Science Grade 4 Unit 2 2010 Guide

Office of Elementary Education
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Grade 4 Science Instruction Unit Guide Standard 3: Life Science
WCPS 2010-2011
Grade 4 Standard 3: Life Science
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Table of Contents Standard 3: Life Science Topic

Maryland State Curriculum for Science Skills and Processes Maryland State Curriculum for Science Alignment Vertical Content Map Live Materials Delivery Schedule Planning Guide Instructional Support for Science Objectives Safari Word Cards and Vocabulary Sort Careers in Life Science Concept Attainment for Structures of Life Literature To Support Life Science netTrekker Directions Websites To Support Life Science Formative Assessments Science Assessment Collection Windows Teacher Directions for Unit 2Standard 3 Assessment Answer Key for Unit 2 Standard 3 Assessment MSA Scoring Rubric
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3-6 7-12 13-19 20 21-38 39-170 171 172-194 195-202 203-217 218-234 236-240 241-244 245-266 267 268-291
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Maryland State Curriculum for Science

WCPS 2010-2011 Grade 4 Standard 3: Life Science
Office of Elementary Education 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 (liquidvolume), 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 investigationsincluding 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:
y y y y y y y
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Millimeter - length Square centimeter - area Milliliter - volume Newton - weight Gram - mass Second - time Degree C - temperature
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Standard 1.0 Skills and Processes 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,reliableprint 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.
WCPS 2010-2011
Office of Elementary Education Standard 1.0 Skills and Processes 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.
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WCPS 2010-2011
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Maryland State Curriculum for Science

Standard 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. 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. Science Correlations Other Correlations
Investigation 5 Parts 2-3
HM Themes 1-4 and 6
Investigation 1 Part 1 Investigation 3 Parts 1 Investigation 5 Part 2 Investigation 1 Part 1 Investigation 5 Part 2
Investigation 1 Part 1 Investigation 5 Part 2
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Standard 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. 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 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.
Science Correlations
Other Correlations
HM Themes 1-6 Investigation 3 Part 1 See Genes Resource
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Standard 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. 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.
Other Correlations
See Lesson Seeds
HM Themes 1-4 and 6
Investigation 2 Parts 1-3 Investigation 3 Parts 1-4 Investigation 5 Parts 1-3
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
Fossil Resource from Unit 1 Earth/Space Science
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Standard 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. 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. y Contributes to growth y Supports repair y Provides energy y Is stored for future use y Is eliminated c. Identify the things that are essential for plants to grow and survive.
Other Correlations
HM Themes 1-4 and 6 See Lesson Seeds Investigation 3 Part 1
Investigation 1 Part 2-3 Investigation 2 Parts 1-3
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Standard 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. 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. y Competition for space, food, and water y Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc. y 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.
Other Correlations
HM Themes 1-4 and 6 Investigation 3 Parts 2-4 Investigation 5 Part 1
Investigation 3 Parts 2-4 Investigation 5 Part 1
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Standard 6.0 Environmental Science Students 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 Issues 1. 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. y Presence and quality of water y Soil type y Temperature y Precipitation
Other Correlations
HM Themes 1-4 and 6 Social Studies: Standard 3: Geography See Lesson Seeds
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Vertical Content Map for Life Science

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. 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: Have students compare and explain how external features of plants and animals help them survive in different environments.
Instructional Note: Research different Maryland native organisms.
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Office of Elementary Education Grade 3 Grade 4 Grade 5
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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. 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 multicellularorganisms.
None Provided by MSDE
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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. 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 multicellularorganisms, 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 .
None Provided By MSDE
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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.
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. None Provided by MSDE 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 dont 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. None Provided by MSDE
WCPS 2010-2011
Office of Elementary Education Grade 3 Grade 4
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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. 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.
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Office of Elementary Education Grade 3
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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. 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. cObserve 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. 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.
y
y y y y y
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.
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.
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."
Instructional Note: Have students examine organisms in a wide variety of environments to gather information on how animals satisfy their need for food.
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Office of Elementary Education Grade 3
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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. F. Ecology 1. Explain that organisms can grow and survive in many very different habitats. 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. y Competition for space, food, and water y Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc. y Roles within food chains and webs: scavengers, decomposers, producers, and consumer b. Explain that changes in an organisms habitat are sometimes beneficial to it and sometimes harmful.
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.
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.
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Live Materials Arrival Schedule Grade 4 Structures of Life 2010-2011
Live Material
Investigation 3: Crayfish & Elodea Investigation 5: Bess Beetles
Window of Arrival
January 4-6
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.
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Standard 3: Life Science Planning Guide

Time State Curriculum Objectives 3.A.1.a-d Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 1 and 2
Kicking Off the Unit Diversity of Life 1. 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.
classify class observable features organism
Focus Question How 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 y What other animals or plants have similar or different observable features? Why or why not? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness amount the animals and plants placed within any group? y What happens to the food in these organisms? y What would happen if the organisms 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.
WCPS 2010-2011

Time State Curriculum Objectives 3.C.1.a-d Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Sessions 3-7
See Genetics Resource
genetics offspring traits inherited learned generation genes
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/behaviorsmust be learned. Examples may include but are not limited to ability to play a sport, language in humans, animal burying an object, etc.
WCPS 2010-2011

Time State Curriculum Objectives 3.A.1.a-d Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 8
FOSS: Structures of Life Investigation 1 Part 1 Seed Search Guiding the Investigation 1. Steps 1-6 Closure 2. Have the students share observations they have made about their seed so far.
estimate fruit property seed
Focus Questions Where do seeds come from? Where are seeds found on plants? Seeds develop in a fruit of a plant.
Session 9
FOSS: Structures of Life Investigation 1 Part 1 Seed Search Guiding the Investigation 1. Steps 7-12 Wrapping Up Part 1 2. Steps 13-14
Guiding Questions y What other animals or plants have similar or different observable features? Why or why not? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness amount the animals and plants placed within any group? y What happens to the food in these organisms? y What would happen if the organisms habitat changed? y Describe the traits that are passed from one generation to another.
WCPS 2010-2011

Time State Curriculum Objectives 3.A.1.b Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 10
FOSS: Structures of Life Investigation 1 Part 1 Science Story Seeds Are Everywhere Refer to Science Stories folio in the teachers manual for lesson. FOSS: Structures of Life Investigation 1 Part 2 The Sprouting Seed Guiding the Investigation 1. Steps 1-17 Wrapping Up Part 2 2. Steps 18-19
seed dispersal
Focus Question What 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. Focus Questions Can a seed grow without soil? What effect does water have on seeds? Water can make seeds get bigger, heavier, and grow.
Visit Fossweb.com to hear the audio of this science story
Session 11
3.E.1.c
dormant mold
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. Guiding Questions y What other animals or plants have similar or different observable features? Why or why not? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness amount the animals and plants placed within any group? y What happens to the food in these organisms? y What would happen if the organisms habitat changed? y Describe the traits that are passed from one generation to another.
WCPS 2010-2011

Time State Curriculum Objectives 3.E.1.c Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 12
FOSS: Structures of Life Investigation 1 Part 2 Science Story The Most Important Seed Refer to Science Stories folio in the teachers manual for lesson.
Focus Question What 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. Day 2 Seed Observations ~ Allow 10-15minutes for observations.
Session 13
3.E.1.c
Session 14
FOSS: Structures of Life Investigation 1 Part 3 Seed Soak Guiding the Investigation 1. Steps 1-7 Closure 2.Have the students share observations they made about the soaking seeds. FOSS: Structures of Life Investigation 1 Part 3 Seed Soak Guiding the Investigation 1. Steps 8-13 Wrapping Up Part 3 2. Steps 14-15
embryo seed coat cotyledon
Focus Question How 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.
Day 3 Seed Observations ~ Allow 10-15minutes for observations.
WCPS 2010-2011

