SOL - Notebook Masters

5/25/17 2:49 PM
Comparing Seeds Comparing Seeds

How are seeds alike and different? How are seeds alike and different?
Name of fruit Drawing or sample of Name of fruit Drawing or sample of
seeds seeds
Number of seeds Number of seeds
Characteristics of seeds Characteristics of seeds
Name of fruit Drawing or sample of Name of fruit Drawing or sample of
seeds seeds
Number of seeds Number of seeds
Characteristics of seeds Characteristics of seeds
1487592_SOL_TR_NB_Masters.indd 1
FOSS Next Generation Structures of Life Module
FOSS Next Generation Structures of Life Module
© The Regents of the University of California Investigation 1:  Origin of Seeds
© The Regents of the University of California Investigation 1:  Origin of Seeds
Can be duplicated for classroom or workshop use. No. 1—Notebook Master
Can be duplicated for classroom or workshop use. No. 1—Notebook Master
Updated 7/2017
The Sprouting Seed The Sprouting Seed
My seed is called . My seed is called .
Drawings Observations of sprouting seeds Drawings Observations of sprouting seeds
Date_____________________ Date_____________________
Date_____________________ Date_____________________
Date_____________________ Date_____________________
Date_____________________ Date_____________________
Date_____________________ Date_____________________
FOSS Next Generation Structures of Life Module FOSS Next Generation Structures of Life Module
© The Regents of the University of California Investigation 1:  Origin of Seeds © The Regents of the University of California Investigation 1:  Origin of Seeds
Can be duplicated for classroom or workshop use. No. 2—Notebook Master Can be duplicated for classroom or workshop use. No. 2—Notebook Master
5/25/17 2:49 PM
5/25/17 2:49 PM
Response Sheet—Investigation 1 Response Sheet—Investigation 1
A student is keeping a record of her sprouting seeds. A student is keeping a record of her sprouting seeds.
She will use the recorded data to answer the focus She will use the recorded data to answer the focus
question: What effect does water have on seeds? question: What effect does water have on seeds?
Below are some of her observations. Below are some of her observations.
Date Observations of sprouting seeds Date Observations of sprouting seeds
Nothing yet. Nothing yet.
It is swollen. It is swollen.
They are growing. They are growing.
1. Suggest to this student specific ways she can 1. Suggest to this student specific ways she can
improve her notebook entries. improve her notebook entries.
2. Why is it important for scientists to record their 2. Why is it important for scientists to record their
observations? observations?
3. Describe how the answer to this focus question 3. Describe how the answer to this focus question
deals with cause and effect. deals with cause and effect.
Updated 7/2017
The Soaked Seed The Soaked Seed
Put the five seeds here. Add mass pieces here. Put the five seeds here. Add mass pieces here.
Day 1 Day 1
Mass of the five dry seeds Mass of the five dry seeds
Trace one dry seed here. Trace one dry seed here.
Day 2 Day 2
Mass of five soaked seeds Mass of five soaked seeds
Trace one soaked
. seed here. Trace one soaked
. seed here.
How much water did the seeds soak up? How much water did the seeds soak up?
How else have the seeds changed? How else have the seeds changed?
5/25/17 2:49 PM
5/25/17 2:49 PM
Seed Structures Seed Structures
What structures are inside a soaked seed? What are the What structures are inside a soaked seed? What are the
functions of those structures? functions of those structures?
(Whole structure) (Whole structure)
(Outside structure) (Outside structure)
Grows into Grows into
Grows into Grows into
Look at the picture and entries from a student’s notebook. Look at the picture and entries from a student’s notebook.
Notebook Entry 1 Notebook Entry 1
My seed has begun to grow. I think the My seed has begun to grow. I think the
thing coming out of the split seed is the thing coming out of the split seed is the
stem. It will begin to grow up in a few stem. It will begin to grow up in a few
more days. Later, the root will begin to grow. more days. Later, the root will begin to grow.
1. Do you agree that it is the stem that is growing? 1. Do you agree that it is the stem that is growing?
Why or why not? Why or why not?
When the root grows, it is its job to take in food for When the root grows, it is its job to take in food for
the plant so it can get bigger. the plant so it can get bigger.
2. This student’s understanding of the root’s function is not 2. This student’s understanding of the root’s function is not
correct. Write a better description of what the roots do correct. Write a better description of what the roots do
for a plant. for a plant.
The seed is alive. The seed is alive.

