Ohio Standards Connection: Science and Technology Benchmark B Describe and illustrate the design process. Indicator 4 Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution). Related Standard Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive. Indicator 2 Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). Benchmark C Compare changes in an organism s ecosystem/habitat that affect its survival. Indicator 6 Describe how changes in an organism s habitat are sometimes beneficial and sometimes harmful. Lesson Summary: This lesson utilizes one approach to the design process by using a life science example to work through the design process. This lesson integrates the Science and Technology and Life Sciences standards, but emphasizes the design processes by stating a problem, identifying possible solutions and designing a solution. Students will use the design process to create an environment that would be suitable for relocating a polar bear to their local zoo in Ohio. Estimated Duration: One hour and 30 minutes Commentary: For third-grade students, this lesson allows students to be the designer of the right environment for a polar bear. One teacher who taught the lesson found that students were very interested in designing a new home for the polar bear and it was a good approach to teaching students about the design process. The students addressed the design process seriously by considering what the bear would need and how it would adapt to a new environment. Pre-Assessment: In order to get a clearer indication that students understand the design process, give the students an authentic problem to solve. They should be able to state the problem, identify possible solutions and then design a solution. Sample pre-assessment ideas include: Bring a bicycle with a broken wheel into the classroom. Because this may be their first introduction to this process, have students work with one or more partners. Groups will use the Attachment A, Lab Sheet and fill in the necessary information. Students should demonstrate knowledge in any way they can (e.g., lists, diagrams, labels, written commentary, etc.). A picture of a bicycle that has a broken wheel can be used instead of an actual bicycle. 1
Have your class brainstorm several problems that they might have before coming to school. List them where everyone can see. (e.g., The alarm clock didn t sound and I was late for school; I couldn t find socks that matched; I couldn t find the toothpaste; etc.) Limit the problems to those which the design process could be applied. Instruct students to select one of the problems and write it in their science journal or use the lab sheet. Direct students to attempt to write more than one solution. Have students pick one solution and explain it in more depth, draw a picture of the solution, write a list or communicate their idea in any way to make it clear. Instruct the students to think of a problem that affects a classroom animal or pet at home. (e.g., It gets out of its cage; It doesn t have a cage; How will it get food and fresh water during a vacation break?) Brainstorm several problems and list them where everyone can see. Have students select one of the problems and write it in their science journals, or use the lab sheet. Then direct students to attempt to write more than one solution. Have students pick one solution and explain it in depth, draw a picture of the solution, write a list, or communicate their idea in any way to make it clear. Scoring Guidelines: 4 The student (or group) states the problem; relates multiple solutions; and communicates a clear design (a detailed explanation) by listing the materials, using graphs, drawing with labels or any other means to show the solution. 3 The student (or group) states the problem; relates two solutions and clearly communicates a design (a detailed explanation). 2 The student (or group) has two components of the design process; states the problem; identifies possible solutions and designs a solution but does not have a clear explanation in them. 1 The student (or group) has unclear components or is missing one or more. 0 Student (or group) shows no understanding of the design process. Post-Assessment: A topic can be used, that is applicable, in order for students to master the design process: Design Process: state the problem identify possible solutions design a solution. Post-assessment ideas include: Have students choose their own problem without a prompt. Then ask them to describe and illustrate the solution using the design process. Students will need to list, draw, write, and communicate their thinking in any way they can including stating the problem, and 2
