Alaska Science Performance Standard Mini-Unit: Nature Trails

Mini-Unit:
Nature Trails

Performance Standard A12, Level 1

Students sort plants and animals into groups using consistent criteria and describe how some characteristics are for the survival of the plant or animal.

	Key Concepts and Skills
There are similarities and differences in plants. Plants are classified by different attributes. Students can use the processes of science including observation, classification, and communication.
	Timeline
2 weeks or longer.
	Abstract
This unit focuses on skills of observation and classification that need to take place over and over again in a child’s primary education. After observing, collecting, and classifying plants found along nature trails, Students will communicate their findings with their classmates and teacher. Before this mini-unit takes place, students should have previous experiences with sorting and classifying.
	Materials
Science journal Hand lens Small plastic bag Clip board Chart paper Pencils, colored pencils, markers
	Activities
1 Class will take a nature walk. Prior to going on the walk, students draw what they think they will see, hear, touch, or smell on their walk. Back in the classroom after the walk, students draw what they did see, hear, touch, or smell during the walk. They share their favorite thing drawn and put it on chart paper. Hang in classroom. Embedded Assessment Teacher checks the student’s science journals when back in the classroom. 2 Go on a sound walk. Listen for man-made sounds. Create a sound map in their science journal by doing the following activity. Each student finds a place to sit or stand where they are not looking at anyone else. Sit quietly for 2–3 minutes. In their science journal mark with an “X” where sound came from in relation to self (in front of, in back of, right, left, above). Then talk about which sounds were heard and where. Do the same sound activity again for 2 minutes. Discuss again. 3 Go on a sight walk outside. Ask a knowledgeable adult to accompany students and help identify plants, animals, and so on. (Try to include a scientist and an Elder knowledgeable in natural uses of plants.) Look for natural things. Do the following camera activity with a partner. One student is the camera, one student is the photographer. The photographer guides the camera (who has kept eyes closed), to the object(s) that the observer wants the camera to focus on. The photographer taps the camera’s shoulder, which is the signal for the camera to open its lens (eyes) for a count of ten. Then the camera closes its lens and the pair take 2–3 more pictures. After the pictures are taken, the camera chooses one of the objects focused on and draws a picture with as much detail as possible. Partners switch roles. After both partners are done, find the area the picture was drawn from and observe how much they remembered. Back in the classroom use, pictures for a sorting activity.
	Expanded Sample Assessment Idea
Students will take a nature walk; observe plant and animal life; collect samples of local plants. Procedure Students will: Discuss acceptable ways to collect plants before walk. Form student pairs; go on a walk accompanied by a knowledgeable adult who will help identify plants and animals. Take a plastic bag with them and collect at least three, but not more than five, different plants. Draw and label a picture of each plant collected in their science journal. Write the plant’s native or familiar name. Work with another pair of students (now each group of four has at least six to ten plants) sort the plant samples based upon the group’s chosen criteria. (This process repeats with groups of eight, and so on until the whole group is together.) Reflection and Revision What additional ways could you sort and classify the plants that you observed? What special characteristics do some plants have that others do not? What special characteristic helps each plant to survive in its environment? Level of Performance
Stage 4	Student work is complete, and shows evidence of logical reasoning. Student collects and classifies four or five plants using three or more attributes (color, size, shape, use, and so on). Drawings are correctly labeled, and show correct color, size, and shape for each plant that was collected and classified. Student shows several ways that plants can be organized (in addition to the sorting criteria used in class), and describe several examples of plant adaptation.
Stage 3	Student work is complete, but may contain minor errors or omissions. Student collects and classifies three plants using three or more attributes (color, size, shape, use, and so on). Drawings are labeled, and show color, size, and shape for several of the plants that were collected and classified. Student describes one way that plants can be organized (in addition to the sorting criteria used in class), and describe at least one plant adaptation.
Stage 2	Student work is incomplete or incorrect. Student collects at least two plants and attempts to classify them using some plant attributes (color, size, shape, use, and so on). Drawings show color, size, or shape for one plant that was collected. Student may attempt to describe how to organize plants using a new attribute or may repeat a description of the method used in class. Descriptions of plants and plant adaptations may include misconceptions.
Stage 1	Student work is largely incomplete and incorrect.
	Standards Cross-Reference (Alaska Department of Education & Early Development Standards)
National Science Education Standards Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. (Page 129) Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. (Page 129) Benchmarks Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another. (Page 102) Plants and animals have features that help them live in different environments. (Page 102) Stories sometimes give plants and animals attributes they really do not have. (Page 102)

Alaska Science Content Standard Key Element

A student who meets the content standard should distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.

Cross-Reference

Additional Content and Performance Standards: B1, B4, Math C1, Cultural Standards A5, D2

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