3. What evidence does the student have that the seed is 3. What evidence does the student have that the seed is
living? living?
FOSS Next Generation Stuctures of Life Module FOSS Next Generation Stuctures of Life Module
© The Regents of the University of California Investigation 2:  Growing Further © The Regents of the University of California Investigation 2:  Growing Further
5/25/17 2:49 PM
5/25/17 2:49 PM
Bean-Plant Growth Bean-Plant Growth
50 cm 50 cm
40 cm 40 cm
30 cm 30 cm
20 cm 20 cm
10 cm 10 cm
Week Week Week Week Week Week Week Week 0 cm 0 cm
Week Week Week Week Week Week Week Week
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date
Bean Life-Cycle Pictures Bean Life-Cycle Pictures
5/25/17 2:49 PM
5/25/17 2:49 PM
Bean Life Cycle Bean Life Cycle
Write a short description by each picture. Write a short description by each picture.
Crayfish Structures Crayfish Structures
1. Do crayfish have eyes? How many? 1. Do crayfish have eyes? How many?
2. Do crayfish have ears? How many? 2. Do crayfish have ears? How many?
3. Do crayfish have walking legs? How many? 3. Do crayfish have walking legs? How many?
4. Do crayfish have antennae? How many? 4. Do crayfish have antennae? How many?
5. Do crayfish have tail flaps? How many? 5. Do crayfish have tail flaps? How many?
6. Do crayfish have pincers? How many? 6. Do crayfish have pincers? How many?
7. Do crayfish legs have joints? How many? 7. Do crayfish legs have joints? How many?
8. Do crayfish have mouthparts? How many? 8. Do crayfish have mouthparts? How many?
9. Do crayfish have tail joints? How many? 9. Do crayfish have tail joints? How many?
10. Do crayfish have bristles? Where? 10. Do crayfish have bristles? Where?
11. Does the crayfish have bumps and points? Where? 11. Does the crayfish have bumps and points? Where?
12. What other crayfish structures did you observe? 12. What other crayfish structures did you observe?
13. List three crayfish structures. Describe each 13. List three crayfish structures. Describe each
one’s function. one’s function.
© The Regents of the University of California Investigation 3:  Meet the Crayfish © The Regents of the University of California Investigation 3:  Meet the Crayfish
5/25/17 2:49 PM
5/25/17 2:49 PM
Crayfish-Structures Table Crayfish-Structures Table
Structure Function Structure Function
Crayfish Diagrams Crayfish Diagrams
5/25/17 2:49 PM
5/25/17 2:49 PM
Crayfish Log Crayfish Log
Key When What to do Key When What to do
Food Every day Elodea or other greens Food Every day Elodea or other greens
F 1–3 times/week Fish or other food F 1–3 times/week Fish or other food
Once a week Clean water, Once a week Clean water,
Water Water
3–4 cm deep, temperature 3–4 cm deep, temperature
W W
between 5°C and 20°C between 5°C and 20°C
Write what we did. Write what we observed. Write what we did. Write what we observed.
Date and How are the water How is the habitat? Date and How are the water How is the habitat?
group and food supply? What are the crayfish doing? group and food supply? What are the crayfish doing?
Crayfish Behavior Crayfish Behavior
What did your crayfish do when you What did your crayfish do when you
1. left it alone in the basin? 1. left it alone in the basin?
2. reached toward it? 2. reached toward it?
3. touched its back? 3. touched its back?
4. touched its tail? 4. touched its tail?
5. touched its antennae? 5. touched its antennae?
6. put it on the table? 6. put it on the table?
7. first put a house in the basin? 7. first put a house in the basin?
8. left it for 5 minutes with the house? 8. left it for 5 minutes with the house?
9. first put another crayfish with it? 9. first put another crayfish with it?
Describe the different ways crayfish can move. Describe the different ways crayfish can move.
5/25/17 2:49 PM
5/25/17 2:49 PM
All about Animal Adaptations All about Animal Adaptations
1. What is an adaptation? 1. What is an adaptation?
2. What adaptations do birds have for moving? 2. What adaptations do birds have for moving?
3. What adaptations do birds have for getting food? 3. What adaptations do birds have for getting food?
4. What adaptations do animals have for surviving in 4. What adaptations do animals have for surviving in
the cold? the cold?
5. What adaptations do animals have for defending 5. What adaptations do animals have for defending
themselves? themselves?
6. What adaptations do animals have for raising young? 6. What adaptations do animals have for raising young?
Adaptations
Structures of Life Module

Investigation 3:  Meet the Crayfish
No. 16—Notebook Master
Look at the animals in one set of Habitat Organism cards. What adaptations do the animals have
for movement, getting food, protection, and raising young? Write the names of four different
animals and their adaptations in each table. Label the type of environment.
Environment
Adaptation
Needs of animal Animal (structure or behavior)
Movement
Getting food
Protection or defense
Caring for young
Can be duplicated for classroom or workshop use.

