Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018 First Grade Science DBQ – Life Science - Teacher’s Guide A science document based question (DBQ) is an authentic assessment where students interact with science related texts. Much like a DBQ in social studies, students analyze documents, gather information, and fill in short scaffolded responses. Then students assimilate and synthesize the information from the documents, and write to an overarching prompt, by using information from the documents as well as integrating background knowledge they may have brought to the topic. In this science version of a DBQ, the documents include text, visual models, diagrams, illustrations, videos, etc., all examples of resources a scientist or engineer might use in research and/or in the field. This DBQ is aligned with the first grade NGSS topic titled Structure, Function, and Information Processing (1-LS1-1, 1-LS1-2, 1-LS3-1). It is meant accompany a hands-on unit of study focusing on these standards. With prompting and support, the students will review the series of documents to write to a final prompt. Helpful vocabulary: model biomimicry inspire/inspiration nature trait mimic invention/inventor describe compare similar Writing Task: As an inventor, you will have to understand, design, and construct many things. Answer the following question: How can we as inventors mimic nature to solve human problems? Use at least two of the vocabulary words in your writing. Use evidence from each document. Use your background knowledge about this topic.
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Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
First Grade Science DBQ – Life Science - Teacher’s Guide
A science document based question (DBQ) is an authentic assessment where students
interact with science related texts. Much like a DBQ in social studies, students analyze
documents, gather information, and fill in short scaffolded responses. Then students
assimilate and synthesize the information from the documents, and write to an
overarching prompt, by using information from the documents as well as integrating
background knowledge they may have brought to the topic. In this science version of a
DBQ, the documents include text, visual models, diagrams, illustrations, videos, etc., all
examples of resources a scientist or engineer might use in research and/or in the field.
This DBQ is aligned with the first grade NGSS topic titled Structure, Function, and
Information Processing (1-LS1-1, 1-LS1-2, 1-LS3-1). It is meant accompany a hands-on
unit of study focusing on these standards.
With prompting and support, the students will review the series of documents to write
to a final prompt.
Helpful vocabulary:
model
biomimicry
inspire/inspiration
nature
trait
mimic
invention/inventor
describe
compare
similar
Writing Task:
As an inventor, you will have to understand, design, and construct many things.
Answer the following question: How can we as inventors mimic nature to solve
human problems?
Use at least two of the vocabulary words in your writing.
Use evidence from each document.
Use your background knowledge about this topic.
Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
First Grade Science DBQ – Life Science - Teacher’s Guide
A DBQ is a very structured activity, it cannot be independent or used as a worksheet, it must
be directed. Most of the time, a DBQ combines prior knowledge and inferences with the
documents students are exposed to.
When directing students though this DBQ, these are the suggested steps in the process for
each document:
1. Review the final writing prompt. Throughout the document, you might want to
reference this question as the objective for what students are expected to understand.
2. Have students look at, read, watch, or listen to the document.
3. Have the students discuss their general observations of the document.
4. Talk through the first question, or have groups of students talk through the question.
You could also have students jot down their individual ideas prior to having this
discussion.
5. Have students write their answers to the question, either independently or together.
As the students get comfortable with the process, they should do the writing
independently after their discussions.
6. Move on to the next question, discuss, and then write.
You will notice that the questions in each document build on one another, leading students to
higher levels of thinking and deeper into the content. It is important to do each document
and the questions in the order they are listed as part of the scaffolding process.
The vocabulary words should be posted, as they come about in the DBQ, in a highly visible
area of your classroom and should be referred to often.
When completing the final writing, the length and specific details of writing is dependent on
purpose, timing, and your expectations. Depending on your students writing ability, you
might also choose to scaffold this writing and/or model how to cite from the documents.
*Note: To be effective, this DBQ will need to be printed in color, projected onto a board in
color, or you could use the pictures at the back of this teacher’s document printed in color
for each group. When printing this DBQ for students, you will NOT need to include the first
page, however students should know the final writing prompt throughout the process so
they understand and make connections to the final writing task.
Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
Suggested Sequence for this document:
Watch the first video clip
Answer question one
Watch the second video
Answer question two based on both videos
Read the definition of biomimicry
Use the videos and definition to answer question three
1. Why do humans use nature for inspiration? Students should use information from the video to answer, leading to the idea that nature does things
better than humans, builds better materials in better ways, etc. You might need to watch parts of the
video more than once. Make sure to include the vocabulary word “nature” in this discussion. (1-LS1-1)
Possible leading questions if students are struggling: Think about the video; what did she say about
nature? Why would we use these examples as inspiration?
2. Give an example of biomimicry from the video. Possible responses: Making fabric waterproof like leaves, a car inspired by a fish, making paints inspired by
butterfly wings, houses inspired by termites, fans designed like sea shells, etc.
