Library of Life. Post Activity and Evaluation Teacher Packet. Howard B. Owens Science Center Prince George s County Public Schools

Transcription

1 Library of Life Post Activity and Evaluation Teacher Packet Howard B. Owens Science Center Prince George s County Public Schools 1

2 Table of Contents Alignment of Standards...3 Lesson Plan...5 Answers to Task 1B...9 Answers to Task 2A...10 Answers to Task 2B and 2C...11 Integrating Reading: Sorting Out Living Things text...12 Comprehension Questions to text...14 Scoring Guide for Integrating Reading Activity...16 Library of Life Program Post Visit Assessment...17 Answer Key to Library of Life Post Visit Assessment...22 MSA Science Rubric and PARRC Rubric...24 PARRC Rubric...25 Additional Activities and Resources...27 Teacher Evaluation

3 Alignment of Standards Grade 4 State Curriculum Standards 3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features. a. Observe and compile a list of a variety of animals or plants in both familiar and unfamiliar environments. b. Classify these animals and plants according to their observable features and provide reasons for placing them into different groups. c. Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or do new groups have to be added d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group. 1.0 Skills and Processes A. Constructing Knowledge 1. Gather and question information from many different forms of scientific investigations including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. b. Select and use appropriate tools to expand observations of objects, events, and processes. e. Follow directions carefully and keep accurate records of one s work in order to compare data gathered. f. Identify possible reasons for differences in results from investigations including unexpected differences in the differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. Next Generation Science Standards (NGSS) Disciplinary Core Idea (DCI) LS1.A: Structure and Function Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1) Science and Engineering Practices Engaging in Argument from Evidence Engaging in argument from evidence in 3 5 builds on K 2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Construct an argument with evidence, data, and/or a model. (4-LS1-1) Nature of Science Scientific Knowledge is Open to Revision in Light of New Evidence Science explanations can change based on new evidence. Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns. 3

4 Crosscutting Concepts Patterns Patterns of Change can be used to make predictions (3-LS!-1) Common Core Math 4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4-LS1-1) RELA/Writing MD. SLM 2-3 4A paraphrasing when taking notes from sources paraphrasing when taking notes from sources 4

5 a g e Time Program Title: Library of Life Grade Level: 4 Science Discipline: Life Science Date: Fourth Quarter Program Lesson Planner Statement of Objective: What should students know and do as a result of the lesson? 5 min Note on previous pages the alignment of all of the Science State Standards, NGSS and CCSS for this lesson. A summary objective is stated here to capture that alignment. Summary objective: Students will observe and identify characteristics of animals and classify vertebrates and invertebrates into classes using observable features as well as make claims about classification and support their claims with evidence and reasoning. Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Students are asked a series of questions to develop an understanding of the Library of Life. Not all of the questions will be used based on student responses. What is a library? What is found in a library? How are the books sorted? Are all books the same? What types of books are there? Summary: Just as all books are not the same, all living things are not the same. So, scientists developed their own system to sort or classify all living things into groups. Scientists call sorting things into categories or groups by observable features, classifying. (intro to vocabulary) Students identify on the table some of the living things they are going to classify today. (segue way into objective) 5

6 Explanation Exploration Time Teacher Monitored Activities: What will students do together to use new concepts or skills? How will you assist them in this process? 75 min Time Introductory Activity: Using the Promethean board students get a chance to come to the board and classify alien creatures into one of two groups based on an observable feature by moving them into the group using the interactive computer pen. Other students in the class try to guess what characteristic the student used to sort the alien creatures. Each time the board is reset and a different student comes to the board. Students learn there are several different features that can be observed on an organism and they can be sorted different ways. This is also true of living things, therefore scientists had to come to an agreement on which features would be used in classifying organisms into different groups. Sometimes scientists still disagree today on which group an organism belongs in. Task 1: Classes of Vertebrates Students are introduced to the classification of living things using models and power point slides to include the terms, kingdom, vertebrate, invertebrate and endoskeleton. Students work at their tables to observe a variety of live and preserved animals and classify them as vertebrates or invertebrates. Students complete a chart of the 5 classes of animals as they observe endoskeletons of vertebrates and live vertebrates located around the teaching area. Students write the examples of each class of animal and the traits specific to that class in the appropriate column. Students are provided withed an additional animal such as a bat or truth that they must observe and then using the text(chart) they have created make a claim, provide evidence (observations/chart) and reasoning for the question In which class should this animal be placed?( Claim Evidence Reasoning - CER) Teacher Directed Activities: How will you aid students in constructing the meaning of new concepts? How will you introduce/model new skills or procedures? 10 min Students review the entire classification system of living things starting back at the top with kingdom, phylum, class, order, family genus and species. They should note the pattern that as the number of characteristics (features) increases, the number of organisms in a group decreases. Emphasis is placed on the relatedness of the animals within a group compared to distance from the group. 6

