Exemplar Lesson 01: Inherited Traits Exemplar Lesson 02: Learned Behavior State Resources: RATIONALE: This unit bundles SEs that address inherited traits and learned behaviors in order to introduce concepts further developed in middle school. Prior to this unit, students identified inherited traits and behaviors. This unit expands that understanding to how these traits and behaviors improve survival. Furthermore, students should understand that instincts are inherited, and learned behaviors are a result of the organism s environment. Each of the content standards in this unit are Readiness Standards for Grade 5; therefore, the learning from this unit will be critical to student success on STAAR. After this unit, in Grade 7, students will identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], by the end of the 5th grade, students should know that some likenesses between children and parents are inherited. Other likenesses are learned. 5B/E1*. American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved November, 2009, from http://www.project2061.org/publications/bsl/online/bolintro.htm. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think that all behaviors must be learned. Students may think adaptations happen quickly. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS 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. (5.2D; 5.3A; 5.10A, 5.10B) 1E; 2E; 5B Properties Structure and Function, Organisms Systems Survival KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Traits characteristics or attributes of an organism that are inherited and/or influenced by the environment Behaviors the actions or reactions of an organism in response to external or internal stimuli Structures and functions specific to a species help them live and survive within their environment. Survival of organisms depends on their inherited traits and learned behaviors. 2012, TESCCC 04/18/12 page 1 of 5
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. Analyze, Interpret INFORMATION Construct reasonable explanations. Direct (observable) evidence 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. 5.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. Analyze, Evaluate, Critique SCIENTIFIC EXPLANATIONS In science Empirical evidence Logical reasoning Examine all sides of scientific evidence. Encourage critical thinking. Connect GRADE-LEVEL APPROPRIATE SCIENCE CONCEPTS Connection with History of science Science careers Contributions of scientists Possible examples may include Robert Ballard (oceanography, maritime archaeology) Ferdinand Jacob Lindheimer (botanist) Elijah J. McCoy (mechanical engineer; inventor, working on steam engines) 2012, TESCCC 04/18/12 page 2 of 5
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, and materials to support observations of habitats or organisms such as terrariums and aquariums. 5.10 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 Rachel Carson (environmentalist, problems caused by pesticides) Benjamin Franklin (scientist, inventor) Thomas Edison (inventor, contributed to the invention of the phonograph, incandescent light bulb, and typewriter. Alexander Graham Bell (inventor of the first practical telephone, engineer) The Wright Brothers (credited with inventing and building the first airplane) Neil Armstrong (astronaut, aerospace engineer) Collect, Record, Analyze INFORMATION USING TOOLS Use lab equipment appropriately. Notebooks Compare THE STRUCTURES AND FUNCTIONS OF DIFFERENT SPECIES THAT HELP THEM LIVE AND SURVIVE 5.10B Differentiate between inherited traits of plants and animals such as spines on a Differentiate Animals Movement Hooves on prairie animals Webbed feet in aquatic animals Finding food Protection Plants Protection Support 2012, TESCCC 04/18/12 page 3 of 5
cactus or shape of beak and learned behaviors such as an animal learning tricks or a child riding a bicycle. Readiness Standard BETWEEN INHERITED TRAITS AND LEARNED BEHAVIORS Inherited Spines on a cactus Shape of a beak Learned behaviors An animal learning tricks Child riding a bicycle SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. 5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 5.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. 5.1B Make informed choices in the conservation, disposal, and recycling of materials. 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2A Describe, plan, and implement simple experimental investigations testing one variable. 5.2B Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 5.2C Collect information by detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2E Demonstrate that repeated investigations may increase the reliability of results. 5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 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. 5.3B Evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels. 5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 5.4 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; and materials to support observations of habitats or organisms such as terrariums and aquariums. 2012, TESCCC 04/18/12 page 4 of 5
SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. 5.4B Use safety equipment, including safety goggles and gloves. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS# C(1) 1E C(2) 2E C(5) 5B Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Write using newly acquired basic vocabulary and content-based grade-level vocabulary. 2012, TESCCC 04/18/12 page 5 of 5