Science Grade 4 Unit 2 2010 Guide

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 1

Grade 4

Science Instruction

Unit Guide

Standard 3: Life Science

WCPS 2010-2011 Grade 4 Standard 3: Life Science


Table of Contents


Topic PageMaryland State Curriculum for Science Skills and Processes 3-6

Maryland State Curriculum for Science Alignment 7-12Vertical Content Map 13-19

Live Materials Delivery Schedule 20Planning Guide 21-38

Instructional Support for Science Objectives 39-170Safari 171

Word Cards and Vocabulary Sort 172-194Careers in Life Science 195-202

Concept Attainment for Structures of Life 203-217Literature To Support Life Science 218-234

netTrekker Directions 236-240Websites To Support Life Science 241-244

Formative Assessments 245-266Science Assessment Collection Windows 267

Teacher Directions for Unit 2 Standard 3 Assessment268-291Answer Key for Unit 2 Standard 3 Assessment

MSA Scoring Rubric



Maryland State Curriculum for

Science




Standard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.A. CONSTRUCTING KNOWLEDGE

1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same.

b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.

c. Explain that comparisons of data might not be fair because some conditions are not kept the same.

d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why.

e. Follow directions carefully and keep accurate records of one's work in order to compare data gathered.

f. Identify possible reasons for differences in results from investigations including unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations.

g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:

Millimeter - length Square centimeter - area Milliliter - volume Newton - weight Gram - mass Second - time Degree C - temperature


Students will demonstrate the thinking and acting inherent in the practice of science.

B. APPLYING EVIDENCE AND REASONING

1. Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others.

a. Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations.

b. Offer reasons for their findings and consider reasons suggested by others.

c. Review different explanations for the same set of observations and make more observations to resolve the differences.

d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.C. COMMUNICATING SCIENTIFIC INFORMATION

1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

a. Make use of and analyze models, such as tables and graphs to summarize and interpret data.

b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing.

c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas.

d. Construct and share reasonable explanations for questions asked.

e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.




Students will demonstrate the thinking and acting inherent in the practice of science.

D. TECHNOLOGY

1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I have used better materials?"

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.

b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance).

c. Identify factors that must be considered in any technological design-cost, safety, environmental impact, and what will happen if the solution fails.2. DESIGNED SYSTEMS: Investigate a variety of mechanical systems and analyze the relationship among the parts.

a. Realize that in something that consists of many parts, the parts usually influence one another.

b. Explain that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected.3. MAKING MODELS: Examine and modify models and discuss their limitations.

a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works.

b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it.

c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail.

d. Realize that one way to make sense of something is to think how it is like something more familiar.


Maryland State Curriculum for ScienceStandard 3.0 Life ScienceThe students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

Science Correlations Other Correlations

A. DIVERSITY OF LIFE1. Explain how animals and plants can be grouped according to observable features.

a. Observe and compile a list of a variety of animals or plants in both familiar and unfamiliar environments.

b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups.

c. Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added.

d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group.

Investigation 5 Parts 2-3

Investigation 1 Part 1Investigation 3 Parts 1Investigation 5 Part 2

Investigation 1 Part 1Investigation 5 Part 2

Investigation 1 Part 1Investigation 5 Part 2

HM Themes 1-4 and 6


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 7Standard 3.0 Life ScienceThe students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.


C. GENETICS1. Explain that in order for offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next.

a. Describe traits found in animals and plants, such as eye color, height, leaf shape, seed type that are passed from one generation to another

b. Explain that some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants) and other likenesses are learned (such as language in humans )

c. Raise questions based on observations of a variety of parent and offspring likenesses and differences, such as "Why don't all the puppies have the same traits, such as eye color and size as their parents?" or "How do traits get transferred?"

d. Develop a reasonable explanation to support the idea that information is passed from parent to offspring.

Investigation 3 Part 1 See Genes Resource

HM Themes 1-6




D. EVOLUTION1. Explain that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

a. Describe ways in which organisms in one habitat differ from those in another habitat and consider how these differences help them survive and reproduce.

b. Explain that the characteristics of an organism affect its ability to survive and reproduce.

c. Examine individuals in a group of the same kind of animals or plants to identify differences in characteristics, such as hearing ability in rabbits or keenness of vision in hawks that might give those individuals an advantage in surviving and reproducing.

d. Examine and compare fossils to one another and to living organisms as evidence that some individuals survive and reproduce.

See Lesson Seeds

Investigation 2 Parts 1-3Investigation 3 Parts 1-4Investigation 5 Parts 1-3

See Lesson Seeds

Fossil Resource from Unit 1 Earth/Space Science

HM Themes 1-4 and 6




E. FLOW OF MATTER AND ENERGY1. Recognize food as the source of materials that all living things need to grow and survive.

a. Classify the things that people and animals take into their bodies as food or not food.

b. Describe what happens to food in plants and animals.

Contributes to growth Supports repair Provides energy Is stored for future use Is eliminated

c. Identify the things that are essential for plants to grow and survive.

See Lesson Seeds

Investigation 3 Part 1

Investigation 1 Part 2-3Investigation 2 Parts 1-3

HM Themes 1-4 and 6




F. ECOLOGY1. Explain ways that individuals and groups of organisms interact with each other and their environment.

a. Identify and describe the interactions of organisms present in a habitat.

Competition for space, food, and water Beneficial interactions: nesting, pollination, seed dispersal,

oysters filtering as in the Chesapeake Bay, etc. Roles within food chains and webs: scavengers,

decomposers, producers, and consumers.

b. Explain that changes in an organism's habitat are sometimes beneficial to it and sometimes harmful.

Investigation 3 Parts 2-4Investigation 5 Part 1

Investigation 3 Parts 2-4Investigation 5 Part 1

HM Themes 1-4 and 6



Standard 6.0 Environmental ScienceStudents will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.


B. Environmental Issues1. Recognize and describe that people in Maryland depend on,change, and are affected by the environment.a. Identify and describe that human activities in a community or

region are affected by environmental factors. Presence and quality of water Soil type Temperature Precipitation

See Lesson Seeds

HM Themes 1-4 and 6

Social Studies: Standard 3: Geography

Vertical Content Map for Life Science


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 12Grade 3 Grade 4 Grade 5


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 133.0 Life Science – The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

Instructional Note: Have students compare and explain how external features of plants and animals help them survive in different environments.

A. Diversity of Life

1. Explain how animals and plants can be grouped according to observable features.

a. Observe and compile a list of a variety of animals or plants in both familiar and unfamiliar environments.

b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups.

c. Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added.

d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group.

A. Diversity of Life

1. Explain the idea that in particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.

a. Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment.

b. Based on information about the features and behaviors of animal and plants form very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another.

Instructional Note: Research different Maryland native organisms.




Grade 3 Grade 4 Grade 5

3.0 Life Science – The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

B. CELLS

1. Explore the world of minute living things to describe what they look like, how they live, and how they interact with their environment.

a. Use magnifying instruments to observe and describe using drawings or text (oral or written) minute organisms, such as brine shrimp, algae, aphids, etc. that are found in different environments.

b. Describe any observable activity displayed by these organisms.

c. Provide reasons that support the conclusion that these organisms are alive.

d. Use information gathered about these minute organisms to compare mechanisms they have to satisfy their basic needs to those used by larger organisms.

None Provided by MSDE

B. CELLS

1. Provide evidence from observations and investigations to support the idea that some organisms consist of a single cell.

a. Use microscopes, other magnifying instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc.

b. Describe the observable behaviors of single celled organisms

c. Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellular organisms.



None Provided By MSDE None Provided By MSDE

2. Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope.

a. Use microscopes and/or other video technology to investigate and describe that some organisms are composed of a collection of similar cells working together to meet basic needs of a "colony" of cells.

b. Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc in animals.

c. Select information gathered from readings that provides evidence that some organisms' cells vary greatly in appearance and perform very different roles in the organism .




C. Genetics

1. Explain that in order for offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next.

a. Describe traits found in animals and plants, such as eye color, height, leaf shape, seed type that are passed from one generation to another.

b. Explain that some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants) and other likenesses are learned (such as language in humans).

c. Raise questions based on observations of a variety of parents and offspring likenesses and differences, such as “Why don’t all the puppies have the same traits, such as eye color and size as their parents?” or “How do traits get transferred?”

d. Develop a reasonable explanation to support the idea that information is passed from parent to offspring.




D. Evolution

1. Observe and describe examples of variation (differences) among individuals of one kind within a population.

a. Observe and describe individuals in familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different.

b. Examine pictures of organisms that lived long ago, such as wooly mammoths, saber tooth tigers, horseshoe crabs and describe how they resemble organisms that are alive today.

c. Recognize that some kinds of organisms have completely disappeared.

D. Evolution

1. Explain that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

a. Describe ways in which organisms in one habitat differ from those in another habitat and consider how these differences help them survive and reproduce.

b. Explain that the characteristics of an organism affect its ability to survive and reproduce.

c. Examine individuals in a group of the same kind of animals or plants to identify differences in characteristics, such as hearing ability in rabbits or keenness of vision in hawks that might give those individuals an advantage in surviving and reproducing.

d. Examine and compare fossils to one another and to living organisms as evidence that some individuals survive and reproduce.

Instructional Note: Have the student explore different environments such as the forest, freshwater, marine, desert, mountains, and grass lands. Be sure to have them describe the organisms that live in these environments.




E. FLOW OF MATTER AND ENERGY

1. Recognize that materials continue to exist even though they change from one form to another.

a. Identify and compile a list of materials that can be recycled.

b. Identify what happens to materials when they are recycled.

c Observe and record the sequence of changes that occur to plants and animals that die and decay.

d. Ask and develop possible answers to questions about what happens to the materials that living things are made of when they die.

Instructional Note: Have students examine organisms in a wide variety of environments to gather information on how animals satisfy their need for food.

E. Flow of Matter and Energy

1. Recognize food as the source of materials that all living things need to grow and survive.

a. Classify the things that people and animals take into their bodies as food or not food.

b. Describe what happens to food in plants and animals.

Contributes to growth Supports repair Provides energy Is stored for future use Is eliminated

c. Identify the things that are essential for plants to grow and survive.

E. FLOW OF MATTER AND ENERGY

1. Recognize that some source of energy is needed for all organisms to grow and survive.

a. Identify the sun as the primary source of energy for all living organisms.

Plants use sunlight to make food.

Plants and animals use food for energy and growth.

b. Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food.

c. Provide examples that justify the statement "Most animals' food can be traced back to plants."




F. Ecology

1. Explain that organisms can grow and survive in many very different habitats.

a. Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce.

b Explain that organisms live in habitats that provide their basic needs.

c. Explain that animals and plants sometimes cause changes in their environments, such as woodpeckers putting holes in trees, beetles eating the leaves of plants, earthworms enriching the soil, etc.

F. Ecology

1. Explain ways that individuals and groups of organisms interact with each other and their environment.

a. Identify and describe the interactions of organisms present in a habitat.

Competition for space, food, and water Beneficial interactions: nesting, pollination, seed

dispersal, oysters filtering as in the Chesapeake Bay, etc.

Roles within food chains and webs: scavengers, decomposers, producers, and consumer

b. Explain that changes in an organism’s habitat are sometimes beneficial to it and sometimes harmful.

None Provided By MSDE

Instructional Note: Have students give reasons for the increase or decrease of a population relative to the availability of resources and the conditions of the environment.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 18Live Materials Arrival Schedule

Grade 4 Structures of Life2010-2011

Live Material Window of ArrivalInvestigation 3:Crayfish & Elodea

January 4-6

Investigation 5:

Bess Beetles

January 25-27

Note: Please contact Tara Ellis if you wish to have your live materials picked up after the investigations. Please report any organisms DOA (dead on arrival) within 48 hours of receiving the shipment.

Follow the following instructions to avoid shocking the crayfish due to the change in temperature.

1. Open the shipment box and container to inspect the crayfish and report any DOA to Tara Ellis.

2. Let them set for at least an hour in the container they have been shipped in. It is fine to have them set overnight.

3. After letting them set for at least an hour, place them in the tubs with the prepared water.

Standard 3: Life Science Planning Guide


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 19Time State

CurriculumObjectives

Lesson Overview Vocabulary Formative Assessment Extensions and Modifications

Session 1 and 2

3.A.1.a-d Kicking Off the UnitDiversity of Life1. Select a book involving organisms to read to the students to get them thinking about life science.2. Have the students work in groups to list as many animals as they can think of on note cards or paper cut into note card size pieces. Provide the students with resources such as pictures, books, computer access to help them compile a list.3. Have the students sort their animals according to their observable features and provide reasons for sorting them into their groups. This is called classifying.4. Join 2 groups and have them combine their animals to again sort them according to their observable features and provide reasons for sorting them into their groups.5. Have the students repeat steps 1-4 for plants.

classifyclassobservable featuresorganism

Focus QuestionHow can animals and plants be grouped according to their observable features?

Student response should include but not be limited to their coverings, limbs for movement/protection, placement of eyes, shape of leaves, size, etc.

Guiding Question What other animals or plants have similar

or different observable features? Why or why not?

How do these observable features help them survive and reproduce?

What does classifying tell us about the relatedness amount the animals and plants placed within any group?

What happens to the food in these organisms?

What would happen if the organism’s habitat changed?

Note: There are pictures provided in the lesson seeds for students to classify/sort that may be used in place of step 2.





Sessions 3-7

3.C.1.a-d See Genetics Resource geneticsoffspringtraitsinheritedlearnedgenerationgenes

Focus Questions

How are traits in animals and plants passed from one generation to another?

Traits are inherited from their parents such as eye color, flower color, etc.

What are examples of learned and inherited traits?

Inherited traits are likenesses between offspring and parents. Examples may include but are not limited to eye color, hairline and color, allergies, dimples, flower color, leaf shape, pincers, etc.

Learned traits/behaviors must be learned. Examples may include but are not limited to ability to play a sport, language in humans, animal burying an object, etc.





Session 8 3.A.1.a-d FOSS: Structures of LifeInvestigation 1 Part 1Seed SearchGuiding the Investigation1. Steps 1-6Closure2. Have the students share

observations they have made about their seed so far.

estimatefruitpropertyseed

Focus QuestionsWhere do seeds come from?Where are seeds found on plants?

Seeds develop in a fruit of a plant.

Guiding Questions What other animals or plants have similar






Describe the traits that are passed from one generation to another.

Session 9

FOSS: Structures of LifeInvestigation 1 Part 1Seed SearchGuiding the Investigation1. Steps 7-12Wrapping Up Part 12. Steps 13-14





Session 10

3.A.1.b FOSS: Structures of LifeInvestigation 1 Part 1Science StorySeeds Are EverywhereRefer to Science Stories folio in the

teacher’s manual for lesson.

seed dispersal Focus QuestionWhat are characteristics of seeds?

Student responses should include but are not limited to types of seeds we can eat, seeds in hard shells or pods, wings to fly in air, sharp hooks to stick to animal fur, etc.

Visit Fossweb.com to hear the audio of this science story

Session 11

3.E.1.c FOSS: Structures of LifeInvestigation 1 Part 2The Sprouting SeedGuiding the Investigation1. Steps 1-17Wrapping Up Part 22. Steps 18-19

dormantmold

Focus QuestionsCan a seed grow without soil?What effect does water have on seeds?

Water can make seeds get bigger, heavier, and grow.

The students will need to make observations for 7 days. Allow 10-15 minutes for observations.

Note: Students can also make observations in the morning before the day begins, as part of their calendar math routine, or during transitions.












Session 12

3.E.1.c FOSS: Structures of LifeInvestigation 1 Part 2Science StoryThe Most Important SeedRefer to Science Stories folio in the


Focus QuestionWhat is the most important seed for half of the world?

Rice is the most important since it is used as food in many countries.

Visit Fossweb.com to hear the audio of this science story

Day 1 Seed Observations ~ Allow 10-15 minutes for observations.

Note: Students can also make observations in the morning before the day begins, as part of their calendar math routine, or during transitions.

Session 13

3.E.1.c FOSS: Structures of LifeInvestigation 1 Part 3Seed SoakGuiding the Investigation1. Steps 1-7Closure2. Have the students share

observations they made about the soaking seeds.

embryoseed coatcotyledon

Focus QuestionHow much water does a seed soak up?

Seeds begin to grow and develop when placed in water. A seed holds food for the plant embryo.