telling what they are planning to do. Make a detailed explanation which includes materials. Students need to have at least two possible solutions. Students can brainstorm possible problems that could be present in a school. Write the list where everyone can see. (e.g., design a better book bag, design a bird feeder to use in the classroom window, or design a new piece of playground equipment that is safe for all students). Have students select one of the problems and write it in their science journal. Then have them attempt to write more than one solution. Have students pick one solution and explain it in depth, draw a picture of the solution, write a list or communicate their idea in a manner that is clear. Direct students to work in small groups or choose to work alone. Using the design process, identify solutions that would protect an egg when pushed off the top of a ten foot ladder. Scoring Guidelines: 4 The student (or group) states the problem; relates multiple solutions; and communicates a clear design (a detailed explanation) by listing the materials, using graphs, a drawing with labels, or any other means to show the solution. 3 The student (or group) states the problem; relates two solutions and communicates a design that attempts to be clear (a detailed explanation). 2 The student (or group) has two components of the design process; states the problem; identifies possible solutions and designs a solution but does not have a clear explanation. 1 The student (or group) has unclear components or is missing one or more. 0 The student (or group) shows no understanding of the design process. Instructional Procedures: Instructional Tip: This may be the first time this skill is introduced. It is simply a process where the students state the problem, tells how they might solve it, and then develops a plan using drawings, graphs, schedules, etc. Encourage students to come up with multiple solutions and expand on one of them. A New Place for Polar Bear 1. Using chart paper, an overhead or chalkboard, introduce the class to the design process used in science. 2. Students should copy the same information into their journals or use the lab sheet in Attachment A, Lab Sheet 3. State the problem and write it where all can see. Ask students to copy it into their journals or use the lab sheet found in Attachment A, Lab Sheet. State the problem. The community wants to bring a polar bear here to their local zoo. What kind of environment do we need to build for him in order to keep him healthy, happy and protected? 3
4. Have students work in small groups. Distribute the polar bear fact cards in Attachment B, Polar Bear Fact Cards to give needed information about the polar bear s habitat. Make sure each group has cards that state a fact about its diet, physical characteristic, climate and space needs. 5. Have each member read his or her fact(s) to others and discuss what they have learned about the polar bear s habitat. Ask students to make note about what it eats, the right climate and needed space. 6. Based on the facts presented, the group should brainstorm multiple solutions for bringing a polar bear to their community to live so that it would stay healthy, happy and protected. 7. Have the group design a possible solution by drawing and labeling a picture showing what their habitat would look like. Students should be given time to work on their designs. The lesson can continue the next day. 8. Allow students to share their solutions with other groups. 9. If possible, allow groups to go back to the drawing board, revise their plans and try again. 10. Lead the class in a discussion of which designs they thought solved the problem the best and why. You may want to have students write their thoughts in their science journals. 11. Give the post-assessment. Optional Activity: In place of the above lesson or as an extension have students participate in an activity called Move This Potato!. Follow steps one and two from the lesson. Place a potato on a student s desk and place a second desk several feet away. The teacher will state the problem and write it where all can see. The students should copy it into their journals or use the lab sheet in Attachment A, Lab Sheet. How can you get this potato from this desk to that desk without touching it? Divide the class into small groups. Instruct each group to brainstorm as many ways as possible to solve the problem. Encourage creativity and tell them that all ideas should be recorded, no matter how unusual they sound. The only restriction is that they may not touch the potato with their bodies. Have each group discuss the ideas listed and choose one that they think will work the best. They will be trying this solution in class. Each group should complete the lab sheet in Attachment A, Lab Sheet describing their solution. Provide time for each group to describe and demonstrate their plan for the class. Possibilities may include stabbing the potato with something to carry it, wrapping paper or cloth around it, moving the desks and tipping one, hitting it with something, scooping it up with something, etc. Be open to allowing them try whatever they want, even if you see major flaws in their reasoning. It is the discussion and design planning that is important. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). 4