Environment
© The Regents of the University of California

Adaptation
Movement
FOSS Next Generation

Getting food
Caring for young
Adaptations
Structures of Life Module

Investigation 3:  Meet the Crayfish
No. 16—Notebook Master
Look at the animals in one set of Habitat Organism cards. What adaptations do the animals have
for movement, getting food, protection, and raising young? Write the names of four different
animals and their adaptations in each table. Label the type of environment.
Environment
Adaptation
Movement
Getting food
Caring for young

Can be duplicated for classroom or workshop use.
Environment
© The Regents of the University of California
Adaptation
Movement
FOSS Next Generation
Getting food
Caring for young
1487592_SOL_TR_NB_Masters.indd 16 5/25/17 2:49 PM

5/25/17 2:49 PM
Walking Stick Survival: Bamboo Environment Walking Stick Survival: Bamboo Environment
You are a predator. You prey on walking sticks. You are a predator. You prey on walking sticks.
a. Open the walking stick program on FOSSweb to eat a. Open the walking stick program on FOSSweb to eat
insects. insects.
b. Select “Eat Insects.” b. Select “Eat Insects.”
c. Eat as many insects as you can with 30 hits. c. Eat as many insects as you can with 30 hits.
d. Record your results in the table below. d. Record your results in the table below.
Brown Green-brown Green Brown Green-brown Green
Started 16 16 16 Started 16 16 16
Survived Survived
Write responses on the blank page facing this one. Write responses on the blank page facing this one.
1. Which color walking stick had the most survivors? 1. Which color walking stick had the most survivors?
2. Why do you think that was the case? 2. Why do you think that was the case?
Five Generations of Walking Sticks Five Generations of Walking Sticks
in the Bamboo Environment in the Bamboo Environment
Population 1 Population 1
Five generations of walking sticks living in the bamboo Five generations of walking sticks living in the bamboo
environment. environment.

Started Survived Started Survived Started Survived Started Survived Started Survived Started Survived
Generation 1 16 16 16 Generation 1 16 16 16
Generation 2 Generation 2
5/25/17 2:49 PM
5/25/17 2:49 PM
Surviving Walking Sticks Graph Surviving Walking Sticks Graph
Make bar graphs to show the number of surviving walking sticks Make bar graphs to show the number of surviving walking sticks
of each color at the start and end of five generations. of each color at the start and end of five generations.
Use colored pencils or pens to represent each color of walking Use colored pencils or pens to represent each color of walking
stick. stick.
Walking sticks living in the Walking sticks living in the
Survived Survived
25 Started 5 generations 25 Started 5 generations
20 20
Number of Survivors
Number of Survivors
15 15
10 10
5 5
0 0
n n n n
w ow ow ow
ro r r r
n n-b n n n-b n n n-b n n n-b n
ow ee ee ow ee ee ow ee ee ow ee ee
Br Gr Gr Br Gr Gr Br Gr Gr Br Gr Gr

Five Generations of Walking Sticks Five Generations of Walking Sticks
in Another Environment in Another Environment
Population 2 Population 2
Select a new environment (wood chips or bush). Select a new environment (wood chips or bush).
Find out what happens to the population after five generations. Find out what happens to the population after five generations.
Five generations of walking sticks living in the Five generations of walking sticks living in the