Session 14

FOSS: Structures of LifeInvestigation 1 Part 3Seed SoakGuiding the Investigation1. Steps 8-13Wrapping Up Part 32. Steps 14-15






Session 15

3.C.1.a FOSS: Structures of LifeInvestigation 1 Part 3

Science StoryBarbara McClintockRefer to Science Stories folio in the


Focus QuestionWhat was Barbara McClintock’s contribution to genetic studies?

She observed how certain traits in corn seed were passed along to subsequent generations of corn seeds. Her analysis led to the discovery that genes could move from one chromosome to another, thus increasing the variety of seed traits.

Visit Fossweb.com to hear the audio of this science story.


Session 16

3.A.1.b3.C.1.a-d3.E.1.c

FOSS: Structures of LifeInvestigation 1

Reflection and Assessment

See vocabulary focus questions addressed in Investigation 1.





Session 17

3.D.1.b3.E.1.c

FOSS: Structures of LifeInvestigation 2 Part 1GerminationGuiding the Investigation1. Steps 1-7Wrapping Up Part 12. Steps 8-9

germinationorganismgrowthseedlingrootstemleaf

Focus QuestionsWhat effect does water have on the seeds in the minisprouter?How do the plants change over time?

Seedlings have common structures: cotyledons, roots, stems, and leaves. Roots are one of the first structures to grow. They grow downward to hold the plant to the ground and get nutrients. The part of the plant that grows up and supports the rest of the plant is the stem. Organisms get bigger and more complex.



or different observable features? Why? How do these observable features help

them survive and reproduce? What does classifying tell us about the

relatedness of the animals and plants placed within any group?








Session 18

3.D.1.b3.E.1.c

FOSS: Structures of LifeInvestigation 2 Part 2HydroponicsGuiding the Investigation1. Steps 1-5Wrapping Up Part 22. Steps 6-7

nutrientshydroponics

Focus QuestionsHow can you grow plants without soil?What conditions do plants need in order to grow?

Plants need water, light, and nutrients. Plants need soil for support. Support can be provided in other ways.













Session 19

3.D.1.b3.E.1.c

FOSS: Structures of LifeInvestigation 2 Part 2Hydroponics

Science StoriesHydro-growingRefer to Science Stories folio in the


Focus QuestionHow would you describe hydroponics?

Hydroponics is the method of raising plants without soil. The method is used commercially where soil conditions are not appropriate for growing certain plants.



Session 20

3.D.1.b3.E.1.c

FOSS: Structures of LifeInvestigation 2 Part 3Life Cycle of the Bean PlantGuiding the Investigation1. Steps 1-3Closure2. Have the students make

predictions about their plant growth.

flowerlife cycle

Focus QuestionWhat is the sequence of the bean’s plant life cycle?

The plant cycles from seed through all its stages and begins again with new seeds. Fruits develop from flowers.

Day 1 Bean Observations ~ Allow 10-15 minutes for observations.

Guiding Questions What other animals or plants have

similar or different observable features? Why?


What does classifying tell us about the relatedness of the animals and plants placed within any group?




Session 21

3.D.1.b3.E.1.c



See vocabulary and focus questions addressed in Investigation 2.






Session 22

3.A.1.b3.C.1.a3.D.1.a-b

FOSS: Structures of LifeInvestigation 3 Part 1Meet the CrayfishGuiding the Investigation1. Steps 1-6Wrapping Up Part 12. Steps 7-8

structurescrustaceansantennaebristlescarapaceswimmeretspincers

Focus QuestionWhat are the structures of the crayfish?

Crayfish have observable structures such as legs, eyes, antennae, carapace, swimmerets, tail, pincer, and mouth parts.








Session 23

3.D.1.b3.F.1.a-b

FOSS: Structures of LifeInvestigation 3 Part 2Crayfish HabitatGuiding the Investigation1. Steps 1-8Wrapping Up Part 22. Steps 9-10

Elodeahabitat

Focus QuestionWhat do we need to think about in order to build a suitable habitat for crayfish in the classroom?

Crayfish need clean, cool water; food from plants and animals; and shelter.


Guiding QuestionWhat would happen if the organism’s habitat changed?

Session 24

3.A.1.a3.D.1.b

FOSS: Structures of LifeInvestigation 3 Part 2

Science StoryAnswering Kids’ Questions:

Crayfish, Crawfish, Crawdaddy

Refer to Science Stories folio in the teacher’s manual for lesson.

Focus QuestionHow do the structures of the crayfish help it to survive and reproduce?

The legs help it move around; claws are used for protection, burrowing, and holding food; eyes that turn in any direction; antennae for sensing movement; an exoskeleton for body protection.



Time State Curriculum



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 29Objectives

Session 25

3.D.1.b3.F.1.a-b

FOSS: Structures of LifeInvestigation 3 Part 3Crayfish at HomeGuiding the Investigation1. Steps 1-7Wrapping Up Part 32. Steps 8-9

behaviors Focus QuestionWhat do crayfish do when something happens to them?

The things animals do are behaviors.


Guiding QuestionWhat would happen if the organism’s habitat changed?

Session 26

3.D.1.b3.F.1.a-b

FOSS: Structures of LifeInvestigation 3 Part 4Crayfish TerritoryGuiding the Investigation1. Steps 1-7Closure2. Have the students share the

observations they have made so far about their crayfish.

territory Focus QuestionsDoes each crayfish have its own house that it always goes to?How can we keep track of crayfish movements over many days?

Some animals establish territories that they defend.


Guiding QuestionWhat learned behaviors do you notice?





Session 27

3.A.1.a3.C.1.a3.D.1.b3.F.1.a-b


Science StoriesLife Cycle of a CrayfishLife on EarthA Change in the EnvironmentRefer to Science Stories folio in the


Focus QuestionsWhat is the life cycle of a crayfish?The student’s response includes that the female lays several hundred eggs that she keeps under her body on her swimmerets. The crayfish hatch from the egg and stay with their mother for about 2 weeks. Crayfish live for 3-8 years.How do organisms live in different environments?Organisms’ physical features and behaviors help them live in their environment.How do plants and animals change their environment?Plants and animals change the environment to accommodate their needs. These changes have beneficial effects for some animals and negative affects for other. The student’s response may include the beaver as an example.

Visit Fossweb.com to hear the audio of this science story.Day 8 Bean Observations ~ Allow 10-15 minutes for observations.

Session 28

3.A.1.a3.C.1.a3.D.1.b3.F.1.a-b



See vocabulary and focus questions addressed in Investigation 3.






SKIP INVESTIGATION 4

Session 29-30

3.F.1.a-b Food Chains and Food WebsSee Lesson Seeds

consumersproducersdecomposers scavengersfood chainfood webcompetitionbeneficial interactions

Focus QuestionsHow do organisms interact with each other in a habitat?How are changes in an organism’s habitat sometimes beneficial and sometimes harmful?

Organisms compete for space, food, and water. They nest, pollinate, disperse seeds, etc. They also have roles in the food chain and food web. Their role may be a scavenger, decomposer, producer, or consumer.

Changes in a habit can be beneficial if the organism is changing the habit for their benefit. However, this could cause problems for other organisms. An example would be the beaver who chews down trees for the wood for their damns. This leaves the organisms that lived in the tree homeless and kills trees.







What learned behaviors do you notice?





Session 31

3.D.1.b3.F.1.a-b

FOSS: Structures of LifeInvestigation 5 Part 1Bess Beetles at HomeGuiding the Investigation1. Steps 1-10Wrapping Up Part 12. Steps 11-12

bess beetleinsectthoraxabdomenheadmiteterrarium

Focus QuestionsWhat structures do bess beetles have?What does a bess beetle need in its habitat?

Bess beetles have six legs, three body parts, two antennae, two jaws, and a horn. Bess beetles need water, food (wood), space, and air in their habitat.

Day 10 Bean Observations and Day 1 Crayfish~ Allow 10-15 minutes for observations.Guiding Questions

What other animals or plants have similar or different observable features? Why?


What does classifying tell us about the relatedness of the animals and plants placed within any group?








Session 32

3.A.1.a-b, d FOSS: Structures of LifeInvestigation 5 Part 2Comparing Crayfish and BeetlesGuiding the Investigation1. Steps 1-6Closure2. Have the students share the

comparisons they have made so far.

Venn diagramfunction

Focus QuestionsHow are the structures of the beetle and crayfish alike and how do they differ?

Organisms have some similar structures and some differences. An organism’s structures have functions that help it survive in its habitat.

Day 11 Bean Observations and Day 2 Crayfish~ Allow 10-15 minutes for observations.

Session 33

3.A.1.a-b, d FOSS: Structures of LifeInvestigation 5 Part 2Comparing Crayfish and BeetlesGuiding the Investigation1. Steps 7-11Wrapping Up Part 22. Steps 12-13


Session 34

3.A.1.a-b, d FOSS: Structures of LifeInvestigation 5 Part 2

Science StoriesA Snail’s Journey (Optional)Crayfish, Snails, and KidsRefer to Science Stories folio in the teacher’s manual for lesson.

Focus QuestionWhat is the relationship of animals?

All animals have needs. They need to sense their environment, move, eat, and protect themselves. Animals also need oxygen to live.







Session 35

3.A.1.a3.D.1.c

FOSS: Structures of LifeInvestigation 5 Part 3The Beetle PullGuiding the Investigation1. Steps 1-12Wrapping Up Part 32. Steps 13-14, 16

balance Focus QuestionsHow much mass can a beetle pull?What is important to consider when planning investigations of animals?

The feet of the bess beetle strongly grasp rough surfaces. They can pull on wood as the beetle makes tunnels or tears wood to eat. Scientists must conduct their investigations so that no harm is done to animals.


Guiding Question


Session 36

3.A.1.a-b, d3.D.1.b


Science StoriesA Chance EncounterLife in Los AngelesRefer to Science Stories folio in the


What happens to organisms whew the environment changes?

Some plants and animals survive and reproduce; others die or move to new locations. Some kinds of organisms that once lived on Earth have completely disappeared; some of those organisms resemble others that are alive today.



Session 37

3.A.1.a-b, d3.D.1.c-d3.F.1.a-b



See focus questions addressed in Investigation 5.



Curriculum

Objectives


Session 38

3.D.1.b3.F.1.a-b

FOSS: Structures of LifeInvestigation 3 Part 4Crayfish TerritoryGuiding the Investigation1. Steps 8-11Wrapping Up Part 42. Steps 12-13

territory Focus QuestionsDoes each crayfish have its own house that it always goes to?How can we keep track of crayfish movements over many days?

Some animals establish territories that they defend.


Session 39

3.D.1.b3.E.1.c

FOSS: Structures of LifeInvestigation 2 Part 3Life Cycle of the Bean PlantGuiding the Investigation1. Steps 4-6Wrapping Up Part 32. Steps 7-8

flowerlife cycle

Focus QuestionWhat is the sequence of the bean’s plant life cycle?

The plant cycles from seed through all its stages and begins again with new seeds. Fruits develop from flowers.

Session 40

3.D.1.b3.E.1.c


Science StorySeeding Space?Refer to Science Stories folio in the



Session 41

Unit 2Reflections



Curriculum

Objectives


Session 42

Unit 2 Life Science Assessment

Session 43

Unit 2 Life Science Assessment



Instructional Support for Science Objectives



3.A.1.a



Observe and compile a list of variety of animals or plants in both familiar and unfamiliar environments.


Resources to Support 3.A.1.a (Assessed)

Name of Resource Where Can the Resource Be Found? Notes

FOSS: Structures of Life Investigation 5 Parts 2-3

Science Stories: Answering Kids’ Questions: Crayfish, Crawfish, Crawdaddy, Life Cycle of a Crayfish, Life on Earth, A Change in the Environment, A Snail’s Journey (Optional), Crayfish, Snails, and Kids, A Chance Encounter, and Life in Los Angeles

Safari Montage An extensive list can be found on page 171. These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.

PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.

SEE DIRECTIONS ON PAGE 236.


Lesson Seeds

SEE LESSONS SEEDS FOR 3.A.1.b-d.



I Have, Who Has

I have an animal with six legs,who has one with eight legs?

I have a spider, who has an animal with anexoskeleton and lives in the ocean?

I have a starfish, who has an animal withgills?

I have a trout, who has an animal withstereoscopic vision?

I have a gorilla, who has an animal with feathers?

I have a (bird, peacock), who has an animal with



webbed feet?I have a duck-billed platypus, who has another water dwelling animal?

I have a dolphin, who has a marsupial?

I have an opossum, who has a feline?

I have a tiger, who has an animal with wings and scales?

I have a butterfly, who has a cold blooded animal that lives the first part of it’s life in water?

I have a frog, who has two types of animals that are warm-blooded?WCPS 2010-2011 Grade 4 Standard 3: Life Science


I have birds and mammals, who has animals that lay leathery eggs?

I have reptiles, who has the type of animal that would have a queen?

I have a bee, what type of animal can live in any climate?

I have humans, what type of animal communicates by dancing?



I have insects, who has a type of animal that provides milk for its’ young?

I have mammals, who has an animal that hibernates?

I have a bear, who has an extinct animal?

I have a dinosaur, who has an insect?



3.A.1.b (Assessed)

Resources to Support 3.A.1.b (Assessed)


ScienceSaurus® Pages 92-97, 139-155

FOSS: Structures of Life Investigation 1 Part 1



Science Stories: Seeds Are Everywhere, A Snail’s Journey (Optional), Crayfish, Snails, and Kids, A Chance Encounter, and Life In Los Angeles




Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups.



Lesson Seeds

Observing that the physical characteristics of birds are related to the food they eat ~ Select pictures of birds on the basis of their bills and/or feet. Discuss how certain characteristics seen are as specialized for gathering and eating certain foods.

Bill is like a long pointed nail ~ useful for digging into tough tree bark to pull out insects (woodpecker).

Bill is small, short, and pointed ~ useful for cracking open seeds and nuts (canary meadowlark).

Bill is like a sharp hook ~ useful for tearing meat from the bones of animals (owl, hawk).

Bill is like a shovel ~ useful for scooping plants and small fish from water (duck, swan).

Feet have long toes, two forward and two backward ~ useful for holding onto vertical tree trunk (woodpecker).

Feet have short, curved toes, three forward and one backward ~ useful for perching on round tree limbs (robin, swallow).

Feet have sharp talons ~ useful for grasping and holding animals securely (eagle, hawk).

Feet are webbed ~ useful for paddling in water and walking on mud (duck, pelican).

On the basis of bills and feet, students can tentatively sort bird pictures into categories as seed-eaters, insect-eaters, and meat-eaters. Let them check their classifications by researching various bird books.

Resource: Everyday Science Thinking, Lowery



Observing that the physical characteristics and actions of animals are related to their acquisition of food ~ Let students look at numerous pictures of animals and discuss the types of food each eats and whether or not each has a physical characteristic or ability that enables it to capture and eat the food. For example, meat eaters and plant-eaters have teeth specially adapted for the type of food each eats; the long neck of a giraffe enables it to feed on high leaved in trees; the sacks on the legs of bees enable them to carry pollen to their hives.

Resource: Everyday Science Thinking, Lowery

Make a 2 part Foldable that compares and contrasts land and aquatic mammals.

Resource: Big Book of Science, Zike

Make a 2 part Foldable that compares and contrasts land and water plants.


Make a 3 part Foldable that shows research about 3 characteristics of plants.




3.A.1.c (Assessed)

Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added.

Resources to Support 3.A.1.c (Assessed)









3.A.1.d (Assessed)

Describe what classifying tells us about the relatedness among the animals or plants placed within any group.

Resources to Support 3.A.1.d


ScienceSaurus® Pages 139-155



Science Stories: A Snail’s Journey (Optional), Crayfish, Snails, and Kids, A Chance Encounter, and Life In Los Angeles






Lesson Seeds

Observing characteristics common among mammals ~ Observe a variety of animals from this group to determine similarities among them. Students might observe mice, hamsters, dogs, cats, and rabbits. They will find that most of the animals in this group a) live on land; b) have internal skeletons and hair or fur on their skin for body coverings; c) have one or two pairs of legs for locomotion; d) have glands that produce milk to feed their young; e) bear their young alive. Animals with these characteristics are called mammals.

Resource: The Everyday Science Resource, Lowery

Seriating animals ~ Obtain a number of seashells of the same kind. Have students arrange the shells from smallest to largest or by some sequence in their color patterns. Some students might research factors about animals to seriate them. For example, animals can be ordered from slow moving (snail or slug) to fast moving (cheetah or swift), from small land animal (shrew) to large land animal (elephant), small water animal(gobie) to large water animal (whale or shark), and small flying animal (eagle or condor).


Classifying animals by observable characteristics ~ Prepare a set of ten pictures of birds or sets of other animals. Ask students to note differences in coloring, marking, size, shape, and other features. Next, ask them to note at least three ways in which the animals are alike. Now ask each of them to bring one picture of some animal to school. Divide the bulletin board into four sections with a picture of one animal in each (selected for diverse characteristics). Ask the students to place their pictures in the section where the poster animal is most like theirs. As pictures are placed, have students give their rationales. They can discuss the characteristics of the animals in each group. When finished, have them divide one group of pictures into two or more groups. The subdividing process can continue as long as characteristics of the animals suggest their grouping.


Make a 3 part Foldable that shows the 3 characteristics all flowers have in common.





http://www.tree-pictures.com/saucer-magnolia-tree.jpg


0




http://www.bing.com/images/search?q=plant+pictures#focal=7c8a4ff2c678ee45a711f0522eeda2ac&furl=http://www.aspca.org/toxicplants/images/IMG01501.jpg

http://www.bing.com/images/search?q=plant+pictures#focal=c25045142d0583908d90a195a1792696&furl=http://www.homeandgarden.com.au/images/products/fullsize/palm-plants-prod-list-3.jpg



http://www.bigfoto.com/sites/galery/animals/giant_tortoise_photos_animals.jpg



http://www.bigfoto.com/sites/galery/animals/duck_photo_animals.jpg

http://www.bigfoto.com/themes/nature/animals/owl-5s2l.jpg



http://www.bigfoto.com/themes/nature/animals/leopard-k52f.jpg



http://www.scientificamerican.com/media/inline/animals-of-the-mangroves_1.jpg


Sorting Plant and Animal Cards

Observable Features

Directions:

1. You will need to work with a partner.2. Look at the observable features of the plant or animal.3. Sort the cards by the observable features.4. Provide reasons for placing them into different groups. 5. Each person will make a list of 5 additional animals.6. Share the list with your partner.7. Decided which group you would place your partner’s five animals. 8. Provides reasons for placing them into different group.



3.C.1.a

Describe traits found in animals and plants, such as eye color, height , leaf shape, seed type that are passed from one generation to another.

Resources to Support 3.C.1.a (Assessed)




Science Stories: Barbara McClintock, Life Cycle of a Crayfish, Life on Earth, A Change in the Environment

National Geographic Reading Expeditions

You and Your Genes

1 class set (24 books) per school May be found in Gr. 5.

Genetics Resource Can be found on page 70 in this guide. Please visit http://learn.genetics.utah.edu/

Safari Montage Genes and Heredity Bill Nye: Genes

These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.





Lesson Seeds

Observing that animals reproduce their kind ~ Have students find pictures of animals and their young (e.g., deer and fawn, bear and cub, horse and colt, bird and fledgling). They can describe the characteristics of the adults and the young. Have them make a list of the traits that are present in both parents and offspring.


Observing inheritance of some physical characteristics ~ Obtain pictures of the parents (blood relatives) of students and put them on a bulletin board without any identification. Let students study the pictures and guess whose parents are shown. Compare the physical characteristics of the students with those of their parents. Pictures of brothers and sisters can also be used.




3.C.1.b (Assessed)

Explain that some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants).

Resources to Support 3.C.1.b




You and Your Genes


Genetics Resource Can be found on page 70 in this guide.





3.C.1.c



Raise questions based on observations of a variety of parent and offspring likenesses and differences, such as “Why don’t all the puppies have the same traits, such as eye color and size as

their parents?” or “How do traits get transferred?”

Resources to Support 3.C.1.c




You and Your Genes









Assessment

Steve’s pet mouse had babies. Five of the babies were black and two were white. The father mouse was black. The mother mouse was white. Steve and his friends wondered why the mice were different colors. These were their ideas:

Abby: Baby mice inherit more traits from their fathers than their mothers.

Bryce: The baby mice got half their traits from their father and half from their mother.

Camryn: Male traits are stronger than female traits.

Devon: The black mice are probably male and the white baby mice are probably female.

Eli: Blood types determine what traits babies will have.

Which friend do you most agree with and why? Explain your thinking.



Assessment Notes

This assessment probe should be used to find out students’ ideas about inheritance of genetic traits. Bryce is the best response. However, be sure to listen/read the responses of the other students who did not pick Bryce. Their explanations

may be correct depending on how they may have interpreted the other statements.



3.C.1.d

Develop a reasonable explanation to support the idea that information is passed from one parent to offspring.

Resources to Support 3.C.1.d




You and Your Genes









Genetics Resource




Not included in this resource.

paperclips traits

Not included in this resource.

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 72Dear Parents/ Guardians,

Your child’s 4th grade class has begun a unit on heredity, defined as the passage of physical traits from parents to children. As part of the unit, your student will learn about several inherited traits, how some traits are more common than others in a group of people, and how those traits are passed through generations. Furthermore, your student will learn that differences in our physical traits are caused by differences in our DNA, making each of us unique.

To reinforce our learning, I will be sending home three activities about traits for the whole family to do over the course of the unit. I would like to emphasize that these activities can be done with everyone in your home, whether they are related by blood or not. A summary of the activities, along with what I hope your student learns from each, is below.

Family Traits Trivia: This game counts the similarities and differences in some of the physical traits present in your family. Example traits are: whether or not there is a space between your earlobes and your face (attached or detached earlobes), whether or not you can roll your tongue (tongue rolling) and freckles. Students can see that while we share traits, we are all unique.

Handy Family Tree: Students construct a tree made of handprints. They record the inherited traits (traits we are born with) and traits that are learned (such as favorite food) of your family.

Family Traits and Traditions: This matching game helps distinguish between inherited traits (traits we are born with) and traits that are learned, or passed on through family tradition.

I hope you enjoy doing these activities, thank you for taking the time to enhance your student’s learning. Please let me know if you have any questions.




paperclips traits



paper clips traits

paper clips



paper clips traits

Paper clips traits

Paper clips traits

Paper clips traits



paperclips traits

paperclips traits

paperclips traits

Paper clips traits



SKIP FREE SPACE traits

SKIP FREE SPACE traits



Free


Genetics Tic-Tac-Toe

Directions:

1.Each player will determine if they will be the learned behaviors (O) or inherited traits (X).

2.Each player will need 6 markers of the same color but a different color from their partner.

3.Shuffle the genetic cards and put them face down on the top of the game board.

4.Each player takes turns drawing from the stack of cards. 5.If the player who has chosen to be the learned behavior draws a

card that is an example of a learned behavior, they may place the card on the game board.

6.If the player who has chosen the learned behavior draws a card that is an inherited trait, the player loses their turn and the card is place in the bottom of the stack of cards.

7.The first player to get three in a row wins.



Genetics Tic-Tac-Toe

Place Cards Here



A.

An animal avoiding bad tasting prey

B.

When it is raining a person uses an

umbrella

C.

After singing happy birthday the birthday

boy blows out the candles on the cake

D.

A dog lapping water E.

A toddler sleeping

F.

A lion hunting for something to eat

G.

A girl tying her shoe laces

H.

A bird building a nest

I.

A lady speaks French



J.

Animals eating other animals or plants

K.

A squirrel burying acorns

L.

A cat cleaning its paw

M.

A girl with red hair

N.

The spines on a cactus

O.

The color feathers on a bird

P.

The shape of a bird’s beak

Q.

The color of the fruit on a tree

R.

The shape of a plant’s leaves



S.

The fins on a fish

T.

The dimples on a boy’s face

U.

A man with a hitchhiker’s thumb

V.

A widow’s peak on a lady’s head

W.

A boy’s blue eyes

X.

A man who can roll his tongue

Answer Key

I ~ Inherited

L ~ Learned

A. L B. L C. L D. L E. L F. L G. L

H. L I. L J. L K. L L. L M. I N. I

O. I P. I Q. I R. I S. I T. I U. I

V. I W. I X. I



3.D.1.a (Assessed)

Describe ways in which organisms in one habitat differ from those in another habitat and consider how these differences help them survive and reproduce.

MSDE Clarification

Adaptations are characteristics that help an organism survive and reproduce. Camouflage, mimicry, body color, and specialized body parts are all adaptations. Certain kinds of organisms are found in specific habitats because, over time, favorable characteristics for that habitat provided them with a mechanism to survive and reproduce.

Resources to Support 3.D.1.a (Assessed)


ScienceSaurus® Pages 76-77, 88-89, 92-95




Lesson SeedsWCPS 2010-2011 Grade 4 Standard 3: Life Science


Make a 2 part Foldable that compares and contrasts living organisms in terrestrial and marine habitats.


Assign student groups to research different habitats. Have each group report on what types of organisms live in that habitat. Make a class chart to identify different species, such as reptiles, mammals, cacti, etc. After each group has reported their findings, chose one or two organisms to study further. For example, if each group reported a type of bear, have each group research more about the type of bear that lives in the specified habitat. Information can be shared in a class organizer to show similarities and differences. Students should then discuss how the characteristics of each type of bear help it survive in its habitat.

Resource: mdk12.org


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 121 ***Use plant and animal cards from 3.A.1.d for the activity below.

Sorting Animal Cards

Habitats

Directions:

1. You will need to work with a partner.2. Sort the animals by the habitat they live in.3. Provide reasons for placing them into different groups.

Discuss:

How do these differences help the animals survive and reproduce? How do the animals in each of the groups interact with each other? How could a change in each of the groups’ habitats be harmful and/or beneficial? What would happen if the animals were moved to a different environment?



Writing About Science

Your friend insists that scientist make up explanations about why some plants do better in certain environments than others. Define observation and interpretation for your friend and tell her how scientists use both to formulate explanations and theories.




Animals live in many different environments such as the desert, the ocean, forests, and mountains. Choose an animal and describe what it looks like, where it lives, and what it eats in its environment. Describe the features your animal has it help it thrive in its environment.



3.D.1.b (Assessed)

Explain that the characteristics of an organism affect its ability to survive and reproduce.

MSDE Clarification

Among individuals of the same type of organism, some have characteristics slightly different from others. Those organisms best suited for a particular habitat will pass on favorable characteristics—those that provide a survival advantage—to their offspring.

Resources to Support 3.D.1.b (Assessed)






Science Stories: Hydro-growing, Answering Kids’ Questions: Crayfish, Crawfish, Crawdaddy, Life Cycle of a Crayfish, Life on Earth, A Change in the Environment


PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.SEE DIRECTIONS ON PAGE 236.



Lesson Seeds

Make a 4 part Foldable that lists four things organisms need to survive and reproduce.


Discuss how characteristics provide advantages for many animals. An arctic hare has white fur in the winter that blends in with the snow. This is an advantage because it helps the hare hide from predators. In the spring the hare turns brown which camouflages it from predators by blending into the brush and forest. Show students photographs of the two coat colors.Ask students to identify other characteristics that provide an advantage for an animal or plant in a specific environment.

Resource: mdk12.org




We know that organisms have different physical structures for different jobs. Choose your favorite animal and describe in detail the physical

structure it uses to defend itself from predators. Remember that not all animals defend themselves by tooth and nail; some use camouflage,

swift legs, and noxious gas. What structures does your animal use for defense?




You were a beautiful rose growing in a garden. Someone picked you and took you away from your roots and sunlight. You could no longer get your nutrients

and water from the soil. What happened to you after that? Where were you taken, and how did you feel?

Write a story describing your life as a rose.



3.D.1.c

Examine individuals in a group of the same kind of animals or plants to identify differences in characteristics, such as hearing ability in rabbits or keenness of vision in hawks that might give

those individuals an advantage in surviving and reproducing.

Resources to Support 3.D.1.c




Safari Montage Eyewitness: Sight Bill Nye: Smell




Lesson Seeds



Students research a fossil organism and compare it to its modern day descendent. Possible organisms to compare include ferns, cycads, sea stars, reptiles, and mammals. Students prepare labeled images of the organisms to show change over time. Students discuss the possible reasons for the changes in some organisms and the lack of changes in others. Outstanding references for the classroom can be found in the Life Has A History activities at the following URL. http://www.ucmp.berkeley.edu/education/explorations/tours/intro/index.html.

Resource: mdk12.org

3.D.1.d

Examine and compare fossils to one another and to living organisms as evidence that some individuals survive and reproduce.



Resources to Support 3.D.1.d


FOSS: Structures of Life Science Stories: Life In Los Angeles

Fossil Resource Fossil resource can be found in the Unit 1 Standard 2: Earth/Space Science Guide.

Safari Montage Zooboomafoo: Dinosaurs Bill Nye: Fossils Eyewitness: Dinosaur Walking With Prehistoric Beasts: Next to

Kin Walking With Dinosaurs: New Blood Survivors of the Past: Living Fossils






http://www.ucmp.berkeley.edu/education/explorations/tours/intro/index.html


Choose an extinct species you’ve learned about to compare with a species that is living now (e.g., dinosaurs and lizards, wooly mammoths and elephants). Explain their similarities and

differences.



3.E.1.a

Classify the things that people and animals take into their bodies as food or not food.

Resources to Support 3.E.1.a



Safari Montage The Magic School Bus Gets Eaten Eyewitness: Survival Growing Our Food Where Is Food Grown? What Is Agriculture?




3.E.1.b (Assessed)



Describe what happens to food in plants and animals.

Contributes to growth Supports repair Provides energy

Is stored for future use Is eliminated

Resources to Support 3.E.1.b (Assessed)



Safari Montage The Magic School Bus Gets Eaten These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.



Lesson Seeds

Make a 1 part Foldable that discusses the statement “Living organisms are matter and energy that use the matter and energy around them to survive.”WCPS 2010-2011 Grade 4 Standard 3: Life Science

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 134Resource: Big Book of Science, Zike

3.E.1.c

Identify the things that are essential for plants to grow survival.

Resources to Support 3.E.1.c



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 135ScienceSaurus® Pages 76-77



Science Stories: The Most Important Seed, Hydro-growing

Safari Montage Growing Our Food What Is Agriculture? Where Is Food Grown? Bill Nye: Flowers




Assessment

Seeds sprout and eventually grow into young plants called seedling. Put an X next to the things you think a seed needs in order for it to sprout.



Assessment Notes

This assessment should be used to find out student’s ideas about seeds. The best response is that seeds need water, air, and warmth. However, be sure to listen/read the responses of the other students who did not pick the items mentioned.

Their explanations may be correct depending on how they may have interpreted the other statements.


Explain your thinking. Describe the “rule” or reasoning you used to decide what a seed needs in order to sprout.

water

soil

air

food

sunlight

darkness

warmth

Earth’s gravity

fertilizer



The sun is hiding, the crops are not growing, and everyone is going hungry. Write a fable that tells why the sun decided to hide and how he was convinced to come out again after seeing the effect he had on

the germination, growth, and development of plants.




Your teacher has bought a beautiful new plant for the classroom. Unfortunately, she’s not sure if the plant should be placed inside or outside. Write about your ideas for taking care of the plant,

and explain why your way is best.




Your friend the gardener wants to plant the seed of a very, very big tree, but he doesn’t know if he should use sandy soil from the desert or soil from a valley at the base of a mountain. Help the

gardener choose a soil. Explain why you think one would be better than the other.




Imagine you are creating seed packets for distribution in another state. Write the directions for planting a seed and caring for it.




Some people don’t know how important light, soil, and water are to plants. Draw pictures in sequence to show how a plant grows. Then write what happens, using sequencing words such as first, next, then, and last.



3.F.1.a (Assessed)

Identify and describe the interactions of organisms present in a habitat.

Competition for space, food, and water Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the

Chesapeake Bay, etc. Roles within food chains and webs: scavengers, decomposers, producers, and consumers



Resources to Support 3.F.1.a (Assessed)





Science Story: The Food Web, Life Cycle of a Crayfish, Life on Earth, A Change in the Environment

Delta Science ReaderFood Chains and Webs

1 class set (24 books) per school. Delivered February 2010.

Safari Montage Web of Life: Life in the Sea

An extensive list can be found on page 171.






Lesson Seeds

Make a 2 parts Foldable explaining why plants and algae are called “producers”.


Make a 2 part Foldable that shows how birds fit into two different food webs.


Make a 2 part Foldable that describes the physical characteristics of predatory birds and birds that are prey.


Make a 2 part Foldable that shows a diagram of a fish food chain and food web.


Make a 3 part Foldable that explains what are producers, consumers, and decomposers.



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 146Building an Energy PyramidDirections:

1. Use words and/or pictures to define each of the words inside their shape. (see next page)

2. Cut out each shape.

3. Use your definitions and what you know about each to form a triangle showing the position of each group in the food chain in a community. (Not all of the shapes will be part of the triangle.)

4. Glue the piece once you are sure they are in the correct place.

5. Glue the sun in the upper-left hand corner. Use arrows to show how the Sun’s energy affect parts of the energy pyramid.

6. On the right side of the triangle, glue the decomposers. Draw arrows to show the part of the pyramid these organisms affect.

7. On the left side of your diagram, glue the scavenger. Again draw arrows to define the parts of an energy pyramid affected by scavengers.



Teacher Definitions:


Scavenger Decomposer

Herbivore Carnivore

Producer

OmnivoreSun

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 148Scavenger: an animal that feeds on dead animals, a consumer.

Decomposer: a microbe that causes the decay or breakdown of dead plants and animals.

Sun: the star that gives our planet light and heat necessary in the process of photosynthesis.

Omnivore: an animal that consumes both plants and animal materials.

Carnivore: an animal that eats other animals.

Herbivore: an animal that eats only plants.

Producer: any organism that makes its own food.

Resource: Exploring Ecology, Warren & Galle



Diagramming Your Own Energy Pyramid

Directions:

Choose your favorite meal. Write the name of each food you ate on a separate line in the chart. Make sure you include all the items from your menu. Review the parts of the energy pyramid. Look at each item on your food list and decide which type of link represents. For example: Bread is made from wheat, a plant = a producer. Draw a triangle. Put the name of each food item on in its proper section of the triangle.

Ask: Does your list contain any scavengers or decomposers? Which are they?

Which is the omnivore?

Do you have any empty spaces in your triangle? What does that signify?



Your Energy Pyramid

Menu Food Chain Link

Item 1

2

3

4

5

6

7

8

9

10



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 151Introducing Food Web I

Have the students help collect pictures of plants and animals from magazines, journals, internet, etc. Have the students sort the plants and animals into groups that would normally be found in the same place. Have the students organize the pictures so they can see connections between predators and prey. For example, frogs eat insects and insects eat plants. The students should arrange and rearrange all the pictures on a desk until they can provide each plant and animal with a food supply. If the proper connection is not available, have the students trade with others or draw the missing part of the food web. Next students arrange their pictures to form a food web on a large piece of paper. It should have 5 to 6 animals and their food supplies. Label each picture. Draw arrows showing the connection between a plant or animal and its food supply. Remind the students to include the ingredients that all plants to make their own food supply (air, Sun, soil nutrients, and water). Identify the type of habitat that was created.

Ask:

What would happen if the Sun were no longer shining?

What would happen if the groundwater became polluted?

What would happen if there were no rainfall for six months?

What would happen if there were a large increase in one of the populations?



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 152Constructing a Food Web II

Materials:

5 balls of yarn (one of each color – yellow that will not be cut, red, green, black, and brown, from which you will cut several 6-foot lengths) Scissors A piece of paper of each students identifying the role he or she will play Masking tape

Directions:

1. Review the students’ definitions of producers, consumers, herbivores, carnivores, omnivores, scavengers, and decomposers.2. Students should be divided into four groups representing four ecosystems ~ ponds, ocean, field, and forest.3. Groups should gather in four corners of the room. You should need to move desks so the eventually the groups can be connected. This activity can also be

done outside.4. Give each student a card with the name of an animal, plant, or insect on it. Tape the name on each student’s shirt. The teacher, or another student, should

take the role of the Sun.5. Ask students to consider what type of organisms they represent. For instance, “grass” would be a producer, “whirligig beetle” would be a carnivore,

“raccoon” would be an omnivore, which is both herbivore and carnivore. Within each of the four ecosystems, students should decide who eats whom.6. Once students have determined their roles within the ecosystem, ask the herbivores to raise their hands. Give each of these students a 6-foot piece of red

yarn. If a student is both herbivore and carnivore, give red yarn and green yarn. Scavengers receive black yarn; decomposers receive brown yarn. Producers just wait for the Sun’s energy.

7. The Sun will hold the yellow yarn. When all ecosystems are ready, i.e., all students know their parts and have their yarn, the Sun passes the yellow yarn (while retaining hold of one end) to the lowest level in the food web – any one of the plants. The plant passes the yarn on to another plant. (Point out that the Sun’s energy comes directly to all plants, but for our purpose, the Sun will pass only one strand of yellow.)

8. Once the connections within an ecosystem are complete (webbed), the complexity of food relationships in one place should be evident.

9. If your students seem ready, begin now to ask questions that will stimulate thinking about relationships between ecosystems. For example: Does the deer ever leave the forest and go to the meadow? Does the gull leave the ocean and fly inland over the meadow? Does the raccoon eat clams at the ocean as well as bird eggs near the pond?Once this movement is clear, to show the interconnections between ecosystems, give the deer in the forest another piece of long green yarn and ask him to also tie into the wheat grass in the meadow. Give the raccoon another piece of red yarn, and ask him to tie to the clam at the ocean. Give the herring gull


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 153black yarn, and ask him/her to tie the meadow vole (dead). Many more of these connections can be made, but this is probably adequate to show the complicated arrangement of food in our world.

Extension: What would happen if a catastrophe, such as an oil spill?


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 154Optional Role Cards

Pond Meadow Forest Ocean (rock shore)

Algae Millipede Mushroom Herring gull

Duckweed Aphid Earthworm Soft-shelled clam

Bacteria Honeybee Wood thrush Periwinkles

Mayfly nymph Wild strawberry Black fly Ribbon worm

Green frog Wheat grass Ruffed grouse Rockweed

Blue-winged teal Queen Anne’s lace Red baneberry Spartina grass

Raccoon Green snake Oak tree Great blue heron

Golden shiner (fish) Red-tailed hawk Deer Beach flea

Painted turtle Meadow vole Beech tree Shrimp

Red-winged blackbird

Earthworm Gray fox Rock crab



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 155Web of LifeMaterials:

Ball of yarn Resource materials about forest plants and animals Folders (optional)

Providing Optional Folders

Provide a folder of information on a specific forest animal or plant. Folders might include pictures from magazines or calendars, and articles or other information you glean from nature journals or other sources. If possible, select a variety of plants and animals so folders include at least 2 of each type: mammal, arthropod (insect or spider), bird, reptile, amphibian, trees, and other plants. Animal possibilities include bark beetle, bat beaver, bear, box turtle, butterfly, chipmunk, dear, earthworm, field mouse, red fox, tree frog, grasshopper, king snake, lizard, mosquito, hawk moth, opossum, barred owl, rabbit, raccoon, skunk, snail, red squirrel, tick, or woodpecker. Plant possibilities include azalea, clover, columbine, cottonwood, honeysuckle, lichen, maple tree, Douglas fir, paintbush, pine tree, poison ivy, shelf fungus, or violet. (Pictures are included in this guide after the lessons seed.)

Students will need access resource materials or the Internet for information about forest plants and animals.

Directions:

1. Students work in pairs to brainstorm all the components they think would be necessary for a healthy forest. Have the students share out their ideas.

2. The students select a forest organism to study. Student should select a variety or organisms.

3. Have the students collect the following information about their chosen organism.

For Animals:

Where within the forest does this animal live? What does this animal eat? What animals prey on it? What other animals and plants live in the forest with this animal? In what ways does this animal depend on these other animals and plants? How does the animal influence its environment?

For Plants:


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 156 Where within the forest does this plant live? What animals eat this plant? What other plants and animals live in the forest with this plant? How does this plant depend on these other plants and animals? How does this plant influent its environment?

4. Students create a nametag for their plant or animal, including a picture. The students sit on the floor in a circle with their nametag.

5. Starting with one “plant”, ask the student to hold the end of the ball of string, and to name another organism in the circle with which that plant interacts (for example, is eaten by or depends on). Pass the ball to this second student. Ask the second student to name another organism with which his or her organism interacts. The process will continue until each organism is linked to the ecosystem, and the all is returned to the first student.

6. Have the students slide back until the string is tight. Tell students to keep still. But if they feel a tug, they should tug in response. When everyone is still tell the students holding the original end of the string to gently begin tugging. Keep remind everyone that if they feel a tug, they should tug in response. Through this mechanism vibration will spread through the food web until everyone is tugging and the whole web is shaking.

7. Ask students how the tugging demonstration might illustrate what happens when one of the links in an ecosystem is damaged through natural or human-made stress. (The rest of the system feels it.)

8. Have the students pick on organism that seems less important than the others, and have it drop out of the web. Ask if any other organisms would drop out because they depend on that organism. After one or more students have dropped out, ask students to again identify an organism that seems less important, and repeat the procedure. Continue planning for a few more rounds. Ask

What happens when we remove a link in the forest system? (Organisms that depend on it are affected. The web itself changes shape.) Were the changes more dramatic when the system was composed of many parts or when it had fewer parts? (fewer) What can we say about the relationship between how many parts of the system has (its complexity or diversity) and how stable is it? (In general,

complexity makes it more stable.) What would happen if humans were introduced to the web?

Enrichment

Have the students use concept mapping or graphics to illustrate the web of life using plants and animals studied in this activity. Make food web mobiles.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 157Resource: Project Learning Tree




Producers and consumers are related in food chains in an ecosystem. Imagine that you are a blade of grass. You are eaten by an herbivore, which is then eaten by a carnivore, which is then eaten by decomposers. Write a narrative of at least three paragraphs to describe our transformations.




All organisms need energy and matter to live and grow. In turn, living organisms depend on one another and on their environment for

survival. Choose and organism to research and write a composition of at least four of paragraphs explaining how its environment supports its

survival.




We know that animals eat plants or other animals for food, and then they may also be eaten by bigger animals. Listen to the story of The Old Woman

Who Swallowed a Fly and draw the same story using different plants, insects, and animals in sequence. After that, use the pictures to help you

write a story about it.




Many plants depend on animals for pollination and seed dispersal. Write a definition of pollination, briefly state why it is important to plants, and then summarize how a bird assists in pollination and

seed dispersal.



3.F.1.b (Assessed)

Explain that changes in an organism’s habitat are sometimes beneficial to it and sometimes harmful.

Resources to Support 3.F.1.B (Assessed)





Science Stories: Life Cycle of a Crayfish, Life on Earth, A Change in the Environment







We know that changes in the environment can cause the extinction of some species and the success of others. Imagine a sudden change in our environment and choose one species that would benefit from it. Perhaps it is a weather change, a food shortage, or a major disaster. Write a story of at least three paragraphs telling how that species came to expand and dominate the planet. Remember, it might be a plant.



Assessment

Three friends were arguing about what would happen if a population of rabbits from a warm, southern climate were moved to a cold, northern climate. This is what they said:

Alice: “I think all of the rabbits will try to adapt to the change.”

Benny: “I think most of the rabbits will try to adapt to the change.”

Chloe: “I think few or none of the rabbits will try to adapt to the change.”

Which person do you most agree with and why? Example your ideas about adaptation.

Assessment Teacher Notes



This assessment should be used to find out students’ ideas about adaptation. Chloe’s answer is the best. The key word is try. However, be sure to listen/read the responses of the other students who did not pick Chloe. Their explanations may be

correct depending on how they may have interpreted the other statements.



Assessment

A small, short-furred, gray animal called a divo lives on an island. This island is the only place on Earth where the divos live. The island habitat is warm and provides plenty of the divo’s only food –

tree ants. The divos live high in the tree-tops, hidden from predators.One year the habitat experienced a drastic change that lasted for most of the year. It became very

cold and even showed. All of the ants died. The trees lost their leaves, but plenty of seeds and dried leaves were on the ground.

What do you think happened to most of the divos living on the island after their habitat changed?

A. The divo’s fur grew longer and thicker.B. The divos switched to eating seeds.C. The divos dug holes to live under the leaves or beneath rocks.D. The divos hibernated through the cold period until the habitat was warm again.E. The divos died.

Explain your thinking. How did you decide what effect the change in habitat would have on most of the divos?

Assessment Notes



This assessment should be used to find out students’ ideas about adaptation. The best response is E. However, be sure to listen/read the responses of the other students who did not pick E. Their explanations may be correct depending on how

they may have interpreted the other statements.



6.B.1.a (Assessed)Identify and describe that human activities in a community or region are affected by environmental

issues. Presence and quality of water Soil type Temperature Precipitation

MSDE Clarifications

Human activities are affected by environmental factors in the geographic region that they inhabit. In Maryland, opportunities for human outdoor recreational activities are numerous. In and around the Chesapeake Bay, fishing is one of Maryland's major industries. Agriculture is another leading industry in Maryland due to its temperate climate, adequate precipitation and nutrient rich soil. The geography of Maryland, including the mountains in the west and the Atlantic Ocean in the east, makes it attractive to tourists.

Ways people in Maryland depend on the environment: jobs, leisure activities, food, transportation, sources of water, waste disposal

Ways people in Maryland change the environment: People make choices and take actions that impact the environment negatively and positively. Driving habits impact the amount of air pollution; decisions about where to live, work and shop impact land use; reducing consumer waste through reuse and recycling can lessen the impact on land, making informed decisions about what foods to eat reduces over-harvesting of aquatic resources and promotes sustainable agriculture.



Ways people in Maryland are affected by the environment:Resources in Maryland are finite.

People must have a source of potable (drinking) water and those sources must be protected from pollutants. Natural and human-made changes in the water quality of Chesapeake Bay may reduce the number of fish and crabs, causing a loss of jobs. Land is limited in Maryland. Land use planning and soil management are essential to meet the demands for housing, roads, recreation and landfills and to

preserve agricultural areas. Air temperatures are moderate in Maryland, and extremely hot or cold temperatures are rare. People can live and work in all parts of the State. Rainfall is adequate to replenish drinking supplies and to sustain agriculture. However, natural disasters such as hurricanes may impact industries such as

fishing and tourism on and near the coastline.

Resources to Support 6.B.1.a (Assessed)



Safari Montage Environmental Health Bill Nye: Biodiversity




Lesson SeedsWCPS 2010-2011 Grade 4 Standard 3: Life Science


Identify the properties of the planet Earth that makes it possible for the survival of life as we know it.

Temperature Location Presence of an atmosphere Presence of water (solid, liquid, and gas)

Green Power: 30 People Changing the Environment in Washington

Have the students visit http://www.washingtonian.com/articles/people/7200.html to read this article. The students can identify ways people are changing the environment and pick 3 things that they can do to also make a difference.

Get students involved through the Chesapeake Bay Foundation. http://www.cbf.org/Page.aspx?pid=1000 Please visit this website to see how you can help make a

difference.



Safari MontageThese videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please

select chapters or segments within the videos to meet the needs of your students.

Series Video TitleBill Nye Marine Mammals

Insects Ocean Life Life Cycles

Populations Biodiversity Reptiles

Deserts Flowers

Lakes and Ponds Forests Climates

Eyewitness Life Rainforest Deserts Ponds and Rivers Survival Reptiles

Oceans Insects Mountain Amphibian Sea Shore Mammals

Birds Apes Butterfly and Moth Bears Fish Tree

Kratt’s Creatures

Why? The How Show Where?

Life of Mammals

Return to Water The Opportunists

The Winning Design Meat Eaters

Plant Predators

All About Animal Life Cycles Earth

Water Ecosystems Forest Ecosystems

Deserts and Grasslands

Magic School Bus

In the Rainforest Gets Eaten Hops Home Goes to Sea

Other Beetlemania Rainforests Sonoran Desert:

A Violent Eden Landmarks

Tropical Rainforest

Animals of the Rainforest

Ready, Set, Go; How Animals Move

Wild and Wonderful Animals in the Woods

The Unknown World In Nature’s Trail: Trees for Life Life of Sea Survival Locomotion in the Ocean Creatures of the Shallow Seas Secrets Of the Rainforest

Unit Vocabulary

Please note the following:


http://www.cbf.org/Page.aspx?pid=1000

http://www.washingtonian.com/articles/people/7200.html


These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need.

At the bottom of each vocabulary card is coded. U2I1 stands for Unit 2 Investigation 1. U2SC stands for Unit 2 State Curriculum.

Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart.

Science vocabulary may be added to the Word Wall. Have your students help you determine at the end of the module what words should be displayed on the Word Wall.

If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the unit is being taught.



estimate U2I1

fruit U2I1

property U2I1

seed U2I1

dormant U2I1



mold U2I1

embryo U2I1

seed coat U2I1

cotyledon U2I1

germination U2I2



organism U2I2

growth U2I2

seedlings U2I2

root U2I2

stem U2I2



leaf U2I2

nutrients U2I2

hydroponics U2I2

flower U2I2

life cycle U2I2



structures U2I3

crustaceans U2I3

antennae U2I3

bristles U2I3

carapace U2I3



swimmerets U2I3

pincers U2I3

bess beetles U2I5

insect U2I5

thorax U2I5



abdomen U2I5

head U2I5

mite U2I5

terrarium U2I5



Ongoing Vocabulary From the State Curriculum

data U2SC

classify U2SC

class U2SC

observable



features U2SC

balance U2SC

mass U2SC

investigations U2SC

work U2SC



environment U2SC

fossils U2SC

habitat U2SC

organisms U2SC

behavior U2SC



matter U2SC

energy U2SC

offspring U2SC

traits U2SC

genes U2SC



genetics U2SC

generation U2SC

inherited U2SC

learned U2SC

beneficial WCPS 2010-2011 Grade 4 Standard 3: Life Science


interactions U2SC

scavengers U2SC

decomposers U2SC

producers U2SC

consumers U2SC



competition U2SC

food chain U2SC

food web U2SC



Student Vocabulary for Content Sort

estimate 1 data

fruit 1 classify

property 1 class

seed 1 observable features

dormant 1 balance

mold 1 mass

embryo 1 investigations

seed coat 1 work

cotyledon 1 environment

germination 2 fossils

organism 2 habitat

growth 2 behaviorWCPS 2010-2011 Grade 4 Standard 3: Life Science


seedlings 2 matter

root 2 energy

stem 2 offspring

leaf 2 traits

nutrients 2 genes

hydroponics 2 genetics

flower 2 generation

life cycle 2 inherited

structures 3 learned

crustaceans 3 beneficial interactions

antennae 3 scavengers

bristles 3 decomposers



carapace 3 producers

swimmerets 3 consumers

pincers 3 competition

bess beetles 5 food chain

insect 5 food web

thorax 5 mite 5

abdomen 5 terrarium 5

head 5



Careers in Life Science



PhysiologyWhat is Physiology?Check out the APS Careers web site find out about physiology and what physiologists do.http://www.the-aps.org/careers/careers1/index.htm

Comparative Physiology and Biochemistry Learn more from the Society for Integrative and Comparative Biology

http://www.sicb.org/divisions/dcpb.php3

All Kinds of Scientists!

Careers of real people doing science on the job. Check out this site at NIH, for interviews with scientists of all areas of study, from immunology to neuropathology to oncology to genetics.http://science-education.nih.gov/snapshots.nsf/Titles?openform&pds~

Agricultural Science

Agricultural scientists study farm crops and animals and develop ways of improving their quantity and quality - and use principles of biology, chemistry, physics, math, and other sciences in their jobs. Visit this site to find out more about careers in agriculture.http://stats.bls.gov/oco/ocos046.htm#nature

Anthropology Anthropology is the study of human behavior. Work in a museum, out in the field or in forensics!http://anthropology.nku.edu/http://www.medicalandnursing-training.com/medic/careers-in-anthropology.html



Astrobiology What is Astrobiologist - and how do I become one?http://www.astrobiology.com/how.to.html

BiologyWhat kinds of jobs do biologists have?http://www.aibs.org/careers/index.html

You can also check out this web site for careers in neurobiology, ecology, vertebrate morphology, biochemistry, endocrinology, and lots more!http://www.sicb.org/divisions/

Biomedical Research

What do you need to succeed in biomedical research? Brains? Hard work? Luck? Some of the world's most prominent biomedical researchers may surprise you with their answers. http://www.hhmi.org/scientist/index.html

Browse for information on more than 100 medical science and health careers by title, education required, interest area, or median salary. Also, check out the "Career Finder" to generate a customized list of careers especially suited for your skills and interests.http://science.education.nih.gov/LifeWorks

Biotechnology

Meet Dr. Barry Bloom - Medical Researcher/Immunologist, Howard Hughes Medical Institutehttp://www.accessexcellence.org/AB/CC/bloom.html

Meet a Biotechology Science Writer - Stephen Hall http://www.accessexcellence.org/AB/CC/hall.html

Nobel laureate in physics, and leading advocate for reform of science education - Leon Ledermanhttp://www.accessexcellence.org/AB/CC/lederman.html

Meet Dr. Maxine Singer, President of the Carnegie Institution in Washington and active researcher at the National Institutes of Healthhttp://www.accessexcellence.org/AB/CC/singer.html



Botany What is Botany? Why Choose a Career in Botany? How to Prepare for a Career in Botany. http://www.botany.org/bsa/careers/

Chemistry What kinds of jobs does a chemist do? What education do I need to be a chemist?http://stats.bls.gov/oco/ocos049.htm

Ecology Ecology is the branch of science studying interactions and relationships between organisms and their environment. Check out this web site for Career & Funding Opportunities in Ecologyhttp://www.esa.org/careers_certification/employment.php

Endocrinology

http://www.sicb.org/divisions/dce.php3

EntomologyIf you like to study bugs, then check out these web sites! http://www.entsoc.org/resources/education/index.htm

Careers in Genetics and the Bioscienceshttp://www.ornl.gov/hgmis/education/careers.html



Genetics

What is genetics? Check out this site for profiles of scientists working in the genetics fieldhttp://www.faseb.org/genetics/gsa/careers/bro-menu.htm

Meet James Watson, Ph.D. - co-discoverer of the structure of DNA with Francis Crickhttp://www.accessexcellence.org/AB/CC/watson.html

Meet Eric Lander - Associate Professor of Biology & Director, Center for Genome Research, Massachusetts Institute of Technology, Cambridge, Massachusetts.http://www.accessexcellence.org/AB/CC/lander.html

Meet a Geneticist - Neil Holtzman, M.D., M.P.H. http://www.accessexcellence.org/AB/CC/holtzman.html Find Your Future in Genetics and Genomicshttp://www.genome.gov/GenomicCareers/ From the National Human Genome Research Institute

Microbiology

Microbiologists study living organisms, called microbes, that are so small they must be viewed with a microscope. Microbiologists explore, investigate and discover how these organisms exist - and how they affect our lives.http://www.microbe.org/pages/split5.htmhttp://www.microbe.org/pages/split2.htm

Stalking the Mysterious Microbe!Find out all about microbiology - and what microbiologists do!http://www.microbe.org/

From this site students can access a variety of career resources - including a student planning guide to grad school and beyond.http://www.asm.org/index.php?option=com_content&view=article&id=369&Itemid=287

Molecular Biology The study of molecules - from bacteria and yeast, to plants, amphibians and mammals. Beginning with the study of DNA to the study of how different chemicals form together to make cells, and how those cells work together to build large organisms.http://www.asbmb.org/then click on "Publications" - then click on "career brochure"



Vertebrate Morphology

http://www.sicb.org/divisions/dvm.php3

Oncology Oncology is an area of medicine that deals with the study and treatment of cancer.

Career profile of an Oncology Nursehttp://www.stjohn.org/CareerProfiles/oncnur/

Two articles from the UK publication, BMJ Career Focus: Training in Clinical Oncology http://careers.bmj.com/careers/advice/view-article.html?id=725 A career in oncology http://careers.bmj.com/careers/advice/advice-overview.html

Neurobiologyhttp://www.sicb.org/careers/neuro.php3

From the "Neuroscience for Kids" web site http://faculty.washington.edu/chudler/csem.html

Paleontology Advice for students and parents and the high school background needed are some of the career and informational brochures available from this web site.http://www.priweb.org/ed/lol/careers.html



Parasitology The study of parasites as viruses, bacteria, protists, worms, insects,http://asp.unl.edu.

Photobiology Photobiology is that branch of biological science which studies the interactions of light with living organisms.http://www.pol-us.net/ASP_Home/index.html

Plant Pathology &

Plant Taxonomists

What is a Plant Pathologist? A plant pathologist specializes in plant health and requires an understanding of the organisms that cause disease. Plant Pathologists learn how plants grow and are affected by disease. Taxonomists study of the kinds of organisms of the past and living today, and of the relationships among these organisms.http://www.apsnet.org/careers/careers.asp

Space Scientists Not all Space Scientists are astronomers!Check out this site to find out what kinds of scientists work and conduct research in space science!http://science.nasa.gov/spacescience.htm

Veterinary Science http://www.aavmc.org/http://netvet.wustl.edu/vcareer.htmhttp://www.aavmc.org/VetProfilessplash.htm



Invertebrate Zoology

htthttp://www.sicb.org/divisions/diz.php3p://www.sicb.org/divisions/diz.php3

Resource: http://www.the-aps.org/education/k-12misc/careers.htm



Sorts

(Also known as concept attainment)

Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.

How do you do sorts?

Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.



For Example: What are foods we can eat?

Yes No



Yes No



**The following statements are provided for concept attainment.

Structures of Life


1. Seeds develop in the stem of the plant.

2. Something you can observe, like color, texture, or smell, is a property.

3. A fruit is the structure of a flowering plant where the seeds are located.




1. When something is active, it is dormant.

2. Mold is the slimy or cotton-like growth that develops on moist material.

3. Water can make seeds get bigger, heavier, and grow.




1. The structure inside the seed that contains the leaves and root is called the seed coat.

2. The embryo is the layer covering the seed.

3. The cotyledon is the main part of the seed that stores the food for the young plant.

4. Seeds begin to grow and develop when placed in water.

5. A seed holds food for the plant embryo.




1. When a seed begins to develop after a period of dormancy, it is called growth.

2. Germination is when an organism gets bigger and more complex.

3. All living things are organisms.

4. Young plants that grow from seeds are seedlings.

5. Stems grow downward to hold the plant to the ground and get nutrients.



6. The part of the plant that grows up and supports the rest of the plant is the root(s).




1. Nutrients are the essential chemicals healthy plants need.

2. Growing plants in water and nutrients is called water gardening.

3. Plants need water, light, and nutrients.




1. Fruit and seeds develop from flowers.

2. The stages that a plant goes through from seed to leaves to flowers to fruit and finally to seed is called the seed cycle.




1. The observable parts of an organism are the structures.

2. Crustaceans are a class of mostly aquatic animals that have hard, flexible shells, jointed legs, and two pair of antennae.

3. The feelers on a crayfish are the bristles.

4. The carapace is the main body shell of crustaceans.

5. The swimmerets are the big jointed leg like structures in the front of the crayfish.




1. Where an animal lives is its habitat.

2. Crayfish need dirty, warm water.



Investigation 3 Part 3-4

1. Things that animals do are behaviors.

2. A territory is the part of an animal’s habitat that it defends against others of its own kind.




1. Bess Beetles have 8 legs.

2. Bess Beetles need water, food, space, and air in their habitat.




1. All organisms have similar structures.

2. An organism’s structures have functions that help it survive in its habitat.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 213 Literature in the Science Classroom

“The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real-life situations.” Resource: Fossweb.com

“Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a child’s understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it.”

Resource: Science and Language Links, Johanna Scott



All About TurkeysAuthor: Jim Arnosky Level: K-5 Description: Introduces wild turkeys: what they eat, where they sleep, their habitat and adaptations. Includes some actual-size illustrations.

Ancient Ones: The World of the Old-Growth Douglas FirAuthor: Barbara Bash Level: K-3 Description: Describes an old-growth forest in the Pacific Northwest, an area that stretches from northern California to southeast Alaska. Explains how and why these forests are disappearing and what that might mean for our future.

Anfibios/Amhibians: Eyewitness Series in SpanishAuthor: Barry Clarke et al. Level: 3-8 Description: This series includes beautiful photographs and accurate information about the subject.

Animal Defenses: How Animals Protect ThemselvesAuthor: Etta Kaner Level: 3-5 Description: Allows the reader to observe various mechanisms of protection including poisonous skin, camouflage, group living, and imitation.

Animals of the Past and PresentAuthor: Cristiano Bertolucci, Ferruccio Cucchiarini, Francesco Milo Level: 1-4 Description: Guides young readers on a tour through various locations on Earth to discover animals that live in a variety of habitats that are very different from each other. Readers also learn about animals that existed in the past and those living today that are related.

Are You A Snail?Author: Judy Allen, Tudor Humphries Level: K-2 Description: A fun and informative book that introduces the life and characteristics of a backyard snail.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 215At Home In The RainforestAuthor: Diane Willow Level: K-3 Description: From the tops of the tropical trees to the forest floor, this book shows the interrelationships of plants and animals that thrive at each level of an Amazonian rain forest.

Be a Friend to TreesAuthor: Patricia Lauber Level: K-5 Description: This easy-to-read book discusses the importance of trees as sources of food and oxygen for people and wild animals. Diagrams and full-color labeled illustrations complement the text. The author recommends actions such as conserving and recycling paper.

BirdsAuthor: Philippe J. Dubois, Valerie Guidoux Level: K-8 Description: From fascinating facts (how ostriches descended from dinosaurs) to differing nesting practices and comparisons of beaks and songs, this book features a wide range of birds.

Bug FacesAuthor: Darlyne A. Murawski Level: 3-5 Description: The full-page photographs in this book introduce the physical structures that are unique to certain bugs.

Castles, Caves, and HoneycombsAuthor: Linda Ashman Level: K-2 Description: Describes unique places where animals build their homes, such as a heap of twigs on a castle tower or the space inside a tree.

The Chimpanzees I Love: Saving Their World and OursAuthor: Jane Goodall Level: 3-7 Description: Goodall explains her findings about chimp communities and communication, the role of hierarchies, and what sort of threats chimpanzees face today. Her account also relates some of her mistakes, such as when she became too close to her subjects and interfered with her own research.

Chomp! A Book About SharksAuthor: Melvin Berger - Illustrated by: James D. Watt


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 216Level: K-5 Description: Provides a simple explanation of what sharks look like, how they hunt, what they eat, and how they are born.

Come Back SalmonAuthor: Molly Cone Level: 3-5 Description: This photo-essay describes the efforts of the Jackson Elementary School in Everett, WA, to clean up a nearby stream, stock it with salmon, and preserve it as a place where the salmon can return to spawn.

Coyote: North America’s DogAuthor: Stephen R. Swinburne Level: 3-5 Description: The author introduces the coyote through his own observations of this somewhat controversial animal. The text invites readers to form their own opinions, showing the coyote as hated and hunted, but also tolerated as part of the ecological balance and venerated in Native American lore. “Coyote Fact” sidebars throughout will attract browsers and reluctant readers.

Crabs, Crayfishes, and Their RelativesAuthor: Beth Blaxland Level: 4-6 Description: Defines crustaceans, such as freshwater crayfish, and describes their characteristics, life cycles, habitats, senses, food, and self-defense.

CrayfishAuthor: Jason Cooper, Lynn Stone Level: K-5 Description: A basic introduction to crayfish, focusing on their physical characteristics, habitat, diet, activities, life cycle, and reproduction.

CrayfishAuthor: Lola M. Schaefer Level: K-3 Description: A basic introduction to crayfish, focusing on their physical characteristics, habitat, diet, and activities.

CrayfishAuthor: Phyllis W. Grimm, Jerry Boucher Level: 2-5 Description: A basic introduction to these crustaceans, related in an easy-to-read, large-type text and illustrated with full-color photos.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 217Desert Giant: The World of the Saguaro CactusAuthor: Barbara Bash Level: 3-5 Description: Describes how the cactus provides homes for woodpeckers, owls, and hawks, and food for bats, birds, coyotes, and the indigenous people of Arizona’s Sonoran Desert.

Desert TripAuthor: Barbara Steiner Level: K-2 Description: A young girl and her mother backpack in the desert and learn about the plants, animals, birds, and rock formations.

Digging for Bird Dinosaurs: An Expedition to MadagascarAuthor: Nic Bishop Level: 3-8 Description: Follows Cathy Forster on an expedition to Madagascar, where she searches for evidence that dinosaurs and birds are related.

Dinosaur Mountain: Graveyard of the PastAuthor: Caroline Arnold Level: 3-5 Description: Describes the discoveries made at the Dinosaur National Monument quarry in Utah, a rich source of fossils, and highlights the detailed work of paleontologists.

Dougal Dixon’s Amazing Dinosaurs: The Fiercest, the Tallest, the Toughest, the SmallestAuthor: Dougal Dixon Level: 3-5 Description: Presents detailed dinosaur facts about carnivores, long-necked herbivores, armored dinosaurs, and two-footed herbivores.

EggAuthor: Shelley R. Gill Level: 3-8 Description: Examines the mythology, legends, evolution, and biology of eggs. Introduces egg-laying animals and the adaptations they have made to protect their eggs.

An Extraordinary Life: The Story of a Monarch ButterflyAuthor: Laurence Pringle Level: 3-5 Description: This concept book introduces the life cycle, feeding habits, migration, predators, and mating of the monarch butterfly through the observation of a monarch named Danaus.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 218Feathered DinosaursAuthor: Christopher Sloan Level: 3-8 Description: Presents evidence of dinosaurs with skeletal structures and feathers similar to those of birds and why that is convincing many scientists that birds evolved from dinosaurs.

FishAuthor: Adele Richardson Level: K-3 Description: Discusses the characteristics, eating habits, and offspring of fish.

Freshwater HabitatsAuthor: Diane Snowball Level: K-3 Description: Young readers will explore a variety of freshwater habitats around the world, including the Nile River in Africa and Lake Baikal in Russia, plus Maryland's cypress swamp, the Everglades, and a Canadian stream. Full color.

FrogAuthor: Michael Chinery Level: 4-6 Description: As with other books in the Life Story Series, the text and photographs provide close-ups of the structures, behaviors, and life cycle of one animal. Others in the series in include butterflies, spiders, and ants.

Frog Rescue: Changing the Future for Endangered WildlifeAuthor: Garry Hamilton Level: 5-8 Description: Profiles the disappearance and endangerment of frogs around the world. Also covers a range of innovative programs used around the world to protect these vulnerable species.

From Seed To PlantAuthor: Gail Gibbons Level: 2-3 Description: An easy-to-read, inviting, and colorful resource that explores how seeds produce plants. The entire life cycle of plants is followed with surprising scientific detail, from the structure of the flower, pollination, fruit and seed formation, seed dispersal, germination, and the stages of growth.

Giant Shark: Megalodon, Prehistoric Super PredatorAuthor: Caroline Arnold


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 219Level: 3-8 Description: Describes the life cycle and habits of the “largest ocean predator,” the megalodon, which has been extinct for over 2 million years.

Gone Again PtarmiganAuthor: Jonathan London Level: 3-5 Description: Introduces the ptarmigan, the state bird of Alaska, and tells how it is able to blend into its surroundings in each season of the year.

Here Is the African SavannaAuthor: Madeline Dunphy Level: K-2 Description: Circular, cumulative verse highlights the landscape and animals of the African savanna and introduces the food chain. The bright, double-page acrylic illustrations are rich in detail, and the endnotes give additional information about plants and animals.

How Animals Live: The Amazing World of Animals in the WildAuthor: Bernard Stonehouse, Esther Berttram Level: K-8 Description: Presents an overview of the characteristic behavior, habits, and survival skills of various types of animals around the world.

How Do Animals Adapt?Author: Bobbie Kalman, Jacqueline Langille Level: 2-3 Description: Describes how animals adapt to survive, discussing camouflage, mimicry, poisons, defense, adaptations to weather, feeding, and mating.

Journey into the RainforestAuthor: Tim Knight Level: 3-5 Description: Provides a tour of the rain forest ecosystem, including ecology, animals, food chains, and interrelationships between plants and animals. Examines the human impact and deforestation on this habitat.

Look Once, Look Again: Animal EyesAuthor: David Schwartz, Dwight Kuhn Level: K-2 Description: A short photographic book that compares the eyes of a crab, fish, frog, horsefly, sea star, cat, and gecko. Simple, engaging format that hooks the reader with close-up images.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 220Look Once, Look Again: Animal FeetAuthor: David Schwartz, Dwight Kuhn Level: K-3 - Publisher: Creative Teaching Press - Year: 1998 - ISBN: 1-574-71319-1Description: A short photographic books that compares the feet of a duck, caterpillar, gecko, flicker, tree frog, black bear, and a snail. Simple, engaging format that hooks the reader with close-ups images.

Look Once, Look Again: Animal TailsAuthor: David Schwartz, Dwight Kuhn Level: K-3 Description: A short photographic books that compares tails of a mosquito larva, lemur, guppy, tadpole, pig, earwig, and chameleon. Simple, engaging format that hooks the reader with close-ups images.

Look Once, Look Again: MouthsAuthor: David Schwartz, Dwight Kuhn Level: K-2 Description: A short photographic book that compares the mouths of a puffin, child, housefly, dragonfly nymph, butterfly, chameleon, and alligator.



The Magic School Bus on the Ocean FloorAuthor: Joanna Cole Level: K-5 Description: The magic school bus turns into a submarine as the class and Ms. Frizzle learn about the landforms on the ocean floor and the adaptations the ocean animals make to live there.

My Visit to the AquariumAuthor: Aliki Level: K-5 Description: A visit to the aquarium features a variety of aquatic habitats, including tropical coral reefs, kelp beds, freshwater swamps, tide pools, and the many creatures that inhabit these ecosystems.

Naked Mole-RatsAuthor: Gail Jarrow, Paul Sherman Level: 3-5 Description: Explores the unique naked mole rat of Africa and provides information about this animal’s adaptations to its habitat, including physical characteristics, feeding habits, social structure, and defenses.

One Small Square: PondAuthor: Donald M. Silver Level: 3-5 Description: Double-page spreads of colorful artwork and text encourage readers to search for and document plants, animals, and insects that inhabit one small square of a pond. A pictorial glossary and investigations appropriate to the season are included.

Our Wet WorldAuthor: Sneed B. Collard III Level: 1-4 Description: Take a look at the many different ecosystems that constitute Earth’s “wet world.” From streams and rivers through marshes to the shore, each ecosystem is described in words and pictures. Includes a glossary.

Plants and FlowersAuthor: Joyce Pope


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 222Level: 4-6 Description: Clear illustrations and text describe seeds, insects, and flowers. Interesting chapters cover plants without flowers and flesh-eating plants. Others in the series include Night Creatures, Animal Journeys, and Trees and Leaves.

Popcorn!Author: Elaine Landau Level: 3-8 Description: Find out about popcorn’s Native American origins, the invention of the popping machine, and the popularity of popcorn during World War II, when sugar for snack foods was in short supply. And what makes popcorn pop? A list of online and print resources is included.

The Reason For A FlowerAuthor: Ruth Heller Level: 1-2 Description: This poetic presentation tells about plant reproduction, manufacturing of seeds, and seed propagation. It also shows plants that don’t seem to be flowers but are.

Red-Eyed Tree FrogAuthor: Joy Cowley Level: K-5 Description: The nocturnal adventures and survival of a Central American tree frog are described in this story of the tropical rain forest. Photographs show the small frog in its habitat, as well as a variety of other creatures from its perspective.

Seeds And SeedlingsAuthor: Elaine Pascoe Level: 4-7 Description: Describes how seeds form, how they grow, what they look like, how they reproduce, and how they make food. Provides instructions for related experiments. Each experiment is introduced by a question, includes a list of materials, and ends with sections that pose additional questions and encourage the interpretation of experiment results.

Seeds, Stems, and Stamens: The Ways Plants Fit Into Their WorldAuthor: Susan E. Goodman Level: 3-5 Description: Discuss how plants fit into the environment; how they obtain sun, water, and food; their inherent defenses; and propagation.

ShellsLevel: 3-6 Description: Investigates the colorful world of shells.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 223SlugsAuthor: Anthony D. Fredericks Level: K-5 Description: An easy-to-read book that makes reading an interactive experience. Color photos describe the life cycle of slugs. Includes chapters, a glossary, and an index.

Slugs and SnailsAuthor: Theresa Greenaway Level: K-2 Description: Explains how slugs and snails behave and reproduce, and where they go in the winter.

SnailologyAuthor: Michael Elsohn Ross Level: K-3 Description: Provides instructions for finding, collecting, and keeping snails and suggests how to delve into the secret lives of these shell dwellers.

SnailsAuthor: Kevin J. Holmes Level: K-3 Description: An introduction to snails’ physical characteristics, habits, behavior, and relationships to humans.

Swallows in the BirdhouseAuthor: Stephen R. Swinburne Level: K-8 Description: Two children put up a birdhouse in their backyard and watch as a pair of tree swallows build a nest and raise six babies before migrating south in the fall. Includes information about tree swallows and about birdhouses.

TadpolesAuthor: Elaine Pascoe Description: Explores the physical characteristics, reproduction, habitat, and metamorphosis of tadpoles. Includes hands-on activities.

This Place Is ColdAuthor: Vicki Cobb Level: 3-8 Description: Focuses on the land, animals, plants, and climate of Alaska, presenting it as an example of a place where it is so cold your hair can freeze and break off. Information is provided about Alaska’s geographical location and its weather.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 224This Place Is WetAuthor: Vicki Cobb Level: 3-8 Description: Provides information on the Amazon rain forest and the adaptations of the people, plants, and animals found in such a wet environment. It also notes the ways this ecosystem is becoming endangered.

Tough Beginnings: How Baby Animals SurviveAuthor: Marilyn Singer Level: K-3 Description: Presents information about some of the difficulties faced by different baby animals as they grow to adulthood.

A Walk on the Great Barrier ReefAuthor: Caroline Arnold Level: 3-8 Description: Describes the fascinating ecosystem of the Great Barrier Reef off the coast of Australia.

While a Tree Was GrowingAuthor: Jane Bosveld Level: 3-8 Description: The growth of a giant sequoia is traced from seedling to maturity in both historical and biological contexts. The tree is also shown as part of the web of life of the forest, as a variety of animals and insects use it for shelter, food, and symbiotic relationships.

Wild and SwampyAuthor: Jim Arnosky Level: 3-5 Description: Describes and portrays the birds, snakes, and other animals that can be seen in a swamp.

The Winking, Blinking Sea: All About BioluminescenceAuthor: Mary Batten Level: 3-5 Description: Explains bioluminescence in ocean life, giving examples of sea creatures that glow, such as ostracods, Bermuda fire worms, and flashlight fish.

Woolly Mammoth JourneyAuthor: Debbie S. Miller Level: 3-5


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 225Description: The discovery of a giant tusk launches a nature adventure describing the annual migration of a small band of woolly mammoths as it might have happened 12,000 years ago.

AmigoAuthor: Byrd Baylor Level: K-5 Description: Desperately wanting a pet to love, a boy decides to tame a prairie dog who has already decided to tame the boy for his own pet. The poetic text tells how the boy considers what the animal needs to survive in its environment.

Desert VoicesAuthor: Byrd Baylor Level: K-5 Description: Ten creatures describe their lives and the beauty of their desert home.

Farewell to Shady GladeAuthor: Bill Peet Level: 3-5 Description: Animals travel in search of a suitable environment in which to live because their original habitat is being cleared for human development.

The GardenerAuthor: Sarah Stewart Level: 2-3 Description: In the 1930's, a little girl comes to live with her grumpy uncle in the city. Her love of growing things literally makes joy blossom for the neighborhood.

The Great Kapok Tree: A Tale Of The Amazon Rain ForestAuthor: Lynne Cherry Level: K-5 Description: A man who comes to chop down a tree takes a rest. As he sleeps, the animals that live in the tree plead with him not to destroy their world. Like the rain forest, the story and illustrations are dramatic, vibrant and wondrous.

A House for Hermit CrabAuthor: Eric Carle Level: K-3 Description: Hermit Crab has outgrown his shell, so he sets out in search of a bigger one. On his underwater journey, he makes new friends that help him turn his new house into a home.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 226Ice Bear and Little FoxAuthor: Jonathan London Level: K-2 - Description: Depicts the natural relationship between an arctic fox and a young polar bear as they manage to survive over the course of a year in the Arctic.

Island Of The Blue DolphinsAuthor: Scott O'Dell Level: 3-6 Description: Karana, a Native American, lived alone for years on an island in the Pacific. This story tells how she kept herself alive by building shelter and finding food while waiting to be rescued.

Just So StoriesAuthor: Rudyard Kipling Level: 3-5 Description: Presents tales of animals and far-off places. Each short story explains a mystery about an animal, such as why it looks the way it does.

The LoraxAuthor: Dr. Seuss Level: K-5 Description: Delivers a vivid picture of environmental disaster through habitat destruction, pollution, and overuse of natural resources.



Miss RumphiusAuthor: Barbara Cooney Level: 3-4 Description: Great-aunt Rumphius was once a little girl who loved the sea, longed to visit faraway places, and wished to do something to make the world a more beautiful place. As an old woman, her last wish is fulfilled as she spreads lupine seeds and watches the plants disperse.

Oak TreeAuthor: Gordon Morrison Level: 3-5 Description: A year in the life of a grand oak tree is depicted through detailed pencil and watercolor paintings, expressive text, and explanatory margin notes. Explains the ecology of the tree as a host for a number of small creatures.

The Precious Gift: A Navajo Creation MythAuthor: Ellen Jackson Level: 3-4 Description: A retelling of part of a Navajo myth in which the lowly snail is responsible for bringing water to the new land. The myth is an explanation story for why some animals live in swamp habitats and why the snail has a shell.

Rain ForestAuthor: Helen Cowcher Level: K-5 - Publisher: Farrar, Straus, and Giroux - Year: 1990 - ISBN: 0-374-46190-2Description: Presents the fragile balance of nature as animals, living peacefully in the tropical rain forest, witness machines invading their world.

The Salamander RoomAuthor: Anne Mazer Level: K-4 Description: A young boy finds a salamander and thinks about what he needs to do to make a perfect home for it.

Salmon StreamAuthor: Carol Reed-Jones Level: K-4 Description: The story unfolds the scientific cycle of a salmon and the multiple threats to their survival. It engages children, showing how they can help keep salmon with us. Rich in imagery and rhythmic verse.

The Sign of the Seahorse: A Tale of Greed and High Adventure in Two ActsAuthor: Graeme Base


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 228Level: 3-5 Description: The inhabitants of a coral reef ecosystem are threatened when a shady real estate deal floods their area with poisonous waste and pollution.

Snail Girl Brings Water: A Navajo StoryAuthor: Geri Keams Level: K-8 Description: This book is a Navajo creation story about bringing water to the desert and how snails got their shells.

The Snail's SpellAuthor: Joanne Ryder Level: K-2 Description: A child takes an imaginary journey into a garden teeming with living things as he shrinks to the size of a snail and experiences the world from that perspective.

StellalunaAuthor: Janell Cannon, Jewell Cannon Level: K-5 Description: After falling headfirst into a bird’s nest, a baby bat is raised as a bird until she is reunited with her mother. Explores the adaptations and survival of birds and bats in their respective habitats.

When Agnes CawsAuthor: Candace Fleming Level: K-2 Description: Sent to the Himalayas in search of the rare and endangered pink-headed duck, young bird-calling expert Agnes must thwart villainous Colonel Pittsnap, who wants the prize bird for his collection.

Ecology: The Study of Living ThingsAuthor: Terry J. Jennings Description: All living things in the natural world are affected by their environment and by the other living things around them. Ecology is the study of how plants, animals, and other organisms relate to each other and to their habitats.

Living ThingsAuthor: Katy Z. Allen, Vicky Heisler Description: Describes how living things can be classified according to their structures. Explains the requirements for life, reproduction, ecosystems, structures and behaviors of living things, and how energy from the Sun transfers to living things.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 229Schoolyard EcologyAuthor: Katharine Barrett, Carolyn Willard Description: The schoolyard is an environment to be investigated. Many ecological, environmental, and life science concepts are explored. Students learn biological sampling techniques and develop their mapping and related mathematical skills. GEMS Guide.

Terrarium HabitatsAuthor: Kimi Hosoume, Jacqueline Barber Description: The activities in this Great Explorations in Math and Science (GEMS) guide bring the natural world into your classroom and deepen student understanding of, and connection to, all living things. After an exploration of soil, students design and construct terrariums. Sow bugs, earthworms, and crickets are placed in the habitat, and students observe and record changes over time. Includes detailed instructions on setting up and maintaining the terrariums, along with concise biological information on small organisms that can become terrarium inhabitants.

They Don’t Have to Die: Home And Classroom Care For Small AnimalsAuthor: Jim Dunlap Level: 6-8 Description: A must for teachers who keep small animals in their classroom. You’ll find complete instructions for the care and feeding of classroom pets, from insects to small mammals. There is a section on inexpensive solutions for cages and containers. The book also deals with the safe and humane disposal of most animals.



Websites



netTrekker

What is netTrekker?

netTrekker is an educational search tool for K-12 that brings digital resources into the classroom in a safe, relevant and engaging way, making it faster and easier to provide a more personalized and productive learning experience for every student.

How do I access suggested sites for this unit of instruction?

1. Login on netTrekker. (See next page for directions.)2. On the far right side select My Portfolio under My Tools.

3. Select District: Washington County Schools District Portfolio.WCPS 2010-2011 Grade 4 Standard 3: Life Science


4.



4. Select Elementary.



5. Select Science.



6. Select your grade level. (example: Grade 4)7. Select the folder identified by the unit of study. (example: Life Science (Unit 2))8. Select the site you wish to visit. You may select (more) to learn more about the site before leaving the Portfolio. 9. See below for special features once the site you have selected is opened.10. To close a site, close the window the site is opened on. The Portfolio will still remain in an opened window.

Special features for entering websites through net Trekker

Read Aloud ~ Select the Read Aloud tab at the top of the page. Highlight any text you wish to have read aloud. The text highlighted will be read aloud. Make sure that the speaker volume is turned on through your computer settings.

Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translations will appear. If Read Aloud is on, the word selected will be read aloud.

Vote if you Dislike or Like the website.

See the netTrekker Quick Reference Guide for More InformationWCPS 2010-2011 Grade 4 Standard 3: Life Science


Web Sites

All About Snails (student and teacher resource)URL: http://www.kiddyhouse.com/Snails/Description: Learn about the snail, coloring activities, worksheets, clip art, stories and Internet-based lesson.

BioKids: Inquiry of Diverse Species (student and teacher resource)URL: http://www.biokids.umich.edu/Description: Information for both students and teachers concerning diverse species, especially in southeast Michigan. Check out the Critter Catalog for photos and information about a variety of organisms studied in FOSS modules and courses, including crayfish and cockroaches.

Biology of Plants (student and teacher resource)URL: http://mbgnet.mobot.org/bioplants/main.htmlDescription: Play games, watch video clips, view animated diagrams, and sing songs to learn about plant parts, photosynthesis, pollination, seed dispersal, and plant adaptations. From the Missouri Botanical Garden.

Crayfish Home Page (student and teacher resource)URL: http://crayfish.byu.edu/Description: Everything you might want to know about crayfish and probably more!

Deep Ocean Creatures (teacher resource)URL: http://www.extremescience.com/DeepestFish.htmDescription: Scientists are finding out more about the amazing creatures that live in the deepest parts of the ocean. Find out more about the creatures and how scientists study them.

ENature (student and teacher resource)URL: http://www.enature.com/Description: This site features complete field guides to animals and plants. The regional search feature allows you to find species in your region.

The Great Plant Escape (student resource)URL: http://www.urbanext.uiuc.edu/gpe/index.htmlDescription: Help Detective Leplant and his partners unlock the amazing mysteries of plant life. Sponsored by the University of Illinois Extension Program. Includes a Spanish version. Young students may need help with reading the text.WCPS 2010-2011 Grade 4 Standard 3: Life Science

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 238Growing a Pineapple (student resource)URL: http://aggie-horticulture.tamu.edu/plantanswers/fruit/pineapple.htmlDescription: Getting a pineapple top to take root is no mystery once you follow these instructions.

Insectlorepedia (student and teacher resource)URL: http://www.insectlore.com/xlorepedia_stuff/lorepedia_index.htmlDescription: Find out more information about a variety of insects. Each entry in the Insectlorepedia features a close-up image of the insect.

Kidsgardening (teacher resource)URL: http://www.kidsgardening.com/Description: The National Gardening Association provides parents and educators with ideas, resources, and information. Check here for grants for school garden projects.

KinderGarden (student and teacher resource)URL: http://aggie-horticulture.tamu.edu/kindergarden/Child/Cgintro.htmDescription: This site includes information and resources for growing and maintaining school gardens plus information about botanic and community gardens.

National Gardening Association (student and teacher resource)URL: http://www.garden.org/Description: Information about home gardening.

NOAA's Ark (student and teacher resource)URL: http://www.photolib.noaa.gov/animals/index.htmlDescription: This collection of images from the National Oceanic and Atmospheric Administration (NOAA) includes many wonderful pictures of both land- and ocean-dwelling creatures, including bears, whales, birds, and walruses.

Plants and Youth: Design and Build a Terrarium (student and teacher resource)URL: http://edis.ifas.ufl.edu/MG356Description: With this illustrated online guide from the Florida Cooperative Extension Service, students can have a great time designing and building simple terrariums using quart jars or goldfish bowls. (Note: A warm terrarium is perfect for sprouting as many grapefruit seeds as you have room for.)


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 239Raising Snails (teacher resource)URL: http://www.nal.usda.gov/afsic/AFSIC_pubs/srb96-05.htmDescription: USDA site explaining how to commercially raise snails, and lots of other information about snails in general.

Scientific American/Ask The Experts (student and teacher resource)URL: http://www.sciam.com/askexpert_directory.cfmDescription: This site, maintained by Scientific American magazine, provides visitors with the opportunity to ask questions concerning specific phenomenon in science, mathematics, and technology. Scientific American then passes these queries on to experts in both academia and industry.

Seeding The Garden (teacher resource)URL: http://edis.ifas.ufl.edu/VH026Description: University of Florida site about using seeds to start a garden.

Teaching about the Rainforest (teacher resource)URL: http://www.accessexcellence.org/AE/AEPC/WWC/1991/rainforest_tips.htmlDescription: These nine ideas for learning about the rainforest involve students in classroom projects and field trips that enlarge their understanding of the importance of soil, seed dispersal, and growing conditions. The site includes a list of resources for such things as banana seeds, books, and software. (i unapproved this because as far as i can tell this page no longer exists)

USDA Plants National Database (student and teacher resource)URL: http://plants.usda.govDescription: Information on any plant living in North America. Some entries have extensive information and pictures.

USGS Biological Resources Division (student and teacher resource)URL: http://biology.usgs.gov/Description: This site includes a photo gallery, kid’s corner, education links, special interest stories, plus other information concerning the Biological Resources Division.

Wonderwise: Women in Science Learning Series (student and teacher resource)URL: http://net.unl.edu/wonderwise/index.htmDescription: Introduces you to women who have made science their career. You can take several field trips, including space geology, African plant exploration, and urban ecology.



FOSSweb.com offers the following resources for you to use to enhance your science lessons and to support instruction. The website includes the following:

Photo gallery of an Alligator Bass, Big Eared Ozark Bat, Black Footed Ferret, Cactus, California Condor, Canadian Geese, Canvasback Duck, Copper Belly Water Snake, Florida Panther, Ghost Crab, Humpback Whale, Praying Mantis, Swallowtail Butterfly, Tree Frog, and Water Lily

Ask a Scientist ~ Common questions and answers about structures of life

Websites with descriptions and links

Interactive Game ~ Life Cycles

Movie ~ Jellyfish

Tips and tricks for preparing and teaching the structures of life module



Formative Assessments

“Formative assessments are used to gain information that improves instruction and advances student learning. Formative assessment entails both “gathering information about children’s ongoing development of ideas and skills and using this in modifying activities and the teacher’s interventions to meet the children’s needs” (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.”

Resource: Science and Learning, March 2007, “Assessing for Science Learning”, Michele H. Lee and Sandra K. Abell

Administering the formative assessments is optional and the scores are NOT reported.Formative assessments provide an opportunity to informally assess students after each

investigation for instructional purposes.The formative assessments do not serve as a “practice” for the end of the unit assessment.A formative assessment is provided for each unit investigation.A key is provided for each formative assessment.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 242Name ___________________________________________

Investigation 1: Origin of Seeds

Formative Assessment

1. Seeds develop in the part of a plant called the

A. embryoB. coatC. moldD. fruit

2. The ____________ is the part of the seed that contains the tiny leaves and root.

A. embryoB. coatC. moldD. fruit

3. Different kinds of fruits have


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 243A. different number of seedsB. the same number of seedsC. the same size seedsD. no seeds

4. The size, shape, color, and smell are all _______________ of the seed.

A. dormantB. propertiesC. embryoD. mold

5. When a seed is dormant it is

A. growingB. dyingC. resting or inactiveD. moldy

6. A slimy or cotton-like growth that develops on moist materials is called


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 244A. moldB. embryoC. dormantD. bush bean

7. The seed coat provides

A. food B. moldC. fruit D. protection

8. The cotyledon is the main part of the seed that stores the ___________ for the young plant.

A. seed coatB. embryoC. foodD. water

9. Abby took 10 lima bean seeds, weighed the dry seeds using her scale, and recorded her observations. She then soaked the 10 seeds overnight in water, weighed them using her scale, and recorded her observations.

Abby’s Observations



Characteristic of 10 Seeds

Mass

Dried 10 grams

Soaked in Water 5 grams

Are Abby’s observations correct or incorrect? Be sure to include in your explanation

why Abby’s observation is correct or incorrect examples from your own experience with the Seed Soak Investigation

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

Investigation 1: Origin of SeedsFormative Assessment Key

Item Indicator Scoring Tool Performance Criteria/Answer

1. 4.1.A.1.a,b4.3.A.1.b,d

1 - Correct answer0 – Incorrect answer

D.

2. 4.1.A.1.g4.3.A.1.d


A.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 2463. 4.1.A.1.a,b

4.3.A.1.b,d1 - Correct answer0 – Incorrect answer

A.

4. 4.1.A.1.a,b4.3.A.1.b,d


B.

5. 4.1.A.1.e4.3.D.1.d4.3.F.1.a


C.

6. 4.1.A.1.e4.3.D.1.d4.3.F.1.a


A.

7. 4.1.A.1.g4.3.A.1.d


D.

8. 4.1.A.1.g4.3.A.1.d


C.

9. 2.3.C.1.a Score Student Response2 Includes that the observation is incorrect and

explains that the seed that was soaked in water should have had the greater mass.

1 Includes that the observation is incorrect but does not explain why.ORIncludes that the observation is correct but explains that the seed that was soaked in water should have had the greater mass.

0 Other

Name _____________________________________________

Investigation 2: Growing Further

Formative Assessment

1. When a seed begins to develop after a period of dormancy, it is called

A. seedingWCPS 2010-2011 Grade 4 Standard 3: Life Science

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 247B. germinationC. rootingD. cotyledon

2. The part of the plant that supports the rest of the plant is the

A. rootB. stemC. leafD. seed

3. Growing plants in water and nutrients is called

A. cotyledonB. organismsC. germinationD. hydroponics

4. Organisms are all

A. living plantsB. non-living plants and animalsC. living plants and animalsD. non-living animals

5. Fruits and seeds develop from


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 248A. flowersB. rootsC. stemsD. leaves

6. ____________ are the important chemicals healthy plants need.

A. NutrientsB. HydroponicsC. GerminationD. Cotyledon

7. Young plants that grow from seeds are

A. stemsB. leavesC. seedlingsD. germination

8. ___________ are one of the first structures to grow. They grow downward to hold the plant to the ground and get nutrients.

A. StemsB. Leaves


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 249C. FlowersD. Roots



9. Ping wrote a report on the life cycle of the bean. Ping read her report to her little brother. Her little brother asked, “What is a life cycle?” What would you tell Ping’s little brother? Be sure to include

an explanation of the life cycle of a bean why it is called a cycle

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 251Investigation 2: Growing Further

Formative Assessment Key

Item Indicator Scoring Tool Performance Criteria/Answer1. 4.3.D.1.b 1 - Correct answer

0 – Incorrect answerB.

2. 4.3.D.1.b 1 - Correct answer0 – Incorrect answer

B.

3. 4.3.E.1.b 1 - Correct answer0 – Incorrect answer

D.

4 4.3.D.1.b 1 - Correct answer0 – Incorrect answer

C.

5 4.1.A.1.e4.1.B.1.d


A.

6. 4.3.E.1.b 1 - Correct answer0 – Incorrect answer

A.


C.


D.

9. 4.1.A.1.e4.1.B.1.d

Score Student Response2 Includes that plants cycle from seed through all

its stages and begins again with new seeds. Since it continues over and over, it is a cycle.Note: Stages of life cycle include seed, germinated seed, seedling, adult plant with flowers, pods containing bean seeds. All stages are not required; however, an overall understanding of the life cycle should be demonstrated.

1 Includes only explains the life cycle but does not explain why it is called a cycle or vice versa.

0 Other

Name ________________________________________Investigation 3: Meet the Crayfish


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 252Formative Assessment

1. The observable parts of an organism, like the stem of a plant or the carapace of a crayfish are the

A. structuresB. habitatC. behaviorD. crustaceans

2. Which is an observable structure on a crayfish?

A. rootsB. elodeaC. swimmeretsD. wings

3. The main body shell of crustaceans is

A. bristleB. carapaceC. swimmeretD. pincers

4. The pincers are

A. leg like structures in the frontB. short hairs that help sense things


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 253C. feelersD. main body shell

5. The antenna are

A. leg like structures in the frontB. short hairs that help sense thingsC. feelersD. main body shell

6. __________________ are a class of mostly aquatic animals that have hard, flexible shells, jointed legs, and two pairs of antennae.

A. SnailsB. FishC. OctopusD. Crustaceans

7. The behaviors of an animal are the

A. habitatB. things that they doC. parts of its bodyD. territory



8. The part of an animal’s habitat that it defends is called its

A. carapaceB. structureC. territoryD. hydroponics



9. Emily and Carl want to find a crayfish to keep as a pet. What would you tell Emily and Carl about the habitat for the crayfish so they will properly care for a crayfish? Be sure to include in your explanation

what is a habitat conditions that are needed for a healthy habitat

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 256Investigation 3: Meet the Crayfish

Formative Assessment Key


1. 4.3.D.1.a-c4.3.A.1.b


A

2. 4.3.D.1.a-c4.3.A.1.b


C.

3. 4.3.D.1.a-c4.3.A.1.b


B.

4. 4.3.D.1.a-c4.3.A.1.b


A.

5. 4.3.D.1.a-c4.3.A.1.b


C.

6. 4.3.D.1.a-c4.3.A.1.b


A.

7. 4.3.D.1.c,d 1 - Correct answer0 – Incorrect answer

B.

8. 4.1.B.1.d4.3.D.1.a,c


C.

9. 4.3.D.1.a,b4.3.A.1.b4.3.F.1.a

Score Student Response

2 Defines habitats and mentions at least 2 of the 3 things that crayfish need

water (clean and/or cool) food from plants and animals shelter

1 Defines habitats and only mentions 1 of the above list orStudent does not define habitat and mentions at least 2 of the 3 things that crayfish need

0 Other

Name _______________________________________________

Investigation 5: Bess BeetlesWCPS 2010-2011 Grade 4 Standard 3: Life Science

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 257Formative Assessment

1. How many jaws does a bess beetle have?

A. oneB. twoC. threeD. four

2. What is the bess beetle’s source of food?

A. bugsB. fruitC. weedsD. wood

3. What are the three main body parts of a bess beetle?

A. jaws, thorax, and abdomenB. head, thorax, and legsC. head, thorax, and abdomen D. antennae, abdomen, and legs

4. How many legs does a bess beetle have?

A. twoB. four


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 258C. sixD. eight


bess beetles crayfish

thorax

six legs

abdomen

head

two jaws

horn

eyes

antennae

exoskeleton

pincher

eight legs

jointed legs

carapace

swimmerets

Comparing Beetles and Crayfish

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 259Directions

Use the information below to answer numbers 5 through 7

During this investigation, we compared bess beetles and crayfish.

Milo and Max created a Venn diagram to show the similarities and differences between the beetles and crayfish.


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 2605. What two characteristics are unique to bess beetles?

A. horn and carapaceB. antennae and exoskeletonC. thorax and abdomenD. pincher and eyes

6. What two characteristics are unique to crayfish?

A. pincher and carapaceB. antennae and exoskeletonC. thorax and abdomenD. pincher and eyes

7. What two characteristics are common to bess beetles and crayfish?

A. pincher and carapaceB. antennae and exoskeletonC. thorax and abdomenD. pincher and eyes


O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 2618. What do we need to know about the bess beetle’s habitat in order to keep them in the classroom? Be sure to include in your

explanation:

what is a habitat conditions that are needed for a healthy habitat

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Investigation 5: Bess BeetlesFormative Assessment Key



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 2621. 4.3.A.1.b

4.3.D.1.b1 - Correct answer0 – Incorrect answer

B.

2. 4.3.A.1.b4.3.D.1.b


D.

3. 4.3.A.1.b4.3.D.1.b


C.

4. 4.3.A.1.b4.3.D.1.b


C.

5. 4.1.D.1.c4.3.A.1.b


C.

6. 4.1.D.1.c4.3.A.1.b


A.

7. 4.1.D.1.c4.3.A.1.b


B.

8. 4.3.A.1.b4.3.D.1.b

Score Student Response3 Defines habitats and mentions at least 3 of the 4 things that bess beetles need

Water – moist environment Food - wood Space and shelter Air

2 Defines habitat and mentions at least 2 of the 4 things that bess beetles need.ORThe student does not define habit and mentions at least 3 of the 4 things that bess beetles need.

1 Defines habitats and only mentions 1 of the above list.ORDoes not define habitat and mentions 2 of the 4 things that bess beetles need.

0 Other

Science Assessment Collection Windows

Teachers should determine the most appropriate date to administer the end of the module assessment, keeping in mind the dates they are due to Central Office.



End of the module assessment must be completed, scantrons bubbled, and received at Central Office by the dates listed below.

Unit Assessment Due Dates

Unit 1 Unit 2 Unit 3

November 19, 2010 February 25, 2011 Last Day of School




Grade 4

Unit 2


SCIENCE

BENCHMARK



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 266Teacher Directions

PART 1Distribute the Test Materials

Today we are going to take the Unit 2 Science test. Do your best to select or write an answer for each question on the test.I am now going to give you the test materials you will need. Please do not open your Test Book until I tell you to do so.

Distribute the Test Books, No. 2 pencils with erasers, and scratch paper.

The Unit 2 Science consists of Selected Response (SR) questions and Brief Constructed Response (BCR) questions. The SR questions require you to select the correct answer from four choices and darken the appropriate circle in the Test Book. BCR questions require you to write your response in the boxed answer area of the Test Book. Now turn to page 3 in your Test Book. Read the directions to yourself as I read them aloud.

Selected Response Instructions• Be sure to fill in the circle completely and make your mark heavy and dark in your test book and on your scan sheet.• If you want to change an answer, completely erase the mark you made before making a new mark.• Remember to read and follow all directions and information in the Test Book.

Brief Constructed Response Instructions • In addition to Selected Response questions, there will be Brief Constructed Response questions that require a written answer.

• You may underline, mark, and make calculations and notes in your Test Book; however, be sure to mark and write all your answers in the space provided in your Test Book.• Remember, only what you write in the boxed area in your Test Book will be scored.

For Constructed Response questions, you do not need to use the entire answer space. Do not write outside the boxed area. Answers written outside the boxed area will not be scored. To answer some of the questions on this test, you will be asked to read a passage or review a diagram. Questions will follow each passage or diagram. If you do not know the answer to a question, do your best but do not spend too much time on any one item. You may return later if time permits during that Test Part. Do you have any questions?

Answer any questions students may have. Repeat any of the instructions, as necessary.


SAY

SAY

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 267You may go back over Part 1 and check your answers, but do not go on to Part 2. Make sure that you have marked all Selected Response answers clearly and have only responded to Brief Constructed Response questions in the boxes provided. When you have finished with Part 1, sit quietly until everyone else has finished. Do you have any questions?

When you are sure that all students understand the directions, continue.

Please raise your hand during testing if you have a question. You will have 27 minutes to complete Part 1. I will help you keep track of the time by recording the remaining testing time on the board. If you finish early, you may review your answers in Part 1 only. Do you have any questions about what to do, how to mark an answer, or how to write an answer?

Answer any questions students may have. Repeat any of the instructions, as necessary.

Locate Part 1 by turning to page 3 of your Test Book.

Pause, and make sure all students have found page 3, which says “Part 1.”

You will have 27 minutes to complete Part 1. Turn to page 4 for Part 1. You may begin.

Give students 27 minutes to complete Part 1. Record the starting time, the amount of time for Part 1, and the stopping time on the board. When15 minutes have passed, record the remaining testing time on the board.


SAY

SAY

SAY

SAY


Items 1 through 13Items begin on page 4

Record theStarting Time: ___________

Add 27 minutes: + 27

Record theStopping Time: ___________

Record theRemaining Time: __________

While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting toanswer each question, that they are marking their answers appropriately in the Test Book, and that they are not going on to Part 2 or to any other part.Do not offer any help on specific test questions. When 27 minutes have passed, read the next direction.

Please stop working and put down your pencil. This is the end of Part 1. Please close your Test Book. We will take a 10-minute break now.

Students are allowed a short break lasting no longer than 10 minutes. If all students have returned to their seats in less than 10 minutes and are ready to go on, you may continue to Part 2.


SAY

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 269PART 2

We will now take Part 2 of the test. Open your Test Book to Part 2 on page 11. Please remember that during testing, you may not talk to other students or look at another student’s Test Book. You may not share materials or use other materials not provided by the Test Examiner. Remember to read all of the directions and information for Part 2 in the Test Book. Choose the best answer for each Selected Response question and write your best response for each Brief Constructed Response question. If you are not sure about an answer, do the best you can but do not spend too much time on any one question. As a reminder, be sure to answer the BCR question completely and do not write outside the boxed area. When you come to the word “STOP” at the bottom of the page, you have finished Part 2.

When you are sure that all students understand the directions, continue.

Please raise your hand during testing if you have a question. Make sure you are on page 11 in your Test Book. You will have 27 minutes to complete Part 2. I will help you keep track of the time by recording the remaining testing time on the board. When you are finished you may go back over Part 2 and check your answers, but do not return to Part 1. When you have finished, sit quietly until everyone else has finished. Do you have any questions about what to do, how to mark an answer, or how to write an answer?

Pause to answer any questions students may have. Repeat any of the instructions, as necessary.

You will have 27 minutes to complete Part 2. Turn to page 12 for Part 2. You may begin.

Give students 27 minutes to complete Part 2. Record the starting time, the amount of time for Part 2, and the stopping time on the board. When 15 minutes have passed, record the remaining testing time on the board.


SAY

SAY

SAY


Items 1 through 14-26Items begin on page 12

Record theStarting Time: ___________

Add 27 minutes: + 27

Record theStopping Time: ___________

Record theRemaining Time: __________

While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting to answer each question, that they are marking their answers appropriately in the Test Book, and that they are not going back to Part 1. Do not offer any help on specific test questions. When 27 minutes have passed, read the next direction.

Please stop working and put down your pencil. This is the end of Part 2 and the end of Day 1 of testing. Please close your Test Book. Do not place your scratch paper inside your Test Book. I will now collect your Test Book and scratch paper.

Collect all test materials and scratch paper. Make sure you receive a Test Book from each student taking the test.


SAY

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 271UNIT 1 ANSWERS

PART 1

The River-Bank Grape is a native plant to Maryland. This plant can be found growing wild in aquatic or wetland habitats. Each fruit contains 2 to 6 seeds, which are eaten and spread by wildlife. Even the old dried clusters are sought by Black Bears, Woodpeckers, Wild Turkeys, and many other birds and mammals. The White –tailed deer eat the fruit, foliage, and stems. Humans use wild grapes in jelly and grape juice and the edible leaves are used to wrap meat and rice mixtures. Wild grapes are strong plants with few serious pests except for the Japanese beetle, which destroys the leaves.

1. Which statement BEST explains why the animals eat the fruit from the River-Bank Grape?

A. The animals germinate the grape.

B. The fruit protects the animal.

C. The plant camouflages the animal.

D. The fruit provides the animal energy.


3.E.1.b


2. How does the River-Bank Grape benefit from animals eating its fruit?

A. the animals are scared of the Japanese Beetles

B. the animals aid in seed dispersal

C. the animals eat all parts of the plant

D. the animals are both herbivores and carnivores

3. What is the role of the River-Bank Grape in the food chain?

A. producers

B. consumer

C. decomposer

D. composer


3.F.1.a

3.F.1.a


4. What is the role of the animals that eat the River-Bank Grapes in the food chain?

A. producers

B. consumer

C. decomposer

D. composer

5. Which of the following is a learned behavior of the animals that eat River-Bank Grapes?

A. the black fur on a black bear

B. the feathers on the wild turkey

C. the beak on the woodpecker

D. the white- tailed deer cleaning their fur


3.C.1.b

3.F.1.a


6. Which is an inherited trait of the animals that eat the River-Bank Grapes?

A. drinking water from the lake

B. fur that covers the body

C. cleaning their fur

D. not eating bad tasting bugs

The Japanese Beetle is a pest that destroys the leaves on the River-Bank Grape. A Bess Beetle eats rotting wood.

7. Which statement BEST explains why the Japanese Beetle is considered a pest and the Bess Beetle is not considered a pest?

A. The Japanese Beetle is larger than the Bess Beetle.

B. The Japanese Beetle lives longer than the Bess Beetle.

C. The Japanese Beetle moves faster than the Bess Beetle.

D. The Japanese Beetle destroys a plant that is used by animals and humans.


3.F.1.a

3.C.1.b


Samantha made observations about the structures of the crayfish and bess beetle.

Observations

Crayfish Bess Beetle

8 walking legs six legs

eyes eyes

tail three body parts ~ head, thorax, and abdomen

antennae antennae

mouth parts jaws

long swimmerets horn

carapace

pincers



8. Why do organisms have some similar structures and some different structures? Use the observations from the table to help support your response.

Score Student Response3 ~ Full and Complete Understanding

The response includes that organisms have structures that are the same and different because each structure has a function to help the organism survive in its habitat. Since organisms live in different habitats their structures may have different purposes. Examples from the table may include but not limited to: The crayfish and beetle use their antennae for sensing, the crayfish as walking legs and a tail to help it move and the beetle has legs to help it move, the crayfish has pinchers to help it protect, fight, feed, and dig and the beetle has jaws to help it eat, etc.

2 ~ General Understanding

The response includes that organisms have different structures to help it survive but is limited with support.

1 ~ Minimal Understanding

The response only includes that organisms have different structures OR gives limited support.

0 ~ No Understanding Other

9. Which is an example of an inherited trait?

A. the swimmerets on a crayfish

B. the crayfish hiding

C. the crayfish fighting with another crayfish

D. the crayfish flipping their tail


3.C.1.b


10. Organisms are all

A. living animals

B. non-living plants and animals

C. living plants and animals

D. non-living animals

11. Which is the BEST explanation that supports why some animals defend their territory?

A. they are competing for space

B. they are molting

C. they are sleeping

D. they are injured


3.F.1.a

3.A.1.a


12. Which animal belongs in the same class of animals as the crayfish?

A. frog

B. owl

C. crab

D. squirrel


3.A.1.b


Most crayfish live in fresh water. They live in ponds and streams where the water is not too hot or too cold. They live in the bottom of the ponds and streams where they can find shelter.

13. Explain how a change in the crayfish’s environment sometimes can be beneficial and sometimes harmful.

3.F.1.b Score Student Response3 ~ Full and Complete Understanding

The response includes ways that a change in the crayfish’s environment can be beneficial. Examples may include but not limited to:

more rocks or logs in the water from erosion, storms, etc. provides more shelter for the crayfish

a species that eats the crayfish becomes extinct ~ more crayfish population more trees and plants to shade the water to keep the water temperature from not getting

too hotThe response includes ways that a change in the crayfish’s environment can be harmful. Examples may include but not limited to:

change in water level may alter the temperature ~ make the water too hot or too cold hazardous waste could pollute the water ~ crayfish live in fresh water storms cause heavy currents that wash away rocks and logs ~ crayfish use for shelter


The response includes how a change in the environment can be beneficial or harmful but lacks support.


The response includes how a change in the environment can be beneficial or harmful with very little support.




Part 2

14. A River-Bank Grape contains 2 to 6 seeds. Which of the following foods have only one seed?

A. bean pod

B. peach

C. apple D. orange

15. Seeds are found in the part of the plant called the

A. stem

B. root

C. fruit

D. leaves


3.E.1.c

3.A.1.b


16. Which structure of the plant holds the embryo (sprout)?

A. stem

B. leaf

C. seed

D. root

17. The start of a seed’s growth is called

A. flowering

B. molting

C. hydroponics

D. germination


3.E.1.c

3.E.1.c


18. Plants can grow in water without soil as long as they also have

A. germination

B. nutrients

C. energy

D. bleach

19. Which tool would you use to measure the height of the plant?

A. balance

B. ruler

C. stopwatch

D. thermometer


1.A.1.b

3.E.1.c


20. All living things need energy to survive. What is the primary source of energy for all living things?

A. plants

B. the sun

C. animals

D. the wind


5.3.1E.1.


The table below shows pictures of plants.

PLANTS

cactus Fern pepper grass

21. Based on the bean plant’s observable features, which plant is the bean plant most like?

Be sure to include:

why the bean plant is like the plant you choose why the bean plant is not like the other plants

2.A.1.a Score Student Response3 ~ Full and Complete Understanding

The response includes that the bean plant is most like the pepper plant. The bean plant and the pepper plant have the same structures such as a stem, leaves, and a fruit. The other plants do not have similar structures such as the grass does not have leaves or a fruit, the cactus has spikes, the fern has leaves but not a fruit, etc.


The response includes that the bean plant is most like the pepper plant but lack support with why OR does not include why it is not like the other plants.


The response just includes that bean plant in most like the pepper plant but does not include support why AND does not include why it is not like the other plants.



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 285Review

Stars are organized into patterns called constellations. One constellation is named Leo.

22. Which statement BEST explains why Leo appears in different areas of the sky throughout the year?

A. Leo rotates around the sun.

B. Leo revolves around the moon.

C. The Earth revolves around Leo.

D. Earth rotates on its axis.

23. The shape of the Moon doesn’t change. It is always a sphere. Why does the shape of the moon appear to change each night?

A. The Moon rotates around Earth.

B. The Moon revolves around Earth.

C. The Earth revolves around the Moon.

D. The Earth rotates on its axis.


2.D.2.b

2.D.2.d


24. Which statement BEST describes the Moon and Sun?

A. The Sun and Moon rise in the east and set in the west.

B. The Sun is only seen during the day and the Moon is only seen at night.

C. Both the Sun and Moon rise and set at the same time during the day.

D. The Sun and Moon are always visible in the sky.

25. Which natural agent would be responsible for erosion in a desert?

A. ice

B. water

C. wind

D. roots

26. Molli likes to walk to the creek near her house to look for different rocks for her collection. It had been a couple months since Molli had visited her favorite area for collecting rocks. This time Molli noticed that her favorite area no longer had any rocks. Instead it was nothing but mud and branches from trees.

Explain what possibly happened to Molli’s favorite area for collecting rocks. Be sure to include the processes that changed this area.


2.A.2.b

2.D.2.b

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 2872.A.2.a-b Score Student Response

3 ~ Full and Complete Understanding

The response includes but not limited to the following:

The rocks could have been broken down in to smaller pieces by being exposed to water, wind, ice, and growing plants. This is called weathering.

The rocks could have been carried away by the moving water in the creek and strong wind. This is an example of erosion.

This would leave the soil under the rocks. More water and branches from the trees would move into this area. Erosion caused other earth materials to move to this area.


The response includes that the rocks were moved to another place and other earth materials moved to that area and gives a general explanation about erosion and/or weathering.


The response includes that the rocks were moved to another place but does not include an explanation about erosion and/or weathering.



O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 288MSA Science Rubric

LEVEL 3There is evidence in this response that the student has a full and complete understanding of the question or problem.

The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*

LEVEL 2There is evidence in this response that the student has a general understanding of the question or problem.

The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles.*

LEVEL 1There is evidence in this response that the student has minimal understanding of the question or problem.

The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application , if attempted is minimal*.

LEVEL 0There is evidence that the student has no understanding of the question or the problem.

The response is completely incorrect or irrelevant or there is no response.


Science Grade 4 Unit 2 2010 Guide

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