Unit 2 Plan

SCI 495- Capstone

By: Aileen Zelinski

Grade: 3

Standards:

3-LS1-1. Develop models to describe that organisms have unique and diverse life
cycles but all have in common birth, growth, reproduction, and death.

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals
have traits inherited from parents and that variation of these traits exists in a group
of similar organisms.

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the
environment.

3-LS4-2. Use evidence to construct an explanation for how the variations in

characteristics among individuals of the same species may provide advantages in
surviving, finding mates, and reproducing.
Standards: 3.Inheritance and Variation of Traits: Life Cycles and Traits

3- Develop models to describe that organisms have unique and diverse life
LS1- cycles but all have in common birth, growth, reproduction, and death.
1 [Clarification Statement: Changes organisms go through during their life form a
pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to
those of flowering plants. Assessment does not include details of human
reproduction.

3- Analyze and interpret data to provide evidence that plants and animals have
LS3- traits inherited from parents and that variation of these traits exists in a
1 group of similar organisms. [Clarification Statement: Patterns are the
similarities and differences in traits shared between offspring and their parents, or
among siblings. Emphasis is on organisms other than humans.] [Assessment
Boundary: Assessment does not include genetic mechanisms of inheritance and
prediction of traits. Assessment is limited to non-human examples.]
3- Use evidence to support the explanation that traits can be influenced by the
LS3- environment. [Clarification Statement: Examples of the environment affecting a
2 trait could include normally tall plants grown with insufficient water are stunted;
and, a pet dog that is given too much food and little exercise may become
overweight.]

3- Use evidence to construct an explanation for how the variations in

LS4- characteristics among individuals of the same species may provide
2 advantages in surviving, finding mates, and reproducing. [Clarification
Statement: Examples of cause and effect relationships could be plants that have
larger thorns than other plants may be less likely to be eaten by predators; and,
animals that have better camouflage coloration than other animals may be more
likely to survive and therefore more likely to leave offspring.]

Science and Engineering practices:

Develop models to describe phenomena. (3-LS1-1)

 Analyze and interpret data to make sense of phenomena using logical reasoning.
(3-LS3-1)
 Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)
 Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Scientific Knowledge is Based on Empirical Evidence
 Science findings are based on recognizing patterns. (3-LS1-1)

Disciplinary Core Ideas:

  Reproduction is essential to the continued existence of every kind of organism.
Plants and animals have unique and diverse life cycles. (3-LS1-1)
 Many characteristics of organisms are inherited from their parents. (3-LS3-1)
 Other characteristics result from individuals’ interactions with the environment,
which can range from diet to learning. Many characteristics involve both
inheritance and environment. (3-LS3-2)
 Different organisms vary in how they look and function because they have
different inherited information. (3-LS3- 1)
 The environment also affects the traits that an organism develops. (3-LS3-2)
 Sometimes the differences in characteristics between individuals of the same
species provide advantages in surviving, finding mates, and reproducing. (3-LS4-
2)

Crosscutting Concepts:

 Similarities and differences in patterns can be used to sort and classify natural
phenomena. (3-LS3-1)
 Patterns of change can be used to make predictions. (3-LS1-1)
 Cause and effect relationships are routinely identified and used to explain change.
(3-LS3-2),(3-LS4-2)

Art Standard:

ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to creative

artwork.

Scientific Background

3-LS1-1:
The life cycle of a frog is much different from other organisms. Frogs have seven
steps to becoming a frog:
 Finding true love: The male frog claps on to the female when finding a mate-
called amplexus. Amplexus can last sever days and is usually done in water,
although has been seen on land.
 Spawn: The male frogs fertilize the eggs as they are being laid. Frogs also tend to
lay their eggs in single masses
 Eggs: Frogs lay many eggs because there could many unfortunate things to lead
the eggs not to hatch. About 6-21 days after being fertilized, the eggs will hatch.
Most eggs are laid in calm water to prevent the babies from getting too rumbled.
 Tadpole: Shortly after hatchin, the tadpole will feed on the leftovers of its egg.
The baby at this point has poorly developed gills, a mouth and a tail and is
extremely fragile. A few days after it was hatched, it will begin to swim around
and feed on algae. After about four weeks, the gills are overgrown by skin and
tiny teeth are grown to help them grate food and turn it into soupy oxygenated
particles. Tadpoles can be very social creatures at this age.
  Tadpole with legs: At about six to nine weeks, tadpoles begin to sprout legs. Their
diet includes insects and plants, Their arms will pop out elbow first and they
begin to look like a frog with a tail.
 Froglet: By about twelve weeks old, the tadpole only has a tiny tail stub and will
leave the water.
 Frog: Around twelve to sixteen weeks, the frog will complete the cycle. And once
they find a mate will start the process all over.

