Two seahorses mating

Unique Structures of Lined Seahorses and Oyster Toadfish

Grade 4

This lesson focuses on two main ideas:

How structures of organisms relate to their functions and survival
Structures of the lined seahorse and oyster toadfish 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-LS1-1 From Molecules to Organisms: Structures and Processes
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
- Construct an argument with evidence, data, and/or a model.
Disciplinary Core Ideas
LS1.A: Structure and Function
- Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
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 around how the unique structures of the lined seahorse and the oyster toadfish and their functions allow these sea creatures to survive better in the Chesapeake Bay. Use evidence and reasoning from the videos and activities to support your argument.

Option 2:

Choose one of the two Chesapeake Bay species: the lined seahorse or the oyster toadfish. Explain what makes this organism so special and different from other organisms of the Chesapeake Bay. Use evidence and reasoning from the videos and activities to support your argument.

Reflection Questions

What structures of the lined seahorse and oyster toadfish make them well-suited for the Chesapeake Bay environment?
How do the structures of the lined seahorse and oyster toadfish support their functions for 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.