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TIME ALLOTMENT: Seven
to Nine 50-minute classes. (An additional two to three class
periods are required for the optional activities)
OVERVIEW: SUBJECT MATTER: All High School Science Courses LEARNING OBJECTIVES: STANDARDS: State Standards for Curriculum Development http://www.lcet.doe.state.la.us/doe/assessment/standards/SCIENCE.pdf SI-H-A1: Identifying questions and concepts that guide scientific investigations. SI-H-A2: Designing and conducting scientific investigations. SI-H-A4: Formulating and revising scientific explanations and models using logic and evidence. SI-H-A5: Recognizing and analyzing alternative explanations and models. SI-H-A6: Communicating and defending scientific arguments. SI-H-B5: Communicating that the results of scientific inquiry, new knowledge, and methods emerge from different types of investigations and public communication among scientists. MEDIA COMPONENT: Learning and Teaching Evolution Evolving Ideas: Videos for Students Segment 1-Isn’t Evolution Just a Theory? (Learning and Teaching Evolution, a compilation of 7 video clips for students and case study videos for teachers is a part of the PBS Evolution project. A VHS cassette of these clips (taken from the 8 hour series) is available for purchase from WGBH Boston at 1-800-949-8670 for $19.95. Streaming video versions of the videos are available at the website: http://www.pbs.org/wgbh/evolution/educators/teachstuds/unit1.html Web site: Evolution: Teacher’s Guide http://www.pbs.org/wgbh/evolution/educators/teachstuds/tguide.html This on-line version of the teacher’s guide is designed to help teachers take full advantage of the Evolution project’s vast multimedia resources—many of which are built around dynamic video segments. The “Scientists in Action” and “Seeds at Sea” activities included in this module are taken from this guide as is Darwin’s article “Does Sea-Water Kill Seeds?” Printed copies of the guide can also be requested from this site. TEACHING ABOUT EVOLUTION AND THE
NATURE OF SCIENCE Student Activities: Activity 1 Introducing
Inquiry and the Nature of Science Optional: The Scientific Method http://biology.clc.uc.edu/courses/bio104/sci_meth.htm This is a creative, student-centered means of teaching about methods and techniques of science. Discover how Redi and Pasteur used the scientific method to disprove the idea of spontaneous generation. It also includes a discussion of the role of serendipity in science. The following student inquiry-related publications
coauthored by Julia Cothron, Ronald Giese, and Richard J.
Rezba: Science Experiments and Projects for Students,
3rd edition. 2000, Kendall/Hunt Publishing Co. Dubuque, IA Science Experiments by the
Hundreds 1996, Kendall/Hunt Publishing Co. Dubuque,
IA Students in Research: Practical Strategies for Science Classrooms and Competitions. 3rd edition. 2000 Kendall/Hunt Publishing Co. Dubuque, IA It includes practical ideas, models, skills instruction ideas and student-conducted teaching activities. A student version: Student Experiments and Projects is also available. MATERIALS: Per Group of 3-4 Students: • What is on the bottom of Cube #2? • What is on the bottom of Cube #3? • Seeds at Sea procedures Per Student: OPTIONAL: PREP FOR TEACHERS: 2. In order to view the web videos, it will be necessary to download either QuickTime or RealPlayer (free media players). 3. Download and print the Evolution Teacher’s Guide investigation materials and “Activity 1-Introducing Inquiry and the Nature of Science”. 4. Prepare copies of the student worksheets and readings. 5. CUE video segments. 6. Obtain the necessary lab materials. 7. When using media, provide students with a FOCUS FOR MEDIA INTERACTION, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements. INTRODUCTORY ACTIVITY: 2. Record their answers on the blackboard and emphasize the scientific processes each answer includes. 3. Provide your students with a FOCUS FOR MEDIA INTERACTION #1 asking them to—during the video clips—to note the scientific processes used, and then, after the video is over to write a paragraph about each process. 4. READ the questions aloud before playing the video. 5. PLAY the three video clips in their entirety. 6. Allow students time to complete Focus for Media Interaction #1 7. Engage the students in discussion of problem #3 questions. Learning ACTIVITY: 2. Provide your students with a FOCUS FOR MEDIA INTERACTION #2 asking them to—during the video—complete each question in Part A by operationally defining the term and explaining their role in scientific inquiry. 3. READ the 3 questions in section A aloud before playing the video. 4. PLAY Learning and Teaching Evolution Segment 1- “Isn’t Evolution Just a Theory?” (The segment begins at the beginning of the cassette. The opening frame says “ ONE”. The segment is approximately 7 minutes and is shown in its entirety.) 