curriculum unit designers - newark public...

Newark Public Schools Next Generation Science Unit


Curriculum Unit Designers Shara Gilchrist-Hamilton

Monica Peart Mimi Rosenbaum

NPS Science Instructional Leadership Team (SILT) Monica Peart, Director of Science

Mridula Bajaj Science Park Department Chair (Science) Carl Cimiluca First Avenue Teacher Shara Gilchrest Hamilton Speedway Teacher Stacey Gruber MISE Partner Liaison

Karen Harris District Special Assistant (ELA) Elizabeth Lozada Abington Teacher Caleb Perkins District Asst. to the Superintendent Tina Powell District Director of Mathematics Mimi Rosenbaum District Supervisor (Media) Ivory Williams District Master Teacher


TABLE OF CONTENTS

Overview

1

Matrix

2

Culminating Assessment

40

Framework

(Appendix A) A1

Next Generation Science Standards & Common Core Standards

(Appendix B) B1

Essential Questions & Enduring Understandings

(Appendix C) C1


OVERVIEW NPS NEXT GENERATION SCIENCE UNIT

The NPS science units require a contextual understanding with regard to scientific knowledge, how it is acquired and applied, and how science is connected through a series of concepts that help further understanding of the world through the nexus of the three NGSS dimensions: (1) Science and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas. Performance expectations require that students demonstrate all three dimensions through contextual application of the three dimensions. Each unit includes goals (enduring understandings/essential questions/aligned standards), methods (varied instructional approaches, differentiated strategies/resources, scaffolded guiding questions), materials (inclusive of instructional supports - rubrics, teacher background information, common misconceptions, as well as multimedia materials), and assessment (a variety of methods and materials in order to determine learners’ level of knowledge, skills, and engagement.)

The Plant Growth and Development unit begins with a summary followed by aligned standards, a culminating assessment overview, and the lesson pace and sequence. Each lesson constructs new ideas on top of old ideas and addresses science misconceptions. Activities naturally integrate math and/or literacy CCSS for every lesson. Next Generation Science and Common Core language is infused so that the shifts are clear. Each lesson ends with suggested modes of receiving qualitative feedback (formative assessments) to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

The unit ends with an effective performance task that places the student in an authentic learning experience. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It, at minimum, requires students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher

within the unit or obtained by student through independent research) • emphasize engineering design performance expectations of the grade band

1


Newark Public Schools

Unit Summary AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

Unit: Plant Growth and Development

Content Area/Target Course: Life Science/Interdependent Relationships in Ecosystems

Grade Level: 3

Unit Summary: Students plant their own seeds to begin an eight-week inquiry into the life cycle of a simple plant, the Brassica rapa, in Plant Growth and Development. Using plants that complete their life cycle in 35 days, students are able to watch germination and maturation while learning about the specific parts of a plant and the function each serves. Because they care for their own seedlings, students learn that plants need light, soil, nutrients from soil, and water to survive. In addition, students use dried bees to simulate the pollination process to understand the interdependence of bees and flowers. These activities deepen their understanding of the characteristics of living organisms and their relationship with and dependence on the environment in general. Throughout this unit, students are asked to use their observation and recording skills, complete and analyze data tables, use simple tools, draw diagrams, and apply scientific vocabulary. NGSS: 3-LS1-1, 3-LS2-1, 3-LS3-1, 3-LS3-2, 3-LS4-2, 3-5-ETS1-2 NJCCCS: 5.3.4.A.2, 5.3.4.E.1, 5.3.4.D.1 Primary Literacy Connections: RI.3.1, RI.3.3, RI.3.4, RI.3.7, W.3.2, W.3.4, W.3.8, SL.3.1, SL.3.2, SL.3.5, SL.3.6 Primary Math Connections: 3.OAD.8, 3.OAD.9, 3.NF.1, 3.NF.3, 3.MD.3, 3.MD.4


Don’t Be Crazy, Save the Bees! Students analyze data and use unit reading materials to:

Explain how the decrease in the honey bee population impacts the reproduction of flowering plants (life cycle), emphasizing the symbiosis of honey bees and flowering plants.

Describe how the cause of the decrease in honey bee population affects the needs of humans.

Identify that a decrease in honey bee population may lead to a decrease in diversity of flowering plants due to the decrease in cross pollination. Explain that a decrease in diversity may lead to a decrease in variation which impacts advantages in survival and reproduction.

After comparing 3 solutions to the problem, choose 1, devise a plan to address the problem, execute the plan, and present it to the class.

Lesson Pace & Sequence

PE/CPI Lessons

Suggested Teaching Periods

Pre-Assessment

Lesson 1- What Do You Know About plants? Students will have an opportunity to reflect on how much they already know about plants and what they would like to learn. They are also asked to look closely at the outside of a bean seed, an exercise that introduces skills that will be developed throughout the unit: observing, recording, and predicting. Students share what they know about plants and discuss what else they would like to know. Major Scientific Concept: Students have existing concepts about plant growth and development. Literacy: STC Literacy Series™, Plant Growth and Development, Plants Make Life Possible, pg. 1, TG, p.19

1

2

http://www.nextgenscience.org/3ls1-molecules-organisms-structures-processes

http://www.nextgenscience.org/search-performance-expectations?tid_2%5B%5D=10&=Apply

http://www.nextgenscience.org/3ls3-heredity-inheritance-variation-traits


http://www.nextgenscience.org/3ls4-biological-evolution-unity-diversity



http://www.corestandards.org/ELA-Literacy/RI/3

http://www.corestandards.org/ELA-Literacy/W/3

http://www.corestandards.org/ELA-Literacy/SL/3


http://www.corestandards.org/Math/Content/3/OA


http://www.corestandards.org/Math/Content/3/NF


http://www.corestandards.org/Math/Content/3/MD





3-LS1-1

5.3.4.A.1 5.3.4.C.1

Lesson 2- What Is Inside A Seed? In this lesson, students will look inside to observe the internal structures of a bean. Brassica seeds are too small for this experiment; bean seeds are bigger, which allows students to see the characteristics that most seeds share. Students observe how the bean seed changes after being soaked in water overnight and open the bean to observe the inside. Major Scientific Concepts: Seeds are made of internal and external structures that are essential to the development of a plant. Changes organisms go through during their life form a pattern. Additional Science Resources and Activities: Seed growth interactive http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/growth.htm http://www.msnucleus.org/membership/html/k-6/lc/plants/3/lcp3_1a.html Literacy: The Wonder of Seeds http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000313275 Sample CCSS Tasks: The Wonder of Seeds Use the text to explain what the author means by the following statement: “Hitchhike, fly, or float--every seed has a way to travel to a new home.” RI.3.1, RI.3.3 Suggested Formative Assessments

