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Third Grade Unit One Life Science Section 1: TLW classify plants on the basis of observable physical characteristics and describe the function of plant parts. (Gist: Plants) Enduring Understanding(s) Plants can be classified on the basis of observable characteristics. Plants have different structures that have specific functions in growth, survival, and reproduction. Essential Questions How can plants be classified? What are the functions of flowers, stems, roots, and leaves in plants? New Vocabulary function minerals organism physical characteristic structure plant root support stem survival of organism thermometer Concepts & Information Plants need air, water, warmth, and light in order to grow and survive. Describe is to tell or depict in spoken or written words the function of the flower, stem, root, and leaf. Plant parts have specific functions that contribute to the life of a plant. Flowers produce seeds inside fruits and some flowers attract pollinators such as bats, birds and insects. The stem carries water and minerals from the roots to the leaves and flowers. Stems also provide support to the plant and allow the leaves to reach sunlight. The roots provide support by anchoring the plant and absorbing water and nutrients needed for growth. They also store sugars and carbohydrates. Leaves create food in green plants. They are the site of photosynthesis, a process that uses carbon dioxide, water and sunlight to create food (glucose) and oxygen for the plant and other forms of life. Leaves also have openings that allow water and air to come and go. Classification systems help us organize our knowledge of living things, group organisms based on similar characteristics, raises awareness of the diversity of plant life, and allows a comparison of similarities and differences of plants. Plants can be classified based on observable physical characteristics such as roots, leaves, stems, and flowers. Seed plants can be classified into two categories: evergreens and broadleafed. There are generally two types of root systems in green plants. A taproot is a single, prominent root. Examples are carrots and radishes. The other type of root system is branching. Plants leaves can be classified in many ways. Two common ways are by shape and pattern. Green plants can have needle-like leaves or broad flat leaves. It is not important for third grade students to identify the specific leaf structures used for classification. They should be able to recognize that there are different leaf types and classify based on observable characteristics such as leaf type, leaf shape, veins. Plant stems vary considerably and are divided into two groups. Plants may have woody stems such as in trees and shrubs. Plants may have green, non-woody stems such as in flowering plants and grasses. Plants may be classified based on the type of flower. Flowers can be classified by color, shape and number of petals. Common Misconceptions Plants get food from the ground. Plants make food for other organisms and not for themselves. Plants and seeds are not living. Lesson Ideas: 1. TLW collaboratively review what plants need for growth and survival. CCSS/CE(s): This unit focuses on plants. The next unit will focus on animals. Following those two units, the Life Science Academic Standard: Adaptations, will relate the characteristics and functions of observable parts in plants and animals to their ability to live in different environments. Plants need air, water, light, and food. Unlike animals that need to eat their food, plants use the light to make their own food. Plants use the food as a source of energy and as a source of building material to grow and for repair. 2. TLW classify plants on the basis of observable physical characteristics. CCSS/CE(s): L.OL.03.41; S.IA.03.11; S.IA.03.13; S.IP.03.11; S.IP.03.12; S.IP.03.16; S.RS.03.11; S.RS.03.14; (Resource: Plant Classification) Using fast growing plants,grow plants from seeds through a full life cycle. Observe and measure the different plant parts as they develop. Record the observations and measurements on a chart or in science journals. Display a variety of plants that show different parts. Students observe the different parts of the plants and try to identify the flowers, stems, roots, and leaves. Note the place where the root changes into the stem if possible. Have hand lenses available. Include some plants that might have some confusing parts such as a cactus, evergreen, moss, etc. Elaborate on how scientists classify organisms by observable physical characteristics. The leaves can either be broad-leaf or needle-like. Roots can be a single taproot or fibrous and branching. Stems can be woody or green. Flowers can be classified by color, shape, or number of petals. In cooperative groups have students observe various plants, decide how scientists might classify them, and record their ideas using charts. The groups could report out to the class telling their rationale for their choices. Scientists use the structures to sort or classify plants. Take a walk outdoors and look at a variety of plants. Use hand lenses or simple microscopes for students to make observations about the plants they see. Classify plants on the basis of roots, leaves, stems, and flowers. Consider color, size, leaf shape and flower type. Do a Google image search for ferns, moss, plants, conifer, conifer cone, deciduous tree, and shrub or see http://www.public-domain-image.com/ or http://www.publicdomainpictures.net/ or http://www.bing.com/images/search?q=plants&form=QB&qs=AS&pq=plants# for searchable web sites. Print, cut out, laminate and use images for students to sort and classify. (These images will be used in Assessment B.) Make a plant part salad. Assign each student a different edible plant part (let the student choose) to bring in to put into a salad. As they add their plant part to the salad, they identify the following parts: flower, stem, root and leaf. Then eat the salad! Possible ingredients include various kinds of lettuce, spinach, parsley, cilantro (leaves), carrots, radishes, beets (roots), celery (stems), broccoli, cauliflower (flower buds and stems), tomatoes, grapes or raisins or dried cherries, apples, oranges (fruit), almonds, pecans, walnuts, sunflower seeds (seeds). 3. TLW describe the function of parts of plants. CCSS/CE(s): L.OL.03.31; S.IA.03.12; S.IA.03.13; S.IP.03.11; S.RS.03.11; S.RS.03.15; S.RS.03.18; (Resources: Plant Parts; Plant Functions; Flower Power; Food in a Grocery Store) Explain what is meant by the terms structures and functions. Every structure has a function or multiple functions that allow the plant to survive in its environment. Take a walk outside where plants live and don't live. Discuss reasons why plants might not be able to live in certain areas. Discuss the plant parts salad experience, and have students identify the function of each of the structures. In cooperative groups students decide what the function of each plant part is and report out to the class. Record the structures and functions of the parts of the plants on charts or in science journals. Place a celery stalk or a white flower in a glass of colored water. Observe what happens to the leaves or flower petals. Use both Informational Text Resources: Flower Power; Food in a Grocery Store. Contributions of scientists throughout history and across cultures have contributed significantly to current scientific thought. The contributions of scientists such as Barbara McClintock and George Washington Carver have used the parts of plants to advance the use of food plants. Suggested Instructional Resources Primarily Plants, AIMS, 1990 and 2005 Budding Botanist, AIMS, 1993, page iii for a classification chart of seed plants Section 2: TLW classify animals on the basis of observable physical characteristics and relate those characteristics to their functions. (Gist: Animals) Enduring Understanding(s) Animals can be classified on the basis of observable characteristics. Animals have different structures that have specific functions in growth, survival, and reproduction. Essential Questions How can animals be classified? What are the functions of the structures of animals? New Vocabulary animal features limb backbone/no backbone movement food getting organism physical characteristic support protection survival of organism structure thermometer Concepts & Information Animals need air, water, food, and space in order to grow and survive. Animals can be classified by their observable characteristics. Physical characteristics are observable traits where the trait is related to the function and survival of the organism. Animals are classified as vertebrates or invertebrates based on their type of skeletal system. Animals have specific structures and body coverings that assist in controlling body temperature such as fur, feathers, skin, and hair. Animals have specific structures that provide support such as a skeleton (bones) or an exoskeleton (no bones) in insects and crayfish. Structures that provide movement for animals include limbs, wings, fins and muscles. Structures used for food getting may include claws, jaws, teeth, beaks, legs, wings, and camouflage. Structures used for protection may include exoskeletons, shells, scales, claws, teeth, legs and wings. Invertebrates are those animals without a backbone. Worms, sponges, spiders, insects and crabs are examples of invertebrates. Invertebrates have exoskeletons or no skeleton (soft bodies). There are more invertebrates on Earth than vertebrates. Vertebrates are those animals with a backbone and internal skeletal system (endoskeleton). Vertebrates include mammals, birds, fish, reptiles, and amphibians. Characteristics that distinguish vertebrates include body structures and their functions, body coverings, method of reproduction, and method of movement. Mammals have skin with a fur or hair body covering that helps it to stay warm. Some mammals shed a large quantity of their fur during the summer and grow a thicker coat during the winter. All young drink milk, breathe with lungs, are warm-blooded, and most young are born alive. Birds have skin with a feather body covering. Birds can keep warm by fluffing up their feathers to trap air like their own down coat. In summer, they compress the feathers because they don’t need the extra warmth. They have wings, lay hard-shelled eggs, breathe with lungs, and are warmblooded. Fish have skin covered with slimy scales. They lay eggs without shells, breathe with gills, and are cold-blooded. Amphibians (frogs, toads, newts, and salamanders) live part of their life on land and part in water. They are cold-blooded, lay eggs without a shell in water, have smooth, moist skin with no scales, a bony skeleton, and experience metamorphosis (a change in form or structure from young to adult life, i.e., a tadpole lives in water and is fishlike with gills and fins while a frog