5. Review the Focus for Media Interaction #2-Section A problems. [Problem 1should describe the scientific definition of a theory as a well-substantiated explanation of the natural world (Refer to page 6 of the Evolution Teacher’s Guide). In everyday life, the term generally refers to a hunch or a guess. Problem 2-Facts, in science, are based upon confirmed observations and are therefore, not subject to change. Problem 3- An inference is a conclusion that can be drawn from available evidence. Examples of Inferences include but are not limited to: NASA’s inferences were used to predict what it would be like to move in the lunar environment and Darwin’s inference that all life evolved from common ancestors.] 6. Using the “Key Terms” list on page 6 of the Evolution Teacher’s Guide and TEACHING ABOUT EVOLUTION AND THE NATURE OF SCIENCE’ “Chapter 3-Evolution and the Nature of Science”, discuss Section 2 of FOCUS FOR MEDIA INTERACTION #2 with students. Students should be instructed to define the terms on their worksheets or in their notebooks. 7. Students should be told that now they know the vocabulary; they will begin to experience how scientists work. At this point, place pre-constructed copies of Cube #1(Activity 1-Introducing Inquiry and the Nature of Science, page 71) in the center of each table where student groups are working. Students should be instructed not to touch, turn, lift or open the cube. 8. Students should identify a question associated with the cube and to record it in their notebooks. (As students have seen Cube # 1 on the video, some may want to make inferences at this point. You should however, direct students to the general question, “What is on the bottom of the cube?”) 9. Following the instructions for the teacher, have students complete the “Explore” section of the activity (page 68). 10. Begin the second day of the activity by utilizing the “Explain” section to assist students in connecting their experiences with key points of science (page 68). 11. Quiz students on their ability to distinguish between scientific and everyday meanings of the key terms-and to use the terms in context. 12. Distribute a copy of “ What is on the bottom of Cube #2?” worksheet to each group. Instruct students to record (and organize) factual statements about the second cube on this sheet. [The worksheet contains a materials list, and the activity procedures, and serves as an answer sheet.] 13. Place pre-constructed copies of Cube #2 (page 72) in the center of each table where student groups are working. Students should be instructed not to touch, turn, lift or open the cube.14. Using the “Elaborate” section (page 69) as a reference for your actions, guide the students through the exercises associated with Cube #2. Have students complete the Cube #2 worksheet as they work. [Possible answers (as well as potential problems and their solutions) are covered on page 69.] 15. Put the cube away without revealing the bottom. 16. Have each group present a brief report of its investigation. 17. Inform students that Cube #3 exercises will serve as an evaluation. [Cube #3 instructions are found in the “Evaluate” section (pages 69-70).] 18. Distribute a copy of Cube #3 diagram (page 73) and one copy of “What is on the bottom of Cube #3?” worksheet to each group and instruct the group to develop a cube that can be used by another group in addressing the question, “What is on the bottom of Cube #3?” [The worksheet lists materials and procedures and serves as an answer sheet.] 19. Construct and exchange cubes. [Students should be reminded to use caution when using scissors. Remind students not to touch, turn, lift or open their cube.] 20. The groups should prepare a written report (as directed on “What is on the bottom of Cube #3?” worksheet) about the cube prepared by their peers. 21. Student groups should complete and hand-in their reports. 22. You may wish to have groups present oral reports to simulate a scientific conference. CULMINATING ACTIVITIES: 1. Introduce the activity by reading Charles Darwin’s letter to the Gardener’s Chronicle and Agricultural Gazette (page 13 of the Evolution Teacher’s Guide) 2. Assign students into cooperative lab groups (3 to 4 per group). Distribute one copy of activity procedures to each group and one copy of the lab report form to each student. 3. Have students design and conduct a controlled experiment that tests the effect of saltwater immersion on seed germination. [If students are not confident with regard to designing their own inquiry investigations, distribution and review of the Coastal Roots “Rooting Into Inquiry” activities is recommended at this point.] 4. After waiting the required germination time, have groups collect data, analyze the data, draw conclusions, and create a visual display explaining the experiment. 5. The students should also individually complete and submit the lab report form. 6. Finally, give each student a copy of “Does Sea-Water Kill Seeds?” Have them discuss how their results compare with Darwin’s. As a class, identify and discuss other questions Darwin raises in his article. 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