Professional Documents
Culture Documents
Contributors:
G. Michael Barnett, Ph. D., Boston College Kathleen Connolly, Tufts University Linda Jarvin, Ph. D., Tufts University Ismail Marulcu, Boston College Chris Rogers, Ph. D., Tufts University Kristen Bethke Wendell, Tufts University Chris Wright, Tufts University
The preparation of this curriculum was partially supported by grant DRL-0423059 from the National Science Foundation. Grantees undertaking such projects are encouraged to express freely their professional judgment. This curriculum, therefore, does not necessarily represent the position or policies of the National Science Foundation. Not for distribution without the authors permission
Section 1. Teachers Guide Section 2. Student Handouts for All Lessons Section 3. Supplemental Teacher Resources
Module Overview
Overall Goals: The purpose of studying and modeling the animals is to (1) practice observing and modeling animals, (2) learn how animals are structured and how they behave, and (3) consider how animals structure and behavior enable survival in their environment.
Big Science Question: Why do animals look and act the way they do, and how can we study and explain their looks and actions?
Lesson Title
Lesson Learning Objectives Students will be able to Define engineering design as the process of applying creativity and math and science knowledge to the solution of human problems. Group animals by the physical characteristic they share into the major groups of animals (fishes, amphibians, reptiles, mammals, crustaceans, insects, birds).
1 challenge (inventing and modeling new How can we learn creatures for an adventure movie). about animals? Discuss the plan for learning the science
necessary to complete the challenge.
Create pet posters that describe 7 common pets from 7 different animal groups.
Research and make LEGO models of the pets native habitats. Consider how each animal is a good match for its habitat. (May take place over multiple sessions.) Observe structures and behaviors of live animals in the classroom, and record observations through writing and drawing. (Replaced by book/internet/video study of animals if live animals are not available.) Carefully study the locomotion structure of one animal. Use LEGO pieces to create a model of this structure.
Describe the major elements of habitats in general and for specific animals
Observe and model animal body structures. Identify animal behaviors that are in response to stimuli in the environment.
5 Why do animals look the way they do? 6 What makes a good model of an animals structure? 7 Why do animals act the way they do?
Observe and model animal body structures. Explain how structures determine animal functions. Explain how structures determine animal functions. Identify adaptations that help animals survive in their environment. Identify animal behaviors that are in response to stimuli in the environment. Explain how behaviors help animals survive in their habitats.
Critique and revise structural models, and reflect on the modeling process. Compare models to real animals.
Observe pre-programmed robotic model animals and predict the rules that govern their behavior. Write a stimulusresponse behavior rule that models the behavior of one carefully studied animal.
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Module Overview
Lesson Title Lesson Overview Lesson Learning Objectives Students will be able to Identify animal behaviors that are in response to stimuli in the environment. Explain how behaviors help animals survive in their habitats. Combine different materials, shapes, and structures to design and build models of animals. Identify adaptations that help animals survive in their environment. Combine different materials, shapes, and structures to design and build models of animals. Explain how behaviors help animals survive in their habitats. Define engineering design as the process of applying creativity and math and science knowledge to the solution of human problems. List and explain the steps of the engineering design process.
8 What makes a good model of an animals behavior? 9 How can we invent and model new animal structures? 10 How can we invent and model new animal behaviors?
Critique and revise behavioral models, and reflect on the modeling process. Compare models to real animals.
Propose an animal that would be well adapted to the rainforest ecosystem, and build a structural model of this fictional animal. Test according to a structure model rubric.
Use NXT programming to create a behavioral model of the proposed fictional animal. Test according to a behavior model rubric.
Final tests of student-invented animal models. Wrap-up discussion of the animals for survival in the environment, given their characteristics.
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Module Overview
By the end of the module, students will be able to: 1) Group animals by the physical characteristic they share into the major groups of animals (fish, amphibians, reptiles, mammals, crustaceans, insects, birds). 2) Observe and model animal body structures. 3) Explain how structures determine animal functions. 4) Identify adaptations that help animals survive in their environment. 5) Describe the major elements of habitats in general and for specific animals. 6) Identify animal behaviors that are in response to stimuli in the environment. 7) Explain how behaviors help animals survive in their habitats. 8) Combine different materials, shapes, and structures to design and build models of animals. 9) Define engineering design as the process of applying creativity and math and science knowledge to the solution of human problems. 10) List and explain the following steps of the engineering design process: i. Identifying a problem ii. Researching possible solutions iii. Picking the best solution iv. Building a prototype v. Testing the prototype vi. Repeating any steps needed to improve the design
(Objectives based on the National Science Education Standards, the Massachusetts Curriculum Frameworks, and the Somerville District Science Benchmarks)
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Module Overview
Animal Studies: Design an Animal Model Related National, State, and District Learning Standards
Design An Animal Model Learning Objectives By the end of this module, students will be able to: 1) Group animals by the physical characteristic they share into the major groups of animals (fish, amphibians, reptiles, mammals, crustaceans, insects, birds). 2) Observe and model animal body structures. 3) Explain how structures determine animal functions. 4) Identify adaptations that help animals survive in their environment. 5) Describe the major elements of habitats in general and for specific animals. 6) Identify animal behaviors that are in response to stimuli in the environment. 7) Explain how behaviors help animals survive in their habitats. 8) Combine different materials, shapes, and structures to design and build models of animals. 9) Define engineering design as the process of applying creativity and math and science knowledge to the solution of human problems. 10) List and explain the following steps of the engineering design process: i. Identifying a problem ii.Researching possible solutions iii.Picking the best solution iv.Building a prototype v.Testing the prototype vi.Repeating any steps needed to improve the design National AAAS Benchmarks Strand 5: The Living Environment, Grades 3-5 - A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group. - For any particular environment, some kinds of plants and animals thrive, some do not live as well, and some do not survive at all. - Organisms interact with one another in various ways besides providing food. - Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. Strand 11: Common Themes - Models, Grades 3-5 - A model of something is similar to, but not exactly like, the thing being modeled. Some models are physically similar to what they are representing; others are not. - Models are very useful for communicating ideas about objects, events, and processes. When using a model to communicate about something, it is important to keep in mind how it is different from the thing being modeled. National Science Education Standards Content Standard A: Science as Inquiry (K-4) - Identify a simple problem, propose a solution, implement proposed solutions, evaluate a product or design, communicate a problem, design, or solution. Content Standard C: The Characteristics of Organisms (K-4) - Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. - The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as change in environment). Humans and other organisms have senses that help them detect internal and external cues. Content Standard C: Regulation and Behavior (5-8) - Behavior is one kind of response an organism can make to an internal or environmental stimulus.Behavioral response is a set of actions determined in part by heredity and in part from experience. - An organisms behavior evolves through adaptation to its environment. Massachusetts Frameworks Grades 3-5, Life Sciences Strand - Classify plants and animals according to the physical characteristics they share. - Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color. - Describe how organisms meet some of their needs in an environment by using behavior (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive and other are learned. Somerville Science Benchmarks Grade 4 Benchmarks for Structure and Function of Animals - List the key characteristics of each of six important groups of animals (fishes, amphibians, reptiles, birds, mammals, and insects). - Name at least two animals from each group (fishes, amphibians, reptiles, birds, mammals, and insects). Grade 4 Benchmarks for Adaptations of Animals - Identify at least two animal adaptations that help the animal survive in its environment. (e.g. thick fur on a polar bear, long beak on a hummingbird) - List at least two animals and their behaviors that help them survive in their natural habitat (e.g., birds build nests, ducks migrate).
