Gold Seal Lesson:
Imaginary Insects

Copernicus Education Gateway

 

Subject:

Science

Grade:

 

 

K-4

 

 

ICLE Standards:

 

 

Use writing as a tool for learning in formats such as learning logs, laboratory reports, note-taking, and journals.

 

 

Performance Task:

 

 

Your task is to invent a new species of insect and to develop a compatible environment in which the insect could live. You must develop an initial plan representing your imaginary insect. The plan must include physical traits similar to those of real insects and defense mechanisms that will protect your insect from predators. You need to develop a compatible environment for your insect. In your science journal, make a complete written description of your plan, including the physical characteristics of your insect and its environment. Be sure to define its defense mechanisms. Explain how your environment supports the insect.
Make a drawing of your insect representing the physical characteristics that you describe.
Note to the teacher: This performance task should be done after the students have studied about insects.

 

 

Knowledge / Skills:

 

 

Plan and apply real or hypothetical models and constructions to facilitate investigation and learning and the solution to practical problems.  (s115)

Understand ecology as the study of the interactions and relationships of organisms with their living and nonliving environments.  (s13)

Use writing as a tool for learning in formats such as learning logs, laboratory reports, note-taking, and journals.  (ela40)

 

 

Rubric:

 

 

4 Points  =  The student independently writes a plan outlining the physical traits of his/her insect and environment. The drawing follows the initial plan representing an invented insect, which has physical characteristics similar to those of actual insects, defense mechanisms and a compatible environment. Student's narrative fully explains his/her work and shows a high degree of understanding about organisms and environments. His/her journal entry, including the drawing, is neat and detailed.

 

 

3 Points  =  The student needs some coaching to develop an initial plan for the task. The student encounters difficult with some parts of the task. The drawing does not fully meet the specifications outlined in his/her plan. The student's narrative does not fully explain his/her work and shows only a partial understanding of organisms and their environments. The student's journal entry, including his/her drawing, is not as neat as it should be and lacks complete detail.

 

 

2 Points  =   The student has considerable difficulty, even with coaching, completing the task. He/she has great difficulty developing a plan to create an insect and compatible environment. The student's narrative is very incomplete and lacking in detail. It indicates little understanding about insects and the environment they need for survival. The student's journal entry is very sketchy and his/her drawing is messy with very little detail.

 

 

1 Point  =  The student is unable to complete the task. He/she shows no understanding of the relationship between organisms and their environments. The student fails to invent an insect and makes no meaningful journal entry.

 

 

Keywords:

 

 

LIFE SCIENCE
ECOLOGY
MODELS AND CONSTRUCTIONS

 

 

Grades:

 

 

Kg [X] - 1 [X] - 2 [X] - 3 [X] - 4 [X] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [] - 10 [] - 11 [] - 12 []

 

 

ICLE Application:

 

 

D

 

 

 

 

 

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