Participation in investigation and class discussion

Journals (clarity, completeness, accuracy of diagrams)

Appropriate use of terms

Responses to reading material

Formal Assessments can be found in TG

2

Pre-Assessment

Sample CCSS Tasks: Plants Make Life Possible After writing questions you have about plant growth and development, explain how the five stories in part I of the CR will help answer the questions you and your classmates have posted on the chart paper recorded in the classroom (see TG, p. 5). Use the specific topics and general details of each story found on page 1. SL.3.1 Suggested Formative Assessments

KWL Chart

Journals/ Responses to lesson activities

Appropriate use of introductory terms


1

3


http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/growth.htm

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/growth.htm

http://www.msnucleus.org/membership/html/k-6/lc/plants/3/lcp3_1a.html

http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000313275






____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

4


Newark Public Schools Unit Summary

AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

3-LS1-1

5.3.4.A.1 5.3.4.C.1

Lesson 3- Planting Seeds During this lesson, students plant the seeds. This activity is the basis of just about everything that follows, so it is extremely important that it be done correctly. The Brassica plant’s unique characteristics require special planting materials and methods. The materials and methods needed are explained in detail in the lesson. There also are suggestions of how to prepare the students for planting day by introducing them to the supplies and by using Activity Sheet 2. Major Scientific Concept: To live and grow, plants need light, water, and nutrients from the soil. Literacy: STC Literacy Series™, Plant Growth and Development, Fast Plants for Fast Times, p. 1, TG, p. 19 Sample CCSS Tasks: Fast Plants for Fast Times Using details about Dr. Williams’ experiment, explain why the main traits of a Wisconsin Fast Plant will be helpful as you carry out your investigations in this unit? RI.3.1, RI.3.3, RI.3.4, W.3.2 Note: Because of the reading level of this passage, it may be best to use it as a read-aloud. You may have to stop and define some of the terms such as selective breeding, pathologist, offspring, cross –pollination and generation. Suggested Formative Assessments

Responses to reading material

Journals/ Responses to lesson activities



2

3-LS1-1 5.3.4.A.1 5.3.4.C.1 5.3.4.D.1

Lesson 4- Thinning and Transplanting To maintain a healthy garden, people must periodically thin plants and transplant

them to a more desirable location. As part of students’ experience during this unit, they will be asked to thin to one plant per section and to transplant the surplus seedlings. This activity should be done on Day 4 or 5 after planting. A class discussion about these two practical gardening techniques helps students understand why they are so important. Students discuss the purpose of thinning and transplanting. Students learn how to carry out these two tasks. Major Scientific Concept: Gardening techniques provide the best possible growing conditions (ensuring that each plant will have ample space, light, food, water, and air circulation) so that plants thrive and produce the highest possible seed yield at harvest time. Sample CCSS Tasks: Class Discussion: Closing discussion focus on observations of individual differences in seedlings that are exactly the same age. Require students to use claims and evidence from the two tasks. SL.3.1

1

5







____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

Teacher Notes :

6




Suggested Formative Assessments

Participation(completeness, accuracy of procedure) in investigation and class discussion



3-LS1-1

5.3.4.A.1

Lesson 5- How Does Your Plant Grow? At this stage of the growing cycle (approximately Day 5, 6, or 7—possibly 8), the plants have grown tall enough for students to measure and record their height in centimeters on a graph. This is an opportunity for students to apply graphing skills to the experiences they are having growing plants. Students learn how to measure their plants to the nearest centimeter. Students begin keeping records of their plant growth on a bar graph. Major Scientific Concepts: Many plants follow a life cycle that begins with growth from a seed and proceeds through the production of seeds. Changes organisms go through during their life form a pattern. Additional Science Resources and Activities: Growth requirements of plants http://www.msnucleus.org/membership/html/k-6/lc/plants/3/lcp3_2a.html Literacy: STC Literacy Series™, Plant Growth and Development, Making Food Out of Air, p. 28, Regions and Seasons, p. 9-11 Sample CCSS Tasks: Making Food Out of Air Using what you have read: explain the importance of light to the existence of all life; give an example of how an organism is dependent on another organism; describe the pathways of sunlight, water, and air in the process of photosynthesis. RI.3.1, RI.3.3, W.3 Regions and Seasons Use the climate information, the world map, and Internet resources to portray at least 2 species of plants that flourish in the purple, orange, yellow, blue, red, brown and green zones of the world. Write a brief description of each. Add pictures or diagrams to your map and post in the classroom. RI.3.1, RI.3.7 Mathematics: Use Centimeter Cubes as a Measuring Tool: After measuring the length of plants using centimeter cubes, students lay cubes on the graph above the correct day number and mark the height of the column, darken the bar graph to that height, give a title and record the date, the age of the plant, and the height of the plant. Students then solve one and two step “how many more” and how many less” problems using data from each group’s graph. 3.MD.3 Suggested Formative Assessments


Journals (clarity, completeness, accuracy of graph)


Responses to reading materials


1

7


http://www.msnucleus.org/membership/html/k-6/lc/plants/3/lcp3_2a.html







____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

8




3-LS1-1 3-LS3-1

5.3.4.A.1 5.3.4.A.2

Lesson 6- Observing: Leaves and Flower Buds In addition to growing in height, plants also develop leaves and flower buds. In this lesson, students will observe the first true leaves and the buds on their Brassica plants and record their observations in both words and pictures. These developments will take place on approximately Day 7, 8, or 9. Students observe two major developments: the true leaves and the flower buds. Students record their observations in their notebooks and review the life cycle of a plant through this stage of development. Major Scientific Concepts: Organisms have distinctive stages in their life cycle that occur over time. Patterns are the similarities and differences in traits shared between offspring and their parents. Literacy: STC Literacy Series™, Plant Growth and Development, It Takes Teamwork, p. 22-23 Sample CCSS Tasks: It Takes Teamwork After re-reading pages 22-23, compare the functions of plant structures to that of humans by choosing 2 structures that you believe are most similar in function and justify your answer using unit vocabulary. RI.3.1, RI.3.4, W.3.2 Notebooking: Students write a descriptive conclusion using lab data inclusive of the comparison of their Brassica plant structures to pictorial references provided in the student investigation book. Students should understand that plants of the same species reproduce offspring that share similar features. W.3.2 Suggested Formative Assessments