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Lesson 1
Suggested Time !!!!!!!!!!!! Lesson Overview
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Lesson 1
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal 1 For the class ! Images of rainforest environment (provided at end of lesson plan)
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! ! Prepare overhead projector, LCD projector, or TV/DVD for viewing of rainforest images.
!!!!!!!!!!!! PART I: Introduction to Grand Design Challenge (15 min) 1) Give students 2-to-3 minutes to record their ideas about the exploration question: What makes squirrels so good at surviving in the cities of the northeastern United States? 2) Ask a few students to explain their thoughts on this question. Then, explain that you are about to begin a science unit that is all about this kind of question why do animals look and act the way they do? 3) Explain that to become experts at how animals look and act, and at why they look and act the way they do, students will be challenged with an engineering design project that requires expertise on the science of animals. Today, students will take a first try at the animal engineering design challenge. Then, for the next several science classes, students with gather new science knowledge necessary for succeeding at the challenge, just like real engineers do when researching their design projects. 4) Direct students to turn to journal page 1-2, the Design Brief. This page explains students grand challenge for this science unit. Ask 1-2
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Lesson 1
5) Announce that the movie director has given you some early scenes from the movie so you can get a sense for the rainforest environment. Ask students to look carefully and try to notice as many details as possible. Display the rainforest images.
Now that students have been introduced to their design challenge, it is time to map out a plan for the units science learning.
NOTE: Save this chart for Lesson 11, when you will complete the third column.
PART II: Planning for Learning Animal Science (25 min) 6) Ask students to turn to journal page 1-3, which summarizes the design challenge, states the big science question, and asks students to plan for their science learning. 7) Allot 5 minutes for students to work independently on the What do you already know? and What do you need to learn? table. 8) Create a class chart with three columns. Leave the third column blank, and use the first two to record what students already know and what students need to learn to complete the animal engineering design challenge.
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Lesson 1
When students can thoroughly answer this Big Science Question, they will be able to complete the Grand Design Challenge.
9) Use the chart as a starting point for previewing the unit. Circle the ideas that will be addressed in the unit, and then explain that over the next several lessons, students will be: a. Describing the different types of animals b. Thinking about why certain animals live in certain places, and building LEGO models of those places (habitats) c. Observing real animals (live, videotaped, or in books) d. Modeling the way animals look, using LEGO structures e. Modeling the way animals behave, using robots f. Completing the grand design challenge inventing and modeling a rainforest movie creature As students work on all of these tasks, they will be developing expertise to answer the units Big Science Question: Why do animals look and act the way they do, and how can we study and explain their looks and actions? PART III: Development of Initial Pitch for the Rainforest Movie Creature (15 min) 10) Explain that before staring any of the animal science investigations, students must brainstorm initial ideas for the movie director. 11) Direct students to turn to page 1-4, where they will use just writing and drawing to make an initial pitch for their rainforest creature idea. Allot 10 minutes for students to complete their pitch.
NOTE: You might remind students that engineers often come up with dozens of design ideas for one design challenge. They keep trying until their design meets all of the criteria. As they try and try again, they learn many new things.
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Lesson 1
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Lesson 1
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Lesson 2
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
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Lesson 2
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal 2 For each student pair ! " sheet of chart paper (or " poster board or 11x14 paper) ! Markers For the class ! Seven animal group labels (7 small strips of paper, each with one of these words written in large print: fish, amphibians, mammals, reptiles, insects, birds, crustaceans)
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! ! Cut chart paper or poster board, or obtain 11x14 paper. ! Prepare animal group labels.
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Lesson 2
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED
ACTIVITY EXPLANATION
NOTE: Page 2-3 shows the layout for the poster. Students do not need to write on page 2-3; it is just a template.
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Lesson 2
NOTE: If you have fewer than seven pairs of students, you might ask some groups to describe two animals, or describe some yourself.
The next pages provide information about the seven animal groups and show samples of students pet posters.
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Lesson 2
Group Name
Major Characteristics Cold-blooded (body temperature depends on their environment) Live both in water and on land throughout life To breathe: use gills in water when young and lungs on land when older Warm-blooded
3 Examples Salamander Newt Toad Pelican Parrot Penguin Trout Eel Shark Elephant Monkey Platypus Turtle Alligator Lizard Shrimp Crayfish Lobster Butterfly Mosquito Grasshopper
Amphibians (Vertebrate)
Birds (Vertebrate)
Have feathers and wings (MOST can fly) Lay eggs MOST are cold-blooded
Fish (Vertebrate)
Breathe with gills because they live in water, and swim in water with fins MOST lay eggs Warm-blooded
Mammals (Vertebrate)
Produce milk for their young, which are born live MOST have body hair Cold-blooded
Reptiles (Vertebrate)
Have scales on their skin MOST lay eggs Body has outer shell (exoskeleton), eyes, antennae, and three mouth parts MOST live in water (fresh and salt water) Fan-shaped tail Body has outer shell (exoskeleton), three parts, joined legs, eyes, and antennae Breathe through holes in body Hatch from eggs
Crustaceans (Invertebrate)
Insects (Invertebrate)
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Lesson 2
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Lesson 3
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
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Lesson 3
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal 3 For each student pair ! LEGO NXT kit For the class ! Books or articles about these seven animals in their native habitats: crabs, ants, frogs, snakes, tigers (or other wild cat), parakeets (or other wild bird), sharks (or other wild fish) !!!!!!!!!!!! ! Gather books or articles that provide information on animal habitats. ! Prepare a sample habitat research chart (but do not fill it out yet). ! Build a sample of a LEGO model habitat (see photo above).
!!!!!!!!!!!! Preparation
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Lesson 3
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
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Lesson 3
NOTE: You might want to point out that your model habitat is very simple because you spent less than 10 minutes building it, and you focused on modeling only the plant life, food source, and land feature of the habitat. You did not worry about making it look exactly like a real habitat.
6) Display your sample LEGO model of a habitat. PART III: Students Habitat Research and Modeling (25 min) 7) Distribute books or articles and direct the students to begin their habitat research. When students complete their charts and follow-up question (page 3-2), they may obtain their LEGO kits to do their modeling. 8) Allot 25 minutes for students to research and build models. When 10 minutes are left, make sure all students have moved on to modeling. PART IV: Discussion of Habitat Common Features and +/- Chart (10 min) 9) In todays wrap-up discussion, your goal is to answer two questions: a. What makes a place a habitat? b. How good are the LEGO models at showing what makes a place a habitat? 10) Display these two questions, and facilitate a discussion of the first question: what makes a place a habitat?
