Activity 6.2 - Comparing Animals and Flames (50 min)

Target Student Performance

Students compare how matter moves and changes and how energy changes in ethanol burning vs. a child growing, moving and functioning (connecting macroscopic observations with atomic-molecular models and using the principles of conservation of matter and energy).

Resources Provided

Recurring Resources

(Optional) Big Idea Probe: What Happens to the Fat? (1 per student)
(Optional) Assessing the Big Idea Probe: What Happens to the Fat?

Setup

Prepare one copy of 6.2 Comparing Animals and Flames Worksheet > for each student. Prepare a computer and a projector to display the 6.2 Comparing Animals and Flames PPT.

Directions

1. Use the instructional model to show students where they are in the course of the unit.

Display slide 2 of the 6.2 Comparing Animals and Flames PPT.

2. Have students try explaining new examples.

Display slides 3-5. Have students work to explain the scenarios on the slides about animal growth, movement, and function.

Have students discuss the scenarios with a partner and then discuss each as a class.
At this point in the unit, you will want to point out places where their explanations do not align with scientific explanations.

3. Have students compare flames and animals.

Display slide 6 of the 6.2 Comparing Animals and Flames PPT. Tell students they will be comparing what they learned about in Systems and Scale with what they have learned about animals.

Pass out the 6.2 Comparing Animals and Flames Worksheet t to each student.
Have students complete the comparison individually or in pairs.
Students may need to look back at their Process Tools from Systems and Scale.

Display slide 7 of the PPT and remind students that good answers to questions about both animal and flames should address each of the four numbered questions of the Three Questions 11x17 Poster (or Handout).

4. Allow students to share their explanations with the class.

Display slide 8 of the 6.2 Comparing Animals and Flames PPT. Provide students an opportunity to share their explanations with the class.

Go through the worksheet with the class and have students share their ideas. At this point in the unit, students should have scientifically explanations. Check that they are following the rules about matter and energy.

5. Lead a discussion about how student ideas have changed over time.

Display slide 9 of the PPT. Have students consider how their ideas changed with regard to scale, movement, and carbon. What do they know about how animals grow and move now that they didn’t know before this unit?

6. (Optional) Have students complete the Big Idea Probe: What Happens to the Fat? for the final time.

If you decided to use the Big Idea Probe: What Happens to the Fat? have students complete it and share their ideas again. Have students discuss how their ideas have changed throughout the unit. See Assessing the Big Idea Probe: What Happens to the Fat? for suggestions about how to use the Big Idea Probe.

Assessment

Use the 6.2 Grading the Comparing Animals and Flames Worksheet to grade students’ work.