Animals Unit

Animals is one of the six Carbon TIME units. If you are new to teaching Carbon TIME, read the Carbon TIME FAQ: Which Units Should I Teach.

The goal of the Animals unit is to introduce students to organic matter and chemical energy (in the context of digestion and biosynthesis) using the tools for reasoning and environmental literacy practices that students will engage with in other units. Students develop required capacity to distinguish organic matter from inorganic matter, and to understand how differences in the chemical make-up of materials influences how materials and energy are transformed and moved between systems.

The Animals Unit supports students in using core disciplinary ideas, science practices, and cross-cutting concepts to develop scientific explanations of how different animals transform matter and energy as they grow, move, and function.

Follow these steps to get ready to teach the Animals Unit.

Lead Editor for 2018-2019 Version

Kirsten D. Edwards, Department of Teacher Education, Michigan State University

Principal Authors

Christa Haverly, Department of Teacher Education, Michigan State University
Christie Morrison Thomas, Department of Teacher Education, Michigan State University
Kirsten Edwards, Department of Teacher Education, Michigan State University
Hannah K. Miller, Department of Teacher Education, Michigan State University
Charles W. “Andy” Anderson, Department of Teacher Education, Michigan State University

Contributing Authors

Beth Covitt, Jenny Dauer, Jennifer H. Doherty, Allison Freed, Wendy Johnson, Deborah Jordan, Craig Kohn, Lindsey Mohan, Joyce Parker, Emily Scott, Elizabeth Tompkins, Nicholas Verbanic, Pingping Zhao

Illustrations

Craig Douglas, Kendra Mojica

This research is supported in part by grants from the National Science Foundation: A Learning Progression-based System for Promoting Understanding of Carbon-transforming Processes (DRL 1020187) and Sustaining Responsive and Rigorous Teaching Based on Carbon TIME (NSF 1440988). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the United States Department of Energy.

Contact the MSU Environmental Literacy Program for more information: EnvLit@msu.edu.

The Driving Question

The Animals Unit starts by asking students to express their ideas about the driving question about an anchoring phenomenon.

Carbon is the key! In the unit, students learn to tell the story of how matter and energy are transformed as they move through animal systems. A particularly powerful strategy for explaining how animal systems transform matter and energy involves tracing carbon atoms. For more information about the Next Generation Science Standards disciplinary core ideas included in this unit, see sections on the Matter Movement, Matter Change, and Energy Change Questions below and the Unit Goals.

Research base. This unit is based on learning progression research that describes the resources that students bring to learning about animals and the barriers to understanding that they must overcome. It is organized around an instructional model that engages students in three-dimensional practices.

Students’ Roles and Science Practices

As students learn to answer the driving question by explaining how animal systems transform matter and energy, they play three different roles that encompass all of the Next Generation Science Standards science and engineering practices.

Questioners: Students explore the driving question, clarify, and generate more detailed questions
Investigators: Students conduct matter-tracing investigations of mealworms eating and develop evidence-based arguments about key observations and patterns
Explainers: Students construct model-based explanations of how animals grow.

The roles that students play are also embedded in the instructional model and Discourse Routine. The Discourse Routine guides how classroom discourse aimed first at divergent thinking and then at convergent thinking should be sequenced through the unit.

Good Explanations Answer the Three Questions

Students figure out how to answer the driving question by tracing carbon-containing molecules through a series of movements and chemical changes inside animals. At each stage in these processes they answer Three Questions about what is happening: The Matter Movement Question, the Matter Change Question, and the Energy Change Question.

Below, we use the anchoring phenomenon of child growth as an example of how students learn to answer the Three Questions for different animals.

Note that, in Carbon TIME, crosscutting concepts serve as the “rules of grammar” for producing a scientific performance. With respect to animals growing, high quality explanations should attend to the following rules that are implied by crosscutting concepts. Explanations should attend to:

Scale by explaining events and phenomena at the appropriate scale (see more in the structure and function bullets below).
Systems and system models and energy and matter by following rules for tracing matter and energy through systems and system models. For example, neither energy nor matter should be created or destroyed as it moves into, through, or out of a system.
Structure and function by linking structures and functions in explanations at each scale.
- Macroscopic scale (tracing matter and energy through processes occurring in organs and organ systems)
- Cellular scale (tracing matter and energy into and out of cells as cellular functions are carried out)
- Atomic-molecular scale (tracing matter and energy through chemical processes—digestion, cellular respiration, and biosynthesis—involving molecules with different structures and properties)

The Matter Movement Question: Tracing Molecules Through Body Systems and Cells

Students learn to tell the following story of how carbon-containing molecules move through body systems and cells.

