Teacher Assessment Guide
Structures of Life
Life Science Concepts
Investigation 1: Origin of Seeds
*Seeds are found in the plant part called a fruit.
*Different kinds of fruits have different kinds and numbers of seeds.
*Seeds have a variety of properties
*Seeds undergo changes in the presence of water.
*A seed is an organism, a living thing.
*A seed contains the embryo plant and stores food and water.
Investigation 2: Growing Further
*Germination is the onset of a seed’s growth.
*Plants need water, light, and nutrients to grow.
*The life cycle is the process of a seed growing into a mature plant,
which in turn produces seeds?
*The fruit of the plant develops from the flower.
Investigation 3: Crayfish
*Crayfish have observable structures such as legs, pincers, antennae,
eyes, swimmerets, tail, and mouth parts.
*Crayfish have certain requirements for life, including clean, cold
water, food; and shelter.
*Habitat is where an animal lives.
*Behavior is what an animal does.
*Some animals claim a territory that they protect from other animals.
Investigation 4: Land Snails
*Land snails have a coiled shell, a large foot on which they glide, and a
body with a variety of structures.
*Land snails need water, plants, air, and a space to survive.
*An organism’s structures have functions that help it survive in its
habitat.
*The structure found on different kinds of organisms show some
similarities and some differences.
Week 19 – Lesson 1
Investigation 1 Part 1 –Origin of Seeds
Objectives:
The learner will conduct a search for seeds in different fresh fruits.
The learner will predict and estimate seed numbers in fruits.
The learner will describe and compare fruit and seed properties.
Vocabulary: seed, fruit, estimate, property, dormant
Assessment: Rubric for No. 2 Student Sheet – “Comparing Seeds”
Objectives
1. Collects/ reports
all important
information
2. Uses measurement
To find seed mass
3. Quantifies data
by finding average
4. Displays data in
chart or graphs
5. Works toward
Accurately collecting
data
6. Observations
are written well
4
High Quality
3
Acceptable
2
Needs
Improvement
1
No Answer
17
12
10
0
17
12
10
0
17
12
10
0
17
12
10
0
17
12
10
0
17
12
10
0
Column Totals
Final Grade
Week 19 – Lesson 2
Investigation 1 Part 2 – Sprouting Seeds
(40min; then 15-30 min for observation every day for 7 days)
Objectives:
The learner will examine and sort a selection of seeds.
The learner will investigate the effect water has on seeds.
The learner will make observations and record changes over a week’s time.
Vocabulary: seeds, sprout, seed sprouter, data, mold, embryo, seed coat, cotyledon
Assessment: Rubric For Investigation, Part 2
Objectives
1. Can explain
Whether the
prediction matches
the results.
2. Describes
major findings
3. Suggests a well
reasoned explanation
or conclusion
4. Uses data and
results to support
major findings.
5.Recommends
further studies or
additional
questions
6. Conclusion is
written well
4
High
Quality
3
Acceptable
2
Needs
Improvement
0
No Answer
15
10
9
0
15
10
9
0
15
10
9
0
15
10
9
0
30
20
18
0
9
0
15
10
Column Totals
Final Grade
Or
Student Sheet #4 – “The Sprouting Seed”
Student Sheet #5 - “Response Sheet – Origin of Seeds”
Week 19 – Lessons 3 and 4
Harcourt: pp A2-A9 “What Do Plants Need?”
See FOSS Teacher’s Manual, Science Stories Folio, pages 4 and 5
Week 19 – Lesson 4
FOSS Science Story – “Seeds Are Everywhere”
See FOSS Teacher’s Manual, Science Stories Folio, pages 2 and 3
Week 20 - Lesson 1
Investigation 1 Part 3 – The Soaking Seed
Objectives:
1. The learner will systematically find out how much water lima beans soak up in
one day.
