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Science through LEGO Engineering

Design an Animal Model: Animal Studies

Curriculum Resources 2008-2009 Edition

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

Table of Contents for this Resource Packet

Section 1. Teachers Guide Section 2. Student Handouts for All Lessons Section 3. Supplemental Teacher Resources

Section 1: Teachers Guide

Science through LEGO Engineering

Animal Studies Module: Design an Animal Model

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 Overview First attempt at the units grand design

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.

2 How can we group animals?

Create pet posters that describe 7 common pets from 7 different animal groups.

3 What makes a place a habitat?

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

4 How do scientists study 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

Science through LEGO Engineering

Animal Studies Module: Design an Animal Model

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.

11 Would our invented animals survive?

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

Science through LEGO Engineering

Animal Studies Module: Design an Animal Model

Module Overview

Learning Objectives for LEGO Engineering Animal Studies Module


07/01/08

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)

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Science through LEGO Engineering

Animal Studies Module: Design an Animal Model

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).

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Science through LEGO Engineering

Design an Animal Model - July 2008

Lesson 1
Suggested Time !!!!!!!!!!!! Lesson Overview

How can we learn about animals?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Students will be introduced to the units Grand Design Challenge: As a science adviser to a movie studio, you must invent and model an imaginary but believable animal creature for a rainforest adventure movie. Students will consider what science ideas will help them successfully complete this challenge and 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? ! Exploration question squirrel survival ! Read design challenge brief ! View images of the design challenge environment ! Consider current and future knowledge that will help with design challenge ! Propose initial pitch for a rainforest movie creature !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, 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. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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 animals 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.

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!! Teacher Background

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Science through LEGO Engineering

Design an Animal Model - July 2008

Lesson 1
!!!!!!!!!!!! Vocabulary

How can we learn about animals?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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.

!!!!!!!!!!!! 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.

!!!!!!!!!!!! Instructions for Teachers

!!!!!!!!!!!! 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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Science through LEGO Engineering

Design an Animal Model - July 2008

Lesson 1

How can we learn about animals?


students to read the Design Brief independently, or read it together.

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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Design an Animal Model - July 2008

Lesson 1

How can we learn about animals?

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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Design an Animal Model - July 2008

Lesson 1

How can we learn about animals?

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Design an Animal Model - July 2008

Lesson 1

How can we learn about animals?

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Design an Animal Model - July 2008

Lesson 2
Suggested Time !!!!!!!!!!!! Lesson Overview

How can we group animals?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! The primary goal of this lesson is for students to recognize that animals can be classified into groups according to their characteristics, needs, and habitats. To learn about these groups, students will first practice describing the characteristics of animals: each pair will make a poster about one of seven familiar pets. Then, the class will work together to assign each pet to a different animal group (fish, amphibians, reptiles, mammals, crustaceans, insects, birds). ! Consider a true story about a scientist that discovers a new species ! Creation of pet posters that describe the characteristics of familiar pets (goldfish, frogs, cats, snakes, ants, parakeets, hermit crabs) ! Assignment of the seven pets to seven major animal groups (fish, amphibians, mammals, reptiles, insects, birds, crustaceans) ! Discussion of special features of each major animal group !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Group animals by the physical characteristic they share into seven major groups of animals (fishes, amphibians, reptiles, mammals, crustaceans, insects, birds). !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

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Design an Animal Model - July 2008

Lesson 2
!!!!!!!!!!!! Vocabulary

How can we group animals?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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 mouth parts, and a fan-shaped 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.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 2
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED

How can we group animals?


!!!!!!!!!!!! PART I: Introduction (15 min) 1) Explain that todays exploration question involves reading a true story about a scientist that discovers a new animal species. The students task is to determine what steps the scientist takes to make that discovery. 2) Read the story out loud, or allow time for students to read the story to themselves. Allot 5 minutes for students to identify and record the steps taken by the scientist. 3) Ask students to share the steps they identified, such as: Describing looks/physical characteristics Describing actions/behavior Describing the surrounding plant life PART II: Pet Poster Explanation/Demonstration (10 min) 4) Explain that the students will now practice the role of a scientist who is observing and describing animals. However, since they are in the city instead of an Indonesian forest, they will describe animals that are closer to home, and with which they are very familiar pets! 5) Explain that each student pair will be told the name of a different common pet. Each pairs task is to brainstorm everything they know about that animal and record at least one idea in each of three different categories on a poster. The three categories are: looks/physical characteristics, behavior, and needs (food, nearby plants, climate, etc.). 6) Model this poster-making process for the students by making a poster for another familiar pet. Your poster might look something like this:

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.

How can we group animals?


7) After modeling the poster-making task, assign one of these seven animals to each student pair (but do not yet reveal the animal groups): a. Goldfish (pet from the fish group) b. Frog (pet from the amphibians group) c. Parakeet (pet from the birds group) d. Hermit crab (pet from the crustaceans group) e. Snake (pet from the reptiles group) f. Cat (pet from the mammals group) g. Ant (pet from the insects group) PART III: Students Creation of Pet Posters (15 min) 8) Allot 10-to-15 minutes for students to work independently on their posters. 9) Reassure students that these posters do not need to be elaborately decorated or perfectly neat. This is a brainstorming exercise, a chance for students to share informally their knowledge about one animal. PART IV: Class Discussion about Animal Groups (20 min) 10) Hang the posters at the front of the room. You now have seven lists of animal characteristics identified by the student groups. 11) After each list is visible in the room, display the labels for the seven animal groups: fish, amphibians, birds, crustaceans, reptiles, mammals, and insects. Ask students which animal group name is best matched with each list of characteristics. Place the correct label on each poster. 12) Direct students to record these animal group names and characteristics on journal page 2-4. 13) When animal groups are identified, facilitate a discussion requesting students ideas on the following questions: a. What other animals could be classified into each group? b. How would you convince others that these groupings are helpful for studying and talking about animals?