3-LS3-1:
There are eight different biomes in which plants and animals live in:
1. Tropical savanna-dry and wet
2. Tundra-cold and dry
3. Desert-hot and dry
4. Tropical forest-hot and wet
5. Temperate grassland-semiarid, middle latitudes
6. Coniferous forest- warm summers, cold winters, adequate precipitation
mainly in the form of rainfall.
7. Temperate broadleaf forest- (Michigan)-has four seasons
8. Chaparral- (Mediterranean climate),”wild west”
These classifications reflect the relative contribution of the three general
plant forms because the abundance and distribution have consistent patterns. Just
like you do not find trees in the desert, you don’t find cacti in forests. Plants have
unique adaptions to their biome. Plants that live in the desert sometimes have hairs
to extract moisture from the air in times of drought. Plants that live in and around
streams would never survive in a cold and dry climate, such as the tundra.

3-LS3-2:
Plants all have very distinct adaptations that are unique to their biome. An
advantage in one place could be a disadvantage in another. Although there are
many different species, they have different patterns of carbon allocation and
morphology. Biomes are global associations of plants and animals, classified by
vegetation type, largely determined by climate, primarily temperature and
precipitation. By definition, temperature and precipitation have a large effect on
what vegetation is present in an area. For example, the plants found in the rain
forest would never last in a hot and dry climate because they do not have the
adaptations to survive there. Being closer or farther from the equator can effect the
vegetation in an area immensely. Distribution and abundance is determined
completely by climate.
The environment strongly effects population size. For example, the snowshoe
hare and lynx correlate, which does not necessarily mean that the lynx caused the
correlation. Lynx hunt the snowshoe hare, but that is not the only thing that leads to
the decline of their population. The snowshoe hare feeds mainly on browse (bugs of
conifers, twigs of aspen, elder, etc.), and if a population completely wipes out an
area of browse, it keeps plants from growing back in the future. In turn, this leads to
starvation, parasites from low quality food and chronic stress. There are many
factors that led to the decline in snowshoe hares; the lynx hunting them does not
“cause” the decline alone. Just because the sales of ice cream and the amount of
shark attacks are correlated, does not mean one of them caused the other.

3-LS4-2:
Evolution is the change in allele frequencies of a population from one
generation to the next. Natural selection is a “cause” of evolution because nature is
selecting traits that are beneficial in the environment. However, this does not mean
that the individual will evolve, but the populations or species that will. For instance,
the white and black peppered moths are of the same species and can be bred
together. However in the 1800’s the species consisted mainly of the light peppered
moths because the trees and rocks where they hid were covered in lighter colored
lichens and therefore blended in better. Once the industrial revolution happened
though, the trees were covered with a toxic film, killing the lichens and making the
trees darker. By the turn of the century, the population shifted to mainly darker
colored peppered moths. Natural selection also leads to adaptations and in this case
was the coloring of the peppered moths. It’s not the individual that changed, and
new alleles did not just appear, but in reproduction the moths that survived are
going to reproduce and create offspring.
Another example is island biogeography, the theory that there is a dynamic
equilibrium between immigration and extinction. As an island gets more crowded,
rates of immigration decrease and rates of extinction increase. Habitat
heterogeneity is important in keeping species diversity. Bigger islands have higher
raters of immigration and lower extinction raters. This could be due to the rescue
effect; father islands have higher raters of extinction because it is hard for more of
their kind to reach their island to save their population. This is due to the size and
distance effect. The closer island is closer in distance and therefore easier for more
of a species to come save their population from dying out. The number one cause of
extinction is habitat loss. Corridors are important because they connect two
different habitats for the same species in order to connect them. Habitat
fragmentation is when there are many habitats for the same species spread out
among a larger area. For example, in the United States, there could be a white tail
deer habitat in Washington a different one farther down in Oregon. When one
population starts to dwindle, they might try and make a corridor for the deer to
travel through and find the other population to mate and increase population size
again.

