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NOS 11/10/09
Science as Inquiry Page 1 of 12
Rationale:
The reason I am teaching this lesson is because in having knowledge of the environment
and of the interactions of living and non-living environmental components such as air, water,
climate, and geological features of the earth can create awareness in students of Earth’s limited
resources. It is equally important that the youth of today be aware of how organisms are
interdependent, and how these organisms all depend on both living and non-living components
of the Earth. Accordingly, in this lesson students learn by using scientific inquiry based methods
that organisms adapt to the changes in the environment according to the genetic and behavioral
capacity of their species
This lesson was taken and adapted to accommodate a 10th grade class from a book I
obtained while attending an environmental course at California State University, Chico. The
book is entitled, Project Learning Tree: Environmental Education Activity Guide. The lesson is
called, Can It Be Real? The focus of this lesson is how an organism’s environment changes and
whether certain organisms move, adapt, or die out. The students will study how the changing of
an organism over time makes it suited to its environment, and which the species and not the
individual is what must adapt. I also used the prescribed district high school text book, California
Edition of Biology: The Dynamics of Life, which provides further information, guidelines, and
resources in teaching these lessons. According to the book, “Principles of Ecosystem Stewardship:
Resilience-Based Natural Resource Management in a Changing World, “Adaptation is simply an adjustment to a
change in the environment.” This book has some interesting insights and information, but in
many cases I believe adaptation is much more involved and complex than what the above
definition offers. This lesson will provide the opportunity for students to learn what the
complexities of adaptation means to the environment and to the species within the complex
environments of Earth.
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Introduction; In this 4 day lesson, there will be four lessons consisting of 50 minute periods:
I will follow these steps:
The students are introduced to an inquiry based activity in which they will work in small
teams consisting of two students. I have based the importance of using collaboration in
this lesson by following the ideas of Rosebery, Warren, and Conant (1992) which states,
“Research indicates that learners benefit from opportunities to articulate their ideas to
others, challenge each others’ ideas, and, in doing so, reconstruct their ideas.”
The students will be introduced to the word ‘fictitious’ in which I will explain how the
creators of movies and comic books invent “mutant’ and “alien” life forms by combining
and/or exaggerating attributes of real insects, plants and animals.
The students will be asked to share with the class and give examples of their ideas of
insects/plants/animals, and their characteristics, which I will write student input on the
over head projector screen. In gaining insight in using scaffolding and student knowledge
Driver, Asoko, Leach, Scott, and Mortimer (1994) explains, “Students formulate new
knowledge by modifying and refining their current concepts and by adding new concepts
to what they already know.”
I will then pass out work sheets to the students with a list of photos of plants, animals,
and insects.
I will describe the organisms from the work sheets and then give the students the
opportunity to decide if they are real or fictitious.
I will then list the class majority opinions on the board regarding the worksheet examples
the students think are real, and the examples which students think are fictitious. The
California State Standards list that "Under the domain of investigation and
experimentation, scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept and
addressing content in the other three strands, students should develop their own questions
and perform investigations."
I will then use a ‘thinking map’ organizer on the overhead projector to have students
describe, and which I will list local and exotic insects/animals and plants which the
students have seen in their own lives that they believe have unusual characteristics.
We will discuss how these life forms benefit from their physical characteristics
Additionally, I will guide the class and have the students think up some inquiry based
questions for their written assignment. *(There is the list of proposed examples of
student generated questions below). Most importantly, the benefits of student
questioning has been emphasized in the National Science Education Standards, which
explains, "Inquiry into authentic questions generated from student experiences is the
central strategy for teaching science."
From student generated questions I will pass out copies of the printed version of the
questions at beginning of day two to all students.
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Learning Objectives:
• Students will identify and evaluate the structural adaptations of plants and animals to
their environments.
• Students will be able to identify and compare distinguishing features plants of animals.
• Students will analyze the advantages of plant and animal characteristics in relation to
environmental adaptation.
• Students will use computer technology in their research.
Formative Assessment:
As evidence of student learning, I will observe students while they are working and
conduction research on their plant/animal. I will also talk with them, as well as ask questions. In
students following the criteria I have provided, I will visually make certain that they are
following the set criteria, as well as have a checklist in which I will mark-off progress for each
student. In this way I can assist students who need extra help and help provide feedback and
input on students who need ideas, guidance, and information. In this way I can also see whether
my lesson and criteria is providing an academic challenge, yet is not too difficult for the students
to follow and benefit from as a learning experience. Should I discover that students are having
difficulty with some aspect of my lesson, I can be flexible and make modifications in order to
support the needs of the student’s learning activities. During the formative assessments I can also
see whether the students are working well and whether they are using inquiry in doing their
assignment and research.
