Hot Fish, Cold Fish, Yes Fish, No Fish
Lesson 2 of 2
Objective: Construct an argument with evidence by observing how a cold blooded organism reacts to a change in environment.
I sometimes begin a Science lesson with an investigation instead of teaching the concept, and then conducting an investigation. I do this because it helps my students formulate explanations/arguments which help develop their scientific thinking and is also a Science practice in the NGSS to construct an argument with evidence.
There is some prep involved for this lesson. I use a goldfish (because they are very economical), in a fishbowl for the investigation.
I've developed a focus page for their Fish Pre_Investigation that will help the students formulate their claim and reasons . I asked what they thought would happen to the fish if we add cold water, they have no idea how the fish will react in the fishbowl. The fish is not harmed in this investigation, so no worries!
I've included four choices on the pre-experiment sheet, I even included their favorite, the fish may not survive. I've included a sample of the completed form.
I created a power point, Warm blooded or Cold blooded, for this lesson because it helps keep my students focused and helps with academic vocabulary. The powerpoint enables me to differentiate during whole group instruction as well as through the activity/active engagement portion of the lesson.
I introduced the concept of warm blooded and cold blooded through the powerpoint with the use of pictures and vocabulary. This makes my students start thinking about their pre investigation claim and how it holds up against the facts we are learning.
My students use a modified Frayer Vocabulary Model for their academic vocabulary words, which they glue into their interactive notebooks. If the write it, draw it and use it in a sentence they experience different modalities to assist then in "owning" academic vocabulary.
The students have had a chance to visit other groups and get their reasoning on the "why" of the pre-investigation. Since they have formulated the claim in a group, the students feel more open about sharing their work. There is less risk for those that are shy or who tend to hesitate to participate in discussions.The power point also helps the students process the concept of what makes an animal warm or cold blooded.
Now that they have more evidence, my students have a chance to rethink their claim using the Fish post_Investigation part2_ C_E_R focus page. They use the definitions of warm and cold blooded to substantiate their completed fish post investigation claim.
Class Discussion/Wrap up
As a group we discuss the findings. My students are able to use the post investigation focus page as a graphic organizer to help them formulate the claim, the evidence and the reasons. Some students even asked, " what would happen if we added warm water to the fishbowl? Would the fish react the same way?" I love it when my students ask those critical thinking questions!
As an extension, at the end of the day I read Too Hot? Too Cold? by Caroline Arnold
It's a wonderful book that explains the how and the why "Keeping Body Temperature Just Right" is accomplished. The students loved the book and were able to relate to the information, especially after the investigation.