structures wa edition - north thurston public schools · this folio contains a variety of resources...

MAGNETISM AND ELECTRICITY 1STRUCTURES OF LIFE

WASHINGTON EDITION

ASSESSMENTSTRUCTURES OF LIFE

This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at www.smerc.org, for more on how to use these classroom-based assessments.

Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations

The summative assessment scores more complex items with a 0-4 rubric. 4 going beyond expectations 3 meeting expectations 2 close to expectations 1 below expectations 0 off task, or no response

NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State.

The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle�- Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver.

ASSESSMENT CONTENTSInvestigations 1 – 4 2End-of-Module Assessment 48Assessment Blueprint 56

INVESTIGATION DUPLICATION MASTER CHANGESNew Student Sheets• no. 12a Planning a Crayfish Habitat• no. 16a Crayfish Investigation

Report• Inquiry Project SheetsModified student sheets• no. 5 Response Sheet—Investigation

1 (replacing Origin of Seeds)• no. 6 The Soaked Seed • no. 8 Response Sheet—Investigation

2 (replacing Growing Further)• no. 10 Bean Life Cycle• no. 11 Crayfish Structures• no. 14 Crayfish Behavior• no. 15 Response Sheet—Investigation

3 (replacing Meet the Crayfish)• no. 16 Crayfish Habitat• no. 18 Land Snail Observations• no. 20 Response Sheet—Investigation

4 (replacing Meet the Land Snail)

2 FULL OPTION SCIENCE SYSTEM

INQUIRY INVESTIGATION SUMMARY

PART 1

INVESTIGATION 1: ORIGIN OF SEEDS

PART 2

PART 3

Students embark on a seed hunt, delving into an assortment of fresh fruits. They open fruit, locate the seeds, describe seed properties, and count or estimate the number of seeds in the fruit.

Students use two kinds of sprouting devices to find out what effect water has on seeds. They water the seeds daily for a week and record their observations.

SEED SOAK

• How much water does a seed soak up?

Time: two 20–30-minute sessions

THE SPROUTING SEED

• Can a seed grow without soil?

• What effect does water have on seeds?

Time: 30–40 minutes; 15–30 minutes for observations every day for 7 days

SEED SEARCH

• Where do seeds come from?

• Where are seeds found on plants?

Time: 50 minutes or 2 shorter sessions

Students compare the mass of seeds that have been soaked in water overnight to the mass of dry seeds. They determine how much water the seeds soaked up.

3STRUCTURES OF LIFE

WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES

Teacher Observation

Sorting seeds by properties

Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)

Examples of questions students might generate for inquiry projects

• Do some seeds absorb more water than others before they sprout?

• Do some seeds sprout faster in water than in soil?

• What are the different ways plants disperse their seeds?

Student Sheet

The Sprouting Seed

Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)

Modified Student Sheet

Response Sheet—Investigation 1


Limitations of Science and Technology. Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. (GLE 2.2.2)

Teacher Observation

Use of a balance

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)


The Soaked Seed

Characteristics of Living Ma�er. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6)

• Seeds develop in the plant part called a fruit.

• Different kinds of fruits have different kinds and numbers of seeds.

• Seeds have a variety of properties.

• Seeds undergo changes in the presence of water.

• A seed is an organism, a living thing.

• A seed contains the embryo plant and stores food and water.

• When seeds are soaked in water, they become bigger and heavier.

FULL OPTION SCIENCE SYSTEM4

FORMATIVE ASSESSMENT

INVESTIGATION 1: ORIGIN OF SEEDSPART 1: SEED SEARCH

Use teacher observation to assess students’ ability to sort seeds by their properties in Step 10 of Part. 1 Investigation.

Teacher Observation—Sorting seeds by properties


Score If the student...

can sort seeds into different groups using one property at a time.

– cannot sort seeds using their properties.


WASHINGTON EDITION

Blank Page



INVESTIGATION 1: ORIGIN OF SEEDSPART 2: THE SPROUTING SEED

Over the next 6 days, use student sheet no. 4 called The Sprouting Seed to assess students’ ability to record observational data, looking for improvement over time.

Student Sheet—The Sprouting Seed



+ accurately reports observations using detailed descriptions; includes detailed information about how the seeds change over time.

accurately reports observations; includes some infor-mation about change over time.

– writes one-word, incomplete, or irrelevant observations.

No. 4—Student Sheet


WASHINGTON EDITION

Use modified student sheet no. 5 called Response Sheet— Investigation 1.

Response Sheet—Investigation 1, Item 1



+ states that Beth needs to include the date of each observation; suggests adding information, detail, and pictures to the observations at the various stages; says Beth should include information about properties such as size, shape, color, and texture.

states that Beth needs to include the date of each observation; suggests adding information; says Beth should include information about a property.

– does not recognize the need for the date and/or more information, including information about a property.

Response Sheet—Investigation 1, Item 2

Limitations of Science and Technology. Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or veri-fied by expert scientists. (GLE 2.2.2)


gives an example of a reported observation that is a fact (e.g. it’s swollen) and an example of one that is an interpretation (e.g. the seed is dead).

– gives a reported observation without stating whether it is a fact, or cannot describe whether the observation is a scientific fact.

No. 5—Modified Student Sheet

My seed is called _______________________________DRAWINGS OBSERVATIONS OF SPROUTING SEEDS

Date ________

Date ________

Date ________

Date ________

THE SPROUTING SEEDName ________________________________ Date ___________________________________

Investigation 1: Origin of SeedsNo. 4—Student Sheet

WA Edition

FOSS Structures of Life Module© The Regents of the University of CaliforniaCan be duplicated for workshop or classroom use.