Learning Objectives
1. Students will develop a model of the unique life cycle of a chosen organism.
2. Students will investigate the similarities among the life cycles of organisms.
3. The student will arrange the various stages of the life cycle in the correct order.
4. The student will analyze evidence that organisms inherit traits from parents.
5. Students will compare variations of traits that exist in a group of similar
organisms
6. Students will explain that the environment can influence traits.
7. Students will identify how the environment can influence the traits of an
organism.
8. Students will construct a model of an organism’s characteristics that provide
advantages in surviving, finding mates, and reproducing.
Lesson 1

Standards:
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles
but all have in common birth, growth, reproduction, and death.

Objectives:
Objective number 1: Students will investigate the life cycle of chosen organism.
Objective number 2: The student will compare and contrast the life cycles of chosen
organisms.
Objective number 3: The student will arrange the various stages of the life cycle in the
correct order.

Materials:
 Frog life cycle puzzle
 Growing Frogs
 The Tiny Seed
 Laminated papers (as many as possible)
 Hula hoops (2)
 Artifacts of frog
 Artifacts of plants
 Magazines
 Life cycle books (scholastic & others)
 Articles about frogs and plants
 Clear tubs
 Time for Kids
 Blank life cycles for frog and plant

Engage (45 minutes):

The students will begin this lesson by doing a puzzle as a pretest. The five different
parts of the frog life cycle will be cut out into pie pieces and given to pairs of students.
There will be two parts for the students to complete. The first portion of the puzzle will
just be the terms of the frog life cycle. Once they have that put together, the students
will need to put the correct picture with the correct term (Ex: A picture of a tadpole
needs to go with the word tadpole on the life cycle). The pairs of students will put the
puzzle together the best they can and then get ready to go outside.

This lesson will be done in the spring when the animals have all laid their eggs and there
are tadpoles and frogs to look for. Before the lesson, the teacher will need to find the
best pond to take the students to. This will help avoid any conflicts of not finding any
organisms at all. Before the students explore, it is very important that they are
reminded that this is the animals home and not to take any animals out of their habitat.

The students will be taking a walk or field trip to a pond area close to school. We will
spend about 30 minutes at the pond making observations in our journals. Some
prompting questions for journals could be:
 What kind of animals do you see here?
 Are there any animals you have never seen before?
 Is there anything surprising you see?
 Are the animals you see babies or full-grown adults?
 What animals interest you?

When the activity is over, the teacher will collect the journals to check where each
students stands and also what the interests are for each student.

Explore: (25 minutes)

The teacher will put out as many frog and plant books and artifacts that have to do with
the life cycles around the room. This includes books, articles, pictures, skeletons, real-
life plants and any other materials that can be found. The students will take their
journals and make observations about what they are finding.
 Are there any similarities you can find between plants and frogs?
 Are there any similarities between you and either organism?
 What did you find interesting?
 What did you see that was interesting?
For about 25 minutes, students will freely wander the room looking at the artifacts and
writing and drawing their findings in their journals. Collaboration with peers is
encouraged and accepted. When the activity is over, the teacher will collect the journals
and ask the students to share with the class what they found interesting during the
activity. Was there anything that surprised you?
 Explain (30 minutes):
The students will be participating in a read aloud with two books Growing Frogs and The
Tiny Seed. After reading both books, the teacher should write on the board frog=plant.
Ask the students the following:
 Why is what I wrote on the board true?
 How is it not true?

From the books and other findings, the students will then fill out a life size Venn
diagram comparing and contrasting the life cycles of plants and frogs as a class. Students
will volunteer to add information to the diagram, write it on one of the laminated
papers and add it to one of the hula-hoops (or both).

Elaborate (45 minutes):

 336 x 435 · png

 lbartman.com

*Before starting, the teacher needs to again remind the students we are in the animal’s
home and not to disrespect their habitat.