Vocabulary:
seed soak, embryo seed coat, cotyledon, germinate, seedling
Formative Assessment:
Objectives
1. Collects and
reports all
important
information
2. Uses
measurement
(mass of soaked
seed)
3. Quantifies
data by finding
the average
4. Displays data
in charts or
graph
5. Data
recorded is
accurate
6. Observations
are written well
Column Totals
Grade
4
High Quality
3
Acceptable
2
Needs
Improvement
0
No Answer
17
12
10
0
17
12
10
0
17
12
10
0
17
12
10
0
16
12
10
0
16
12
10
0
Week 20-Lesson 3 – “What Do Seeds Do?
Harcourt: pp A10-A17 “What Do Seeds Do?”
Week 20-Lesson 4 – “What Do Seeds Do?” Part 2
Harcourt: Lesson Concept Review, WB p. 9
Week 20 – Lesson 5-“FOSS Science Story”
FOSS Science Stories: The Most Important Seed; Barbara McClintock
See FOSS Teacher’s Manual, Science Story Folio pages 4 and 5
Investigation 1 – “The Origin of Seeds”
Multiple Choice Questions
1. We ___________when we decide how much or how many without
counting each object in the group.
a. fruit
b. estimate
c. hardness
d. shape
2. A __________is something you can observe, like size, shape,
color, texture, smell, and other features.
a. estimate
b. sprouter
c. property
d. depth
3 The ________is the part of the fruit that holds the plant.
a. seed
b. rock
c. shape
d. stem
4. A _________ is the structure of a flowering plant where seeds are.
a. gram
b. histogram
c. color
d. fruit
5. Seeds develop in the _______of a plant.
a. leaves
b. fruit
c. stem
d. roots
6. Different kinds of fruit have a different ______of seeds.
a. stems
b. number
c. roots
d. water
7. All living things are _______, including plants and animals.
a. mold
b. fruit
c. bleach
d. organisms
8. When growing seeds in water, a weak_______ solution is used to
prevent mold from contaminating the seeds.
a. bean seed
b. bleach
c. fruit
d. roots
9. _________is the slimy or cotton like growth that develops on moist
material.
a. fruit
b. embryo
c. Mold
d. Seeds
10. _______ may affect seeds by swelling them, changing their color,
their smell, becoming slippery, and having structures grow from
them.
a. seeds
b. bean seeds
c. stems
d. Water
11. A seed contains the _______of a plant and also stores food and
water.
a. water
b. embryo
c. mold
d. bleach
12. When seeds are soaked in water, they become bigger, ________
and they grow.
a. heavier
b. mold
c. black
d. dicot
13. Seeds provide protection for the ________plant.
a. flower
b. young
c. root
d. stem
14. Young plants that grow from seeds are____________.
a. baby seeds
b. little seeds
c. tiny seeds
d. seedlings
15. Healthy plants need nutrients, light, and _______to grow.
a. water
b. dirt
c. money
d. stem
16. The ________ is the main part of the seeds that stores the food
for the young plant.
a. water
b. embryo
c. base
d. cotyledon
17. The bean has 2 cotyledons and it is called a _________.
a. embryo
b. corn
c. dicot
d. bleach
18. Which of these is NOT a fruit?
a. potato
b. tomato
c. orange
d. cucumber
19. _________are one of the first structures to grow.
a. stem
b. leaves
c. roots
d. flower
20. The _______is the part of the plant that grows upward and holds
up the rest of the plant.
a. stem
b. flower
c. roots
d. leaves
Week 21 – Lesson 1 - “Germination”
Investigation 2 Part 1: Germination
Objectives:
What effect does water have on the seeds in the minisprouter?
How do the plants change over time?
Germination is the onset of a seed’s growth.
Seeds have common structures: cotyledons, roots, stems, and leaves.
Vocabulary:
Germination, organisms, growth, seedling, root, stem, leaf
Assessment: Use with No. 7 Student Sheet “Comparing Germination Seeds”
4
3
2-1
0
Objectives
High
Needs
No Answer
Quality
Acceptable Improvement
Student finds bean
seeds that exhibit
properties or
structures on grid
25
20
15
and place them on
corresponding boxes.
Student explores
other kinds of
germinated seeds in
25
20
15
same manner.
Student records
properties of seeds.
20
15
10
Student chooses one
plant structure and
compare to same
structure in
20
15
10
germinated seed.