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Lesson 3
The common features of all habitats are food (enough for the particular animal), air/oxygen (enough for the particular animal), water (enough for the particular animal), and space in which to move around (enough for the particular animal). These are the things that transform a place into a habitat. If a place is without food, oxygen, space, or water, it cannot be an animal habitat.
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Lesson 4
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Observe and model animal body structures. Identify animal behaviors that are in response to stimuli in the environment. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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Lesson 4
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal Part 4 (If students will be observing multiple animals, they may need extra copies of the data tables on pages 4-2 and 4-3.) For the class ! Live animals (aquatic frogs, fiddler crabs, millipedes, crickets, guppies, hamsters, goldfish, etc.) OR ! Multimedia resources (books, videos, or previewed websites) that provide information about animals structures and behaviors (some animal photos provided on unit CD) OR ! A combination of live animals and multimedia resources
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! ! If you will be studying live animals but have not yet set them up in your classroom, you should do so before beginning this lesson (or work with students to do so).
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4-2
Lesson 4
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
NOTE: To explain the term structure, you might ask students, If I listed: eye, ear, leg, knee, elbow, arm, nose, what would you say all those things are examples of? Body parts! A science word for an animal body part is structure. So eyes, ears, legs, knees, elbows, arms, and noses are all examples of structures. NOTE: When you review the behavior data table, you may need to review the senses: sight, hearing, touch, taste, smell.
PART III: Observing and Recording Animal Structures and Behaviors (30 min) 7) Allot 30 minutes for students to observe animals (or study them with multimedia resources) and record their observations in the data tables. 8) You may also want to allow small bits of time throughout the day for 4-3
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Lesson 4
NOTE: If all students will be observing the same live animal, you may need to assign students different observation times throughout the day.
PART IV: Wrap-Up Discussion (10 min) 9) Gather students together. Ask a few students to share something they learned from observing the animals structure and behavior that might help them with the rainforest movie challenge.
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Lesson 5
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
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5-1
Lesson 5
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal Part 5 For each student pair ! LEGO NXT kit ! Access to live animals or detailed photos and diagrams of animals For the class ! Sample animal structure study page ! Sample animal structure model (instructions below)
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! ! Prepare a sample of page 5-2, the structure study page, to display as a poster-size chart or on the overhead projector. ! Build a sample animal structure model. The instructions below explain how to build a dragonfly structural model. This model is deliberately poor, and it is intended to help students point out weaknesses of models. A.) This is the animal whose movement structure you are modeling:
http://en.wikipedia.org/wiki/Image:Platetrum_depressum_1_Luc_Viatour.JPG
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Lesson 5
Preparation, continued
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Lesson 5
Preparation, Contd.
!!!!!!!!!!!! PART I: Introduction (10 min) 1) Allot five minutes for students to record their ideas for todays exploration question: What things are the same about human and duck leg structures? What things are different about human and duck leg structures? 2) Ask a few students share their responses. 3) In conclusion, point out that although human legs and duck legs are different, both structures are used to help animals move. Every species of animal has structures for movement. 4) Explain that today, students will build models of structures used for movement. Each student pair will choose one specific animal (from among those that the class has been studying), determine a structure that helps that animal move, study that structure, and build a model of it using LEGO materials. 5) If necessary, review the definitions of structure and model. PART II: Demonstration of Structure Study and Modeling (10 min) 6) Direct students to turn to page 5-2 in their journals as you display a large (poster or overhead transparency) version of this page. 7) Read Todays Engineering Challenge: Make a movable LEGO 5-4
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Lesson 5
ACTIVITY EXPLANATION
10) After demonstrating how to conduct the structure study, explain that students next step is to plan how they will model the structure with LEGO materials. Review the planning steps on page 5-3. 11) Finally, explain that the students last task is to build the LEGO structure model. Display your sample structure model (building instructions for dragonfly model are provided in the Preparation section above). Show students how your models wings move (they move back and forth horizontally, rather than up and down vertically). Ask students if these model wings do a good job of showing how a real dragonflys wings move. Help students see that they are NOT good at showing the movement, and students should work to build models that are better at showing the movement of an animal structure. STUDENTS INDEPENDENT ACTIVITY PART III: Studying and Modeling Animal Structures (40 min) 12) Allot 40 minutes for students to complete their structure study, plan their LEGO model, and build a first version of their LEGO model. 5-5
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Lesson 5
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Lesson 5
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Lesson 6
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
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Lesson 6
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal Part 6 For each student pair ! LEGO NXT kit ! Access to live animals or detailed photos and diagrams of animals For the class ! Sample structure model rubric
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! ! Prepare a display version (poster or overhead transparency) of page 6-2, the rubric for judging animal structure models. ! Make sure you have your sample structure model from Lesson 5.
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Lesson 6
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED
ACTIVITY EXPLANATION
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Lesson 6
PART III: Studying and Modeling Animal Structures (25 min) 9) Help student pairs determine with which other pair they will swap models. (In other words, form groups of 4 students each.) 10) Make sure that each student pair can find a photo, diagram, or live version of the animal whose model they are evaluating. 11) Allot 25 minutes for students to evaluate each others models, improve their models, and complete final self-evaluations.
PART IV: Wrap-Up Discussion with Plus/Minus Chart (15 min) 12) Gather students for some reflection about their structural models. Ask them to consider: If you were teaching someone else about how your MAKING SENSE animal moves, how could you use your model in your teaching? OF THE ACTIVITY 13) To organize the students ideas, create another plus/minus chart. Under the plus sign, record ideas about the advantages of the LEGO models for explaining animals structure and movement. Under the minus sign, record ideas about the disadvantages of the LEGO models for explaining structure and movement (i.e., what cannot be explained with the LEGO models?). 14) Conclude by asking students to share any new ideas about the lessons main question: What makes for a good structural model of an animal? 6-4 Copyright 2008 Tufts University Center for Engineering
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Lesson 7
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
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Lesson 7
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
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Lesson 7
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! PART I: Introduction (10 min) 1) Before students answer the exploration questions, take a moment to review the five human senses. Explain that today you will be thinking about how animals act, and animals actions are often triggered by the use of their senses. To warm up for this kind of thinking, you need to review the five senses used by humans (which are also used by animals). To review the senses, ask students to help you complete the chart shown below. You will add a third column to this chart in the next lesson, when you review robotic sensing.
Sense Structure Chart 2) Read through the examples of human senses and actions at the top of page 7-1. Then, allot five minutes for students to answer the exploration questions about their own human senses and actions.
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Lesson 7
You are now shifting from thinking about human behavior to thinking about the behavior of the animals you have been studying.
