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Elaborate

About the Activity:

In this Elaborate activity, students will distinguish between growth and differentiation. They will compare the terms evidence and inference. Finally, they will analyze the evidence that scientists have collected about why we age - the theories behind the aging process. They will then make inferences based on the scientific evidence for aging.


Objectives:
  • Distinguish between cell growth and differentiation.
  • Compare the terms evidence and inference.
  • Analyze the evidence of scientific theories on aging.
Materials:
 

Aging Theory Cards

Cell Growth and Differentiation (Teacher Background)

Aging Theories (Teacher Background)
 
 

Image from Imprint Online: Science - March 24, 2000 (Volume 22, Number 32)

Procedure:
  1. Question students about how organisms grow and develop.

  2. Teacher Background on Cell Growth and Differentiation

  3. Are we programmed to age or do environmental factors assault our systems causing decline of cells and systems? Lead students in a discussion of this topic.

  4. Explain what defines scientific evidence.
    1. Evidence consists of what can be detected with the senses (what we see, hear, touch, taste, smell).
    2. Inferences are the logical conclusions that can be drawn from the evidence.
    3. Give students examples of evidences and allow them to make inferences from your examples.

  5. Organize students into teams of four students. Explain that each team will receive evidence that may explain why we age.

  6. Read Teacher Background on Aging Theories.

  7. Provide each group with an Aging Theory Card (each card will have two pages of information).

  8. Each team explores the evidence on their card. They should decide:
    1. What is the evidence behind the theory of aging?
    2. What are the inferences?
    3. What the information contributes to the discovery of why we age?
    4. Does their theory alone explain why we age?
  9. Hold a class forum on what each team learns. Teams should be prepared to present the following information about their theory:
    1. Explain the basis behind the theory
    2. Explain the evidence provided
    3. Explain inferences that theory provides for aging
    4. Explain strengths and weaknesses of theory
    5. Describe implications for future study

  10. Presentation formats may include:
    1. Using large butcher and markers, have students prepare simple posters or concept maps of the information they collected.
    2. Prepare Powerpoint presentations


Additonal Activities:

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