hands-onhands-onsciencescience

DIVERSITY OF

LIVING THINGS

LIFE SCIENCE

GRADES 4 – 6

Jennifer Lawson, B.Ed., M.Ed.,is a vice principal with a special interest in science education.

Joni Bowman, B.Ed., MCDTA,is an elementary school teacher specializing in junior mathematics and science.

Kevin Chambers, B.G.S., B.Ed. (A.D.),is an elementary school teacher who makes science come alive in his classroom.

Randy Cielen, B.Com. (Hon.), C.Ed.,is an elementary school teacher who presents science and technology workshops throughout North America.

Nancy Josephson, B.Ed., M.Ed.,is a university instructor and a science/math consultant.

Anita Kamal, B.Ed., M.L.T.,challenges students to explore and understand the interconnectedness of all areas of science.

Carol Pattenden, B. of Env.Sc. (Hon.), B.Ed.,has expertise in the curriculum areas of science and technology.

Rita D. Platt, B.Ed., M.Ed.,is an elementary school teacher with a hands-on approach to science.

Winnipeg • Manitoba

(Peguis Publishers)

© 2001 Jennifer Lawson

Peguis Publishers (Portage and Main Press)acknowledges the financial support of theGovernment of Canada through the BookPublishing Industry Development Program(BPIDP) for our publishing activities.

All rights reserved. With the exceptions ofstudent activity sheets and evaluation formsindividually marked for reproduction, no part of this publication may be reproduced ortransmitted in any form or by any means –graphic, electronic, or mechanical – without the prior written permission of the publisher.

Canadian Cataloguing in Publication Data

Main entry under title:

Hands-on science : diversity of living things

Includes bibliographical references.ISBN 1-894110-81-1

1. Biology – Study and teaching (Elementary)I. Lawson, Jennifer E. (Jennifer Elizabeth),1959- II. Title: Diversity of living things.

LB1585.H282 2001 372.3'5 C00-911637-0

Series Editor: Leigh HamblyAssistant Editor: Catherine LennoxBook and Cover Design: Suzanne GallantIllustrations: Pamela Dixon

Jess Dixon

Program Consultant: Sylvia Connor Program Reviewers: Karen Boyd

Barb Thomson

100-318 McDermot AvenueWinnipeg, Manitoba, Canada R3A 0A2

Email: books@portageandmainpress.comTel: 204-987-3500 • Fax: 866-734-8477Toll free: 1-800-667-9673

(Peguis Publishers)

Introduction to Hands-On Science 1

Assessment 9

Diversity of Living Things 21

Books for Children 22

Web Sites 23

Introduction 24

1 Introduction to Classification 262 The Animal Kingdom 303 Comparing and Contrasting Animals 424 Investigating an Arthropod Colony 505 The Plant Kingdom 596 Adaptations 637 Fungus 708 Pond Study 749 Bacteria 86

10 Fossils 90

References for Teachers 109

Contents

1

Program Introduction

Hands-On Science develops students’scientific literacy through active inquiry,problem solving, and decision making. Witheach activity in the program, students areencouraged to explore, investigate, and askquestions as a means of heightening their own curiosity about the world around them.Students solve problems through firsthandexperiences, and by observing and examiningobjects within their environment. In order for students to develop scientific literacy,hands-on experience is of utmost importance– in fact, it is essential.

The Foundations of Scientific Literacy

Hands-On Science focuses on fourfoundation areas for scientific literacy. Thesefoundation areas are the bases for the lessonspresented in Hands-On Science.

Foundation 1: Science, Technology, Society, and the Environment (STSE)

Students will develop an understanding of thenature of science and technology, of therelationships between science and technology,and of the social and environmental contextsof science and technology.

Foundation 2: Skills

Students will develop the skills required forscientific and technological inquiry, for solvingproblems, for communicating scientific ideasand results, for working collaboratively, and for making informed decisions.

Foundation 3: Knowledge

Students will construct knowledge andunderstandings of concepts in life science,physical science, and earth and spacescience, and apply these understandings to interpret, integrate, and extend theirknowledge.

