Download Assignment 1 notes for teachers

Part 2: Build Your Own Planet
Assignment #1 notes
Students often take drawing assignments less seriously than others. This
assignment is not about drawing a mean-looking space alien. Rather, it should reflect all
the ideas discussed in the preceding lessons, lessons 5 – 8 in particular. That is why
students are expected to discuss the assignment in their groups and fill out the planning
sheets before beginning their final drawing, although they should be encouraged to
attempt some rough, preliminary sketches anytime during the planning process. Each
student should have a copy of this assignment. They will each fill it out their own copy,
even though they are expected to collaborate on questions 1 – 5.
If the class has an art class together it is often helpful to let the art teacher know
about the assignment in advance. The art teacher may be willing to cooperate and
incorporate the lesson into their plans, providing extra guidance and motivation for the
students to take the assignment seriously and produce a quality drawing.
Build Your Own Planet
Assignment #1: Discovering a Life Form
Amazing! You have discovered life on your planet or moon! This is a
major event in the history of mankind, and you and your crewmates are all
heroes!
You will share your discovery with your crewmates and eventually with
the people back on Earth. For now you want to learn as much as possible
about the life you have discovered.
Assignment: Make a drawing of your life form. Use unlined paper, 8½ x
11 inches or larger. Try to fill the entire page, even if your creature is very small.
A color drawing is preferred.
Before you begin your drawing, meet with your group and share some
ideas about what life on your planet might look like. Keep in mind how varied
life on Earth is: microscopic bacteria, plants, insects, animals and humans are
just some of the life forms that live together on our planet. Life can be found on
Earth in the oceans, on the land, and in the sky.
When discussing possible life forms with your crewmates, think about
some of the things we have learned about life on Earth. In particular, you
should think about some of the conclusions you reached completing lessons 5,
6, 7 & 8. Get with your crewmates and discuss the following questions. Record
notes in the spaces under the questions. Everyone should keep their own notes
for this assignment.
1) Refer to lesson #5. What are some habitats on your planet that might
support life?
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____________________________________________________________
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2) How might life forms adapt to these different habitats? What special abilities
or behaviors might help them survive?
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3) Refer to lesson #8. Has life on your planet evolved in the same way and at
the same rate as on Earth? If not, what on your planet has caused it to evolve
differently?
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4) How much has life evolved on your planet? Is life there very simple or
complex? Is there likely to be a great variety of life forms?
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5) Are life forms large enough to see without a microscope likely to be found
on your planet?
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6) Are any “intelligent” creatures likely to be found on your planet? Why or why
not?
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After the groups have completed their discussion (approximately 10 to 15
minutes), have students return to their regular seats and begin filling out their planning
sheets. The assignment can be completed in class or as homework.
Planning Sheet for Life Form
After discussing all of the above questions, complete the following
questions on your own. You may want to make some rough sketches of your
life form as you are answering these.
7) Choose one of the habitats mentioned in question #1 for your creature to
live in. Describe it. Include where it is on your planet, the temperature, the size
of the habitat, possible food sources and special difficulties for life posed by the
habitat.
_________________________________________________________________
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8) How has your creature adapted to its habitat? Describe any special
behaviors, skills and adaptations that help it to survive.
_________________________________________________________________
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9) What does it use for fuel or nourishment? What does it eat? _____________
_________________________________________________________________
10) Does it hunt or is it hunted by anything? ____________________________
11) Does it have any unusual social or reproductive behaviors? _____________
_________________________________________________________________
_________________________________________________________________
12) How can you tell that your life form is living? (Think about Lesson 6.)
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_________________________________________________________________
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13) Is your life form microscopic or macroscopic? (Think about Lesson 7.)
_________________________________________________________________
14) Is your life form simple or complex? Is it more or less complex than Earth’s
life forms? (Think about Lesson 8)
_________________________________________________________________
15) How large is it? How much does it weigh? __________________________
_________________________________________________________________
16) What is the name of your life form? (Since you discovered it, you get to
name it.) _______________________________________________________
17) Describe its life cycle. Does it go through any stages or form changes?