Beth was keeping a record of her sprouting seed. Below are some of her observations

1. Suggest to Beth specific ways she could improve her observations.

2. Give an example from Beth’s observations showing the difference between a reported observation that is fact and one that is not a fact but an interpretation.

RESPONSE SHEET—INVESTIGATION 1

DATE OBSERVATIONS OF SPROUTING SEEDSNothing yet.It’s swollen.

It’s dead.It’s growing.

Investigation 1: Origin of SeedsNo. 5—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________



INVESTIGATION 1: ORIGIN OF SEEDSPART 3: SEED SOAK

Use teacher observation and modified student sheet no. 6 called The Soaked Seed.

Teacher Observation—Use of a balance



+ “zeros” the balance before weighing the seeds; places seeds on one side of the balance, then puts mass pieces on the other side until balance is achieved; calculates the mass of the water soaked up by the seeds (mass of dry seeds subtracted from mass of soaked seeds gives the mass of water soaked up by seeds).

accurately weighs the seeds, but needs help with the calculation.

– is not sure how to use the balance.

Student Sheet—The Soaked Seed

Characteristics of Living Matter. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6)


labels an opened, soaked seed correctly (see sidebar for correct labeling).

– cannot label seed correctly.


The mass of fi ve soaked seeds=

How much water did the seeds soak up?

Show how you calculated the amount of water:

DAY 2

Trace one dryseed here.

Add mass pieces here.

THE SOAKED SEED

DAY 1

Put fi ve seeds here.

The mass of fi ve dry seeds =

Trace one soakedseed here.

Label the inside of a soaked seed.

seed coat

cotyledon

grows into stems and leaves

grows into

root

(the whole structure)

embryo

Investigation 1: Origin of SeedsNo. 6—Modifi ed Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

The mass of five soaked seeds =

How much water did the seeds soak up?

Show how you calculated the amount of water.

DAY 2

Trace one dryseed here.

Add mass pieces here.

THE SOAKED SEED

DAY 1

Put five seeds here.

The mass of five dry seeds =

Trace one soakedseed here.

Label the inside of a soaked seed.

grows into

grows into

(the whole structure)

Investigation 1: Origin of SeedsNo. 6—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________



PART 1

PART 2

PART 3

Students compare four seeds as they germinate in minisprouters. They identify and describe emerging plant structures such as seed coats, cotyledons, stems, leaves, and roots.

Students continue to grow the bean seedlings in a hydroponic setup.

GERMINATION

• What effect does water have on the seeds in the minisprouter?

• How do the plants change over time?

Time: 30–40 minutes

LIFE CYCLE OF THE BEAN

• What is the sequence of the bean plant’s life cycle?

Time: informal observations for 8 weeks; a final session of 30–40 minutes

HYDROPONICS

• How can you grow plants without soil?

• What conditions do plants need in order to grow?


Students grow seedlings in nutrient solution and observe them throughout their life cycle, watching for the emergence of flowers, fruit, and new seeds. They sequence illustrations that depict different stages in the life cycle of a bean plant.

INVESTIGATION 2: GROWING FURTHER

13STRUCTURES OF LIFE


• The life cycle is the process of a seed growing into a mature plant, which in turn produces seeds.

• The fruit of the plant develops from the flower.

• Plants need water, light, and nutrients to grow.

• Plants can grow in water if nutrients are added.

• Germination is the onset of a seed’s growth.


• Do seeds need light in order to germinate?

• How are seedlings alike and different?

• What is the effect of light on the growth of seedlings?

• What are the conditions necessary for seeds to germinate?

Student Sheet

Comparing Germinated Seeds

Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1)

Science Notebook

Sustaining plant life

Life Processes and the Flow of Ma�er and Energy. Understand that living things need constant energy and ma�er. (GLE 1.3.8)



Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1)

Structure and Organization of Living Systems. Understand that organisms can be single cell or many cells that form parts with different functions. (GLE 1.2.6)


Bean Life Cycle

Molecular Basis of Heredity. Understand the life cy-cles of plants and animals and the differences between inherited and acquired characteristics. (GLE 1.2.7)



INVESTIGATION 2: GROWING FURTHERPART 1: GERMINATION

Use teacher observation and student sheet no. 7 called Comparing Germinated Seeds to assess students’ ability to identify the different parts of seedlings (living systems).

Student Sheet—Comparing Germinated Seeds

Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1)


accurately identifies all parts of the sprouting seeds, placing seedlings in boxes on the student sheet.

– cannot identify parts of the sprouting seeds; does not understand how to organize the seedlings on the stu-dent sheet.


SWOLLEN SEED COAT OFF ROOT STEM AND LEAVES

BEA

NPE

ASU

NFL

OW

ERPO

PCO

RN

Find an example of a seedling that has each property or structure.Place each example in the boxes below.

COMPARING GERMINATED SEEDS

Investigation 2: Growing FurtherNo. 7—Student Sheet

WA Edition


Name ________________________________ Date ___________________________________




GOING FURTHERYou may want to discuss a plant’s food in more detail: The cotyledon provides the food for the sprouting plant. Later, the leaves will take over to make food from water, air, and sunlight. An important distinction to make between plants and animals is that plants make their own food while ani-mals have to eat food (plants and other animals) to get the energy they need.

