Alaska Science Performance Standard L2/A14a

Alaska Science
Key Element A14a

A student who meets the content standard should understand the interdependence between living things and their environments (Interdependence).

Performance Standard Level 2, Ages 8–10

Students classify familiar plants and animals based on their position in a simple food chain.

Sample Assessment Ideas

Students report on two local habitats; compare the types of plants and animals living in each habitat.
Students report on one arctic and one non-arctic habitat; compare the plants and animals living in each habitat.

Expanded Sample Assessment Idea

Expanded Sample Assessment Idea

Students take a field trip to a local muskeg or pond; investigate how the needs of animals or plants are provided by the local environment.

Procedure Students will: Take a field trip to a local muskeg or pond. Investigate the plant life, insects, birds, and other animals found there. Investigate the physical environment including the presence of water, and type of terrain. Choose one animal and one plant to focus upon. Use field notes and other research to prepare a poster or written report, (include sources of food, water, shelter, air, sunlight, mates, (or pollinators), and sources of competition for resources at the site.) Reflection and Revision What happens to the organism when a specific resource decreases? Which plants and animals are dependent on each other? What happens when the organisms die?	Levels of Performance
	Stage 4	Student work is complete, and shows evidence of logical reasoning. Student correctly identifies environmental resources that provide the basic needs of the plant and animal, and predict what happens when the resources decrease.
	Stage 3	Student work shows evidence of logical reasoning, but may contain minor errors or omissions. Student correctly identifies environmental resources that provide the basic needs of the plant and animal, but may not predict what happens when the resources decrease.
	Stage 2	Student work may be incomplete, or contain errors of science fact and reasoning. Student identifies the basic needs of plants and animals, along with some environmental resources that provide those needs.
	Stage 1	Student work may identify some basic needs of the plant or animal, however, it is largely incomplete, contains major misconceptions.

Standards Cross-References
( Alaska Department of Education & Early Development Standards)

National Science Education Standards

All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. (Page 157

Resources are things that we get from the living and non-living environment to meet the needs and wants of a population. (Page 140)

Some resources are basic materials, such as air, water, and soil; some are produced from basic resources, such as food, fuel, and building materials; and some resources are non-material, such as quiet places, beauty, security, and safety. (Page 140)

The supply of many resources is limited. If used, resources can be extended through recycling and decreased use. (Page 140)

Benchmarks

For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. (Page 116)

Insects and various other organisms depend on dead plant material for food. (Page 116)

Organisms interact with one another in various ways besides providing food. Many plants depend on animals for carrying their pollen to other plants or for dispersing their seeds. (Page 116)

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