Structures of Life

Introduction	Standards Addressed	Tasks/Calendar	Assessments
Accommodations	Technology	Connections	Support Needs

Introduction~
The Structures of Life module consits of three activities (the other two will be omitted) dealing with observable characteristics of organisms. The module introduces students to basic concepts related to commonalties and differences among organisms. Students observe, compare, organize, and care for a selection of organisms. Students will investigate structures of the organisms and learn how some of the structures function in growth and survival. (FOSS) The students will also complete a series of stations about animal behavior. In addition, the students will complete a web quest on animals.

Standards Addressed~
Many standards are addressed in this unit. A complete list of third grade standards can be
found on the Springfield School District web site. These will be identified in the following manner.
Goal 1; Std. A; Benchmark 5. The goal is for the state and the standard and benchmark are
specifically for Springfield District 186. Springfield currently does not have any standards or benchmarks related to technology.

Goal 1; Std. A; Benchmark 5 Use dictionary, glossary to clarify meaning
Goal 1; Std. C; Benchmark 3 Use dictionary, glossary to clarify meaning
Goal 3; Std. B; Benchmark 2,4 Write to maintain focus, organization, and support/elaboration; write for a variety of purposes and audiences
Goal 4; Std. A; Benchmark 1 Listen for a variety of purposes
Goal 4; Std. B; Benchmark 1-3 Use oral communication skills; plan and deliver an oral report; participate in large and small group discussions
Goal 5: Std. A; Benchmark 1-2 Use a variety of sources to gather information; analyze and evaluate information required
Goal 5; Std. B; Benchmark 1 Create letters, reports, stories, charts and maps to communicate acquired information
Goal 10; Std. A; Benchmark 1 Collect, sort, classify, organize data using a variety of scales, graphs and make predictions and decisions based on data.
Goal 12; Std. A; Benchmarks 1-2 Identify and describe the structures and properties of crayfish and living plants and their major functions; describe what is necessary for crayfish and a variety of plants to sustain life within their environment

Tasks/Calendar~
This unit is scheduled to take place over six weeks. Due to the length of the web quest, it may take longer.

Day 1	FOSS: Origin of Seeds
Day 2	FOSS: Histogram
Day 3	Watermelon activity
Day 4	FOSS: The Sprouting Seed, parts 1-2
Day 5	A Look at Seeds
Day 6	Plant or Animal Game; Act Out a Plant
Day 7	Construct Potato Maze
Days 8-9	How Leaves Give Off Moisture; Discussion
Days 10-11	FOSS: Growing Further
Day 12	Check Potato Maze; Assemble Celery & Carrot Stem
Day 13	Celery & Carrot Stem; Assemble Why Do Plants Have Leaves?
Day 14	The Stem Experiment (as assessment)
Day 15	Why Do Plants Have Leaves? Teacher page
Day 16	Plant/Seed vocabulary review
Day 17	Plant/Seed vocabulary quiz; FOSS readings
Day 18	Discussion- Why Do Leaves Fall? (Woods pgs.24-27)
Day 19	Make leaf cast
Days 20-21	Animal Behavior stations (Gardner & Webster pgs. 34-42)
Days 22-30	Animal Web Quest

Assessments~
The students will be assessed in a variety of ways over the course of this unit. They will take a
pictorial assessment after each activity which will let me see how well the students can think
through problems that require both knowledge and the integration of ideas. They will also take a
"lab practical" in which they have to apply the knowledge learned to solve problems. In addition,
the web quest has several assessment items.

Accommodations~
All of the students in my classroom are gifted, so the curriculum has been adapted to fit their
needs. I will allow extra time to complete tasks as needed; offer before or after school help; and
have computers available before and after school as well as other free time during the day.

Technology~
I will be using the TV, VCR, and computer. I will need to make sure that I have five computers that are connected to the internet in my class on days 26-32 so the web quest activity can be completed. If fewer computers are available the activities may be completed as station work.

Connections~
This is a unit that focuses primarily on science and technology. As usual, language arts standards are present.

Support Needs~
I will need a parent volunteer on days 20-21 to ensure that the students are able to complete
the learning stations. I will also need a parent volunteer during days 22-30 to help the students with their web quest. This parent will also help monitor the students to make sure that they are staying on the web pages that are a part of the assignment. I will also enlist the media specialist to help with the web quest.

Print Resources~
In addition to internet based information, the following books have been useful in preparing this unit:

Gardner, Robert & Webster, David.(1997). Science Project Ideas About Animal Behavior. New Jersey: Enslow Publishers. [Call Number J591.5 GAR]

VanCleave, Janice. (1993). A+ Projects in Biology. New York. John Wiley & Sons.

Wood, Robert. (1991). Science for Kids: 39 Easy Plant Biology Experiments. Pennsylvania: TAB Books. [Call Number 581 WOO]