Appendix

Science

Lab Report : Potato Chip Taxonomic Key

Teacher Name: Mr. Jones
Student Name:

CATEGORY

________________________________________

Excellent (4)

Great (3)

Good (2)

Fair (1)

Scientific
Concepts

Report illustrates an
accurate and thorough
understanding of scientific
concepts underlying the
lab.

Report illustrates an
accurate understanding of
most scientific concepts
underlying the lab.

Report illustrates a
limited understanding of
scientific concepts
underlying the lab.

Report illustrates
inaccurate understanding
of scientific concepts
underlying the lab.

Analysis

The relationship between

the variables is discussed
and trends/patterns
logically analyzed.
Predictions are made
about what might happen
if part of the lab were
changed or how the
experimental design could
be changed.

The relationship between

the variables is discussed
and trends/patterns
logically analyzed.

The relationship between The relationship between

the variables is
the variables is not
discussed but no
discussed.
patterns, trends or
predictions are made
based on the data.

Procedures

Procedures are listed in

clear steps. Each step is
numbered and is a
complete sentence.

Procedures are listed in a

logical order, but steps are
not numbered and/or are
not in complete sentences.

Procedures are listed but Procedures do not

are not in a logical order accurately list the steps of
or are difficult to follow.
the experiment.

Experimental
Hypothesis

Hypothesized relationship
between the variables and
the predicted results is
clear and reasonable
based on what has been
studied.

Hypothesized relationship
between the variables and
the predicted results is
reasonable based on
general knowledge and
observations.

Hypothesized
No hypothesis has been
relationship between the stated.
variables and the
predicted results has
been stated, but appears
to be based on flawed
logic.

Potato Chip
Taxonomy

Team # ______ Names: ________________________________________________

Activity Overview:
Alice Eastwood was famous for her ability to collect and identify a wide variety of
plants. Scientists accomplish this through the study of classification called taxonomy.
Taxonomists devise tools called taxonomic keys, which provide a step-by-step method of
identifying organisms based on physical characteristics. Dichotomous taxonomic keys employ
two choices for a characteristic at each step in the classifying process. As you follow this
step-by-step process, making choices at each step that place the organism you are
attempting to identify into one category or the other, you eventually end up with the name
of the organism you sought to identify.
Objective:
Today, you are going to construct a taxonomic key for potato chips. Your taxonomic
key will then be tested by your classmates to see if it is accurate in helping a person
correctly identify individual chips.
Materials:
8 different types of potato chips
8 zip lock bags
Blank taxonomic key
Pencil
Directions:
1. Remove your chips from the bag and give each chip a creative scientific name
that does not give away its identity (e.g. Rufflus barbequeis would not be an
acceptable name). Record the name you gave each chip in the correct space on
the back of the blank taxonomic key template you have been provided.
2. Separate the potato chips into two groups of four chips based on one observable
characteristic (for example, ruffled and not ruffled). Record the characteristic
choice you used to separate the chips into the first two groups in the spaces
provided on the taxonomic key template.
3. Take the left group of chips and divide them into two more groups of two chips
each based on another characteristic (for example, the ruffled chips might be
separated by color such as red and brown). Do the same with the right group of
chips. Smell, taste, size, shape, and anything else you can think of are all fair
game for characteristics to use. Record the characteristics you used to
separate these two groups in the second tier of the taxonomic key.
4. Divide the groups again so that you have four groups of two chips each and
record the characteristics you used to distinguish them from the group they
were with in the tier above. In the last row of boxes list one characteristic for
each chip that distinguishes it from the chip it was grouped with above.
5. Record the scientific name you gave the chip under the box that identifies it.

6. Replace your chips in the zip lock bag and trade your key and bag with the group
your teacher designates.
Testing the Key:
1. Pick one of the chips from the bag you received from the team you traded with.
2. Using the taxonomic key they provided proceed step-by-step through their key until
you identify the chip.
3. In the data table below, record the team number of the team you traded with, the
store brand of chip you attempted to identify and the name the team gave the chip
you identified.
4. Turn over the taxonomic key and check to see if you correctly identified the chip
you chose. Record information in the Results of testing data table below the key
and complete the table below.
5. If time allows, continue trading with other teams and repeat steps 1 through 4.
Team # of
Chip Tested

Store Brand of
Chip Tested

Given Name of
Chip Tested

Correct () or
Incorrect (X)?

If X, your error
or
key error?

Analysis & Conclusion Questions:

1.

Describe the challenges you faced in creating your taxonomic key.

2. Based on the feedback from teams that used your key to identify chips is there
anything you could do to improve your taxonomic key?

3. What worked well with the taxonomic key(s) you tested?

4. Were there any difficulties with the key(s)? If so, what were they?

5. What is taxonomy and why is it helpful to biologists?

Math

Math - Problem Solving : Population Dynamics Word Problems

Teacher Name: Mr. Jones
Student Name:

CATEGORY

Excellent (4)

________________________________________

Great (3)

Strategy/Procedures Typically, uses an efficient Typically, uses an effective

Completion

Good (2)

Fair (1)

and effective strategy to

solve the problem(s).

strategy to solve the

problem(s).

Sometimes uses an effective

Rarely uses an
strategy to solve problems, but effective strategy to
does not do it consistently.
solve problems.

All problems are

completed.

All but one of the problems

are completed.

All but two of the problems are Several of the problems

completed.
are not completed.

