Student Log | Level 4 Module 3 | PhD Science Texas 2024 | 8.21.23

Plants in the Environment TEXAS

Level 4 Module 3: Plants in the Environment

Science Logbook

Student Name:

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ISBN 979-8-88588-547-8

Module Question Log

Record the Essential Question and the Phenomenon Questions.

Name:

LESSON 1 ACTIVITY GUIDE A Notice and

Wonder

Date:

Record what you notice and wonder about the three plants.

I Notice

I Wonder

Name:

LESSON 1 ACTIVITY GUIDE B

Observe a Terrarium

Date:

Record observations about each plant’s characteristics.

Plant

Sundew

Pitcher plant

Drawing and Description

Venus flytrap

Record your observations of the terrarium environment.

Date:

Record your observations of each plant’s characteristics.

Plant Drawing and Description

Sundew

Pitcher plant

Venus flytrap

Record your observations of the terrarium environment.

Date:

Record your observations of each plant’s characteristics.

Plant Drawing and Description

Sundew

Pitcher plant

Venus flytrap

Record your observations of the terrarium environment.

Name:

LESSON 1 ACTIVITY GUIDE C

Date:

Observe the Big Thicket Environment

Record your observations of the pitcher plants and sundews in their environment.

Draw and label a model that shows how carnivorous plants get what they need to survive in Big Thicket.

Compare your model with a partner’s model. Record similarities and differences between the models.

Similarities Differences

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LESSON 3 ACTIVITY GUIDE A

Draw Schoolyard Plants

Draw and label two plants.

Date:

Name:

LESSON 3 ACTIVITY GUIDE B

Analyze Rabbit Family Traits

Observe the rabbit offspring.

Date:

Circle the claim you agree with.

▪ Claim 1: The rabbits in Set A are most likely the parents of the rabbit offspring.

▪ Claim 2: The rabbits in Set B are most likely the parents of the rabbit offspring.

Explain your answer. Include at least two observable traits as evidence.

Name:

LESSON 4 ACTIVITY GUIDE A

Observe Apple Trees or Fruit

Choose one photograph and record your observations.

Describe characteristics such as shape, color, and texture.

I observe …

Date:

Think about something similar you observed in the past. Fill in the chart to help you explain what you observe in the photograph.

Connect what you observe with something you already know.

It reminds me of …

Add more details to explain. I think this because …

Ask questions you might investigate.

I am curious about …

I wonder what would happen if …

Name:

LESSON 4 ACTIVITY GUIDE B

Identify Trait Types

For each trait, circle the trait type.

Trait

Date:

Trait Type

Pink ears Inherited Acquired

White fur Inherited Acquired

Black nose Inherited Acquired

Choose one trait from the chart. Use your observations of the photographs to explain why you think the trait is an inherited trait or an acquired trait.

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LESSON 5 ACTIVITY GUIDE A

Quick Write

Date:

Write your observations of each plant and its structures.

Big bluestem grass:

Prickly pear cactus:

Bladderwort:

Name: Date:

LESSON 5 ACTIVITY GUIDE B

Compare Big Thicket Environments

What is similar about the environments?

What is different about the environments?

Plant types

Distance between trees

Wet or dry soil

Carnivorous plants live here

Name:

LESSON 6 ACTIVITY GUIDE

Date:

Visit Plant Structure and Function Stations

Big Bluestem Grass Station

Record the length of each model root. Record whether the paper towel roll absorbed water.

How do long roots help the big bluestem grass survive in its environment?

Prickly Pear Station

Compare the amount of clay removed from each ball. Compare the damage caused to each ball. Record your observations.

Observations Without Toothpicks With Toothpicks

How do spines help the prickly pear cactus survive in its environment?

Bladderwort Station

Record the number of rice grains you captured for each trial.

Use of Bulb

Without squeezing

With squeezing

Number of Rice Grains

How do bladders help the bladderwort survive in its environment?

Name: Date:

LESSON 8 ACTIVITY GUIDE

Science Challenge Part 1

Group number:

Write your group’s investigation question.

Record your initial investigation plan.

Make a prediction about your investigation question. Explain your reasoning.

Science Challenge Data Tables

Date: Characteristic Observation

Date:

Characteristic

Observation

LESSON 10 ACTIVITY GUIDE A Analyze Historical Weather Graphs for Big Thicket

Name:

LESSON 10 ACTIVITY GUIDE B

Sort Statements

Date:

Sort the statements that describe weather and the statements that describe climate. Glue the statements on the chart.