The students will again be making a trip to the nearby pond. They will again bring their
journals, but will be instead looking at which parts of the life cycles the plants and frogs
in. They will be asked to try to find a plant and a frog in each stage of the life cycle. The
teacher can distribute blank life cycles if students need more prompting on what they
need to find. Some portions, such as the egg portion of the frog life cycle, may be hard
for students to see. But remind the students to do their best at finding all of the other
portions of the life cycle.

For each portion of the life cycle, the students must have the following:
1. Pictures of what that portion of the life cycle looked like
2. Did anything surprise you? Did you expect them to look like that?
 3. If were to do this activity again, what would you change?

Evaluate (30 minutes & time at home):

For the evaluate portion of lesson, students will be creating a poster of a plant life cycle.
There will be two students working together on each poster. The poster will be done
completely by hand (no printed pictures) and each picture needs to have a description
of each part of the parts of the life cycle. At the bottom of each poster, the group will
need to write two interesting facts they learned throughout the lesson.
The poster needs to include the following:
 The life cycle needs to include pollination, seed formation, seeds, germination
and growth on them.
 Each part of the life cycle needs to include a picture.
 The picture on each part of the life cycle needs to be anatomically correct.
Assessing learning objectives:
Learning Objectives: Section objective can be How objective is evaluated:
evaluated:
The student will investigate Engage The students will begin the
the life cycle of a frog. Explore lesson completing a life
Explain cycle puzzle. The teacher
Elaborate will collect each pair of
students puzzle when they
are done to assess what
they already know about
frog life cycles.

The students will be

completing observations in
their journals three times
throughout the lesson. The
 teacher will collect the
journals at the end of each
activity to assess the
understanding of each
student.

The students will

participate in creating a
Venn diagram of a frog and
flower life cycle as a class.
The student will compare Explore The students will be doing a
and contrast frog and Explain class research project in the
flower life cycles. explore section and will
write all meaningful
observations and findings in
their journal. The teacher
will collect the journals
after their investigation to
review their observations.

The students will be

participating in creating a
Venn diagram of a flower
and a frog life cycle as a
class.
The student will arrange Elaborate The students will be
the various stages of the Evaluate creating a poster in pairs of
life cycle in the correct the plant life cycle. The
order. teacher will collect the
poster for a grade.
Lesson 2

Standards:
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have
traits inherited from parents and that variation of these traits exists in a group of similar
organisms.

Objectives:
 The student will analyze evidence that organisms inherit traits from parents.
 Students will compare variations of traits that exist in a group of similar
organisms.
 Students will categorize animals into their correct classes.

Materials:
 Over and Under
 Bugs and Bugsicles
 Pictures of animals
 White board
 Dry erase markers

Engage (15 minutes):

The teacher will pass out a picture of a baby animal above to groups of two. Around the
room, the teacher will post a picture of the adult of this animal that will act as the
parent. Have the pairs of students post their baby animal picture with the adult picture
they think best fits the description as the parent.
Most students should be able to find the correct parent for each parent. Once every
group has put their animal in the correct area of the room, the teacher will begin asking
group why they placed their animal there.
 How do they know this is the correct place to place the pictures?
 What similarities do the two animals share?
 Why can’t the turtle be the mother to a lion?
These questions should prompt the students to think more in depth with what traits
define that animal and where each animal gets those traits. It is important to pry the
students to answer more than just “they look alike”. Why do they look alike? What
makes them look so similar?

Explore (40 minutes):

The teacher will place a picture of a different species of fish, reptiles, amphibians, birds
and insects on each table. The teacher will have five different large boxes drawn on the
board with no title description in each box. As each group shares what picture they have
at their table, the teacher will ask them to come up to the board and put the picture in
the box on the board. The teacher will tell each student where to place the picture, but
will give no explanation of why.

Once all pictures have been posted at the beginning of the room the teacher will ask the
students what they think of the classification at the front.
 Why did I place each picture in each box?
 What does each box represent?
 Why are these animals together in a box?
 Are there any similarities between groups?
 Any major differences?