Student follows
safety rules and
returns materials
10
7
5
properly.
Column Totals
Grade
Week 21 – Lesson 2 – “Hydroponics”
Investigation 2 Part 2: Hydroponics
Objectives:
How can you grow plants without soil?
What conditions do plants need in order to grow?
Plants need water, light, and nutrients to grow.
Plants can grow in water if nutrients are added.
Plants need soil for support but support can be provided in other ways.
Vocabulary:
Nutrient, hydroponics
Assessment:
Objectives
Explains whether
the prediction
matched the results.
Describes major
findings
Suggest a well
reasoned explanation
or conclusion.
Uses data/results to
support major
findings
Describes problems
or recommends
changes to improve
study
Recommends further
study/ Develops
additional question(s)
Clearly written
Conclusion
Column Totals
4
3
High Quality Acceptable
2-1
0
Needs
No
Improvement Answer
15
10
9
0
15
10
9
0
15
10
9
0
15
10
9
0
15
10
9
0
15
10
9
0
15
10
9
0
Grade
Recommend Use of Response Sheet #8 – Growing Further for Formative
Assessment after Investigation 2, Parts 1 and 2
Week 21 – Lesson 3 – “How Do Plants Make Food”
Harcourt: pp A18-A27 “How Do Plants Make Food?”
Week 21 – Lesson 4 – “Concept Review”
Harcourt: WB pp.13-14
Week 21 – Lesson 5 –“Chapter 1 Review”
Harcourt: pp A28-A29
Week 22 Lesson 1 – “Life Cycle of the Bean”
Investigation 2 Part 3: Life Cycle of Bean
Objectives:
What is the sequence of the bean plant’s life cycle?
The life cycle is the process of a seed growing into a mature plant, which in turn
produces seeds.
The fruit of the plant develops from the flower.
Vocabulary:
Flower, life cycle
Assessment: For Plant/Bean Growth Chart #9 Teacher Sheet for
Formative Evaluation
Objectives
Student
participates in the
set up of plants to
be observed.
4
High
Quality
10
3
Acceptable
7
2-1
Needs
Improvement
5
0
No
Answer
0
Students maintain
plants for 2 months
Make observations
of plant growth and
record data on
chart
Students assist in
harvesting of beans
Describes stages of
life cycle
30
20
10
0
20
15
12
0
10
7
5
0
30
20
10
0
Column of totals
Grade
Rubric for Bean Life Cycle, Student Sheet #10
To be used at end of Investigation 2, Part 3
See P. 10 in Assessment Folio of Module Guide
Objectives
Puts all of the
pictures in the
correct.
Writes a caption
that adequately
and accurately
describes each
stage in the life
cycle.
Column Totals
Grade Total
4
High
Quality
3
Acceptable
2-1
Needs
Improvement
0
No
Answer
50
40
30
0
50
40
30
0
Structures of Life
Investigation 2 – Growing Further
Evaluation Test
1. The early growth in a seed is called____________________.
a. observation
b. germination
c. comparison
d. classification
2. When something is resting, or not active, we call it ___________.
a. dormant
b. dead
c. moving
d. alive
True or False
3. ________________Healthy plants need only water.
4. _________________Seedlings do not need nutrients.
5. _________________Plants can grow without being in soil.
6. _________________Plants only need light to grow.
7. _________________Plants are held upward by their leaves.
8. _________________All living things are organisms.
9. _________________Germination is the first step of a plant’s
growth.
10. _________________The seed’s coat protects the seedling.
11. The fruit of the plant develops from the _____________.
a. leaves
b. flower
c. stem
d. roots
12. ___________is the series of changes in growth from its earliest stage
to its adult stage.
A. germination
b. life cycle
C. hydroponics
D. nutrients
13. What is the most important process during germination?
a. light
b. food
c. air
d. water
14. Color, shape, and texture are all examples of _______________.
A. seeds
B. behaviors
C. foods
D. properties
Match the answer to the phrase:
15.______Essential chemicals healthy plants need
16.______the prefix Hydro means
17.______Fruits and seeds develop from this
18.______The stages of life from beginning
19.______The part of the plant that holds the
plant up.