lives on land and forms lungs; young do not look like adult). Reptiles (snakes, turtles, lizards, crocodiles and alligators) are cold-blooded. They have dry, scaly skin or a shell, lungs, a bony skeleton, and toes with claws. They lay eggs on land in a leathery shell and do not experience metamorphosis. Reptile young look like the adult. To be warm-blooded means that an animal maintains a temperature within a normal range for that animal due to metabolic processes and body coverings that keep them warm. In contrast, cold-blooded animals are dependent on their environment to regulate their body temperature. An example is a turtle sunning itself on a log or an insect burrowing under the hot sand to find a cooler temperature. Common Misconceptions Only large mammals are animals. Humans are not animals. Penguins and turtles are amphibians because they are both in and out of the water. Whales, jellyfish, and starfish (or any animal that lives in the water) are all fish. Behavior and habitat are used as criteria for classifying animals. Animals with no backbone have no skeletal system. Turtles have a shell, no backbone, and can pull out of their shells completely like a hermit crab can. Lesson Ideas: 1. TLW collaboratively review what animals need for growth and survival. CCSS/CE(s): L.OL.03.32; S.IA.03.12; S.IA.03.13; S.IA.03.14; S.IA.03.15; Note: This unit will be followed by a culminating Life Science Academic Standard: Adaptations, in which students will relate the characteristics and functions of observable parts in plants and animals to their ability to live in different environments. (An anticipatory set could be AIMS Math + Science: A Solution, "Creature Features," pages 11-15 in 1987 edition. A 2007 updated downloadable version is available for $2.00 link) When creating a dichotomous key, have students share their results. Animals need air, water, food, and space (habitat). 2. TLW identify and compare animal structures used for controlling body temperature, support, movement, food-getting, and protection.CCSS/CE(s): L.OL.03.32; (Resources: Teaching About Characteristics; Physical Characteristics of Animals with Backbones) Identify means to recognize the differences between structures in animals used for controlling body temperature, support, movement, food getting, and protection. Compare means to recognize how the structures are alike or similar among animals. Support includes bones and muscles, Movement includes limbs, fins, wings, scales and muscles (snakes), tails. Structures include fur, wings, teeth, claws. Also consider feathers, scales, skin, shells, limbs, types of bones, backbone/no backbone (vertebrate/invertebrate), beaks, warmblooded/cold-blooded, etc. Use the organizer and find pictures from books or the internet to find examples from a variety of animals of the various classifications of vertebrates: mammals, birds, reptiles, amphibians, and fish because they will be using these categories for classification in the following lessons. Searches on Google images produce a wealth of applicable pictures. http://pics.tech4learning.com or http://images.google.com/ Students use pictures and/or parts of animals (i.e. skulls, teeth, pelts, feathers, etc.) to identify the structures that help the animals control body temperature, provide support, provide movement, get food, and protect themselves. Discuss and record information on a chart or in science journals. Explain what is meant by the terms structures and functions. Structures (i.e. fur, wings, teeth, claws, and scales) are used to allow the animal to control its body temperature, support its body, move, get food, and protect itself. Many of the characteristics of the observable body parts enable an animal to survive in its environment. Scientists use structures, not behaviors, to classify animals into groups. To show how body coverings help keep animals warm, students experiment with different ways heat can be kept in cans of warm water by wrapping various materials (fake fur, fiberfill, wool, aluminum foil, etc.) around them, taking their temperatures, and recording the data on a chart. To show how body coverings protect animals from temperature differences, students make a “blubber glove” out of two zip-top bags (one inside the other). Put vegetable shortening between the two bags so a hand can be inserted into the inner part and remain clean. Put the “blubber gloved” hand and a hand with no glove into both ice water and warm water and see if any temperature differences can be detected. 3. TLW collaboratively describe, compare, and classify mammals, birds, reptiles, amphibians, and fish, based on their observable characteristics.CCSS/CE(s): S.IP.03.13; S.IP.03.16; S.RS.03.15; L.OL.03.42; S.IA.03.11; S.IA.03.12; S.IA.03.13; S.IA.03.15; S.IP.03.12; (Resources: Animal Characteristics; Animal Classification; Attributes of Vertebrates; Animal Card Sort; Classifying Animals; Who Am I?; Animal Groups; Animal Identification; Amphibians and Reptiles Chart; Amphibian and Reptile Eggs) To show how scientists classify animals, students in cooperative groups cut out pictures to sort animals into groups. First the students sort by skeletons on the outside of the body and skeletons on the inside of the body. Once animals have been divided into these two groups, the animals are grouped further based on observable physical characteristics, i.e., body coverings and limbs. Use large chart paper to glue or record all the mammals