Journals (clarity, completeness, accuracy of observation sheet, descriptive conclusion)




1

3-LS1-1 3-LS3-2

5.3.4.D.1

Lesson 7- Observing the Growth Spurt Just as human beings have growth spurts, so do plants. For human beings, the growth spurt usually takes place during adolescence. For the Brassica plant, it usually happens sometime between Day 9 and Day 13. Major Scientific Concepts: Predicted future growth can be made from observations and measurements. Changes organisms go through during their life form a pattern. Sample CCSS Tasks: Mathematics: Students closely monitor the growth of their plants by measuring their height, predicting overnight growth, and recording data. As they measure plant height in centimeters and record it on a graph every day for one week, students predict how much their plant will grow each day. Post data analysis on the growth spurt and after a week, students solve one and two step “how many more” and how many less” problems using data from each group’s graph. 3.MD.3

1

9










____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

10




Teacher should use the graph below to create questions that ask students to use the graph to demonstrate their understanding of the following:

a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.1

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. 3.NF.3

Ask students to make a prediction about the height the plant in week 5 using evidence to support their prediction. 3.OA.9

Height of Plant in cm

1 cm ½ cm Suggested Formative Assessments



Responses to math problems



3-LS1-1 3-LS2-1 3-LS3-2

5.3.4.C.1 5.3.4.A.1

Lesson 8- Why Are Bees Important? The first seven lessons introduced students to plants and how they grow. In the next several lessons, students will learn about pollination, the process through which plants are fertilized. For many plants, including the Brassica, the bee facilitates this process. In this lesson, students will have an opportunity to share what they already know about the bee and about pollination. Students share information about bees and raise questions about them. Students draw a picture of what they think a bee looks like. Major Scientific Concepts: Flowering plants must be pollinated in order to produce seeds. Many plants are pollinated by bees. Bees form colonies that help members survive. Literacy: National Geographic Young Explorers: Meet the Pollinators http://www.nationalgeographic.com/ngyoungexplorer/1004/readstory.html

1

Week 1 Week 2 Week 3 Week 4

11







http://www.nationalgeographic.com/ngyoungexplorer/1004/readstory.html


____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

12




Sample CCSS Tasks: Meet the Pollinators Using what you have read, explain: how hummingbirds, butterflies, and bats pollinate similarly; what factors attract organisms/pollinators to flowers; what parts of the flower serve as food for the pollinators; what it means to pollinate; how pollination helps flowering plants and human beings. Using the author’s words, describe the process by which the flower can make seeds? RI.3.1, RI.3.3 Mathematics: "Get the Buzz on Honey Bees" classroom map: http://www.scholastic.com/content/collateral_resources/pdf/b/bee_poster_version6.pdf Students practice using a scale to measure the distance between two locations. 3.OA.8, 3.NF.1 Activity: Every map includes an important tool: a scale. A scale shows the relationship between distance on a map and distance on the ground. For instance, one centimeter on a map may represent 10 miles on the ground. Use the scale on the Get the Buzz on Honey Bees map to answer the questions below.

1. Orange blossom honey is valued for its fragrance and is harvested in Florida and California. Approximately how far is the capital of California from the capital of Florida?

2. Alfalfa is a pasture crop fed to horses and cows. Alfalfa honey is found in many states, including Oregon, Idaho, and Nevada. Approximately which is greater, the distance from Oregon’s capital to the capital of Nevada, or the distance from Oregon’s capital to the capital of Idaho? How do you know? Use evidence (measurements and scale) from your map to support your conclusions.

3. Now, use the scale to approximate the distance from Newark to Sacramento?


Participation in class discussion




3-LS1-1 3-LS2-1 3-LS3-2

5.3.4.A.2 5.3.4.C.1

Lesson 9- Getting A Handle on Your Bee After speculating about bees in the previous lesson, students now have a chance to observe real bees that have been dried. These bees will be attached to sticks that can be used to actually pollinate the plants during the next lesson. Students enjoy learning more about bees and will be excited about the preparations to pollinate the plants. Students use a hand lens to observe dried bees. Students make bee sticks to be used as a tool for pollination. Major Scientific Concepts: A flower’s pollen sticks to a bee, but some rubs off when the bee feeds at other flowers. Being part of a group helps animals (bees) obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

1

13


http://www.scholastic.com/content/collateral_resources/pdf/b/bee_poster_version6.pdf

http://www.scholastic.com/content/collateral_resources/pdf/b/bee_poster_version6.pdf







____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

14




Literacy: STC Literacy Series™, Plant Growth and Development, Making New Plants p. 39, On the Road With Beekeepers, p. 42-43, Kids Discover-Bees: The Buzz on Bees and Pollination p. 6-7 Sample CCSS Tasks: Making New Plants, The Buzz on Bees and Pollination After re-reading pages 22-23 answer the following: Use the text to explain why you think that bees are included in this unit? How do you think that bees are related to the Brassica plants that you have been working with? If the color and scent of all flowering plants were the same, how would those changes affect the behavior of pollinators? Describe the process by which a flower is fertilized? Compare the round dance and the wagging dance. List similarities and differences. Draw a picture of how a human sees a flower full of nectar compared to how a bee might see it. What does the author mean by the expression, “busy as a bee?” RI.3.1, RI.3.3, RI.3.4, RI.3.7 With a parent or teacher find out: What is a honey stomach? Why do bees dance? Do African bees deserve the name “killer bees”? Why or why not? Be sure to document your sources. RI.3.1, RI.3.3, RI.3.7, W.3.2, W.3.4, W.3.8 On the Road With Beekeepers Using evidence from pages 42-43, compare and contrast the most important points and key details of the work of a beekeeper and the work of a bee. Complete a concept map that portrays your conclusions. Include the benefits and duties of each. RI.3.1, RI.3.3 Suggested Formative Assessments





