The Arizona STEM Acceleration Project

A Closer Look at Worms (Part 1)

A Closer Look at Worms (Part 1)

A 1st grade STEM lesson

Veronica Perrone

5/17/2024

Notes for teachers

Notes:

This is a series of lessons following the 5E lesson planning format:

1- Engage

2- Explore

3- Explain

4- Elaborate

5- Evaluate

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This slide deck contains the first 3 Es. There is a follow up slide deck (linked) that concludes with 4 & 5. The slide decks are separated because one incorporates digital microscopes and the other uses an online video presentation tool called FlipGrid.

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Link to Part 2

List of Materials

1. Worms (live or preserved)
2. Handheld digital microscopes (enough for each small group)
3. Observation journals or notebooks for recording observations
4. Picture book about worms for the read-aloud
5. Sticky notes and markers for the sticky note activity
6. Juvenile nonfiction books about worms for research
7. Poster-making supplies (poster boards, markers, crayons, colored pencils, glue, scissors) for creating research poster displays
8. Optional: Diagram of a worm for the sticky note activity
9. Optional: Computer or projector for displaying slides

Science Standards

Life Science:

• 1.L2U1.8 Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms.
• 1.L2U2.7 Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials.

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Earth Science:

• 1.E1U1.5 Obtain, evaluate, and communicate information about the properties of Earth materials and investigate how humans use natural resources in everyday life.

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Technology Standards

• Standard 1. Empowered Learner - Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
• Standard 3. Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.
• Standard 5. Computational Thinker - Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
• Standard 6. Creative Communicator - Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Objectives:

Day 1: Students will observe worms using digital microscopes and record their observations.

Day 2: Students will generate questions based on their observations of worms and engage in a sticky note activity to share their wonderings.

Day 3: Students will conduct research using juvenile nonfiction texts to answer their questions about worms and create research poster displays to share their learning.

Day 4: Students will present their research poster displays to their classmates.

Intro/Driving Question/Opening

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What can we learn about worms by observing them closely?

Agenda (at a glance)

Day 2

Review Questions

(5 mins)

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Further Observations

(10 mins)

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Question Generation

(10 mins)

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Sticky Note Activity

(5 mins)

Day 3

Review Questions

(5 mins)

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Research

(20 mins)

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Poster Creation

(20 mins)

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Day 4

Poster Preparation

(10 mins)

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Poster Presentations

(20 mins)

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Day 1

Introduction with Read Aloud

(15 mins)

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Observations

(10 mins)

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Discussion

(5 mins)

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Day 1 Agenda

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Introduction with Read Aloud

(15 mins)

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Observation

(10 mins)

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Discussion

(5 mins)

Day One: Observe

Objective: Students will observe worms using digital microscopes and record their observations.

Procedure:

1. Introduction with Read-Aloud (15 minutes):
• Begin the lesson by gathering students and introducing the topic of worms.
• Conduct a read-aloud of a picture book about worms, such as "Diary of a Worm" by Doreen Cronin or "Wiggling Worms at Work" by Wendy Pfeffer.
• Pause during the read-aloud to ask questions and engage students in discussions about worms and their characteristics.
• After the read-aloud, briefly discuss with students what they learned from the book and what they already know about worms.

Day One: Observe

2. Observation (20 minutes):

• Divide the class into small groups and provide each group with a handheld digital microscope and a worm.
• Instruct students to use the digital microscopes to observe the worm closely.
• Encourage students to take turns and share their observations with their group members.
• Provide observation journals for students to record their observations.
• Allow 15 minutes for students to observe and record their observations in their journals.

3. Discussion (5 minutes):

• Reconvene as a whole class and facilitate a brief discussion about what students observed during their microscope exploration.
• Encourage students to share their observations and ask questions about the worms.

Day One: Assessment

Engagement Assessment Idea

Observation Journal: Students will keep an observation journal throughout the lesson, documenting their observations, questions, and reflections during the exploration of worms with digital microscopes.

Day One: Exploring Worms with Digital Microscopes

Essential Question

What can we learn about worms by observing them closely?

Objective:

Today, we will learn about worms using digital microscopes and record our observations.