Time State Curriculum Objectives 3.C.1.a Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 15
FOSS: Structures of Life Investigation 1 Part 3 Science Story Barbara McClintock Refer to Science Stories folio in the teachers manual for lesson.
Focus Question What was Barbara McClintocks 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. See vocabulary focus questions addressed in Investigation 1.
Visit Fossweb.com to hear the audio of this science story. Day 4 Seed Observations ~ Allow 10-15 minutes for observations.
Session 16
3.A.1.b 3.C.1.a-d 3.E.1.c
FOSS: Structures of Life Investigation 1 Reflection and Assessment
WCPS 2010-2011

Time State Curriculum Objectives 3.D.1.b 3.E.1.c Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 17
FOSS: Structures of Life Investigation 2 Part 1 Germination Guiding the Investigation 1. Steps 1-7 Wrapping Up Part 1 2. Steps 8-9
germination organism growth seedling root stem leaf
Focus Questions What 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.
Day 5 Seed Observations ~ Allow 10-15 minutes for observations. Guiding Questions y What other animals or plants have similar or different observable features? Why? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness of the animals and plants placed within any group? y What happens to the food in these organisms? y What would happen if the organisms habitat changed? y Describe the traits that are passed from one generation to another.
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Session 18
FOSS: Structures of Life Investigation 2 Part 2 Hydroponics Guiding the Investigation 1. Steps 1-5 Wrapping Up Part 2 2. Steps 6-7
nutrients hydroponics
Focus Questions How 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.
Day 6 Seed Observations ~ Allow 10-15minutes for observations. Guiding Questions y What other animals or plants have similar or different observable features? Why? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness of the animals and plants placed within any group? y What happens to the food in these organisms? y What would happen if the organisms habitat changed? y Describe the traits that are passed from one generation to another.
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Session 19
FOSS: Structures of Life Investigation 2 Part 2 Hydroponics Science Stories Hydro-growing Refer to Science Stories folio in the teachers manual for lesson. FOSS: Structures of Life Investigation 2 Part 3 Life Cycle of the Bean Plant Guiding the Investigation 1. Steps 1-3 Closure 2.Have the students make predictions about their plant growth.
Focus Question How 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. flower life cycle Focus Question What is the sequence of the beans plant life cycle? The plant cycles from seed through all its stages and begins again with new seeds. Fruits develop from flowers.
Visit Fossweb.com to hear the audio of this science story. Day 7 Seed Observations ~ Allow 10-15minutes for observations.
Session 20
3.D.1.b 3.E.1.c
Day 1 Bean Observations ~ Allow 10-15minutes for observations. Guiding Questions y What other animals or plants have similar or different observable features? Why? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness of the animals and plants placed within any group? y What happens to the food in these organisms? y What would happen if the organisms habitat changed? y Describe the traits that are passed from one generation to another. Day 2 Bean Observations ~ Allow 10-15 minutes for observations.
Session 21
3.D.1.b 3.E.1.c
See vocabulary and focus questions addressed in Investigation 2.
WCPS 2010-2011

Time State Curriculum Objectives 3.A.1.b 3.C.1.a 3.D.1.a-b Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 22
FOSS: Structures of Life Investigation 3 Part 1 Meet the Crayfish Guiding the Investigation 1. Steps 1-6 Wrapping Up Part 1 2. Steps 7-8
structures crustaceans antennae bristles carapace swimmerets pincers
Focus Question What are the structures of the crayfish? Crayfish have observable structures such as legs, eyes, antennae, carapace, swimmerets, tail, pincer, and mouth parts.
Day 3 Bean Observations ~ Allow 10-15 minutes for observations. Guiding Questions y What other animals or plants have similar or different observable features? Why? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness of the animals and plants placed within any group? y What happens to the food in these organisms? y Describe the traits that are passed from one generation to another. Day 4 Bean Observations ~ Allow 10-15minutes for observations. Guiding Question What would happen if the organisms habitat changed?
Session 23
3.D.1.b 3.F.1.a-b
FOSS: Structures of Life Investigation 3 Part 2 Crayfish Habitat Guiding the Investigation 1. Steps 1-8 Wrapping Up Part 2 2. Steps 9-10 FOSS: Structures of Life Investigation 3 Part 2 Science Story Answering Kids Questions: Crayfish, Crawfish, Crawdaddy Refer to Science Stories folio in the teachers manual for lesson.
Elodea habitat
Focus Question What 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. Focus Question How 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.
Session 24
3.A.1.a 3.D.1.b
Visit Fossweb.com to hear the audio of this science story. Day 5 Bean Observations ~ Allow 10-15minutes for observations.
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Time
Session 25
State Curriculum Objectives 3.D.1.b 3.F.1.a-b
Lesson Overview
Vocabulary
Formative Assessment
Extensions and Modifications
FOSS: Structures of Life Investigation 3 Part 3 Crayfish at Home Guiding the Investigation 1. Steps 1-7 Wrapping Up Part 3 2. Steps 8-9 FOSS: Structures of Life Investigation 3 Part 4 Crayfish Territory Guiding the Investigation 1. Steps 1-7 Closure 2. Have the students share the observations they have made so far about their crayfish.
behaviors
Focus Question What do crayfish do when something happens to them? The things animals do are behaviors.
Day 6 Bean Observations ~ Allow 10-15 minutes for observations. Guiding Question What would happen if the organisms habitat changed?
Session 26
3.D.1.b 3.F.1.a-b
territory
Focus Questions Does 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.
Day 7 Bean Observations ~ Allow 10-15 minutes for observations. Guiding Question What learned behaviors do you notice?
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Time
Session 27
State Curriculum Objectives 3.A.1.a 3.C.1.a 3.D.1.b 3.F.1.a-b
Lesson Overview
Vocabulary
FOSS: Structures of Life Investigation 3 Part 4 Science Stories Life Cycle of a Crayfish Life on Earth A Change in the Environment Refer to Science Stories folio in the teachers manual for lesson.
Session 28
3.A.1.a 3.C.1.a 3.D.1.b 3.F.1.a-b
Focus Questions What is the life cycle of a crayfish? The students 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 students response may include the beaver as an example. See vocabulary and focus questions addressed in Investigation 3.
Visit Fossweb.com to hear the audio of this science story. Day 8 Bean Observations ~ Allow 10-15 minutes for observations.
Day 9 Bean Observations ~ Allow 10-15 minutes for observations.
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Time
State Curriculum Objectives
Lesson Overview
Vocabulary
SKIP INVESTIGATION 4 Session 29-30 3.F.1.a-b Food Chains and Food Webs See Lesson Seeds consumers producers decomposers scavengers food chain food web competition beneficial interactions Focus Questions How do organisms interact with each other in a habitat? How are changes in an organisms 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. Guiding Questions y What other animals or plants have similar or different observable features? Why? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness of the animals and plants placed within any group? y What happens to the food in these organisms? y Describe the traits that are passed from one generation to another. y What learned behaviors do you notice?
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Time
Session 31
State Curriculum Objectives 3.D.1.b 3.F.1.a-b
Lesson Overview
Vocabulary
FOSS: Structures of Life Investigation 5 Part 1 Bess Beetles at Home Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 1 2. Steps 11-12
bess beetle insect thorax abdomen head mite terrarium
Focus Questions What 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 y What other animals or plants have similar or different observable features? Why? y How do these observable features help them survive and reproduce? y What does classifying tell us about the relatedness of the animals and plants placed within any group? y What happens to the food in these organisms? y Describe the traits that are passed from one generation to another. y What learned behaviors do you notice?
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3.A.1.a-b, d
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3.A.1.a-b, d
FOSS: Structures of Life Investigation 5 Part 2 Comparing Crayfish and Beetles Guiding the Investigation 1. Steps 1-6 Closure 2. Have the students share the comparisons they have made so far. FOSS: Structures of Life Investigation 5 Part 2 Comparing Crayfish and Beetles Guiding the Investigation 1. Steps 7-11 Wrapping Up Part 2 2. Steps 12-13 FOSS: Structures of Life Investigation 5 Part 2 Science Stories A Snails Journey (Optional) Crayfish, Snails, and Kids Refer to Science Stories folio in the teachers manual for lesson.
Venn diagram function
Focus Questions How are the structures of the beetle and crayfish alike and how do they differ? Organisms have some similar structures and some differences. An organisms structures have functions that help it survive in its habitat.
Day 11 Bean Observations and Day 2 Crayfish~ Allow 10-15minutes for observations.
Day 12 Bean Observations and Day 3 Crayfish~ Allow 10-15minutes for observations.
Focus Question What 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.
Visit Fossweb.com to hear the audio of this science story. Day 13 Bean Observations and Day 4 Crayfish~ Allow 10-15minutes for observations.
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FOSS: Structures of Life Investigation 5 Part 3 The Beetle Pull Guiding the Investigation 1. Steps 1-12 Wrapping Up Part 3 2. Steps 13-14, 16
balance
Focus Questions How 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. 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. See focus questions addressed in Investigation 5.
Day 14 Bean Observations and Day 5 Crayfish~ Allow 10-15minutes for observations. Guiding Question What learned behaviors do you notice?
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3.A.1.a-b, d 3.D.1.b
FOSS: Structures of Life Investigation 5 Science Stories A Chance Encounter Life in Los Angeles Refer to Science Stories folio in the teachers manual for lesson.
Visit Fossweb.com to hear the audio of this science story. Day 16 Bean Observations and Day 6 Crayfish~ Allow 10-15 minutes for observations.
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Time State Curriculum Objectives Session 38 3.D.1.b 3.F.1.a-b FOSS: Structures of Life Investigation 3 Part 4 Crayfish Territory Guiding the Investigation 1. Steps 8-11 Wrapping Up Part 4 2. Steps 12-13 FOSS: Structures of Life Investigation 2 Part 3 Life Cycle of the Bean Plant Guiding the Investigation 1. Steps 4-6 Wrapping Up Part 3 2. Steps 7-8 FOSS: Structures of Life Investigation 2 Part 3 Science Story Seeding Space? Refer to Science Stories folio in the teachers manual for lesson. Unit 2 Reflections territory Focus Questions Does 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. Focus Question What is the sequence of the beans plant life cycle? The plant cycles from seed through all its stages and begins again with new seeds. Fruits develop from flowers. Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Day 13 Bean Observations ~ Allow 10-15minutes for observations.
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3.D.1.b 3.E.1.c
flower life cycle
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3.D.1.b 3.E.1.c
Visit Fossweb.com to hear the audio of this science story.
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Unit 2 Life Science Assessment
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Instructional Support for Science Objectives
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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
FOSS: Structures of Life
Where Can the Resource Be Found?

