Animals Activity 6.3 Tab 2

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.

Display slide 6 of the 6.3 Functions of All Animals PPT. Tell students they will be constructing explanations that answer three questions about the functions of animals that are shared by all animals.

Option 1: Have students construct their explanations on 6.3 Functions of All Animals Worksheet in pairs. Students’ explanations can include words, illustrations, diagrams, and/or charts. Students may need additional sheets to answer each of the questions.

Option 2: Have students construct their explanations in a PowerPoint presentation in pairs for each of the questions.

Option 3: Have students construct their explanations on a poster in pairs or small groups.

For all options, display slide 7 of the PPT and remind students that good answers to questions about animal cells should address each of the four numbered questions of the Three Questions 11x17 Poster (or Handout).

Display slide 8 of the 6.3 Functions of All Animals PPT. Provide students an opportunity to share their explanations with the class.

• Decide how you will have students present depending on the option you chose in step 6 and the needs of your students and classroom.
  • If students did option 1, they could verbally share their explanations or share them with the class using a document camera.
  • If student did option 2, they could present their PPT to the class.
  • If students did option 3, they could share their posters with the whole class or you could organize a gallery walk in which students circulate the classroom and view the posters.
• Have students share feedback on their classmates’ explanations as to if the explanations addressed each of the Three Questions.

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?

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.

Show slide 7 of the 6.3 Functions of All Animals PPT.

• Pass out a Learning Tracking Tool for Animals to each student.
• Explain that students will add to the tool after activities to keep track of what they have figured out that will help them to answer the unit driving question.
• Have students write the activity name in the first column, "6.3 Functions of All Animals."and their role, Explainer
• Have a class discussion about what students did during the activity. When you come to consensus as a class, have students record the answer in the second column of the tool.
• Have a class discussion about what students figured out during the activity that will help them in answering the unit driving question. When you come to consensus as a class, have students record the answer in the third column of the tool.
• Have a class discussion about what students are wondering now that will help them move towards answering the unit driving question. Have students record the questions in the fourth column of the tool.
• Have students keep their Learning Tracking Tool for future activities.
• Example Learning Tracking Tool