The ANTZ Go Marching s1

Fellow’s Lesson: Life Science: Ants

Title: The ANTZ go marching!

Keywords: life sciences, food web, adaptation, ecology, ants, naturalistic observation, scientific method, ecosystem, diversity, adaptation, behavior

Overview: This lesson plan is designed to give students an opportunity to perform an inquiry-based investigation of their choosing as a way to familiarize them with all aspects of scientific inquiry. Teachers can guide students’ investigations toward life science topics that are to be covered during the year if so desired, so that these projects can also fulfill life science performance objectives, and to give students opportunities to present the results of their work as part of the life sciences curriculum.

Instructor knowledge: Teachers should be familiar with ant life cycles, basic physical structure, and social and reproductive organization. A useful primer for any teacher who would like to be able to use this lesson to its full potential (it can really cover almost anything in both the inquiry and life sciences strands) is Journey to the Ants: A Story of Scientific Exploration by Bert Hölldobler and E. O. Wilson. This book is accessible to people at all levels of familiarity with ants, and is quick and fun read! It even has a chapter on how to successfully keep ants that is useful for maintaining a classroom colony for observation.

Students will be given an assessment survey to gauge topical interest and background knowledge and misconceptions.

Objectives: Minimally, students will be able to:  Propose, design, and carry out an experiment or observational study to answer a particular question of interest  Communicate the results of their research to others

Additionally, this lesson may be used to meet most life science performance objectives. In the ideal, extended-format use of this lesson plan, where students are allowed several weeks to complete their projects, the usefulness of the lesson can be maximized by steering student projects to focus on one or more of the specific life science performance objectives for the grade.

Grade level: This lesson can be used for all levels of instruction. It was originally developed in a 7th and 8th grade setting, but it would be particularly suitable and easily adapted for advanced biology students, as it is logistically feasible for students to pursue long-term manipulative or observational research projects using ants, either in captivity, or in “the wild.”

Author: Stephanie Meredith

We chose to use this lesson in an all-inclusive approach to achieving the following 7th and 8th grade performance objectives.

Standards: AZ State Standards: Grade 7 Strand 1 – Inquiry  Concept 1: Observations, Questions, and Hypotheses o PO 1. Formulate questions based on observations that lead to the development of a hypothesis o PO 2. Select appropriate research information, not limited to a single source, to use in the development of a testable hypothesis o PO 3. Explain the role of a hypothesis in a scientific inquiry  Concept 2: Scientific Testing (Investigating and Modeling) o PO1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry o PO 2. Design an investigation to test individual variables using scientific processes o PO 3. Conduct a controlled investigation, using multiple trials, to test an hypothesis using scientific processes o PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers) o PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs  Concept 3: Analysis and Conclusions o PO 1. Analyze data obtained in a scientific investigation to identify trends o PO 2. Form a logical argument about a correlation between variables or sequences of events (e.g., construct a cause-and-effect chain that explains a sequence of events) o PO 3. Analyze results of data collection in order to accept or reject the hypothesis o PO 4. Determine validity and reliability of results of an investigation o PO 5. Formulate a conclusion based on data analysis o PO 6. Refine hypotheses based on results from investigations o PO 7. Formulate new questions based on the results of a previous investigation  Concept 4: Communication o PO 1. Choose an appropriate graphic representation for collected data: . Line graph . Double bar graph . Histogram o PO 2. Display data collected from a controlled experiment o PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information o PO 4. Write clear, step-by-step instructions for following procedures (without the use of personal pronouns) o PO 5. Communicate the results and conclusions of the investigation

Strand 4 – Life Science  Concept 3: Populations of Organisms in an Ecosystem o PO 1. Compare food chains in a specified ecosystem and their corresponding food web. o PO 2. Explain how organisms obtain and use resources to develop and thrive in: . Niches . Predator/prey relationships o PO 3. Analyze the interactions of living organisms with their ecosystems: . Limiting factors . Carrying capacity o PO 4. Evaluate data related to problems associated with population growth (e.g., overgrazing, forest management, invasion of non-native species) and the possible solutions o PO 5. Predict how environmental factors (e.g., floods, droughts, temperature changes) affect survival rates in living organisms o PO 6. Create a model of the interactions of living organisms within an ecosystem

AZ State Standards: Grade 8 Strand 1 – Inquiry  Concept 1: Observations, Questions, and Hypotheses o PO 1. Formulate questions based on observations that lead to the development of a hypothesis o PO 2. Use appropriate research information, not limited to a single source, to use in the development of a testable hypothesis o PO 3. Generate an hypothesis that can be tested . Concept 2: Scientific Testing (Investigating and Modeling) o PO1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry o PO 2. Design a controlled investigation to support or reject an hypothesis o PO 3. Conduct a controlled experiment to support or reject an hypothesis o PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers) o PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs  Concept 3: Analysis and Conclusions o PO 1. Analyze data obtained in a scientific investigation to identify trends o PO 2. Form a logical argument about a correlation between variables or sequences of events (e.g., construct a cause-and-effect chain that explains a sequence of events) o PO 3. Interpret data that show a variety of possible relationships between two variables, including: . Positive relationship . Negative relationship . No relationship o PO 4. Formulate a future investigation based on the data collected o PO 5. Explain how evidence supports the validity and reliability of a conclusion o PO 6. Identify the potential investigational error that may occur (e.g., flawed investigational design, inaccurate measurement, computational errors, unethical reporting) o PO 8. Formulate new questions based on the results of a previous investigation  Concept 4: Communication o PO 1. Communicate the results of an investigation o PO 2. Choose an appropriate graphic representation for collected data: . Line graph . Double bar graph . histogram o PO 3. Present analyses and conclusions in clear, concise formats o PO 4. Write clear, step-by-step instructions for conducting investigations or operating equipment (without the use of personal pronouns) o PO 5. Communicate the results and conclusion of the investigation

Strand 4 – Life Science  Concept 4: Diversity, Adaptation, and Behavior o PO 1. Explain how an organism’s behavior allows it to survive in an environment o PO 2. Describe how and organism can maintain a stable internal environment while living in a constantly changing external environment o PO 3. Determine the characteristics of organisms that could change over several generations o PO 4. Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, native/non-native species) o PO 6. Describe the following factors that allow for the survival of living organisms . Protective coloration . Seed dispersal . Pollination

National Standards: 5-8 Content Standard A: Science as Inquiry • Abilities necessary to do scientific inquiry • Understandings about scientific inquiry Content Standard C: Life Science • Structure and function in living systems • Regulation and behavior • Populations and ecosystems • Diversity and adaptations of organisms Content Standard E: Science and Technology • Abilities of technological design Content Standard G: History and Nature of Science • Nature of Science