Teaching
Life Science
Goals
1.
2.
3.
To become aware of life science
content standards, community
resources and instructional materials.
To learn about organisms used in
science kits.
To engage in a hands on life science
activity.
Readings About
Science and Technology
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Carin et. Al. Text
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pp. 56-62 in Carin et. al. text.
Section III: Life Science Activities in Carin
et. al. text.
National Science Education Standards
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pp. 127129, “K-4 Life Science Content
Standard”
Life Science
Community Resources
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Community Resources
Biomes
Audubon Society of Rhode Island
Roger Williams Park Zoo
Save the Bay
New England Aquarium
Ecotarium
Life Science
Instructional Materials
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FOSS and STC Modules in Rhode Island
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FOSS Animals 2 x 2 (K)
STC Organisms (Grade 1)
FOSS Insects (Grade 2)
FOSS Structures of Life (Grade 3)
STC Ecosystems (Grade 4)
STC Microworlds (Grade 5)
Organisms Used in
Science Kits
Kingdom: ANIMALS
1. Annelids - worms
2. Mollusks - snails
3. Arthropods
•
•
4.
Insects - butterfly, moth, beetle
Crustacean - crayfish, daphnia, isopods
Fish - guppies and goldfish
Organisms Used in
Science Kits
Kingdom: PROTISTS
1. Blepharisma
2. Volvox
Organisms Used in
Science Kits
Kingdom: PLANTS
1. Brassica (Mustard)
2. Alfalfa
3. Bean, Corn, Pumpkin, sunflower
4. Elodea, Cabomba
Life Cycle of Plants
Using Teacher’s Domain
Go to http://www.teachersdomain.org/
View the video called Germinator. This ZOOMSci video segment teaches you
how to germinate seeds in a plastic bag and helps you understand some of the
factors that influence the germination process.
View the video called From Seed to Flower. This video segment shows
various phases of the process of growth using time-lapse photography.
Footage from NOVA: "The Shape of Things.
View Inside a Seed JPEG image that illustrates the important parts of a
seed: the seed coat, the endosperm, and the embryo's primary root,
cotyledon, and embryonic leaves.
Squid
Structure and Function
RI GSEs in Science
K-4 Assessment Targets
Students demonstrate understanding of structure
and function and survival requirements by
4a Identifying and explaining how the physical
structure/characteristic of an organism allows it to survive
and defend itself.
4b Analyzing the structures needed for survival of populations
of plants and animals in a particular habitat/environment.
Identify a question that
leads to inquiry.
TYPES OF INQUIRY
INFORMATION
SEEKING
QUESTION
STEM
METHOD
OF
INVESTIGATION
FAIR
TESTING
PATTERN
FINDING
HYPOTH
ESISGENERATING
What happens
when Й?
Which is best? What is the
relationship
betweenЙ
andЙ.?
How do you
explainЙ (som
ething that you
observed)?
Observe and
compare a
material or
pheno mena
Perform a simple
an experiment
where you
identify variables
to contro l, one
variable to
change, and
what to observe
Observe and
compare a
material or
pheno mena
Library rese arch.
Perform a simple
a experiment
Relate cause and
effect
Relate cause and
effect
HOW-TODO -IT
How do you
make aЙ?
Construct or build
something
Be an eng ineer.
Design and test
something
Engaging Scenario
The other day, I went to an
Italian restaurant and I
ordered calamari. Calamari is
another name for squid.
I want to know what
structures of the squid I’m
eating. And, what structures
help the squid to survive?
Colossal Squid
Dissection
short film from the Discovery Channel
http://exn.ca/video/?video=exn20030529
-squid.asx
My Focus Question
Class Focus Question
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What are a squid’s physical
structures and their functions?
How do they help them survive?
Prediction
1. Draw and label the
structures of a squid you know.
2. Explain the functions of
each structure you know.
Planning-Procedure
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Gather Materials
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Squid, scissors, paper towel, plate,
toothpick, Squid Anatomy
Observation 1 - Outside
Draw the tentacles.
 Draw the mantle and siphon.
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Data - Observation 1
Tentacles
Mantle and
Siphon
Mouth
“Beak”
Pen
Planning-Procedure
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Observation 2 - Inside the Squid
 Draw the Mouth (“beak”).
