LS1+(5-6)+-+2


 * Students demonstrate understanding of structure and function-survival requirements by…**

2a describing structures or behaviors that help organisms survive in their environment (e.g., __defense__, obtaining __nutrients,__ reproduction, __and eliminating waste).__

What do these GSEs mean? What subtopics do students need to address to understand these GSEs?
What do plants and animals need to survive? - Sunlight, water, nutrients, means by which to reproduce- how are certain animals and plants adapted to meet these requirements? Definition of 'structure' and 'function' Definition and examples of adaptations that plants and animals have that contribute to their survival Background knowledge of niches of animals in major ecosystems

What ideas to students need to understand before they can address the topics described above?
Survival needs of general organisms- producers (plants), consumers (animals), decomposers What structures these organisms have to help them more easily obtain these needs for survival

What misconceptions are students likely to have about these topics?
Traits are developed by individuals in response to the needs of the individual. A species changes because the organisms use or fail to use particular body parts or abilities. Traits are passed on by the bigger, stronger organisms that replace the smaller, weaker ones.

What phenomena and representations help students understand these topics?
Examples of structure and behaviors that help organisms survive in their environment

What can students do to demonstrate understanding of the material?
Six Facets of Understanding: 1. Explanation- based on data, experiments, observations.

2. Interpretation- the means by which scientists make sense of data, making connections.

3. Application- using knowledge to solve new problems - Do not give the answer. - Present a related, but challenging task to explain - Point towards use of prior knowledge - Hints to provide a scaffold 4. Perspective- recognizing that multiple interpretations are possible, not jumping to conclusions and consider all alternatives, **knowing the importance of an idea-** teachers should design their lessons so that students come away knowing the importance - “Valuing the discipline is required for knowing and understanding the discipline”

5. Empathy- Four levels: 1. Struggle to validate the ideas and theories that they’re learning 2. Understand and appreciate the ways that science has changed people’s ways of thinking over time about the natural world. 3. Teachers need to grasp how and why students are thinking as they do 4. Open- mindedly embrace ideas that seem strange 6. Self-knowledge- examination of one’s own ideas and reasoning in order to advance them

Related NECAP Items

 * NECAP 2008 Gr 08 10
 * NECAP 2008 Gr 08 10 Analysis