STUDENTS INDEPENDENT WORK

MAKING SENSE OF THE ACTIVITY

The next pages provide information about the seven animal groups and show samples of students pet posters.

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Design an Animal Model - July 2008

Lesson 2

How can we group animals?

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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Design an Animal Model - July 2008

Lesson 2

How can we group animals?

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Design an Animal Model - July 2008

Lesson 3
Suggested Time !!!!!!!!!!!! Lesson Overview

What makes a place a habitat?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! In this lesson, students will research and make LEGO models of the native habitats of common pets (which they described in Lesson 2). They will also consider how each animal is a good match for its habitat. The primary goals for this lesson are for students to connect animal characteristics to habitat features, and for students to start thinking about models as simplified versions of real things, designed to highlight specific important ideas. ! Exploration question where sharks and seagulls live ! Researching native habitats of common pets (or wild animals in the same family as common pets) ! Considering how each habitat is a good match for the animal (thinking about the specific features of each habitat) ! Quick-build: LEGO models of habitats ! Determining what makes a habitat (identifying the common features of all habitats) !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Describe the major elements of habitats in general and for specific animals. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

LEGO model of a desert habitat

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Design an Animal Model - July 2008

Lesson 3
!!!!!!!!!!!! Vocabulary

What makes a place a habitat?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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. 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.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 3
!!!!!!!!!!!! Instructions for Teachers

What makes a place a habitat?


!!!!!!!!!!!! PART I: Introduction (10 min) 1) Explain that today students will shift from describing animals to describing the places where animals live their habitats. Each pair will research the native habitats of the wild versions of their Lesson 2 pets. (Note: Students whose Lesson 2 animal is found only as a pet, such as cats and goldfish, will research similar animals that live in the wild, such as tigers and sharks.) 2) Direct students to the exploration questions on page 3-1. Allot 5 minutes for students to record their ideas. These questions ask students to consider why sharks and seagulls live where they live. 3) Ask some students to share their ideas for each of the three questions. Conclude this initial discussion by pointing out that there are some common things that all animals need in their habitats, and some things that each animal needs specifically. For an animal to survive and thrive, its habitat must have the common features needed by all animals as well as the features specifically needed by that animal. Animals must be good matches for their habitats; they must have characteristics that make them well-suited for their environment. In this lesson, the students will investigate more about habitats and their connections to animal characteristics. PART II: Habitat Research and Modeling Demonstration (10 min) 4) Explain that each student pair will first research the native habitat of their animal, or one like it, and record their findings in the research chart on page 3-2. Second, they will write about how their animal is a good match for its habitat. Third, they will build a LEGO model of that habitat. Each LEGO model must show off at least three of the characteristics recorded in the students research chart. 5) On the overhead projector, board, or chart paper, demonstrate how to fill out a research chart and answer the follow-up question (page 3-2).

GETTING STARTED

ACTIVITY EXPLANATION

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Design an Animal Model - July 2008

Lesson 3

What makes a place a habitat?

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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Design an Animal Model - July 2008

Lesson 3

What makes a place a habitat?


a. One way to think about this question is: Can any place be a habitat? For example, could a childs bedroom be a habitat for a bear? Could a car be a habitat for a frog? Why not? b. Another way to think about this question is: What do all animal habitats have in common? Do they all have trees? Do they all have dirt? Why not? What do all animals need in their habitats? 11) Ask students to complete Step 3 on page 3-3: What are four things that all animals need in their habitats? 12) Next, focus students attention on the second main question: How good are the LEGO models at showing what makes a place a habitat? a. To facilitate a discussion about this question, make a class +/chart: Draw a vertical line. Draw a + (plus) on the left of it, and a - (minus) on the right of it. b. Under the plus sign, record the students ideas about the advantages of using the LEGO models to explain habitats to others? What do they help you show? c. Under the minus sign, record the students ideas about the disadvantages of using the LEGO models to explain habitats? What ideas are you not able to show using the LEGO models? Do they help you explain that all habitats need oxygen, water, food, and space? 13) Conclude the lesson by explaining that the students will continue to build models throughout this unit, and each model will be good at explaining some things, and not good at explaining other things. Models are simplified versions of real things, and they are used to help explain and think about certain features of real things.

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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Design an Animal Model - July 2008

Lesson 4
Suggested Time !!!!!!!!!!!! Lesson Overview

How do scientists study animals?


One-to-three 60-minute sessions (depending on the extent of your live animal studies, if any) !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! The primary goal of this lesson is for students to gain experience observing the animal structure and behavior and recording those observations in written and drawn form. If you do not keep live animals in your classroom, students may make indirect observations of animals through books, videos, and websites. If you would like students to make observations of multiple animals, this lesson may stretch over multiple sessions. ! Exploration question comparing animal structures ! Observe animal body structures ! Complete animal structure data table ! Observe animal behavior ! Complete animal behavior data table ! Reflect on how observation data can inform design challenge work

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 4
!!!!!!!!!!!! Vocabulary

How do scientists study animals?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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.

!!!!!!!!!!!! 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

NOTE: Some animal images are provided on the unit CD.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 4
!!!!!!!!!!!! Instructions for Teachers

How do scientists study animals?


!!!!!!!!!!!! PART I: Introduction (10 min) 1) Allot five minutes for students to record their ideas for todays exploration question: 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? 2) Ask a few students to share their responses. Help students notice that they are discussing both what they look like and how they act. When scientists want to learn about an animal, they must pay careful attention to both of these aspects of the animal. When they study what an animal looks like, they focus on its body parts and what those body parts do (walk, smell, hear, etc.). They call body parts structures. When scientists study how an animal acts, they focus on what it does and what triggers what it does. They call actions behavior. PART II: Explanation of Animal Observations (10 min) 3) Explain that today, students will be studying the structures and behaviors of real animals. a. Review the definition of animal structure. b. Review the definition of animal behavior. 4) Explain that students will document todays studies of animal structure and behavior in their journals. The journals have data tables that will help them organize all of their observations. 5) Display a transparency or poster version of the structure data table. Ask students to follow along on page 4-2. Review the questions in the title row of the structure data table. Explain that these questions tell students what kind of information to record in each column. Then review the sample data table entry. 6) Display a transparency or poster version of the behavior data table. Ask students to follow along on page 4-3. Review the questions in the title row of the behavior data table. Explain that, again, these questions tell students what kind of information to record in each column. Then review the sample data table entry.