Explain (20 minutes):

The teacher will play the following video for the students to watch:
http://www.brainpopjr.com/science/animals/classifyinganimals/) . The teacher will pass
out a chart with each classification and some space to write about each animal. The
students should write key points from each classification on their paper and be prepared
to share after the video. When the video is finished, the teacher should draw the five
animal categories on the board and ask the students to share some of the traits of each
category.
 Do some categories share some of the same traits?
 Are there any animals in a category that surprise you? Why/Why not?

If the students still seem to be struggling grasping the concepts, the teacher could also
read the books Over and Under and Bugs and Bugsicles to give the students more
exposure to the information.

Elaborate (30 minutes):

The teacher will put a list of made-up animals along with a short description for each
one. The teacher will post the list under an overhead and it is up to each pair of students
to place the animals in the right animal classifications (mammal, amphibian, reptile,
bird, insect or fish). The list will include the following:
 Snozbart: breathes under water and has scales
 Lucileg: has more than four legs lays eggs
 Zrollie: lays eggs, has dry scaly skin and
  Bif bug: has fur and does not lay eggs
 Crombie: can fly
 Snufaluffagus: is born in the water but mores to land as it grows

From descriptions of each animal, which animal class would you place each animal in?
Once each pair of students completes the sorting activity, the teacher will ask for
volunteers to place the animals in the correct category. After each animal has been
place in each category, the teacher will call on students to explain why each animal
belongs in that category.

Evaluate (20 minutes):

The teacher will pass out a partially filled out animal classification chart. The students
will either fill the name of the group of animals, two descriptions of each classification,
an animal that fits in that group, or all three. There will be six classifications to fill out-
mammals, reptiles, amphibians, insects, birds and fish.

Assessing learning objectives:

Learning Objectives:
The student will analyze
evidence that organisms
inherit traits from parents.
Section objective can be How objective is evaluated:
evaluated:
Explain In the explore, students will
Explore be looking at images of
animals and must
categorize them with their
partners. The teacher will
be walking around the
room having conversation
and addressing any
problems students may
have. The teacher will also
be noting any
misconceptions the
students have.

Students will compare In the explain, students will

variations of traits that
exist in a group of similar
organisms.
Students will categorize
animals into their correct
be taking notes during the
video. After discussion, the
teacher will collect the
notes to assess if the
students understood the
key points.
Elaborate In the elaborate, students
Evaluate will be looking at images of
classes. animals and must
categorize them with their
partners. The teacher will
be walking around the
room having conversation
and addressing any
problems students may
have. The teacher will also
be noting any
misconceptions the
students have.

In evaluate, students will be

putting made up animals
into their correct animal
classes based on their
traits. The teacher will be
collecting each pair of
students work.
Students will be filling out a
animal classification chart.
The teacher will collect
each individual students
work to assess whether the
students are ready to move
on or more review is
necessary.
Lesson 3

Standards:
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the
environment.

3-LS4-2. Use evidence to construct an explanation for how the variations in

characteristics among individuals of the same species may provide advantages in
surviving, finding mates, and reproducing.

Objectives:
Objective number 6: Students will explain that the environment can influence traits.
Objective number 7: Students will identify how the environment influences the traits of
an organism.
Objective number 8: Students will construct a model of an organism’s characteristics
that provide advantages in surviving, finding mates, and reproducing.

Materials:
 Pictures of animals and habitats
 Bus for field trip
 Permission slips
 Brightly colored paper (foldables)
 Projector
 Computer
 Crayons
 Markers
 Chart

Engage (15 minutes):

The teacher will distribute pictures of animals to each pair of students. There will be
pictures of animal habitats hanging around the room. It is the up to the pair of students
to find which animal lives in which habitats. Once all animals have found their habitats,
the teacher will go around the room having each group explain why they placed than
animal in that habitat. Some questions to prompt their thinking:
  How do you know they live there?
 What traits does the animal have that makes you think it lives there?

Explore (20 minutes):

This activity is called habitat mismatch. The students will again be handed a picture of
an animal. This time the student will also get a picture of a habitat, but it will be one of
the other animal’s habitats. This activity is very similar to the one we just completed,
but a few things have changed. Your animal has been relocated to a different habitat. In
order for your animal to stay alive, the animals will need to change. For example, if you
are given a polar bear who is relocated to the dessert, your polar bear would need to
lose its very heavy coat of fur to survive there, it would most likely also need to shrink in
size due to the lack of food and water supplies in the desert.