Mathematical
Reasoning

Uses complex and refined Uses effective mathematical

mathematical reasoning.
reasoning

Some evidence of
mathematical reasoning.

Explanation

Explanation is detailed
and clear.

Explanation is a little difficult to Explanation is difficult

understand, but includes
to understand and is
critical components.
missing several
components OR was
not included.

Explanation is clear.

Little evidence of
mathematical
reasoning.

History

HANDOUT#4:ASSIGNMENTSHEET
PARTI.Answerthefollowingquestions:
1.InthecastesystemwhichgroupofpeoplefitintotheUpperClasssociety?
2.Whatprofessionsdothemembersoftheupperclasshold?
3.Whatisthenameofthemiddleclass?
4.Whatprofessionsdothemiddleclassworkin?
5.Howcouldoneenterahighercaste?
6.Ifone'skarmaisbadwhatmighthappen?
7.Thevedasisacollectionofworkfromwhatgroupofpeople?
8.AtwhattimeinhistorydidthecastesystemdominatethesocietyofIndia?
9.FromwhattwosourcesistheHindureligionbased?10.WhatruledidtheAryanshaveaboutmarriage?

PARTII.DISCUSSTHEFOLLOWINGQUESTIONSWITHINYOURGROUP.Rememberto
followtheguidelinesestablishedinhandout#2.
1.IfyouhadlivedduringtheEpicAge,howdifficultdoyouthinkitwouldhavebeentofollowthestrict
rulesofthecastesystem?
2.Doyouthinkpeoplequestionedthesystem?Whyorwhynot?
3.Whydoyousupposetheclassdistinctionsweresoharsh?
4.Howistheclass/castesystemofAncientIndialiketheclasssystemoftheUnitedStates?Howisit
different?
5.Inoursocietydowetreatpeopledifferentlywhoarebornintodifferenteconomicsituations?Defend
youranswer.
6.IntheUnitedStatesweareinfluencedstronglybyChristiancustomsandteachings.Areanyofthese
customslikethoseoftheHindu?Explain.
7.InAmericansocietydowehavedifferentstandardsformembersofdifferentgroups?Doweapplylaws
thesametopeopleindifferentclasses?Giveexamplestodefendyouranswer.
8.HowhavetheteachingsoftheHindusinfluencedoursociety?

Historical Role Play: Caste System Role Play

Teacher Name: Shane Jones
Student Name:

CATEGORY

Excellent (4)

Knowledge Gained Can clearly explain several

ways in which his
character \"saw\" things
differently than other
characters and can clearly
explain why.

________________________________________

Great (3)

Good (2)

Fair (1)

Can clearly explain

several ways in which his
character \"saw\" things
differently than other
characters.

Can clearly explain one way

in which his character \"saw\"
things differently than other
characters.

Cannot explain one way in

which his character \"saw\"
things differently than other
characters.

Historical
Accuracy

All historical information

appeared to be accurate and
in chronological order.

Required Elements Student included more

information than was
required.

Role

Almost all historical

information appeared to
be accurate and in
chronological order.

Most of the historical

Very little of the historical
information was accurate and information was accurate
in chronological order.
and/or in chronological order.

Student included all

information that was
required.

Student included most

Student included less
information that was required. information than was
required.

Point-of-view, arguments, and Point-of-view, arguments, Point-of-view, arguments, and Point-of-view, arguments,
solutions proposed were
and solutions proposed
solutions proposed were
and solutions proposed were
consistently in character.
were often in character.
sometimes in character.
rarely in character.

English

Group Planning -- Research Project : Community Dynamics Effects on Society

Teacher Name: Mr. Jones
Student Name:

CATEGORY

Excellent (4)

________________________________________

Great (3)

Good (2)

Fair (1)

Ideas/Research
Questions

Researchers independently
identify at least 4
reasonable, insightful,
creative ideas/questions to
pursue when doing the
research.

Researchers independently
identify at least 4
reasonable ideas/questions
to pursue when doing the
research.

Researchers identify, with

some adult help, at least 4
reasonable ideas/questions
to pursue when doing the
research.

Researchers identify, with

considerable adult help, 4
reasonable ideas/questions
to pursue when doing the
research.

Delegation of
Responsibility

Each student in the group

can clearly explain what
information is needed by the
group, what information s/he
is responsible for locating,
and when the information is
needed.

Each student in the group

can clearly explain what
information s/he is
responsible for locating.

Each student in the group

can, with minimal prompting
from peers, clearly explain
what information s/he is
responsible for locating.

One or more students in the

group cannot clearly explain
what information they are
responsible for locating.

Quality of Sources

Researchers independently
locate at least 2 reliable,
interesting information
sources for EACH of their
ideas or questions.

Researchers independently
locate at least 2 reliable
information sources for
EACH of their ideas or
questions.

Researchers, with some

adult help, locate at least 2
reliable information sources
for EACH of their ideas or
questions.

Researchers, with extensive

adult help, locate at least 2
reliable information sources
for EACH of their ideas or
questions.

Reference:
Potato Chip Taxonomy Handouts:
Finley, J. (n.d.). Potato Chip Taxonomy. Lecture presented at Inquiry Based Units,
Kentlake High School.
Caste System Worksheet:

Crocker, A. (n.d.). INTO WHICH CASTE HAVE YOU BEEN CAST?: INDIA'S
CASTE SYSTEM. Lecture presented in West Mid-High School, Norman,
Oklahoma.