This lesson is a culmination of a series of activities on
fish
anatomy and adaptation.
Prior to this lesson, students should have a background in fish anatomy
and adaptation. Students will work in teams of 3 - 4 members to build a
prototype of a three dimensional fish in its specific environment based
on the students' knowledge of fish anatomy, functions, and adaptation.
One
to two class sessions of approximately 50 minutes each will be allowed
for
design and two to three sessions for construction. One week will be
allowed
for the activity completion.
Math Works #16: Problem Solving: Using Diagrams and
Models
Students will:
Identify and solve a problem by means of a flow chart and diagram.
Demonstrate an understanding of external fish anatomy and
adaptation
by creating a model of a fish in a real life like environment.
Apply the process of practicing scientists through designing their
own fish.
chart and graph paper for project diagrams
colored construction paper
display board
glue
scissors
various materials collected by teacher & students for building
models.
Think-Pair-Share: Ask the students the questions:
If you were to create a fish, what body parts would it have and what kind
of an environment would it need?
Have students pair up with someone in their group and discuss responses.
Invite students to share their responses with the whole group.
If you now were asked to create this fish as a group project how would
you
go about doing it? This time ask students to discuss this with their
group.
Share responses with the whole group. Solicit from the group the problem
at hand: to create a model of a fish in a realistic environment, and the
steps that need to be followed. Discuss how they might go about the
project.
After discussion, suggest to the class that there are various ways to
solve
problems using diagrams, models, and flow charts. Tell students that they
will be viewing a segment of a video on using diagrams, flow charts, and
models to provide some ideas about how to begin their
project.
Ask students if they have ever bought a model to build? If
so,
how did they know how to build it? Lead the responses to the subject
of instructions, suggesting that the instructions may have been in the
form
of a diagram. CUE to the title Using Diagrams & Models. BEGIN and
play
to place when the younger brother asks Mark "shouldn't you follow
the
diagram?" FREEZE frame on that scene and ask: "What is the purpose of
the instructions the younger brother is holding?"
Lead students to respond that they are instructions to show how to put
the
swing set together. CONTINUE video and FREEZE frame when
Mark
says: "I don't have time to use the instructions."
QUESTION: Ask students if they feel that he can build the swing set
faster
without following the instructions?
Responses will vary. CONTINUE video and FREEZE frame when
Narrator asks: "Diagrams, why do we need them?" Solicit student
responses to this question. Discuss that diagrams and models are used in
many different ways. The video will show some examples. CONTINUE
video. STOP video after mention of carpenter's blue print. Total
viewing time approximately 2:46 minutes.
How can a diagram, flow chart, or blueprint assist you with
your Create A Fish project? Use Think-Pair-Share technique again for
responses.
Share ideas with whole group.
Students will be assigned to design a diagram or flow chart showing steps
that they will be taking to create their fish. Provide groups with flow
chart templet. Once the flow chart has been approved they will be
required
to:
· design a blueprint of their fish and the environment in which it
will be placed. Fish designs will be drawn to scale, model size will
not exceed 24" in length, 12" in width, and 18" in height.
· create a materials list for their project
· submit both their designs and material lists to teacher approval.
Materials may consist of items supplied by the teacher and/or students.
Students should be encouraged to use items that they find around home or
school with emphasis on recycled materials rather than purchasing new
items
for the project.
Teams will construct their fish model using their plan and material list
and provide an environment for their fish. Student teams will work
cooperatively
and each member will participate in the construction process. Once the
model
and environment are completed, teams will prepare for class
presentations.
Students will share their projects with the entire class. Ideally these
presentations can be video taped to so that students can self
evaluate.
The class will evaluate the models and presentations based on
predetermined
criteria and will complete written evaluations. Each team will be
provided
copies of these evaluations.
Language Arts:
Fish Tales
Write stories from the fish's point of view about their life adventures.
Mathematics
Have students choose an activity from the following list and create a
flow
chart to show a process step by step to emphasize how this method can be
simplify or clarify a complicated process.
· how to make a handicraft item
· how to put together a puzzle
· how to make a peanut butter and jelly sandwich
· how to ride a bicycle
· how to brush one's teeth
· how to wash a car
CURRICULUM CORRELATIONS
Life Sciences
Characteristics and structures of living things
Mathematics
Problem Solving
Master Teachers: Jane Scott Jones and Sharron L. Walker