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.

STUDENTS INDEPENDENT ACTIVITY

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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Design an Animal Model - July 2008

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.

How do scientists study animals?


students to observe animal behavior, so that their data table entries are spread throughout several hours rather than following one right after another.

MAKING SENSE OF THE ACTIVITY

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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Design an Animal Model - July 2008

Lesson 5
Suggested Time !!!!!!!!!!!! Lesson Overview

Why do animals look the way they do?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! The primary goal of this lesson is for students to study carefully the locomotion structure of one animal and consider how structure impacts function. This kind of thinking will be enabled as students use LEGO pieces to create a model of a locomotive structure (a body part 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. ! Exploration question comparing animals leg structures ! In-depth study of a structure used for movement ! Structure model planning ! Structure model building !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Observe and model animal body structures. Explain how structures determine animal functions. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

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Design an Animal Model - July 2008

Lesson 5
!!!!!!!!!!!! Vocabulary

Why do animals look the way they do?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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.

!!!!!!!!!!!! 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

Why do animals look the way they do?


B.) You will model only the dragonflys back wings, and you will attempt to model the way they are connected to the body. (Remember, this is a deliberately poor model.)

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Lesson 5
Preparation, Contd.

Why do animals look the way they do?


C.) Your finished model should look like this:

!!!!!!!!!!!! Instructions for Teachers GETTING STARTED


Some similarities are that both human and duck legs can bend at the knee and ankle joints, both are used for walking upright, both come in a pair, and both have limited range of motion (they cannot rotate 180 degrees in every direction). Some differences are that duck legs have webbed feet attached to them, duck legs are optimized for swimming, and duck legs are shorter relative to a ducks total body size.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 5

Why do animals look the way they do?


model of a body structure that helps with an animals movement. 8) Explain that to begin this challenge, students must complete an animal structure study, and the steps on page 5-2 will help them do this study. Students should use their animal structure data tables from Lesson 4 to identify a structure used for movement. 9) Demonstrate how to complete page 5-2. In our example, shown below, we have used a dragonfly.
Choose an animal to model: Dragonfly Structure that helps the animal move: Back wings (A) Connection to rest of body: Top inside corner of each wing is attached to a point on the back of the body (B) Joints: Wings themselves cannot bend, but there is a joint where each wing attaches to the body so that it can flap up and down (C) Shape: Wings are like very long uppercase Ds turned sideways, or like long oval snowshoes with one pointy end Sketch:

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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Design an Animal Model - July 2008

Lesson 5

Why do animals look the way they do?


13) Reassure students that they will have time during the next lesson to improve their LEGO models. 14) Make resources available that will help students study their chosen structures in detail. These resources might include live animals, books, websites, or videos.

Some Animal Image Resources (More are included on unit CD.)

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Design an Animal Model - July 2008

Lesson 5

Why do animals look the way they do?

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Design an Animal Model - July 2008

Lesson 6
Suggested Time !!!!!!!!!!!! Lesson Overview

What makes a good model of an animals structure?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! The primary goal of this lesson is for students to evaluate and revise their structural models and reflect on the modeling process. Student pairs will trade models with another pair and evaluate (or judge) each others model. They will use that feedback to make improvements to their models. The lesson will conclude with a discussion on the strengths and weaknesses of LEGO structure models. Students will consider whether they are useful tools for teaching others about real animals. ! Exploration question teddy bear as animal model ! Evaluation (judging) of structure models, using rubric ! Improvement of structure models ! Final self-evaluation of structure models, using rubric ! Reflection on strengths and weaknesses of LEGO structure models !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Explain how structures determine animal functions. Identify adaptations that help animals survive in their environment. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

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Design an Animal Model - July 2008

Lesson 6
!!!!!!!!!!!! Vocabulary

What makes a good model of an animals structure?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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. 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.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 6
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED

What makes a good model of an animals structure?


!!!!!!!!!!!! PART I: Introduction (10 min) 1) Allot five minutes for students to record their ideas for todays exploration questions: (1) Could you use a toy bear to teach someone how a real bear moves? Why or why not? (2) Is the toy bear a good model of a real bears structures? Why or why not? 2) Ask a few students to share their responses. 3) Explain that, in this lesson, students will learn more about what makes a good model of an animals structure. They will do so by using a rubric to evaluate (or judge) each others models, and then use their classmates feedback to improve their models. 4) If necessary, review the definitions of structure and model. PART II: Demonstration of Structural Model Judging (10 min) 5) Direct students to turn to page 6-2 in their journals as you display a large (poster or overhead transparency) version of this page. 6) Review the four steps listed at the top of page 6-2. First, students will evaluate (judge) each others models. Then, each pair will read the ratings given to their model by another pair. Third, each pair will improve their model. Finally, each pair will self-evaluate their improved model. 7) Point out that pairs need to swap both models AND journals. They should record their ratings of the other pairs models in the other pairs journals. 8) With students input, use the rubric to evaluate your sample structural model from Lesson 5. Explain how you are deciding to circle yes or no for each row. Write an explanation for each no answer. For the dragonfly model, the rubric would look like this:

ACTIVITY EXPLANATION

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Design an Animal Model - July 2008

Lesson 6

What makes a good model of an animals structure?