A computer program is a set of instructions for a computer. For LEGO computers, the programs are written in a picture language, similar to hieroglyphics or symbols.
9) Activate one robotic model at a time. After about 30 seconds, stop the model and ask the students to share their guesses for its rule. Record their ideas in the columns for that model. 10) After observing all four animals, introduce the words stimulus and response. Stimulus is the science word for what is sensed, and response is the science word for action. As the robots sense and then act, they are modeling stimulus-response behavior. 11) Students will now practice their understanding of stimulus-response behavior by matching the robotic stimulus-response models with reallife animal behavior and computer programs. 7-4
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Lesson 7
NOTE: You might conclude this portion of the lesson by providing (or having students provide) some examples of stimuli (things that are sensed) and responses (actions) of common animals, which could be modeled with robots and computer programs. For example, fish respond to the stimulus of food by swimming. Cats respond to the stimulus of petting by purring. Penguins respond to the stimulus of cold air by huddling.
ACTIVITY EXPLANATION
PART III: Explanation of Behavior Modeling Task (10 min) 14) Direct students to turn to journal page 7-3 on Writing Animal Behavior Rules. Explain that now they will test their understanding by creating their own animal behavior models, just as they created their own animal structure models. 15) Explain that each pair will write a rule as a normal English sentence, and then they translate it into a pictorial computer program that can be tested on the NXT animals. 16) Review the rule-making instructions on pages 7-3 to 7-5. You might use an overhead transparency, chart paper, or the board to model how a completed page should look. Point out that the LEGO cars have a limited number of sensors and actions, so students must choose from the stimuli of hearing, light, nearness, and touch, and they must choose a response that is a noise or movement. 17) Refer students to the animal behavior charts they created during their animal study in Lesson 4. PART IV: Behavior Model Creation (20 min) 18) Allot 20 minutes for students to work with their partners on rulewriting and program-creation. [Behavior model cards and NXT car building instructions are included on the next pages.]
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(This photo does not show the wiring of the car. See Step #6 for wiring instructions.)
These are instructions for a simple two-motor car that can be built with pieces from the NXT kit in fewer than 10 minutes.
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Step# 1
Side Views
Attach a double black connector peg and a single black connector peg to both sides of the NXT. Connect the double peg vertically in the top most holes. The single peg should be connected in the middle horizontal hole. Your NXT should look like the below picture before moving on to the next step.
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Step# 2
Side View
Top View
Attach the motors (one per side) to the NXT using the double black connector pegs and the short black connector pegs attached to the NXT. The red dots in the side view identify which holes on the motor attach to the pegs. Your NXT should look like the below picture before moving on to the next step. Note: The top connection of the double black connector peg is not connected to anything.
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Step# 3
Take an 11-holed rounded beam and attach two short black connector pegs to the outside holes as seen in the red square. Connect the pegs to the back of each motor (as identified by the red dots) to further support the motors to the NXT. Your NXT should look like the below picture before moving on to the next step.
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Step# 4
Assemble 2 rear wheel assemblies using a 6 stud axle, a wheel, and a hub. Attach one to each motor as seen below.
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(A) Take a small Lbeam and insert two black connector pegs in the short side. Insert a red 2-stud axle in the last hole of the L-beam.
(B) Attach a gray perpendicular axle joiner to the axle and insert a tan or blue axle-peg into the remaining hole of the perpendicular axle joiner.
(C) Now slide the thin wheel onto the other side of the axle-peg and insert the two black pegs into the bottom of the NXT, as shown below.
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Step #6 Wiring Motors Find a short wire and insert one end into a motor and the other end into port B. Find another wire and insert one end into a motor and the other end into port C.
1 2
A B
3 4 C
Sensors - When wiring NXT sensors, use the numbered ports. Each sensor type has a default port: Port 1 - Touch Sensor Port 2 Sound Sensor Port 3 Light Sensor Port 4 Distance/Nearness Sensor
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Step #7 Adding the Sensors The next four pages demonstrate how to add each of the four sensors. When you have added and wired all the sensors, you car should look like the one pictured below.
(4) Distance
(2) Sound
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Insert a short connector peg into the hole closet to the NXTs USB port. Slide the sensor onto this peg. Then, wire the sensor to port #1.
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Insert two connector pegs into the top two holes on the left motor. Slide the sound sensor onto these pegs, with the microphone pointing away from the wheel. Then, wire the sensor to port #2.
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Insert one long connector peg into the hole closest to Port A on the NXT. Slide the light sensor onto this peg. Then, wire the sensor to port #3.
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Step #7D Adding the Distance Sensor Parts List - 6 Short Connector Pegs - 5x4 Angled Beam - 7-Hole Rounded Beam - Distance (Eyes) Sensor
(1) Use two connector pegs to attach an angled beam to a 7-hole rounded beam. Use two more pegs to attach the distance sensor to the angled beam:
(2) Insert two more connector pegs into the top two holes on the right motor. Slide the 7-hole beam onto these pegs. Then, wire the sensor to port #4.
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Lesson 8
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
8-1
Lesson 8
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal Part 8 For each student pair ! LEGO NXT car pre-programmed with the program written in Lesson 7 (see programming instructions below) For the class ! Bright white paper (to activate light sensor) ! Flashlight (to activate light sensor) ! Large print-outs of NXT sensor photos (copy masters provided at end of lesson plan) ! Running an NXT Program poster
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8-2
Lesson 8
!!!!!!!!!!!! Preparation
NOTE: Each NXT can store multiple programs, so you may have several pairs of students share each NXT car. If you do so, fewer NXT cars would need to be built.
(A) Click and drag: 3. Drag four icons into that loop:
The MOVE icon, adjusted to move B and C forward at power level 20, for unlimited time. Makes the car creep slowly while it waits to sense something.
"
A WAIT icon, specified for the sensor circled by students (light, sound, nearness, or touch). Tells NXT to go on to the response specified by icon #3.
"
(light)
A MOVE or SOUND icon, adjusted for the response circled by students (forward, backward, spin, sound, etc.) for unlimited time. Specifies the response behavior.
OR
"
"
A WAIT-FOR-TIME icon, adjusted for the time written by the students. Specifies the duration of the response behavior.
"
Below is a sample program, for a student who selected the light sensor, moving forward fast, for 2 seconds.
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8-3
Lesson 8
!!!!!!!!!!!! PART I: Introduction (10 min) 1) Todays exploration questions will remind students how they have been thinking about animal behavior: in terms of stimulus and response, or sensing and acting. Allot five minutes for students to record their ideas about penguins huddling behavior. 2) Ask a few students to share their responses, and clarify any confusion between the stimulus and response aspects of animal behavior. 3) Explain that before students continue work on their animal behavior models, you will review some important parts of those models. Direct students attention to the sense structure chart from Lesson 7. Add a third column to the chart, and title it Matching LEGO Robot Sensors. Ask students to help you fill in the names and photos of the LEGO robot sensors that correspond to each sense. Your completed chart should look like this:
ACTIVITY EXPLANATION
PART II: Explanation of Behavior Model Testing (10 min) 4) Direct students to turn to journal pages 7-4 and 7-5 to remind themselves of the behavior models they created in Lesson 7. Ask a 8-4
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Lesson 8
PART III: Testing, Sharing, Evaluating Behavior Models (20 min) 8) Arrange students into groups of four (two pairs each). 9) Distribute the appropriate robotic model to each pair. 10) Allot 20 minutes for students to test their own models, share their model with another pair, and fill out evaluation page 8-3.
