A Collaborative EffortA Collaborative Effort

Title: Endotherms and ExothermsClass: Environmental ScienceGrade: 11-12Timeframe: 1 47 minute block

Knowledge Gap Topic Temperature effects on water animals daily and seasonal activity

Subject Matter/Key Vocabulary

Endotherm, exotherm, respiration rate, heart rate, p value, significance

Essential Question/Over-Arching Concept/Key Understanding

Essential Question 2: How human activities influence stream?Essential Questions 5: Connectivity (temperature versus activity of stream animals)

Curriculum Connections OGT standards Local standards

Life Science Standards (9-10), Benchmark D:Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).

Instructional Objectives O1) Students will record the heartbeat of several daphnia at both warm and cool temperaturesO2) Students will use “t” test analysis and p values to determine if temperature significantly affects daphnia heartbeats.

Materials Eduweb Lab subscription and a computer.Additional Documents Daphnia HeartBeats and Body Temperatures Eduweb LabIntroduction

focus event varies with teacher

Begin discussion by talking about how a frog cannot be dropped in a boiling pot without trying to get out, but can be boiled to death without awareness if the environment is slowly changed

Development major parts of unit/

lesson

1) Define exotherms and endotherms and give examples2) Do EduWeb Lab on Daphnia Heartbeat3) Assign high temperatures and low temperatures to groups and have them collect both temps on 5 daphnia each.4) Compare two groups using Students “t” Test

Rigor/Relevance Quadrant(s) link to rigor/relevance

document

A: NoneB: Relate this activity to real-world by discussing daphnia …. Helpful to have a real one for kids to observe if possible.C: Use of “t” test to determine significanceD: Students produce evidence to show that temperature does indeed affect the heartbeats in Daphnia with statistical significance

Product/Artifacts/Student Evidence of Understanding

Students show p values to demonstrate statistical significance.

Accommodations plan B differentiated instruction

This can be done with real daphnia … if so, care must be taken to test one, then treat with colder or warmer water and retest after about 5 minutes.

Formative Assessment/Feedback

measure of progress

I ask students to show me their first two readings just to make sure data makes sense.

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program

Final Evaluation project rubric oral or paper quiz/test portfolio

Students show work on collected data and then their calculations for p values from the “t” test. This is turned in as a lab. They must present evidence to show that changing temperature of water does indeed significantly change the heartbeat of the daphnia

Teacher Reflection complete after lesson

Lab is a winner. Data comes out well, “t” tests typically show excellent significance. So students not only see there is a difference in heartbeats, but they can provide statistical evidence to prove that the temperature is significantly affecting things!

Designers/Email: Fred Donelson (fdonelson@gjps.org)

Additional Comments: An easy way to demonstrate how environmental temperature affects exothermic body processes, as well as an easy way to introduce or reinforce significance testing in your course.

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program

Daphnia HeartBeats and Body Temperatures Eduweb Lab

Names:

Part I: Collect Daphnia Heart Rates for one minute at the following temperatures:5, 10, 15, and 20 degrees C. Then draw a best fit line that describes the data. Be sure to include an R2 value to show goodness of fit. Be sure to try different types of regressions to find the closest fit!

Part II: Using the forecasting/trendline function, predict what the daphnia’s heartbeat would be at the following temperatures (these can be estimates based on the graph):

1 _____

25 _____

30 _____

Part III: Define the following terms:

Endotherm

Exotherm

Poikilotherm

Part IV: Print out your table and graph and attach it to this form. Don’t forget labels and titles!!

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program