STUDENTS INDEPENDENT ACTIVITY

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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Design an Animal Model - July 2008

Lesson 7
Suggested Time !!!!!!!!!!!! Lesson Overview

Why do animals act the way they do?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! The primary goal of this lesson is for students to become familiar with describing animal actions in terms of sense-and-response behavior (also called stimulus-response behavior). Students will observe robotic model animals, which have been pre-programmed by you, and deduce the rules that govern their behavior. Then, they will write a sense-andresponse behavior rule that models the behavior of one carefully studied animal from earlier lessons. ! Exploration question human behavior ! Observation of robotic animal behavior models ! Deduction of rules followed by robotic models ! Writing behavior rules to model previously studied animals ! Translating behavior rules into LEGO NXT computer programs !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, 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. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

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Design an Animal Model - July 2008

Lesson 7
!!!!!!!!!!!! Vocabulary

Why do animals act the way they do?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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. !!!!!!!!!!!! For each student ! Engineers Journal Part 7 For each student pair ! One set of 12 behavior model cards (cards provided with kit, but additional copy masters provided at end of lesson plan) For the class ! Four pre-built NXT cars, each pre-programmed with a different sense-and-response behavioral rule ! Bright white paper (to activate light sensor) ! Flashlight (to activate light sensor)

!!!!!!!!!!!! Materials

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Design an Animal Model - July 2008

Lesson 7
!!!!!!!!!!!! Preparation

Why do animals act the way they do?


!!!!!!!!!!!! ! Start a sense structure chart, as shown below ! Start a behavior rule chart, as shown below. ! Find the behavior model cards provided with the unit kit. Each student pair needs one set of 12 cards. ! Decide which area of the classroom you will use as your robot observation area. Place the behavior rule chart in that area. ! Build four two-motor NXT cars (see building instructions at end of lesson plan). ! Add four sensors to each car: touch sensor wired to #1, sound sensor to #2, light sensor to #3, distance/nearness (ultrasonic) sensor to #4. ! Download a different NXT-G animal behavior program onto each car (light program on one car, sound program on another car, etc.). Programs are included on the unit CD. ! Tape a different colored (red, yellow, blue, green) piece of paper to each NXT car. ! Make sure each NXT car has a charged battery (or fresh AA batteries).

!!!!!!!!!!!! Instructions for Teachers GETTING STARTED

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 7

Why do animals act the way they do?


3) Ask a few students to share their responses, and clarify any confusion between what senses are and what actions are. PART II: Matching Robotic Behavior Models with Real Animals and Computer Programs (20 min) 4) Explain that, in this lesson, students will apply their behavior data from Lesson 4 to create models of animal behavior. However, before they begin working on their own models, they will observe four models that you have already made. 5) Place the pre-programmed NXT cars in the designated observation area. 6) Explain that these LEGO cars are robotic animals with computer programs that tell them to behave according to simple rules. 7) Explain that the students task is to observe the animal models closely (but not to touch them) and guess the rule that controls each models behavior. Afterward, students will match each robotic model with (1) the real animal that it is modeling, and (2) its computer program. 8) Point out the chart where you will record what students notice about the robotic models behavior rules.

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.

Behavior Rule Chart


NOTE: The four behaviors are: (1) Make a noise and move toward bright light/bright white. (2) Back quickly away from other animals. (3) Spin around after hearing loud sounds. (4) Stop for 5 seconds after being touched.

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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Design an Animal Model - July 2008

Lesson 7

Why do animals act the way they do?


12) Distribute a set of 12 behavior model cards to each student pair. Explain the sorting task: students should make four groups with three cards each, and each group should have (1) a robotic model, (2) the real animal whose behavior it is modeling, and (3) the computer program that controls the robotic model. 13) Allot 5 minutes for students to make their groups. Then review the correct groups, which are shown below.

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.]

STUDENTS INDEPENDENT ACTIVITY

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Design an Animal Model - July 2008

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7-8

NXT Two-Motor Car Building Instructions

(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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Building Instructions: Full Car Model

53

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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Tufts University Center for Engineering Educational Outreach

Building Instructions: Full Car Model

54

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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Tufts University Center for Engineering Educational Outreach

Building Instructions: Full Car Model

55

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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Tufts University Center for Engineering Educational Outreach

Building Instructions: Full Car Model

56

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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Tufts University Center for Engineering Educational Outreach

Step #5 Front Wheel

(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.

Car with front wheel

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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

(1) Touch (3) Light

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Step #7A Adding the Touch Sensor

Parts List - 1 Short Connector Peg - Touch Sensor

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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Step #7B Adding the Sound Sensor

Parts List - Two Short Connector Pegs - Sound Sensor

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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Step #7C Adding the Light Sensor

Parts List - One Long Connector Peg - Light Sensor

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.

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

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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Design an Animal Model - July 2008

Lesson 8
Suggested Time !!!!!!!!!!!! Lesson Overview

What makes a good model of an animals behavior?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! The primary goal of this lesson is for students to test and evaluate their behavioral models and reflect on the modeling process. They will test their models on NXT cars that you have pre-programmed with the programs written by students in Lesson 7. Each pair will share its model with one other pair. At the end of the lesson, students will compare their behavior models to real animal behavior. ! Exploration question penguin behavior ! Review of robotic behavior models: robotic sensors ! Testing, sharing, and evaluating behavior models ! Reflecting on strengths and weaknesses of LEGO robotic models of animal behavior !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, 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. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

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Design an Animal Model - July 2008

Lesson 8
!!!!!!!!!!!! Vocabulary

What makes a good model of an animals behavior?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

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.

What makes a good model of an animals behavior?


!!!!!!! ! Determine how you will form groups of four students (two pairs) each. ! Build enough additional LEGO NXT cars so that there is one for each student pair. (You might ask student volunteers to work on these cars during free time.) ! Convert each pairs written program (journal page 7-5) into an actual NXT-G program, and download the program onto a LEGO NXT car marked with those students names. Instructions for Writing NXT-G Programs from Students Journals:
1. 2. Open NXT-G, open a new program, and click on the small green circle near the bottom left of the screen so that the Common Palette is showing. To begin, drag a loop onto the NXT-G screen.