Weather Climate

Name:

Date:

LESSON 11 ACTIVITY GUIDE A Analyze Historical Weather Graphs for Baldwin County, Alabama

Record the

Alabama.

How does the average temperature in Big Thicket compare with the average temperature in Baldwin County, Alabama?

How does the seasonal pattern of precipitation in Big Thicket compare with the seasonal pattern of precipitation in Baldwin County, Alabama?

Choose one year. Compare the total precipitation for Big Thicket and Baldwin County, Alabama, in that year. Year

Which location had more precipitation?

How much more precipitation did the location have?

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LESSON 11 ACTIVITY GUIDE B

Describe Climate

Describe the climate of Big Thicket.

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LESSON 12 ACTIVITY GUIDE

Date:

Observe a Water Movement Model

Label each component in the model.

Write the part of the natural environment that each component represents beside the label.

Explain how water moves in the model.

How is the lamp in the model like the Sun?

Name:

LESSON 13 ACTIVITY GUIDE

Date:

Develop Big Thicket Water Movement Model

Draw a model that shows how water moves through Big Thicket. Label your model.

Explain the water cycle in Big Thicket.

What is the role of the Sun in the water cycle?

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LESSON 15 ACTIVITY GUIDE A

Date:

Record Organisms and Their Actions

Fill in the chart with organisms and their actions from the book.

Organism Action

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LESSON 15 ACTIVITY GUIDE B

Quick Write

Date:

How does a food web model show the interactions of organisms in an environment? Write about the roles of producers and consumers in the flow of energy.

Name:

LESSON 16 ACTIVITY GUIDE A

Complete a 3–2–1 Response

Topic: Energy in a Food Web

Three ways the paths are similar

Date:

Two ways the paths are different

1.

2.

3.

1.

2.

One question

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LESSON 16 ACTIVITY GUIDE B

Explain the Role of the Sun

Date:

Describe the roles of the Sun, producers, and consumers in the flow of energy through a food web. Use evidence from your food web model to support your answer.

Name:

LESSON 17 ACTIVITY GUIDE A

Observe Fungi

Record your observations for each station.

Moldy Bread Station

Mushroom Observation Station

Date:

Types of Fungi Station

Name:

LESSON 17 ACTIVITY GUIDE B

Complete a 3–2–1 Response

Topic: Role of Fungi in an Environment

Three things learned 1. 2. 3.

Two questions

Date:

1. 2.

One connection to previous knowledge

Name:

LESSON 17 ACTIVITY GUIDE C

Quick Write

Date:

Describe the role of decomposers, like mushrooms, in an environment. Explain how other living things depend on decomposers.

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LESSON 18 ACTIVITY GUIDE

Date:

Explain Energy Flow and Matter Cycling in a Food Web

Describe each component’s role in energy flow and matter cycling in a food web. Use examples from the food web modeling activity to support your answers.

Component

Role in Energy Flow Role in Matter Cycling

Food Web Example

Consumer Decomposer

Name:

LESSON 19 ACTIVITY GUIDE

Compare Big Thicket Models

Date:

Record one advantage and one limitation of each model. Use information about the size of the model or the materials used in the model to support your answers. Model

Carnivorous plant terrarium

Water movement model

Food web model

Name:

LESSON 20 ACTIVITY GUIDE

Science Challenge Part 2

Date:

Create a model that shows how your plant changed during the investigation. For each observation, draw and label your plant.

Observation Model

Summarize how the plant changed from Observation 1 to Observation 3.

Answer your group’s investigation question.

Complete the sentence to record your claim.

Claim: Radish plants need to .

Fill in the chart. Evidence

List the evidence that supports your claim.

Reasoning

Explain how this evidence supports your claim.

Name:

LESSON 21 ACTIVITY GUIDE A

Plan a Presentation

Date:

Use the checklist and write notes to plan your presentation.

We can identify our group’s investigation condition.

We can state our claim, and we can present data from the investigation to support our claim.

We can explain the changes to our plant during the investigation.

We can explain the differences between the changes in our plant and the changes in the plant with all resources.

We can identify the resources that a plant needs to grow and survive by comparing our plant with the plant that had all resources.

