5th Grade Body Systems: Bones and Skeletons Lesson 8

5th Grade Body Systems Unit Blueprint

Lesson 8: Mystery Teeth

Bones and Skeletons
Home | Body Systems Home | Pre-Assess | LE 1 | LE 2 | LE 3 | LE 4 | LE 5 | Bone Assess | LE 6 | LE 7 | LE 8 | LE 9 | Skeleton Assess | LE 10 | LE 11 | LE 12 | LE 13 | LE 14 (SKIP) | LE 15 (OPTIONAL) | End-of-Unit Assess

Human Body Systems
Home | Body Systems Home | Pre-Assess |Skill Benchmarks Throughout Unit | LE 1 | LE 2 | LE 3 | LE 4 | LE 5 | Circ Assess | LE 6 | LE 7 | Dig Pt. 1 Assess | LE 8 | Dig Pt. 2 Assess | LE 9 | LE 10 | Resp Assess | LE 11 | LE 12 (SKIP) | LE 13 (SKIP) | End-of-Unit Assess

Pacing Suggestions:
One to two days

Teacher Resources:
Tips	Observations and Inferences Rubric (Microsoft^® Word^®) Observations and Inferences Rubric (Adobe^® Reader^® PDF)

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

Insights Bones and Skeletons

How do the parts of an animal relate to its needs and habitat?

IAF (12.7.02 ): Understand that animals have parts well suited to the places they live in and to their needs. For example, rabbits radiate heat through their ears, and those living in hotter climates have larger ears to radiate heat more efficiently. Thus, given a list of animals, one of which is clearly better adapted to a given environment, understand that that is the animal that lives in that environment.

12D(3-5)#2: Make sketches to aid in [describing observations] and explaining procedures or ideas.

12A(3-5)#2: Offer reasons for their findings and consider reasons suggested by others.

Formal Assessment: Science Notebook Page--Mystery Teeth (See page 109 in Teacher's Guide. Use teacher-generated "Observations and Inferences Rubric" available under "Teacher Resources" on the electronic blueprint.)

Can students identify and classify the teeth in their mystery bones?
Do students draw sketches with enough detail so one can reasonably identify the type of teeth found in the owl pellet?
Can students make inferences based on evidence about whether the mystery bones belonged to a carnivore, omnivore, or herbivore?

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.