Writing Assignment


3-LS1-1 3-LS3-1 3-LS3-2

Lesson 10-Looking at Flowers Students use their bee sticks to cross pollinate flowers. They observe details of the flower’s anatomy and identify the major parts. Major Scientific Concept: Flowers are made of internal and external structures that are essential to the reproduction of a plant. Literacy: STC Literacy Series™, Plant Growth and Development, The Crucifer Family, p. 31-32, TG, p. 57-58 Sample CCSS Tasks: The Crucifer Family - After reading The Crucifer Family, students poll other students about each of the crucifers (described in the article) they have tasted, and record, graph, and discuss the results. Students also critique the evidence presented by their classmates. RI.3.1, RI.3.7, SL.3.2, SL.3.5, SL.3.6

1

15













____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

16










3-LS1-1 3-LS3-1 3-LS3-2

Lesson 11-Pollinating Flowers The interdependent relationship of the bee and the Brassica plant is mutually beneficial. Major Scientific Concept: A symbiotic relationship in nature is a close union of dissimilar organisms. Some are mutually beneficial, where each partner is dependent on the other. Literacy: STC Literacy Series™, Plant Growth and Development, The Bee and the Brassica: Interdependence SI, p. 35-38, TG p. 64-66 Sample CCSS Tasks: The Bee and the Brassica: Interdependence After re-reading pages 35-38, use details from the text to explain: how bees and flowers are related; why cross-pollination is important; what would happen if cross pollination did not take place; how pollinated plants are different from plants that have not been pollinated? RI.3.1, RI.3.3 After reading The Bee and the Brassica: Interdependence, use details from the text to discuss the following: how the bee and blossom benefit from pollination; how the male part (or the pollen) of one plant can get to the female part (or stigma) of another plan, what could happen to the flowers if there were no bees. RI.3.1, RI.3.7, SL.3.6







1

3-LS1-1 3-LS3-2 3-LS4-2

5.3.4.A.2 5.3.4.D.1

Lesson 12- Observing Pods In nature, everything has its time and place. The flower petals attract bees, allowing pollination to take place. Now the flower will wither and die, and the seeds will develop. In this lesson, students will observe this miraculous process. Students observe the development of the fertilized pods between Day 17 and Day 35. Students record their observations by drawing, writing, and graphing. Major Scientific Concepts: After fertilization, there is very little upward growth because the plant expends its energy on seed production. Variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

2

17












____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Teacher Notes :

18




Additional Science Resources and Activities: Life Cycles Of Plants Interactive http://www.ngflcymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity1pop.htm Literacy: STC Literacy Series™, Kids Discover-Bees: Beekeeping, p. 14-15, From Then Until Now, p. 16-17 Sample CCSS Tasks: Beekeeping After re-reading pages 14-15, answer the following: What is the function of 3 tools the beekeeper uses? What does extract mean? Why does the author say, “Busy as a bee? It’s just as accurate to say busy as a beekeeper?” Why does the author list the harvesting method used in Malaysia as “ Unusual ?” How can bee stings be therapeutic and fatal? Use evidence to explain your answers. R.3.1, R.3.3, R.3.4 From Then Until Now Albert Einstein once predicted that if bees were to disappear, man would follow only a few years later. Use language from this article to provide reasoning and evidence to support or deny Einstein’s claim. Write an argumentative essay explaining your viewpoints. R.3.1, R.3.6, W.3.4 Suggested Formative Assessments





Writing assignments


3-LS1-1

5.3.4.E.1 5.3.4.A.2

Lesson 13- Making A Brassica Model At this point in the unit, students have studied the Brassica flower and the bee in depth. During the next two lessons, students will have a chance to apply what they have learned by making models of both the flower and the bee. Model-building offers an opportunity to incorporate a number of other skills, such as planning, measuring, cutting, assembling, and organizing parts. The more proficient students are at these skills, the more accurate and aesthetically pleasing their models will be. Students apply skills they have learned to construct an accurate model of the Brassica. Students work together on a group project. Major Scientific Concepts: Plants and other organisms are part of an organized system that regulates their life cycles and their interactions with the environment. Developing and using models help make sense of phenomena.

2

19

http://www.ngflcymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity1pop.htm

http://www.ngflcymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity1pop.htm






____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

20




Sample CCSS Tasks: Students may adjust the step by step procedure from Option A or B. After presenting models, students answer the following (for each group): Does the model show the correct numbers of petals and anthers? Is only one pistil shown? Are the parts in the right places? They then provide a critique for improvement (for each model.) W.3.2, SL.3.1, SL.3.5, SL.3.6 Suggested Formative Assessments


Model

Writing Assignment

Appropriate use of terms Formal Assessments can be found in TG

3-LS1-1

5.3.4.E.1 5.3.4.A.2*

Lesson 14- Making a Bee Model During this lesson, students will make an anatomically correct model of a bee. This activity draws on what students have learned about bees through observing and using them as tools for pollination. Major Scientific Concepts: Bees and other organisms are part of an organized system that regulates their life cycles and their interactions with the environment. Developing and using models help make sense of phenomena. Literacy: Deborah And The Bees http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000108698 Sample CCSS Tasks: Deborah And The Bees After reading the story, draw a model of a honeycomb as described by Deborah. According to Aunt Cindy, what happens after a bee stings you? Why were some bees using their antennae to touch and smell the other bees? What are those kinds of bees called? According to Aunt Cindy, what is the colored fluff all over the bees’ back legs? What is the job of the drone? What are larvae? According to Aunt Cindy, what do bees do during the winter? RI.3.1, RI.3.2, RI.3.4, RI.3.7 Mathematics: If a colony makes 20 kilograms (kg) (44 lbs.) of honey in a season and a season is five months long, how many kilograms of honey does the colony make in one month? 3.OAD.8 A shape with six sides is called a hexagon (hex-a-gon). Bees make honeycombs with many hexagon shapes. If a hexagon has six sides, how many sides are there in eight hexagons? How many hexagons would you need to have a total of 24 sides? 3.OAD.8