We each have a role for the presentation.

Presentation Notes

Name:

LESSON 21 ACTIVITY GUIDE B

Ask a Question

Date:

During group presentations, ask a question about evidence and reasoning. Choose one of the following questions, or write your own question.

▪ What was the condition of your investigation?

▪ How did your plant change from Observation 1 to Observation 3?

▪ How was your plant different from other plants?

▪ What caused the changes in your plant’s characteristics over time?

▪ What changes in your plant support your claim?

Write your own question.

Name:

LESSON 21 ACTIVITY GUIDE C

Reflect on Presentation

Use this checklist to reflect on your knowledge.

Date:

I can identify our group’s investigation condition.

I can state our claim, and I can present data from the investigation to support our claim.

I can explain the changes to our plant during the investigation.

I can explain the differences between the changes in our plant and the changes in the plant with all resources.

I can identify the resources that a plant needs to grow and survive by comparing our plant with the plant that had all resources.

Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations. I asked other groups questions about their setup.

Teacher Comments

Name: Date:

LESSON 21 ACTIVITY GUIDE D

Explain Matter Cycling

Sunlight (energy)

Carbon dioxide (matter)

Water (matter)

Food (matter and source of energy)

Describe how producers make their own food through the cycling of matter.

Name:

LESSON 22 ACTIVITY GUIDE A

Date:

Key Terms About Plants in the Environment

Cut out the key terms about plants in the environment.

Acquired trait Carbon dioxide

plant

Inherited trait

Map

Create a relationship map. Place the terms on the page. Draw arrows or other symbols to connect the terms. Write words that show the relationships between the terms. Glue the terms to the page.

Name:

LESSON 22 ACTIVITY GUIDE B

Plants in the Environment

Date:

Essential Question: Why are some plants in Big Thicket National Preserve carnivorous?

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LESSON 22 ACTIVITY GUIDE C

Date:

Collaborative Conversation Strategies

Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas.

That idea reminds me of .

Explain your thinking.

I think that because .

Add to what someone else says.

I agree with , and I also think that .

I like that idea because .

Offer an example to support your own or someone else’s idea.

An example of that is .

Share a different point of view.

I politely disagree with because .

That’s a good point, but I think .

Ask a question about someone else’s idea.

I have a question about .

Are you saying ?

Return to a question or idea.

Let’s go back to what was saying about .

Let’s go back to the question (or idea) that .

Explain why an idea is important.

That idea is important because .

Encourage someone to tell more about their ideas.

That is an interesting idea.

Can you tell me more about ?

Summarize the conversation.

I think the big idea is .

Do we agree that ?

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this logbook.

Plants in the Environment

Page 15, rinaK/Shutterstock.com

All other images are the property of Great Minds.

Acknowledgments

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum:

