Beruflich Dokumente
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Creature Feature
Grade Level: 4
Subject Area(s): Science
Assessment Overview: A brief explanation of what the assessment requires students to do.
Students will design and build a new species that could survive in a Virginia habitat of their choosing. They will
determine structural and behavioral adaptations for their animal. They will create a food web showing how
their animal fits within an existing community of organisms. The student will also identify the creatures
positive and/or negative impacts on Virginias ecosystems.
This assessment requires prior instruction of the content. This is used to evaluate the students understanding
of concepts taught in 4.1 and 4.5. The creation of the new species and the student response format can take a
few class periods (about 45 minutes each class).
It is the teachers discretion if the students need to complete something other than the student response
packet. If teachers decide to incorporate a model or other technological elements, more class periods will be
necessary.
Targeted SOLs: What specific SOL(s) does your assessment address? Be sure to include the numbered and
lettered SOL(s), as well as the language of those specific standards.
KNOW UNDERSTAND DO
Behavioral and Structural Distinguish between Create a creature with 4
Adaptations behavioral and structural adaptations (clearly
Habitats adaptations demonstrate) structural and
Niches Understand the role of a behavioral adaptations (2 of
Food Webs habitat in an animals each).
Ecosystems lifecycle. Identify their habitat and
Identify an organisms niche explain how the habitat
in a food web. allows for their survival.
The role of a species on an Explain the animals niche in
ecosystem in Virginia the food web and the
The choices humans make positive and negative impacts
can have a positive or it could have on Virginias
negative influence on the ecosystem.
environment Infer how their species would
interact with existing
organisms in a habitat.
PAGE FOR STUDENTS
Creature Features
Scenario:
You are a zoologist that works for the National Park Service and have discovered a new creature found in
Virginias national parks. You will be presenting your findings to fellow environmentalists from Virginia. You
will need to be able to describe your creature to others, explaining what the creature looks like, its
adaptations, what it eats, and what eats it. You will also need to present your predictions as to how it could
positively and negatively impact ecosystems in Virginia. Finally, you will propose a name for your creature
and why you think it should be named that so that it can be included in the book, Virginia Plants and
Animals.
Directions: Provide detailed directions and a list of requirements for students to follow.
Task One:
- Create an original creature of your choice (this may not be an animal that already exists)
- Include at least 2 behavioral adaptations and 2 structural adaptations. Neatly sketch your creature in the space
provided and clearly label the 2 behavioral adaptations and the 2 structural adaptations. Describe how each
adaptation helps the creature survive.
Create your creature.
Behavioral Adaptations Structural Adaptations
How do the behavioral adaptations help the creature How do the structural adaptations help the creature
survive in its habitat? survive in its habitat?
Task Two:
- Complete the tables below about your creature. Be as specific as possible.
Habitat
Explain the habitat in which your new species lives. Consider the whole ecosystem- what other living and nonliving
things would be present? You are welcome to include a drawing with your description.
Task Three:
- What does your creature eat, and what eats your creature? Draw and label a food chain that includes your
creature and the flow of energy from one organism to another. Label each organism as:
- A producer
- A consumer
- A decomposer
Positive Negative
Task Five:
- Write your entry for the book Virginia Plants and Animals. Describe your creature to others explaining what the
creature looks like, its adaptations, what it eats, and what eats it. Include your creatures impact on Virginias
ecosystem. Include the name of your creature and why you chose that name.
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Required Handouts or Resources: Attach additional materials or documents that students will need to
complete this assessment.
Handouts:
Resources:
Trade Book (all schools have this): Creature Features By: Steve Jenkins and Robin Page
All libraries have Creature Features.
Extension Activities:
Technology - Puppet Pals - Use a digital image of the creature created, as well as an image of a Virginia habitat, and
record Task 5.
Create a Class Book - Students will submit their writing from Task 5 and a illustration of their creature to create a class
version of Virginia Plants and Animal.
RUBRIC
(2) Demonstrates
(3) Exceptional (1) Needs Improvement (0) Not Evident
Understanding
More than two Only one accurate
structural adaptations Two structural adaptations structural adaptation is
Student does not
Structural are included and all are are included and are described OR two
identify or describe any
Adaptations accurate for their accurate for their purpose structural adaptations are
structural adaptations
purpose within the within the habitat. listed but not accurately
habitat. described.
Student includes in
Student includes description Student includes limited Student does not
Creature depth description
supported by accurate description with few include description or
Description supported by accurate
details details detail
details
Student includes
Student includes accurate Student includes some
accurate and extensive Student has little to no
Food and satisfactory illustration accurate illustration and
illustration and understanding of parts
Chain and identification of all identification of all parts
identification of all parts of the food chain
parts of the food chain of the food chain
of the food chain
Identification of a
Present Not Present
positive and negative
(1 point) (0 points)
impact
The central idea is The central idea is conveyed The central idea is The central idea is not
Writing
conveyed with specific with some supporting conveyed with few conveyed and/or no
format supporting details. details. supporting details. supporting details.
Points
Total Points
TOTAL STUDENT SCORE________ /__19__TOTAL POINTS POSSIBLE
Score Pass Advanced Pass Proficient Did Not Meet Not Evident
(range: 17 to 19 ) (range: 12 to 16 ) (range: 5 to 11) (range: 0 to 4)
Note to teacher: Scores may be weighted in order to emphasize specific grading categories.
Task 1:
- Reduce structural and behavioral adaptations to one each.
Task 5:
- Provide students with a graphic organizer to help assist in organizing their thoughts.
- Allow students to dictate if needed.