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LS G4:M2:U1

Engaging in Argument: Structure and Function in Terrestrial Animals and Plants, Unit Overview

Lesson 1Anchoring Phenomenon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 1.5 hours of instruction

Section 1

1. Asking Questions

A. Reviewing Learning Targets (5 minutes)

B. Anchoring Phenomenon: Engaging the Scientist (15 minutes)

C. Introducing the Performance Task (10 minutes)

Section 2

1. Obtaining Information

A. Launching Science Notebooks (10 minutes)

Optional Extension: Personalizing My Notebook

B. Exploring Mock Google Earth Tour (20 minutes)

Optional Extension: Google Earth Tour

C. Scientists Meeting: Gathering Ideas (30 minutes)

  • Scientists Meeting: Gathering Ideas
  • Student science notebook: Anchoring Phenomenon entry
    • Google Earth Tour Notes

Lesson 2Ecosystems

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2.5 hours of instruction

Section 1

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Obtaining and Communicating Information

A. Jigsaw Part I: Reading in Ecosystem Expert Groups (40minutes)

B. Jigsaw Part II: Sharing in Ecosystem Expert Groups (20 minutes)

Section 2

1. Defining a System

A. Creating the Concepts Scientists Think About Anchor Chart (20 minutes)

2. Engaging in Argument

A. Collecting Data (35 minutes)

B. Constructing an Argument: Organisms and Ecosystems (25 minutes)

Optional Extension: Our Human Habitats

  • Student science notebook: Ecosystems entry
    • Ecosystem Characteristics note-catcher
    • Making a Claim

Lesson 3Animal Structures to Obtain Food

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2.5 hours of instruction

Section 1

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Obtaining Information

A. Observing Earthworms (20 minutes)

Section 2

1. Defining and Using Models

A. Using a Simulation Model: Obtaining Food Stations (60 minutes)

B. Classifying Structures and Functions (10 minutes)

Section 3

1. Constructing an Explanation

A. Scientists Meeting: Building Understanding (25 minutes)

B. Constructing an Explanation (25 minutes)

  • Scientists Meeting: Building Understanding
  • Student science notebooks: Obtaining Food entry

Lesson 4Sensory Structures in Animals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2 hours

Section 1

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Planning and Carrying Out an Investigation

A. Scientists Meeting: Planning an Investigation (20 minutes)

B. Planning an Earthworm Investigation (15 minutes)

Note: Students may need time to gather materials before moving on to Section 2.

Section 2

1. Planning and Carrying Out an Investigation

A. Conducting an Earthworm Investigation (15 minutes)

Section 3

1. Developing a Model

A. Developing an Explanatory Model (25 minutes)

B. Poster Session: Sensing Structures (20 minutes)

2. Evaluating and Communicating Information

A. Revisiting Anchor Chart (15 minutes)

Optional Extension: Animal Nervous System Study

  • Student science notebook: Sensing Structure entry
    • Earthworm Explanatory Model
    • Using a Model

Lesson 5Structures for Movement

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2.5 hours of instruction

Section 1

1. Opening

A. Scientists Meeting: Building Understanding (15 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Obtaining Information (Invertebrates)

A. Conducting an Earthworm Observation (10 minutes)

B. Video Study: Invertebrate Movement (15 minutes)

3. Developing a Model

A. Creating an Earthworm Explanatory Model (30 minutes)

Section 2

1. Obtaining Information (Vertebrates)

A. Dissecting a Chicken Wing (30 minutes)

2. Developing a Model

A. Creating a Chicken Wing Explanatory Model (30 minutes)

B. Synthesizing Information (15 minutes)

Optional Extension: Human Musculoskeletal System

  • Scientists Meeting: Building Understanding
  • Student science notebook: Structures for Movement entry
    • Explanatory model of earthworm
    • Explanatory model of a chicken wing

Lesson 6Structures of Body Coverings

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2 hours of instruction

Section 1

1. Opening

A. Reviewing Learning Target (5 minutes)

B. Creating a Concept Map (20 minutes)

2. Obtaining and Communicating Information

A. Jigsaw Part I: Reading in Body Covering Expert Groups (35 minutes)

Section 2

1. Obtaining and Evaluating Information

A. Jigsaw Part II: Sharing in Ecosystem Expert Groups (30 minutes)

2. Engaging in Argument

A. Constructing an Argument: Body Coverings and Ecosystem (30 minutes)

  • Student science notebook: Structures of Body Coverings entry
    • Body Covering Argument

Lesson 7Plant Structures Are a System

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2.5 hours of instruction

Section 1

1. Opening

A. Observing Plant Parts (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Evaluating and Communicating Information

A. Diagramming Grass Plants (25 minutes)

Optional Extension: Lemon of a Lesson

Section 2

1. Obtaining Information

A. Close Reading: “Roots, Stems, Leaves, Oh My!” (25 minutes)

B. Adding to Plant Structures and Functions Anchor Chart (15 minutes)

2. Constructing Explanations

A. Back-to-Back and Face-to-Face: Trading Cards (15 minutes)

B. Adding to Concepts Scientists Think About Anchor Chart (5 minutes)

Optional Extension: Parts of Plants Experiment

Section 3

1. Evaluating and Communicating Information

A. Diagraming Plants from an Ecosystem (25 minutes)

2. Obtaining Information

A. Revisiting Plant Cards for an Ecosystem (15 minutes)

3. Evaluating and Communicating Information

A. Adding to Plant Structures and Functions Anchor Chart (10 minutes)

  • Student science notebook: Plant Structures Are a System entry
    • Reading about Specialized Structures and Functions
  • Participation in Back-to-Back and Face-to-Face protocol

Lesson 8Grass: Structured for Survival

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2.5 hours of instruction, plus one week for observation.