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 Snails Journey (Optional), Crayfish, Snails, and Kids, A Chance Encounter, and Life in Los Angeles
Notes
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.
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Lesson Seeds
SEE LESSONS SEEDS FOR 3.A.1.b-d.
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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 an exoskeleton and lives in the ocean? I have a starfish, who has an animal with gills? I have a trout, who has an animal with stereoscopic vision? I have a gorilla, who has an animal with feathers?
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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 its life in water?
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I have a frog, who has two types of animals that are warm-blooded? 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?
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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?
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3.A.1.b (Assessed) Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups. Resources to Support 3.A.1.b(Assessed)
Name of Resource
ScienceSaurus FOSS: Structures of Life

Pages 92-97, 139-155 Investigation 1 Part 1 Investigation 2 Part 1 Investigation 5 Parts 2-3 Science Stories: Seeds Are Everywhere, A Snails Journey (Optional), Crayfish, Snails, and Kids, A Chance Encounter, and Life In Los Angeles
Notes
Safari Montage
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a standalone activity. Please select chapters or segments within the videos to meet the needs of your students.
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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
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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. Resource:Big Book of Science, Zike
Make a 3 part Foldable that shows research about 3 characteristics of plants. Resource:Big Book of Science, Zike
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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)
Name of Resource
ScienceSaurus FOSS: Structures of Life Safari Montage

Pages 92-97, 139-155 Investigation 1 Part 1 An extensive list can be found on page 171.
Notes
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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

Name of Resource

Pages 139-155 Investigation 1 Part 1 Investigation 5 Parts 2-3 Science Stories: A Snails Journey (Optional), Crayfish, Snails, and Kids, A Chance Encounter, and Life In Los Angeles
Notes
Safari Montage
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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). Resource:The Everyday Science Resource, Lowery
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 sectionwhere 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. Resource:The Everyday Science Resource, Lowery
Make a 3 part Foldable that shows the 3 characteristics all flowers have in common. Resource:Big Book of Science, Zike
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Sorting Plant and Animal Cards Observable Features
Directions: 1. 2. 3. 4. 5. 6. 7. 8. You will need to work with a partner. Look at the observable features of the plant or animal. Sort the cards by the observable features. Provide reasons for placing them into different groups. Each person will make a list of 5 additional animals. Share the list with your partner. Decided which group you would place your partners five animals. Provides reasons for placing them into different group.
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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)
Name of Resource

Pages 82-87 Investigation 3 Part 1 Science Stories: Barbara McClintock, Life Cycle of a Crayfish, Life on Earth, A Change in the Environment
Notes
National Geographic Reading Expeditions You and Your Genes Genetics Resource Safari Montage
1 class set (24 books) per school
May be found in Gr. 5.
Can be found on page 70 in this guide. y y Genes and Heredity Bill Nye: Genes
Please visit http://learn.genetics.utah.edu/ These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a standalone activity. Please select chapters or segments within the videos to meet the needs of your students.
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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. Resource:The Everyday Science Resource, Lowery
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. Resource:The Everyday Science Resource, Lowery
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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
Name of Resource ScienceSaurus
National Geographic Reading Expeditions You and Your Genes Genetics Resource Safari Montage Can be found on page 70 in this guide. y y 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 standalone activity. Please select chapters or segments within the videos to meet the needs of your students.

Pages 82-87 1 class set (24 books) per school
Notes
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3.C.1.c Raise questions based on observations of a variety of parent and offspring likenesses and differences, such as Why dont 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
Name of Resource
ScienceSaurus National Geographic Reading Expeditions You and Your Genes Genetics Resource Safari Montage Can be found on page 70 in this guide. y y 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 standalone activity. Please select chapters or segments within the videos to meet the needs of your students.

Notes
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Assessment
Steves 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.
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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.
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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

Name of Resource
ScienceSaurus National Geographic Reading Expeditions You and Your Genes Genetics Resource Safari Montage Can be found on page 70 in this guide. y y 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 standalone activity. Please select chapters or segments within the videos to meet the needs of your students.

