Students examine plants and animals to determine the function of structures such as teeth and beaks. These structures are related to the classification of animals and plans, an organism's ability to adapt to different environments, and its habitat. Students begin to explore how diverse living things are alike and how they are different.
Lesson 1: What Big Teeth You Have
Lesson 1 -What Big Teeth You Have
OBJECTIVE
Students will identify the function of each type of tooth in their mouths and in those of familiar animals.
AAAS BENCHMARKS COVERED*
Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Investigations can focus on physical, biological, and social questions. A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group.Features used for grouping depend on the purpose of the grouping. For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Some source of “energy” is needed for all organisms to stay alive and grow.
NGSS STANDARDS COVERED: 4-LS1-1
COMMON CORE ELA STANDARDS COVERED:
What Big Teeth You Have-1 worksheet (Students are asked to use mirrors to examine their teeth which are identified on this worksheet. Fruit leather is then handed out and students are asked to tear off a piece with their teeth ; chew the fruit leather etc., always noting which teeth they use for biting & chewing and identifying them by name, function and position in the mouth : canines, incisors, molars.Their observations are discussed as a group and then students are instructed to read the text on this worksheet and answer the questions posed) – 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.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion;3.SL.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion); 3.SL.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others; 3.SL.1d: Explain their own ideas and understanding in light of the discussion; 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.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).
What Big Teeth You Have-2 worksheet (As a class, have students look at the skull pictures on this worksheet and on the larger posters, reread the information on worksheet-1, and discuss which skulls best fit the animal described .Then have students write a few sentences justifying their choices and including the words incisors,canine teeth and molars) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d: (see above); 3.W.7: Conduct short research projects that build knowledge about a topic; 3.W.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories; 3.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teeth Concentration Cards game (Students match a picture card with a word card) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c: (see above).
“Ben’s Loose Tooth” story and questions – 3.RL.1: Ask and answer questions to demonstrate understand-ing of a text, referring explicitly to the text as the basis for the answers; 3.RL.2: Recount stories, includingfables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral andexplain how it is conveyed through key details in the text; 3.RL.10: By the end of the year, read and compre-hend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity bandindependently and proficiently; 3.RF.4: Read with sufficient accuracy and fluency to support comprehension;3.RF.4a: Read on-level text with purpose and understanding.
“The Busy Beaver” text and questions – 3.RI.1: (see above); 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.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently; 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; 3.L.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
Vocabulary – 3.L.4: (see above).
COMMON CORE MATH STANDARDS COVERED:
What Big Teeth You Have worksheets 1 & 2 – Mathematical Practices 2, 3, 4, 7 (see above).
NM Science Performance Standards Covered:
II-II-11. Know that an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., homed toads, chameleons, cacti, mushrooms).
II-II-l 2. Observe that plants and animals have structures that serve different functions (e.g., shape of animals’teeth).
I-I-II2. Understand that predictions are based on observations, measurements, and cause-and-effect relationships.
Lesson Outline
Use mirrors and fingers to examine teeth.
Refer to Student Booklet page 1 for names of types of teeth.
Hand out fruit leather.
Ask children to bite off a piece using their incisors. Discuss that they are chewing with their molars.
Ask children to tear off a piece. Direct attention to those children who moved the leather to the side of their mouth. Discuss the tearing purpose of canines. Have everyone tear off another piece using their canines.
Ask children to try to chew using their front incisor teeth and bite using their back molars.
Have students complete the sentences in Student Booklet page 1.
As a class, small group, or individually, have students read the paragraphs on the beaver, cow, and coyote on Student Booklet page 1.
As a class, small group, or individually, have students look at the skull pictures on Student Booklet page 2 and decide which skull is from which animal. Use the large photos in group discussion.Discuss skull picture with white background. Determine diet.
Have students write a few sentences explaining why they have identified the skulls the way they have. Students must use the words incisors, canine teeth, and molars.
Hand out Teeth Concentration Cards. Have students match a picture card with a word card. If they don't know how to play Concentration, teach them how and allow them to play a few rounds. (Turn all cards face down and spread them out. Take turns flipping two over. If they match, the player gets to keep those two cards and take another turn. If the cards don't match, they are turned back over and the next player gets a turn. The winner is the player with the most cards at the end of the game.)
