Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 2
All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)

 

Science/Strand III/Content Standard 2
Elementary

 

Science/Strand III/Content Standard 2/Elementary
Benchmark 4
Compare and contrast food, energy, and environmental needs of selected organisms.

Benchmark Clarification

All plants and animals have life requirements. Plants and animals obtain and use energy (sunlight and food) from their environment (water, air, minerals, space, and habitat) in a variety of ways. A basic understanding of photosynthesis is essential.

Students will:

  • Compare and contrast how plants obtain and use energy directly from the sun and convert it to produce their own food to how animals use plants or other animals for their food

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 4
Key Concept
Life requirements:

  • food
  • air
  • water
  • minerals
  • sunlight
  • space
  • habitat

See (SCI.III.5.E.2)

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 4
Real World Context
Germinating seeds:

  • beans
  • corn

Aquarium or terrarium life:

  • guppy
  • goldfish
  • snail

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 4
Instructional Example

Benchmark Question: How do living things obtain and use energy?

Focus Question: How do the life requirements for a plant and animal compare?

Students will plant a seed in soil (for example, grass, corn, bean, Wisconsin Fast Plant). In a journal, students will record growth and life requirements (See Key Concepts) StudentsŐ data should contain what the plant needs to survive over a short period of time. The class will create a chart to organize and record data. This chart should include life requirements and energy sources. Students will then observe either an animal (e.g., mealworms) in the environment, classroom, or home and record observations for the same amount of time.

Students will work in small groups to complete a Venn diagram comparing their plant and animal. Groups will report their results to the class. The class will generalize that animals require food from another source while plants use the sunŐs energy to make their own food. The class should conclude that while habitats and food sources may differ, the need for air, food, water, minerals, sunlight, and space are similar.

VENN DIAGRAM:

Constructing: (SCI.I.1.E.1), (SCI.I.1.E.3), (SCI.I.1.E.4), (SCI.I.1E.5), (SCI.I.1.E.6).

Reflecting: (SCI.II.1.E.1), (SCI.II.1.E.2), (SCI.II.1.E.3).

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 4
Assessment Example

Students will create a graphic organizer displaying the following information for a selected plant and animal: food, air, water, sunlight, habitat, and food source. Using this information, students will construct a labeled three-dimensional model (diorama) that compares the life requirements of their plant to their animal. (Students should use half of the box for the plant, half of the box for the animal.)

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Completeness of graphic organizer

Shows two of the life requirements for both plant and animal.

Shows three of the life requirements accurately for both plant and animal.

Shows four of the life requirements accurately for both plant and animal. Shows food source accurately.

Shows all of the life requirements for both plant and animal. Shows food source accurately.

Construction of plant life requirements

Constructs two of the life requirements in the diorama.

Constructs three of the life requirements in the diorama.

Constructs four of the life requirements in the diorama.

Constructs five or more of the life requirements in the diorama.

Construction of animal life requirements

Constructs two of the life requirements in the diorama.

Constructs three of the life requirements in the diorama.

Constructs four of the life requirements in the diorama.

Constructs five or more of the life requirements in the diorama.

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 4
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.III.2.E.4.html

Habitat Series. BarronŐs.

Himmelman, John. DandelionŐs Life. Childrens Press, 1999.

Maestro, Betsy. Why Do Leaves Change Color? Harper, 1994.

ŇSpecial Needs.Ó Sing the Science Standards (Songbook/CD)
http://scienceexplosion.indiegroup.com/