Author

Julia M. Hatler, Ph.D.

© Teacher Created Materials #10800 (i2304)—Living Organisms Teacher’s Guide 3

Table of Contents

Introduction and Research

About Inquiry-based Learning . . . . . . . 4Inquiry-based Learning for the

21st Century . . . . . . . . . . . . . . . . . . . 4Qualities of an Inquiry-based

Classroom . . . . . . . . . . . . . . . . . . . . . 5Making the Transition to

Inquiry-based Instruction . . . . . . . . 6Using the 5 Es in a Science

Classroom . . . . . . . . . . . . . . . . . . . . . 7Asking Good Questions . . . . . . . . . . . . 9Teaching Scientific Vocabulary . . . . 10Differentiating Science

Instruction . . . . . . . . . . . . . . . . . . . 11Using Technology in the

Inquiry-based Classroom . . . . . . . 14Assessment . . . . . . . . . . . . . . . . . . . . 15

How to Use This Product . . . . . . . . . . . 18Why Use Discovering Science

through Inquiry? . . . . . . . . . . . . . . 18Teacher’s Guide . . . . . . . . . . . . . . . . . 18Inquiry Handbook . . . . . . . . . . . . . . . 25Inquiry Cards . . . . . . . . . . . . . . . . . . . 26Teacher Resource CD . . . . . . . . . . . . 27Using the Video Clips . . . . . . . . . . . . 27Sample Pacing Plans . . . . . . . . . . . . . 29

Standards Correlation . . . . . . . . . . . . . . 31

Content Overview . . . . . . . . . . . . . . . . . 34

Lessons

Lesson 1: Heredity . . . . . . . . . . . . . . . . . . 35

Lesson 2: Adaptations . . . . . . . . . . . . . . 43

Lesson 3: The Senses . . . . . . . . . . . . . . . 51

Lesson 4: Camouflage . . . . . . . . . . . . . . . 59

Lesson 5: Hibernation . . . . . . . . . . . . . . . 67

Lesson 6: Seed to Tree . . . . . . . . . . . . . . 75

Lesson 7: Carnivores . . . . . . . . . . . . . . . . 83

Lesson 8: Herbivores . . . . . . . . . . . . . . . 91

Lesson 9: Omnivores . . . . . . . . . . . . . . . . 99

Lesson 10: Development . . . . . . . . . . . . 107

Lesson 11: Living Organisms Across the Seasons . . . . . . . . . . . . . . 115

Lesson 12: Grouping Plants . . . . . . . . . 123

Lesson 13: Animal Movement . . . . . . . 131

Lesson 14: Regeneration . . . . . . . . . . . . 139

Lesson 15: Grouping Animals . . . . . . . 147

Lesson 16: Decomposition . . . . . . . . . . 155Culminating Activity . . . . . . . . . . . . . . . . 163Appendices

Appendix A: References Cited . . . . . . . 167

Appendix B: Differentiation Suggestions . . . . . . . . . . . . . . . . . . . . 168

Appendix C: Contents of the Teacher Resource CD . . . . . . . . . . . . 174

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Inquiry-based Learning for the 21st Century“Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.”

—National Science Education Standards

In its official position statement on inquiry-based learning in science, the National Science Teachers Association (NSTA) encourages every teacher to make inquiry science a part of the daily curriculum, noting that it is important to help younger learners become problem-solving learners.NSTA defines scientific inquiry as “the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.”

According to the NSTA, students learn science best when:

• theyareinvolvedinfirsthandexplorationandinvestigationandinquiry/processskillsarenurtured;

• instructionbuildsdirectlyonthestudents’conceptualframework;• contentisorganizedonthebasisofbroadconceptualthemescommontoallsciencedisciplines;• mathematicsandcommunicationskillsareintegralpartsofscienceinstruction.

This position is supported by the National Science Education Standards (1996), which views inquiry as “central to science learning.” As the standards explain, “when engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations.”

It is important for educators today to prepare students for the lives that they will lead outside of the classroom. The world has changed drastically over the past 75 years, and the education provided to students must reflect those changes. According to research from the Partnership for 21st Century Skills (2002), “workers need the learning capacity to become lifelong learners, updating their knowledge and skills continually and independently.” Inquiry-based learning pushes studentstoaskquestions,thinkcriticallytoanswerthosequestions,synthesizetheirideas,anddraw conclusions. This type of learning prepares students to become learners outside of the classroom and provides them with tools that they can apply to other questions or problems they encounter. Despite widespread agreement on the importance of inquiry-based learning, some teachers are still hesitant to adopt this pedagogical approach in their science classrooms for a variety of reasons. Some feel it is only appropriate for advanced learners; others feel inadequately prepared for this type of instruction; still others are concerned about “managing” an inquiry-based classroom in which students have a greater opportunity, some would say, to be disruptive, pay less attention, socialize,orsimplynotparticipate.Yet,researchprovestheseconcernsareunfounded.

