Guts Galore and Biology Bonanza

Enrichment Menu

Michelle Griswold

Malyssa Joy

Abbie Tucker

Concept: Systems

Generalizations:

  • Systems have parts that work together to perform a function.
  • Systems are composed of subsystems.
  • Systems may be influenced by other systems.
  • Systems interact.
  • Systems follow rules.

Type I Activities:

  1. Listen to an Alabama forestry representative speak about invasive species to learn about the challenges they pose for the natural environment, specifically in Alabama, whether economically, environmentally, or ecologically. (Relationships, Levels of Organization, Ecosystems, Invasive Species)
  2. Students will use the Productive Thinking talent to think of many, varied, and unusual events that would happen if there were no scientists to learn about the benefits society has gained from science and scientists. (Experimentation, Benefits)
  3. Students will use the Productive Thinking talent to arrive at many, varied, and unusual ways that observations can be made in science. By doing this, students will learn about the aspects of a good experiment. (Need to be real world, possible ways.) (Experimentation, Scientific Method)
  4. Students will use the Productive Thinking Talent to think of many, varied, and unusual adaptations that we must have when going to a new school. Students will be asked to share their ideas and create an explanation of why it is important for humans, plants, and animals to adapt to their environment. (Response to Environment, Adaptations, Behaviors)
  5. Look through books such as Life as We Know It: Putting the Buzz Back Into Biology, Partners in Crime: the Mysteries of Animal Symbiosis and pictures in the interest center that illustrate various relationships among organisms. Using Communication Skill 5, write a letter to one of the organisms pretending to be the other organism. The letter may be creatively written, whether an apology letter, a thank you note, etc. Students will do this to learn about the various types of relationships between organisms. (Types of Relationships)
  6. Read Animals in the City by Barbara Reeves to understand the importance of natural habitats and how humans often affect those habitats. (Humans Harming Animals)
  7. Students will listen to an instructor explain how to take someone’s blood pressure and demonstrate this action on a student. Students will practice taking blood pressure and pulse measurements and compare them to the chart in the interest center. The teacher will speak on appropriate levels and what each number in a blood pressure reading means. By watching this demonstration and practicing themselves, students will connect this knowledge to the knowledge of the circulatory system and the heart’s role in the body. (Organ Systems, Anatomy, Humans, Animals)
  8. Students will use an online website or class software to virtually dissect a frog and begin to discover the differences between its anatomy and that of a human. (Humans, Animals, Anatomy)
  9. Listen to a speaker talk about and show a PowerPoint on the common birds in Alabama. The speaker will talk about the birds’ diets and habitats. By doing this, students will learn how birds migrate to various regions of the world due to environment conditions and adaptations. (Response to Environment, Adaptations)
  10. After listening to the Alabama forester speak about invasive species and their threat on our ecosystem, the class will participate in the Peppermint Beetle activity from the Project Wild manual. The teacher will tell the students that an invasive species of beetle, known as the peppermint beetle, has been released and found in Alabama. The teacher will discuss the damage an invasive species can cause to an ecosystem. Students will go outside and look for the “scent” of the beetle, which has a peppermint- like smell. After much investigation, students will go inside and draw what they perceive the peppermint beetle looks like and talk about why. (Observation, Invasive Species, Ecosystem)
  11. Students will learn about the factors that are necessary for plant growth by completing the activity in Project Learning Tree titled “How Plants Grow” on page 179. Students will be asked to choose one requirement to measure or test using their plants including: light, water, soil, or space. At set intervals, the students will measure their seedlings. After a period of time, the students will measure and compare the plants. At this time, students will observe whether the plants look different and what may have caused the difference. Students will be asked to take pictures of their plants’ growth at each interval using the classroom Ipads. (Plants, Observation, Data Collection)
  12. To learn and think about the negative effects that humans often have on the habitats of organisms, students will complete the activity “Ethi-Thinking” page 303 in the Project Wild Activity Guide. As a group, students will list activities that may be harmful to plants and animals. To discuss and evaluate these activities, students will provide photographs or drawings. By doing this activity, students will discriminate between outdoor activities that are and are not harmful to the environment and wildlife. (Relationships, Humans Harming Animals)
  13. As a follow-up to practicing Scientific Method through experimentation students will debrief their learning by completing a direct analogy synectics activity completing the following statements: , “Forming a hypothesis is like what tool?”, “Developing a theory is alike a(n) ______because ______.” (Scientific Method)
  14. Students will visit “system stations” in the classroom that hold various objects, displays, pictures, and books about the particular system being viewed at that station. Students will be given this time to develop an interest in one particular (or all) body systems and may lead the class into a further discussion about the human body systems. (Human Anatomy, Body Systems)
  15. To get students thinking about the effects that humans have on wildlife, have students play the “Hidden Hazards” page 105 activity from the Flying WILD Manual. Acting as neotropical birds, students will pass through varying obstacles in order to see how many would “survive” the pitfalls posed by humans and others animals.(Humans Harming Environment)
  16. Students will watch a National Geographic video on parasitic twins. This will give students an opportunity to relate their knowledge of anatomy and the human body to birth defects and illness. (Genetics)
  17. Students will read about epigenetics in a National Geographic’s Magazine and write down the most interesting thing they learned n their science journal. (epigenetics)
  18. Students will look at cells under a microscope and identify the cell parts, and whether the cell is animal or plant. They will draw pictures of what they see in their science journal and share the pictures with their peers afterward. Peers will try to guess the type of cell and phase as a review. (Organization, Plant and Animal Cells)
  19. Students will watch a worm dissection demonstration to observe how to correctly use dissection tools and lab safety, and so see the “guts galore” inside a worm! (Experimentation, Safety, Anatomy)
  20. Students will browse interest center to spark curiosity about the human body and animals.
  21. Students will play “I Have, Who Has” in order to learn the names and functions of the dissection tools.
  22. Students will observe what vinegar does to an egg shell overnight.
  23. Read the book, What Do You Do With A Tail Like This? By Steve Jenkins and Robin Page to introduce adaptations.
  24. Read The Truth About Poop to introduce the digestive system.
  25. The students will look closely at x-rays of the human body and a life size model skeleton to determine how many bones comprise the complete skeleton.
  26. The students will watch the brainpop.com video on cell specialization to explain the idea that different cells have different functions.
  27. The students will play the food chain game to reinforce the idea of interdependence.
  28. The students will play Animal Adaptations Bingo to master terminology.
  29. The students will play Cell Bingo to learn organelles and functions.

