LOS ANGELES UNIFIED SCHOOL DISTRICT
"Standards-Based Instruction Model"*

Subject/Course Science Grade Level 3 Standard #(s) 31 Standard(s) (What students should know and be able to do) Identify the characteristics of living things, including humans, and how they interact with each other, and ways they adapt to their changing environment. (Life Science)

District Elementary Course of Study (Concepts) or Secondary Guidelines for Instruction (Instructional Units) Life Science

Developed by Elsa Fontela School Middleton Street Cluster # 21 Phone # (213) 582-6387
 

CULMINATING TASK/ASSIGNMENT 

What will the individual student produce to 
demonstrate achievement of the standard(s)? 

Begin the task with a verb.

 ASSESSMENT 

What criteria will be used to evaluate/score student work/performance of the culminating task? 

The statement of the product to be scored is followed by a verb.
Create a diorama that depicts the plant and animal life found in a particular ocean environment. Make a presentation to explain the food web for the plants and animals in the diorama.  The diorama and presentation:  4: Identify the characteristics of living and nonliving things found in the ocean; explain their interactions and adaptations depending on the area of the ocean chosen; present information logically and clearly. 

3: Identify the characteristics of living and nonliving things but may not explain all of their interactions and adaptations correctly; present available information logically and clearly. 

2: Do not identify some characteristics of living and nonliving things; do not explain most interactions and adaptations; present information in an unclear way. 

1: Do not identify most characteristics of living and nonliving things; include few animals or plants; do not explain interactions or adaptations.
 
INSTRUCTIONAL ACTIVITIES / TIME 

What learning activities will the student be involved in to acquire content knowledge and skills to achieve the standard? Consider alternative strategies and modifications to promote equal access for all learners. 

How much time will be required for the student to complete each of the activities? 

Begin each learning activity with a verb describing what the student is to do.

 RESOURCES 

What materials, textbooks, supplies, documents, etc., will support the student doing each instructional activity?
Legend: Living things have characteristics.                                       

Living things interact with each other.  

Living things adapt to changing environments.  

  • View laser disc windows on science lesson on Ocean Life to identify characteristics of living things found in each of the three areas of the ocean environment (shallow, mid-water, and deep).   (30 min)
  • Read MacMillan Earth's Oceans lesson 2, "Water Movement, " to identify (draw) three living things that move through ocean waters in different ways (locate in correct area of ocean environment). (1 hr)
  • Read Earth's Oceans Lesson 4 "Life on Coral Reefs" to discover more about interaction between humans and ocean life and ways living things in this mid-water environment adapt.  (30 min)
  • Read Earth Oceans Lesson 4 "Protecting the Ocean" to access information on how people de-pend on and interact with ocean life and to eval-uate the effect human pollution has on ocean life.   (30 min)
  • Do Sandy Shores, Activity 5, to learn more about and evaluate the positive and negative ways humans interact with other living things and ways living things must adapt to changing environmental conditions.  (30 min)
  • Visit Corona del Mar Tide Pools and participate in activities.  (5 hr)
  • Conduct plant experiments in ocean water and fresh water to learn about ways living things adapt to changes in their environment.  (2 wk)
  • Windows on Science Ocean Life.
  • MacMillan Earth’s Oceans.
  • Foss Water Activities.
  • GEMS On Sandy Shorts activity 5.
  • Literature book Down Under, Down Under. Creatures of the Sea 
  • Photographs of ocean habitats.
  • Aquarium.
  • Field trip.
  • Shoe boxes, crayons, paints, strings, sponges, aquarium artifacts.
 
*Model developed, refined, and field-tested by Task Force on Standards-Based Instruction ã 1997, Los Angeles Unified School District