Introduction and Research

About Inquiry-based Learning

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Qualities of an Inquiry-based Classroom (cont.)

Theinquiry-basedclassroomisinstarkcontrasttorotelearning,memorization(merelyforthesakeofmemorization),orfact-basedlearning.Inaninquiry-basedclassroom,theteacherdoesnot impart knowledge as much as create an environment in which students learn for themselves through their own inquisitiveness and experiences.

Making the Transition to Inquiry-based Instruction Inquiry-based science lessons can take one of three approaches or range of practices: structured inquiry, guided inquiry, and open inquiry (Colburn 2000). Teachers can incorporate these approaches based on the needs of the students or the objectives of the lesson. In some lessons, it is important for students to have a more structured or guided activity, while other lessons may be moresuitedfor“free-rangingexplorationsofunexplainedphenomena”(Huziak2003).

It is important to understand that these stages of inquiry are not independent of each other; rather, they exist along a continuum. Therefore, teachers do not need to make the transition to open inquiry-based instruction all at once. “Both students and teachers alike need time to gradually make a transition from the more classical confirmation-type activities and lectures to open-ended activities characteristic of inquiry-based instruction” (Colburn 2000).An inquiry-based science classroom offers both teachers and students a wonderful opportunity to explore science in an exciting way. While there is a learning curve in the adoption of this approach for both teachers and students, research confirms that inquiry-based methods of teaching not only improve student achievement in science (across all ability groups), but also increase student interest and excitement about science (Walker 2007). As Alan Colburn, professor in the DepartmentofScienceEducationatCaliforniaStateUniversity,LongBeach,concludes,“It’suptoyou to find the right mix of inquiry and non-inquiry methods that engages your students in the learning of science” (2000).

Structured InquiryIn this process, teachers give students a problem to solve, the materials with which to solve the problem, and the steps to follow in conducting an experiment. The teacher does not provide the students with the expected outcome.

Guided Inquiry The teacher suggests possible problems to investigate and provides some materials that might be used in the investigation (students may add others). However, the teacher does not provide the actual steps to follow in the investigation. Students devise their own experimental design and draw their own conclusions.

Open Inquiry In this approach, students develop their own questions for investigation based on previous knowledge or discussion. They create hypotheses and design their own methods of investigation.

Introduction and Research

About Inquiry-based Learning (cont.)

© Teacher Created Materials #10800 (i2304)—Living Organisms Teacher’s Guide 7

Using the 5 Es in a Science Classroom One method for structuring an inquiry-based instructional approach is based on a model developed by Biological Science Curriculum Study (BSCS 2006). This model employs the 5 Es—engage, explore, explain, elaborate, and evaluate—and is based on a constructivist philosophy of learning. In this philosophy of learning, students build or construct their own understanding of new ideas based on what they already know.

Each “E” represents part of a sequential instructional process or learning cycle designed to help students construct their own learning experiences and ultimate understanding of the topic or concept. The general goal and activities at each stage in the 5E model are listed below and on the following page.

EngageAt this stage, teachers introduce a topic or concept with an intriguing, fascinating, or challenging question or demonstration designedtocapturestudents’interest,curiosity,andattention.At this stage, teachers do not seek a “right answer”; rather, they prompt students to talk about what they already know about the topic (or think they may know), and discuss what else students would like to know.

ExploreDuring exploration, students conduct various hands-on or problem-solving activities and experiments designed to help them explore the topic and make connections to related concepts, often within groups or teams. During this stage, students share common experiences while the teacher acts as a facilitator, providingmaterialsasneededandguidingthestudents’focus.

Introduction and Research

About Inquiry-based Learning (cont.)

Procedure 1. Display Carnivores image found on the

Teacher Resource CD.

2. Have students examine the pictures and identify as many things as possible that the animals have in common. Tell students to list these features on a sheet of paper.

3. Have students discuss their observations with partners and make comparisons between their notes.

4. Next, tell students that one thing these animals have in common is what they eat. Have students make a list of the foods that they think each animal might eat.