INVESTIGATION 2: GROWING FURTHERPART 2: HYDROPONICS

Use science notebook prompt below.

Notebook Prompt

What do plants need to grow?

Science Notebook—Sustaining Plant Life

Life Processes and the Flow of Matter and Energy. Understand that living things need constant energy and matter. (GLE 1.3.8)


+ identifies water, light, and nutrients as necessary; knows that soil is not necessary if another means of support is provided.

identifies water, light,, and nutrients as necessary; does not explain the role of soil.

– cannot identify the necessary nutrients.

Use modified student sheet no. 8 called Response Sheet—Investigation 2 to assess student understanding of the structures and functions of a germinating seed and how they work to keep the seedling alive.

Response Sheet—Investigation 2Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1)Structure and Organization of Living Systems. Understand that organisms can be a single cell or many cells that form parts with different functions. (GLE 1.2.6)


+ disagrees with Colin and explains that the root is shown in the picture, not the stem, because the root al-ways grows first (not the stem); explains that the root’s function is to take in water and nutrients for the plant to make food.

disagrees with Colin and explains that the root is shown in the picture, not the stem, but reasoning is not totally clear; explains that the root’s function is to take in water.

– agrees with Colin or cannot explain the root’s function.

RESPONSE SHEET—INVESTIGATION 2Look at the picture and entry from Colin’s notebook.

My seed has begun to grow. I think the thing coming out of the split seed is the stem. It will begin to grow up in a few more days. Later the root will begin to grow. The root‛s job is to take in food for the plant so it can get bigger.

Do you agree with Colin that it is the stem that is growing? Why or why not?

Colin’s understanding of the root’s function is not correct. Write a better description of what the roots do for the plant.

Investigation 2: Growing FurtherNo. 8—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________




INVESTIGATION 2: GROWING FURTHERPART 3: LIFE CYCLE OF THE BEANUse modified student sheet no. 10 called Bean Life Cycle to assess students’ understanding of the cycle of bean plants.

Student Sheet—Bean Life Cycle

Molecular Basis of Heredity. Understand the life cycles of plants and animals and the differences between inherited and acquired characteristics. (GLE 1.2.7)


+ puts all of the pictures in the correct order; writes a caption that adequately and accurately describes each stage in the life cycle.

puts all of the pictures in the correct order; writes captions that somewhat describe each stage.

– puts many of the pictures in the wrong order; writes very li�le for the captions.

BEAN LIFE CYCLE

Investigation 2:Growing FurtherNo. 10—Modifi ed Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

1. Below are pictures of the life cycle of a bean plant.2. Number the pictures in the order that shows the growth of the plant starting with l.3. Cut out the pictures and glue them in the proper order in your notebook.4. Write a caption for each picture to describe the life cycle.

11

BEAN LIFE CYCLE

Investigation 2: Growing FurtherNo. 10—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

1. Below are pictures of the life cycle of a bean plant.2. Number the pictures in the order that shows the growth of the plant starting with l.3. Cut out the pictures and glue them in the proper order in your notebook.4. Write a caption for each picture to describe the life cycle.

11



PART 1

PART 2

PART 3

Students observe and record the structures of crayfish through direct interaction with live crayfish. They learn firsthand how to handle them carefully so that no harm will come to the crayfish.

Students set up two crayfish habitats (home trays) and learn to care for and feed the crayfish in the classroom.

Students investigate crayfish behavior by observing what crayfish do in a bare container with water, and how behavior changes when the habitat is enriched with shelter and when crayfish meet each other.

MEET THE CRAYFISH

• What are the structures of a crayfish?


CRAYFISH AT HOME• What do crayfish do when something happens to them?


CRAYFISH HABITAT• What do we need to think about in order to build a suitable habitat for crayfish in the classroom?


INVESTIGATION 3: MEET THE CRAYFISH

PART 4

CRAYFISH TERRITORY• Does each crayfish have its own house that it always goes to?

• How can we keep track of crayfish movements over many days?

Time: two 20-minute sessions, with four or more 5-minute observations in between

Students set up a long-term observing and recording system for investigating territorial behavior in crayfish.



• Behavior is what an animal does.

• Crayfish have particular requirements for life, including clean, cool water; food; and shelter.

• Crayfish have observable structures such as legs, eyes, antennae, a carapace, swimmerets, a tail, pincers, and mouthparts.


• Do crayfish eat more at certain periods of the day?

• Do crayfish prefer certain foods?

Modified Student SheetCrayfish StructuresCommunicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)Structure and Organization of Living Systems. Understand that organisms can be a single cell or many cells that form parts with different functions. (GLE 1.2.6)

New Student SheetPlanning a Crayfish HabitatLife Processes and the Flow of Ma�er and Energy. Understand that living things need constant energy and ma�er. (GLE 1.3.8)

Modified Student SheetCrayfish BehaviorInterdependence of Life. Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. (GLE 1.3.10) Modified Student SheetResponse Sheet—Investigation 3Characteristics of Living Ma�er. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6)

• Some animals claim a territory that they protect from other animals.

Modified Student Sheet—Crayfish HabitatPlanning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1) New Student Sheet—Crayfish Investigation ReportExplaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)




INVESTIGATION 3: MEET THE CRAYFISHPART 1: MEET THE CRAYFISH Use modified student sheet no. 11 called Crayfish Structures.