As part of their investigation, students observe the plants in Section 2 for at least one week before they can move on to Section 3. While students carry out their investigation, they should move on to Lesson Sequence 9.

Section 1

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Planning an Investigation

A. Scientists Meeting: Planning an Investigation (35 minutes)

B. Carrying Out an Investigation: Environmental Pressures (15 minutes)

Section 2

1. Carrying Out an Investigation

A. Observing Plants

(Note: This time is spread out over one week. Times will vary.)

Section 3

1. Obtaining and Evaluating Information

A. Reviewing Learning Targets (10 minutes)

B. Scientists Meeting: Building Understanding (20 minutes)

C. Close Reading: “Oceans of Grass” (35 minutes)

2. Engaging in Argument

A. Evaluating Evidence: Grass Structured for Survival (25 minutes)

  • Scientists Meeting: Building Understanding
  • Student science notebook: Grass: Structured for Survival entry

Lesson 9Structure of Seeds

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2 hours of instruction, plus two weeks for seed germination

As part of their investigation, students will observe the seeds in Section 2 for 10-14 days before they can move on to Section 3. While students carry out their investigation, they should move on to Lesson Sequence 10 and revisit Lesson Sequence 8.

Section 1

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Scientists Meeting: Building Understanding (15 minutes)

2. Carrying Out an Investigation

A. Dissecting Lima Beans (20 minutes)

Optional Extension: Corn Seed Dissection

Section 2

1. Carrying Out an Investigation

A. Creating Germination Bags (20 minutes)

B. Observing Germination Bags

(Note: This time is spread out over two weeks. Times will vary.)

Section 3

1. Obtaining Information

A. Reviewing Learning Targets (5 minutes)

B. Gathering Information about Seeds (15 minutes)

C. Revisiting Germination Bags (20 minutes)

2. Evaluating and Communicating Information

A. Scientists Meeting: Building Understanding (10 minutes)

B. Creating the Seed Explanatory Model (10 minutes)

Optional Extension: Scientific Drawing Mini Lesson

  • Scientists Meeting: Building Understanding
  • Participation in Back-to-Back and Face-to-Face protocol
  • Student science notebook: Seed Structure entry
    • Conclusion: Seed Explanatory Model

Lesson 10Design Challenge: Structures for Seed Dispersal

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2.5 hours of instruction

Section 1

1. Opening

A. Scientists Meeting: Building Understanding (15 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Obtaining and Evaluating Information

A. Close Reading: “Seeds on the Move” (30 minutes)

B. Communicating Information (10 minutes)

Optional Extension: Biomimicry Lesson

Section 2

1. Engineering Design Cycle

A. Introducing the Challenge (10 minutes)

B. Imagining: Seed Dispersal Options (10 minutes)

C. Planning: Seed Dispersal Structure and Function (15 minutes)

D. Creating: Seed Dispersal Mechanism (15 minutes)

E. Revising: Seed Dispersal Mechanism (20 minutes)

Section 3

1. Communicating Information

A. Scientists Meeting: Building Understanding (20 minutes)

Optional Extension: Seed Walk

  • Scientists Meeting: Building Understanding
  • Student science notebook: Structures for Seed Dispersal entry

Lesson 11Explanatory Model and Survival Argument

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 4 hours of instruction

Section 1

1. Engineering Design Cycle

A. Introducing the Challenge (10 minutes)

B. Imagining: Specialized Structures for the Animal (15 minutes)

C. Planning: The General Shape of the Animal (30 minutes)

D. Praise, Question, Suggestion: The General Shape of the Animal (15 minutes)

Optional Extension: Focused Art Lesson

E. Creating: The Details of the Animal (30 minutes)

F. Praise, Question, Suggestion: The Details of the Animal (10 minutes)

G. Revising: The Final Drawing of the Animal (35 minutes)

Optional Extension: Additional Rounds of Peer Critique

Section 2

1. Developing and Using Models

A. Labeling the Explanatory Model (15 minutes)

2. Engaging in Argument

A. Scientists Meetings: Making Meaning (20 minutes)

B. Analyzing a Model Survival Argument (15 minutes)

C. Summative Assessment: Survival Argument (30 minutes)

Section 3

1. Communicating Information

A. Reflecting on Learning (5 minutes)

B. Celebrating Learning (10 minutes)

Optional Extension: Dim Award Ceremony

  • Scientists Meeting: Making Meaning
  • Performance Task: Animal Design Challenge Explanatory Model
  • Summative Assessment: Survival Argument

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