5. Have students discuss their predictions with partners and make comparisons between their notes. Instruct them to tell their partners why they think each animal eats the food they listed.

6. Discuss students’ observations and reasoning as a class. Make sure that students can justify their reasons using support from their observations.

7. Create a class chart from the discussion, listing students’ observations and reasons.

8. Explain to students that some animals, like the ones pictured, prefer to eat meat rather than vegetation. Tell students that these animals are called carnivores.

Materials • Carnivores (carnivores.pdf) • Internet (optional) • chart paper and markers

Engage

Lesson 7

CarnivoresIn this section, students participate in a discussion about the features of animals that eat meat.

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Procedure 1. Begin a discussion about carnivores by

asking students to name as many animals as they can think of that eat meat. Ask students how animals get meat to eat in the wild. (Animals like lions must hunt for their food and then kill it.)

2. Next, ask students if they have ever seen the long, sharp teeth of a dog, cat, or lion. Ask students how these sharp teeth help the animal eat meat. (The meat has many fi bers that can be torn apart by the sharp teeth.)

3. Tell students that animals have special teeth that help them eat meat. Explain to them that they will study different types of teeth and how well those teeth can cut meat.

4. Distribute copies of the You Be the Carnivore activity sheet and materials to students. Read through the directions as a class.

5. Have students conduct the experiment in groups of four, according to the directions on the activity sheet.

6. Tell students to record their observations on a separate piece of paper and respond to the questions on the activity sheet as they work.

7. Ask students to share their observations with the class. Make a chart of the different features of each “tooth” (dull, round, sharp, etc.).

8. Explain that like the items used to cut the meat in their experiment, some types of teeth are better suited for eating meat than others. Ask students for their ideas on other aspects of an animal that are good for hunting and eating meat. (teeth, claws, good vision, etc.)

Materials • Inquiry Handbook:

You Be the Carnivore (page 59) • hotdogs (or slices of lunch meat) • objects to use as “teeth”—marble, coin, pencil,

paper clip, smooth fl at rocks, rough rocks • sheets of paper • chart paper and markers

Explore

Lesson 7

CarnivoresIn this section, students conduct an experiment to determine the properties of a carnivore’s teeth that are best suited for eating meat.

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Standards Overview

Content Standard

Knows that organisms have body systems that serve specific functions in survival

Process Standard

Plans and conducts simple investigations (e.g., makes systematic observations)

EngageIn this section, students watch a video clip and participate in a discussion about camouflage.

ExploreIn this section, students conduct an experiment simulating camouflage.

ExplainIn this section, students learn about why and how organisms use camouflage.

ElaborateIn this section, students learn about different types of camouflage.

EvaluateIn this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the Camouflage Assessment.

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Vocabularycamouflage: a color, pattern, or some other

aspect of an animal’s appearance that helps it blend in with its environment

environment: everything that surrounds and affects a living organism, including other living organisms and nonliving things

predator: an organism that hunts, kills, and eats other animals

prey: an organism that is eaten by another animal

Lesson 4

Camoufl age

Essential QuestionHow do animals use camouflage?

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Camoufl age: A System for SurvivalOrganisms have unique structures and systems that allow for survival. One frequent example found in nature is camouflage. Camouflage is simply defined as a color, pattern, or some other aspect of an animal’s appearance that helps it blend in with its environment. For example, different types of bears have colorations that help them blend with the colors found in their environment. Polar bears live in the arctic and are white; bears that live in the woods are brown in color.

Patterns can also help animals hide, even in plain sight. Tigers have stripes and colors that may seem to stand out in green grass, but when they are in long grass stalking prey, this pattern renders them practically invisible. This is because the patterns blend in with the shadows and lines of the grass, making it difficult to detect the outline of the animal. The specific shape of an animal can also allow it to look like part its environment. For example, stick insects have long arms, legs, and bodies that resemble the branches of the trees they inhabit.

Rapid Camoufl ageA few species in nature have the remarkable ability to rapidly change their color in order to blend into their immediate environment. For example, an octopus (and other cephalopods) can change color to match features in a particular environment as it moves. These animals can blend into the various environments that they encounter, such as a patch of dark rocks or the light sandy bottom of the ocean. The skin color of the octopus rapidly changes using specialized cells called chromatophores. These color-producing cells contain multiple pigments that are transported from the center to the periphery of the cell depending on what color is best suited at that time to camouflage it. Surrounding muscles squeeze the chromatophores to specifically distribute the pigment in response to the environment.

