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# Katie, Garrett, Kylie, & Whitney

## Warm Birds of a Feather

Purpose: Given feathers, fur, and plastic bottles, students will use warm water to compare how different types of insulation help organisms maintain homeostasis. Students will use a temperature probe and LoggerLite software to analyze and interpret data to find the line of best fit and determine effects of different types of insulation. Students will be able to think critically about homeostasis of temperature, analyze data, and design accurate experiments. Standards of Learning: BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data; f) sources of error inherent in experimental design are identified and discussed h) chemicals and equipment are used in a safe manner; i) appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions; BIO.4 The student will investigate and understand life functions of Archaea, Bacteria, and Eukarya. Key concepts include b.) Maintenance of homeostasis. AFDA.3 The student will collect data and generate an equation for the curve (linear, quadratic, exponential, and logarithmic) of best fit to model real-world problems or applications. Students will use the best fit equation to interpolate function values, make decisions, and justify conclusions with algebraic and/or graphical models. Safety: This lab utilizes hot plates and hot water. When working with hot materials be sure to wear protective eyewear as well as protecting your hands from the heat using tongs or hot mitts.

Engage:

Time: 5 minutes

Why are coats, sleeping bags, and comforters filled with down feathers? How does this relate to your bodys ability to maintain internal temperature? How do fur, feathers, or animals without fur and feathers stay warm and maintain internal homeostasis in different climates? Students should make connections between how various animals have two types of feathers/fur to further insulate their bodies to effectively maintain homeostasis in their environments. Explore: Time: 25 minutes

1. Divide students into lab groups of 3-4 students. 2. Students will use activity sheet to follow lab activity. 3. Students will design their three plastic bottles to mimic animals with feather and fur. Students will cover one bottle in feather and one in fur, according to their designs. Students will also use an uncovered plastic bottle as a control. 4. Teacher will heat water to 50 degrees celsius using a hot plate, and pour 350 ml of water into each water bottle using a funnel. Teacher may use the tap if tap water heats to a warm temperature (it does not heat to a warm temperature in this classroom). 5. Caps of the water bottles will have holes to fit the temperature probes. Students will screw caps on bottles and insert temperature probes through each hole. All three temperatures will be tested at once. 6. Students will open Logger Lite and set up the program to record the temperature from the three probes for 15 minutes. 7. During wait time, students will make predictions about whether they think the heat loss will have a constant or exponential rate of change. Students will also predict how the rate of change will compare between bottles. Students will also answer the following questions about homeostasis: Do you think that this experiment represents how birds and animals with feathers or fur keep warm? What other factors may affect homeostasis of animals other than their outer covering? Explain: Time: 20 minutes

8. When recording has finished students will begin to analyze their graphs. Students will analyze the rate of change and compare the three rates. Using these comparisons students will determine which bottle held the most heat, which maintained the most constant temperature, and which bottle lost heat the fastest.

9. Class discussion will ensue about the results. Students will discuss similar or different results and discuss reasons for why they think they got those results. We will also discuss the questions completed during wait time. 10. Teacher will introduce homeostasis as the topic and give background notes for further exploration during the rest of the unit. Introducing homeostasis using temperature is a great way to engage students in a complex topic as all students have experienced homeostasis of temperature.

Elaborate:

## Time: Homework ~10 minutes

How would you re-design this experiment to test feather, fur, or other types of animal insulation more accurately to portray realistic life in different climates? Ex. Heat lamp, put everything in a cold box to test tundra. In temperate climates, you could just test outside. Evaluate:

## Time: Teacher Time

Activity sheet will be collected and graded. Since the questions will be gone over in class, and some questions are based off of students predictions, every student will have the opportunity to earn full credit. Activity sheets need to be completed per the directions for full credit. Students will be informed to make sure they turn in completed and thoughtful work. Evidence Evidence shown through completion of activity sheet Evidence shown in explore and explain portions of lessons. Correct answers filled in when given. Thoughtful answers given otherwise. Scoring /30

Performance Criteria Does the student understand how different structures may influence organisms ability to maintain homeostasis? Does the student understand the importance of mathematics in understanding scientific data? Activity sheet completed

/30

/40

## ** Activity Sheet Attached

Name: _______________________________________________________

Date: _______________________________

## Warm Birds of a Feather

Directions: Use this activity sheet as a guide to follow throughout the entire lesson. This activity sheet will be graded. Be sure to be thoughtful and answer all questions completely. Engage: Why are coats, sleeping bags, and comforters filled with feathers?

How do fur, feathers, or animals without fur and feathers stay warm and maintain internal homeostasis in different climates?

Explore: 1. Put on your safety goggles! Leave safety goggles on throughout the entire lab. If students are caught not wearing safety goggles they will be asked to leave the classroom. 2. Break up into groups of 3 students Use this activity sheet as a guide! 3. Turn on the Vernier LabQuest device and insert three Temperature Probes into the first three ports on the top. Next, plug the given computer cord into the top of the Vernier (mini USB) and the other end into the computer (USB). 4. Open LoggerLite- Go to Experiment -> Data Collection to set up the required intervals for the probe to collect information. For Length put 15 minutes, and for the sampling rate, we want to collect 60 samples/minute. Then click Done. 5. Go to Option -> Graph Options then click on Axes Options in order to set up an appropriate viewing window for the graph. Setup an optimal viewing window that can show all the necessary data. 6. Design your three plastic bottles to mimic animals with feathers and fur. Remember to use a control!

7. Use pre-heated water (50C) provided by the teacher to pour 350 mL of water into each water bottle using a funnel. 8. Screw the bottle caps on and insert the probes into the bottles. START DATA COLLECTION. Remember during data collection to not move the plastic bottles - this causes additional sources of error! 9. Return to your seats (away from the lab area). Answer the following questions! Do you think heat loss will occur at a constant or exponential rate of change? Why?

Make a prediction! How do you think the rate of change will be different between the three plastic bottles? (WRITE AS A HYPOTHESIS! IFTHEN)

The independent variable(s) is/are ______________________________________________________________________ The dependent variable(s) is/are ________________________________________________________________________

Do you think that this experiment represents how birds and animals with feathers or

## fur keep warm? Why or why not?

What other factors may affect homeostasis of animals other than their outer covering?

Explain: Print out a copy of your graph and information given through the LoggerLite software! Use this to help you throughout the remainder of the activity sheet and turn in at the end of the class! Draw a sketch of your graph! Use colored pencils to differentiate between the three plastic bottles. Remember to label your axes!

Use the data from your experiment to determine a line of best fit for each of the bottles. Bottle 1: Bottle 2: Bottle 3:

Make observations and inferences! Which bottle held the most heat? The least? Support your reasoning.

## How do the slopes of the three lines compare to one another?

What about the physical experiment would defend or contradict these observations? (In other words, why or why not would it not make sense that the graphs look this way?)

Elaborate: Its your turn! Answer the following questions either in paragraph form or by bulleted list. Answer each question fully and thoughtfully for full credit! Complete this for homework and turn in BOC (Beginning of Class) tomorrow! How would you re-create this experiment to make it more accurate? Would you use different climates? How? What about different types of insulation? The skys the limit - use creativity!

Math/Science Reflection
INTASC Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. NSTA Standards: 3b) Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students. In February, I had the opportunity to collaborate and work with three other teachers to create a lesson plan that included both mathematics standards and science standards. Together, as a team of 2 science teachers and 2 math teachers, the four of us created a lesson plan that included AFDA and Biology SOLs. We had the opportunity to work together in the classroom with Venier probe ware that we eventually presented to the rest of the science and math teachers. Through creating and presenting this lesson plan I met INTASC Standard #7 and NSTA Standard 3b. Throughout the remainder of this reflection, I plan to discuss how these standards were met. I believe that INTASC Standard #7 was met through collaboration with the math teachers that created cross-disciplinary skills. Through collaboration with the two math teachers in my group, I realized how much Math and Science were intertwined. It is impossible to conduct science without math. It was a revelation that I had not thought about. Through my placement, I have seen such a huge disconnect between Biology and math, which I believe should be much smaller. NSTA Standard 3b was met because students were using the probe ware to actively collect data through Vernier software. Students needed to interpret the data after the experiment was completed. In addition to collecting and interpreting data, students needed to understand scientific concepts to create and run a true scientific experiment. Creating this lesson plan was truly eye opening to me. As a student teacher, it has encouraged me to incorporate math as much as possible into my lesson plans in the future.

I think this is especially important at my school, because we are on a school improvement plan for math. Thus, encouraging students to use math at all times is crucial.