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Name: Kristen Vanderhelm

Grade Level: 5th


Science Topic: Survival of Organisms

Science Pacing Guide for Organism Unit


Instructional Sequence and I-AIM Functions Template
No.

Activity
Label/Title

1
Acquired
and
Inherited
Traits

2
Where did
that come
From?

3
Finding
your
Genetic
Match
4

Activity Description
what hands-on, minds-on, inquiry
activities students will be
doing.
Students will first have an
interactive discussion about what
an inherited trait versus and
acquired trait is. Then students
will examine their own traits and
discover inherited (body scars,
learned behaviors) vs. acquired
(skeletal structure, eye color)
Hand out worksheet with a variety
of traits.
http://teach.genetics.utah.edu/cont
ent/begin/traits/familytraitsandtrad
itions.pdf Students first activity will
be to decide if the trait is inherited
or acquired and record their
predictions.
Give students a genetic inventory
worksheet. Students are to work
through the traits and record
whether the trait fits them or not.
We will record the findings of who
has what as a class, students will
then be finding their genetic match
Students will now be tying the two

I-AIM Functions identified for each


activity with a rationale for how the
activity fulfills the identified I-AIM function.
Experience Phenomena- students will examine a familiar
experience of their own selves and their peers.
Establish a question- Students will begin to ask the
question of what causes these changes between
themselves and their classmates.

Elicit students initial ideas- this is where students will


be able to share their beliefs about what the difference is
between traits that are inherited or acquired
Explore Phenomena for Patterns- Students here will start
to identify the patterns that make a trait either inherited
or acquired
Explore Ideas about patterns- Students will now see the
patterns that lie between themselves and their
classmates.

Identify Patterns- Here students will be evaluating their

previous activities together.


Family
Students will be creating a family
Tree
tree to see genetic traits and
where they came from within their
family. Students will present their
findings to their classmates.
Assess prior knowledge of
Animal
adaptation. Brain storm what we
Adaptation know about bird beaks, are they an
s: Bird
adaptation? Pass out a worksheet
Beaks
of a variety of bird beaks. Have
the students work hands on with a
variety of materials, seeds, water,
gummy bears etc and make
predictions to which bird beak
would work the best in each
situation.
Break students into groups. Give
Observing each group one mealworm and one
Mealworm earthworm to investigate. Have
s and
students sketch worms, record
Earthworm length, if it makes any noise,
s
texture (if desired). Give each
group a different stimulus to work
with and observe the worms
reaction. Stimuli- black vs white
surface, flashlight, barriers,
moisture, temperature, food.
Share findings as a group.
Have students navigate through
Fossil
website with partners
http://www.ucmp.berkeley.edu/education/exp
Records
lorations/tours/stories/guide/index.html

8
Sequencin
g Time

Students will create a timeline of


their own life to understand
sequencing of events over time.
Events that should be included

evidence to find patterns. Specifically, they will look at


the traits within the own family and see the patterns of
how the traits are passed down to generations, or
acquired through generations.
Identify Patterns- Students will explore and begin to
analyze the patterns for the bird beaks. Harder beaks are
good for hard materials such as seeds while longer beaks
are going for drinking water.
Students explain patterns- students will analyze why it is
that these patterns exist.

Compare student and scientific ideas- students will


record and analyze information and share it between
their classmates. Students will investigate the variability
between worms.

Introduce scientific ideas- here students will be


presented with fossil replicas. They will need to explore
and examine traits through these fossils and understand
why tit is we study fossils in the first place.
Apply to similar contexts with support- Students will
start to understand sequencing of events, by first
sequencing a very familiar subject---their own life.

9
What
Came
First?

10
Creepy
Critters

Etc.

here are learning to ride a bike,


starting school etc. Have students
then create a much bigger
timeline, such as when dinosaurs
roamed the Earth until now. Have
students compare the two
timelines
Hang a timeline and go through
the terms of pre-Cambrian,
Paleozoic, Mesozoic and Cenozoic
eras. Discuss what was first and
the sequence between them. Give
students several examples of
organisms and have them make
predictions of when these
organisms may have first lived.
Examples are bacteria, ants, grass,
and sharks.
This is where students will use
traits to classify living things. Pass
out paper with several critters to
students. Have the students
analyze the critters and figure out
the traits each has, then try to
organize the critters into groups
based on their traits.

Apply to similar contexts with fading support- As a


class; we will compare our timelines to the timeline of
major historical time periods, such as when the
dinosaurs roamed the earth.

Apply to similar contexts with fading support- Students


will now learn the correct terminology for time eras and
understand the events that fall into each period.

Reflect on changes in Ideas- Now that the students have


a basic knowledge in traits, this activity will be
reflective of how their original ideas have changed.
Students will now be able to classify the critters much
easier than they initially could at the beginning of the
unit.
Reflect on doing Science- Students will compare how
they identified traits to the beginning of the unit. At this
point, they will have a much deeper knowledge of how
to classify living things, based on a variety of traits.