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Investigate

Root Growth

How do roots grow?

Teacher Rubric Use the scale descriptions to guide your assessment of the student’s work. Assess each item separately, and then decide on one overall score, using the following scale:

3: Student performs with thorough understanding. 2: Student performs with adequate understanding. 1: Student performs with limited understanding. 0: Student performance was inadequate or incomplete.

Rubric Scale

1. The student made predictions about root growth in response to gravity. 3 2 1 0

2. The student recorded observations of root growth in response to gravity over time. 3 2 1 0

3. The student articulated ideas related to plant structures and growth in response to gravity to other students. 3 2 1 0

4. The student used their observations and prior knowledge to infer the reason that the roots grew toward the ground. 3 2 1 0

5. The student included evidence about plant structure and function in explanations about plant growth. 3 2 1 0

Overall Score

Comments

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ENGINEERING PROJECT

Eating Underwater and in SpaceTeacher Rubric Use the scale descriptions to guide your assessment of the student’s work. Assess each item separately, and then decide on one overall score, using the following scale:

3: Student performs with thorough understanding. 2: Student performs with adequate understanding. 1: Student performs with limited understanding. 0: Student performance was inadequate or incomplete.

Rubric Scale

1. The student asked questions to help guide his or her research. 3 2 1 0

2. The student used books and other print resources to learn how an animal finds food and eats under water. 3 2 1 0

3. The student wrote facts about the animal in his or her science notebook. 3 2 1 0

4. The student collaborated with others to make a poster that explained how an animal uses parts of its body to find and eat food under water. 3 2 1 0

5. The student combined information from different resources to make a poster about how astronauts eat in space. 3 2 1 0

6. The student presented the two posters to the class. 3 2 1 0

7. The student described how the animal uses its body to eat under water. 3 2 1 0

8. The student described one tool that helps astronauts eat in space. 3 2 1 0

9. The student compared eating in space with eating under water, e.g. “In both places, food can float away if it is not held in place.” 3 2 1 0

Overall Score

Comments

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Think Like an Engineer

Design a SolutionTeacher Rubric Use the scale descriptions to guide your assessment of the student’s work. Assess each item separately, and then decide on one overall score, using the following scale:

3: Student performs with thorough understanding. 2: Student performs with adequate understanding. 1: Student performs with limited understanding. 0: Student performance was inadequate or incomplete.

Rubric Scale

1. The student described the given human problem to be solved by the design. 3 2 1 0

2. With guidance, the student used given scientific information about plants and/or animals to design the solution. 3 2 1 0

3. The student designed a device that provides a solution to the given human problem by mimicking how plants and/or animals use external structures to survive, grow, and/or meet their needs.

3 2 1 0

4. The student described the specific expected or required features in their designs and devices. 3 2 1 0

5. The student described how the design solution is expected to solve the human problem and whether their device meets the specific required features. 3 2 1 0

Overall Score

Comments

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Unit 1 Pre-Assessment

Directions: Read each question. Then choose the best answer.

1. A squirrel is in danger. What might it do?

A eatB runC sleep

2. In which direction do roots grow?

A up to the lightB sideways into the airC down into the ground

3. Look at the picture. Which part of the tree does the arrow point to?

A leavesB rootsC stem

4. Which animal has wings to fly?

A B C

5. Which is the true statement?

A Young plants are exactly like their parents.B Young plants are usually bigger than their parents.C Young animals are usually smaller than their parents.

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Unit 1 Pre-Assessment

6. Look at the picture of the dog.

Which of puppies may have the dog pictured above for a parent?

A B C

7. Plants have different parts. The parts help them survive. What does survive mean?

A move aroundB stay aliveC find food

8. Look at the pictures of the cat and its kittens. How are the cat and her kittens different?

A The cat has ears but the kittens do not.B The cat has fur but the kittens do not.C The cat and kittens have different colored fur.

9. What do you call the stages that a plant goes through?

A progressB life cycleC fruit

10. Which animal builds a nest for its eggs and young?

A polar bearB birdC lion

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Unit 1 Opening Activity

How are plants and animals alike?

Directions: Read each statement. Make a mark to show whether you agree or disagree with the statement or are not sure. Then write your thoughts about it.

1. Plants need only water and air to live.

_______ Agree _______ Disagree _______ Not sure

My thoughts

2. Animals and plants look just like their parents.

_______ Agree _______ Disagree _______ Not sure

My thoughts

3. Animals have parts that help them survive.

_______ Agree _______ Disagree _______ Not sure

My thoughts

4. Pick one of the statements above. Describe what you would do to prove or find evidence that the statement is correct.

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Unit 1 Checkpoint Quiz 2

Directions: Read each question. Then choose the best answer.

1. How is a kitten different from its mother cat?

A A kitten has whiskers.B A kitten is smaller.C A kitten has fur.

2. Look at the pictures of the rats. How are the rats different?

A One has fur and the other does not.B One has a long tail and the other does not.C One has a white spot and the other does not.

3. How is a parent tree different from a young tree?

A A parent tree is bigger.B A parent plant has fewer branches.C A parent plant has a smaller trunk.

4. Look at the pictures. Use a red crayon to circle how the birds are the same. Use a blue crayon to circle how the birds are different.

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Unit 1 TestDirections: Read each question. Then choose the best answer.

1. A deer senses danger. How does it let other deer know to be alert?

A It blinks its eyes.B It lies down.C It flashes its tail.

2. Wilbur saw a bird flying in the sky.

The bird’s wings gave him an idea for a design.

Which is shaped like a bird’s wings?

A airplaneB cell phoneC flashlight

3. Where do plants, such as oak trees, make most of their food?

A in the leavesB in the roots C in the stem

4. Look at the picture.

5. Which of these is the parent plant?

A B C

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Unit 1 Test

5. Zinnia wants to design a fast kayak.

Which shape is the best model for a fast boat?

A B C

Directions: Read each question. Then write the answer.

6. A bat only comes out at night. It has very large ears. Which sense do you think the bat relies on most? Why?

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Unit 1 Test

Use this information to answer questions 7 and 8.

Jacob says, “Young animals are exactly like their parents.”

7. Is he correct? Circle your answer. Yes No

8. Draw or write an example to support your answer.

9. When the mother bird comes to the nest, the baby birds cheep.

How does cheeping help the babies survive?

10. Draw a diagram to show the parts of a plant life cycle in order. Start with a seed.

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Unit 1 Test

Directions: Read the problem. Then respond.

11. You want to protect your head.

Circle the part of an animal that is the best model for a bicycle helmet.

Bird beak Turtle shell Lion claws

Explain why that animal part makes a good model for a helmet.

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Unit 1 Performance Task

Design a Tool

Part 1: Animal and Plant Parts

Directions: Look at the pictures of plant and animal parts. Think about how they are like tools you use. For example, an anteater’s snout is a little like a vacuum. Draw or describe a tool that is similar.

Animal or Plant Part Tool

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Unit 1 Performance Task

Design a Tool

Part 2: Design a Tool and Make a Model

Materials

chenille sticks, craft sticks, rubber bands, and straws construction paper tape and glue sticks scissors

Directions: Think about a plant or animal part. How does that part help the plant or animal? Use the animal or plant part as an idea for a tool. Draw the animal part. Draw a design for a tool.

Animal Part My Tool

Use the materials your teacher gives you to make a model of the tool.

1. How are the plant or animal part and the tool alike? How are they different? Name two ways.

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