1

21










____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

22




5.3.4.D.1

Lesson 15- Interpreting Graphs Students have had a great deal of practice constructing graphs during this unit. During this lesson, they are asked to interpret information on two different graphs. This is a good review of graphing for students, as well as a diagnostic tool. Students interpret information on two different graphs. Students apply math skills to reading graphs. Major Scientific Concept: Data can be more easily interpreted through the use of graphs. Sample CCSS Tasks: Mathematics: Students interpret several graphs included in the lesson. 3.MD.3 Ask students to make a line graph from the data provided in Helen’s graph, Figure 15-2. 3.MD.4 Suggested Formative Assessments

Participation in lesson activity and class discussion



1

3-LS1-1 3-LS3-1

5.3.4.A.2

Lesson 16- Harvesting and Threshing Seeds At the end of the unit, it is satisfying to harvest, or cut, the crop and separate out, or thresh, the seeds. This completes the life cycle of a plant—from seed to seed. Students will be eager to discuss what they have learned and to discover how their new knowledge can lead to new questions and experiments. Students harvest and thresh the seeds. Students count the seeds and compare that number with the original number of seeds planted (8) to determine their profit or loss. Students think about additional questions they have about plants and experiments that might help answer them.

3

Partition the hexagon below into 6 parts with equal areas. Express the area of each part as a unit fraction of the whole. 3.G.2 Suggested Formative Assessments


Model


Responses to math problems


23





http://www.corestandards.org/Math/Content/3/G


____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

24




3-LS3-2 3-LS4-2

5.3.4.E.1

Lesson: Adaptation and Survival Major Scientific Concept: Adaptations contribute to the fitness and survival of individuals. Literacy: STC Literacy Series™, Plant Growth and Development, Desert Survivors, p. 44-45, Where the Tall Grass Grows, p. 56-57, Where the Tall Grass Grows, p. 56-57, Weed Warriors Battle Plant Invaders, p. 60-61 Sample CCSS Tasks: Desert Survivors Using the Desert Tortoise information chart, explain how the data tells us about how a tortoise can survive by comparing and contrasting a wet year from a dry year. Evaluate the strength of a classmate’s conclusion of the same data set. Write a paragraph arguing for or against his/her conclusions. Make revisions to your conclusion based on new evidence. R.3.1, RI.3.7, W.3.2, W.3.4 Where the Tall Grass Grows After re-reading pages 56-57, explain: what happened to America’s prairies; where you can still go to see those tall grasses; why you should care that some species are becoming extinct. R.3.1, RI.3.3

3

Major Scientific Concept: One seed produces one plant; one plant can produce many seeds. Literacy: STC Literacy Series™, Plant Growth and Development, Tracking New Medicines, p. 14-15, Frederick Law Olmstead: The Father of Parks p. 18-19, A Farmer’s Friend p. 31-33, A Scientist Who Wouldn’t Give Up p. 34-36, Darwin’s Prediction p. 40-41 Sample CCSS Tasks: Tracking New Medicines, Frederick Law Olmstead: The Father of Parks, A Farmer’s Friend, A Scientist Who Wouldn’t Give Up, Darwin’s Prediction Read text about the following scientists: Frederick Law Olmstead, Mario Morales, George Washington Carver, Barbara McClintock, and Charles Darwin. Identify and outline their contribution to the world through the food industry, medical industry, and/or environmental industry. Create a timeline identifying when each is credited for their contribution to science. Of the five, how might have one scientist’s work historically assisted another scientist? Compare one of the scientist’s investigations to one you did in this unit. How did their work help us to better understand plant growth and development? Which scientist do you believe had questions most similar to your questions about plants? Explain your answer. Use scientific (unit) terms accurately and when applicable. Use diagrams, graphs, data charts, pictures and/or models to amplify your ideas and conclusions. Present your project to the class. RI.3.1, RI.3.3, RI.3.7, W.3.2, W.3.4, W.3.8, SL.3.1, SL.3.2, SL.3.5, SL.3.6 Suggested Formative Assessments

Writing Assignment and Presentation

25














____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Teacher Notes :

26




Covered in Kudzu Why does the author specifically ask the questions in the first paragraph? What inferences can be made based on the first paragraph and the main idea of the text? Using the details found in the article, explain why the Kudzu is called, “the plant that ate the South”? R.3.1, RI.3.3, RI.3.4 Weed Warriors Battle Plant Invaders, p. 60-61 Use the words of the author to answer the following: What are the Nature Conservancy Weed Warriors’ “weapons”? Define conservancy as it relates to our environment. R.3.1, RI.3.4 Suggested Formative Assessments



Writing assignments

Lesson 17- Post Unit Assessment During the pre-unit assessment in Lesson 1, students developed two class lists entitled “What We Know about Plants” and “What We Would Like to Know about Plants.” During this post-unit assessment, students revisit the lists and review their science notebooks. They make suggestions for revising the first list and offer evidence to support their suggestions. They answer many of the questions on the second list and add new questions to it. These activities and discussions help students realize how much they have learned about plants.

4

3-LS1-1 3-LS2-1 3-LS3-1 3-LS3-2 3-LS4-2

5.3.4.A.2 5.3.4.E.1 5.3.4.D.1

Culminating Assessment: Don’t Be Crazy, Save the Bees! Additional Student Resources: http://www.pbs.org/wgbh/nova/bees/ http://animals.howstuffworks.com/insects/bee.htm/printable http://thehoneybeeconservancy.org/ http://animals.nationalgeographic.com/animals/bugs/honeybee/ http://www.honey.com/nhb/home/

3

Bolded lessons identify areas of important relevance for the culminating assessment.

Curriculum Resources: Background information can be found at http://carolinascienceonline.com, Plant Growth and Development Module, Teacher Guide (TG), Student Investigation book (SI), Kids Discover: Bees, Content Reader: Plant Growth and Development, Next Generation Science Standards www.nextgenscience.org, Internet Spanish versions of text as well as auditory text (ebooks) are available online at http://carolinascienceonline.com Teacher Notes: Unit Guiding Questions: Guiding questions are intended to provide students with a focus as they read the selected pieces of complex text and complete the corresponding CCSS Literacy in Science Tasks.

