| General information – for teacher trainers | ||||||
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| Title of the activity | ||||||
| Bone hunt | ||||||
| Subject | ||||||
| Biology, science, career orientation, | ||||||
| Keywords | ||||||
| teamwork, motivational, active learning, interpretation, “Nature of science” | ||||||
| Learning outcomes | ||||||
Teacher learning outcomes:
Student learning outcomes: Scientists working together can be more effective and they could gain experience in hypothesizing and testing hypotheses. Scientists use “fair test” criteria to determine the “best” solutions, principal concept: science is uncertain ideas, may change, as new evidence is revealed. |
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| Transversal skills (max 3 transversal skills) | ||||||
| reflective thinking, communication skills, teamwork and collaboration | ||||||
| Number of participants and target age group | ||||||
| All kind of teachers and multiplicators (every age, group size 15-20) | ||||||
| Duration | ||||||
| 60min – 100 min | ||||||
| Short activity description | ||||||
| This lesson provides an excellent opportunity to understand important elements of the Nature of science. Students are taken on an imaginary fossil hunt. Following a script read by the teacher, students “find” (take out of the envelope) paper “fossils” of some unknown creature, only a few at a time. Each time, they attempt to reconstruct the creature, and each time their interpretation tends to change as new pieces are “found”. In order to understand evolution, climate change (and many other scientific topics) properly as science, a thorough introduction to the true nature of modern science is a necessary requirement. Common misconceptions about the “Nature of science” need to be exposed. | ||||||
| Preparation | ||||||
| Materials | ||||||
List of materials:
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Technical backline:
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| Additional preparation instruction:
Make enough copies of the “fossils” sheets, so you will have at least one sheet per team in a period, plus a few extras in case of loss. Tell the teachers, they need for a class of 32, a minimum of 8 envelopes, each with a set of fossils for use by a team of 4. Some teachers may prefer teams of 2 or 3. |
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| Activity type/strategy | ||||||
| Lower order thinking | Higher order thinking | |||||
| Knowing / remembering | Comprehending / understanding | Applying | Analysing | Synthesizing / evaluating | Creating | |
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| Knowing, Comprehending, Applying, Analysing | ||||||
| Delivery sequence | |||
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| Epidemiological suitability | |||
| Is the activity suitable for execution in stricter epidemiological restrictions? | |||
| ☐ Yes xNo ☐ Partly | |||
| Is the activity suitable for execution in an online setting? | |||
| ☐ Yes xNo ☐ Partly | |||
| Can the activity be sequenced? I. e. divided into smaller parts which could function as standalone parts which could maybe even be integrated into other activities. | |||
| ☐ Yes xNo ☐ Partly | |||
| Step 1 | |||
| Step type/strategy: | Preparation of group work and material | Step duration
(minutes): |
10-20 min |
| Keywords: | Grouping, material/preparation | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Social competence (” the willingness and ability to deal with others in a rational and responsible manner) and communication. There are different methods of dividing the groups. You have to think about the method you would like to use. It depends on the group you are working with. Prepare and copy the material. | ||
| Step by step description: | |||
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1.Have the envelopes (with “fossils”), “resource manuals” and worksheets ready near each team.
