Only one ocean, GEMS project

5E Lesson Plan 2: Consider the Squid

AUTHOR'S NAME: L. Amelia Raley

TECHNOLOGY LESSON (circle one): Yes No

DATE OF LESSON: Week 2, Day 6

LENGTH OF LESSON: 45 Minutes

NAME OF COURSE: 7^th Grade Science

SOURCE OF THE LESSON: Only One Ocean Gems Guide

TEKS ADDRESSED:

(7.2)Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(D) communicate valid conclusions; and

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

7.9)Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(B) describe how organisms maintain stable internal conditions while living in changing external environments.

CONCEPT STATEMENT: Squid are invertebrates from the mollusk family who dwell in many different areas of the worlds' ocean. They range in size from small to giant squid of legends. Squid of all sizes play a vital role in the ocean's food chain, as both predators and as prey. Fishers harvest squid as a vital food in many countries. Squid have a unique anatomy that has helped them evolve into expert swimming predators (http://en.wikipedia.org/wiki/Squid).

PERFORMANCE OBJECTIVES:

Students will be able to:

Work to recall previous knowledge about squid and ocean life.
Work in groups to compare and expound on what they know.
Correctly identify parts of the squid's anatomy
Explain the squid's anatomy in relationship to it's predatory nature.

RESOURCES:

Only One Ocean Gem Guide “Squid Statement Anticipatory Chart”
Large sheet of paper for class brainstorming
Students need their own notebook paper

SAFETY CONSIDERATIONS: None specifically for this class time, but preparation for dissection procedures for the next class will be addressed

SUPLEMENTARY MATERIALS, HANDOUTS: Squid Statements Anticipatory Charts (photocopy one for each group)

LESSON

Engagement – Why do squid make good valentines?		Time: 10 minutes
What the Teacher Will Do Present the unit with an overarching question to get them thinking. When teacher reveals that we are studying squid, they can ask, “Why do squid make good valentines?”	Probing Questions “What kinds of life from the ocean do we harvest?” “What is a squid?” “Who else is in the squid family?” “How many types of squid are there?”	Student Responses Potential Misconceptions - Humans harvest only fish from ocean - Squid are fish THINK: By themselves, students fill out Anticipatory Chart– recalls prior information Clairify what they will learn/what they want to learn
Introduce “Anticipatory Chart” to the class		Students identify and clarify knowledge using Anticipatory Chart

Exploration – Video on squid		Time: 20 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Show a 10 minute video clip that shows squid in schools, hunting, mating, communicating	How has the squid adapted to survive in the ocean? What aspects of the squid's anatomy indicate that it is a predator? Where have you seen squid in popular culture? Who eats squid? What do squid eat?	Have students watch the tape and record their observations while viewing. Address further misconceptions. - Giant squid are monsters in movies - Squidbillies on Cartoon Network PAIR: review the footage and compare with a partner their Anticipatory Chart and add information or alter if they need to correct anything Squid are solitary creatures (some swim in schools, larger ones are solitary)

Explanation		Time: 7 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Discuss “upwelling”
Define “upwelling,” introduce mollusk, invertebrate, shoal Identify the parts of the squid's anatomy	“What is the difference between a shoal and a school?” “What is a mantle? How does it function?” “How many eggs does a squid lay?”	- Shoal: a group of animals who live together, there is no pattern in the way they swim - School: Shoals whose members orient and swim in a same direction at the same speed and move parallel to each other. SHARE: In groups of four, students present and explain their observations, theories, hypotheses, and results after having experienced the investigation.

Elaboration		Time: 6 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Transfer concepts just learned to new situation, in this case, how a squid deals with giant predators	How does the giant squid anatomy help it to fight it's biggest predator, the Sperm Whale?	- False: Squid have no natural enemies. - Giant squid have giant beaks and razor sharp points on their “clubs”
How are squid related to octopus?	How can scientists tell that Sperm Whale eat giant squid?	- Squid are as smart as octopus. - Sperm whale bear the scars of squid suckers. We can measure the size of the sucker scars and calculate how big the squid grew. - Scientists can analyze the contents of the sperm whale's stomach.

Evaluation		Time: 2 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Relate anatomy to dissection lesson (which follows this one)	So, why would squid make a good valentine? A: because they have three hearts and lots of ink!	Students may be apprehensive and curious about tomorrow's dissection.