Provide students with an opportunity for flexible instructional grouping using various books about polar bears that are at their reading level. The lesson assignment provides all students an opportunity to think about, apply and expand on critical components of the design process. Bring in picture books of polar bears to go along with the fact cards to assist visual learners. Show a video about polar bears in their natural habitat. Extensions: Allow students to choose and research their own animal facts, state the problem, identify multiple solutions and then design a solution. Use the school media center to research polar bear facts, including habitat, on the Internet or in reference books. Use fictional stories which include a problem to be solved. Interrupt the story to allow students to design a solution, then finish the story and compare solutions. Write letters to a zoo explaining your results, or send them some of the classes designs with their commentaries. The animal fact cards can be classified by the whole class or by teams (e.g., into climate, diet, space and physical characteristics). Homework Options and Home Connections: Assign any of the optional assessment ideas not chosen as the pre- or post- assessments for more practice at home. Generate a problem at or near home and propose possible solutions (e.g., conserve water, trash). Interdisciplinary Connections: English Language Arts Reading Process: Concepts of Print, Comprehension Strategies and Self Monitoring Strategies Benchmark C: Draw conclusions from information in text. Indicator 5: Make inferences regarding events and possible outcomes from information in text. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. 5
For the teacher: For the students: Animal fact cards, lab sheet. Animal fact cards, drawing paper, science journal or lab sheet. Key Vocabulary: brainstorm design identify multiple process solution state (tell) Technology Connections: The final product could be presented as a slide show. Students could research their own facts for fact cards on an exotic animal of their choice. Web sites for information for fact cards include: www.polarbearsalive.org. Research Connections: Marzano, Pickering, et al., Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: ASCD, 2001. Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the following elements: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small group skills, and group processing. Heacox, Diane, Ed. D., Differentiating Instruction in the Regular Classroom. Free Spirit Publishing, Inc. 2002. General Tips: This is an ongoing benchmark. The design process can be integrated into other science standards. After sharing with other groups, students should become more aware that there are multiple solutions to problems. Attachments: Attachment A, Lab Sheet Attachment B, Polar Bear Fact Cards 6
Attachment A Lab Sheet State the Problem (Write down what the problem is.) Identify Possible Solutions (Write down as many ways as you can think of to fix or solve the problem.) Now, design a solution. (You can draw a picture and label it, write a list, make a graph, write a how-to paragraph, create a schedule or anything else to show one way to fix the problem.) 7
Attachment B Polar Bear Fact Cards Fact Cards A polar bear can look an elephant in the eye when standing on its hind legs. Male polar bears can weigh up to 1,400 pounds. Females will weigh less. Polar bears enjoy playfully wrestling with one another. This prepares them for real fights they might face later. Adult males can measure more than 9 ft. long and weigh between 770-1430 pounds. Along with a thick layer of body fat, a water-repellent coat insulates them from the cold air and water. A polar bear's fur acts as camouflage. Sometimes a polar bear can pass as a snow drift! The polar bear is not an endangered animal, but every year 900-1000 are killed. Polar bears need a platform of ice from which to hunt seals. Polar bears are the world s largest land predators. They dine primarily on seals. Biologists believe that starvation is the leading cause of death for adult bears. An adult bear's only enemies are human hunters. Bears live an average of 15-18 years. Some have been known to live 30 years. Polar bears like areas of sand, grass and hard ground. Because of a polar bear's thick blubber layer, an adult male can quickly overheat when it runs. 8
The polar bear's fur converts the sun's ultraviolet rays into usable heat. The hairs on a polar bear's coat are actually transparent. They have a hollow inner core which helps to convert the sun's rays into heat when it reaches the bear's black skin. The polar bear lives in the Arctic Circle mainly in Canada and Greenland and on some Norwegian and Russian islands. Polar bears have been seen within 150 miles of the North Pole. They live close to open water so they can hunt. In the summer months, polar bears will eat rodents, salmon, seaweed and blueberries. Polar bears spend as much time on the ice as they do land. Polar bears have been known to swim more than 60 miles (100 km) without a rest. A polar bear's forepaws are partially webbed and measure up to 12" in diameter. The polar bear's fat layer helps it to float in the water. Only pregnant females dig dens and hibernate. Polar bears will wait for hours next to a seal's air hole waiting for it to take a breath. A polar bear can smell a seal more than 20 miles (32 km) away. A polar bear makes shallow dives. They swim under water at only 9.8-14.8 ft. (3-4.5 m) Polar bears are at the top of the food chain. They kill and eat seals, walrus and even beluga whales. 9