7 Closure Evaluation Elaboration Time Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? 30 min Task 2 : Classifying Arthropods Time At each table there are arthropods (grasshopper, beetle, millipede, and crayfish) as well as a fish and a starfish. The fish is identified as the only vertebrate on the table and the teacher removes them from observation area. Then the teacher uses models and the power point slides to define the 3 characteristics of arthropods: jointed legs, body regions and exoskeleton. The students observe the remaining specimens and determine which invertebrate on the table is not an arthropod (sea star, it is an echinoderm), which is then removed from the table. The students are asked to make a prediction, Which two arthropods are most alike and will stay in the same group as they are sorted into the next level of classification? The students circle the names of the two arthropods in their charts for their predictions. The teacher and students review the chart with six questions that focus on specific traits or features. Next the teacher will model the first observation and data collection process with a spider. Together the students and teacher fill in the first column of the chart. Then the students begin observing the remaining arthropods and filling in the rest of the chart with a partner by observing physical features while the teacher circulates to monitor the class and answer questions. Together the class reviews the chart and makes corrections where necessary. The teacher uses the vis-cam to show features that may have been hard to see or misunderstood. Students then revisit the data chart to state a claim to the question Which two arthropods are most alike and therefore should stay in the same class?. They then back it up the claim with evidence found in their chart (text) and concludes with their reasoning. ( CER) Students are introduced to the different class names of the arthropods and write them into their charts. The beetle and the grasshopper belong to the same class of arthropods, insecta or insect. PLANTS Additional classification activities including plants, which are not covered in the lesson, as well as a list of resources, are included in the post-visit teaching packet. Ongoing Assessment: How will you monitor student progress throughout the lesson? The instructor and classroom teacher will informally review responses and data charts throughout the class period. Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning? 5 min A formal assessment including SRs and BCRs is provided at the back of each student booklet for the teacher to be used back at the school. Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and Time preparing for tomorrow s lesson? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught? 5 min The class will do a gallery walk of the classroom area on their way out to view additional animals they may not have seen during the program, as well as, observe animals in their habitats. 7

8 Amphibians Reptiles Birds Mammals Fish VERTEBRATE CLASSES In this task you will use endoskeletons, live specimens and pictures to classify examples of animals under each scientific class and list characteristics of each class. Then you will make a claim about a vertebrate based on the evidence you observe. Examples Perch Goldfish/Minnow Rabbit Monkey Human Pigeon Bearded Dragon lizard Corn snake Box turtle Gecko Terrapin Chain King snake Frog Toad Newt Salamander Tree Frog Features/ Characteristics/Traits Fins Gills Cold-blooded Slimy scales Hair/Fur Live birth Warm-blooded Milk from mother Feathers Beak / Bill Wings Warm-blooded Dry scales 5 front toes claws Lay leathery eggs on land Cold-blooded Moist Skin 4 front toes Gills lungs Start life in the water Cold-blooded Notes to the teacher: Not every example will be used with every class due to time constraints and availability of live animals. Some examples may need to be substituted throughout the year. Bolded words characteristics in the chart on the ones that are stressed during the lesson. Other characteristics of the classes are listed as a reference and may come up during the discussion. 8

9 TASK 1B: QUESTION: In which class should the _bat/turtle be grouped? (Instructor may use one or other) CLAIM: The _bat/turtle_ should be grouped in the class of mammal/reptile. EVIDENCE: (From the observation chart {text} and observations) Facts students might include for the bat example: fur, warm-blooded, live birth Facts students might include for the turtle example: scales, claws, 5 front-toes, coldblooded, lays eggs REASONING: The _bat/turtle is grouped in the class of mammal/reptile because mammals/ reptiles(include facts that support the class). Task 1 C What do the five (5) classes of vertebrates all have in common? The five classes of vertebrates all have bones (spinal chords). 9

