image: http://www.npr.org/sections/thesalt/2016/04/05/472673127/how-colorado-is-turning-food-waste-into-electricity
Introduction to unit: “Waste Not, Want Not” featuring the powers of anaerobic digestion!
Concept covered in activity: Introduced to the problem of foul gas in pets.
Grade level: 5th
National Standards: http://bioengineeringcompostunit.weebly.com/standards.html
State Standards
Colorado Science 2.2A Develop and communicate an evidence-based scientific explanation regarding how humans address basic survival needs
NS.5-8.1 Science as Inquiry – students should develop abilities necessary to do scientific inquiry, understandings about scientific inquiry
Learning objectives: Students will be able to…
1. Engage
Students will listen to the teacher read the book, “Rough Weather Ahead for Walter the Farting Dog”
Teaches will ask students to think about similar experiences they have had that the protagonist in the book experiences.
2. Explore
Students share their thoughts in class discussion about their experiences with the problems described in the book.
Teacher will lead class discussion with prompt such as, “How many of you have pets?” “Do any of your pets eat a special diet?” “What is that diet for?” “Do your pets have a similar problem to Walter?”
3. Explain
Students separate into groups of 3-4 to brainstorm ways to solve Walter’s problem (farting).
Teachers will either assign groups or allow students to self-select groups. Teachers will monitor small group conversations keeping students on track and redirecting when necessary.
4. Elaborate
Students return to large group discussion and discuss possible solutions and what is practical/what is not.
Teachers gather students for a large group discussion. Ask students to record all ideas generated during class discussion in their science notebooks, as well as merits and weaknesses of the possible solutions.
5. Evaluate
Students pick the top three options they think will work and write them down in their science notebooks with an explanation of why they think it will work.
Teachers will help students select the top three options. Teachers will ask students to draw on prior knowledge to justify which solutions they predict are practical or not.
Assessment:
Formal
Writing in science notebooks
Informal
Questions in class and group discussions
Class ideas on how to solve Walter’s problem
Anticipated misconceptions/alternative conceptions
Concept covered in activity: Introduced to the problem of foul gas in pets.
Grade level: 5th
National Standards: http://bioengineeringcompostunit.weebly.com/standards.html
State Standards
Colorado Science 2.2A Develop and communicate an evidence-based scientific explanation regarding how humans address basic survival needs
NS.5-8.1 Science as Inquiry – students should develop abilities necessary to do scientific inquiry, understandings about scientific inquiry
Learning objectives: Students will be able to…
- Describe a similar problem to “Walter’s” in their science notebook.
- Work in groups to create ideas to solve the problem
- “Rough Weather Ahead for Walter the Farting Dog” by Kotwinkle, Murray, and Coleman.
- Science notebook – composition notebook.
- Check out a couple of copies of Rough Weather Ahead for Walter the Farting Dog from the library.
1. Engage
Students will listen to the teacher read the book, “Rough Weather Ahead for Walter the Farting Dog”
Teaches will ask students to think about similar experiences they have had that the protagonist in the book experiences.
2. Explore
Students share their thoughts in class discussion about their experiences with the problems described in the book.
Teacher will lead class discussion with prompt such as, “How many of you have pets?” “Do any of your pets eat a special diet?” “What is that diet for?” “Do your pets have a similar problem to Walter?”
3. Explain
Students separate into groups of 3-4 to brainstorm ways to solve Walter’s problem (farting).
Teachers will either assign groups or allow students to self-select groups. Teachers will monitor small group conversations keeping students on track and redirecting when necessary.
4. Elaborate
Students return to large group discussion and discuss possible solutions and what is practical/what is not.
Teachers gather students for a large group discussion. Ask students to record all ideas generated during class discussion in their science notebooks, as well as merits and weaknesses of the possible solutions.
5. Evaluate
Students pick the top three options they think will work and write them down in their science notebooks with an explanation of why they think it will work.
Teachers will help students select the top three options. Teachers will ask students to draw on prior knowledge to justify which solutions they predict are practical or not.
Assessment:
Formal
Writing in science notebooks
Informal
Questions in class and group discussions
Class ideas on how to solve Walter’s problem
Anticipated misconceptions/alternative conceptions
- Some students might think that mammalian pet digestion is significantly different from human digestion.
- Gas is not a byproduct of what you eat.
- Students are given extra time to write down their ideas.
- Students who are also ELL may not know the word, "fart." Help students use the phrase, "passing gas."