Science Grade 05 Unit 11 Exemplar Lesson 01

Grade 5
Science
Unit: 11
Lesson: 01
Suggested Duration: 8 days
Science Grade 05 Unit 11 Exemplar Lesson 01: Inherited Traits
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
During this lesson, students will learn about some of the characteristics of plants and animals and about inherited traits and the transfer of traits from
parents to offspring. The terms instinct, inherited trait, and characteristics will be explored in detail. Students will also view several examples of
inherited traits of plants and animals. Learned behaviors will be explored in the following lesson.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.10
Organisms and environments. The student knows that organisms undergo similar life processes and have structures
that help them survive within their environments. The student is expected to:
5.10A Compare the structures and functions of different species that help them live and survive such as hooves on
prairie animals or webbed feet in aquatic animals.
Readiness Standard
5.10B Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an
animal learning tricks or a child riding a bicycle.
Readiness Standard
Scientific Process TEKS
5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect
(inferred) evidence.
5.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to:
5.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental
and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical
thinking by the student.
5.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct
science inquiry. The student is expected to:
5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers,
Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter
sticks, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches materials to support observations of
habitats or organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Science Unit 11 PI 01
Design a brochure advertising two new exhibits at the zoo ­ an exotic plant and an animal. Identify the traits and behaviors for each that makes them the “must see”
attraction.
Standard(s): 5.2D , 5.3A , 5.10A , 5.10B
ELPS ELPS.c.1E , ELPS.c.2E , ELPS.c.5B
Key Understandings
Structures and functions specific to a species help them live and survive within their environment.
— What structures and functions help an organism survive in its environment?
Last Updated 05/21/13
page 1 of 17 Grade 5
Science
Unit: 11
Lesson: 01
Suggested Duration: 8 days
— In what ways do hooves help a prairie animal survive?
— In what ways does the beak of a bird help an organism survive?
Survival of organisms depends on their inherited traits and learned behaviors.
— What are inherited traits?
Vocabulary of Instruction
traits
behavior
structure
function
habitat
inherited traits
offspring
instincts
Materials
chart paper
colored pencils (1 pack per student)
glue (liquid or stick, 1 container per group)
paper (construction, 9”x12”, 1 piece per group)
paper (lined)
paper (plain, 1 sheet per student)
picture of a favorite animal (or optional PowerPoint)
scissors (1 pair per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Optional Teacher Resource: PowerPoint: My Favorite Animal
Handout: Habitat Game (1 per group)
Handout: Structure and Function Pictures (1 per group)
Handout: Structure and Function Descriptions (1 per group)
Handout: Who Am I? Picture Cards (1 per group)
Handout: Who Am I? Descriptions (1 per group)
Handout: Why Can I Live Here? (1 per student)
Teacher Resource: Zoo Organisms (listed with Lesson 02)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Print the Handout: Habitat Game. Cut it apart, and group by habitat in preparation for the Explain activity (1 set for teacher use)
2. Prepare other attachment(s) as necessary.
Background Information
This lesson bundles SEs that address structures and functions and inherited traits that help animals live and survive.
This lesson expands the understanding of inherited traits and how the traits might improve survival. Furthermore, students should understand that instincts are inherited and
learned behaviors are a result of the organism’s environment. Both of the content standards in this lesson are Readiness Standards for Grade 5; therefore, the learning from
this unit will be critical to student success on STAAR™.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – My Favorite Animal
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Say:
Materials:
Last Updated 05/21/13
page 2 of 17 Grade 5
Science
Unit: 11
Lesson: 01
Suggested Duration: 8 days
Today, we are going to focus on understanding that structures and
functions help organisms live and survive within their environment. We
will do this by looking at several different animals.
2. Show the students a picture of your favorite animal. Describe the specific structures
and functions that allow it to live and survive in its environment. You may choose use
the Optional Teacher Resource: PowerPoint: My Favorite Animal.
paper (lined, 1 sheet per student)
chart paper (1 sheet per class)
picture of a favorite animal (or optional PowerPoint
below)
Attachments:
3. Distribute a piece of paper to each student. Instruct students to think about their
favorite animal. (see Instructional Notes) Instruct students to list 7–10 characteristics
of their favorite animal that helps the animal live and survive. (This should take only
about five minutes.)
4. After students have written their lists, instruct students to turn to a partner and
describe the characteristics that allow their animal to survive. The partner should try
to guess the favorite animal. This will be repeated so both students have an
opportunity to use descriptive scientific language.