10 Spider Millipede Grasshopper Crayfish Beetle Task 2A Classify (Group) Arthropods QUESTION: Which two arthropods are the most alike and therefore belong in the same class? Let s make a prediction before gathering our data. I think arthropod number and will be in the same class because I think they will have the most characteristics in common. Class Names Arthropod Name Characteristics 1. Is the whole body segmented? N Y N N N 2. Is only one part of the body segmented? N N Y Y Y 3. Are wings present? 4. How many body regions? (0,2,3) N N Y N Y How many legs? (6,8,10, more) 6. How many antennae? (0,2,4) 8 More

11 TASK 2B CLAIM: The grasshopper and beetle are the most alike and therefore belong in the same class. EVIDENCE: Use your observations in the data chart (text) as evidence. Facts: Each fact can be retrieved from the table in an order and could include some of the listed below Both have antenna Both have 3 body regions Both have wings Both have a partially segmented body Both have 6 legs They have all 6 characteristics observe the same REASONING: The grasshopper and beetle belong in the same class called Insect because insects have ( include the facts listed above) Note to Teachers: Only 4 of the 5 arthropod classes were explored during the activity, insect, arachnid, diplopoda (millipede), and crustacean. The fifth class of arthropods is for centipedes called chilopoda. The big difference between millipedes and centipedes is the number of legs per segmentation. Centipedes have two legs per segmentation and millipedes have four legs per segmentation. This characteristic is what places them into two different classes. In some classification systems centipedes and millipedes are listed in the class of Myriapoda and separated into the above mentioned groups in the next level of classification order. 11

12 Sorting Out Living Things When you enter a grocery and search for milk, you ll need to look in the dairy section. Hamburger will be found in a different section, the meat section. If you walk into a library to find a book, you don t have to look on every shelf. Librarians separate their books into different groups too. It s not hard to find your favorite video or DVD at the video store either if you know the type of video or the exact title. Classify means to sort into groups based on common characteristics also called features or traits. Grocery stores, libraries, and video stores are just a few of the places we encounter classification every day. Classification of Living Things Scientists use a system of classification or taxonomy for all living things. Carl Linnaeus is given credit for developing the first classification of living things in 1735 called the Systema Naturae. The first system of classification only included plants and animals. Later, three other groups were added; fungi, protista and monera. The fungi group includes mushrooms and molds. These were at one time classified with plants. However, mold and mushrooms cannot make their own food, through a process called photosynthesis, as plants can. Therefore, scientists moved them to their own group called fungi. The last two groups, protista and monera, were not added until after the microscope was invented. Protista are tiny single-celled microscopic organisms and monera is another name for bacteria. Both require a microscope in order to be seen. Monera were once considered a single kingdom but have recently been separated into two separate kingdoms, ancient bacteria (archaebacteria) and true bacteria (eubacteria). Carl Linnaeus is given credit for the first taxonomy system of living things. Currently, all living things are classified into six groups called kingdoms based on features they have in common. The classification system continues from kingdom with phylum, class, order, family, genus and species. With each sorting the characteristics get more specific and fewer numbers appear in each category until there is a single species within each group. Each living thing is named with two names, the genus and the species. This two-name system is also credited to Carl Linnaeus. Animal Kingdom 97% 3 % Vertebrate Invertebrate The Animal Kingdom One of the six kingdoms of living things is the Animal Kingdom. Animals are separated into two large groups: vertebrates and invertebrates. Vertebrates are animals that have a backbone and invertebrates are animals that do not have backbones. Over 97% of all living things are invertebrates. That means less than 3% of all animals in the world have backbones! 12

