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| | This mini-collection on variations in organism structure, behavior or physiology is aligned with Life Science Benchmark B: Describe the characteristics of an organism in terms of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. Several of these resources are also aligned to the scientific process standards, along with the multiple opportunities that each resource provides to incorporate writing in science.
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|  | | | | | Brine Shrimp Survival (ORC#: 443) | | | Animals that live in salt marshes, mangrove swamps, and tidal flats all have built-in adaptations to deal with saltwater and changing levels of salinity. For example, brine shrimp thrive best in conditions in which their predators cannot, such as high salinity and temperature.
The 'Development' section of this lesson asks students to investigate, research and design an experiment about brine shrimp survival conditions. These tasks reinforce the content and build investigative science process skills. Students may encounter questions on the OAT in which they are asked to design an investigation similar to what is asked of them during this lesson.
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| | | | | The Beaks of the Finches (ORC#: 997) | | | As students approach this lesson, bear in mind that, according to research, most younger elementary school students are still forming a basic understanding of how animals survive in their respective environments. For example, Some students are unaware that many animals struggle to obtain adequate amounts of their particular food(s) and cannot simply change their diets as other food becomes available.
Even though many middle school students have come to realize that animals cannot change their diets, it is important to note that this is a misconception that students may still cling to.
This lesson actively engages students and focuses on the variations in bird beak structure and the corresponding survival rate of a particular type of bird. Students are asked to analyze scientific information in this lesson which is frequently incorporated into the OAT.
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| | | | | Natural History Notebooks (ORC#: 5340) | | | Teaching science in the middle school classroom requires knowledge about a wide range of scientific concepts. This content resource offers students and teachers a glance at the diversity of animals on Earth. This resource could be incorporated into a unit on animal adaptations by describing the adaptations that ensure their survival in a specific environment.
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| | | | | NAEP Assessment Item, Grade 8: Seedlings grow fast (ORC#: 7263) | | | NAEP assessment items are a bank of questions complete with scoring guides and samples of student work. Questions like this could be used as small group discussion items, science journal entries, or as culminating questions following a lesson.
This constructed response question asks students to state one reason why plants of the same species that grow faster have an added advantage. This question could be incorporated into a lesson on adaptations to environmental conditions that ensure survival.
This item requires students to recall information they have learned about adaptations as well as plant growth concepts. Although recalling this information does not seem unreasonable, 83% of all eighth grade students could not accurately identify one advantage that plants have by growing tall quickly. Examine this resource for an in-depth look at correct student responses as well as common misconceptions.
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 | | | | | NAEP Assessment Item, Grade 12: Identify the function of a bird beak based on its shape (ORC#: 7287) | | | This multiple choice assessment item asks students to correctly identify the food source given the diagram of a bird with a unique bird beak. Most students (84%) can accurately identify the type of food associated with the bird beak shown. After teaching a unit on animal adaptations, this question could be asked to stimulate a group discussion on additional bird adaptations.
It is important to note that this is a twelfth grade example of how the concept of variations in structure could be assessed. Eighth grade students, however, would still be required to know how variations in structure (bird beak) increase survival rates in a particular environment.
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