Amanda Abbood, Nashrah Ahmed, Maria Albina, Ana Alvarez, Lindsay Arensbak, Lynne Askin-Roush, Marissa Axtell, Brian Aycock, Keith Bannister, Nina Barcelli, Trevor Barnes, John Barnett, Greg Bartus, Michele Baskin, Koi Beard, Tocarra Bell, Brianna Bemel, Kerry Benson, Sanobar Bhaidani, David Blair, Ranell Blue, Jennifer Bolton, Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Carolyn Buck, Sharon Buckby, Lisa Buckley, Kristan Buckman, Becky Bundy, Sarah Bushnell, Eric Canan, Adam Cardais, Crystal Cizmar, Emily Cizmas, Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Kim Cotter, Karen Covington, Gary Crespo, Madeline Cronk, Lisa Crowe, Allison Davidson, Kristin Davis, Brandon Dawson, Megan Dean, Katherine DeLong, Julie Dent, Jill Diniz, Erin Doble, Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Alison Engel, Sandy Engelman, Tamara Estrada, Lindsay Farinella, De Edra Farley, Ubaldo Feliciano-Hernández, Molly Fife, Lisa Fiorilli, Soudea Forbes, Mark Foster, Richard Fox, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Patricia Gilbert, Ellen Goldstein, Laurie Gonsoulin, Pamela Goodner, Kristen Gray, Lorraine Griffith, Dennis Hamel, Debbie Hardin, Heather Harkins, Cassie Hart, Kristen Hayes, Sarah Henchey, Marcela Hernández, Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Robert Hunter, Jennifer Hurd, Rachel Hylton, Robert Ingram Jr., Mamie Jennings, Reagan Johnson, Yuria Joo, Marsha Kaplan, Francine Katz, Ashley Kelley, Robert Kelly, Lisa King, Suzanne Klein, Betsy Kolodziej, Sarah Kopec, Jenny Kostka, Drew Krepp, Rachel Lachiusa, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee, Jennifer Leonberger, Jessica Levine, Caren Limbrick, Latoya Lindsay, Sarah Lomanno, Katherine Longo, Scott Loper, Susan Lyons, Kristi Madden, David Malone, Carolyn Mammen, Katrina Mangold, Stacie McClintock, Miranda McDaniel, Megan McKinley-Hicks, Cindy Medici, Ivonne Mercado, Sandra Mercado, Kevin Mesiar, Patty Messersmith, Brian Methe, Patricia Mickelberry, Marisa Miller, Sara Montgomery, Melissa Morgan, Mackenzie Most, Lynne Munson, Mary-Lise Nazaire, Corinne Newbegin, Darin Newton, Bekka Nolan, Tara O’Hare, Gillia Olson, Max Oosterbaan, Tamara Otto, Catherine Paladino, Meagan Palamara, Christine Palmtag, Mallory Park, Marya Parr, Joshua Paschdag, Emily Paulson, Emily Peterson, Margaret Petty, Nina Phelps, Jeffrey Plank, Judy Plazyk, Amelia Poppe, Lizette Porras, Jeanine Porzio, Jennifer Raspiller, Dan Ray, Brianna Reilly, Jocelyn Rice, Leandra Rizzo, Sally Robichaux, Cortni Robinson, Jeff Robinson, Todd Rogers, Karen Rollhauser, Allyson Romero, Angel Rosado Vega, Carol Rose, Angela Rothermel, Kim Rudolph, Megan Russo, Isabel Saraiva, Vicki Saxton, Michelle Schaut, Lauren Scheck, Gina Schenck, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer, Khushali Shah, Nawshin Sharif, Lawrence Shea, Aaron Shields, Cindy Shimmel, Maria Shingleton, Melissa Shofner,

Erika Silva, Kerwyn Simpson, Laura Sirak-Schaeffer, Amy Snyder, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten, Marianne Strayton, Mary Sudul, Lisa Sweeney, Elizabeth Szablya, Annie Wentz Tete, Heidi Theisen, Brian Thompson, Lauren Trahan, Olga Tuman, Kimberly Tyler, Jennifer VanDragt, Tracy Vigliotti, Freddy Wang, Lara Webb, Dave White, Charmaine Whitman, Erica Wilkins, Tiffany Williams, Erin Wilson, Mark Wise, Glenda Wisenburn-Burke, Armetta Wright, Howard Yaffe, Nazanene Yaqubie, Christina Young, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Tricia Boese, Thomas Brasdefer, Andrew Chen, Arthur Eisenkraft, Pat Flanagan, Rachel Gritzer, Fran Hess, Kim Marcus, Fred Myers, Jim O’Malley, Neela Roy, Ed Six, and Larry Stowe

Why do some kinds of plants in Big Thicket National Preserve eat bugs? To find out, grow carnivorous plants in the classroom and observe plants in Big Thicket. Investigate why big bluestem grass has long roots. Explore a model of how water cycles in an environment. Act as a producer or a consumer in a food web. Investigate how an environment without light can affect how a plant grows. Use what you learn to explain why some plants eat animals. Along the way, ask yourself, How does my new knowledge help me understand the world?

LEVEL 4 MODULES

1 EARTH FEATURES with Spotlight Lessons on Mixtures and Solutions

2 ENERGY with Spotlight Lessons on Earth and Space

3 PLANTS IN THE ENVIRONMENT

ISBN 979-8-88588-547-8

ON THE COVER

North American Carnivorous Plants, 1870

Marianne North, British, 1830–1890

Oil on board

9 798885 885478

Great Minds® brings teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. PhD Science®, Eureka Math®, Eureka Math2 ®, and our English curriculum Wit & Wisdom® all give teachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the sciences, mathematics, and the humanities.

Marianne North Gallery – Royal Botanic Gardens, Kew Photo credit: The Board of Trustees of the Royal Botanic Gardens, Kew