If the teacher would like to also incorporate art, the students could also make a collage,
cutting some of the other pictures of animals and making a collage of the animal with its
new adaptations to survive.

Explain (25 minutes):

The students will watch the following video about adaptations and have a classroom
discussion: https://www.youtube.com/watch?v=S6iiuFj5hzo
 What is an adaptation?
 How are adaptations useful?
 Were there any words you haven’t heard before?
 Can you think of any other adaptations not mentioned in the video?
 Do we have any adaptations as humans?
 Can an animal adapt during its lifetime?
They will they then have a choice to either fill out the chart below or make a tri-fold
foldable. The students can work in groups of two, and can choose any three
adaptations to focus on.

Adaptations How does this help Which animals have these?

animals?
Hibernation

Webbed-feet
Slick skin

Elaborate (all day):

The class will go on a field trip to the zoo during this portion of the lesson. While walking
around the zoo, the students will e asked to pay attention the each animals habitat and
what adaptations each of the animals have. The students will be asked to pick three
interesting animals that they saw at the zoo. They will need complete the following for
each of the three animals in their journals:
1. Write the name of the animal
2. Draw a picture of the animal
3. Write down three adaptations that animal has
4. What kind of habitat does this animal live in?

Evaluate (25 minutes):

The students will be writing a story about a made up animals or monsters. They will be
given a prompt and complete the following:

Oh no! The Earth was just hit by an asteroid that has created a beltline of volcanoes
across the plant. The only animals to survive are the waxbird, thornbug, and a shiner.
Please draw these three animals and come up with two adaptations for each animal that
will keep it alive and reproducing?

Please draw your animals and their adaptations below with a description of how each
adaptation will aid in that animals survival 
Assessing learning objectives:
Learning Objectives:
Students will explain that
the environment can
influence traits.
Students will identify how
the environment influences
the traits of an organism.
Students will construct a
model of an organism’s
characteristics that provide
advantages in surviving,
Section objective can be How objective is evaluated:
evaluated:
Explore In the explain, the students
Explain will be filling out a chart or
Elaborate creating a foldable of
Evaluate animal adaptations. The
teacher will collect all
creations and assess
whether the student
understands adaptations.
In the evaluate, the
students will be creating a
project in which they need
to come up with their own
adaptations. The teacher
will be collecting all
pictures and assessing
whether the student has a
grasp on the information.
Explain In the explain, the students
Elaborate will have to come up with
Evaluate adaptations their animal
would need to survive in a
new habitat. The teacher
will be walking around the
room addressing any
questions or concerns the
students may have.
In the evaluate, the
students will be creating a
project in which they need
to come up with their own
adaptations. The teacher
will be collecting all
pictures and assessing
whether the student has a
grasp on the information.
Explain In the explain, the students
Evaluate will have to come up with
adaptations their animal
would need to survive in a
finding mates, and new habitat. The teacher
reproducing. will be walking around the
room addressing any
questions or concerns the
students may have.

In the elaborate, students

will be going on a fieldtrip
and making meaningful
observations as well as
questions in their journals.
The teacher will collect the
journals to assess how
much the students learned.

In the evaluate section, the

students will be creating a
project in which they need
to come up with their own
adaptations. The teacher
will be collecting all
pictures and assessing
whether the student has a
grasp on the information.
Sources- APA

B. (2014, June 01). Retrieved March 30, 2017, from

https://www.youtube.com/watch?v=S6iiuFj5hzo

Bagley, M. (2013, February 21). Genetics: The Study of Heredity. Retrieved March 30,
2017, from http://www.livescience.com/27332-genetics.html

Bradford, A. (2015, May 01). Facts About Frogs & Toads. Retrieved March 30, 2017,
from http://www.livescience.com/50692-frog-facts.html

Classifying Animals - BrainPOP Jr. (n.d.). Retrieved March 30, 2017, from
https://jr.brainpop.com/science/animals/classifyinganimals/

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