Lesson 2: Marine Organisms – Structure & Function
4-LS1-1. Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction.
[Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart,
stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within
plant and animal systems.]
Science and Engineering
Disciplinary Core Ideas Crosscutting Concepts
Practices
Engaging in Argument from LS1.A: Structure and Function. Systems and System Models.
Evidence. • Plants and animals have • A system can be described
• Construct an argument with both internal and external in terms of its components
evidence, data, and/or a model. structures that serve and their interactions.
(4-LS1-1) various functions in (4-LS1-1)
growth, survival, behavior,
and reproduction.(4-LS1-
1)
Objective:
Students will gain an understanding of the specific structures of
the targeted marine organisms and how that structure functions
as a mechanism of movement.
Materials
• Structure Flip Cards
• Structure and Function Flip Cards
• Structure and Function Video
Engage
5 minutes
Review Key Terms: Structure and Function.
Begin by writing the two terms on a white board/poster or project them onto
the screen. Give students 30 seconds – 1 minute to discuss with a neighbor
the definitions of structure and function. When time is up students should
return attention to the front of the classroom and be prepared to share their
thoughts with the class. Ask for several students to volunteer the definitions
they discussed with their partner. Teacher will record the key terms in the
definitions provided.
*Structure: The way that something is built. A part of a whole. (ex. Wings on a
bird)
*Function: The special purpose or activity for which a thing exists or is used.
(ex. The function of wings on a bird are to allow the bird to fly)
Introduction of specific marine organisms and the structures that
function to allow movement.
Video:
“Humans vs. Marine Organisms: Structure and Function”
https://calpolydbs.wixsite.com/divebeneath/videos
Lesson will begin with a video that provides the first glimpse at life beneath
the surface. The video will also introduce the structures of marine organisms
that will be the focus of the lesson series and show the movement of each
under water.
During the video students should be paying close attention to the different
marine organisms they see, the different ways in which the organisms move,
and how they are moving this way.
After the video students will share with a partner about what they saw. As a
pair, they should write down one important thing that stood out to them in
the video about either a specific organism, structure, or a type of movement
they saw.
Have several student volunteers share something they discussed with their
partner about the video.
After a brief class discussion teacher will introduce the 5 focus structures of
marine organisms and the familiar object to which they will be compared.
Teacher should make a list of the structures that can be visible to the
students throughout the lesson. (Whiteboard, poster, docucam, overhead
projector, etc.)
Explore
Activity:
20 minutes
During this activity students will be working in groups of 3.
Supplies for this activity:
• Flip Cards
• Structure Worksheet
• Analogy “As” Graph
Procedure:
1. Divide students into groups of 3.
2. Give each group a flip card with information for one specific organism
structure (there will be two groups per structure).
a. The flip card is composed of pictures on the front and
informational text on the reverse side. The card compares the
structure of a marine organism to an object that students are
already familiar with (ex. ship anchor). The familiar object will
serve as tool in understanding an organism’s structure that has
never been seen before.
b. In the time provided the partnership is expected to read through
the information and become an expert on that structure.
c. Pairs should develop a working definition of the structure and its
function and create an image or symbol to represent this
structure. The group will be expected to fully fill out their
assigned section of the structure and function worksheet (picture,
structure, function, and importance).
d. Groups should also be prepared to explain the relationship
between the familiar object and the marine structure by
completing the Analogy “As” Worksheet.
*Whole Class Example: Prior to excusing students to begin their group
research complete an example of structure and function as an entire class to
demonstrate expectations. The example used should not be one of the five
assigned to the students.
Ex. Ladder and A Giraffe’s Neck
Picture Structure Function Importance
Giraffes are the tallest land The giraffes use their necks Giraffes need such long
animals. They have extremely to reach the leaves on trees necks because it helps the
long necks. The average that are really tall. They can reach their food and they
length of a giraffe’s neck is also see over almost need this food to survive.
6ft and weighs nearly anything that would block Being able to see from up
600lbs. their view. high helps them see any
predators that may be
coming.
Ladder AS Giraffe’s Neck
A ladder helps humans reach things they need that
are up really high as a Giraffe’s neck helps them
reach nutritious leaves on the top of tall trees.
3. After groups have had time to complete the structure and function
worksheet for their assigned structure and created an Analogy “As”
example they should begin preparing for sharing key information with
the whole class.
Explain
Learn from Student Experts:
15 minutes
1. Now that student groups have become experts on a marine structure
they will be teaching the rest of the class about what they learned
(Both groups assigned to 1 structure will present together).
Presentations to class should include:
a. Name of structure.
b. Function of structure.
c. Importance of structure/function.
d. Analogy “as” comparison between familiar object and marine
structure.
*Have image of structure displayed while students are teaching for
the rest of the class to see.
2. During the presentations, the rest of the students should be filling in
their structure and function with the remaining four structures.
3. Before the conclusion of the presentation on each structure give time
for a couple of students to ask any clarifying questions they may have.
4. By the end every student should have information for each structure
recorded. There will be time to fully complete this worksheet during
lesson #3.
Have students save their structure worksheets. The structure worksheet will
serve as a field guide or reference sheet when observing the live dive.
Expand
Introduction to Lesson #3: Live Dive
5 Minutes
Prior to the conclusion of Lesson #2, show students the video from the DBS
website that will introduce the class to what they can expect during the live
dive and what the team of Cal Poly DBS Divers will be expecting of the class.
Video: “Dive Beneath the Surface: Live Dive Expectations”
https://calpolydbs.wixsite.com/divebeneath/videos
Leave students with the task to begin to think of some questions they may
have for the divers during the live dive. They will be able to answer these in
real time!
