**This learning module is created for first grade science lessons**
CENTRAL Knowledge Objectives:
FIRST GRADE Next Generation LIFE Science Standard: 1 - LS1 - 1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
STUDENT-FRIENDLY "I Can" Statements:
Supplemental Knowledge Objectives Throughout the Learning Module:
With your small group, visit each station. At each station, there will be a video. Watch the video together. Put on your "Scientist Goggles" and make careful observations. Remember, an observation is "something you notice."
Example:
These are the observations I would include:
A RAINBOW is not an observation, it is a conclusion. You are only recording things you can see.
----------------------------------------------------------------------------------
Please follow the directions and note your observations on the Padlet wall at each station.
http://padlet.com/jeirinberg/xilayqe0imsq
ONE.
TWO.
THREE.
FOUR.
FIVE.
SIX.
SEVEN.
--------------------------------------------------------------------------------
Class Discussion:
What are you noticing based on your classmates' observations? What are the repeated "big ideas" here?
-First, brainstorm to yourself
-Next, discuss with your group
-Finally, share with the class
Your teacher will record these ideas and observations!
Objectives:
Learning by Design Knowledge Processes Addressed:
Resources/Materials Needed:
Teaching Tips:
Take out your "cell phone" buddies sheet from your Science folder. Find your "App # 9" partner.
Based on your observations, the...
are all phenomena. Together, with your partner, brainstorm what the definition of a phenomenon is.
Your teacher will ask for ideas and record on a class poster.
----------------------------------------------------------------------------
Think about your daily schedule. You wake up, brush your teeth, put on your clothes for the day, eat breakfast, and lots more! Your exit ticket for the day is to think of a phenomenon that you may experience throughout your day. Record your thoughts below with words and or images!
Objectives:
Learning By Design Knowledge Processes Addressed:
Resources/Materials:
Teaching Tips:
Today, we are going to be able to raise questions and solve problems through exploring different human phenomena!
Watch your teacher dance with flippers! What do you notice? What are you seeing? What are your observations?
What would these flippers be appropriate for?
What do you notice about our shoes?
What would they be good for?
How did someone come up with the idea of flippers?
Turn & Talk: Where might you find something like this in nature?
So if my problem was that I want to swim fast in the water, the solution would be what?
SO a duck gave the idea for solving a problem of swimming faster!
-------------------------------------------------------------------------------
Enter your answer by clicking on the link below:
https://answergarden.ch/view/219747
Objectives:
Learning By Design Knowledge Processes Addressed:
Resources/Materials:
Teaching Tips:
----------------------------------------------------------------------
BIO= life
MIMIC= copy
Based on these two parts of the word and what you know about the duck and swimming faster, what do you think BIOMIMICRY is? Discuss with your shoulder buddy!
-------------------------------------------------------------------------------------
You are correct!
Our "I Can Statement" is....
Start thinking about human problems that can be solved by copying from animals and plants!
Comment on why would humans copy animals and plants? Should they copy non-living objects? Why or why not?
Objectives:
Learning By Design Knowledge Processes Addressed:
Resources/Materials:
Teaching Tips:
Look at the animal picture that was passed out to you. Find your classmates with the same picture. Those will be your group members!
Next, find the image of your group's animal. Click on it! Together, brainstorm ideas of what human problems can be solved using a trait of the animal.
Please click on the link below to watch the teacher's screencast!
https://drive.google.com/a/sd13.org/file/d/0By_P0D_0RiVbaXEyUFk4NmowU3c/view?usp=sharing
Use the following guiding questions to help you guide your discussion:
When your teacher gives you the go-ahead to record, please use the sentence stems to guide your speaking! Make sure each group member gets a turn to speak.
To Record:
You may then listen to your screencast with your group. Just as we practiced, plug your splitter into your Chromebook. Then, plug your headphones in the splitter!
Objectives:
Learning by Design Knowledge Processes Addressed:
Resources/Materials:
Teaching Tips:
You may want to put up directions for your kiddos to follow throughout the process:
When you hear the bell, together with your group, you will move to your partner group's area. At this station, you will plug in your headphones to the splitter! Listen to that groups' screencast on the human problem they could solve based on a trait from their given animal.
After you finish listening, discuss these questions with your group and fill out the following form:
https://docs.google.com/drawings/d/1ygHi3N8HLdF2H1uKmnAcfuF0e0pVN_mR-rtkjw8aZbk/edit?usp=sharing
Now, it's time to meet with your partner group! You will sit EEKK (elbow to elbow, knee to knee) in a circle and talk about what you liked about the other group's screencast and what they could do better. There are more questions below & on the board.
Objectives:
Learning by Design Knowledge Processes Addressed:
Resources/Materials:
Teaching Tips:
You may want to show visual directions for the kiddos during the many step activity.
We've got a problem!
Phenomena: Your teacher was talking to the nurse today and she said that there are A LOT of children going to see her after recess. Why do you think that is? What are kids doing at recess?
--------------------------------------------------------------------------
Question Raised: WHAT ARE SOME WAYS STUDENTS CAN KEEP FROM GETTING HURT ON THE PLAYGROUND?
Choose a picture from below! Solve the problem of making that part of the playground safer using ideas from nature.
For example, spiders spin long webs. We could copy those long webs like ropes that students could grab onto if they were falling off the swing to stop them!
---------------------------------------------------------------------------------------------------------------
Now your teacher will ask you to solve the problems using biomimicry!
Objectives:
Learning by Design Knowledge Processes Addressed:
Resources/Materials:
Teaching Tips:
** This is where the project comes into play. You can introduce it to your students here. Use the rubric screenshots below to help assess your students' work.**
Listen to the story titled "I Wish That I Had Duck Feet" by Dr. Seuss!
Do you think Dr. Seuss knew about biomimicry?
-------------------------------------------------------------------------
Write your answer on a post-it.
What would be the title of a book you would write using all you've learned about copying animal and plant traits? I WISH I HAD.....
Objectives:
Learning By Design Knowledge Processes Addressed:
Resources/Materials:
Teaching Tips: