1. Opening Activity: Oct. 31 , 2016 Happy Halloween!!
What biomolecules are in
potatoes?
mealworms?
I can… Collect data and review evidence for how atoms, molecules and energy move in through animals
Homework:
Food Molecule Quiz Retake 11/1-11/4 HR
Animal Test 11/10

2. Reviewing class results
What patterns did we observe in mass change?
What patterns did we observe in BTB color change?
Image Credit: FableVision
Have students review their results from the investigation.
Display slide 3 of the 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT. Draw students’ attention to the 3.2 Mealworms Investigation Class Results 11 x 17 Poster (or Spreadsheet) from the investigation and students’ own 3.2 Observing Mealworms Eating Worksheet, section D, “Results for the whole class.” Ask the students to find a partner, and in their own words, review what happened during the investigation. Tell them to discuss:
What patterns they observed in the mass change
What patterns they observed in the BTB color change
Tell students that when scientists construct arguments for what happened, using evidence from observations is important, so today’s activity is designed to help them use the evidence from the investigation to construct an argument for “What happens when a mealworm eats” and come to class consensus.

3. Comparing Group Results
Results for mass changes
What patterns are there in measurements made by all the groups?
Do the patterns match your predictions?
Results for BTB changes
What patterns are there in observations made by all the groups?
Do the patterns match your predictions?
Show students Slide 6 from the presentation and ask them to compare their results. Ask students if they see the same patterns.

4. BTB Results for Ms. Angle’s Class
Day 1
Day 2
start BTB color
end BTB color
blue
yellow
Image Credit: Michigan State University
Show students Slides 7-8 and ask them to compare their results to the results for Ms. Angle’s class. Ask students if they see the same patterns.
How do your results compare with the results from Ms. Angle’s Class?

5. Weight Results for Ms. Angle’s Class
Initial Mass Potato (g)
Initial Mass Worms (g)
Final Mass Potato (g)
Final Mass Worms (g)
Change in Potato Mass (g)
Change In Worm Mass (g)
12.50
15.40
11.30
15.90
-1.20
0.50
9.87
16.61
9.35
17.05
-0.52
0.44
11.57
15.41
10.94
15.65
-0.63
0.24
8.89
17.35
-0.46
0.30
13.59
14.77
12.88
15.01
-0.71
9.20
14.50
8.79
14.99
-0.41
0.49
Average change in weight =
-0.66
+0.37
Show students Slides 7-8 and ask them to compare their results to the results for Ms. Angle’s class. Ask students if they see the same patterns.
How do your results compare with the results for Ms. Angle’s class?

6. Weight Results for Ms. Angle’s Class
Use Slides 9-10 and Part D of the worksheet to help students draw conclusions and identify unanswered questions.
Help students to recognize that while the mass changes provide them with good evidence to answer the Movement Question, the BTB evidence provides only a partial answer to the Carbon Question.
Tell students that it shows that carbon ends up in CO2 in the air, but not where the carbon came from in the mealworm.
Tell students to write answers to Part D on their worksheet.

7. Evidence-Based Arguments
Refer to your Three Questions handout for:
Prompting about what type of information to include in each row, and
Suggestions about what kind of evidence you might use for each of the Three Questions.
Have students develop arguments for what happened as individuals. 
Display slide 4 of the 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT. Pass out one copy of 3.3 Evidence-Based Arguments Tool for Mealworms Eating to each student. Review Tool directions. Also, have students take out their Three Questions Handout and be ready to refer to their class results.
Instruct students to complete their evidence, conclusions, and unanswered questions as individuals for the Three Questions.
Give students about 5-10 minutes to complete the process tool.

8. Comparing ideas with a partner
Compare your evidence, conclusions, and unanswered questions for each of the Three Questions.
How are they alike?
How are they different?
Consider making revisions to your argument based on your conversation with your partner.
Have students compare and revise arguments in pairs.
Display slide 5 of the 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT. Divide students into pairs.
Have each pair compare their evidence, conclusions, and unanswered questions for the Matter Movement Question.
Have partners discuss how their ideas are alike and different. Have students change or add to their responses, based on partner input.
Have students repeat this step for the Matter Change Question and the Energy Question.
As students are sharing, circulate through the groups. Consider asking questions such as, How does this (refer to students’ evidence and/or conclusions) help us better understand the Matter Movement Question (or substitute one of the other Three Questions)? What questions do you still have at the atomic-molecular level to better understand this phenomenon?
Pay attention to patterns in students’ ideas. You will want to begin moving towards class consensus in this activity.
Partner work should take about 10 minutes.

9. Unanswered Questions
As a group select ONE unanswered question to add to a sticky note.
Give sticky note to sub to save for tomorrow.