Reflection: Real World Applications Building a Bigger Arthropod - Section 5: Putting It All Together: Is THEM a possibility?


In this teaching reflection, I explain my reasoning for using scientifically flawed popular movies. Students are going to watch these types of movies and they will invariably have questions about the storyline. It is important to have students tell their gut reactions before the lesson. It allows them to be invested in the learning and keeps their interest.  Later, after the lesson is complete, it is equally important to have students revise their thinking.  This allows them to correct misconceptions that they may have had and forces them to support their thinking with evidence derived from the lesson.

In this teaching reflection, I explain why teachers need to address misconceptions from popular movies. It is important that the teacher explain why script writers might have chosen the particular misconception when writing the script. Also, it is important that teachers address the differences in size of fossilized arthropods as compared to modern arthropods. I really like it when students ask about the fossils of the Burgess Shale because they are so unique and their extreme size (in some cases) allows for discussion of several physics concepts.   

  Real World Applications: When Science and Hollywood Collide
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Building a Bigger Arthropod

Unit 11: Invertebrates
Lesson 7 of 12

Objective: Students will compare and contrast the body structures of arthropods in order to determine if gigantic ants could live on Earth.

Big Idea: Is the monster movie Them plausible? Could building size ants truly exist? Find out today.

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natural selection (Evolution), Science, patterns (Data Characteristics), modeling, Common Ancestors, cause and effect, adaptation, Obtaining and Communicating Information, Constructing Explanations and Designing Solutions, Biological Evolution, Biotic and Abiotic Factors
  71 minutes
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