Student Sheet—Crayfish Structures (Table)



+ answers all questions about parts of the crayfish correctly (see sidebar for correct answers).

answers most of the questions about parts of the crayfish correctly.

– cannot record information.

Student Sheet—Crayfish Structures (Items 1, 2, & 3)

Structure and Organization of Living Systems. Understand that organisms can be a single cell or many cells that form parts with different functions. (GLE 1.2.6)

Score If the student... + explains three structure/function relationships (e.g.

antennae function to sense the world around the cray-fish, helping to find food and warning of danger).

can explain one or two structure/function relationships. – cannot explain any structure/function

relationships.

Investigation 3: Meet the Crayfi shNo. 11—Modifi ed Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

The parts of the crayfi sh are called structures. Choose three of the structures listed above. Label them on the picture below. Then name each of the three structures on the lines below and describe how it helps the crayfi sh to survive; that is, describe its function.

1) Structure name: ________________ Function: ____________________________________



Do crayfish... yes or no? If so, ... number

have eyes? Yes how many? 2have ears? No how many?

have walking legs? Yes how many? 8have antennae? Yes how many? 4have tail flaps? Yes how many parts? 5have pincers? Yes how many? 2

legs have joints? Yes how many? 3have mouth parts? Yes how many? 6

tails bend? Yes how many places? 6have bristles? Yes where? undersideshave bumps? Yes where? carapace

CRAYFISH STRUCTURES

Investigation 3: Meet the CrayfishNo. 11—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

The parts of the crayfish are called structures. Choose three of the structures listed above. Label them on the picture below. Then name each structure on a lines below. Describe how its function helps the crayfish survive.




Do crayfish... Yes or no? If so, ... Number

have eyes? how many?

have ears? how many?

have walking legs? how many?

have antennae? how many?

have tail flaps? how many parts?

have pincers? how many?

have joints in their legs? how many?

have mouthparts? how many?

have tails that bend? how many places?

have bristles? where?

have bumps? where?

CRAYFISH STRUCTURES



No. 12a—New Student Sheet

INVESTIGATION 3: MEET THE CRAYFISHPART 2: CRAYFISH HABITATUse new student sheet no. 12a called Planning a Crayfish Habitat to assess students’ understanding of what living things need to survive. In Step 2 of this part, have students complete the student sheet a�er you show them the bus tray that will be the crayfish’s habitat.

Student Sheet—Planning a Crayfish Habitat

Life Processes and the Flow of Matter and Energy. Understand that living things need constant energy and matter. (GLE 1.3.8)


+ includes water, food, shelter, and air; explains why these items are needed in the habitat.

includes items in list above; gives minimal explanation.

– needs help to list what crayfish need in their habitat; gives no explanation.

PLANNING A CRAYFISH HABITAT

Investigation 3: Meet the CrayfishNo. 12a—New Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

What items do you think are necessary for the crayfish habitat? List them below and explain why you think each item is needed.

Draw a picture of what the crayfish habitat should look like.




INVESTIGATION 3: MEET THE CRAYFISHPART 3: CRAYFISH AT HOMEUse modified student sheet no. 14 called Crayfish Behavior to assess students’ ability to identify behavior that might allow a crayfish to survive in its habitat.

Student Sheet—Crayfish Behavior

Interdependence of Life. Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. (GLE 1.3.10)


gives a reasonable explanation about how behavior can help crayfish survive.

– names crayfish behaviors; does not explain how they might help them survive.


WASHINGTON EDITION


Use modified student sheet no. 15 called Response Sheet— Investigation 3.




+ explains that both plants and animals are alive, that they grow, reproduce, and die, and need food, water, air and space; gives further information regarding the differences between plants and animals, such as plants need support to stay alive; animals eat, breathe, and give off waste (note: movement is not a defining characteristic for animals).

explains that both plants and animals are alive, that they grow, reproduce, and die, and need food, water, air, and space.

– gives one point or none to explain that both plants and animals are alive (such as both can die).

CRAYFISH BEHAVIOR


WA Edition


Name ________________________________ Date ___________________________________

Part 1. What did your crayfish do when you

Le� it alone in the basin?

Reached toward it?

Touched its back?

Touched its tail?

Touched its antennae?

Put it on the table?

First put a house in the basin?

Le� it for 5 minutes with the house?

First put another crayfish with it?

Describe the different ways crayfish can move.

Part 2. Pick a crayfish behavior and explain how the behavior helps the crayfish survive.


WA Edition


Name ________________________________ Date ___________________________________

RESPONSE SHEET—INVESTIGATION 3Anna and Maria are having a discussion. Anna said, “Animals are living things, but plants are not. You can tell because plants don’t move anywhere. It’s not living if it doesn’t move.”

If you were Maria, what would you tell Anna to help her understand that both plants and animals are living things?




INVESTIGATION 3: MEET THE CRAYFISHPART 4: CRAYFISH TERRITORYUse modified student sheet no. 16 called Crayfish Habitat for each of the four observations. A�er students complete their observations, have them use new student sheet no. 16a called Crayfish Investigation Report to write a summary of the investigation.

Student Sheet—Crayfish Habitat (Diagram & Item 1)



+ conducts the investigation, accurately records observa-tions about the crayfish’s behavior, and reflects on observed changes.

needs some guidance to collect adequate observational data and reflect on observed changes.

– makes minimal observations; does not see changes in crayfish behavior.

Student Sheet—Crayfish Habitat (Item 2)

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)


+ asks relevant questions about the crayfish, based on observations.

needs help to generate questions about the crayfish.