_________________________________________________________________
_________________________________________________________________
18) Are there both males and females? Do they look the same? _____________
__________________________________________________________________
Now that you’ve thought about and answered these questions, do your final
drawing. Take your time and do a nice job. Remember to fill the entire page
and to use color. You may add labels and short descriptions to your drawing if
you want.
Part 2: Build Your Own Planet
Appendix
Standards Addressed
Benchmarks (Grades 3 through 5)
1A – The Scientific World View
Results of similar scientific investigations seldom turn out exactly the same. Sometimes this is
because of unexpected differences in the things being investigated, sometimes because of
unrealized differences in the methods used or in the circumstances in which the investigation is
carried out, and sometimes just because of uncertainties in observations. It is not always easy to
tell which.
1B – Scientific Inquiry
Scientific investigations may take many different forms, including observing what things are like
or what is happening somewhere, collecting specimens for analysis, and doing experiments.
Investigations can focus on physical, biological, and social questions.
1C – The Nature of Science
Clear communication is an essential part of doing science. It enables scientists to inform others
about their work, expose their ideas to criticism by other scientists, and stay informed about
scientific discoveries around the world.
5C – Cells
Some living things consist of a single cell. Like familiar organisms, they need food, water, and
air; a way to dispose of waste; and an environment they can live in.
5D – Interdependence of Life
For any particular environment, some kinds of plants and animals survive well, some survive
less well, and some cannot survive at all.
5E – Flow of Matter and Energy
Some source of "energy" is needed for all organisms to stay alive and grow.
11B – Models
Geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and
stories can be used to represent objects, events, and processes in the real world, although such
representations can never be exact in every detail.
12A – Values and Attitudes
Offer reasons for their findings and consider reasons suggested by others.
12D – Communication Skills
Make sketches to aid in explaining procedures or ideas.
Benchmarks (Grades 6 through 8)
5A – The Diversity of Life
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One of the most general distinctions among organisms is between plants, which use sunlight to
make their own food, and animals, which consume energy-rich foods. Some kinds of organisms,
many of them microscopic, cannot be neatly classified as either plants or animals.
Animals and plants have a great variety of body plans and internal structures that contribute to
their being able to make or find food and reproduce.
5D – Interdependence of Life
In all environments-freshwater, marine, forest, desert, grassland, mountain, and othersorganisms with similar needs may compete with one another for resources, including food,
space, water, air, and shelter. In any particular environment, the growth and survival of
organisms depend on the physical conditions.
5E – Flow of Matter and Energy
Energy can change from one form to another in living things. Animals get energy from oxidizing
their food, releasing some of its energy as heat. Almost all food energy comes originally from
sunlight.
5F – Evolution of Life
Individual organisms with certain traits are more likely than others to survive and have
offspring. Changes in environmental conditions can affect the survival of individual organisms
and entire species.
12E – Critical Response Skills
Recognize when comparisons might not be fair because some conditions are not kept the same.
Benchmarks (Grades 9 through 12)
1A – The Scientific World View
Scientists assume that the universe is a vast single system in which the basic rules are the same
everywhere. The rules may range from very simple to extremely complex, but scientists operate
on the belief that the rules can be discovered by careful, systematic study.
5A – The Diversity of Life
The variation of organisms within a species increases the likelihood that at least some members
of the species will survive under changed environmental conditions, and a great diversity of
species increases the chance that at least some living things will survive in the face of large
changes in the environment.
5E – Flow of Matter and Energy
The amount of life any environment can support is limited by the available energy, water,
oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organic
materials. Human activities and technology can change the flow and reduce the fertility of the
land.
12D – Communication Skills
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Participate in group discussions on scientific topics by restating or summarizing accurately what
others have said, asking for clarification or elaboration, and expressing alternative positions.
12E – Critical Response Skills
Be aware that there may be more than one good way to interpret a given set of findings.