Notes
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Genetics Resource
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Not included in this resource.
paperclips traits
Not included in this resource.
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Office of Elementary Education Dear Parents/ Guardians,
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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.
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paperclips traits
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paper clips
paperclips
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paper clips
Paperclips
Paperclips
Paperclips
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paperclips
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Paperclips traits
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SKIP FREE SPACE
SKIP FREE SPACE
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Free
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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.
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Genetics Tic-Tac-Toe
Place Cards Here
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B. A. An animal avoiding bad tasting prey 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
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J. Animals eating other animals or plants
K. A squirrel burying acorns
L. A cat cleaning its paw
N. M. The spines on a cactus A girl with red hair
O. The color feathers on a bird
P. The shape of a birds beak
Q. The color of the fruit on a tree
R. The shape of a plants leaves
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T. S. The dimples on a boys face The fins on a fish
U. A man with a hitchhikers thumb
V. A widows peak on a ladys head
W. A boys blue eyes
X. A man who can roll his tongue
Answer Key I ~ Inherited L ~ Learned A. L H. L O. I V. I B. L I. L P. I W. I C. L J. L Q. I X. I D. L K. L R. I E. L L. L S. I F. L M. I T. I G. L N. I U. I
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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)

Name of Resource
ScienceSaurus Safari Montage

Pages 76-77, 88-89, 92-95 An extensive list can be found on page 171.
Notes
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Lesson Seeds
Make a 2 part Foldable that compares and contrasts living organisms in terrestrial and marine habitats. Resource:Big Book of Science, Zike
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
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***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: y y y y 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?
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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.
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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.
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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 characteristicsthose that provide a survival advantageto their offspring.
Resources to Support 3.D.1.b (Assessed)
Name of Resource

Pages 76-77, 88-91 Investigation 2 Parts 1-3 Investigation 3 Parts 1-4 Investigation 5 Part 1
Notes
Safari Montage
Science Stories: Hydro-growing, Answering Kids Questions: Crayfish, Crawfish, Crawdaddy, Life Cycle of a Crayfish, Life on Earth, A Change in the Environment 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 standalone 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.
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Lesson Seeds
Make a 4 part Foldable that lists four things organisms need to survive and reproduce. Resource:Big Book of Science, Zike
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
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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?
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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.
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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
Name of Resource
ScienceSaurus FOSS: Structures of Life Safari Montage

Pages 76-77, 88-91 Investigation 5 Part 3 y y Eyewitness: Sight Bill Nye: Smell
Notes
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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
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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
Name of Resource
FOSS: Structures of Life Fossil Resource

Science Stories: Life In Los Angeles Fossil resource can be found in the Unit 1 Standard 2: Earth/Space Science Guide. y y y y y y 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
Notes
Safari Montage
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Choose an extinct species youve 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.
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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
Name of Resource

Pages 76-77 y y y y y The Magic School Bus Gets Eaten Eyewitness: Survival Growing Our Food Where Is Food Grown? What Is Agriculture?
Notes
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3.E.1.b (Assessed) Describe what happens to food in plants and animals.

y Contributes to growth y Supports repair y Provides energy y Is stored for future use y Is eliminated
Resources to Support 3.E.1.b (Assessed)

Name of Resource

Pages 76-77 y The Magic School Bus Gets Eaten
Notes
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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. Resource:Big Book of Science, Zike
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3.E.1.c Identify the things that are essential for plants to grow survival. Resources to Support 3.E.1.c
Name of Resource

Pages 76-77 Investigation 1 Parts 2-3 Investigation 2 Parts 1-3 Science Stories: The Most Important Seed, Hydro-growing
Notes
Safari Montage
y y y y
Growing Our Food What Is Agriculture? Where Is Food Grown? Bill Nye: Flowers
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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. water soil air food sunlight darkness warmth Earths gravity fertilizer
Explain your thinking. Describe the rule or reasoning you used to decide what a seed needs in order to sprout.
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Assessment Notes
This assessment should be used to find out students 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.
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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.
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Your teacher has bought a beautiful new plant for the classroom. Unfortunately, shes 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.
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Your friend the gardener wants to plant the seed of a very, very big tree, but he doesnt 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.
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Imagine you are creating seed packets for distribution in another state. Write the directions for planting a seed and caring for it.
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Some people dont 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.
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3.F.1.a (Assessed) Identify and describe the interactions of organisms present in a habitat.
y Competition for space, food, and water y Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc. y Roles within food chains and webs: scavengers, decomposers, producers, and consumers
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Resources to Support 3.F.1.a (Assessed)

Name of Resource

Pages 76-77, 133-138 Investigation 3 Parts 2-4 Investigation 5 Part 1 Science Story: The Food Web, Life Cycle of a Crayfish, Life on Earth, A Change in the Environment
Notes
Delta Science Reader Food Chains and Webs Safari Montage
1 class set (24 books) per school. Delivered February 2010. y Web of Life: Life in the Sea An extensive list can be found on page 171.
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Lesson Seeds
Make a 2 parts Foldable explaining why plants and algae are called producers. Resource: Big Book of Science, Zike
Make a 2 part Foldable that shows how birds fit into two different food webs. Resource: Big Book of Science, Zike
Make a 2 part Foldable that describes the physical characteristics of predatory birds and birds that are prey. Resource: Big Book of Science, Zike
Make a 2 part Foldable that shows a diagram of a fish food chain and food web. Resource: Big Book of Science, Zike
Make a 3 part Foldable that explains what are producers, consumers, and decomposers. Resource: Big Book of Science, Zike
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Building an Energy Pyramid Directions: 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 Suns 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.
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Scavenger
Decomposer
Sun
Omnivore
Herbivore
Carnivore
Producer
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Teacher Definitions: Scavenger: 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
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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?
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Your Energy Pyramid Menu Item 1 2 3 4 5 6 7 8 9 10 Food Chain Link
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Introducing 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?
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Constructing a Food Web II Materials: y y y y 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 students 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 Suns 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 Suns 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.
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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 black 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 anoil spill?
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Optional Role Cards Pond
Meadow
Forest
Ocean (rock shore)
Algae Duckweed Bacteria Mayfly nymph Green frog Blue-winged teal Raccoon Golden shiner (fish) Painted turtle Red-winged blackbird
Millipede Aphid Honeybee Wild strawberry Wheat grass Queen Annes lace Green snake Red-tailed hawk Meadow vole Earthworm
Mushroom Earthworm Wood thrush Blackfly Ruffed grouse Red baneberry Oak tree Deer Beech tree Gray fox
Herring gull Soft-shelled clam Periwinkles Ribbon worm Rockweed Spartina grass Great blue heron Beach flea Shrimp Rock crab
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Web of Life Materials: y y y 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: y y y y y y 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?
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For Plants: y y y y y 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 y y y y 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?
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Enrichment y y 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.
Resource:Project Learning Tree
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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.
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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.
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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.
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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.
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3.F.1.b (Assessed) Explain that changes in an organisms habitat are sometimes beneficial to it and sometimes harmful. Resources to Support 3.F.1.B (Assessed)
Name of Resource