– cannot generate questions about the crayfish.

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WASHINGTON EDITION

Student Sheet—Crayfish Investigation Report (Conclusion)

Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)


+ gives multiple data points to create a reasonable explanation for his/her conclusion.

uses one data point to create a reasonable explanation.

– bases explanation on personal preference rather than on data, or does not explain conclusion.

No. 16a—New Student Sheet

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CRAYFISH HABITAT


WA Edition


Name ________________________________ Date ___________________________________

Observation Date: _____________________ Draw each crayfish in the location where you observe it. Make it clear which crayfish is which. Write additional notes below the illustration.1. Record observations here. What changes have occurred since your last observation?

2. What new questions do you have about the crayfish a�er observing them?

CRAYFISH INVESTIGATION REPORT

Write a report to describe what you did in this investigation and what you found out.

Investigation Question

Procedure Summary

Conclusion Your conclusion should include these parts. • Supporting data from your observation sheets • An explanation of how the data support your conclusion

Investigation 3: Meet the CrayfishNo. 16a—New Student Sheet

WA Edition


Name ________________________________ Date ___________________________________



PART 1

PART 2

PART 3

PART 4

INVESTIGATION 4: MEET THE LAND SNAIL

COMPARING CRAYFISH AND SNAILS

• What functions do land snail structures serve?

• How are the structures of the land snail and crayfish alike and how do they differ?

Time: two 45-minute sessions or three shorter sessions

LAND SNAILS AT HOME

• What structures do land snails have?

• What does a snail need in its habitat?


THE SNAIL PULL

• How much mass can a land snail pull?

• What is important to consider when planning investigations of animals?


Students observe land snails and learn how to handle them carefully. They become familiar with snail structures and behaviors. They set up an appropriate habitat that will provide for the needs of the snails in the classroom.

Students a�ach loads to snails using a harness and sled apparatus. They discover how much mass a snail can pull and compare that load to the mass of the snail itself.

Students observe and record the snail’s structures and behaviors. Using a Venn diagram, they compare cray-fish and snail structures. They discuss the functions of the various structures they observe.

CHOOSING YOUR OWN INVESTIGATION

• What else can I learn about the structures and functions of plants and animals?

Time: 4–6 sessions

Students look over a list of questions about animals and plants to decide which could be answered by research and which could be investigated directly. Each student or small group chooses a question to pursue as a project.




Land Snail Observations



Student Sheet

Comparing Structures

Characteristics of Living Ma�er. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6)




Science Notebook

Ask about snails


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

• The structures found on different kinds of organisms show some similarities and some differences.

• Land snails can pull loads many times their own mass.

• We must take care not to harm animals as we learn about them.

• Land snails have a coiled shell, a large foot on which they glide, and a body with a variety of structures.

• Land snails need water, vegetables or fruit, air, and space to survive.

• Using student questions and ideas for projects that they suggest throughout the module, students choose a project to research or investigate.

Examples of questions students might generate for inquiry projects• How do snails respond to light?

• Do snails have a preference for certain food (e.g. carrots, le�uce, or rolled oats)?

• What kinds of surfaces do snails travel faster on?

• How do snails respond to different scents?

• How can we find out if snails prefer dry or damp conditions?

Performance Assessment

Inquiry or Design Project

Investigating Systems: GLEs 2.1.1—2.1.5

or Designing Solutions: GLEs 3.1.1—3.1.3



Student Sheet—Land Snail Observations (Parts 2 and 3)



+ clearly explains how a characteristic or behavior of the snail helps it survive.

needs some guidance to determine how a characteris-tic or behavior of a snail helps it survive.

– does not make connections between characteristics or behavior and how it might help an organism survive.


INVESTIGATION 4: MEET THE LAND SNAILPART 1: LAND SNAILS AT HOMEUse modified student sheet no. 18 called Land Snail Observations to assess students’ ability to communicate science observations and understanding of the interdependence of living things and their environment.

Student Sheet—Land Snail Observations (Part 1)



+ records detailed observations for each of the questions about snails.

needs some guidance to record observations for each of the questions.

– writes minimal observations.

LAND SNAIL OBSERVATIONS

Investigation 4: Meet the Land SnailNo. 18—Modifi ed Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

Do land snails have eyes? How many?

How do land snails move around?

Do land snails have tentacles? How many?

Do land snails have a mouth? Where?

What other land snail structures do you observe? Write them on the back of the sheet.

What did the land snail do when you

Le� it alone in the cup?

Turned it upside down?


Put it near another land snail? Put a cup near it?

PART 1: STRUCTURES

PART 2: BEHAVIORS

Describe how a structure or a behavior of the land snail helps it survive

PART 3: FUNCTIONS

LAND SNAIL OBSERVATIONS

Investigation 4: Meet the Land SnailNo. 18—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

Do land snails have eyes? How many?

How do land snails move around?

Do land snails have tentacles? How many?

Do land snails have a mouth? Where?

What other land snail structures do you observe? Write them on the back of the sheet.

What did the land snail do when you

Le� it alone in the cup?

Turned it upside down?


Put it near another land snail? Put a cup near it?

PART 1. STRUCTURES

PART 2. BEHAVIORS

Describe how a structure or a behavior of the land snail helps it survive.

PART 3. FUNCTIONS




INVESTIGATION 4: MEET THE LAND SNAILPART 2: COMPARING CRAYFISH AND SNAILSUse student sheet no. 19 called Comparing Structures to assess students’ ability to use a Venn diagram to compare two organisms.