Carbon atoms enter animals’ bodies as part of large organic molecules—carbohydrates, fats, and proteins—in food.
Some large organic molecules that animals eat are never digested and leave animals’ bodies as feces, but they are not the ones that help animals to grow, move, and function.
Digested small organic molecules (monomers) containing carbon atoms move out of animals’ digestive systems and into all the cells of their bodies. Cells use these molecules to do the work that enables animals to grow, move, and function.
All cells produce carbon dioxide that ultimately leaves animals through their respiratory systems.

The Matter Change and Energy Change Questions: Explaining How Animals Use Organic Molecules to Grow, Move, and Function

Matter movement is an essential part of the story, but not the whole story. To answer the driving question, students learn to explain chemical changes that occur inside animals:

Large organic molecules (polymers) are broken down into small organic molecules (monomers) in animals’ digestive systems. Both large and small organic molecules have chemical energy stored in their C-C and C-H bonds.
Biosynthesis and growth. Animals grow when their cells grow and divide through the process of biosynthesis—combining small organic molecules from food to make the large organic molecules needed for cells’ structure and function.
Cellular respiration—energy to move and function. Animal cells get the energy they need to move and function by combining sugars and other small organic molecules with oxygen, releasing energy when high-energy C-C and C-H bonds are replaced by lower-energy bonds in carbon dioxide and water.

How Much Detail?

Biology textbooks go into lots of details not included in the brief account above—about animals’ body systems, about cellular structure and function, and about macromolecules and metabolic processes. But our learning progression research has shown that there is an important tradeoff here—many students get lost in the details and never learn a basic coherent story that answers the driving question. The Next Generation Science Standards take a clear position on this tradeoff; a coherent story based on principles such as matter and energy conservation is more important than the details. Consult the Unit Sequence tab to decide how much detail is appropriate for your students.

Before beginning the Animals Unit, you need to decide what to teach and importantly, what not to teach! Use this page to choose the unit sequence that’s most appropriate for your students.

Some activities are REPEATING ACTIVITIES (). Omit these activities if students have already completed them in another unit (unless you’d like students to repeat them as review).
Other activities are TWO-TURTLE ACTIVITIES (), which place a higher demand on students. Decide whether the higher demand required by these activities will be useful or distracting for your students. The Carbon TIME Turtle Trails Document document provides further info about choices for making units more or less demanding, depending on your students’ needs.

Unless otherwise noted in the table below, all activities in the unit should be taught.

Download Animals Unit Sequence Document

S&S unit Sequence

Here, we present two ways to think about how lessons are sequenced in the Animals Unit. The Instructional Model, immediately below, emphasizes how students take on roles of questioner, investigator, and explainer to learn and apply scientific models they can use to answer the driving question. Further below, the Unit Storyline Chart highlights the central question, activity, and answer that students engage with in each lesson of the Animals Unit.

Instructional Model

Like all Carbon TIME units, this unit follows an instructional model (IM) designed to support teaching that helps students achieve mastery at answering the driving question through use of disciplinary content, science practices, and crosscutting concepts. To learn more about this design, see the Carbon TIME instructional model.

The core of the Carbon TIME IM is the Observation, Patterns, Models (OPM) triangle, which summarizes key aspects to be attended to as the class engages in unit inquiry and explanation. The OPM triangle for the Animals Unit, shown below, articulates the key observations students make during the unit investigation, the key patterns they identify through analyzing their investigation data, and the central scientific model that can be used to answer the unit’s driving question. During the inquiry portion of the unit (Lesson 3), the class moves from making observations to identifying patterns, eventually using these patterns to make evidence-based arguments. During the explanation portion of the unit (Lessons 4, 5, 6), the class learns the atomic-molecular model, makes connections across scales, and uses the atomic-molecular model to explain how animals grow, move, and function. Across the unit, classroom discourse is a necessary part of 3-dimensional Carbon TIME learning. The Carbon TIME Discourse Routine document provides guidance for scaffolding this discourse in lessons.

Unit Storyline Chart

Another way to familiarize yourself with the sequence of lessons in the Animals Unit is with the Unit Storyline Chart depicted below. The Unit Storyline Chart summarizes a unit phenomenon-based driving question associated with each lesson, what classes will do in each lesson to address the question, what conclusions they will come to, and how they will transition to a subsequent lesson.

Download Unit IM and Storyline Chart

The Next Generation Science Standards (NGSS) performance expectations that middle and high school students can achieve through completing the Animals Unit are listed below. To read a discussion of how the Carbon TIME project is designed to help students achieve the performances represented in the NGSS, please see Three-dimensional Learning in Carbon TIME.