2. Announce that you will be taking them on a fossil hunting expedition, and they will be working in teams of (2, 3, or 4). Give each group a name of an institution/ a University of Technology. They should then get into their assigned groups, and get an envelope containing the bones of the animals. Tell them not to open the envelopes until told to do so. Give each group a “great bone expedition worksheet”. Ask them to listen carefully and with “rapt anticipation” as you recount the adventure. |
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| Interpretation & analysis
(for teacher TRAINER) |
You can discuss different group dividing methods, different kinds of materials for example: teachers can use real bones. But discuss all of the preparation steps after the game is played. Try to create a situation like in a classroom. Teachers are now like students. Help them change roles. Each teacher gets the material for free, or the information where to download the material. Tell them at the beginning, that they will get the material. | ||
| Step 2 | |||
| Step type/strategy: | The beginning of the story. Part 1 of the story | Step duration
(minutes): |
20 -30 min |
| Keywords: | Read and listen and discuss. | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Ability to listen, to discuss which animal you think the bones might be from, how do the groups work together. | ||
| Step by step description: | |||
| In this activity, the members of your team and you will play the roles of palaeontologists working in the field in Montana, near the town of ___. The head of your science department arrives at your office with some very exciting news. Withdraw three bones from your envelope. Make sure you take them out without looking at the ones remaining in the envelope. Day one, Day two, Day three, Day four (read the story) | |||
| Interpretation & analysis
(for teacher trainer) |
What role do I play in the group? Everyone in the group can contribute. What scientific arguments are used? | ||
| Step 3 | |||
| Step type/strategy: | Back at home – part 2 of the Story | Step duration
(minutes): |
10-20 min |
| Step title:
(if applicable) |
Back at home/ read in the library | ||
| Keywords: | Use external scientific Information | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Creative and scientific thinking, read and understand scientific articles, cooperate with others of the group. Which kind of literature do my students need? Do we have computers in the classroom, or are they allowed to use their mobiles for google search? Or do you give them some books? | ||
| Step by step description: | |||
| The Story „Once you are back in your own laboratory, you find a Skeletal Resource Manual (separate document) with drawings of the skeletons of some existing animals. You notice some interesting similarities between some of the drawings. Use the drawings to assist you in your final assembly of the fossil skeleton. Record your final interpretation. Talk to the other groups and look what kind of ideas they have. No competition between the groups “ | |||
| Interpretation & analysis
(for teacher trainer) |
Which kind of teachers are in the group – you have only biologists, they don´t need any help? But if there are others in the group, you have to support them Animals that live on land need other legs and arms, than animals in the water. | ||
| Step 4 | |||
| Step type/strategy: | After the story | Step duration
(minutes): |
20-30min |
| Keywords: | Reflection and feedback | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Each team then shares their findings with the whole class. See if the class finds out which bones belong to which animals. Keep up the discussion. | ||
| Step by step description: | |||
| Important note for the teachers: If you happen to know the solution (what kind of creature), do NOT tell your students! They will clamour to know, but you have to tell them that science is NOT always about KNOWING; just coming as close as we can to the MOST LIKELY solution is the best we can do. (We have purposely not told you what the creature is for this very reason) Tell them this is what really happens in science. Very often we don´t have all the pieces, and may never ever find them, so we simply rely on our “best” interpretation based and the clues we do have. Leave them with whatever they have figures out for themselves. | |||
| Interpretation & analysis
(for teachers training) |
Some suggested Questions:
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| Wrap up & sequence interpretation | |
|---|---|
| Sequence interpretation & analysis
(for teacher trainings) |
This lesson provides an excellent opportunity to understand important elements of the Nature of Science. |
| Sequence interpretation & analysis
(for the activity/sequence when held in classroom) |
The students can learn: Scientists working together can be more effective, gain? experience in hypothesizing and testing of hypotheses, Scientists use “fair test” criteria to determine the “best” solutions. Principal concept: Science is uncertain, ideas may change, as new evidence is revealed. |
| Evaluation/assessment | |
| Questions to teachers:
1) How did you enjoy the material? (Scale) 2) Would you do the lesson? 3) Are there any suggestions to improve the material? 4) How can I argue the goals of the lesson (Scientific argument/ Nature of science)? |
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Annex A: Bone Hunt Script
Annex B: Bone Hunt Bone Templates PDF
Annex A
The Great Bone Expedition (Text to read to students)
What to do:
- Divide the class into groups.
- Give each group a name of an Irish third level institution that they are working for e.g. The name of a University/Institute of Technology in Ireland
- Give each group an envelope containing the ‘bones’ of the animals.
- Give each group a “Great Bone Expedition Worksheet”.
Tell the Children that each group is going to pretend to be palaeontologists working in the field in _________, near the town of _______. (Add a place appropriate to your school)
One clear crisp afternoon in October, the head of your science department arrives at your office with some very exciting news. While construction workers were clearing a field to extend the M6 motorway they discovered a number of bones. The college will provide you and a team of scientists with funding to go to _____ and carry out an investigation at the site.