together, fish, birds, etc. Students report out to the class. This lesson has many resources. Use them as appropriate to differentiate instruction based on the needs of students in the classroom. Students use pictures of animals and try to group animals using their own criteria. Classify animals on the basis of backbone, outer coverings, limbs, scales or other physical characteristics. Other physical characteristics provide more specific classification. These are visible through observations. Animals can be classified into two broad categories: backbone (internal skeleton or vertebrate) which are mammals, fish, birds, reptiles and amphibians or no backbone (external skeleton or exoskeleton or invertebrate) which include animals such as worms, insects and crustaceans. Third grade students will be limited to the general classification of animals with a backbone or no backbone. Animals with no backbone either have a skeletal system in the form of a shell or hard outer covering (insects, crustaceans, mollusks) or no skeletal system (worms, jellyfish). Third grade students should classify animals with a backbone into fish, amphibian, reptile, bird and mammal or animals with no backbone. Animals with backbones can be classified based on body covering and other observable physical characteristics: fish (scales and gills), amphibians (smooth wet skin), reptiles (dry, rough skin), birds (wings, two feet, feathers), and mammals (hair, feed their young milk). http://www.everythingesl.net/lessons/animalstwo.php Animals Alive!: An Ecological Guide to Animal Activities by Dennis Holley; Brian Payne (illustrator) ISBN 9781570981708 |Revised edition (Roberts Rinehart Pub, October 1, 1997), cover price $24.95 Suggests activities for observing live animals, and outlines a course of study looking at animals from lower invertebrates to mammals. Teacher assistance may be necessary to classify animals into three groups. Most students will already know from life experience if an animal is a mammal, bird, or fish. Subsequent lessons will help them describe the specific observable characteristics upon which the classification is based. Focus on observable characteristics while recognizing that some animals have characteristics common to another classification, (e.g., some mammals and some birds have claws). Given a model or illustration of a bird, mammal, or fish skeleton, students can observe that each has a backbone. Note: People are mammals and share most characteristics with other mammals. Students should be able to feel their own backbones. See http://www.zoology.ubc.ca/courses/bio204/lab7_frameset.htm and scroll right frame (photos) to see examples of vertebrate skeletons. Snake skeleton link In a small group or whole class setting, each student should be given different pictures to classify. Example of justification: "It’s a bird because it lays eggs and has feathers." Guidelines for Classification of Vertebrates (animals with backbones) 1. body covering 2. birth form (egg vs. live birth) 3. warm vs. cold-blooded 4. birth location (water vs. land) 5. young vs. adults – similarities or differences 6. degree of parental nurturing 7. method of breathing (gills vs. lungs) 8. classes (mammals, birds, reptiles, amphibians, fish) 4. TLW collaboratively classify vertebrates and invertebrates into groups by their observable physical characteristics and make comparisons between common vertebrates and common invertebrates. CCSS/CE(s): L.OL.03.42; S.IA.03.11; S.IA.03.12; S.IA.03.13; S.IA.03.15; S.IP.03.11; S.IP.03.12; S.IP.03.13; S.IP.03.16; S.RS.03.15; (Resources: Vertebrate and Invertebrate Animals; Attributes of Animal Groups) Invertebrates (animals with no backbone) include: insect • sponge scorpion • lobster centipede • slug octopus • coral starfish • shrimp jellyfish • crab millipede • snail earthworm • clam • spider (Note: There are more species of insects than any other animals.) Students describe the physical characteristics and functions, of invertebrates, comparing and contrasting with vertebrates. Invertebrates include insects, mollusks, worms, sponges, arachnids. More classifications exist but will not be addressed at third grade. Use Venn diagrams or double-bubble diagrams to compare and contrast vertebrate and invertebrate animals. Possible comparisons could be between earthworm/snake, bird/mosquito, goldfish/crayfish.) Suggested Instructional Resources . http://www.nwf.org/kids/kzPage.cfm?siteid=3 for information about Ranger Rick Magazine (many wildlife photos) Michigan Snakes: A Field Guide and Pocket Reference , MSU Extension. Inventory number E2000, http://www.msue.msu.edu/portal/ (Click on Publications, then click on Search and enter "snakes") Michigan Frogs, Toads, & Salamanders: A Field Guide and Pocket Reference , MSU Extension, 1999. ISBN 1565250028, Inventory number E2350, http://www.msue.msu.edu/portal / (Click on Publications, then click on Search and so a keyword search for "frogs".) Animal pictures can be ordered from Wildlife Adventure Cards, Grolier Books, P.O. Box 1758, Sherman Turnpike, Danbury, CT 06816-1758; Ranger Rick; National Wildlife or local stores for teachers. Animal pictures can also be found at http://www.public-domain-image.com/ or http://www.publicdomainpictures.net/ or http://www.bing.com/images/search?q=animals&form=QB&qs=AS&pq=animals#. Print, cut out, laminate and use images for students to sort and classify. (Images will be used in the assessment.) AIMS Critters, 2004, ISBN 1881431231