Directions 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 2.4 Questions about Decomposers PPT. Discuss where the class is on the unit storyline. The students have studied or reviewed ideas about fungi structure. They will soon be using their moldy bread for an investigation of fungi function. In this activity, they will be reviewing what they know and discussing questions that they still have to answer. 2. Have students observe fungi and discuss their observations. As you show Slide 3: Have students record observations of their moldy bread and share what they are noticing. Show students the time lapse videos and discuss what they notice. Discuss questions based on these observations that the students would like to investigate further. 3. Ask students to review their ideas about characteristics of decomposers. Slides 4-8 review what the students have learned about the structure of fungi at different scales. Slide 4 introduces the review slides. Slide 5 introduces two kinds of decomposers, bacteria and fungi. Slide 6 zooms into a decomposer. Slide 7 reminds students of the many different kinds of macroscopic-scale fungi. Slide 8 reminds students that all fungi include different kinds of cells Slide 9 reminds students that fungi are made of organic molecules 4. Ask students to compare the molecules in the food the fungi break down and the molecules in fungi. As you show Slide 10: Ask students to read the names of the molecules in beef, spinach, and mushrooms. Tell students that mushrooms and other decomposers consume dead plants and animals, like cows and spinach. Ask students to discuss how the molecules are alike and different. If necessary remind students of the two basic kinds of molecules that they learned about in Systems and Scale: organic and inorganic. Students should notice that: Mushrooms have different types of molecules than beef. Mushrooms have different amounts of molecules than spinach. 5. Review the Three Questions and Rules to Follow. Show slide 11 of the PPT. Discuss with students how the rules about matter and energy also apply to moldy bread. Show slide 12 with the Three Questions. Remind students that when explaining decomposers, they will be answering the Three Questions which describe movements and changes in matter and energy. Review the rules to follow with students. Have students discuss how the rules to follow can apply to decomposers. 6. Look back at the Expressing Ideas and Questions Tool. Show slide 13 of the PPT. Have students look back at their 1.2 Expressing Ideas and Questions Tool for Bread Molding. Students should consider their ideas in light of what they have learned in Lesson 2. Students can add to or change their ideas in a different color pen or pencil. 7. Allow students to share new questions. Show slide 14 of the PPT. Have students share out any new questions they have about how fungi grows, moves, and functions. 8. Have a discussion to complete the Learning Tracking Tool for this activity. Show slide 15 of the 2.4 Questions about Decomposers PPT. Pass out a Learning Tracking Tool for Decomposers to each student. Have students write the activity chunk name in the first column, "Questions about Decomposers." Have a class discussion about what students did during the activity chunk. 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 chunk 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 Activity Chunk What Did We Do? What Did We Figure Out? What Are We Asking Now? Questions about Decomposers Zoom into" food and examine nutrition labels to learn about the materials in plants, animals, and food including organic materials (fats, carbohydrates, and proteins). Food is made of large organic molecules that contain matter and energy. These molecules have to get to cells in the decomposer's body. How do decomposers change matter and energy when they grow? 9. Have students complete an exit ticket Show slide 16 of the 2.4 Questions about Decomposers PPT. Conclusions: What do animals, plants, and decomposers have in common? Predictions: What do you think cells are made up of? 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 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 question can be used as a lead into the next activity.