On day one of the dig you arrive on site full of energy and ready to make a great discovery. With your team you trek through the field carrying spades, shovels, sieves and brushes. The initial dig is hard work and after several hours of careful digging you find three well preserved and complete bones.
Withdraw three bones from your envelope. Make sure you take them out without looking at the ones remaining in the envelope! Carefully examine the bones you have discovered.
As it is getting dark it is too late in the day to continue with the dig, so you return to your camp with your findings. You and your colleagues begin to assemble the 3 bones you found earlier. Since the bones were all found together and in an undisturbed layer, you assume that they are all from the same animal. You spend the rest of the evening trying different arrangements of the bones in the hope of identifying the animal. Use the next 3-5 minutes to try various combinations. As the night wears on, you get tired and decide to go to bed and resume your search in the morning. Before you go home, you jot down on your worksheet your findings and ideas from day one.
Day two: October mornings are beautiful and crisp, perfect weather for digging. They are clear, cool, and clean. The rock layers that hold your bones are very hard and only grudgingly give up three more specimens. With the day at an end, you make your way back to camp for another try at assembling this mystery animal.
Withdraw 3 more bones from the envelope. Now look at the 6 bones you have found and see if you have a clearer idea of what animal these bones are from. It’s getting late, and you are getting weary. Maybe tomorrow you will find the answer to the puzzle. You decide to stop for the night and go to bed. However, before you go to sleep, jot down on your worksheet your findings and ideas from day one.
Day three: The next day is cold and wet. The dig is postponed for a few hours in the hope that the rain will stop. When it finally clears it is quite late and you only manage to uncover one bone. Disappointed, you return to the campsite for another try at assembling this mystery animal.
Withdraw 1 more bone from the envelope and put it with the other bones you have found. Discuss with your fellow palaeontologists which animal you think the bones might be from. Jot down on your worksheet your findings and ideas from day three.
Day four: News arrives at the camp to say that funding for the expedition has been cut and that this will be the last day of the dig. You head off out full of determination to have a successful day and to find all the bones to solve your investigation. Just as the day is about to end in disappointment and defeat, one member of the group cries out “I’ve got them! I’VE GOT THEM!” Your teammate has discovered another three bones!!!
Withdraw 3 more bones from the envelope. Put these 3 bones with the others and see if you have a clearer picture of which animal these bones belong to. Record what you think it is now.
Back at the university, you go searching for answers. You hear that scientists from other Universities have been working on the same project. They have found a skeleton similar to yours, but with some additional bones that you don’t have. You get the opportunity to visit several universities to share information with other scientists. Use this information to add to your own data.
(Take the next 3-5 minutes to compare your findings with those of a team near you, looking for clues that might help you figure out which animal the bones belong to. The findings from the other groups might even lead you to believe that you have found the bones from an entirely different animal than your earlier ideas. Go back to your bones and apply your latest evidence to see if you can figure out from which animal your bones belong. Record your thoughts on your worksheet.
Once you are back in your own laboratory, you find a Skeletal Resource Manual (separate document) with drawings of the skeletons of some existing animals. You notice some interesting similarities between some of the drawings and your unknown fossil. (Use the drawings to assist you in your final assembly of the fossil skeleton. Record your final interpretation)
AFTER THE STORY
Each team then shares their findings with the whole class. See if the class are in agreement regarding which animals they think the bones came from. Hold classroom discussion. Some Suggested questions:
(If general consensus was reached)
Did other people’s conclusions influence your ideas?
Do you think you were working like scientists in this activity? How?
(If general consensus was not reached)
Which solution do you think is ‘best’? Why do you think this?
Important note: If you happen to know, or even suspect, what the creature was, do NOT tell your students! They will clamour to know, but you have to tell them that science is NOT always in the business of KNOWING; just coming as close as we can to the MOST LIKELY solution is the best we can do. (We have purposely not told you what the creature is for this very reason.) Tell them this is what really happens in science…we often don’t have all the pieces, and may never ever find them, so we simply rely on our “best” interpretation based on the clues we do have. Leave them with whatever they have figured out for themselves.
