G3+Sci+U4+-+Plants+and+Animal+Adaptations

As webpage designers students will take a virtual trip to China. They will then create a webpage showing people, plants and/or animals they encounter on the trip. Students should include facts/opinions, observations, stories, art, and comparisons of the living things in China to the living things in the U.S. 3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3.W.7 - Conduct short research projects that build knowledge about a topic. 3.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 3.L.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 3.L.6 - 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain - specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Classifying – arranging or distributing objects, events, or information representing objects or events in classes according to some method or system Gathering and organizing data – collecting information about objects and events which illustrate a specific situation xx. Compare and contrast organisms/objects/events in the living and physical environments. xxiii. Communicate procedures and conclusions through oral and written presentations.
 * P.S. 208: The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * GRADE 3 SCIENCE: April 29th – June 19th **
 * UNIT 4 – Plant and Animal Adaptations **
 * Essential Question: ** How do animals and plants adapt to changing environmental conditions? What is enough (tied to overconsumption)?
 * Enduring Understanding: ** Different environments support a diversity of plants and animals that share limited resources.
 * Living Things Webpage: ** Due June 19th
 * Environmental Tour: ** As tourists on an environmental tour in China, students journal their experiences at each stop on the tour. Students will describe the site, its purpose, and their opinions about it.
 * Public Service Announcements: ** As activists, students create a Public Service Announcement about the problem of overconsumption. They will explain the problem of overconsumption in today's society using (display tool), and how it affects all living things. They will also explain how they can be stewards as being part of the solution.
 * Common Core Learning Standards** ** (Green = Assessed) **
 * New York Scope and Sequence: **
 * Inquiry Skills **
 * General Process Skills **

Describe how all living things grow, take in nutrients, breathe, reproduce and eliminate waste. LE 5.1a,b
 * Unit 4 - How are plants and animals well-suited to live in their environments? **

Describe how plants must be adapted to their environment in order to survive.: LE 3.1b,c, LE 5.2a, LE 6.1f • Structures and their functions (e.g., roots, leaves, flowers, etc.) • Adaptations of these structures may include variations in size, shape, thickness, color, smell, and texture. • Plants change as the seasons change • Seed dispersal

Describe how animals must be adapted to their environment in order to survive: LE 3.1a,c LE 5.2b,d,e,f LE 6.1f • Structures and their functions (e.g., wings, legs, fins, scales, feathers, fur, etc.) • Understand that animals respond to change in the environment (e.g., heart rate, eye blinking, shivering) • Animals change as seasons change – Hibernation – Migration (i.e., moving from place to place to meet needs) including human

Recognize that traits of living things are both: • Inherited (color of flowers, eye color). • Learned/acquired (riding a bicycle, having scars)

A. Cultural Preservation and Transformation: The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.** 1. Discuss the inter-relationships between healthy people and healthy ecosystems.
 * EfS Standards: **

B. Responsible Local and Global Citizenship: The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation. 2. Demonstrate individual and collective respect for themselves and others, and for the things that they share, depend on, and are responsible for (the commons). 6. Demonstrate their awareness that our choices have consequences that can be good or bad for people and for all living systems, and practice making good choices.

C. The Dynamics of Systems and Change**:** A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Fundamental patterns of systems include growth, decline, and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. 1. See both the whole system (e.g. the body, a garden, a plant) and its parts and be able to place themselves within the system. 2. Define what a system is and determine if things are or are not systems. 4. See and be able to describe the interrelatedness of at least two variables. 23. Take responsibility for his/her choices/actions and be accountable to systemic and future consequences (on self, others and physical, social and biological commons) of choices they make today. The responsible choices, decisions and actions reflect whole systems thinking. 28. Define how their own (or other peoples) actions affect the systems they are in. 29. Demonstrate an understanding of how one event can influence another. 50. Consider an issue fully and resist the urge to come to a quick conclusion.

D. Sustainable Economics: The evolving theories and practices of economics and the shift towards integrating our economic, natural, and social systems to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. 4. Articulate how our health and the health of the natural world is affected by our consumption choices, and use critical thinking and questioning to understand the media’s role in shaping and influencing or consumption patterns. 7. Envision how their choices and actions can contribute to a sustainable future.

E. Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons. 2. Articulate the distinguishing characteristics of a commons and the types of measures required to keep different types of commons healthy 4. Explore examples of healthy commons locally and compare and contrast the various ways people use, protect and care for them

F. Natural Laws and Ecological Principles: The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live. 1. Describe the role and interconnection of subcomponents (terrestrial, aquatic, marine, and atmospheric) of our environmental system that support life on earth. This includes the relation of high quality and abundant water, soil, and air essential to support all life. 3. Provide examples of the dependence of humans on our shared natural resource base for life, sustenance and a suitable quality of life. (Food, shelter, health, aesthetics). 4. Demonstrate awareness of the importance of a great diversity of life (biodiversity) to the long-term sustainability of humankind and other living species on Earth. 7. Demonstrate an understanding of some basic natural laws and principles

I. Sense of Place: The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health. 3. Identify flora, fauna, and geologic formations in the bio-region. Describe the interdependencies, benefits, and threats associated with our human behavior and how these impact the bio-region and us. 28. Demonstrate an awareness and understanding of the impact of their consumption choices (food, purchasing, energy, materials) on the health of a place and be able to make responsible decisions.

April 29th Life cycle Metamorphosis Larva Pupa || Students will be able to describe how all living things grow and reproduce. || View PowerPoint (How all living things grow and reproduce.) Optional additional reading pgs. 124-126 Mammals, such as kittens and humans, begin life inside a mother. See the attached hand out for independent work. Investigation (~2wk observation) Grow: “The Butterfly Garden.” (pg. ?) OR- p. 157 Soil investigation Optional - Life Cycle of Frog p. 49 || EfS: A, C 1, 2, F1 How do living things sustain their quality of life throughout their generations? || May 6th Oxygen, nutrients, reproduce, eliminate, waste || Students will be able to describe how all living things take in nutrients, breathe, and eliminate waste. || View PowerPoint (How do living things take in nutrients, breathe, and eliminate waste) See the attached hand out for independent work. Optional Investigation (Observation – year-long?) Eliminating Waste: Have fish and a plant in the classroom. Discussions: Seeds, pollination ||  || Pre-activity week of May 13th – Complete Investigation on p. 39. Students will grow lima beans, pumpkin seeds, corn and lettuce. ||  || EfS: C1, 2, F3, 4 Planting seeds as sustainable methods for meeting needs || May 13th Inherited traits Characteristics Acquired traits || Students will be able to recognize that traits of living things (animals) are both inherited and acquired. || View Power Point presentation - What Makes You Who You Are? Recognize that traits of living things are both: Partner work - cut out trait cards and categorize them by inherited and acquired traits Optional Independent work: [handout] on “What Makes You Who You Are?” Multiple Choice Supplement - text p. 44 Explain how inherited traits are different from acquired traits. Sketch a picture of a person doing something that they acquired or learned to do. || EfS: A, C, F7 What happens to animals’ traits when they are in contact with environmental pollutants like smog, acid rain, etc? || Week of May 13th || Students will be able give examples of inherited (color of flowers, eye color) and learned/acquired (riding a bicycle, having scars). || **Inherited traits** Investigation: students will do a survey on classmates’ inherited traits and produce a bar graph with the results. Investigation: A Trip to Africa. (p. ?) How do learned behaviors and traits affect the system we live in, and how do our choices have consequences for all living systems? Can we sustain our way of life minimizing the negative consequence on living systems? How? || May 20th shape, thickness, color, smell, texture, ecosystems, desert, rainforest, grasslands, forest, coniferous, deciduous, survive || **Day 1:** Students understand the function of plant parts and how they survive. Adaptations of these structures may include variations in size, shape, thickness, color, smell, and texture. Independent Activity - Art State symbols p. 61 (watercolor or pastel, etc.) Read with class: [|www.mbgnet.net/] bioplants/adapt.html. Students play Plant Adaptation game. Write an opinion article explaining how cutting down trees affects the forest ecosystem. Day 2: RS 27-28 || EfS: C1, 28, 29, D4, 7, E4, F3, 4, I3 Plant observations, plant needs || May 28th Disperse (dispersal) || **Day 1:** Students understand that plants change as the seasons change. View [|www.brainpop.com/science/] autumnleaves-preview Also: [|www.northcanton.sparcc.org] / See “Scattering Seeds” lesson and adapt as needed. [|www.mbgnet.net] /bioplants/seed.html How should the community protect endangered plant species in your area? || June 3rd Environment, ecosystem, population, Community, habitat, desert, grassland, forest, adaptation, instinct, hibernate, migrate, camouflage, mimicry, resource || Students will be able to describe how animals must adapt to their environment in order to survive. Understand natural animal environment || Before the Investigation: Pgs. 122-124 Investigate p. 125 Observe an Environment - go to pond at park and Insta-Lab p. 129 (collect data of how many types of animals and how many of each animal were observed) TG 125 SMART Board lesson - animals adaptations and how we/animals evolve to survive in changing environment. Examine Life