Lesson 2: Lunch Time
Lesson 2 - Lunch Time
OBJECTIVE
Students will relate the shape of bird beaks to their function.
AAAS BENCHMARKS COVERED*
For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. Keep records of their investigations and observations and not change the records later.
COMMON CORE ELA STANDARDS COVERED:
Lunch Time-Data Sheet #1 and Report Sheet #2 (Students participate in a discussion naming the birds they are familiar with and what those birds eat. Introduce the topic of beaks and direct students to the worksheet. Divide the class into groups, assign each group a beak, and then move from station to station recording the data they observe about the beaks and the different types of food.Use this data to complete the worksheet) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d, 3.W.7, 3.W.8, 3.W.10: (see above).
Lunch Time worksheet #3 (Bird Pictures are handed out and then glued into the boxes matching their individual descriptions) – 3.SL.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
“The Big Ostrich” text and questions – 3.RL.1, 3.RL.4, 3.RL.10, 3.W.2: (see above); 3.W.2a: Introduce atopic and group related information together; include illustrations when useful to aiding comprehension;3.RF.4, 3.RF.4a, 3.L.4: (see above).
Vocabulary – 3.L.4: (see above).
COMMON CORE MATH STANDARDS COVERED:
Lunch Time worksheets 1, 2 & 3 – Mathematical Practices 2, 3, 7, 8
Fractions of a Set worksheet – 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
NM Science Performance Standards Covered:
II-II-I2. Observe that plants and animals have structures that serve different functions (e.g., shape of animals’ teeth).
II-II-I 3. Classify common animals according to their observable characteristics (e.g., body coverings, structure).
Lesson Outline
List the names of birds that children know.
If children know what the bird eats, add that to the list.
Contrast the differences between beak shape and diet (e.g. robin or woodpecker vs. duck or pelican). Introduce beaks. Connect to pictures on Student Booklet page 3.
Divide class into 8 groups and assign each a beak. Beaks will be changed so everyone will get to do all stations with all beaks.
Give directions about going through stations (read card, gather food for 15 seconds, record data).
Give directions about being gentle with beaks (use only thumb and forefinger and don't use too much force).
Complete stations with each beak (may take two sessions).
Discuss data as class or in small groups.
Use data to complete Student Booklet page 4.Compare to information on birds shown as examples.
Discuss the different beaks shown on the bird poster.
Hand out the Bird Pictures to cut out and glue on Student Booklet page 5 and assign Student Booklet pages 5 and 6.
Hand out Beak Concentration Cards to add to the Teeth Cards from Lesson 1.
Lesson 3: Flying Seeds
Lesson 3 - Flying Seeds
OBJECTIVE
Students will explore an adaptation of a seed and how changing the structure of a seed affects its flight.
AAAS BENCHMARKS COVERED*
Organisms interact with one another in various ways besides providing food. Many plants depend on animals for carrying their pollen to other plants or for dispersing their seeds.Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. Seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it. Make sketches to aid in explaining procedures or ideas.
NGSS STANDARDS COVERED: 2-LS2-2; 3-LS3-2; 4-LS1-1
COMMON CORE ELA STANDARDS COVERED:
Flying Seeds worksheet 1 (Discuss why plants produce seeds (so new plants can grow). Read together the article on the top of the worksheet and then have students answer the questions on the bottom) – 3.SL.1,3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.5: (see above).Flying Seeds worksheets 2 & 3 (Explain that students will be making models of maple seeds. Review the instructions on worksheet 2; demonstrate how to make the origami maple seed using rectangles cut from aluminum foil; students will make a maple seed and see how it flies; they will then alter their seed design slightly and see the effect of that change; designs, adjustments and results are recorded on worksheet 3 and then shared with the class) – 3.W.7, 3.W.8, 3.W.10, 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d: (see above).
“Dave’s Beans” story and questions – 3.RL.1, 3.RL.10, 3.RF.4, 3.RF.4a: (see above).
