Sea Sponges versus Man-Made Sponges:
Which Sponge is Better?
Math and Science Integrated Inquiry Project
JoAnn Goldsmith
Niloufar Rezai
Introduction
This series of investigations is designed to complement our unit on Sea Sponges
with the second grade class. During the past two weeks, students have had the
opportunity to explore and learn about sea sponges. Their interest in sponge absorbency
arose after we learned how ancient people used sponges as we use cups for drinking
water. This led to the investigation topic: Which sponge is better. We based “better” on
absorption amount and rate of absorption. The variables are a sea sponge and a manmade sponge. After brainstorming with the children, we decided that adding dye to the
water would provide the ability to visually discriminate absorption amount and speed.
We chose not to test sponge cleaning ability (i.e. scrub ability) because it did not tie in
directly with the area of interest the children were most fascinated by. The hope of these
investigations is that it will lead children to become critical when using man-made and
natural items. The unit on sea sponges ends with a discussion on using sea sponges
versus man-made. Also, there is a family component in this unit as we ask families about
their sponge use in their home and later invite them for a concluding party to view
findings and receive a copy of our class book on sea sponges.
Topic Web:
Sea Sponges
Structure of sea
sponges
Includes reading a
variety of materials,
examining several
sea sponges, and
inquiry on
absorbency.
Uses of Sea
Sponges
Who uses sponges?
How? Why?
(Reading, web
quests, sponge
painting)
Topic:
Sea
Sponges
Kinds of sponges
Examine a variety of
sponges including a
man-made sponge.
Sorting activities
based on properties.
What is a sponge?
Living sponges
compared to no
longer living sponges
(out of water).
Compare sea sponge
to man-made sponge
Sea Sponges
K
W
L
What I Know
What I Want To Learn
What I Have Learned
They were alive
They live in different types of
waters such as oceans and
lakes.
How much water do they
absorb?
How fast do they absorb water?
They have been around a very
long time.
Can we take it out of the ocean
and lakes?
They are animals.
Water filtration
There are many varieties
Shelter for other sea animals
They absorb a lot of water
Food storage for animals
Used for cleaning and painting
Sponges are inverebrates
Used as drinking cups by
ancient Romans
* to be filled out at the end of
the investigation and unit.
Inquiry: Which sponge is better?
Investigation 1: Absorbency Amount
Investigation
1. Which sponge
absorbed more
water?
Sea sponge
Amount of water
left behind
Man-made sponge Which sponge is
better?
Amount of water
left behind
Criteria: Which
sponge left
behind the least
amount of water?
Natural product: unaltered by humans, directly from the earth
Man-made product: prepared by humans, not from the earth
Name one man-made product:
Name one natural product:
Note: This document is a
template in MSWord. As you
type into the form, it will
expand to accommodate what
you have written.
Student Teacher ____ JoAnn Goldsmith__and _Niloufar Rezai___ Grade
Level__2__ Date of lesson December 12, 2007 Institution ____ECSU ___ Length
of lesson__One (1) day
Investigation: Which sponge is better? : An investigation on the amount of
absorbency of sea sponges and man-made sponges.
Content Standards:
This lesson will address Life Science (sea sponges) and structure and function of
sponges. This lesson is designed to meet the following standards in both the State of
Connecticut and national science standards:
The goals of this lesson are to compare the absorbency of two sponges (sea sponges and
man-made).
Standards:
2.3- Connecticut Standard- Structure and Function
Earth materials (sea sponges) have varied physical properties which make them useful in
different ways depending on whether they are in their natural habitat or used for the
needs of humans. When sea sponges are in their natural habitat, they serve as shelter,
food storage and water filtration. When sea sponges are used for human purposes they are
used primarily for cleaning and painting.
2.1- Connecticut State Standard- Properties of Matter
The structure of matter affects the properties and uses of materials. The physical property
of the sea sponge changes as it absorbs water. The students will observe and investigate
the soaking properties of a sponge as well as the amount of absorbency.
National Math Standard- Data Analysis and Probability
Each group will have the opportunity to observe the change in the sponge as far weight of
the sponge when it is wet versus when it is dry. This may be a subjective interpretation.
While it will not be measured in this investigation, it is a noteworthy experience for the
students and a possible lead into further inquiries in the future.
National Math Standard- Data Analysis and Probability
The students will develop a bar graph based on results from a home survey regarding
sponge use in their families. They will have the opportunity to view which sponge is most
popular in the homes of students.
National Math Standard- Measurement
Groups will have the opportunity to use graduated cylinders to measure water from their
sponge absorbency investigation.
Learner Background:
For the past two weeks, we have been exploring ocean life with the students. Through
web quests, audio and video material, and books, they have learned about sea sponges.
Children have had the opportunity to investigate properties of both sea sponges and manmade sponges using four out of five senses (omitting taste). They observed shape and
physical characteristics (i.e. pores) and recorded observations on a comparison recording
sheet. The ability to retain water will be measured through an absorption investigation.
Students will have previous knowledge about the life of a sponge such as how it obtains
nutrients, breathes, and reproduces. Students have shown great fascination with the fact
that sponges were once living and especially that they can absorb a great amount of
water. They learned that ancient groups of people actually used them as drinking cups.