National Standards (Grades 5-8)
Understandings about Scientific Inquiry
Different kinds of questions suggest different kinds of scientific investigations. Some
investigations involve observing and describing objects, organisms, or events; some involve
collecting specimens; some involve experiments; some involve seeking more information; some
involve discovery of new objects and phenomena; and some involve making models.
Science advances through legitimate skepticism. Asking questions and querying other scientists'
explanations is part of scientific inquiry. Scientists evaluate the explanations proposed by other
scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out
statements that go beyond the evidence, and suggesting alternative explanations for the same
observations.
Structure and Function in Living Systems
Living systems at all levels of organization demonstrate the complementary nature of structure
and function. Important levels of organization for structure and function include cells, organs,
tissues, organ systems, whole organisms, and ecosystems.
Reproduction and Heredity
Reproduction is a characteristic of all living systems; because no individual organism lives
forever, reproduction is essential to the continuation of every species. Some organisms
reproduce asexually. Other organisms reproduce sexually.
Regulation and Behavior
All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable
internal conditions while living in a constantly changing external environment.
An organism's behavior evolves through adaptation to its environment. How a species moves,
obtains food, reproduces, and responds to danger are based in the species' evolutionary history.
Populations and Ecosystems
The number of organisms an ecosystem can support depends on the resources available and
abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.
Given adequate biotic and abiotic resources and no disease or predators, populations (including
humans) increase at rapid rates. Lack of resources and other factors, such as predation and
climate, limit the growth of populations in specific niches in the ecosystem.
Diversity and Adaptation of Organisms
Biological evolution accounts for the diversity of species developed through gradual processes
over many generations. Species acquire many of their unique characteristics through biological
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adaptation, which involves the selection of naturally occurring variations in populations.
Biological adaptations include changes in structures, behaviors, or physiology that enhance
survival and reproductive success in a particular environment.
Nature of Science
In areas where active research is being pursued and in which there is not a great deal of
experimental or observational evidence and understanding, it is normal for scientists to differ
with one another about the interpretation of the evidence or theory being considered. Different
scientists might publish conflicting experimental results or might draw different conclusions
from the same data. Ideally, scientists acknowledge such conflict and work towards finding
evidence that will resolve their disagreement.
National Standards (Grades 9-12)
Understandings about Scientific Inquiry
Scientific explanations must adhere to criteria such as: a proposed explanation must be logically
consistent; it must abide by the rules of evidence; it must be open to questions and possible
modification; and it must be based on historical and current scientific knowledge.
Results of scientific inquiry--new knowledge and methods--emerge from different types of
investigations and public communication among scientists. In communicating and defending the
results of scientific inquiry, arguments must be logical and demonstrate connections between
natural phenomena, investigations, and the historical body of scientific knowledge. In addition,
the methods and procedures that scientists used to obtain evidence must be clearly reported to
enhance opportunities for further investigation.
Biological Evolution
Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for
a species to increase its numbers, (2) the genetic variability of offspring due to mutation and
recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing
selection by the environment of those offspring better able to survive and leave offspring.
Matter, Energy and Organization is Living Systems
The distribution and abundance of organisms and populations in ecosystems are limited by the
availability of matter and energy and the ability of the ecosystem to recycle materials.
As matter and energy flows through different levels of organization of living systems--cells,
organs, organisms, communities--and between living systems and the physical environment,
chemical elements are recombined in different ways. Each recombination results in storage and
dissipation of energy into the environment as heat. Matter and energy are conserved in each
change.
The Behavior of Organisms
Organisms have behavioral responses to internal changes and to external stimuli. Responses to
external stimuli can result from interactions with the organism's own species and others, as well
as environmental changes; these responses either can be innate or learned. The broad patterns
of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live
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in unpredictable environments, and so their behavior must be flexible enough to deal with
uncertainty and change. Plants also respond to stimuli.
Like other aspects of an organism's biology, behaviors have evolved through natural selection.
Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.