Type II Activities:

  1. After watching the teacher demonstrate an experiment, students will get into pairs and participate in a mock experiment. They will determine the most appropriate observational tools, data collection options, hypothesis, etc.By doing this, students will demonstrate their knowledge of the scientific method and the aspects of a good experiment. (Scientific Method and Skills, Experimentation)
  2. After students have learned the parts of an animal cell, groups of 3-4 students will use the Decision Making Talent to think of many, varied ways to present a 3D model of an animal cell. As an extension, the students will use the Planning Talent to implement their plan. The models that are made will be presented to the class. (Animal Cells, Characteristics of LIfe)
  3. After learning about the organ systems in the body, students will learn how to visually communicate by making a diagram of the body systems within the human body to practice demonstrating their knowledge of the body systems, and practicing skills for a possible future career in biology involving graphic art. (Human Anatomy, Organ Systems)
  4. After students are taught about the proper use of computers and the benefits that arise from them for scientists, students will use the classroom “Discovery Lab” to research a particular organismal relationship of their choosing. By doing their own research, students will be able to take this knowledge to research any sort of topic that is of interest to them well into the future. (Research)
  5. Teach the students skills of how to use dissection tools. Show an example dissection and then allow students to practice. The students will need understanding of the different tools, including scissors, forceps, scalpel blades and dissecting probes, and have a model to follow. Students will share with a partner an object of dissection (later to be determined based on availability, time, and resources). Students will then discuss difficulties and concerns with one another and with the class as a whole.By learning about the various dissection tools, students will gain understanding of the materials and safety issues in the lab. (Safety, Tools and Materials, Experimentation)
  6. Interview Chad Hunter Wyatt, who has raised and bred chickens for many years. He will discuss how chickens are bred, incubated, and raised, as well as the care needed for eggs, the largest cells. Beforehand, students will use Communication, skill 5 to brainstorm a list of several interview questions they would be interested in asking him. Students will write down the questions with their names listed beside their question (they will be responsible for asking their questions and teachers will be sure everyone’s questions are answered). Using the answers that the children receive, students will make a poster that gives information about cells. (Animal Anatomy, Classification, Genetics)
  7. After students have looked at a Perkins Tractor (or picture of one if not available), and other medical instruments in the interest center and have thought of many, varied uses it could serve, students will research in ancient medical instrument books and online websites to try and determine the actual purpose of the instrument. They will add possibilities to their list as they research. The class will share their many ideas. The teacher will finally reveal the true use. The Perkins Tractor was supposed to “draw off the noxious electrical fluid that lay at the root of suffering.” (-Elisha Perkins) They were simply metal rods that carried no medical benefit or merit. By doing this activity, students will learn about observations and the issue with assumptions and misconceptions in science. (Research, Hypothesizing, Observation)
  8. After students have learned dissection tool handling skills and watched a virtual dissection, students will each dissect their own frog. Students will recognize and discuss different attributes, including body parts and adaptations used in its environment. This will help students discriminate between the similarities and differences between frogs and themselves. Then students will discuss and learn about the adaptations frogs have and how these adaptations differ from humans due to the varying habitats. (Adaptations, Organization, Classification)
  9. After the dissection and discussion of frog adaptations, students will complete a Productive Thinking lesson to think of many, varied, and unusual adaptations they wish they could have as humans. As an extension, the students will use craft materials to create and explain their “new” type of human and his or her adaptations to the class. (Adaptations, Response to the Environment)
