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Appendix

Science

Lab Report : Potato Chip Taxonomic Key
Teacher Name: Mr. Jones
Student Name:

CATEGORY

________________________________________

Excellent (4)

Great (3)

Good (2)

Fair (1)

Scientific
Concepts

Report illustrates an
accurate and thorough
understanding of scientific
concepts underlying the
lab.

Report illustrates an
accurate understanding of
most scientific concepts
underlying the lab.

Report illustrates a
limited understanding of
scientific concepts
underlying the lab.

Report illustrates
inaccurate understanding
of scientific concepts
underlying the lab.

Analysis

The relationship between
the variables is discussed
and trends/patterns
logically analyzed.
Predictions are made
about what might happen
if part of the lab were
changed or how the
experimental design could
be changed.

The relationship between
the variables is discussed
and trends/patterns
logically analyzed.

The relationship between The relationship between
the variables is
the variables is not
discussed but no
discussed.
patterns, trends or
predictions are made
based on the data.

Procedures

Procedures are listed in
clear steps. Each step is
numbered and is a
complete sentence.

Procedures are listed in a
logical order, but steps are
not numbered and/or are
not in complete sentences.

Procedures are listed but Procedures do not
are not in a logical order accurately list the steps of
or are difficult to follow.
the experiment.

Experimental
Hypothesis

Hypothesized relationship
between the variables and
the predicted results is
clear and reasonable
based on what has been
studied.

Hypothesized relationship
between the variables and
the predicted results is
reasonable based on
general knowledge and
observations.

Hypothesized
No hypothesis has been
relationship between the stated.
variables and the
predicted results has
been stated, but appears
to be based on flawed
logic.

Potato Chip
Taxonomy

Team # ______ Names: ________________________________________________
Activity Overview:
Alice Eastwood was famous for her ability to collect and identify a wide variety of
plants. Scientists accomplish this through the study of classification called taxonomy.
Taxonomists devise tools called taxonomic keys, which provide a step-by-step method of
identifying organisms based on physical characteristics. Dichotomous taxonomic keys employ
two choices for a characteristic at each step in the classifying process. As you follow this
step-by-step process, making choices at each step that place the organism you are
attempting to identify into one category or the other, you eventually end up with the name
of the organism you sought to identify.
Objective:
Today, you are going to construct a taxonomic key for potato chips. Your taxonomic
key will then be tested by your classmates to see if it is accurate in helping a person
correctly identify individual chips.
Materials:
8 different types of potato chips
8 zip lock bags
Blank taxonomic key
Pencil
Directions:
1. Remove your chips from the bag and give each chip a creative scientific name
that does not give away its identity (e.g. Rufflus barbequeis would not be an
acceptable name). Record the name you gave each chip in the correct space on
the back of the blank taxonomic key template you have been provided.
2. Separate the potato chips into two groups of four chips based on one observable
characteristic (for example, ruffled and not ruffled). Record the characteristic
choice you used to separate the chips into the first two groups in the spaces
provided on the taxonomic key template.
3. Take the left group of chips and divide them into two more groups of two chips
each based on another characteristic (for example, the ruffled chips might be
separated by color such as red and brown). Do the same with the right group of
chips. Smell, taste, size, shape, and anything else you can think of are all fair
game for characteristics to use. Record the characteristics you used to
separate these two groups in the second tier of the taxonomic key.
4. Divide the groups again so that you have four groups of two chips each and
record the characteristics you used to distinguish them from the group they
were with in the tier above. In the last row of boxes list one characteristic for
each chip that distinguishes it from the chip it was grouped with above.
5. Record the “scientific name” you gave the chip under the box that identifies it.

6. Replace your chips in the zip lock bag and trade your key and bag with the group
your teacher designates.
Testing the Key:
1. Pick one of the chips from the bag you received from the team you traded with.
2. Using the taxonomic key they provided proceed step-by-step through their key until
you identify the chip.
3. In the data table below, record the team number of the team you traded with, the
store brand of chip you attempted to identify and the name the team gave the chip
you identified.
4. Turn over the taxonomic key and check to see if you correctly identified the chip
you chose. Record information in the “Results of testing” data table below the key
and complete the table below.
5. If time allows, continue trading with other teams and repeat steps 1 through 4.
Team # of
Chip Tested

Store Brand of
Chip Tested

Given Name of
Chip Tested

Correct (√) or
Incorrect (X)?

If X, your error
or
key error?

Analysis & Conclusion Questions:
1.

Describe the challenges you faced in creating your taxonomic key.

2. Based on the feedback from teams that used your key to identify chips is there
anything you could do to improve your taxonomic key?

3. What worked well with the taxonomic key(s) you tested?

4. Were there any difficulties with the key(s)? If so, what were they?

5. What is taxonomy and why is it helpful to biologists?

Math

Math - Problem Solving : Population Dynamics Word Problems
Teacher Name: Mr. Jones
Student Name:

CATEGORY

Excellent (4)

________________________________________

Great (3)

Strategy/Procedures Typically, uses an efficient Typically, uses an effective

Completion

Good (2)

Fair (1)

and effective strategy to
solve the problem(s).

strategy to solve the
problem(s).