This raised curiosity and led to this current investigation on absorbency. To end our unit
on sea sponges, we will conduct a scientific inquiry on absorbency of a sea sponge
against a typical household man-made sponge. Using tap water dyed with food coloring,
students will be better able to see the water as it gets soaked up by the sponge.
Additionally, they can better see when it is fully absorbed with some color in the water.
The students have previously developed a measuring skill by using measuring cups for
activities such as making play dough.
We decided to measure water left behind rather than squeeze out the sponge to measure
water absorbed. This was done because it is a more accurate way to measure (squeezing
out the sponge may be a greater variable than measuring water remaining). We did have
to demonstrate this concept to the children so they are aware of what the remaining water
represents for the purpose of this investigation.
Student Learning Objective(s):
Which sponge is better based on absorbency?
All Students will:
a. Investigate the properties of sea sponges and man-made sponges
b. Compare water absorbency of sea sponge to man-made sponge through inquiry,
while
testing which is better (using absorbency as the factor)
c. Describe absorbency capabilities of sea sponges and man-made sponges
d. Determine roles of each group member (such as recorder, experimenters, data
collector)
e. Manipulate materials (i.e. sponges, measuring cups, funnels, graduated
cylinder) effectively.
f. Report their findings to the class
Assessment:
The students will demonstrate a mastery of the learning objectives by presenting their
findings to the class. The students will work in groups to complete the project. Each
group will receive a rubric upon project assignment. Each group will be graded on
criteria stated in the rubric. Each criterion will be measured on a Likert scale ranging
from 1-3. Teacher observation will be used to assess students as well. Group
participation assessment will stem from teacher observation.
Materials/Resources:
For this inquiry, students will need:
a). One light yellow colored rectangle O-cello™ sponge per group
b). Similar size sea sponge for each group
c). Measuring cup
d). Shallow baking dish
e). Recording sheet for each group
f). Stop watch for the teacher
g).Two graduated cylinders per group.
h).Tap water
i). Blue food dye
j). Dropper
k).Hypoallergenic Latex gloves
l). Funnel
m).Checklist of procedure steps
Learning Activities:
This investigation ends our topic study of sea sponges. Since the students have a good
understanding of sea sponges, this investigation will reinforce prior and new knowledge
about sponges as well as investigate absorbency.
Initiation:
A few days prior to the investigation, each household will be asked to complete a
brief survey that will ask what type of sponge they use at home for cleaning/dishwashing.
We will send the survey in Spanish, as well, for our families who are English Language
Learners. We will make a bar graph of the most used sponge in class.
The students will be introduced to the investigation of sponges using a KWL class
chart. First, we will introduce the subject to the whole class and then encourage the
students to work in small groups to discuss what they know about sponges and what they
would like to know. Once the students have had ample time to discuss sponges within
small groups (of three or four based on their desk arrangements) we will then regroup to a
whole class setting to fill in the sections on what you know and what you would like to
know on the KWL chart. We will also introduce the vocabulary “natural” and “manmade” to ensure that the students understand the difference between the main
components of the sponges. On the recording sheets provided, the students will be
provided with the definitions of man-made and natural sponges. They will also be asked
to provide an example of something they are familiar with that is a natural and man-made
product.
We will then place the students into small groups that were arranged by the
teachers. This will allow the teacher to mix the children up so each group has students
with different strengths have the opportunity to work together. Each group will get a
natural sea sponge and an O-Cello™ man-made sponge. They will be asked as a group to
compare and contrast the difference in the properties of the sponges, for example texture,
size, and shape. As a group, they will record ideas on the comparison sheet. Spelling
does not matter in this lesson. We are more interested in their ideas. Based on the
characteristics of the sponges the students will be asked to predict, as a group, which
sponge will absorb more water. The teachers will record each group’s prediction on the
wipe board.
Before beginning the investigation, the students will have the opportunity to play
with the sea sponges and man-made sponges by sponge painting. The students will then
be provided with paper and paint and will have the opportunity to sponge paint. This will
incorporate an artistic aspect into their initiation well as a mathematical component,
because the children will be using spatial reasoning when they are sponge painting.. After
they are done painting, we will compare the imprints of the sea sponge to the man-made
sponge and see if this changes our prediction of which one is going to be more absorbent
and why.
We will also ask what we can do to the water before we use the sponge to soak it
up so we can observe it more readily. We will talk about the color (or lack or color) of
water and how we can change it so we can observe it better as it is soaked. Using tap
water dyed with food coloring, they will be better able to see the water as it gets soaked
up by the sponge.
Lesson Development:
After initiation, each student will work in small pre-assigned groups based on
student’s strengths. The students will be given ample time (with the exception of a timed
portion of the experiment) and guidance to efficiently complete their experiment. The
students will be encouraged to go to a space that works best for their group dynamic (i.e.
tables by the window, near the back of the room, etc.). Teachers will be available, as they
circulate from group to group, to help, support, and assist students in resolving conflicts
that may need teacher mediation.