(A) Click and drag: 3. Drag four icons into that loop:

" (B) Will appear as:

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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Design an Animal Model - July 2008

Lesson 8

What makes a good model of an animals behavior?

!!!!!!!!!!!! Instructions for Teachers GETTING STARTED

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 8

What makes a good model of an animals behavior?


few students to share their stimulus-response sentences and explain the real animal behavior they were attempting to model. 5) Explain that in a few minutes, students will test and share LEGO robots that you have programmed with the behavior rules written by students. Students will carry out this exercise in groups of four two pairs to a group. Students will complete three steps: a. Test their own robotic model and fill out the top of page 8-2. b. After testing their own robotic models, take turns sharing their model with one other pair. Guess the rule followed by the other pairs model and fill out the bottom of page 8-2. c. Finally, on page 8-3, write about how well their model worked and what they would change for next time. 6) Demonstrate how to test and share a robotic model. Use a transparency, chart paper, or board version of pages 8-2 and 8-3 to demonstrate how to record the results of testing and sharing. 7) Remind students to test each of their three programs individually. Point out the Running an NXT Program poster that will remind them how to test their programs.

STUDENTS INDEPENDENT ACTIVITY

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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Design an Animal Model - July 2008

Lesson 8

What makes a good model of an animals behavior?


PART IV: Wrap-Up Plus/Minus Discussion (20 min) 11) Gather students for some wrap-up reflection about the LEGO robotic behavior models.

MAKING SENSE OF THE ACTIVITY

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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Design an Animal Model - July 2008

Lesson 8

What makes a good model of an animals behavior?


NXT Sensor Photos

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Design an Animal Model - July 2008

Lesson 8

What makes a good model of an animals behavior?

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Design an Animal Model - July 2008

Lesson 9
Suggested Time !!!!!!!!!!!! Lesson Overview

How can we invent and model new animal structures?


One 60-minute session !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! In this lesson, students return to the units grand design challenge: making models of a weird but believable - rainforest creature for a new adventure movie. To complete the first part of the challenge, students will build and test a structural model of their fictional animal. ! Exploration question rainforest plant life ! Review of design challenge requirements for structural model ! Writing and drawing proposal for rainforest movie creature ! Building structural model of proposed creature ! Testing and evaluating structural model

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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9-1

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Design an Animal Model - July 2008

Lesson 9
!!!!!!!!!!!! Vocabulary

How can we invent and model new animal structures?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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. 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.

!!!!!!!!!!!! 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:

o Place this model food on the poster board.

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Design an Animal Model - July 2008

Lesson 9
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED

How can we invent and model new animal structures?


!!!!!!!!!!!! PART I: Introduction (15 min) 1) Todays exploration questions will re-introduce students to the rainforest environment in which the final design challenge is set. Allot five minutes for students to read the paragraphs about tropical rainforests and complete the questions about plant life and animal survival. 2) Ask a few students to share their responses to the second question, What parts of the rainforest would help animals survive? Explain that they must continue to think about the special features of the rainforest as they invent animals that are well-matched to live there. 3) Explain that, in this lesson, students will begin work on the units grand design challenge. Remind students that the movie director requested two models of each rainforest movie creature one structure model made out of LEGO pieces, and one behavior model made with a robot. Students will complete the structure model in this lesson. 4) Review the summary and requirements for the structure model portion of the grand design challenge. These are printed on journal page 9-2. As you review the requirements, show students the model branch (bamboo pole), which used to test balancing, and the model food (white paper with LEGO pieces), which is used to test eating.

ACTIVITY EXPLANATION

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Design an Animal Model - July 2008

Lesson 9

How can we invent and model new animal structures?


5) After reviewing the design requirements, review the steps for completing the structure model challenge (pages 9-3 to 9-5): (STEP 1) With your partner, discuss your ideas for your movie creature, and use writing and drawing to plan three structures that would help it survive in the rainforest. (STEP 2) With your partner, build a LEGO model of these structures. (STEP 3) Test that your model meets the requirements, and make changes if necessary. (STEP 4) Do a final judging of your model. PART II: Making Plans for Rainforest Movie Creatures (15 min) 6) As needed, refer students to appropriate resources for their structure planning and modeling. These include: (1) books about animals, (2) photos that show animal structures, (3) photos and text about the rainforest, (4) structure data tables from Lesson 4, which may help students think about the kinds of structures their new animals need. 7) After 15 minutes of planning, encourage students to move on to building and testing. PART III: Building, Testing, and Evaluating Structure Models (30 min) 8) When 15 minutes remain in the class session, encourage students to test the structures that they have constructed so far. 9) You might consider taking a photo of each structure model, since the models will be disassembled after the end of the unit. Photos also might be useful for the movie pitch posters the students will create in the last lesson.

STUDENTS INDEPENDENT ACTIVITY

MAKING SENSE OF THE ACTIVITY

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Design an Animal Model - July 2008

Lesson 10
Suggested Time !!!!!!!!!!!! Lesson Overview

How can we invent and model new animal behaviors?


Two 30-minute sessions !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! In this lesson, students continue with the units grand design challenge: making models of a weird but believable - rainforest creature for a new adventure movie. To complete the second part of the challenge, students will create a behavior model of their fictional animal, using a LEGO robot. SESSION A (30 min) ! Exploration question robotic models ! Review of design challenge requirements for behavior model ! Writing behavior rules for rainforest creature - BREAK Convert rules into NXT-G programs SESSION B (30 min) ! Testing and judging programmed robots !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Combine different materials, shapes, and structures to design and build models of animals. Explain how behaviors help animals survive in their habitats. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

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Design an Animal Model - July 2008

Lesson 10
!!!!!!!!!!!! Vocabulary

How can we invent and model new animal behaviors?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 10
!!!!!!!!!!!! Preparation

How can we invent and model new animal behaviors?


