Transformation 2013 Design Challenge Planning Form

Guide

MEETING THE NEEDS OF STEM EDUCATION

THROUGH DESIGN CHALLENGES

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.

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

Already Learned

Taught

before the project

Taught

during the project

1. Key vocabulary each student must know includes: evolution, niche, adaptation, heterotroph, autotroph

X

2. The student will know how specialized cells, tissues, and organs develop as the organism grows X

3. The learner will be able to identify characteristics of each phylum in Kingdom Animalia X X

4. The student will be able to understand the function of each system in an organism X X

5. The learner will be able to evaluate the interrelationships of organ systems and how it helps the function as a whole X X X

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 Engage Activity

TEKS/TAKS objectives: TAKS Objective: 3; TEKS: 5A; 8C; 10AB

Design Challenge Title: Animal Phylum Children’s Book

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-Animal-Kingdom-Phylum-Porifera-sponges-AsymmetricalAdults-sessileFilter-as-Education-ppt-powerpoint/

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-Animal-Kingdom-Phylum-Porifera-sponges-AsymmetricalAdults-sessileFilter-as-Education-ppt-powerpoint/ 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/cgi-bin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://www.whitman.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/cgi-bin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://www.whitman.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. 2.

3. 4.

5. 6.

7. 8.

9. 10.

11. 12.

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

Opossum Flying Fox

Human Liver Fluke Water Flea

Tick Pill bug Sea lily

Planarians Wolf

Giraffe Rabbit

Cockroach Jellyfish

Hookworm

Alligator Sparrow Horse

Tube Sponge Dragon Fly

Tapeworm Sandworm

Sea butterfly Sea shrimp

Crab

Feather Star Millipede Goldfish

Sea urchin Lancelet

Caiman Koala Lemur

Donkey Beetle

Coral Snake Mountain Lion Grasshopper Sea anemone

Centipede

Crocodile Stork

Chimpanzee Sea Wasp

Moth

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

Teacher Name: Animal Phylum:

Student Name:

CATEGORY 25 20 15 10Creativity Lots of creative energy used

to present a unique Animal Kingdom Phylum Book

Some creative energy used to present a unique Animal Kingdom Phylum Book

Little creativity used in project.

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 requirements and was presented in an good manner

The phylum book met only 3 -4 requirements and was presented in an exceptable manner

The phylum book met only 2 requirements or less

Animal Kingdom Rubric

Story Board

Day 1 Day 2 Day 3 Day 4 Day 5

Week 1 Activities

Engage: Classification of Animal/Non-Animal pictures (45 min)

Explore: 7 Essential Functions activity (45 min)

Cont. 7 Essential Functions activity (45 min) and present findings

Introduce project and do team building activity (45 min)

Explain: BrainPop PowerPoint presentation preparation (45 min)

Present PowerPoint of topics (45 min)

Show online ppt presentation (45 min)

Elaborate: Begin dissections (45 min)

Dissections (90 min)

Day 6 Day 7 Day 8 Day 9 Day 10

Week 2 Activities

Dissections (90 min)

Dissections (90 min)

Dissections (90 min)

Dissections (90 min)

Dissections (90 min)

Day 11 Day 12 Day 13 Day 14 Day 15

Week 3 Activities

Dissections (90 min)

Dissections (90 min)

Dissections (90 min)

Evaluate: Assign an animal phylum to each group and allow them time to work on their project (90 min)

Animal Phylum Book (90 min)

Day 16 Day 17 Day 18 Day 19 Day 20

Week 4 Activities

Animal Phylum Book (90 min)

Animal Phylum Book (90 min)

Animal Phylum Book (90 min)

Animal Phylum Book (90 min)

Animal Phylum Book Due