Science text p. 144-147 || Read pgs 126-128 Create a bar graph showing the numbers of animals you observed at the pond today. Explain why you think you saw more animals than others. || EfS: A, A1, B2, 6, D4, F1, 4, 7 What are some possible things that can happen to change land? How do animals adapt despite inherited traits? Endangered animals and extinction - **pandas and decreased habitat** || Week of June 3rd || Students will be to describe animal structures and their functions (e.g., wings, legs, fins, scales, feathers, fur, etc.) || SMART board lesson - part of Internet Scavenger Hunt - examine pictures of plant roots, bird beaks, etc and partners discuss the differences and why there are different adaptations for many plants and animals Partners use internet research page to search for adaptations for specific plants and animals Answer Question #1 || EfS: A1, B2, 6, E4, 7, I3, 28 What happens to ecosystems when people or nature (natural disasters) destroy it? || June 11th || Students will be able to describe why and how animals change as seasons change. || Read Aloud – Animal Migrations (National Geographic) or another similar Bring up article from internet about great white sharks in Cape Cod, more seals Insta-Lab pg. 143 Brainpop video on animal migration and quiz Answer Question #1 Writing activity p. 147 || EfS: F1 Why is it essential for animals to migrate or hibernate? || Week of June 11th || Students will be able to describe how animals respond to change in the environment (e.g., heart rate, eye blinking, shivering) Students will be able to explain how environmental factors force animals and plants to adapt. || Investigate p. 149 Changing The Environment Insta-Lab pg. 151 Brainpop video on changing environments and quiz Answer Question #3 Modified Health activity p. 153 (provide some information about air pollution) || EfS A1, F7, I3 Insta-Lab pg. 151 How can some things that can change land affect animals? || June 17th || Project work time ||  ||   ||   ||
 * **Lesson –**
 * Week of** || **Objectives/KBAD** || **Investigate/Activity** || **Homework** || **Environmental Tie-In** ||
 * Week of
 * Vocabulary**
 * Types of living things (living/non-living)
 * Plant growth
 * Animal growth (Butterfly, Science Text page 43.)
 * Reproduction
 * Plants: Flowers of the plants produce fruit, and the fruit contains seeds. The seeds grow into new plants.
 * Animals: Almost all animals come from fertilized eggs. Fertilized eggs are eggs that have joined with sperm cells.
 * CFU:** Slate - write 2 words that tell what all living things do to sustain life (grow, reproduce) || See the attached hand out.
 * Week of
 * Vocabulary**
 * Most living things need oxygen
 * Living things need water
 * Living things need food (nutrients) – Food chains
 * Living things need shelter
 * How living things eliminate waste
 * When a fish opens its mouth water comes in and washes over the gills.
 * They absorb oxygen from the water and pass it into the fish body.
 * Waste water goes through the slits.
 * Plants release oxygen as a waste product.
 * CFU:** Slate - write 3 words that all living things do in their stages of life (eat, breath, eliminate waste) || In notebook, draw the cycle of how plants intake nutrients and eliminate wastes. Then draw how an animal takes in nutrients and eliminates wastes. || EfS: B2, 6, C 1, 2, 4, 23, 28, 29, E2, 4, F3
 * What happens if the air is polluted? How does this affect living things?
 * What happens if the water is polluted? How does this affect living things?
 * Shelter - Identify the environment that has been impacted by pollutants. ||
 * Additional/optional activity
 * Vocabulary**
 * Week of
 * Vocabulary**
 * Inherited traits** are characteristics that we are born with. We inherit traits from our parent
 * Acquired traits** are things that we learn. It is not always easy to tell which traits are inherited and which are acquired.
 * CFU:** Flash picture cards showing inherited or acquired traits - raise one arm for I (inherited), make an A with arms for acquired || Homework sheet - “What Makes You Who You Are?” Q&A
 * Cont’d
 * Acquired traits**
 * CFU: ** On 2 separate post-its, write 1 inherited trait and 1 acquired trait and stick on T-chart poster || Choose a family member. Make a T-chart of their inherited traits and acquired traits. || EfS: A, C, F7
 * Week of
 * Vocabulary**
 * Day 2:** Students identify different characteristics of the different ecosystems to understand the adaptations of different plants. || **Day 1:** Partners read Harcourt 56-59 and Harcourt pages 74-76. Class discussions and clarification.
 * CFU:** Slate - write 3 adaptations that can occur in plants (color, thickness, etc)
 * Day 2:** Harcourt p. 60 (desert) 132- 138.
 * CFU:** Slate - in 1 word - why to plants need to adapt? (survival) || Day 1: Ryan notices that lettuce plants in the garden are drooping. The soil is dry and the sun is hot. What should Ryan do and how do you know?
 * Week of
 * Vocabulary**
 * Day 2:** Students learn about how seeds disperse. || **Day 1:** Carry over from Day 2 last week.
 * CFU:** On 4 post-its write a phrase to describe what happens to plants or trees in each season and place it on the chart.
 * Day 2:** Harcourt p. 70
 * CFU:** Slate - write 2 ways seeds can be dispersed || **Day 1:** Draw a picture of a tree in each season, describe the changes. Why do these changes occur?
 * Day 2:** Explain how plant species should be protected and why. Explain what will happen if there are not protected. || EfS: C4, 23, 28, 29, E2, 4, F4, I3
 * Week of
 * Vocabulary**
 * Cont’d
 * CFU:** || Read pgs. 134-138
 * Week of
 * CFU:** Slate - write the name of 2 animals that migrate || Read pgs 142-146
 * Cont’d
 * CFU:** Slate - write 2 ways animals adapt to an environment (see list) || Read pgs.150-152
 * Week of