Pages 76-77 Investigation 3 Parts 2-4 Investigation 5 Part 1 Science Stories: Life Cycle of a Crayfish, Life on Earth, A Change in the Environment
Notes
Safari Montage
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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.
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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.
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Assessment Teacher Notes
This assessment should be used to find out students ideas about adaptation. Chloes 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.
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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 divos 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. B. C. D. E. The divos fur grew longer and thicker. The divos switched to eating seeds. The divos dug holes to live under the leaves or beneath rocks. The divos hibernated through the cold period until the habitat was warm again. 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
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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.
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6.B.1.a (Assessed) Identify and describe that human activities in a community or region are affected by environmental issues. y Presence and quality of water y Soil type y Temperature y 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.
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Ways people in Maryland are affected by the environment: Resources in Maryland are finite.
y People must have a source of potable (drinking) water and those sources must be protected from pollutants. y 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. y 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. y 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. y 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)

Name of Resource

Pages 319-353 y y Environmental Health Bill Nye: Biodiversity
Notes
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Lesson Seeds
Identify the properties of the planet Earth that makes it possible for the survival of life as we know it. y y y y 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.
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Safari Montage
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.
Series
Bill Nye
y y y y Marine Mammals Insects Ocean Life Life Cycles y y y
Video Title
Populations Biodiversity Reptiles y y y y y y y y y y Oceans Insects Mountain Amphibian Sea Shore Mammals y y y y y y Deserts Flowers Lakes and Ponds Forests Climates Birds Apes Butterfly and Moth Bears Fish Tree
Eyewitness
Kratts Creatures Life of Mammals All About Magic School Bus Other
y y y y y y y y y y y y y y y y y y y y y
Life Rainforest Deserts Ponds and Rivers Survival Reptiles Why? The How Show Where? Return to Water The Opportunists Animal Life Cycles Earth In the Rainforest Gets Eaten Hops Home Goes to Sea Beetlemania Rainforests Sonoran Desert: A Violent Eden Landmarks Tropical Rainforest
y y y y
The Winning Design Meat Eaters Water Ecosystems Forest Ecosystems
y y
Plant Predators Deserts and Grasslands
y y y
Animals of the Rainforest Ready, Set, Go; How Animals Move Wild and Wonderful Animals in the Woods
y y y y y y
The Unknown World In Natures Trail: Trees for Life Life of Sea Survival Locomotion in the Ocean Creatures of the Shallow Seas Secrets Of the Rainforest
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Unit Vocabulary
Please note the following:
y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is coded. U2I1 stands for Unit 2 Investigation 1. U2SC stands for Unit 2 State Curriculum. y Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart. y 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. y 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.
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estimate fruit seed

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U2I1
U2I1
property
U2I1
U2I1
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dormant mold
U2I1
U2I1
embryo
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U2I1
seed coat
U2I1
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cotyledon organism growth

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U2I2
U2I1
germination
U2I2
U2I2
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seedlings root stem leaf

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U2I2 U2I2
U2I2
U2I2
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nutrients flower
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U2I2
hydroponics
U2I2
U2I2
life cycle
U2I2
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structures crustaceans antennae bristles

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U2I3 U2I3
U2I3
U2I3
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carapace pincers
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U2I3
swimmerets
U2I3
U2I3
bess beetles
U2I5
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insect thorax head

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U2I5
U2I5
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mite
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terrarium
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Ongoing Vocabulary From the State Curriculum
data
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classify class
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observable features balance mass

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investigations work
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environment fossils
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habitat
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organisms behavior matter

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energy traits genes

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offspring
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genetics
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generation inherited learned

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beneficial interactions scavengers

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decomposers
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producers
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consumers food chain

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competition
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food web
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Student Vocabulary for Content Sort
estimate fruit
1
data classify
property seed
1
class observable features
dormant mold
1
balance mass
embryo
investigations
1
seed coat cotyledon

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germination organism growth

2 2
fossils habitat behavior
seedlings root stem leaf

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matter energy offspring traits
nutrients
genes
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hydroponics flower
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life cycle
inherited
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structures crustaceans antennae bristles carapace

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learned
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beneficial interactions scavengers decomposers
producers
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swimmerets pincers
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consumers competition
bess beetles insect

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thorax
mite
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abdomen head
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terrarium
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Careers in Life Science
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Physiology
What 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
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Astrobiology
What is Astrobiologist - and how do I become one? http://www.astrobiology.com/how.to.html
Biology
What 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/ 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
Biomedical Research
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 Meet Dr. Barry Bloom - Medical Researcher/Immunologist, Howard Hughes Medical Institute http://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 Lederman http://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 Health http://www.accessexcellence.org/AB/CC/singer.html
Biotechnology
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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 Ecology http://www.esa.org/careers_certification/employment.php
Endocrinology
http://www.sicb.org/divisions/dce.php3
Entomology
If you like to study bugs, then check out these web sites! http://www.entsoc.org/resources/education/index.htm
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Careers in Genetics and the Biosciences http://www.ornl.gov/hgmis/education/careers.html What is genetics? Check out this site for profiles of scientists working in the genetics field http://www.faseb.org/genetics/gsa/careers/bro-menu.htm Meet James Watson, Ph.D. - co-discoverer of the structure of DNA with Francis Crick http://www.accessexcellence.org/AB/CC/watson.html
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Genetics
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 Genomics http://www.genome.gov/GenomicCareers/ From the National Human Genome Research Institute 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.htm http://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
Microbiology
Molecular Biology 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"
The study of molecules - from bacteria and yeast, to plants, amphibians and mammals. Beginning
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Vertebrate Morphology
http://www.sicb.org/divisions/dvm.php3
Oncology is an area of medicine that deals with the study and treatment of cancer.
Oncology
Career profile of an Oncology Nurse http://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
Neurobiology
http://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
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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.htm http://www.aavmc.org/VetProfilessplash.htm
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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
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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.
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For Example:
What are foods we can eat?
Yes
No
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Yes
No
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**The following statements are provided for concept attainment. Structures of Life Investigation 1 Part 1
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.
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Investigation 1 Part 2
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.
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Investigation 1 Part 3 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.