Foundation 4: Attitudes

Students will be encouraged to developattitudes that support responsible acquisitionand application of scientific and technologicalknowledge to the mutual benefit of self,society, and the environment.

Introduction

▲

The Hands-On ScienceAssessment PlanHands-On Science provides a variety ofassessment tools that enable teachers to build a comprehensive and authentic dailyassessment plan for students.

Embedded Assessment

Assess students as they work, by using thequestions provided with each activity. Thesequestions promote higher-level thinking skills,active inquiry, problem solving, and decisionmaking. Anecdotal records and observationsare examples of embedded assessment:

■ anecdotal records: Recording observationsduring science activities is critical in havingan authentic view of a student’s progress.The anecdotal record sheet presented onpage 10 provides the teacher with a formatfor recording individual or groupobservations.

■ individual student observations: Duringthose activities when a teacher wishes to focus more on specific students,individual student observations sheets may be used (page 11). This black line master provides more space forcomments and is especially useful duringconferencing, interviews, or individualstudent presentations.

Performance Assessment

Performance assessment is a planned,systematic observation and is based on studentsactually doing a specific science activity.

■ rubrics: To assess students’ performanceon a specific task, rubrics are used inHands-On Science to standardize andstreamline scoring. A sample rubric and a black line master for teacher use areincluded on pages 12 and 13. For anyspecific activity, the teacher selects four criteria that relate directly to theexpectations of students for the specific

activity being assessed. Students are thengiven a check mark point for each criterionaccomplished, to determine a rubric scorefor the assessment from a total of four marks.These rubric scores can then be transferredto the rubric class record on page 14.

Cooperative Skills

In order to assess a student’s ability to workeffectively in a group, teachers must observethe interaction within these groups. Acooperative skills teacher assessment sheet is included on page 15 for teachers to usewhile conducting such observations.

Student Self-Assessment

It is important to encourage students to reflecton their own learning in science. For thispurpose, teachers will find included a studentself-assessment sheet on page 16, as well as a cooperative skills self-assessment sheet onpage 17. Of course, students will also reflecton their own learning during class discussions and especially through writing in their sciencejournals.

Science Portfolios

Select, with student input, work to include in a science portfolio. This can include activitysheets, research projects, photographs ofprojects, as well as other written material. Usethe portfolio to reflect the student’s growth inscientific literacy over the school year. Black linemasters are included to organize the portfolio(science portfolio table of contents on page 18and the science portfolio entry record on page 19).

Note: In each unit of Hands-On Science,suggestions for assessment are provided forseveral lessons. Keep in mind that these aremerely suggestions. Teachers are encouraged touse both the assessment strategies presentedhere in a wide variety of ways and their own valuable experience as educators.

9

Assessment

Diversity of Living Things

24 Hands-On Science

In this module, students explore the diversity ofliving things and the ways that species areclassified into kingdoms, including animal, plant, moneran, fungus, and protist. Students will begin to understand how these kingdomsare organized according to structuralcharacteristics of living things, with a focus onthe phyla (branches) of the various kingdoms.

A Note on the ClassificationSystem for Living Things

There has been great debate among scientistsregarding how to classify living things intodistinguishable kingdoms. For example, beforethe invention of the microscope, organisms wereclassified as plant or animal. With the discoveryof microscopic forms of life, it became apparentthat many of these microorganisms (e.g., fungi,bacteria, algae, single-cell organisms such asthe paramecium and amoeba, and viruses) heldboth animal and plant characteristics and couldnot be simply classified into either kingdom.

The debate on this issue continues and no singleagreed-upon system for classifying living thingsexists. However, the most common systemtoday supports the five-kingdom classification ofliving organisms: animal, plant, fungus, protist,and moneran (viruses have yet to be identified inthis classification system).

Remember that this controversy continues andyou may well find reference materials withcontradictory information. Do not be afraid todiscuss the “classification debate” with yourstudents. It provides a venue for understandingthat science is an ever-evolving field of studythat does not always provide black-and-whiteanswers.

