A Chesapeake blue crab

Senses of the Chesapeake Creatures

Grade 4

This lesson focuses on two main ideas:

How sensory structures of organisms relate to their functions and survival
Sensory structures of the Chesapeake blue crab and moon jellyfish that are unique and help them survive in the Chesapeake Bay

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “Creatures of the Chesapeake” video. After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video. Discuss the career connections related to the Chesapeake Bay and marine life with students.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

NGSS Performance Expectation

4-LS1-2 From Molecules to Organisms: Structures and Processes
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Science and Engineering Practices
Developing and Using Models
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
- Use a model to test interactions concerning the functioning of a natural system.
Disciplinary Core Ideas
LS1.D: Information Processing
- Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
Crosscutting Concepts
Systems and System Models
- A system can be described in terms of its components and their interactions.

Maryland Environmental Literacy Standard

Standard 2
Human Dependence on Earth Systems and Natural Resources: Environmentally literate students construct and apply understanding of how Earth’s systems and natural resources support human existence.

Summative CER

Option 1:

Construct an argument that explains why not all organisms in the Chesapeake Bay need vision in order to hunt, eat, and survive. Use evidence and reasoning from the videos and activities to support your argument.

Option 2:

Explain how organisms can use their senses in order to process what’s happening in their surroundings. Use evidence and reasoning from the videos and activities to support your explanation.

Reflection Questions

What sensory structures do the Chesapeake blue crab and moon jellyfish have that make them well-suited for the Chesapeake Bay environment?
How do the sensory structures of the Chesapeake blue crab and moon jellyfish support their functions for hunting,eating, and survival?

Summative CER Rubric

Scoring Rubric Components	No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
CLAIM	The claim is missing.	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
EVIDENCE	There is no type of evidence in the response.	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
REASONING	There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence.	Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence.	Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.