Activity 6.1 - Explaining Other Examples of Animals Growing, Moving and Functioning (50 min)

Use Slides 3-6 of the PPT to review what students have learned about how animals use food.

• Slide 3 reminds students that the unit is about all kinds of animals.
• Slide 4 reminds students of structures that all animals have in common at different scales: cells that are made of molecules that are made of atoms.
• Slide 5 reminds students that all animals eat food made mostly of water and large organic molecules, and that some large organic molecules leave the animals as feces.
• Slide 6 reminds students that after food is digested the molecules can either be used for growth through biosynthesis or energy through cellular respiration.
• Tell students that their explanations today will be to tell this whole story.

Display slide 7 of the 6.1 Explaining Other Examples of Animals Moving and Growing PPT.

• Give each student a copy of one of the 6.1 Other Animals Readings. About 1/3 of the students should read about each animal.
• Have students complete the 6.1 Dolphins/Mealworms/Salmon Worksheet for the animal they read about.

Modifications: Students can work in pairs or groups with those who have the animal.

Display slide 8 of the 6.1 Explaining Other Examples of Animals Moving and Growing PPT.

• In their groups, have students discuss their answers and come to consensus about their explanations and answers to the questions.

Display slide 9 of the 6.1 Explaining Other Examples of Animals Moving and Growing PPT.

• Decide how to have students share the explanation for their animal.
  • Students who focused on the same animal can present to the whole class. They could make a poster to share.
  • Students can form groups of three with students who focused on each of three materials.

Display slide 10 of the 6.1 Explaining Other Examples of Animals Moving and Growing PPT.

• Have a class discussion about the similarities and differences between the three animals. Students should recognize that the chemical changes are similar in each case and that the rules about atoms and energy always apply.

Display slide 11. Have students look back at their initial ideas on 1.2 Expressing Ideas Tool for Animals Growing.

• Ask them to share some of their initial ideas, their thinking about how their ideas have changed, and what their initial questions were.
• Ask them how they would now answer their initial questions.

Have students revisit their data and unanswered questions from the Mealworms Eating Investigation from Lesson 3.

Display slide 12. Have students review their data from 3.2 Mealworms Investigation Class Results 11 x 17 Poster or 3.2 Mealworms Investigation Class Results Spreadsheet.

• Have students review their evidence-based arguments and unanswered questions from their 3.3 Evidence-Based Arguments Tool for Mealworms Eating.
• Have them consider how they would now answer their unanswered questions.

Show slide 13 of the 6.1 Explaining Other Examples of Animals Moving and Growing PPT.

• Conclusions: What is the same about how all animals move, grow, and function?
• Predictions and Planning: How is how the animal you studied moves, grows, and functions different from other animals?
• On a sheet of paper or a sticky note, have students individually answer the exit ticket questions. Depending on time, you may have students answer both questions, assign students to answer a particular question, or let students choose one question to answer. Collect and review the answers.
• The conclusions question will provide you with information about what your students are taking away from the activity. Student answers to the conclusions question can be used on the Driving Questions Board (if you are using one). The Predictions and Planning question allows students to begin thinking about the next activity and allows you to assess their current ideas as you prepare for the next activity. Student answers to the Predictions and Planning question can be used as a lead in to the next activity.