Camouflage is a useful adaptation for survival in nature. Many prey animals use camouflage to hide from predators. Similarly, predators use camouflage to sneak up on prey or keep out of sight while they lie in wait for prey. Overall, camouflage in any form gives animals a survival advantage by either preventing their detection by a predator, concealing a predator before a kill, or both.

Lesson 4

Camoufl ageBackground Information for the Teacher

Lesson 4

Camoufl age

Materials

• Inquiry Handbook: Blending into the Environment (page 35)

• scissors • wrapping paper (two sheets solid colored [1 large, 1 small],

two sheets patterned [1 large, 1 small]) • stopwatches • chart paper and marker

ProcedureNote: Before conducting this activity, cut out large and small squares from both rolls of colored wrapping paper.

1. Begin a discussion about camoufl age by asking students what type of animals use camoufl age and how those animals are able to blend into their surroundings. Create a class chart of their ideas.

2. Show students two different types of wrapping paper: one solid colored and one patterned. Ask them what color of animals could blend into each type of background.

3. Ask students how they think that these two examples of wrapping paper represent natural environments. (Each environment looks different.)

4. Tell students that they will conduct an experiment to test how well different colored “animals” can blend into the two different types of “environments” (papers).

5. Divide the class into groups of three or four and distribute copies of the Blending into the Environment activity sheet and stopwatches to students. Have them create the simulation according to the directions on their activity sheet.

6. Remind students to record their observations and respond to the questions on the activity sheet asthey work.

7. Ask students to describe their observations and identify which animals were hidden best on each background.

8. Explain that, like the cuttlefi sh example, an animal uses camoufl age such as a color, pattern, or some other aspect of its appearance to help it blend in with its environment. Ask students if they can think of other examples of camoufl age in nature.

9. Explain that camoufl age allows animals to remain somewhat hidden in their environments.

ExploreIn this section, students conduct an experiment simulating camouflage.

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Procedure

1. Create a KWL chart on the board or chart paper. Ask students to tell what they know about camoufl age and record their responses in the fi rst column of the chart. Also, complete the second column of the chart by asking students what they would like to know about camoufl age.

2. Distribute copies of the Can You See Me? background page to students. Have a student read the title of the article and the headings aloud.

3. Refer the class back to the KWL chart. Tell them that as they read the text, they should look for answers to the information that they want to know. Allow time for students to read the text.

4. Begin a discussion about the reading by asking students the following questions:

• Why are a tiger’s stripes a good camoufl age? (Some tigers live in grassy environments and the vertical stripes blend in well.)

• Why is camoufl age important in nature? (Predators must fi nd prey and prey must avoid predators.)

• Could a tan-colored deer ever blend into a grassy environment? (Maybe during a dry season when the grass would also be light brown.)

5. Distribute copies of the Camoufl age During a Hunt activity sheet to students. Allow time for students to complete the activity in pairs. Students should use the background information to aid in completion of the activity.

6. Discuss the bubble map as a class to make sure that all students understand how camoufl age works during a hunt.

7. Distribute copies of the Camoufl age Vocabulary activity sheet to students and allow them time to complete it. Students should discuss possible answers with peers if they need help.

Materials

• Inquiry Handbook: Can You See Me? (page 36)Camoufl age During a Hunt (page 37)Camoufl age Vocabulary (page 38)

• chart paper and marker

Explain

Lesson 4

Camoufl ageIn this section, students learn about why and how organisms use camouflage.

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AuthorJulia M. Hatler, Ph.D.

© Teacher Created Materials #12452—Living Organisms Inquiry Handbook 35

Lesson 4Name ____________________________________

CamouflageBlending into the EnvironmentDirections: Read the question below and formulate a hypothesis. Then, use the provided materials to conduct the experiment. Make your observations and draw your conclusions. Create a record of your experiment on a separate sheet of paper.

QuestionWhich type of animal will camouflage best?

HypothesisFormulate your hypothesis. (What is the answer to the question?) Write your hypothesis.

Experimental Design 1. Lay the two large pieces of wrapping paper on the floor; one solid, and

one patterned. These represent the different environments. 2. Cut 10 medium-sized circles out of a new sheet of solid wrapping paper.

Cut 10 medium-sized circles out of a new sheet of patterned wrapping paper.

3. Choose one person to be a searcher. This person should cover his or her eyes.

4. The other students should place the solid circles on the solid environment on the floor.

5. Have the searcher open his or her eyes and try to pick up as many circles as possible in 5 seconds. Have one student be the timer.

