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.

9:00   Introductions           

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

Hitchhiking Aphid

9:30   LESSON SEQUENCE I - Structure and Processes (Primary)  Structure and Processes (Grade 4) 

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.
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.

The following Science Practices are encouraged in this set of lessons:

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

Debrief

Fog Drinking Beetle

10:30  LESSON SEQUENCE II -  LIFE CYCLES (Grade three)   ECOSYSTEMS (Grade 5)

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

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

The following Science Practices are encouraged in this set of lessons:

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

Debrief


Pee Shooting Leaf Hopper

11:30  LESSON SEQUENCE III : Habitats, Niches, Food Webs.  Habitat (Grade 2) and Food Webs and Abiotic Systems (Grade 6)

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.
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

The following Science Practices are encouraged in this set of lessons:
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

12:00  Lunch

 

12:30 Complete Investigations

 

Debrief

 

1:00    Hike through the guides –

Ask teachers to look at the lesson “Are Vacant Lots Vacant?” Do just procedure 1.  Discuss how the lessons are set up.

 

1:30    Unit template using PLT, WILD, OFRI materials (essays & videos)

            Implementation Plan

 

2:15     Share out

 

2:45    Closure, evaluations

 

Comments