13 Vertebrates There is only one phylum of vertebrates called chordates. The chordates are then classified into 5 smaller groups called classes of vertebrates; fish, mammals, birds, reptiles and amphibians. Fish have slimy scales, gills and fins. Reptiles have dry scales, five (5) front toes and lay eggs on land. Amphibians have four (4) front toes, moist skin, gills that can turn into lungs and lay their eggs in the water. Fish, reptiles and amphibians are also ectotherms or cold-blooded. They cannot warm their own bodies but depend on the environment around them to warm them up. That is why you will often see them sunning themselves on a log, rock or sunny area. Mammals and birds are warm-blooded. Their bodies are able to keep them warm from the inside out. Mammals have fur or hair, have live births and feed their young milk from the mother s body. Birds have wings, beaks or bills and are covered in feathers. These are only some of the observable features of the vertebrate classes. Each of these classes would then be separated into their order, family, genus and species. Invertebrates Invertebrate animals do not have backbones. Unlike vertebrates that only had one phylum, there are thirty-three phyla of invertebrates some of which include arthropods, annelids, sponges, cnidarians, echinoderms, flatworms, roundworms and mollusks.. Each group has special characteristics that scientists used to sort them into each phylum. Arthropods Let s take a closer look at one of the invertebrate groups. Arthropods have jointed legs, an exoskeleton and body regions. An exoskeleton is a hard outer covering that helps to protect the animal. Scientists define body regions in the way that the body of an animal is divided. An arthropod might have three (3) separate body regions: a head, thorax (chest) and abdomen. The body of an arthropod might be divided into only two (2) body regions with the head and thorax combined together called a cephalothorax and a separate abdomen. Or the entire body could be separated into tiny segments or parts over the whole body, such as a millipede, and then scientists say the arthropod has zero ( 0) body regions. Spiders, grasshoppers, beetles, crayfish and millipedes are all examples of arthropods. Notice the jointed legs on this scorpion. That s just one of the features that make it an arthropod. Three Body Regions Two Body Regions Zero Body Regions Head Thorax Beetle Abdomen Spider Cephalothorax Abdomen A millipede has no separate head, thorax or abdomen region. The entire body is segmented. 13

14 Classes of Arthropods By further studying their characteristics, scientists are able to classify the arthropods into the classes of arachnid (ex. spider), insect (ex. grasshopper and beetle), diplopod (ex. millipede) and crustacean (ex. crayfish). There is a fifth class of arthropods that is called chilopod that contains centipedes. Centipedes and millipedes differ in the number of legs per segment. Centipedes have one pair of legs per segment and millipedes have two pairs of legs per segment. Review Questions: 1. Which list accurately describes the classification of a crayfish? o a. Animal Kingdom, Chordate Phylum, Fish Class o b. Animal Kingdom, Mollusk Phylum, Crustacean Class o c. Animal Kingdom, Arthropod Phylum, Crustacean Class o d. Animal Kingdom, Arthropod Phylum, Fish Class 2. What does the prefix exo mean in the word exoskeleton? o a. outer o b. bone o c. inner o d. exist LET S TAKE A CLOSER LOOK! What makes it an insect? The class of insects has several character traits. Insects have three (3) body regions (head, thorax and abdomen). They also have two (2) antennae, six (6) legs and wings most of the time. Check out these honey bees. They are just one more example of insects. 3. The word class has several meanings. Find the sentence below that has the same meaning as the following sentence: One class of arthropods is insects. o a. The class went on a school field trip to the Science Center. o b. Carlos sorted the animals into the correct class. o c. They say that Sarah is always polite and has a lot of class. o d. I am taking a class in Spanish. Can you find all of the characteristics of an insect on this honey bee diagram? 14

15 Constructed Response 1. Science changes as we discover new information and create new inventions. Using information from the text, Sorting Out Living Things, give an example of how scientists have changed the way they classify living things. Be sure to include specific details from the passage. 2. Choose one of the text features found in Sorting Out Living Things and explain how the text feature contributes to your understanding of the text. Be sure to include specific details from the passage. Use the reading Sorting Out Living Things to define each of the following words in our Glossary of Terms and to fill in the blanks below. Classify Glossary of Terms Exoskeleton Invertebrate Kingdom Taxonomy Vertebrate Name two synonyms for characteristic and What is the antonym for cold-blooded? 15