Prior to beginning the inquiry portion of the lesson, the teachers will review all
the materials set aside for the investigation with the class. The teachers will demonstrate
where to pour the 1/4 cup of water (into the shallow pan). Also, the teachers will explain
the procedure. They will have one minute (teachers will demonstrate what a minute
‘feels’ like with a stop watch) to use the sponge to soak up the water in the dish. After
the minute, they will be shown how to use the funnel to pour out the left over water into a
graduated cylinder and record the amount. We will revisit why the beaker with the least
amount of water must have the sponge the more absorbent sponge. This is a more
accurate way of measuring absorbency since squeezing out the sponge may still contain
some water we are unable to get out. This will be a good opportunity to mention
scientific reliability when testing.
Procedure:
Each group of four students will receive their investigation materials along with a
checklist of steps to take for the inquiry. Each group will have a few minutes to decide
member roles (recorder, water pourer, person soaking up, general helper). First, the
group member chosen (by the group) will fill a cup with ¼ cup water. The teachers will
go around and carefully add two drops of food coloring to the water. Once they have their
water (we will wait for all four groups to get their water and dye so we can begin the
investigation together), the teachers will instruct the member assigned, to have their sea
sponge ready to soak up the water. The teachers will begin the time and call time at the
end of one minute. When the time is up, the member(s) chosen by the group to pour out
the left over water into a graduated cylinder using a funnel will do so. Members will
determine the amount of water in the cup (the teacher is available to help them read the
measurement). The recorder will record the results on the investigation recording sheet.
This will be repeated, (with different members taking on new roles) with the man-made
sponge. Additionally, they will use a different graduated cylinder for the water
remaining from the man-made sponge. This way they can place the beakers next to each
other to compare in case there is confusion based on the numbers.
Closure:
The inquiry question posed at the beginning of the project was: Which sponge is
better? The students will answer that question based on specific criteria: properties and
water absorbency of sea sponges and man-made sponges. This investigation gives
students the opportunity to explain the differences in two types of sponges. They will
strategically explain different characteristics of each sponge and how those characteristics
are used for human purpose. Each group will present their findings. The presentation can
be accomplished in many formats; this will give students the opportunity to choose to
draw, perform, or give an oral presentation based on what they have learned about
sponges, both natural and man made. Allowing children to choose an option that they feel
they are most confident and comfortable will give the students a chance to work on their
social skills in a group environment, by making choices together.
After the students have completed their experiments and shared their findings, we
will revisit the KWL chart. As a whole group the students will share what they learned
and decide which sponge they believe to be better and why. The results will be recorded
on a class chart (where we initially recorded groups’ predictions)on the wipe board. We
will use this for overall comparison based on the whole class’ findings.
Within the experiment there were several math components including data
analysis of how much water is left over and measurement of the weight change once a
sponge has absorbed water. The weight measurement will not be done on a standardized
scale therefore it gives the students the opportunity to make their own inferences.
This investigation and unit is a good lead into a unit investigating natural
resources, pollution and conserving materials (recycling). Further observation of the
student’s interests will guide our future topics of exploration. This project will begin to
get students thinking about why there is variance in products. The unit and investigation
have had an environmental component that will educate children as to the importance of
sponges in their eco-system (as they learned a great deal about this during the course of
study.
Individuals Needing Differentiated Instruction:
Note: Differentiated instruction may not be necessary in every lesson. However, over the
course of the student teaching placement, it is expected that each student teacher will
demonstrate the ability to differentiate instruction in order to meet the needs of students
with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name Evidence that the student
How will you differentiate instruction in this lesson to support
needs differentiated
student learning?
instruction
Margi has sensory
It is important for Margi to participate in this investigation with
Margi S.
integration concerns. She
her group members. Margi is very open and forthcoming about
has a 504 plan addressing
her sensory integration. She will be given the option of speaking
her needs. She becomes
about the role she wishes to take in the group project with the
upset when her clothes get other members or having a teacher negotiate for her. Should
wet –especially her sleeves. Margi choose to experiment with the sponge and water on the
She must change her
day of the investigation, the teachers will provide her support
clothing at the first sign of and encouragement.
wetness.
Which students will need opportunities for enrichment/higher level of challenge?
Student name Evidence that the student
How will you differentiate instruction in this lesson to support
needs differentiated
student learning?
instruction
Notes from the pre-conference
Checklist
Investigation 1
Water Absorbency
□ 1. Send your group member to get ¼ of
water from the tap. (Wait for teacher to add
dye).
□ 2. Have a group member pour the water
onto the baking dish.
□ 3. When the whole class is ready, we will
tell you to begin. Pour the water into the
dish.
□ 4. We will time the experiment for one
minute. During this time use the sponge to
absorb the water.
□ 5. After the minute is over, use the funnel
to pour out extra water into the beaker.
□ 6.
Record how much water is in the
beaker on your investigation sheet.
Repeat these steps with next sponge
Which sponge
is better? Man-made
Sea sponge
Investigation 1: Absorption Amount sponge
Predictions
Sea Sponge
Man Made
Results
Sponge
Results
Group 1
Group 2
Group 3
Group 4
Sea Sponge Inquiry Rubric
Group Name: ___________________ Teacher: ______________________
Date : ______________________
Title of Work: __________________
Criteria
1
2
Points
3
Compared and
contrasted
each sponge
Manipulated
materials
appropriately
Worked well as
a group
member
Adequate
information
Presented
findings to
class
Total
____________
Points Described
1
2.
