Structures of Life. Investigation 1: Origin of Seeds. Big Question: 3 rd Science Notebook. Name:

Transcription

1 3 rd Science Notebook Structures of Life Investigation 1: Origin of Seeds Name: Big Question: What are the properties of seeds and how does water affect them? 1

2 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Use mathematical notation and symbolism to communicate in mathematics and compare and describe quantities and relationships M2.1 Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships assist them in making conclusions M3.1 Explore and solve problems using concrete objects and manipulatives such as a balance, graduated cylinder, ruler Standard 1: Scientific Inquiry S1.1 Ask why questions in attempts to seek greater understanding of events they have observed or heard about S1.2 Question the explanations they hear from others and read about, seek clarification, and compare to their own S1.3 Develop relationships among observations to construct tentative explanations for what they have observed S2.1 Develop written plans for exploring phenomena or for evaluating explanations guided by questions S2.2 Share their research plans with others and revise based on suggestions S2.3 Carry out plans for exploring phenomena using appropriate inquiry and process skills S3.1 Organize observations and measurements through classification and preparation of charts and tables S3.2 Interpret observations and measurements and recognize relationships S3.3 Share findings with others and seek their ideas S3.4 Adjust understandings based on findings or new ideas Standard 1: Engineering Design T1.2 Investigate prior solutions and ideas from various resources T1.3 Generate ideas for possible solutions, apply math and science skills, evaluate and determine the best solution, and justify your choices T1.5 Discuss how best to test the solution, perform, record, discuss, summarize, and suggest improvement 2

3 Alignment with New York State Science Standards & Performance Indicators Standard 4: Physical Environment 2.1e Extreme natural events may have positive or negative impacts on living things 3.1b Matter has properties that can be observed through the senses 3.1c Objects have properties that can be observed, described, and/or measured 3.1d Measurements can be made with standard metric units and nonstandard units (meteorology) 3.1e The material an object is made up of determines some specific properties of the object. Properties can be observed. 3.1f Objects and/or materials can be sorted or classified according to their properties 3.1g Some properties of an object are dependent on the conditions of the present surroundings 3.2c Changes in the properties of materials can be observed and described Standard 4: Living Environment 1.1 Describe the characteristics of and variations between living and nonliving things 1.2 Describe the life processes common to all living things 2.1 Recognize that traits of living things are both inherited and learned 2.2 Recognize that for humans and other living things there is genetic continuity between generations 3.1 Describe how the structures of plants and animals complement their environment 3.2 Observe that differences within the species may give individuals an advantage in surviving and reproducing 4.1 Describe the major stages in the life cycles of selected plants and animals 4.2 Describe evidence of growth, repair, and maintenance 5.1 Describe basic life functions of common living specimens 5.2 Describe some survival behaviors of common living specimens 5.3 Describe the factors that help promote good health and growth in humans 6.1 Describe how plants and animals depend on each other and the nonliving environment 3

4 Alignment with New York State Science Standards & Performance Indicators Standard 6: Interconnectedness 1. Through systems thinking, they recognize commonalities that exist and how parts of a system interrelate and combine to perform special functions 2. Models are simplified representations 3. Grouping by magnitudes into a series provides a useful way to deal with the immense range and changes in scale 4. Equilibrium is a state of stability 5. Identifying patterns for change is necessary for making predictions about future behavior and conditions Standard 7: Interdisciplinary Problem Solving 1. The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems 2. Solving interdisciplinary problems involves a variety of skills and strategies such as effective work habits, gathering information, generating ideas, making connections, and presenting ideas 4

5 Table of Contents Part Title Page 1 Seed Search 7 2 The Sprouting Seed 16 3 Seed Soak 27 4 Seed Dispersal 34 5

6 What do you know about seeds? I think Now I know 6

7 Part 1: Seed Search FOCUS QUESTION How are seeds alike and different? CLAIM EVIDENCE CLAIM EVIDENCE 7

8 Part 1: Seed Search LINE PLOT Number of Seeds in Pods 8

9 COMPARING SEEDS How are seeds alike and different? Name of fruit Drawing or sample of seeds Number of seeds Properties of seeds Name of fruit Drawing or sample of seeds Number of seeds Properties of seeds 9

10 COMPARING SEEDS How are seeds alike and different? Name of fruit Drawing or sample of seeds Number of seeds Properties of seeds Name of fruit Drawing or sample of seeds Number of seeds Properties of seeds 10

11 COMPARING SEEDS How are seeds alike and different? Name of fruit Drawing or sample of seeds Number of seeds Properties of seeds Name of fruit Drawing or sample of seeds Number of seeds Properties of seeds 11

12 Part 1: Seed Search Word Bank 12

13 Part 1: Seed Search Science Content/Inquiry 13

14 Part 1: Seed Search Optional Page: Please note that this page may be left blank 14

15 Part 1: Seed Search Directions: Read, The Reason For Fruit (pgs. 3-7), and answer the questions below. 1. What is a fruit? 2. How does a plant s fruit help it survive and reproduce? 3. What is a seed? 4. What function does a plant s seed have? 15

16 Part 2: The Sprouting Seed FOCUS QUESTION What effect does water have on seeds? PREDICT [What would happen if the seeds were just watered instead of being planted?] CLAIM EVIDENCE 16

17 Part 2: The Sprouting Seed My seed is called Drawings Minisprouter Observations I Notice Date Date Date Date 17

18 Part 2: The Sprouting Seed My seed is called Drawings Minisprouter Observations I Notice Date Date Date Date 18

19 Part 2: The Sprouting Seed Date Class Sprouter Observations I Notice 19

20 Part 2: The Sprouting Seed Date Class Sprouter Observations I Notice 20

21 Part 2: The Sprouting Seed 1. Look at the statements below. Do you agree or disagree with the statement? Place a check in the BEFORE READING box. 2. Read, The Most Important Seed (pgs. 8-9). While you read, or after reading, mark the second box that indicates your belief. You may use any evidence from the reading to support your choice and reasoning. BEFORE READING Agree Disagree Statement Agree Disagree People eat grass seeds. AFTER READING Grass seeds are an important source of nutrition for humans. Rice is not one of the most important grass seeds. People began planting rice in the year Rice is a wetland crop which means it grows in the water. The flooded fields where the rice seeds are planted are called paddies. It takes about 6 years for rice to grow. The rice seeds we eat grow on long, droopy roots. Rice seeds are covered by a hard protective shell called a hull. People eat the rice hull along with the rice. 21

22 Part 2: The Sprouting Seed Word Bank 22

23 Part 2: The Sprouting Seed Science Content/Inquiry 23

24 Part 2: The Sprouting Seed Optional Page: Please note that this page may be left blank 24

25 Part 2: The Sprouting Seed Directions: Use evidence from the text, The Most Important Seed (pgs. 8-11), to answer the questions below. 1. Grains are grass seeds used for human food. What other kinds of seeds do humans use for food? 2. How do environments change when humans make rice paddies? 3. How can muskrats change their environment, and what are some of the results? 25

26 Part 2: The Sprouting Seed 1. Suggest to this student specific ways she can improve her observations. 2. Why is it important for scientists to keep notes of their observations. 26

27 Part 3: Seed Soak FOCUS QUESTION How much water does a seed soak up? PLAN CLAIM EVIDENCE 27

28 Part 3: Seed Soak 28

29 Part 3: Seed Soak 29

30 Part 3: Seed Soak Word Bank 30

31 Part 3: Seed Soak Science Content/Inquiry 31

32 Part 3: Seed Soak Optional Page: Please note that this page may be left blank 32

33 Part 3: Seed Soak Directions: Read, Barbara McClintock (pgs ). Use evidence from the text to support your answers. 1. What is genetics? 2. What are inherited traits? 3. Who was Barbara McClintock and what did she do? 33

34 Part 4: Seed Dispersal FOCUS QUESTION How do seeds disperse away from the parent plant? CLAIM EVIDENCE 34

35 Part 4: Seed Dispersal Word Bank 35

36 Part 4: Seed Dispersal Science Content/Inquiry 36

37 Part 4: Seed Dispersal Optional Page: Please note that this page may be left blank 37

38 Investigation 1: Origin of Seeds BIG QUESTION What are the properties of seeds and how does water affect them? Explain. Use evidence from the investigations notebook to support your answer. 38