  10. Students will complete a direct analogy synectics activity to summarize their knowledge about cloning. They will write in their science journal to finish this stem, “Cloning is like a refrigerator because...”. (Genetics)
  11. After learning about the similarities and differences among plant and animal cells, students will make a turn book showing the facts they have learned, including illustrations of the cells and descriptions of the organelles. With this book, students will be able to record future information learned about the biology of plant and animal cells using a microscope. (Interdependence, Ecosystem, Cells)
  12. Have students play the “Every Tree for Itself” page 117 activity from the Project Learning Tree Manual . Students will examine tree cookies and the rings, representing the health and rate of growth for each year. Then, students will experience a simulation of tree nutrient competition by remaining “planted” while reaching for limited “nutrients.” This represents why populations only grow to the capacity they can be sustained (Ecosystem)
  13. After students have learned the various adaptations and behaviors that many animals have, students will make a triarama camouflaging a picture of an animal in its natural environment. Students may choose the animal they’re camouflaging from a magazine, a book, the internet, or they may draw their own. Students will accomplish this task using creative thinking. (Triarama examples will also be presented in the Interest Center)
  14. After learning about the various parts of both plant and animal cells, students will use the Decision Making Talent to choose on or more organelles to write a melody about. After deciding the best organelle for their melody, students will use the Planning Talent to implement a plan of constructing their creative melody. (Cells)
  15. Conduct the “Mini-Organism” experiment from Biology for Every Kid to demonstrate how bacteria grow. Directions: Dissolve a bouillon cube in one cup of hot water. Divide the bouillon between 3 glasses. Leave one glass alone, add one spoon of vinegar to one, and one spoon of salt to the last. Label each glass as “control,” “vinegar,” “salt.” Place the glasses in a warm place for 2 days, and then observe which glass is cloudier. (page 86) By completing this experiment, students will observe the rate of growth of bacteria and how its growth can affect the humans and animals that eat it. (Food Chains, Cells, Classification, Illness)
  16. Conduct the “Tendon Action” experiment from Biology for Every Kid to determine how bones move. Using a chicken foot and needle nose pliers, students will pull the tendons one at a time to watch the toes bend and extend. This experiment will teach students the 4-toe composition of most bird feet and the function of tendons in animal and human bodies. (Anatomy)
  17. Conduct the “In But Not Out” experiment from Biology for Every Kid to observe the movement of particles through a cell membrane. Fill a cup with water and add 20 drops of iodine. Fill another cup with water and add one spoon of corn starch. Pour half of the cornstarch mixture into a plastic bag and tie shut. Place the bag in the iodine water and make observations. Wait 30 minutes and make observations, noting any changes. By participating in this experiment, students will understand the role of cell membranes in the human and animal anatomy. (144) (Anatomy)
  18. After hearing a speaker talk about common birds in Alabama and what they eat, students will make a bird feeder for local birds in Tuscaloosa that we have observed on the SEW campus. After making our bird feeder and placing it outside our classroom window, the class will observe the birds that come to the feeder and identify them. Students will draw pictures of the birds and add them to the bulletin board every time a new bird/bird species is seen. These observations will be completed in group rotations, giving all students the opportunity to observe and draw the various birds that are seen. By drawing and observing birds, students will further their knowledge of adaptations and bird anatomy. (Classification)
  19. After learning about multicellular organisms and the functions of organ systems, students will illustrate a diagram for the classroom, indicating the anatomy and functions of the following organ systems: nervous, digestive, circulatory, respiratory, endocrine, immune, lymphatic, muscular, reproductive, skeletal, and urinary.