3.
Emergent
Proficient
Mastery
Teacher Comments:
Group Comments:
(Similar to report card grading system)
Inquiry: Which sponge is better?
Investigation 2: Absorbency Speed
Investigation
2. Which sponge
absorbs water
faster?
Criteria: How
long does it take
to completely
absorb one (1)
tablespoon of
water?
Sea Sponge
Man-Made Sponge
Time
Time
Which sponge is
better?
Note: This document is a
template in MSWord. As you
type into the form, it will
expand to accommodate what
you have written.
Student Teacher ____ JoAnn Goldsmith__and _Niloufar Rezai___ Grade
Level__2__ Date of lesson December 13, 2007 Institution ____ECSU ___ Length
of lesson__One (1) day
Investigation: Which sponge is better?: An investigation on the rate of absorbency
of sea sponges and man-made sponges.
Content Standards:
This lesson will address Life Science (sea sponges) and structure and function of
sponges. This lesson is designed to meet the following standards in both the State of
Connecticut and national science standards. In this lesson, students will compare the
absorbency rate of two sponges (sea and man-made). During the process, they will meet
the following standards:
Standards:
2.3- Connecticut Standard- Structure and Function
Earth materials (sea sponges) have varied physical properties which make them useful in
different ways depending on whether they are in their natural habitat or used for the
needs of humans. When sea sponges are in their natural habitat they serve as shelter, food
storage and water filtration. When sea sponges are used for human purposes they are used
primarily for cleaning and painting.
2.1- Connecticut State Standard- Properties of Matter
The structure of matter affects the properties and uses of materials. The physical property
of the sea sponge changes as it absorbs water. The students will observe and investigate
the soaking properties of a sponge as well as rate of absorbency.
National Science Standard-Issues
As a class, we will review the importance of sponges as a natural resource and how to
protect them. The students will discuss, both in whole group and small groups, the effects
of humans diving for sponges and how that can disrupt the ecosystem. Although this is
not directly related to our investigation, it will lead to further discussion on the
importance of conserving our natural resources and future lessons. Issues such as
pollution may also come up in the open-ended discussion.
National Math Standard- Data Analysis and Probability
Each group will predict the change in weight once the sponge has absorbed a definitive
amount of water. Weight of the sponge will be subject to each group’s perception. While
it will not be measured in this investigation, it is a noteworthy experience for the students
and a possible lead into other inquiries in the future.
National Math Standard- Measurement
Groups will have the opportunity to use graduated cylinders to measure water from the
sponge absorbency rate investigation.
Learner Background:
For the past two weeks, we have been exploring ocean life with the students. Through
web quests, audio and video material, and books, they have learned about sea sponges.
Therefore they will have background knowledge on the purpose and need for sponges in
our oceans and lakes. The students have had the opportunity to investigate the absorbency
of sea sponges and O-Cello™ sponges. The students predictions, based on their previous
knowledge of the sea sponge, matched the results of their investigation: the sea sponge
was more absorbent of water than the man-made sponge. To complete our unit on sea
sponges, we will conduct a scientific inquiry on the absorbency speed of a sea sponge
against a typical household man-made sponge. The students have previously developed
measuring skills by using measuring cups for activities such as making play dough. They
have also had direct as well as modeled experience with all materials utilized for this
investigation during the previous investigation. The students have gained prior
knowledge about the meanings of natural vs. man made materials. Students have also
had the opportunity to compare characteristics of se sponges to man-made sponges. They
have listed characteristic on a comparison chart in a prior lesson.
Student Learning Objective(s):
Which sponge is better based on absorbency speed?
All Students will:
a. Compare water absorbency speed of sea sponge to man-made sponge through
inquiry, while
testing which is better (using absorbency speed as the factor)
b. Describe absorbency speed capabilities of sea sponges and man-made sponges
c. Determine roles of each group member (such as recorder, experimenters, data
collector)
d. Manipulate materials (i.e. sponges, measuring cups, funnels, graduated
cylinder, stop watch)
effectively
e. Report findings to the class
f. Engage in discussion regarding the use of sea sponges in daily life
Assessment:
The students will work in groups to complete the project. The students will demonstrate a
mastery of the learning objectives by presenting their findings to the class. Each group
will receive a rubric upon project assignment. Each group will be graded on criteria
stated in the rubric. Each criterion will be measured on a Likert scale ranging from 1-3.
Teacher observation will be used to assess students as well. Group participation
assessment will stem from teacher observation. The students will be assessed for their
participation in the critical thinking discussion on the use of sea sponges. Teachers will
encourage students to offer their views as they reassure them that all ideas are welcome
and valued.