Next Generation Science Standards

The Next Generation Science Standards (NGSS) performance expectations that middle and high school students can achieve through completing the Animals Unit are listed below. To read a discussion of how the Carbon TIME project is designed to help students achieve the performances represented in the NGSS, please see Three-dimensional Learning in Carbon TIME.

High School

From Molecules to Organisms: Structures and Processes. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Matter and its Interactions. HS-PS1-4. Develop a model to illustrate that the release or absorption of energyfrom a chemical reaction system depends upon the changes in total bond energy.
Matter and its Interactions. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
From Molecules to Organisms: Structures and Processes. HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
From Molecules to Organisms: Structures and Processes. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Ecosystems: Interactions, Energy, and Dynamics. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Middle School

Matter and its Interactions. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
Matter and its Interactions. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Matter and its Interactions. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
From Molecules to Organisms: Structures and Processes. MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Target Performances for Each Activity

All Carbon TIME units are organized around a common purpose: assessing and scaffolding students’ three-dimensional engagement with phenomena. Every Carbon TIME activity has its specific expectation for students’ three-dimensional engagement with phenomena, what we call its target performance. Each activity also includes tools and strategies that teachers can use to asses and scaffold the target performance in rigorous and responsive ways.

The target performances for each activity in the Animals unit are listed in the table below.

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Materials List

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Materials to Purchase PDF

Resources You Provide

Activity 1.1: Animals Unit Pretest (20 min)

pencils (1 per student, for paper version)

Activity 1.2: Expressing Ideas about How Animals Grow (40 min)

sticky notes (1 per student)
time-lapse video of child growing, such as https://www.youtube.com/watch?v=OLTfq6JjPus&t=1s

Activity 2.1: Zooming into Plants, Animals, and Decomposers (40 min)

Activity 2.2: Molecules Cells Are Made of (45 min)

Activity 2.3: Molecules in Cells Quiz (20 min)

Pencils (1 per student)

Activity 2.4: Questions about Animals (30 min)

(From previous lesson) 1.2 Expressing Ideas and Questions Tool for Animals Growing
Time-lapse video of mealworms eating a carrot

Activity 3.1: Predictions about Mealworms Eating (50 min)

(From previous lesson) Students’ ideas and questions they shared in Activity 1.2 Expressing Ideas about How Animals Grow
(From previous lesson) 1.2 Expressing Ideas Tool for Animals Growing

Activity 3.2: Observing Mealworms Eating (60 min over 2 days)

bromothymol blue (BTB) solution (less than 1 cup per group of four students
digital balance (1 per group of four students)
mealworms (10-15 grams, approximately 100-150 mealworms per group of four students)
plastic Petri dish (1 per group of four students)
sealable, 9.5 cup container (1 per group of four students)
small container to hold mealworms (1 per group of four students)
thick slice of potato (food for mealworms) (1 per group of four students)
(From previous lesson) 3.1 Predictions and Planning Tool for Mealworms Eating with student answers

Activity 3.3: Evidence-Based Arguments about Mealworms Eating (50 min)

(From previous lesson) 3.2 Mealworms Investigation Class Results 11 x 17 Poster (or Spreadsheet)
(From previous lesson) 3.2 Observing Mealworms Eating Worksheet

Activity 4.1: Molecular Models for Cows Moving and Functioning: Cellular Respiration (45 min)

(From previous lesson) Students’ unanswered questions they shared in 3.3 Evidence-Based Arguments Tool for Mealworms Eating
(From previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating
molecular model kit (1 per pair of students)
scissors (1 per pair of students)
twist ties (at least 12 per pair of students)
video of a cow moving, such as here: https://youtu.be/onWzeDElz6w

Activity 4.2: Explaining How Cows Move and Function: Cellular Respiration (40 min)

(from previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating

Activity 5.1: Tracing the Processes of Cows Growing: Digestion and Biosynthesis (40 min)

pennies (5 per pair of students)
nickels (2 per pair of students)
video of a cow growing, such as here: https://www.youtube.com/watch?v=LWJN7li120c

Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis (40 min)

scissors (1 per pair of students)
removable or re-stick tape (1 dispenser per pair of students)

Activity 5.3: Explaining How Cows Grow: Digestion (40 min)

(From previous lesson) 3.3 Evidence-Based Arguments for Mealworms Eating

Activity 5.4: Explaining How Cows Grow: Biosynthesis (40 min)

(From previous lesson) 3.3 Evidence-Based Arguments for Mealworms Eating

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

(From previous lesson) 1.2 Expressing Ideas and Questions Tool for Animals Growing
(From previous lesson) 3.2 Mealworms Investigation Class Results 11 x 17 Poster or 3.2 Mealworms Investigation Class Results Spreadsheet
(From previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating

Activity 6.2: Comparing Animals and Flames (50 min)

Activity 6.3: Functions of All Animals (50 min)

Activity 6.4: Animals Unit Posttest (20 min)

pencils (1 per student)

Resources Provided

Activity 1.1: Animals Unit Pretest (20 min)

1.1 Animals Unit Pretest (1 per student or online)
1.1 Assessing the Animals Unit Pretest

Activity 1.2: Expressing Ideas about How Animals Grow (40 min)

Activity 2.1: Zooming into Plants, Animals, and Decomposers (40 min)

2.1 Comparing Plants, Animals, and Decomposers Worksheet (1 per student)
2.1 Assessing the Comparing Plants, Animals, and Decomposers Worksheet
2.1 Zooming Into Plants, Animals, and Decomposers PPT
(Optional) 2.1 Cells: The Building Blocks of Organisms Reading (1 per student)

Activity 2.2: Molecules Cells Are Made of (45 min)

2.2 Food Labels Worksheet (1 per student)
2.2 Grading the Food Labels Worksheet
2.2 Molecules Cells Are Made of PPT
2.2 Reading Nutrition Labels Handout (1 per pair of students)
2.2 Food Label Cards (1 per pair of students)

Activity 2.3: Molecules in Cells Quiz (20 min)

Pencils (1 per student)

Activity 2.4: Questions about Animals (30 min)

2.4 Mealworms Factsheet Reading (1 per student or pair of students)
2.4 Questions about Animals PPT

Activity 3.1: Predictions about Mealworms Eating (50 min)

Activity 3.2: Observing Mealworms Eating (60 min over 2 days)

3.2 Observing Mealworms Eating Worksheet (1 per student)
3.2 Grading the Observing Mealworms Eating Worksheet
3.2 Observing Mealworms Eating PPT
3.2 Mealworms Investigation Class Results 11 x 17 Poster (1 per class)
3.2 Mealworms Investigation Class Results Spreadsheet (1 per class)
Mealworms Eating Video

Activity 3.3: Evidence-Based Arguments about Mealworms Eating (50 min)

Activity 4.1: Molecular Models for Cows Moving and Functioning: Cellular Respiration (45 min)

Activity 4.2: Explaining How Cows Move and Function: Cellular Respiration (40 min)

Activity 5.1: Tracing the Processes of Cows Growing: Digestion and Biosynthesis (40 min)

5.1 Tracing the Processes of Cows Growing: Digestion and Biosynthesis PPT
5.1 Tracing the Process for Cow Growing: Digestion and Biosynthesis Directions (1 per student or pair of students)
5.1 Tracing Atoms and Energy in Animals Worksheet (1 per student)
5.1 Grading the Tracing Atoms and Energy in Animals Worksheet

Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis (40 min)

5.2 Molecular Models for Cows Growing: Digestion and Biosynthesis PPT
5.2 Polymers for Cutting Handout (1 copy for every four students)

Activity 5.3: Explaining How Cows Grow: Digestion (40 min)

5.3 Explaining How Cows Grow: Digestion PPT
5.3 Explanations Tool for Cow Digestion (1 per student)
5.3 Grading the Explanations Tools for Cow Digestion
(Optional) 5.3 How do Digest Food? Reading (1 per student)

Activity 5.4: Explaining How Cows Grow: Biosynthesis (40 min)

5.4 Explaining How Cows Grow: Biosynthesis PPT
5.4 Explanations Tool for Cow Biosynthesis (1 per student)
5.4 Grading the Explanations Tools for Cow Biosynthesis
(Optional) 5.4 How do Animals Grow? Reading (1 per students)

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

Activity 6.2: Comparing Animals and Flames (50 min)

Activity 6.3: Functions of All Animals (50 min)

Activity 6.4: Animals Unit Posttest (20 min)

Recurring Resources

Activity 1.1: Animals Unit Pretest (20 min)

Activity 1.2: Expressing Ideas about How Animals Grow (40 min)

Questions, Connections, Questions Student Reading Strategy
Learning Tracking Tool for Animals
Assessing the Learning Tracking Tool for Animals
(Optional) Big Idea Probe: What Happens to the Fat? (1 per student)
(Optional) Assessing the Big Idea Probe: What Happens to the Fat?