6. Record how many circles were found. 7. Repeat with the following combinations: solid circles on patterned,

patterned circles on solid, and patterned circles on patterned.

ObservationWhat happened in your experiment? During which combination were the most circles picked up? Record your observations.

ConclusionWhat is the answer to your question? Do your findings support your hypothesis? What did you learn during this experiment? Write your conclusions.

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Lesson 4

CamouflageCan You See Me?Tiger StripesTigers are a type of large cat. Some tigers live in Asia, where they live in grassy areas. Tigers are orange with black stripes. The black stripes are a good camouflage. The stripes let a tiger blend into the tall grass in its environment.

Tigers are predators. Predators hunt other animals to eat them. For example, tigers hunt deer for food.

How Camouflage HelpsWhen tigers are hunting, they do not want their prey to see them. If a deer sees a tiger while it is still far away, the deer can run away and escape. The tiger must use a lot of energy to catch the deer. If the tiger stays in the grass and moves slowly, it will be camouflaged. This is because its stripes blend into the grassy environment. This means that the tiger can sneak up on its prey, the deer.

Predator and PreyPrey like deer are not camouflaged in a grassy environment. Tigers are able to hunt deer because they can see the deer easily. The deer must run into a new environment to escape. A deer is harder for the tiger to find if the deer can be camouflaged in the new environment. For example, deer are light brown. They can hide among the trees. In a wooded environment, they are camouflaged because they blend into the trees. Additionally, the orange tiger, the predator, is no longer camouflaged in the trees. Now the deer can avoid it.

Camouflage Helps Animals SurviveIn order to survive, prey must be able to hide from predators. When predators are hunting, they must be able to sneak up on their prey. For these reasons, it is good for animals to blend in with their surroundings. Animals, like tigers and deer, can do this using camouflage. Camouflage is a type of adaptation.

© Teacher Created Materials #12452—Living Organisms Inquiry Handbook 37

Lesson 4Name ____________________________________

CamouflageCamouflage During a HuntDirections: Think about the information you read. Write words or short phrases that describe how a tiger hunts.

A tiger hunts...

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Name ____________________________________Lesson 4

CamouflageCamouflage VocabularyDirections: Write the vocabulary word next to its definition. Choose words from the Word Box below.

Word Boxcamouflage environment predator prey

Vocabulary Word Definition

1. an organism that hunts, kills, and eats other animals

2.everything that surrounds and affects a living organism, including other living organisms and nonliving things

3. an organism that is eaten by another animal

4. a color, pattern, or some other aspect of an animal’s appearance that helps it blend in with its environment

Directions: Write one example for each vocabulary word in the chart below.

Word Example

camouflage

environment

predator

prey

RIC

HA

RD O

LSEN

IUS

/ N

AtIO

NA

L G

EOG

RApH

IC S

tOC

k

1 4

2 5

3 6

ImA

GES

: SH

Utt

ERSt

OC

k

Less

on 4

© Teacher Created Materials #10800 (i2306)—Inquiry Cards

Camouflage: Ways Animals HideBackground Informationthe word camouflage means to blend in, disguise, or hide. many animals use camouflage to stay safe. Camouflage makes it hard for predators to see their prey. this means that prey may be able to escape, so they will not be eaten. Some predators also use camouflage. they use it to sneak up on their prey. If their prey cannot see them, the predators may be able to get food more easily.

Animals need to blend into different settings. they can hide themselves from view in certain areas. there are four types of camouflage:

concealing: when an animal’s colors match an area (images 1, 4, and 6)

patterning: when an animal’s stripes or spots make the animal hard to see (image 3)

disguising: when an animal looks a lot like another object in an area (image 5)

mimicry: when an animal looks or acts like another animal that is harmful (image 2)

Analyzing Science ● What type of camouflage do polar bears use? How does this camouflage help them?

■ What might make it hard for an animal to hide in a forest? Which type of camouflage might work best?

▲How does our knowledge of camouflage help us design clothes for soldiers? Why is this important?

Nonfiction Writing PromptResearch and brainstorm a list of animals that use camouflage to survive. Choose three of the animals that you have brainstormed. then, write an essay describing each animal and how it camouflages itself.

Fiction Writing PromptCreate a new animal that uses camouflage. Write about the body parts and colors of the animal. Add ways it can use these features to hide from enemies.

Scientific ChallengeWhat type of camouflage would hide animals around your community? Look around your community and think of ways that animals could blend in. then, design an experiment to see which type of camouflage best hides one animal from your community. Create a presentation of your experiment to share with your class.