Materials/Resources:
For this inquiry, students will need:
a). One light colored rectangle O-cello™ sponge for each group
b). Similar size sea sponge for each group
c). Tablespoon measuring tool
d). Shallow baking dish
e). Recording sheet for each group
f). Stop watch for each group
g.) Two graduated cylinders per group
h). Tap water
i). Blue food dye
j). Dropper
k). Hypoallergenic Latex gloves
l).Checklist of procedure steps
Learning Activities:
This investigation ends our topic study of Sea Sponges. Since the students have a
good understanding of sea sponges, this investigation will serve to reinforce prior and
new knowledge about sponges while investigating absorbency rate and possibly generate
future investigation questions.
Initiation:
The lesson on sea sponges is part of the life science unit. The students have
studied ocean life for approximately two weeks and have already completed one
investigation on absorbency. The students will work in the same groups for this
investigation as they did in the previous investigation. Each group will get a natural sea
sponge and an O-Cello™ man-made sponge. They will be asked as a group to make
predictions based on the properties of the sponges, for example texture, size, and shape
that may alter how rapidly the water is absorbed. We will discuss why we are adding
food dye to the water. We did this on the last investigation so students will be familiar
with the reasoning behind it.
Lesson Development:
After initiation, each student will work in the same small pre-assigned groups
based on each student’s strengths. The students will be given ample time and guidance to
efficiently complete their experiment. The students will be encouraged to go to a space
that works best for their group. Teachers will be available to support and assist students
in resolve conflicts that may need teacher mediation.
Prior to beginning the inquiry portion of the lesson, the teachers will review all
the materials set aside for the investigation with the class. Clear instruction on how to
properly work the stop watch will be reviewed to ensure a through understanding of the
tool. The teachers will demonstrate where to pour the (1) tablespoon of water (into the
shallow pan). Also, the teachers will review the procedure. Students should time the
investigation until all of the water has been absorbed. They will only be able to move the
sponge in a circular motion and check for complete absorption. Other group members
will help determine when the water is completely absorbed. The group members will call
time when water is completely absorbed and the time will be recorded. We will reassure
the students that this is not a race between groups but a scientific inquiry.
Procedure:
Each group of four students will receive their investigation materials along with a
checklist of steps to take for the inquiry. First, the group member chosen (by the group)
will fill a tablespoon with water. A teacher will go around and add one drop of food dye
to the water so that students are better able to see the water absorbed and how it is
absorbed as it goes up into the pores. Once they have their water (we will wait for all
four groups to get their water so we can begin the investigation together), the teachers
will instruct the member assigned, to have their sea sponge ready to soak up the water
and the person keeping time to have their stop watch ready. Students have been
reassured that this is not a race of who will finish first. Once the groups are ready, can be
at different times, a group member will pour the dyed water onto the dish and the one
keeping time will press “START”. The student assigned (by group) to soak up the water,
will move the sponge in a circular motion. When all the water is absorbed, he/she will
notify the group member keeping time and that student will press “STOP”. The recorder
will write down the time elapsed and another group member will help hi/her confirm.
These steps will be repeated with the man-made sponge by group members.
Closure:
The inquiry question posed at the beginning of the project was: Which sponge is
better? The students will answer that question based on specific criteria: water
absorbency rate of sea sponges and man-made sponges. This investigation gives students
the opportunity to explain the differences in two types of sponges. After the investigation,
the teachers will ask each group to come up to the wipe board and present their findings.
The presentation of results can be accomplished in many formats; this will give students
the opportunity to choose to draw, perform, or give an oral presentation based on what
they have learned about sponges, both natural and man made. Allowing children to
choose an option that they feel they are most confident and comfortable will give the
students a chance to work on their social skills in a group environment, by making
choices together. The groups must all share with the class which sponge absorbed water
quicker and how they know. There will be a class chart, similar to their recording sheet,
on the wipe board.
After the students have completed their investigations and shared their findings,
we will revisit the KWL chart to see if anyone wants to add to what we have learned. As
a whole group the students will share what they learned and decide which sponge they
believe to be better based on these additional results. The students have greatly expanded
their knowledge base on pea sponges. They have gained ample information about sea
sponges and their importance to the waters and other animals through explorations. They
have gained information about their absorbency against man-made sponges. This
information coupled is a good starting point for a casual group discussion on some
environmental issues. The teachers will lead into a discussion of ideas surrounding use
of sea sponges and man-made sponges such as: depletion of natural resources, pollution,
and maintaining the ecosystem. These conversations will assume developmentally
appropriate language and will take into account level of interest/understanding (through
careful teacher observation). This will determine the extent to which it is pursued. After
each group has presented their findings, we will engage in small group and large group
discussion about the aforementioned.
This project will begin to get students thinking about why there is variance in
products. The project will also have an environmental component that will introduce
students to the importance of sponges in their eco-system. They will have the opportunity
to discuss major environmental issues and will be assessed on the information they can
provide the class based on their experiment. This investigation and unit is a good lead
into a unit investigating natural resources, pollution and conserving materials (recycling).
Further observation of the student’s interests will guide our future topics of exploration.
At the conclusion of sea sponge unit the students will develop a class book
(copied for each one when complete) to take home to their parents. The book will
include interesting fact, investigation findings, and any drawings, sponge painting, audio
recording by children (placed on CD and put in the book jacket), and photographs. As a
final activity, we will invite the parents to join our class to see the information on
sponges and look at our sponge collection. Students and families will enjoy a slice of
sponge (sugar free) cake with strawberry sauce (sugar free). The sponge cake will serve
as yet another method of understanding the topic of absorption. The students will be able
to witness the absorption of the strawberry sauce on the sponge cake.