General Information

When teaching the content of this module, it isimportant to keep in mind that classifying is very

much a process or a developmental skill. Sincethe classification systems used to organize livingthings are quite complex, give students repeatedopportunities to explore and extend theirthinking. Encourage them to compare andcontrast animals, plants, and even nonlivingthings; this will help students develop critical-thinking skills. This module also provides avariety of suggestions for graphic organizers andstrategies to aid students in their study.

The activities in this module rely on theavailability of a wide variety of pictures of livingthings. Collect these pictures well in advance ofthe module – from magazines and old calendars.Consider having students participate in thecollection of these visuals as a way to stimulateinterest in the topic of study.

Access to good-quality, high-poweredmicroscopes is of great benefit for this module,especially when studying microorganisms. Try tohave at least one of these on hand – local middleand senior schools may consider a loan. Accessto prepared microscope slides of cells andmicroorganisms (e.g., protists, bacteria) will alsoadd to the success of the lessons.

Science Vocabulary

Throughout this module, teachers should use,and encourage students to use, vocabulary suchas: organism, species, structure, kingdom,classification system, classification key, animals,plants, moneran, fungus, protist, arthropod,vertebrate, invertebrate, exoskeleton,endoskeleton, and fossil record. Extensionvocabulary is also presented in specific lessons.

Materials Required for the Module

Classroom: markers, chart paper, tape, scissors,glue sticks, nonpermanent overhead pens,magnifying glasses, Bristol board, cardboardsheets, supplies for making backboards, rulers,

Introduction

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Diversity of Living Things 25

colored markers, index cards, water, clipboards,masking tape, 30-cm rulers, mural paper,drawing paper

Books, Pictures, and Illustrations: pictures of animals, diagram of the animal kingdom(included), story titled “Classification: TheScientist Behind the Scene” (included),references and guidebooks on the animalkingdom, diagram of life cycle of Tenebriomolitor (included), diagram of T. molitor(included), pictures and reference materials ofvarious insects, references and guidebooks ofthe plant kingdom, diagram of the plant kingdom(included), “What Would Happen If…” sheet(included), reference materials and guidebookson forest and Arctic animals, “FigurativeLanguage Using Animal Names ofCharacteristics” sheet (included), diagram offungus kingdom (included), classification keys forpond life (included), sample data chart (included),diagram of protist kingdom (included), fieldguides on pond organisms, graph paper(included), diagram of moneran kingdom(included), diagram of Jellylogical model(included), diagram of “Fossils: Life ThroughTime” (included), diagram of common fossils(included), references and guidebooks about

fossils and dinosaurs, story titled “China’sFeathered Dinosaurs” (included), story titled “The Life of Geologist Joseph Tyrrell” (included)

Household: mixing bowl, spoons, measuringcup, ice cube trays, dessert molds

Equipment: thermometers (for measuring bodytemperature), good-quality microscopes,overhead projector

Other: variety of collections, large Ziploc bags,paper plates, thread, string, cleansing wipes,Tenebrio molitor, bran, potatoes, knife, sieve, drycloths, ice cream pails with lids, mesh orcheesecloth, elastic bands, small plasticcontainers (margarine) with lids, aluminum pieplates, variety of potted plants (include ferns,cacti, flowering plants, moss), mushrooms,bread, cheese, paper towels, small dip nets,rubber boots, clear jars with lids, microscopeslides, cotton balls, eyedroppers, dried Limabeans, 4-6 assorted flavors of gelatin desserts,dried fruit, mint leaves, large glass jar or goldfishbowl, chocolate chip cookies, small utensils(e.g., screwdrivers, tweezers, manicure tools,make-up brushes), fossil samples, shells

Science Background Information for Teachers

Plants have specific characteristics thatdistinguish them from other living things. Mostplants are green as a result of their ability tomake their own food through photosynthesis.Plants are classified by structural characteristicssuch as roots, stems, leaves, flowers, and seeds.

Note: The controversy over how to classify livingthings is evident when studying the plant kingdom.For example, some classification systems includealgae as part of the plant kingdom. However,recent research indicates that algae are moresimilar to microorganisms of the protist kingdom,based on their structure and behaviors (with theexception of blue-green algae, which are more likebacteria in their structure and behaviors – both, for example, are killed by drugs such asantibiotics). Algae, therefore, are not presentedhere as part of the plant kingdom. (Keep in mind,though, that this debate continues!)

