LOS ANGELES UNIFIEDSCHOOL DISTRICT

StandardsBased Instruction


Instructions: Develop a Standard-Based Instruction Modelwhich describes what students will do. Begin the Culminating Task andInstructional Activities components with a verb.

Subject/Course: Science/Investigations Grade Level: Fifth Standard No(s): 2 a,b,c,d; 6 a-i

Standard(s) (What students should know and be able to do):

The students will:

a.     develop a testable question

b.    plan and conduct a simple investigation based on astudent-developedquestion, and write instructions others can follow to carry out theprocedure

c.     identify the dependentand controlled variables in an investigation

d.    identify a single independent variable in a scientificinvestigationand explain what will be learned by collecting data on this variable

e.     select appropriate tools and make quantitativeobservations

f.      record data using appropriate graphic representations and makeinferences based on those data

g.     draw conclusions based on scientific evidence and indicatewhether further information is needed to support a specific conclusion

h.     write a report of an investigation that includes testsconducted, data collected or evidence examined, and conclusions drawn


District Elementary Course of Study (Concepts) or SecondaryGuidelines for Instruction (Instructional Unit)

Animals have structures for respiration,digestion, waste disposal, and transport of materials.

a.     Many multicellular organisms have specialized structures tosupport the transport of materials.

b.    How blood circulates through the heart chambers, lungs, andbody, and how carbon dioxide (CO2) and oxygen (O2) areexchanged in the lungs and tissues.

c.     The sequential steps of digestion and the roles of teeth andmouth, esophagus, stomach, small intestine, large intestine, and colon in thefunction of the digestion system.

d.    The role of the kidney in removing cellular waste from bloodand converting them into urine, which is stored in the bladder.

e.     Animal cells break down sugar to obtain energy, forming carbondioxide (CO2) and water (respiration).

Scientific progress is made by asking meaningfulquestions and conducting careful investigations. As a basis for understanding this concept, and to address thecontent of other science strands, students will develop their own questions andperform investigations.

Developedby: Brimble, Gascoigne, Ikeda, Kiviat,Spaulding School:Overland ElementaryCluster#D

Phone# (310) 838-7308

CULMINATING TASK/ASSIGNMENT
What will individual students produce to demonstrate achievement of the standard(s)?

 

 

ASSESSMENT
What criteria will be used to evaluate/score students' work/performance of the culminating task?

INSTRUCTIONAL ACTIVITIES
What learning activities will students be involved in to acquire knowledge and skills to achieve the standard? Consider alternative strategies and modification to promote equal access for all learners.

TIME
How much (approximate) time will be required to complete each of the activities?

RESOURCES
What materials, textbooks, supplies, documents, etc., will be required for and instructional activity?

DIRECTIONS TO THE STUDENTS

 

All students will:

  • Maintain a website that organizes the collected data from the unit
  • Demonstrate mastery of lessons by publishing information on the Project InquiryWebsite

Task to be scored:

4-The student is able to clearly describe the results of the experiment through writing and generating graphs. All of the observations have been documented accurately and neatly. The student is able to clearly reach a conclusion based on the data collected. The work of the student is generally free of errors in writing andclearly understands how to relate information in a graph. The student is able to easily organize information for placement on the website. This student easily applies what is learned about technology used throughout the unit.

3-The student is able to describe results from the experiment through writing and generating graphs, but the writing contains some errors and the graph is unclear in parts. This student is able to make observations about the experiment, but the informationdocumented may not always be accurate. This student is able to reach a conclusion about the experiment that may not be completely supported by the data. This student demonstrates some lack of organization. The student understands how to organize information for placement on the website, but is not always able to complete tasks due to lack of understanding. The student has some difficulty using the available technology.



2- The student does not easily describe results from the experiment. The student has many errors in writing and is not able to take data collected and create graphs. The student makes inaccurate observations about the experiment. The student has great difficulty reaching a conclusion about the experiment. The student shows a lack of organization and has serious errors in writing. The student needs much assistance in organizing information for placement on the website. The student has difficulty using the available technology.



1-The student does not understand how to describe results from the experiment. The student has serious errors in writing and does not understand how to relate information in the form of a graph. The student does not understand how to make observations, and the conclusions show little connection with the experiment. The student shows lack of organization and does not know how to usetechnology. This student shows no clear understanding of the assignments.


Our unit begins with each class observing birds at specific areas on campus. This gives us baseline data about where birds congregate and which kinds we can identify. Observations continue at school and at home throughout the unit.

1.       What is a bird? Student-generated KWL chart.

2.       Beaks and Bills-Adaptations

3.       Making bird feeders through cross-grade teaming and beginning feeder observations at home.

4.       Planning of experiment with student input.

5.       Meeting of all classes to explain project and discussexperiment.

6.       Visit Museum of Natural Historyís Bird Hall. Conduct Pigeon Watch outside, visit bird exhibit, record information about a bird selected by the student.

7.       Produce a report about the selected bird.

8.       Make birds in cooperative groups showing adaptations and habitats. Share with all other classes.

9.       Classroom visitations for hands on activities (Falcon Crest and AudubonSociety.

10.   Nature hike and bird watching.

11.   Completion of investigation and publication of data.
  1. Onehour
  2. Twohours
  3. Threehours
  4. 30minutes
  5. 30minutes
  6. Oneday
  7. Threehours
  8. Twohours
  9. Two hours per visitation.
  10. Oneday
  11. Oneday
  1. Museum of Natural History.
  2. Audubon Society
  3. Falcon Crest
  4. First Field Guides
  5. Usborne Book of Birds
  6. Eyewitness Book of Birds and Bird Videos
  7. Birds of L.A. County
  8. How Birds Find Their Way
  9. Falcons Nest on Skyscrapers
  10. Internet Bird websites

 

*Model developed, refined, and field-tested by Mentor teacher Standard-Based Task Force SchoolDistrict

1996, Los Angeles Unified

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