Change and Process

Title: Change and Process

Author: Jennifer Dwojakowski

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Students will construct, compare and explain the life cycles of several different organisms.

Focus Question: What changes do organisms in the different kingdoms of life undergo during their lifetime and what is the process that causes those changes to occur?

Databases(s): Science Resource Center

Procedures:

Steps/Activities by teacher:

1. Obtain fertilized Medaka fish eggs and frog eggs from your local biological warehouse .
2. Give each pair of students two Petri dishes, one each for their fish and frog eggs.
3. Have the students carefully put their names and the date on the Petri dish covers along the edges.
4. Distribute white paper to the students.
5. Inform the students that they will be completing a series of sketches as they make observations during the development of their eggs. Each sketch should be on half a sheet of white paper and be detailed and colored with colored pencils.
6. Have the students carefully sketch the developing eggs on day one and every three days from then on, being sure to record the date and magnification under each drawing.
7. Follow the recommended care instruction provided with the eggs and have the students view them right in the Petri dishes through dissecting microscopes.
8. Initiate a class discussion about the term life cycle having the students define the term.
9. Create an example life cycle of a parasitic trypanosome on the board and engage the students in discussion about why knowing the life cycle of an organism such as this is critical.
10. Pass out white paper and have the students construct a table that resembles the following:
    

    	Plant	Insect	Amphibian	Mammal
    Fertilization of Sex Cells
    Juvenile development
    Adult development

11. Instruct the students to fill in the table with a sketch and notes in each box. They can access resources from Gale Science Resource Center such as, "Life Cycle." U*X*L Complete Life Science Resource . Ed. Leonard C. Bruno and Julie Carnagie. Detroit: U*X*L, 2001 or just type in “life cycles” in the search box to find information.
12. Initiate a class discussion that addresses the different kingdoms of life and the similarities and differences in their organisms’ life cycles. Have students draw conclusions about why each life cycle is different, how they became different and why certain organisms live in certain locations based on their life cycles.
13. In small groups, have the students brainstorm reasons, for each of the organisms they diagramed, why knowing about each organism life cycle is important to the health of society and the environmental quality of earth.
14. Have students share their discussions and ideas with the rest of the class. Be sure to record highlights on the board.
15. As a class, create a dual zone habitat for the Medaka fish and tadpoles once they emerge. Have them be imaginative with the setup of their habitats. You can divide up the tasks for the creation by group. Give them guidelines to work by in terms of what must be included for the organisms’ survival.
16. Once the fish and tadpoles emerge carefully introduce them into their new habitat.
17. Read the book, “The Hungry Little Caterpillar” aloud to the class.
18. Explain to the students that they will now be using the knowledge they have obtained and the sketches they have created to construct a children’s book on life cycles.
19. Instruct the students to use all the sketches they created throughout the unit, six total. The book should simply be constructed by folding white paper in half and stapling it down the center. Their sketches should fit perfectly. Make sure to set specific criteria for the book including how to make it engaging for younger students by adding color to the sketches they constructed, specific facts about life cycles that should be included and how to set it to a story line. Use this as an assessment piece for the lesson.

Steps/Activities by student(s):

1. Working with a partner, obtain two small Petri dishes and put your names and the date on the Petri dish covers.
2. In one Petri dish you will house fish eggs and in the other frog eggs.
3. Carefully sketch the developing eggs throughout their life cycles starting on day one as instructed by your teacher.
4. When viewing the eggs put the entire Petri dish under the dissecting microscope and make your observations quickly and carefully.
5. Participate in the class discussion as you define the term life cycle.
6. Help to create an example life cycle of a parasitic trypanosome on the board.
7. Construct the following table on a white sheet of paper:
   

   	Plant	Insect	Amphibian	Mammal
   Fertilization of Sex Cells
   Juvenile development
   Adult development

8. Fill in each box within the table with a sketch and notes. You can access resources from Gale Science Resource Center such as, "Life Cycle." U*X*L Complete Life Science Resource . Ed. Leonard C. Bruno and Julie Carnagie. Detroit: U*X*L, 2001, or just type in “life cycles” in the search box to find information.
9. Participate in a class discussion that addresses the different kingdoms of life and the similarities and differences in their life cycles. Draw conclusions about why each life cycle is different, how they became different and why certain organisms live in certain locations based on their life cycle.
10. In small groups brainstorm for reasons why knowing about organism life cycles in important to the health of society and the environmental quality of earth.
11. Share your group’s discussions and ideas with the rest of the class.
12. With your class, help create a dual zone habitat for the Medaka fish and tadpoles once they emerge. Be imaginative with your setup.
13. Listen attentively to the children’s story your teacher will be reading to the class.
14. Construct your own children’s book on life cycles based on your teacher's description.
15. Make sure to make your book engaging for younger students by adding color to the sketches you constructed throughout the lesson and specific facts about life cycles based on what you have learned. This will be your assessment piece for this lesson.

Outcome: Students will be able to directly observe and then explain to others how and why organisms undergo change throughout their life.

Related Activities: This activity can also be done using fertilized chicken eggs and charting development, fruit fly culture setup and observation or a human embryology unit.

Standard Date: December 1994

Content Standard(s): NS.9-12.3(C) Biological evolution; Behavior of organisms; NS.9-12.5 (E) Abilities of technological design; NS.9-12.6 (F) Personal and community health; environmental quality; Natural and human induced hazards; NS.9-12.7(G) Nature of scientific knowledge

Performance Indicators:

• At Level 1, the student is able to:
  • Create life cycle sketches through observation and article information
• At Level 2, the student is able to:
  • Draw conclusions about the importance of knowing about biological life cycles and how they impact our world as a whole
• At Level 3, the student is able to:
  • Create a children's book that explains and shows organism life cycles and their importance to our world

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• A2 Scientists usually inquire about how physical, living or designed systems functions; Scientists rely on technology to enhance the gathering and manipulation of data
• C1 The cell
• C4 Interdependence of organisms
• C6 Behavior of organisms
• E1 Identify a problem, Communicate a problem, process and solution, Evaluate a solution and its consequences, communicate the problem, process and solution
• F1 Personal and community health
• F2 Natural resources
• Environmental quality

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who's information literate uses information accurately and creatively