!!!!!!!!!!!! ! Prepare the rainforest predator model: o Build another NXT two-motor car. o Download the <predator.rbt> NXT-G program onto the NXT (program provided on the unit CD). o Label the NXT with the word Crocodile, or tape an image of a crocodile to the NXT. ! Prepare the rainforest baby animal model: o Find an extra NXT (just the NXT itself, not a car). o Download the <babies.rbt> NXT-G program onto the NXT (program provided on the unit CD). o Label the NXT with the word Babies. ! Prepare the model rainforest set, where the behavior model tests will take place: o Lay out two pieces of green poster board next to each other. o Place ten small squares of white paper (or model food from Lesson 9) on the poster board. o Place the Crocodile NXT in one corner of the board area. o Place the Babies NXT in another corner of the board area. ! Decide how you will handle the computer programming aspect of this lesson. Option A is for you to convert students paper programs into computer form and download them onto NXT cars for the students. Option B is for student pairs to meet with you one at a time to convert their programs and program their NXT cars. ! Display the Running an NXT Program poster to remind students how to test their programs. !!!!!!!!!!!! SESSION A, PART I: Introduction (15 min) 1) Todays exploration questions will re-introduce students to the use of robots as models of real-life behavior. Allot five minutes for students to propose real-life behaviors (either human or animal) that could be represented by the LEGO robots shown in the photos. 2) Ask a few students to share their responses. Explain that because students will use LEGO robots for their rainforest behavior models, they will need to use their creativity to invent LEGO robot maneuvers that can represent or stand in for the real behavior of rainforest animals. 3) Explain that, in this lesson, students will complete the behavior model of their rainforest movie creature. 4) Review the summary and requirements for the behavior model 10-3

NOTE: Each NXT car can store multiple programs, so you may have several pairs of students share each NXT car.

!!!!!!!!!!!! Instructions for Teachers GETTING STARTED

ACTIVITY EXPLANATION

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Design an Animal Model - July 2008

Lesson 10

How can we invent and model new animal behaviors?


portion of the grand design challenge. These are printed on journal page 10-2.

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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Design an Animal Model - July 2008

Lesson 10

How can we invent and model new animal behaviors?


SESSION A, PART II: Writing Behavior Rules (15 min) 7) If necessary, walk students through one of the guides for writing a behavior rule (page 10-3, 10-4, or 10-5). A sample is shown below:

STUDENTS INDEPENDENT ACTIVITY

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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Design an Animal Model - July 2008

Lesson 10

How can we invent and model new animal behaviors?


10) At this point, either (A) collect students journals so that you can convert their paper programs into NXT programs at another time, or (B) make a schedule for when pairs will meet with you to convert their programs with your help. BREAK: Converting Rules into NXT-G Programs 11) See the Lesson 8 Preparation section for instructions on converting paper programs into NXT computer programs. 12) Each student pair will have three separate programs to download onto an NXT car a program to show behavior for avoiding the predator, a program to show behavior for finding food, and a program to show behavior for taking care of babies. SESSION B: Testing Programmed Behavior Models (10 min) 13) In the second session of this lesson, students need to test their programmed NXT cars, seek your help to make any changes, and then judge their final behavior model using the rubric on page 10-6. 14) Remind students to test each of their three programs individually. Point out the Running an NXT Program poster, which will remind them how to test their programs.

MAKING SENSE OF THE ACTIVITY

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Design an Animal Model - July 2008

Lesson 11
Suggested Time !!!!!!!!!!!! Lesson Overview

Would our invented animals survive?


One 60-minute sessions !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! In this lesson, students will create posters to make one final pitch for their animals believability their ability to survive in the rainforest. Then, students will review the ways they utilized the engineering design process to complete the units grand design challenge. Finally, students will summarize their learning about animals by completing a third column of the already know/need to learn chart started in Lesson 1. ! Making persuasive posters for final pitch of movie creature ! Display and review of posters ! Review of engineering design steps used in unit ! Completion of already know/need to learn chart with a final column on what we learned !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! By the end of this lesson, students will be able to: Explain how behaviors help animals survive in their habitats. Identify adaptations that help animals survive in their environment. List and explain the steps of the engineering design process. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!!!!!!!!!!!! Learning Objectives

!!!!!!!!!!!!

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11-1

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Design an Animal Model - July 2008

Lesson 11
!!!!!!!!!!!! Vocabulary

Would our invented animals survive?


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 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.

!!!!!!!!!!!! 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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Design an Animal Model - July 2008

Lesson 11
!!!!!!!!!!!! Instructions for Teachers GETTING STARTED

Would our invented animals survive?


!!!!!!!!!!!! PART I: Introduction (10 min) 1) Explain that instead of answering an exploration question, students will begin this lesson by making one final pitch for why their invented animal should be included in the rainforest adventure movie. 2) Ask students to imagine that the movie director has decided to choose the creature that would be most believable to the movie audience. In other words, the movie director is looking for the animal that would best be able to survive in the rainforest. To make her choice, the director has asked that each team create a poster that explains why its animal would be a convincing rainforest creature for movie audiences. Journal page 11-1 provides instructions for the poster. 3) Review the poster instructions on page 11-1.

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

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Design an Animal Model - July 2008

Lesson 11

Would our invented animals survive?


6) Display the posters on the wall. You might allot five minutes or so for a poster session during which students can review each others work. PART III: Review of Engineering Design Steps Used to Complete Challenge (15 min) 7) Direct students attention to the Engineering Design Process poster. Remind them that they used this process to learn about animals and complete the units grand design challenge.

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.

MAKING SENSE OF THE ACTIVITY

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Design an Animal Model - July 2008

Lesson 11

Would our invented animals survive?

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

Section 2: Student Handouts for All Lessons

Name: __________________________________________

Design an Animal Model Engineers Journal

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).
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Name:

How can we learn about animals?

DESIGN AN ANIMAL MODEL PART 1


TODAYS EXPLORATION QUESTION: There are many squirrels in the Boston area. In fact, squirrels are very good at surviving in the cities of the northeastern United States. What makes squirrels so good at surviving in this area?
(Use the box and lines to write and draw your ideas.)

