Tree Factory #63 FCAT-like Prompts

Transcription

1 s Project Learning Tree PreK-8 Environmental Education Activity Guide By acting out the parts of a tree, your students will see how a tree works like a factory. Afterward, they can create their own tree factories. Grade Levels: 3-5 Information and prompts provided by: Barb Gugliotti Robert Raze Jean Rogalsky Sunshine State Standards Language Arts Listening, Viewing, and Speaking Standard 1: The student uses listening strategies effectively. Benchmark LA.C listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches. Standard 2: The student uses viewing strategies effectively. Benchmark LA.C determines main concept and supporting details in a non-print media message. Standard 3: The student uses speaking strategies effectively. Benchmark LA.C speaks for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations. Science Energy Standard 1: The student recognizes that energy may be changed in form with varying efficiency. Benchmark SC.B knows how to trace the flow of energy in a system (e.g., as in an ecosystem). 1

2 Benchmark SC.B knows the many ways in which energy can be transformed from one type to another. How Living Things Interact with Their Environment Standard 1: The student understands the competitive, interdependent, cyclic nature of living things in the environment. Benchmark SC.G knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction. The Nature of Science Standard 1: The student uses the scientific processes and habits of mind to solve problems. Benchmark SC.H knows that model of something is different from the real thing, but can be used to learn something about the real thing. Processes of Life Standard 1: The student describes patterns of structure and function of living things. Benchmark SC.F knows that the human body is made of systems with structures and functions that are related. Social Studies People, Places, and Environments [Geography] Standard 2: The student understands the interactions of people and the physical environment. Benchmark SS.B understands how human activity affects the physical environment. Theatre Skills and Techniques Standard 1: The student acts by developing, communicating, and sustaining characters in improvisation and formal or informal productions. Benchmark TH.A creates imagined characters, relationships, and environments, using basic acting skills. 2

3 Visual Arts Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. Benchmark VA.B understands that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes. Physical Education Physical Education Literacy Standard 1: The student demonstrates competency in many movement forms and proficiency in a few forms of physical activity. Benchmark PE.A understands that games consist of people, boundaries, equipment, purpose, and rules which all interrelate during game play. Reading Prompts To be used with the text on pages of the PLT prek-8 Activity Guide (4-point rubric) A tree consists of seven components. Choose two parts of the tree and compare the role they play in the tree s survival. Use information and details from the text to support your answer. To be used with the Thirsty Plants handout Extended Response (4-point rubric) The water cycle relies greatly on the evaporation of water found throughout our environment. Describe how plants play a part in the water cycle. Use details and information from the text to support your answer. It is necessary for water to get from the roots of a plant to the leaves. Use details and information from the text to explain how this occurs. 3

4 Short Response (2-point rubric) Capillary action enables water to move upwards through the xylem of the plant. Explain why water is able to go against the force of gravity and flow upwards. Use details and information from the text to support your answer. A plant s vascular system can be compared to that of a human. Compare a plant s system for transporting water and nutrients to that of humans transporting water and nutrients to all parts of their body. Use details and information from the text to support your answer. Writing Prompts (6-point writing rubric) Each tree part plays an important role in a tree s growth. Think of ways that tree parts are similar to a human s body parts. Write to explain the similarity of a particular tree part to a part of your body. To be used with the Thirsty Plants handout All plants need food and water to survive. Think about the different parts of a tree. Write to explain how the various tree parts acquire the nutrients needed for the survival of the tree. A tree works like a factory. Think of ways that the work of a tree is similar to that of a factory. Write to explain why a tree is said to perform like a factory. Each part of a tree plays an important role. Think about the part of the tree you became in the activity. Write a story about your daily job as an important tree part. Plants have a system for getting water from their roots to the leaves. Imagine you are a thirsty leaf at the top of a huge tree. Write a story about how you get your water. 4

5 Math Prompts David studied the cross-section of a pine tree that his neighbor cut down. Having learned the various parts of a tree, David decided to examine the width of each layer for comparison. He marked the center of the cross-section and measured the width of each tree part. He recorded his data in the chart below: Tree Parts Heartwood Sapwood Cambium Phloem Bark Width of Cross- Section 4.5 cm 7.0 cm.5 cm 1.0 cm 1.0 cm 1. Short Response (2-point rubric) Based on David s data above, what is the diameter of the pine tree? Give the answer and use the lines below to explain in words how you obtained your answer. The diameter of the pine tree is. 5

6 2. Using David s data from the chart, which of the following statements is not true. A. The width of the Cambium < the width of the Bark B. The width of the Phloem > the width of the Sapwood C. The width of the Sapwood > the width of the Heartwood D. The width of the Phloem > the width of the Cambium 3. Extended Response (4-point rubric) Create a bar graph showing the width of each layer of the tree. Be sure to: Title the graph Label the axes Use a consistent scale Use accurate information 6

7 Science Prompts 1. Mr. Jones is about to build an attached garage on to his house. The builder told him that in order to add the garage he would need to have a large maple tree removed. The diameter of the tree is 14 inches and he decides to cut the tree himself. After beginning the cut, he finds that it is not necessary to remove the tree. However, he has already cut a 3- inch wide band completely around the tree and through the sapwood. What is likely to happen to the tree? A. The tree will ooze sap and heal itself. B. The tree may heal itself or it may die. C. The tree will die. D. Limbs will grow out of the cut area. Answer Key Math cm 2. B. Science 1. C 7