Student Sheet—Comparing Structures



+ lists several unique characteristics for each organism in the circle parts that don’t overlap; lists several shared characteristics in the intersection of the Venn diagram.

needs some guidance to put characteristics in appropriate areas of the Venn diagram.

– does not understand how to place characteristics on a Venn diagram.


WASHINGTON EDITION


Use modified student sheet no. 20 called Response Sheet—Investigation 4. You may want to provide students with a copy of the Inquiry Project Student Sheets or Inquiry Project Scoring Rubric, found on pages 44-47.




+ gives the following four suggestions for improvement: (1) The statement “earthworms like to be in the dark” needs to be rephrased as a question. (2) The student should make a prediction and give both the variable changed and the variable measured. (3) The student needs to consider the earthworm’s requirements for life (food, water, space, etc.) and state how these will be held constant (except the variable of light) for both jars. (4) The student needs to state how o�en earthworms will be observed, what he is measuring and how it will be recorded.

gives any three suggestions for improvement.

– cannot give three suggestions for improvement.

LAND

SNA

ILS

HAVE

:

COMPARING STRUCTURES

Investigation 4: Meet the Land SnailNo. 19—Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

CR

AYFI

SH H

AVE:

RESPONSE SHEET—INVESTIGATION 4

Investigation 4: Meet the Land SnailNo. 20—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

A student wanted to study the behavior of earthworms. He knew that he could find some earthworms in the garden in his backyard.

He wrote this plan in his science notebook.

Question: Earthworms like to be in the dark.

Materials: Jars, dirt, earthworms

Habitat setup: Put dirt in two jars and add the earthworms. Cover one jar with black paper (so it‛s in the dark) and leave the other one as is (so light shines on it).

Data: Observe the earthworms.

Write three things you would suggest to improve this student’s investigation plan.



INVESTIGATION 4: MEET THE LAND SNAILPART 3: THE SNAIL PULLUse the science notebook prompt below in Step 9. Create a large chart based on the questions students generate. Save these questions to use in Part 4 (Choosing Your Own Investigation).

Notebook Prompt

What are some other questions that you would like to investigate with the land snail? Keep in mind that these investigations must be conducted in a way that doesn’t harm the snail.

Science Notebook—Ask about snails



+ asks questions that could be investigated and would not harm the snail.

needs some guidance to ask questions that can be investigated.

– does not understand the difference between questions that can be investigated and those that can’t (e.g. “Why do snails have shells?”).


WASHINGTON EDITION

INVESTIGATION 4: MEET THE LAND SNAILPART 4: CHOOSING YOUR OWN INVESTIGATIONINQUIRY OR DESIGN PROJECT

The inquiry or design project replaces “Choosing Your Own Investigation.” It can be completed at any point in the module with any lesson that lends itself to students’ independently carrying out an investigation, starting from their own question, to drawing a conclusion. See examples of inquiry questions at the bo�om of each At a Glance page.

Use materials available from the FOSS kit and add materials as needed or possible. Use the inquiry project sheets, which are also in the Assessment Overview with more detailed information.

NOTE: Students should complete an entire inquiry project at least once in each module to build understanding of the inquiry and design process by the fi�h and sixth grades.

INQUIRY OR DESIGN PROJECT SCORING GUIDES

Use the Student Project Scoring Rubric to grade projects. Score one point for each a�ribute in the list. By the end of fi�h grade, students should be able to score between 10 and 13 points for planning an investigation to meet standards on the WASL.

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

� logical steps to do the investigation � variables kept the same (controlled) � one variable changed (manipulated) � any variables being measured and recorded � how o� en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________Name ________________________________

FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Inquiry Project Sheet (1 of 4) New Student Sheet

WA Edition

INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.

Procedure



WA Edition

Name ________________________________ Date ___________________________________

WRITING A CONCLUSION Data Collected

A� er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________Name ________________________________



WA Edition

Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


Investigation A� ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A� ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifi es at least one variable that stays the same.

Identify the correct variable that changes.

Identifi es the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1


Investigation A� ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

logical steps to do the investigation variables kept the same (controlled) one variable changed (manipulated) any variables being measured and recorded how o�en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________Name ________________________________



WA Edition

INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.

Procedure



WA Edition

Name ________________________________ Date ___________________________________

WRITING A CONCLUSION Data Collected

A�er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________Name ________________________________



WA Edition

Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


Investigation A�ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A�ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifies at least one variable that stays the same.

Identify the correct variable that changes.

Identifies the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1


Investigation A�ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


END-OF-MODULE ASSESSMENTThis assessment is used as an evaluative tool a�er all the investigations have been completed. It checks student content knowledge, skills in conducting investigations, and explanation building. Items are in three formats: performance tasks, multiple-choice/short-answer items (which give students practice for standardized tests), and narrative items that require students to write short explanations.

MATERIALS FOR EACH SEED PROPERTIES STATION

1 Bag of 15-bean soup * 1 Plastic cup • Transparent tape * • Assessment sheet no. 7 called Performance Assessment: Seed

Properties

MATERIALS FOR EACH ANIMAL OBSERVATIONS STATION

1 Isopod (pill bug, sow bug, roly-poly) * 1 Plastic cup 1 Hand lens 1 Piece of paper towel, 2 cm × 2 cm, moistened * 1 Paper plate or piece of construction paper *

• Assessment sheet no. 8 called Performance Assessment: Animal Observations

MATERIALS FOR WRITTEN ASSESSMENT

• Assessment sheets nos. 9-16

* Supplied by the teacher Use the duplication master to make copies. FOSS Measurement Kit item.