Started Survived Started Survived Started Survived Started Survived Started Survived Started Survived
Generation 1 16 16 16 Generation 1 16 16 16
FOSS Structures of Life Module Structures of Life Module FOSS Structures of Life Module Structures of Life Module
Can be duplicated for classroom or workshop use. No. 20—Naotebook Master Can be duplicated for classroom or workshop use. No. 20—Notebook Master
5/25/17 2:49 PM
5/25/17 2:49 PM
Crayfish Habitat Crayfish Habitat
Draw each crayfish in the location where you observe it. Be sure Draw each crayfish in the location where you observe it. Be sure
to make it clear which crayfish is which. Write additional notes to make it clear which crayfish is which. Write additional notes
in your notebook. in your notebook.
Date and time observed: Date and time observed: Date and time observed: Date and time observed:
Date and time observed: Date and time observed: Date and time observed: Date and time observed:
FOSS Structures of Life Module Structures of Life Module FOSS Structures of Life Module Structures of Life Module
Comparing Characteristics Comparing Characteristics
fish have fish have
Cray Cray
animal has animal has
Other Other
Updated 7/2017
5/25/17 2:49 PM
5/25/17 2:49 PM
My brother and I were having a scientific argument. My brother and I were having a scientific argument.
My brother claimed, “Crayfish are all the same. If you My brother claimed, “Crayfish are all the same. If you
find a few crayfish in a pond, you could move them to a find a few crayfish in a pond, you could move them to a
stream in another location.” stream in another location.”
I said, “That’s really not a good idea.” Help me write I said, “That’s really not a good idea.” Help me write
an argument with evidence that I can use to convince an argument with evidence that I can use to convince
by brother that moving crayfish from a pond to a by brother that moving crayfish from a pond to a
stream could be harmful to the crayfish and the new stream could be harmful to the crayfish and the new
Updated 7/2017
Counting Bones Counting Bones
Arm bones Leg bones Arm bones Leg bones

Upper arm Upper leg Upper arm Upper leg
Lower arm Lower leg Lower arm Lower leg
Wrist Ankle Wrist Ankle
Hand Foot Hand Foot
Subtotal Subtotal Subtotal Subtotal
×2 ×2 x2 ×2
Total Total Total Total
Skull bones Torso bones Skull bones Torso bones

Face bones Shoulder bones Face bones Shoulder bones
Cranium bones Breastbones Cranium bones Breastbones
Jaw bones Rib bones Jaw bones Rib bones
Other bones Back bones Other bones Back bones

