Reptile Renovators
Students will work together in small groups to match up various physical descriptors from 4 different reptiles to design a new species of reptile and predict its viability within a selected ecosystem.
Knowledge
Students have
learned about the following ecosystems: freshwater, grasslands, rainforest and desert.
learned about the main characteristics of reptiles, e.g., four-legged vertebrate, lay eggs, are covered in scales, are cold blooded, breathe with lungs.
had experience using the 3Doodler.
learned about the following ecosystems: freshwater, grasslands, rainforest and desert.
learned about the main characteristics of reptiles, e.g., four-legged vertebrate, lay eggs, are covered in scales, are cold blooded, breathe with lungs.
had experience using the 3Doodler.
Objectives
Students will
design a new species of reptile based on descriptors of 4 different reptiles, i.e. American Alligator, chameleon, Galapagos Tortoise and Komodo Dragon.
use the 3Doodler to create a model of this new species of reptile.
design a new species of reptile based on descriptors of 4 different reptiles, i.e. American Alligator, chameleon, Galapagos Tortoise and Komodo Dragon.
use the 3Doodler to create a model of this new species of reptile.
Materials
Students will need
3Doodler (1 per group)
pencils (3-4 per group)
scrap paper (1 per group)
white copy paper (1 per group)
Reptile Renovators student worksheet (1 per group)
Reptile Renovators teacher worksheet (1 for teacher)
3Doodler (1 per group)
pencils (3-4 per group)
scrap paper (1 per group)
white copy paper (1 per group)
Reptile Renovators student worksheet (1 per group)
Reptile Renovators teacher worksheet (1 for teacher)
Lesson Plan
Instructions
Step 1
Whole group: Visit the National Geographic website to review the selected 4 types of reptiles: American Alligator, chameleon, Galapagos Tortoise and Komodo Dragon. (See Resources for links.)
Step 2
Discuss each of these reptile’s unique physical characteristics and their effect on the reptile in its ecosystem, e.g., rainforest, desert, freshwater or grasslands.
Step 3
Project the Reptile Renovator worksheet on your computer screen to share with the class. Review each of the 4 descriptors under head, legs, body, tails and color/camouflage. Divide students into groups of 3-4 and determine which reptile each descriptor relates to, i.e., American Alligator, chameleon, Galapagos Tortoise or Komodo Dragon.
Step 4
Explain the goal: Students will engineer a new species of reptile using selected body parts from different reptiles.
Step 5
Model how to select a novel combination of reptile head, legs, body, tail and camouflage from the Reptile Renovator worksheet. Circle your choices. Students should include 3-4 different reptile’s parts into one new species of reptile. Example: An American Alligator head, Galapagos Tortoise body, Komodo Dragon legs and chameleon tail.
Step 6
Sketch a model which incorporates all of these physical features.
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Step 7
Demonstrate how to use the 3Doodler to create a model of your new species of reptile. Students may create stencils for each body part using white copy paper and assemble them by welding.
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Step 8
Based on descriptors of each selected body part, students will determine an ecosystem for their reptile and answer the questions on the Reptile Renovator worksheet.
Step 9
Students will determine a format for presenting their design and responses to their group, e.g., stop-motion animation, website, iMovie or Flipgrid
*See Reptile Renovator worksheet.
Whole group: Visit the National Geographic website to review the selected 4 types of reptiles: American Alligator, chameleon, Galapagos Tortoise and Komodo Dragon. (See Resources for links.)
Discuss each of these reptile’s unique physical characteristics and their effect on the reptile in its ecosystem, e.g., rainforest, desert, freshwater or grasslands.
Project the Reptile Renovator worksheet on your computer screen to share with the class. Review each of the 4 descriptors under head, legs, body, tails and color/camouflage. Divide students into groups of 3-4 and determine which reptile each descriptor relates to, i.e., American Alligator, chameleon, Galapagos Tortoise or Komodo Dragon.
Explain the goal: Students will engineer a new species of reptile using selected body parts from different reptiles.
Model how to select a novel combination of reptile head, legs, body, tail and camouflage from the Reptile Renovator worksheet. Circle your choices. Students should include 3-4 different reptile’s parts into one new species of reptile. Example: An American Alligator head, Galapagos Tortoise body, Komodo Dragon legs and chameleon tail.
Sketch a model which incorporates all of these physical features.
Demonstrate how to use the 3Doodler to create a model of your new species of reptile. Students may create stencils for each body part using white copy paper and assemble them by welding.
Based on descriptors of each selected body part, students will determine an ecosystem for their reptile and answer the questions on the Reptile Renovator worksheet.
Students will determine a format for presenting their design and responses to their group, e.g., stop-motion animation, website, iMovie or Flipgrid
*See Reptile Renovator worksheet.
Wrap Up
Assessment
Possible Extensions
Vocabulary
reptile - a vertebrate animal of a class that includes snakes, lizards, crocodiles, turtles, and tortoises. They are distinguished by having a dry scaly skin and typically laying soft-shelled eggs on land.
Educational Standards
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Students will research information about reptiles and the physical characteristics which make them suitable to a particular ecosystem.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Students will base the design of their new species of reptile upon researched information on 4 different reptiles.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Students will answer questions about their reptile based on researched information about selected ecosystems and reptiles. Students will produce and share their research as a scripted presentation.
Biological Evolution: Unity and Diversity Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
Students will make inferences about their reptile's viability in a selected ecosystem based on research of physical characteristics and ecosystem.
Biological Evolution: Unity and Diversity Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Students will make inferences about their reptile's viability in a selected ecosystem based on research of physical characteristics and ecosystem.
Plan and create a design document to illustrate thoughts, ideas, and stories in a sequential (step-by-step) manner (e.g., story map, storyboard, sequential graphic organizer).
Students will create sketches and stencils while planning the 3Doodler design of individual parts, i.e., head, arms, legs, body, color and camouflage of. for their reptile.
Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.
Students will break down the process of creating a new species of reptile into research, planning through sketches and stencils, and answering questions based on their reptile's physical characteristics.
Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students will use the 3Doodler to visually demonstrate physical adaptations to an ecosystem.
Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
Students will demonstrate willingness and competency within an open-ended task with more than one possible outcome.
Create original works or responsibly repurpose or remix digital resources into new creations.
Students will create a new species of reptile with a 3Doodler.
Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Students will seek feedback from peers before creating a new species of reptile with a 3Doodler.
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