Nature of Scientific Knowledge
Scientific explanations must meet certain criteria. First and foremost, they must be consistent
with experimental and observational evidence about nature, and must make accurate
predictions, when appropriate, about systems being studied. They should also be logical, respect
the rules of evidence, be open to criticism, report methods and procedures, and make knowledge
public. Explanations on how the natural world changes based on myths, personal beliefs,
religious values, mystical inspiration, superstition, or authority may be personally useful and
socially relevant, but they are not scientific.
Indiana Standards
Grade 5
English/Language Arts – Listening and Speaking
5.7.1 – Ask questions that seek information not already discussed
Science – Scientific Thinking
5.2.8 – Recognize when and describe that comparisons might not be accurate because some of
the conditions are not kept the same.
The Living Environment
5.4.2 – Observe and describe that some living things consist of a single cell that needs food,
water, air, a way to dispose of waste, and an environment in which to live.
5.4.4 – Explain that in any particular environment, some kinds of plants and animals survive
well, some do not survive as well, and some cannot survive at all.
5.4.7 – Explain that living things, such as plants and animals, differ in their characteristics, and
that sometimes these differences can give members of these groups (plants and animals) an
advantage in surviving and reproducing.
Common Themes
5.6.2 – Demonstrate how geometric figures, number sequences, graphs, diagrams, sketches,
number lines, maps, and stories can be used to represent objects, events, and processes in the
real world, although such representation can never be exact in every detail.
Grade 6
English/Language Arts – Listening and Speaking
6.7.6 – Support opinions with researched, documented evidence and with visual or media
displays that use appropriate technology.
Science – Diversity of Life
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6.4.3 – Describe some of the great variety of body plans and internal structures animals and
plants have that contribute to their being able to make or find food and reproduce.
6.4.8 – Explain that in all environments, such as freshwater, marine, forest, desert, grassland,
mountain, and others, organisms with similar needs may compete with one another for
resources, including food, space, water, air, and shelter. Note that in any environment, the
growth and survival of organisms depend on the physical conditions.
Grade 7
English/Language Arts – Listening and Speaking
7.7.1 – Ask questions to elicit information, including evidence to support the speaker’s claims
and conclusions.
Science – The Nature of Science and Technology
7.1.4 – Describe that different explanations can be given for the same evidence, and it is not
always possible to tell which one is correct without further inquiry.
The Living Environment
7.4.6 – Explain how food provides the fuel and the building material for all organisms.
7.4.9 – Understand and explain that as any population of organisms grows, it is held in check by
one or more environmental factors. These factors could result in depletion of food or nesting
sites and/or increased loss to increased numbers of predators or parasites. Give examples of
some consequences of this.
Grade 8
English/Language Arts – Listening and Speaking
8.7.1 – Paraphrase (restate) a speaker’s purpose and point of view and ask questions concerning
the speaker’s content, delivery, and attitude toward the subject.
Science – Scientific Thinking
8.2.7 – Participate in group discussions on scientific topics by restating or summarizing
accurately what others have said, asking for clarification or elaboration, and expressing
alternative positions.
The Living Environment
8.4.4 – Describe how matter is transferred from one organism to another repeatedly and
between organisms and their physical environment.
8.4.8 – Describe how environmental conditions affect the survival of individual organisms and
how entire species may prosper in spite of the poor survivability or bad fortune of individuals.
Environmental Science, Advanced
Env.1.14 – Recognize and explain that the amount of life any environment can support is limited
by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle
organic materials from the remains of dead organisms.
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Biology I
B.1.37 – Explain that the amount of life any environment can support is limited by the available
energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of
dead organic materials. Recognize, therefore, that human activities and technology can change
the flow and reduce the fertility of the land.
B.1.43 – Understand that and describe how organisms are influenced by a particular
combination of living and nonliving components of the environment.
B.1.45 – Recognize that and describe how the physical or chemical environment may influence
the rate, extent, and nature of the way organisms develop within ecosystems.