inside head inside head
Pelvic bones Pelvic bones
Total Total Total Total
© The Regents of the University of California Investigation 4:  Human Body © The Regents of the University of California Investigation 4:  Human Body
5/25/17 2:49 PM
5/25/17 2:49 PM
Bone Names Bone Names
Skull Skull
Hyoid Mandible Hyoid Mandible
Cervical vertebrae Cervical vertebrae
Clavicle Clavicle
Scapula Sternum Scapula Sternum
Rib Rib
Humerus Humerus
Thoracic Thoracic
vertebrae vertebrae
Lumbar Lumbar
vertebrae vertebrae
Ulna Ulna
Pelvis Radius Pelvis
Radius
Sacrum Sacrum
Carpals Carpals
Metacarpals Metacarpals
Phalanges Phalanges
Femur Femur
Patella Patella
Fibula Fibula
Tibia Tibia
Tarsals Tarsals
Metatarsals Metatarsals
Phalanges Phalanges
A student put together a model of a human skeleton. She wants A student put together a model of a human skeleton. She wants
you to check her work to see if she made any mistakes. you to check her work to see if she made any mistakes.
If you find any bones in the wrong place, tell the student how they If you find any bones in the wrong place, tell the student how they
should be changed to make the model correct. should be changed to make the model correct.
• Circle the bones or sections where you • Circle the bones or sections where you
think she made mistakes. think she made mistakes.
• Number each section. • Number each section.
• Use the numbers as a key to write a note • Use the numbers as a key to write a note
to the student and tell her how to correct to the student and tell her how to correct
her mistakes. her mistakes.
Updated 7/2017
5/25/17 2:49 PM
5/25/17 2:49 PM
Owl-Pellet Observations Owl-Pellet Observations
Part 1: The Owl Pellet Part 1: The Owl Pellet
• Describe the characteristics of the owl pellet (size, • Describe the characteristics of the owl pellet (size,
shape, color, and texture). shape, color, and texture).
• Draw a picture of the owl pellet. • Draw a picture of the owl pellet.
Part 2: Inside the Owl Pellet Part 2: Inside the Owl Pellet
• Describe what you found inside the owl pellet. • Describe what you found inside the owl pellet.
Part 3: The Bones in the Owl Pellet Part 3: The Bones in the Owl Pellet
Look carefully at the bones from the owl pellet. Look carefully at the bones from the owl pellet.
Compare them with human bones. Compare them with human bones.
• Find a bone that is similar to a human bone. Draw • Find a bone that is similar to a human bone. Draw
it and explain how it is similar. it and explain how it is similar.
• Find a bone that is different from a human bone. • Find a bone that is different from a human bone.
Draw it and explain how it is different. Draw it and explain how it is different.
Rodent Bone Identification Rodent Bone Identification
Skull
Skull
Radius/Ulna
Radius/Ulna
Cervical
Cervical
vertebra
vertebra
Humerus
Humerus
Rib
Rib
Scapula
Scapula
vertebra
vertebra
Thoracic
Thoracic
Tibia/Fibula
Tibia/Fibula
Femur
Femur
Lumbar
Lumbar
vertebra
vertebra
Sacrum
Sacrum
Phalanges
Phalanges
Pelvis
Pelvis
Caudal
Caudal
vertebra
vertebra
5/25/17 2:49 PM
5/25/17 2:49 PM
Thumb Joints Thumb Joints
Try doing these tasks without a thumb. What is Try doing these tasks without a thumb. What is
the difference? the difference?
Easier Harder Easier Harder
than About than than About than
with the with with the with
thumb same thumb thumb same thumb
Tape your fingers. Tape your fingers.
Tape your partner’s fingers. Tape your partner’s fingers.
Hold a pencil. Hold a pencil.
Shade the picture. Shade the picture.
Trace a maze. Trace a maze.
Work a zipper. Work a zipper.
Fasten a button. Fasten a button.
Tie a shoe. Tie a shoe.
Turn pages in a book. Turn pages in a book.
Buckle a belt. Buckle a belt.
Additional tasks Additional tasks
Picture and Maze Picture and Maze
Color or shade the picture carefully. Color or shade the picture carefully.
Trace the maze from start to finish. Trace the maze from start to finish.
Start Start
Finish Finish
5/25/17 2:49 PM
5/25/17 2:49 PM
Muscle Action Muscle Action
How does the biceps muscle move the arm? How does the biceps muscle move the arm?
1. Make an arm model with a biceps muscle. Record 1. Make an arm model with a biceps muscle. Record
your model in your notebook. Describe what each your model in your notebook. Describe what each
part of the model represents (stick, paper clip, rubber part of the model represents (stick, paper clip, rubber
tube, and rubber band). Describe how the muscle in tube, and rubber band). Describe how the muscle in
the model works. the model works.
2. Put your left hand on the biceps muscle (top) of your 2. Put your left hand on the biceps muscle (top) of your
right arm. Make a fist with your right hand and move right arm. Make a fist with your right hand and move
your fist toward your shoulder. your fist toward your shoulder.
• Is your biceps contracting or relaxing? • Is your biceps contracting or relaxing?
• Is your triceps (bottom of the arm) contracting • Is your triceps (bottom of the arm) contracting
or relaxing? or relaxing?
3. One of these pictures correctly shows the muscles 3. One of these pictures correctly shows the muscles
when a person is bending his or her arm. Draw a when a person is bending his or her arm. Draw a
circle around the correct picture. (A muscle gets circle around the correct picture. (A muscle gets
thicker when it contracts.) thicker when it contracts.)
Finger Patterns Finger Patterns
Index Middle Ring Index Middle Ring
Pinkie Pinkie
Thumb Thumb
5/25/17 2:49 PM

SOL - Notebook Masters

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SOL - Notebook Masters

Uploaded by

Copyright:

Available Formats

5/25/17 2:49 PM

Comparing Seeds Comparing Seeds

Drawings Observations of sprouting seeds Drawings Observations of sprouting seeds

Notebook Entry 2 Notebook Entry 2

Notebook Entry 3 Notebook Entry 3

The seed is alive. The seed is alive.

2. reached toward it? 2. reached toward it?

3. touched its back? 3. touched its back?

4. touched its tail? 4. touched its tail?

5. touched its antennae? 5. touched its antennae?

6. put it on the table? 6. put it on the table?

Structures of Life Module

Caring for young

Can be duplicated for classroom or workshop use.

© The Regents of the University of California

FOSS Next Generation

Caring for young

Structures of Life Module

Caring for young

Caring for young

1487592_SOL_TR_NB_Masters.indd 16 5/25/17 2:49 PM

Brown Green-brown Green Brown Green-brown Green

Brown Green-brown Green Brown Green-brown Green

Arm bones Leg bones Arm bones Leg bones

Wrist Ankle Wrist Ankle

Hand Foot Hand Foot

Subtotal Subtotal Subtotal Subtotal

Total Total Total Total

Skull bones Torso bones Skull bones Torso bones

Cranium bones Breastbones Cranium bones Breastbones

Jaw bones Rib bones Jaw bones Rib bones

Other bones Back bones Other bones Back bones

Total Total Total Total

You might also like