27











http://www.pbs.org/wgbh/nova/bees/

http://animals.howstuffworks.com/insects/bee.htm/printable

http://thehoneybeeconservancy.org/

http://animals.nationalgeographic.com/animals/bugs/honeybee/

http://www.honey.com/nhb/home/

http://carolinascienceonline.com/

http://www.nextgenscience.org/

http://carolinascienceonline.com/




Science Misconceptions: In elementary school, the following misconceptions may persist among students:

Children have various ideas about what constitutes “living.” Some may believe objects that are “active”

are alive; for example, fire, clouds, or the Sun. As children mature, they include eating, breathing, and

reproducing as essential characteristics of living things. People of all ages consider movement, and, in

particular, movement in response to a stimulus, to be a defining characteristic of life. When doing so,

these individuals tend to omit plants from the living category. Few young children give “growth” as a

criterion for life, the exception being when plants are identified as living—then “growth” is commonly

given as the reason (Driver et al. 1994).

Some students may believe a seed only comes alive once it has been planted and begins to grow

because they hold a conception that there are temporary breaks in an organism’s life cycle that put it in

a nonliving state. A related idea is that some students think caterpillars are alive but that when they go

into the chrysalis state, they are nonliving and they become living again when they emerge as a

butterflies (Allen 2010).

A study by Stavy and Wax (1989) revealed that children seem to have different views for “animal life”

and “plant life.” In general, animals were more often recognized as being alive than plants.

Universally, the most persistent notion that students of all ages have about how plants get their food is

that plants take their food from the environment, particularly the soil (Driver et al. 1994).

This is an instance where every day meaning and scientific meaning clash and create confusion. Garden

fertilizers labeled “plant food” reinforce this erroneous idea that fertilizer is food for plants (Allen 2010).

• The common misconception that plants get their food from the environment rather than

manufacturing it internally, and that food for plants is taken in from the outside, is particularly resistant

to change, even after instruction (Anderson, Sheldon,and Dubay 1990).

Students appear to believe that food and light are necessary for all stages of plant growth. However,

prior to instruction they often do not understand that light is a requirement for food making but not a

requirement for growth. A study conducted by Roth, Smith, and Anderson (1983) found that students

held strongly to the idea that light is always required by plants even in the face of contrary evidence

such as seedlings germinating in the dark (Driver et al. 1994).

Russell and Watt (1990) interviewed younger students about their ideas related to conditions for

growth, focusing on germinations as well as vegetative growth. Ninety percent of the 60 children

interviewed identified water as necessary. Only a few mentioned air, gases, “food” (which to them was

soil nutrients), sun, light, or heat (Driver et al. 1994).

• Some students have difficulty distinguishing between germination and vegetative growth (Driver et al.

1994).

Students appear to accept the idea that light is needed for all the stages of plant growth. However, they

may not understand that light is used to make food for the plant and is not a condition for growth itself.

A study conducted by Roth, Smith, and Anderson (1983) found that students held strongly to the idea

that light is always required by plants even in the face of contrary evidence such as plants growing taller

in the dark (Driver et al. 1994).

28




Unit Vocabulary Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language AFTER the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Lesson Vocabulary Terms Lesson 1: What Do You Know About Plants?

seed color texture odor size predictions observation magnifier

Lesson 2: What is Inside a Seed?

embryo cotyledon

Lesson 3: Planting Seeds

Brassica seeds forceps fertilizer pellets quad

Lesson 4: Thinning and Transplanting

transplant transit class plots

Lesson 5: How Does Your Plant Grow

centimeter monitor measurement comparison

Lesson 6: Observing: Leaves and Flower Buds

life cycle embryonic seedling

Lesson 7: Observing the Growth Spurt

data analyze growth spurt

Lesson 8: Why Are Bees Important? honey stomach honeybees pollination fertilization hives interdependent dependent

Lesson 9: Getting A Handle On Your Bee queen abdomen worker antenna drone colony pollen thorax

Lesson 10: Looking at Flowers petal anther stigma

Lesson 11: Pollinating Flowers pollination symbiosis

Lesson 12: Observing Pods

pods mature life cycle

Lesson 13: Making A Brassica Model

petals sepals pistil stem anthers stigma leaves

Lesson 14: Making A Bee Model wings stinger simple eyes compound eyes pollen baskets

Lesson 15: Interpreting Graphs

Bar graph axis unit of measurement interpretation application

Lesson 16: Harvesting and Threshing Seeds

harvest thresh profit loss

29

http://www.project2061.org/publications/designs/ch7intro.htm




Sample CCSS Culminating Assessment

Don’t Be Crazy, Save the Bees!

Background Information In the past several years, entire colonies of honey bees have vanished. Scientists aren’t sure whether the cause is due to pesticides, (chemicals that kill organisms), parasites, (organisms that live off other organisms, eventually killing them), or disease.

Several organizations have suggested how you can help to make a difference.

1. Start a local, natural, or international project to explain the problem and the

importance of a solution. The main focus is to decrease the use of pesticides in the

world.

2. Work with the Newark Conservancy or a farmer to increase the number of

pollinators in your area by creating bee boxes for honeybee colonies.

3. Work with the Newark Conservancy, farmer, or land manager (including your

Principal) to increase the number of pollinators in your area by planting flowering

plants.

Your Task Using your unit reading and task data (Figures 1 - 5), identify patterns of the disappearance of honey bees and write a report that:

names 4 ways honey bees are useful.

describes how the cause of the decrease affects bee colonies, crops (flowering

plants), and needs of humans, (use evidence from your reading to explain your

conclusions.)

describes a suggested solution that will help solve the problem.

Finalizing Your Project Using the 3 suggestions from the organizations, complete the Don’t Be Crazy, Save the Bees! chart. Describe how the suggested solutions will help solve the problem and list the limitations and costs of each. Choose 1 solution you think is best and explain why. Write a plan that details your solution before you complete it as your final project. Be sure to include precise language and unit vocabulary when you present it to the class.

30

New

ark P

ub

lic

Sch

oo

ls N

ext

Gen

erat

ion S

cie

nce

Unit

Do

n’t

Be

Cra

zy, S

ave

Th

e B

ee

s!

