INVERTEBRATE EXPLORATIONS

Karate Kicking Cockroach

INTRODUCTION

The purpose of this set of pages is to provide materials and an outline for the March 1 Increased Time on Science Workshop. The worksop outline, instructions for explorations, and resources are provided on these pages.

WORKSHOP OUTLINE

Increase Time on Science

PLT, WILD, NGSS, Life Science 

March 1, 2018 

Michael Jaeger – mjaeger@eou.edu  Donna Rainboth – drainbot@eou.edu

Outcomes and Expectations: Provide experiences related to NGSS and implementing the Science Practices using invertebrates and the content/context of invertebrate structure and function, life cycle, and adaptations to the environment.

8-11 AM--MORNING SESSION: GRADES K-3

INTRODUCTORY LESSON  Project Learning Tree:  "Can it Be Real"

Hitchhiking Aphid

The following Science Practices are encouraged in this set of lessons Sequence I, II, and III below.

1) Asking questions (for science) and defining problems (for engineering)

2) Planning and carrying out investigations

3) Analyzing and interpreting data

4) Using mathematics and computational thinking

5) Constructing explanations (for science) and designing solutions (for engineering)

6) Obtaining, evaluating, and communicating information

Fog Drinking Beetle

LESSON SEQUENCE I - Structure and Processes (Primary- Grades K-1) LADYBUGS

The following NGSS Standards guide the strategies and outcomes for the Structure and Processes Lesson Sequences

K-LS1-1.  Use observations to describe patterns of what plants and animals (including humans) need to survive.

1-LS3-1.  Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like their parents.

Spittle Bug

LESSON SEQUENCE II : Habitats, Niches, Food Webs.  Habitat (Grade 2)  LADYBUGS

The following NGSS Standards guide the strategies and outcomes for the Structure and Processes Lesson Sequences

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

Wallace's Bee

LESSON SEQUENCE III -  LIFE CYCLES (Grade three)  MEALWORMS

The following NGSS Standards guide the strategies and outcomes for the Ecosystems: Interactions, Energy, and Dynamics. Heredity Lesson Sequences

3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction and death

3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms

AFTERNOON SESSION:  Grades 4-6

Pee Shooting Leaf Hopper

The following Science Practices are encouraged in this set of lessons below Lesson sequence 4, 5 and 6

1) Asking questions (science) and defining problems (engineering)

2) Planning and carrying out investigations

3) Analyzing and interpreting data

4) Using mathematics and computational thinking

5) Constructing explanations (science) and designing solutions (engineering)

6) Obtaining, evaluating, and communicating information

LESSON SEQUENCE 4 : Habitats, Niches, Food Webs.   Structure and Processes (Grade 4) ROACHES AND CRICKETS

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

4-LS1-2.  Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Soldier Fly larvae

LESSON SEQUENCE V: Habitats, Niches, Food Webs.  ECOSYSTEMS (Grade 5)  SOLDIER FLIES/WAX MOTHS

5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment'

LESSON SEQUENCE VI. Food Webs and Abiotic Systems (Grade 6)  LEAF LITTER

MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem