Structures of Life Writing to Learn Opportunities
The following writing activities are intended for use after the science investigations, either as part of the
student’s notebook or separately. Students should refer to information in their science notebooks as they
participate in these writing opportunities. Providing writing practice through science supports
understanding of the science content while also improving writing skills.
Investigation 1
Origin of Seeds
Concept 1: Expressive
Read Barbara McClintock in the Structures of Life Science Stories. Write a
biopoem about her life. (Parts 1,2,3)
P.O. 2
Write in a variety of expressive
forms (e.g. poetry, skit) that may
employ:
a. figurative language
b. rhythm
c. dialogue
d. characterization
e. a plot
f. appropriate format
Concept 2: Expository
P.O. 2
Write an expository paragraph
that contains:
a. a topic sentence
b. supporting details
c. relevant information
P.O. 3
Write in a variety of expository
forms (e.g. essay, summary,
newspaper article, reflective
paper, log, journal).
Concept 3: Functional
P.O. 1
Write a variety of functional
texts (e.g. directions, labels,
recipes, procedures, rubrics,
graphs/tables)
Concept 4: Persuasive
P.O. 1
Write persuasive text (e.g.
advertisements, paragraphs)
that attempts to influence the
reader.
Concept 5: Literary
Response
P.O. 1
Write a reflection to a literature
selection and related discussions,
based on various formats (e.g.,
literature circles, author studies,
story maps).
Biopoem:
Line 1: First Name
Line 2: Four traits or characteristics that describe the person
Line 3: Born in _______________
Line 4: Lover of _________
Line 5: Who liked __________
Line 6: Who studied________
Line 7: Who discovered ___________
Line 8: Who ignored ____________
Line 9: Who received___________
Line 10: Died on: ___________
Line 11: Last name
Write an article for the school newsletter describing what our class has
learned about seeds. Select one of the seeds you studied. Describe the
properties and how seeds develop. (Part 1)
Write a summary of your observations of seeds sprouting over time.
Include drawings, detailed descriptions of change, what your conclusions
are about the sprouting process, and how water plays a role. (Part 2)
Make a rubric specifying how many elements are expected to be included
in your science notebook entries. Elements might include: name, date,
topic/investigation, diagrams, labels, questions, graphs, charts, notes,
observations, results, reflections, or other elements relevant to the
investigation. (Not all entries will have the same elements every day.) (Part
1,2,3,4)
Read The Most Important Seed in the Structures of Life Science Stories.
Write a paragraph convincing the reader why the author called rice the
most important seed. Include details and evidence from the article.
(Part 3)
Read Seeds are Everywhere in the Structures of Life Science Stories.
Demonstrate your understanding of the text by making a picture book for
1st grade students who will be studying New Plants in science. In your
book include:
?? 5 pictures of different seeds with labels
?? A drawing of the 3 parts of a seed
?? An example of 5 ways seeds travel
?? 5 examples of seeds we eat as food
(Part 1)
TUSD/Dept.of ProfessionalDevelopment&Academics/SRC/9/24/2004
Investigation 2
Growing Further
Concept 1: Expressive
Make a class poetry book titled “Seeds”. Create poems about seeds. You
may write sensory poems (describe them with your 5 senses), acrostic
poems, strip poems, cinquains, free verse poems, or haiku. Look for
examples on the internet to get started if needed. Use vocabulary from the
Work Bank. (Part 1,2,3)
P.O. 1
Write a narrative based on
imagined or real events,
observations, or memories that
includes:
a. characters
b. a setting
c. a plot
d. sensory details
e. clear language
f. logical sequence of
events
Concept 2: Expository
P.O. 1
Record information (e.g.,
observations, notes, lists, charts,
map labels and legends) related
to the topic.
P.O. 2
P.O. 3
Concept 3: Functional
P.O. 1
Concept 4: Persuasive
P.O. 1
Concept 5: Literary
Response
P.O. 1
Concept 6: Research
P.O. 1
Paraphrase notes from a variety
of sources (e.g., Internet,
reference materials).
P.O. 2
Organize notes in a meaningful
sequence.
P.O. 3
Write an informational report
that includes main ideas and
relevant details.
Use a Venn diagram to compare and contrast a dry seed with a germinated
seed. Write paragraphs about them using scientific and descriptive
language. (Part 1)
Describe in a paragraph all you have learned about beans for a student
who is new to your class and missed the whole experience. Include life
cycle, facts, details, and descriptions.
(Part 3)
A classmate was absent when you set up the hydroponics system. To help
them understand how to do it, write directions for setting it up. (Part 2)
Draw a flow chart of the life cycle of a bean. (Part 3)
Read Seeding Space in the Structure of Life Science Stories.
Connect your understanding of the text to real life by writing a persuasive
note to a classmate, convincing her to use soil, hydroponics, or hydroponics
with gravel in order to grow new seeds. Use evidence to support your
argument.
(Part 3: Do after reading Hydro-Growing.)
Read Hydro-Growing in the Structure of Life Science Stories.
Make a poster with pictures and captions showing the main ideas of the
story. Use all the words in italics in your poster.
(Part 2)
What plant would you like to grow in a garden? Using gardening books and
the internet, or by calling a nursery, get information on how, when, and
where you could successfully grow your plant. Take notes and write a
short informational report. Compile it a class book titled “Growing a
Garden”. (Parts 1,2,3)
TUSD/Dept.of ProfessionalDevelopment&Academics/SRC/9/24/2004
Investigation 3
Meet the Crayfish
Concept 1: Expressive
Your class has been selected to display creative writing in the library.
You are the crayfish in your story. Create you life as a crayfish. Include
some of the behaviors you observed the crayfish do while watching them
in the classroom. (Part 3,4)
P.O. 1
P.O. 2
Concept 2: Expository
P.O. 1
P.O. 2
Also Literary Response
P.O. 1, 2
Concept 3: Functional
P.O. 2
Write communications,
including:
a. thank-you notes
b. friendly letters
c. formal letters
d. messages
e. invitations
Concept 4: Persuasive
P.O. 1
Concept 5: Literary
Response
Concept 6: Research
P.O. 1, 2, 3
Also Literary Response
P.O. 1, 2
Get the words of the Crawdad Song off the internet. Write it down, learn
it, and sing it to another fourth grade class.
(Parts 1,2,3,4)
Write instructions to care for a crayfish. Describe its necessary habitat,
explaining the important of each piece from your observation notes.
(Part 2)
Read Life of a Crayfish in the Structures of Life Science Stores. Use the
information to create a graphic organizer that illustrates the Life Cycle
of a crayfish. Include pictures and captions. (Part 4)
Write a letter to a class in Alaska describing the crayfish. Remember
that they have never seen one. Use details from the observation
experience for your description. You may also want to include pictures
with labels.
(Part 1)
Watch the crayfish in their habitats. Decide which one is more
territorial. Based on your observation, write a paragraph convincing
your classmates which crayfish is most territorial. Use evidence from
what you have observed. (Part 4)
See Research and Expository Concepts
What does a crayfish look like? What do crayfish eat? Where do crayfish
live? Research these question and others you have by reading Answering
Kids Questions, Crayfish, Crawfish, and Crawdaddy in the Structures of
Life Science Stories, along with other sources on the internet. Take notes
and organize them. Write an informational report on Crayfish.
(Parts 2,3,4)
TUSD/Dept.of ProfessionalDevelopment&Academics/SRC/9/24/2004
Investigation 4
Meet the Land Snail
Concept 1: Expressive
Write an alliteration sentence/poem about a snail’s movement,
description, and habitat using all “s” words.
(Part 1, 2)
Read Inside a Snail’s Shell and Basic Snail Facts in the Structures of Life
Science Stories. Choose the facts that are interesting to you. Create a
two part graphic organizer to organize and display the interesting facts
from both stories to others. (Parts 1, 2)
P.O. 2
Concept 2: Expository
P.O. 1, 3
P.O. 1, 3
P.O. 1
Concept 3: Functional
P.O. 2
Concept 4: Persuasive
P.O. 1
Also Functional P.O. 1
Concept 5: Literary
Response
P.O. 2
Concept 6: Research
P.O. 1. 2
Make a Venn diagram comparing snails and crayfish. Write an article
for Young Scientists Magazine describing how snails and crayfish are
alive and different. (Part 2)
Sequence the steps in the snail pull experiment in a form that another
scientist could repeat. (Part 3)
In a memo to one of the snails, describe their new classroom habitat and
how you plan to care for them. (Part 1)
Write your plan for your individual or group investigation or project in a
form that could be presented to the class.
(Part 4)
Many people think that snails are yucky. You have snails for sale. Make
a poster advertising all the wonderful aspects of having a snail for a pet,
as well as the details on how to obtain one from you. (Parts 3, 4)
Read The Food Web in Structures of Life Science Stories.
In a written response, describe your reaction or how you feel about the
author’s statement, “Crayfish and snails are sources of food for
humans.” (Part 2)
What structures are similar on humans, snails, and crayfish? What
structures are different? Read Crayfish, Snails, and Kids in Structures of
Life Science Stories. Using this information along with other information
from your notes in your science notebook on crayfish, make a chart
organizing the similarities and differences in humans, snails, and
crayfish. (Parts 2,3,4)
TUSD/Dept.of ProfessionalDevelopment&Academics/SRC/9/24/2004