SUMMATIVE ASSESSMENT

No. 8—Assessment Sheets

FOSS Structures of Life Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Name ____________________________________

Date_____________________________________

END-OF-MODULE ASSESSMENT for Structures of LifePERFORMANCE ASSESSMENT : Seed Properties

Part 1Directions:1. Pick ten different seeds from the cup. Make sure each one is a different kind of seed.2. In the large box below, sort the seeds into groups by a property other than color.3. Draw a circle around each group of seeds you sorted.4. Tape each group of seeds to the paper inside the circle you drew.

What property did you use to sort the seeds?

Part 2Directions: Pick two more seeds from the cup. Make sure they are two different kinds ofseeds.

List two ways the seeds are different.

List two ways the seeds are alike.

Summative AssessmentNo. 7—Assessment Sheet

FOSS Structures of Life Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Name ____________________________________

Date_____________________________________

END-OF-MODULE ASSESSMENT for Structures of LifePERFORMANCE ASSESSMENT: Animal Observations

Directions: Look at the animal in the cup. You can pick it up, or put it on the plate. Uthe hand lens to examine it closely.

Draw a picture of the animal. Label any parts you can identify.

Describe two interesting behaviors that you see the animal does.

Describe what you would have to know about this animal to keep it alive in theoom.

IMPOR TANT : When you are finished observing the animal, put it back in the cup.

Summative AssessmentNo. 8—Assessment Sheet

No. 5—Assessment Sheet

No.. 7 —Assessment Sheets

FOSS Variables Module

© The Regents of the University of California

Can be duplicated for classroom or workshop use.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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14.

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FOSS Variables Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Assessment ChartNo. 5—Assessment Sheet

STUDENT NAME

ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT

Performance Multiple-Choice Short-Answer NarrativeAssessment

variables #1–10 #11–14 #15–16 Portfolio NotesAssessment


WASHINGTON EDITION

GETTING READY1. SCHEDULE THE ASSESSMENT

You may need to give the assessment in two sessions: one for the performance item and one for the multiple-choice/short-answer and narrative items. Read through Steps 2 and 3 below before deciding how you will proceed.

2. ADMINISTER THE PERFORMANCE ITEMSThe performance assessment is in two parts; one assesses understanding of seed properties and the other observation of a new animal.

Individual Assessment. If you want students to work individually, you can assess up to 16 students at a time. Set up eight identical stations for seed properties and eight identical stations for animal observation around the room. Or set up both tasks at each station (8 stations, instead of 16). Students will need about 10 minutes to complete each task and to fill in the assessment sheet at each station. Send shi�s of students to the stations until all have had a chance to complete both tasks. Students waiting to take their turn at the performance tasks can be completing the multiple-choice/short-answer and narrative items, or working on some other quiet activity.

Collaborative-Group Assessment. If you don’t have time for each student to complete the performance tasks, have students work in groups. A�er the group completes the task, each student fills in his or her assessment sheet individually. The completed assessment sheets should reflect each student’s learning.

3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER AND NARRATIVE ITEMS

Assessment items in content areas such as science usually require a high level of reading. If you feel that students will have a difficult time reading the items on their own, make an overhead transparency and read each item and its possible answers (when appropriate) aloud. Have students mark their answers and move on to the next item, working together through the assessment, item by item.

4. COPY ASSESSMENT SHEETSMake copies of assessment sheets 7-16. Each student needs one set of sheets. Make a copy of assessment chart no. 5 to record scores.


5. SET UP THE PERFORMANCE STATIONSSet up stations for the seed and animal observations performance tasks as suggested below.

Seed Properties Station

• Fill the plastic cup with about 2 cm of seeds from the bag of 15-bean soup.

• Put one cup of seeds and transparent tape at each station.

Animal Observation Station

• Moisten a 2 cm × 2 cm square of paper towel and place it in the bottom of a plastic cup.

• Put an isopod in the cup.

• Place a cup with an isopod, a hand lens, and paper plate at each station.



WASHINGTON EDITION

END-OF-MODULE ASSESSMENTSCORING GUIDES

Performance Assessment—Seed Properties

Score If the student... 4 uses ten kinds of seeds; specifies a property by which

the seeds have been grouped; correctly groups the seeds by the property; identifies two similar and two different features in part 2.

3 makes only one minor mistake in the conditions listed above, such as makes one error in the grouping, uses fewer than ten seeds, or does not give four answers in part 2.

2 makes multiple minor mistakes, such as those listed for score 3, or makes a major mistake, such as failure to specify a property.

1 makes multiple mistakes, including many grouping errors, or names a property that has nothing to do with the grouping.

0 does not complete the item, or gives information that has nothing to do with what was asked.


Performance Assessment Item—Animal Observations

Score If the student... 4 draws a picture of the isopod and labels at least three

body parts; clearly describes two behaviors observed; describes at least two things the student would need to know to keep the isopod alive, such as what it eats, whether it prefers it dry or moist, and so forth.

3 draws a picture of the isopod and labels at least three body parts; clearly describes one behavior observed; describes at least two things that the student would need to know to keep the isopod alive.

2 draws a picture and labels at least two body parts; describes one behavior observed; describes one thing to keep the isopod alive.

