
Elaborate Activity
Dissections are best performed in this part of the lesson for systemic comparisons. The following list is a great order to dissect organisms: - earthworm - clam - squid - starfish - crayfish - owl pellet - perch - frog - pig If you do not have access to organisms to dissect the following sites have virtual dissections with quizzes: Frog dissection: http://www.froguts.com/flash_content/index.html
Cow’s Eye dissection: http://www.eschoolonline.com/company/examples/eye/eyedissect.html Owl pellet dissection: http://www.kidwings.com/owlpellets/ Pig dissection: http://ww.glencoe.com/sec/science/cgibin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://www.whit man.edu/biology/vpd/ Heart Transplant: http://www.pbs.org/wgbh/nova/eheart/transplant.html Sheep Brain: http://academic.uofs.edu/department/psych/sheep/ Various Dissections: http://www.execulink.com/~ekimmel/dissect.htm Elaborate Activity Products and Artifacts Real or Virtual Dissections with write-ups Elaborate Activity Materials/Equipment Dissecting equipment or computer Elaborate Activity Resources http://www.froguts.com/flash_content/index.html http://www.eschoolonline.com/company/examples/eye/eyedissect.html http://www.kidwings.com/owlpellets/ http://ww.glencoe.com/sec/science/cgibin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://www.whit man.edu/biology/vpd/ http://www.pbs.org/wgbh/nova/eheart/transplant.html http://academic.uofs.edu/department/psych/sheep/ http://www.execulink.com/~ekimmel/dissect.htm http://www.giantmicrobes.com/forum/showthread.php?t=6074 http://iownsnakes.com/page/1.html
Evaluate Activity Break students back into design project groups. Students will work on developing their children’s Animal Kingdom book. The internet may be used as a resource, but references must
be kept and proper citations are required. Display books at various stations around the classroom, and give your students the opportunity to rotate through all of the stations and read through all of the books. Evaluate Activity Products and Artifacts Children’s Animal Kingdom Phylum book Evaluate Activity Materials/Equipment Computer, map pencils, 3 ring binders to place projects in Evaluate Activity Resources None
Engagement Pictures (please laminate and cutout these pictures ahead of time; make enough copies so you can have equal groups of 4students/group) 1.
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Answer Key to Engage Activity:
1. Animal – Brain Coral 2. Animal – Elk horn coral 3. Animal – Purple Sea Sponge 4. Animal – Hydra 5. Animal – Spider 6. Animal – Clam 7. Animal – Squid 8. Animal – Fish 9. Non-animal – Amoeba 10. Animal – Tail Bug 11. Non-Animal – Venus Flytrap 12. Animal – Snake
Seven Essential Functions Chart Animals (laminate and cut out each square; hand each group a list of these animals and let them do the research) Venus flower basket Portuguese man-of-war Flatworm Sea star Barnacle
Branchiostoma Hagfish Bullfrog Wolf Spider Two-Toed Sloth
Tick Pill bug Sea lily Planarians Wolf
Giraffe Rabbit Cockroach Jellyfish Hookworm
Tapeworm Sandworm Sea butterfly Sea shrimp Crab
Coral Snake Mountain Lion Grasshopper Sea anemone Centipede
Feather Star Millipede Goldfish Sea urchin Lancelet
Crocodile Stork Chimpanzee Sea Wasp Moth
Opossum Flying Fox Human Liver Fluke Water Flea
Alligator Sparrow Horse Tube Sponge Dragon Fly
Caiman Koala Lemur Donkey Beetle
Moon Jelly Crown-of-thorns Sea Squirt Pig Porpoise
Plan the Assessment Engage Artifact(s)/Product(s): Student Learning Journal Responses
Explore Artifact(s)/Product(s): Compare and Contrast Poster of the seven essential functions of animals
Explain Artifact(s)/Product(s): BrainPop, PowerPoint
Elaborate Artifact(s)/Product(s): Virtual dissections or Real dissections
Evaluate Artifact(s)/Product(s): Children’s Animal Kingdom Book
Rubrics Animal Kingdom Rubric
Teacher Name: Animal Phylum: Student Name: CATEGORY Creativity
25 Lots of creative energy used to present a unique Animal Kingdom Phylum Book
20 Some creative energy used to present a unique Animal Kingdom Phylum Book
15 Little creativity used in project.
10 No creativity used in project.
Construction - Care Taken
Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.
Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.
Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.
Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.
Scientific Knowledge
Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.
Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.
Explanations indicate a somewhat accurate understanding of scientific principles underlying the construction and modifications.
Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications.
Animal Kingdom Phylum Book Elements
The phylum book met all 7 requirements and was presented in an excellent manner
The phylum book met 5-6 The phylum book met only 3 The phylum book met only 2 requirements and was -4 requirements and was requirements or less presented in an good manner presented in an exceptable manner
Story Board
Week 1 Activities
Week 2 Activities
Day 1 Engage: Classification of Animal/NonAnimal pictures (45 min) Explore: 7 Essential Functions activity (45 min) Day 6 Dissections (90 min)
Day 2 Cont. 7 Essential Functions activity (45 min) and present findings Introduce project and do team building activity (45 min) Day 7 Dissections (90 min)
Day 11 Dissections (90 min)
Day 12 Dissections (90 min)
Day 16 Animal Phylum Book (90 min)
Day 3 Explain: BrainPop PowerPoint presentation preparation (45 min) Present PowerPoint of topics (45 min) Day 8 Dissections (90 min)
Day 13 Dissections (90 min)
Week 3 Activities
Week 4 Activities
Day 17 Animal Phylum Book (90 min)
Day 18 Animal Phylum Book (90 min)
Day 4 Show online ppt presentation (45 min) Elaborate: Begin dissections (45 min)
Day 9 Dissections (90 min) Day 14 Evaluate: Assign an animal phylum to each group and allow them time to work on their project (90 min) Day 19 Animal Phylum Book (90 min)
Day 5 Dissections (90 min)
Day 10 Dissections (90 min)
Day 15 Animal Phylum Book (90 min)
Day 20 Animal Phylum Book Due