20.______All fruits have this.
A.
B.
C.
D.
E.
F.
Seed
Flowers
Nutrients
Life Cycle
Stem
Water
Week 22 Lesson 2 – “Meet the Crayfish”
Investigation 3 Part 1: Meet the Crayfish
Objectives:
1. Observe the structures and behaviors of crayfish.
2. Record observations of structures and behaviors of crayfish.
3. Learn firsthand how to handle them carefully so that no harm will come to the
crayfish.
Vocabulary:
Structures, crustaceans, antennae, bristles, carapace, swimmerets, pincers
Assessment:
Objectives
Students
observe and
interact with
the crayfish.
Record their
observations of
the crayfish.
(Student Sheet
#11)
Identify
structures of a
crayfish on a
diagram
(Student Sheet
# 12)
Students
demonstrate
good safety by
handling the
crayfish
carefully.
Column Totals
Total Grade
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
25
20
15
0
Week 22 Lesson 3 – “What is an Animal?”
Harcourt: pp A32-A39 “What Is an Animal?”
Week 22 Lesson 4 – FOSS Science Story Hydro-Growing
See FOSS Teacher’s Manual, Science Story Folio pages 8 and 9
Week 22 Lesson 5 – “Concept Review”
Week 23 Lesson 1 – Day 1 “Crayfish Habitat”
Investigation 3 Part 2: Crayfish Habitat
Objectives:
1. Set up two crayfish habitats and learn to care for and feed the crayfish in the
classroom.
2. Crayfish have particular requirements for life, including clean, cool water; food
and shelter.
3. Habitat is where an animal lives.
Vocabulary:
Elodea, habitat
Assessment: Formative with use of Student Sheet #13 (4 to 5 week
investigation)
Objectives
Observed
safety rules
and care of
crayfish.
Performed
responsibilities
within group.
Group
maintained
habitat over 5
week period.
Recorded
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
observations
accordingly
( Student
Sheet #13)
Column Totals
Grade Total
25
20
15
0
Week 23 Lesson 2 – “Crayfish at Home”
Investigation 3 Part 3: Crayfish at Home
Objectives:
1. Investigate crayfish behavior by observing what crayfish do and how their
behavior changes when habitat is enriched and they meet other crayfish.
2. Behavior is what an animal does.
Vocabulary:
behavior
Assessment: Formative Assessment using Student Sheet #14
Objectives
Student
observes safety
rules and care
for crayfish.
Student
observes
crayfish
behavior and
shares in class
discussion.
Student
records
observations of
crayfish
behavior
(Student Sheet
#14)
Column Totals
Grade Total
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
30
20
15
0
30
20
15
0
40
30
20
0
For Evaluative Assessment use Student Response Sheet #15 and see
Assessment Folio in Teacher’s Manual page 12 for grading rubric.
Week 23 – Lesson 3 “What are Mammals and Birds?”
Harcourt: pp A40-A47 “What Are Mammals and Birds?”
Week 23 Lesson 4 “Lesson Concept Review”
Harcourt: See Teacher’s Edition – WB p. 23
Week 23 Lesson 5 “FOSS Science Story”
FOSS Science Stories: Answering Kids’ Questions: Crayfish Crawfish, Crawdaddy
See FOSS Teacher’s Manual, Science Story Folio pages 12 and 13
Week 23 Lesson 5 Continued
FOSS Science Stories: Life Cycle of a Crayfish
See FOSS Teacher’s Manual, Science Story pages 14 and 15
Week 24 Lesson 1 – “Crayfish Territory”
Investigation 3 Part 4: Crayfish Territory
Objectives:
1. Some animals claim a territory that they protect from other animals.
2. Set up long-term observing and recording system for investigating territorial
behavior in crayfish.
3. Monitor and record observations of crayfish over several days.
4. Use scientific thinking processes to conduct investigations and build
explanations: observing, communicating, comparing, and organizing.
Vocabulary:
territory
Assessment: Covers 20 minutes in introduction and then 4 days of 5
minute observations. See Student Sheet #16.