 Find the Pen.
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Draw and write on blank paper with ink
from ink sac.
Clean-up
Data - Observation 2
Tentacles
Siphon
Mouth
Pen
Planning-Procedure
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Draw and write on blank paper
with ink from ink sac.
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Clean up.
Making Meaning
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Identify structures.
Relate structure and function.
Squid Structure and Function
STRUCTURE
1. Chromatophores
2. Eye
3. Fins
4. Ink Sac
5. Mantle Cavity and
Siphon
6. Mouth (“beak”)
7. Pen
8. Tentacles
FUNCTION
Content Blast
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Relate structure and function
Squid Structure and Function
STRUCTURE
FUNCTION
1. Chromatophores Uses to attract
mates and for
camouflage
2. Eye
Uses to capture prey
and to navigate
3. Fins
Uses to stabilize
while moving
4. Ink Sac
Uses to distract
predators
Squid Structure and Function
STRUCTURE
FUNCTION
5. Mantle
Cavity/Siphon
Uses to moves by
jet propulsion
6. Mouth (“beak”)
Uses to bite off
chunks of prey and
digests
Uses to support
body
Uses to hold prey
near beak
7. Pen
8. Tentacles and
Arms
Content Blast - Anatomy
A cephalopod is a
An animal. An invertebrate. A CEPHALOPOD!
Cephalo = head
Pod = foot
Video of Squid
Predators and Prey
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Video of Octopus and Shark
Feeding a Giant Octopus
Predators
sperm whales, sharks,
barracuda, seals
Prey
fish, crabs, lobsters,
clams, oysters. larvae
of crabs and shrimp
Claims and Evidence
- I know this to be true:
- Here is the evidence:
Conclusion
- I learned . . . .
- I used to think (prediction)
Now I think….
Next Steps New Questions
- I want to know . . .
- I want to try this . . .
Squid Printing
A
B
C
Gyotaku
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Gyotaku (gyo = fish,
taku = rubbing)
Invented in the early
1800's in Japan by
the fishermen to
record their catch.
video of
http://www.youtube.c
om/watch?v=xG_0Xd2x2E&NR=1
Instructional Objective
Learners will be able to follow a procedure
for making a print using a real squid
Task Analysis
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Major Skill: To follow procedures for printing an
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Sub Skills:
image of a real squid
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1.
2.
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4.
5.
6.
7.
8.
for
Laying squid on newspaper.
Fan out fins, arms and tentacles.
Applying paint to the squid.
Place the paper over the painted squid.
Pressing gently.
Peeling back the paper slowly.
Hanging print to dry.
Observing external structures and examining print
smudges and missing ink.
Instructional Sequence
for Teaching Procedural Knowledge
1.
2.
3.
4.
5.
Clarify goals, provide background
information, and establish set.
Demonstrate skill.
Provide guided practice.
Check for understanding and provide
feedback.
Provide extended practice and
transfer.
Three Step Modeling
for Teaching Procedural Knowledge
Step 1: Teacher models the step-by-step
procedure.
Step 2: Have a student model the procedure.
Guide the student through the procedure.
Step 3: Have a second student verbally explain
the steps.
Time
TEACHER ACTION
TIME
Clarify goals, provide
background information, and
establish set.
10 min.
Demonstrate skill.
10 min.
Provide guided practice. Check
for understanding and provide
feedback.
Provide extended practice and
transfer.
Clean up.
10 min.
10 min
5 min.
Space
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Area for demonstration
Board for posting procedures
Materials
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Thawed squid in a cooler with ice pack (12)
Tempura paints (black)
Foam brushes (10)
Trays for paints (5)
Latex gloves (20 sets)
Wet wipes (container)
Paper for printing: Three sheets/student. (60
sheets)
Handout: Procedures and Diagram (20 sheets)
Cleanup materials: Newspapers, wipes, paper
towels, Oust.
Garbage bags
Clothes line with clothespins
Each Group of Four
2 squid
 Tempura paint (black)
 Foam brushes (2)
 Trays for paints (2)
 Latex gloves (8 pairs)
 Paper for Printing: Three sheets/student.
(12 sheets)
 Handout: Procedures and Diagram (8
sheets)
 Newspapers
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