Knowledge Process/Learning Outcomes
Purpose:
- Part 1: For students to explore the role that certain structures play in animals’ ability to use their senses to gain information about their environment for survival.
- Part 2: For students to explore a model as an introduction to the importance of light in the ability to see an object.
Students learn:
Part 1: Animals and plants have different structures that allow them to get information from their environment, which helps them survive.
Plants have different structures that allow them to grow and reproduce.
Part 2: Light can carry information about the environment to an animal.
Next Generation Science Standards 3-D Statement
Part 1: Students obtain information from several videos showing animals sensing their environment by using specialized structures (structure and function).
Part 2: Students use a model to explore the effect of light on vision (cause and effect).
NGSS Disciplinary Core Ideas
LS1.A: Structure and Function:
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
LS1.D: Information Processing:
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)
PS4.B: Electromagnetic Radiation:
An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)
Common Core State Standards for English Language Arts (CCSS-ELA)
CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Duration
The lesson will take one 60 min class period to complete.
Resources
Science Notebook
For Each Group of Four Students
- 1 cardboard box
- 1 binder clip
Teaching Tip
Before the Day of the Lesson-Prepare one Mystery Box for each group of four students (you will need for each group a box, binder clips, and tape).
Assemble the box, taping if necessary.
Place the binder clip in the center of the inside of the box. Tape the binder clip in this position so that it stays in place when the box is moved.
Using the box cutter, cut an eye hole that is about 1” in diameter in one side of the box. (Note: The box cutter should only be used by the teacher; students should not cut the holes.)
Close each box, but do not tape the top closed. Make sure that no light is getting in the box with the top closed and that when you look through the eye hole you cannot see the object inside. If any tiny holes are letting in light, close them using black paper or any opaque tape.
Open the lid of the completed box as you look through the eye hole to test that you can see the object once there is light inside the box. When the box is closed, you should not be able to see anything inside of it.
Immediately Before the Lesson-Write the Investigation Question on the board. “How do animals use their senses to get information about their environment?”
Write the reflection questions for the Animal Sense videos on the board:
“How did the animal get information about what was in its environment?”
“What structure did it use?”
“How did the information from the environment get to the animal?”
“How will the animal use that information to survive?”
Further questions you can ask in class-
The antelopes ran away when they heard their predator. If an antelope couldn’t hear well, how could this antelope know when there is a predator nearby?
The raccoon was using its paws to feel for food in the water. If a raccoon couldn’t feel things well, how could this raccoon find its food?
In a separate section of your board, write the reflection questions for the Plant video:
“How did the plants get information about what was in its environment?”
“How will the plants use that information to survive?”
As students are investigating the videos call a group up one at a time to see inside of the box. Let students notice that without light they are unable to see inside the box but with some light they are able to see inside in the box.
During the lesson: Designate groups and distribute boxes.
Have students take turns trying to see what’s in the box without touching it.
As they wait for the other group members to look into the box, students should answer Part 1 in their notebooks.
Once students have all taken a turn looking into their group's box, let the class know that they may proceed to Part 2 in their notebooks.
As students work, circulate to provide support as needed.
Have students reflect on their mystery box experience.
- What did you see when you first looked through the eyehole? Could you see what was inside? [It was dark and I could not really see well.]
- What did you need to do in order to see your “food” inside the box? [Light.]
- What kind of information could you get about the object inside of the box? [You could observe the shape, color, size, and what it is made of. It is small, black and silver, and has metal parts.]
- What new ideas does this give you about what animals need in order to see their food? [They might need light.]
Assessment of Update 2
Informally assess students' understanding of how animals use their senses to get information about their environment. At this point in the unit, students should be able to demonstrate their understanding that scent and sound carry information from the environment and that animals have sensory structures, such as a nose and ears, to receive that information. Students should be able to make the connection that being able to receive such information is necessary to fulfill the animal’s various needs for survival. Students should be able to identify the different ways in which animals gather information about their environment using different sensory structures. If students are not identifying various senses, redirect them to the videos and ask them to seek evidence to support their thinking. Alternatively, you can lead a discussion to review each sense—what it does and what structures are involved.