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8-5
Lesson 8
12) First, facilitate discussion about similarities and differences between the model behavior and the real behavior. Ask students to use their journals to write down one similarity and one difference between the real animal and model animal behavior. o On a transparency, chart paper, or the board, draw two columns one for similarities and one for differences. Record some student ideas on the class chart.
13) Second, facilitate discussion about the strengths and weaknesses of the robotic behavior models. Ask students to use their journals to write down one plus and one minus of the robotic models. Pluses concern how the NXT models would help explain real animal behavior. Minuses concern what aspects of real animal behavior with which the NXT models would not be able help. o Draw two more columns one for pluses and one for minuses. Then, record some student ideas on the class chart.
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8-6
Lesson 8
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8-7
Lesson 8
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8-8
Lesson 9
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Combine different materials, shapes, and structures to design and build models of animals. Identify adaptations that help animals survive in their environment. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
9-1
Lesson 9
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal Part 9 For each student pair ! LEGO NXT kit For the class ! Two sheets green poster board ! Ten 2x2 white squares with LEGO connectors ! Two 12-inch lengths of bamboo pole
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! ! Prepare the rainforest habitat model: o Lay out two sheets of green poster board (model forest floor). o Place two 12-inch bamboo pole (model branch) on top. o Cut ten 2x2-inch squares of white paper (model food). To each piece of paper, tape this LEGO piece:
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9-2
Lesson 9
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED
ACTIVITY EXPLANATION
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9-3
Lesson 9
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9-4
Lesson 10
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
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10-1
Lesson 10
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal Part 10 For each student pair ! LEGO NXT kit For the class ! Rainforest predator model (programmed NXT car) ! Rainforest baby animal model (programmed NXT) ! Green poster board ! Model food from Lesson 9 (small squares of white paper) ! Running an NXT Program poster
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10-2
Lesson 10
!!!!!!!!!!!! Preparation
NOTE: Each NXT car can store multiple programs, so you may have several pairs of students share each NXT car.
ACTIVITY EXPLANATION
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Lesson 10
5) Demonstrate the behavior of the model crocodile (lunges forward when anything comes within 6 inches of its nearness sensor) and the model baby animal (makes chirping noises every 4 seconds). Remind students what the model food looks like (white squares). 6) After reviewing the design requirements, review the steps for completing the behavior model challenge (pages 10-3 to 10-6): (STEP 1) With your partner, discuss your ideas for your creatures behaviors, and use the guides in your journal to write three rules: one to avoid the predator, one to find food, and one to take care of babies. Circle the computer program icons that match your rules. (STEP 2) With the help of your teacher, put the programs on a computer and then download them to an NXT car. (STEP 3) Test that your programmed model meets the requirements, and make changes if necessary. (STEP 4) Do a final judging of your programmed model. 10-4
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Lesson 10
8) As needed, refer students to appropriate resources for their behavior modeling. These include: (1) journal pages from Lesson 7, which provide more detail about the procedure for writing a behavior rule, (2) behavior data tables from Lesson 4, which may help students think about the kinds of behaviors their new animals need. 9) Allot 15 minutes or so for rule-writing. When students have written their rules and selected the matching computer program icons, the first session of this lesson has concluded. 10-5
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Lesson 10
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10-6
Lesson 11
Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!!
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
11-1
Lesson 11
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! For each student ! Engineers Journal Part 11 For each student pair ! Structure model from Lesson 9 ! Behavior model from Lesson 10 (NXT robot might be shared with another pair) ! Poster paper " sheet poster board, " sheet chart paper, large construction paper, etc. ! Markers For the class ! Already know/Need to learn class chart from Lesson 1
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! ! Display the class chart from Lesson 1. ! Display the Engineering Design Process poster.
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11-2
Lesson 11
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED
ACTIVITY EXPLANATION
4) If you have photos of the students structure models or behavior models, you may want to provide copies of the photos for students to include on their posters. STUDENTS INDEPENDENT ACTIVITY PART II. Creating Posters for Final Rainforest Creature Pitch (20 min) 5) Allot 20 minutes for poster creation. 11-3
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Lesson 11
8) Request students input in identifying which parts of the unit corresponded to each part of the engineering design process. There will be multiple answers for each question. o When in the unit did you find a problem? o When did you research possible solutions? o When did you pick a best solution? o When did you build a prototype? o When did you test a prototype? PART IV: Adding What We Learned to the What We Already Know/ What We Need to Learn Chart (15 min) 9) To conclude the unit, lead a discussion about what students learned about animals as they worked through the design process and invented their rainforest creatures (which included lots of research in Lessons 2 through 8). 10) To facilitate students thinking, display the What we already know/What we need to learn chart from Lesson 1. Add the title: What we learned to the blank third column.
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11-4
Lesson 11
11) To inspire students ideas, remind them of the topics they studied: What did you learn o About animal groups? o About animal habitats? o About observing animals? o About animal structures? o About animal behaviors? o About robotic animals? o About making scientific models of animals? o About animals in the rainforest? o About animals needs for survival?
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11-5
Name: __________________________________________
YOUR GRAND ENGINEERING DESIGN CHALLENGE: Design an animal that would be an unusual but believable creature for a rainforest adventure movie. Make two models of your animal a LEGO model to show the animals structures (its body parts), and a robotic model to show the animals behaviors (how it acts).
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Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Name:
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1-1
RAINFOREST MOVIE CREATURE DESIGN BRIEF IMAGINEYou have been hired as a science adviser for a movie about an adventure in the tropical rainforest. In the movie, a family goes on a vacation to the rainforest. While on vacation, they discover a weird creature that no one has ever seen before. The movie director does not know enough about animals to think of an interesting rainforest creature, so shes asked you to invent one for her. The movie is fictional, so your rainforest creature must be imaginary. However, the movie also needs to be realistic so your creature must also be believable (made to survive in a real rainforest habitat). Your job is to convince the director to use your creature idea as a character in the movie. GRAND DESIGN CHALLENGEDesign an animal that would be an unusual but believable creature for a rainforest adventure movie. Make two models of your animal a LEGO model to show the animals structures (its body parts), and a robotic model to show the animals behaviors (how it acts).
You must show behaviors for finding food, avoiding predators, and taking care of baby animals.
The movie director will test your animal models in her rainforest model. Your models must prove that your animal could survive in a real rainforest.
