| STRUCTURES
OF LIFE MODULE MATRIX |
 |
SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
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1. |
ORIGIN
OF SEEDS
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|
Students
conduct a seed hunt by opening fresh fruit and locating the
seeds. They describe and compare seed properties. Students examine
and sort a selection of seeds—bean, pea, sunflower, and
corn. They investigate the effect water has on the seeds by
setting up seed sprouters and observing and recording changes
over a week. Students systemically find out how much water lima
beans soak up in a day. |
•
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. |
•
Describe and sort seeds in terms of properties.
• Estimate numbers of seeds.
• Compare and record the number and properties of seeds
from a variety of fruits.
• Sort and compare seeds.
• Observe changes over time. |
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2. |
GROWING
FURTHER |
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Students
examine germinated seeds to determine similarities and differences
in the way the organisms grow. They set up a hydroponic garden
to observe the life cycle of a bean plant. |
•
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. |
•
Observe changes over time.
• Record information systematically for later analysis.
• Observe and sort seedlings by properties of germination.
• Compare germination in different types of seeds. |
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3. |
MEET
THE CRAYFISH |
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Students
observe and record some of the structures of a crustacean, the
crayfish. They establish a feeding and maintenance schedule
for the organisms. Students investigate crayfish behavior by
creating an enriched crayfish habitat. They map where the crayfish
spend their time within their habitat. Students investigate
crayfish territorial behavior. |
•
Crayfish have observable structures such as legs, pincers, antennae,
eyes, swimmerets, tail, and mouth parts.
• Crayfish have certain requirements for life, including
clean, cool 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. |
•
Compare and record observations about structures of an organism.
• Observe and compare behaviors of an organism.
• Record systematically over time. |
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4. |
MEET
THE LAND SNAIL |
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Students
become familiar with snail structures and behaviors and set
up a habitat for the animals. They compare the structures and
behaviors of the snail (a gastropod) to the crayfish (a crustacean).
They investigate the pulling power of the snail. Students plan
and conduct their own projects to find out more about the structure
and function of plants and animals. |
•
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 space to survive.
• An organism’s structures have functions that help
it survive in its habitat.
• The structures found on different kinds of organisms
show some similarities and some differences. |
•
Compare and record observations about structures of organisms.
• Observe and compare behaviors of organisms.
• Conduct a systemic investigation. |
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