Vocabulary – 3.L.4: (see above).
COMMON CORE MATH STANDARDS COVERED:
Flying Seeds worksheet 3 – Mathematical Practices 1 thru 8
NM Science Performance Standards Covered:
II-II-I 1. Know that an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., horned toads, chameleons, cacti, mushrooms).
II-II-I 2. Observe that plants and animals have structures that serve different functions (e.g., shape of animals’ teeth).
II-II-I 4. Classify plants according to their characteristics (e.g., tree leaves, flowers, seeds).
Lesson Outline
Discuss why plants produce seeds. (So new plants can grow.)
Read together the article on Student Booklet page 7 on seeds.
Show students the Plants/Fungus pictures. Discuss how the seeds/spores of each get to a good place to grow. Additional background information can be found in the Appendix.
Explain that they will be making models of maple seeds.Review the instructions on Student Booklet page 8.
Demonstrate how to make the origami maple seed using rectangles cut from the aluminum foil sheets. Allow time for students to become comfortable with the procedure.
Challenge students to make "seeds" of different sizes and out of different kinds of paper and test them. Remind them to record what they are doing and their results on Student Booklet page 9.
Share findings.
Lesson 4: Adaptation
Lesson 4 - Adaptation
OBJECTIVE
Students will learn about camouflage and design an experiment to test the effect of camouflage.
AAAS BENCHMARKS COVERED*
Scientists’ explanations about what happens in the world come partly from what they observe, partly from whatthey think. Sometimes scientists have different explanations for the same set of observations.That usuallyleads to their making more observations to resolve the differences.Changes in an organism’s habitat are sometimes beneficial to it and sometimes harmful.Tables and graphs can show how values of one quantity are related to values of another.Use numerical data in describing and comparing objects and events.Things can be done to materials to changesome of their properties, but not all materials respond the same way to what is done to them.
NGSS STANDARDS COVERED: 3-LS3-2
COMMON CORE ELA STANDARDS COVERED:
Adaptation worksheets 1 & 2 (Have a classroom discussion on some of the ways animals protect themselves from predators; use 6 of the Animal Pictures to discuss animals that blend in with their environment; have students read the article on worksheet 1; guide students through a discussion on the role of color in making something harder to see and then instruct them on a classroom experiment involving different colored squares placed in the playground, classroom carpet and flooring; establish the variables to control (size of squares, placement, timing etc); discuss materials needed; type of data collected and finally their predictions.Experiment is completed and data is recorded on worksheet 2; after a discussion of their ndings decidehow best to present the information (numbers, bar graph etc.) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d,3.SL.4, 3.W.7, 3.W.8, 3.W.10: (see above). Adaptation worksheet 3 (Great article on coral reefs that can be read aloud as a class and discussed) –3.RF.4, 3.RF.4a: (see above); 3.RF.4b: Read on-level prose and poetry orally with accuracy, appropriate rate,and expression on successive readings; 3.RF.4c: Use context to conrm or self-correct word recognition and understanding, rereading as necessary.
“Magician of the Sea” text and questions – 3.RI.1, 3.RI.10, 3.RF.4, 3.RF.4a, 3.L.4: (see above).Vocabulary – 3.L.4: (see above).
COMMON CORE MATH STANDARDS COVERED:
Adaptation worksheet 2 – Mathematical Practices 1 thru 8
Bar Graph of Pets – 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
NM Science Performance Standards Covered:
II-II-I 1. Know that an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., homed toads, chameleons, cacti, mushrooms).
I-I-III 2. Pose a question of interest.
I-l-Il 2. Understand that predictions are based on observations, measurements, and cause-and-effect relationships.
I-I-I 3. Use numerical data in describing and comparing objects, events, and measurements.
I-I-I 4. Collect data in an investigation.
I-I-I 5. Analyze the data from an investigation.
I-I-I 2. Recognize the difference between data and opinion.
I-I-I I 1. Use a variety of methods to display and present findings.
I-I-III 2. Present observations and measurements with accuracy.
I-I-III 3. Use various methods to display data and present findings and communicate results in accurate mathematical language.