16 Scoring guide for the Integrating Reading Activity, Sorting Out Living Things SR s 1. c 2. a 3. b Constructed Response Scoring Use the BCR Reading/Language Arts Rubric provided by the county to score each response that is still used for MSA or you can use the new PARRC rubric. Exemplars have been provided. 1. Science changes as we discover new information and create new inventions. Using information from the passage, Sorting Out Living Things, give an example of how scientists have changed the way they classify living things. Be sure to explain your answer. Exemplar: The Fungi Kingdom is one example of how scientists have changed they way they classify living things. Mushrooms and molds use to be part of the plant kingdom but scientists moved them into their own kingdom because they cannot make their own food through photosynthesis like plants can. The addition of two new kingdoms, Monera and Protista is one example of how scientists have changed they way they classify living things. Until the invention of the microscope scientists didn t know these living things existed. Once they discovered them using a microscope, scientists created additional kingdoms. The Monera Kindgom is an example of how scientists have changed the way they classify living things. All bacteria used to be sorted together, now some is considered true bacteria (eubacteria) and some is grouped as ancient bacteria (archaebacteria). 2. Choose one of the text features found in Sorting Out Living Things and explain how the text feature contributes to your understanding of the text. Be sure to include specific details from the passage. Exemplar: Students can choose from a variety of text features presented in this text including headings, bold words, photos with captions, graph, scientific diagrams, and an insert. To receive full credit the student must list the text feature and be specific in the explanation of how the text feature helps them to understand the text. Glossary of Terms Classify- to sort or separate things into groups based on common characteristics Exoskeleton- hard, outer covering of an arthropod that helps to protect the animal Invertebrate- animal without a backbone Kingdom- the largest group name used to classify living things Taxonomy- the science or system of classification Vertebrate- animal with a backbone Name two synonyms for characteristic feature and trait What is the antonym for cold-blooded? warm-blooded 16

17 Library of Life Post Visit Assessment: Use the following diagram to answer questions 1 and Which two animals are most related according to the classification system? a. Giant Panda and Abert Squirel b. Grizzly Bear and Coral Snake c. Black Bear and Red Fox d. Coral Snake and Sea Star 2. Is the Grizzly Bear more closely related to the Abert squirrel or the Black bear? Use details from the diagram to support your answer. 17

18 3. Which group of living things is in the Library of Life section Animal Kingdom? a. flower, tree, shrub b. butterfly, fish, monkey c. mushroom, mold, fungus d. germ, bacteria, microbe 4. Which member of the Animal Kingdom is in the Library of Life section chordate/vertebrate? a. beetle b. crayfish c. goldfish d. starfish 5. What are the characteristics or traits of animals in the invertebrate/arthropod section of the Library of Life? a. soft bodies, slimy skin, no eyes b. scales, leathery eggs, cold bloodedness c. jointed legs, exoskeleton, body regions d. endoskeleton, backbone, spinal chord 6. Which section of the Library of Life would include Animal Kingdom chordate/vertebrates with fur, hair and warm bloodedness? a. mammal b. bird c. reptile d. amphibian 7. What do all members of the invertebrate section of the Library of Life have in common? a. legs b. no backbone c. spinal chord d. gills 8. Which characteristics or traits place some Animal Kingdom chordates/vertebrates into the fish section of the Library of Life? a. slimy scales, gills, fins b. fur, hair, warm bloodedness c. feathers, beaks, wings d. scaly skin, cold bloodedness, leathery eggs 9. What group of Animal Kingdom invertebrates is in the arthropod section of the Library of Life? a. crayfish, grasshopper, spider b. starfish, sea urchin, sand dollar c. slug, snail, clam d. snake, lizard, turtle 18

19 Use the graphic organizer below to answer questions All Living Things Plant Fungi Animal Ancient Bacteria True Bacteria Protists 1 Invertebrate Mammals Amphibians 2 3 Lizard 4 Birds 10. Which label best fits in place of the number 1 in the graphic organizer? a. Mammal b. Arthropod c. Vertebrate d. Millipede 11. Where would you place the label Reptile? Enter in the correct number a. 2 b. 3 c. 4 d. None of the above 12. Where would you place the label Arthropod? a. 2 b. 3 c. 4 d. None of the above 13. Where would you place the label Fish? a. 2 b. 3 c. 4 d. None of the above 19