What is a tropical rainforest? A tropical rainforest is a warm, humid forest where it rains at least 100 inches every year and where the temperature stays near 75 F all year round. Because they are so warm and wet and full of plants, at least half of all the earth's animal species live in tropical rainforests. In fact, new species of animals are still being discovered in the rainforests! Different animals live in each of the three rainforest layers. On the forest floor there are earthworms, insects, and elephants. Among the bushes and small trees there are jaguars, snakes, possums, woodpeckers, and more insects. Up high in the trees and vines of the canopy there are monkeys, frogs, sloths, and parrots. Rainforests also have large rivers with many kinds of fish.
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1-2
Design a believable animal creature for a rainforest adventure movie. Make two models of your animal a LEGO model to show the animals body parts, and a robotic model to show how the animal acts. Why do animals look and act the way they do, and how can we study and explain their looks and actions?
To plan your science learning for this unit, fill in the table below. Things I already know that will help me with the design challenge Things I need to learn before I complete the design challenge
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1-3
Your teacher will give you 10 minutes to come up with your first idea for a rainforest movie creature. Remember, your animal should be imaginary but believable (designed to survive in a real rainforest). In the space below, make your first pitch. This is your first idea for the movie director. You must write 3 sentences and draw 1 sketch. I think that the movies rainforest creature should be ______________________________________
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1-4
Name: _______________________________
mountain.
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2-1
PHOTO CREDIT: National Geographic. (2007). http://news.nationalgeographic.com/news/2007/12/photogalleries/giantrat-pictures/photo2.html This story is a fictional adaptation of the Associated Press article Giant Rat, Tiny Possum Discovered in Indonesian Jungle, December 17, 2007. URL: http://news.nationalgeographic.com/news/2007/12/071217-AP-indonesia-g.html.
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2-2
ANIMAL CHARACTERISTICS POSTER This page explains the three sections your poster should have. Create your poster on a larger sheet of paper. Animal: ___________________________________________________________________
Physical Looks (What does it look like? Size, weight, color, shape, body covering):
Behavior (What does it do? How does it act? Moves, sleeps, barks, flies, etc.):
Needs (What does it need to survive? Cold or hot weather, kind of food, lives in trees, etc.):
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2-3
Name: _______________________________
Animal Group Chart: Fill in the characteristics and animal examples for each animal group. Animal Group Name _________________ Major Characteristics 3 Example Animals
___________________
___________________
___________________
____________________
____________________
____________________
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2-4
Name: ___________________________
What is different about where seagulls live and where sharks live?
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3-1
STEP 1. Read about your animals native habitat. Answer each of the five questions below with at least one fact about the habitat. The animal whose habitat I am describing is the ________________________________________. What plant life is there in the native habitat? What food is there for your animal in its native habitat? What bodies of water are there in the native habitat? What land features are there in the native habitat? What is the weather like in the native habitat?
STEP 2: Think about why your animal lives where it does, and answer the question below. What makes your animal a good match for its habitat?
(Hint: What does your animal need to stay alive?)
3-2
STEP 1. In 10 minutes or less, use LEGO pieces to model your animals native habitat (this is a quick-build challenge). Your model habitat must: - Take 10 minutes or less to build. - Show off at least one example of the plant life in the real habitat. - Show off at least one example of the land feature OR body of water in the real habitat. - Show off at least one example of the food sources in the real habitat. STEP 2. After you build, sketch a diagram of your LEGO model of the habitat. *** Label the food, water, plants, or land features that you are including in the model.
STEP 3. Think about this question: What makes a place a habitat? From the list below, circle the four things that all animals need in their habitats: Dirt Space Nests Milk Water Pillows 3-3 Trees Buildings Air/Oxygen Food Paper Apples
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Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Name: ___________________________
Imagine that some scientists visit your school to study a very important animal species humans! If the scientists watched you for 10 minutes during a math lesson, what could they learn about you? What would they notice about you?
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4-1
Observations of Animal Structure - Data Table How many joints does the structure have? Draw a quick sketch of the structure.
Human
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EXAMPLE
Leg
4-2
Name:
The animal I am observing is ___________________________________________________________________________. What do you notice about the animals habitat?
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1:12pm
4-3
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Name: ___________________________
What things are the same about human and duck leg structures?
What things are different about human and duck leg structures?
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5-1
Name: ___________________________
TODAYS ENGINEERING CHALLENGE: Make a movable LEGO model of a body structure that helps with an animals movement. STEP 1. Choose an animal to model: ______________________________________________________ STEP 2. Find a structure (body part) that helps the animal move: ___________________________ STEP 3. ANIMAL STRUCTURE STUDY: Answer the following questions about that structure. (A) How does the structure connect to the rest of the animals body? __________________________________________________________________________________________ __________________________________________________________________________________________ (B) What do you notice about the structures joints? How many joints does it have? (A joint is a place where two bones meet and a structure bends.) _______________________________________________________________________________________ _______________________________________________________________________________________ (C) What do you notice about the shape of the structure (body part)? (You might want to look carefully at its length and width.) _______________________________________________________________________________________ _______________________________________________________________________________________ STEP 4. Draw a sketch of the structure (not the whole animal, just the structure you are modeling).
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5-2
Name: ___________________________
STEP 5. Sketch a plan for using LEGO pieces to model the structure (body part). Think about how your model will show how the animal moves.
STEP 6. How will you make sure that your model structure moves like the real animal structure? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
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5-3
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Name:
(1) Could you use the toy bear to teach someone how a real bear moves? Why or why not? Write and draw your ideas below.
(2) Is the toy bear a good model of a real bears structures? Why or why not? Write and draw your ideas below.
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6-1
Name:
STEPS 1 & 2 Judges: Circle your rating below. Judges: If you circled no, please explain why.
Does the model have the same number of joints as the real animal structure? Do all of the model joints move the same as the real joints? Does the model structure have the same shape as the real structure? Is the longest piece of the model the longest part of the real structure? Is the shortest piece of the model the shortest part of the real structure? Challenge: Do the model pieces stop moving in the same place that the real animal parts stop moving? Total Points
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
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6-2
Name:
(1) Think of something that you sense that always makes you take some action. In the box below, describe what you sense. Something I sense with one of my five senses is
(2) Now describe the action you take when you sense what you described above. The action that it makes me take is
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7-1
Name:
OBSERVATIONS OF STIMULUS-RESPONSE BEHAVIOR MODELS STEP 1. Think about your observations of the robotic animal behavior models. STEP 2. Sort the behavior model cards into 4 groups of cards. Each group of cards should have: 1. A robotic behavior model (LEGO robot) 2. The real animal behavior it is modeling 3. Its computer program STEP 3. Fill in the table to show your 4 groups.
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7-2
STEP 1. Work with your partner and teacher to find an animal whose behavior you can model. We will model the animal behavior of a __________________________________________________. STEP 2. Describe one thing your animal often SENSES in its environment by using its sense of hearing, sight, or touch.
