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The Pond Journal Design worksheet preview

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The Pond Journal Design

Use a student's pond journal and model-test graphs to design a floating library box inspired by plant and animal parts.

Grade 1ScienceInteractive · Printable

Aligned to1-LS1-1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 15 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 1
Subject
Science
Question types
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer, Drawing

About this worksheet

What students practice

  • Students use observations of outside parts to describe how plants and animals survive.
  • Students use test results to choose features for a solution to a human problem.
  • Students design a solution that uses ideas from plant and animal parts.

How to use

Read the field journal aloud and study each graph together. Ask students to point to journal or graph evidence before they explain their design.

Curriculum

NGSS standard covered

1-LS1-1

Use how plants and animals use their outside parts to survive to design a solution to a human problem.

Preview

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Name Date

The Pond Journal Design

Use pond observations and test results to design a helpful floating box.

Read the pond journal

Listen to the journal. Use the observations to answer the questions.

Notes from Behind the Library

Over four days, Jalen kept a field journal at the pond behind the library. On Day 1, he watched a duck paddle. Skin stretched between the duck's toes made each foot broad in the water. The duck moved across the pond to reach food.

On Day 2, Jalen looked at cattails near the shore. Many thin roots spread through the mud. The cattail stayed in one place while water moved past it.

On Day 3, a breeze pushed the library's small floating book box away from the dock. The box carries picture books to the pond's reading table. Jalen wrote, “The box needs a part that can help it move across the water and a part that can help it stay near the table.”

On Day 4, Jalen's class made model paddles and model anchors. They pushed the same small raft and tested each model near the same shore. The class recorded the results in two graphs.

1.
What problem did Jalen's class need to solve?
  • A. The cattails needed more mud near the shore.
  • B. The floating book box drifted away from the reading table.
  • C. The duck needed a new place to find food.
  • D. The library needed a larger pond behind it.
2.
How did the duck's broad feet help it survive?
  • A. They helped the duck move across water to reach food.
  • B. They helped the duck stay rooted in the pond mud.
  • C. They helped the duck make the water still.
  • D. They helped the duck carry cattails to the shore.

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