20 Use the diagram to answer question Look at the diagram of the shrimp. Is a shrimp a vertebrate or an invertebrate? Use the diagram and what you know about vertebrates and invertebrates. Be sure to use specific details from the diagram in your response. 15. Circle the animal that is classified as an amphibian. Goldfish Salamander Turtle Lizard In order to justify your answer, name at least two characteristics that make the animal you chose an amphibian. 20

21 Look at the Venn diagram below that shows the similarities and differences between two arthropods, insects and arachnids. Each section of the Venn diagram is labeled with a capital A, B or C. Use the Venn diagram to answer questions 16 and In which section A, B or C, would you place the characteristic: jointed legs? Use specific details in your response Name one other characteristic that could be placed in Section A. Use specific details in your response. 21

22 Answer Key to Library of Life Assessment 1. c 2. Is the Grizzly Bear more closely related to the Abert squirrel or the Black bear? Use details from the diagram to support your answer. Exemplar Response: The Grizzly Bear is more closely related to the Black bear because these two animals share more characteristics and therefore stay within the same classification group through the Order of Carnivore. The Abert squirrel only shares enough characteristics with the Grizzly to be classified together as far as the Class of Mammal. 3. b 4. c 5. c 6. a 7. b 8. a 9. a 10. c 11. b 12. d 13. c 14. Look at the diagram of the shrimp. Is a shrimp a vertebrate or an invertebrate? Using the diagram and what you know about vertebrates and invertebrates, explain your response. Exemplar Response: A shrimp is an invertebrate because the diagram shows an exoskeleton and vertebrates do not have an exoskeleton, they have an endoskeleton. Therefore the shrimp must be invertebrate. 15. Circle the animal that is classified as an amphibian. Goldfish Salamander Turtle Lizard In order to justify your answer, name at least two characteristics that make the animal you chose an amphibian. Exemplar Response: A salamander is an amphibian because it has 4 front toes, it has moist skin, it lays its eggs in the water, and it spends at least half of its life in the water (any two of these would be accurate). 16. Look at the Venn diagram below that shows the similarities and differences between two arthropods, insects and arachnids. Each section of the Venn diagram is labeled with a capital A, B or C. 22

23 3. In which section A, B or C, would you place the characteristic: jointed legs? Use what you know about Venn diagrams, arthropods, insects and arachnids to explain your choice. Exemplar Response: In a Venn diagram the part that overlaps is what both groups have in common, So jointed legs go in section B because all arthropods including insects and arachnids have jointed legs. 4. Name one other characteristic of an arthropod and describe where it would be placed on the Venn diagram and why. Exemplar Response: Another characteristic is 2 body regions and it would go in section C of the Venn diagram because only arachnids have 2 body regions. Insects have 3 body regions. *** ***Other possible characteristics include: Section A (just insects): wings, 3 body regions, 2 antennae, part of body segmented Section B (both): exoskeleton, body regions Section C (just arachnids): 2 body regions Although exemplar responses have been included, please use the MSA Science Rubric to score all Science BCR s. 23

24 MSA SCIENCE RUBRIC LEVEL 3 There is evidence in this response that the student has a full and complete understanding of the question or problem. The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles. * LEVEL 2 There is evidence in this response that the student has a general understanding of the question or problem. The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles. * LEVEL 1 There is evidence in this response that the student has minimal understanding of the question or problem. The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application, if attempted, is minimal. * LEVEL 0 There is evidence that the student has no understanding of the question or problem. The response is completely incorrect or irrelevant or there is no response. * On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem. Copyright 2005 by Maryland State Department of Education. 24