Informal observations (checklist) - vocabulary use, participation, partner work, homework Formal – vocabulary quizzes, class application questions, final project
 * End of Unit Performance Task: Week of June 15, due June 22nd **
 * Assessments: **

Harcourt Text National Geographic Life Science Text Power point presentations from 2010-11 File folder centers for Animal Adaptations [|**http://www.kidport.com/RefLib/Science/Videos/Animals/ExtinctEndangered.htm**] [|**http://www.desertusa.com/animal.html**] **- animals compete for food/water**
 * Other Resources:**

- **Start with the ecosystems – text pages 126-128 and discuss what these animals may have to do to survive if their habitat is destroyed. Homework = panda handout and related questions.**
 * Other Potential Projects:**
 * Design (draw or create) a garden for the community – what would you include and why
 * Creating a poster or video re-enactment illustrating the life cycle of animal or plant through the seasons, or the story of how a seed travels
 * Technology project – Power Point? Video clip? Photo essay? Research what happens to animals when water is polluted, animals have to move because of deforestation. Perhaps take pictures at the park and choose a topic from the unit, …
 * Write a letter to a legislator about the pollution problem, its effect on animals and plants, and suggestions for cleaning the air/water
 * Field Trips:**
 * Bronx or Central Park Zoo
 * New York Botanical Garden
 * Greenmarket at Union Square
 * Various areas in Central Park
 * Randall’s Island Junior farm
 * Farm?
 * May 2012 Revisions to unit**