Objectives
Student Group
designs
crayfish
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
20
15
10
0
housing
investigation
Develops a
step plan to
use
investigation.
Prepares
investigation
by securing
houses in trays
and
identifies/tags
crayfish.
Records
crayfish
movement and
shares data.
Analyzes and
compares
crayfish
behaviors.
Develops
question(s) for
further
investigation.
Column Totals
Grade Total
20
15
10
0
20
15
10
0
20
15
10
0
20
15
10
0
20
15
10
0
Week 24 – Lesson 2 – “What are Amphibians, Fish, and
Reptiles?”
Harcourt: pp A48-A61 “What Are Amphibians, Fish, and Reptiles?”
Structures of Life
Investigation 3
Evaluation Test
“Meet The Crayfish”
1. Traits are ______________.
a. oxygen
b. body features
c. animal behaviors
d. water
2. To inherit is to ___________.
a. receive traits from parents
b. receive traits from teachers
c. to accomplish
d. to review
3. Crayfish are classified as ______________.
a. crustaceans
b. humans
c. fish
d. insects
4. Which of the following is not a need of all animals?
a. food
b. water
c. air
d. soil
Fill in the Blank from the Word Bank
structures
walking
pincers
bristles
crustacean’s carapace
antenna
swimmerets
5. The main body shell of crustaceans is called
the____________________.
6. The stem of a plant or the carapace of the crayfish is the
______________________that give shape to an organism.
7. The big jointed structures in the front of the crayfish are
called the ______________________.
8. The short hairs on the crayfish that help them sense
things in their environment are _____________________.
9. A class of mostly aquatic animals that have hard shells,
jointed legs, and two pairs of antennae are known as
_________________________________.
10. What look like feelers on a crayfish are called
_________________.
11.Crayfish have small leg like structures under the tail that
are called __________________________________.
12.The four needs of animals are:
1._________________________________
2._________________________________
3._________________________________
4._________________________________
13.How do animals get oxygen?
14. How do animals get food?
Week 24 Lesson 3 “ Lesson Concept Review”
See Teacher’s Edition WB p. 27
Week 24 Lesson 4 “Chapter 2 Review”
See Teacher’s Edition - Harcourt
Week 25 Lesson 1 - “ Land Snails At Home”
Investigation 4, Part 1: Land Snails At Home
Formative Evaluation Using Student Sheet #17
Objectives
Students
observe safety
rules and care
for snails.
Students
interact and
observe snail
structure and
behavior.
Groups set up
habitats for
snails that
provide for
their needs
Record
observations of
snail behavior
and structures.
(Student Sheet
#17)
Column Totals
Grade Total
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
25
20
15
0
Week 25 Lesson 2 – “Comparing Crayfish and Snails”
Investigation 4 , Part 2a: Comparing Crayfish and Snails
See 2b below for rubric
Week 25 Lesson 3 – “Comparing Crayfish and Snails, Part 2”
Investigation 4, Part 2b: Comparing Crayfish and Snails
Formative Assessment Using Student Sheets 18 and 19
Objectives
Students
follow safety
rules and care
of snails.
Students
interact,
observe and
record snail
structures and
behaviors.
(See Student
Sheet # 18)
Students
compare
crayfish and
snail
structures and
record on
Venn Diagram
(See Student
Sheet # 19)
Student can
identify
function of a
snail structure
(minimum of
3 structures)
Column Totals
Grade Total
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
25
20
15
0
Week 25 Lesson 4 – “How Do Animals Get Food?”
Harcourt: Pages B38-B45
Week 25 Lesson 5 – “Lesson Concept Review”
Harcourt : Workbook page 51
Week 26 Lesson 1 – “The Snail Pull”
Investigation 4, Part 3: The Snail Pull
Formative Assessment:
Objectives
Student
follows safety
rules and care
for snails.
Student
groups work
cooperatively
and follow
steps of
investigation.
Evaluate
implications of
snail wellbeing in an
investigation.
Report results
& participate
in class
discussion.
