Scientific Inquiry, Episode 3 Teacher s Guide

Transcription

1 Teacher s Guide Grade Level: 6 Curriculum Focus: Science Lesson Duration: 2 3 class periods Program Description Planets and Stars (6:29) Tour the universe to learn more about planets and stars. End of Dinosaurs (6:00) Explore two theories behind the mass dinosaur extinction. How Plants Grow (6:25) Get a first hand glimpse of the incredible journey plants must undertake to live. Built to Fly (3:00) Learn about the unique physical characteristics that allow birds to fly. Onscreen Questions How did the sun form? Why do some scientists think the dinosaurs became extinct? What is photosynthesis? What is one adaptation birds have that helps them fly? Lesson Plan Student Objectives Research and examine current theories behind the mass extinction of dinosaurs. Write an essay defending one extinction theory. Materials Scientific Inquiry, Episode 3 video Paper Pencils and erasers Print resources with information about dinosaur extinction Computer with Internet access

2 Teacher s Guide 2 Procedures 1. Talk about the extinction of the dinosaurs. A good way to introduce this topic is to view the segment End of Dinosaurs in Scientific Inquiry, Episode 3. Following the video, discuss the two major extinction theories talked about in the program, the intrinsic volcanic eruption theory and the extrinsic meteorite theory. 2. Divide students into groups of two or three and have them use the video, print materials, and the Internet to research the two theories. Each group should be able to answer the following about both theories: What is the theory? According to this theory, describe what happened to the dinosaurs Who developed this theory and when? (If known) What evidence supports this theory? What are the major differences between the two theories? The following Web sites have good information about both theories: After conducting their group research, have the groups share what they found; allow time to discuss and reflect on both theories. Ask the class: What is the most compelling evidence for either theory? Which theory seems more accurate and why? 4. Next have each student write a one-page essay about what they think caused the mass extinction. Essays should be well organized, legible, and based on the fact information that students researched. Give students time in class and as a homework assignment to write their essays. 5. Once they have finished their essays, allow volunteers to share what they wrote with the class. Hold a discussion about the students ideas about the dinosaur extinction. Which theory did most students agree with? Assessment Use the following three-point rubric to evaluate students work during this lesson. 3 points: Students were highly engaged in class and group discussions; used research materials independently and wisely; answered the research questions thoughtfully and intelligently; and wrote legible, well-organized essays based on their research, and clearly identified that they understood the subject matter very well. 2 points: Students participated in class and group discussions; used research materials with little teacher supervision; generally answered the research questions; and wrote somewhat

3 Teacher s Guide 3 Vocabulary legible, well-organized essays based some on their research, and identified that they had a basic understanding of the subject matter. 1 point: Students participated minimally in class and group discussions; were unable to use research materials without supervision; were unable to answer the research questions without a good deal of help; and wrote illegible or disorganized essays that was not based on their research or showed a lack of understanding of the subject matter, or did not complete their essays at all. crater Definition: The depression formed by a meteorite or a bowl-shaped depression at the mouth of a volcano Context: Scientists discovered a crater more than 110 miles wide off the coast of the Yucatan Peninsula in Mexico. dinosaur Definition: Any of a group (Dinosauria) of extinct chiefly terrestrial carnivorous or herbivorous reptiles of the Mesozoic era Context: Some scientists believe that a volcanic eruption caused a lava flow that killed all the dinosaurs on Earth. extinction Definition: The condition or process of becoming extinct; the act of dying out Context: Five major extinctions have occurred in Earth s history. meteorite Definition: A stony or metallic mass of matter that has fallen to the Earths surface from space Context: The Hoba iron meteorite in Namibia is the largest meteorite known on Earth. Academic Standards National Academy of Sciences The National Science Education Standards provide guidelines for teaching science as well as a coherent vision of what it means to be scientifically literate for students in grades K-12. To view the standards, visit This lesson plan addresses the following science standards: Science as Inquiry: Understanding about scientific inquiry Life Science: Organisms and environments; Populations and ecosystems; Interdependence of organisms

4 Teacher s Guide 4 Earth and Space Science: Earth s history; Changes in earth and sky Mid-continent Research for Education and Learning (McREL) McREL s Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visit This lesson plan addresses the following national standards: Geography Physical Systems: Knows the physical processes that shape patterns on Earth s surface Geography Uses of Geography: Understands how geography is used to interpret the past Science Life Science: Understands relationships among organisms and their physical environment Science Nature of Science: Understands the nature of scientific knowledge; Understands the nature of scientific inquiry Support Materials Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a Custom Classroom account for future use. To learn more, visit DVD Content This program is available in an interactive DVD format. The following information and activities are specific to the DVD version. How To Use the DVD The DVD starting screen has the following options: Play Video This plays the video from start to finish. There are no programmed stops, except by using a remote control. With a computer, depending on the particular software player, a pause button is included with the other video controls. Video Index Here the video is divided into sections indicated by video thumbnail icons; brief descriptions are noted for each one. Watching all parts in sequence is similar to watching the video from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a

5 Teacher s Guide 5 computer, click once to highlight a thumbnail and read the accompanying text description and click again to start the video. Curriculum Units These are specially edited video segments pulled from different sections of the video (see below). These nonlinear segments align with key ideas in the unit of instruction. They include onscreen pre- and post-viewing questions, reproduced below in this Teacher s Guide. Total running times for these segments are noted. To play a particular segment, press Enter on the TV remote or click once on the Curriculum Unit title on a computer. Standards Link Selecting this option displays a single screen that lists the national academic standards the video addresses. Teacher Resources This screen gives the technical support number and Web site address. Video Index Curriculum Units