Lesson Outline
Discuss some of the ways animals protect themselves from predators.
Use six of the Animal Pictures to discuss animals that blend in with their environment (lion, fish (sand dab), sea dragon, chameleon, horned toad, walking stick). Discuss advantages in being harder to see.
Read and discuss the article on Student Booklet page 10.
Guide students through the design of an experiment to determine the role of coloration.
Develop a question that can be tested in the schoolyard or classroom, (e.g., "Are animals that are the same color as their environment harder to see?" becomes "Will blue squares be harder to find on the classroom's blue carpet than other colors?" or "Will brown squares be harder to find in the playground?")
Discuss what variables to control and how they will be controlled (e.g., control time, size of squares, number of squares set out, how many people will be collecting, how they will collect them). How can the test be "fair"?Discuss what materials will be needed (e.g., squares of colored paper, timers).
Discuss what data will be collected (e.g., number of squares of each color collected).
Predict the outcome (use the Predictive Poster if possible).Complete experiment.Analyze data. Discuss different ways to present the information (numbers, bar graph, graph of actual pieces collected).
Draw conclusions and have students write about their findings using the data obtained.
Discuss implications for further research.
At the end of this lesson or at another time, read and discuss the article on Student Booklet page 12.
Lesson 5: Structure and Function
Lesson 5 - Structure and Function
OBJECTIVE
Students will learn the rules of classification and use them to classify objects, animals, and plants.
AAAS BENCHMARKS COVERED*
A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group. Features used for grouping depend on the purpose of the grouping. For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Insects and various other organisms depend on dead plant and animal material for food.
COMMON CORE ELA STANDARDS COVERED:
Rules of Classification worksheet (Illustrate what classification means by grouping students on easily observable characteristics; review the rules of classification on the top of this worksheet; have students discuss different ways to classify themselves and whether or not those systems meet the rules of classification; dis-tribute the Classification Pictures and have students determine specific classifications based on the criteria; they can glue those pictures on the worksheet and tell us a little something about how they determined the classification) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d, 3.SL.2, 3.SL.4, 3.SL.5: (see above).
Build a Beast worksheet (Students are given a strip of paper with four categories of questions; in each category there are 6 questions; they are instructed to glue the strip in the box at the top of the worksheet;they are then to roll the dice for category # 1 (Where does my Beast live?), check the number rolled with the corresponding number on the strip and may find out their beast lives in a cave. Students continue this processing all categories and then proceed to build the beast described, giving the beast whatever adaptations they deem necessary; they may then present their beast to the class) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d,3.SL.4, 3.SL.5: (see above); 3.SL.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
“Bananas and Pineapples” compare and contrast text and questions – 3.RI.1, 3.RI.10, 3.RF.4, 3.RF.4a: (see above).
COMMON CORE MATH STANDARDS COVERED:
Rules of Classification worksheet — Mathematical Practices 2, 3 ,6, 7, 8
Build a Beast — Mathematical Practices 1 thru 8
Favorite ColorBar Graph — 3.MD.3: (see above).
NM Science Performance Standards Covered:
II-II-13. Classify common animals according to their observable characteristics (e.g.: body coverings, structure).
II-II-14. Classify plants according to their characteristics (e.g., tree leaves, flowers, seeds).
Lesson Outline
Group students on easily observable characteristics (e.g. color of shirt, type of shoe).Introduce the term "classification."
Review rules of classification on Student Booklet page 13.
Classify students on basis of behavior (folding hands, which thumb is on top; cross arms, which arm is on top). Discuss whether the rules of classification are being followed.
Classify students using properties that don't follow the classification rules. Discuss why they don't work.
Introduce Classification Poster. Model choosing rules and grouping pictures.
Distribute the sheets of Classification pictures. Have students cut them apart. Allow time to practice classifying them. Share any interesting classification systems.
Explain how to use the question strips and dice to find the requirements for the beast they need to draw and label on Student Booklet page 14. Model the entire process. Have students Build-A-Beast.
Share the Alphabet Book with students. Allow students to color the pictures and write their own book on the back of the strip.
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