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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.
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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).
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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.
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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.
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Investigation 3 Part 1 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.
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1. Where an animal lives is its habitat.
2. Crayfish need dirty, warm water.
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Investigation 3 Part 3-4
1. Things that animals do are behaviors.
2. A territory is the part of an animals habitat that it defends against others of its own kind.
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1. Bess Beetles have 8 legs.
2. Bess Beetles need water, food, space, and air in their habitat.
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1. All organisms have similar structures.
2. An organisms structures have functions that help it survive in its habitat.
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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 childs 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
WCPS 2010-2011
Office of Elementary Education All About Turkeys Author: Jim Arnosky Level: K-5 Description: Introduces wild turkeys: what they eat, where they sleep, their habitat and adaptations. Includes some actual-size illustrations.
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Ancient Ones: The World of the Old-Growth Douglas Fir Author: 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 Spanish Author: Barry Clarke et al. Level: 3-8 Description: This series includes beautiful photographs and accurate information about the subject. Animal Defenses: How Animals Protect Themselves Author: 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 Present Author: 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.
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Office of Elementary Education P a g e 220 At Home In The Rainforest Author: 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 Trees Author: 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. Birds Author: 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 Faces Author: 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 Honeycombs Author: 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 Ours Author: 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.
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Office of Elementary Education Chomp! A Book About Sharks Author: Melvin Berger - Illustrated by: James D. Watt Level: K-5 Description: Provides a simple explanation of what sharks look like, how they hunt, what they eat, and how they are born.
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Come Back Salmon Author: 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 Americas Dog Author: 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 Relatives Author: Beth Blaxland Level: 4-6 Description: Defines crustaceans, such as freshwater crayfish, and describes their characteristics, life cycles, habitats, senses, food, and self-defense. Crayfish Author: 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. Crayfish Author: Lola M. Schaefer Level: K-3 Description: A basic introduction to crayfish, focusing on their physical characteristics, habitat, diet, and activities.
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Office of Elementary Education Crayfish Author: 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.
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Desert Giant: The World of the Saguaro Cactus Author: 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 Arizonas SonoranDesert. Desert Trip Author: 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 Madagascar Author: 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. DinosaurMountain: Graveyard of the Past Author: Caroline Arnold Level: 3-5 Description: Describes the discoveries made at the DinosaurNational Monument quarry in Utah, a rich source of fossils, and highlights the detailed work of paleontologists. Dougal Dixons Amazing Dinosaurs: The Fiercest, the Tallest, the Toughest, the Smallest Author: Dougal Dixon Level: 3-5 Description: Presents detailed dinosaur facts about carnivores, long-necked herbivores, armored dinosaurs, and two-footed herbivores. Egg Author: 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. WCPS 2010-2011 Grade 4 Standard 3: Life Science
Office of Elementary Education P a g e 223 An Extraordinary Life: The Story of a Monarch Butterfly Author: 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. Feathered Dinosaurs Author: 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. Fish Author: Adele Richardson Level: K-3 Description: Discusses the characteristics, eating habits, and offspring of fish. Freshwater Habitats Author: 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. Frog Author: 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 Wildlife Author: 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. WCPS 2010-2011 Grade 4 Standard 3: Life Science
Office of Elementary Education P a g e 224 From Seed To Plant Author: 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 Predator Author: Caroline Arnold Level: 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 Ptarmigan Author: 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 Savanna Author: 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 Wild Author: 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.
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Office of Elementary Education P a g e 225 Journey into the Rainforest Author: 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 Eyes Author: 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. Look Once, Look Again: Animal Feet Author: David Schwartz, Dwight Kuhn Level: K-3 - Publisher: Creative Teaching Press - Year: 1998 - ISBN: 1-574-71319-1 Description: 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 Tails Author: 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: Mouths Author: 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.
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Office of Elementary Education P a g e 226 The MagicSchool Bus on the Ocean Floor Author: 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 Aquarium Author: 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-Rats Author: Gail Jarrow, Paul Sherman Level: 3-5 Description: Explores the unique naked mole rat of Africa and provides information about this animals adaptations to its habitat, including physical characteristics, feeding habits, social structure, and defenses. One Small Square: Pond Author: 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 World Author: Sneed B. Collard III Level: 1-4 Description: Take a look at the many different ecosystems that constitute Earths wet world. From streams and rivers through marshes to the shore, each ecosystem is described in words and pictures. Includes a glossary.
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Office of Elementary Education P a g e 227 Plants and Flowers Author: Joyce Pope Level: 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 popcorns 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 Flower Author: Ruth Heller Level: 1-2 Description: This poetic presentation tells about plant reproduction, manufacturing of seeds, and seed propagation. It also shows plants that dont seem to be flowers but are. Red-Eyed Tree Frog Author: 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 Seedlings Author: 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 World Author: 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.
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Office of Elementary Education Shells Level: 3-6 Description: Investigates the colorful world of shells.
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Slugs Author: 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 Snails Author: Theresa Greenaway Level: K-2 Description: Explains how slugs and snails behave and reproduce, and where they go in the winter. Snailology Author: 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. Snails Author: Kevin J. Holmes Level: K-3 Description: An introduction to snails physical characteristics, habits, behavior, and relationships to humans. Swallows in the Birdhouse Author: 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. Tadpoles Author: Elaine Pascoe Description: Explores the physical characteristics, reproduction, habitat, and metamorphosis of tadpoles. Includes hands-on activities.
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Office of Elementary Education P a g e 229 This Place Is Cold Author: 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 Alaskas geographical location and its weather. This Place Is Wet Author: 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 Survive Author: 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 Reef Author: Caroline Arnold Level: 3-8 Description: Describes the fascinating ecosystem of the Great Barrier Reef off the coast of Australia. While a Tree Was Growing Author: 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 Swampy Author: Jim Arnosky Level: 3-5 Description: Describes and portrays the birds, snakes, and other animals that can be seen in a swamp.
WCPS 2010-2011
Office of Elementary Education The Winking, Blinking Sea: All About Bioluminescence Author: 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.
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Woolly Mammoth Journey Author: Debbie S. Miller Level: 3-5 Description: 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. Amigo Author: 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 Voices Author: Byrd Baylor Level: K-5 Description: Ten creatures describe their lives and the beauty of their desert home. Farewell to Shady Glade Author: 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 Gardener Author: 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.
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Office of Elementary Education P a g e 231 The Great Kapok Tree: A Tale Of The Amazon Rain Forest Author: 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 Crab Author: 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. Ice Bear and Little Fox Author: 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 Dolphins Author: 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 Stories Author: 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 Lorax Author: Dr. Seuss Level: K-5 Description: Delivers a vivid picture of environmental disaster through habitat destruction, pollution, and overuse of natural resources.
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Office of Elementary Education P a g e 232 Miss Rumphius Author: 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 Tree Author: 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 Myth Author: 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 Forest Author: Helen Cowcher Level: K-5 - Publisher: Farrar, Straus, and Giroux - Year: 1990 - ISBN: 0-374-46190-2 Description: Presents the fragile balance of nature as animals, living peacefully in the tropical rain forest, witness machines invading their world. The Salamander Room Author: 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 Stream Author: 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.
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Office of Elementary Education The Sign of the Seahorse: A Tale of Greed and High Adventure in Two Acts Author: Graeme Base Level: 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 Story Author: 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.
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The Snail's Spell Author: 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. Stellaluna Author: Janell Cannon, Jewell Cannon Level: K-5 Description: After falling headfirst into a birds 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 Caws Author: 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 Things Author: 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.
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Office of Elementary Education P a g e 234 Living Things Author: 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. Schoolyard Ecology Author: 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 Habitats Author: 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 Dont Have to Die: Home And Classroom Care For Small Animals Author: Jim Dunlap Level: 6-8 Description: A must for teachers who keep small animals in their classroom. Youll 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.
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Websites
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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.
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3. Select District: Washington County Schools District Portfolio.
4.
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4. Select Elementary.
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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.
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Special features for entering websites through net Trekker