Sometimes uses an effective
Rarely uses an
strategy to solve problems, but effective strategy to
does not do it consistently.
solve problems.

All problems are
completed.

All but one of the problems
are completed.

All but two of the problems are Several of the problems
completed.
are not completed.

Mathematical
Reasoning

Uses complex and refined Uses effective mathematical
mathematical reasoning.
reasoning

Some evidence of
mathematical reasoning.

Explanation

Explanation is detailed
and clear.

Explanation is a little difficult to Explanation is difficult
understand, but includes
to understand and is
critical components.
missing several
components OR was
not included.

Explanation is clear.

Little evidence of
mathematical
reasoning.

History

HANDOUT #4: ASSIGNMENT SHEET 
PART I. Answer the following questions: 
1. In the caste system which group of people fit into the Upper Class society? 
2. What professions do the members of the upper class hold? 
3. What is the name of the middle class? 
4. What professions do the middle class work in? 
5. How could one enter a higher caste? 
6. If one's karma is bad what might happen? 
7. The vedas is a collection of work from what group of people? 
8. At what time in history did the caste system dominate the society of India? 
9. From what two sources is the Hindu religion based? 10. What rule did the Aryans have about marriage? 

PART II. DISCUSS THE FOLLOWING QUESTIONS WITHIN YOUR GROUP. Remember to 
follow the guidelines established in handout #2. 
1. If you had lived during the Epic Age, how difficult do you think it would have been to follow the strict 
rules of the caste system?
 2. Do you think people questioned the system? Why or why not? 
3.Why do you suppose the class distinctions were so harsh? 
4. How is the class/caste system of Ancient India like the class system of the United States? How is it 
different? 
5. In our society do we treat people differently who are born into different economic situations? Defend 
your answer. 
6. In the United States we are influenced strongly by Christian customs and teachings. Are any of these 
customs like those of the Hindu? Explain. 
7. In American society do we have different standards for members of different groups? Do we apply laws 
the same to people in different classes? Give examples to defend your answer. 
8. How have the teachings of the Hindus influenced our society?

Historical Role Play: Caste System Role Play
Teacher Name: Shane Jones
Student Name:

CATEGORY

Excellent (4)

Knowledge Gained Can clearly explain several
ways in which his
character \"saw\" things
differently than other
characters and can clearly
explain why.

________________________________________

Great (3)

Good (2)

Fair (1)

Can clearly explain
several ways in which his
character \"saw\" things
differently than other
characters.

Can clearly explain one way
in which his character \"saw\"
things differently than other
characters.

Cannot explain one way in
which his character \"saw\"
things differently than other
characters.

Historical
Accuracy

All historical information
appeared to be accurate and
in chronological order.

Required Elements Student included more
information than was
required.

Role

Almost all historical
information appeared to
be accurate and in
chronological order.

Most of the historical
Very little of the historical
information was accurate and information was accurate
in chronological order.
and/or in chronological order.

Student included all
information that was
required.

Student included most
Student included less
information that was required. information than was
required.

Point-of-view, arguments, and Point-of-view, arguments, Point-of-view, arguments, and Point-of-view, arguments,
solutions proposed were
and solutions proposed
solutions proposed were
and solutions proposed were
consistently in character.
were often in character.
sometimes in character.
rarely in character.

English

Group Planning -- Research Project : Community Dynamics Effects on Society
Teacher Name: Mr. Jones
Student Name:

CATEGORY

Excellent (4)

________________________________________

Great (3)

Good (2)

Fair (1)

Ideas/Research
Questions

Researchers independently
identify at least 4
reasonable, insightful,
creative ideas/questions to
pursue when doing the
research.

Researchers independently
identify at least 4
reasonable ideas/questions
to pursue when doing the
research.

Researchers identify, with
some adult help, at least 4
reasonable ideas/questions
to pursue when doing the
research.

Researchers identify, with
considerable adult help, 4
reasonable ideas/questions
to pursue when doing the
research.

Delegation of
Responsibility

Each student in the group
can clearly explain what
information is needed by the
group, what information s/he
is responsible for locating,
and when the information is
needed.

Each student in the group
can clearly explain what
information s/he is
responsible for locating.

Each student in the group
can, with minimal prompting
from peers, clearly explain
what information s/he is
responsible for locating.

One or more students in the
group cannot clearly explain
what information they are
responsible for locating.

Quality of Sources

Researchers independently
locate at least 2 reliable,
interesting information
sources for EACH of their
ideas or questions.

Researchers independently
locate at least 2 reliable
information sources for
EACH of their ideas or
questions.

Researchers, with some
adult help, locate at least 2
reliable information sources
for EACH of their ideas or
questions.

Researchers, with extensive
adult help, locate at least 2
reliable information sources
for EACH of their ideas or
questions.

Reference:
Potato Chip Taxonomy Handouts:
Finley, J. (n.d.). Potato Chip Taxonomy. Lecture presented at Inquiry Based Units,
Kentlake High School.
Caste System Worksheet:

Crocker, A. (n.d.). INTO WHICH CASTE HAVE YOU BEEN CAST?: INDIA'S
CASTE SYSTEM. Lecture presented in West Mid-High School, Norman,
Oklahoma.