The plant kingdom includes these phyla:

Bryophytes: These plants have no roots orstems; have thin hairs that attach to dampsurfaces. Examples: mosses, liverworts

Pteridophytes: These have roots, stems,and leaves, but have no seeds or flowers.Example: fern

Spermatophytes: This is the largest division ofplants. They are all seed bearing. Within thisphyla are two subdivisions. Gymnosperms areplants in which seeds are found inside cones.These include all coniferous trees. Angiospermsare plants in which seeds develop inside aflower. These include all grasses, deciduoustrees, wild flowers, and common garden plants.Many of the flowers on angiosperms developinto a fruit, such as an apple, pumpkin, and ear of corn.

Materials

■ variety of potted plants (include ferns, cacti,flowering plants, moss, and so on)

■ index cards■ chart paper■ different colored markers■ diagram of the plant kingdom (included)

(Make an overhead transparency of thissheet.) (1.5.1)

■ overhead projector■ references and guidebooks on the plant

kingdom

Activity

Divide the class into working groups. Numberthe groups. Provide each group with a pottedplant and an index card. Have the studentsexamine their plants carefully, and record theirobservations on the index card in the form ofnarrative description. Make sure the groups putonly their group number on their completedindex card.

Once all groups have completed this activity,collect all plants and display them on a table.Gather the index cards and distribute themamong the groups, ensuring that groups do notget their own descriptive cards. Challenge thegroups to match the index cards to the plants.

When all groups are satisfied with the matches,have them read the description aloud andidentify the plant that matches the descriptionon the card. Encourage students to come to a consensus in matching all plants to theirdescriptions.

Title a sheet of chart paper Plants. Ask:

■ What are plants?■ How are plants different from animals?■ What are some examples of plant species?

The Plant Kingdom

Diversity of Living Things 59

5

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60 Hands-On Science

As a class, brainstorm a list of plant species.Ask:

■ How do you think plants are classified?■ Can you classify this list of plants?

Classify the list by circling the plant names with different colors of markers (e.g., circleconiferous trees in green, deciduous trees inblue, flowers in red, grains in yellow, andvegetables in purple).

Now display the diagram of the plant kingdom.Explain that botanists (scientists who studyplants) classify plants according to theirstructural features: roots, stems, leaves, seeds,flowers. Review the diagram, using the ScienceBackground Information for Teachers as a guide.

Divide the class into pairs of students. Haveeach pair select a plant species to research.Encourage students to select species from allphyla/branches of the plant kingdom. Providestudents with the activity sheet and referencematerial. Have them complete the conceptframe.

Once students have completed the activitysheet, have them select a way to present theinformation to the class (e.g., poster, booklet,oral presentation).

Activity Sheet

Directions to students:

Select a species of plant to research. Use theconcept frame to organize your research (1.5.2).

Extensions

■ Conduct a population count of plants in aspecific plot. In the school playground orlocal park, have students use Hula-Hoops tomark off a plot of ground. Have themidentify plants within this plot (e.g., grass,clover, dandelions) and count thepopulations of each. Encourage them to usefield guides to identify unknown plants.

■ Examine the root systems on plants such ascacti, potted geraniums, bean plants, grass,and ferns. Compare these root systems tothe thread-like structures on moss thatattach it to the surface of soil, rock, or a tree.

■ Examine the seeds inside pinecones onconiferous trees. Compare these to theseeds inside an apple, pumpkin, ear of corn,or sunflower.

Assessment Suggestion

As a class, identify criteria for this researchproject and presentation. These may include:

■ accurate and detailed information■ information well organized■ clear diagrams■ clear oral presentation■ identification of sources used

List criteria on the rubric on page 13 and recordresults during class presentations.

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The Plant Kingdom

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Concept Frame: Plants

Examples

Diagram

Definition

What is it like? What is itunlike?

Characteristics

Plant Species

Sources Used: ______________________________________________________

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