PLANT AND ANIMAL ADAPTATIONS (3)
Orange County Department of Education - Project GLADTM
San Diego County Office of Education
Plant and Animal Adaptations, Level 3 (CA)
Idea Pages
I. UNIT THEME – Living things survive by changing in response to new conditions or surroundings with special body parts and/or behavioral patterns called adaptations.
· Adaptations in physical structure or behavior may improve an organism’s chance for survival. Plants and animals adapt to their surroundings over time.
· Physical geography impacts living things
· Scientists differentiate evidence from opinion and do not rely on claims or conclusions unless they are backed by observations or data that can be confirmed and repeated.
· Humans have an ethical responsibility to protect the natural environment, and for survival of the species.
· Cross-cultural theme: people around the world show respect and admiration for the natural world in many ways.
II. FOCUS/MOTIVATION
· Prediction/Reaction Guide
· Cognitive Content Dictionary
· Big Book
· Inquiry Chart – What do you know about adaptations?
· Read Aloud – Humphrey the Lost Whale
· Observation Charts
· Poetry and chants
· Personal Interaction
III. CLOSURE
· Student- and Teacher-made TestsProcess all charts
· Descriptive Essay
· Informational report on the adaptations of a plant or animal
· Learning Logs
· Team Task Presentations
· Team Feud or Jeopardy
· Multimedia Project (Team and Individual)
· Test
IV. CONCEPTS –Universal or Enduring Understandings
· Living things can be grouped or classified according to their similarities
· Adaptations of Kingdoms Animalia and Plantae
· The Earth is full of interesting and diverse organisms (life forms) whose body parts (structures) and behaviors may help them survive in a variety of biomes.
· Organisms affect the environment in which they live and sometime cause changes that make the environment impossible to live in. In that case, the organism adapts, moves away, or dies.
· When all the organisms of a certain type have died, the organism is extinct.
V. CALIFORNIA STATE STANDARDS - 3rd GRADE
SCIENCE
LIFE SCIENCES
3.0 Adaptations in physical structure or behavior may improve an organism’s chance for survival.
· Plants and animals have structures that serve different functions in growth, survival, and reproduction.
· There are diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
· Living things cause changes in the environment in which they live; some of these changes are detrimental to the organism or other organisms, and some are beneficial.
· When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.
· Some kinds of organisms that once lived on Earth have completely disappeared and some of those resembled others that are alive today.
INVESTIGATION AND EXPERIMENTATION
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Student will:
a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.
b. Differentiate evidence from opinion, and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
c. Use numerical data in describing and comparing objects, events, and measurements.
d. Predict the outcome of a simple investigation and compare the result to the prediction.
e. Collect data in an investigation and analyze those data to develop a logical conclusion.
HISTORY/SOCIAL SCIENCE
Continuity and Change
Students in grade three learn more about our connections to the past and the ways in which particularly local, but also regional and national, government and traditions have developed and left their marks on current society, providing common memories. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society.
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).
2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).
3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
1. Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.
2. Understand that some goods are made locally, some elsewhere in the United States, and some abroad.
3. Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.
4. Discuss the relationship of students' "work" in school and their personal human capital.
ELA COMMON CORE STATE STANDARDS
English Language Arts Standards Reading Literature
Key Ideas and Details
RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Craft and Structure
RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Integration of Knowledge and Ideas
RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
English Language Arts Standards Reading Informational Text
Key Ideas and Details
RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3. 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.
Craft and Structure
RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Integration of Knowledge and Ideas
RI.3.7. 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).
RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
English Language Arts Standards Reading: Foundational Skills
Phonics and Word Recognition
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
· Identify and know the meaning of the most common prefixes and derivational suffixes.
· Decode words with common Latin suffixes.
· Decode multisyllable words.
· Read grade-appropriate irregularly spelled words.
Fluency
RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
· Read grade-level text with purpose and understanding.
· Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
· Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
English Language Arts Standards - Writing
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
· Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
· Develop the topic with facts, definitions, and details.
· Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
· Provide a concluding statement or section.
W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
· Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
· Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
· Use temporal words and phrases to signal event order.
· Provide a sense of closure.
Production and Distribution of Writing
W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.6. 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.
Research to Build and Present Knowledge
W.3.7. Conduct short research projects that build knowledge about a topic.
W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Range of Writing
W.3.10. 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.
English Language Arts Standards – Speaking and Listening
Comprehension and Collaboration
SL.3.1. 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.
· 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.
· 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).
· Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
· Explain their own ideas and understanding in light of the discussion.
SL.3.2. 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.
SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas
SL.3.4. 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.
SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
English Language Arts Standards – Language
Conventions of Standard English
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
· Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
· Form and use regular and irregular plural nouns.
· Use abstract nouns (e.g., childhood).
· Form and use regular and irregular verbs.
· Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
· Ensure subject-verb and pronoun-antecedent agreement.*
· Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
· Use coordinating and subordinating conjunctions.
· Produce simple, compound, and complex sentences.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
· Capitalize appropriate words in titles.
· Use commas in addresses.
· Use commas and quotation marks in dialogue.
· Form and use possessives.
· Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
· Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
· Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language
L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Recognize and observe differences between the conventions of spoken and written standard English.
Vocabulary Acquisition and Use
L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
· Use sentence-level context as a clue to the meaning of a word or phrase.
· 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).
· Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
· Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
· Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
· Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.6. 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).
MATHEMATICS – MEASUREMENT AND DATA
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Represent and interpret data.
3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS – Grade Span 3-5
The following ELD standards relate to ELA L/S 2.1 and 2.3
BEGINNING Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”)