Concord Public Schools/Concord Carlisle RSD Science 4 Elementary School > 4 > Science > Science 4 > Week 1 Week 37 Last Updated: Thursday, October 30, 2014 by Diane Kablik Life Science: Blanding's Turtle Project Collaboration Stage 1: Desired Results Curriculum Frameworks and Learning Standards CPS: 21st Century Skills CPS: Grades K12 21st Century Content 21st Century Content: Global awareness Civic literacy Learning and Thinking Skills Skills: Critical Thinking and Problem Solving Skills Communication Skills Creativity and Innovation Skills Collaboration Skills Information and Media Literacy Skills Contextual Learning Skills Science and Technology/Engineering Grades 3 5 Life Science (Biology) Characteristics of Plants and Animals 1. Classify plants and animals according to the physical characteristics that they share. Plant Structures and Functions 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. 5. Differentiate between observed characteristics of plants and animals that are fully inherited (e.g., color of flower, shape of leaves, color of eyes, number of appendages) and characteristics that are affected by the climate or environment (e.g., browning of leaves due to too much sun, language spoken). Adaptations of Living Things 6. Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color. 7. Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration). 8. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools). 9. Recognize plant behaviors, such as the way seedlings' stems grow toward light and their roots grow downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate, and other animals migrate. 10. Give examples of how organisms can cause changes in their environment to ensure survival. Explain how some of these changes may affect the ecosystem. Energy and Living Things 11. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. Science Inquiry Skills Skills of Inquiry Ask questions and make predictions that can be tested. Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations. Keep accurate records while conducting simple investigations or experiments. Conduct multiple trials to test a prediction. Compare the result of an investigation or experiment with the prediction. Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment. Record data and communicate findings to others using graphs, charts, maps, models, and oral and written reports. Science and Technology/Engineering Standards Draft (2013) Grade 4 Life Science 4LS1From Molecules to Organisms: Structures and Processes 4LS11. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Physical Sciences Grade 4 35ETS2 Technological Systems 35ETS21(MA). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. These modifications can be improvements to existing technologies or the development of new technologies.* Essential Questions What can we observe about a turtle’s growth and development over time? What does a scientist do in order to research something? How does an organism's structure enable it to live in it's environment? How does human use of natural resources affect organisms living in and around the SUASCO watershed? Why is it important to protect endangered/threatened species? U nit Questions What are the living and nonliving parts of the turtle's ecosystem? How does an animal's habitat affect its survival? How does an animal use camouflage to survive? What types of variables effects the turtles’ growth? Who are their predators? What role do turtles have in the ecosystem? What can human's do to increase the survival rate of threatened/endangered turtles? Content Skills The Headstarting Blanding 's Turtles Project provides fourth grade students with a unique opportunity to participate in a local citizen science project. The year long investigation is designed to increase the survival rate of Blanding's turtles, a threatened species in Mass. Concord is home to one of three of the largest Blanding's populations in the state. Throughout the year students will be working with Dr. Bryan Windmiller, a local biologist, to contribute data to an ongoing ecological research project designed to increase the survival rate of Blanding’s turtles. Through out the school year students will be observing and recording turtle growth data as well as behavioral data. Data is submitted on a monthly basis to a spreadsheet shared with other participating institutions. Observational skills Measurement skills Formulate predictions Collect data, analyze, and share data Communicate findings Label drawings Description of Headstarting Blanding's Turtle Project Blanding's Turtles Protocols ( recording growth data, care turtles and habitat, etc.) General Information about Blanding's Turtles Weekly Observations Data Sheet to Post by Aquarium How to Identify Turtle Number How to Use the Headstarting Data With Students General Turtle Info Turtle Data Suggested Monthly Activities How Do Scienist Tell Turtles Apart? Stage 2: Assessment Evidence Assessment Headstarting Blanding's Turtle Writing Prompt Common Formative: Expository Essay Teachers can either administer all 3 prompts throughout the school year or choose one prompt for students to complete at one time during the school year. Turtle Journal Formative: Student Portfolio records progression of observational skills writing prompts illustrations student selfassessment checklist Headstarting Blanding's Turtle Writing Prompt Grade 4 Informational Writing Rubric Graphic Organizer student self assessment checklist Turtle Journal Student Guide Turtle Journal Teacher GUide Grid for Turtle Journal Stage 3: Learning Activities Vocabulary/Terminology Abiotic Adaptations Amphibians Aquatic Biotic Carnivore Classification Community Consumers Carapace Coldblooded Herpetology Plastron Plates Reptile Scute Tortoise Turtle Vertebrates Vulnerable Warmblooded Instructional Strategies Marzano Activities Cooperative Learning Cues, Questions, and Advanced Organizers Generating and Testing Hypotheses Identifying Similarities and Differences Nonlinguistic Representations Setting Objectives and Providing Feedback Summarizing and Note Taking Glossary Curriculum Integration/Overlap Math: Data Collection, Investigations Activity #9 Writing:Turtle Journal entries Reading: nonfiction and fiction Turtles (Zoobooks Series), Timothy L. Biel; Turtles and Tortoises (Complete Pet Owner's Manual) by Bartlett Turtles (Our Wild World) Deborah Dennard; Turtles (True Books), Trudl Strain Trueit Turtles (Amazing Animals), Christina Wilsdon Hatchling's Journey, Kristin Dunn Thirteen Moons on Turtles Back, A Native American year of Moons, Joseph Bruchac Technology Integration ActivBoard/ActivStudioFlipcharts: Blanding's General Info. Turtles Internet, Photographs http://www.flickr.com/photos/ (pictures of Blanding’s Turtles) http://pets.webshots.com/album/ (pictures of Blanding’s) http://www.dupageforest.com/multimedia/photos.aspx?id=4294968270 (pictures of Blanding’s) Videos 1. http://www.youtube.com/watch?v=channelPet Turtle Care: How to Take Care of a Snapping Turtle 1. http://www.youtube.com/watch?v= Headstarting Blandings Turtles at Great Meadows. Google Docs Blanding's and Other Turtle Hatchling Data CPS 4th grade Turtle Hatchling Data 20102011, 20112012,201213 Blogs CPS Fourth Grade Students Headstart Blanding's Turtles http://cpsblandingsturtles.wordpress.com/ Teacher's Domain Backyard Turtles Blanding's Turtle General Information Turtles How Do Scienist Tell Turtles Apart? Backyard Turtles ADDITIONAL RESOURCES CPS Students Headstart Blanding's Turtles Blog Modifications/Extensions/RtI Resources Headstarting Protocols for Blanding's Turtles Document lists supplies and materials needed for turtle care as well as tips for turtle care. Data Sheet: Weekly Observations Turtle Data and Suggested Monthly Activities Grassroots Wildlife Conservation, Inc. http://www.grassrootswildlife.org/projects.php HandsOn Herpetology: Exploring Ecology and Conservation by; Rebecca L. Schneider, M. Krasny, and Stephen J. Morreale New England Aquarium, Turtle Rescue Blog http://www.neaq.org/education_and_activities/blogs_webcams_videos_and_more/blogs/sea_turtle_rescue_blog/labels/Blanding%27s.html Blog about the HEadstart program in MA. and the aquarium's involvement in the project. Heastarting Protocols for Blanding's Turtle Data Sheet: Weekly Observations Turtle Data Suggested Monthly Activities New England Aquarium Marine Animal Rescue Blog Atlas Version 8.1.1 © Rubicon International 2015. All rights reserved
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