STEP 3. Circle the words that best describe the STIMULUS (SENSE) you wrote in the box.
The sound of a new noise The sight of light or darkness The sight of a thing or animal The touch of a thing or animal
STEP 4. Describe the ACTION your animal takes when it senses the stimulus you described. Think of an action that is either a movement or a noise.
STEP 5. Circle the words that best describe the RESPONSE (ACTION) you wrote in the box.
Move forward slowly Move backward slowly Move forward quickly Move backward quickly Make a noise Spin in place
STEP 6. Decide on the timing of the response. Write the number of seconds your animal spends making the response you circled above.
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7-3
Name:
STEP 7. Use your ideas from Steps 3, 5, and 6 to write your animal behavior rule below. Your rule should be a sentence like this example:
Whenever my animal senses the stimulus of the smell of pizza, it responds by moving quickly toward the pizza smell for 5 seconds.
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7-4
Name:
Now turn your animal behavior rule into a computer program. STEP 8. Circle the sensor icon that shows what your animal is waiting to sense. (Circle the STIMULUS [SENSE].)
Touch
Light
Nearness
Sound
STEP 9. Circle the action icon that shows how your animal will respond to what it senses. (Circle the RESPONSE [ACTION].)
Make Noise
Forward Fast
Forward Slow
Backward Fast
Backward Slow
Spin
STEP 10. Write the number of seconds the response should last.
STEP 11. To write your program, write the names of the three icons from 8, 9, and 10 in a straight line.
Copyright 2008 Tufts University Center for Engineering Stimulus Response Educational Outreach and LEGOengineering.com
7-5
Timing
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Name:
(1) What do you think was the stimulus for this behavior? (What did the penguins sense?)
(2) What is the response behavior? (What action did the penguins take?)
(3) How do you think this stimulus-response behavior helps the penguin survive (stay alive)?
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8-1
Name:
TESTING AND SHARING MODELS OF ANIMAL BEHAVIOR STEP 1. Write the rule modeled by your own program: When our LEGO model senses ________________________________________________,
The real animal behavior we are modeling is _____________________________________. How would this behavior help the real animal stay alive? _________________________________________________________________________________________ _________________________________________________________________________________________
STEP 2. Write the rule modeled by the other teams program: When their LEGO model senses _______________________________________________,
The real animal behavior they are modeling is ____________________________________. How would this behavior help the real animal stay alive? _________________________________________________________________________________________ _________________________________________________________________________________________
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8-2
Name:
STEP 3. Think about how your robotic model worked when you tried out its computer program. Then answer the questions below.
(1) Did your robotic model sense what you wanted it to sense?
YES
NO
If not, how would you change the computer program to fix the sensing (stimulus) part of your model? ____________________________________________________________________________________ ____________________________________________________________________________________
(2) Did your robotic model act the way you wanted it to act?
YES
NO
If not, how would you change the computer program to fix the action (response) part of your model? ____________________________________________________________________________________ ____________________________________________________________________________________
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8-3
Name:
Reflecting on Models of Animal Behavior SIMILARITIES What are some things that are the SAME about the real animals behavior and the model animals behavior? DIFFERENCES What are some things that are DIFFERENT about the real animals behavior and the model animals behavior?
PLUSes of the LEGO Models (+) How would the LEGO models help you explain real animal behavior?
MINUSes of the LEGO Models (-) What parts of real animal behavior can you NOT explain with the LEGO models?
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
8-4
Name:
(1) Draw a picture that shows the three layers of rainforest plant life.
(2) What parts of the rainforest would help rainforest animals survive? (Look for clues about food, shelter, and water.)
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9-1
Name:
RAINFOREST CREATURE DESIGN CHALLENGE, PART 1 Structure Model Design Summary: Design and make a model of the structures of a rainforest creature. Your creature should be a fictional animal, but it should also be believable. You want the movie viewers to believe it really exists. Examples of animal structure models
Structure Model Requirements: To be believable, your creature must have the following structures that would help it survive in a rainforest habitat: What structures must it have? What must they do? 1A.) Really move 1.) Movement structures 1B.) Balance on a branch 2A.) Pick up food 2.) Eating structures 2B.) Drop food 3.) Show how they help the animal protect itself How will they be tested? Must flap, walk, crawl, or show some other motion Model branch is a bamboo pole Model food is a LEGO connector hole taped to white paper You must explain your reasoning for how they help with protection
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9-2
Name: STEP 1.
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9-3
Name: STEP 2.
OPTIONAL: You may use the space below to plan how to use LEGO pieces for your structure model.
This is a drawing of how we will use LEGO pieces to build a structure model
This explains how we will use LEGO pieces to build a structure model
STEP 3.
Test your model to make sure that it meets all the requirements in the rubric on page 9-4. If it doesnt , change the structures to make them better.
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
9-4
Use the rubric below to judge your model. Be sure to explain each rating. Circle your rating.
Yes (1 pt) No (0 pt)
Read each design requirement. 1A.) Does the model have structure(s) that really move (flap, walk, crawl, etc.)? 1B.) Does the model have structure(s) that balance it on the branch? 2A.) Does the model have structure(s) that can pick up the food? 2B.) Does the model have structure(s) that can drop the food? 3.) Does the model have structure(s) that help it protect itself?
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
Yes (1 pt)
No (0 pt)
(Write your sentences here.)
4.) Can you write at least 2 sentences to explain how your creatures structures make it a good survivor in the rainforest habitat?
Yes (1 pt)
No (0 pt)
Total Points
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9-5
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Name:
(2)
A robot that moves forward and makes sounds could stand in for the real-life behavior of...
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10-1
Name:
RAINFOREST CREATURE DESIGN CHALLENGE, PART 2 Behavior Model Design Summary: Design and program a model of the behavior of a rainforest creature. For your model, you will be given a LEGO robot. Your job is to write behavior rules for this LEGO robot. Example of animal behavior models
Behavior Model Requirements: To be believable, your creature must have these behaviors that would help it survive in a rainforest habitat: What behaviors must it have? 1.) Avoiding predators What will be used to test the behaviors? Predator = LEGO robot that leaps out at anything nearby
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
10-2
Name: STEP 1.
Then, my robot responds by ______________________________________________________________. This sensing-responding behavior would help a real animal survive because ________________ _________________________________________________________________________________________.
Circle the sensor icon that shows what your animal is waiting to sense.
Touch
Light
Nearness
Sound
Circle the action icon that shows how your animal will respond to what it senses.
Make Noise
Forward Fast
Forward Slow
Backward Fast
Backward Slow
Spin
Stop
If the response has another part, circle the icon that shows the second part. (It does not need to have two parts.)
Make Noise
Forward Fast
Forward Slow
Backward Fast
Backward Slow
Spin
Stop
First part Second part (if needed) Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
10-3
Then, my robot responds by ______________________________________________________________. This sensing-responding behavior would help a real animal survive because ________________ _________________________________________________________________________________________.