3. Using the information from the video and the definition above, describe biomimicry
in your own words. Students should write a definition using their own words, not simply copied from above. This will need
additional scaffolding and may be a class definition rather than individual. Have a discussion about how to
restate the definition and allow students to share their ideas before writing. Make sure to include the
vocabulary word “model” (as it is used in the definition) in this discussion. (1-LS1-1)
Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
4.
1. Describe the sea turtle’s physical traits.
Students should note the turtle’s fins, hard shell, color, etc. Make sure to discuss the word
“physical,” “trait,” and “external” at this time. The sea turtle uses its external parts to see, hear,
protect themselves, move from place to place, and seek, find, and take in food, water, and air.
Relate the physical traits back to the Crosscutting Concept Structure and Function (the shape and
stability of structures of natural and designed objects are related to their functions). Be sure to
include what is the same and different about the young and adult sea turtles. (1-LS1-2 and 1-LS3-
1)
2. What inventions could be inspired by the sea turtle’s traits?
Allow students to be creative in their ideas, as long as they can justify their reasoning. Make sure
to include the vocabulary word “problem” (and its meaning in this context), “inspire/inspiration,”
and “invention/inventor” in this discussion. Continue to remind students that every human-made
product is designed by applying some knowledge of the natural world and is built by using
materials derived from the natural world. (1-LS1-1 and K-2-ETS1-1)
Possible leading questions if students are struggling: Think back to the traits you described in
question 1, what human products look similar to those traits? What human problems could this
solve?
Document B
Young sea turtles
Adult sea turtle
Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
3. How are these inventions similar to the sea turtle’s traits?
Students should note that the helmet is similar to the turtle’s shell because it is hard and it
protects a person’s head; the turtle’s shell protects the turtle’s body. The swim fins are similar to
the turtle’s fins, they are both solid, wide, and flat, and are meant to push through the water. Be
sure to include the vocabulary work “mimic” in this discussion. Continue to remind students that
every human-made product is designed by applying some knowledge of the natural world and is
built by using materials derived from the natural world. (1-LS1-1 and K-2-ETS1-1)
Possible leading questions if students are struggling: Which of the turtle’s traits is similar to the
helmet? Why? Which is similar to the swim fins? Why?
Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
1. Describe the tree’s physical traits. Students should note the tree’s colors, roots, shape, etc. Make sure to discuss the word “physical” and the
vocabulary word “trait” at this time. Plants have external parts (roots, stems, leaves, flowers, fruits) that
help them survive and grow. Relate the physical traits back to the Crosscutting Concept Structure and
Function (the shape and stability of structures of natural and designed objects are related to their
functions). (1-LS3-1)
Possible leading questions if students are struggling: What are the different parts of the tree?
2. Describe the rock succulent’s physical traits. Students should note the rock’s color, hardness, shape, etc. Make sure to discuss the word “physical” and
the vocabulary word “trait” at this time. Plants have external parts (roots, stems, leaves, flowers, fruits)
that help them survive and grow. Relate the physical traits back to the Crosscutting Concept Structure and
Function (the shape and stability of structures of natural and designed objects are related to their
functions). (1-LS3-1)
Possible leading questions if students are struggling: How does the rock succulent plant hide itself?
3. What inventions could be inspired by these plants’ traits? Allow students to be creative in their ideas, as long as they can justify their reasoning. Make sure to
include the vocabulary word “problem,” “invention/inventor,” “inspire/inspiration,” and “invention” in this
discussion. Continue to remind students that every human-made product is designed by applying some
knowledge of the natural world and is built by using materials derived from the natural world. (1-LS1-1 and
K-2-ETS1-1)
Possible leading questions if students are struggling: Think back to the traits you described in question 1,
what human products look similar to those traits? What human problems could this solve?
Document C
rock succulent plant tree
Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
4. How is the camouflage clothing similar to the two plants’ traits? Students should note that the color of the clothing is similar to the color of the plants and that,
like many plants, the clothing blends in with the environment. Continue to remind students that
every human-made product is designed by applying some knowledge of the natural world and is
built by using materials derived from the natural world. (1-LS1-1 and K-2-ETS1-1)
Possible leading questions if students are struggling: What does the camouflage do for the
human?
5. How are the straws similar to the two plants’ traits?
Students should note that the straw is similar to the plants’ roots or trunk because water travels
through both to get from one place to another. You might have to have a discussion about the
purpose of plant roots and how they “suck” water from the soil, then the water travels to the rest
of the plant. Continue to remind students that every human-made product is designed by
applying some knowledge of the natural world and is built by using materials derived from the
natural world. (1-LS1-1 and K-2-ETS1-1)
Possible leading questions if students are struggling: What do humans use straws for?
Developed by Jillian Welch, Marie Scilacci, Mary Czerwinsky, and Kelly Wilson, Kate Smith Elementary School, 2018
