Unit: Organization Inquiry Task. Investigating Common Functions Among Diverse Organisms

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit: Organization Inquiry Task Investigating Common Functions Among Diverse s Overview: In this task, students will explore the diversity and complexity among organisms in different kingdoms. Structural similarities and differences can then be used to determine ancestral relationships among the kingdoms. Standards: SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals). c. Examine the evolutionary basis of modern classification systems. SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. a. Exhibit the above traits in their own scientific activities. b. Recognize that different explanations often can be given for the same evidence. c. Explain that further understanding of scientific problems relies on the design and execution of new experiments which may reinforce or weaken opposing explanations. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate technique in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. SCSh3. Students will identify and investigate problems scientifically. a. Suggest reasonable hypotheses for identified problems. b. Develop procedures for solving scientific problems. c. Collect, organize and record appropriate data. d. Graphically compare and analyze data points and/or summary statistics. e. Develop reasonable conclusions based on data collected. f. Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information. August 13, 2007 Page 1 of 9

2 SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. a. Develop and use systematic procedures for recording and organizing information. SCSh8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigators control the conditions of their experiments in order to produce valuable data. b. Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations hypotheses, observations, data analyses, and interpretations. c. Scientists use practices such as peer review and publication to reinforce the integrity of scientific activity and reporting. d. The merit of a new theory is judged by how well scientific data are explained by the new theory. e. The ultimate goal of science is to develop an understanding of the natural universe which is free of biases. f. Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought. Enduring Understandings: s carry out life processes differently. Multi-cellular organisms are formed as highly organized arrangements of differentiated cells. Modern classification systems are based on evidence that indicates evolutionary relationships. Essential Question(s): 1. How do organisms (simple and complex) carry out life processes differently? 2. Why do complex organisms have specialized structures to carry out life processes? 3. Why would organisms in different kingdoms have similar or different characteristics? Pre-Assessment: Pre-assessment mini-performance activity: Teacher Notes: For larger or different ability groupings, the pre-assessment may take longer, but can be modified for length. 1. Give students examples two organisms from each of the six kingdoms: students must follow the criteria of classifying an organism in each kingdom. Give students a fact sheet to help them place information they already know about the organism. August 13, 2007 Page 2 of 9

3 2. Assign to either individuals or groups of students depending on ability level. Assign 2 archaebacteria, 2 bacteria, 2 protists, 2 fungi, 2 plants and 2 animals to research and place answers in a fact sheet. 3. Students should include the s of the kingdom and if appropriate include the Domain s for each organism. (To make this task faster, have students use an internet search engine prior to the formal performance task. ) 4. Scavenger Hunt: Have students go find 8 organisms among their peers. They must pick 4 different peers and have their peer initial by the 2 organisms retrieved from the hunt. 5. Students must check the kingdom level of taxonomy for each similar organism in a fact_sheet. SAFTEY: Teacher Note: The use of preserved specimens can be used in place of images. WEAR Goggles and aprons if using preserved specimens. Dissection is optional but not necessary. Follow appropriate safety guidelines when using sharp instruments. Outcome/ Performance Expectations Students will be able to explain how organisms differ at various levels of complexity to carry out life functions and how similarities and differences among organisms can be used to determine ancestral relationships. Write a concept statement How would you formulate an expert idea? 1. What are some physical characteristics that all of organisms share? 2. What are some observations that help you determine successful adaptations among all the organisms represented? 3. Make predictions about the methods of nutrition by observing internal and external structures of the organism. 4. Based from the organism s level of complexity, determine some characteristics that would lead you predict the organism s evolutionary age. Write a concept statement / question What kind of situation would cause this concept to become apparent in students understanding? 1. Through investigation, students will be able to identify the structures that maintain stability of the organism through background research and laboratory investigation. 2. Laboratory observation of preserved specimens structure and function will create an understanding of biodiversity and complexity. 3. Question to ask: Which organisms appear to be complex? 4. Question to ask: What portions of your own body act similar in function to the organism you have observed? August 13, 2007 Page 3 of 9

