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The Vine-and-Snail Cause-and-Effect Gallery

Use children's museum observations and model data to explain how plant and animal structures support survival, growth, behavior, and reproduction.

Grade 4ScienceInteractive · Printable

Aligned to4-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 4
Subject: Science
Question types: Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

Students argue how internal and external structures help plants and animals survive, grow, behave, and reproduce.
Students use observations and model data to connect a structure change with its effect.
Students distinguish evidence about internal structures from evidence about external structures.

How to use

Read the gallery notes together, then have students trace each cause-and-effect chain from a changed condition to an observed result. Ask students to cite specific evidence in the final responses.

Curriculum

NGSS standard covered

4-LS1-1

Argue that plants and animals have inside and outside structures that help them survive, grow, behave and reproduce.

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The Vine-and-Snail Cause-and-Effect Gallery

Use exhibit evidence to argue how inside and outside structures support living things.

Read the gallery notes

Read the notes from the Children's Museum Living Links gallery. Use the observations and graph to answer the questions.

Living Links Gallery Notes

At the Children's Museum Living Links gallery, visitors studied a pea vine and grove snails. The exhibit showed outside structures, such as tendrils, leaves, shells, and tentacles. A cutaway model also showed parts inside the organisms. The educator reminded visitors that an idea about an inside structure should be connected to an observation or a model result.

The pea vine grew beside two kinds of supports. Its thin tendrils curled around a support and held the vine in place. The vine's leaves reached toward the exhibit light. Inside the stem, narrow tubes carried water upward. When a model clamp closed one of the tubes, leaves above the clamp drooped while leaves below it stayed firm. After the clamp was removed, the leaves above it became firm again after the vine received water.

The class compared three support surfaces for pea-vine tendrils. Each support was the same height and stood the same distance from the light. The plants received the same amount of water. The students changed the support surface and counted how many tendrils were attached after 24 hours. The smooth rod had 1 attached tendril, the rough mesh had 5, and the open space had 0. The students did not measure how tall the plants grew.

The grove snail display included a transparent model. Muscles inside the lower part of the snail's body tightened and relaxed as the snail moved forward. The shell covered the snail's soft body. When a shadow passed over the display snail, the snail pulled its tentacles inward and moved under the shell's edge. The tentacles helped the snail sense nearby objects, but the notes did not claim that the tentacles detected every kind of change.

The gallery also showed how the organisms make new living things. Pea flowers had pollen-bearing parts and a sticky surface that could receive pollen. Later, some flowers became pods containing seeds. In a separate snail habitat, adult snails laid clusters of eggs. These observations showed changes connected with new plants or new snails, while the stem-tube and muscular-foot models showed other life processes.