Summative Assessment:
1. For the summative assessment I will have a rubric for student participation, satisfactory
follow-thru with presentation, and answering all of the questions on the student work-
sheet. I will give a score which will correlate to a grade.
2. Each student will have participated in their oral demonstration
3. Each team of students will have a poster which describes their plant/animal, and should
include the criteria of a drawing of the plant or animal in its habitat, and an explanation of
how it is adapted to its environment.
4. Each student will be required to have complete answers in researching and addressing the
criteria questions.
5. Each student will have participated in the initial research of their report, and from which I
will gather that information from their formative assessment.
*Please see rubric, vocabulary list, questions, and student handout sheets attached to this
lesson.
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Lesson Activities:
Day 1
Time Activity Purpose
10 minutes On the first day the students are Introduction to class with explicit
introduced to an inquiry based activity directions. By explaining and introducing
in which they will work in teams of vocabulary words in order for students to
two students. Students will be given use academic language in the assignment
hand out packets and a journal for use and discussions. Students will be given
during lessons. As a class we will go explicit directions in use of their journal.
over the objectives of the lesson and I Class discussion regarding students’
will demonstrate and explain how to previous knowledge will aid in
use the journal. I will point out understanding and focus of the purpose of
vocabulary. the lesson and activities.
10 minutes The students will be introduced to the Familiarize students with the idea of
word ‘fictitious’ which will be used biological diversity which is the focus of
with the student page, “Who’s Who” this lesson.
with pictures of animals, plants, and
insects. I will read out-loud
descriptions of 8 plants and animals
(but will not tell the name of the
plant/animal) and the students will
listen and try to decide if the
plant/animals are real or fictitious.
25 minutes Once the descriptions have been read, Students will decide what is real or
the students are to review each picture fictitious. They will then describe
and determine if they are real or insects/plants/animals they have actually
fictitious. I will then list on the seen which have unusual characteristics. I
overhead projector the class’ majority will encourage them to name local
opinion of each organism. examples and discuss how these
organisms benefit from their unusual
characteristics.
5 minutes In closing of lesson I will prepare Students will be prepared for next phase
(closure) students for lesson for days 2 and 3. of lesson.
Day 2
Time Activity Purpose
10 minutes Brainstorm with students on overhead Students will have practice in using
projector by using a thinking map for different modes of thinking maps and
organizing and classifying organization by using the ‘Tree Map” for
information. Students will be this activity, and will also use their
reminded to get out their journal while journal for recording information. By
I demonstrate and have students use students thinking and organizing, can be
the organizing tool of a ‘Tree Map” of used as a precursor to writing. From the
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lists of insects, plants, and animals class generated questions, students will
with unusual characteristics. have a printed version of their questions
(an example is the Ogre-face Spider for part of assignment to complete. At
which uses its web of silk to drop over this stage of lesson I will begin using
its prey like a net and then pulls up its formative assessment with students, as
meal.) their writing and reflection are keys to
From the class generated questions student learning.
from day before, I will pass out
printed version of questions for
assignment.
5 minutes Point out the student copies of Give student explicit instructions and
“Amazing Animals & Plants” and provide information in which students
have each student choose a species can make choice of research.
from the page.
40 minutes Students will research and use the Allow students time to work on project.
organization tool “Tree Map” in Remind class that they have the rest of
finding their species’ unique today and the next day for research and
adaptations in order to help it to presentations of their posters. During this
survive in its environment. Students time I will walk around and see that
will use this information to create students are working on project and if
inquiry based questions and for the they understand the assignment.
poster describing the creature. The
criteria for the poster should include
1) Drawing of their creature, 2) Its
habitat, and 3) An explanation of how
it is adapted to its environment (in
which criteria for poster will be
explained again on day 3 of lesson).
Day 3
Time Activity Purpose
60 minutes Students will continue research using Allow students time to work on project.
the “Tree Map” listed in their journal Remind class that they have the rest of
in finding their species’ unique today and the next day for research and
adaptations in order to help it to presentations of their posters. During this
survive in its environment. Students time I will walk around and see that
will be creating their poster describing students are working on project and if
the creature. The criteria for the poster they understand the assignment. I will
should include 1) Drawing of their write on the board to remind students of
creature, 2) Its habitat, and 3) An the criteria of their poster.
explanation of how it is adapted to its
environment.
Presentation Day 4—Final Day
Time Activity Purpose
15 minutes Complete last minute preparation of Provide time for completion of
posters and complete questions and assignments and for student discussions.
have student discussions.