y 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. y 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. y Vote if you Dislike or Like the website.
See the netTrekker Quick Reference Guide for More Information
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Office of Elementary Education 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.
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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.html Description: 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! DeepOcean Creatures (teacher resource) URL: http://www.extremescience.com/DeepestFish.htm Description: 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.html Description: 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
Office of Elementary Education Growing a Pineapple (student resource) URL: http://aggie-horticulture.tamu.edu/plantanswers/fruit/pineapple.html Description: 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.html Description: Find out more information about a variety of insects. Each entry in the Insectlorepedia features a close-up image of the insect.
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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.htm Description: 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.html Description: 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/MG356 Description: 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.)
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Office of Elementary Education Raising Snails (teacher resource) URL: http://www.nal.usda.gov/afsic/AFSIC_pubs/srb96-05.htm Description: USDA site explaining how to commercially raise snails, and lots of other information about snails in general.
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Scientific American/Ask The Experts (student and teacher resource) URL: http://www.sciam.com/askexpert_directory.cfm Description: 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/VH026 Description: 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.html Description: 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.gov Description: 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.htm Description: 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.
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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
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Formative Assessments Formative assessments are used to gain information that improves instruction and advances student learning.
Formative assessment entails both gathering information about childrens ongoing development of ideas and skills and using this in modifying activities and the teachers interventions to meet the childrens 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.
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Name ___________________________________________ Investigation 1: Origin of Seeds Formative Assessment
1. Seeds develop in the part of a plant called the A. B. C. D. embryo coat mold fruit
2. The ____________ is the part of the seed that contains the tiny leaves and root. A. B. C. D. embryo coat mold fruit
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3. Different kinds of fruits have A. B. C. D. different number of seeds the same number of seeds the same size seeds no seeds
4. The size, shape, color, and smell are all _______________ of the seed.
A. B. C. D. 5.
dormant properties embryo mold When a seed is dormant it is
A. B. C. D.
growing dying resting or inactive moldy
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6. A slimy or cotton-like growth that develops on moist materials is called
A. B. C. D.
mold embryo dormant bush bean
7. The seed coat provides
A. food B. mold C. fruit D. protection 8. The cotyledon is the main part of the seed that stores the ___________ for the young plant.
A. B. C. D.
seed coat embryo food water
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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. Abbys Observations Characteristic of 10 Seeds Dried Soaked in Water Mass 10 grams 5 grams
Are Abbys observations correct or incorrect? Be sure to include in your explanation y why Abbys observation is correct or incorrect y examples from your own experience with the Seed Soak Investigation ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________
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Formative Assessment Key

Item 1. 2. 3. 4. 5. Indicator 4.1.A.1.a,b 4.3.A.1.b,d 4.1.A.1.g 4.3.A.1.d 4.1.A.1.a,b 4.3.A.1.b,d 4.1.A.1.a,b 4.3.A.1.b,d 4.1.A.1.e 4.3.D.1.d 4.3.F.1.a 4.1.A.1.e 4.3.D.1.d 4.3.F.1.a 4.1.A.1.g 4.3.A.1.d 4.1.A.1.g 4.3.A.1.d 2.3.C.1.a Scoring Tool 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer Score 2 Performance Criteria/Answer D. A. A. B. C.
6.
A.
7. 8. 9.
D. C. Student Response Includes that the observation is incorrect and explains that the seed that was soaked in water should have had the greater mass. Includes that the observation is incorrect but does not explain why. OR Includes that the observation is correct but explains that the seed that was soaked in water should have had the greater mass. Other
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Name _____________________________________________ Investigation 2: Growing Further Formative Assessment 1. When a seed begins to develop after a period of dormancy, it is called A. B. C. D. seeding germination rooting cotyledon
2. The part of the plant that supports the rest of the plant is the A. B. C. D. root stem leaf seed
3. Growing plants in water and nutrients is called A. B. C. D. cotyledon organisms germination hydroponics
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4. Organisms are all A. B. C. D. living plants non-living plants and animals living plants and animals non-living animals
5. Fruits and seeds develop from A. B. C. D. flowers roots stems leaves
6. ____________ are the important chemicals healthy plants need. A. B. C. D. Nutrients Hydroponics Germination Cotyledon
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7. Young plants that grow from seeds are A. B. C. D. stems leaves seedlings germination
8. ___________ are one of the first structures to grow. They grow downward to hold the plant to the ground and get nutrients. A. B. C. D. Stems Leaves Flowers Roots
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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 Pings little brother? Be sure to include y an explanation of the life cycle of a bean y why it is called a cycle ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________
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Investigation 2: Growing Further Formative Assessment Key

Item 1. 2. 3. 4 5 6. 7. 8. 9. Indicator 4.3.D.1.b 4.3.D.1.b 4.3.E.1.b 4.3.D.1.b 4.1.A.1.e 4.1.B.1.d 4.3.E.1.b 4.3.D.1.b 4.3.D.1.b 4.1.A.1.e 4.1.B.1.d Scoring Tool 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer Score 2 Performance Criteria/Answer B. B. D. C. A. A. C. D. Student Response 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. Includes only explains the life cycle but does not explain why it is called a cycle or vice versa. Other Grade 4 Standard 3: Life Science
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Name ________________________________________ Investigation 3: Meet the Crayfish Formative Assessment 1. The observable parts of an organism, like the stem of a plant or the carapace of a crayfish are the A. B. C. D. structures habitat behavior crustaceans
2. Which is an observable structure on a crayfish? A. B. C. D. roots elodea swimmerets wings
3. The main body shell of crustaceans is A. B. C. D. bristle carapace swimmeret pincers

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4. The pincers are A. B. C. D. leg like structures in the front short hairs that help sense things feelers main body shell
5. The antenna are A. B. C. D. leg like structures in the front short hairs that help sense things feelers main body shell
6. __________________ are a class of mostly aquatic animals that have hard, flexible shells, jointed legs, and two pairs of antennae. A. B. C. D. Snails Fish Octopus Crustaceans
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7. The behaviors of an animal are the A. B. C. D. habitat things that they do parts of its body territory
8. The part of an animals habitat that it defends is called its A. B. C. D. carapace structure territory hydroponics
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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 y what is a habitat y conditions that are needed for a healthy habitat _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________
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Investigation 3: Meet the Crayfish Formative Assessment Key

Item 1. 2. 3. 4. 5. 6. 7. 8. 9. Indicator 4.3.D.1.a-c 4.3.A.1.b 4.3.D.1.a-c 4.3.A.1.b 4.3.D.1.a-c 4.3.A.1.b 4.3.D.1.a-c 4.3.A.1.b 4.3.D.1.a-c 4.3.A.1.b 4.3.D.1.a-c 4.3.A.1.b 4.3.D.1.c,d 4.1.B.1.d 4.3.D.1.a,c 4.3.D.1.a,b 4.3.A.1.b 4.3.F.1.a Scoring Tool 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer Score 2 Performance Criteria/Answer A C. B. A. C. A. B. C. Student Response Defines habitats and mentions at least 2 of the 3 things that crayfish need y water (clean and/or cool) y food from plants and animals y shelter Defines habitats and only mentions 1 of the above list or Student does not define habitat and mentions at least 2 of the 3 things that crayfish need Other
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Name _______________________________________________ Investigation 5: Bess Beetles Formative Assessment 1. How many jaws does a bess beetle have? A. B. C. D. one two three four
2. What is the bess beetles source of food? A. B. C. D. bugs fruit weeds wood
3. What are the three main body parts of a bess beetle? A. B. C. D. jaws, thorax, and abdomen head, thorax, and legs head, thorax, and abdomen antennae, abdomen, and legs
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4. How many legs does a bess beetle have? A. two B. four C. six D. eight
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Directions 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.
Comparing Beetles and Crayfish horn thorax two jaws six legs abdomen head bess beetles crayfish jointed legs eyes antennae exoskeleton swimmerets eight legs carapace
pincher
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5. What two characteristics are unique to bess beetles? A. B. C. D. horn and carapace antennae and exoskeleton thorax and abdomen pincher and eyes
6. What two characteristics are unique to crayfish? A. B. C. D. pincher and carapace antennae and exoskeleton thorax and abdomen pincher and eyes
7. What two characteristics are common to bess beetles and crayfish? A. B. C. D. pincher and carapace antennae and exoskeleton thorax and abdomen pincher and eyes
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8. What do we need to know about the bess beetles habitat in order to keep them in the classroom? Be sure to include in your explanation: y what is a habitat y conditions that are needed for a healthy habitat ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
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Investigation 5: Bess Beetles Formative Assessment Key