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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).

Example Animal Structure Model

Example Animal Behavior Model

Rainforest Movie Scenery

You must show structures for moving, eating, and protecting.

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

Name: CONNECTING DESIGN AND SCIENCE

How can we learn about animals?

The Grand Design Challenge:

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?

The Big Science Question:

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

Name: RAINFOREST MOVIE CREATURE BRAINSTORMING

How can we learn about animals?

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 ______________________________________

Here is a sketch of what I am thinking:

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1-4

Name: _______________________________

How can we group animals?

DESIGN A MODEL ANIMAL PART 2


TODAYS EXPLORATION QUESTION: Read the story about the scientist who discovers a new animal species. Then, write three steps that the scientist took to study the new species. Example: The scientist traveled to a rainforest in Indonesia and hiked one mile up a

mountain.

1. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

2. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

3. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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One Scientists Rainforest Story


1) My name is Martua. I am a mammalogist, a scientist who studies mammals. In 2007, I traveled to a tropical rainforest in the mountains of Indonesia. The goal of my trip was to search for new animal species. 2) One morning in the rainforest, I went on a hike. About one mile into the hike, I saw a tree that looked like it might make a nice home for a bird. I stopped and listened very closely. 3) To my delight, I heard a squeak, and I watched the tree for any sign of movement. Surprisingly, I saw not feathers, but a flash of brown fur! Then I saw an entire furry animal! I looked at it very carefully. 4) It looked like a mouse, except that it had huge black eyes, rectangular ears, and a long pink snout. Its body was the same length as a tree leaf. I counted four legs with five claws each. Silently, I took a photo of the weird animal. I also drew a quick sketch in my notebook. 5) Next, I stood very still and watched what the animal was doing. Its thin ears were twitching, its long tail was swinging in the air, and its pointy nose was wiggling. Its claws were wrapped tightly around a branch. I used my notebook again to write about all the actions I had just noticed. 6) Suddenly, the animal vanished! Now that I had nothing left to watch, I took some time to write about the leaves, branches, and berries of the tree where the animal had been. 7) When I returned to camp, I decided that the mystery animal must have been some sort of tiny possum. I used the internet to get a list of all the possum species in the world. No possum on the list was so small, made such high squeaks, or had such flexible claws as the animal Id seen in the rainforest. This meant that no scientist had ever before seen my possum. I became very excited. I yelled to everyone, I discovered a new possum species!

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.
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

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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.):

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

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Name: _______________________________

How can we group animals?

Animal Group Chart: Fill in the characteristics and animal examples for each animal group. Animal Group Name _________________ Major Characteristics 3 Example Animals

___________________

___________________

___________________

____________________

____________________

____________________

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

2-4

Name: ___________________________

What makes a place a habitat?

DESIGN A MODEL ANIMAL PART 3


TODAYS EXPLORATION QUESTIONS: (Use the boxes to write and draw your ideas.) Where do sharks live? Where do seagulls (sea birds) live? What is the same about where seagulls live and where sharks live?

What is different about where seagulls live and where sharks live?

Why dont seagulls and sharks live in the same place?

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

3-1

Name: ___________________________ SCIENCE INVESTIGATION: NATIVE HABITATS

What makes a place a habitat?

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?)

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________


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3-2

Name: ___________________________ TODAYS ENGINEERING CHALLENGE

What makes a place a habitat?

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

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Name: ___________________________

How do scientists study animals?

DESIGN A MODEL ANIMAL PART 4

TODAYS EXPLORATION QUESTION:

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?

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

(Write and draw your ideas in the space below.)

The scientists would notice (or learn) that

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Name: What is the purpose of the structure?


(How does the animal use it?) (A joint is a place where two bones meet.)

Observations of Animal Structure - Data Table How many joints does the structure have? Draw a quick sketch of the structure.

What is the animal?


2 For standing and walking 2 joints: knee and ankle

What structure How many do you are there? notice?

Human

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

EXAMPLE

Leg

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Name:

Observations of Animal Behavior - Data Table

The animal I am observing is ___________________________________________________________________________. What do you notice about the animals habitat?

What time is it?


Light on, no food, calm water Sight - to see the hole in the rock
Is it light or dark? Is there food? Is it warm or cool?

What is the animal doing?

What senses might the animal be using?

If there are any nearby animals, what are they doing?


One other frog sitting on the gravel

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

1:12pm

Swimming through a hole in a rock EXAMPLE

4-3

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Name: ___________________________

Why do animals look the way they do?

DESIGN A MODEL ANIMAL PART 5


TODAYS EXPLORATION QUESTION Different animals move in different ways because they have different kinds of body parts (called structures). Look at the pictures of the duck and the human legs. Then fill in the table below.

What things are the same about human and duck leg structures?

What things are different about human and duck leg structures?

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

5-1

Name: ___________________________

Why do animals look the way they do?

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).

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

5-2

Name: ___________________________

Why do animals look the way they do?

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? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

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Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Name:

What makes a good model of an animals structure?

DESIGN A MODEL ANIMAL PART 6


TODAYS EXPLORATION QUESTIONS. Look carefully at the toy bear pictured below.

(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.

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

6-1

Name:

What makes a good model of an animals structure?

Rubric for Judging Animal Structure Models


STEP 1: Give your model and journal to another team to judge, and take their model and journal. STEP 2: Find a photo, drawing, or live version of the other teams animal. Use the other teams journal to judge their model. STEP 3: Read your models ratings, and improve your model. STEP 3 STEP 4. After improving your model, do a self-rating. Improve
your model.

STEPS 1 & 2 Judges: Circle your rating below. Judges: If you circled no, please explain why.

STEP 4 Modelers: Circle your selfrating below.

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)

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

6-2

Name:

Why do animals act they way they do?

DESIGN AN ANIMAL MODEL PART 7


TODAYS EXPLORATION QUESTION: Before you learn more about animal behavior, think about your own human behavior. Read the examples, and then complete (1) and (2) below.