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20 minutes Each team gives presentation of As required in Standards, each student
their poster by placing poster on will practice public speaking in front the
wall and by each team explaining class. I will use the rubric in scoring
their poster to class. Final task is for student posters and questions.
class to do a gallery walk in order to
see details of posters. Questions
from each team to be turned in
following each presentation.
15 minutes As an extension (if there is time) the Class could have some fun with the final
(Closing) class could have awards on the day and find humor in the poster
funniest looking animal, or the assignment.
Extension craftiest plant. The class could
decide on the criteria and also vote
on the entries for awards
Driving Question
How and why do insects, plants and animals adapt?
Materials
Colored markers Project Learning Tree Book
Colored pencils Student handout packet
Poster paper Access to computer lab and library
Biology text book Over-head projector
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Bio-Diversity—Can It Be Real?
Use the following rubric to evaluate student/group work & presentation.
Student______________________________________
Criteria Three Points Two Points One Point Points
Student Students Students Students did not
Participation participated participated in participate in class
in Team and actively in class some class discussions.
Class discussions. discussions.
Effective Worked effectively Worked somewhat Had difficulty
Research and in team doing effectively in team working in team
Work research. doing research. doing research.
Poster Prepared a poster Prepared a poster Prepared a poster
Complete & covering all points covering most not covering points
Informative of criteria. points of criteria. . of criteria.
Quality of Completed all Completed most of Did not complete
Work questions with questions with any questions.
On Inquiry complete, complete sentences.
Questions thoughtful and
informative
answers.
Point Total
Criteria Points
12 = A 7= C-
11 = A- 6=D
10 = B 4 to 5 = D-
9 = B- 0 to 3 = F
8=C
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References:
American Forest Foundation. Project Learning Tree: Environmental Education PreK-8 Activity
Guide. (2004) Can it be real? (11th ed., pp. 30-34). Washington, D.C.
Biggs, Alton, et al. (2005) Biology: The dynamics of life. New York, NY:Glencoe McGraw-Hill.
California Content Standards; Science Grades Nine through Twelve—Biology/ Life Sciences.
Retrieved November 7, 2009.
http://www.cde.ca.gov/BE/ST/SS/documents/sciencestnd.pdf
Chapin, F. Stuart, III., et al., (Ed.). (2009) Principles of ecosystem stewardship: Resilience-based natural resource
management in a changing world. Springer Science News Media, New York, NY.
Driver, R., Asoko, H., Leach , J., Scott, P., and Mortimer, E., (1994) Constructing scientific
knowledge in the classroom. Educational Researcher,; 23: 5 - 12.
National Research Council, National Science Education Standards (Washington, D.C.: National
Academy Press 1996)
Rosebery, A., Warren, B. and Conant, F. (1992). Appropriating scientific discourse: Findings
from language minority classrooms. The Journal of the Learning Sciences 2: 61-94.
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Student Objectives:
• Students will identify and evaluate the structural adaptations of insects, plants, and
animals to their environments.
• Students will be able to distinguish and compare different features of insects, plants, and
animals.
• Students will analyze the advantages of insect, plant, and animal characteristics in
relation to environmental adaptation.
• Students will use computer technology and library resources for research.
Requirements:
• Students will work cooperatively in teams of two students and follow a schedule of
study/work and completion.
• Students will use computer technology and library resources in their research in which
she or he will learn about adaptation regarding their plant/animal.
• Students will explain and provide information by completing the questions..
• Students will demonstrate to the class by presenting their poster.
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• The criteria for the poster should include 1) Drawing of their organism 2) Its habitat, and
3) An explanation of how it is adapted to its environment.
• Students can invite class discussion on their plant/animal and its diverse and unique
characteristics.
Student Worksheet
Bio-Diversity—Can It Be Real?
Driving Question
How and why do insects, plants and animals adapt?
Vocabulary
New and Review Words
Bio-Diversity—Can It Be Real?
Use the following rubric to evaluate student work & presentation.
Student______________________________________
Criteria Three Points Two Points One Point Points
Student Students Students Students did not
Participation participated participated in participate in class
in Team and actively in class some class discussions.
Class discussions. discussions.
Effective Worked effectively Worked somewhat Had difficulty
Research and in team doing effectively in team working in team
Work research. doing research. doing research.
Poster Prepared a poster Prepared a poster Prepared a poster
Complete & covering all points covering most not covering points
Informative of criteria. points of criteria. . of criteria.
Quality of Completed all Completed most of Did not complete
Work questions with questions with any questions.
On Inquiry complete, complete sentences.
Questions thoughtful and
informative
answers.
Point Total
Criteria Points
12 = A
11 = A-
10 = B
9 = B-
8=C
7= C-
6=D
4 to 5 = D-
0 to 3 = F