PAGE FOR TEACHERS

Creature Feature
Grade Level: 4
Subject Area(s): Science

Assessment Overview: A brief explanation of what the assessment requires students to do.
Students will design and build a new species that could survive in a Virginia habitat of their choosing. They will
determine structural and behavioral adaptations for their animal. They will create a food web showing how
their animal fits within an existing community of organisms. The student will also identify the creatures
positive and/or negative impacts on Virginias ecosystems.

This assessment requires prior instruction of the content. This is used to evaluate the students understanding
of concepts taught in 4.1 and 4.5. The creation of the new species and the student response format can take a
few class periods (about 45 minutes each class).

It is the teachers discretion if the students need to complete something other than the student response
packet. If teachers decide to incorporate a model or other technological elements, more class periods will be
necessary.

Targeted SOLs: What specific SOL(s) does your assessment address? Be sure to include the numbered and
lettered SOL(s), as well as the language of those specific standards.

Science 4.5 English 4.7

The student will investigate and The student will write cohesively for a variety of purposes
understand how plants and animals, B. Focus on one aspect of a topic
D. Organize writing to convey a central idea.
including humans, in an ecosystem interact
F. Write a clear topic sentence focusing on the main idea.
with one another and with the nonliving G. Write two or more related paragraphs on the same topic.
components in an ecosystem K. Include supporting details that elaborate the main idea.
A) Plant and animal adaptations
B) Flow of energy through food webs
C) Habitats and niches
F) Influences of human activity on
ecosystems
Unpacked Standards: Identify the Know (the factual content knowledge addressed by your assessment), the
Understand (the essential understanding(s) related to that content knowledge - the big idea), and the
Do (the skills that your assessment compels students to demonstrate).
KNOW UNDERSTAND
Behavioral and Structural Distinguish between
Adaptations behavioral and structural
Habitats adaptations
Niches Understand the role of a
Food Webs habitat in an animals
Ecosystems lifecycle.
Identify an organisms niche
in a food web.
The role of a species on an
ecosystem in Virginia
The choices humans make
can have a positive or
negative influence on the
environment
DO
Create a creature with 4
adaptations (clearly
demonstrate) structural and
behavioral adaptations (2 of
each).
Identify their habitat and
explain how the habitat
allows for their survival.
Explain the animals niche in
the food web and the
positive and negative impacts
it could have on Virginias
ecosystem.
Infer how their species would
interact with existing
organisms in a habitat.
 PAGE FOR STUDENTS

Creature Features
Scenario:
You are a zoologist that works for the National Park Service and have discovered a new creature found in
Virginias national parks. You will be presenting your findings to fellow environmentalists from Virginia. You
will need to be able to describe your creature to others, explaining what the creature looks like, its
adaptations, what it eats, and what eats it. You will also need to present your predictions as to how it could
positively and negatively impact ecosystems in Virginia. Finally, you will propose a name for your creature
and why you think it should be named that so that it can be included in the book, Virginia Plants and
Animals.

Directions: Provide detailed directions and a list of requirements for students to follow.

Task One:
- Create an original creature of your choice (this may not be an animal that already exists)
- Include at least 2 behavioral adaptations and 2 structural adaptations. Neatly sketch your creature in the space
provided and clearly label the 2 behavioral adaptations and the 2 structural adaptations. Describe how each
adaptation helps the creature survive.
Create your creature.
 Behavioral Adaptations Structural Adaptations

How do the behavioral adaptations help the creature How do the structural adaptations help the creature
survive in its habitat? survive in its habitat?

Task Two:
- Complete the tables below about your creature. Be as specific as possible.

What is your creatures name?

Why did you choose that name?

Habitat
Explain the habitat in which your new species lives. Consider the whole ecosystem- what other living and nonliving
things would be present? You are welcome to include a drawing with your description.
Task Three:
- What does your creature eat, and what eats your creature? Draw and label a food chain that includes your
creature and the flow of energy from one organism to another. Label each organism as:
- A producer
- A consumer
- A decomposer

Food Chain Drawing

Task Four:
- How does your creature affect Virginias ecosystem? Include at least 1 positive impact and at least 1 negative
impact your creature could have on Virginias ecosystem.

Positive Negative

Task Five:
- Write your entry for the book Virginia Plants and Animals. Describe your creature to others explaining what the
creature looks like, its adaptations, what it eats, and what eats it. Include your creatures impact on Virginias
ecosystem. Include the name of your creature and why you chose that name.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________
__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Required Handouts or Resources: Attach additional materials or documents that students will need to
complete this assessment.

Handouts:

All materials are included in student packet.

Resources:

Trade Book (all schools have this): Creature Features By: Steve Jenkins and Robin Page
All libraries have Creature Features.

Virginia Plants and Animals (State Studies: Virginia)

Extension Activities:

STEM - Students can create their creature using available materials.

Technology - Puppet Pals - Use a digital image of the creature created, as well as an image of a Virginia habitat, and
record Task 5.

Create a Class Book - Students will submit their writing from Task 5 and a illustration of their creature to create a class
version of Virginia Plants and Animal.

(3) Exceptional
More than two
structural adaptations
Structural are included and all are
Adaptations accurate for their
purpose within the
habitat.
More than two
behavioral adaptations
Behavioral are included and all are
Adaptations accurate for their
purpose within the
habitat.
Student includes in
Creature depth description
Description supported by accurate
details
Student includes
accurate and extensive
Food
illustration and
Chain
identification of all parts
of the food chain
Identification of a
positive and negative
impact
The Virginia Habitat is
thoroughly described
Habitat and includes multiple
examples of how it
meets the animals animals needs.
needs
The central idea is
Writing
conveyed with specific
format supporting details.
Points
RUBRIC
(2) Demonstrates
(1) Needs Improvement (0) Not Evident
Understanding
Only one accurate
Two structural adaptations structural adaptation is
Student does not
are included and are described OR two
identify or describe any
accurate for their purpose structural adaptations are
structural adaptations
within the habitat. listed but not accurately
described.
Only one accurate
Two behavioral adaptations behavioral adaptation is
Student does not
are included and are described OR two
identify or describe any
accurate for their purpose behavioral adaptations are
behavioral adaptations
within the habitat. listed but not accurately
described.
Student includes description Student includes limited Student does not
supported by accurate description with few include description or
details details detail
Student includes accurate Student includes some
Student has little to no
and satisfactory illustration accurate illustration and
understanding of parts
and identification of all identification of all parts
of the food chain
parts of the food chain of the food chain
Present Not Present
(1 point) (0 points)
The habitat is located in The habitat is not located
The habitat is described
Virginia and includes an in Virginia or the habitat
and does not meet the
example of how it meets the does not meet the animals
animals needs.
needs.
The central idea is conveyed The central idea is The central idea is not
with some supporting conveyed with few conveyed and/or no
details. supporting details. supporting details.
 Total Points
TOTAL STUDENT SCORE________ /__19__TOTAL POINTS POSSIBLE
Score Pass Advanced Pass Proficient Did Not Meet Not Evident
(range: 17 to 19 ) (range: 12 to 16 ) (range: 5 to 11) (range: 0 to 4)

Note to teacher: Scores may be weighted in order to emphasize specific grading categories.

Considerations for Differentiation of PBA:

Task 1:
- Reduce structural and behavioral adaptations to one each.

Task 5:
- Provide students with a graphic organizer to help assist in organizing their thoughts.
- Allow students to dictate if needed.