K6... · Web viewDraw a prediction table. Your table will need to include each type of food...

Structures and SurvivalStandard:4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.)

engage:

1. Look at this image.

List as many observations as you can in 1 minute. Note, observations do not explain what you see, they just describe what you see.

2. As a group, brainstorm as many questions as you can about everyone’s individual observations. For Example: I observe a water-Is that a lake? Write down those questions in this space.

College of the Canyons K6 Science Institute (June 2017) by T. Ciardi, A. Foote, & R. Lopez 1

http://kids.nationalgeographic.com/animals/mallard-duck/


As a group, list as many observations as you can in 1 minute about this image.

4. As a group, brainstorm as many questions as you can about everyone’s individual observations. Write down those questions in this space.

5. Share group observations and questions.


explore: Exploring beak adaptations and food choices.

Investigation 1: Bird Feeding Activity

Materials: 3 Foil Pie Pans6 - 3 oz Paper Cups1 Plastic Spoon with large Popsicle Stick (rubber banded together)1 Clothespin1 set Chopsticks (rubber banded together)1 StrawGoldfish (enough to fill 3 oz cup)Chocolate Sprinkles (enough to fill 3 oz cup)Elbow Macaroni (enough to fill 3 oz cup)M&Ms (enough to fill 3 oz cup)Gummy Worms (enough to fill 3 oz cup)Water (enough to fill 3oz cup)

Procedures:During this investigation you will need to create a prediction table. This is similar to a data table, but you will not be collecting data to record. You will be making predictions about what tool (beak type) works best for “catching” different food types. You can use a + or -, or use words such as bad, good, best, etc. You decide.

1. Draw a prediction table. Your table will need to include each type of food (Goldfish, Sprinkles, Macaroni, M&Ms, Gummy Worms, and Water), and tool (beak type). Make your predictions and record them in your table.

2. Discuss with your team what each member predicted. After group discussion, look at your predictions and decide if you want to make any changes.

3. Now you will need to draw a data table. The data table will need to include each food type, and each tool. You will be recording how many pieces of each food type you are able to “catch” with each tool.

4. Decide together what role each team member will have at the start of this investigation. You will work in Predator-Counter pairs:

a. 2-3 Predatorsb. 2-3 Counters

5. Each Predator will choose a tool to use as his or her beak (spoon beak, clothespin beak, chopsticks beak, or straw beak).

6. The Counters will: Fill a 3 oz cup with one food type Pour the food into 1 of the pie pans (“habitats”) Repeat this process until you have three pie pans with three different foods Give a Predator the empty cup


The cup is the Predator’s stomach, and should remain close to the Predator’s body. The cup must remain upright at all times and cannot be used as a scoop. Predators will need to hold their beak in one hand, and their stomach in the other hand. Predators can only use their beak to pick up food.

7. Place the pie pans of food in the center of your team’s table.8. When the teacher says “go”, predators will have 20 seconds to feed. The Predator will

collect as much food in their stomach as possible until the teacher says “stop”. Only food that is placed in the cup by the beak will count as having been “eaten”.

9. After the teacher has said “stop”, the Counters will empty one of the Predator cups (stomach) and count the number of pieces collected during the feeding (you may need to estimate the number of sprinkles), or estimate the fraction of the cup that was filled. For example, it was 1/2 full or 1/4 full. Record your data in your data table.

10. Add all of the food items back to the pie pan habitats. 11. Repeat the process until each tool (beak type) has been used to collect each of these food

items. 12. Clean up the first 3 food items, putting them all back in their assigned cups. Your teacher

will tell you what to do with the water.13. Predators and Counters switch roles and repeat the process with the other 3 food items. 14. Collect and record data in your data table.15. Clean up the last 3 food items as you did for the last trial.16. Your teacher will tell you what to do with the pie pans, paper cups, and tools.


Using the Data (Investigation 1):

1) Look at your data table. Does anything stand out? Are there any patterns in the data? Describe what your team notices.

2) List the tool (beak type) that worked best for “catching” each type of food.

Goldfish______________________________

Chocolate Sprinkles______________________________

Elbow Macaroni ______________________________

M&Ms______________________________

Gummy Worms______________________________

Water______________________________

3) How accurate were your predictions? Did any of the tools surprise you?

4) Which tool (beak type) did not work well for each type of food?

Goldfish______________________________


Elbow Macaroni ______________________________

M&Ms______________________________

Gummy Worms______________________________

Water______________________________


5) Brainstorm what each food type we used in the investigation might be in the natural world. Write it next to the food items used.