5. As a class, create a list of the structures and their function that students mentioned
during their discussions. Include how the structure helps each animal survive. This
information could be recorded as a chart. The chart supports English language
learners with new terms.
EXPLORE – Habitat Game
Optional Teacher Resource: PowerPoint: My
Favorite Animal
Instructional Notes:
Use the Optional Teacher Resource: PowerPoint: My Favorite
Animal, or develop a similar presentation for your favorite animal.
Teachers may consider encouraging their students to be detailed
in describing their favorite animal. Students should think past the
obvious details and describe as many aspects/characteristics of
their animal that help it survive.
Suggested Day 2
1. Say:
Materials:
Today, we are going to focus on understanding that structures and
functions specific to a species help them live and survive within their
environment.
We will do this by matching structures that may be common to various
environments.
scissors (1 pair per student)
paper (construction, 9”x12”, 1 piece per group)
glue (liquid or stick, 1 container per group)
Attachments:
2. Distribute the Handout: Habitat Game to each group of students.
3. Instruct students to cut out the cards and sort the organisms into groups based on
the habitat in which they might live. Remind students that a habitat is the place in
which an organism lives.
Handout: Habitat Game (1 per group)
4. Instruct each group to affix the cards onto their construction paper to create
informative posters. They will include a justification for each group created.
Misconceptions:
5. Student groups should have the opportunity to present their posters to the class.
Listening to the other groups informs students of the many ways that organisms could
be classified.
6. Ask students to identify the structures and functions specific to a species that help
the organisms, within each group, live and survive in their specific environment.
Students may think that all behaviors must be
learned.
Students may think adaptations happen quickly.
Science Notebooks:
Students should have the opportunity to communicate their
justifications for the habitat groups created. (valid conclusions)
EXPLAIN – Structures and Functions
Suggested Day 3
1. Say:
Attachments:
Yesterday, we looked at a variety of organisms and identified the
structures and functions specific to the species that help the organisms
survive.
2. Instruct students to record the words structure and function in their science
notebooks. As a class, briefly discuss the meaning of each term. Students should
record these definitions in their science notebooks.
Last Updated 05/21/13
Handout: Habitat Game (see Advance
Preparation)(from previous activity)
Instructional Notes:
Hooves are useful to maintain footing on hard or uneven surfaces.
Organisms in many environments have hooves.
page 3 of 17 Grade 5
Science
Unit: 11
Lesson: 01
Suggested Duration: 8 days
3. Using the game cards from the previous activity, project the picture of the arctic
organisms. Discuss the adaptations that allow survival in the arctic.
4. Project the pictures of the desert organisms, and discuss their adaptations. Include a
discussion of the spines on a cactus.
5. Project the pictures of the grassland organisms, and discuss their adaptations.
Include a discussion about hoofed animals and the structures that assist in survival.
6. Ask:
STAAR Note:
5.10A is a Readiness Standard on the STAAR Assessment.
Students should be able to compare the structures and functions of
different species that help them live and survive such as hooves on
prairie animals or webbed feet in aquatic animals.
Check For Understanding:
Use the writing in the science notebook to look for misconceptions
How do hooves help a prairie animal survive? How does a bird’s beak
help it survive? Answers may vary, but should relate to the specific environment on the adaptation of a species to an environment and prior
knowledge of inherited traits.
the species inhabits.
7. Project pictures of webbed footed animals. Ask students to identify which environment
the organism would be best suited.
Science Notebooks:
Students should summarize their understanding of structures and
8. Students should now have the opportunity to summarize what they understand about
structures and their functions how the structures help an organism survive in an
environment. Ensure that students include information specific to webbed feet in
aquatic animals and hooves on prairie animals.
functions.
EXPLORE/EXPLAIN – Inherited Traits
Suggested Day 4
1. Ask:
Materials:
Where do organisms get their adaptations? Organisms get their adaptations
from their parents.
scissors (1 pair per student)
2. Say:
Attachments:
In Grades 3 and 4, you learned about inherited traits and learned
behaviors. What are some examples of inherited traits?
3. Write the examples on the board. If students only suggest traits inherited by humans,
ask about traits that might be inherited in other animals and plants. Continue to write
examples on the board.
4. Ask:
Are all inherited traits visible on the outside of an organism? (No, there
are many traits that are not visible.)
5. Divide the class into groups of 3–4 students.
Handout: Structure and Function Pictures (1 per
group)
Handout: Structure and Function Descriptions
(1 per group)
Instructional Notes:
You may include other organisms that you might think the students
need to learn. The most important part of this activity is that
students know that organisms inherit physical characteristics.
Science Notebooks:
6. Provide each group with the Handout: Structure and Function Pictures.
7. Instruct students to discuss, as a group, what type of inherited traits/ physical
characteristics the organisms have. Instruct them to record their thoughts into their
science notebooks.
Students record inherited traits from group activity then reflect on
inherited physical traits, species, and habitats.
8. Distribute the cards from the Handout: Structure and Function Descriptions (1
per group).
9. Instruct students to select a description from the Handout: Structure and Function
Descriptions (1 per group) and try to figure out the matching organism from the
Handout: Structure and Function Pictures. Students may use the notes from their
science notebooks.
10. Allow time for students to work on this activity.
11. When students are finished, allow them to play a flip and match card game with the
Handouts: Structure and Function Descriptions and Structure and Function
Pictures.
12. When students complete the activity, instruct them to write what they have learned
about inherited physical traits, different species, and different habitats in their science
notebooks.
EXPLORE/EXPLAIN – Instincts
Suggested Day 5
1. Ask:
Attachments:
Why are the physical features of plants and animals called inherited
traits? They are considered to be inherited traits because the physical features
Last Updated 05/21/13
Handout: Who Am I? Picture Cards (1 per group)
Handout: Who Am I? Descriptions (1 per group)
page 4 of 17 Grade 5
Science
Unit: 11
Lesson: 01
Suggested Duration: 8 days
were passed down, or copied, from features of the parents.
In what ways can we describe traits? Traits can be classified as inherited as
well as instinctive.
What are examples of instincts? (List these on the board. Examples include a
baby crying, a bird building a nest or migrating, and a spider spinning a
web.)
Science Notebooks:
Students should record inherited/behavioral traits from the group
activity and then, reflect on inherited behavioral traits.
Instruct students to record new terms and definitions in their
2. Write the term instincts on the board. Ask for students to suggest definitions if they
have had prior experience with the term. Work as a class to define instincts. Instincts
are behavioral characteristics/behavioral traits that were inherited/obtained from
parents. Instruct students to record the term and definition in their science
notebooks.
science notebooks.
3. Divide the class into groups of 3–4 students.
4. Provide each group with the Handout: Who Am I? Picture Cards.
5. Instruct students to discuss, as a group, what type of inherited traits/ behaviors the
organisms have. Instruct them to record their thoughts into their science notebooks.
6. Distribute the cards from the Handout: Who Am I? Descriptions (1 per group).
7. Instruct students to select a description from the Handout: Who Am I? Descriptions
and try to figure out the matching organism from the Handout: Who Am I? Picture
Cards. Students may use the notes from their science notebooks.
8. Allow time for students to work on this activity.
9. When students are finished, allow them to play a flip and match card game with the
Who Am I? Descriptions and Who Am I? Picture Cards.
10. When students complete the activity, instruct them to write what they have learned
about inherited physical traits, different species, and different habitats in their science
notebooks
11. Instruct students to review their notebooks, the Handout: Who Am I? Picture Cards
and their results from the Explore activity.
Ask:
Is the hibernation behavior of bears an inherited trait? Why? Yes, this is
part of the sleep cycle for bears during the winter in order for them to consume
energy. This was inherited from parents.
Do the organisms on the Handout: Who Am I? Picture Cards have similar
behavioral characteristics? Explain. Some of these organisms have similar
behavior characteristics. For example, the bears and lions roar, some of these
organisms are hunters (predators), some of these organisms migrate, etc.
List other organisms that you know that have similar behavioral
characteristics to the ones that we learned about today? (Answers may
vary.)
ELABORATE – Why Can I Live Here?
Suggested Day 6
1. Say:
Attachments:
We have been working on understanding that the survival of an organism
Handout: Why Can I Live Here? (1 per student)
depends on their inherited traits. Yesterday, we learned about some
inherited behaviors called instincts. Do instincts help an organism
Instructional Notes:
survive? Yes, instincts help an organism survive. Explain. Answers will vary.
2. Distribute the Handout: Why Can I Live Here? to each student. Read the
instructions to the class:
Say:
Complete the following three categories for each organism in the table
below.
Environment: Name the environment or ecosystem in which each
organism is best suited.
Structure: Identify structures (inherited physical characteristics) unique to
each organism.
Justification: Explain how each organism’s structures help it survive in its
environment.
Organisms may be able to survive in more than one ecosystem.
Have students justify their answers. Accept as appropriate.
Check For Understanding:
Monitor students as they complete the activity. Ask questions to
redirect students who may have misconceptions.
3. At the end of class, ask students to share their thoughts about each organism. You
Last Updated 05/21/13
page 5 of 17 Grade 5
Science
Unit: 11
Lesson: 01
Suggested Duration: 8 days
may want to have students share in partners and then ask for volunteers to share out
with the whole class. Correct any misconceptions as necessary.
ELABORATE/EVALUATE – Performance Indicator
Suggested Days 7 and 8
Grade 05 Science Unit 11 PI 01
Materials:
Design a brochure advertising two new exhibits at the zoo - an exotic plant and an animal. Identify the
traits and behaviors for each that makes them the “must see” attraction.
paper (plain, 1 sheet per student)
colored pencils (1 pack per student)
Standard(s): 5.2D , 5.3A , 5.10A , 5.10B
ELPS ELPS.c.1E , ELPS.c.2E , ELPS.c.5B
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
Attachments:
Teacher Resource: Zoo Organisms (listed with
Lesson 02)
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
Last Updated 05/21/13
page 6 of 17 Grade 5
Science
Unit: 11 Lesson: 01
Habitat Game
©2012, TESCCC
12/06/12
page 1 of 2
Grade 5
Science
Unit: 11 Lesson: 01
Picture courtesy of Sten Porse
Picture courtesy of Mark Wagner
Images courtesy of Microsoft clip art, K. Bird, and A. Venegas
©2012, TESCCC
12/06/12
page 2 of 2
Grade 5
Science
Unit: 11 Lesson: 01
Structure and Function Pictures
©2012, TESCCC
12/06/12
page 1 of 2
Grade 5
Science
Unit: 11 Lesson: 01
Images courtesy Microsoft clip art, K. Bird, A. Venegas, and B.
©2012, TESCCC
12/06/12
page 2 of 2
Grade 5
Science
Unit: 11 Lesson: 01
Structure and Function Descriptions
Who am I?
I have tendrils to
grasp onto objects.
I have wide, flat
leaves.
I have a spreading
root system.
Who am I?
I have a waxy
coating.
I have spines along
my long leaves.
I can store water.
Who am I?
I have a long,
slender beak.
I am very light.
I can hover.
Who am I?
I have a black and
white coat.
I can make my tail
appear larger.
I produce a unique
scent.
©2012, TESCCC
Who am I?
Who am I?
I have a patterned
coat.
I have long legs
and a long neck.
I have a prehensile
tongue that is about
50 cm long.
I have thorns on my
stem.
I have many green
leaves.
I have a fragrant
blossom.
Who am I?
I have long horns.
I have long, thick
fur.
I am short and
stocky.
Who am I?
I have a long,
prehensile tail.
I give an alarm call
when I see or hear
a predator.
I have an
opposable thumb.
Who am I?
I have a tall trunk.
I have extra roots
on the side of my
primary trunk.
I have many
leaves.
Who am I?
I float on water.
I have roots that do
not require soil.
I have brightly
colored flowers.
Who am I?
I live in bogs.
I get my nutrition
from insects.
I have short, stiff
hair around the
edges of my
leaves.
Who am I?
I can change the
color of my skin.
I live in trees.
I have discs at the
tips of my fingers
and toes.
05/21/13
Who am I?
I have a green stem.
I have white, fluffy,
soft material.
Wind helps me
dispense my seeds.
Who am I?
I have a very tall
trunk.
I have many waxy,
slender leaves.
I produce an oil in my
leaves that irritates
skin and causes a
rash.
Who am I?
I have aerial prop
roots that will grow
into thick trunks.
My name comes from
the word “banya” that
means
merchant/grocer.
I have large, green,
elliptical, leathery
leaves.
Who am I?
I have thorns on my
stem.
I can climb.
I produce tasty fruit.
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 01
Who Am I? Picture Cards
Images courtesy of Microsoft clip art and K. Bird
©2012, TESCCC
12/06/12
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 01
Who Am I? Cards #2
Who am I?
Who am I?
Who am I?
 I have a thick
 I can fly.
mane.
 I grab my prey
 I have strong
with sharp
claws.
talons.
 I have sharp
 I have good
teeth.
vision.
 Females do most
of the hunting.
 I have a serrated  I can obtain
beak.
water with my
trunk.
 I have webbed
feet.
 I use my ears to
cool off.
 I have strong
wings.
 My incisors can
be used for
digging or
moving objects.
Who am I?
Who am I?
 I have large,
powerful hind
legs.
 I have long ears.
 I live in burrows.
 I hibernate
during the winter
if food is scarce.
 I have long,
sharp claws.
 I have a keen
sense of smell.
©2012, TESCCC
Who am I?
Who am I?
 I have a sharp
beak.
 My neck is
flexible.
 I hunt at night.
12/06/12
Who am I?
 I slither across
the ground.
 I warn my prey
with noise.
 I have scaly skin.
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 01
Why Can I Live Here?
Complete the following three categories for each organism in the table below.
1. Environment: Name the environment or ecosystem in which each organism is best suited.
2. Structure: Identify structures (inherited physical characteristics) unique to each organism.
3. Justification: Explain how each organism’s structures help it survive in its environment
Organism
©2012, TESCCC
Images courtesy of Clip Art
Environment
Structure
05/21/13
Justification
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 02
Zoo Organisms
Animals
Anteater
Asian Elephant
Red Panda
Cheetah
Giant Panda
Meercat
Lemur
Anaconda
Okapi
Giant Tortoise
Gorilla
Siberian Tiger
Giant Octopus
Starfish
Scorpion
Hermit Crab
Freshwater Catfish
Lamprey
Tomato Frog
Giant Marine Toad
Tuatara
Caiman
Blue Tongued Skink
Penguin
Double-Crested
Cormorant
Snowy Egret
Tufted Puffin
Echidna
Spotted Hyena
Reticulated Giraffe
Black Rhinoceros
Wallaby
California Sea Lion
Woodchuck
Bactrian Camel
Peruvian Firestick
Blue Morpho
Giant African
Millipede
Caecilian
Barred Owl
Plants
Acacia- African Thorn
Aloe Vera
Bottle Tree
Common Bamboo
Cycad
Galloping Cactus
Chaparral Broom
Deerweed
Dragon Tree
Eucalyptus
Banyan Tree
Flame Vine
Giant Bird of Paradise
Guava
Iceplant
Jacaranda
Kangaroo vine
Macadamia
Monkey Flower
Mirror Plant
Mousetrap Tree
Ocotillo
Bamboo Palm
Purple Cornflower
Pitcher Plant
Octopus Tree
Rockrose
Giant Sequoia
Sundew
Tree Fern
Trumpet Tree
Elephant Ear
Black Walnut
Yucca
Saguaro Cactus
Gingko
Horsetail Reed
Jimsom Weed
Cedar
Venus Fly Trap
Plants are listed in italics.
©2012, TESCCC
05/21/13
page 1 of 2
Grade 5
Science
Unit: 11 Lesson: 02
Scientists
Roger Arliner Young
Jane Goodall
Alfred Russel Wallace
David Attenborough
Stephen Irwin
Archie Carr III
Liberty Hyde Bailey,
Jr.
Nathaniel Lord Britton
Augustin Pyramus de
Candolle
Carl Linnaeus
Gregor Mendel
John Xantus
Marjorie Harris Carr
Wangari Maathai
Elvia Niebla
Ferdinand Jacob
Lindheimer
©2012, TESCCC
05/21/13
Dian Fossey
page 2 of 2
Grade 5
Science
Unit: 11 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Design a brochure advertising two new exhibits at the zoo - an exotic plant and animal. Identify
the traits and behaviors for each that makes them the “must see” attraction.
(5.2D; 5.3A; 5.10A, 5.10B)
1E; 2E; 5B
Materials:
paper (plain, 1 sheet per student)
colored pencils (1 pack per student)
Attachments:
Teacher Resource: Zoo Organisms
Instructional Procedures:
1. Explain to students that they will design a brochure for a zoo. In the brochure, they will describe
the traits and behaviors that make an organism a great attraction. In this brochure, they will focus
on inherited traits and instincts.
2. The Teacher Resource: Zoo Organisms (listed with Lesson 02) is available as a possible list of
organisms that students could choose for the Performance Indicator.
3. Students should have the opportunity to share their brochure with the class.
4. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
5. Answer any questions students may have regarding the assessment.
Instructional Notes:
This Performance Indicator will focus on the inherited traits and instincts. At the end of Lesson 02,
students will design a brochure focusing on learned behaviors.
©2012, TESCCC
05/21/13
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