Individuals Needing Differentiated Instruction:
Note: Differentiated instruction may not be necessary in every lesson. However, over the
course of the student teaching placement, it is expected that each student teacher will
demonstrate the ability to differentiate instruction in order to meet the needs of students
with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name Evidence that the student
How will you differentiate instruction in this lesson to support
needs differentiated
student learning?
instruction
Margi has sensory
It is important for Margi to participate in this investigation with
Margi S.
integration concerns. She
her group members. Margi is very open and forthcoming about
has a 504 plan addressing
her sensory integration. She will be given the option of speaking
her needs. She becomes
about the role she wishes to take in the group project with the
upset when her clothes get other members or having a teacher negotiate for her. Should
wet –especially her sleeves. Margi choose to experiment with the sponge and water on the
She must change her
day of the investigation, the teachers will provide her support
clothing at the first sign of and encouragement.
wetness.
Which students will need opportunities for enrichment/higher level of challenge?
Student name Evidence that the student
How will you differentiate instruction in this lesson to support
needs differentiated
student learning?
instruction
Checklist
Investigation 2
Absorbency Speed
□ 1. Send your group member to get 1
tablespoon of water from the tap. (Wait for
teacher to add dye).
□ 2. Have a group member pour the water
onto the baking dish.
□ 3. When the whole class is ready, we will
tell you to begin. Pour the water into the
dish.
□ 4. Begin timing when the sponge touches
the pan. You may move the sponge in circles
to make sure it absorbs.
□ 5. Once all the water is absorbed, call
“time” and a group member will stop the
timer.
□ 6.
Record the time it took to absorb the
water.
Repeat these steps with next sponge
Sea sponge
Which sponge
is better?Man-made
Investigation 2: Absorption Speedsponge
Predictions
Results
Results
Group 1
Group 2
Group 3
Group 4
Sea Sponge Inquiry Rubric
Investigation 2
Group Name: ___________________ Teacher: ______________________
Date : ______________________
Title of Work: __________________
Criteria
1
2
Points
3
Compared and
contrasted
each sponge/
Adequate
information
Manipulated
materials
appropriately
Worked well as
a group
member
Participated in
class
presentation
Engaged in
group discussion
Points Described
1
2.
3.
Emergent
Proficient
Mastery
Teacher Comments:
Group Comments:
(Similar to report card grading system)
Total
____________
Standards
Connecticut Science Standards
2.3- Connecticut Standard- Structure and Function
Earth materials (sea sponges) have varied physical properties which make them useful in
different ways depending on whether they are in their natural habitat or used for the
needs of humans. When sea sponges are in their natural habitat, they serve as shelter,
food storage and water filtration. When sea sponges are used for human purposes they are
used primarily for cleaning and painting. Their structure aids in their function (i.e. pores
help with absorption).
2.1- Connecticut State Standard- Properties of Matter
The physical property of the sea sponge changes as it absorbs water. The students will
observe the properties and purpose of the pores on a sponge (in absorption
investigations)..
National Science Standards
Issues
As a class we will review the importance of sponges as a natural resource and how to
protect them. The students will discuss, both in whole group and small groups, the effects
of humans diving for sponges and how it may disrupt the ecosystem. Although this is not
directly related to our investigation, the unit will lead to further discussion on the
importance of conserving our natural resources and future lessons.
As a class, we will review the importance of sponges as a natural resource and ways to
protect sponges from pollution. Although this is not directly related to our experiment it
will lead to further discussion on the importance recycling and future lessons.
Inquiry
Students will investigate the function of sponges by testing absorbency amount and
absorbency rate.
Science in the Community
Students will conduct home surveys of the type of sponges their family uses. The
community (i.e. their family) will be invited to share in the results of our investigation.
Assessment
Student assessment throughout the year allows teachers to form cooperative groups
allowing for different strengths and abilities to be utilized.
Additionally, students have the choice of presenting information in a variety of ways
allowing for diverse assessment. For example, students have the choice of different ways
to present their results and ideas to the class (i.e. verbal, pictorial, etc).
Safety and Welfare
Students will be asked not to handle the sponges if they had a cold unless they wore
gloves. They will understand that without protection, they are more likely to spread their
germs to others.
Professional Growth
Teachers must be educated on the topics they are presenting. We did a great deal of
reading in preparation for this topic of study. We were ready if students had a difficult
question. Additionally, we conducted the experiment prior to presenting it to the class.
National Math Standards
Data Analysis and Probability
Each group will predict the difference in weight (will it stay the same or change and
how) once the sponge has absorbed a definitive amount of water. Weight of the sponge
will be subject to each group’s perception.
The students will develop a bar graph based on results from a home survey regarding
sponge use. They will have the opportunity to view which sponge is most popular in the
homes of our students.
Measurement
Groups will have the opportunity to use graduated cylinders to measure water from their
sponge absorbency investigation.
