Teacher Pages Wheat Field System Scenario Copyright 2015 by Washington Office of the Superintendent of Public Instruction (OSPI) All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.
Directions to the teacher for administering the items are above the question text. The text in the script font is identical to the text in the student scenario and questions. This text may be read aloud to the student or the student may read the questions to her/himself. Teacher Notes for Wheat Field: The Wheat Field scenario is inclusive of four items that address the following science EALRs: EALR 1: Systems, EALR 3: Application, and EALR 4: Life Science, LS2 and LS3. Teachers may select one or all of the items in the Wheat Field scenario for the student to respond to. Task Question SYS INQ APP LS1 LS2 LS3 Traits in the Environment LS3 Wheat Field Growing Plants Decrease in Wheat Population New Food Web SYS SYS APP LS2 LS2 Notes on the Wheat Field Items: Item 4: New Food Web addresses heredity. We will allow students to assume that the larger trait (roots, leaves, wheat grains) are all dominate. IF students have enough background understanding to ask a question about dominance, tell them to assume that the larger allele is dominate. Items 6 and 7 both fit the EALRs for SYS and LS2. Teachers should carefully select the item that best fits student interest and ability. Science vocabulary that may require pre-teaching: Arrow in food web Decrease Diagram not to scale Food Web Earthworm Energy Grass Grasshopper Hawk Increase Inputs Matter Mice Outputs Parent in a plant scenario Population Soil Songbird Trait Wheat 2 Science LDA: Wheat Field Teacher Pages
Ariana and Matt visited a wheat field. They drew the Wheat Field Food Web. Read the labels in the Wheat Field Food Web as students point to each part of the diagram. 3 Science LDA: Wheat Field Teacher Pages
Ariana and Matt also made a diagram of a Wheat Plant. Read the labels in the Wheat Plant diagram as students point to each part of the diagram. 4 Science LDA: Wheat Field Teacher Pages
Wheat Field Item 1: Traits in the Environment The Types of Wheat Plants diagram shows wheat plants with different traits. Types of Wheat Plants Describe how each trait shown in diagram above could allow wheat plants to grow well in an area with dry, windy weather. Larger wheat grains Larger roots Larger leaves 5 Science LDA: Wheat Field Teacher Pages
Wheat Field Item 2: Growing Plants Describe how growing plants like wheat helps meet the needs of people. 6 Science LDA: Wheat Field Teacher Pages
Wheat Field Item 3: Decrease in Wheat Field Population Describe two ways a decrease in wheat plant population might affect the Wheat Field Food Web. In your description, be sure to: Describe how the change might affect the grasshopper population. Describe how the change might affect the songbird population. Effect on grasshopper population: Effect on the songbird population: 7 Science LDA: Wheat Field Teacher Pages
Wheat Field Item 4: New Food Web In a corn field, Arianna and Matt saw songbirds, grasshoppers, earthworms, corn, rabbits, and owls. Identify where corn and owls would fit into the Corn Field Food Web. 8 Science LDA: Wheat Field Teacher Pages
Scoring Guide for Wheat Field Items Wheat Field Item 1: Traits in Environment Rubric Performance Description Student responses may provide evidence of understanding of: Mechanisms of evolution (EALR 4: Life Science, LS3) The response describes how each trait shown in the diagram could allow wheat plants to grow well in an area with dry, windy weather. Examples: Larger grains Larger roots Larger leaves Resist wind without breaking off More seeds to disperse in wind Larger seeds/grains won t dry out as fast Hold the plant better in the soil Hold more water for storage Reach deeper water sources Absorb more sunlight to make food for the plant Resist wind without breaking off Shade the ground so the ground won t dry out Performance Description Wheat Field Item 2: Growing Plants Helps People Rubric Student responses may provide evidence of understanding of: Applying science concepts to solve problems. (EALR 3: Application) The response describes how growing plants like wheat helps meet the needs of people. Examples: Plants provide food to eat Plants hold soil in place Plants provide materials for building like wood Plants provide materials for clothing like cotton Growing plants makes jobs for farmers 9 Science LDA: Wheat Field Teacher Pages
Performance Description Wheat Field Item 3: Decrease in Wheat Population Rubric Student responses may provide evidence of understanding of: Maintenance and Stability of Populations (EALR 4: Life Science, LS2) AND Predicting possible consequences to a change in a system (EALR 1: System) The response describes two ways a decrease in wheat population will affect the Wheat Field Food Web. Examples: Effect on grasshopper population Less grasshoppers because of less food for them to eat Effect on songbird population Less songbirds because there are less grasshopper for birds to eat 10 Science LDA: Wheat Field Teacher Pages
Performance Description Wheat Field: New Food Web Student responses may provide evidence of understanding of: Maintenance and Stability of Populations (EALR 4: Life Science, LS2) AND Predicting possible consequences to a change in a system (EALR 1: System) The response identifies where owl and corn belong in the Corn Field Food Web. Example: 11 Science LDA: Wheat Field Teacher Pages