Circle the sensor icon that shows what your animal is waiting to sense.
Touch
Light
Nearness
Sound
Circle the action icon that shows how your animal will respond to what it senses.
Make Noise
Forward Fast
Forward Slow
Backward Fast
Backward Slow
Spin
Stop
If the response has another part, circle the icon that shows the second part. (It does not need to have two parts.)
Make Noise
Forward Fast
Forward Slow
Backward Fast
Backward Slow
Spin
Stop
First part
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
10-4
Then, my robot responds by ______________________________________________________________. This sensing-responding behavior would help a real animal survive because ________________ _________________________________________________________________________________________.
Circle the sensor icon that shows what your animal is waiting to sense.
Touch
Light
Nearness
Sound
Circle the action icon that shows how your animal will respond to what it senses.
Make Noise
Forward Fast
Forward Slow
Backward Fast
Backward Slow
Spin
Stop
If the response has another part, circle the icon that shows the second part. (It does not need to have two parts.)
Make Noise
Forward Fast
Forward Slow
Backward Fast
Backward Slow
Spin
Stop
First part
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
10-5
Name: STEP 2.
Your teacher will help you put your programs on a computer and transfer them to your LEGO robot.
STEP 3.
Test your robotic model to make sure it meets all the requirements in the rubric below. If it doesnt, ask for help to change the programs to make them better. STEP 4. JUDGE YOUR RAINFOREST CREATURES BEHAVIOR
Use the rubric below to judge your model. Be sure to explain each rating.
Circle your rating. Yes (1 pt) Yes (1 pt) Yes (1 pt) No (0 pt) No (0 pt) No (0 pt)
(Write your sentences here.)
1.) Does the robotic model show a behavior for avoiding the predator? 2.) Does the robotic model show a behavior for finding food? 3.) Does the robotic model show a behavior for taking care of baby animals?
4.) Can you write at least 2 sentences to explain how your creatures behaviors make it a good survivor in the rainforest habitat?
Yes (1 pt)
No (0 pt)
Total Points
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
10-6
Name:
____________________________________________________________________.
(3) The movie audience would believe that it survives in the rainforest because ... (a) ________________________________ __________________________________ __________________________________ (b) _______________________________ __________________________________ __________________________________ (c) ________________________________ __________________________________ __________________________________
(Write at least 3 reasons why your animal would survive in the rainforest.)
(Use this space to sketch your animal. Or, add pictures of its structure model and behavior model.)
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
11-1
Lesson 1 Animal adaptation A special trait that helps an animal survive. Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a math equation, or a computer simulation. Survive To stay alive. Tropical rainforest A warm, humid forest full of trees, flowering plants, and animals where it rains more than 100 inches per year.
Lesson 2
Amphibian A cold-blooded animal that has an inner skeleton and spends part of its life in water and part of its life on land. Behavior The way an animal acts; what an animal does; an animals pattern of activities. Bird A warm-blooded, egg-laying animal that has an inner skeleton, wings and feathers. Characteristic - A quality of an individual or group. Crustacean An animal that has a hard shell, jointed legs, antennae, three mouthparts, and a fanshaped tail, and usually lives in water. Fish A cold-blooded animal that has an inner skeleton, lives in water, has gills, fins, and a tail, and moves by swimming. Habitat The home of an animal. Insect A very small animal that has an outer skeleton, a segmented body, three pairs of legs, and usually wings. Mammal - A warm-blooded animal that has an inner skeleton and has hair or fur; female mammals produce milk to feed their young. Reptile A cold-blooded animal that has an inner skeleton, lives on land, and has waterproof skin with scales or plates.
Lesson 3
Body of water A large amount of water all in the same place, such as a lake, pond, river, ocean, dam, creek, or stream. Characteristic - A quality of an individual or group.
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Habitat The home of an animal. Land feature A natural part of the landscape such as a hill, mountain, valley, dune, crater, plain, or meadow. Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a math equation, or a computer simulation.
Lesson 4
Behavior The way an animal acts; what an animal does; an animals pattern of activities. Observation The information (data) obtained by watching carefully and trying to notice as much as possible. Observe To watch carefully; to look at closely and try to notice as much as possible. Structure A body part with a particular function; the parts of an animal that give it its shape and movement.
Lesson 5
Function The specific job or purpose of something. Joint A place where two bones meet; a place where a body structure is able to bend. Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a math equation, or a computer simulation. Structure A body part with a particular function; the parts of an animal that give it its shape and movement.
Lesson 6 Function The specific job or purpose of something. Joint A place where two bones meet; a place where a body structure is able to bend. Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a math equation, or a computer simulation.
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Rubric A checklist of goals and point values used to evaluate or judge how well something has been done. Structure A body part with a particular function; the parts of an animal that give it its shape and movement.
Lesson 7
Action What an animal does. Behavior The way an animal acts; what an animal does; an animals pattern of activities. Computer program A set of instructions that tell a computer what to do, usually written in a symbol language or a shortened version of the English language. Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a math equation, or a computer simulation. Response Action that an animal takes after sensing something (a stimulus). Robot A machine that uses a computer and electronic devices to perform tasks automatically, without human control. Robotic Using a computer and electronic devices to perform tasks automatically, without human control. Sense To take information in from the surroundings. Sense structure A body part that takes information in from the surroundings. Sensor An electronic device that takes in information from the surroundings and converts it to an electrical signal. Stimulus Something that is sensed; information from the surroundings; something that can cause an action.
Lesson 8
Same as Lesson 7
Lesson 9
Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
math equation, or a computer simulation. Rubric A checklist of goals and point values, used to evaluate or judge how well something has been done. Structure A body part with a particular function; the parts of an animal that give it its shape and movement. Tropical rainforest A warm, humid forest full of trees, flowering plants, and animals, where it rains more than 100 inches per year.
Lesson 10
Behavior The way an animal acts; what an animal does; an animals pattern of activities Computer program a set of instructions that tell a computer what to do, usually written in a symbol language or a shortened version of the English language. Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a math equation, or a computer simulation. Response - Action that an animal takes after sensing something (a stimulus) Robot A machine that uses a computer and electronic devices to perform tasks automatically, without human control. Robotic Using a computer and electronic devices to perform tasks automatically, without human control. Rubric A checklist of goals and point values, used to evaluate or judge how well something has been done. Stimulus Something that is sensed; information from the surroundings; something that can cause an action. Tropical rainforest A warm, humid forest full of trees, flowering plants, and animals, where it rains more than 100 inches per year.
Lesson 11 Animal adaptation A special trait that helps an animal survive. Model A simplified version of a real thing or event that is used to describe, explain, or better understand some part of that real thing or event. A model can be a drawing, a construction, a math equation, or a computer simulation. Survive To stay alive. Tropical rainforest A warm, humid forest full of trees, flowering plants, and animals, where it rains more than 100 inches per year.
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com