Activity 2.1: Zooming into Plants, Animals, and Decomposers (40 min)

Questions, Connections, Questions Student Reading Strategy
Three Questions 11x17 Poster (1 per class)

Activity 2.2: Molecules Cells Are Made of (45 min)

(Optional for more demanding classes) Posters about large organic molecules:
- Digestion and Biosynthesis of Carbohydrates (1 per class)
- Digestion and Biosynthesis of Fat (1 per class)
- Digestion and Biosynthesis of Protein (1 per class)
Molecule 11 x 17 Poster (1 per class)
Metabolic Pathways Poster (1 per class)

Activity 2.3: Molecules in Cells Quiz (20 min)

Activity 2.4: Questions about Animals (30 min)

Activity 3.1: Predictions about Mealworms Eating (50 min)

Three Questions 11 x 17 Poster (1 per class)
Three Questions Handout (Color Version) (1 per student)
Three Questions Handout (BW Version) (1 per student)
(Optional) BTB Color Handout
(Optional) Investigation Planning Tool

Activity 3.2: Observing Mealworms Eating (60 min over 2 days)

(Optional) BTB Information and Instructions Handout
BTB Color Handout (1 per group)

Activity 3.3: Evidence-Based Arguments about Mealworms Eating (50 min)

Learning Tracking Tool for Animals
Assessing the Learning Tracking Tool for Animals
Three Questions Handout (Color Version)
Three Questions Handout (BW Version)

Activity 4.1: Molecular Models for Cows Moving and Functioning: Cellular Respiration (45 min)

Molecular Models 11 x 17 Placemat (1 per pair of students)
Molecule Diagram 11 x 17 Poster (1 per class)
Three Ways to Represent Glucose 11 x 17 Poster (1 per class)
Forms of Energy Cards (1 set per pair of students)
Cow 11 x 17 Poster (1 per class)

Activity 4.2: Explaining How Cows Move and Function: Cellular Respiration (40 min)

Learning Tracking Tool for Animals
Assessing the Learning Tracking Tool for Animals
Animals Matter Tracing Tool (1 per class)
Assessing the Animals Matter Tracing Tool
(Optional) Example Animal Explanations Handout (1 per student or per group)
Cow 11 x 17 Poster (1 per class)
Questions, Connections, Questions Student Reading Strategy
Three Questions 11x17 Poster (1 per class)
Three Questions Handout (Color Version)
Three Questions Handout (BW Version)

Activity 5.1: Tracing the Processes of Cows Growing: Digestion and Biosynthesis (40 min)

Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class)
Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class)
Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class)
Metabolic Pathways 11 x 17 Poster (1 per class)
Cow 11 x 17 Poster

Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis (40 min)

Molecular Models 11 x 17 Placemat (1 per pair of students)
Forms of Energy Cards (1 per pair of students)
Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster
Digestion and Biosynthesis of Fat 11 x 17 Poster
Digestion and Biosynthesis of Protein 11 x 17 Poster
Cow 11 x 17 Poster

Activity 5.3: Explaining How Cows Grow: Digestion (40 min)

Animals Matter Tracing Tool (1 per class)
Assessing the Animals Matter Tracing Tool
Cow 11 x 17 Poster
(Optional) Example Animal Explanations Handout (1 per student or per group)
Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster
Digestion and Biosynthesis of Fat 11 x 17 Poster
Digestion and Biosynthesis of Protein 11 x 17 Poster
Three Questions 11 x 17 Poster (1 per class)
Three Questions Handout (Color Version)
Three Questions Handout (BW Version)

Activity 5.4: Explaining How Cows Grow: Biosynthesis (40 min)

(Optional) Big Idea Probe: What Happens to the Fat? (1 per student)
(Optional) Assessing the Big Idea Probe: What Happens to the Fat?
(Optional) Example Animal Explanations Handout (1 per student or per group)
Animals Matter Tracing Tool (1 per class)
Assessing the Animals Matter Tracing Tool
Learning Tracking Tool for Animals
Assessing the Learning Tracking Tool for Animals
Three Questions 11 x 17 Poster (1 per class)
Three Questions Handout (Color Version)
Three Questions Handout (BW Version)
Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster
Digestion and Biosynthesis of Fat 11 x 17 Poster
Digestion and Biosynthesis of Protein 11 x 17 Poster
Metabolic Pathways 11 x 17 Poster (1 per class)

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

Three Questions 11x17 Poster (1 per class)
Three Questions Handout (Color Version)
Three Questions Handout (BW Version)

Activity 6.2: Comparing Animals and Flames (50 min)

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

Activity 6.3: Functions of All Animals (50 min)

Learning Tracking Tool for Animals
Assessing the Learning Tracking Tool for Animals
(Optional) Big Idea Probe: What Happens to the Fat? (1 per student)
(Optional) Assessing Big Idea Probe: What Happens to the Fat?

Activity 6.4: Animals Unit Posttest (20 min)