Item 1. 2. 3. 4. 5. 6. 7. 8. Indicator 4.3.A.1.b 4.3.D.1.b 4.3.A.1.b 4.3.D.1.b 4.3.A.1.b 4.3.D.1.b 4.3.A.1.b 4.3.D.1.b 4.1.D.1.c 4.3.A.1.b 4.1.D.1.c 4.3.A.1.b 4.1.D.1.c 4.3.A.1.b 4.3.A.1.b 4.3.D.1.b Scoring Tool 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer Score 3 Performance Criteria/Answer B. D. C. C. C. A. B. Student Response Defines habitats and mentions at least 3 of the 4 things that bess beetles need y Water moist environment y Food - wood y Space and shelter y Air Defines habitat and mentions at least 2 of the 4 things that bess beetles need. OR The student does not define habit and mentions at least 3 of the 4 things that bess beetles need. Defines habitats and only mentions 1 of the above list. OR Does not define habitat and mentions 2 of the 4 things that bess beetles need. Other
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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 November 19, 2010 Unit 2 February 25, 2011 Unit 3 Last Day of School
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Grade 4 Unit 2
Standard 3: Life Science
SCIENCE BENCHMARK
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Teacher Directions PART 1 Distribute the Test Materials
SAY
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
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SAY
You 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.
SAY
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, howto mark an answer, or how to write an answer? Answer any questions students may have. Repeatany of the instructions, as necessary.
SAY
Locate Part 1 by turning to page3 of your Test Book.
Pause, and make sure all students have foundpage 3, which says Part 1.
SAY
You will have 27 minutes to complete Part 1. Turn topage 4 for Part 1. You may begin.
Give students 27 minutes to complete Part 1. Record the starting time, the amount of time forPart 1, and the stopping time on the board. When 15 minutes have passed, record the remainingtesting time on the board.
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Items 1 through 13 Items begin on page 4 Record the Starting Time: ___________ Add 27 minutes: + 27 Record the Stopping Time: ___________ Record the Remaining 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 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.
SAY
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.
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PART 2 We will now take Part 2 of the test. Open your TestBook to Part 2 on page 11.Please remember that during testing, you may nottalk to other students or look at another studentsTest Book. You may not share materials or use othermaterials not provided by the Test Examiner.Remember to read all of the directions andinformation for Part 2 in the Test Book. Choose thebest answer for each Selected Response questionand write your best response for each BriefConstructed Response question. If you are not sureabout an answer, do the best you can but do notspend too much time on any one question. As areminder, be sure to answer the BCR questioncompletely and do not write outside the boxed area.When you come to the word STOP at the bottomof the page, you have finished Part 2.
SAY
When you are sure that all students understandthe directions, continue.
SAY
Please raise your hand during testing if you have aquestion.Make sure you are on page 11 in your Test Book. You will have 27 minutes to complete Part 2. I will helpyou keep track of the time by recording theremaining testing time on the board. When you arefinished you may go back over Part 2 and check youranswers, but do not return to Part 1. When you have finished, sitquietly until everyone else has finished.Do you have any questions about what to do, howto mark an answer, or how to write an answer?
Pause to answer any questions students may have.Repeat any of the instructions, as necessary.
SAY
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.
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Items 1 through 14-26 Items begin on page 12 Record the Starting Time: ___________ Add 27 minutes: + 27 Record the Stopping Time: ___________ Record the Remaining 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.
SAY
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.
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UNIT 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.
3.E.1.b
C. The plant camouflages the animal. D. The fruit provides the animal energy.
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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.F.1.a
3. What is the role of the River-Bank Grape in the food chain? A. producers B. consumer
3.F.1.a
C. decomposer D. composer
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4. What is the role of the animals that eat the River-Bank Grapes in the food chain?
A. producers B. consumer
3.F.1.a
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
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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
3.C.1.b
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
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Samantha made observations about the structures of the crayfish and bess beetle.
Observations Crayfish 8 walking legs eyes tail Bess Beetle six legs eyes three body parts ~ head, thorax, and abdomen antennae jaws horn
antennae mouth parts long swimmerets carapace pincers
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8. Why do organisms have some similar structures and some different structures? Use the observations from the table to help support your response.
Score 3 ~ Full and Complete Understanding Student Response
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. The response includes that organisms have different structures to help it survive but is limited with support. The response only includes that organisms have different structures OR gives limited support. Other
2 ~ General Understanding 1 ~ Minimal Understanding 0 ~ No Understanding
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
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10. Organisms are all A. living animals B. non-living plants and animals C. living plants and animals D. non-living animals
3.A.1.a
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
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12. Which animal belongs in the same class of animals as the crayfish?
A.
frog
B.
owl
3.A.1.b
C.
crab
D.
squirrel
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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 3 ~ Full and Complete Understanding Student Response
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 y a species that eats the crayfish becomes extinct ~ more crayfish population y more trees and plants to shade the water to keep the water temperature from not getting too hot The response includes ways that a change in the crayfish s environment can be harmful. Examples may include but not limited to: y y change in water level may alter the temperature ~ make the water too hot or too cold y hazardous waste could pollute the water ~ crayfish live in fresh water y 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. Other
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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

3.A.1.b
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
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16. Which structure of the plant holds the embryo (sprout)?
A. stem B. leaf
3.E.1.c
C. seed D. root
17. The start of a seed s growth is called
A. flowering B. molting
3.E.1.c
C. hydroponics D. germination
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18. Plants can grow in water without soil as long as they also have
A. germination B. nutrients
3.E.1.c
C. energy D. bleach
19. Which tool would you use to measure the height of the plant?
A. balance B. ruler
1.A.1.b
C. stopwatch D. thermometer
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20. All living things need energy to survive. What is the primary source of energy for all living things?
A. plants B. the sun

5.3.1E.1.
C. animals D. the wind
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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: y why the bean plant is like the plant you choose y why the bean plant is not like the other plants
2.A.1.a Score 3 ~ Full and Complete Understanding Student Response
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. Other
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Review
Stars are organized into patterns called constellations. One constellation is named Leo. 22. Which statement BESTexplains why Leo appears in different areas of the sky throughout the year? A. Leo rotatesaround the sun. B. Leo revolves around the moon.
2.D.2.d
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
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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.
2.D.2.b
25. Which natural agent would be responsible for erosion in a desert? A. ice B. water C. wind D. roots
2.A.2.b
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.
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2.A.2.a-b
Score 3 ~ Full and Complete Understanding
Student Response
The response includes but not limited to the following: y y y 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. Other
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MSA Science Rubric LEVEL 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.
y y y y
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 2
There is evidence in this response that the student has a general understanding of the question or problem.
y y y y
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 1
Thereis evidence in this response that the student has minimal understanding of the question or problem.
y y y y
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 0
There is evidence that the student has no understanding of the question or the problem.
y
The response is completely incorrect or irrelevant or there is no response.
WCPS 2010-2011

Science Grade 4 Unit 2 2010 Guide

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Science Grade 4 Unit 2 2010 Guide

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Office of Elementary Education

Grade 4 Science Instruction Unit Guide Standard 3: Life Science

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Fossil Resource from Unit 1 Earth/Space Science

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

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Vertical Content Map for Life Science

Instructional Note: Research different Maryland native organisms.

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Grade 4 Standard 3: Life Science

Office of Elementary Education Grade 3 Grade 4 Grade 5

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None Provided By MSDE

Grade 4 Standard 3: Life Science

Office of Elementary Education Grade 3 Grade 4 Grade 5

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classify class observable features organism