Communication
Students will work in small groups. Communication is essential for completion of this
investigation.
Problem Solving
Students will have to negotiate roles in their small groups. They will work together to
determine who is responsible for the different jobs that need to be completed.
Reasoning and Proof
Based on their prior knowledge of sponges, students will predict which sponge will be
more absorbent and why. Their investigation will provide proof for their prediction.
Home involvement
At the beginning of the inquiry unit each household will be asked to complete a
brief survey that will ask what type of sponge they use at home for cleaning/dishwashing.
The parents will also be asked if they have ever used sponges for artistic/other purposes.
Based on the information we receive in response to the survey, we will create a bar graph
that will exemplify which type of sponge is more popular in our classroom. Additionally,
we have included copies of send home materials in Spanish to accommodate our English
language learner families.
At the conclusion of our inquiry, the students, as a whole group, will create a
book on what they have learned (referencing our entire unit on sea sponges, the KWL
chart, and our investigation). They will have a choice of how they want to contribute to
the book (i.e. writing, sponge paint or other illustrations, audio/recording, etc.). As a final
activity, we will invite the parents to join our class to observe the information on sponges
that the students have compiled while enjoying a slice of sponge cake with strawberry
sauce. The sponge cake will serve as yet another method of understanding the topic of
absorption. The students and families will be able to predict and observe the absorption
of the strawberry sauce on the sponge cake.
Sea Sponges
As a class, we have learned a lot about sea sponges. We know that they are
great for clean up and water absorption. We have also learned that they do
an important job in keeping water filtered and clean, they provide shelter
for other sea creatures, and are a food source for sea creatures. With your
group decide:
Would you dive for sea sponges? Why?
or
Would you buy man made sponges? Why?
We will talk about your ideas together.
Family Sponge Survey
We are doing an investigation on sea sponges and
would appreciate your input.
1. Which type of sponge do you use at home for
cleaning/dishwashing?
□ natural sea sponge
□ man-made sponge
□ neither
2. Which type of sponge to you use to wash your car?
□ natural sea sponge
□ man-made sponge
□ neither
3. Have you ever used a sponge for artistic purposes?
□ yes
□ no
4. If yes, which type of sponge do you use for art projects?
□ natural sea sponge
□ man-made sponge
Comments:
Encuesta sobre la esponja
1. ¿Qué tipo de esponja usted utiliza en el país para la
limpieza/dishwashing?
□esponja natural del mar
□esponja artificial
□ni una ni otra
2. ¿Qué tipo de esponja a usted utiliza lavar su coche?
□esponja natural del mar
□esponja artificial
□ni una ni otra
3. ¿ Usted ha utilizado siempre una esponja para los propósitos
artísticos?
□si
□no
4. ¿Si sí, que lo hace el tipo de esponja usted utilizaron para
los proyectos del arte?
□esponja natural del mar
□esponja artificial
Sea Sponges
Science Content
Sea sponges have been around for over 700 million years which is 50 million
years longer than any other animal group. Therefore, it may not be surprising that there
are over 5,000 species of sponges with new species being found annually. Ancient
civilizations, such as Romans, used sea sponges for drinking cups because of their
remarkable ability to hold water. However, we have known relatively little about
sponges until the 1700s. These seemingly simple organisms are quite fascinating.
What Is a Sea Sponge?
Until the 1700s, people did not realize that sponges were once alive. What is left
(the part we use for bathing, cleaning, as drinking cups like the Romans did, etc.) is
actually the “skeleton” of what was once alive. This raised the question: Is a sponge a
plant or an animal? Once scientists determined that sponges are not plants since they do
not have any roots, leaves, or shoots (typical characteristics of plants), they still had some
unanswered questions. Once it was determine that sponges are animals, scientists had the
daunting task of deciding where to fit it in the kingdom. Due to their simplistic bodies,
scientists had to assign a new group just for them called “parazoa” meaning ‘beside the
animals.’
Parts of a sponge
A sponge can be described by things it does NOT have. Sponges do not have a
head, eye, nose, mouth, feet, arms, tissues, organs, or a nervous system. Instead, their
bodies are covered with a layer of cells containing pores for water and food to enter (inlet
pores), cells to keep water flowing (collar cells). The main outlet filters out waste. The
hard part is the skeleton and the base of the sponge attaches itself to rocks and other
surfaces at the bottom of the ocean.
How Do Sponges Live and Reproduce?
Sponges need to live in water in order to survive. They also require a hard
surface to attach their bodies. They can be found in oceans, lakes, and even streams.
Water contains all the nutrients a sponge needs such as bacteria, tiny plants, and animals
such as plankton. These are poured in through its body. Water currents flush out any
waste.
Most sponges are both male and female (hermaphrodites). The sponge playing
the role of the male, releases sperm into the water while the female sponge takes the
sperm and eggs are fertilized. They become larvae which are released into the water.
After a few days, they become adult sponges. Interestingly, they can reverse their male
and female roles later in their lives.
Sponges also have the ability to regenerate. They can replace broken or eaten
parts of their body. Even if their cells are separated and move across the water, they can
find each other and reconnect with similar cells. When cells fro mother species are there,
they can sort themselves correctly until and a sponge from each species forms. Cell piles
become a healthy sponge and no one knows how they tell each other apart.