(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

You just described an example of your own stimulus(sense)-response(act) behavior!

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7-1

Name:

Why do animals act they way they do?

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.

Real Animal Behavior

Robotic Behavior Model (Write the card letter)

Computer Program (Write the card number)

Dancing peacock Crowing rooster Frozen opossum Running deer

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7-2

Name: WRITING RULES FOR ANIMAL BEHAVIOR MODELS

Why do animals act they way they do?

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.

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

7-3

Name:

Why do animals act they way they do?

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.

Whenever my animal senses the stimulus of ________________________________,

it responds (acts) by _________________________________________________,

for _____________ seconds.

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

7-4

Name:

Why do animals act they way they do?

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

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Name:

What makes a good model of an animals behavior?

DESIGN AN ANIMAL MODEL PART 8


TODAYS EXPLORATION QUESTIONS: Imagine you are a scientist in Antarctica. You see a penguin joining a big huddle of other penguins.

(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)?

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

8-1

Name:

What makes a good model of an animals behavior?

TESTING AND SHARING MODELS OF ANIMAL BEHAVIOR STEP 1. Write the rule modeled by your own program: When our LEGO model senses ________________________________________________,

the response action it takes is _______________________________________________,

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 response action it takes is _______________________________________________,

The real animal behavior they are modeling is ____________________________________. How would this behavior help the real animal stay alive? _________________________________________________________________________________________ _________________________________________________________________________________________
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

8-2

Name:

What makes a good model of an animals behavior?

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? ____________________________________________________________________________________ ____________________________________________________________________________________

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

8-3

Name:

What makes a good model of an animals behavior?

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:

How can we invent and model new animal structures?

DESIGN AN ANIMAL MODEL PART 9


TODAYS EXPLORATION QUESTIONS: Read the information about the rainforest habitat. Then answer the questions below. A tropical rainforest is a warm, humid forest where it rains at least 100 inches every year and the temperature stays near 75 F all year round. Every tropical rainforest has three layers of plant life. Way up high, just below the tops of the tallest trees, is the canopy layer with the leaves and branches of most of the trees. Many vines, flowers, and fruits are also found in the canopy. Below the canopy is the understory, with smaller trees and bushes. Much less sunlight reaches down into the understory. The lowest layer of the rainforest is the forest floor. With its very dim light, the forest floor has mainly mushrooms and fallen leaves and branches.

(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.)

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

9-1

Name:

How can we invent and model new animal structures?

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

3.) Protecting structures

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

9-2

Name: STEP 1.

How can we invent and model new animal structures?

PLAN YOUR RAINFOREST CREATURES STRUCTURES

1.) What structure(s) does it use for moving and balancing?


Write at least one sentence about the structure(s): Sketch the structure(s):

2.) What structure(s) does it use for eating?


Write at least one sentence about the structure(s): Sketch the structure(s):

3.) What structure(s) does it use for protecting itself?


Write at least one sentence about the structure(s): Sketch the structure(s):

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

9-3

Name: STEP 2.

How can we invent and model new animal structures?

BUILD A MODEL OF YOUR RAINFOREST CREATURES STRUCTURES

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

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

Name: STEP 4. JUDGE YOUR MODEL

How can we invent and model new animal structures?

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?

Write a sentence that explains your rating.

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

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

9-5

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

Name:

How can we invent and model new animal behaviors?

DESIGN AN ANIMAL MODEL PART 10


TODAYS EXPLORATION QUESTION: Think about the real-life behaviors that could be modeled by the robotic behaviors shown below. Write your ideas on the lines. (1)

A spinning robot could stand in for the real-life behavior of...

(2)

A robot that moves forward and makes sounds could stand in for the real-life behavior of...

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

10-1

Name:

How can we invent and model new animal behaviors?

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

2.) Finding food

Food = White squares of paper

3.) Taking care of baby animals

Baby = LEGO robot that calls loudly for food

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

10-2

Name: STEP 1.

How can we invent and model new animal behaviors?

PLAN YOUR RAINFOREST CREATURES BEHAVIOR

Design at least three behavior rules for your rainforest animal.

(Rule #1) How to Avoid the Predator


To avoid the model predator, my robot senses ____________________________________________ with its ____________________________________ sensor.

(Light, Nearness, Touch, or Sound?)

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

Write the number of seconds this response will last.

First part Second part (if needed) Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

10-3

(Rule #2) How to Find Food


To find the model food, my robot senses __________________________________________ with its ____________________________________ sensor.

(Light, Nearness, Touch, or Sound?)

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

Write the number of seconds this response will last.

First part

Second part (if needed)

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

10-4

(Rule #3) How to Take Care of Babies


To take care of model babies, my robot senses ____________________________________________ with its ____________________________________ sensor.

(Light, Nearness, Touch, or Sound?)

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

Write the number of seconds this response will last.

First part

Second part (if needed)

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com

10-5

Name: STEP 2.

How can we invent and model new animal behaviors?

PROGRAM YOUR RAINFOREST CREATURES BEHAVIOR

Your teacher will help you put your programs on a computer and transfer them to your LEGO robot.

STEP 3.

TEST YOUR RAINFOREST CREATURES BEHAVIOR

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.)

Read each design requirement.

Write a sentence that explains your rating.

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:

Would our invented animals survive?

DESIGN AN ANIMAL MODEL PART 11


YOUR FINAL RAINFOREST CREATURE PITCH: Think about what makes your invented animal a believable rainforest creature. Using the guide below, make a poster that would persuade the movie director that your animal is designed to survive in the rainforest.

(1) Our invented animal is called a ____________________________________________.


(Invent a scientific name for your animal.)

(2) It belongs to the _________________________________ group of animals because...


(amphibian, bird, crustacean, fish, insect, mammal, reptile?)

____________________________________________________________________.

(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

Section 3: Supplemental Teacher Resources

Animal Unit Glossary

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

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