Day 2 Agenda

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Review Questions

(5 mins)

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Further Observation

(10 mins)

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Question Generation

(10 mins)

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Sticky Note Activity

(5 mins)

Day Two: Wonder

Objective: Students will generate questions based on their observations of worms and engage in a sticky

note activity to visualize their wonders.

Procedure:

1. Review Observations (5 minutes):
• Quickly review the observations students made during Day One's exploration of worms using digital microscopes.
2. Further Observation (10 minutes):
• Provide students with additional time to observe the worms using digital microscopes.
• Encourage students to look for new details or behaviors they may have missed during the previous observation session.

Day Two: Wonder

Objective: Students will generate questions based on their observations of worms and engage in a sticky note activity to visualize their wonders.

Procedure:

3. Question Generation (10 minutes):

• Instruct students to work in small groups and generate questions based on their observations of the worms.
• Encourage students to ask open-ended questions that begin with "I wonder..."

4. Sticky Note Activity (5 minutes):

• Provide each group with sticky notes and markers.
• Instruct students to write down their "I wonder..." questions on the sticky notes and post them around the diagram of the worm from Day Two's activity.

Day Two: Assessment

Exploration Assessment Idea

Observation Skills Self-Assessment: During the exploration phase, teachers will use an observation skills checklist to assess students' ability to use digital microscopes effectively, make detailed observations of the worms, and generate questions based on their observations.

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Day 3 Agenda

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Review Questions

(5 mins)

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Research

(20 mins)

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Poster Creation

(20 mins)

Day Three: Learn

Objective: Students will conduct research using juvenile nonfiction texts to answer their questions about worms and create research poster displays to share their learning.

Procedure:

1. Review Questions (5 minutes):
• Review the "I wonder..." questions generated by the students in the previous lesson.
2. Research (20 minutes):
• Provide students with access to juvenile nonfiction books about worms.
• Instruct students to work in their small groups to find information in the books that answers their questions.
• Encourage students to take notes and gather information to share with their classmates.
3. Poster Creation (20 minutes):
• Provide each group with materials to create research poster displays.
• Instruct students to use their research findings to design posters that include key facts, illustrations, and explanations about their chosen topic related to worms.
• Encourage creativity and neatness in poster design.

Day Three: Assessment

Explanation Self- Assessment Idea

Research Poster: After conducting research using juvenile nonfiction texts, students will create a research poster summarizing their findings about a specific aspect of worm anatomy or behavior. The poster should include labeled diagrams, key facts, and explanations in student-friendly language.

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Day 4 Agenda

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Poster Preparation

(10 mins)

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Poster Presentations

(20 mins)

Day Four: Present

Objective: Students will present their research poster displays to their classmates.

Procedure:

1. Poster Preparation (10 minutes):
• Allow students time to put the finishing touches on their research poster displays and prepare for their presentations.
2. Poster Presentations (30 minutes):
• Each group will have the opportunity to present their research poster display to the class.
• Encourage students to explain their findings, share interesting facts, and answer questions from their classmates.
• Provide positive feedback and encouragement to each group after their presentation.

Assessment Ideas (Based on the 5 Es)

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Engagement (Day 1)

Observation Journal: Students will keep an observation journal throughout the lesson, documenting their observations, questions, and reflections during the exploration of worms with digital microscopes.

Assessment Ideas (Based on the 5 Es)

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Exploration (Day 2)

Observation Skills Self-Assessment: During the exploration phase, students will use an observation skills checklist to assess their ability to use digital microscopes effectively, make detailed observations of the worms, and generate questions based on their observations.

Assessment Ideas (Based on the 5 Es)

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Explanation (Day 3)

Research Poster: After conducting research using juvenile nonfiction texts, students will create a research poster summarizing their findings about a specific aspect of worm anatomy or behavior. The poster should include labeled diagrams, key facts, and explanations in student-friendly language.

Differentiation

Guided Observation Sheets: Provide students with guided observation sheets where they can check off or circle the features they observe on the worm. Include pictures and simple descriptions to support their understanding.

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Remediation

Extension/Enrichment

Comparative Studies: Provide students with additional specimens such as different types of worms or other small organisms like insects or snails. Challenge them to compare and contrast the physical characteristics and behaviors of different organisms using the digital microscope.