How do sponges live?
Most sponges are attached to either the ocean ground or an object in the water. Sponges
will only move if they are attached to a moving object otherwise they will remain
attached to the ocean floor. Sponges are generally not affected by any predators in the
ocean. The few species that eat sponges are: hawksbill turtles, sea slugs and few species
of fish. The reason sponges are rarely eaten by predators is because sponges contain toxic
substances. Some marine animals, such as the crab may attach itself to a sea sponge to
protect it from its enemies.
Depending on the specific species, sponges will live in close quarters with
different species or only with their own species. Some sponges live so close that their
bodies merge together. Although most sponges do not move they work very hard. One
teacup size sponge can pump 1,310 gallons of water. A whole colony of sponges creates
currents through filtration that can impact the surrounding environment.
Most sponges are shaped like a vase, although there is variance between species
and environment. Water temperature, current speed, where the sponge lives, and the
type of bacteria and algae housed in the sponge determine its color and shape.
When water flows into the sponge the food is sucked in through the side of the sponge
and flows out through the main hole in the center. Amoebocytes live inside the sponge’s
body and the amoebocytes collect pieces of food. They then crawl through the sponge,
which spreads the food captured throughout the sponge. Sponges are provided with quite
a bit of their nutrition from the animal that attaches themselves to the sponge or plants
that live inside the pores of the sponge. Plants naturally absorb sunlight and through
photosynthesis make sugar. This sugar serves as additional nutrients to the sponge.
Sponges and humans
Sponges have served us well for cleaning and painting. Sponges have also been
shown to have medicinal benefits. Some contain substances which are being studied for
stomach cancer treatment options. With all the benefits that sponges provide to oceans,
sea life, and now humans, the question arises: How much we can disturb the ecosystem
by diving for them?
Bibliography
A Spongy Adventure Retrieved December 2, 2007, from kidsworld. Web site:
http://library.thinkquest.org/26502/level1/home.htm
Logue, Mary (2005). Sponges. Chanhassen, MI: The Child's World.
Parker, S (2006). Sponges, jellyfish, and other simple animals. Minneapolis, MN:
Compass Point Books.
Peterson, C (2002). Invertebrates. New York, NY: Franklin Watts.
The wonders of the sea: Sponges. Retrieved December 3, 2007, from Oceanic Research
Group Web site:
http://www.oceanicresearch.org/education/wonders/sponges.html
Reflection
Niloufar Rezai
Working with a partner was very positive experience on this project. In this class
assignment, JoAnn and I were able to work effectively as a team. I have been a part of a
group numerous times and it has always made me nervous, to be quite honest. I tend to
be somewhat obsessive compulsive about my work. I can spend a great deal of time
harping on one aspect of a project. I am always afraid that this characteristic can really
drive a group member away. So, with this said, it is very good for me personally, to get
into these group situations. I think it forces me to let go of some of my nitpicking and
self-doubt. This particular match up was really a good one for me though. JoAnn and I
are somewhat similar in our work ethic. We both share the same concerns about doing it
right and doing it well. This, and other factors, made it a successful partnership.
Time management was a key to our success as a group. We were able to stay on
track while working in close proximity. We met in a timely fashion, divided the task,
worked on ‘dueling’ computers, and met our goal to finish the initial draft on schedule.
There was a mutual respect for what the other had to say and offer in the project.
Communication was another important factor. We were able to communicate
well with each other. We brainstormed our ideas and put them into motion after deciding
which we wanted to go with in the end.
We were also able to compromise in situations where we may have wanted to
perhaps take a different approach. Compromising in a group project is key to success just
like time management.
Fairness in divvying up work load is also important in a successful partnership. I
feel like we both contributed equally in this project. I feel good about the quantity and
quality of contribution by each of us to this project. Sometimes, I prefer working alone, I
must say, I am so glad that I had someone (not just someone, but JoAnn) to share the load
on this project.
All in all, I would say this experience was wonderful. It is very difficult for me to
not be in total control of my grades as I am sure it is for others to entrust their grade to
me. But, sometimes, it is not about grades. For example, a big part of our investigation
assessment is based on how the students work together in a group during the
investigation. Working in groups, learning how to work in groups effectively and
successfully is an important and necessary life skill. Working with people with different
personalities, values, beliefs, cultures, etc., is a wonderful way to gain insight and
perspective which you otherwise may not have had opportunity to do. It is also a great
way to learn about yourself. Really, in this case, the process is as important as the
product.
What I would do differently in the future depends on that given situation. For
example, last semester, I was in a group situation (three total) and I really did not agree
with an aspect of the project put forth by a group member. However, she was very
outspoken and I felt intimidated to say anything. In the final presentation, we lost a
couple points based on that aspect which I should have spoken up about. It is not the
measly point that I regret. It is the fact that I did not say anything and allowed the person
to intimidate me. It has prepared me to be ready to avoid a situation like that again. Of
course, this was not an issue with JoAnn. So, I did learn that group projects can be
rewarding and fulfilling. In fact, we plan on working together again if the opportunity
arises in the future.