D

esc

rip

tio

n o

f P

rob

lem

:

Sugg

est

ed S

olu

tio

n

Ho

w d

oes

it h

elp

to

so

lve

th

e p

rob

lem

? W

hat

are

th

e li

mit

atio

ns?

W

hat

are

th

e c

ost

s?

31

New

ark P

ub

lic

Sch

oo

ls N

ext

Gen

erat

ion S

cie

nce

Unit

Do

n’t

Be

Cra

zy, S

ave

Th

e B

ees!

Figu

re 1

:

32

New

ark P

ub

lic

Sch

oo

ls N

ext

Gen

erat

ion S

cie

nce

Unit

Do

n’t

Be

Cra

zy, S

ave

Th

e B

ees!

Figu

re 2

:

33

New

ark P

ub

lic

Sch

oo

ls N

ext

Gen

erat

ion S

cie

nce

Unit

Do

n’t

Be

Cra

zy, S

ave

Th

e B

ees!

Figu

re 3

:

34

New

ark P

ub

lic

Sch

oo

ls N

ext

Gen

erat

ion S

cie

nce

Unit

Do

n’t

Be

Cra

zy, S

ave

Th

e B

ees!

Figu

re 4

:

35

New

ark P

ub

lic

Sch

oo

ls N

ext

Gen

erat

ion S

cie

nce

Unit

Do

n’t

Be

Cra

zy, S

ave

Th

e B

ees!

Figu

re 5

:

36




Don’t Be Crazy, Save the Bees!

Scoring Rubric 4 3 2 1

Re

sear

ch &

Me

chan

ics

Identifies and logically develops the topic from multiple resources (books and other reliable media) to explain phenomena.

Uses precise language and related unit vocabulary to inform about or explain the topic.

Provides an accurate and detailed conclusion related to the data/information presented inclusive of all of the following: • four ways honey bees are useful • how the decrease of honey bee population

affects bee

colonies, crops,

and humans

• a solution to the

problem

Identifies and logically develops the topic from no more than 2 resources (books and other reliable media) to explain phenomena.

Uses precise language and some related unit vocabulary to inform about or explain the topic.

Provides a conclusion related to the data/information presented inclusive of most of the following: • four ways honey

bees are useful • how the decrease

of honey bee population

affects bee

colonies, crops,

and humans


problem

Identifies information from one or more resources (either a book or other reliable media) to explain phenomena but does not develop the topic in a logical or reasonable sequence.

Uses precise language but unit vocabulary is unrelated or inaccurately used.

Provides a conclusion related to the data/information presented inclusive of some of the following : • four ways honey bees

are useful • how the decrease of

honey bee population affects bee colonies,

crops, and humans


problem

Does not develop the topic from any reliable resource to explain phenomena.

Does not use precise language and most unit vocabulary is missing, unrelated, or inaccurate.

Provides a conclusion related to the data/information presented inclusive of either • four ways honey

bees are useful or • how the

decrease of honey bee population

affects bee

colonies, crops,

and humans

or • a solution to the

problem

37


Engi

ne

erin

g D

esi

gn S

olu

tio

ns

Accurately defines the problem.

Compares 3 solutions to the problem and each effectively explains the criteria and limitations of the solution.

The plan provides scientifically accurate information and the final project reflects the completed plan.

Accurately defines most of the problem.

Compares 3 solutions to the problem but only 2 reasonably explain the criteria and limitations of the solution.

Most of the plan provides scientifically accurate information and the final project reflects the completed plan.

Attempts to accurately define the problem but it is not completely accurate.

Compares 2 solutions to the problem and both effectively explain the criteria and limitations of the solution.

Most of the plan

provides scientifically

accurate information

and the final project is

mostly complete.

Does not define the problem.

Compares 2 solutions to the problem but only 1 sufficiently explains the criteria and limitations of the solution.

The plan or the

final project is

mostly incomplete.

Pra

ctic

es o

f Sc

ien

ce

Logical patterns are used as evidence and support the explanation.

Cause and effect relationships are routinely identified and used to explain the problem.

Some logical patterns are used as evidence and support the explanation.

Some cause and effect relationships are identified and used to explain the problem.

Some logical patterns are used as evidence but some do not support the explanation.

Cause and effect relationships are rarely identified and often do not explain the problem.

Patterns are not used as evidence to support the explanation.

Cause and effect relationships are not identified or do not explain the problem.

Teac

he

r C

om

me

nts

38




APPENDIX A –Unit Framework

Unit: Title of Unit

Content Area/Target Course: Science content around which the unit’s standards are primarily aligned; grade level of the unit; primary unit content

Grade Level: Grade band by which the unit is aligned

Unit Summary: Includes a clear and explicit purpose for instruction that builds students’ ability to reason in a scientific context through engagement in authentic work of the science disciplines and the practices of science and engineering of the unit. Next Generation Science Standards alignment is evident.

NGSS: Primary alignment to Next Generation Science Standards NJCCCS: Primary alignment to 2009 NJ State Standards for Science Primary Literacy Connections: Primary alignment to ELA Common Core State Standards Primary Math Connections: Primary alignment to Math Common Core State Standards


An effective performance task places the student in authentic learning experiences. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It should, at minimum, require students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher within the unit or obtained by student

through independent research) • emphasize engineering design performance expectations of the grade band

Lesson Pace & Sequence

PE/CPI Lessons Suggested Teaching Periods

Performance Expectations/

Cumulative Progress Indicator

• Construct new ideas on top of old ideas (provide sequence) and addresses science misconceptions.

• Naturally integrate math and/or literacy CCSS for every lesson. • Infuse NGSS and common core language so that the shifts are clear.