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27 Additional Activities and Resources Scott Foresman Connection Library of Life correlates with the Scott Foresman Science Series in your classroom for both grades four and five. 4 th grade- Chapter 1 Classifying Plants and Animals pages th grade- Chapter 1 Classifying Organisms pages 1-32 Background Information Classification is sorting or grouping things by their common features (characteristics or traits). In this activity students learned the 6 kingdoms of living things; plants, animals, fungi, protista, true bacteria (eubacteria) and ancient bacteria (archaebacteria). The Plant Kingdom and the Animal Kingdom were the first two kingdoms of living things. Carlous Linnaeus is the scientist given credit for creating the original two kingdom classification system. Fungi (mushrooms, molds and yeast) were later separated from plants, since plants produce their own food through photosynthesis and fungi cannot. The Protists (microscopic organisms) and Monera (commonly called bacteria) were not even known about until the invention of the microscope. The Monera Kingdom has been split into two separate kingdoms, true bacteria and ancient bacteria; totaling six kingdoms instead of five kingdoms. The Animal Kingdom is separated into two large groups of vertebrates (those with backbones) and invertebrates (those without backbones). The classification system continues from kingdom with phylum, class, order, family, genus and species. With each sorting the characteristics get more specific and less animals appear in each category until there is a single species within each group. An animal is always named with two names, the genus and the species. There is only one phylum of vertebrates called chordates. The students classified the vertebrates into the 5 classes of vertebrates; fish, mammals, birds, reptiles and amphibians. Fish have slimy scales, gills and fins. Reptiles have dry scales, 5 front toes and lay eggs on land. Amphibians have 4 front toes, moist skin, gills that can turn into lungs and lay their eggs in the water. Fish, reptiles and amphibians are also ectotherms or cold-blooded. Mammals and birds are warm-blooded. Mammals have fur/hair and birds are covered in feathers. Each of these classes could then be separated into their order, family, genus and species. There are 33 phyla of invertebrates. There are 8 main phyla of invertebrates that you will find most often in resources and have the include some of the largest number of species. These eight main phyla include arthropods, annelids, sponges, cnidarians, echinoderms, flatworms, roundworms and mollusks. The students observed only the arthropods. By studying their characteristics they are able to classify the arthropods into the classes of arachnid (spider), insect (grasshopper and beetle), diplopod (millipede) and crustacean (crayfish). There is a fifth class of arthropods that the students didn t work with called chilopod that contain centipedes. Centipedes and 27

28 millipedes differ in the number of legs per segment. Centipedes have 1 pair of legs per segment and millipedes have two pairs of legs per segment. In some classification systems diplopod and chilopod are considered order groupings under and the class of myriapoda. The class of insects has character traits (features) that include 3 body regions (head, thorax and abdomen), 2 antennae, wings most of the time, and 6 legs. 28

29 Classes Arachnid Diplopod Insect Crustacean Chilopod Classes Fish Birds Mammals Reptiles Amphibians Classifying (Sorting) Organizer All Living Things Plant Kingdom Fungi Kingdom Animal Kingdom Protist Kingdom True Bacteria Kingdom Ancient Bacteria Kingdom Vertebrates (Phylum: Chordates) Invertebrates (33 Different Phyla)* Phylum: Arthropod * Arthropods are only one phylum of invertebrates. The other 7 main phyla of invertebrates include sponges, cnidarians, annelids, echinoderms, flatworms, roundworms and mollusks and 33 phyla of invertebrates all together. 29

30 Discovery Education Science Techbook There is an entire unit in the DE Science Techbook under 4 th grade called Classifying Living Things. Within the unit there are several e-book passages, video clips, a simulation and even a built in assessment. This unit addresses the classification of both plants and animals. If you completed the Engage and Explore sections recommended in the Pre-visit materials, focus on the Explain and Elaborate TABS Explain Claim, Evidence, Reason- lab Animal Kingdoms -video E-book Passages (available in English and Spanish- these are great if you did not use them in the Explore TAB) Grouping Organisms - Lexile Level 790 How Do Scientists Organize Things? - Lexile Level 630 Why Do Scientists Classify Organisms? - Lexile Level 790 Elaborate Plant Kingdom -video segment E-book Passages (available in English and Spanish) Is it a Mammal or Not? - Lexile Level 900 What s in a Name -simulation Web Resources Classification Accessed 19 February This site has many different types of classification activities. Some are online an interactive, while others are in word and PDF files that can be printed out and copied. Great resource for teachers. Virtual Lab: Classifying Arthropods- This site allows students to continue what they learned about sorting arthroprods into their different classes based on physical characteristics they observe. Accessed 19 February 2015 Video clips from Classification of Living Things segment includes Basic Classification (2:58) invertebrates (2:47) and vertebrates (3:49). All of these are great review of content. To find these video clips do a do a search for TLC Elementary School: What Is a Living Thing? Other sections of this video are also good for reviewing the classification system and introducing classification of plants. There is a teacher s guide 30