4 Identify necessary data and observations What data would demonstrate the mastery of the concept by ALL students in the classroom? 1. Fact sheets should be placed at each location/station within the lab/classroom area. 2. Using the data collection through observing various organisms structure will bridge the concepts of evolutionary ancestry and adaptations. 3. Students will relate the organization of life to various adaptations and habitats in biosphere. Write procedures that will cause students to organize data Test a procedure using known concepts. 1. After observation and identification of structure and function, students will organize the data to the function of a graphic organizer (see Data_table ). 2. After data table is complete for the organism, teacher will check the table for accuracy and correctness. 3. The teacher will rotate the students to each organism station. 4. Students will compare structure with function for each organism and continue to apply observations to data table. 5. Once the entire data table is complete, students will compare their data to other groups in the class. Write questions or activities to use or apply the concept (represent, model, visualize, or design new experiments). 1. Students can take their data tables and create a concept map using the Enduring understanding statements or essential questions. The concept map could be used as informal assessment of knowledge gained by the students. The teacher could also provide a list of life processes for further emphasize that life is universal in various forms. 2. Students could create a web quest of their assigned organism for a 7 th grader to explore and learn about the relationships among the various organisms. 3. Students can create a flow chart for a specific life process emphasizing the order of complex structure among kingdoms identified organism. August 13, 2007 Page 4 of 9

5 Homework/Extension Extension: ( perform this activity in class with teacher guidance) Create a small T-chart (compare and contrast) for the groups if organisms listed below. Assign individual students (or groups based on ability level) the following: Compare and Contrast: Chitn in fungi cell walls vs cellulose in plant cell walls. Archeabacteria vs. Eubacteria Compare & contrast paramecium to an animal. Compare & contrast algae with plants. Why are they not in the same kingdom? Compare and contrast viruses with the life processes of other living organisms. Teacher note: the teacher needs to lead discussion about kingdomless life forms such as viruses after students have determined basic similarities and differences between viruses to life processes to other living things. This will help clarify misconceptions about viruses when comparing the process of life to the other examples provided. Homework: Teacher note: (post-assessment) After the extension activity, the teacher may assign the completion of this chart for homework. (See Homework Kingdom Completion Chart based on extreme situations in diversity among the kingdoms. To add rigor, the teacher may adapt the chart to include domain and use evolutionary relationships among the domains and kingdoms. Instructional Tasks Accommodations for ELL Students Pair with more advanced native language speaking partner (allow for translation in native language for comprehension) as needed Provide paragraph summary template ( fill in the blank format) Provide teacher notes to prepare the concept statements Provide a template with partial answers on chart Provide page numbers for quick reference and organization of chart. August 13, 2007 Page 5 of 9

6 Instructional Tasks Accommodations for Students with Disabilities Instructional Tasks Accommodations for Gifted Students Review and Implement IEP accommodations for specific student needs Other Accommodations may include Word banks for written assessments such as essays Pair verbal directions with visual cures Clarify vocabulary with student oral response Pair with a strong lab partner ( good reader, writer) Optional Task 1: If the evolutionary standards have been taught, students can design a cladistic of the organism used in the lab or from the homework and write an analysis of the cladistic expressing justification for organism placement on the clade based on complexity and evolutionary age. Teacher note: students must be taught the concept of clades and phylogentic trees. August 13, 2007 Page 6 of 9

7 Homework Kingdom Completion Chart (back_to template). Research the following organisms placed in each kingdom for the following life processes indicated in the chart. Kingdom Archaebacteria Eubacteria Protista Fungi Plantae Animalia Communities Endoliths Thermophiles acidophiles Purple sulfur bacteria Cyanobacteria Obligate anaerobes Arctic algae Fungal partners in lichens in extreme environments Insectivirous plants Kangaroo rat Deep Sea Hydrothermal vent communities Obtaining Transforming Transporting Releasing Eliminating August 13, 2007 Page 7 of 9

8 Fact Sheet: Structure and Function Task back_to_template Repeat these questions for every station (organism) used in the task. Station 1: List what you know about this organism. How does the organism obtain energy? How does the organism respond to stimuli (its surroundings)? How does this organism eliminate waste? How does this organism transport matter and energy to vital structures? How does this organism reproduce? Is this organism simple or complex? Why? August 13, 2007 Page 8 of 9

9 Station 2: Data table (back to template) Name Common grasshopper for example Domain Kingdom Common characteristics Cell Type Mode of Nutrition Mode of reproduction August 13, 2007 Page 9 of 9