1 draws a picture but doesn’t label any parts; a�empts to describe one behavior and one basic need, but descriptions are unclear.


MULTIPLE-CHOICE ITEMSScore 1 point for each correct answer.

1. B 6. A 11. D

2. C 7. D 12. B

3. A 8. A 13. A

4. D 9. A 14. D

5. D 10. C 15. B

SHORT-ANSWER ITEMS

Item 16Score 1 point for each correct answer.

a. Score 1 point for the pictures put in the correct sequence: 5, 1, 4, 6, 3, 2.

b. Score 1 point if the student includes at least two of the following: root growing down, seed coat coming off, swollen, root hairs.



WASHINGTON EDITION

Item 17Score 1 point for each correct answer.

a. Isopods have moved, not all together.b. No isopods around the rock; isopods have moved from rock

to log.c. Accept all reasonable answers so long as the student ex-

plains why he or she thinks so. Possibilities are that the log and leaves are cooler, moister, and be�er hiding places; the rock is light-colored so it is easy to be spo�ed there by predator; there is no food around the rock.

Item 18NOTE: See the answer sheet in the sidebar.a–b. Score 1 point if the student correctly sorts seeds.c–d. Score 1 point if the student correctly sorts seeds and gives a reasonable explanation.

NARRATIVE ITEMS

Item 19—Seeds and functions

Score If the student... 4 agrees with the statement; explains with examples that

seeds can be all shapes and sizes; includes the following functions of the seed: it holds the embryo (or young plant), and it contains the food supply for its needs in the germination process.

3 agrees with the statement; explains with examples; includes the two major functions of the seed.

2 disagrees with the statement; does not give examples; includes one function of the seed.

1 disagrees with the statement; thinks that seeds all have the same shape or size; cannot list any functions of the seed.



Item 20—Estimating versus counting

Score If the student... 4 writes that making a count gives more accurate

information about the number of the seeds but an estimate is a good way to get the information about the number if counting would take too long; suggests that apple and orange seeds should be counted, but the melon seeds should be estimated; explains that, because the melon has so many seeds, it would take too long to count, so an estimate is good enough.

3 shows understanding of the difference between a count and an estimate; suggests counting the apple and orange seeds, but estimating the number of melon seeds; may give unclear reason for estimating melon seeds.

2 shows some understanding of the difference between a count and an estimate; counts seeds from each fruit; gives minimal explanation.

1 shows li�le understanding of the difference between a count and an estimate; thinks either counting or estimating should work for all these fruits; gives no explanation.




WASHINGTON EDITION

Item 21—Crayfish habitat

Score If the student... 4 either draws and labels a crayfish’s natural habitat

(e.g. pond bo�om, rocks, logs, and plants) or a lab habitat; describes how the drawing shows what the crayfish needs (e.g. water, food); explains how other factors that cannot be drawn, such as air and temperature, are needed for the crayfish.

3 draws a crayfish’s habitat; explains the major elements of the crayfish’s basic needs, but has some omissions.

2 draws a crayfish’s habitat; explains only the elements of the crayfish’s basic needs that are shown in the drawing.

1 fails to show any element of the crayfish’s basic needs in the drawing



FULL OPTION SCIENCE SYSTEM

56

STRUCTURES OF LIFE BLUEPRINT

SYSTEMS FORMATIVE SUMMATIVE COMMENTS

Inv. 2, Pt. 3

Inv. 2, Pt. 2

Inv. 1, Pt. 3Inv. 3, Pt. 3Inv. 4, Pt. 2

Inv. 1, Pt. 1

Inv. 2, Pt. 2Inv. 3, Pt. 1

Inv. 2, Pt. 2Inv. 3, Pt. 2

Inv. 3, Pt. 3Inv. 4, Pt. 1


INQUIRY

Published and distributed by

P.O. Box 300080 Northwest BoulevardNashua, NH 03063-40671-800-258-1302

The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, state-ments, and recommendations expressedherein are those of the authors and donot necessarily reflect the views of NSF.

Developed by

Full OptionScience System

Lawrence Hall of ScienceUniversity of California

Berkeley, CA 94720510-642-8941

Inv. 1, Pt. 2

Covered in several other modules

Important to cover in this module

Covered in several other modules



All Wrapping Up sections

Assessed throughout grades in inquiry projects




Characteristics of Living Matter. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6) Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Structure and Organization of Living Systems. Understand that organisms can be a single cell or many cells that form parts with different functions. (GLE 1.2.6) Molecular Basis of Heredity. Understand the life cycles of plants and animals and the differences between inherited and acquired characteristics. (GLE 1.2.7) Life Processes and the Flow of Matter and Energy. Understand that living things need constant energy and matter. (GLE 1.3.8) Interdependence of Life. Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. (GLE 1.3.10)

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1) Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5) Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1) Limitations of Science and Technology. Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. (GLE 2.2.2 )

Investigating Systems: GLEs 2.1.1—2.1.5 or Designing Solutions: GLEs 3.1.1—3.1.3

3–5 Grade Level Expectations (GLE) Assessment Opportunities

INQUIRY OR DESIGN PROJECT

Inv. 3, Pt. 4Inv. 4, Pt. 3


Inv. 3, Pt. 4

Projects Important to do one project per module




Inv. 2, Pt. 1

20

1,3,19

12, 17, 21

PA-Animal Observations 4, 14, 15

9, 11, 16

PA-Animal Observations 2, 6, 10

3, 4, 5

PA-Seed Properties1,7,18

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