Goldfish______________________________


Elbow Macaroni ______________________________

M&Ms______________________________

Gummy Worms______________________________

Water______________________________

6) If all the bird types in this activity flew to an island where no birds had been before and the only food available was macaroni, which bird beaks would be most successful at catching food? Which bird beaks would be least successful?

Challenge (Investigation 1):

Create your own investigation using the materials from the activity, and any other materials available.

What did you change?

Did the results change? How did they change?


Investigation 2: Plant Feeding Activity

Materials: 2 clear Plastic Cups2 sheets of each Brand of Paper TowelWaterScissorsRulerStopwatch or clock

Procedures:

1. Each person will need to draw a data table that includes the two brands of paper towels, and 3 trials.

2. Fill each plastic cup 3/4 full with water. Make sure they have the same amount.3. Place 1 sheet of each brand paper towels on the table so they match in length. The widths

may be different. Then cut one 2 inch strip from each paper towel.

4. As one team member slowly lowers both paper towel strips toward the cups of water, at the same time, be ready to start timing.

As soon as the paper towel strips touch the water, time the investigation for 2 minutes or until the water has reached the top of one of the paper towel strips.


2” 2”

5. Measure the length of the paper towel strip that is wet. Record these measurements in your data table for Trial 1.

6. Repeat the process of cutting and testing 2 inch strips two more times, and record your data for Trial 2 and 3 in your table.

Using the Data (Investigation 2):

1) Use your data table to determine which brand of paper towel was better at absorbing water. What special features did the paper towel have?

2) Think about a plant leaf. Does the paper towel share any features with a plant leaf? Explain.

3) Now think about plant roots. Does the paper towel share any features with plant roots? Explain.

4) Think about the special features the most absorbent paper towel had, that the others did not. What special features might the leaves and roots need to have in order to work well?


Challenge (investigation 2):

A. Discuss other possible shapes that could be cut from sheets of paper towel, and decide on four shapes. Sketch these shapes.

B. Predict which shape will transport water faster, and identify this shape in your sketches.C. Cut the four shapes from each brand of paper towel. D. Fill each plastic cup 3/4 full with water.E. Discuss a plan for testing the paper towel shapes, pretending they are plant parts trying to

obtain water. Write the steps to this plan.

F. Follow your plan to investigate which structure (brand) and shape is best at obtaining water. Record your observations using a data table

Using the Challenge Data:

1) Which shape was better for obtaining water? Why do you think so?

2) If you had to make a connection between plant parts and this investigation, what plant part do you think the paper towel shapes are?


explain: Use the space below to record important information about:

Structure and function Animal Adaptation Plant Adaptations


elaborate/evaluate: Use this page to write down your rough ideas before creating your poster.

Create a poster to show one specific example of a plant or animal with either an internal or external structure that does a specific job. Explain how the shape of the structure, or its special features, allow it to do its job well. Construct an argument that the specialized structure of your plant or animal allows it to survive, grow, behave in a certain way, or reproduce.


evaluate Additional Ideas

Possible questions about structure and function:

1. What is the function of the dandelion parts you see floating away in the image?

2. What do you see the bird beak doing in this image to support survival? What features of the beak make it easy for it to do this job?


http://wesustainearth.com/natural-cures/dandelion/

http://audubonportland.org/wcc/urban/babybirds

Structures and SurvivalTeacher Reference Pages

Target: 4th Grade

Performance Expectation:4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.)

Observable Features of Student Performance Students make a claim to be supported about a phenomenon. In the claim, students

include the idea that plants and animals have internal and external structures that function together as part of a system to support survival, growth, behavior, and reproduction.

Students describe evidence including the internal and external structures of selected plants and animals, and the primary function of those structures

Students use reasoning to connect relevant and appropriate evidence to construct an argument that includes the idea that plants and animals have structures that, together, support survival, growth, behavior, and reproduction. Students will include a chain of reasoning.

o Internal and external structures serve specific functionso The functions support survival, growth, behavior, and reproduction.o Different structures work together as part of a system

Crosscutting Concept: Systems and System Models - A system can be described in terms of its components and their interactions.


engage:


List as many observations as you can in 1 minute. Note, observations do not explain what you see, they just describe what you see.

Possible Observations® There is water® There is a duck® The duck has a green head® The duck has a yellow bill® There is a dark spot on its bill® The duck has feathers

2. As a group, brainstorm as many questions as you can about everyone’s individual observations. For Example: I observe a water-Is that a lake? Write down those questions in this space.

Possible Questions® There is water – Is that a lake?® There is a duck – What kind of duck is it?® The duck has a green head – Do all ducks have green heads?® The duck has a yellow bill – Why is the bill yellow? Why is it shaped like that?® There is a dark spot on its bill – Is that a nose?® The duck has feathers – Can it fly?


http://kids.nationalgeographic.com/animals/mallard-duck/


As a group, list as many observations as you can in 1 minute about this image.

Possible Observations® Green background® Pink flower® Pointy beak® Lines in the pink flower® The bird is eating® Small feathers

4. As a group, brainstorm as many questions as you can about everyone’s individual observations. Write down those questions in this space.

Possible Questions® Green background – Is that a forest?® Pink flower – What kind of flower is it?® Pointy beak – Why is the beak shaped like that?® Lines in the pink flower – Why are there lines in the flower petals?® The bird is eating – What is it eating? How is it eating?® Small feathers – How does it fly?

5. Share group observations and questions.

Many of the observations and questions may be similar. Students often want the answers to their questions immediately. Making them wait until they

have done some testing/experimenting allows them to act like a scientist.


explore:

Materials: Cost per Team $7.31

Materials listed below may be altered:

Alternate bird beaks® Pliers® Tweezers® Toothpicks

Alternate food items® Raisins® Rice® Bird seed

Item Cost Vendor NotesPopsicle Sticks 6.20 Amazon Simply Art Wood Jumbo Craft Sticks 300 ct. Food coloring 2.88 Amazon McCormick Neon Assorted Food Color-4 colors per box

Goldfish 7.49 Smart & Final Pepperidge Farm Cheddar Goldfish (30 oz)Macaroni 3.59 Smart & Final First Street Elbow Macaroni-cost is for (4 lb)M & M’s 10.49 Smart & Final M&M Milk Chocolate Candy (51.5 oz)

Gummi Worms 5.91 Smart & Final Bulk Pie Tins 0.99 Smart & Final First Street 9 Inch Foil Pie Pans (3 ct)Straws 5.00 Smart & Final First Street 7 3/4 in Jumbo Clear Straws (250 ct)

7 oz. Plastic Cups 4.15 Smart & Final First Street 7- ounce Plastic Cold Cups (100 ct)Clothespins 1.79 Target Set of 50

Plastic spoons 3.23 Walmart Set of 100Cheap Paper Towels 1.00 Grocery Need 2 sheets per teamBounty Paper Towel 3.00 Grocery Need 2 sheets per team

Invesitgation 1: Bird Feeding Activity

Procedures:

The prediction table, for which tool may work best to collect each item, may look something like this.

Goldfish Macaroni M&Ms Gummi Worms Sprinkles Water

Type of Beak Spoon Clothespin Spoon Chopsticks Spoon Straw


Utensil

Or, the prediction table could look like this.

Goldfish Macaroni M&Ms Gummi Worms Sprinkle

s Water

Spoon w/ Popsicle Stick + + + - + +Clothespin + + + + - -Chopstick + + + + - -

Straw - - - - + +

The data table may look something like this.

GoldfishMacaron

iM&Ms

Gummi Worms

Sprinkles Water

Spoon Beak 10 10 8 4 Lots ~50 1/4 cupChopsticks Beak 5 9 4 10 Very little 0Clothespin Beak 0 6 7 10 Very little 0

Straw Beak 0 2 0 1 Very little 1/3 cup

Using the Data:

1) Look at your data table. Does anything stand out? Are there any patterns in the data? Describe what you notice.

What students may notice1. The spoon was the easiest to use to pick up food2. Chopsticks pick-up the least food3. Can’t pick up water with chopsticks or clothespin4. Beaks are better at picking up certain foods and not others.

2) List the tool (beak type) that worked best for catching each type of food.

Goldfish Spoon

Chocolate Sprinkles Spoon, or Straw

Elbow Macaroni Spoon, or Clothespin

M&Ms Spoon

Gummy Worms Spoon, Chopsticks, or Clothespin

Water Spoon, or Straw


3) How accurate were your predictions accurate? Did any of the tools surprise you?

® Scientists sometimes make predictions that are wrong. This is one way scientists learn from their investigations.

4) Which tool (beak type) did not work well for each type of food?

What students may notice1. The straw only worked for the water2. The Clothespin crushed some of the food

5) Brainstorm what each food type we used in the investigation might be in the natural world. Write it next to the food items used.