31 with a lesson plan for viewing, answers to the video questions and additional web sites. Citation (MLA) TLC Elementary School: What Is a Living Thing?. Prod. Summer Productions. Discovery Education, Discovery Education. Web. 26 August < Note: When using Discovery Education video clips, it is best to download them and save to your desktop or a flash drive, that way during your lesson you do not have to worry about problems with live streaming or the internet not working. Classifying Animals Activity 1. Animal Antics is found in the AIMS book Critters. It reviews some main ideas of the Animal Kingdom with some simple text that students can read. It also includes a sorting activity that is in the form of game. This could be first introduced to the entire class and then later put into a center for students to revisit. Teacher lesson plan page 8, Background reading Animal Kingdom page 9 and 12, Point sheets pages 10-11, Graph page 14, Animal Cards page Wings and Webs is found in the AIMS book Critters. This would be a great extension activity to the arthropod grouping done at the center. Students read background sheets on Spiders and Insects, both of which are arthropods. Next students observe a picture of an insect and a spider. You can use your own pictures from on the web if you want color or picture cards are provided for you as part of lesson. Getting pictures of scorpions would also be good; they fall into the same class of arachnids along with spiders. Teacher lesson page 19, Background reading on Insects and Spiders pages 16-18, Student observation sheets pages 20-22, Arthropod cards pages * All AIMS books can be ordered free from the Prince George s County Warehouse. Critters has a PGIN # Use this when ordering from the warehouse. Classifying Plants Activity Although Library of Life focused on classifying animals, the fourth grade VSC indicators also include plants in the indicator and objectives. Plants are first classified as vascular or non-vascular. Then the vascular plants are sorting into groups as angiosperms (flowering plants) and gymnosperms (cone bearing plants). Plants can also be sorted by the types of leaves they have. The following activity gives students a chance to classify plants by their leaf type. (Also refer to video clips for further resources on classifying plants and animals.) Part A: Developing background on types of leaves AIMS activity Leaf Facts from the book The Budding Botanist*. This is a background reading activity where students learn the differences in the types of leaves. Teacher pages 71-72, student pages Leafy Facts and More Leafy Facts Part B: Classification of plants by their leaves 31

32 AIMS activity Leaves from the book The Budding Botanist. Students classify leaves based on their properties. Teacher lesson plan pages 75-76, student pages Part C: Elaboration on page iii of The Budding Botanist shows an organizer for classifying vascular plants as angiosperms (flowering plants) and gymnosperms (conifers). Note that at the bottom of the organizer it lists structures of plants and includes flowers. Be sure to point out to students that gymnosperms do not have flowers. * All AIMS books can be ordered free from the Prince George s County Warehouse. The Budding Botanist has a PGIN # Use this when ordering from the warehouse. Library of Life Visiting Teacher Program Evaluation Form School Name: Program Instructor: Date of your visit: Grade level: Visiting class size: Teacher Name Have your students filled out the Public Release Form for pictures? yes no I don t know Rate the outcomes and your experiences using a scale from low of 1 to a high of 5 Outcome Rating 1-5 The student will be able to define classification and make connections to its use in the everyday world. The student will be able to explain how animals are grouped according to observable features. The students will be able to classify animals according to their observable features and provide reasons for placing them into different groups. ( ie. vertebrates vs. invertebrates, 5 classes of vertebrates, arthropods and class of insects) The students will be able to describe what classifying tells us about the relatededness among animals placed within any group. Experiences Rating 1-5 The visiting teacher will be exposed to the innovative use of technology. (Promethean board, viz-cam) My class was greeted promptly be the instructor of this program. The lesson presented modeled the 5E format for delivery of science lessons. The majority of my students were involved throughout the lesson. I would recommend this program to other teachers. 32

33 The Pre-Visit materials were helpful to my students. (These are available for download from the Google Curriculum Site accessed at the Owens website.) The delivery of this program met the instructional needs of my students. I rate this visit to the Howard B. Owens Science Center. What instructional strategies observed during Library of Life will be integrated into your classroom instruction? What new science/math content presented to the students will benefit you, as a science/math teacher? In the space provided are there any comments, that you would like the Program Administrator or teacher to have: 33