Column Totals
Grade Total
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
25
20
15
0
Week 26 Lesson 2 and 5 – “Choosing Your Own Investigation”
Investigation 4, Part 4: Choosing your Own Investigation
See pages 14 and 15 in Assessment Folio in Teacher’s Manual for in-depth rubric.
Student Sheets 21, 22, and 23 may be useful for student data and report
Objectives
Student
observes safety
rules and care
for snails.
Student
develops
question and a
logical plan for
research.
Student
completes
investigation
and gathers
resources to
share in
report.
Presents
report; knows
content
matter; shares
all aspects of
investigation.
Column Totals
Grade Total
4
High Quality
3
Acceptable
2-1
Needs
Improvement
0
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
25
20
15
0
Week 26 Lesson 3 – “What Are Food Chains?”
Harcourt: Transparency B2, Lesson 2
Week 26 Lesson 4 – “Lesson Concept Review”
Harcourt: Workbook page 55
Week 26 Lesson 5 – “Foss Science Story”
“A Chance Encounter”
See FOSS Teacher’s Manual, Science Story Folio, pages 20 and 21
Week 27 a – Lesson 1 – “Choosing Your Own Investigation”
Continuation of Investigation 4, Part 4
See above Rubric for final presentation
Week 27a–Lesson 2 –“What Are Food Webs?”
Harcourt: Pages B52-B51
Week 27a – Lesson 3 – “Lesson Concept Review”
Harcourt: Workbook pages 59-60
Week 27a – Lesson 4 – “Chapter 2 Review”
Harcourt: B62-B63
Week 27a – Lesson 5 – “Summative Assessment”
Harcourt: B62-B63 Chapter Test
Administer “End Of Module Assessment”
See Assessment Folio in Teacher’s Manual pages 16-21
Or
Harcourt: Investigation Log WB pp. 56-57
Or
Harcourt: Chapter Test AG19-AG22
Week 27b – Lesson 1-“What are Ecosystems”
Harcourt: Workbook pages 33
Week 27b – Lesson 2 -“What Are Forest Ecosystems?”
Harcourt: Workbook p. 37
Week 27b – Lesson 3 – “What is a Desert Ecosystem”
Harcourt: Workbook p. 41
Week 27b – Lesson 4 – “What Are Water Ecosystems”
Harcourt: Workbook p; 45
Week 27b – Lesson 5 – “Chapter 1 Review”
Harcourt: B36-B37 See Teacher’s Edition
Summative Assessment
Harcourt: Investigation Logs or HB Chapter Test AG13-AG16
See Teacher’s Edition
The Land Snail
Investigation 4 of “Structures of Life
Multiple Choice Test
1. Land Snails belong to the animal group known as
a. Mammals
b. Arthropods
c. Gastropods
d. Reptiles
2. Snails often will lapse into a dormancy-like or hibernation state that is
known as
a. Sleeping
b. Estivation
c. Locomotion
d. Resting
3. Inside a snail’s mouth is a specialized eating tool known as the
a. Radula
b. Teeth
c. Slug
d. Tongue
4. In the snail’s habitat we added chalk because the snail’s shell needs the
mineral
a. phosphorous
b. Vitamin D
c. Calcium
d. Magnesium
5. Snails and slugs are able to move by a well-coordinated muscle with a
wavelike contraction that is a
a. Stomach-foot
b. Toe-foot
c. Head-foot
d. Bicep
6. A major characteristic of a snail is that it is
a. Single-shelled
b. Double-shelled
c. Without a shell
d. Triple-shelled
7. One indication that a snail has been active is the trail it leaves behind of
a. Footsteps
b. Slime
c. Leaves
d. Tracks
8. Snails have “feelers” on the fronts of their heads that are technically known
as
a. Bristles
b. Antennae
c. Tentacles
d. Fingers
9. The two longer tentacles on a snail’s head function as
a. Eye-stalks
b. Feel, taste, and smell
c. Grab prey
d. Defense
10. The two shorter tentacles on a snail’s head function for
a. Eye-stalks
b. Feel, taste, and smell
c. Grab prey
d. Defense