• Suggested modes of receiving qualitative feedback (formative assessments) used to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

Suggested pacing based on a 40 minute class period

Unit Vocabulary Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language after the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Appendix A Page 1 of 1

http://www.project2061.org/publications/designs/ch7intro.htm




APPENDIX B –Unit Next Generation Science Standards & Common Core Standards

Performance Expectations (PE)

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.] 3-LS1-1(5.3.4.D.1) Construct an argument that some animals form groups that help members survive. 3-LS2-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.] 3-LS3-1(5.3.4.A.2) Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.] 3-LS3-2(5.3.4.E.1) Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.] 3-LS4-2 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

NGSS Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1) LS2.D: Social Interactions and Group Behavior Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (3-LS2-1) LS3.A: Inheritance of Traits Many characteristics of organisms are inherited from their parents. (3-LS3-1) Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2) LS3.B: Variation of Traits Different organisms vary in how they look and function because they have different inherited information. (3-LS3- 1) The environment also affects the traits that an organism develops. (3-LS3-2) LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2) ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

NGSS Science and Engineering Practices

Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to

Page 1 of 5 Appendix B






http://www.nap.edu/openbook.php?record_id=13165&page=145











http://www.nextgenscience.org/search-performance-expectations?tid_2%5B%5D=13&term_node_tid_depth%5B%5D=113&term_node_tid_depth%5B%5D=114&term_node_tid_depth%5B%5D=115&term_node_tid_depth%5B%5D=116&=Apply








represent events and design solutions. Develop models to describe phenomena. (3-LS1-1) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Use evidence (e.g., observations, patterns) to support and construct an explanation. (3-LS3-2) (3-LS4-2) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (3-LS1-1)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)

NGSS Cross Cutting Concepts

Patterns

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

Patterns of change can be used to make predictions. (3-LS1-1) Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2),(3-LS4-2)

Influence of Science, Engineering, and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS-2)

NJCCCS Content Statements 5.1.4 5.3.4

Living organisms: o Interact with and cause changes in their environment. o Exchange materials (such as gases, nutrients, water, and waste) with the environment. o Reproduce. o Grow and develop in a predictable manner.

Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals. Organisms can only survive in environments in which their needs are met. Within ecosystems, organisms interact with and are dependent on their physical and living environment. Plants and animals have life cycles (begin life, develop into adults, reproduce, and eventually die).The characteristics of each stage of life vary by species. Individuals of the same species may differ in their characteristics, and sometimes these differences give individuals an advantage in surviving and reproducing in different environments.

CPI# Cumulative Progress Indicator (CPI) 5.3.4.A.2

Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.

5.3.4.C.1

Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat.

5.3.4.D.1

Compare the physical characteristics of the different stages of the life cycle of an individual organism and characteristics of stages among species.

Appendix B Page 2 of 5


























5.3.4.E.1

Model an adaptation to a species that would increase its chances of survival, should the environment become wetter, dryer, warmer, or colder over time.

CCSS Common Core Literacy Standards RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis

for the answers.

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.4 Determine the meaning of general academic and scientific words and phrases in a grade 3 text.

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text. Demonstrate understanding of the text (e.g., where, when, why, and how key events occur.)

W.3.2 Write informative explanatory texts to examine a topic and convey ideas and information clearly.

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SL.3.1 Engage effectively in a range of collaborative discussions building on others’ ideas and expressing their own clearly.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.5 Create visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

CCSS Common Core Math Standards 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them

using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.




























Performance Expectations (PE) Performance expectations simply clarify the expectations of what students will know and be able to do be the end of the unit grade band. Additionally, they include a student’s ability to apply a practice to content knowledge; thereby focusing on understanding and application as opposed to memorization of facts devoid of context. (NGSS Appendix A, p. 1)

NGSS Disciplinary Core Ideas (DCIs) Specifically, a core ideas for K-12 science instruction should: 1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline.

2. Provide a key tool for understanding or investigating more complex ideas and solving problems.

3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or

technological knowledge.

4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years. (NGSS Appendix A, p. 3)

NGSS Science and Engineering Practices (SEPs) Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview. The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:

1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information (NGSS Appendix F, p. 1-2)

NGSS Cross Cutting Concepts (CCCs) Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. (Framework p. 233) 1. Pattern: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. 4. Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. 5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations. 6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study. (NGSS Appendix G, p. 1)

NJCCCS Content Statements

Standard/Strand New Jersey’s Core Curriculum Content Standards (CCCS) describe expectations for all students by the end of a variety of grades and in different subjects. They are the road map that guides the development of each district’s curriculum and the State’s standards-based assessments.

Appendix B Page 4 of 5





CPI# Cumulative Progress Indicator (CPI)

Standard/Strand/ Indicator

The cumulative progress indicators (CPIs) break the CCCS into smaller grade groupings to better guide expectations and judge progress. Consequently, the CPIs for each subject and grade are good barometers to assess each student’s progress in the general education curriculum and identify academic strengths and weaknesses.

CCSS Common Core ELA Standards

Anchor Standard and Strand

Unit primary literacy options that: • give students the lens of language with which to focus and clarify their thinking. • allow students to extend their learning beyond the classroom, presenting them with relevant,

challenging, age-appropriate reading selections and research activities with which they can enhance literacy skills.

CCSS Common Core Math Standards

Anchor Standard and Strand

Unit primary math options that: • provide a focus and coherence of math standards stressing conceptual understanding of key

ideas that naturally integrate within the unit.





APPENDIX C –Unit Essential Questions & Enduring Understandings

Unit Essential Questions Unit Enduring Understandings What do all living things have in common?

How do specialized structures in living organisms carry out specialized functions?

How can models be used to identify the structures, functions and behaviors of living organisms?

How do organisms change as they go through their life cycle?

In what ways do organisms interact within ecosystems? In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive?

Living organisms have a variety of observable features that enable them to obtain food and reproduce.

Measurement and observation tools are used to categorize, represent and interpret the natural world.

Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring.

All animals and most plants depend on both other organisms and their environments for their basic needs.

Sometimes differences between organisms of the same kind give advantages in surviving and reproducing in different environments.

Unit Essential Questions Unit Enduring Understandings

Designed to engage student interest, promote and guide inquiry into the important ideas of the unit. Essential questions:

• Have no simple “right” answer. • Address conceptual or philosophical foundations. • Can be differentiated to meet student needs. • Raise other important questions. • Naturally and appropriately recur. • Stimulate vital, ongoing discussion and rethinking.

Frame the big ideas that give meaning and importance to the unit elements. Enduring understandings:

• Summarize the core processes and relevant ideas that are central to the unit.

• Have lasting value beyond the classroom. • Unpack areas of the unit where students may

struggle to gain understanding or demonstrate misunderstandings and misconceptions.

Appendix C Page 1 of 1

curriculum unit designers - newark public...

Documents