Goldfish fish

Chocolate Sprinkles ants

Elbow Macaroni bugs

M&Ms seeds

Gummy Worms worms

Water nectar

6) If all the bird types in this activity flew to an island where no birds had been before and the only food available was macaroni, which bird beaks would be most successful at catching food? Which birds would be least successful?

What students may notice1. Clothes pin = successful2. Chop sticks = successful3. Spoon = successful4. Straw = Unsuccessful

Challenge (Investigation 1): Create your own investigation using the materials from the activity, and any other materials available.

What did you change?Did the results change? How did they change?


® Students may change the beak types, design their own beak types® Students may change time allowed for collecting food items® May mix food items in the pie tin® May have more than one beak eating at the same time® Might give a bird a disadvantage® May pretend they are in a certain habitat and decide what food would be the most

common there and try beaks® May obtain “food” items from outside to try with the beaks

Invesitgation 2: Plant Feeding Activity

Materials:

The 2 brands of paper towels should have very different patterns and be of very different quality. (one with a lot of texture and one smooth)

The teacher could be in charge of the timing and use the stopwatch feature on his or her phone.

The data table may look something like this.

Brand Trial 1 Trial 2 Trial 3

Bounty 4 in 5 in 5 inGeneri

c 2 in 2 in 2.5 in

Using the Data:

1) Use your data table to determine which brand of paper towel was better at absorbing water. What special features did the paper towel have?

What students may notice1. The paper towel that has more pattern, more bumps, is the best at transporting the

water because it has more structure.2. The water does not travel up the slick paper towel

2) Think about a plant leaf. Does the paper towel share any features with a plant leaf? Explain.

Some possible answers1. Both leaves and paper towels have smooth areas2. Both leaves and paper towels have lines and bumps (structure)


3) Now think about plant roots. Does the paper towel share any features with plant roots? Explain.

What students may realize1. Both “suck up” water2. Both are long and move water over a distance

4) Think about the special features the most absorbent paper towel had, that the others did not. What special features might the leaves and roots need to have in order to work well?

® The leaves would need to have a lot of structure® The leaves would need to be big® The roots would need to be able to hold water® The roots would need structure

Challenge (Investigation 2:

Some students may use the same process as was used with the paper towel strips. Some students may decide to place the flat surface area of the shape onto the water.

Using the Challenge Data:

1) Which shape was better for obtaining water? Why do you think so?

® This will depend on whether students lower the edge or the flat surface of shape into the water.

® The more surface area and structure, the easier it will be for the water to be transported.

2) If you had to make a connection between plant parts and this investigation, what plant part do you think the paper towel shapes are?

® The shapes are the leaves.® Strips are roots.


explain:

Structures - are internal and external body parts made from the organization of tissues of an organism. Structures can aid in seeing, breathing, hearing, tasting, locomotion, reactions, feeding and protection. Structures aid in the survival of the organism.

Function - is the way something works or what it can do. All structures have functions. For example horns on and animal and thorns on a plant would function as protection from predators.

Animal Structural Adaptations – help an animal survive. Animals depend on their physical features to help them obtain food, keep safe, build homes and withstand weather. These are called physical adaptations that develop through generations to increase survival in their habitat.

Plant Structural Adaptations – help a plant survive. Plants have physical features that aid in absorption of water and nutrients for example broad leaves. They also have physical adaptations that are used for protection such as thorns or waxy coating of leaves.


elaborate/evaluate: Use this page to write down your rough ideas before creating your poster.

Create a poster to show one specific example of a plant or animal with either an internal or external structure that does a specific job. Explain how the shape of the structure, or its special features, allow it to do its job well. Construct an argument that the specialized structure of your plant or animal allows it to survive, grow, behave in a certain way, or reproduce.

® May want to set a rule that students need to use a different example than what they have seen in this lesson.

® May need to allow students time to research

evaluate: (ideas)

® If the elaborate is an individual task, it can serve as an evaluate

® Write a story of a about a bird who lives in a specific habitat. Discuss some adaptations the bird may need to live in that habitat. Writing should demonstrate knowledge of structures and their benefits to survival based on observations in the class activity

evaluate Additional Ideas

Possible questions about structure and function:

1. What is the function of the dandelion parts you see floating away in the image?

® The dandelion parts have seeds attached – function is reproduction

2. What do you see the bird beak doing in this image to support survival? What features of the beak make it easy for it to do this job?

® The bird beak is being used to give food to the birds young – functions are growth and survival

® The beak can grab food® The beak the can fit into the baby bird beak so it can drop the food into the baby beak

easily


K6... · Web viewDraw a prediction table. Your table will need to include each type of food...

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